[117]
AN ANNIVERSARY
Pop! fizz! bang! whizz!
Don't you know what day this is?
Fizz! bang! whizz! pop!
Hurrah for the Fourth! and hippity-hop!
[118]
TWINK! TWINK!
Twink, twink, twink, twink,
Twinkety, twinkety, twink!
The fireflies light their lanterns,
Then put them out in a wink.
Twink, twink, twink, twink,
They light their light once more,
Then twinkety, twinkety, twink, twink,
They put them out as before.
Nos. [119]-[146] are in the main the longer nursery favorites and may somewhat loosely be called the novels and epics of the nursery as the former group may be called the lyrics and short stories. All of them are marked by dramatic power, a necessary element in all true classics for children whether in verse or prose. Nos. [119] and [120] are two of the favorite jingles used in teaching the alphabet. Each letter suggests a distinct image. In No. [119] the images are all of actions, and connected by the direction of these actions upon a single object. In No. [120] the images are each complete and independent. Here it may be noticed that some of the elements of the pictures are determined by the exigencies of rhyme, as, for instance, what the archer shot at, and what the lady had. The originator doubtless expected the child to see the relation of cause and consequence between Y and Z.
[119]
A WAS AN APPLE-PIE
A was an apple-pie;
B bit it;
C cut it;
D dealt it;
E eat it;
F fought for it;
G got it;
H had it;
J joined it:
K kept it;
L longed for it;
M mourned for it;
N nodded at it;
O opened it;
P peeped in it;
Q quartered it;
R ran for it;
S stole it;
T took it;
V viewed it;
W wanted it;
X, Y, Z, and Ampersand (&)
All wished for a piece in hand.