Chapter I: Preface

The development of the moral sentiments in the human heart, in early life,--and every thing in fact which relates to the formation of character,--is determined in a far greater degree by sympathy, and by the influence of example, than by formal precepts and didactic instruction. If a boy hears his father speaking kindly to a robin in the spring,--welcoming its coming and offering it food,--there arises at once in his own mind, a feeling of kindness toward the bird, and toward all the animal creation, which is produced by a sort of sympathetic action, a power somewhat similar to what in physical philosophy is called _induction_. On the other hand, if the father, instead of feeding the bird, goes eagerly for a gun, in order that he may shoot it, the boy will sympathize in that desire, and growing up under such an influence, there will be gradually formed within him, through the mysterious tendency of the youthful heart to vibrate in unison with hearts that are near, a disposition to kill and destroy all helpless beings that come within his power. There is no need of any formal instruction in either case. Of a thousand children brought up under the former of the above-described influences, nearly every one, when he sees a bird, will wish to go and get crumbs to feed it, while in the latter case, nearly every one will just as certainly look for a stone. Thus the growing up in the right atmosphere, rather than the receiving of the right instruction, is the condition which it is most important to secure, in plans for forming the characters of children.

It is in accordance with this philosophy that these stories, though written mainly with a view to their moral influence on the hearts and dispositions of the readers, contain very little formal exhortation and instruction. They present quiet and peaceful pictures of happy domestic life, portraying generally such conduct, and expressing such sentiments and feelings, as it is desirable to exhibit and express in the presence of children.

The books, however, will be found, perhaps, after all, to be useful mainly in entertaining and amusing the youthful readers who may peruse them, as the writing of them has been the amusement and recreation of the author in the intervals of more serious pursuits.

CONTENTS.

CHAPTER PAGE

I.--THE CAVERN, 11

II.--BOYISHNESS, 30

III.--THE PLOWING, 47

IV.--NEGOTIATIONS, 66

V.--PLANS FOR THE SQUIRREL, 85

VI.--DIFFICULTY, 96

VII.--THE WORK SHOP, 111

VIII.--A DISCOVERY, 130

IX.--THE ACCIDENT, 148

X.--GOOD ADVICE, 165

XI.--THE JOURNEY HOME, 181

ENGRAVINGS

PAGE
THE BOYS AT THE MILL--FRONTISPIECE.

GOING OUT THE GATE, 18

THE CAVERN, 27

THE TRAP, 40

THE HORNET'S NEST, 57

OXEN DRINKING, 60

BEECHNUT'S ADVICE, 89

THE APPEAL, 105

FRINK ON THE BEAM, 119

DOROTHY'S FIRE, 140

THE DOCTOR'S VISIT, 163

THE EFFIGY, 168

FRINK IN THE PARLOR, 179

THE DEPARTURE, 190

SCENE OF THE STORY.

Franconia, a place among the mountains at the North. The time is summer.

PRINCIPAL PERSONS.

MRS. HENRY, a lady residing at Franconia.

ALPHONZO, commonly called Phonny, about nine years old.

MALLEVILLE, Phonny's cousin from New York, seven years old.

WALLACE, Malleville's brother, a college student, visiting Franconia at this season.

STUYVESANT, Wallace's brother, about nine years old.

ANTOINE BIANCHINETTE, commonly called Beechnut, a French boy, now about fourteen years old, living at Mrs. Henry's.

STUYVESANT.