The San Francisco Call. Newspaper, March 27, 1904, Page 10

How paint eggs of | | tions: how to get up a set of ideal heads won the shells of egg: to blow eggs and to color them so there will be a fine | issortment of eggs Eas- [ ter Sunday. A chocolate ewo and the seeret of its preparation. 10w x. one egg for every which the Easter sun s sald the Easter egg girl ahead toward Easter. &s that need long prep- reat deal of work shall gs. I shall make a hole i a hole in the other end 11t will be a hollowy shell, and beautifully trans- shall take and ‘size, done that I shall paint have : a shell without sizing it is m an artistic stand- nk in as though n new wood or de crockery, and the ng but good. You re you have got it. 1l take your eggshell then you stand a good ng something nice. ecessary to blow out the esthetic reasons. ren decided to lay eggs lestones she unfortu- e started in fully com- d an article able when fresh, ng when it is old. is too porous for had had time to rself for her life- she would have ed an article As it is , and if the shell is to be preserved you ard before if placed keep uniil en a boiled egg has no e of life. The shell of article that the ils and goes very quickly as a raw egs. then, they will “Thers are artistic and industrious girls who take an egg and paint it beautifully, deu-(h(,n; it in the most arming manner. They will paint tiny 3 blue Cu from one t Again decorate the egg with a chair ers, with small nymphs holding chain as dainti 5 P When they completed th eggs, which are painted in ( boiled state, m < them in oats, A large ston use_for the purpos placed in a store room, and the eggs can be brought proval of the e are to be eaten cold hard boiled eg broken and sliced upon sa breaking of such on qu s a hard heart a an iron ne ‘I am going to paint a set of n: tional eggs.’ an enthusis set includes one egz which ohser dearest little sc all low houses Christmas trees. the castle on the flowing past the high on a gray ‘‘An egz kan egg, where only color is a patch of ho and\an odd looking steam “Painting an egg is very interesting nothing to painting a t each land. For the French girl there must be an ideal head full of chic and suggestion. Thé German gir! is a blonde haired beauty, trancuil, a Gretchen with fair braids falling down her back. Her eyes are blue, her hair yellow and her clieeks exactly like the blush side of a peach. Painting the Italian beauty is also interesting work, for here is the deep and dusky brunette with great brown eves and hair that is straight and eo black that it looks as though it were blue. Painting the American Girl. * “Pain mily as looking there is Rhine nd scrubby For Germar Rhine, with th castle, which for ev Tk But it sical beauty for is 1ting the typical American girl €0 easy, for there are so many s of her. Her features are irregu- but she holds her chin high. Her are not perfect, but they are kind her mouth is her best feature for s a cupid’s bow; and her cheeks are lovely. “To ar it the American girl, even upon ter egg, you need your ut- most xill and your kindest thoughts, for there is something magnetic about her, a something which requires all your skill in expression lest you lose i pa zgs that are works of art should all blown. And, if one wishes to preserve them, they can be filled with plaster, or with melted wax, or some other hard substance, so they will not y of parents are dis- it for granted that tural for children to do should. Therefore, if y do right, they are not commended. matter of course. If ng, some one is ever ready ze unkindly, if not most harsh- Tco often the criticism is also quite £1 is is all wrong. Too much L t and time are spent in trying to rrect the ¥ harsh means. Too iren have no knowledge of t and what is wrong. All to know upon this subject r learned by instruction, or from ple of others with whom they contact. Since this is so, we t be so ready to accuse chil- ing wrong purposely, or of giving pain. sider the case of a boy who has n a valuable vase, perhaps care- and therefore liable to punish- The parent calls the child to an- Ralph, did you break this vase?” answers promptly, “Yes, papa, I did.” Many a man has faced death at the cannon’s mouth with less moral courage than this boy. Is it any won- der that, in this particular case, the loving parent commends by saying,“My dear boy, you are brave. You are noble. The value of the vase is as noth- ing compared to the prize I put upon your truthfulness. Many a boy would have told an untruth, knowing that no one saw who broke it. Now I know I can trust you to tell the truth at any time and under all circumstances.” Will any one doubt that the boy's bosom swelled with pride? He never forgot the lesson. Seven years have passed, yet, to this day, he has never given the perent reason to believe that he is any- thing but perfectly honest and truthful. In the last case mentioned, suppose that, after the boy had acknowledged breaking the vase, the parent had pun- ished him severely. How unjust would have been such treatment! There was evidently no intention to break it. There probably was not even more carelessness than could justly be ex- pected of a lively boy five years old. Would not such treatment tend to make any child untruthful in every case, where he thought he would be likely to eshupe? Surely, no one will doubt that the influence of the first- mentioned method, upon the develop- ing character, would be infinitely better than if the second plan had been used. The great trouble is that the almost universal tendency is to pass, without notice, the many times the child tells the truth and does right, and to deal most harshly with him the time he yields to the natural temptation. The child may treat a younger brother or sister with kindness twenty times and receive no word of commendation. He is sure to receive a scolding, if not worde, if the twenty-first time he for- get himself and acts naturally, by rea- son of the imposition of the younger child. Is not this all wrong? Let all be watchful and praise what is right, rather than continually find fault with what is wrong. 'This is of vast importance in training to proper conduct. However, parents should guard against indiscriminate commen- dation. When used without good rea- son, the ‘tendency is to make the child vain and to do more harm than good. Praise what is really pralseworthy. Do not praise that which requires no effort of the will or moral rectitude. Even Talk to Parents on Child Training By W. J. Shearer — with the cross, surly, ill-natured child this: method witf certainly give the most excellent results. It is hardly necessary to say that a child should not be told that he is ill-natured or that he is bad. Such senseless treatment will surely fuin. Watch long, if meces- sary, for some nhulnc. act and then commend most heartily. Many make much usé of rewards of all kinds, One trouble with giving re- wards i that many fail to distinguish between hiring and buying children. For example: Upon leaving home for & number of ddys, the writer expressed the hope that his boys would do as & CHOCLAIE B TADE BY . break quite as shells were empty There ar o the hen and her instine n orocure a dc s to be hand pa g0 of china with the brusk “On Ba no frauds, china e are mixed in \ the dyed egss e it. “In families but th meant to be e th the pk with a s in where eggs are servel for break! sester Sunday morning it is the stom to eggs both hot and o hard boiled and soft boiled. The old Dutch custom of giving eggs; and as many of them as possible, is still preserved in many families who boast deseent from (hg Holland Dutch, “To decor: st hard boiled eggs in fash take the egg jaste and boil them nearly \ hou boiled v their con- not pasty. The hard out in a thick They should be tents are mealy, boiled egg that is taken wet, pasty mai not fit to eat It is indigestible aid it is not palatable The glory of a hard boil unless it be boi t is hopele mealiness and, til it is mealy A Study in E “When the eggs have boiled they ma€t be plur wat This makes th easily at the critical mon when they have cooled, th2 arti girl who is going to paint them la them in a row before her on the tab “Faking her paint brushes crosses an egg in green and sca and blue, making a Scotch plaid. next egg she decorates in spots dots, some hollow and sc in shape of great big round spots. the third egg she paints a star with great starlike shape, spr all over the egg. And upon the next she quickly sketches a bird singing upon the branch of a tree. Then there is the daisy egg, all the little daisies, and the egg which is painted yellow and scarlet and white, like a sunset. “It is quick work this putting to- gether of the colors, and the eggs are painted before ore realizes that the work has begun. They are then placed tenderly in a dish so that their best points will shew and Easter Sunday morning they are brought out for the breakfast table. “If preserved they can be kept for the supper table, for the Easter egg is popular all Easter day. “The dyed egg Is not at all difficult be and the Upon fish wling easily as though the china shops ) to achieve. The egg is plunged inte hot water in which there is just a lit tle dye.- It is beiled and taken out. This can be done just before break- fast so that the eggs will be hot. Harmless dyes can be procured and the are net spoiled for the eating. 2ggs can be colored with the tering _of one’s name on the shell. This is'done by taking a strip of cloth of e sort that will crock off when subjected to hot water. Letters are cut in the cloth and a strip of it is sewed around the egg. “The result is white lettering upon a colored background. And there are many other ways to stamp a nam upon an egg. “The immense candy egg is not impossible thing these days and you can easily make one for yourself, an egg of chocolate with a very fine cream illing. “To make a chncolflt- egg for take the white of an egg and an quantity of cold water. Beat we ther. Now add a little an Take two pound t s sugar and ir mixture. Keep on stirring whole is like brocaded vel enough to stand alone. w comes the critical test the dough and mold it the fin which-can be well sugared to prever it from sticking. Mold and mold until you have a great mass, egg shaped and as big as a loaf of bread. The egg 1 be almost the size of your head, t it should be egg shaped, not round. “Now melt some sweet chocolate on the stove and, when it is very soft, the big egg in it until you have a ocoiate ezg. This when cold will be 1 chocolate egg worth looking at. “Very thin slices of this chocolate egg can be served with cake. It is ex- cellent with lcecream and coffee. Or, again, it is good as an evening refresh- ment. It is good form to serve it with crackers and checolate, in which case it makes a very nice dish indeed. “The Easter egg can be a papier mache affair and a very pretty one at that. It can be a wooden egg, whit- tled out by the family genius and pret- tily colored. All sorts and conditions of eggs are permissible at Easter and the table is glorious only as it has a variety of Easter eggs for the delight of the eye. “I am going to begin painting my Easter eggs now,” sald the Easter girl. “And the first one shall be upon a din- ner card. The card is cut in egg shape and upon one side 1 shall paint a s able inscription and upon the reverse I shall letter the menu. This is for Easter Sunday dinner.” And, gathering together her painting materials, the Easter egg girl sat down to her self-appointed task of painting the egg. AUGUSTA PRESCOTT. they should. Had he wished to hire them to do so, he would have promised them some certain prize for good be- havior. This might or might not have produced the desired result. When he returned he inquired concerning their actions. The report being most satis- factory, he called the boys and asked them to go up street with him. There he purchased a fine penknife for each one. In the evening he told them why he had done so. Until that time they had no idea of the‘reason. Thus the boys fearned that their determination te act as they should was not over- looked, even though no promise had been made. In such a case it is very important that improper conduct should certainly result in disappoint- ‘ment. ‘What has been said about hiring chil- drén to do as they should must not be taken to indicate that this should never be done. Indeed, many times it may be well to agree ypon price for a certain amount of work. This will act as a stimulant and all through life they will find that only as the result of work done can they expect to pay. It may even be deemed a proper thing for par- ents to sometimes buy ‘children to do as 2 o P INDIVIDUALITY they wished. Though certalnly wrong in principle, yet it is bétter both for the parent and the child than a system of management by harsh threats and bru- tal punishments. Some yet assert that there is no prac- tical differencé in simply rewarding a child for what he has done and paying him a promised amount. However, is there not considerable difference? In the first case the doing of the right thing is associated with pleasant re- sults which were not anticipated. Thus doing right is made more attractive In the other case the child will feel that he has performed services for a fixed reward. If he does not wish the reward he is apt to feel he need not do as directed. If he does as he is told he is apt to feel that the reward belongs to him, and there is therefore no sense of obligation to do right because it is right. Every parent who has more than one child should not fail to understand that no.two children are alike. In physical, mental and moral characteristics they differ widely. The same treatment will not answer for any two. The principles of management may be the same, but the application of the principles must - be modified by the individual peculiari- ties of the child. Since children do differ so widely why should parents strive to treat all alike? Such treatment will crush the individu- ality out of any child. This individual- ity parents should strive to make a guide to the child's education and training. Too oftén it is considered as something which the parent should strive to overcome entirely. The great effort which is made in school and at home seems to be to make children more uniform. Yet, who will give any good reason why a person should labor to produce uniformity of taste of character, of ability or of aspi- rations? Is not individuality ef far more importance than uniformity? Is it not the divinity of the child? Should it not be sought for and discovered, that it may be carefully studied, and, when along right lines, lovingly guard- ed? Does not biography teach us chat only those have become distinguished who have developed a love for work along particular lines? Is-t not time that parents, limited in power and by conditions, cease striving to overcoma the many differences predetermined by the Almighty?