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 •
I
•
Preface XX I

••
Acknowledgements XXVI I

PART I GENERAL ORIENTATION l

1 The Location and Limits of Quantitative Ana lysis 2
2 The Logic of Social Statistics 22
3 Calculations and Computers 32

PART II UNIVARIATE ANALYSIS 51

4 Introducing Univariate Analysis 52
5 Measures of Central Tendency 73
6 Measures of Dispersion 91
7 Charts and Graphs 111
8 The Normal Curve 129

PART Ill BIVARIATE ANALYSIS 149

9 Understand ing Relationships 150
10 Bivaria te Tab les 157
11 Scatterplot Analysis 176
12 Proportional Reduction in Error Statistics 197
13 Statistics for Categorical Re lationsh ips 205
14 Statistics for Continuous Connections 239

PART IV MULTIVARIATE ANALYSIS 275

15 Taking Additiona l Variables into Account 276
16 The Elaboration Model 288
17 Multiple Regress ion 309

PART V SAMPLING AND INFERENCE 333

18 Samples and Populations 334
19 Point Estimates, Confidence Intervals, and Confidence Levels 353
20 Hypothesis Test ing 375
21 Various Significance Tests 398
viii Brief Contents

Epilogue A Few Final Words 429

Appendix A Chi-Square Table 431

Appendix B The Student's t-Table 435

Appendix C Areas under the Normal Curve 439

Answer Key 446

Glossary 464

References 468

Index 469
 •
Preface XXI
..
Acknowledgements XXVII

PART I GENERAL ORIENTATION l

1 The Location and Limits of Quantitative Analysis 2
Overview 2
1. Stories and Statistics 2
A Little Lesson 2

Applying the Lesson 3

Goal 3

Experience versus Understanding: Two Levels of Experience 4

On the Social Construction of Reality 6

Theory and Ideology 8

Induction, Deduction, and Research Methods 9

Narratives and Numbers 10

Quantitative Model 12

2. Types of Variables and Causality 16

Goals 17

Types of Variables: Independent, Dependent, Control 17

Identifying Causal Connections 19

Chapter Summary 21

2 The Logic of Social Statistics 22

Overview 22
Identifying the Kind of Problem 22
Question 1: Does your problem centre on a descriptive or an
inferential issue? 24

Question 2: How many variables are being analyzed

simultaneously? 24

Question 3: What is the level of measurement of each variable? 25

Statistical Possibility Space 29

Chapter Summary 31
x Contents

3 Calculations and Computers 32

Overview 32
Navigating the Maze 33
Knowing and Doing 33

Downside of Computers 34

Where You Probably Stand 34

How We Will Proceed 34

SPSS Essentials 36

Starting the SPSS Program 37

Opening a Data File 37
Navigation in SPSS 37
The Data Editor 37

The SPSS Statistics Viewer 43

Setting Options in SPSS 46

A Note on Entering Primary Data 46

Saving Files 49

Exiling the SPSS Program 49

Description of the Student Health and Well-Being Survey Data Set 49

Chapter Summary 50

PART II UNIVARIATE ANALYS IS 51

4 Introducing Univariate Analysis 52
Overview 52
Statistical Selection Checklist 53

The Need for Univariate Statistics 53

Grouping Levels of Measurement 55
Frequency Distributions 55
Same Additional Items 57
Creating Meaningful Categories for Continuous Variables 60
Completing Frequency Distribution Tables 61
Setting Values lo Missing 64
Generating Frequency Distributions 65
Recoding Variables 65
1. Run a Frequency Distribution of Your Original Variable 66
 •
Contents XI

2. Use the Recode Procedure to Create a New Variable from the Original One 66

Final Steps 68

Set l: Hand-Calculation Practice Questions 68

Set 2: SPSS Practice Questions 70
Chapter Summary 71

5 Measures of Central Tendency 73

Overview 73
Statistical Selection Checklist 73

Two Features of a Single Variable 74

Measures of Central Tendency 75
Averages 75

Calculating the Mode 76

Calculating the Median 78
Calculating the Mean 80
Set l: Hand-Calculation Practice Questions 83
Set 2: SPSS Practice Questions 85
Use and Selection 86
Appropriateness of Using Central Tendency Measures 86

Selection of Central Tendency Measures 87

Interpreting Measures of Central Tendency 88

Mode 88

Median 88

Mean 88

Chapter Summary 89

6 Measures of Dispersion 91
Overview 91
Statistical Selection Checklist 91

Variables and Dispersion 92

Measures of Dispersion 93
Range 93

Index of Qualitative Variation 93

Variance 97

Standard Deviation l 00
xii Contents

Calculating the Range 100

Calculating the Index of Qualitative Variation 101
Calculating the Variance 102
Calculating the Standard Deviation 103
Procedure 103
Set 1: Hand-Calculation Practice Questions 104
Set 2: SPSS Practice Questions 108
Range 109
Index of Qualitative Variation 109
Variance and Standard Deviation 109
Chapter Summary 11 O

7 Charts and Graphs 111

Overview 111
Statistical Selection Checklist 111

Form 112
Modality 113

Skewness 114

Kurtosis 115

Charts and Graphs 117

Pie Charts and Bar Charts 117

Histograms and Polygons 118

Charts and Histograms 121

Polygons 123
SPSS Practice Questions 125
Seeing Form 125

Being Careful 126

Chapter Summary 128

8 The Normal Curve 129

Overview 129
Statistical Selection Checklist 129

Features of Normal Curves 130

Standard Scores 133
 •••
Contents XIII

Calculating z-Scores 137

Generating z-Scores 141
Procedure 141

Assessing Normality Using Calculations 143

Procedure 143

Interpretation 143

Set 1: Hand-Calculation Practice Questions 145

Set 2: SPSS Practice Questions 146
Chapter Summary 147

PART Ill BIVARIATE ANALYSIS 149

9 Understanding Relationships 150
Overview 150
Statistical Selection Checklist 150

Variables and Relationships 151

Identifying Relationships 153

Characterizing Relationships 154

Practice Questions 155

Chapter Summary 156

10 Bivariate Tables 157

Overview 157
Statistical Selection Checklist 157

Features of Categorical Variables 158

Setting Up Bivariate Tables 159

Analyzing Bivariate Tables 160

Setting Up and Standardizing a Table 166

Determining Form 168

Determining Strength 169

Generating a Bivariate Table 170

Procedure 170

Set 1: Hand-Calculation Practice Questions 172

Set 2: SPSS Practice Questions 173
Chapter Summary 175
xiv Contents

11 Scatterplot Analysis 176

Overview 176
Statistical Selection Checklist 176

Scatterplot Structure 177

Scatterplot Content 179
Bivariate Tables and Scatterplots 180
Interpreting Scatterplots 181
Interpreting Form in a Scatterplot 181

Interpreting Extent in a Scatterplot 183

Interpreting Precision in a Scatterplot 184

Creating a Scatterplot 185

Analyzing a Scatterplot 187
Generating a Scatterplot 189
Procedure 189

Set 1: Hand-Calculation Practice Questions 191

Set 2: SPSS Practice Questions 193
Interpreting Scatterplot Form 194
Interpreting Scatterplot Extent 195
Interpreting Scatterplot Precision 195
Chapter Summary 195

12 Proportional Reduction in Error Statistics 197

Overview 197
Association and Prediction 198
PRE Family Characteristics 198
Marginal Prediction Rule 199

Relational Prediction Rule 200

Ways of Counting Errors 201

Standard Calculation Formula for PRE 202

Chapter Summary 203

13 Statistics for Categorical Relationships 205

Overview 205
Statistical Selection Checklist 205

Lambda 206
Marginal Prediction Rule for Lambda 207
 Contents xv

Relational Prediction Rule for Lambda 207

Method of Counting Errors for Lambda 208

Lambda Calculation Formula 208

Gamma 208
Pairs of Cases for Gamma 209

Comparing Pairs Ordering for Gamma 210

Marginal Prediction Rule and E1 for Gamma 211

Relational Prediction Rule and E2 for Gamma 211

Gamma Calculation Formula 213

A First Complication: Tied Pairs 213

A Second Complication: Practical Calculations 214

Gamma Calculation 216

Calculating Lambda 217

Calculating Gamma 218
Gamma: Computing Strength and Adding Form 218

Gamma: Computing Strength and Form with the Alternative Calculation Method 219

Generating Lambda 223

Procedure 223

Generating Gamma 224

Procedure 225

Set 1: Hand-Calculation Practice Questions 226

Set 2: SPSS Practice Questions 230
Interpreting Lambda Form 231
Interpreting Lambda Strength 231
Lambda Anomaly 232
Interpreting Gamma Form 233
Interpreting Gamma Strength 235
Gamma Weakness 235

Qualitative Interpretations of Strength in PRE Measures 237

Chapter Summary 237

14 Statistics for Continuous Connections 239

Overview 239
Statistical Selection Checklist 239

Regression Lines 240

Preliminaries 240
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xvi Contents

Determining the Line 243

Calculating the Slope 246

Drawing the Regression Line 248

Form, Extent, and Precision 249

PRE Interpretations 251
Marginal Prediction Rule and £ 7 251

Relational Prediction Rule and E2 253

PRE Concept 254

PRE Calculation 255

Calculating Pearson's Coefficient of Determination (r2 ) 256

Pearson's r Correlation Coefficient 261
Procedure 261

Bivariate Linear Regression 262

Procedure 262

Set 1: Hand-Calculation Practice Questions 264

Set 2: SPSS Practice Questions 267
Interpreting the Form of Connections between Quantitative Variables 269
Interpreting the Extent of Connections between Quantitative Variables 270
Interpreting the Precision of Connections between Quantitative Variables 270
Interpreting the Strength of Connections between Quantitative Variables 272
Chapter Summary 273

PART IV MULTIVARIATE ANALYSIS 275

15 Taking Additional Variables into Account 276
Overview 276
Statistical Selection Checklist 276

Key Ideas in Multivariate Analysis 277

The Importance of Context 277

The Goal of Science 277

Statistical Accounting of Context 278

The Logic of Trivariate Analysis 279

Effects on the Original Relationship 280

Models as Ideal Types 283

Models and Causal Criteria 284

 ••
Contents XVII

Two Closing Considerations 285

Relationship Order 285

Selecting Contextual Variables 286

Chapter Summary 287

16 The Elaboration Model 288

Overview 288
Statistical Selection Checklist 288

Kinds of Tables 289

Table Analysis Review 289

Original and Partial Tables 290

The Logic of Elaboration 293
1. Analyze the Original and Partial Tables Separately 293

2. Compare the Partial Tables to Each Other 293

3. Compare the Partial Tables to the Original Table 295

4. Draw a Conclusion about the Pattern in the Relationships 295

Applying Elaboration Models 297

Generating a Bivariate Table 301
Procedure 301

Generating Trivariate Partial Tables 302

Procedure 302

Set l: Hand-Calculation Practice Questions 303

Set 2: SPSS Practice Questions 306
Chapter Summary 308

17 Multiple Regression 309

Overview 309
Statistical Selection Checklist 309

Key Considerations 31 O
Connection to the Elaboration Model 310

What Multiple Regression Can Do 310

Review of Simple Linear Regression and Correlation 312

Four Multiple Regression Tools 313

Partial Correlation 313

Partial Regression Coefficients 314

xviii Contents

Multiple Regression 317

Multiple Correlation 318

Identifying Effects of Third Variables 319

Locating the Information for Calculating Multiple Regression 320

Locating the Intercept 321

Locating the Partial Slopes 321

Additional Variables 323

Locating the Coefficient of Multiple Determination 324

How Do We Make Predictions Using the Equation? 324

Multiple Regression 326

Procedure 326

Set 1: Hand-Calculation Practice Questions 327

Set 2: SPSS Practice Questions 329
Interpreting Partial Correlation 330
Interpreting Partial Regression 331
Interpreting Multiple Regression 331
Interpreting Multiple Determination 331
Chapter Summary 332

PART V SAMPLING AND INFERENCE 333

18 Samples and Populations 334
Overview 334
Statistical Selection Checklist 334

Linking Samples to Populations 335

Not All Samples Are Created Equal 336
Standards for Probability Samples 336
A Review of the Normal Curve 338
Frequency Distribution 339

From Sample Distribution to Sampling Distributions 341

Characteristics of Sampling Distributions 342

A Short Summary 344

Sampling Distributions as Normal Curves 345

Standard Error for Means 346

Standard Error for Proportions 347
 •
Contents XIX

Selecting Random Samples Using SPSS 347

Procedure 348

Set 1: Hand-Calculation Practice Questions 349

Set 2: SPSS Practice Questions 350
Chapter Summary 352

19 Point Estimates, Confidence Intervals, and Confidence Levels 353

Overview 353
Statistical Selection Checklist 353

Point Estimates 354

Interval Estimates 355
Logic of Confidence Intervals 356

Research Application of Confidence Intervals and Levels 360

Concluding Points 362

Confidence Intervals for Population Proportions 362

Confidence Intervals for Population Means 364
Confidence Intervals for Population Means 366
Procedure 366

Confidence Intervals for Population Proportions 368

Set 1: Hand-Calculation Practice Questions 370
Set 2: SPSS Practice Questions 371
Chapter Summary 373

20 Hypothesis Testing 375

Overview 375
Statistical Selection Checklist 375

Hypothesis Testing versus Interval Estimation 376

Kinds of Hypotheses 376

Basic Logic of Hypothesis Testing 377

Steps in Hypothesis Testing 379

Chi-Square 381

Calculating Chi-Square 383

1. State the Null and Research Hypotheses 384

2. Examine the Descriptive Evidence 385

3. Conducting the Chi-Square Test 385

xx Contents

4. Make a Decision about the Null Hypothesis 388

5. Draw a Conclusion 389

Running a Chi-Square Test 389

Procedure 389

Set l: Conceptual Understanding and Hand-Calculation Practice Questions 391

Set 2: SPSS Practice Questions 394
Interpretations of Hypothesis Testing 395
A Word of Caution 396

Chapter Summary 397

21 Various Significance Tests 398

Overview 398
Statistical Selection Checklist 398

Null and Research Hypotheses Revisited 399

Null Hypotheses and Sampling Distributions 400

Hypothesis Testing 409

One-Sample t-Test for Means 41 O

One-Sample z-Test for Proportions 411

Two-Sample t-Test for Means 413

Two-Sample z-Test for Proportions 415

One-Sample Tests of Population Means 417

Procedure 418

Two-Sample Tests of Population Proportions 419

Procedure 419

Set l: Hand-Calculation Practice Questions 421

Set 2: SPSS Practice Questions 425
Chapter Summary 428

Epilogue A Few Final Words 429

Appendix A Ch i-Squa re Table 431

Appendix B The St udent's t-Tab le 435

Appendix C A reas under the Normal Cu rve 439

Answer Key 446

Glossary 464

References 468

Index 469
Welcome! We have successfully taught social statistics to thousands of students just like you.
Our approach is organized around the idea of a maze, which is a good place to begin.

Statistical Maze
As you probably know, a maze is a type of walking puzzle, filled with pathways of many types.
Some of the paths are dead ends, while others advance you toward the exit. But you can never
see where you are or where you are going because your view is blocked by the tall sides of every
path. This restriction is what makes mazes so complex and confusing.
For too many students, studying social statistics is like walking around in a maze. Much
of the time students are confused and disoriented. They lack direction because they don't know
their location or where they're going. In this situation it is little wonder that the experience of
encountering social statistics is frustrating.
Mazes do not have to be confusing or frustrating. All you need is a little help navigating
them. If you have ever walked a maze, you've probably seen people jumping up to get a glimpse
over the top of the wall. This information helps orient them to where they are and how to pro-
ceed. Alternatively, some maze operators offer participants a map upon entry so that they don't
have to walk around aimlessly or offer to accompany participants, regularly telling them where
they are and where they are going next.
The reason that maze participants can either help themselves or benefit from the help of a
map or guide is that mazes have an identifiable structure: they are organized around a pattern.
When you know the pattern, navigating the maze is straightforward. Through this book and
its associated website, we will provide you with both a map of the statistical maze and direc-
tions on how to proceed. With us as your guide, you will have little problem knowing where
you are or navigating your way through the apparent complexity. At every turn, you can rest
assured that there will be a very clear ''You Are Here" sign.

What's the Point?

Among humans, an activity must have a point or a purpose to be meaningful. When you
enter an ordinary maze, your purpose is to find the most efficient route to the exit (prefer-
ably with as little help as possible). 1 Entering the statistical maze has a different purpose.
It is not enough to navigate your way through. Along the way, you are required to pick up
statistical tools and put them in a tool kit. Different regions of the statistical maze contain
different tools; when you exit the maze, your tool kit is full. The point of navigating your
way through the statistical maze is to collect a full set of statistical tools and know how to
use them.

1
Clearly, if you entered the m aze with a chainsaw and cut your way through the walls of the paths, you would be out
in record time. But how meaningful would that be?
xxii Preface

What's the Reward?

Rewards come in two forms, intrinsic and extrinsic. Intrinsic rewards are those that are self-sat-
isfying. Things that are simply enjoyable in themselves, such as observing a colourful sunset
or enjoying a warm bath, are intrinsically rewarding. By contrast, other things are rewarding
because of what they lead to. These rewards are extrinsic. A driveway cleared of snow so you
can leave for your destination is extrinsic, as is the loss of five pounds after you have kept to
your diet for a month. Whether any particular pursuit is intrinsically or extrinsically reward-
ing is a matter of how a person defines the experience. Some people find washing dishes intrin-
sically rewarding (i.e. they enjoy the process); for others the reward is the finished product.
The same holds true of your journey through the statistical maze and your collection
of useful tools. In terms of intrinsic rewards, a remarkable number of students experi-
ence a surge in self-confidence and associated self-esteem when they exit the maze. And no
wonder. Genuine self-esteem comes from mastering something worthwhile and difficult,
which is what your successful journey through the statistical maze entails. Extrinsically,
the rewards of gathering a full statistical tool kit are at least threefold. First, when you read
reports of research in newspapers, in textbooks, on the Web, or elsewhere, you no longer
have to simply believe the results. You will be able to competently examine the evidence and
make an independent decision. Second, students who understand social statistics, rather
than merely memorize selective components, achieve significantly better course grades.
Knowing the pattern of the statistical maze is the key to such understanding. Finally,
statistical competence is a widely marketable skill set for gaining employment. Public, non-
government, and private sector organizations regularly advertise for persons with a full
statistical tool kit.
Some students find the journey intrinsically rewarding, others extrinsically so, and some
even both. Whatever your case, we welcome you to the maze.

How We Will Proceed

This book takes you through the various regions of the statistical maze and lets you gather the
statistical tools found in various locations. After working your way through the maze, you will
emerge with a full set of statistical tools and the competence for applying them. Before taking
the first step, you should understand how we, as your guides, plan to proceed.
Every chapter begins by providing you with coordinates that clearly identify where you are
in the statistical maze. As you will see, the coordinates come from different combinations of
answers to three questions that characterize the pattern of the maze. Knowing where you are
in the statistical maze identifies what region you are in. You will always know where you are.
You will also find that different regions contain different statistical tools for you to acquire.
The tools are there for the taking, but you need to understand what you are looking at. There-
fore, in every chapter, new ideas for you to observe or understand are set in bold and thor-
oughly explained when they are introduced.
So, at every location in the maze you will know where you are and what statistical concepts
and tools you are observing. Now comes the more challenging part. It is not enough that you
recognize the statistical tools; you need to be able to understand and use them correctly. To
that end, most chapters follow a five-step model. These five steps have guided thousands of
 •••
Preface XXIII

students through a successful negotiation of the statistical maze. If you follow them carefully,
you too will emerge with a tool kit full of statistical competencies.
Here is a brief overview of the five steps and their rationale.

All statistical tools are introduced to you before you ever try to use them. The objective of this
step is to understand the statistical technique under consideration in everyday language. This
first step is absolutely necessary; without it, statistical techniques are either not understood or
used ritualistically. Understanding the basic ideas of a statistical technique is an essential first
step to engagement.

Quantitative statistical techniques are based on calculations. This second step shows you how
to perform every calculation required to compute the statistic under consideration. The cal-
culation steps assume little more than basic arithmetic skills, and where there is any question
about these, we provide "Math Tips" boxes that remind you of how the operations are per-
formed. This step is important because it takes the mystery out of statistical calculations. You
will know exactly how the statistics are computed.

Learning how to calculate specific statistics is important to your understanding of the tech-
niques, but it is not a practical way to proceed regarding real-world data. With the larger sample
sizes used in realistic research situations, it is simply too time-consuming and error-laden to
perform all the necessary computations by hand. Statistical software is employed instead. This
book provides specific descriptions of how to have IBM® SPSS® Statistical software (<'spss'')
perform every statistical technique introduced in the book.

The first three steps introduce new statistical tools in ordinary language, show the exact steps
used to compute the statistics, and provide instructions on how to have statistical software
produce the results. The fourth step solidifies the earlier steps through practice. There is no
getting around this step. If you want to master statistical tools you need to practise using them.
In this respect, mastering social statistics is no different than mastering anything else worth-
while. Time and effort must be invested.
You have probably heard the saying ''practice makes perfect." It is more accurate to say
that "practice makes permanent." Repetition results in habituation. As everyone knows, both
xxiv Preface

perfect and imperfect habits can be made permanent. To make sure you are on the right track,
the practice step includes practice questions to solidify your understanding of both the hand
calculations (step 2) and the computer applications (step 3). Then, after you have worked on
each of these types of questions, you can check your conclusions in the answer key at the back
of the book. 2 If your answer is different than the one provided, you can go to the ((solutions"
section included on the website. There you will find not just the answers but all the steps in
generating the correct answer to both types of practice questions.

After step 4, your practice will have solidified your competence in computing a wide range
of social statistics. For the most part, this means you will be able to generate correct numer-
ical results. This is a significant achievement, but it is not the end of the story. Full statistical
competence requires that you be able to state, in ordinary language, what the statistical results
mean. Interpretation is essential because it relates the numerical results to the question that
guided the research. The final step for every new statistical procedure provides a model of how
to interpret the statistical findings in everyday language.
In short, this text will guide you through the regions of the maze in a systematic fashion.
In each region, you will take five steps that let you understand, learn, and interpret the statisti-
cal tools in that location. As you move through the various regions of the maze, your tool kit of
statistical competencies will grow and, by the end, you will emerge with full command of basic
social statistics. We trust you will agree that this journey is both challenging and worthwhile.

The Big Picture

Your entry into the statistical maze is very near. Before proceeding, let's give you a bird's-eye
view of your journey. As stated, most chapters use the five-step model to introduce and solidify
your competence in specific statistical techniques. At strategic points, however, there are chap-
ters that discuss only concepts and principles, not specific statistical techniques. These chapters
prepare you for an upcoming section of the statistical maze by orienting you to the landscape.
In overview, here is the route that your journey will follow, organized in parts.

Part 1: General Orientation

This part contains three chapters that provide you with the ideas necessary for understanding
where social statistics fits into the broader research enterprise. Chapter 1 introduces a perspec-
tive on social research and shows the location of social statistics. Chapter 2 shares the logic
that underwrites the organization and selection of statistical procedures. This chapter is very
important because its contents are used in substantive chapters to determine your location
in the statistical maze. Chapter 3 examines calculation and computers. It discusses how the

2
Remember that steps 2 and 3 provide detailed instructions and illustrations of both hand calculations and com-
puter solutions. Therefore, if you follow the steps on the practice questions, checking the "answers" section should
be a wonderfully reinforcing experience.
Other documents randomly have
different content
The Project Gutenberg eBook of Le livre des enfants
 This ebook is for the use of anyone anywhere in the United States and most other
parts of the world at no cost and with almost no restrictions whatsoever. You may
copy it, give it away or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you are not located in the
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before using this eBook.

Title: Le livre des enfants

Author: Marceline Desbordes-Valmore

Illustrator: André Hellé

Release date: June 16, 2022 [eBook #68327]

Language: French

Original publication: France: Garnier Frères, 1924

Credits: Claudine Corbasson and the Online Distributed Proofreading Team at

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available by the Bibliothèque nationale de France (BnF/Gallica))

*** START OF THE PROJECT GUTENBERG EBOOK LE LIVRE DES ENFANTS ***
Au lecteur
Table des matières
 LE LIVRE
DES

E N FA N T S

OUVRAGES D’ANDRÉ HELLÉ

FILMS pour les Tout-Petits (Librairie Garnier Frères)

La boîte à joujoux, ballet pour enfant, musique de Claude DEBUSSY.
La belle histoire que voilà.
Histoire de Quillembois, soldat.
Le livre des heures héroïques et douloureuses, 1914-1918.
L’Alphabet de la Grande Guerre.
En seconde ligne.
Illustrations des fables de La Fontaine.

EN PRÉPARATION A LA LIBRAIRIE GARNIER

L’Arche de Noé.
 PRÉFACE

Jour par jour, de la vie

une nouvelle page,
Enfants, va s’ouvrir à
vos yeux;
Autour de ses feuillets riants
ou sérieux
Les bals, les chants
d’oiseaux feront bien du
tapage.

Lisez, lisez toujours, et

méditez tout bas
Cette vie, aux cœurs purs
rarement infidèle;
Car tous ceux qui se
plaignent d’elle
Sont ceux qui ne
l’entendent pas.
 L’ÉCOLIER
Un tout petit enfant s’en allait à l’école.
On avait dit: «Allez!...» Il tâchait d’obéir;
Mais son livre était lourd, il ne pouvait courir;
Il pleure, et suit des yeux une abeille qui vole.

«Abeille, lui dit-il, voulez-vous me parler?

Moi, je vais à l’école: il faut apprendre à lire;
Mais le maître est tout noir, et je n’ose pas rire:
Voulez-vous rire, abeille, et m’apprendre à voler?
—Non, dit-elle, j’arrive et je suis très pressée.
J’avais froid; l’aquilon m’a longtemps oppressée;
Enfin j’ai vu les fleurs; je redescends du ciel,
Et je vais commencer mon doux rayon de miel.
Voyez! j’en ai déjà puisé dans quatre roses;
Avant une heure encor nous en aurons d’écloses;
Vite, vite à la ruche! On ne rit pas toujours;
C’est pour faire le miel qu’on nous rend les beaux jours.»

Elle fuit et se perd sur la route embaumée.

Le frais lilas sortait d’un vieux mur entr’ouvert;
Il saluait l’aurore, et l’aurore charmée
Se montrait sans nuage et riait de l’hiver.

Une Hirondelle passe: elle effleure la joue

Du petit nonchalant qui s’attriste et qui joue;
Et, suspendue au nid qui l’abrita deux fois,
Fait tressaillir l’écho qui dort au fond des bois.
«Oh! bonjour! dit l’enfant, qui se souvenait d’elle:
Je t’ai vue à l’automne; oh! bonjour, hirondelle!
Viens! tu portais bonheur à ma maison, et moi
Je voudrais du bonheur. Veux-tu m’en donner, toi?
Jouons.—Je le voudrais, répond la voyageuse,
Car je respire à peine, et je me sens joyeuse.
Mais j’ai beaucoup d’amis qui doutent du printemps;
Ils rêveraient ma mort si je tardais longtemps.
Non, je ne puis jouer. Pour finir leur souffrance
J’emporte un brin de mousse en signe d’espérance.
Nous allons relever nos palais dégarnis:
L’herbe croît, c’est l’instant des amours et des nids.
J’ai tout vu. Maintenant, fidèle messagère,
Je vais chercher mes sœurs, là-bas sur le chemin.
Ainsi que nous, enfant, la vie est passagère;
Il faut en profiter. Je me sauve... A demain!»

L’enfant reste muet, et, la tête baissée,

Rêve et compte ses pas pour tromper son ennui,
Quand le livre importun, dont sa main est lassée,
Rompt ses fragiles liens et tombe auprès lui.
Un dogue l’observait du coin de sa demeure;
Stentor, gardien sévère et prudent à la fois,
De peur de l’effrayer retient sa grosse voix.
Hélas! peut-on crier contre un enfant qui pleure?

«Bon dogue, voulez-vous que je m’approche un peu?

Dit l’écolier plaintif. Je n’aime pas mon livre;
Voyez! ma main est rouge, il en est cause. Au jeu
Rien ne fatigue, on rit; et moi je voudrais vivre
Sans aller à l’école, où l’on tremble toujours.
Je m’en plains tous les soirs, et j’y vais tous les jours.
J’en suis très mécontent. Je n’aime aucune affaire;
Le sort des chiens me plaît, car ils n’ont rien à faire.

—Ecolier! voyez-vous ce laboureur aux champs?

Eh bien! ce laboureur, dit Stentor, c’est mon maître.
Il est très vigilant; je le suis plus peut-être.
Il dort la nuit; et moi, j’écarte les méchants.
J’éveille aussi ce bœuf qui, d’un pied lent, mais ferme,
Va creuser les sillons quand je garde la ferme.
Pour vous-même on travaille; et, grâce à nos brebis,
Votre mère, en chantant, vous file des habits.
Par le travail tout plaît, tout s’unit, tout s arrange.
Allez donc à l’école; allez, mon petit ange!
Les chiens ne lisent pas, mais la chaîne est pour eux:
L’ignorance toujours mène à la servitude.
L’homme est fin, l’homme est sage; il nous défend l’étude:
Enfant, vous serez homme, et vous serez heureux;
Les chiens vous serviront. L’enfant l’écouta dire;
Et même il le baisa! Son livre était moins lourd.
En quittant le bon dogue, il pense, il marche, il court.
L’espoir d’être homme un jour lui ramène un sourire.

A l’école, un peu tard, il arrive gaîment,

Et dans le mois des fruits il lisait couramment.
 L’OREILLER D’UNE PETITE FILLE
Cher petit oreiller, doux et chaud sous ma tête,
Plein de plume choisie, et blanc, et fait pour moi:
Quand on a peur du vent, des loups, de la tempête,
Cher petit oreiller, que je dors tien sur toi!

Beaucoup, beaucoup d’enfants pauvres et nus, sans mère,

Sans maison, n’ont jamais d’oreiller pour dormir;
Ils ont toujours sommeil. O destinée amère!
Maman! Douce maman! Cela me fait gémir.

Et quand j’ai prié Dieu pour tous ces petits anges

Qui n’ont point d’oreiller, moi, j’embrasse le mien.
Seule, dans mon doux nid qu’à tes pieds tu m’arranges,
Je te bénis, ma mère, et je touche le tien!
Je ne m’éveillerai qu’à la lueur première
De l’aube; au rideau bleu, c’est si gai de la voir!
Je vais dire tout bas ma plus tendre prière;
Donne encore un baiser, douce maman! Bonsoir!

PRIÈRE

Dieu des enfants! le cœur d’une petite fille,

Plein de prière, écoute, est ici sous mes mains:
On me parle toujours d ’orphelins sans famille:
Dans l’avenir, mon Dieu, ne fais plus d’orphelins!

Laisse descendre au soir un ange qui pardonne,

Pour répondre à des voix que l’on entend gémir;
Mets sous l’enfant perdu, que sa mère abandonne,
Un petit oreiller qui le fera dormir!
 DORMEUSE
Si l’enfant sommeille,
Il verra l’abeille,
Quand elle aura fait son miel,
Danser entre terre et ciel.

Si l’enfant repose,
Un ange tout rose,
Que la nuit seule on peut voir,
Viendra lui dire: «Bonsoir!»

Si l’enfant est sage,

Sur son doux visage,
La Vierge se penchera,
Et longtemps lui parlera.
 Si mon enfant m’aime,
Dieu dira lui-même:
«J’aime cet enfant qui dort;
Qu’on lui porte un rêve d’or!

«Fermez ses paupières,

Et sur ses prières,
De mes jardins pleins de fleurs
Faites glisser les couleurs.

«Ourlez-lui des langes,

Avec vos doigts d’anges,
Et laissez sur son chevet
Pleuvoir votre blanc duvet.

«Mettez-lui des ailes

Comme aux tourterelles,
Pour venir dans mon soleil,
Danser jusqu’à son réveil!
 «Qu’il fasse un voyage
Au bras d’un nuage,
Et laissez-le, s’il lui plaît,
Boire à mes ruisseaux de lait!

«Donnez-lui la chambre
De perles et d’ambre,
Et qu’il partage en dormant
Nos gâteaux de diamant!

«Brodez-lui des voiles

Avec mes étoiles,
Pour qu’il navigue en bateau
Sur mon lac d’azur et d’eau!

«Que la lune éclaire

L’eau pour lui plus claire,
Et qu’il prenne, au lac changeant,
Mes plus fins poissons d’argent!

«Mais je veux qu’il dorme

Et qu’il se conforme
Au silence des oiseaux
Dans leurs maisons de roseaux!

«Car si l’enfant pleure,

On entendra l’heure
Tinter partout qu’un enfant
A fait ce que Dieu défend!

«L’écho de la rue
 «L écho de la rue
Au bruit accourue,
Quand l’heure aura soupiré,
Dira: L’enfant a pleuré!

«Et sa tendre mère,

Dans sa nuit amère,
Pour son ingrat nourrisson
Ne saura plus de chanson!

«S’il brame, s’il crie.

Par l’aube en furie
Ce cher agneau révolté
Sera peut-être emporté!
«Un si petit être
Par le toit, peut-être,
Tout en criant s’en ira
Et jamais ne reviendra!

«Qu’il rôde en ce monde,

Sans qu’on lui réponde!
Jamais l’enfant que je dis
Ne verra mon paradis!»

Oui! mais s’il est sage,

Sur son doux visage
La Vierge se penchera,
Et longtemps lui parlera.
 SELON DIEU
Mère, un cheval est à la porte,
Il demande la charité.
—Vite, du foin, qu’on le lui porte!
Il en sera réconforté.
Cheval, dis à Dieu, notre maître,
Qu’avec joie et sans te connaître,
Et nourris de sa charité,
Nous t’avons bien réconforté.

Mère, un ramier est à la porte,

Il demande la charité.
—J’ai là du blé, qu’on le lui porte!
Il en sera réconforté.
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