Nick and the Sparrow Hills

'Write then how in this place [the Sparrow Hills] the story of our lives, yours and mine, began to unfold….'
A Letter, 1833

Three years before the time I am speaking of we were walking on the banks of the Moskva at Luzhniki, that is, on the other side of the Sparrow Hills. At the river's edge we met a French tutor of our acquaintance in nothing but his shirt; he was panic-stricken and was shouting, 'He is drowning, he is drowning!' But before our friend had time to take off his shirt or put on his trousers a Ural Cossack ran down from the Sparrow Hills, dashed into the water, vanished, and a minute later reappeared with a frail man, whose head and arms were flopping about like clothes hung out in the wind. He laid him on the bank, saying, 'He'll still recover if we roll him about.'

The people standing round collected fifty roubles and offered it to the Cossak. The latter, without making faces over it, said very simply: 'It's a sin to take money for such a thing, and it was no trouble; come to think of it he weighs no more than a cat. We are poor people, though.' He added. 'Ask, we don't; but there, if people give, why not take? We are humbly thankful.' Then tying up the money in a handkerchief he went to graze his horses on the hill. My father asked his name and wrote about the incident the next day to Essen. Essen promoted him to be a non-commissioned officer. A few months later the Cossak came to see us and with him a pock-marked, bald German, smelling of scent and wearing a curled, fair wig; he came to thank us on behalf of the Cossak—it was the drowned man. From that time he took to coming to see us.

Karl Ivanovich Sonnenberg, that was his name, was at that time completing the German part of the education of two young rascals; from them he went to a landowner of Simbirsk, and from him to a distant relative of my father's. The boy, the care of whose health and German accent had been entrusted to him, and whom Sonnenberg called Nick, attracted me. There was something kind gentle and pensive: I was high-spirited but afraid to rag him.

About the time when my cousin went back to Korcheva, Nick's grandmother died; his mother he had lost in early childhood. There was a great upset in the house and Sonnenberg, who really had nothing to do, fussed about too, and imagined that he was run off his legs; he brought Nick in the morning and asked that he might remain with us for the rest of the day. Nick was sad and frightened; I suppose he had been fond of his grandmother.

…After we had been sitting still a little I suggested reading Schiller. I was surprised at the similarity of our tastes; he knew far more by heart than I did and knew precisely the passages I liked best; we closed the book and, so to speak, began sounding each other's sympathies.

From Möros who went with a dagger in his sleeve 'to free the city from the tyrant,' from Wilhelm tell who waited for Vogt on the narrow path at Küsznacht, the transition to Nicholas and the Fourteenth of December was easy. These thoughts and these comparisons were not new to Nick; he, too, knew Pushkin's and Ryleyev's unpublished poems. The contrast between him and the empty-headed boys I had occasionally met was striking.

Not long before, walking near the Prenensjy Ponds, full of my Bouchot, terrorism, I had explained to a companion of my age the justice of the execution of Louis XVI.

'Quite so,' observed the youthful Prince O., 'but you know he was God's anointed!'

I looked at him with compassion, ceased to care for him and never asked to go and see him again.

There were no such barriers with Nick: his heart beat as mine did. He, too, had cast off from the grim conservative shore, and we had but to shove off together, and almost from the first day we resolved to work in the interests of the Tsarevich Constantine!

Before that day we had few long conversations. Karl Ivanovich pestered us like an autumn fly and spoilt every conversation with his presence; he interfered in everything without understanding, made remarks, straightened Nick's shirt collar, was in a hurry to get home: in fact, was detestable. After a month we could not pass two days without seeing each other or writing a letter; with all the impulsiveness of my nature I attached myself more and more to Nick, while he had a quiet deep love for me.

From the very beginning our friendship was to take a serious tone. I do not remember that mischievous pranks were our foremost interest, particularly when we were alone. Of course we did not sit still: our age came into its own, and we laughed and played the fool, teased Sonnenberg and played bows and arrows in our courtyard; but at the bottom of it all there was something very different from idle companionship. Besides our being of the same age, besides our 'chemical affinity,' we were united by the faith that bound us. Nothing in the world so purifies and ennobles early youth, nothing keeps it so safe as a passionate interest in the whole of humanity. We respected our future in ourselves, we looked at each other as 'chosen vessels,' predestined.

Nick and I often walked out into the country. We had our favourite places, the Sparrow Hills, the fields beyond the Dragomilovsky Gate. He would come with Sonnenberg to fetch me at six or seven in the morning, and if I were asleep would throw sand and little pebbles at my window. I would wake up smiling and hasten out to him.

These walks had been instituted by the indefatigable Karl Ivanovich.

In the old-fashioned patriarchal education of Ogarëv, Sonnenber plays the part of Biron. When he made his appearance the influence of the old male nurse who had looked after the boy was put aside; the disconnected oligarchy of the hall were forced against the grain to silence, knowing that there was no overcoming the damned German who fed at the master's table. Sonnenberg made violent changes in the old order of things. The old man who had been nurse positively grew tearful when he learnt that the wretched German had taken the young master himself to buy ready-made boots at a shop! Sonnenberg's revolution, like Peter I's, was distinguished by a military character even in the most peaceful matters. It does not follow from that that Karl Ivanovich' thin little shoulders had ever been adorned with epaulettes; but nature has so made the German that if he does not reach the slovenliness and sans-géne of a philologist or a theologian, he is inevitably of a military mind even though he be a civilian. By virtue of his peculiarity Karl Ivanovich liked tight fitting clothes, buttoned up and cut with a waist; by virtue of it he was a strict observer of his own rules, and, if he proposed to get up at six o' clock in the morning, he would get Nick up at one minute to six, and in no case later than one minute past, and would go out into the open air with him.

The Sparrow Hills, at the foot of which Karl Ivanovich had been so nearly drowned, soon became our 'sacred hills.'

One day after dinner my father proposed to drive out into the country. Ogarëv was with us and my father invited him and Sonnenberg to go too. These expeditions were not a joking matter. Before reaching the town gate we had to drive for an hour or more in a four-seated carriage 'built by Joachim,' which had not prevented it from becoming disgracefully shabby in its fifteen years of service, peaceful as they had been, and from being, as it always had been, heavier than a siege gun. The four horses of different sizes and colours with sweat and foam within a quarter of an hour; the coachman Avdey was forbidden to let this happen, and so had no choice but to drive at a walk. The windows were usually up, however hot it might be; and with all this we had indifferently oppressive supervision of my father and the restlessly fussy and irritation supervision of Karl Ivanovich. But we gladly put up with everything for the sake of being together.

At Luzhniki we crossed the river Moskva in a boat at the very pot where the Cossak had pulled Karl Ivanovich out of the water. My father walked, bent and morose as always; beside him Karl Ivanovich tripped along, entertaining him with gossip and scandal. We went on in front of them, and getting far ahead ran up to the Sparrow Hills at the spot where the first stone of Vitberg's temple was laid.

Flushed and breathless, we stood there mopping our faces. The sun was setting, the cupolas glittered, beneath the hill the city extended farther than the eye could reach; a fresh breeze blew on our faces, we stood leaning against each other and, suddenly embracing, vowed in sight of all Moscow to sacrifice our lives to the struggle we had chosen.

This scene may strike others as very affected and theatrical, and yet twenty-six years afterwards I am moved to tears as I recall it; there was a sacred sincerity in it, and our whole life has proved this. But apparently a like destiny defeats all vows made on that spot; Alexander was sincere, too, when he laid the first stone of that temple, which as Joseph II said (although then mistakenly) at the laying of the first stone in some town in Novorossiya, was destined to be the last.

We did not know all the strength of the foe with whom we were entering into battle, but we took up the fight. That strength broke much in us, but it was not that strength that shattered us, and we did not surrender to it in spite of all its blows. The wounds received from it were honourable. Jacob's strained thigh was the sign that he had wrestled in the night with God.

From that day the Sparrow Hills became a place of worship for us and once or twice a year we went there, and always by ourselves. There, five years later, Ogarëv asked me timidly and shyly whether I believed in his poetic talent, and wrote to me afterwards (1883) from his country house: 'I have come away and feel sad, as sad as I have never been before. And it's all the Sparrow Hills. For a long time I hid my enthusiasm in myself; shyness or something else, I don't myself know what, prevented me from uttering it; but on the Sparrow Hills that enthusiasm was not burdened with solitude: you shared it with me and those moments have been unforgettable; like memories of past happiness they have followed me on my way, while round me I saw nothing but forest; it was all so blue, dark blue and in my soul was darkness.

'Write then,' he concluded, 'how in this place' (that is, on the Sparrow Hills) 'the story of our lives, yours and mine began to unfold.'

Five more years passed. I was far from the Sparrow Hills, but near me their Prometheus, A. L. Vitberg, stood, austere and gloomy. In 1842, returning to Moscow, I again visited the Sparrow Hills, and once more we stood on the site of foundation stone and gazed at the same view, two together, but the other was not Nick.

Since 1827 we had not been parted. In every memory of that time, general and particular, he with his boyish features and his love for me was everywhere in the foreground. Early could be seen in him that sign of grace which is vouchsafed to few, whether for woe or for bliss I know not, but certainly in order not to be one of the crowd. A large portrait of Orgarëv as he was at that time (1827-8), painted in oils, remained for long afterwards in his father's house. In later days I often stood before it and gazed at him. He is shown with an open shirt collar; the painter has wonderfully caught the luxuriant chestnut hair, the undefined, youthful beauty of his irregular features and his rather swarthy colouring; there was a pensiveness in the portrait that gave promise of powerful thought; an unaccountable melancholy and extreme gentleness shone out from his big grey eyes that suggested the future stature of a mighty spirit; such indeed he grew to be. This portrait, presented to me, was taken by a woman who was a stranger; perhaps these lines will meet her eyes and she will send it to me.

I do not know why the memories of first love are given such precedence over the memories of youthful friendship. The fragrance of first love lies in the fact that it forgets the difference of the sexes, that it passionate friendship. On the other hand, friendship between the young has all the ardour of love and all its character, the same delicate fear of touching on its feelings with a word, the same mistrust of self and absolute devotion, the same agony at separation, and the same jealous desire for exclusive affection.

I had long loved Nick and loved him passionately, but had not been able to resolve to call him my friend, and when he was spending the summer at Kuntsevo I wrote to him at the end of a letter: 'Whether your friend or not, I do not yet know.' He first used the second person singular in writing to me and used to call me his Agathon after Karamzin, while I called him my Ralphael after Schiller.

You will smile, perhaps, but let it be a mild, good-natured smile, such as one smiles when one thinking of the time when on was fifteen. Or would it not be better to muse over the question, 'Was I like that when I was blossoming out?' and to bless your fate if you have had youth (merely being young is not enough for this), an to bless it doubly if you had a friend then.

The language of that period seems affected and bookish to us now; we have become unaccustomed to its vague enthusiasm, its confused fervour that passes suddenly into languid tenderness or childish laughter. It would be as absurd in a man of thirty as the celebrated Bettina will schlafen, but in its proper time this language of youth, this jargon de la puberté, this change of the psychological voice is very sincere; even the shade of bookishness is natural to the age of theoretical knowledge and practical ignorance.

Schiller remained our favourite. The characters of his dramas were living persons for us; we analysed them, loved and hated them, not as poetic creations but as living men. Moreover we saw ourselves in them. I wrote to Nick, somewhat troubled by his being too fond of Fiesco, that behind every Fiesco stands his Verrina. My ideal was Karl Moor, but soon I was false to him and went over to the Marquis of Posa. I imagined in a hundred variations how I would speak to Nicholas, and how afterwards he would send me to the mines or the scaffold. It is a strange thins that almost all our day-dreams ended in Siberia or the scaffold and hardly ever in triumph; can this be the way the Russian imagination turns, or is it the effect of Petersburg with its five gallows and its penal servitude reflected on the young generation?

And so, Ogarëv, hand in hand we moved forward into life! Fearlessly and proudly we advanced, generously we responded to every challenge and single heartedly we surrendered to every inclination. The path we chose was no easy one; we have never left it for one moment: wounded and broken we have gone forward and no one has outdistanced us. I have reached…not the goal but the spot where the road goes downhill, and involuntarily seek thy hand that we may go down together, that I may press it and say, smiling mournfully, 'So this is all!'

Meanwhile in the dull leisure to which events have condemned me, finding in myself neither strength nor freshness for new labours, I am writing down our memories. Much of that which united us so closely has settled in these pages. I present them to thee. For thee they have a double meaning, the meaning of tombstones on which we meet familiar names.

…And is it not strange to think that had Sonnenberg known how to swim, or had he been drowned then in the Moskva, had he been pulled out not by a Cossak of the Urals but by the soldier of the Apsheronsky infantry, I should not have met Nick or should have met him later, differently, not in that room in our old house, where, smoking cigars on the sly, we entered so deeply into each other's lives and drew strength from each other.

Images of Empire features an enormous collection of digitized images and film clips drawn from the British Empire and Commonwealth Museum's holdings. It also features a link to Film Images, which provides access to a collection of 7,000 films from the Overseas Film and Television Archives. The main Images of Empire website does not list the total size of its holdings, but they are impressive in their geographical and chronological scope.

This collection of photographs and film clips (which are often drawn from private home movies) covers virtually every corner of the formal British Empire as well as independent nations and foreign colonies such as Peru and Mozambique where Britain had considerable informal influence. On the whole, these images, which tend to be less formal than the more official and staged photographs in the RCS Photograph Project, provide an intimate look into virtually every aspect of life in the 20th-century British Empire.

Visitors to Images of Empire have the choice of using its extremely sophisticated search function that permits Boolean searches or browsing the collection through 10 thematic galleries:

• Domestic Life;
• Dress and Adornment;
• Hunting;
• Landscapes and Scenery;
• Portraits;
• Royalty and Chiefs;
• Street Scenes;
• Trade and Industry; and
• Wars and Conflicts.

The series of keyword tags attached to each image are particularly useful in that they can be clicked to return every other image in the collection marked with similar tags. Thus, a photograph of Fijian women and children fishing includes the keywords and sub-keywords: people (children, female), domestic life (child rearing), hunting (fishing), labor (agricultural and rural, women's), landscape and scenery (marine and coastal), trades and professions (fishing and hunting).

A truly fascinating collection, the Perseus Digital Library presents an immense array of ancient texts, artifacts, and images from Greece and Rome, as well as a smaller collection of materials from the European Renaissance, the Arabic world, and 19th-century America. A rich website for educators and students alike, those engaged in the study of children and youth will find several sources of great interest, particularly in the histories of the ancient Mediterranean and the U.S. in the 19th century.

There are seven primary collections in the Perseus Library. The largest collection is devoted to Greek and Roman materials. There is a vast collection of ancient prose, including iconic authors such as Homer and Aristotle, but also hundreds writers who are less well known. An Art and Archeology Artifact Browser catalogues "1305 coins, 1909 vases, 2003 sculptures, 179 sites, 140 gems, and 424 buildings" for perusal. There is also a small Arabic collection, which is focused almost exclusively on translations of the Qur'an, as well as a Germanic Peoples collection, a section devoted to Renaissance works, and a database of Documentary Papyri. Moreover, there is a 19th-century American history source collection, as well as many 19th century issues of the Richmond Times Dispatch, a Civil War-era newspaper from Virginia.

The Perseus Digital Library is an incredibly rich resource. There is one significant issue, however, that users must contend with if they are trying to locate resources on children and youth in history. The search function for the website is not very specific, making its utility reliant on the patience of the user. For instance, a search for "child" brings up every single time the word “child” is mentioned in any of the website’s sources. Because there are many thousands of sources on the site (including the complete works of Shakespeare and a vast array of Aristotelian works), such a search is useless for quickly narrowing down required documents that specifically deal with the history of children. However, users may find what they are looking for by taking some time to browse more generally among the various collections, as well as become more creative with the "exact phrase" search mechanism.

For example, a fascinating piece from Plato's Laws comes up when searching for the phrase "slave child." In this piece, Plato conflates adult slaves with children in terms of legal testimony, thereby reducing the significance of both in a court of law. Educators could create instructive lessons using this source, along with other sources on legal testimony and children throughout time, and have students compare and contrast the legal authority of youth testimony cross-culturally and cross-temporally.

Another wonderful example comes from a search for "children’s education"—an excerpt from the Roman historian Cornelius Tacitus' A Dialogue on Oratory. In this passage, Tacitus explains that he believes that Roman boys grew up to be great only when reared by virtuous and well-educated mothers, and he cites important emperors as evidence. This excerpt provides teachers of children's history a wonderful opportunity to create lessons based on historical notions of education, the role of the family in creating citizens for the nation, and shifting notions of gender roles and domestic life over time.

There are also interesting and useful sources for American history, including a primary source entitled The War-time Journal of a Georgia Girl, 1864-1865 by Eliza Frances Andrews. Written during the Civil War by a young teen, the document invites educators and students alike to consider the value of first-hand narratives to understanding larger historical events, as well as the subjective nature of primary sources. Moreover, it is a fascinating look into the social expectations of young women of the era who were living in the midst of war, and sheds an interesting light on the significance of gender, race, and class for understanding the historical experiences of children. An intriguing assignment using this source may be to juxtapose the experiences this young girl relayed in her wartime journal to other girls in warfare situations in other parts of the world, both contemporaneous to the U.S. Civil War and in other eras.

Overall, the Perseus Digital Library is a fantastic resource. With a little patience learning the search engine’s peculiarities, it is also a wonderful resource for exploring the history of children.

The impressive photography of the Abdul-Hamid II Collection contains 1,819 photographs from the Ottoman Empire. Dated from approximately 1880 to 1893, the images depict scenes within the borders of modern Turkey, as well as Ottoman holdings in Greater Syria, Greece, and modern Iraq. Teachers and students of the history of children and youth will be particularly taken by the vast array of education-themed photographs, which reveal a strong emphasis placed on schooling by the Ottoman Empire at the time.

The photos in this collection were originally presented to the Library of Congress by Sultan Abdul-Hamid II in 1894. Most of the photos promote the Empire's modernization, with institutions such as schools, hospitals, military barracks, medical and law schools, and fire departments featuring prominently. A keyword search on "school" returns 546 images.

One of the most interesting elements of the collection are the many images of school children from the 19th century, particularly in Istanbul and surrounding areas of modern-day Turkey. There are also several images depicting school lessons, with an emphasis on cultural trends, such as physical fitness, art education, and schooling for the handicapped. See, for example, this "Group photograph of the students and the teachers of the school for the deaf."

Scholars and educators will be impressed by the many portraits of school children available in the collection. Using the website’s search function, keywords such as "girl," "boy," and "education" reveal tens of portraits of children in their school uniforms.

One of the more common portrait styles for children is to pair kids together. [Students, orphan school, Darüssafaka] These photos are fascinating primary documents that reveal important social indicators, including schoolboy and schoolgirl fashions (both in terms of uniforms and dress clothing), aesthetic notions about presenting children in portraiture, and elements of class and ethnicity in school populations of the Ottoman Empire.

Another essential element of this collection for those who study children’s history in the Ottoman Empire is the emphasis on modern educational facilities and contemporary methods of education. There are several photos highlighting the modern architecture of educational institutions, as well as images that reveal the scope of children’s education in the Ottoman Empire. Not only are private institutions represented, but mosque schools, orphanages, and schools for the deaf and blind are depicted, along with portraits of children attending these facilities. [Students, school for the blind] Schools for art and various trades are also depicted, and these images reveal fascinating gender assumptions, as it is girls who are attending art schools, whereas boys are taking part in trade school education.

An interesting assignment would be to have students search through the images and compare and contrast elements of the portrait photography. For instance, students could compare and contrast clothing styles, students’ ages and genders, and the types of schools depicted. Then, they could extrapolate upon various elements of Ottoman life in the late 19th century, including topics such as the increasing European influence on the Empire, the role of physical fitness and militarization in education, and the increasing diversity of educational options in the Ottoman polity.

The images are well displayed on dedicated pages, and are available as thumbnails, web-ready JPEG files, and uncompressed archival TIFF files. Full archival citation information is displayed, as well as clear information about how to purchase copies of some images.

The primary drawback of this website is its organization. From the search page users can preview all images, browse Library of Congress subject and format headings or names of creators or conduct broad searches or searches on specific fields. An exterior search engine (similar to Google) reveals a broad subject index, but there is no link from the main page to direct visitors there. This page will lead viewers to a comprehensive index, but without this knowledge, those looking for specific images or topics must rely on the Library of Congress search engine featured on the home page. Because of this flaw, viewers may find what they are looking for but miss related topics.

Despite this flaw, this collection is a rich resource. The photographs provice an excellent sense of the way that Abdul-Hamid II wanted Americans to view his empire. Moreover, the many images of educational facilities, as well as the myriad portraits of school children, illustrate a fascinating connection between education and modernity in the Ottoman Empire and its image projection abroad, one in which teachers and students should find much to explore.

The "Images Canada" site showcases thousands of photographs (interspersed with occasional cartoons) found in the collections of 15 Canadian cultural establishments, including the Canada Science and Technology Museum, the University of Toronto Library, and the Glenbow Library and Archives, an institution focusing on the history of the Canadian West. The site includes thousands of images featuring children in Canadian history that instructors might potentially utilize for class discussions and course assignments. However, instructors and students should note that they will likely need to do additional research and reading in order to make effective use of the resources found on this site.

The images in the collection include both formal portraits and candid shots and focus particularly on the period from the 1880s to the 1950s. Children are featured in photographs dealing with an eclectic range of topics, but are prominent in the themes of native history, immigration, schools, church, and family life. Photos dealing with these topics might be fruitfully adapted to classroom use. Focusing on family portraits, for example, instructors might ask students to study what the changing conventions of portraiture across time reveal about changing dynamics of family life and children's position in it. Or they might compare portrait conventions among different immigrant communities or examine what the staging of boys' and girls' portraits reveals about attitudes toward gender.

The database is searchable by key word. A search of "children" upturns over 6,000 hits, so researchers will likely want to narrow their searches down by doing boolean searches; "children Inuit" hits a more manageable 217 images and "children school" 833. However, the search function is a little too rigid and teachers should therefore instruct their students to spend some time browsing though the site rather than dismissing unfruitful key word searches. For example, while "children illness" yields no results, "children polio" does turn up 6 images.

Furthermore, some of the interesting descriptors of images on the site are not indexed, and so would unfortunately not be retrieved in a search. For instance, a search of "childcare" turns up no hits. However, the photograph "First Crop, Teepee Ranch" reveals one: "A.M. Bezanson and his son on a horse-drawn mower, cutting the first crop on Teepee Ranch in 1909." The infant is perched on his father's lap while the latter performs this no doubt taxing physical task. This snapshot and others like it, including "Mrs. Roy Benson (Verna) and children with chicks, Benson homestead, Munson, Alberta" document how early 20th-century Canadians adapted children—and the responsibility of their care—into their everyday working lives.

The site's "Educational Resources" section has some promising lesson plan ideas, but most of them are aimed at younger students. Other elements of this site include "Image trails" and "Photo Essays" – groups of images organized around 29 themes dealing mainly with geography, modes of transportation, and select historical topics. Most of these will not be especially useful to those interested in children's history, although the Calgary in the 1950s photo essay does feature a number of images of children in its "family" link. Instructors might use this group of photos as well as information from the "family values" introductory essay by asking students to consider what idealizations of family life—and its possible disruptions—the images document.

However, in this collection, as in other portions of the website collections, teachers may be frustrated by the insufficient background information available about each image. For instance, the last photo in this section pictures an adolescent female wearing jeans and reading on a couch. The caption reads: "Blue jeans: acceptable at home but not school in 1955." But no further information about the image—or its caption—is provided. So instructors will have to prepare students (or require that they prepare themselves) with both relevant contextual information and an appreciation of how to approach the interpretation of such photographs as sources. On the latter issue, instructors might find useful an essay available at: http://www.collectionscanada.gc.ca/education/008-3080-e.html (another website focusing on Canadian photographic history).

The vast collection of the Metropolitan Museum is effectively arranged and integrated on the www.metmuseum.org website. Navigation of the site is straightforward, enabling efficient browsing or research. Although no specific essays or exhibits on children and youth are found on the site, several hundred artworks relevant to the topic can be located by searching the Collection Database or the Timeline of Art History (TOAH)—more than sites dedicated to the subject.

The Collection Database of 129,022 objects can be searched as a whole, by subject, by curatorial department, or by exhibit. The collection database search is comprehensive, and returned 3629 entries under "children." Childe Hassam is a distracter in this keyword search, but the search "Children NOT Childe" reduced the return to 319 items. "Boy" returned many distracters, but "girl" returned 954 items, and "infant" returned 252 items. "Toys" returned only 21 items, indicating a limitation of the museum's collection in that area. "Youth" returned 186 works and "young" 1741 items. The biggest drawback of the collection search was that many of the works are associated with placeholder images, although the metadata may help locate images elsewhere. As digitization of the collection proceeds, this may improve.

The TOAH is an unmatched resource for educators. The 6,000 included artworks are organized by three integrated elements: maps, timelines, and thematic essays. World and regional maps correlate artwork to eleven world eras and locate it in ten world regions. Timelines place the artworks in historical context, and include key events, political, stylistic and technological periodization. Eight hundred thematic essays provide historical context for groups of artwork and discuss characteristics, techniques, and significance. The essays reveal connections among civilizations and regions, and provide material for comparative study.

Educators searching for information on children in art can locate artworks featuring children and youth by a search of the TOAH, which seems more rewarding than the database search because all of the works are associated with images, and they are easily placed in context by TOAH's features. The searches are conveniently shown by category, so the user can bring up all relevant artworks, essays, timelines or other occurrences with one click.

A TOAH search of "children" found the term in 23 timelines, 153 thematic essays, and 396 works of art. "Figure, Child" in the Subject Index returned 21 essays and 80 works of art, each shown as a thumbnail image with titles. On the subject of childbirth, 15 artworks can be viewed. Terms such as "girl" (97 works), "boy" (9) and "young" or "youth" (4) returned artworks from across the globe and the eras.

An activity using the 97 artworks under "girl" might compare the relative age connoted by the term in various cultures and periods. Some depict small children, while others are clearly young women. A selection of western European drawings and paintings could focus on the changing definition of girlhood over time or explore symbols and objects associated with girlhood. Some of the artworks show girls in active social roles, playing sports and games, fulfilling ritual roles, or being mourned in funerary works. Some of the works are expressions of girls' work in various societies, such as needlework, preparation of trousseaus, or manual labor at home. In short, the collection can be used to gather ideas about girlhood over time and across cultures. Similar explorations about youth and boys could be made. Educators will find many ways to place childhood in historical context using this website.

"That boy is a perfect cyclops, isn't he?" said Amy one day, as Laurie clattered by on horseback, with a flourish of his whip as he passed.

"How dare you say so, when he's got both his eyes? And very handsome ones they are, too," cried Jo, who resented any slighting remarks about her friend.

"I didn't say anything about his eyes, and I don't see why you need fire up when I admire his riding."

"Oh, my goodness! That little goose means a centaur, and she called him a Cyclops," exclaimed Jo, with a burst of laughter.

"You needn't be so rude, it's only a 'lapse of lingy', as Mr. Davis says," retorted Amy, finishing Jo with her Latin. "I just wish I had a little of the money Laurie spends on that horse," she added, as if to herself, yet hoping her sisters would hear.

"Why?" asked Meg kindly, for Jo had gone off in another laugh at Amy's second blunder.

"I need it so much. I'm dreadfully in debt, and it won't be my turn to have the rag money for a month."

"In debt, Amy? What do you mean?" And Meg looked sober.

"Why, I owe at least a dozen pickled limes, and I can't pay them, you know, till I have money, for Marmee forbade my having anything charged at the shop."

"Tell me all about it. Are limes the fashion now? It used to be pricking bits of rubber to make balls." And Meg tried to keep her countenance, Amy looked so grave and important.

"Why, you see, the girls are always buying them, and unless you want to be thought mean, you must do it too. It's nothing but limes now, for everyone is sucking them in their desks in schooltime, and trading them off for pencils, bead rings, paper dolls, or something else, at recess. If one girl likes another, she gives her a lime. If she's mad with her, she eats one before her face, and doesn't offer even a suck. They treat by turns, and I've had ever so many but haven't returned them, and I ought for they are debts of honor, you know."

"How much will pay them off and restore your credit?" asked Meg, taking out her purse."

"A quarter would more than do it, and leave a few cents over for a treat for you. Don't you like limes?"

"Not much. You may have my share. Here's the money. Make it last as long as you can, for it isn't very plenty, you know."

"Oh, thank you! It must be so nice to have pocket money! I'll have a grand feast, for I haven't tasted a lime this week. I felt delicate about taking any, as I couldn't return them, and I'm actually suffering for one."

Next day Amy was rather late at school, but could not resist the temptation of displaying, with pardonable pride, a moist brown-paper parcel, before she consigned it to the inmost recesses of her desk. During the next few minutes the rumor that Amy March had got twenty-four delicious limes (she ate one on the way) and was going to treat circulated through her 'set', and the attentions of her friends became quite overwhelming. Katy Brown invited her to her next party on the spot. Mary Kingsley insisted on lending her her watch till recess, and Jenny Snow, a satirical young lady, who had basely twitted Amy upon her limeless state, promptly buried the hatchet and offered to furnish answers to certain appalling sums. But Amy had not forgotten Miss Snow's cutting remarks about 'some persons whose noses were not too flat to smell other people's limes, and stuck-up people who were not too proud to ask for them', and she instantly crushed 'that Snow girl's' hopes by the withering telegram, "You needn't be so polite all of a sudden, for you won't get any."

A distinguished personage happened to visit the school that morning, and Amy's beautifully drawn maps received praise, which honor to her foe rankled in the soul of Miss Snow, and caused Miss March to assume the airs of a studious young peacock. But, alas, alas! Pride goes before a fall, and the revengeful Snow turned the tables with disastrous success. No sooner had the guest paid the usual stale compliments and bowed himself out, than Jenny, under pretense of asking an important question, informed Mr. Davis, the teacher, that Amy March had pickled limes in her desk.

Now Mr. Davis had declared limes a contraband article, and solemnly vowed to publicly ferrule the first person who was found breaking the law. This much-enduring man had succeeded in banishing chewing gum after a long and stormy war, had made a bonfire of the confiscated novels and newspapers, had suppressed a private post office, had forbidden distortions of the face, nicknames, and caricatures, and done all that one man could do to keep half a hundred rebellious girls in order. Boys are trying enough to human patience, goodness knows, but girls are infinitely more so, especially to nervous gentlemen with tyrannical tempers and no more talent for teaching than Dr. Blimber. Mr. Davis knew any quantity of Greek, Latin, algebra, and ologies of all sorts so he was called a fine teacher, and manners, morals, feelings, and examples were not considered of any particular importance. It was a most unfortunate moment for denouncing Amy, and Jenny knew it. Mr. Davis had evidently taken his coffee too strong that morning, there was an east wind, which always affected his neuralgia, and his pupils had not done him the credit which he felt he deserved. Therefore, to use the expressive, if not elegant, language of a schoolgirl, "He was as nervous as a witch and as cross as a bear". The word 'limes' was like fire to powder, his yellow face flushed, and he rapped on his desk with an energy which made Jenny skip to her seat with unusual rapidity.

"Young ladies, attention, if you please!"

At the stern order the buzz ceased, and fifty pairs of blue, black, gray, and brown eyes were obediently fixed upon his awful countenance.

"Miss March, come to the desk."

Amy rose to comply with outward composure, but a secret fear oppressed her, for the limes weighed upon her conscience.

"Bring with you the limes you have in your desk," was the unexpected command which arrested her before she got out of her seat.

"Don't take all." whispered her neighbor, a young lady of great presence of mind.

Amy hastily shook out half a dozen and laid the rest down before Mr. Davis, feeling that any man possessing a human heart would relent when that delicious perfume met his nose. Unfortunately, Mr. Davis particularly detested the odor of the fashionable pickle, and disgust added to his wrath.

"Is that all?"

"Not quite," stammered Amy.

"Bring the rest immediately."

With a despairing glance at her set, she obeyed.

"You are sure there are no more?"

"I never lie, sir."

"So I see. Now take these disgusting things two by two, and throw them out of the window."

There was a simultaneous sigh, which created quite a little gust, as the last hope fled, and the treat was ravished from their longing lips. Scarlet with shame and anger, Amy went to and fro six dreadful times, and as each doomed couple, looking oh, so plump and juicy, fell from her reluctant hands, a shout from the street completed the anguish of the girls, for it told them that their feast was being exulted over by the little Irish children, who were their sworn foes. This -- this was too much. All flashed indignant or appealing glances at the inexorable Davis, and one passionate lime lover burst into tears.

As Amy returned from her last trip, Mr. Davis gave a portentous "Hem!" and said, in his most impressive manner . . .

"Young ladies, you remember what I said to you a week ago. I am sorry this has happened, but I never allow my rules to be infringed, and I never break my word. Miss March, hold out your hand."

Amy started, and put both hands behind her, turning on him an imploring look which pleaded for her better than the words she could not utter. She was rather a favorite with 'old Davis', as, of course, he was called, and it's my private belief that he would have broken his word if the indignation of one irrepressible young lady had not found vent in a hiss. That hiss, faint as it was, irritated the irascible gentleman, and sealed the culprit's fate.

"Your hand, Miss March!" was the only answer her mute appeal received, and too proud to cry or beseech, Amy set her teeth, threw back her head defiantly, and bore without flinching several tingling blows on her little palm. They were neither many nor heavy, but that made no difference to her. For the first time in her life she had been struck, and the disgrace, in her eyes, was as deep as if he had knocked her down.

"You will now stand on the platform till recess," said Mr. Davis, resolved to do the thing thoroughly, since he had begun.

That was dreadful. It would have been bad enough to go to her seat, and see the pitying faces of her friends, or the satisfied ones of her few enemies, but to face the whole school, with that shame fresh upon her, seemed impossible, and for a second she felt as if she could only drop down where she stood, and break her heart with crying. A bitter sense of wrong and the thought of Jenny Snow helped her to bear it, and, taking the ignominious place, she fixed her eyes on the stove funnel above what now seemed a sea of faces, and stood there, so motionless and white that the girls found it hard to study with that pathetic figure before them.

During the fifteen minutes that followed, the proud and sensitive little girl suffered a shame and pain which she never forgot. To others it might seem a ludicrous or trivial affair, but to her it was a hard experience, for during the twelve years of her life she had been governed by love alone, and a blow of that sort had never touched her before. The smart of her hand and the ache of her heart were forgotten in the sting of the thought, "I shall have to tell at home, and they will be so disappointed in me!"

The fifteen minutes seemed an hour, but they came to an end at last, and the word 'Recess!' had never seemed so welcome to her before.

"You can go, Miss March," said Mr. Davis, looking, as he felt, uncomfortable.

He did not soon forget the reproachful glance Amy gave him, as she went, without a word to anyone, straight into the anteroom, snatched her things, and left the place "forever," as she passionately declared to herself. She was in a sad state when she got home, and when the older girls arrived, some time later, an indignation meeting was held at once. Mrs. March did not say much but looked disturbed, and comforted her afflicted little daughter in her tenderest manner. Meg bathed the insulted hand with glycerine and tears, Beth felt that even her beloved kittens would fail as a balm for griefs like this, Jo wrathfully proposed that Mr. Davis be arrested without delay, and Hannah shook her fist at the 'villain' and pounded potatoes for dinner as if she had him under her pestle.

No notice was taken of Amy's flight, except by her mates, but the sharp-eyed demoiselles discovered that Mr. Davis was quite benignant in the afternoon, also unusually nervous. Just before school closed, Jo appeared, wearing a grim expression as she stalked up to the desk, and delivered a letter from her mother, then collected Amy's property, and departed, carefully scraping the mud from her boots on the door mat, as if she shook that dust of the place off her feet.

"Yes, you can have a vacation from school, but I want you to study a little every day with Beth," said Mrs. March that evening. "I don't approve of corporal punishment, especially for girls. I dislike Mr. Davis's manner of teaching and don't think the girls you associate with are doing you any good, so I shall ask your father's advice before I send you anywhere else."

"That's good! I wish all the girls would leave, and spoil his old school. It's perfectly maddening to think of those lovely limes," sighed Amy, with the air of a martyr.

"I am not sorry you lost them, for you broke the rules, and deserved some punishment for disobedience," was the severe reply, which rather disappointed the young lady, who expected nothing but sympathy.

"Do you mean you are glad I was disgraced before the whole school?" cried Amy.

"I should not have chosen that way of mending a fault," replied her mother, "but I'm not sure that it won't do you more good than a milder method. You are getting to be rather conceited, my dear, and it is quite time you set about correcting it. You have a good many little gifts and virtues, but there is no need of parading them, for conceit spoils the finest genius. There is not much danger that real talent or goodness will be overlooked long, even if it is, the consciousness of possessing and using it well should satisfy one, and the great charm of all power is modesty."

"So it is!" cried Laurie, who was playing chess in a corner with Jo. "I knew a girl once, who had a really remarkable talent for music, and she didn't know it, never guessed what sweet little things she composed when she was alone, and wouldn't have believed it if anyone had told her."

"I wish I'd known that nice girl. Maybe she would have helped me, I'm so stupid," said Beth, who stood beside him, listening eagerly.

"You do know her, and she helps you better than anyone else could," answered Laurie, looking at her with such mischievous meaning in his merry black eyes that Beth suddenly turned very red, and hid her face in the sofa cushion, quite overcome by such an unexpected discovery.

Jo let Laurie win the game to pay for that praise of her Beth, who could not be prevailed upon to play for them after her compliment. So Laurie did his best, and sang delightfully, being in a particularly lively humor, for to the Marches he seldom showed the moody side of his character. When he was gone, Amy, who had been pensive all evening, said suddenly, as if busy over some new idea, "Is Laurie an accomplished boy?"

"Yes, he has had an excellent education, and has much talent. He will make a fine man, if not spoiled by petting," replied her mother.

"And he isn't conceited, is he?" asked Amy.

"Not in the least. That is why he is so charming and we all like him so much."

"I see. It's nice to have accomplishments and be elegant, but not to show off or get perked up," said Amy thoughtfully.

"These things are always seen and felt in a person's manner and conversations, if modestly used, but it is not necessary to display them," said Mrs. March.

"Any more than it's proper to wear all your bonnets and gowns and ribbons at once, that folks may know you've got them," added Jo, and the lecture ended in a laugh.

Why I Taught the Sources

On April 18, 2008, Pope Benedict XVI told the United Nations General Assembly, "The promotion of human rights remains the most effective strategy for eliminating inequalities between countries and social groups, and for increasing security" [full text]. Like Pope Benedict, many scholars of international diplomacy and foreign policy talk about the history of human rights as a key shift in international policy after the Second World War.

Few, however, connect the history of human rights to the children's rights movement that marked the opening and closing decades of the 20th century. Further, examining children's rights as human rights provides avenues for understanding the complexity of creating and implementing universal declarations of rights. In addition, for students, including children's rights makes international diplomatic history more approachable.

My teaching experience is with college students, but the topic of children's rights as human rights is adaptable for use in the elementary grades through high school. Focusing on human rights as a concept underscores the social construction of many ideas taken for granted by students. It also offers students the opportunity to research the current status of children from around the world.

How I Introduce the Sources

This teaching-case study utilizes three primary source documents to link the history of children's rights and human rights in 20th-century diplomatic history.

1. 1930 White House Conference Children's Charter
2. 1948 United Nations Universal Declaration of Human Rights
3. 1989 United Nations Convention on the Rights of the Child.

For students with no previous exposure to the notion of rights, I begin class discussion by introducing the opening section of the 1776 American Declaration of Independence, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness."

Even students with only a limited knowledge of U.S. history recognize the reality that "unalienable rights" was malleable at the time and broadened to include a larger number of American citizens over time. With upper-level students I find it useful to also include references to the 13th, 14th, 15th, and 19th amendments of the U.S. Constitution.

I explain that by the early 20th century, urbanization and industrialization led many reformers to focus on child welfare and a recognition of children's rights as separate from those of adults. For example, in 1905, American social worker Florence Kelley published Some Ethical Gains through Legislation. Kelley argued for the establishment of a federal bureau focused on children's issues and their "right to childhood."

Nine years later, Congress responded by creating the U.S. Children's Bureau. The bureau was the first federal agency in the world mandated to focus solely on the interests of a nation's youngest citizens. Similarly, in 1909, Swedish author and social critic Ellen Key declared that a new era had arrived, "the century of the child."

Reading the Sources

By 1930, the White House Conference on Child Heath and Protection spelled out the specific rights of modern childhood in a 19-point Children's Charter. I talk about the document in the context of the onset of the Great Depression and use stories from my book, The Greatest Generation Grows Up to inform the discussion. The 1933 William Weld Movie, Wild Boys of the Road, is also a useful classroom tool for showing students conditions for young Americans in the Great Depression.

Ask students: Does the Children's Charter include rights different from those assumed for adults? What would be necessary to fulfill the rights spelled out in the charter? What does the charter suggest government should do to ensure rights for children?

Students usually conclude that the document is more sentimental than effective as a policy tool. However, its very existence shows the influence of the idea of children's rights as human rights by 1930.

I then introduce the second primary source, the United Nations Universal Declaration of Human Rights, ratified on December 10, 1948. By the late 1940s, the exposure of Nazi war crimes, along with the world-wide refugee problem that existed after World War II influenced the three-year old United Nations to pass its Universal Declaration of Human Rights. 1

Students read the declaration and discuss the specific protections and rights included in the document. I ask them to consider if the children's rights movement had any influence on the document. This discussion highlights the fact that children's rights and interests are defined by, and must be secured by, adults.

Eleven years after ratification of the Universal Declaration of Human Rights, in November 1959, the U.N. adopted the Declaration on the Rights of the Child. Three decades later, in November 1989, it ratified as the UNICEF Convention on the Rights of the Child. By the fall of 1990, 20 U.N. member nations signed the document, qualifying it as international law and by 2007, all member nations except the U.S. signed the document.

This important document clearly argues that despite the ratification of the UN Declaration of Human Rights, children need special protections. Students always note somewhat ironically, that while this declaration takes the history of children's rights full circle, the United States has not signed the document. 2

Reflections

This lesson highlights the importance of including the history of childhood and youth in historical interpretation and how difficult it is to create and enforce a single universal model of children's rights.

Additional Resources:

Lindenmeyer, Kriste. The Greatest Generation Grows Up: American Childhood in the 1930s. Chicago: Ivan R. Dee, 2005.

Sealander, Judith. The Failed Century of the Child: Governing America's Young in the Twentieth Century. New York: Cambridge University, 2003.

United Nations, UNICEF, The State of the World's Children 2007: Women and Children the Double Dividend of Gender Equality http://www.unicef.org/sowc07/docs/sowc07.pdf (accessed March 10, 2008).

Veerman, Philip E. The Rights of the Child and the Changing Image of Childhood. Martinus Nijhoff Publishers, 1992.

Burns H. Weston's Child Labor and Human Rights: Making Children Matter provides evidence of the work that still needs to be done to improve the situation for many of the world's children (Boulder, Colorado: Lynne Rienner Publishers, Inc. 2005).

REPORT OF THE BOARD OF MANAGERS OF THE
CLEVELAND PROTESTANT ORPHAN ASYLUM
FOR THE YEAR CLOSING
OCTOBER 31, 1919.

The function of the Orphan Asylum, making a home for children, carries always hope and love and increasing interest. Every year the workers are learning and improving, and accomplishing more satisfactory results. The definite form of service in this Asylum, taking care o f children in this home, finding permanent homes for some of them in a good family, sheltering and eventually returning others to their own family or relatives, goes steadily on. There were two hundred and thirty children admitted during the past year. Three hundred and nine, in all, were cared for. Seventy-four were placed in homes, one hundred and fifty-six were returned to their own friends, and seventy-nine were still in the Asylum on October 31st, 1919.

. . .

The staff of visitors has been increased. This permits us not only to emphasize visits to the homes where our children have been placed, but also to carry on extension and advisory lines of work through visits to the parents of children who are in the Asylum for temporary shelter and thereby help them and their children in the future. The remarkable personal work and thought for every child results in good health, happiness and a helpful spirit toward others. The children were singularly free from illness and contagion for several months of the year. Careful attention was given to the report cards which the boys and girls brought home from school. Days in the open air when all enjoyed picnics to the farm were especially beneficial.

. . .

Respectfully submitted
Mrs. J.R. OWENS,
SECRETARY

REPORT OF THE COMMITTEE ON ADMITTING AND PLACING CHILDREN FOR THE YEAR
CLOSING OCTOBER 31st,

Quietly and persistently your Committee on Admitting and Placing Children has carried on its work during the past year. Because of the flu epidermic and the readjustment period following the War the many cases have kept us on the alert trying to help those worthy and counseling those who needed guidance rather than help.

However, our aim is to aid in some way all who call. Visitors ofttimes feel slighted because we do not immediately relieve them of their children and suggest instead other ways and means. Many times the parents need the children with them to act as governors on their own conduct. In other instances the quicker the children are admitted to the Home the better it is for them.

We have cared for three hundred and nine children during the past year. It is interesting to note that of the one hundred and eleven new families helped this year but forty-four were American. The remaining - sixty-seven represented twenty-two different nationalities.

On our records of the year we also note that twenty-four fathers and nine mothers deserted. Twelve mothers were immoral. Eleven families were temporarily broken up because one or the other of the parents was in the hospital. The deaths of twenty fathers and sixteen mothers caused us to take temporary care of the children until other arrangements could be made for them. Fourteen cases were illegitimate.

The present policy of the Institution is the same as in the past in regard to admitting and caring for children. In recent years there have been greater calls for the temporary shelter of children by parents who have for one cause or another been unable to care for their own.

Last year we returned one hundred and fifty-six children to their parents or relations, as we believe in keeping the family together if possible. It is also our aim to thoroughly investigate the relatives of the child with the idea in mind of having them take care of their own kin and not delegate this responsibility to strangers.

During the past twelve months we leave placed but seventy-four children in foster homes. One reason for this is that many children given to us for adoption have been returned to relations whom we have succeeded in interesting in the case. Very often, upon investigation, we found relatives who at first refused to assist the parents in caring for children willingly accept the responsibility when they learned that the parental rights had been legally forfeited.

The real work of the Institution, however, is the same - the receiving of children who are left dependent and are eligible to be placed in foster homes. We are still firm believers in the family life for the child and no one can question the fact that the Institution is a great help in training the child for his future home.

We thoroughly investigate the parents and home before We accept their child for adoption, believing it is but natural that the child should be kept, if possible, in the home of his own people.

It is our plan to move slowly in placing a child, no matter how desirable the home may appear, because people sometimes are impulsive in this as in other important matters and give little thought to the responsibility they would assume. By delaying the placement a reasonable period it gives the parties concerned time to consider all phases of the undertakings. It also gives us a better opportunity to fit the home with the proper child and thus prevent a return or transfer later on. Our experience has shown us that this is the most satisfactory plan.

Every charity organization has on its list people who are habitual troublemakers. The following case is typical in this respect. Several years ago we admitted a family of five children whose parents were of the worst type and who were living under disgraceful conditions. With the possible exception of the boy they could not rightfully be termed borderline, but rather they belonged to that class of child known as difficult. It was only after long periods of training that the children were placed in foster homes.

The boy was transferred three times before he was placed in a home where he finally proved at all congenial. Temperamentally he is easy-going and if let alone he enjoys doing any kind of manual work and is happy when nothing occurs to disturb the routine of his life. He neither smokes, chews nor drinks and seldom leaves the farm. He has a good sized back account and as his needs are few the sum is steadily increasing. He will never add to the world's intellectual store, but the brawn of his class is a mighty factor in caring for a record crop of wheat or potatoes.

It has been our experience that the logical place for a mentally retarded man or boy is the farm provided, however, that he has not in his makeup the trait of cruelty to animals. In the city the chances are that he will be but a tool in the hands of astute criminals but in the rural districts the opportunities for getting into trouble. are reduced to a minimum.

Edith, a sister, was found a home in an ordinary family. They were told she was a difficult child to manage, but they assured us we would not be called upon to solve their petty problems if we would but allow them to take the girl with them. The reports of our visitor show that there were many occasions when the family life did not run smoothly and had her foster parents been less persistent and persevering it is not to be doubted that there would have been an entirely different ending to the story of her girlhood days. She now has a home of her own and knows from experience that caring for children has its sorrows as well as its joys, its moments of pain as well as happiness.

Clara, another sister, was the cause of much solicitation by everyone with whom she came in contact. She was by nature a disturber. If an occasion lacked variety or excitement, this child would find a way to supply the apparent deficiency. Her imagination was constantly at work and the plausible stories, complete with detail, caused more than one family to return her to the Home.

When people would see her among the children in the Girls' Department they could not be convinced that she was not really as demure as she appeared, but after they had had her for a time we invariably received a letter asking for advice or requesting our visitor to call and We knew at once that the same old story was to be repeated.

Upon one occasion she almost caused a separation between her foster parents by her stories. Frequent visitations and letters were necessary but even these would have been of no avail had the people with whom she was last placed wavered in what they considered their Christian duty. Clara, too, is married and now realizes her mistakes of earlier days.

Sadie, a few years older than Clara, was marked with a propensity for wandering and was easily influenced by the older children. She remembered localities and names of streets where she had formerly lived with her own people and she never became really reconciled to her foster home. All efforts to interest her in the better things of life failed. School to her was but a place in which to idle away one's time and her attendance at church was always preceded by many protestations. One day we were notified that Sadie had boarded a train for Cleveland. We afterwards discovered that she had found her own people and drifted back into their ways.

Bessie, the youngest, is still in her foster home. She has been a care in many ways but her foster parents are firm in the belief that she will outgrow her natural tendency for troublemaking. Should this prove true, it will be because she was placed when very young and her careful training will have neutralized the family trait.

We have in mind another family of an entirely different type. Conditions were such that of the five children, only two of them were placed in homes- the others being returned to relatives. In after years the brothers and sisters were brought together. The brother and sister of the foster homes had received college educations and each specialized in a chosen field of endeavor. When the others learned of this they were not to be outdone and immediately began courses of study in widely separated institutions of learning. The germ of achievement had been lying dormant in them thorough the years and needed but a stimulus to produce results. Today they are professional men and women but it is doubtful this would have been so had all of the five children been returned to their friends and relatives, as the educational advantages received by the two placed in foster homes proved an incentive to the others and goaded them on to work and study in order to attain an equality of learning similar to that of their more fortunate brother and sister.

We cannot close this report without a word of appreciation to those people who have taken these dependent children into their homes. Many times it has been their first experience in the intimate care of little ones and they have begun their task with positive opinions in the matter of child-rearing. However, they soon find that some revision is necessary. What seems perfectly plausible in theory does not always work out practically where the child is concerned. This period of adjustment affects the child as it does the parents and if the latter are but half-hearted in the desire for a little one in the home they are unable to stand the strain and the child is returned to the Institution the worse for having been placed.

Many people feel so sorry for the little ones they take that their sympathy rather than good judgment is the dominant note in the child's training. Even a baby will take advantage of the weakness of a foster parent and instead of being governed the child becomes the monarch of all he surveys and every whim must at once be gratified.

We see alike the frailties of the child as well as those of the foster parents who think they are following a wise course when they indulge children but really are in error. It is a simple matter to talk to the little one and point out his mistakes but it requires tact to do this with the foster parents. The latter class differ in their tendencies as do the children. They forget that the act of taking a penny from the kitchens table is an offense of no greater magnitude than it was when they themselves surreptitiously tip-toed to the cookie jar twenty years ago. They cannot see why the child should tell stories occasionally but they forget their own vivid imaginations when they were young.

It is sometimes said that it child is lacking in appreciation but we find in some cases that the foster parents have made very little effort to bring out this admirable trait.

When the foster parent has returned from a shopping tour the child eagerly inspects the purchases hoping that perhaps he may find something for himself. Clothing and the incidental expenses of keeping a child in the home mean very little to the average boy and girl and the juvenile tendency is to take these things as a matter of course, but the aspect of a child"s whole world is changed for him if he is occasionally remembered with a small gift such as a base ball bat or a hair ribbon. Perhaps the mistakes of the foster parents have been legion, but the fact is indisputable that were it not for the many homes opened to these desolate little ones their chances for a normal existence would indeed be slight.

Respectfully submitted,
MR. DOUGLAS PERKINS. . .