Download the full version of the ebook now at ebooksecure.

com

(Original PDF) Essentials of Early Childhood

Education 5th Canadian Edition

https://ebooksecure.com/product/original-pdf-
essentials-of-early-childhood-education-5th-
canadian-edition/

Explore and download more ebook at https://ebooksecure.com

 Recommended digital products (PDF, EPUB, MOBI) that
you can download immediately if you are interested.

(eBook PDF) Fundamentals of Early Childhood Education 8th

edition

https://ebooksecure.com/product/ebook-pdf-fundamentals-of-early-
childhood-education-8th-edition/

ebooksecure.com

(eBook PDF) Fundamentals of Early Childhood Education 9th

Edition

https://ebooksecure.com/product/ebook-pdf-fundamentals-of-early-
childhood-education-9th-edition/

ebooksecure.com

(eBook PDF) California Edition Beginning Essentials in

Early Childhood Education 3rd Edition

https://ebooksecure.com/product/ebook-pdf-california-edition-
beginning-essentials-in-early-childhood-education-3rd-edition/

ebooksecure.com

Mathematics for Elementary Teachers with Activities 5th

Edition (eBook PDF)

https://ebooksecure.com/product/mathematics-for-elementary-teachers-
with-activities-5th-edition-ebook-pdf/

ebooksecure.com
(eBook PDF) Foundations of Taxation Law 2020 12th Edition

https://ebooksecure.com/product/ebook-pdf-foundations-of-taxation-
law-2020-12th-edition/

ebooksecure.com

(Original PDF) Foundations of Criminal Justice 2nd Edition

by Stephen S. Owen

https://ebooksecure.com/product/original-pdf-foundations-of-criminal-
justice-2nd-edition-by-stephen-s-owen/

ebooksecure.com

Global Marketing [Print Replica] 8th Edition Svend

Hollensen - eBook PDF

https://ebooksecure.com/download/global-marketing-print-replica-ebook-
pdf/

ebooksecure.com

Schaum's Outline of Organic Chemistry, Sixth Edition

Hademenos - eBook PDF

https://ebooksecure.com/download/schaums-outline-of-organic-chemistry-
sixth-edition-ebook-pdf/

ebooksecure.com

(eBook PDF) Mechanical & Electrical Systems in Buildings

5th Edition

https://ebooksecure.com/product/ebook-pdf-mechanical-electrical-
systems-in-buildings-5th-edition/

ebooksecure.com
Ocean Science Data: Collection, Management, Networking and
Services 1st Edition- eBook PDF

https://ebooksecure.com/download/ocean-science-data-collection-
management-networking-and-services-ebook-pdf/

ebooksecure.com
 A Bird’s-Eye View of Quality … 85 Men in the Early Childhood
Defining Quality for Early Childhood Workforce … 122
Educators … 86 Aboriginal Early Childhood Educators … 124
Dynamics of Quality … 88 Characteristics of Early Childhood
Respect … 89 Educators … 124
Responsiveness … 93 Dispositions … 125
Reciprocity of Learning … 94 Attitudes … 127
Framework of Quality … 96 Collegiality and Connection … 128
Underlying Developmental Reflective Practice … 129
Understanding … 96 Self-Evaluation … 130
Number of Children … 101 Personal Philosophy of Early Childhood
Integration of Learning Experiences … 101 Education … 130
Physical Environment for Active and Early Childhood Educator Roles … 130
Co-operative Learning … 102 Providing Protection … 131
Context of Quality … 105 Building Nurturing Relationships … 131
Work Environment … 106 Designing Learning Opportunities … 133
Funding … 108 Connecting with Communities … 135
Regulation … 109 Community Monitoring … 138
Voluntary Standards … 110 What Early Childhood Educators Do … 139
Evaluating Quality … 111 What Is This Early Childhood Educator
Evaluation Tools … 112 Doing? … 139
Not Found in Quality … 112 Summary … 141
Institutionalization … 112 Review Questions … 142
Failure … 113 Study Activities … 142
Indifference … 114 Key Terms … 143
Summary … 114 Suggested Readings … 143
Review Questions … 115
Study Activities … 115 Chapter 5
Key Terms … 115 Becoming an Early Childhood
Suggested Readings … 116 Educator … 144
Objectives … 144
Section 2 Why Become an Early Childhood
Educator? … 144
The Early Childhood
Enjoyment of Children … 145
Workforce … 118 Making a Difference to Children … 146
Making a Difference to Families … 147
Chapter 4
Variety and Challenge … 148
Early Childhood
Demand for Early Childhood
Educators … 120
Educators … 149
Objectives … 120 Growing as an Early Childhood
Early Childhood Workforce and Early Childhood Educator … 150
Educators Defined … 120 Self-Knowledge … 150
A Diverse Workforce … 121

vi  Contents NEL

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 Stages of Early Childhood Educator Facing Challenges … 184
Development … 151 Knowledge … 185
Stages of Student Early Childhood Educator Support … 185
Development … 152 Networking … 186
Post-Secondary Education for Early Childhood Supervisor Support … 186
Educators … 154
Summary … 187
Common Elements of Early Childhood
Review Questions … 187
Educator Programs … 154
Study Activities … 187
Diversity in Early Childhood Educator
Preparation … 155 Key Terms … 188
College and University Early Childhood Suggested Readings … 188
Education Programs … 156
ECE Certificate and Diploma Section 3
Programs … 157 The Early Childhood
University Degree Programs … 158
Workforce Comes of
Other Professional ECE Preparation
Programs … 159 Age … 189
Program Standards for Post-Secondary
Early Childhood Programs … 160 Chapter 7
Mentoring … 162 The Roots of Early Childhood
Summary … 163 Education in Canada … 194
Review Questions … 164 Objectives … 194
Study Activities … 164 Understanding the History of Early Childhood
Key Terms … 165 Education … 195
Suggested Readings … 165 Philosophical Views of Early
Childhood … 196
Chapter 6 The Study and Science of
The Work Environment … 166 Psychology … 196
Objectives … 166 Beginnings: Early Childhood Education in
the 19th Century … 200
Career Directions … 166
Infant Schools … 201
Careers That Serve Children Directly … 167
Crèches, Day Nurseries, and
Careers That Serve Families Directly … 168
Salles d’Asile … 202
Careers That Organize Services … 169
Public Schools … 204
Careers That Provide Information … 170
Kindergarten … 206
Careers That Provide Goods and
Moving into the 20th Century … 209
Services … 172
Children’s Playgrounds … 210
The ECE Career Lattice … 172
Public Health … 210
Working Conditions … 174
First Nursery Schools … 212
Compensation … 175
Progressive Education and the Child Study
Employment Contracts … 177
Movement … 213
Health and Safety … 178
The Child Study Movement
Stress and Isolation … 178 in Canada … 215
Respect and Recognition … 183

NEL Contents  vii

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 From Day Nurseries to Early Childhood Study Activities … 255
Education and Care in the 21st Century … 218 Key Terms … 255
Wartime Day Nurseries … 218 Suggested Readings … 256
The Baby Boom … 220
Times A-Changin’ … 220 Chapter 9
Compensatory Preschool Advocacy … 257
Programs … 221 Objectives … 257
The 1980s—The Child Care Decade … 224 Making the Case for Investing in Early
The Federal Government and Childhood Programs … 258
Child Care … 225 Benefits for Children … 259
Summary … 228 Benefits for Families … 262
Review Questions … 228 Benefits for Society … 263
Study Activities … 228 Early Childhood Education in Canada … 268
Key Terms … 229 Governance … 268
Suggested Readings … 229 Funding … 268
Chapter 8 Access … 269
The Modern Profession … 231 Quality … 270
Accountability … 270
Objectives … 231
Early Childhood Education Outside of
Is Early Childhood Education a
Canada … 270
Profession? … 232
Policy Issues … 272
Criteria of a Profession … 234
Targeted versus Universal … 272
Professionalization of the Early Childhood
Educators in Canada … 238 Provincial/Territorial and Federal
Government Jurisdictions … 273
Core Knowledge … 238
Funding Parents versus
Codes of Ethics … 239
Funding Programs … 274
Standards of Practice … 242
Public Good versus Private
Credentialing … 243 Responsibility … 274
Self-Governance … 246 Public Education and Early Childhood
Equivalency … 248 Education … 274
Professional Development … 248 Taking Action … 278
Unionization … 248 Summary … 281
Professionalization Dilemmas … 250 Review Questions … 282
Early Childhood Education Study Activities … 282
Organizations … 250 Key Terms … 282
Canadian Child Care Federation Suggested Readings … 282
(CCCF) … 251
Provincial/Territorial Early Childhood References … 284
Education Organizations … 251
Index … 300
Summary … 254
Review Questions … 254

viii  Contents NEL

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 Preface
The profession and practice of early childhood education is coming of age in
Canada. Early childhood educators are gaining respect and recognition, and
remuneration is increasing. The public is looking to early childhood educators
to support young children’s early learning and development in a variety of
settings. The many decades of ambiguity about what to call ourselves—
teachers, early childhood teachers, caregivers, early childhood workers, child
care workers—are over. We are early childhood educators, and ours is a
­profession that is understood and valued by families and other professionals.
Early childhood educators are gaining unprecedented opportunities to
work with young children in quality environments. With the expanded oppor-
tunities and recognition come new expectations and responsibilities. Our
understanding of childhood, curriculum, and pedagogy is expected to encom-
pass knowledge and expertise from biological sciences, education, psychology,
sociology, and anthropology. We must stay current and engaged with ongoing
new information about early human development and early learning. A com-
mitment to lifelong learning is essential for early childhood educators.

Why Was This Book Written?

This book was written from the authors’ strong conviction that the care
and education of children in their earliest years must go beyond rhetoric, to
provide optimum experiences and environments for real children in our very
real world. Those who enter the early childhood workforce find both enor-
mous challenges and immense gratification as they nurture the healthy devel-
opment of children and families. Child development research continues to
reinforce the importance of the experiences, interactions, and environments
that support children in the first years of their lives. The adults responsible for
children’s learning and care must be prepared to provide the best opportuni-
ties for children. As the need and demand for early childhood programs for
children from birth through the elementary school years continues to expand
in unprecedented dimensions, so too does the need for educated early child-
hood professionals.
This demand is related to a second strong conviction from which this book
grows: that not just anyone can, or should, work with young children, and
moreover, that young children do not need “just anyone.” They need particular
people, with specific characteristics, knowledge, skills, and attitudes, who
have thoughtfully and deliberately prepared to enter into caring relationships
with young children and their families. They need people who have com-
mitted themselves to following career paths in early childhood education, and
who understand and accept the realities of the profession as it has evolved to
this point. They need people who have decided to touch young lives and are
willing to stay the course.

NEL Preface  ix

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 Two Main Themes
These are the two main themes of this book: (1) that early childhood educa-
tors do important, meaningful, valuable work, supporting children and families
during the most critical period of development; and (2) that only ­individuals
who are willing to accept the need for thoughtful and careful professional
preparation will be able to help children reach their full potential. This book,
then, proposes to examine the world of early childhood education and to assist
the process of professional growth for those who are considering it as their
future, a future that impacts generations to come.
Students will most likely use this text in a course that introduces them
to concepts of early childhood education, near the beginning of their profes-
sional education, whether in a two- or a four-year program. Because the text is
designed for students who will continue with other courses in an ECE college
program, the specifics of theoretical perspectives, curriculum ideas and activi-
ties, and program management are left for those later courses.
Since the intention of the text is to help students begin active construction
of themselves as early childhood educators, the style is both informative, so
that students may truly understand the current field, and introspective, so that
students may actively juxtapose their personal knowledge, goals, and experi-
ences as they consider the professional roles and possibilities of working with
young children. So, however you as a student came to study the essentials of
early childhood education, you are invited to reflect on the profession.

Coverage
The Introduction to this book outlines the social and political context for early
child development programs in Canada.
Section One, Early Childhood Programs Today, introduces you to the
field in Canada.
• Chapter 1, Early Childhood Programs, defines the parameters of the
field and explores the diversity of program structures, age groups that early
childhood educators work with, special population groups, and
program sponsors.
• Chapter 2, Early Childhood Education Curriculum, discusses different
approaches to organizing early childhood environments for young children.
• Chapter 3, Quality in Early Childhood Education Programs, describes
the central elements of quality in early childhood settings.
Section Two, The Early Childhood Workforce, introduces the roles and
responsibilities of early childhood educators.
• Chapter 4, Early Childhood Educators, explores the various roles of early
childhood educators who work with children and families in a wide spec-
trum of settings.
• Chapter 5, Becoming an Early Childhood Educator, demonstrates that
good early childhood educators are not born but grow actively, with much
personal effort and thought. This chapter considers the skills, knowledge,
and experiences that are important in developing yourself as an early child-
hood educator.

x  Preface NEL

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 • Chapter 6, The Work Environment, discusses the career opportunities now
open to early childhood educators. It also examines some of the current
challenges you will face as you enter the early childhood workforce.
Section Three, The Early Childhood Workforce Comes of Age, looks at
how far we have come and what lies ahead. As we enter the 21st century, the
combination of a seemingly unending need for early childhood educators, clear
knowledge about what contributes to quality programs, and demands for pro-
fessional standards and acceptance offers us positive directions for the future.
• Chapter 7, The Roots of Early Childhood Education in Canada, describes
the history of early childhood programs. In this chapter, you will see the
multiple traditions and various philosophies and historic/social influences
that have shaped the modern world of early childhood education. Many of
the names and events you will read on the historical timeline will appear in
this chapter to describe our historical roots.
• Chapter 8, The Modern Profession, considers the current emphasis on
professionalism, which will shape your introduction to joining the early
childhood workforce.
• Chapter 9, Advocacy, discusses the role of advocacy for early childhood
educators, both within early childhood settings and in the world at large.
The chapter summarizes the arguments for public investment in early
childhood programs. It leaves you with the challenge to become an early
childhood educator and advocate for young children and their families,
early childhood programs, and the early childhood workforce.

Changes in this Edition

The fifth Canadian edition of Essentials of Early Childhood Education is now in
full colour, with a new interior design and updated photos throughout the text.
Public education continues to reach down into the early years, expanding
the numbers and types of opportunities open to early childhood ­education
graduates. Early Years Study 3 (Akbari & McCuaig, 2014) introduced the
Early Childhood Education Report, which compares how provinces are
developing early childhood education as an extension of public ­education.
The benchmarks are organized into five categories—governance, access,
funding, quality, and monitoring. The second Early Childhood Education
Report was launched in November 2014. Throughout this text, ­findings
from the Early Childhood Education Report are used to update ­statistics.
Other recent research and policy reports make it possible to provide
a more ­complete picture of the Canadian situation. This edition also
updates Canadian and international findings related to early learning and
­development and early childhood education.
Early childhood educators are practising their profession in many dif-
ferent settings, including child care centres, family resource programs, prekin-
dergartens, and kindergartens. Some of these settings require early childhood
educators (e.g., regulated child care centres, full-day kindergarten in Ontario
and Strong Start centres in British Columbia). Chapter 1 includes a summary
of recent Canadian research that is tracking the impact of full-day kinder-
garten programs. Chapter 2 offers an expanded section on play and play-based

NEL Preface  xi

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 learning. Chapter 3 updates what we know from research about quality in
early childhood settings. Section Two considers the opportunities now to early
childhood education graduates and to the work environment evolving across
Canada. Chapter 7 has an expanded discussion about the roots of early child-
hood education curriculum and pedagogy. Chapter 8 updates the growing
professional requirements and obligations for early childhood educators in
Canada. Chapter 9 uses the policy framework found in the Early Childhood
Education Report and recent Canadian economic studies to make the case for
more public investment in early childhood education programs.

Features
Each chapter features objectives, review questions, study activities, and
suggested readings. The key terms are bolded and defined at the end of
each chapter.
To help spark discussion and thought, timelines outlining early childhood
education facts appear throughout the book.
Watch for the Research into Practice feature, which highlights examples
of evidence-based practice and practice-based evidence that guide early child
development policies and practices. The Making It Happen boxes feature early
childhood programs from across the country.
We welcome you to consider studies in early childhood education. We
hope that you and your fellow students will discuss the topics and issues in
depth and work through some of the additional readings and assignments at
the end of each chapter.
We need and want you to stay. Early childhood educators, families, and
communities can join together to nurture, stimulate, and educate young chil-
dren. At no time in the history of Canada have children and families needed
more the support, care, and expertise that early childhood education has
to offer. Together we can prepare today’s youngest Canadians for a rapidly
changing and diverse world. The future might be uncertain and world tensions
overwhelming, but we can be certain that a strong start is the best foundation
for life.

About the Nelson Education Teaching Advantage

(NETA)
The Nelson Education Teaching Advantage (NETA) program delivers research-
based instructor resources that promote student engagement and higher-order
thinking to enable the success of Canadian students and educators. Be sure
to visit Nelson Education’s Inspired Instruction website at www.nelson.com/
inspired to find out more about NETA. Don’t miss the testimonials of instruc-
tors who have used NETA supplements and seen student engagement increase!

Instructor Resources
All NETA and other instructor ancillaries can be downloaded directly from the
book’s companion site at www.nelson.com/essentialsofece5Ce.
xii  Preface NEL

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 NETA Test Bank
This resource was written by the author, Professor Jane Bertrand. It includes
multiple-choice questions written according to NETA guidelines for effective
construction and development of higher-order questions. Also included are
short answer and essay questions.

Instructor’s Manual
The Instructor’s Manual to accompany Essentials of Early Childhood Education
has been prepared by Professor Jane Bertrand. It is organized according to
the textbook chapters and contains suggested classroom activities and addi-
tional resources.

NEL Preface  xiii

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 Acknowledgements
Over the years we have heard the stories of many students, early childhood
educators, and colleagues who have made their own discoveries of the essential
truths and pleasures of working with young children. This book is dedicated to
them, with thanks for their friendship along the way.
This Canadian edition is indebted to the generous permissions I received
to reprint materials. Thanks to the Atkinson Centre, Canadian Child Care
Federation, Early Childhood Educators of British Columbia, Childcare
Resource and Research Unit, the journal IDEAS, SpeciaLink, and the Early
Childhood Education program at Red River College.
Since I completed the first Canadian edition of this book, I have had
the privilege of continuing to work with J. Fraser Mustard and the Hon.
Margaret Norrie McCain to move the early years’ agenda forward in Canada
and internationally.
In addition, I appreciate the efforts and responses of the editorial and
production staff at Nelson Education.
Jane Bertrand
George Brown College

xiv  Acknowledgements NEL

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Visit https://testbankfan.com
now to explore a rich
collection of testbank or
solution manual and enjoy
exciting offers!
 Introduction
Early childhood education is a field of study that prepares individuals to work
with young children and their families. Commitment to early childhood
education is a commitment to children. It is also a commitment to family,
evidence, and Canada.

Families
Families come in all sizes and shapes. None are perfect; but in all their varied
and wonderful configurations, they are here to stay. Families are the anchor
for the human species. Families nurture the next generation. Mothers, fathers,
grandparents, aunts, uncles, brothers, sisters, cousins, and even family friends
can make a big difference in the lives of our youngest citizens. Families and
work life should be compatible. Work–life conflict should not require people
to stand down from advancing their careers or deny them the opportunity to
be parents. As you pursue your chosen career in early childhood education,
you will have opportunities to support families.
Modern families need a modern support system of learning and caring, one
that places the healthy development of children at the centre but also recog-
nizes that children do not exist in isolation from their families. Early childhood
education can be designed to accommodate people who are earning a living
and at the same time raising a child. Early Years Study 3 (McCain, Mustard, &
McCuaig, 2011) introduced a new tool, the Early Childhood Education
Report, to monitor the growth and development of early childhood education
across Canada. In November 2014, the second edition of the Early Childhood
Education Report (Akbari & McCuaig, 2014) demonstrated that Canada is
making progress and that many provinces are well on their way towards an
early childhood education system that can be an extended family for the 21st
century. But we need to move faster. Greater public investment in early child-
hood education is needed to meet the needs of families, or young parents will
face the same dilemmas earning a living and raising children as their parents
and grandparents did.

Evidence
A new picture of childhood and human nature is emerging from the research
of the past two decades, and this new understanding can guide our thinking
about education. Babies and young children are exquisitely designed to explore
and innovate, to investigate and test hypotheses, to change and create, and to
learn. Our most valuable human accomplishments are possible because we
were once helpless children who actively engaged in the world around us.
When we organize caregiving and education to value these capacities in the
early years and beyond, learning soars.

NEL Introduction  xv

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 Think about 20-month-old Ashraf. He attends a community early child-
hood program while his parents work. He is intently dropping a beach ball into
a box placed in the middle of the playroom floor. At first, he stands directly
over the box, carefully letting go of the ball and watching it land in the box.
He reaches down and picks the ball up, stands up, and repeats the same action.
The sequence happens over and over. After the 10th cycle, Ashraf pauses and
stares at his feet. He deliberately steps backward two steps and tosses the ball
towards the box. It falls outside the box. Ashraf scrambles to pick it up. He
moves up to the box again and deliberately steps back one step and tosses the
ball. It lands in the box. Ashraf squeals with delight and turns with a big smile
directed to an educator who is sitting on the floor nearby. She claps her hands,
says “Yea,” and smiles back. Ashraf repeats the action a few more times and
then steps to the corner and a different angle. And the game continues for
20 minutes.
A simple moment is often dismissed as children’s play that does not have
much to do with learning. But what Ashraf is doing is complicated: he is pre-
dicting, adapting, attending, planning, testing hypotheses, and learning from his
actions. Ashraf is learning and learning how to learn.
Rigorous evidence holds our thoughts up to scrutiny and demands that
we search out the best information. The past two decades have been remark-
able: the science of early child development has exploded, and the findings
are abundantly clear. The early years of life have a long reach forward. The
dynamic interaction between our genetic inheritance and our early experiences
defines the architecture of our brains and influences learning, behaviour, and
health throughout our lives.
The brain of a newborn is exquisitely sensitive to early life, which is a
time of enormous opportunity and risk. In nurturing environments, babies and
young children are launched on trajectories to well-being. Adverse environ-
ments have an equally powerful negative effect.
If we want to put families at the centre of our society, if we want every
child to be the best he or she can possibly be, if we want to reverse declining
birthrates, we need to use the evidence to design early childhood education
programs that promote optimal early learning and well-being in addition to
accommodating labour force participation.

Canada
We live in a truly magnificent country; we Canadians often forget how blessed
we are. There have been intolerable injustices—none greater than the history
of colonialism and the toll it extracted from Aboriginal peoples. The past
decade has seen a worrisome increase in inequality between haves and have-
nots. Given the wealth across Canada, our children’s well-being is not what
it should be. Still, we are a democratic, pluralistic, and prosperous society. We
believe that there is room at the table for everyone and we remain committed
to public education and health care. Our public infrastructure works. Crime
and violence are relatively low.
Our future in Canada depends on how we prepare the next generation.
We cannot afford to leave a single child behind. The babies born today need

xvi  Introduction NEL

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 childhoods that prepare them for Canada 20 or 30 years from now. Schools
must prepare students now for jobs that don’t yet exist. You are entering
careers that will be transformed several times during your working years. A few
decades from now, the quality of your lives will depend on those babies born
today. They will determine whether Canada remains a good place to live and
to grow old. It is in our enlightened self-interest to ensure that today’s babies
get the experiences and support they need to take on the challenges ahead.
A strong and vibrant Canada is a Canada where every child has the chance
to thrive. Family is what matters most and the science of early child develop-
ment must inform how we design early childhood education to accommodate
what families need. Early childhood educators can move the agenda forward
and make Canada the best place it can be.

Implications for Early Childhood Educators

In Canada, early childhood education programs continue to evolve from earlier
child care arrangements, kindergarten, and family support programs.
Early childhood education includes a broad range of interconnected pro-
grams and services that support children’s optimal development and families’
childrearing skills. Educators who make up the early childhood workforce are
equipped to work with young children in all of these settings.
Early childhood education continues to expand across Canada. There is
growing awareness that early learning opportunities must be provided for
young children living in an increasingly pluralistic society. Effective early child-
hood education that supports learning focuses on children’s overall coping and
competence. Increasingly, early childhood education is viewed as a downward
extension of the public education system. Growing numbers of young children
are taking part in early childhood education and the opportunities for early
childhood educators will continue to expand.

Suggested Readings
Akbari, E., & McCuaig, K. (2014). Early childhood education report, 2014.
Toronto: Atkinson Centre, University of Toronto.
McCain, M., & Mustard, J. F. (1999). Early years study. Toronto: Ontario
Children’s Secretariat.
McCain, M., Mustard, J. F., & McCuaig, K. (2011). Early years study 3. Toronto:
Margaret and Wallace McCain Family Foundation.
McCain, M., Mustard, J. F., & Shanker, S. (2007). Early years study 2: Putting
science into action. Toronto: Council for Early Child Development.

NEL Introduction  xvii

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
 1
Section

Early Childhood
Programs Today
In this section, you are introduced to the field of early childhood education in
CHAPTER ONE
Canada. Chapter 1 defines early childhood programs in Canada, and Chapter 2
Early Childhood Programs
considers how early childhood settings are organized to provide learning and
caring to young children. Chapter 3 explores the issue of quality from the CHAPTER TWO
perspective of children, parents, early childhood educators, and society, and it Early Childhood Education
discusses specific components of quality in early childhood programs. Curriculum

CHAPTER THREE
Quality in Early Childhood
Education Programs
AshleyWiley/iStock/Thinkstock

NEL 1

Copyright 2016 Nelson Education Ltd. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Exploring the Variety of Random
Documents with Different Content
"I hardly know," said the conductor; "but don't borrow trouble about it.
I dare say we shall get through in safety, sooner or later."

Frank returned to his companions with his heart not much lightened
by the news that they might very probably be snowed up on the road
and detained for an indefinite length of time, even if nothing worse
happened to them. To do him justice, he cared very little for his own
share of the disappointment. True, he regretted missing the party,
the Christmas tree, and the presents, but he thought much more of
the discomfort of his companions, the anxiety of his parents, and
above all the possible danger to Agatha's health by the exposure, for
Agatha was rather a delicate child, and especially apt to take cold.
Added to this was the reflection that it was all owing to him—the
consequence of a fault against which he had been often warned and
which he had lately striven to overcome.

Frank's great defect was a certain pride and self-conceit, which

made him very impatient of reproof or advice, especially when they
came from those whom he considered as equals or inferiors. This
disposition often brought him into disgrace and caused him many
annoyances, both at home and at school, besides bringing failure
and disappointment to many of his undertakings. Bought wit may be
best, but it is often very expensive. Many a drawing and exercise,
many a bit of carpentry and gardening had Frank spoiled, because
he would accept of no assistance or advice from those better
acquainted with the business than himself.

For example, he once put up a set of shelves in his room at Doctor

Bower's to hold his books, his papers, and the endless varieties of
curiosities which he was always collecting. Herbert warned him that
his supports were not strong enough to bear the weight he intended
to put upon them; but Frank had a theory of his own, and
demonstrated, to his own satisfaction at least, that shelves
supported in the manner he intended, could not possibly fall.

"All this sounds very fine in theory," said Herbert, quietly, when the
lecture was concluded, "but it won't work! You may depend upon it
that, if you put up your shelves in that way, sooner or later they will
fall!"

"We shall see!" said Frank, not descending to argue the point further,
and putting on the superior and contemptuous smile he was apt to
wear when any one disagreed with him.

"We shall see!" said Claude; "but when your birds eggs and shells
are all smashed, it will be too late to alter the arrangement."

The shelves were finished and neatly painted, and their contents
arranged to their owner's great satisfaction. Frank's room was
directly over the school-room where family worship was held, and in
the middle of the prayers a crash was heard overhead. Frank's heart
told him what had happened, but he strove to stifle the misgiving,
and by the time prayers were over he had almost persuaded himself
that it could not be the shelves—a window must have fallen, or a
blind slammed with the wind. All this, however, did not hinder hint
from rushing upstairs the moment he was released.

Several of the boys followed him, but Herbert was not among the
number. He knew very well what had happened, but he had no
desire to triumph in the fulfilment of his prediction. There lay books,
shells, and minerals in one confused heap upon the floor, in
company with a bottle of ink and one of varnish, both broken, while
of Frank's beloved and really valuable collection of birds' eggs, which
he had been years in getting together, hardly one remained entire.
The boys were loud in their condolences and sympathy, but Frank
said not a word till Doctor Bower, who had followed to learn the
cause of the disaster, remarked, after examining the supports of the
shelves:

"It is a wonder they did not fall by their own weight. I thought you
were more of a carpenter, Frank. You should have consulted
Herbert. He would have told you in a moment that shelves put up in
that manner could not be safe."
This was the last drop in the cup Of mortification. Frank burst into
tears. The doctor, who knew every one of his pupils like a book, as
the boys had it, guessed at once what had been the true state of the
case. Thinking, however, that Frank had been sufficiently punished,
he said no more, but began to assist in rescuing what was still
uninjured from the inky streams which threatened destruction to all in
their way. In the course of two or three hours, the room was restored
to its usual state of neatness, but nothing could restore the crushed
eggs and shells or take out the ink-stains from books and furniture.
This lesson did Frank good for some time.

Something else was doing him good. When Frank came to Doctor
Bower's to live, he knew nothing of religion as a personal matter. He
had been to church and Sunday-school ever since he could
remember. He knew his Catechism perfectly, and had learned many
lessons in the Bible. He could give a clear account of the principal
doctrines of the Church, and had read many good books, but still
Christianity was to Frank a thing outside of him, a good thing—
something for which he had a great respect and even reverence, but
still no particular concern of his. By degrees, however, under the
influence of the good doctor's instruction, and perhaps still more
under that of the thoroughly Christian spirit which pervaded the
family, a power was growing up in his heart which promised to work
a reformation in the hitherto conceited and headstrong boy.

Frank was learning that the love of his heavenly Father, manifested
in His sending His only Son to die for us miserable sinners, who lay
in darkness and the shadow of death, was love for him. He began to
have some sense of his own sinfulness and inability to make himself
better, and to feel his need of that atonement of which he had always
heard. He began to long for holiness—to hunger and thirst after
righteousness—to strive against his besetting sins. He was looking
forward to Easter with trembling joy, as the time when he should be
confirmed and admitted to the Holy Communion; and though often
stumbling and sometimes falling in his course, he was on the whole,
advancing in the Christian life.
Herbert had observed with great satisfaction Frank's success in his
struggle with the anger aroused by Ned's reproaches. He had
always been fond of Frank, though they were so very unlike, and
maintained a good deal of influence over him—an influence which
was all the stronger because he never paraded or presumed upon it,
or injured its power by offering unnecessary advice and interference.
He was willing that Frank should take his own way, even when that
way did not seem to him the very best, and rarely gave an opinion
unasked. This forbearance on Herbert's part made Frank all the
more willing to listen to him when he did speak.

It was this feeling—this desire to avoid unnecessary interference,

which had caused Herbert to leave the arrangement of the journey to
Frank. He saw that Frank was ambitious of managing the whole
affair himself, and as he supposed him to understand all about it,
Herbert was content to be "only a passenger." Neither Herbert nor
Agatha had uttered one word of annoyance or reproach, and Frank
felt this forbearance more keenly than a thousand angry words.

"What does the conductor say?" asked Herbert, as Frank returned to

his seat.

"He thinks we shall not get further than the next station," was the
reply. "The snow grows deeper every minute, and drifts very badly."

"It is almost dark, and we have gone very slowly for the last hour,"
observed Herbert, trying to look out of the window. "I wish we had
set out yesterday. But, after all, we acted for the best. We wanted to
see father off, and no one could foresee this storm."

"I wish you had never come with me at all!" exclaimed Frank, in a
half-choked voice. "I guess you will think twice before you do it
again!"

"Herbert always thinks twice before he does anything," replied

Agatha. "But really, Frank, I wish you would not feel so bad about it!
It was a mistake, and everybody makes mistakes sometimes, even
Herbert. Don't you remember how he emptied the ink bottle instead
of the cologne over Miss Barker the day she fell down-stairs?"

"And an excellent remedy it proved," said Herbert, laughing at the

remembrance of an exploit of which he had never heard the last. "It
brought her to her senses and the use of her tongue in a moment.
But indeed, Frank, you are too much cast down about this matter. It
is unfortunate, of course, but I do not see that any greater harm is
likely to come of it than losing the Christmas party, and some anxiety
to your father and mother. By the way, I wonder what has become of
our trunks?"

"They were checked to Riverton, I know, and I presume they were

put on the right train," said Frank. "Father will wonder more than ever
when he sees them come without us."

"I don't believe the trunks will stop at Riverton," said Ned, who
seemed bent upon taking the most desponding view of everything. "I
don't believe we shall ever see them again!"

"What a croaker you are, Ned!" returned Herbert. "What is the use of
making the worst of everything? Matters are bad enough without
making them worse by grumbling. I wonder if you are the boy who
was always wishing for adventures?"

"I think it is much pleasanter to read about adventures than to be in

them," observed Agatha, in her simple, grave way.

The scholar, who was still sitting opposite to the children, smiled at
the remark. "I think you are quite right," said he. "Adventures, in
general, are pleasanter in the reading than in the experience."

"I don't call this an adventure!" said Ned, sulkily.

"What is your idea of an adventure?" asked the scholar.

"An adventure is—why, when something very unexpected and

strange happens to people," replied Ned, rather at a loss for a
definition.

"Then I am sure this answers the description exactly," said Herbert,

"for nothing could have been more unexpected than finding
ourselves snowed up on the New York railroad on Christmas eve."

"I was once caught in a terrible storm on the Mediterranean," said

the scholar. "Three of us were travelling together and had hired a
boat for a cruise among the Greek Islands. We were enjoying
ourselves very much, despite the discomforts of our boat, when one
of those sudden storms called white squalls came up. For many
hours we were in the greatest peril. The Greek sailors gave
themselves up for lost, and, after their usual fashion in danger, they
left the vessel to take care of itself, while they wept and swore by
turns, and prayed to all the saints I ever heard of and a great many
more."

"Most fortunately—I should rather say providentially—my two

companions were excellent sailors, and the boat was a good one; so
after some hours of terrible uncertainty we succeeded in obtaining
shelter."

"There, now, that was an adventure worth having!" exclaimed Ned,

with enthusiasm. "I should have liked that!"

"Suppose you had been sea-sick?" said the scholar, gravely.

Ned looked blank. "I did not think of that," said he, rather slowly. "But
were you sea-sick?"

"As much so as I could possibly be, and remain alive, I should think,"
replied the scholar. "I assure you, there was nothing at all romantic in
the sensation."

"But were the others sick?"

"No; but they were wet to the skin for hours together, and one of
them caught a fever in consequence which detained us for three
weeks in a dirty little Greek town, where we were eaten up with fleas
and could obtain none of the comforts of life for ourselves or our sick
friend. I think you would have found that rather worse than being
snowed up on the railroad."

Ned admitted that it could not have been pleasant, and, a little
ashamed of his ill-humor, he made a brave attempt to overcome it,
and began to ask the scholar all sorts of questions about his travels.

Meantime the progress of the train became more and more difficult.
It was now dark, and when the brakeman came in to light the lamps
and make up the fires, he did not give a very encouraging account of
the situation. They were still some distance from the next station,
which was a mile from the nearest village. They were running
through a wild country where no help could be had. There were still
two deep cuttings to be passed, and the storm was increasing every
moment.

The gentleman began to look a little grave, and the party drew closer
together around the stove. The elderly lady opened her basket and
produced some biscuits and cakes and part of a cold chicken. The
young lady also brought out some sandwiches, and these
refreshments were distributed among the passengers, to the great
satisfaction of little Ned, whose appetite was always vigorous. The
party grew very social over their refreshments, and the old lady took
special notice of Agatha, telling her that she had two granddaughters
just about her age, whom she expected to meet that evening, if they
were so fortunate as to reach the Cedar Hill station. Frank could
neither eat nor join in the conversation. His heart was heavy with
anxiety and self-reproach, and he felt as if he should not be able to
care for anything till he could see Agatha once more in a place of
safety.

The first cutting was passed without much trouble, although the
snow came in at the windows and doors, and it seemed for a
moment as if they should be buried. But the next was a more serious
matter. Three several times the engine attempted it, and came to a
stand. The great machine, which seemed capable of driving all
before it, was baffled by the innumerable little soft snow-flakes, any
one of which singly would have melted and disappeared in an instant
before its hot breath.

The fire went out in the stove and was not renewed, for the wood
was getting low, and the flue was so stopped with snow that there
seemed danger of their being smothered with smoke. The party in
the car were very silent. The old lady and the young one drew close
together. Ned could not help crying, but put down his head and tried
to hide his tears. Frank and Herbert put each an arm round Agatha,
as if to protect her, whatever might happen, and the scholar wrapped
the fur robe closer round her feet and limbs. The action seemed
somehow to bring back to Agatha's mind a dim recollection of very
different scenes—of early morning, with strange foreign trees and
plants, and some one putting her on a pony—and she wondered
more and more.

The engine now seemed to gather up its forces for a last attempt and
to attack its foe with a fierce snort of defiance. There was desperate
struggle—how long it lasted none of the children could tell, but it
seemed a long time.

Inch by inch the locomotive fought its way, now relaxing for a
moment, now gathering itself up for a still greater effort. At last, after
what seemed a desperate attempt, its struggles suddenly ceased,
and after a moment's stillness they went on, slowly indeed, but
comparatively smoothly. The deep cutting was passed in safety. At
the end of half an hour the train stopped, and the conductor entered,
with his rough coat, his board and hair so covered with snow that he
looked like a Polar bear.

"Here we are at last!" said he, addressing the passengers, "and

here, it seems, we must stay to-night. The worst part of the road is
before us, and it would be perfect madness for us to try to go any
further. All we can do is to make ourselves as comfortable as
possible till morning."
 CHAPTER II.
A RESCUE.

"AS comfortable as possible" did not seem likely to be very

comfortable. The station was a small one, in an out of the way place.
There was a dwelling-house attached to it, but it had only just been
completed and was quite unfurnished. The waiting-room of the
station contained a large stove, and there was plenty of wood—that
was one comfort—but they had neither beds nor provisions.

"What are we to do now?" asked Herbert.

"Don't be discouraged!" said the old lady. "My people are expecting
me, and I presume some of them will be down before long. We will
see what can be done."

At that moment a great jingling of bells was heard, and Ned rushed
in to say that some one had come with a big lumber sleigh. He was
closely followed by an elderly gentleman well wrapped up and well
covered with snow, who, after shaking himself well, and looking
round, took possession of the old lady, saluting her with the title of
"Mother."

"So you did get here!" said he, giving her a hearty kiss. "We have
been in a thousand worries about you, end John drove down once
before to-day. I came myself this time, for the road is drifted as badly
as ever I saw it. How have you got through?"

"Pretty well, pretty well, considering!" replied the old lady. "But just
step this way, father, I want to speak to you."

A whispered consultation went on for two or three minutes, during

which time the rest of the party, clustered round the stove, were
trying to get warm. Presently the old gentleman spoke:

"Now, ladies and gentlemen, as soon as you are warmed a little, we

will all pile into the lumber sleigh and go over to Cedar Hill to supper.
Now, I will take no excuses!" he added, as the gentlemen looked at
each other. "It is two miles to the nearest village, and the roads are
nearly impassable; but the track to Cedar Hill is not so bad, and
besides it, is only half as long. We have got a big house, plenty of
beds, and no end of mince pies and chickens; and if we can't make
you comfortable, at least we will do our best—and that will be better
than camping out in this place all night."

"It will, indeed!" said the clergyman. "You are very kind indeed, sir,
and I advise my young friends here to accept your invitation at once.
But I fear if we all go, we shall put you to great inconvenience."

"Not a bit, not a bit!" returned the old gentlemen. "Mrs. Hardy is not
easily put out—are you, mother?"

"No, indeed!" replied the old lady. "It is what I have been calculating
upon ever since the conductor said we could not get through, but I
thought I would not say anything, till I saw whether our folks came to
meet me or not."
"Now, that is mother, all over!" said Squire Hardy. "Always thinks of
everything. But come, I shall take no denial! The longer we wait the
worse the road will be. Come, conductor, nobody will run away with
your train to-night, I will engage!"

The conductor, however, declared that he must remain on his post.

There might be important telegrams to attend to, and he expected
the express train was in the same scrape, not far off. He had been a
soldier, he said, and was used to roughing it in worse places than
this. But he strongly advised the rest of the party to accept Hardy's
invitation, saying he would send them word at the first prospect of
their being able to continue their journey.

So all was settled, and our young friends, well wrapped in buffalo
skins, were packed in among the elders, wherever there was a
chink, as Herbert said. They had but a rough ride, for the road was
up and down hill at the best, and was now heavily drifted. Two or
three times, they seemed on the point of turning over, and for the last
part of the way, the gentlemen got out and walked.

"Are you cold, Agatha?" asked Herbert.

"Not very, only my feet," said Agatha.

"O dear!" said Frank, with a sigh that almost a groan. "If I only get
you into a place of safety once more, I don't care what happens to
me!"

"We shall soon be in a place of safety, and of comfort, too," said Mrs.
Hardy, kindly. "See, there is our house!"

In a few minutes more, the lane turned into a gate, and they drew up
at the door of a large Louse. The door was thrown open, letting out a
flood of ruddy light, and in a few minutes, the whole party had
shaken off the loose snow and were ushered into a spacious parlor,
attended by their host and hostess, several boys and girls, and two
or three dogs, all, as it seemed, anxious to welcome the unexpected
guests.
It was not long before all were warmed, and washed, and brushed,
and seated at a long supper-table, loaded with all sorts of good
things.

The two little girls of the family, May and Annie, had taken
possession of Agatha as their rightful property, and she had already
learned, while brushing her hair and arranging her dress in their
room, that Annie was an orphan, and always lived with her
grandparents, but May had only come on a visit; that May was nine
and Annie ten, and that they loved each other dearly. She had seen
the cushion May had worked for grandmamma, and the scarf Annie
had knitted for grandpapa, and had faithfully promised not to tell—
the presents being a great secret, not to be revealed till the next
morning, when they were to be placed on the breakfast table. Agatha
was fond of children and always got on nicely with them.

The boys were rather shyer, as is apt to be the case with boys; but
Harry Hardy had presently discovered that the boys went to Doctor
Bower's school, and informed them that he was to go there next
term; after which they got on pretty well.

Frank did not feel much like talking. His heart was full of deep
thankfulness that things had turned out so much better than he had
any right to expect, and he made some resolutions and offered some
prayers that night for which his whole life was likely to be the better.

When supper was over, the whole party assembled in the parlor,
where there was a famous blazing fire in the grate.

"What a beautiful fire!" remarked Agatha. "I do love coal that blazes
so."

"Yes, in that we have the advantage of being near the mines," said
Mr. Hardy. "Coal is plenty and cheap, and I do love to see the fire.
But now, what shall we do to make the evening pass pleasantly, and
repay these young folks for the loss of their Christmas games at
home?"
"Oh, grandfather!" exclaimed May, "don't you remember you
promised to tell us the story of the longest Christmas eve you ever
spent? I am sure Agatha would like to hear, wouldn't you?" she
added, turning to Agatha.

"Yes," replied Agatha. "I love stories."

"And so do I," said Ned, "especially when there are wild beasts in
them."

"Then this will suit you exactly, for there are plenty of wild beasts in
it," said Harry Hardy, who had heard the story before, but was quite
ready to hear it again. "Please do tell it, grandfather!"

The other guests joined their entreaties to those of the children.

"Well, I consent," said Squire Hardy; "but only on condition that

grandmamma shall tell hers, and the rest shall follow."

This was agreed to by all. The party drew their chairs round the fire.
Ned, who was never troubled with bashfulness, squeezed his stool in
close to the fire, and all prepared to listen to the tale of:

THE LONG CHRISTMAS EVE.

"I was born in Massachusetts. My father was a cabinet-maker, an

excellent workman, as I have heard, and, having a great turn for
mechanics, he was always poring over some new invention or other
—some labor-saving machine or new device for warming. They say
necessity is the mother of invention. I am disposed to think that
invention is often the mother of necessity. At least it was so in my
father's case, for, though a perfectly steady, sober man and a good
workman, we were always poor. And when my father died, my dear
mother was left with six children and very little else."
"I was the eldest, and when I was about fifteen, she determined to
send me out to my grandfather, who had removed to Michigan some
years before, and now lived upon a fine farm in one of the earliest
settled counties of that State. I was delighted with the idea, partly
because I liked the notion of seeing life in a new country, partly
because I was very desirous of doing something to help my mother. I
thought that by working a few years with my grandfather, I should
learn how to manage a farm, so that in time, I could take a piece of
land of my own, and make a home for my mother and the other
children."

"I shall say nothing of the journey, though a journey in those days
was a very different matter from what it is now. A stage-coach was
then the most expeditious mode of travelling, and people thought ten
miles an hour was wonderful speed. But the roads were very bad in
the spring and fall, and often the heavy coach swept along at a
snail's pace, happy if it could get through without being overturned or
stuck fast in the mud. But a stage-coach was far beyond my means.
My mother heard of a family who were removing to the West, and
who agreed to take me as far as Detroit, and board me on the way,
in consideration of my help in driving, etc."

"We travelled with two great covered wagons and carried our own
provisions for the most part—sometimes camping out when the
weather was fine, sometimes staying at one of the taverns, which
then abounded upon the east and west roads. The people were
reasonably kind to me, but travelling in this way was tedious,
toilsome work, and right glad was I when I reached Detroit and found
my grandfather waiting for me."

"Detroit was something of a city as long ago as that, but it certainly

was not a very splendid one, and I thought in all my travels, I had
never seen anything equal to the mud in the streets. At that time,
and for a long time afterwards, the ladies used to go to parties in
carts—regular carts, and very strongly built at that."

"We reached my grandfather's house in safety, and I found him very

comfortably situated in a new farm-house, with plenty of room and
abundance of comforts about him. Like all his neighbors, he had
taken up new land, but, having a good cash capital to begin with, he
was able to go on with his improvements more rapidly than most of
them, and was now by far the richest and most important man in the
county."

"He owned a grist-mill and saw-mill on the river, and as everybody in

the neighborhood brought their corn to him to be ground, he had
plenty both of custom and company. My grandmother was a very
charitable woman, and when the poor people came with a bag of
corn to be made into meal, she would often give them a few apples,
a loaf of wheat bread, or a crust of gingerbread to take home to their
children."

"People were beginning to make improvements pretty fast, and our

mill being in a convenient and healthy situation, a little village was
fast springing up around us."

"So there was a great demand for lumber, and the mill was kept very
busy. I was always fond of machinery, and my grandfather seeing,
after a while, how my taste turned, took me in to help him 'tend saw-
mill. Though very strict in requiring obedience and attention to
business, he was as kind a man as ever lived, and I was as happy
with him as I have ever been in my life. I loved to help him haul the
big logs and get them on the carriage, and then see the gang of
sharp saws eat through them from end to end. I liked to talk to the
teamsters who came to the mill for lumber or hauled the logs out of
the woods. And above all I liked to ride or drive round to the shingle
camps, to see what the men were about there, and sometimes to
carry them a great pie or a basket of hard gingerbread which my
grandmother had baked for them. There were many Indians about
the country at that time, and we used often to have our barns full of
them for days together."

"Were you not afraid of them?" asked Agatha.

"O no; they were very friendly and well-behaved, unless when they
got drunk, though we had to keep a sharp lookout to prevent their
stealing. I learned a great deal from them about shooting and
trapping, and by degrees I got to be a capital shot and a good deal of
a woodsman."

"There was one thing which I missed very much, and that was the
church. I was not particularly serious at that time, but I had been
used to go to church and Sunday-school every Sunday since I could
remember. My grandfather always read the service in his own family
every Sunday, and frequently two or three of the neighbors would
drop in at these times. We had a schoolhouse, of course, and now
and then some minister would give us a Sunday, but there was no
regular church, and, as I said, I missed it very much."

"The next fall, after I came to the mills, my grandfather went to

Detroit, a few weeks before Christmas, and when he came back,
besides quantities of groceries and dry goods, he brought home a
very unexpected guest—neither more nor less than a very pretty
young lady. Her name was Caroline Merton. She was a niece of my
grandmother's, and, being a little out of health, her parents had sent
her out into the country for change of air and scene."

"At first I thought it would be a great nuisance to have a young lady

in the family, but when I became acquainted with Carry I changed my
mind. Though a little bit of a body, and very nice and dainty in her
dress, she was as nimble as a squirrel and as fearless as any boy. I
soon found out that she could ride and drive, make snowballs, slide,
and skate, and that she was no more afraid of a gun than I was.
Besides, she was a capital cook, and could learn any sort of work
directly, so she was a great help to my grandmother."

"My grandfather had given me a fine young horse of his own raising.
Of course I felt very grand at owning a horse, and my grandfather,
having a nice light cutter, I took great delight in driving Carry about
the country whenever I could be spared from the mill."

"Well, the day before Christmas came a welcome guest—a

clergyman, who had been an old friend of my grandfather's, and who
had been sent by the Bishop on a sort of tour of inspection through
the country to visit the new settlements, especially those where there
were no churches. He had written to give notice of his coming, but
the mails were not very reliable, and, as it happened, the letter
arrived about two hours after the writer. Mr. Burgess proposed to
spend Christmas and the Sunday after at the mills, and it was
decided to hold a Christmas service in the schoolhouse, and to send
word to as many people as possible meantime. There were a good
many church people settled in a neighborhood about ten miles away,
and it, was decided that I should ride over and carry them notice of
the services, calling at as many of the outlying houses as I could
take in my route."

"The weather was pleasant, though cold, and the sleighing as fine as
possible, and my grandmother suggested that Carry should go along
with me. Nothing could have pleased either of us better, for Carry
was always ready for a sleigh-ride, and I felt quite grand and manly
at being intrusted with the care of her. I always felt ten inches taller
when I had her on my arm or by my side, and I used to wish
sometimes that we could be thrown into danger, that I might have the
pleasure of protecting her. Well, we took an early dinner, and set off
about one o'clock, provided with abundance of blankets and buffalo
skins, and having in the bottom of the cutter a large basket filled with
tea, sugar, rice, and other good things, which we were to leave at the
house of a poor sick woman on the way."

"It was not long before we arrived at the house of the sick woman,
and as Carry said she was not cold, and would rather not get out, I
left her to hold the horse while I took the basket into the house.
There was no one in the house but the man and his wife, who was a
poor, feeble, sickly creature, but very good and industrious. I had
often carried them provisions before, and knew them very well.
Indeed, the man worked for my grandfather, but he had not been
down for three or four days, and we supposed his wife must be
worse."

"'She has been very bad for two or three days,' said John, in answer
to my question, 'and I think she is out of her head. She has got the
notion that the Cedar swamp is full of wolves, and nothing can drive
it out of her. I am afraid to leave her for fear she should go into fits.'"

"'Poor thing!' said I. 'What a pity she should have taken such a
fancy!' I spoke in a low tone, but the sick woman heard me."

"'It is no fancy!' said she, raising herself upon her elbow and looking
earnestly at me. 'I tell you I have heard them for two nights, coming
nearer and nearer—nearer and nearer—through the swamp. I know
what they want, well enough—they smell a death in the house.'"

"'Well, well, Huldah, don't you worry about it,' said John, tenderly.
'We have got plenty of firewood, and powder and ball, and I won't
leave you a moment till you feel better. You see how it is,' he added,
in a low voice, following me to the door. 'I can't possibly leave her, till
there is a change somehow. I wish, if it isn't too much, you would ask
the old lady to ride up and see her. I am afraid she isn't long for this
world.'"

"'I am sure grandmother will come,' said I. 'She talked of doing so to-
day, but we have company. But you don't really think Huldah hears
the wolves, do you?'"

"'O no! It is just possible she might, though. The snow is very deep
up north, and the wolves may have driven down the deer. But we
have had no wolves to signify in this neighborhood since the hard
winter five years ago.'"

"'But I should think you would have heard them if she did,' I
remarked.

"'Well, I don't know. Sick people's ears are apt to be sharp, and I am
rather hard of hearing. I expect, however, that what she takes for the
noise of wolves is the sighing of the wind through the trees.'"

"I repeated my promise of bringing my grandmother up as soon as

possible, and went back to the cutter. I did not myself believe the
sick woman had heard the wolves, and I did not mention the matter
to Carry at all. She had a kind of superstitious horror of wolves; they
seemed to be almost the only thing she was afraid of, and I feared
the mere thought of them would spoil her ride. So we chatted on
about all sorts of things as we rode from one house to another, and
by the time we reached the Jones' settlement, as it was called, I had
forgotten all about the matter myself."

"We stopped at the house of Captain Jones, and, as Carry was

rather cold and tired, I left her with Mrs. Jones while I went round to
call upon the neighbors and invite them to come down to the mills
next day. By the time I had finished my rounds, it was growing dark.
Meantime, good Mrs. Jones had got a famous supper ready for us,
and nothing would do but we must stay and eat it. I knew that the
moon was full and the night would be almost as light as day, and we
both felt that it would be much pleasanter riding home after supper
than before. So the horse was put into the barn to take his
refreshment, and we sat down, prepared to do full justice to the good
things before us. Two or three neighbors stepped in, and, to make a
long story short, it was almost eight o'clock before we started for
home."

"'Which road shall you take?' asked Mr. Jones, as we went out to get
up the horse."

"'Oh, the swamp road, of course!'"

"'Well, I don't know,' said Mr. Jones, slowly. 'I think, if I were you, I
would go round by the Buck tavern.'"

"'But why?' I asked, in surprise. 'It is three miles further, and the road
is badly drifted, while that through the swamp is as smooth as a
floor.'"

"'It is a kind of lonesome road through the swamp, though,' observed

my companion. 'There isn't a house after you leave John's till you
reach the mills.'"

"'Oh, I don't mind that,' I replied. 'I have good company, you know.'"
"'Yes, I know. She is a first-rate girl, that's a fact. But talking about
the roads, I heard say that there were wolves heard up Concord way
last night, and they are not exactly the customers one likes to meet
in a lonely place, especially with a young lady in company.'"

"I started a little as these words brought poor Huldah and her fears
to my mind, but a moment's thought reassured ma."

"'But Concord is ten miles off' I replied. 'I dare say you might find a
few wolves within ten miles almost any time of year. I hate to go
round by the Buck, it will make us so late home.'"

"'More haste, worse speed,' said Mr. Jones. 'I always think it best to
be on the safe side, especially when there are women folks along. I
thought I would not speak before your cousin; as it might make her
scary about riding at all, but if you will take my advice you will go
home by the Buck.'"

"I thanked Mr. Jones for his advice, though I had very little idea of
following it, and drove round by the door to take in Carry. Mrs. Jones
followed us to the door with a great block of hard wood which she
had heated through before the fire, to keep Carry's feet warm during
the ride."

"The two roads divided about half a mile from the village; and, being
very much interested in some story Carry was telling me, I turned
into the swamp road without thinking what I was doing. I debated for
a minute or two whether I should not turn back, but I thought if I did I
should have to tell Carry the reason, and thus perhaps spoil her ride.
Besides, I thought it would look as if I were afraid, and, like most
other boys of my age, I would rather run any risk than let a girl think I
was a coward. Then, I had very little idea that there were any
number of wolves in the neighborhood, though, as I said, a few might
be found in the swamps at all times of the year."

"Finally, I had at that time a very serious fault, and one of which my
grandfather had not yet succeeded in breaking me, probably
because I had not myself learned to look upon it as a fault. I had a