HOW THE LEAVES CAME DOWN
"SUSAN COOLIDGE"
I'll tell you how the leaves came down:
The great Tree to his children said,
"You're getting sleepy, Yellow and Brown,
Yes, very sleepy, little Red;
It is quite time to go to bed."
"Ah!" begged each silly, pouting leaf,
"Let us a little longer stay;
Dear Father Tree, behold our grief!
'Tis such a very pleasant day,
We do not want to go away."
So, just for one more merry day
To the great Tree the leaflets clung,
Frolicked and danced and had their way
Upon the autumn breezes swung,
Whispering all their sports among,
"Perhaps the great Tree will forget
And let us stay until the spring,
If we all beg and coax and fret."
But the great Tree did no such thing;
He smiled to hear their whispering.
"Come, children all, to bed," he cried;
And ere the leaves could urge their prayer,
He shook his head, and far and wide,
Fluttering and rustling everywhere,
Down sped the leaflets through the air.
I saw them; on the ground they lay,
Golden and red, a huddled swarm,
Waiting till one from far away,
White bedclothes heaped up on her arm,
Should come to wrap them safe and warm.
The great bare Tree looked down and smiled.
"Good-night, dear little leaves," he said;
And from below each sleepy child
Replied, "Good-night," and murmurèd,
"It is so nice to go to bed."
The poems for young readers produced by the sisters Alice Cary (1820-1871) and Phoebe Cary (1824-1871) constitute the most successful body of juvenile verse yet produced in this country. One of Alice Cary's poems, "An Order for a Picture," is of a very distinguished quality, but as its appeal is largely to mature readers, two of Phoebe Cary's poems of simpler quality are chosen for use here. The first of these marks, by means of three illustrations within the range of children's observation, a very common defect of child nature and is, by the force of these illustrations, a good lesson in practical ethics. The appeal of the second is to that inherent ideal of disinterested heroism which is so strong in children. The setting of the story amidst the ever-present threat of the sea affords a good chance for the teacher to do effective work in emphasizing the geographical background. This should be done, however, not as geography merely, but with the attention on the human elements involved.
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THEY DIDN'T THINK
PHOEBE CARY
Once a trap was baited
With a piece of cheese;
Which tickled so a little mouse
It almost made him sneeze;
An old rat said, "There's danger,
Be careful where you go!"
"Nonsense!" said the other,
"I don't think you know!"
So he walked in boldly—
Nobody in sight;
First he took a nibble,
Then he took a bite;
Close the trap together
Snapped as quick as wink,
Catching mousey fast there,
'Cause he didn't think.
Once a little turkey,
Fond of her own way,
Wouldn't ask the old ones
Where to go or stay;
She said, "I'm not a baby,
Here I am half-grown;
Surely, I am big enough
To run about alone!"
Off she went, but somebody
Hiding saw her pass;
Soon like snow her feathers
Covered all the grass.
So she made a supper
For a sly young mink,
'Cause she was so headstrong
That she wouldn't think.
Once there was a robin
Lived outside the door,
Who wanted to go inside
And hop upon the floor.
"Ho, no," said the mother,
"You must stay with me;
Little birds are safest
Sitting in a tree."
"I don't care," said Robin,
And gave his tail a fling,
"I don't think the old folks
Know quite everything."
Down he flew, and Kitty seized him.
Before he'd time to blink.
"Oh," he cried, "I'm sorry,
But I didn't think."
Now my little children,
You who read this song,
Don't you see what trouble
Comes of thinking wrong?
And can't you take a warning
From their dreadful fate
Who began their thinking
When it was too late?
Don't think there's always safety
Where no danger shows,
Don't suppose you know more
Than anybody knows;
But when you're warned of ruin,
Pause upon the brink,
And don't go under headlong,
'Cause you didn't think.