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Orofacial Pain & Headache
Second Edition
Orofacial Pain
and Headache
Second Edition

Edited by

Yair Sharav, dmd, ms

Professor
Department of Oral Medicine
School of Dental Medicine
Hadassah Medical Center
The Hebrew University of Jerusalem
Jerusalem, Israel

Rafael Benoliel, bds

Associate Dean for Research
Professor, Department of Diagnostic Sciences
Director, Center for Orofacial Pain and Temporomandibular Disorders
Rutgers School of Dental Medicine
Rutgers, The State University of New Jersey
Newark, New Jersey

Quintessence Publishing Co, Inc

Chicago, Berlin, Tokyo, London, Paris, Milan, Barcelona, Istanbul,
Moscow, New Delhi, Prague, São Paulo, Seoul, and Warsaw
Library of Congress Cataloging-in-Publication Data

Orofacial pain and headache / edited by Yair Sharav and Rafael Benoliel.
-- Second edition.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-0-86715-680-5 (softcover)
I. Sharav, Yair, editor. II. Benoliel, Rafael, editor.
[DNLM: 1. Facial Pain. 2. Headache Disorders. WE 705]
RC936
616’.0472--dc23
2015003559
Contents
Preface to the Second Edition vii
Preface to the First Edition viii
Contributors ix

1 The Diagnostic Process 1

Yair Sharav and Rafael Benoliel

2 Anatomy and Neurophysiology of Orofacial Pain

Michael Tal, Luis Villanueva, and Marshall Devor
31

3 Measuring and Assessing Pain

Eli Eliav and Richard H. Gracely
79

4 Psychologic Aspects of Chronic Orofacial Pain

Karen Raphael and Donald S. Ciccone
97

5 Orofacial Pain, Headache, and Sleep 123

Rachel E. Salas, Charlene E. Gamaldo, Bonnie Kaas, B. Lee Peterlin, and Michael T. Smith

6 Acute Orofacial Pain 141

Yair Sharav and Rafael Benoliel

7 Otolaryngologic Aspects of Orofacial Pain

Menachem Gross and Ron Eliashar
163

8 Myalgia, Myofascial Pain, Tension-Type Headaches, and Fibromyalgia

Peter Svensson, Yair Sharav, and Rafael Benoliel
195
 9 Pain and Dysfunction of the Temporomandibular Joint 257
Dorrit W. Nitzan, Gary M. Heir, M. Franklin Dolwick, and Rafael Benoliel

10 Migraine and Possible Facial Variants: Neurovascular Orofacial Pain

Yair Sharav, Zaza Katsarava, and Rafael Benoliel
319

11 The Trigeminal Autonomic Cephalalgias

Rafael Benoliel and Yair Sharav
363

12 Neuropathic Orofacial Pain 407

Rafael Benoliel, Gary M. Heir, and Eli Eliav

13 Neurosurgical Aspects of Orofacial Pain

Zvi Harry Rappaport
475

14 Secondary Orofacial Pain and Headache: Systemic Diseases, Tumors, and Trauma
Sharon Elad, Herve Sroussi, Gary D. Klasser, and Joel Epstein
487

15 Pharmacotherapy for Acute Orofacial Pain

Yair Sharav and Rafael Benoliel
541

16 Pharmacotherapy for Chronic Orofacial Pain

Rafael Benoliel and Yair Sharav
583

17 Complementary and Alternative Medicine

Yair Sharav and Rafael Benoliel
623

Index 639
Preface to the Second Edition

W
hen we published the first edition of this book, we felt there was a true need to bridge the
fields of orofacial pain and headache with a textbook that could integrate the knowledge
from both fields. While at the time we questioned the necessity for an additional book in

vii
 Preface to the First Edition

F
or many years, the area of orofacial pain was completely dominated by the concept that
most facial pains were due to “disturbed function” of the temporomandibular joint (TMJ).
This was an approach established by an otolaryngologist named James B. Costen who

viii
Contributors
Rafael Benoliel, bds Eli Eliav, dmd, msc, phd
Associate Dean for Research Professor and Director
Professor, Department of Diagnostic Sciences Department of Dentistry
Director, Center for Orofacial Pain and Temporomandibular Eastman Institute for Oral Health
Disorders University of Rochester Medical Center
Rutgers School of Dental Medicine Rochester, New York
Rutgers, The State University of New Jersey
Newark, New Jersey Joel Epstein, dmd, msd, frcd(c), fds rcs(edin)
Consulting Staff
Donald S. Ciccone, phd Division of Otolaryngology and Head and Neck Surgery
Adjunct Associate Professor City of Hope National Medical Center
Department of Psychiatry Duarte, California
New Jersey Medical School
Rutgers, The State University of New Jersey Charlene E. Gamaldo, md
Newark, New Jersey Medical Director
Johns Hopkins Sleep Disorders Center
Marshall Devor, phd The Johns Hopkins Hospital
Professor and Chairman Baltimore, Maryland
Department for Cell and Animal Biology
Institute of Life Sciences Richard H. Gracely, ms, phd
The Hebrew University of Jerusalem Professor
Jerusalem, Israel Division of Rheumatology
Department of Internal Medicine
M. Franklin Dolwick, dmd, phd University of Michigan
Professor and Division Head Ann Arbor, Michigan
Department of Oral and Maxillofacial Surgery
University of Florida College of Dentistry Menachem Gross, md
Gainesville, Florida Department of Otolaryngology, Head and Neck Surgery
Hadassah Medical Center
Sharon Elad, dmd, msc The Hebrew University of Jerusalem
Professor Jerusalem, Israel
Department of Dentistry
Eastman Institute for Oral Health Gary M. Heir, dmd
University of Rochester Medical Center Clinical Professor
Rochester, New York Department of Diagnostic Sciences
Rutgers School of Dental Medicine
Ron Eliashar, md Rutgers, The State University of New Jersey
Professor and Director Newark, New Jersey
Department of Otolaryngology, Head and Neck Surgery
Hadassah Medical Center Bonnie Kaas, md
The Hebrew University of Jerusalem Assistant Resident
Jerusalem, Israel Department of Neurology
The Johns Hopkins Hospital
Baltimore, Maryland

ix
 Zaza Katsarava, md, phd, msc Yair Sharav, dmd, ms
Chair Professor
Department of Neurology Department of Oral Medicine
University of Essen School of Dental Medicine
Essen, Germany Hadassah Medical Center
The Hebrew University of Jerusalem
Gary D. Klasser, dmd Jerusalem, Israel
Associate Professor
Department of Diagnostic Sciences Michael T. Smith, phd
School of Dentistry Professor of Psychiatry, Neurology, and Nursing
Louisiana State University Health Sciences Center Director, Center for Behavior and Health
New Orleans, Louisiana Co-Director, Center for Sleep-Related Symptom Science
Johns Hopkins University School of Medicine
Dorrit W. Nitzan, dmd Baltimore, Maryland
Professor and Senior Surgeon
Department of Oral and Maxillofacial Surgery Herve Sroussi, dmd, phd
Hadassah Medical Center Associate Professor and Chief of Oral Medicine
The Hebrew University of Jerusalem Director of Graduate Studies
Jerusalem, Israel Department of Oral Medicine and Diagnostic Science
University of Illinois at Chicago College of Dentistry
B. Lee Peterlin, do Chicago, Illinois
Associate Professor of Neurology
Director, Headache Research Peter Svensson, dds, phd, dr odont
Johns Hopkins University School of Medicine Professor
Baltimore, Maryland Division of Orofacial Pain and Jaw Function
Department of Dentistry
Karen Raphael, phd Aarhus University
Professor Aarhus, Denmark
Department of Oral and Maxillofacial Pathology, Radiology
and Medicine Michael Tal, dmd, ms
New York University College of Dentistry Professor
New York, New York Department of Anatomy and Cell Biology
School of Medicine
Zvi Harry Rappaport, md The Hebrew University of Jerusalem
Director, Department of Neurosurgery Jerusalem, Israel
Rabin Medical Center
Petah Tikva, Israel Luis Villanueva, dds, phd
Director of Research
Rachel E. Salas, md Department of Dentistry
Assistant Professor Psychiatry and Neurosciences Center
Department of Neurology French Institute of Health and Medical Research
Johns Hopkins University School of Medicine Paris, France
Baltimore, Maryland

x
The Diagnostic
Process 1
Yair Sharav, DMD, MS
Rafael Benoliel, BDS

1
 1 The Diagnostic Process

fibromyalgia (see chapter 8). The relationship Both acute and chronic presentations may be
between isolated facial neurovascular pain (see benign or may signify serious underlying dis-
chapter 10) and migraines or trigeminal auto- ease. The emphasis of this book is on the four
nomic cephalalgias remains unclear and is not major clinical families of orofacial pain: acute
accounted for by the recent IHS classification.6 orofacial, neurovascular, musculoskeletal, and
Furthermore, a growing patient population has neuropathic (see chapters 6 and 8 to 12). In
chronic craniofacial pain from trauma associat- these chapters, the current etiology, diagnosis,
ed with traffic accidents or from invasive dental and treatment are reviewed. The book includes
procedures, such as dental implants, which de- many case presentations that are largely virtual,
mands a multidisciplinary approach. This book that is, created by integrating data from a num-
bridges the gap between medically trained ber of cases seen in the clinic; thus, any resem-
headache and dentally trained orofacial pain blance to specific cases is purely coincidental.
specialists. It will be useful to readers at differ- They are real, however, in that they reliably du-
ent stages of their careers—undergraduate stu- plicate the type of cases seen in orofacial pain
dents, residents, practitioners, and dental and clinics. Typical textbook cases are rare, and
medical pain specialists. each relevant section includes information re-
lated to the changes in presentation that may
cause diagnostic confusion. Atypical cases
Epidemiology: may be difficult to manage; many have super-
imposed trauma and consequent neuropathic
The Silent Crisis pain. Some of these cases present patients with
a history of misdiagnosed acute pains in the
Statistics from the United States indicate that orofacial region who have undergone repeated
100 million adults suffer from chronic pain7 at and unsuccessful interventions that slowly es-
an estimated annual cost of around $600 bil- calated and resulted in dental extractions and
lion—higher than the cost for heart disease, surgeries. Accurate diagnosis of acute dental
cancer, or diabetes. However, chronic pain is and orofacial conditions is therefore essential
a worldwide epidemic that has been termed (see chapter 6). The importance of acute and
“the silent crisis.”8 Examining relevant preva- chronic otolaryngologic syndromes in the dif-
lence estimates gives important insight into the ferential diagnosis of facial pain, particularly
scope of the problem. Orofacial pain, of which migraines and cluster headache, is paramount
about 10% is chronic, affects around a quarter (see chapter 7). The growing number of older,
of the general population.9–11 Painful temporo- often medically compromised, patients with
mandibular disorders (TMDs) are quite preva- orofacial pain deserves special attention (see
lent; 4.6% of the population reports this type chapter 14): Is orofacial pain in these patients
of pain (6.3% of women, 2.8% of men).12 This related to their medical condition? Although
finding is in agreement with the 2009 National this is essentially a clinical book, anatomy and
Health Interview Survey, which found that 5% neurophysiology are covered in a manner spe-
of adults reported pain in the face or jaw over cifically relevant to the topic of orofacial pain
a 3-month period. Persistent facial pain, which (see chapter 2).
has a reported incidence of 38.7 per 100,000 One of the mainstays of pain management
person-years, is more common in women and is indisputably pharmacotherapy. Because
increases with age.13 Syndromes identified in- many drugs are commonly used to treat many
cluded trigeminal neuralgia and cluster head- syndromes, two separate chapters on phar-
ache, which are the most common forms. macotherapy are included: acute and chronic
Paroxysmal hemicrania and glossopharyngeal (see chapters 15 and 16). The management of
neuralgia were among the rare syndromes. pain relies on accurate diagnosis and reliable
Clearly, orofacial pain is more prevalent than follow-up that demonstrates objective improve-
previously thought. ment. Chapter 3 covers the important area of
Therefore, diagnosis and management of pain measurement as well as the assessment of
orofacial pain and headache have become pain modulatory systems and peripheral nerve
important subjects in medicine and dentistry. function. Unfortunately, we are a long way from

2
 Chronic Pain Is a Disease

optimal patient care, and some of the best drugs damaged, the local inflammatory response
offer notable relief for only a fraction of our pa- causes increased sensitivity in peripheral no-
tients, with some having disturbing side effects. ciceptors (peripheral sensitization) and dorsal
Many patients inquire about complementary and horn neurons (central sensitization) associated
alternative medicine and often actively search with pain transmission. As a result, the hand is
out these practitioners independently (see sensitive to touch and more sensitive to pain
chapter 17). Neurosurgical approaches, includ- (allodynia and hyperalgesia; see Table 1-1) so
ing neuromodulation, remain relevant options for that the person protects and immobilizes the
selected syndromes (see chapters 11 to 13). No limb to aid rapid healing. Essentially, the system
diagnosis and treatment of orofacial pain would has been altered to behave differently. In most
be complete without understanding its emotion- cases, tissue injury is followed by a healing pe-
al undercurrents and having a thorough knowl- riod associated with ongoing pain that ultimate-
edge of its psychologic aspects and treatment ly resolves with no residual problems.
possibilities, which are covered in chapter 4. A In contrast, pain with no biologic advantage
novel and welcome addition to this second edi- to the person is termed “bad” pain. For example,
tion is a description of the interactions between chronic pain that is not associated with ongoing
sleep and orofacial pain and headaches. tissue damage, but inflicts severe physical and
emotional suffering on the person, offers no sur-
vival value. Chronic pain is often the result of pri-
Chronic Pain Is a Disease mary or reactive changes in the nervous system
that are associated with neuronal plasticity but
Pain is a multifaceted experience with physical, are unable to modulate and thus actually serve
cognitive, and emotional aspects (Table 1-1). to perpetuate the sensation of pain; in short, the
Three mechanistically distinct types of pain are system has malfunctioned, and maladaptive
distinguishable: nociceptive, inflammatory, and pain remains. Chronic pain is, therefore, a dis-
neuropathic. Nociceptive pain is the baseline ease in its own right and often not a symptom.
defensive mechanism that protects us from Additionally, chronic pain responds to therapy
potential harm. Inflammatory and neuropathic differently from acute pain and is associated
pains are characterized by altered and often with emotional and social behavioral changes
aberrant function of the nervous system as a (see chapter 4). Acute and chronic pains differ in
result of persistent pathology or plastic chang- many respects, and some of the major differenc-
es in the nervous system. es are presented in Table 1-2.
Thus, although we tend to call any sensa- Patients, and sometimes physicians, find it
tion that hurts “pain,” many types of pain exist hard to distinguish pain as a disease from pain
that subserve various biologic functions. For as a symptom. The latter signifies an expres-
example, acute pain from extreme heat initiates sion of a pathologic process that, if treated, will
a reflex withdrawal and ensures minimal tissue cause the pain to disappear. Unfortunately, the
damage (nociceptive pain). This type of pain inability to perceive pain as a disease may re-
is a survival mechanism and may be termed sult in repeated and unsuccessful interventions,
“good” pain. Consequently, if tissue has been all in an attempt to eradicate the cause of pain.

3
 1 The Diagnostic Process

Table 1-1 Definition of pain terms

Term Definition Clinical implication
Pain An unpleasant sensory and emotional Some patients may be unable to
experience associated with actual or communicate verbally. Pain is an
potential tissue damage, or described in individually subjective experience.
terms of such damage.
Allodynia Pain due to a stimulus that does not Associated with neuropathy, inflammation,
normally provoke pain (eg, touch, light and certain headache states (see chapters
pressure, or moderate cold or warmth). 5, 9, and 11). A lowered threshold where
the stimulus and response mode differ
from the normal state.
Hyperalgesia An increased response to a stimulus that is Associated with neuropathy or
normally painful. inflammation. Reflects increased pain on
suprathreshold stimulation. The stimulus
and response mode are basically the
same.
Hyperesthesia Increased sensitivity to stimulation, excluding Associated with neuropathy or
the special senses. Includes both allodynia inflammation (see chapter 11).
and hyperalgesia.
Hypoalgesia Diminished pain in response to a normally Typical of neural damage. Raised
painful stimulus. threshold: stimulus and response mode
are the same (lowered response).
Analgesia Absence of pain in response to stimulation Commonly observed after complete
that would normally be painful. axotomy or nerve block. Not unpleasant.
Hyperpathia A painful syndrome characterized by an Typical of neuropathic pain syndromes
abnormally painful reaction to a stimulus, (see chapter 11). Faulty identification
especially a repetitive stimulus, as well as and localization of the stimulus, delay,
an increased threshold. May occur with radiating sensation, and after-sensation
allodynia, hyperesthesia, hyperalgesia, or may be present, and the pain is often
dysesthesia. explosive in character.
Paresthesia An abnormal sensation, whether Typical of neuropathic pain syndromes
spontaneous or evoked. (see chapter 11).
Hypoesthesia Decreased sensitivity to stimulation,
excluding the special senses.
Dysesthesia An unpleasant abnormal sensation, whether
spontaneous or evoked. Hyperalgesia and
allodynia are forms of dysesthesia.

4
Other documents randomly have
different content
 The Project Gutenberg eBook of Floyd's
Flowers; Or, Duty and Beauty for Colored
Children
 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
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eBook.

Title: Floyd's Flowers; Or, Duty and Beauty for Colored Children

Author: Silas Xavier Floyd

Illustrator: John Henry Adams

Release date: August 16, 2019 [eBook #60109]

Most recently updated: October 17, 2024

Language: English

Credits: Produced by Richard Tonsing, hekula03, and the Online

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*** START OF THE PROJECT GUTENBERG EBOOK FLOYD'S

FLOWERS; OR, DUTY AND BEAUTY FOR COLORED CHILDREN ***
 FLOYD’S FLOWERS
OR

DUTY AND BEAUTY

FOR

COLORED CHILDREN

BEING ONE HUNDRED SHORT STORIES

GLEANED FROM THE STOREHOUSE OF HUMAN KNOWLEDGE AND EXPERIENCE

SIMPLE AMUSING ELEVATING

BY

PROF. SILAS X. FLOYD, A. M., D. D.,

Author of “The Gospel of Service and other Sermons,” “Life of
Charles T. Walker, D. D.,” “National Perils,” etc.

ILLUSTRATED BY

JOHN HENRY ADAMS

Professor of Art at Morris Brown College, Atlanta
 Copyright 1905

BY

HERTEL, JENKINS & CO.

All Rights Reserved

I FEEL A PROFOUNDER REVERENCE FOR A BOY THAN A

MAN. I NEVER MEET A RAGGED BOY ON THE STREET
WITHOUT FEELING THAT I OWE HIM A SALUTE, FOR I KNOW
NOT WHAT POSSIBILITIES MAY BE BUTTONED UP UNDER HIS
SHABBY COAT.
—JAMES A. GARFIELD.

Gen. Samuel C.
Armstrong.
 PUBLISHER’S NOTE.

The publishers of this book have spared neither pains nor expense
in trying to make it as nearly perfect as a book of this kind can be.
The typographical appearance and the illustrations will speak for
themselves.
We consider ourselves fortunate in having been able to secure the
services of the Rev. Dr. Silas X. Floyd as the author of this volume.
Mr. Floyd’s life work, aside from his literary training, has made him
the ideal man to speak to the colored boys and girls of the South.
Soon after graduating from Atlanta University in 1891, Mr. Floyd
became Principal of a Public School at Augusta, Ga., and remained in
that city for five years consecutively as a teacher. In June, 1896, he
was called from the school room into the Sunday-school work,
having been appointed by the International Sunday School
Convention as one of its Field Workers throughout the South. He
continued in this work for three years, retiring from it to become
Pastor of Tabernacle Baptist Church, Augusta, Ga., one of the largest
churches in the South. After a year and a half in the pastorate, he
returned to the Sunday-school work, becoming Sunday-school
Missionary for Georgia and Alabama under appointment of the
American Baptist Publication Society. Two years ago, he re-entered
the school room, and is now once more Principal of a Public School
at Augusta. His school is one of the largest in the State of Georgia.
Mr. Floyd’s work, as the record shows, has been conspicuously for
and in behalf of the children, and he is known far and wide as a
competent writer and speaker on topics concerning young people. He
has contributed to the Sunday School Times, the International
Evangel, the New York Independent, The World’s Work, Lippincott’s
Magazine, and many other journals and periodicals. He is the author
of a volume of sermons published by the American Baptist
Publication Society and listed in their catalogue as among their
standard works, and is also the author of the Life of the leading
colored Baptist preacher in America, published by the National
Baptist Publishing Board. From the beginning of the Voice of the
Negro, Mr. Floyd has had charge of the Wayside Department as
Editor, and his work as a humorist and writer of negro dialect is
known to many through that medium.
In 1894, Atlanta University, his alma mater, conferred upon Mr.
Floyd the degree of Master of Arts, and in 1902, Morris Brown
College conferred upon him the degree of Doctor of Divinity.
 THE PICTURES AND WHO MADE THEM

A distinctive feature of this volume is the inclusion of more than

half a hundred of original drawings by a young artist. Every boy and
every girl delights in pictures. There is something in pictures, even
though the subjects be foreign to us, which readily takes hold of our
innermost feelings and becomes companionable to the extent that we
find ourselves loving that something whatever it is:—a man, or an
humble dog, or an old homestead, or what not. We seldom think that
some great mind has been hard at work to produce that picture and
that it takes years and years of application and deep study to prepare
even a genius in art.
While you are enjoying the pleasures to be derived from the “rough
sketches” in this book it is hoped that at the same time you will catch
the inspiration of the artist who made them. The negro race has
produced very few artists of note, for very few of them have made a
success in the profession. Of that few, John Henry Adams is second
only to Tanner.
Coming up with little in his favor other than a determination to
“win” and the prayerfulness of loving parents, John Adams kept
himself in school until he was thoroughly prepared to enter upon
life’s sea as a thinker for and a master of himself. Acquiring his art
education at The Drexel Institute, Philadelphia, Adams returned to
Atlanta and found a place to utilize his training at the Morris Brown
College, where he has been eminently successful as a teacher, and
where he is loved and honored by all.
The lapse of twenty-six years is a very short time to begin to
measure a man’s success, but Mr. Adams has already succeeded. The
demand for his work is large and plenteous. If there is such a thing as
having more work than one can do, it applies pointedly to him.
Besides the many fine and costly paintings which Mr. Adams makes
and sells, his “rough sketches” are quite popular and “go like hot
cakes.” And, with all of this he is a regular contributor to one daily
paper, two weekly papers and a monthly magazine. This is but a
glimpse of the man. His work as trustee of city charities, his
visitations to mission houses and his liberal pocket-book show the
more tender side of the artist. When a football game is in progress
there’s another side of the man—the enthusiast. But all the way
through Mr. Adams is ever the amiable gentleman, the vigorous
thinker and worker, the friend of children and a constant source of
gladness to the poor of Atlanta.
PUBLISHERS.
 PREFACE.

Truly the boys and girls of to-day ought to be thankful that they
are alive. There never was such a golden age for childhood and youth
as the present. To say nothing of the rich opportunities for mental
and spiritual development, what a multitude of things have been
provided for the innocent pleasure, the wholesome recreation of the
young people of to-day; inventions that remind one of the magic of
the “Arabian Nights”; tools of sport so perfect that one cannot
imagine how they could be bettered; fascinating games, all unknown
in the days gone by; books and papers upon which science, art and
literary skill have lavished modern resources—all these and many
other wonderful things have fallen to the lot of the favored boys and
girls of to-day.
And now enterprising publishers of our grand country are going to
put the boys and girls of America—and especially the colored boys
and girls of America—under obligation to them, because they have
decided to add to the list of good books for children and youths
already on the market. I use the word “good” advisedly; for from the
day that I was engaged to write this book I have had in mind
constantly the thought of making it such a book as would tell for
good. It is an old saying that “evil communications corrupt good
manners,” but evil reading does more than this: for evil reading
corrupts good morals.
I have endeavored to put into this book of stories for children only
such things as might be freely admitted into the best homes of the
land, and I have written with the hope that many young minds may
be elevated by means of these stories and many hearts filled with
high and holy aspirations. Our nation has a right to expect that our
boys and girls shall turn out to be good men and good women, and
this book is meant to help in this process.
SILAS X. FLOYD.
 CONTENTS

PAGE

I. A Spelling Lesson 19

II. The Truth About Luck 22

III. An Evening at Home 26

IV. The Making of a Man 29

V. False Pride 33

VI. Thanksgiving at Piney Grove 37

VII. The Loud Girl 46

VIII. The Rowdy Boy 51

IX. Honesty 53

X. Uncle Ned and the Insurance Solicitor 56

XI. The Strenuous Life 61

XII. A Humbug 64

XIII. A Candidate for Baptism 66

XIV. Going with the Crowd 72

 XV. Mary and Her Dolls 75

XVI. Jaky Tolbert’s Playmates 79

XVII. A Valentine Party 83

XVIII. “No Money Down” 86

XIX. Tommy’s Baby Brother 90

XX. Keeping School 93

XXI. The School of the Street 96

XXII. The Fox Hunt 100

XXIII. A Bold Venture 105

XXIV. A Hero in Black 108

XXV. The Road to Success 111

XXVI. Samuel C. Armstrong 114

XXVII. How to be Handsome 117

XXVIII. Patience 119

XXIX. The Biter Bit 122

XXX. The Alphabet of Success 124

XXXI. Easter Monday in Washington 125

XXXII. Keeping One’s Engagements 129

 XXXIII. A Midnight Mishap 131

XXXIV. Frederick Douglass 133

XXXV. Our Dumb Animals 136

XXXVI. A Plucky Boy 138

XXXVII. A Heart-to-Heart Talk 141

XXXVIII. A Ghost Story 144

XXXIX. Good Cheer 149

XL. Life a Battle 152

XLI. Ruled by Primitive Methods 155

XLII. Hunting an Easy Place 159

XLIII. Burt Bankston’s Bequest 162

XLIV. The Big Black Burglar 166

XLV. Pin-Money Made with the Needle 169

XLVI. Self-Help 173

XLVII. Henry Ward Beecher’s Testimony 177

XLVIII. Rounding up a Chicken Thief 180

XLIX. Shields Green, the Martyr 184

L. Aiming at Something 186

LI. The Black Sheep of the Reynolds Family 188

 LII. The Holy Bible 196

LIII. Andrew Carnegie’s Advice to Young Men 198

LIV. Directions for Little Gentlemen 200

LV. The Letter of the Law 202

LVI. The Best Books for Children 204

LVII. The Right to Play 207

LVIII. A Christmas Present 209

LIX. Drinking and Smoking 211

LX. The Nickel that Burned in Frank’s Pocket 214

LXI. Monument to a Black Man 217

LXII. The Bad Boy—Who He Is 219

LXIII. The Bad Boy—How to Help Him 221

LXIV. Thomas Greene Bethune (“Blind Tom”) 226

LXV. Not Fit to Know 229

LXVI. The Right Way 231

LXVII. Keeping Friendship in Repair 234

LXVIII. Little Annie’s Christmas 236

LXIX. The Velocipede Race 239

 LXX. Fault-Finding 241

LXXI. The Puritans’ Sabbath 244

LXXII. The Devil on an Excursion 247

LXXIII. Random Remarks 250

LXXIV. Benjamin Banneker, the Negro Astronomer 254

LXXV. “A Little Child Shall Lead Them” 258

LXXVI. Directions for Little Ladies 264

LXXVII. Three Words to Young People 266

LXXVIII. “A Lamp Unto My Feet” 272

LXXIX. The Three Brigades 275

LXXX. “Home, Sweet Home” 277

LXXXI. Edmund Asa Ware 280

LXXXII. An Ante-Bellum Negro Preacher 284

LXXXIII. Purity of Character 287

LXXXIV. Each One of Us of Importance 289

LXXXV. The Poetry of Life 290

LXXXVI. On Being in Earnest 292

LXXXVII. Young People and Life Insurance 294

LXXXVIII. The Little Sailor Cat 297

LXXXIX. Advice to Little Christians 299

XC. A Word to Parents 301

XCI. A Helpful Message 302

XCII. The Unseen Charmer 304

XCIII. Our Country 307

XCIV. The “Don’t-Care” Girl 309

XCV. Negro Heroes 312

XCVI. Frederick Douglass to Young People 315

XCVII. Too High a Dam 318

XCVIII. A Good Fellow 320

XCIX. The Future of the Negro 321

C. The Training of Children 323

 LIST OF ILLUSTRATIONS

PAGE

Frontispiece.

A Spelling Class 20

That’s a Very Pretty Way to Spell “Love” 21

“How Many Papers Have You Sold To-day, Tommy?” 23

An Evening at Home 27

Bobby and His “Man” 30

“Here is the Carpet, Young Man; I Hope I Have not Kept You
Waiting.” 34

Grace Before Going to School 38

Grace’s Graduation 42

Blab-Mouthed and Noisy 47

Modest and Quiet 49

He Stuffs Both Hands in His Trousers Pockets 52

“How Much for the Melon?” 54

“Dat’s Jes’ What My ’ligion Does,” Said the Old Man 57

“I Don’t Break Easy” 62

“O, Get Out of the Way, Can’t You?” 65

“Mother, I’m so Happy. Teacher Forgave Me” 74

Mary and Her Dolls 76

“I’m Going Over to Jaky’s, Mamma” 80

Old Mrs. Gray 84

“Papa I Ain’t Got no Little Baby Brother to Play with” 91

Tootsie 94

Little Joe 97

Uncle Hambright 101

“You All Wait Until I Come Back and Then We’ll Play at Fox-
Hunting” 103

“Lend Me Five Dollars” 106

A Hero in Black 109

The Road to Success 112

How to be Handsome 118

Patience 120

A Biter Bit 123

Keeping One’s Engagements 130

A Midnight Mishap 132

Our Dumb Animals 137

“The Boy Marched Straight up to the Counter” 140

A Heart-to-Heart Talk 142

“Huh! Huh! There Don’t Seem to be But Two of Us Here To-night” 145

“Charged with Kissing a Girl on the Street” 157

“I Have Just Finished My Course in the High School” 161

The Gambler 163

The Gambler in Old Age 165

The Big Black Burglar 168

Pin-Money Made with the Needle 172

Washing Dollie’s Clothes 175

“Son, It’s a Mighty Lucky Thing for You and Nannie that I Didn’t
Have My Gun” 182

Aiming at Something 187

“He Carried with Him Some Wild Flowers and Green Leaves” 190

“Well, John, I Suppose Sister Is Dead” 194

Directions for Little Gentlemen 201

“Mamma Told Me Not to Ask for Any More Cream” 203

The Best Books for Children 205

“Mamma, I Hear Old Santa’s Bells, and of Course This Is the

Present He Brought” 210

Drink and Tobacco 212

“A Quarter, Ma’am” 215

Monument to a Black Man 217

“Play Fantastic” on the Fourth of July 220

The Bad Boy—How to Help Him 222

Frances 229

“I Got in the Hall Last Night for Nothing” 232

The Two Paths 235

“She Put Out Her Thin Little Hand and Felt It” 237

The Velocipede Race 240

Fault-Finding 242

“Goodnis Gracious! I See dat Old Cycloom Comin’ Back Ag’in. He

Look Blackah and Wussah dan He Done Befo. Run, Isaac, Run!” 248

“I Wish I Could Have My Way with Those Boys for About Two
Minutes” 251

Directions for Little Girls 265

“A Lamp Unto My Feet” 273

Members of the Rainy-Weather Brigade 276

Home, Sweet Home 278

“Saint Paul Was a Much Better Man dan I Is, an’ Dey Whupped Him
Mos’ Ev’ywhar He Went” 285

Each One of Us of Importance 289

The Poetry of Life 290

Being in Earnest 293

Taking Out a Policy 295

The Little Sailor Cat 298

Advice to Little Christians 299

A Word to Parents 301

“Is—er—er—Mr. Hopegood in?” 305

The “Don’t-Care” Girl 310

Negro Heroes 313

Frederick Douglass 316

FLOYD’S FLOWERS
 I.
A SPELLING LESSON.

The boys and girls of Public School No. 10 were glad to have a new
girl, whose name was Bertha Dent, enter their spelling class. The
little girl’s mother told the teacher that the child could probably keep
up with the First Grade in spelling, because she could spell such
words as “dog” and “hog” and “cat” and “rat” and “bat.”
It was not a great while before the teacher called the spelling class.
She asked Bertha, the new girl, to stand with the class.
“You may spell ‘dog,’ Mary,” said the teacher to one of the girls,
“and tell us what kind of noise little dogs make.”
“D-o-g, dog,” said Mary, “and our little dog says ‘bow-wow-wow!’”
“That was very well done,” said the teacher. “Now, Annie, you may
spell ‘cat,’ and tell us what kind of noise little kittens make.”
“C-a-t, cat,” replied Annie, “and the little kitties sometimes say
‘mew-mew,’ and when the little doggies come ’round they bristle up
and hiss at the doggies.”
“That’s very well,” responded the teacher. “Sadie, you may spell
‘bird,’ and tell us what the little birds do.”
“B-i-r-d, bird,” said Sadie. “We have a pretty mocking bird that
sings for us all the time; most birds sing, but mama says there are
some birds which are good to keep bugs and worms off the
vegetables and flowers.”
 A Spelling Class.

“That is correct,” the teacher made answer. “Now, Bertha Dent,

you may spell ‘love’ for us, and tell us what love does.”
“Oh,” said the new pupil, “I know very well how to spell ‘love.’”
And then Bertha ran to the teacher, threw her arms around the
teacher’s neck, and gave her a sweet little kiss. “That is the way
mama told me to spell ‘love,’” said Bertha quietly, while the teacher
and all the members of the spelling class smiled.

That’s a Very Pretty

Way to Spell “Love.”

“That is a very pretty way to spell ‘love,’” said the teacher. “But
don’t you know any other way to spell ‘love’?”
“Why, yes,” answered Bertha looking around. “I spell ‘love’ this
way, too.” Then she brushed a fleck of dust from the teacher’s sleeve,
picked up some papers that were scattered around on the platform
and arranged them on the desk. She, also, pulled a tiny bit of thread
off the teacher’s skirt. “I spell ‘love’” said Bertha, “by working for
mama and papa and little brother, and trying to make everybody
happy.”
The teacher drew the little girl close to her side, threw one arm
around the child’s neck and said,——
“That is the very best way to spell ‘love’; but can’t you spell ‘love’
the way the book spells it?”
“Oh, yes,” said Bertha. “L-o-v-e, love.”
The teacher hugged Bertha, called her a dear little girl, and then
dismissed the class.
 II.
THE TRUTH ABOUT LUCK.

“How Many Papers

Have You Sold To-day,
Tommy?”

This is a world of order and system. There is nothing haphazard

about it. The sun rises and sets according to a regular and
unchanging law. The tides come in and the tides go out not by
accident or chance, but in accordance with well-defined laws. Winter
and Summer, sunshine and rain, follow each other in well-ordered
succession. What is true in the natural world is also true in the moral
and business worlds. A boy reaps that which he sows and gains the
prizes for which he is willing to pay the price in labor and self-denial.
A divine law controls success and defeat in this life and no strategem
or trick can take the place of hard work.
Some years ago, I happened to find myself near the terminal of the
great East River Bridge in New York City. Two little boys were
standing near one of the large iron posts crying their afternoon
papers. I tarried near them because I was waiting for a particular car.
One little fellow said to the other,——
“How many papers have you sold to-day, Tommie?”
“Nearly one hundred an’ fifty,” was Tommie’s quick reply.
“Honor bright?”
“Yes; honor bright.”
“Whoopee! but ain’t you in big luck, Tommie?”
“Luck!” exclaimed Tommie, wiping the perspiration from his brow.
“There ain’t no luck about it; I’ve just been everlastingly at it since
four o’clock this morning—that’s all!”
And that is the all of real success. Those who achieve success are
“everlastingly at” what they are trying to do. Tommie was right in
declining to have his hard and honest work cheapened by calling the
result of it luck.
“You are the luckiest chap I ever saw,” I once heard a little boy
about sixteen years say to another boy of about the same age.
“Why do you say that?” asked the other.
“Because you have had your salary raised twice in the same year.”
“Well,” was the reply, “you may call it luck; but I don’t. I have
always done my work the very best I knew how. I have never once in
the whole year been a single minute late in getting to the office, nor
have I ever left a single minute before it was time for me to leave.
When I have worked over-time, I have not made any fuss about it.
My boss said when he raised my salary last week that he had taken
these things into account. So, I don’t see where the luck comes in.”
“All the same,” said the first boy, “some bosses wouldn’t have
raised your salary.”
“Then I would have the satisfaction of knowing that I had done my
duty.”
Boys, I tell you that’s right. Nine out of ten employers know that it
is to their advantage to show appreciation of faithful work and they
show it. When this appreciation comes luck has had nothing to do
with it. The thing that passes for luck is in nearly all cases the just
reward of honest endeavor.
 Do not, therefore, start out in life with the expectation that some
“lucky turn” will bring you sudden honor or wealth or position
without any effort on your part. Substitute that fine old word “work”
for that deceitful word “luck,” and base your hopes of future success
and usefulness upon the honorable labor that it is a God-given
privilege for every well and strong and right-minded boy to give his
heart and hands to performing.
 III.
AN EVENING AT HOME.

Boys and girls between the ages of eleven and seventeen ought to
spend their evenings at home, as much as possible. In these busy,
bustling twentieth century days, there are many families—so much
the worse for them—that scarcely know what it is to spend an
evening at home together. Not only the young people but the older
people are “on the go.” The evenings are crowded with calls and
invitations, which come from far and near. It is nothing to go five or
even ten miles to an evening concert or social gathering, the trolley is
so near, so cheap and so universal. But I tell you, boys and girls, no
matter what the pleasure or amusement afforded—no matter what
the instruction or culture received—there are no social or similar
opportunities good enough to displace the home circle. The sooner
young people realize this the happier they will be.

An Evening at Home.

Boys and girls ought to plan for some evenings at home. Let other
things have a share, but do not give up all the time to other things.
Once a week the young people ought to arrange for an evening at
home. Decline everything else for that evening, the same as you
would for any other engagement. Gather the family together. Make a
special place for grandma and grandpa. Sing merry songs; play
innocent and amusing games; take time to tell the home folks about
some of the things that you do and that you have seen in the world;
get acquainted with the home folks; be delighted in their delight; by
special appointment, spend one or two cheerful hours with the folks
at home each week.
The young folks themselves should take the lead in this matter. A
home is not merely a place with four walls where people meet to eat
and drink and sleep securely beneath a roof. Nay, boys and girls, a
house is reared to be a home—the center where a family may gather
into one; to be a serene retreat where the tenderest affections may
find rest; where love may have a dwelling place, and the amenities of
life gain ample scope; where parents and children may press one
another heart to heart; where sorrows and joys may be freely shared
in sacred confidence; in a word, where the great work of training
human beings for the duties of the present life, and the perfection of
another, may be begun and carried on.
There is one special reason for making much of the evenings at
home that young people are not likely to think of. Inevitably the
family circle will be broken up very soon. Perhaps not by death, but
most certainly by change. When Fred goes to college that is the
beginning of new ties and new associations, and the home privileges
can never be quite so complete to him again. The years of the
complete unity of the home are very few indeed. While these years
are passing, young people especially should make the most of them.
My dear boys and girls, get the benefit of these years; get their joys;
store up memories of home life, for they will be in future years the
most beautiful pictures of the heart. However some may sneer at it,
the memory of home and mother is a great power for righteousness.
It has saved many a person to God and native land and race.
“Be it ever so humble—
There’s no place like home.”
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