Tuesday, August 25, 2026

High and Low

 High and Low

A fat golden pumpkin lay in a field,
A golden moon rode in the sky,
The pumpkin shouted, "Hallo there, brother!
Who put you ups so high?"

The man in the mood smiled a jolly smile
At the pumpkin far below--
"I'll light the sky while you light the earth,
On Hallowe'en, you know."

So the fat golden pumpkin smiled at the moon,
And the moon smiled back at him
All through the night till morning came
And the twinkling stars grew dim.

And each felt content with the task he had 
And called it a work of love.
Though one lay low on the cold black earth
And one rode high above.

Read aloud "The Scarecrow" by Beth Ferry.


Baker Rebus

 The Baker by Maude M. Grant

The golden wheat from the field,
Is ground into flour at the mill.
And the millers work busily every day,
The silos and sacks to fill.

The white flour goes to the baker.
In silos so big and round.
And he kneads and kneads the white dough,
And measures it pound for pound.

Then into the hot, hot oven,
He puts all the loaves so white,
And he also makes biscuits and cookies,
Working with all his might.

And out on the shelves of the bakeshop,
Are the loaves and the cookies and biscuits.
Oh, we like the busy baker
And the good things that he makes!

Bakery rebus printable.

Dealing With Dictionaries

       Interest in dictionaries has been observed very early. A child in a kindergarten received a letter from her grandfather saying that he had seen a chickaree in the tree outside his window. "What is a chickaree?" asked the five year old. "My mother and daddy don't know." The teacher, too, admitted she did not know, but she knew how they could find out. They would go to the library and look up "chick- aree" in the dictionary the big, unabridged dictionary. The class went to the library. All saw the enormous book. And they watched the teacher turn to the letter C and look up "chickaree." To their delight, the teacher read the definition of chickaree and its more common substitute, "red squirrel." Following this experience, the children on several other occasions called the teacher's attention to the necessity of looking up a word. 
       Once introduced to the dictionary in a way which reveals its fascination, children are eager to own one and to use it. Many eight year olds want their own dictionary. And it is to their credit that they quickly learn the inadequacies of the pocket-size dictionaries and demand larger, less-abridged editions. A good dictionary is essential for every home where reading is a live experience. In schools an unabridged edition should be made easily accessible, perhaps in the library, to every group. Older groups may need one within their grade rooms. Developing proper understanding and use of this vital reading aid should be made pleasurable and personally profitable to each child. Cut-and-dried dictionary exercises of the type once passively endured by some of us should be avoided. These dull exercises which were so earnestly given repelled us from dictionary use rather than lured us to it. We were fortunate if later experiences changed our attitude toward looking up words. 
       With their spirited imaginations, children have devised many good games involving the dictionary. Teachers would perform a real service if they would make a collection of these games and share them with each other. Take this one, for example. A child opens the dictionary to any page at random. He says, "I have the dictionary open on an M page." Each child in the group then guesses a word beginning with the letter M. The child guessing the word alphabetically nearest the first word on the page is the winner. The winner opens the dictionary to another page, and the game continues. Another game which children enjoy is to ask a child to mention a word, and then have the other children race to see who will be first to locate it in his own dictionary. These games are appropriate for the younger readers who love to guess and find out. Older children can devise games appropriate to their ability which require looking up the meaning or pronunciation of words. Not only do such games offer recreation, they also develop a fine learning atmosphere, which is the basis for good reading.

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next

Making Old Friends of New Words

       Some older children's inability to pronounce words or recognize new words can be traced to insufficient knowledge of phonics. Such lacks may be observed even in boys and girls of high school age. Instead of viewing this with alarm, adults should give them help then and there in acquiring an understanding of phonics. In a biology class a boy admitted he didn't know "how to tackle" long words-"A long word is sure to stop me." The teacher, not surprised, said, "Some of our long words are too much to swallow whole-we have to take them in several bites." The teacher then took a moment to write some long words on the board and demonstrate "how to tackle" them. Words like "inimicable," "irreducible," "compatible," "degeneration," and "solidification" were taken syllable by syllable, and a fundamental lesson in word recognition was taught in about twenty minutes. One might argue that such help should not take the regular class time of all students. Often the regular class time is the only time available for those who need help. Those who are sure they do not need this aid can use this time for other rewarding work. 
       The discussion of new words by adults and children as a frequent family experience is an excellent way to add to one's vocabulary. Language is a live and fascinating topic, but common experiences are necessary for good family discussions. Opinions of children must be welcomed. We adults ought not always to be thrusting our knowledge upon our less experienced family members. For example, a slightly retarded young speller was protesting to his family the absurdities of the English language which caused him much distress in spelling "rough,” "sew," "hour," and "certain." This stimulated the whole family to discuss the many words with unphonetic spelling, and brought new realization of the problems facing young learners. It also gave the adults an opportunity to admit that they, too, meet hurdles in spelling tricky words. 
       There is another point which should be made here. The mother who called, "Son, look up 'ubiquitous' for me," was making use of an excellent cooperative family reading practice. Likewise, the boy might, in a similar situation, say, "Mother, what does 'gargoyle' mean? Will you look up 'gargoyle' for me?" We should reveal to children our lacks and new-found needs, to show them that we, too, are continually learning new words. 
       As reading ability increases and a child learns to read more widely and independently, many words, new in meaning as well as sound, are met. If interested, a child will inquire into the meaning and pronunciation of such words, and if guided wisely will acquire in the process a skillful use of the dictionary.  

Dad makes words up and kids try to get them included in dictionary...

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next

Reading Hurdles For Post-Beginners

        Now, how about older children's reading growth? We once thought we needed merely to give the child a beginning in reading, put him in the fourth grade on his own. Each of us can recognize new tricks in reading which we acquire as we apply reading to our interests. For example, most of us can pronounce foreign names. We use phonic analysis, syllabification, and other techniques just as beginning readers do when they meet such words as "summer" and "beginning." We have learned how to interpret graphs and pictorial materials, and how to scan articles, lifting out the points of crucial interest. We meet new hurdles, and learn how to deal with them. This is true for children too. Only, they may need an adult's help to "catch on" to the skills involved in new hurdles.

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next

Wanting Facts

      At seven, children begin to have interests in common with adults. They hunt for all the information they can find about some challenging point. A second grade group, interested in making up plays, wanted to invent one about a war between  frogs and toads. The frogs were to be the good forces, the toads the bad ones. The teacher did not have to point out the desirability of finding out about frogs and toads in order to make an interesting play, because this was at once suggested by a youngster. He proposed that they look up frogs and toads in books in the library-dictionary and encyclopedias included and then plan their play. The teacher proposed they get added help at home by having their parents help them in exploring books and reference volumes in the family library. Such desire for reference reading may not always develop in children at the age of seven. It may appear even earlier if a good reading atmosphere has been continuous in the child's life at home and at school. 
       Because of such functional guidance of children, many eight and nine year olds go to a library, use a card index, and help themselves as competently as do far older children. They also find references in encyclopedias and topics in books, with little or no assistance. Such children may not be brilliant; rather, they are children whose reading growth has not been stunted by too few books and materials, a too-narrow concept of reading in their life, or a disregard for their interests. A very appropriate question for teachers and parents to ask at this point is, "But what of the child who at four, five, six, and seven does not show these driving interests or any signs of propelling himself?" Maturity and the ability to attain certain achievements do not follow in perfect chronological age lines. Some children seem less mature than others of their age. Some children begin slowly and gain momentum; others start more rapidly in the preschool years, and then take on a more normal pace. Each child needs to be understood in terms of his own style. Advice given earlier may be repeated here, namely, a child should be encouraged to grow comfortably and happily at his speed. Attempts to force him only hamper growth. A satisfied, secure, constructive child should be our goal. This is a part of the inalienable bill of rights for children. Obviously, neglect of readiness to learn or slighting of more mature children is not desirable. But turning the heat on children, so to speak, robbing them of the fun of learning, is not only non-educational, but brutal and sadistic.

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next

Hopscotch Hill Dolls

       Hopscotch Hill School was released by American Girl in 2003. The dolls were 16-inches tall, came with jointed limbs and painted eyes, and had a slimmer overall body shape. They, along with the stories which came with the dolls written by Valerie Tripp, were aimed at elementary-age girls from four to six years old, and were sold until 2006.
Left Logan doll. Center, Gwen and Skylar. Right, Hallie doll as these appear in Mattel's
2003 and 2004 doll catalogues.

The four dolls in the hopscotch hill series were named:
  1. Logan -  Facial Features: fair skin, straight blond hair and blue eyes - 2003 first doll
  2. Skylar - Facial Features: medium brown skin tones, wavy brown hair and brown eyes, dimples - second doll
  3. Hallie - Facial Features: brown freckled skin, auburn wavy hair and green eyes - third doll released
  4. Gwen - Facial Features: fair skin, brown straight hair braided and blue eyes fourth doll came out in 2004
The Characteristic Features That All Four Dolls Share In Common:
  • Each doll is 16 inches tall.
  • All dolls are female.
  • Every doll has nine points of articulation.
  • Each girl doll has painted eyes and lips.
  • Every doll has a rooted wig.
  • These dolls are intended to represent early elementary aged school children.
The Accessories/Playsets Created for The Doll Line Included:
  • A Castle Carrying Case
  • Rainbow Activity Board: dry erase board and letter magnets 
  • Classroom Pet: Razzi  the Rabbit with a tree stump cage
  • Picture Day Outfits
  • Doll Stands
  • A Dress-Up Trunk: butterfly wings, bunny nose and ears, mermaid tail, cowboy hat, construction hard hat, bandanna, construction worker's vest reversible into a cowboy vest, seashell headband
  • Flowerpot Desk 
  • A Keepsake Pillow shaped like a flower
  • Gym Class Outfits
  • Recess Play Set: jump rope, playground mat, carrying case, hula hoop, batting tee, ball, bat, eraser
  • Team Spirit Outfits
  • Soccer Uniforms and ball
  • A Duckling Incubator Set
  • Art Class smock with paint pallet brush and jeans, top, sweater etc...
  • A Watering Can Hair Care Kit: brush, mirror, hair ties and combs
  • Teacher Play Kit for The Doll's Classroom
  • Field Trip Outfits
The books that were written to accompany the dolls and describe their adventures:
  • Thank You, Logan!
  • Hallie's Horrible Handwriting
  • Teasing Trouble
  • The Fair-Share Pair
  • You Can Do It! Job Chart
  • Hopscotch Hill School Story Time Fun Pack
  • Lindy's Happy Ending
  • The One and Only Delaney
  • Good Sport Gwen
  • Bright, Shiny Skylar
Doll Reviews for Hopscotch Hill Dolls:
Hopscotch Hill Doll Clothing:

Sunday, August 23, 2026

Putting Two and Two Together

       Another practice which adds to richness and progress in learning is helping children see how various activities are related. After several of the children wrote out the cows' names, the teacher said, "That will help you spell and read these names, and it will help you remember them too." Recognizing the relationship between meaningful language, reading, writing, and spelling will make a child's world of work seem more reasonable. He will be able to recognize progress not in parts but in a connected, larger pattern: "I can print this sign for myself," or "I can read some of this story for myself." 
       For children there is something fascinating about arranging items in some kind of series or sequence. A three-or four-year-old may pick out all the blue beads from a box and place them in a row, next to all the red ones. Later he may string a chain, first a blue bead, then a red, a yellow, a green, and then repeat the sequence. When it comes to the sequence of the alphabet, he seems naturally to gravitate toward this arrangement too. "What comes after F?" "What comes after R?" He may question his mother or teacher. Many six-year-old children, without being taught to do so, will sit down and write out the alphabet, persisting until they feel that they have mastered it in its correct sequence. 
       Although this learning of letters and their arrangement from A to Z is not a prerequisite for beginning reading, when it has become an interest to children, they should be aided in acquiring success to the degree this interest demands. Children, as a rule, enjoy seeing their names in alphabetical lists. Names are collections of such personal words, no wonder they have special appeal! In many second grades, children keep lists of words in notebooks which they can spell in alphabetical order. At this time, some of them are ready to explore dictionaries and other reference materials, solely for the exciting game which this activity presents, for the fun of seeing whether they are able to find a given word.

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next

Remembering Facts

       A group of first grade pupils had their first trip away from school. They visited a large dairy farm to watch the cattle graze, see the barns, and look at milking machines and other farm machinery. It was a trip in which to explore and have fun. They were shown some champion cows. The names of these cows amused the children greatly. One cow was called Princess Bessie of Fluff, another Belle of Blue Farms. When the group returned to school the children talked and laughed about these fancy names. They were especially fascinated with their length. The teacher wrote the names on the board. Some children copied them, eager to take them home and show them to their families. The next day, the teacher asked, "Who remembers the names of our fancy cows? I left them on the board to see if someone could remember." Snappy, sparkling repetition of the kind described here is excellent, remunerative practice. On the other hand, drilling meaningless things into the heads of bored children is a great waste of time and energy. It is also a threat to children's interest in learning. 
       Good judgment and artistry in teaching are shown in the way in which facts previously learned are recalled or reviewed. A kindergarten group had a lively discussion about snow, during the first snowfall of the season. The next morning, the teacher, referring to the important things they had discussed, asked, "What were some of the things we learned about snow yesterday?" Jubilant answers recalled, "Flakes are different," "Tiny water drops freeze into snowflakes," and "When snow melts, we say it thaws." The children added ideas acquired outside of school. "Snow gets packed hard and gets icy," "Some snow is very wet," and, of course, "Snow gets dirty." So too, at home, a lively recalling of some joyful learning, such as a snappy word, a new idea, or some important information, adds to the child's general interest in learning and remembering. Moreover, children enjoy remembering, because they love to show what they know; it adds to their consciousness of power, which is so very essential to them.

Return to the "Reading Is Fun" Index Page

Back                                                                                                       Next

Saturday, August 22, 2026

The Story of Paul Pumpkin

Paul the pumpkin 
and Robert.
       This is a story of a pumpkin who went to a Thanksgiving dinner. It happened this way ... Oh, yes, you will say, he went as a pie. He didn't go as a pie. Well, then, he went as a bee-oo-ti-ful dish to hold fruit in the center of the table. No, it wasn't that at all. He went as a regular guest. 
       Once upon a time, on the edge of a great corn field, there lived the boy Robert with his father and his mother and no brothers or sisters at all. After school and on holidays he had no one to play with. His friends, you see, went home after school. So he made a play friend out of Paul Pumpkin. 
       Paul was a pumpkin boy, chubby and jolly. He lived in the great corn field with a father and mother and twelve brothers and ten sisters. 
       Paul was very different from his brothers and sisters after Robert made a friend of him. He looked almost like a boy on the outside, if you did not look too hard at his head. Robert had put him on a stick and found a suit for him. 
       Day after day Paul Pumpkin and the boy played together. When it came near Thanksgiving, Robert told Paul Pumpkin that he wanted him to come to his house for Thanksgiving dinner. Paul Pumpkin laughed like the jolly boy that he was and nodded his head up and down, which meant that he would come, thank you. 
       In his own mind, what there was of it, he thought, "He means that I am to go as a pie." But Paul Pumpkin did not object to that. It would be an honor to be made into pumpkin pie. 
       But when Thanksgiving Day came, the boy had a place for Paul Pumpkin at the table. He sat there like a real guest and had his plate of good dinner to be thankful for, just like the rest.
       He made them all laugh when he thought that mashed potatoes were cotton batting. His suit had been stuffed with cotton batting. 
       He thought that the two looked just alike. He thought the turkey was a log of wood and the cranberries the red leaves of the sumac. And he asked if the carrots were pretty pebbles from the brook with butter on them. 
       After the dinner was over, he went back to his large family in the corn field and whispered great tales to them about the things he had seen and heard that day. You could hear the whisper among the sheaves of corn until far into the night. He was still whispering his tales when the boy Robert went to sleep. And all the pumpkins in the corn field looked very sleepy the next morning. Marion LeBron

Friday, August 21, 2026

A Cabinet of Curiosities for Your Dolls

A curious, doll-sized collection to hang on the dollhouse
wall this coming October...
       The wooden trays used in constructing my shelf or "cabinet" are the type used to package wooden flats for decorating and crafting. These are generally sold at stores like Target, Michaels or Hobby Lobby. They are nice enough to keep but what to do with them once these are empty? 
       Before you start you may like to chose to work within a limited color scheme when filling the cabinet. Curiosity cabinets are known for their dark and mysterious looking contents. Some have botany collections: nests, eggs, preserved species and taxidermy. I have also seen some collections that are focused more on rock and gem collections. Perhaps the most clever ones have a few oddities left over from old technologies. Then lastly, some of these cabinets are focused on Halloween paraphernalia.

Supply List:

  • a couple of small wooden trays with compartments
  • black and white clip art of curios old things
  • some plastic bones from the dollar store
  • a few plastic bugs from the dollar store
  • faux wooden printed paper
  • white school glue

Step-by-Step Instructions:

  1. Glue two recycled wooden trays with compartments end-to-end once you are ready to assemble and fill your cabinet of curiosities for your 18 inch dollhouse.
  2. Line the interior shelves with faux wooden paper if you prefer. You could elect to paint your cabinet with dark paints instead.
  3. Then decoupage some spooky clip art inside the shelves. Old jars for potions or strange ingredients. 
  4. I also hot glued in a few insects, a bone and a large bony skeleton hand. Include whatever you like...

A spooky curious collection of clip art for your cabinet!



Cabinet of Curiosities About Identity and Power
by Giovanni Aloi - Atennae

The world's many curios displayed in cabinets, boxes, frames, etc...
  1. Rate Oddities in a cabinet by Diane Shaw
  2. work by mike bennion (slide show)
  3. treasures from enchanted places by Von Pappell
  4. Wanderlust - Joseph Cornell Fernweh 1, 2 & 3
  5. Trausnitz Castle
  6. box by LaBlanche Stamps
  7. moments by BeULaH Bee
  8. Habsburg Wunderkammern
  9. Wayne Bertola - Life and Light (slide show)
  10. time heals all wounds assemblage by Beckie Holso
  11. Salvadoriana
  12. Art21 - Mark Dion
  13. Shadow Boxes & Dioramas 
  14. the midnight party 
  15. IMAGINARY WORLD - by karolin felix
  16. The Cabinet of Curiosities at Warrington Museum
  17. Sandra Evertson  
  18. julie liger-belair 
  19. Tim Holtz configurations box made from chipboard 
  20. found objects by joseph bennett
  21. The Chamber of Wonders 
  22. Mr. Emilton's Cabinet of Curiosities
  23. Tim Holtz Altered Printer's Tray
  24. Rosalie Koldan - creating art with found objects
  25. Professor Lynkhart's Cabinet of Curiosities
  26. nymphlight
  27. g. hanson makes a joseph cornell box
  28. Alice in Wonderland Card House
  29. Kass Copeland
  30. circus junk & stuff by K. Batsel
  31. Richard James
  32. portable museum of curiosity by robert dick
  33. Wondrous Obsessions I & II
  34. ray papka artwork
  35. kunstkammer or cabinets of curiosities
  36. patti harris has a few kustkammer
  37. The Medieval Bestiary
  38. providence by lori vrba
  39. The Wassmann Foundation 
  40. The Private Life of a Doll's House I & II
  41. Paul J. Flick  
  42. sainted mother 
  43. A Small Wunderkammer
  44. Chamber of Curiosities in Paris 
  45. working birds studio
  46. Idols of the Cave 
  47. altered altoid tins 
  48. David Nicholls - Cabinet of Curiosities
  49. gabrielle pollacco - mixed media nature canvas tutorial 
  50. encaustic assemblage by Tracy-Mae Chambers

One Thanksgiving Day

Grandfather remembers the
old days.
       Once upon a day, our whole family, mother and father, and my sister Editha, and I, and, Aunt Mollie from Big Hill, and the two hired men; and Uncle Charlie and Aunt Jane, Cousin Meg and Cousin Peg, and Cousin Ned and Cousin Fred from the city, all went to grandmother's for the whole day. 
       It was November. Once in school we read that a man named Hood wrote about November, and we knew he and his whole family had never been to his grandmother's for a whole wondrous day or he never could have said it. 
       "No shade, no shine, no butterflies, no bees. 
       No fruits, no flowers, no leaves, no birds. 
       "November!" And Bryant couldn't have had the things in November we had, or he wouldn't have just groaned, 
       "The robin and the wren are flown, and from the shrub the jay. 
       And from the wood-top calls the crow through all the gloomy day." 
       My sister Editha and I never in all our lives saw a gloomy November-
        "Wailing winds and naked woods, and meadows brown and sere."
        The pines and the hemlocks were never naked, nor the evergreen nor the reindeer moss nor the partridge vine, nor the checkerberries. And we thought brown a beautiful color for hair and dresses and roads and caramel candy, so why not for all the meadows, part of the year? 
       Besides, just think of all the vegetables and berries and big fruits that were in the cellar in jars, all treasured up. The leaves were getting ready for spring, and who would think of missing butterflies and wrens, when there was grandmother's, and Thanksgiving and the Pilgrims to think about? Anyway, mother told us she thought November was pearl gray-like, gray pearls, with a shine all through the month because of Thanksgiving. 
       "There is harmony in autumn and a lustre in its sky," agreed father. 
       It was always Thanksgiving when we all went to the Big Gray House of the Apple Orchard all at one time. You see, there were too many of us to all go often. There was grandfather, of course, and Rosy, who helped grandmother with the housework, and two little pale-blue-eyed old ladies that smelled of lavender, who used to go to school with grandmother, and always came over for Thanksgiving dinner and all the rest of us. 
       Grandfather's and grandmother's house was five miles from our house, down the mill road. The stone church was just a little way off. We started very early on Thanksgiving day, because we didn't want to miss anything, and there were heaps of things not to miss. 
       We bumped along in the democrat wagon over the rutty, frozen road, and we kept getting hungrier and hungrier. It looked like snow. It always looked like snow on Thanksgiving day, but it never did snow. It just kept getting more pearl gray and Thanksgiving-y. Editha and I were glad the apple orchard house had stayed gray. 
       You could remember better how old it was. We could call ourselves the seventh generation that had lived there, because we had lived there a whole week one summer, and had had the east front room with the canopy top bedstead and the copper-plate spread with the valance, great blue chest with real linen sheets in it, and the ladder back chairs with rush bottoms, and the yellow maple washstand. 
       Grandmother said there were samples from every generation in every room in the Gray House.
        Weren't we glad when we caught the first glimpse of the old apple tree in the front yard, the one we'd had the board swing in that summer! Then, there was grandmother-father's mother, you know -standing in the front doorway, in a brown-sprigged sateen with a white bib apron with funny little curlicues like stencil stamping running round it, her hair in beautiful white waterfalls over her ears, and her cheeks pink like an old daguerreotype picture. And behind her was grandfather, his face as round as an apple, and as merry-grandfather and his silver headed cane. And in another minute there was Rosy, helping carry in the nut-cakes and jellies mother always brought, and the pile of magazines for winter reading, and the very last of our baby chrysanthemums -russet and gold, from our garden. 
       "Good and early as usual!" chuckled grandfather. 
       "You'll have to put some bricks on these girls' heads," said grandmother. "Come right in and take off your things. Lay them on the sofa. Mollie 'll be here anytime now. Jane and Charlie wrote they might be a little late, because they've taken it into their heads to bring some sort of a surprise. Always up to something." 
       "I'm thinking," said grandfather mysteriously, "the surprise has something to do with Ned.” 
       Ned was our oldest cousin, and most grown up. Ned was in college and knew ever so much. He was very tall and straight and called us little girls, when anybody could see we weren't little at all. 
       "Smell the turkey," cried Editha. 
       "Smell the good old cedar fire," cried father. "You girls going to eat so much you'll have to roll on the old woolen carpet this year?" 
       That reminded Editha and me that we were hungry. We didn't even stop to look in the Chippendale mirror with the gold eagle on top. We didn't even stop to slide off the haircloth sofa, or look up our names in the old family Bible. We ran into the kitchen and whispered to grandmother. Grandmother had a beautiful smile, like, well, like Thanksgiving. She put it on when we whispered. "Raisen cake," she whispered back. "Apple pie sweetened with molasses, brown bread with raisins in it, fried cakes, and brown sugar cookies. Help yourselves, but you can't have another thing till dinner-time." 
       "There's always the box of hard checkermints in my room on the bureau," chuckled grandfather at her elbow. "And plenty of lemon drops. I'm thinking Rosy'll give you some of the anise sticks her young man brought her. I guess you young folks won't starve." He added, "Want to peek at the pies?" 
       Did we? 
Peeking at the pies!
       Sitting in spicy rows on the "buttery" shelves mince and squash and pumpkin, lemon, dried peach and dried apple, cranberry, cream and custard, and dozens more. Plenty of them for the family and plenty for Thanksgiving treats for other folks. Just as Editha and I finished fixing the centre piece, all kinds of vegetables from the cellar piled on a great pewter platter, up the path came Aunt Mollie, arms full of fruit-cake and jams. Up the path came the hired men, arms full of books for the winter reading, and the next minute up the road in the station carriage came Uncle Charlie and Aunt Jane and all the cousins, and boxes of candy, and oranges and white grapes and pink grapes and purple grapes, and the surprise, Ned's surprise. 
       She was a lovely girl who looked like a big beautiful doll, and she was just as quiet and bashful as one, too, at first. She was all dressed in a garnet dress trimmed with gray fur, and, what do you think, on her ring finger was a gray pearl ring Ned had given her, and in her arms was a box of great puffy hot-house chrysanthemums, yellow and white, for grandmother. 
       I couldn't help looking at her, every once in a while, all through church time in the little stone church, even while we sang, "We thank Thee, Heavenly Father,” “I praise Thee, Lord, for blessings sent," and "Let The Creator's Praise Arise." Ned's Gray Pearl Girl sang like a lark we used to hear in our very own meadow at home. Uncle Charlie must have told folks about her beautiful voice, because, just before the proclamation, she sang a solo, the one about the Pilgrims, you know- 
       "Ay, call it holy ground, 
       The soil where first they trod! 
       They have left unstained,
       what there they found,— 
      Freedom to worship God." 
       The President's proclamation was wonderful. It made you feel so grown-up and so small at the same time. It was about the vintage being ripe, and the harvest heaping, and families being together, and it said something about the "season of mellow fruitfulness." Editha and I wished Mr. Hood and Mr. Bryant could have heard it. People got up and told how thankful they were, too, and somebody called November, "The Sabbath of the year." 
       Walking back to grandmother's, we were all very quiet, counting things we were glad about, and when we got there, there was grandmother in her best gray dress with the white fichu, and grandfather in his gray suit, with his gold-headed cane, and Rosy, and the two little pale-blue-eyed old ladies that smelled of lavender, and, dinner, waiting for us. 
       “Thy bounty shines in Autumn un- confined. 
       And spreads a common feast for all that live.' 
       Make every day a Thanksgiving Day," said grandfather with bowed head.
       We thought about that, while we were taking jellies and jams and pies and cakes and fruit and magazines to folk who, (maybe like Mr. Hood and Mr. Bryant), didn't have beautiful apple orchard houses, and own folks, and a new cousin with a gray pearl ring, singing "The Breaking Waves Dashed High," and the Pilgrims, and so many other things to be thankful for. Oh, you felt as if you were fairly bursting with joy! Myrta Little Davies

Read History About Thanksgiving: