Tag: Child

  • Nurturing Business Success from an Early Age: The Power of Early Childhood Education

    Nurturing Business Success from an Early Age: The Power of Early Childhood Education

    What is the Power of Early Childhood Care and Education? In today’s rapidly evolving and competitive world, the journey toward success in the business realm begins long before adulthood. Early childhood education plays a pivotal role in shaping the foundation for future achievements by equipping young minds with essential skills and fostering an entrepreneurial mindset.

    Nurturing Business Success from an Early Age: The Power of Early Childhood Education

    From developing communication and cognitive abilities to cultivating leadership and problem-solving skills, the impact of early education extends far beyond the confines of the classroom. In this article, we explore how early childhood education serves as a powerful catalyst in preparing children for business success later in life. By nurturing their talents, igniting their curiosity, and instilling invaluable qualities. We empower the next generation to thrive in the dynamic and ever-changing business landscape.

    Development of Essential Skills

    Early childhood education serves as a crucial platform for the development of essential skills that are integral to success in the business world. Also, During these formative years, children’s minds are receptive and malleable. Making it an opportune time to lay the groundwork for their future endeavors.

    Communication and Language Skills

    One of the fundamental pillars of business success is effective communication. Also, Early childhood education provides children with the opportunity to acquire a rich vocabulary, develop language proficiency, and hone their listening and speaking skills. Through engaging activities, storytelling, and interactions with peers and teachers, children learn to express themselves confidently and articulate their ideas clearly. These communication skills serve as the bedrock for building strong relationships, negotiating with others, and presenting ideas persuasively in the business realm.

    Cognitive Skills

    The development of cognitive skills during early childhood is paramount to cultivating the analytical and problem-solving abilities crucial for business success. Through engaging in hands-on activities, puzzles, and games, children enhance their critical thinking skills. Also, Learn to approach challenges with creativity, and acquire a solid foundation in mathematical and logical reasoning. These cognitive skills lay the groundwork for future entrepreneurs. Enabling them to identify opportunities, strategize effectively, and make sound decisions in the face of uncertainty.

    Social and Emotional Skills

    In the dynamic business landscape, social and emotional intelligence are invaluable assets. Also, Early childhood education plays a vital role in fostering the development of these skills. By creating a nurturing and inclusive environment, educators teach children to build self-confidence and self-esteem, navigate social interactions, and collaborate with others. Learning empathy, emotional regulation, and conflict resolution at a young age equips individuals with the emotional intelligence necessary to navigate complex business relationships, lead teams, and adapt to diverse work environments.

    Cultivating an Entrepreneurial Mindset

    Beyond the acquisition of essential skills, early childhood education plays a crucial role in fostering an entrepreneurial mindset in children. An entrepreneurial mindset cultivates a unique set of attitudes and behaviors. That is highly advantageous for navigating challenges and seizing the opportunities presented in the business world.

    Encouragement of Curiosity, Exploration, and Risk-Taking

    Early childhood education environments encourage children to be curious, explore their interests, and take risks. By providing hands-on experiences, promoting curiosity-driven learning, and encouraging children to ask questions, educators instill a sense of wonder and a thirst for knowledge. Also, This curiosity becomes the fuel that drives future entrepreneurs to seek innovative solutions, identify untapped markets, and challenge the status quo.

    Additionally, early childhood education environments foster a safe space for children to take risks and learn from their experiences. By encouraging them to try new activities, overcome obstacles, and embrace failures as learning opportunities. Also, Children develop resilience and a willingness to take calculated risks—a vital trait for entrepreneurial success.

    Promotion of Resilience, Perseverance, and Adaptability

    The path to business success is often paved with obstacles, setbacks, and unforeseen challenges. Early childhood education instills in children the values of resilience, perseverance, and adaptability. Through age-appropriate tasks and activities that require problem-solving and persistence, children learn to overcome obstacles. Develop resilience in the face of adversity, and adapt their approaches when confronted with changing circumstances. These qualities enable future entrepreneurs to navigate the uncertainties and complexities of the business world with determination and grace.

    Fostering Creativity, Imagination, and Innovative Thinking

    Creativity and innovation are at the heart of entrepreneurship. Early childhood education nurtures children’s innate creativity, imagination, and innovative thinking. Through art, imaginative play, and open-ended activities, children are encouraged to think outside the box, explore unconventional solutions, and embrace their unique perspectives. Also, This fosters a creative mindset that allows future entrepreneurs to envision new possibilities, develop groundbreaking ideas, and pioneer innovative products or services.

    Financial Literacy

    A solid understanding of money management and financial concepts is essential for business success. Early childhood education provides a valuable opportunity to introduce children to the fundamentals of financial literacy. Equipping them with the knowledge and skills necessary to make informed financial decisions in the future.

    Introduction to Basic Concepts of Money and Finance

    Early childhood education programs incorporate age-appropriate activities that introduce children to basic concepts of money and finance. Through play-based scenarios, children learn about the value of money. Also, How to count and handle coins and bills, and the concept of saving and spending. These early experiences lay the foundation for developing responsible money habits and financial decision-making skills.

    Teaching Responsible Money Management and Budgeting Skills

    In early childhood education, children are introduced to the concept of budgeting and responsible money management. By engaging in simple financial tasks such as setting goals, saving for desired items, and making choices about spending. Children learn about the importance of prioritizing needs over wants, making wise financial decisions, and planning for the future. These skills build a strong financial foundation that is crucial for managing personal finances and later entrepreneurial ventures.

    Cultivating an Understanding of Business and Entrepreneurship

    Early childhood education programs also provide opportunities for children to explore and understand the world of business and entrepreneurship. Through age-appropriate activities and discussions, children learn about different types of businesses. The roles of entrepreneurs, and the concept of earning income through goods or services. This exposure helps children develop an early appreciation for entrepreneurship, inspiring them to think creatively and consider business ventures as they grow older.

    By introducing financial literacy at an early age, early childhood education prepares children to navigate the financial landscape with confidence. These foundational skills provide a solid understanding of money management, budgeting, and the basics of business. Setting the stage for future success in entrepreneurship and financial independence.

    Nurturing Business Success from an Early Age The Power of Early Childhood Education Image
    Nurturing Business Success from an Early Age: The Power of Early Childhood Education; Photo by Julia M Cameron.
  • Best Printable Coloring Pages for Kids

    Best Printable Coloring Pages for Kids

    Fun and innovative simple printable coloring pages perfect for kids of all ages! If you’re seeking out the maximum ideal coloring sports for your children then look no similarly. We have the first-class form of unfastened printable coloring pages for children which are designed specifically for children!

    Here are the articles to explain, Best Printable Coloring Pages for Kids with an Example

    These loose coloring pages for kids are simple, recognizable, and a laugh and your youngsters will love them.

    Free Printable Simple Coloring Pages for Kids

    I love coloring pages because they’re a fun pastime but can also be instructional, in particular for kids. The handiest hassle I’ve found is that there aren’t many coloring pages that can be acceptable to babies or young babies. I have an 18-month-vintage who loves to color however sometimes unearths trendy coloring pages an awful lot too distracting and difficult.

    To combat this I have created extremely good easy cartoon coloring pages which can be ideal for kids like my little boy to apply. Each of these loose printable coloring pages has been created to represent easy shapes that are comprehensible to children and may be recognized at some point in their day-by-day existence. Using the coloring pages is such an easy manner to include fun and easy learning creatively.

    How to Use the Free Printable Coloring Pages

    You can use these free coloring pages as a quiet time activity for your child or maybe get concerned and educate them as you color. It’s such an extremely good bonding pastime and simplest takes a few minutes. You can teach your toddler approximately the items, and the colors, or genuinely just have some clean a laugh with them.

    There are so many exceptional coloring pages that match each little girl and the little boy. Choose from fruit, vegetables, motors, bugs, animals, sea animals, nature, and plenty more. The coloring pages additionally feature thick traces too and are large so your baby or little one can without problems use them.

    When coloring with my little boy I like to use non-toxic crayons and unique pens that make it smooth for him to laugh and I don’t should fear if he sticks one in his mouth or receives it on his garments. You also can use these coloring pages in special ways. Rather than coloring them in, why now not use them to suit gadgets, or use Play-Doh to create the photograph on the coloring web page (my son loves this)?

    The type of Amazing Free Printable Coloring Design Pages for Kids

    Take a study of all of our wonderful free printable coloring sheets for youngsters. They are all loose and tremendously clean to get. Find the pages you want, open the photo, and store them on your device. Print these out for my part or assemble them to make a coloring book for your baby. Print as lots of those pix to color as you need for hours of fun!

    Nature Coloring Design Pages

    These coloring pages are cognizant of all matters natural along with the sun, rainbows, plants, and shooting stars!

    Fruit and Vegetable Coloring Design Pages

    Fruit and veggies are something we need to introduce our toddlers to from an early age. Make fruit and vegetable fun for your little one with these healthy coloring pages.

    Animal Coloring Design Pages

    We have a few easy and lovely animal coloring pages for your little one to complete. You will discover birds, pets, wild animals, and farm animals all waiting to be colored in.

    Dinosaur Coloring Design Pages

    Dinosaurs are a favorite amongst kids and are such exciting creatures to learn about. Have a laugh coloring these lovable dinosaurs together with your infant.

    Sea Animals Coloring Design Pages

    We haven’t forgotten about the ocean animals! The sea is home to such a lot of stunning and particular animals and those sea animal coloring pages can introduce dolphins, whales, crabs, octopuses, and lots greater to your baby.

    Insect Coloring Design Pages

    All creatures are essential so getting your baby familiar with bugs is an excellent concept. Take your pick out of butterflies, ants, caterpillars, beetles, and ladybugs!

    Food Coloring Design Pages

    Have fun coloring distinctive foods from around the sector! Will you select fries, tacos, or milk?

    Sweets & Candy Coloring Design Pages

    Get colorful with those extremely good sweet coloring pages. Color in candy, cakes, cakes, and ice cream!

    Vehicles Coloring Design Pages

    Vehicles are always a laugh for youngsters and these coloring pages aren’t unique. Your baby can color automobiles, trucks, airplanes, and hot air balloons!

    Objects Coloring Design Pages

    Introduce your baby to new items with these coloring pages. You will locate ordinary objects that children are probably familiar with and even new and thrilling items!

    I desire you loved those wonderful free printable basic coloring sheets and I wish you had lots of a laugh coloring them in!

    More loose printable coloring design pages

    I wish you preferred these coloring sheets and also that you’ve found masses to print for your kids. If you want those coloring pages for kids and also you’re seeking out extra, browse our internet site for lots more extremely good loose coloring sheets and printables for kids’ sports. We’ve got many extra amazing unfastened coloring pages to preserve you entertained.

    You love your kids, but having them within the house all day may be traumatic in instances, in particular, once they’re bored. And once they’ve torn the circle of relatives’ room apart for the tenth time, putting them on tablets or TV for hours at a time isn’t usually the quality choice. Coloring to the rescue! It builds quality motor skills, self-expression, grip, and attention. And it’s amusing, too!

    We’ve scoured the web to discover the best free printable coloring page websites for youngsters of every age. Our picks are ink-friendly and deliver high academic fees alongside entertainment for pre-K thru middle college and even for the ones difficult-to-galvanize excessive schoolers. We’ve even determined some for Mom and Dad.

    What to look for in free printable coloring pages for youngsters

    Free coloring pages are a fun manner for kids to paint on something positive whilst supplying you with a spoil. But not simply any sheet downloaded off the internet will do. Take observe some capabilities to take into account before you click “print.”

    • Ink saving: If you’ll be printing plenty of coloring sheets, the #1 problem is that they’re ink-friendly. Look for pages with skinny strains and without immoderate black on the page. The options better on our listing of websites use the least ink.
    • Pro recommendation: Set your printer to draft mode to store ink.
    • Enjoyment: The satisfactory printables are a laugh, a laugh, and fun, and because of this kids will love them, spend extra time on them, and ask for more each day. Does your kid like Disney characters? Marvel? Or are they into ocean turtles or caracals? Maybe they prefer astronomy or math high-quality. We’ve got sheets for each of your creative tykes on our list.
    • Educational Matter: Coloring is fun, however in a live-at-domestic state of affairs, making sure Kasey and Steven maintain getting to know may be important. Look for math, language arts, social studies, records, science, STEM, and extra inside the 8 educational alternatives in our listing above.
    • Age tournament: For preschool-age children animals, ABC sheets, and simple addition pages work satisfactorily. For fundamental school students, look for more hard coloring sheets like mandalas, Marvel characters, and academic sheets. Matching by way of age guarantees greater time spent.
    • Challenge: “I’m bored” isn’t what you want to listen to five minutes after coloring begins. Choose printable coloring pages with enough projects to maintain your toddlers engaged and working. Match sheets to their pastimes so that they forget to invite how lots longer.

    In conclusion

    Working, cleansing, or making lunch or dinner may be a project whilst Isabel and Emily are home from school. Keep the peace even by imparting a fertile floor for young minds to grow and examine with free printable coloring pages for kids. Look for ink-pleasant sheets that venture them and cater to their pursuits. The coloring pages within the listing above encompass the great selections on the internet for ABCs, math, geometry, science, biology, Spanish, or even pc programming.

    Best Printable Coloring Pages for Kids Image
    Best Printable Coloring Pages for Kids; Image by Dong Khoi from Pixabay.
  • Increase Your Strengthening Self-Efficacy

    Increase Your Strengthening Self-Efficacy

    What knows about strengthening self-efficacy? A range of strategies that can use by teachers to enhance self-efficacy has been identified. Strategies that teachers can use to influence self-efficacy include (a) goals and feedback, (b) rewards, (c) self-instruction for verbalization of strategies, (d) participant modeling, and (e) various combinations of these strategies.

    How to Increase Your Strengthening Self-Efficacy? Here is the article to explain.

    Keep in mind that self-efficacy, skill development, and strategy use go hand in hand; whether it be math problem solving, soccer skills, or expository writing. Students learn strategies that enable them to develop skills resulting in increased self-efficacy strengthening.

    Goals, Feedback, Rewards, and Verbalization

    Because task accomplishment is the most powerful source of self-efficacy information; an important approach is to use strategies that can strengthen task accomplishment. The strategies of goal setting, feedback, rewards, and self-talk or verbalization were used in various combinations to help students categorized as LD or remedial to strengthen self-efficacy.

    Schunk and Cox (1986) investigated the combination of strategy verbalization; and, effort feedback on the performance and self-efficacy of students with LD. While solving subtraction problems, students verbalized or said the task steps aloud to themselves; they were then given feedback that their successes were due to their effort. The combination of verbalization and effort feedback led to problem-solving successes, higher self-efficacy, and subtraction skills. The authors believed that the two strategies verbalization and effort feedback serve different purposes. Verbalization was useful for training students to systematically use the task strategy.

    Continues

    Giving students feedback that effort is responsible for success communicated that they are developing skills and that they can continue to perform well with hard work. The importance of feedback for enhancing self-efficacy may sometimes overlook by a teacher. Pajares and Johnson (1994) conducted a study in a language arts course for preservice teachers. The students received feedback from their teacher on attempting and completing writing tasks; but, they did not receive feedback on their specific writing skills.

    The end-of-course assessment revealed that, although the students improved on writing skills; their self-efficacy judgments about their skills did not increase. The authors concluded that when teachers note a growth or decline in skills (in this case, writing); they must give the students feedback about their specific skill development. As emphasized earlier, students will make future judgments not just on their actual skills; but, also on their perception of their competence in using the skill. These perceptions of self-efficacy are more likely to increase with specific teacher feedback.

    Participant Modeling

    Vicarious experience is the second most powerful source of self-efficacy. The most frequent form of vicarious experience for students is seeing a model (another student or teacher) perform a skill they are attempting to learn. Who is a more effective model, a peer or teacher, or a mastery or coping model?

    Peer or Teacher Model?

    Schunk and Hanson (1985) had students, ages 8 to 10, observe either a peer or teacher model solving fractions on a videotape. Children who had observed a peer model had higher self-efficacy and achievement scores on the math assessment than did students who had observed the teacher model. The authors concluded that the increase may have been because the children saw themselves as more similar to the peer model. The use of peer models is especially recommended for enhancement of self-efficacy among low-achieving students who are more doubtful about attaining the level of competence demonstrated by the teacher.

    Mastery or Coping Model?

    Which model do you think will be more effective in strengthening self-efficacy; an expert who demonstrates a high level of expertise or one who is competent, but demonstrates the strategies they used to acquire the skill? Previous research found that observer’s beliefs about competence influence by their perceived similarity incompetence to the model. Models can reflect either mastery or coping behaviors. A mastery model demonstrates a task at a high level of expertise with a high level of confidence. In contrast, a coping model demonstrates the task along with the difficulties students experienced and the strategies (e.g., effort) they used to overcome the difficulties. The effectiveness of coping versus mastery peer models was compared by Schunk et al.

    Types of models

    The two types of models demonstrated strategies as follows:

    1. Peer coping model; Made errors at first and verbalized negative statements that reflected self-efficacy (e.g., “I’m not sure I can do this”). The teacher then gave a prompt (e.g., “What do you do when denominators are the same?”). Next, the coping model made statements about how they overcame failure (e.g., “I need to pay attention to what I’m doing”) and eventually performed at a mastery level.
    2. Peer mastery models; Performed all problems correctly while working at the average rate. Verbalized high self-efficacy and ability (e.g., “I’m good at this.” “That was easy”).

    The findings indicated that the subjects judged themselves as more similar to the peer coping model. Students who observed the peer coping model demonstrated higher self-efficacy for learning, greater post-test self-efficacy, and skill development compared with those who observed a peer mastery model.

    Modeling is a resource that is readily available in the classroom. This is a case of positive social comparisons with others (Schunk, 2001). The important implication for teachers is to use caution in choosing peer models. An alert, the sensitive teacher can identify peer coping models in their classrooms and use them to strengthen the self-efficacy of many students.

    Increase Your Strengthening Self-Efficacy Image
    Increase Your Strengthening Self-Efficacy; Image from Pixabay.
  • A Wedding Gift

    A Wedding Gift

    A Wedding Gift


    Short Story by Guy de Maupassant

    For a long time, Jacques Bourdillere had sworn that he would never marry, but he suddenly changed his mind. It happened suddenly, one summer, at the seashore.

    One morning as he lay stretched out on the sand, watching the women coming out of the water, a little foot had struck him by its neatness and daintiness. He raised his eyes and was delighted with the whole person, although in fact, he could see nothing but the ankles and the head emerging from a flannel bathrobe carefully held closed. He was supposed to be sensual and a fast liver. It was therefore by the mere grace of the form that he was at first captured. Then he was held by the charm of the young girl’s sweet mind, so simple and good, as fresh as her cheeks and lips.

    He was presented to the family and pleased them. He immediately fell madly in love. When he saw Berthe Lannis in the distance, on the long yellow stretch of sand, he would tingle to the roots of his hair. When he was near her he would become silent, unable to speak or even to think, with a kind of throbbing at his heart, and a buzzing in his ears, and a bewilderment in his mind. Was that love?

    He did not know or understand, but he had fully decided to have this child for his wife.

    Her parents hesitated for a long time, restrained by the young man’s bad reputation. It was said that he had an old sweetheart, one of these binding attachments which one always believes to be broken off and yet which always hold.

    Besides, for a shorter or longer period, he loved every woman who came within reach of his lips.

    Then he settled down and refused, even once, to see the one with whom he had lived for so long. A friend took care of this woman’s pension and assured her an income. Jacques paid, but he did not even wish to hear of her, pretending even to ignore her name. She wrote him letters which he never opened. Every week he would recognize the clumsy writing of the abandoned woman, and every week a greater anger surged within him against her, and he would quickly tear the envelope and the paper, without opening it, without reading one single line, knowing in advance the reproaches and complaints which it contained.

    As no one had much faith in his constancy, the test was prolonged through the winter, and Berthe’s hand was not granted him until the spring. The wedding took place in Paris at the beginning of May.

    The young couple had decided not to take the conventional wedding trip, but after a little dance for the younger cousins, which would not be prolonged after eleven o’clock, in order that this day of lengthy ceremonies might not be too tiresome, the young pair were to spend the first night in the parental home and then, on the following morning, to leave for the beach so dear to their hearts, where they had first known and loved each other.

    Night had come, and the dance was going on in the large parlor. ‘The two had retired into a little Japanese boudoir hung with bright silks and dimly lighted by the soft rays of a large colored lantern hanging from the ceiling like a gigantic egg. Through the open window, the fresh air from outside passed over their faces like a caress, for the night was warm and calm, full of the odor of spring.

    They were silent, holding each other’s hands and from time to time squeezing them with all their might. She sat there with a dreamy look, feeling a little lost at this great change in her life, but smiling, moved, ready to cry, often also almost ready to faint from joy, believing the whole world to be changed by what had just happened to her, uneasy, she knew not why, and feeling her whole body and soul filled with an indefinable and delicious lassitude.

    He was looking at her persistently with a fixed smile. He wished to speak, but found nothing to say, and so sat there, expressing all his ardor by pressures of the hand. From time to time he would murmur: “Berthe!” And each time she would raise her eyes to him with a look of tenderness; they would look at each other for a second and then her look, pierced and fascinated by his, would fall.

    They found no thoughts to exchange. They had been left alone, but occasionally some of the dancers would cast a rapid glance at them, as though they were the discreet and trusty witnesses of a mystery.

    A door opened and a servant entered, holding on a tray a letter which a messenger had just brought. Jacques, trembling, took this paper, overwhelmed by a vague and sudden fear, the mysterious terror of swift misfortune.

    He looked for a long time at the envelope, the writing on which he did not know, not daring to open it, not wishing to read it, with a wild desire to put it in his pocket and say to himself: “I’ll leave that till to- morrow, when I’m far away!” But on one corner two big words, underlined, “Very urgent,” filled him with terror. Saying, “Please excuse me, my dear,” he tore open the envelope. He read the paper, grew frightfully pale, looked over it again, and, slowly, he seemed to spell it out word for word.

    When he raised his head his whole expression showed how upset he was. He stammered: “My dear, it’s–it’s from my best friend, who has had, a very great misfortune. He has need of me immediately–for a matter of life or death. Will you excuse me if I leave you for half an hour? I’ll be right back.”

    Trembling and dazed, she stammered: “Go, my dear!” not having been his wife long enough to dare to question him, to demand to know. He disappeared. She remained alone, listening to the dancing in the neighboring parlor.

    He had seized the first hat and coat he came to and rushed downstairs three steps at a time. As he was emerging into the street he stopped under the gas-jet of the vestibule and reread the letter. This is what it said:

         SIR:
          
         A girl by the name of Ravet, an old sweetheart of yours, it
         seems, has just given birth to a child that she says is yours.  The
         mother is about to die and is begging for you. I take the liberty to
         write and ask you if you can grant this last request to a woman who
         seems to be very unhappy and worthy of pity.
         
         Yours truly,
    
         DR.  BONNARD.
    

    When he reached the sick-room the woman was already on the point of death. He did not recognize her at first. The doctor and two nurses were taking care of her. And everywhere on the floor were pails full of ice and rags covered with blood. Water flooded the carpet; two candles were burning on a bureau; behind the bed, in a little wicker crib, the child was crying, and each time it would moan the mother, in torture, would try to move, shivering under her ice bandages.

    She was mortally wounded, killed by this birth. Her life was flowing from her, and, notwithstanding the ice and the care, the merciless hemorrhage continued, hastening her last hour.

    She recognized Jacques and wished to raise her arms. They were so weak that she could not do so, but tears coursed down her pallid cheeks. He dropped to his knees beside the bed, seized one of her hands and kissed it frantically. Then, little by little, he drew close to the thin face, which started at the contact. One of the nurses was lighting them with a candle, and the doctor was watching them from the back of the room.

    Then she said in a voice which sounded as though it came from a distance: “I am going to die, dear. Promise to stay to the end. Oh! don’t leave me now. Don’t leave me in my last moments!”

    He kissed her face and her hair, and, weeping, he murmured: “Do not be uneasy; I will stay.”

    It was several minutes before she could speak again, she was so weak. She continued: “The little one is yours. I swear it before God and on my soul. I swear it as I am dying! I have never loved another man but you –promise to take care of the child.”

    He was trying to take this poor pain-racked body in his arms. Maddened by remorse and sorrow, he stammered: “I swear to you that I will bring him up and love him. He shall never leave me.”

    Then she tried to kiss Jacques. Powerless to lift her head, she held out her white lips in an appeal for a kiss. He approached his lips to respond to this piteous entreaty.

    As soon as she felt a little calmer, she murmured: “Bring him here and let me see if you love him.”

    He went and got the child. He placed him gently on the bed between them, and the little one stopped crying. She murmured: “Don’t move anymore!” And he was quiet. And he stayed there, holding in his burning hand this other hand shaking in the chill of death, just as, a while ago, he had been holding a hand trembling with love. From time to time he would cast a quick glance at the clock, which marked midnight, then one o’clock, then two.

    The physician had returned. The two nurses, after noiselessly moving about the room for a while, were now sleeping on chairs. The child was asleep, and the mother, with eyes shut, appeared also to be resting.

    Suddenly, just as pale daylight was creeping in behind the curtains, she stretched out her arms with such a quick and violent motion that she almost threw her baby on the floor. A kind of rattle was heard in her throat, then she lay on her back motionless, dead.

    The nurses sprang forward and declared: “All is over!”

    He looked once more at this woman whom he had so loved, then at the clock, which pointed to four, and he ran away, forgetting his overcoat, in the evening dress, with the child in his arms.

    After he had left her alone the young wife had waited, calmly enough at first, in the little Japanese boudoir. Then, as she did not see him return, she went back to the parlor with an indifferent and calm appearance, but terribly anxious. When her mother saw her alone she asked: “Where is your husband?” She answered: “In his room; he is coming right back.”

    After an hour, when everybody had questioned her, she told about the letter, Jacques’ upset appearance and her fears of an accident.

    Still they waited. The guests left; only the nearest relatives remained. At midnight the bride was put to bed, sobbing bitterly. Her mother and two aunts, sitting around the bed, listened to her crying, silent and in despair. The father had gone to the commissary of police to see if he could obtain some news.

    At five o’clock a slight noise was heard in the hall. A door was softly opened and closed. Then suddenly a little cry like the mewing of a cat was heard throughout the silent house.

    All the women started forward and Berthe sprang ahead of them all, pushing her way past her aunts, wrapped in a bathrobe.

    Jacques stood in the middle of the room, pale and out of breath, holding an infant in his arms. The four women looked at him, astonished; but Berthe, who had suddenly become courageous, rushed forward with anguish in her heart, exclaiming: “What is it? What’s the matter?”

    He looked about him wildly and answered shortly:

    “I–I have a child and the mother has just died.”

    And with his clumsy hands, he held out the screaming infant.

    Without saying a word, Berthe seized the child, kissed it and hugged it to her. Then she raised her tear-filled eyes to him, asking: “Did you say that the mother was dead?” He answered: “Yes–just now–in my arms. I had broken with her since summer. I knew nothing. The physician sent for me.”

    Then Berthe murmured: “Well, we will bring up the little one.”

    A Wedding Gift


  • Rapunzel

    Rapunzel

    Rapunzel


    “The Fairy Tales” short story was written by the Brothers Grimm: There were once a man and a woman who had long in vain wished for a child. At length the woman hoped that God was about to grant her desire. These people had a little window at the back of their house from which a splendid garden could be seen, which was full of the most beautiful flowers and herbs. It was, however, surrounded by a high wall, and no one dared to go into it because it belonged to an enchantress, who had great power and was dreaded by all the world. One day the woman was standing by this window and looking down into the garden, when she saw a bed which was planted with the most beautiful rampion (Rapunzel), and it looked so fresh and green that she longed for it, she quite pined away, and began to look pale and miserable. Then her husband was alarmed, and asked: ‘What ails you, dear wife?’ ‘Ah,’ she replied,’ if I can’t eat some of the rampion, which is in the garden behind our house, I shall die.’ The man, who loved her, thought: ‘Sooner than let your wife die, bring her some of the rampion yourself, let it cost what it will.’ At twilight, he clambered down over the wall into the garden of the enchantress, hastily clutched a handful of rampion, and took it to his wife. She at once made herself a salad of it, and ate it greedily. It tasted so good to her—so very good, that the next day she longed for it three times as much as before. If he was to have any rest, her husband must once more descend into the garden. In the gloom of evening therefore, he let himself down again; but when he had clambered down the wall he was terribly afraid, for he saw the enchantress standing before him. ‘How can you dare,’ said she with angry look, ‘descend into my garden and steal my rampion like a thief? You shall suffer for it!’ ‘Ah,’ answered he, ‘let mercy take the place of justice, I only made up my mind to do it out of necessity. My wife saw your rampion from the window, and felt such a longing for it that she would have died if she had not got some to eat.’ Then the enchantress allowed her anger to be softened, and said to him: ‘If the case be as you say, I will allow you to take away with you as much rampion as you will, only I make one condition, you must give me the child which your wife will bring into the world; it shall be well treated, and I will care for it like a mother.’ The man in his terror consented to everything, and when the woman was brought to bed, the enchantress appeared at once, gave the child the name of Rapunzel, and took it away with her.

    Rapunzel grew into the most beautiful child under the sun. When she was twelve years old, the enchantress shut her into a tower, which lay in a forest, and had neither stairs nor door, but quite at the top was a little window. When the enchantress wanted to go in, she placed herself beneath it and cried:

    ‘Rapunzel, Rapunzel,
    Let down your hair to me.’

    Rapunzel had magnificent long hair, fine as spun gold, and when she heard the voice of the enchantress she unfastened her braided tresses, wound them round one of the hooks of the window above, and then the hair fell twenty ells down, and the enchantress climbed up by it.

    After a year or two, it came to pass that the king’s son rode through the forest and passed by the tower. Then he heard a song, which was so charming that he stood still and listened. This was Rapunzel, who in her solitude passed her time in letting her sweet voice resound. The king’s son wanted to climb up to her, and looked for the door of the tower, but none was to be found. He rode home, but the singing had so deeply touched his heart, that every day he went out into the forest and listened to it. Once when he was thus standing behind a tree, he saw that an enchantress came there, and he heard how she cried:

    ‘Rapunzel, Rapunzel,
    Let down your hair to me.’

    Then Rapunzel let down the braids of her hair, and the enchantress climbed up to her. ‘If that is the ladder by which one mounts, I too will try my fortune,’ said he, and the next day when it began to grow dark, he went to the tower and cried:

    ‘Rapunzel, Rapunzel,
    Let down your hair to me.’

    Immediately the hair fell down and the king’s son climbed up.

    At first Rapunzel was terribly frightened when a man, such as her eyes had never yet beheld, came to her; but the king’s son began to talk to her quite like a friend, and told her that his heart had been so stirred that it had let him have no rest, and he had been forced to see her. Then Rapunzel lost her fear, and when he asked her if she would take him for her husband, and she saw that he was young and handsome, she thought: ‘He will love me more than old Dame Gothel does’; and she said yes, and laid her hand in his. She said: ‘I will willingly go away with you, but I do not know how to get down. Bring with you a skein of silk every time that you come, and I will weave a ladder with it, and when that is ready I will descend, and you will take me on your horse.’ They agreed that until that time he should come to her every evening, for the old woman came by day. The enchantress remarked nothing of this, until once Rapunzel said to her: ‘Tell me, Dame Gothel, how it happens that you are so much heavier for me to draw up than the young king’s son—he is with me in a moment.’ ‘Ah! you wicked child,’ cried the enchantress. ‘What do I hear you say! I thought I had separated you from all the world, and yet you have deceived me!’ In her anger she clutched Rapunzel’s beautiful tresses, wrapped them twice round her left hand, seized a pair of scissors with the right, and snip, snap, they were cut off, and the lovely braids lay on the ground. And she was so pitiless that she took poor Rapunzel into a desert where she had to live in great grief and misery.

    On the same day that she cast out Rapunzel, however, the enchantress fastened the braids of hair, which she had cut off, to the hook of the window, and when the king’s son came and cried:

    ‘Rapunzel, Rapunzel,
    Let down your hair to me.’

    she let the hair down. The king’s son ascended, but instead of finding his dearest Rapunzel, he found the enchantress, who gazed at him with wicked and venomous looks. ‘Aha!’ she cried mockingly, ‘you would fetch your dearest, but the beautiful bird sits no longer singing in the nest; the cat has got it, and will scratch out your eyes as well. Rapunzel is lost to you; you will never see her again.’ The king’s son was beside himself with pain, and in his despair he leapt down from the tower. He escaped with his life, but the thorns into which he fell pierced his eyes. Then he wandered quite blind about the forest, ate nothing but roots and berries, and did naught but lament and weep over the loss of his dearest wife. Thus he roamed about in misery for some years, and at length came to the desert where Rapunzel, with the twins to which she had given birth, a boy and a girl, lived in wretchedness. He heard a voice, and it seemed so familiar to him that he went towards it, and when he approached, Rapunzel knew him and fell on his neck and wept. Two of her tears wetted his eyes and they grew clear again, and he could see with them as before. He led her to his kingdom where he was joyfully received, and they lived for a long time afterwards, happy and contented.


  • Old Sultan

    Old Sultan

    Old Sultan


    “The Fairy Tales” short story was written by the Brothers Grimm: A shepherd had a faithful dog, called Sultan, who was grown very old, and had lost all his teeth. And one day when the shepherd and his wife were standing together before the house the shepherd said, ‘I will shoot old Sultan tomorrow morning, for he is of no use now.’ But his wife said, ‘Pray let the poor faithful creature live; he has served us well a great many years, and we ought to give him a livelihood for the rest of his days.’ ‘But what can we do with him?’ said the shepherd, ‘he has not a tooth in his head, and the thieves don’t care for him at all; to be sure he has served us, but then he did it to earn his livelihood; tomorrow shall be his last day, depend upon it.’

    Poor Sultan, who was lying close by them, heard all that the shepherd and his wife said to one another, and was very much frightened to think tomorrow would be his last day; so in the evening he went to his good friend the wolf, who lived in the wood, and told him all his sorrows, and how his master meant to kill him in the morning. ‘Make yourself easy,’ said the wolf, ‘I will give you some good advice. Your master, you know, goes out every morning very early with his wife into the field; and they take their little child with them, and lay it down behind the hedge in the shade while they are at work. Now do you lie down close by the child, and pretend to be watching it, and I will come out of the wood and run away with it; you must run after me as fast as you can, and I will let it drop; then you may carry it back, and they will think you have saved their child, and will be so thankful to you that they will take care of you as long as you live.’ The dog liked this plan very well; and accordingly so it was managed. The wolf ran with the child a little way; the shepherd and his wife screamed out; but Sultan soon overtook him, and carried the poor little thing back to his master and mistress. Then the shepherd patted him on the head, and said, ‘Old Sultan has saved our child from the wolf, and therefore he shall live and be well taken care of, and have plenty to eat. Wife, go home, and give him a good dinner, and let him have my old cushion to sleep on as long as he lives.’ So from this time forward Sultan had all that he could wish for.

    Soon afterwards the wolf came and wished him joy, and said, ‘Now, my good fellow, you must tell no tales, but turn your head the other way when I want to taste one of the old shepherd’s fine fat sheep.’ ‘No,’ said the Sultan; ‘I will be true to my master.’ However, the wolf thought he was in joke, and came one night to get a dainty morsel. But Sultan had told his master what the wolf meant to do; so he laid wait for him behind the barn door, and when the wolf was busy looking out for a good fat sheep, he had a stout cudgel laid about his back, that combed his locks for him finely.

    Then the wolf was very angry, and called Sultan ‘an old rogue,’ and swore he would have his revenge. So the next morning the wolf sent the boar to challenge Sultan to come into the wood to fight the matter. Now Sultan had nobody he could ask to be his second but the shepherd’s old three-legged cat; so he took her with him, and as the poor thing limped along with some trouble, she stuck up her tail straight in the air.

    The wolf and the wild boar were first on the ground; and when they espied their enemies coming, and saw the cat’s long tail standing straight in the air, they thought she was carrying a sword for Sultan to fight with; and every time she limped, they thought she was picking up a stone to throw at them; so they said they should not like this way of fighting, and the boar lay down behind a bush, and the wolf jumped up into a tree. Sultan and the cat soon came up, and looked about and wondered that no one was there. The boar, however, had not quite hidden himself, for his ears stuck out of the bush; and when he shook one of them a little, the cat, seeing something move, and thinking it was a mouse, sprang upon it, and bit and scratched it, so that the boar jumped up and grunted, and ran away, roaring out, ‘Look up in the tree, there sits the one who is to blame.’ So they looked up, and espied the wolf sitting amongst the branches; and they called him a cowardly rascal, and would not suffer him to come down till he was heartily ashamed of himself, and had promised to be good friends again with old Sultan.


  • Hansel and Gretel

    Hansel and Gretel


    “The Fairy Tales” short story was written by the Brothers Grimm: Hard by a great forest dwelt a poor wood-cutter with his wife and his two children. The boy was called Hansel and the girl Gretel. He had little to bite and to break, and once when great dearth fell on the land, he could no longer procure even daily bread. Now when he thought over this by night in his bed, and tossed about in his anxiety, he groaned and said to his wife: ‘What is to become of us? How are we to feed our poor children, when we no longer have anything even for ourselves?’ ‘I’ll tell you what, husband,’ answered the woman, ‘early tomorrow morning we will take the children out into the forest to where it is the thickest; there we will light a fire for them, and give each of them one more piece of bread, and then we will go to our work and leave them alone. They will not find the way home again, and we shall be rid of them.’ ‘No, wife,’ said the man, ‘I will not do that; how can I bear to leave my children alone in the forest? —the wild animals would soon come and tear them to pieces.’ ‘O, you fool!’ said she, ‘then we must all four die of hunger, you may as well plane the planks for our coffins,’ and she left him no peace until he consented. ‘But I feel very sorry for the poor children, all the same,’ said the man.

    Hansel and Gretel

    The two children had also not been able to sleep for hunger, and had heard what their stepmother had said to their father. Gretel wept bitter tears, and said to Hansel: ‘Now all is over with us.’ ‘Be quiet, Gretel,’ said Hansel, ‘do not distress yourself, I will soon find a way to help us.’ And when the old folks had fallen asleep, he got up, put on his little coat, opened the door below, and crept outside. The moon shone brightly, and the white pebbles which lay in front of the house glittered like real silver pennies. Hansel stooped and stuffed the little pocket of his coat with as many as he could get in. Then he went back and said to Gretel: ‘Be comforted, dear little sister, and sleep in peace, God will not forsake us,’ and he lay down again in his bed. When day dawned, but before the sun had risen, the woman came and awoke the two children, saying: ‘Get up, you sluggards! we are going into the forest to fetch wood.’ She gave each a little piece of bread, and said: ‘There is something for your dinner, but do not eat it up before then, for you will get nothing else.’ Gretel took the bread under her apron, as Hansel had the pebbles in his pocket. Then they all set out together on the way to the forest. When they had walked a short time, Hansel stood still and peeped back at the house, and did so again and again. His father said: ‘Hansel, what are you looking at there and staying behind for? Pay attention, and do not forget how to use your legs.’ ‘Ah, father,’ said Hansel, ‘I am looking at my little white cat, which is sitting up on the roof, and wants to say goodbye to me.’ The wife said: ‘Fool, that is not your little cat, that is the morning sun which is shining on the chimneys.’ Hansel, however, had not been looking back at the cat, but had been constantly throwing one of the white pebble-stones out of his pocket on the road.

    When they had reached the middle of the forest, the father said: ‘Now, children, pile up some wood, and I will light a fire that you may not be cold.’ Hansel and Gretel gathered brushwood together, as high as a little hill. The brushwood was lighted, and when the flames were burning very high, the woman said: ‘Now, children, lay yourselves down by the fire and rest, we will go into the forest and cut some wood. When we have done, we will come back and fetch you away.’

    Hansel and Gretel sat by the fire, and when noon came, each ate a little piece of bread, and as they heard the strokes of the wood-axe they believed that their father was near. It was not the axe, however, but a branch which he had fastened to a withered tree which the wind was blowing backwards and forwards. And as they had been sitting such a long time, their eyes closed with fatigue, and they fell fast asleep. When at last they awoke, it was already dark night. Gretel began to cry and said: ‘How are we to get out of the forest now?’ But Hansel comforted her and said: ‘Just wait a little, until the moon has risen, and then we will soon find the way.’ And when the full moon had risen, Hansel took his little sister by the hand, and followed the pebbles which shone like newly-coined silver pieces, and showed them the way.

    They walked the whole night long, and by break of day came once more to their father’s house. They knocked at the door, and when the woman opened it and saw that it was Hansel and Gretel, she said: ‘You naughty children, why have you slept so long in the forest?—we thought you were never coming back at all!’ The father, however, rejoiced, for it had cut him to the heart to leave them behind alone.

    Not long afterwards, there was once more great dearth throughout the land, and the children heard their mother saying at night to their father: ‘Everything is eaten again, we have one half loaf left, and that is the end. The children must go, we will take them farther into the wood, so that they will not find their way out again; there is no other means of saving ourselves!’ The man’s heart was heavy, and he thought: ‘It would be better for you to share the last mouthful with your children.’ The woman, however, would listen to nothing that he had to say, but scolded and reproached him. He who says A must say B, likewise, and as he had yielded the first time, he had to do so a second time also.

    The children, however, were still awake and had heard the conversation. When the old folks were asleep, Hansel again got up, and wanted to go out and pick up pebbles as he had done before, but the woman had locked the door, and Hansel could not get out. Nevertheless he comforted his little sister, and said: ‘Do not cry, Gretel, go to sleep quietly, the good God will help us.’

    Early in the morning came the woman, and took the children out of their beds. Their piece of bread was given to them, but it was still smaller than the time before. On the way into the forest Hansel crumbled his in his pocket, and often stood still and threw a morsel on the ground. ‘Hansel, why do you stop and look round?’ said the father, ‘go on.’ ‘I am looking back at my little pigeon which is sitting on the roof, and wants to say goodbye to me,’ answered Hansel. ‘Fool!’ said the woman, ‘that is not your little pigeon, that is the morning sun that is shining on the chimney.’ Hansel, however little by little, threw all the crumbs on the path.

    The woman led the children still deeper into the forest, where they had never in their lives been before. Then a great fire was again made, and the mother said: ‘Just sit there, you children, and when you are tired you may sleep a little; we are going into the forest to cut wood, and in the evening when we are done, we will come and fetch you away.’ When it was noon, Gretel shared her piece of bread with Hansel, who had scattered his by the way. Then they fell asleep and evening passed, but no one came to the poor children. They did not awake until it was dark night, and Hansel comforted his little sister and said: ‘Just wait, Gretel, until the moon rises, and then we shall see the crumbs of bread which I have strewn about, they will show us our way home again.’ When the moon came they set out, but they found no crumbs, for the many thousands of birds which fly about in the woods and fields had picked them all up. Hansel said to Gretel: ‘We shall soon find the way,’ but they did not find it. They walked the whole night and all the next day too from morning till evening, but they did not get out of the forest, and were very hungry, for they had nothing to eat but two or three berries, which grew on the ground. And as they were so weary that their legs would carry them no longer, they lay down beneath a tree and fell asleep.

    It was now three mornings since they had left their father’s house. They began to walk again, but they always came deeper into the forest, and if help did not come soon, they must die of hunger and weariness. When it was mid-day, they saw a beautiful snow-white bird sitting on a bough, which sang so delightfully that they stood still and listened to it. And when its song was over, it spread its wings and flew away before them, and they followed it until they reached a little house, on the roof of which it alighted; and when they approached the little house they saw that it was built of bread and covered with cakes, but that the windows were of clear sugar. ‘We will set to work on that,’ said Hansel, ‘and have a good meal. I will eat a bit of the roof, and you Gretel, can eat some of the window, it will taste sweet.’ Hansel reached up above, and broke off a little of the roof to try how it tasted, and Gretel leant against the window and nibbled at the panes. Then a soft voice cried from the parlour:

    ‘Nibble, nibble, gnaw,
    Who is nibbling at my little house?’

    The children answered:

    ‘The wind, the wind,
    The heaven-born wind,’

    and went on eating without disturbing themselves. Hansel, who liked the taste of the roof, tore down a great piece of it, and Gretel pushed out the whole of one round window-pane, sat down, and enjoyed herself with it. Suddenly the door opened, and a woman as old as the hills, who supported herself on crutches, came creeping out. Hansel and Gretel were so terribly frightened that they let fall what they had in their hands. The old woman, however, nodded her head, and said: ‘Oh, you dear children, who has brought you here? do come in, and stay with me. No harm shall happen to you.’ She took them both by the hand, and led them into her little house. Then good food was set before them, milk and pancakes, with sugar, apples, and nuts. Afterwards two pretty little beds were covered with clean white linen, and Hansel and Gretel lay down in them, and thought they were in heaven.

    Hansel and Gretel

    The old woman had only pretended to be so kind; she was in reality a wicked witch, who lay in wait for children, and had only built the little house of bread in order to entice them there. When a child fell into her power, she killed it, cooked and ate it, and that was a feast day with her. Witches have red eyes, and cannot see far, but they have a keen scent like the beasts, and are aware when human beings draw near. When Hansel and Gretel came into her neighbourhood, she laughed with malice, and said mockingly: ‘I have them, they shall not escape me again!’ Early in the morning before the children were awake, she was already up, and when she saw both of them sleeping and looking so pretty, with their plump and rosy cheeks she muttered to herself: ‘That will be a dainty mouthful!’ Then she seized Hansel with her shrivelled hand, carried him into a little stable, and locked him in behind a grated door. Scream as he might, it would not help him. Then she went to Gretel, shook her till she awoke, and cried: ‘Get up, lazy thing, fetch some water, and cook something good for your brother, he is in the stable outside, and is to be made fat. When he is fat, I will eat him.’ Gretel began to weep bitterly, but it was all in vain, for she was forced to do what the wicked witch commanded.

    And now the best food was cooked for poor Hansel, but Gretel got nothing but crab-shells. Every morning the woman crept to the little stable, and cried: ‘Hansel, stretch out your finger that I may feel if you will soon be fat.’ Hansel, however, stretched out a little bone to her, and the old woman, who had dim eyes, could not see it, and thought it was Hansel’s finger, and was astonished that there was no way of fattening him. When four weeks had gone by, and Hansel still remained thin, she was seized with impatience and would not wait any longer. ‘Now, then, Gretel,’ she cried to the girl, ‘stir yourself, and bring some water. Let Hansel be fat or lean, tomorrow I will kill him, and cook him.’ Ah, how the poor little sister did lament when she had to fetch the water, and how her tears did flow down her cheeks! ‘Dear God, do help us,’ she cried. ‘If the wild beasts in the forest had but devoured us, we should at any rate have died together.’ ‘Just keep your noise to yourself,’ said the old woman, ‘it won’t help you at all.’

    Early in the morning, Gretel had to go out and hang up the cauldron with the water, and light the fire. ‘We will bake first,’ said the old woman, ‘I have already heated the oven, and kneaded the dough.’ She pushed poor Gretel out to the oven, from which flames of fire were already darting. ‘Creep in,’ said the witch, ‘and see if it is properly heated, so that we can put the bread in.’ And once Gretel was inside, she intended to shut the oven and let her bake in it, and then she would eat her, too. But Gretel saw what she had in mind, and said: ‘I do not know how I am to do it; how do I get in?’ ‘Silly goose,’ said the old woman. ‘The door is big enough; just look, I can get in myself!’ and she crept up and thrust her head into the oven. Then Gretel gave her a push that drove her far into it, and shut the iron door, and fastened the bolt. Oh! then she began to howl quite horribly, but Gretel ran away and the godless witch was miserably burnt to death.

    Gretel, however, ran like lightning to Hansel, opened his little stable, and cried: ‘Hansel, we are saved! The old witch is dead!’ Then Hansel sprang like a bird from its cage when the door is opened. How they did rejoice and embrace each other, and dance about and kiss each other! And as they had no longer any need to fear her, they went into the witch’s house, and in every corner there stood chests full of pearls and jewels. ‘These are far better than pebbles!’ said Hansel, and thrust into his pockets whatever could be got in, and Gretel said: ‘I, too, will take something home with me,’ and filled her pinafore full. ‘But now we must be off,’ said Hansel, ‘that we may get out of the witch’s forest.’

    When they had walked for two hours, they came to a great stretch of water. ‘We cannot cross,’ said Hansel, ‘I see no foot-plank, and no bridge.’ ‘And there is also no ferry,’ answered Gretel, ‘but a white duck is swimming there: if I ask her, she will help us over.’ Then she cried:

    ‘Little duck, little duck, dost thou see,
    Hansel and Gretel are waiting for thee?
    There’s never a plank, or bridge in sight,
    Take us across on thy back so white.’

    The duck came to them, and Hansel seated himself on its back, and told his sister to sit by him. ‘No,’ replied Gretel, ‘that will be too heavy for the little duck; she shall take us across, one after the other.’ The good little duck did so, and when they were once safely across and had walked for a short time, the forest seemed to be more and more familiar to them, and at length they saw from afar their father’s house. Then they began to run, rushed into the parlour, and threw themselves round their father’s neck. The man had not known one happy hour since he had left the children in the forest; the woman, however, was dead. Gretel emptied her pinafore until pearls and precious stones ran about the room, and Hansel threw one handful after another out of his pocket to add to them. Then all anxiety was at an end, and they lived together in perfect happiness. My tale is done, there runs a mouse; whosoever catches it, may make himself a big fur cap out of it.

  • Fundevogel

    Fundevogel


    “The Fairy Tales” short story was written by the Brothers Grimm: There was once a forester who went into the forest to hunt, and as he entered it he heard a sound of screaming as if a little child were there. He followed the sound, and at last came to a high tree, and at the top of this a little child was sitting, for the mother had fallen asleep under the tree with the child, and a bird of prey had seen it in her arms, had flown down, snatched it away, and set it on the high tree.

    The forester climbed up, brought the child down, and thought to himself: ‘You will take him home with you, and bring him up with your Lina.’ He took it home, therefore, and the two children grew up together. And the one, which he had found on a tree was called Fundevogel, because a bird had carried it away. Fundevogel and Lina loved each other so dearly that when they did not see each other they were sad.

    Now the forester had an old cook, who one evening took two pails and began to fetch water, and did not go once only, but many times, out to the spring. Lina saw this and said, ‘Listen, old Sanna, why are you fetching so much water?’ ‘If you will never repeat it to anyone, I will tell you why.’ So Lina said, no, she would never repeat it to anyone, and then the cook said: ‘Early tomorrow morning, when the forester is out hunting, I will heat the water, and when it is boiling in the kettle, I will throw in Fundevogel, and will boil him in it.’

    Fundevogel
    Fundevogel – The fairy tales of the Brothers Grimm (1916)

    Early next morning the forester got up and went out hunting, and when he was gone the children were still in bed. Then Lina said to Fundevogel: ‘If you will never leave me, I too will never leave you.’ Fundevogel said: ‘Neither now, nor ever will I leave you.’ Then said Lina: ‘Then will I tell you. Last night, old Sanna carried so many buckets of water into the house that I asked her why she was doing that, and she said that if I would promise not to tell anyone, and she said that early tomorrow morning when father was out hunting, she would set the kettle full of water, throw you into it and boil you; but we will get up quickly, dress ourselves, and go away together.’

    The two children therefore got up, dressed themselves quickly, and went away. When the water in the kettle was boiling, the cook went into the bedroom to fetch Fundevogel and throw him into it. But when she came in, and went to the beds, both the children were gone. Then she was terribly alarmed, and she said to herself: ‘What shall I say now when the forester comes home and sees that the children are gone? They must be followed instantly to get them back again.’

    Then the cook sent three servants after them, who were to run and overtake the children. The children, however, were sitting outside the forest, and when they saw from afar the three servants running, Lina said to Fundevogel: ‘Never leave me, and I will never leave you.’ Fundevogel said: ‘Neither now, nor ever.’ Then said Lina: ‘Do you become a rose-tree, and I the rose upon it.’ When the three servants came to the forest, nothing was there but a rose-tree and one rose on it, but the children were nowhere. Then said they: ‘There is nothing to be done here,’ and they went home and told the cook that they had seen nothing in the forest but a little rose-bush with one rose on it. Then the old cook scolded and said: ‘You simpletons, you should have cut the rose-bush in two, and have broken off the rose and brought it home with you; go, and do it at once.’ They had therefore to go out and look for the second time. The children, however, saw them coming from a distance. Then Lina said: ‘Fundevogel, never leave me, and I will never leave you.’ Fundevogel said: ‘Neither now; nor ever.’ Said Lina: ‘Then do you become a church, and I’ll be the chandelier in it.’ So when the three servants came, nothing was there but a church, with a chandelier in it. They said therefore to each other: ‘What can we do here, let us go home.’ When they got home, the cook asked if they had not found them; so they said no, they had found nothing but a church, and there was a chandelier in it. And the cook scolded them and said: ‘You fools! why did you not pull the church to pieces, and bring the chandelier home with you?’ And now the old cook herself got on her legs, and went with the three servants in pursuit of the children. The children, however, saw from afar that the three servants were coming, and the cook waddling after them. Then said Lina: ‘Fundevogel, never leave me, and I will never leave you.’ Then said Fundevogel: ‘Neither now, nor ever.’ Said Lina: ‘Be a fishpond, and I will be the duck upon it.’ The cook, however, came up to them, and when she saw the pond she lay down by it, and was about to drink it up. But the duck swam quickly to her, seized her head in its beak and drew her into the water, and there the old witch had to drown. Then the children went home together, and were heartily delighted, and if they have not died, they are living still.

  • Help Seeking

    What do you understand by Help Seeking?


    Help seeking theory postulates that people follow a series of predictable steps to seek help for their inadequacies, it is a series of well-ordered and purposeful cognitive and behavioral steps, each leading to specific types of solutions.

    Help seeking theory falls into two categories where some consider similarity in the process’ (e.g. Cepeda-Benito & Short, 1998) while others consider it as dependent upon the problem (e.g. Di Fabio & Bernaud, 2008). In general help seeking behaviors are dependent upon three categories, attitudes (beliefs and willingness) towards help-seeking, intention to seek help, and actual help-seeking behavior.

    Helped A Dog Named Cheeseburger

    Do you ask for help when you need it or do you have the view, “I have to do it myself, no one can do it except me?” From a motivational perspective, help seeking is an adaptive cognitive strategy that indicates a striving for mastery and achievement (R. Ames, 1983; Karabenick, 1998; Newman, 1998) and a general problem-solving strategy (Nelson-Le Gall, 1985). If help seeking is an adaptive strategy, why do teachers observe that students

    who are most in need of help are often the most reluctant to seek help? We have learned from research that seeking help from others can have negative connotations (Newman, 1990, 1991).

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    Help seeking may be seen as threatening if the student thinks it is a sign of low ability. In this case, there is a personal cost to seeking help: Students may feel incompetent. Help seeking is positive when students seek assistance in order to make a change in their learning. The attributional process is an important factor in whether help seeking is seen as positive or negative and consequently whether students attend academic help sessions. R. Ames and Lau (1982) identified factors that affected the extent that college students attend help sessions:

    • Low-performing students were more likely to attend help sessions if they were given specific positive information about the effects of the sessions (e.g., “students who attended improved their performance”).
    • Students who attributed success to effort were more likely to attend.
    • Students who did not seek help used more external attributions for failure, such as “tricky test questions,” and used these external reasons as excuses.

    Newman’s (1990, 1991) investigations of help seeking among children in Grades 3, 5, and 7 provided a fuller understanding of help seeking. For example, who seeks help, individuals with high or low self-esteem? For all grades, the higher the perceived competence of the children, the less they felt there were personal costs to help seeking (e.g., being thought of as low ability). Students with low self-esteem were especially unlikely to seek help, whereas those with high self-esteem were more likely to seek help. Similar results were obtained by Nelson-Le Gall and Jones (1990) for average-achieving African-American children. Newman (1991) also found differences between younger and older students in views about help seeking. Seventh graders were more aware than younger children that negative fallout might result from help seeking (e.g., embarrassment). However, older children were also more likely than younger ones to believe that smart classmates rather than “dumb” ones ask questions of the teacher. Help seeking by college students showed a pattern similar to that of children. Karabenick and Knapp (1991) found that students with low self-esteem were more threatened by seeking help.

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    One important and perhaps surprising finding was that students who use more learning strategies are more likely to seek help when needed, whereas students who use fewer strategies are less likely to seek help when needed. This attitude presents a double bind for those needing help. Not only do they lack the necessary strategies for success, but they do not seek the needed study assistance. The authors concluded that students need to learn to judge when they need help and that help seeking should be included in learning strategy and motivation programs. These findings on help seeking are important for teachers and counselors so that they can plan ways to get students to attend help sessions or seek help in counseling when needed. Nelson-Le Gall (1985) emphasized the need to think of help seeking as an adaptive coping strategy rather than as a self-threatening activity. Some ways to accomplish this are listed in Strategy.

    Types of Help Seeking

    Help seeking behavior is divided into two types, adaptive behavior and non-adaptive behavior. It is adaptive when exercised to overcome a difficulty and it depends upon the person’s recognition, insight and dimension of the problem and resources for solving the same, this is valued as an active strategy. It is non-adaptive when the behavior persists even after understanding and experiencing the problem solving mechanism and when used for avoidance. Dynamic barriers in seeking help can also affect active process (e.g.: culture, ego, classism, etc.). Nelson-Le Gall (1981) distinguished between instrumental help-seeking, which she regarded as being essential for learning, and passive dependency.

    Strategy of Help Seeking

    • The overriding task is to have students view help seeking, when needed, as a smart move instead of a dumb one.
    • Establish a classroom climate where students are encouraged to ask questions.
    • Document attendance and improved performance as a result of the help sessions and show this to students.
    • Be sure students who have improved after attending help sessions attribute the improvement to the help sessions.
    • Teach students a self-talk script to practice asking teachers for help in classes where they were having problems, as one middle school teacher did.
  • Helpless

    What is a meaning of Helpless?


    Meaning of helpless: “Unable to defend oneself or to act without help.” A student who has a history of failure and does not expect this to change will attribute failure to ability an internal and stable factor. This pattern is characteristic of students classified as having learned helplessness. These individuals expect that their actions will be futile in affecting future outcomes. Consequently, they give up. Learned helplessness was first investigated in young animals who had been presented with inescapable electric shocks in one situation; when placed in a different situation, they failed to try to escape or avoid the shock (Seligman & Maier, 1967). Animals that demonstrated no connection between their activity and avoiding the shock had learned to be helpless. It was further hypothesized that humans responded the same way: they were passive in situations where they believed their actions would have no effect on what happens to them. In this original explanation, helplessness was viewed as global affecting all domains of one’s life. Later research found that people may experience helplessness in one situation and not in others (Alloy, Abramson, Peterson, & Seligman, 1984). This means that a student may feel helpless in learning math but not in learning history.

    Helplessness exists in achievement situations when students do not see a connection between their actions and their performance and grades. The important aspect of learned helplessness is how it affects the motivational behavior of students in the face of failure. The attributions a student makes for failure act as a bridge between a student’s willingness to try again and the student’s tendency to give up.

    Helpless and Mastery Orientation

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    In a now-classic study, Diener and Dweck (1978) identified two patterns of responses to failure following success in problem-solving tasks: a maladaptive-helpless orientation and an adaptive-mastery orientation. Children showed different response patterns to failure in their thinking, self-talk, affect, and actions. Keep in mind that the students in the study had the same failure experience while performing the tasks, but there were two different patterns of response to the failure outcome. The thinking, self-talk, and actions of the helpless-oriented children formed a self-defeating pattern. When failure is attributed to lack of ability, there is a decline in performance. Attribution to lack of effort does not show this decline (Dweck & Goetz, 1978).

    Are there ability differences in learned helplessness? Butkowsky and Willows (1980) compared good, average, and poor readers. They found that poor readers had lower expectancies of success on a reading task. Poor readers overwhelmingly attributed their failures to lack of ability (68% compared with 13% for average readers and 12% for good readers). They took less responsibility for success, attributing success more to task ease an external cause than did the good and average readers. In the face of difficulty, poor readers became less persistent a self-defeating behavior. Helplessness was also found when children studied new material that required them to read passages with confusing concepts.

    In a study by Licht and Dweck (1984), half the children received material with a clear passage, and the other half received a confusing passage. There were no differences between mastery orientation and helpless orientation when the passage was clearly written. In contrast, when the passage was not clear, most of the mastery children reached the learning criterion, whereas only one third of the helpless children did. This investigation is important because some academic subjects, like math, are characterized by constant new learning, which may be initially confusing to students. Mastery students will not be discouraged by the initial difficulty, whereas helpless students immediately lose confidence although they may be equally competent. When teaching new material, teachers can be especially alert for this pattern of helplessness in the face of initial difficulty.

    Learned Helplessness and Students with Learning Disabilities

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    Are some students more prone to experience a sense of helplessness? Students particularly susceptible to the pattern of learned helplessness are those students who are identified as having learning disabilities (LD) (Licht, 1983). Children with LD experience much failure over a long period of time on a variety of school tasks. As a result, these children come to doubt their academic abilities, with the accompanying belief that nothing they can do will help them be successful. This is followed by the self-defeating response of decreasing effort. Children with LD have been found to exhibit the following characteristics of the learned helplessness pattern (Licht, 1983):

    • Score lower than non-LD children on measures of self-esteem and perceptions of ability,
    • Are more likely to attribute difficulty with tasks to lack of ability,
    • Are less likely to attribute failure to insufficient effort, and
    • Lower their expectations for future success and display greater decline in expectation following failure.

    It is important for teachers to be aware of the characteristics of helplessness because learned helplessness may explain the students’ apparent lack of motivation. How can a teacher identify a helpless pattern? What can a teacher do to lessen the likelihood of helplessness and help students who have this tendency? Butkowsky and Willows (1980) suggested that educators must begin to rethink failure as a necessary component of the learning process and not as a damaging experience to be avoided.

    Does the pattern of learned helplessness show up in young children? Dweck and Sorich (1999) concluded that there is clear evidence of a helplessness pattern in children younger than age 8. After experiencing failure or criticism, they show signs of helplessness like self-blame, lowered persistence, and lack of constructive strategies. Mastery-oriented children, in contrast, assumed they were still good even when their work had errors, and believed they could improve through effort. An important implication for parents and teachers, according to the authors, is to be very cautious when giving feedback to children. Extremely positive or negative feedback can be detrimental to children’s beliefs about their competence.