The systematic classification of plants at first appealed to her love of order, and as she understood it more clearly her enthusiasm began to show itself. In her botanical compositions she was careful to observe the proper arrangement of terms, and, when mistakes made it necessary for her to rewrite her papers, she did so cheerfully, often out of school hours of her own choice.

The economy of the botanical terms had not yet made. due impression upon Elizabeth's mind, and her papers had been laborious explanations: "It is lanceolate and it is long and it is long and narrow." "It is erect because it stands up straight." "It is raceme because the flowers are in a group on the sides and end." Again she was told that, by using the technical term alone, she would convey all the information which she sought to give by adding to the term its definition; and now the light of understanding dawned in her face and she began at once to rewrite her paper, saying enthusiastically, "I like it better than I ever did before." When her task was completed she presented its results with satisfaction. "Oh, how short!" she said.

By making further progress Elizabeth learned that the history of a plant-its life and habits-rewards patient examination, and she greeted the appearance of new specimens with considerable interest and pleasure. On her return from a visit to her good friends, Mr. and Mrs. Whiting, in Hingham, Elizabeth brought a supply of apple-blossoms, gathered by herself for the use of the class. As was to be expected, her examination of this flower was very satisfactory. "I shall analyze the sweet-pea myself this summer," she said, by way of showing her sustained interest.

In arithmetic Elizabeth has studied long measure, prime numbers, cancellation, and has done some work with decimal

and common fractions. She has done good work, but she has progressed slowly and many extra hours of labor have been needed in order that she might complete the prescribed course with the class. These she has willingly given, for in this, as in other studies, the spirit of ambition was rife within her. Once, when a visit to Dorchester threatened to make her fall behind her mates, she said anxiously: "I do not want to go. Will they get ahead of me in arithmetic?"

Twice a week Elizabeth has had instruction in woodsloyd. She hailed this new branch of activity with pleasure, and made joyful plans for the immediate use of her prospective acquisitions. "I can make a box for Mr. Whiting and two little rocking chairs for my sisters. Edith told me they made them in sloyd." But, owing to the nature of the initiatory steps of the work, the wings of ambition had to be clipped and to remain unused for some time, and the willing energies had to be bent to the prosaic task of fashioning a flower-pin, tool-rack, coat-hanger, cutting-board, flower-pot-stand and corner bracket, while the elementary use of tools is being mastered. She has worked carefully, developing judgment, patience, and manual dexterity. Moreover, the lessons have been a source of enjoyment to her throughout the year. She has also received instruction in knitting according to the principles of sloyd, and has paid due attention to the womanly acquisitions of sewing and crocheting.

A better balance on her own feet, less dependence upon others when walking, and continued good health constitute the physical effects of her work in the gymnasium. It seemed necessary in her case to establish a muscular sense of the correct form of simple gymnastic movements as the

first step toward coördinating mind and body. For this purpose the orders could best be given by a touch on the head, the arm, or the leg, indicating the motion which was to be made. The next thing was to familiarize her with the verbal commands, and, while she was working in response to these, her mind took immediate control of her body. In other words, she worked with "full volition." Later on, only the initial letters of directions were used, so that the time required for communicating a command might be made to correspond with her ability to convert mental concepts into physical actions. The work in gymnastics has given us excellent opportunity to note a gradual change in motive. The spirit of emulation has been giving place to the higher aim of doing her best always. Of the gymnastic games those requiring speed have been especially enjoyed by Elizabeth.

Outside of the gymnasium, her playful spirit and abounding energies have sometimes led her to deal roughly with her companions. But that she was not without an ideal in this respect was shown by the following answer which she gave to a query as to her favorite character in Little Women: "I like Meg the best, because she never does things that are rough." In church, one day, she asked suddenly, "Did Eve teach her children not to be rough?"

Amid her new surroundings at the opening of the school year Elizabeth felt severely the pangs of homesickness. "I wish I was at the kindergarten," was the constant accompaniment of the wearisome tasks of those early days. Familiarity with her new home and the fresh interests which opened out before her combined with her loving heart and receptive mind to drive away these pangs; but her happy life at the kindergarten must ever remain among her choicest memories.

A firm friendship exists between Edith and Elizabeth, and they spend together much of their leisure time. This bond has often resulted in mutual help. On one occasion Elizabeth had trouble with the table of dry measure, and it was suggested to Edith that during the hour of an exhibition in which neither had a part she should teach Elizabeth the table. When the latter was asked if this plan had succeeded, "Yes," she answered; "Edith did not know the table of United States money, and I taught it to her."

The cares of housekeeping have no charm for Elizabeth, and when she was told that she was expected to participate in the duties of the household, she exclaimed, with horror, "Oh, isn't it dreadful?" From her first attempt at washing the floor of her chamber she emerged with flushed cheeks and dishevelled hair. "I do not like to do it, but I like to help Ida" [her room-mate], she said. This desire to be helpful to others was evident in her plans for vacation, one of which was thus stated: "I shall help Norah make the beds and wash the dishes."

Elizabeth has several times entertained Edith and other friends at tea. She is a very solicitous little hostess, and does not fail to ask frequently: "Are you having a good time?" One night, when a teacher from the kindergarten was a guest at the house, Elizabeth invited Edith to tea, planning that neither should know of the other's presence until they met in the dining-room. All came out as she had arranged it, and great was her pleasure in the mutual surprise of her guests.

Although Elizabeth exhibits an independent spirit in her daily work, she is not without misgivings, on occasion, as to her own abilities; for when her teacher asked her if, during her absence, Elizabeth could continue writing a

composition upon which she was engaged, she answered dubiously, "I will write, but I shall be anxious.”

An inventive turn of mind led Elizabeth to tax the ingenuity of the occupants of the cottage in which she lives by a new language. "Doog gninrom," she spelled rapidly on her fingers by way of morning greeting. She laughed gaily when it was correctly interpreted, and for several days, while the novelty lasted, this mode of expression furnished great amusement to her.

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"Where are you going summering?" she asked her teacher. 'Summering," she repeated. "Did you ever hear that word? I made it up myself."

Among the varied traits of Elizabeth's character the spirit of mischief is not wanting. "Would you like some chocolate?" she whispered to her room-mate one night. "Yes," was the response, "would you?" "Shut your eyes and open your mouth," Elizabeth commanded, and she placed her hand over Ida's eyes to ascertain whether her order had been obeyed, while she stuffed into Ida's open mouth a wad of paper.

The routine of school life has been broken for Elizabeth by several visits to friends during vacations and recesses. Among them was one to Miss Badger's home in Worcester, where she spent some of the time happily in making valentines. "I will send my sisters and brothers valentines with robins on them," she said, "and I will put a thrush on Miss Thurston's; thrush sounds like Thurs." But the greatest pleasure which she enjoyed in the course of the visit was that of taking some candy of her own manufacture to a sick man who was able to thank her himself.

Elizabeth retains undiminished the sunniness of disposition which has endeared her to all with whom she has been