Teaching and Learning with Technology
Judy Lever-Duffy
Miami Dade College (Retired)
Jean B. McDonald
University of Memphis, Senior Lecturer
National Science Teachers Association, 211
National SMS, 190
National Telecommunications and Information Administration, Digital Nation: Expanding Internet Usage (2011), 269
A Nation Prepared: Teachers for the 21st Century, 8 NBPTS. See National Board for Professional Teaching Standards
NCATE. See National Council for Accreditation of Teacher Education
NCLB. See No Child Left Behind Act
NCPC. See National Crime Prevention Council NearestWiki, 285
Negative reinforcement, 27
NetFilter, 258
NetFrog, 190
Net Meeting (Microsoft), 244
Netop, 258, 274
NETS. See National Educational Technology Standards
NETS-A. See National Educational Technology Standards for Administrators
NETS-C. See National Educational Technology Standards for Coaches
NetSmartz, 225, 263, 280
NETS-S. See National Educational Technology Standards for Students
NETS-T. See National Educational Technology Standards for Teachers Networks, 101, 108. See also Social networking communications and, 109–110 features summary for, 111 monitoring student activities with, 110–111 nodes, 133 PAN, 133–134 resource sharing, 110 storage, 106–107
News aggregators, 214
“The New Three E’s of Education” (Power Up, Speak Up), 18 NGA. See National Governors Association Ning, 220, 248
No Child Left Behind Act (NCLB), 6–7 Nodes, 108 network, 133
Noninstructional educators, 9–10
Nontraditional education, 235 Norton antivirus software, 275
Note Everything Pro, 165
Notes Plus, 165
Objectives of performance, 47–49 target, 56
Object-oriented graphics programs, 180
OCR. See Optical character recognition Office 2 HD, 165
Office of English Language Acquisition, DOE, 81
Office of Special Education, DOE, 79
OMR. See Optical mark recognition 123D Catch, 291
One-handed keyboards, 75 OnGuardOnline, 276
OnLine Labs, 32
Online learning delivery systems, 236–237
Online storage, 99–100, 105–109
Online tools, 12, 18, 164–168
On-screen keyboards, 75
Open Badges, 293–294
Open content, 287–288
Open Learning Initiative, 293
OpenSimulator, 249
Open source, 237
Operating system (OS), 98–99
Operation Cooperation, 191
Optical character recognition (OCR), 121
Optical discs, 99–100 CD-ROMs, 102–103 CD-Rs, 103 CD-RWs, 103 DVD-ROMs, 104 DVD-RWs, 104
Optical mark recognition (OMR), 121
OS. See Operating system Output, 91 monitors, 93–95 print, 77
Output devices, 93–97. See also specific devices alternative, 76–77 printers, 96–97 Overlay Maker 3, 75
P21. See Partnership for 21st Century Learning Page formatting, 151 Pages per minute (ppm), 96 Paint programs, 179
PAN. See Personal area network Pandora, 34
Paper-based programmed instruction modules, 37 Papert, Seymour, 27, 29 Parental control options, 259 Parker, Stan N., 277
Partnership for 21st Century Learning (P21), 4–5, 11, 80, 90, 221, 295, 297–298
Paste feature, 151
Pbskids, 34, 189
PBWorks, 35
PDAs. See Personal digital assistants PDF. See Portable document format Pearson’s Lesson Plan Builder, 49, 50 PebbleGo, 15
Pedagogical cycle, 50, 56, 234 Pedagogy, 50 Penzu, 219
Perceiving (MBTI), 28–29
Performance objectives, 47–49
Peripherals, 97–107
audio computer devices, 125–126 cloud storage, 105–106 data projectors, 124 electronic whiteboards, 123–124 graphics tablets, 122 network storage, 106–107 scanners, 120–121 storage, 99–105 touch screens, 122–123
Personal area network (PAN), 133–134
Personal digital assistants (PDAs), 135
Personal filter, 26
Personal learning environments (PLEs), 290
Personal prompts, 57
Personal synthesis, 36–38
Personal technology strategic plan, 40–41
Pew Internet and American Life Project Report, Digital Divides and Digital Bridges, 269–270
Phone bridge, 243
Photo-editing software, 129, 182
PhotoShop, 129, 182
Photo Story, 13
Photo-styling software, 183
Piaget, Jean, 27, 29
Pinterest, 220
Piracy, of software, 256, 268 Pixel, 94, 127
Pixlr, 129
Plagiarism, 273
Planning, 54–57 instructional, 44, 60–61 strategic process of, 91 with technology infusion, 57–58
PLCs. See Professional learning communities PLEs. See Personal learning environments
Plug-ins, 216
Pocket digital video cameras, 130
Pocket video cameras, 129–130
Podcasts (audio-casts), 15, 247 Pointer, 92
Pointing, 92
PollEverywhere, 16, 219 Popplet, 136
Portable document format (PDF), 152
Portable media, 102 Portals, 212
Portfolio assessment, 53 Ports, 97 USB, 102
Positive reinforcement, 27
PowerPoint (Microsoft), 13, 158–159, 178
Power Up, Speak Up, 17–18 ppm. See Pages per minute
Preparing Tomorrow’s Teachers to Use Technology (PT3), 3 Presentations, 13 software for, 158–161, 177 Prezi, 13, 164, 193, 216 Printers, 96–97 Printing, 152, 160 3D, 291
Print output, 77 Print queue, 96 Privacy, 250, 256, 261, 274 legislation for, 262–264 protecting records, 264 strategies for, 262 Private discussions, 204
Problem-solving software, 190–191
Processing speed, 97
Productivity software, 146–161, 176 database management software, 155–158 electronic spreadsheets, 153–155 presentation software, 158–161 word processing, 148–152
Professional development options, 8–9
Professional evaluation, technology skills in, 8–9 Professional learning communities (PLCs), 300 Professional licensure. See Teacher licensure/certification Programmed instruction, 37 Project Gutenberg, 72, 137 Projectors, 124 Pronunciation Power, 81 ProQuest, 192
Protecting Children in the 21st Century Act, 261, 263 Protocols, 206
Psychological factors, 25 PT3. See Preparing Tomorrow’s Teachers to Use Technology Public discussions, 204 Purpose Games, 189 Puzzle Maker, 53 Puzzles, 189
QRC. See Quick response code Quality instruction designing, 44–54 planning, 54–57 Query, 157
Quick response code (QRC), 208 Quick Time, 216 Quizlet, 193
Random-access memory (RAM), 91, 97 Read2Go, 78 Reading digital books, 72 high-interest low-vocabulary books, 71–72 recorded books, 71 scan-read systems, 72 summary, 73
Read Outloud, 72
ReadWriteThink.org, 70
Really Simple Syndication feeds. See RSS feeds
RealOne Player, 216
Real Player, 247
Recertification, 8–9
Recordable compact disc (CD-R), 103
Recorded books, 71
Recording for the Blind and Dyslexic, 71 Records, 156 protecting, 264
Reference software, 183–184
Reinforcement of learning, 32 positive and negative, 27
Removable storage media, 101 Report format, 157
Research tools and resources academic portals, 212 education organizations, 211 mashups, 214 RSS feed, 213–214 search engines, 210–211 wikis, 213
Resolution, 94–95, 124 of digital cameras, 128 Resources educational, 210–214 for innovation, 58–59 on Internet, 203–206 sharing, 110
Retrofit, 108
Revision, 53
Rewards (positive reinforcement), 27–28
Robinson, Denise M., 78
Roos, Abbey, 15
Rossier School of Education, 8 Route 21 (P21), 4
Rows, 153
RSS feeds, 213–214, 247 Rubrics, 53. See also Evaluation rubrics RubriStar, 36 Ruth, Babe, 31
SaaS. See Software as a Service SafeKids, 280
SAM Animation, 181 Sams, Aaron, 238
Scaffolding, 81
Scanners, 120–121
Scanning, 76
Scan/read systems, 72 Scantron, 121
School culture, adaptation for, 17 School Library Journal, 9 Schoology, 165
SchoolTube, 16 Schrock, Kathy, 59 Schwartz, Rob, 289 Scoop.it, 219 Scratch, 288
Screen magnification software, 76 Screen readers, 76 Screenresolution.org, 95 SD/MMC. See Secure digital/multimedia card Search engines, 210–211 Second life, 249
Section 107, of copyright law, 265 Secure digital/multimedia card (SD/MMC), 129 Security, 250
Semantic web, 208–209 Sensing (MBTI), 28–29 Server, 108 Sexting, 271 Shakespeare, William, 31
Share My Lesson, 14 Shareware, 169, 183 ShowMe, 136 Sieracki, Jennifer, 136 Simulations, 189–190
Siri (Apple), 209 Site licenses, 110, 147, 268 Sketchup, 181 Skinner, B. F., 29
Skocko, Mike, 289
Skype, 35, 131, 206, 218, 243, 250 Skype Education, 218, 244 Skyward, 166 Slides, 159
SlideShare, 216 SmartBoard, 251 SmartMedia, 129 Smartpens, 300 SmartTable, 285 Smith, Corey, 251 Smithsonian Institution, 194 Social bookmarking tools, 219 Social issues, 256 cyberbullying and cyberstalking, 270–271 digital divide and digital bridges, 269–270 sexting, 271
Social media, 247–248
Social networking, 14, 35, 80, 219–220, 247
Social studies software, 194
Socioeconomic level, 46 Soft copy, 94 Software, 91. See also specific programs academic, 176–178, 184–194 for active learning, 176–197 administrative, 146 antiplagiarism, 273 antivirus, 102, 275
application software, 176–178 for authoring, 193 for classroom management, 146, 161–163 for concept mapping, 68, 191–192 content-specific, 193–194 for database management, 155–158 for desktop publishing, 151, 177–178 drill-and-practice, 186–187 educational games, 188–189 filtering, 258–259
Google apps, 134, 164, 287 for graphics, 178–182 for imaging, 182–183 for language arts, 194 literacy, 147 modeling, 194 photo-editing, 129, 182 photo-styling, 183 piracy of, 256, 268 for presentations, 158–161, 177 for problem-solving, 190–191 productivity, 146–161, 176 reference, 183–184 for screen magnification, 76 for social studies, 194 specifications of, 98 suites, 146 for teacher tasks, 146–170 text-to-speech, 69, 72 for tutorials, 186 for word prediction, 69 Software as a Service (SaaS), 286
Sorting, 157
Southwell, Sheryl, 300
Spatial intelligence, 31 Speakerphones, 243
Speakers, 125
Speak Selection feature, 73
Special needs students, 33, 47, 66–67 computer technology supports for, 73–77 content technology supports for, 67–73 opportunities and challenges for, 77–79
Speech freedom of, 272–273 text-to-speech software, 69, 72
Spell-checkers, 151 talking, 69–70
SpellingCity, 187
Spiders, 210
Spreadsheets, electronic, 153–155
Spybot, 101
Stand-alone technologies digital cameras, 126–129 document cameras, 130–131 pocket video cameras, 129–130
video conferencing systems, 131–132 webcams, 129–130
Standards, 49, 295–296 Common Core Standards, 5, 277 integration and, 6 ISTE and, 3–4 NCATE and, 5–6 NETS and, 3–4 P21 and, 4
Standards-aligned performance objectives, 47–49
Standards Toolbox, 165 Stanford-Binet test, 30
Stanford University, 30 Starfall, 194
Start-to-Finish, 72
State certification, 7–8
StickyKeys, 74
Stimulus-response cycle, 27
Stop, Think, Connect campaign, 276
Stopbullying, 271
Stop Cyberbullying Before It Starts (NCPC), 270
Storage (computers) cloud, 105–106 hard disks, 99–102 network, 106–107 online, 99–100, 105–106 optical discs, 102–105 portable media, 102 summary for, 107 USB flash drive, 105 Strategic planning process, 91 Streaming media, 203 players, 216
Strengths, weaknesses, opportunities, and threats. See S.W.O.T. analysis
Stroome, 217
Student privacy, 250, 256, 261, 274 legislation for, 262–264 protecting records, 264 strategies for, 262
Students with special needs or exceptionalities, 33, 47, 66–67 opportunities and challenges for, 77–79 technology supports for computer use, 73–77 technology supports in content areas for, 67–73
Studystack, 193
Stylus, 92, 122
Summative assessment, 52–53
Support technologies, 57 for computer use, 73–77 in content areas, 67–73 selecting, 51–52
Survey Monkey, 35, 166 swf. See Graphic interchange format Switch devices, 76
S.W.O.T. analysis, 40
Synchronization (sync), 106, 135
Synchronous communication, 243
Synchronous interaction, 205
SynergyNet project, 286 System unit, 97
Tables, 151
Tablets, 122, 135, 195
TAG. See Talented and gifted students
Tahoma High School (THS), 166
Taking the Mystery out of Copyright (Library of Congress), 265
Talented and gifted students (TAG), 67, 80
Talking spell-checkers, 69–70
Talking word processing programs, 69
Target objectives, 56 Tash Mini, 75
TCAP. See Tennessee Comprehensive Assessment Program
TEAC. See Teacher Education Accreditation Council
TEACH. See Technology Education and Copyright Harmonization Act
Teacher Education Accreditation Council (TEAC), 6
Teacher licensure/certification, 6–11 national certification and, 8 recertification and, 8–9 requirements for, 7–8 state certification and, 7–8 technology skills in professional evaluation, 8–9 training for other educators, 9–10
Teacher preparation accreditation, 5–6
Teachers of English to Speakers of Other Languages (TESOL), 80–81
Teachers’ Use of Educational Technology in U.S. Public Schools (DOE), 11
Teacher task software classroom management software, 161–163 implementing, 168–170 online tools, 164–168 opportunities and challenges for, 168–170 productivity software, 146–161
TeacherTube, 217 Teaching strategies for, 50 technology for, 15–16 Web in, 209–210
Teach-nology, 12 TEACH-NOLOGY, 275 TechBoston Academy, 59 TechMatrix, 77, 79
Technical support, 241 financing for, 16 TECHNO4, 300 Technology Bluetooth, 126, 133–134 challenges of, 16–19 changes in, 295–296
for communication, 14–15 defined, 24 developing, 292–294 educational, 2–19, 37–38 emerging, 289–292 evolving, 284–289 implementation of, 11–12 information technology, 78 multitouch, 285–286 personal strategic plan, 40–41 skills, 5, 8–9 stand-alone, 126–132 for teaching, 15–16 telephony, 243–244
Technology Education and Copyright Harmonization Act (TEACH), 242, 267 Technology Enhanced Learning Fund, 286 Technology for distance delivery emerging tools, 248–249 Internet meetings and video conferencing, 244 Internet tools, 245–246 social media, 247–248 telephony technologies, 243–244 Technology for learning for communication and collaboration, 35 for competency, 35–36 for creativity, 34–35 for critical thinking, 33–34 for diversity, 32–33 to reinforce learning, 32 Technology in schools for administrative tasks, 12–13 advocacy for change and, 297–300 for communications, 14–15 developing technologies, 292–294 emerging technologies, 289–292 ethical issues with, 272–275 evolving technologies, 284–289 implementation and, 11–12 issues and concerns, 256–257 legal issues with, 257–268 for lesson preparation, 13–14 for presentations, 13 social issues with, 269–271 standards and technological change, 295–296 for teaching, 15–16 Technology integration, 6, 16–17 designing instruction, 44–54 ethical issues with, 272–275 instructional planning, 60–61 issues and concerns, 256–257 legal issues with, 257–268 opportunities and challenges with, 275–277 planning instruction, 54–57 planning with technology infusion, 57–59 social issues with, 269–271
Technology literacy, 3, 11 digital divide and, 269–270 professional licensure and, 6–10 standards and, 4–5
Technology standards, 49, 295–296
Common Core Standards, 5, 277 integration and, 6
ISTE and, 3–4
NCATE and, 5–6
NETS and, 3–4
P21 and, 4
Technology Standards for School Administrators (TSSA), 10
Technology supports, 57 for computer use, 73–77 in content areas, 67–73 selecting, 51–52
Technology training for administrators, 10 for media specialists, 9–10 for noninstructional educators, 9–10 for other educational professionals, 10
TechnoScientists, 300 TechVision, 78
Ted-Ed, 218
Ted Talks, 218 Teleconferencing, 130
Telephony technologies, 243–244
Templates, 152, 155
The 10 Minute Lesson Planner, 13
Tennessee Comprehensive Assessment Program (TCAP), 277 Terabytes, 100
Terman, Louis, 30
TES Connect (Think Educate Share), 14
TESOL. See Teachers of English to Speakers of Other Languages
Text enhancement, 151 Text-to-speech software, 69, 72 Themes, 160
Thingiverse, 292 Thinkfinity, 14, 59
Thinking (MBTI), 28–29. See also Critical thinking
Thinkwave, 162
Threaded discussions, 204 3D printing, 291–292 3D programs, 181–182 THS. See Tahoma High School Tomorrow.org, 17 Touch pad, 92–93 Touch screens, 74, 122–123 Trackball, 92–93 Transitions, 160
TSSA. See Technology Standards for School Administrators Tufts University, 181 Tumblr, 193 TurnItIn, 273
Tutorial software, 186 21st-Century Learner Lesson Plan Database, 59 Twitter, 219–220, 247, 250, 300
Udemy, 293
UDL. See Universal Design for Learning Undo feature, 151 Uniform resource locator (URL), 207–208 Universal Design for Learning (UDL), 80, 84–85 Universal serial bus (USB), 102, 120 expansion hub, 121 flash drive, 105 University of Miami, 293 University of Southern California, 8 University of Washington, 84 Upward compatibility, 98 URL. See Uniform resource locator USB. See Universal serial bus
Values education, 272 Vector graphics programs, 180 Video, 217–218 conferencing, 35, 80, 131–132, 205–206, 244 pocket video cameras, 129–130 Video blog (vlog), 218 Video-on-demand casts. See Vodcasts Virtual Learning Resource Center, 211 Virtual schools, 235 Virtual worlds, 249 Viruses, 101–102 Visual impairments, 66 output for students with, 76–77 Visual learning style, 29 Vlog. See Video blog Vocabulary skills, 82 Vodcasts (video-on-demand casts), 247 VoiceOver, 76 Voice-over Internet protocol (VoIP), 243 Voice recognition, 92 VoiceThread, 35, 217 VoIP. See Voice-over Internet protocol Voki, 217 Vygotsky, Lev, 29
W3C. See World Wide Web Consortium Wantderman, Anne, 70 Wantderman, Richard, 70 Watkins, Thelma, 34 WAVE, 260
WDWDT (“What Did We Do Today?”), 220 Web. See World Wide Web Web 1.0, 208 Web 2.0, 15, 35–36, 208, 235, 247, 248 Web 3.0, 208–209 Web Accessibility Initiative, 260 WebAIM (Web with Accessibility In Mind), 260
Web-based multimedia audio, 216–217 graphics, 215–216 video, 217–218 Webcams, 129–130 Web enhancement tools, 219 WebEx, 131 Weblogs (blogs), 14–15, 215, 247 Web pages, 206 Webquests, 34 Websites, 206. See also specific sites evaluating, 221–222 hosting, 15 Web with Accessibility In Mind. See WebAIM “What Did We Do Today?.” See WDWDT What-if analysis, 155 What Works Clearinghouse, 83 Whiteboards, electronic, 123–124 WiFi. See Wireless fidelity Wikibooks, 213 Wikipedia, 213, 287 Wikis, 213, 247 Wikispaces, 36, 287 Wikispecies, 213 Wikiversity, 213 WiMax. See Worldwide Interoperability for Microwave Access
Winamp, 216 Window-Eyes, 76 Windows 8, 123
Windows Accessibility Options, 74 Windows Media Player, 216 Wireless connectivity, 133–134 Wireless fidelity (WiFi), 121, 133, 202 Wireless network, 109 Wonder Rotunda, 188 Woodland Park High School, 238 Word art, 151
Wordle, 13, 35, 178
Word prediction software, 69 Word processing, 68–69, 148–152 Word wrap, 151 Workstation, 12, 108 World Peace Game, 288 World War II, 37 Worldwide Interoperability for Microwave Access (WiMax), 133
World Wide Web (Web), 206–210 basics of, 206–208 classroom tools, 218–219 collaboration tools, 214–218 communication tools, 214–218 digital citizenship and, 223–226 evolution of, 208–209 opportunities and challenges with, 221–223 social networking tools, 219–220 in teaching and learning, 209–210 tools and resources, 210–220 World Wide Web Consortium (W3C), 206, 260 Wright, Frank Lloyd, 31 WriteAloud, 69
Writing grant writing, 141, 197 talking spell-checkers, 69–70 talking word processors, 69 word prediction software, 69 word processing, 68–69
WYSIWYG displays (“what you see is what you get”), 151
X Consortium, 293 xD. See Extreme digital
Yahoo, 203
ZipZoom Into English, 82 Zoomerang, 53
Exploring the Variety of Random Documents with Different Content
color so and look so vexed. I mean all for your good, and you know I always say just what I think to everybody."
"But you don't like it one bit, when people say what they think to you!" thought Anna, but she did not say so.
She began asking about the missionary to whom the shirts were to be sent, and about other missionaries; and the rest of the evening passed over very comfortably.
"We have prayers at nine o'clock, Aunt Dorinda," said Anna, when the clock struck the hour.
"Indeed!" said Aunt Dorinda. "Who conducts them, now that your father is away?"
"I did last night and this morning," replied Anna. "I thought perhaps you would do so to-night."
"You had better do just as you would if I were not here," said Aunt Dorinda. "I will see how you manage, and tell you if there is room for improvement."
Anna did not feel any more devotional for the thought that Aunt Dorinda was criticising her; but she tried to collect herself and to think of nothing but the solemn duty in which she was engaged; and she succeeded better than she expected.
"Why don't you pray in your own words?" was Aunt Dorinda's first question.
"Because, aunt, I think that the words in the book are better than any I could use. And besides," added Anna, rather, timidly; "if I were to try to pray in my own words before others, I am afraid I should be thinking more of the words and of how to express myself than of the sense."
"Do you think then that all those who pray in their own words before others are thinking more of the words than of the sense?" asked Aunt Dorinda, sharply.
"No, aunt, not at all. I was only speaking of myself. And I don't see either why I should use my own words when I have such good and suitable words all ready for me."
"I am afraid you have no proper spirit of devotion," said Aunt Dorinda, severely. "I am afraid you have never learned to pray in the true spirit of prayer."
Anna was too much hurt to reply, and perhaps it was as well she did not do so. She went to her room feeling tired, discouraged and unhappy. Was it really tree that she had never learned to pray, and had none of the true spirit of devotion? Had all her enjoyments in the Church services and in her private devotions been a delusion? Had she done wrong, after all, in performing the duty which it had been so hard for her to undertake? And if she had been wrong so far, how was she to set herself right?
"Oh, how I do wish mamma was at home!" said she, sighing. "She would tell me what I ought to do. And how am I to get on with Aunt Dorinda, all alone, for a week?"
Anna took up her little book of texts for every day in the year. It had been given her by her Sunday-school teacher with the advice that she should learn the text for every day, and keep it in mind as a topic for meditation. She opened to the day of the month, and her eyes fell on the words:
"All things work together for good to them that love God."
"'All things,'" she thought. "And 'to them that love God.' Do I love Him? Yes, I am sure I do. Aunt Dorinda says it is very hard to tell whether we love God or not; but I don't see why it should be so. I don't find it hard to tell whether I love my other friends or not. Yes, I am sure I love Him, and if so, this promise is for me."
"Then there must be some way in which Aunt Dorinda's visit may do me good. I do not see how, unless in teaching me to be patient at being contradicted and put out of my way. Mamma says of me sometimes that I am very pleasant when I am pleased. Well, I must learn to be pleasant when I am not pleased. I know that Aunt Dorinda, does really mean to be good and kind, and I must try to remember that and have patience with the rest. I suppose I shall have to give up my painting and work at those shirt-bosoms, but that is no great sacrifice, after all, and the shirts will do somebody good. It isn't the heaviest kind of a cross, as Caroline says, after all."
By the time Anna had finished her prayers and reading, she felt once more contented and happy. She went to sleep with the words of praise upon her lips and in her heart, and awoke feeling cheerful and brave, and ready to "make the best of anything that should happen."
That day Anna not only stitched the shirt-bosom, putting aside her painting for the purpose, but she nearly finished the garment. She did not, however, think it necessary to give up Mrs. Williams' shawl, though her aunt went out in the afternoon and bought some marvellously coarse yarn expressly that Anna might, as she said, have no excuse for that senseless fancywork: thinking that her poor old friend had quite as much claims upon her as a person she had never seen, and whom even her aunt did not know.
Aunt Dorinda stayed three days, and then received a letter which decided her to go back directly. Anna helped her to pack with a right good will, and she drew a long breath of relief as Aunt Dorinda drove away.
"Well, she's gone!" said Caroline. "She means to be a good woman, I don't doubt, but she is a trial. There's one thing I must say, Miss Anna, my dear, that you might learn from your aunt, and that is to mind your own business, and not interfere with other folks, even when you think you know more than they do. It is just that which makes her so disagreeable, and makes her do harm where she wants and means to do good. And you know, honey, you do interfere sometimes, even with your mother."
Anna blushed. "I know it. I was thinking of that very thing last night."
"Well, then, that is one way to make the best of Aunt Dorinda. Try to be like her in wishing to do good and to help others; and learn from her, not to spoil all the good you do by dictating and interfering so as to make people dislike you. I tell you, honey, these disagreeable Christians have a great deal to answer for."
The remaining days of the week passed pleasantly and quickly to Anna; but she was a good deal disappointed when, on Saturday, she received a letter from her father, saying that they should not be at home for three days longer.
"Three more days!" she thought. "But then I shall have time to finish my picture and my shawl; and I am sure mamma will be pleased with them."
Thus you have seen how by a brave and cheerful spirit Anna was enabled to enjoy the time which at first seemed
likely to pass so heavily; and how by a spirit of Christian gentleness and humility she contrived to extract real good out of what might have made her only fretful and unhappy.
Try, my dear girls, to do likewise. Try to make the best of whatever happens, and when, as it seems, there is no best to be made, try to receive your trouble as a cross from the hand of your kind and loving Heavenly Father, and pray for His grace to sanctify your affliction, and be assured He will teach you to "make the best of it."
DORA, OR, "WON'T YOU EVER TELL?" Frontispiece.
"WON'T YOU EVER TELL?"
"WON'T you ever tell as long as you live and breathe?" said Dora Hayes to Eva Morrison.
"No," replied Eva, thoughtlessly.
"Just as true as you live?" repeated Dora.
"I don't know," said Eva, taking a second thought. "I always do tell mother everything."
"Then I shall not tell you!" returned Dora, tossing her head. "If you are such a baby as that, I shall never tell you anything. I should think you would be ashamed to run and tell m—a—a everything you hear."
And Dora tossed her head and laughed in a very illbred, disagreeable manner.
"Well, I am not ashamed, and I don't want any of your secrets, Dora Hayes," said Eva, coloring, but speaking very decidedly. "My mother is the best friend I have in the world, and I love her dearly, and I don't know who I should tell things to, if not to her. So you may keep your great secret to yourself."
"But this is something that somebody said about you," said Dora, seeing that she had made a mistake in laughing at Eva.
"So much the worse," returned Eva, boldly, though she felt her curiosity excited. "I don't want to know what people
say about me, and you ought never to repeat conversation either. You know what the doctor said about that in catechism class only yesterday."
And Eva turned away, and sitting down at a distance, she occupied herself in learning her lesson till school began. A good many times in the course of the day, she found herself wondering what it was that Dora wanted to tell her; but she put the thought resolutely away. And by the next morning, she had almost forgotten the matter.
Eva's parents were among the richest people in the place. Eva herself was always prettily and fashionably dressed: she had plenty of pocket-money to spend, and she had been in vacation to Saratoga and Newport, and even to London and Paris with her parents.
According to the usual course of story-books, Eva ought, I suppose, to be represented as proud, and haughty, and vain. I am glad to say that she was nothing of the sort. She was a kindhearted, truthful, good girl, always ready to help her school-mates in their lessons and to amuse them with telling stories of what she had seen. She was, for that matter, not nearly so proud as her classmate and most particular friend Amy Preston.
Amy was the daughter of a widow lady, who kept a fancy-store in the place where Eva lived. Mrs. Preston was the widow of an artist. She might have had a home with her husband's relatives, but like a good and sensible woman as she was, she preferred supporting herself by the beautiful work she had learned to do abroad, and by selling materials for embroidery and other fancywork; and this she did with an honesty and energy which made her very much respected. Mrs. Preston had only one child, and she wished to give her such an education as would enable her to
support herself if it became necessary. Her own business was prosperous enough to enable her to afford it: so she kept Amy at the best school in the place and allowed her to take music lessons of the same master who taught Eva Morrison.
Eva had "taken," as the girls say, to Amy Preston from the very first; but it was a good while before Amy responded to her advances. For Amy was proud, as perhaps was only natural, and she was afraid that people would say she flattered and courted the heiress. She persisted for a good while in being very cool to Eva, but at last Eva's loving frankness and persevering kindness won the day, and the two girls were now the best friends in the world.
Mrs. Morrison entirely approved of this friendship. She had known Mrs. Preston for years, and she did not believe that Eva was likely to learn anything bad from Amy. Besides, Amy was a good scholar and very industrious; and Mrs. Morrison thought she might have a good influence over Eva, who was inclined to be rather lazy over all her lessons but music and drawing.
We have said that Amy was proud, and that it was only natural that she should be so. There is a certain sort of pride, if pride it can be called, which is very proper. I mean the feeling which makes people prefer helping themselves, when they are able, to being helped by others; and causes them to be cautious and delicate about receiving expensive presents, and the like.
But this very proper feeling may be carried too far, and too far Amy certainly did carry it. She would walk home from school in the rain rather than ride in the carriage which Mr. Morrison sent for Eva. She would not receive the smallest present from Eva without making her one in
return; and it was a long time before she would consent to borrow from Eva's large library of story-books.
In fact, Amy was jealous of her friend's wealth and socalled station. It often happens that we go on indulging very serious faults, just because we will not allow ourselves to call these faults by their right names. Thus we call anger just resentment, and pride self-respect, and blunt rudeness sincerity, and so on.
If Amy had really become aware that she was cherishing envy and jealousy, she would have been shocked, for she was trying very hard to be a Christian. But she christened her fault by the pretty name of self-respect. When the cow-bird lays her egg in the sparrow's nest, the sparrow cherishes it and brings up the intruder as her own; but the cow-bird hatches sooner, and grows faster than the young sparrows, and very soon turns them all out of the nest. So this intruder, which Amy called self-respect, was rapidly outgrowing all the gentle virtues of charity, humility and love in Amy's heart, and was getting ready, when occasion served, to turn them all out and keep the nest to itself.
The occasion was not very far off. There was one girl in the school who entirely disapproved of the warm friendship which existed between Eva and Amy, and that was Dora Hayes. Dora was a far-away cousin of Eva's and would have liked to be very intimate with her. Dora had no pride to prevent her from accepting any amount of obligations from her rich relations, and she would have boarded, and lodged, and dressed at Mr. Morrison's expense the year round without having her feelings hurt or her gratitude excited in the least degree.
Dora was always hanging about Eva, contriving to sit next to her, and fishing for invitations to visit her. But Eva, though she was, or meant to be, kind to Dora, did not like her. She thought her both mean and deceitful, as indeed she was. And while she sometimes made her presents and lent her books, she would never encourage Dora's attempts at intimacy.
This was very vexatious to Dora. She laid it all to Eva's friendship with "that Preston girl," as she called her, and this friendship she determined somehow or other to break up. She had begun upon Eva, but, as we have seen, with little success. Eva would not promise not to tell, and would not hear her wonderful secret at any price. Dora was very much vexed, but she was not one to give up easily any point she had set her heart upon. She determined to try and see what she could do with Amy.
Amy frequently staid in the store and attended to customers when her mother was obliged to be out. Dora knew this, and that very afternoon, finding Amy alone, she pretended to want to select a worsted pattern, and began upon Amy while she was looking over Mrs. Preston's large stock of patterns.
"You and Eva Morrison are great friends," said she.
"Yes," answered Amy, rather shortly, as if she would add, "what is that to you?"
"Eva is a good girl," continued Dora. "She is very generous, at least of things which don't cost her anything; but she is queer about some things. I wish she would not act as she does, but there is no use in my saying anything to her, and I shall not try again. Eva has never been kind to me," added Dora, with a sigh; "but still she is my cousin,
and I love her, though I do see her faults. Poor thing, every one flatters her, so it is no great wonder if she does think she does anybody a great favor by noticing them."
"That is a pretty pattern for your cushion!" said Amy, who was beginning to feel uncomfortable, and to wish Dora would go away. "And it is easy to work. Why don't you take that?"
"There is not enough variety about it," answered Dora, delighted to perceive the effect of her words. "I want something prettier. As I was saying, it is no wonder that Eva is set up to think that she does you a great honor by noticing you, though I must say I think you do as much for her as she does for you."
"I don't know—" Amy began.
".Of course you don't know—how should you?" interrupted Dora. "Nobody likes to make mischief, and so nobody tells you what Eva says. I think myself it is a shame that you should not hear it, because people know how Eva goes on; and, of course, they think you know it too, and just keep on with her for what you get out of her."
"I don't get anything out of her!" said Amy, coloring.
"I know you don't, really, and that is just why I say it is a shame for Eva to say so!"
"To say what?" asked Amy, in a tone of irritation. "If you have anything to tell me, Dora, I wish you would speak it out, and have done with it!"
"Oh, well, if you want me to tell you, of course I can. Well, a certain person said to Eva the other day, 'I do wonder how you can make a friend of Amy Preston!' 'Oh!'
said Miss Eva, contemptuously. 'Amy is a very cheap friend. She does not want as much as some people to keep her friendship!'"
"What did she mean by that?" asked Amy.
"Why, I suppose she meant that you, being poor, would be thankful for small favors. And then she laughed and said: 'We know what we are about. Amy gets what she wants, and I got what I want!' I suppose she gives you a great many presents, doesn't she?"
"No, indeed, she does not, because I will not take them!" replied Amy.
"Well, I am surprised!" said Dora. "I thought from what I have heard Eva say, that she more than half-clothed you. She gave you the dress you have on, didn't she? I understood her so."
"She never gave me a dress in the world!" exclaimed Amy, vehemently. "Nor anything else to wear. It is a likely story, indeed, that I should accept such presents from anybody."
"Well there, I didn't believe it!" said Dora. "I said all the time I didn't; but you see your dress being just like the one Eva wore last winter, people naturally believe the story. I don't see why Eva should tell every one, if she did give you an old dress. I always thought we were not to let our left hand know what our right hand did. Eva pretends to be such a Christian, too! I don't see how she can do so; though, for my part, I never can see that people who make great pretensions to religion air better than any one else."
If it had not been for that little imp of envy and jealousy which Amy had been nursing and potting under the pretty
name of self-respect, she would never have given credit to a story so entirely inconsistent with what she had known of her friend's character. She would have seen through Dora at once, and treated her insinuations and stories with the contempt they deserved. But the jealous spirit was whispering in her ear that it was no more than was to be expected, or than she deserved for running after a girl so much richer than herself. She therefore answered angrily:
"If Eva Morrison says she ever gave me a dress, or anything of the kind, she tells a lie, and you may tell her I say so! I should think she would be ashamed of herself to be such a hypocrite—pretending to be so fond of me and then telling such falsehoods about me. I have a great mind to say I will never speak to her again!"
"I wouldn't, if I were you," said Dora, delighted with her success. "But, Amy, don't you ever tell Eva that I told you. It would make no end of trouble in the family, if you should, because my father and Mr. Morrison are in business together. By the way, it is not true, is it, that Mr. Morrison set your mother up in business?"
"Of course not! Mother had money enough from the sale of my father's pictures to set herself up in business, and have something to spare!"
"There, I didn't believe it when she said so. Well, Amy, I don't like any of these patterns. I think I will go down to Mrs. Mercer's and see if she has anything prettier."
Dora went away very much delighted with the success of her scheme, and leaving Amy feeling more unhappy than she had ever done in all her life before. She loved Eva dearly, and was deeply grieved that her friend should have been so treacherous toward her. But her pride was also
