1030 
The RURAL NEW-YORKER 
From Day to Day 
Fence or Ambulance 
’Twas a dangerous cliff, as they free con¬ 
fessed. 
Though to walk near its crest was so 
pleasant; 
Unt over its terrible edge there had 
slipped 
A duke and full many a. peasant: 
So the people said something would have 
to be done. 
But their projects did not at all tally, 
Some said: “Put a fence ’round the edge 
of the cliff.” 
Some, “An ambulance down in the val¬ 
ley.” 
But the cry for the ambulance carried the 
day, 
For it spread through the neighobriug 
city; 
A fence may be useful or not, it is true. 
But each heart becomes brimful of pity 
For those who slipped over that danger¬ 
ous cliff. 
And the dwellers in highway and alley 
Gave pounds or gave pence, not to put 
up a fence, 
But an ambulance down in the valley. 
“For the cliff is all right if you’re care¬ 
ful,” they said, 
“And if folks even slip and are drop¬ 
ping, 
It isn’t the slipping that hurts them so 
much, 
As the shock down below when they're 
stopping.” 
So day after day as these mishaps oc¬ 
curred, 
Quick forth would these rescuers sally. 
To pick up the victims who fell off the 
cliff 
With the ambulauce down in the val¬ 
ley. 
Then an old sage remarked: “It's a mar¬ 
vel to me 
That people give far more attention 
Te repairing results than to stopping the 
cause, 
When they’d much better aim at pre¬ 
vention.” 
“Let us stop at its source all this mis¬ 
chief,” cried he, 
“Come, neighbors and friends, let us . 
rally; 
If the cliff we will fence we might almost 
dispense 
With the ambulance down iu the val¬ 
ley.” 
“Oh. he’s a fanatic,” the others rejoined. 
“Dispense with the ambulance? Never! 
IIe‘d dispense with all charities, too, if he 
could. 
No. no! We’ll support them forever ! 
Aren’t we picking folk up just as fast as 
they fall? 
And shall this man dictate to ns? Shall 
he? 
Why should people of sense stop to put 
up a fence 
While their ambulance works in the 
valley?” 
But a sensible few, who are practical, 
too, 
Will not bear with such nonsense much 
longer. 
They believe that prevention is better 
than cure; 
And their party will soon be the 
stronger. 
Encourage them, then, with your purse, 
voice and pen, 
And (while other philanthropists dally) 
They will scorn all pretense and put a 
stout fence 
On the cliff that hangs over the val¬ 
ley. 
Better guide well the young than reclaim 
them when old. 
For the voice of true wisdom is calling; 
To rescue the fallen is good, but ’tis best 
To prevent other people from falling; 
Better close up the source of temptation 
and crime 
Than deliver from dungeon or galley; 
Better put a strong fence ’round the top 
of the cliff, . 
Than an ambulance down in the valley. 
—CREDIT LOST. 
❖ 
the following summary of appropriations: 
“For the protection of the health of the 
hogs of the State, .$25,000; for the pro¬ 
tection of the health of the bees.of the 
State. $S.OOO; for the protection of the 
health |pf the children of the State, 
$7,000. It seems not. that Kansas loves 
her babies less but that her bees and hogs 
are more iu need of protection. 
We do not know whether this is true as 
to Kansas, which is a progressive State, 
but a similar complaint has been made at 
different times both of separate States 
and of the National Government. It 
often looks as though human babies were 
less, in the eyes of the law, than farm 
animals, though we now have the United 
States Children’s Bureau and a host of 
State organizations doing valiant and 
needed work. 
We are often asked for information re¬ 
garding cookery for diabetics. An 
cellent new book on this subject 
abetic Cookery,” by Rebecca W. 
heimer. It includes many menus 
One 
is 
two eggs and four tablespoons of sugar. 
Brown in a slow oven. 
Cherry Gelatin.—One cup cherry juice, 
one cup boiling water, one-half cup of 
sugar and one envelope minute gelatin. 
Mix gelatin with sugar and dissolve in 
the boiling water; add cherry juice, pour 
into a mold and set in a cool place until 
firm. If you wish to add cherries to the 
jelly put the mixture in the mold a little 
at a time, let “set,” add a layer of cher¬ 
ries and another layer of jelly and repeat. 
Serve with cream. 
Candied Cherries.—Use Montmorency 
cherries, carefully stout 1 the amount de¬ 
sired, soak in vinegar 24 hours to make 
firm, then drain. Take equal weight ot 
granulated sugar and cherries, thoroughly 
mix; then spread out on platters and 
keep in a cool place seven days, Stirling 
them well each day. At the end of seven 
days put in jars and seal. 
To Can Cherries.—Wash, stem and pit 
the cherries; blanch in boiling 
minutes (do not let water boil 
ting in the cherries), dip 
and pack in sterilized jars, 
of one cup of sugar to 1 % cups 
and pour it boiling 
June as, 1019 
with the statement that 
iu this way will not rise 
the jar : Prepare berries 
ounces of sugar and two 
of water to each quart of 
slowly for 15 minutes in 
kettle. Allow the berries 
to cool, or remain over night, iu the cov¬ 
ered kettle. Pack the cold berries and 
syrup into hot jars, partly seal, and 
sterilize in boiler for 16 minutes. It is 
always wise to wrap jars of strawberries 
in paper, when storing away, as the light 
fades them. 
of Agriculture 
berries canned 
to the top of 
and add eight 
tablespoon sful 
berries. Boil 
an acid-proof 
How I 
Carried 
in 
on 
My 
Kindergarten 
Home 
Work 
Part I. 
ex- 
Di- 
Oppen- 
aud re- partly seal the jar 
water 1-6 
after put- 
in cold water 
Make a syrup 
of water 
hot over the cherries, 
and sterilize 15 min- 
of our readers asks for a week’s 
menus for farm hands. Men who do 
laborious farm work must be well fed, 
and the general custom of boarding hired 
men with the farm family makes many 
of them quite critical of their food. We 
should like some suggestions along this 
line. Present excessive prices 'or all food 
materials affect farm housekeepers, like 
everyone else, and make it very necessary 
that the home-grown supply be extended 
as far as possible. The inquirer in this 
case has a family of young children, who 
are not given the very hearty food needed 
by working men, but the men are boarded 
with the family. 
An item in the New 
the following statement 
Kansas has written 
mentary upon 
the record of 
York Sun makes 
cipes, and 
strict diet. 
will be helpful to those on a 
utes in a wash boiler, 
boiler and seal. 
Cherry and Strawberry 
Remove from the 
“Mandarin 
ing consist of a 
cotton crape, the coat with 
and hemstitched down the 
suits” for women travel- 
coat and skirt of Japanese 
square neck, 
front. The 
Use 
suit is meant for night 
ing car, and costs $3.7o. 
jamas of the same 
price. 1 
wear iu a sleep- 
Women’s pa- 
material are the same 
a startling corn- 
babies. bees and pigs. In 
her last Legislature stands 
Cherries Are Ripe 
Steamed Cherry Pudding.—One-half 
cup butter, one cup sugar, three eggs. 3y 2 
cups flour, four teaspoons baking powder, 
one-half cup milk, 1% CU 1 )S cherries. 
Cream butter, add sugar and eggs, well 
beaten. Mix and sift flour and baking 
powder and add alternately with the milk 
to the first mixture, stir in the cherries, 
pour into a greased mold, cover and steam 
three hours. Serve with thin cream, 
sweetened and flavored with nutmeg. 
Baked Cherry Pudding.—Put a gener¬ 
ous amount of cooked and sweetened 
cherries in the bottom of a baking dish; 
cover with a “crust” made by your fav¬ 
orite baking powder biscuit recipe, to 
which one egg has been added, and bake 
in a moderate oven about three-fourths 
of an hour. Serve with cream, hardsauce 
or any simple pudding sauce. 
Cherry Tapioca.—Put in a double 
boiler one cup of cherry-juice, one cup of 
cherries, one-half cup of sugar and one- 
lialf cup of water; stir iu four table- 
spooufuls of tapioca and let cook stir¬ 
ring occasionally, for one-half hour. 
Serve iu sherbet glasses with whipped 
cream. Garnish with whole cherries. 
Cherry Meringue.—Soak 1 % cups, of 
stale bread crumbs in two cups of milk ; 
add one tablespoon butter, one-half tea¬ 
spoon salt, one-lialf cup sugiir and the 
yolks of two eggs. Bake in a moderate 
oven until firm. Remove from the oven 
and put a layer of stewed and sweetened 
cherries over the pudding. Cover with a 
meringue of the stiffly' beaten whites of 
Preserves.— 
an equal quantity of red cherries 
and strawberries. Wash and stem the 
strawberries; stem and stone the red 
cherries. To each pound of fruit use a 
pound of granulated sugar and arrange 
iu alternate layers in a preserving kettle. 
Let the fruit stand over night; in the 
morning drain off the juice and boil to 
a thick syrup, then add the fruit. Cook 
slowly until clear and transparent. Fill 
glasses and seal while hot. 
Pineapple and Cherry Marmalade.— 
Peel and grate pineapple; seed the cher¬ 
ries and put through a food chopper. 
Take equal quantities of the fruit and to 
each pint of fruit pulp add.one pound of 
sugar. Simmer slowly until tender, put 
through a coarse sieve, then return to the 
kettle and boil until quite thick. 
Salted Cherries.—Fill sterilized pint 
jars with cherries on the stem, packed 
in tight. Put two tablespoons of salt in 
each jar and pour enough mild eider 
vinegar to fill. Seal and they will be 
ready to use iu about two weeks. 
Kimbered Cherries.—Pour one pint of 
white vinegar over five pounds of red 
cherries and let stand 48 hours. Strain 
through colander and add five pounds of 
sugar and stir .every day for nine days. 
Store iu glass jars or crocks. 
MRS. F. AVM. STILLMAN. 
Canning Strawberries 
I find many helps in the woman’s de¬ 
partment of The R. N.-Y., and turn to 
you for help in canning strawberries. 
Mine keep all right, but are not at all 
satisfactory, both in color and flavor. 
The berries always rise to the top of the 
jar, looking pale and are quite tasteless. 
I have canned them in various ways, fol¬ 
lowing rules from different papers. The 
best success was putting the berries in 
and covering with a syrup; still they 
to have them. 
MRS. II. s. II. 
jar _ 
are not as I would like 
The following recipe for canning straw¬ 
berries is given by the U. b. Department 
When my oldest child was ready for 
kindergarten we lived in a small village 
where no kindergarten existed. I had 
been trained to teach science in the high 
school, so it was very little that I knew 
about kindergarten methods, but I was 
determined that something must be done. 
I sent for 20 cents’ worth of artist’s clay 
and made a beginning at once. Do not 
imagine that you must be an artist to 
teach children clay modeling. I am very 
far from it—I took a course in that sub¬ 
ject in the normal school simply because 
it was necessary. My efforts in clay were 
never placed on exhibition. To be per¬ 
fectly frank, I always thought that the 
drawing teacher passed me in her work 
because she thought it would be a 
pity to prevent me from graduating 
simply because I was not a success in her 
line. Do not be deterred from using clay 
in your play with your children, even if 
you have never touched a piece of artist’s 
clay in your life. All children have such 
lively imaginations that you are perfectly 
safe. They will invest the object with 
all the necessary attributes. Very soon 
they will probably surpass you in model¬ 
ing—mine certainly have done so. M.v 
10 -year-old girl and eight-year-ohl boy. 
both of whom will be in the fifth grade 
next Fall, are very clever with the clay. 
They have had no assistance in the school 
in clay modeling—all that work has been 
done at home. 
I remember well au experience I had 
on a Western-bound train. A former 
high school teacher was going through to 
the coast with two small children. She 
had provided herself with kindergarten 
material to amuse her little folks, but 
most of it she did not know how to use. 
“Plasticine,” said I to her. “you have 
the very best kind of material for model¬ 
ing. I have some plasticine at home for 
my children. I used artist’s clay at first, 
but I find this much more convenient. 
It’s always ready to use. You haven’t 
opened it up yet, have you?” 
“Trouble is I can’t make anything out 
of it.” replied she. 
“I’ll show you how,” I responded. 
“Fix that large box lid steady on the 
seat and we will soon have au Indian 
village here. Come on! Make a dozen 
cones, two inches in height, from the 
plasticine. Set them on their bases along 
this lake. (The seat by the edges of the 
box was the lake). Now take a little 
piece out of one side of each cone for the 
entrance to the tent. Break up these 
toothpicks and stick them in the tops of 
the cones for the projecting ridge poles. 
“Now we must have some trees. Take 
a toothpick. Make it stand upright by 
using a little pad of plasticine for its 
base. Now mould a tiny slender cone 
and run the upper part of the upright 
toothpick through its center, keeping the 
apex at the top. This Indian camp is at 
the edge of a forest, so we must make 
plenty of trees. It was in a forest like 
this that little Hiawatha watched his 
chickeus and brothers.” 
“Oh! Let’s make Hiawatha talking to 
his chickens and brothers,” almost shouted 
the children. 
“Certainly,” I answered, and by the 
time that was done and some canoes made, 
too, it was time for supper. All afternoon 
our train had been speeding along over 
the hot sand, but we had forgotten every¬ 
thing about it in our play. 
To return to my early attempts in 
kindergarten work, some days we mod¬ 
eled barns and outlined on their windows 
and doors. A toothpick fence kept our 
plasticine pigs, and cows, and chickens, 
and turkeys from wandering. After a 
little practice you can so adjust the 
toothpick legs that you animals will 
stand up wonderfully well. My children 
always liked to have a turkey gobbler 
strutting across the barnyard. His drag¬ 
ging wings help to hold him in an upright 
position. I must say those turkeys were 
quite a sight. 
I suggest some morning in the early 
Spring, when the birds are building their 
nests, that you model a sphere, cut it in 
halves, hollow out each hemisphere, and 
place therein some little eggs. Quite a 
variety of birds’ nests can be made, but 
it is easiest, to begin them all in the same 
way. Even verv voung children like to 
model birds’ eggs. The older children 
can make the birds. Have the mother 
bird on the netft and the father bird tipped 
forward digging a worm out of the plasti¬ 
cine ground. Try, as often as you can, 
to have your group tell a story, even 
though a very short one. The children 
like to talk it over while they model the 
different objects. The first time that I 
work out a new group with the children 
1 do most of the work. The next time 
we return to that group they do most of 
the work, and the third time I suggest 
that they have the group ready to show 
