Tag: Girl

  • 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.
  • 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.


  • Mother Holle / Frau Holle

    Mother Holle / Frau Holle


    “The Fairy Tales” short story was written by the Brothers Grimm: Once upon a time there was a widow who had two daughters; one of them was beautiful and industrious, the other ugly and lazy. The mother, however, loved the ugly and lazy one best, because she was her own daughter, and so the other, who was only her stepdaughter, was made to do all the work of the house, and was quite the Cinderella of the family. Her stepmother sent her out every day to sit by the well in the high road, there to spin until she made her fingers bleed. Now it chanced one day that some blood fell on to the spindle, and as the girl stopped over the well to wash it off, the spindle suddenly sprang out of her hand and fell into the well. She ran home crying to tell of her misfortune, but her stepmother spoke harshly to her, and after giving her a violent scolding, said unkindly, ‘As you have let the spindle fall into the well you may go yourself and fetch it out.’

    The girl went back to the well not knowing what to do, and at last in her distress she jumped into the water after the spindle.

    She remembered nothing more until she awoke and found herself in a beautiful meadow, full of sunshine, and with countless flowers blooming in every direction.

    She walked over the meadow, and presently she came upon a baker’s oven full of bread, and the loaves cried out to her, ‘Take us out, take us out, or alas! we shall be burnt to a cinder; we were baked through long ago.’ So she took the bread-shovel and drew them all out.

    She went on a little farther, till she came to a free full of apples. ‘Shake me, shake me, I pray,’ cried the tree; ‘my apples, one and all, are ripe.’ So she shook the tree, and the apples came falling down upon her like rain; but she continued shaking until there was not a single apple left upon it. Then she carefully gathered the apples together in a heap and walked on again.

    The next thing she came to was a little house, and there she saw an old woman looking out, with such large teeth, that she was terrified, and turned to run away. But the old woman called after her, ‘What are you afraid of, dear child? Stay with me; if you will do the work of my house properly for me, I will make you very happy. You must be very careful, however, to make my bed in the right way, for I wish you always to shake it thoroughly, so that the feathers fly about; then they say, down there in the world, that it is snowing; for I am Mother Holle.’ The old woman spoke so kindly, that the girl summoned up courage and agreed to enter into her service.

    She took care to do everything according to the old woman’s bidding and every time she made the bed she shook it with all her might, so that the feathers flew about like so many snowflakes. The old woman was as good as her word: she never spoke angrily to her, and gave her roast and boiled meats every day.

    So she stayed on with Mother Holle for some time, and then she began to grow unhappy. She could not at first tell why she felt sad, but she became conscious at last of great longing to go home; then she knew she was homesick, although she was a thousand times better off with Mother Holle than with her mother and sister. After waiting awhile, she went to Mother Holle and said, ‘I am so homesick, that I cannot stay with you any longer, for although I am so happy here, I must return to my own people.’

    Then Mother Holle said, ‘I am pleased that you should want to go back to your own people, and as you have served me so well and faithfully, I will take you home myself.’

    Thereupon she led the girl by the hand up to a broad gateway. The gate was opened, and as the girl passed through, a shower of gold fell upon her, and the gold clung to her, so that she was covered with it from head to foot.

    ‘That is a reward for your industry,’ said Mother Holle, and as she spoke she handed her the spindle which she had dropped into the well.

    The gate was then closed, and the girl found herself back in the old world close to her mother’s house. As she entered the courtyard, the cock who was perched on the well, called out:

    ‘Cock-a-doodle-doo!
    Your golden daughter’s come back to you.’

    Then she went in to her mother and sister, and as she was so richly covered with gold, they gave her a warm welcome. She related to them all that had happened, and when the mother heard how she had come by her great riches, she thought she should like her ugly, lazy daughter to go and try her fortune. So she made the sister go and sit by the well and spin, and the girl pricked her finger and thrust her hand into a thorn-bush, so that she might drop some blood on to the spindle; then she threw it into the well, and jumped in herself.

    Like her sister she awoke in the beautiful meadow, and walked over it till she came to the oven. ‘Take us out, take us out, or alas! we shall be burnt to a cinder; we were baked through long ago,’ cried the loaves as before. But the lazy girl answered, ‘Do you think I am going to dirty my hands for you?’ and walked on.

    Presently she came to the apple-tree. ‘Shake me, shake me, I pray; my apples, one and all, are ripe,’ it cried. But she only answered, ‘A nice thing to ask me to do, one of the apples might fall on my head,’ and passed on.

    At last she came to Mother Holle’s house, and as she had heard all about the large teeth from her sister, she was not afraid of them, and engaged herself without delay to the old woman.

    The first day she was very obedient and industrious, and exerted herself to please Mother Holle, for she thought of the gold she should get in return. The next day, however, she began to dawdle over her work, and the third day she was more idle still; then she began to lie in bed in the mornings and refused to get up. Worse still, she neglected to make the old woman’s bed properly, and forgot to shake it so that the feathers might fly about. So Mother Holle very soon got tired of her, and told her she might go. The lazy girl was delighted at this, and thought to herself, ‘The gold will soon be mine.’ Mother Holle led her, as she had led her sister, to the broad gateway; but as she was passing through, instead of the shower of gold, a great bucketful of pitch came pouring over her.

    ‘That is in return for your services,’ said the old woman, and she shut the gate.

    So the lazy girl had to go home covered with pitch, and the cock on the well called out as she saw her:

    ‘Cock-a-doodle-doo!
    Your dirty daughter’s come back to you.’

    But, try what she would, she could not get the pitch off and it stuck to her as long as she lived.


  • 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.

  • 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).

    Help Seeking 00

    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.

    Help Seeking 01

    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

    Helpless 02

    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

    Helpless 01

    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.

  • Attribution and Motivation Among Ethnicity

    Understanding of Attribution and Motivation Among Ethnicity?


    What is Ethnicity? Meaning of Ethnicity “The fact or state of belonging to a social group that has a common national or cultural tradition.” Some about of Ethnic; Relating to a population subgroup (within a larger or dominant national or cultural group) with a common national or cultural tradition. Relating to national and cultural origins. Denoting origin by birth or descent rather than by present nationality. Characteristic of or belonging to a non-Western cultural tradition.

    An ethnic group or ethnicity is a category of people who identify with each other based on similarities, such as common ancestral, language, social, cultural or national experiences. Unlike other social groups (wealth, age, hobbies), ethnicity is often an inherited status based on the society in which one lives. In some cases, it can be adopted if a person moves into another society. Membership of an ethnic group tends to be defined by a shared cultural heritage, ancestry, origin myth, history, homeland, language or dialect, symbolic systems such as religion, mythology and ritual, cuisine, dressing style, art, and physical appearance.

    Ethnic groups, derived from the same historical founder population, often continue to speak related languages and share a similar gene pool. By way of language shift, acculturation, adoption and religious conversion, it is sometimes possible for individuals or groups to leave one ethnic group and become part of another (except for ethnic groups emphasizing racial purity as a key membership criterion).

    Ethnicity is often used synonymously with ambiguous terms such as nation or people. In English, it can also have the connotation of something exotic (cf. “White ethnic”, “ethnic restaurant”, etc.), generally related to cultures of more recent immigrants, who arrived after the founding population of an area was established.

    Now reading – Attribution and Motivation Among Ethnicity; Do attributional explanations for success and failure act as an important motivational force in different ethnic groups? According to Graham (1989,1994), because attributional theory considers the role of thought in determining behavior, it is particularly fruitful in examining motivation in different cultures and ethnic groups.

    Beliefs About Effort and Ability

    Are attributional belief patterns similar among different ethnic groups? A comparison of poor African-American, Hispanic, Indo-Chinese, and White fifth- and sixth-grade students found similar attribution patterns for all groups (Bempechat, Nakkula, Wu, & Ginsberg, 1996). All groups rated ability as the most important factor for success in math. In a subsequent study comparing African-American, Hispanic, Indo-Chinese, and White fifthand sixth-graders, Bempechat, Graham, and Jimenez (1999) found cultural similarities as well as cultural specifics. For all ethnic groups, failure was attributed to lack of ability and success to external factors. In contrast, Indo-Chinese students had stronger beliefs that failure was due to lack of effort. Attribution for failure due to lack of ability is a problem for all students because it is believed to be uncontrollable.

    Graham (1984) compared middle- and low-SES African-American and White students on attributions for failure following a problem-solving task. The middle-class children in both ethnic groups were more likely to attribute failure to lack of effort and maintained consistently higher expectancies for success after experiencing failure. For both groups, this is indicative of an adaptive attributional pattern following failure, similar to that found in research by Diener and Dweck (1978). The findings of this research are important because they demonstrate the positive motivation pattern of African-American students—a pattern that has received little attention.

    Stevenson and Lee (1990) compared beliefs of American and Asian students concerning the role of effort and ability for success in mathematics. They asked mothers in Minnesota, Japan, and Taiwan to assign 10 points among ability, effort, task difficulty, and luck to rank their importance in academic success and school performance. All the mothers assigned the points in the same rank order: (1) effort, (2) ability, (3) task, and (4) luck. American mothers scored ability and effort as about equal. In contrast, Taiwanese and Japanese mothers assigned effort a higher value than ability. Peak (1993) noted that, in Japanese elementary schools, ability is rarely mentioned, whereas effort is consistently portrayed as key to success. In contrast, in the United States, students who try very hard are often labeled nerd or grind.

    These perceptions of effort and ability take on increased importance when homework is considered in the context of effort. Japanese and Chinese students spend at least twice the amount of time and effort on homework than do American students (Stevenson & Lee, 1990). American teachers assign less and consider it less valuable. Peak (1993) pointed out that homework reflects teachers’ beliefs on whether extra practice makes a difference and whether students are willing to engage in extra effort on behalf of their studies. American parents do not appear to consider good study habits as critical to academic success as do Asian parents.

    Implications for Teachers

    What can teachers draw from the attributional beliefs among different ethnic groups in terms of classroom practice? The important issue is to understand the motivational processes, such as attribution, operating within a particular ethnic group (Bempechat et al., 1996; Graham, 1994). When similarities are found across ethnic groups, educational interventions do not necessarily have to be targeted to children differentially based on their ethnic group membership.

    Graham (1989) emphasized the importance of teacher feedback in influencing concepts of ability and expectations of minority, low-SES students. Recall the previous discussion of indirect attributional cues. It is important to be aware of feedback that may indirectly convey to students that they have low ability. Graham (1994) suggested that in view of the number of African- American children in negative educational situations, it is especially important to be sensitive to how minorities feel, think, and act in response to non-attainment of goals.

     

  • The Swineherd

    The Swineherd


    “The Swineherd” the Short Story was Written by Hans Christian Andersen; There was once a poor Prince, who had a kingdom. His kingdom was very small, but still quite large enough to marry upon; and he wished to marry.

    It was certainly rather cool of him to say to the Emperor’s daughter, “Will you have me?” But so he did; for his name was renowned far and wide; and there were a hundred princesses who would have answered, “Yes!” and “Thank you kindly.” We shall see what this princess said. Listen!

    It happened that where the Prince’s father lay buried, there grew a rose tree—a most beautiful rose tree, which blossomed only once in every five years, and even then bore only one flower, but that was a rose! It smelt so sweet that all cares and sorrows were forgotten by him who inhaled its fragrance.

    And furthermore, the Prince had a nightingale, who could sing in such a manner that it seemed as though all sweet melodies dwelt in her little throat. So the Princess was to have the rose, and the nightingale; and they were accordingly put into large silver caskets, and sent to her.

    The Emperor had them brought into a large hall, where the Princess was playing at “Visiting,” with the ladies of the court; and when she saw the caskets with the presents, she clapped her hands for joy.

    The Swineherd 01

    “Ah, if it were but a little pussy-cat!” said she; but the rose tree, with its beautiful rose came to view.

    “Oh, how prettily it is made!” said all the court ladies.

    “It is more than pretty,” said the Emperor, “it is charming!”

    But the Princess touched it, and was almost ready to cry.

    “Fie, papa!” said she. “It is not made at all, it is natural!”

    “Let us see what is in the other casket, before we get into a bad humor,” said the Emperor. So the nightingale came forth and sang so delightfully that at first no one could say anything ill-humored of her.

    “Superbe! Charmant!” exclaimed the ladies; for they all used to chatter French, each one worse than her neighbor.

    “How much the bird reminds me of the musical box that belonged to our blessed Empress,” said an old knight. “Oh yes! These are the same tones, the same execution.”

    “Yes! yes!” said the Emperor, and he wept like a child at the remembrance.

    “I will still hope that it is not a real bird,” said the Princess.

    “Yes, it is a real bird,” said those who had brought it. “Well then let the bird fly,” said the Princess; and she positively refused to see the Prince.

    However, he was not to be discouraged; he daubed his face over brown and black; pulled his cap over his ears, and knocked at the door.

    “Good day to my lord, the Emperor!” said he. “Can I have employment at the palace?”

    “Why, yes,” said the Emperor. “I want some one to take care of the pigs, for we have a great many of them.”

    The Swineherd 02

    So the Prince was appointed “Imperial Swineherd.” He had a dirty little room close by the pigsty; and there he sat the whole day, and worked. By the evening he had made a pretty little kitchen-pot. Little bells were hung all round it; and when the pot was boiling, these bells tinkled in the most charming manner, and played the old melody,

    “Ach! du lieber Augustin,
    Alles ist weg, weg, weg!”*

    * “Ah! dear Augustine!
    All is gone, gone, gone!”

    But what was still more curious, whoever held his finger in the smoke of the kitchen-pot, immediately smelt all the dishes that were cooking on every hearth in the city—this, you see, was something quite different from the rose.

    Now the Princess happened to walk that way; and when she heard the tune, she stood quite still, and seemed pleased; for she could play “Lieber Augustine”; it was the only piece she knew; and she played it with one finger.

    “Why there is my piece,” said the Princess. “That swineherd must certainly have been well educated! Go in and ask him the price of the instrument.”

    So one of the court-ladies must run in; however, she drew on wooden slippers first.

    “What will you take for the kitchen-pot?” said the lady.

    “I will have ten kisses from the Princess,” said the swineherd.

    “Yes, indeed!” said the lady.

    “I cannot sell it for less,” rejoined the swineherd.

    “He is an impudent fellow!” said the Princess, and she walked on; but when she had gone a little way, the bells tinkled so prettily

    “Ach! du lieber Augustin,
    Alles ist weg, weg, weg!”

    “Stay,” said the Princess. “Ask him if he will have ten kisses from the ladies of my court.”

    “No, thank you!” said the swineherd. “Ten kisses from the Princess, or I keep the kitchen-pot myself.”

    “That must not be, either!” said the Princess. “But do you all stand before me that no one may see us.”

    And the court-ladies placed themselves in front of her, and spread out their dresses—the swineherd got ten kisses, and the Princess—the kitchen-pot.

    The Swineherd 04

    That was delightful! The pot was boiling the whole evening, and the whole of the following day. They knew perfectly well what was cooking at every fire throughout the city, from the chamberlain’s to the cobbler’s; the court-ladies danced and clapped their hands.

    “We know who has soup, and who has pancakes for dinner to-day, who has cutlets, and who has eggs. How interesting!”

    “Yes, but keep my secret, for I am an Emperor’s daughter.”

    The swineherd—that is to say—the Prince, for no one knew that he was other than an ill-favored swineherd, let not a day pass without working at something; he at last constructed a rattle, which, when it was swung round, played all the waltzes and jig tunes, which have ever been heard since the creation of the world.

    “Ah, that is superbe!” said the Princess when she passed by. “I have never heard prettier compositions! Go in and ask him the price of the instrument; but mind, he shall have no more kisses!”

    “He will have a hundred kisses from the Princess!” said the lady who had been to ask.

    “I think he is not in his right senses!” said the Princess, and walked on, but when she had gone a little way, she stopped again. “One must encourage art,” said she, “I am the Emperor’s daughter. Tell him he shall, as on yesterday, have ten kisses from me, and may take the rest from the ladies of the court.”

    “Oh—but we should not like that at all!” said they. “What are you muttering?” asked the Princess. “If I can kiss him, surely you can. Remember that you owe everything to me.” So the ladies were obliged to go to him again.

    “A hundred kisses from the Princess,” said he, “or else let everyone keep his own!”

    “Stand round!” said she; and all the ladies stood round her whilst the kissing was going on.

    “What can be the reason for such a crowd close by the pigsty?” said the Emperor, who happened just then to step out on the balcony; he rubbed his eyes, and put on his spectacles. “They are the ladies of the court; I must go down and see what they are about!” So he pulled up his slippers at the heel, for he had trodden them down.

    As soon as he had got into the court-yard, he moved very softly, and the ladies were so much engrossed with counting the kisses, that all might go on fairly, that they did not perceive the Emperor. He rose on his tiptoes.

    “What is all this?” said he, when he saw what was going on, and he boxed the Princess’s ears with his slipper, just as the swineherd was taking the eighty-sixth kiss.

    “March out!” said the Emperor, for he was very angry; and both Princess and swineherd were thrust out of the city.

    The Princess now stood and wept, the swineherd scolded, and the rain poured down.

    “Alas! Unhappy creature that I am!” said the Princess. “If I had but married the handsome young Prince! Ah! how unfortunate I am!”

    And the swineherd went behind a tree, washed the black and brown color from his face, threw off his dirty clothes, and stepped forth in his princely robes; he looked so noble that the Princess could not help bowing before him.

    “I am come to despise thee,” said he. “Thou would’st not have an honorable Prince! Thou could’st not prize the rose and the nightingale, but thou wast ready to kiss the swineherd for the sake of a trumpery plaything. Thou art rightly served.”

    He then went back to his own little kingdom, and shut the door of his palace in her face. Now she might well sing,

    “Ach! du lieber Augustin,
    Alles ist weg, weg, weg!”

    The Swineherd 05

  • The Story of a Mother

    The Story of a Mother


    “The Story of a Mother” the Short Story was Written by Hans Christian Andersen; A mother sat there with her little child. She was so downcast, so afraid that it should die! It was so pale, the small eyes had closed themselves, and it drew its breath so softly, now and then, with a deep respiration, as if it sighed; and the mother looked still more sorrowfully on the little creature.

    Then a knocking was heard at the door, and in came a poor old man wrapped up as in a large horse-cloth, for it warms one, and he needed it, as it was the cold winter season! Everything out-of-doors was covered with ice and snow, and the wind blew so that it cut the face.

    As the old man trembled with cold, and the little child slept a moment, the mother went and poured some ale into a pot and set it on the stove, that it might be warm for him; the old man sat and rocked the cradle, and the mother sat down on a chair close by him, and looked at her little sick child that drew its breath so deep, and raised its little hand.

    “Do you not think that I shall save him?” said she. “Our Lord will not take him from me!”

    And the old man—it was Death himself—he nodded so strangely, it could just as well signify yes as no. And the mother looked down in her lap, and the tears ran down over her cheeks; her head became so heavy—she had not closed her eyes for three days and nights; and now she slept, but only for a minute, when she started up and trembled with cold.

    “What is that?” said she, and looked on all sides; but the old man was gone, and her little child was gone—he had taken it with him; and the old clock in the corner burred, and burred, the great leaden weight ran down to the floor, bump! and then the clock also stood still.

    But the poor mother ran out of the house and cried aloud for her child.

    The Story of a Mother 01

    Out there, in the midst of the snow, there sat a woman in long, black clothes; and she said, “Death has been in thy chamber, and I saw him hasten away with thy little child; he goes faster than the wind, and he never brings back what he takes!”

    “Oh, only tell me which way he went!” said the mother. “Tell me the way, and I shall find him!”

    “I know it!” said the woman in the black clothes. “But before I tell it, thou must first sing for me all the songs thou hast sung for thy child! I am fond of them. I have heard them before; I am Night; I saw thy tears whilst thou sang’st them!”

    “I will sing them all, all!” said the mother. “But do not stop me now—I may overtake him—I may find my child!”

    But Night stood still and mute. Then the mother wrung her hands, sang and wept, and there were many songs, but yet many more tears; and then Night said, “Go to the right, into the dark pine forest; thither I saw Death take his way with thy little child!”

    The roads crossed each other in the depths of the forest, and she no longer knew whither she should go! then there stood a thorn-bush; there was neither leaf nor flower on it, it was also in the cold winter season, and ice-flakes hung on the branches.

    “Hast thou not seen Death go past with my little child?” said the mother.

    “Yes,” said the thorn-bush; “but I will not tell thee which way he took, unless thou wilt first warm me up at thy heart. I am freezing to death; I shall become a lump of ice!”

    And she pressed the thorn-bush to her breast, so firmly, that it might be thoroughly warmed, and the thorns went right into her flesh, and her blood flowed in large drops, but the thornbush shot forth fresh green leaves, and there came flowers on it in the cold winter night, the heart of the afflicted mother was so warm; and the thorn-bush told her the way she should go.

    She then came to a large lake, where there was neither ship nor boat. The lake was not frozen sufficiently to bear her; neither was it open, nor low enough that she could wade through it; and across it she must go if she would find her child! Then she lay down to drink up the lake, and that was an impossibility for a human being, but the afflicted mother thought that a miracle might happen nevertheless.

    “Oh, what would I not give to come to my child!” said the weeping mother; and she wept still more, and her eyes sunk down in the depths of the waters, and became two precious pearls; but the water bore her up, as if she sat in a swing, and she flew in the rocking waves to the shore on the opposite side, where there stood a mile-broad, strange house, one knew not if it were a mountain with forests and caverns, or if it were built up; but the poor mother could not see it; she had wept her eyes out.

    “Where shall I find Death, who took away my little child?” said she.

    “He has not come here yet!” said the old grave woman, who was appointed to look after Death’s great greenhouse! “How have you been able to find the way hither? And who has helped you?”

    “OUR LORD has helped me,” said she. “He is merciful, and you will also be so! Where shall I find my little child?”

    “Nay, I know not,” said the woman, “and you cannot see! Many flowers and trees have withered this night; Death will soon come and plant them over again! You certainly know that every person has his or her life’s tree or flower, just as everyone happens to be settled; they look like other plants, but they have pulsations of the heart. Children’s hearts can also beat; go after yours, perhaps you may know your child’s; but what will you give me if I tell you what you shall do more?”

    “I have nothing to give,” said the afflicted mother, “but I will go to the world’s end for you!”

    “Nay, I have nothing to do there!” said the woman. “But you can give me your long black hair; you know yourself that it is fine, and that I like! You shall have my white hair instead, and that’s always something!”

    “Do you demand nothing else?” said she. “That I will gladly give you!” And she gave her her fine black hair, and got the old woman’s snow-white hair instead.

    So they went into Death’s great greenhouse, where flowers and trees grew strangely into one another. There stood fine hyacinths under glass bells, and there stood strong-stemmed peonies; there grew water plants, some so fresh, others half sick, the water-snakes lay down on them, and black crabs pinched their stalks. There stood beautiful palm-trees, oaks, and plantains; there stood parsley and flowering thyme: every tree and every flower had its name; each of them was a human life, the human frame still lived—one in China, and another in Greenland—round about in the world. There were large trees in small pots, so that they stood so stunted in growth, and ready to burst the pots; in other places, there was a little dull flower in rich mould, with moss round about it, and it was so petted and nursed. But the distressed mother bent down over all the smallest plants, and heard within them how the human heart beat; and amongst millions she knew her child’s.

    “There it is!” cried she, and stretched her hands out over a little blue crocus, that hung quite sickly on one side.

    “Don’t touch the flower!” said the old woman. “But place yourself here, and when Death comes—I expect him every moment—do not let him pluck the flower up, but threaten him that you will do the same with the others. Then he will be afraid! He is responsible for them to OUR LORD, and no one dares to pluck them up before HE gives leave.”

    All at once an icy cold rushed through the great hall, and the blind mother could feel that it was Death that came.

    “How hast thou been able to find thy way hither?” he asked. “How couldst thou come quicker than I?”

    “I am a mother,” said she.

    And Death stretched out his long hand towards the fine little flower, but she held her hands fast around his, so tight, and yet afraid that she should touch one of the leaves. Then Death blew on her hands, and she felt that it was colder than the cold wind, and her hands fell down powerless.

    The Story of a Mother 02

    “Thou canst not do anything against me!” said Death.

    “But OUR LORD can!” said she.

    “I only do His bidding!” said Death. “I am His gardener, I take all His flowers and trees, and plant them out in the great garden of Paradise, in the unknown land; but how they grow there, and how it is there I dare not tell thee.”

    “Give me back my child!” said the mother, and she wept and prayed. At once she seized hold of two beautiful flowers close by, with each hand, and cried out to Death, “I will tear all thy flowers off, for I am in despair.”

    “Touch them not!” said Death. “Thou say’st that thou art so unhappy, and now thou wilt make another mother equally unhappy.”

    “Another mother!” said the poor woman, and directly let go her hold of both the flowers.

    “There, thou hast thine eyes,” said Death; “I fished them up from the lake, they shone so bright; I knew not they were thine. Take them again, they are now brighter than before; now look down into the deep well close by; I shall tell thee the names of the two flowers thou wouldst have torn up, and thou wilt see their whole future life—their whole human existence: and see what thou wast about to disturb and destroy.”

    And she looked down into the well; and it was a happiness to see how the one became a blessing to the world, to see how much happiness and joy were felt everywhere. And she saw the other’s life, and it was sorrow and distress, horror, and wretchedness.

    “Both of them are God’s will!” said Death.

    “Which of them is Misfortune’s flower and which is that of Happiness?” asked she.

    “That I will not tell thee,” said Death; “but this thou shalt know from me, that the one flower was thy own child! it was thy child’s fate thou saw’st—thy own child’s future life!”

    Then the mother screamed with terror, “Which of them was my child? Tell it me! Save the innocent! Save my child from all that misery! Rather take it away! Take it into God’s kingdom! Forget my tears, forget my prayers, and all that I have done!”

    “I do not understand thee!” said Death. “Wilt thou have thy child again, or shall I go with it there, where thou dost not know!”

    Then the mother wrung her hands, fell on her knees, and prayed to our Lord: “Oh, hear me not when I pray against Thy will, which is the best! hear me not! hear me not!”

    And she bowed her head down in her lap, and Death took her child and went with it into the unknown land.

  • The Shadow

    The Shadow


    “The Shadow” the Short Story was Written by Hans Christian Andersen; It is in the hot lands that the sun burns, sure enough! there the people become quite a mahogany brown, ay, and in the HOTTEST lands they are burnt to Negroes. But now it was only to the HOT lands that a learned man had come from the cold; there he thought that he could run about just as when at home, but he soon found out his mistake.

    He, and all sensible folks, were obliged to stay within doors—the window-shutters and doors were closed the whole day; it looked as if the whole house slept, or there was no one at home.

    The narrow street with the high houses, was built so that the sunshine must fall there from morning till evening—it was really not to be borne.

    The learned man from the cold lands—he was a young man, and seemed to be a clever man—sat in a glowing oven; it took effect on him, he became quite meagre—even his shadow shrunk in, for the sun had also an effect on it. It was first towards evening when the sun was down, that they began to freshen up again.

    In the warm lands every window has a balcony, and the people came out on all the balconies in the street—for one must have air, even if one be accustomed to be mahogany!* It was lively both up and down the street. Tailors, and shoemakers, and all the folks, moved out into the street—chairs and tables were brought forth—and candles burnt—yes, above a thousand lights were burning—and the one talked and the other sung; and people walked and church-bells rang, and asses went along with a dingle-dingle-dong! for they too had bells on. The street boys were screaming and hooting, and shouting and shooting, with devils and detonating balls—and there came corpse bearers and hood wearers—for there were funerals with psalm and hymn—and then the din of carriages driving and company arriving: yes, it was, in truth, lively enough down in the street. Only in that single house, which stood opposite that in which the learned foreigner lived, it was quite still; and yet some one lived there, for there stood flowers in the balcony—they grew so well in the sun’s heat! and that they could not do unless they were watered—and some one must water them—there must be somebody there. The door opposite was also opened late in the evening, but it was dark within, at least in the front room; further in there was heard the sound of music. The learned foreigner thought it quite marvellous, but now—it might be that he only imagined it—for he found everything marvellous out there, in the warm lands, if there had only been no sun. The stranger’s landlord said that he didn’t know who had taken the house opposite, one saw no person about, and as to the music, it appeared to him to be extremely tiresome. “It is as if some one sat there, and practised a piece that he could not master—always the same piece. ‘I shall master it!’ says he; but yet he cannot master it, however long he plays.”

    * The word mahogany can be understood, in Danish, as having two meanings. In general, it means the reddish-brown wood itself; but in jest, it signifies “excessively fine,” which arose from an anecdote of Nyboder, in Copenhagen, (the seamen’s quarter.) A sailor’s wife, who was always proud and fine, in her way, came to her neighbor, and complained that she had got a splinter in her finger. “What of?” asked the neighbor’s wife. “It is a mahogany splinter,” said the other. “Mahogany! It cannot be less with you!” exclaimed the woman—and thence the proverb, “It is so mahogany!”—(that is, so excessively fine)—is derived.

    The Shadow 01

    One night the stranger awoke—he slept with the doors of the balcony open—the curtain before it was raised by the wind, and he thought that a strange lustre came from the opposite neighbor’s house; all the flowers shone like flames, in the most beautiful colors, and in the midst of the flowers stood a slender, graceful maiden—it was as if she also shone; the light really hurt his eyes. He now opened them quite wide—yes, he was quite awake; with one spring he was on the floor; he crept gently behind the curtain, but the maiden was gone; the flowers shone no longer, but there they stood, fresh and blooming as ever; the door was ajar, and, far within, the music sounded so soft and delightful, one could really melt away in sweet thoughts from it. Yet it was like a piece of enchantment. And who lived there? Where was the actual entrance? The whole of the ground-floor was a row of shops, and there people could not always be running through.

    One evening the stranger sat out on the balcony. The light burnt in the room behind him; and thus it was quite natural that his shadow should fall on his opposite neighbor’s wall. Yes! there it sat, directly opposite, between the flowers on the balcony; and when the stranger moved, the shadow also moved: for that it always does.

    “I think my shadow is the only living thing one sees over there,” said the learned man. “See, how nicely it sits between the flowers. The door stands half-open: now the shadow should be cunning, and go into the room, look about, and then come and tell me what it had seen. Come, now! Be useful, and do me a service,” said he, in jest. “Have the kindness to step in. Now! Art thou going?” and then he nodded to the shadow, and the shadow nodded again. “Well then, go! But don’t stay away.”

    The stranger rose, and his shadow on the opposite neighbor’s balcony rose also; the stranger turned round and the shadow also turned round. Yes! if anyone had paid particular attention to it, they would have seen, quite distinctly, that the shadow went in through the half-open balcony-door of their opposite neighbor, just as the stranger went into his own room, and let the long curtain fall down after him.

    Next morning, the learned man went out to drink coffee and read the newspapers.

    “What is that?” said he, as he came out into the sunshine. “I have no shadow! So then, it has actually gone last night, and not come again. It is really tiresome!”

    This annoyed him: not so much because the shadow was gone, but because he knew there was a story about a man without a shadow.* It was known to everybody at home, in the cold lands; and if the learned man now came there and told his story, they would say that he was imitating it, and that he had no need to do. He would, therefore, not talk about it at all; and that was wisely thought.

    Peter Schlemihl, the shadowless man.

    In the evening he went out again on the balcony. He had placed the light directly behind him, for he knew that the shadow would always have its master for a screen, but he could not entice it. He made himself little; he made himself great: but no shadow came again. He said, “Hem! hem!” but it was of no use.

    It was vexatious; but in the warm lands everything grows so quickly; and after the lapse of eight days he observed, to his great joy, that a new shadow came in the sunshine. In the course of three weeks he had a very fair shadow, which, when he set out for his home in the northern lands, grew more and more in the journey, so that at last it was so long and so large, that it was more than sufficient.

    The learned man then came home, and he wrote books about what was true in the world, and about what was good and what was beautiful; and there passed days and years—yes! many years passed away.

    One evening, as he was sitting in his room, there was a gentle knocking at the door.

    “Come in!” said he; but no one came in; so he opened the door, and there stood before him such an extremely lean man, that he felt quite strange. As to the rest, the man was very finely dressed—he must be a gentleman.

    “Whom have I the honor of speaking?” asked the learned man.

    “Yes! I thought as much,” said the fine man. “I thought you would not know me. I have got so much body. I have even got flesh and clothes. You certainly never thought of seeing me so well off. Do you not know your old shadow? You certainly thought I should never more return. Things have gone on well with me since I was last with you. I have, in all respects, become very well off. Shall I purchase my freedom from service? If so, I can do it”; and then he rattled a whole bunch of valuable seals that hung to his watch, and he stuck his hand in the thick gold chain he wore around his neck—nay! how all his fingers glittered with diamond rings; and then all were pure gems.

    “Nay; I cannot recover from my surprise!” said the learned man. “What is the meaning of all this?”

    “Something common, is it not,” said the shadow. “But you yourself do not belong to the common order; and I, as you know well, have from a child followed in your footsteps. As soon as you found I was capable to go out alone in the world, I went my own way. I am in the most brilliant circumstances, but there came a sort of desire over me to see you once more before you die; you will die, I suppose? I also wished to see this land again—for you know we always love our native land. I know you have got another shadow again; have I anything to pay to it or you? If so, you will oblige me by saying what it is.”

    “Nay, is it really thou?” said the learned man. “It is most remarkable: I never imagined that one’s old shadow could come again as a man.”

    “Tell me what I have to pay,” said the shadow; “for I don’t like to be in any sort of debt.”

    The Shadow 02

    “How canst thou talk so?” said the learned man. “What debt is there to talk about? Make thyself as free as anyone else. I am extremely glad to hear of thy good fortune: sit down, old friend, and tell me a little how it has gone with thee, and what thou hast seen at our opposite neighbor’s there—in the warm lands.”

    “Yes, I will tell you all about it,” said the shadow, and sat down: “but then you must also promise me, that, wherever you may meet me, you will never say to anyone here in the town that I have been your shadow. I intend to get betrothed, for I can provide for more than one family.”

    “Be quite at thy ease about that,” said the learned man; “I shall not say to anyone who thou actually art: here is my hand—I promise it, and a man’s bond is his word.”

    “A word is a shadow,” said the shadow, “and as such it must speak.”

    It was really quite astonishing how much of a man it was. It was dressed entirely in black, and of the very finest cloth; it had patent leather boots, and a hat that could be folded together, so that it was bare crown and brim; not to speak of what we already know it had—seals, gold neck-chain, and diamond rings; yes, the shadow was well-dressed, and it was just that which made it quite a man.

    “Now I shall tell you my adventures,” said the shadow; and then he sat, with the polished boots, as heavily as he could, on the arm of the learned man’s new shadow, which lay like a poodle-dog at his feet. Now this was perhaps from arrogance; and the shadow on the ground kept itself so still and quiet, that it might hear all that passed: it wished to know how it could get free, and work its way up, so as to become its own master.

    “Do you know who lived in our opposite neighbor’s house?” said the shadow. “It was the most charming of all beings, it was Poesy! I was there for three weeks, and that has as much effect as if one had lived three thousand years, and read all that was composed and written; that is what I say, and it is right. I have seen everything and I know everything!”

    “Poesy!” cried the learned man. “Yes, yes, she often dwells a recluse in large cities! Poesy! Yes, I have seen her—a single short moment, but sleep came into my eyes! She stood on the balcony and shone as the Aurora Borealis shines. Go on, go on—thou wert on the balcony, and went through the doorway, and then—”

    “Then I was in the antechamber,” said the shadow. “You always sat and looked over to the antechamber. There was no light; there was a sort of twilight, but the one door stood open directly opposite the other through a long row of rooms and saloons, and there it was lighted up. I should have been completely killed if I had gone over to the maiden; but I was circumspect, I took time to think, and that one must always do.”

    “And what didst thou then see?” asked the learned man.

    “I saw everything, and I shall tell all to you: but—it is no pride on my part—as a free man, and with the knowledge I have, not to speak of my position in life, my excellent circumstances—I certainly wish that you would say YOU* to me!”

    * It is the custom in Denmark for intimate acquaintances to use the second person singular, “Du,” (thou) when speaking to each other. When a friendship is formed between men, they generally affirm it, when occasion offers, either in public or private, by drinking to each other and exclaiming, “thy health,” at the same time striking their glasses together. This is called drinking “Duus”: they are then, “Duus Brodre,” (thou brothers) and ever afterwards use the pronoun “thou,” to each other, it being regarded as more familiar than “De,” (you). Father and mother, sister and brother say thou to one another—without regard to age or rank. Master and mistress say thou to their servants the superior to the inferior. But servants and inferiors do not use the same term to their masters, or superiors—nor is it ever used when speaking to a stranger, or anyone with whom they are but slightly acquainted—they then say as in English—you.

    “I beg your pardon,” said the learned man; “it is an old habit with me. YOU are perfectly right, and I shall remember it; but now you must tell me all YOU saw!”

    “Everything!” said the shadow. “For I saw everything, and I know everything!”

    “How did it look in the furthest saloon?” asked the learned man. “Was it there as in the fresh woods? Was it there as in a holy church? Were the saloons like the starlit firmament when we stand on the high mountains?”

    “Everything was there!” said the shadow. “I did not go quite in, I remained in the foremost room, in the twilight, but I stood there quite well; I saw everything, and I know everything! I have been in the antechamber at the court of Poesy.”

    “But WHAT DID you see? Did all the gods of the olden times pass through the large saloons? Did the old heroes combat there? Did sweet children play there, and relate their dreams?”

    “I tell you I was there, and you can conceive that I saw everything there was to be seen. Had you come over there, you would not have been a man; but I became so! And besides, I learned to know my inward nature, my innate qualities, the relationship I had with Poesy. At the time I was with you, I thought not of that, but always—you know it well—when the sun rose, and when the sun went down, I became so strangely great; in the moonlight I was very near being more distinct than yourself; at that time I did not understand my nature; it was revealed to me in the antechamber! I became a man! I came out matured; but you were no longer in the warm lands; as a man I was ashamed to go as I did. I was in want of boots, of clothes, of the whole human varnish that makes a man perceptible. I took my way—I tell it to you, but you will not put it in any book—I took my way to the cake woman—I hid myself behind her; the woman didn’t think how much she concealed. I went out first in the evening; I ran about the streets in the moonlight; I made myself long up the walls—it tickles the back so delightfully! I ran up, and ran down, peeped into the highest windows, into the saloons, and on the roofs, I peeped in where no one could peep, and I saw what no one else saw, what no one else should see! This is, in fact, a base world! I would not be a man if it were not now once accepted and regarded as something to be so! I saw the most unimaginable things with the women, with the men, with parents, and with the sweet, matchless children; I saw,” said the shadow, “what no human being must know, but what they would all so willingly know—what is bad in their neighbor. Had I written a newspaper, it would have been read! But I wrote direct to the persons themselves, and there was consternation in all the towns where I came. They were so afraid of me, and yet they were so excessively fond of me. The professors made a professor of me; the tailors gave me new clothes—I am well furnished; the master of the mint struck new coin for me, and the women said I was so handsome! And so I became the man I am. And I now bid you farewell. Here is my card—I live on the sunny side of the street, and am always at home in rainy weather!” And so away went the shadow. “That was most extraordinary!” said the learned man. Years and days passed away, then the shadow came again. “How goes it?” said the shadow.

    “Alas!” said the learned man. “I write about the true, and the good, and the beautiful, but no one cares to hear such things; I am quite desperate, for I take it so much to heart!”

    “But I don’t!” said the shadow. “I become fat, and it is that one wants to become! You do not understand the world. You will become ill by it. You must travel! I shall make a tour this summer; will you go with me? I should like to have a travelling companion! Will you go with me, as shadow? It will be a great pleasure for me to have you with me; I shall pay the travelling expenses!”

    “Nay, this is too much!” said the learned man.

    “It is just as one takes it!” said the shadow. “It will do you much good to travel! Will you be my shadow? You shall have everything free on the journey!”

    “Nay, that is too bad!” said the learned man.

    “But it is just so with the world!” said the shadow, “and so it will be!” and away it went again.

    The learned man was not at all in the most enviable state; grief and torment followed him, and what he said about the true, and the good, and the beautiful, was, to most persons, like roses for a cow! He was quite ill at last.

    “You really look like a shadow!” said his friends to him; and the learned man trembled, for he thought of it.

    “You must go to a watering-place!” said the shadow, who came and visited him. “There is nothing else for it! I will take you with me for old acquaintance’ sake; I will pay the travelling expenses, and you write the descriptions—and if they are a little amusing for me on the way! I will go to a watering-place—my beard does not grow out as it ought—that is also a sickness—and one must have a beard! Now you be wise and accept the offer; we shall travel as comrades!”

    And so they travelled; the shadow was master, and the master was the shadow; they drove with each other, they rode and walked together, side by side, before and behind, just as the sun was; the shadow always took care to keep itself in the master’s place. Now the learned man didn’t think much about that; he was a very kind-hearted man, and particularly mild and friendly, and so he said one day to the shadow: “As we have now become companions, and in this way have grown up together from childhood, shall we not drink ‘thou’ together, it is more familiar?”

    “You are right,” said the shadow, who was now the proper master. “It is said in a very straight-forward and well-meant manner. You, as a learned man, certainly know how strange nature is. Some persons cannot bear to touch grey paper, or they become ill; others shiver in every limb if one rub a pane of glass with a nail: I have just such a feeling on hearing you say thou to me; I feel myself as if pressed to the earth in my first situation with you. You see that it is a feeling; that it is not pride: I cannot allow you to say THOU to me, but I will willingly say THOU to you, so it is half done!”

    So the shadow said THOU to its former master.

    “This is rather too bad,” thought he, “that I must say YOU and he say THOU,” but he was now obliged to put up with it.

    So they came to a watering-place where there were many strangers, and amongst them was a princess, who was troubled with seeing too well; and that was so alarming!

    She directly observed that the stranger who had just come was quite a different sort of person to all the others; “He has come here in order to get his beard to grow, they say, but I see the real cause, he cannot cast a shadow.”

    She had become inquisitive; and so she entered into conversation directly with the strange gentleman, on their promenades. As the daughter of a king, she needed not to stand upon trifles, so she said, “Your complaint is, that you cannot cast a shadow?”

    “Your Royal Highness must be improving considerably,” said the shadow, “I know your complaint is, that you see too clearly, but it has decreased, you are cured. I just happen to have a very unusual shadow! Do you not see that person who always goes with me? Other persons have a common shadow, but I do not like what is common to all. We give our servants finer cloth for their livery than we ourselves use, and so I had my shadow trimmed up into a man: yes, you see I have even given him a shadow. It is somewhat expensive, but I like to have something for myself!”

    “What!” thought the princess. “Should I really be cured! These baths are the first in the world! In our time water has wonderful powers. But I shall not leave the place, for it now begins to be amusing here. I am extremely fond of that stranger: would that his beard should not grow, for in that case he will leave us!”

    The Shadow 03

    In the evening, the princess and the shadow danced together in the large ball-room. She was light, but he was still lighter; she had never had such a partner in the dance. She told him from what land she came, and he knew that land; he had been there, but then she was not at home; he had peeped in at the window, above and below—he had seen both the one and the other, and so he could answer the princess, and make insinuations, so that she was quite astonished; he must be the wisest man in the whole world! She felt such respect for what he knew! So that when they again danced together she fell in love with him; and that the shadow could remark, for she almost pierced him through with her eyes. So they danced once more together; and she was about to declare herself, but she was discreet; she thought of her country and kingdom, and of the many persons she would have to reign over.

    “He is a wise man,” said she to herself—”It is well; and he dances delightfully—that is also good; but has he solid knowledge? That is just as important! He must be examined.”

    So she began, by degrees, to question him about the most difficult things she could think of, and which she herself could not have answered; so that the shadow made a strange face.

    “You cannot answer these questions?” said the princess.

    “They belong to my childhood’s learning,” said the shadow. “I really believe my shadow, by the door there, can answer them!”

    “Your shadow!” said the princess. “That would indeed be marvellous!”

    “I will not say for a certainty that he can,” said the shadow, “but I think so; he has now followed me for so many years, and listened to my conversation—I should think it possible. But your royal highness will permit me to observe, that he is so proud of passing himself off for a man, that when he is to be in a proper humor—and he must be so to answer well—he must be treated quite like a man.”

    “Oh! I like that!” said the princess.

    So she went to the learned man by the door, and she spoke to him about the sun and the moon, and about persons out of and in the world, and he answered with wisdom and prudence.

    “What a man that must be who has so wise a shadow!” thought she. “It will be a real blessing to my people and kingdom if I choose him for my consort—I will do it!”

    They were soon agreed, both the princess and the shadow; but no one was to know about it before she arrived in her own kingdom.

    “No one—not even my shadow!” said the shadow, and he had his own thoughts about it!

    Now they were in the country where the princess reigned when she was at home.

    “Listen, my good friend,” said the shadow to the learned man. “I have now become as happy and mighty as anyone can be; I will, therefore, do something particular for thee! Thou shalt always live with me in the palace, drive with me in my royal carriage, and have ten thousand pounds a year; but then thou must submit to be called SHADOW by all and everyone; thou must not say that thou hast ever been a man; and once a year, when I sit on the balcony in the sunshine, thou must lie at my feet, as a shadow shall do! I must tell thee: I am going to marry the king’s daughter, and the nuptials are to take place this evening!”

    “Nay, this is going too far!” said the learned man. “I will not have it; I will not do it! It is to deceive the whole country and the princess too! I will tell everything! That I am a man, and that thou art a shadow—thou art only dressed up!”

    “There is no one who will believe it!” said the shadow. “Be reasonable, or I will call the guard!”

    “I will go directly to the princess!” said the learned man.

    “But I will go first!” said the shadow. “And thou wilt go to prison!” and that he was obliged to do—for the sentinels obeyed him whom they knew the king’s daughter was to marry.

    “You tremble!” said the princess, as the shadow came into her chamber. “Has anything happened? You must not be unwell this evening, now that we are to have our nuptials celebrated.”

    “I have lived to see the most cruel thing that anyone can live to see!” said the shadow. “Only imagine—yes, it is true, such a poor shadow-skull cannot bear much—only think, my shadow has become mad; he thinks that he is a man, and that I—now only think—that I am his shadow!”

    “It is terrible!” said the princess; “but he is confined, is he not?”

    “That he is. I am afraid that he will never recover.”

    “Poor shadow!” said the princess. “He is very unfortunate; it would be a real work of charity to deliver him from the little life he has, and, when I think properly over the matter, I am of opinion that it will be necessary to do away with him in all stillness!”

    “It is certainly hard,” said the shadow, “for he was a faithful servant!” and then he gave a sort of sigh.

    “You are a noble character!” said the princess.

    The whole city was illuminated in the evening, and the cannons went off with a bum! bum! and the soldiers presented arms. That was a marriage! The princess and the shadow went out on the balcony to show themselves, and get another hurrah!

    The learned man heard nothing of all this—for they had deprived him of life.