Subjects for Additional Lessons for Both Grades.
Polite attentions towards elderly people on the street.
Polite attention towards strangers who make inquiries.
Simple instruction in church manners.
Simple instruction in manners at places of entertainment.
Note.—Many suggestions for these lessons may be found in [lessons for advanced grades.]
[Chapter X.]
TABLE MANNERS.
FIRST TWO YEARS.
Illustrative Lessons.
LESSON 25.
Purpose.—To show the necessity of good table-manners.
Method.—A contrast drawn. Children allowed to comment.
The Lesson.
A little girl came to the table very hungry. There were a good many older people there, and as she had been taught to wait until the older ones were served, she sat very still and waited very patiently until every one else at the table was enjoying a nice dinner. She grew hungry every minute, and could hardly keep the tears back, but still did not ask for anything. When it was found that she had been forgotten, but was so patient and well-behaved, every one praised her, and you may be sure she had the best dinner they were able to give her.
Another little girl came to another table very hungry. She waited for no one, but immediately began to ask for this and that, and not in the nicest way, either. She made herself so disagreeable that every one at the table was glad to have her served first.
Did it pay the first little girl to wait?
“Yes’m. Everybody thought she was so nice.”
How about the other one?
“They thought she was a naughty girl.”
What is one way, then, by which you may make people like you?
“By behaving politely at the table.”
LESSON 26.
Purpose.—To show that punctuality at the table is desirable.
Method.—An incident related, followed by a conversation.
The Lesson.
Johnnie, like many little boys, was fond of sleeping in the morning. The bed always seemed the softest and his dreams the most interesting just as the rising bell rang. He would wake just enough to think there would be time enough before breakfast to go to sleep again and finish out that one dream. But nap followed nap until the sharp ting-a-ling-ling of the breakfast bell roused him. Then he would try to dress hurriedly, but every thing generally went wrong, and he would get out to breakfast too late for the delicious hot cakes the rest of the family had enjoyed. How do you think it made him feel to eat a cold breakfast?
“Cross.”
Tell me what you think of such a boy as Johnnie.
“He was lazy.”
“He didn’t do as his mother wished him to.”
Did he make his mother trouble?
“Yes’m. His breakfast had to be kept for him.”
“It would have been kinder if he had eaten with the rest.”
Think of Johnnie, and tell me what you mean not to do any more.
“To be late at the table.”
Why?
“Because it makes trouble and isn’t kind.”
And if not kind?
“Not polite.”
Does this mean the home-table only?
“No, Miss B. It means when we are at home or when we are visiting.”
LESSON 27.
Purpose.—To show that polite attention is specially due the lady of the house, at table.
Method.—A conversation.
The Lesson.
Who sits at the head of the table?
“Mother.”
Who, then, is the most honored one at the table?
“Mother.”
And mother is sometimes called “the lady of the house.” How can we tell when we ought to do certain things at the table?
“We can watch the lady of the house.”
Then how shall we know when to sit at the table?
“When the lady of the house sits.”
Yes, no one should sit until she does. And when the meal is over, how long should we stay at table?
“Until the lady of the house rises.”
Suppose it is necessary to leave the table before that?
“We must ask the one at the head of the table to excuse us.”
Unless we do these things what will be thought of us?
“People will think we have not been taught good manners.”
LESSON 28.
Purpose.—To show that selfishness at the table is not a sign of good manners.
Method.—A conversation.
The Lesson.
How many of you like oranges? I see that you all do. Suppose you were to have oranges for breakfast, and when they were brought on one should be much larger than the other, which would you want?
“The biggest one.”
Certainly, there is nothing wrong in that, but would you take the largest one?
“No, Miss B.”
Why not?
“I would leave that for mamma.”
“It isn’t polite to take the largest and best for yourself.”
Who should have the best?
“Mamma and papa.”
Suppose grandmamma or grandpapa should be at the table?
“Then they should have the best.”
Tell me who should have the best when there is any choice.
“The older people.”
How should the others feel about it?
“They should be glad to give the best to others.”
LESSON 29.
Purpose.—To specify some forms of polite expressions used at table.
Method.—An incident related. Criticisms elicited from pupils.
The Lesson.
I once sat down to dine at a table where there were three children. They seemed to be nearly starved, although I knew they had eaten a good breakfast. As soon as they had taken their seats they called out, “I want some bread,” “Give me some meat,” “Pass that jelly;” and when they were served they began to eat as if it were their first meal in a long time. I think some of you would have been surprised at those children’s manners. What have you to say about them, Jennie?
“They ought to have kept still until they were served.”
“They ought to have said, ‘I would like some bread, if you please.’”
“And ‘Will you please give me some meat?’”
“And? ‘Will you be so kind as to pass the jelly?’”
Yes, that would have been much better. What should you say when something is passed to you at table, and you do not wish it?
“Not any, I thank you.”
“I don’t care for any, thank you.”
If you remember to do these things, what will be said of you?
“That we know how to speak politely at the table.”
[Chapter XI.]
TABLE MANNERS.
SECOND TWO YEARS.
Illustrative Lessons.
LESSON 30.
Purpose.—To show the necessity of good table manners.
Method.—Questions.
The Lesson.
Suppose you should see at any table a young lady, very pretty and very nicely dressed, a perfect stranger to you, and she should say to the servant, in quite a loud tone of voice, “Hurry, and bring me my dinner.” What would you think of her, Henry?
“I should think she had not learned to be polite.”
Suppose she should eat very rapidly, putting the food to her mouth with a knife, what would you think of her, Kate?
“I should think she knew very little about good manners.”
And if she should take the choicest of everything on the table for herself?
“I should say she was very selfish.”
How have you formed these opinions of the young lady?
“From her table manners.”
Then good table manners are very important. Why?
“Because people judge us by them.”
LESSON 31.
Purpose.—To show the deference due the lady of the house at table.
Method.—A conversation.
The Lesson.
Who is the lady of the house, usually?
“The mother of the family.”
What seat at table does she usually occupy?
“She sits at the head of the table.”
Is there any way of knowing when we shall take our seats at table? Shall we take them just as it happens?
“We should take them when mother does, not before.”
Or if we are away from home?
“When the lady of the house does.”
Yes, or when the one who presides at the table sits.
How long should we sit at table, John?
“Until we have finished eating.”
It is not proper to leave as soon as we have finished.
Can any one tell when we should rise from the table?
“When the lady of the house rises.”
Yes. Suppose it is necessary to leave before that?
“We should ask to be excused.”
Can you think of any other politeness to be shown the mother, or the lady of the house, at table?
“We should be prompt at meals.”
Where?
“Both at home and away from home.”
Why?
“Because it is impolite to keep people waiting for us.”
LESSON 32.
Purpose.—To specify some polite usages at table.
Method.—A conversation.
The Lesson.
I would like you to tell me some things about table manners. You may think of polite ways of asking for things at table, and I will write them on the blackboard as you give them. But first you may tell me whom you should ask.
“A servant, if there is one.”
And if not?
“Any one who can easily reach what is wanted.”
You may tell me how to ask.
“Please pass the bread.”
“May I ask you for the bread?”
“Will you be so kind as to pass the bread?”
Yes, and if you are asked if you would like the bread, what should you say?
“If you please.”
“And ‘Thank you,’ if you take it.”
If you should not wish it?
“No, I thank you.”
“Or, ‘Not any, I thank you,’”
How do you know these expressions are polite?
“Polite people use them.”