Chapter 18

FORM I

WINTER

LESSONS ON A PET ANIMAL: THE RABBIT

I

The lesson is introduced by a conversation with the pupils about their various pets.

Since we are to have a rabbit brought to the school we must learn how to take care of it, and the proper method of taking care of it is based upon a knowledge of the habits of the wild rabbit.

Where do wild rabbits live?

What sort of home does a rabbit have?

In what ways does this home protect the rabbit?

Hence, what kind of home must we have ready for the rabbit?

What does the rabbit eat?

Are there any of these foods that are not good for its health?

Give a list of foods that you can bring for the rabbit. Why will the rabbit, when kept in a hutch, require less food than one that runs about?

Since the rabbit likes a soft bed, what can you bring for its bed?

II

~Observations.~--The teacher or a pupil brings a rabbit to the school-room, where, during recreation periods, the pupils make observations on topics suggested by the teacher, such as:

Its choice of food; its timidity; its movements--hopping, squatting, listening, scratching, and gnawing.

These observations are discussed in the class and are corrected or verified.

_To the teacher._--Wild rabbits live in the woods or in shrubbery at the edges of fields. The home of the rabbit is either a burrow under ground or a sheltered place under a root or log closely concealed among the bushes. This home is dry and affords a shelter from enemies, and from wind, rain, and snow. From this we know that we must provide a dry bed for our rabbit in a strong box in which it will feel secure, and in which it will be protected from wind and rain. The food of the rabbit consists of vegetables and soft young clover and grains. It also gnaws the bark of trees, and in winter it feeds upon buds. We can, therefore, feed our rabbit on carrots, beets, apples, oats, bran, grass, and leaves of plants, and we must provide it with some twigs to gnaw, for gnawing helps to keep its large chisel-shaped teeth in good condition. We must be careful not to give it too much exercise, and we must not give it any cabbage, because this is not good for the rabbit's health. A dish of water must be placed in the hutch, for the rabbit needs water to drink.

III

Details, if studied in isolation, are uninteresting to Form I pupils. Detailed study should be based upon the animal's habits, movements, and instincts, and each detail should be studied as an answer to questions such as: How is the animal able to perform these movements? How is the animal fitted for this habit of life, etc.?

Watch the rabbit moving. How does a rabbit move?

Which legs are the more useful for hopping? How are the hind legs fitted for making long hops?

Why is the rabbit able to defend itself by kicking with its hind feet? Find out how the rabbit is fitted for burrowing.

Listen carefully and find out whether the rabbit makes much noise while moving. Of what advantage is it to the rabbit to move silently?

Find out, by examining the feet of the rabbit, what causes it to make very little noise.

How are rabbits prepared for living during cold weather?

Test the ability of the rabbit to hear faint noises. Why is it necessary for the rabbit to be able to hear faint sounds?

How is it fitted for hearing faint sounds?

Examine the teeth and find out how they are fitted for gnawing.

_To the teacher._--The long, strong, hind legs of the rabbit are bent in the form of levers and enable the animal to take long, quick hops.

When the rabbit attacks, it frequently defends itself by vigorous kicks with its hind feet, which are armed with long, strong claws. Ernest Thompson-Seton's story of Molly Cottontail and "Raggylug", in _Wild Animals I Have Known_, contains an interesting account of how Molly rescued Raggy from a snake by this manner of fighting. The rabbit has many enemies, hence it has need of large, movable ears to aid its acute sense of hearing. The thick pads of hair on the soles of its feet enable it to move noiselessly. The thick, soft, inner hair keeps the animal warm, while the longer, stiffer, outer hair sheds the rain.

Impress upon the pupils the cruelty of rough handling of the rabbit and of neglecting to provide it with a place for exercise and with a clean, dry home.

The following pet animals may be studied, using the same order and general method of treatment: pigeon, cat, canary, guinea pig, white mouse, raccoon, squirrel, parrot.

In many cases these animals can be brought to school by the pupils. Encourage the keeping of pet animals by the pupils, for the best lessons grow out of the actual care of the pets. The study of a pet bird may be conducted along lines similar to the outline given below for the study of the pigeon.

CORRELATIONS

With literature and reading: Ernest Thompson-Seton's "Raggylug".

With art: Charcoal drawing representing the rabbit in various attitudes, as squatting, listening, hopping.

With modelling in clay or plasticine.

With paper cutting.

With language: The vocabulary of the pupils is enlarged by the introduction of new words whose meaning is made clear by means of the concrete illustration furnished by direct observation of the rabbit.

They use these new words in sentences which they form in describing the rabbit; for example: hutch, gnaw, padded, cleft lip, timid.

The rabbit has padded feet so that it can walk without noise. The rabbit has a soft bed in its hutch.

THE DOMESTIC CAT

The following facts are suggested as topics for a first lesson on the domestic cat. The teacher can rely upon the pupil's knowledge of the cat to furnish these statements of fact during a conversation lesson:

The cat goes about at night as readily as during the day.

The cat can hear faint noises quite readily.

The cat can walk noiselessly.

The cat creeps along until it is close to its prey, then pounces upon it, and seizes it with its claws.

The cat enjoys attention and purrs if it is stroked gently.

The cat likes to sleep in a warm place.

The cat can fight viciously with her claws.

The cat keeps her fur smooth and clean and her whiskers well brushed with her paws.

The cat eats birds, mice, rats, meat, fish, milk, bread, and cake.

DETAILED STUDY

Base the study of the details upon the facts of habit, movements, instincts, etc., which were developed in the preceding lesson.

~Observations.~--Find out how the cat's feet are fitted for giving a noiseless tread.

Find the claws.

How are the claws fitted for seizing prey?

How are the claws protected from being made dull by striking against objects when the cat is walking?

THE PIGEON

A pigeon is kept in a cage in the school-room and the pupils observe: its size as compared with that of other birds; outline of body, including shape of head; the feathers, noting quill feathers, and covering or contour feathers; manner of feeding and drinking; movements, as walking, flying, tumbling.

The owner or the teacher describes the dove-cot, the necessity of keeping it clean, the use of tobacco stems for killing vermin in the nest, the two white eggs, the habits of male and female in taking turns in hatching, the parents' habit of half digesting the food in their own crops and then pouring it into the crops of the young, the rapid growth of the young, the next pair of young hatched before the first pair is full-fledged.

Descriptions of the habits of one or more well-known varieties--pouters, fantails, homing pigeons, etc. Read stories of the training and flights of homing pigeons, from Ernest Thompson-Seton's _Arnex_.

MORE DETAILED STUDY FOR CLASS WORK

Compare the uses of the quill and contour feathers. Find out how these two kinds differ in texture; the differences fitting them for their difference in function. The names quill and contour may be replaced by some simple names, as feathers for flying and feathers for covering the body.

Study the adaptations for flight, noting the smooth body surface, the overlapping feathers of the wing for lifting the bird upward as the wing comes down, the long wing bones, the strong breast, and the covering of feathers giving lightness and warmth. The warmth and lightness of feathers is illustrated by the feather boas worn by ladies.

Examine the feet and find out why pigeons are able to perch on trees.

Examine the beak, mouth, tongue, nostrils, eyes, ears. How is the bill adapted for picking up grains and seeds?

OBSERVATION AND CARE OF WINTER-BLOOMING PLANTS

Children are most interested in things which they own and care for themselves. If a child plants a bulb or a slip and succeeds in bringing it to maturity, it will be to him the most interesting and, at the same time, will bring him more into sympathy with plants wherever he may find them. The teacher should impress upon the pupil the desirability of having beautiful flowers in the home in winter, when there are none to be had out-of-doors.

Every pupil should be encouraged to have one plant at least, and the bulbs planted in October and stored away in the dark in the home cellar will require a good deal of care and afford an excellent opportunity for observing plant growth and the development of flowers. If the pots have been stored in a cool cellar and have been kept slightly moist, the bulbs will have made sufficient root growth in a month and should be brought up into a warmer room where they can get some sunshine every day. The pupils will make a report each week as to what changes are noticeable in the growing plant. They will note the appearance of pale green shoots, which later develop into leaves and at least one flower stalk. They should make a drawing once every week and show it to the teacher, and the teacher should make it a point to see a number of the pupils' plants by calling at their homes. In this way the pupils come to know what plants need for their development in the way of soil, water, light, and heat. This interest will soon be extended, until, in a very few years, the children will add new and beautiful plants to the home collection and assume the responsibility of caring for all of them.

TREES

PINES OF THE LOCALITY

This study may be commenced in November after the deciduous trees have lost their leaves and have entered their quiescent winter period. This is the time when the evergreens stand out so prominently on the landscape in such sharp contrast with the others that have been stripped of their broad leaves and now look bare and lifeless. If no pines are to be found in the vicinity, balsam or spruce may be substituted. The lessons should, as far as possible, be observational. The pupils should be encouraged to make some observations for themselves out of school. At least one lesson should be conducted out-of-doors, a suitable pine tree having been selected beforehand for the purpose. The following method might serve as a guide in the study of any species of tree.

THE WHITE PINE

FIELD EXERCISES

Have the pupils observe the shape and height of the tree from a distance, tracing the outline with the finger. Compare the shape of this tree with that of other evergreens and also with that of the broad-leafed trees. Have them describe in what particulars the shapes differ in different trees. They will come to realize that the difference in shape results from difference in length, direction, and arrangement of branches. They may notice that other evergreen trees resemble the pine in that the stems are all straight and extend as a gradually tapering shaft from the bottom to the top, that all have a more or less conical shape, and that the branches grow more or less straight out from the main stem, not slanting off as in the case of the maples and elms.

Coming close to the tree, the pupils may first examine the trunk. By using a string or tape-line, find its diameter and how big it is around. Tell them how big some evergreens are (the giant trees of the Pacific Coast are sometimes over forty feet around). Have them notice where the trunk is largest, and let them find out why a tree needs to be so strong at the ground. Heavy wind puts a great strain on it just at this point. Illustrate by taking a long slat or lath, drive it into the ground firmly, and then, catching it by the top, push it over. It will break off just at the ground. If a little pine tree could be taken up, the pupils would be interested in seeing what long, strong, fibrous roots the pine has.

Let them examine the bark of the trunk and describe its colour and roughness. The fissures in the bark, which are caused by the enlarging of the tree by the formation of new wood under the bark, are deeper at the bottom of the tree than at the top, the tree being younger and the bark thinner the nearer to the top we go.

Let the pupils look up into the tree from beneath and then go a little distance away and look at it. They will notice how bare the branches are on the inside, and the teacher will probably have to explain why this is so. They will discover that the leaves are nearly all out toward the ends of the branches as they get light there, while the centre of the tree top is shaded, and the great question that every tree must try to solve is how to get most light for its leaves. The pupils will now see an additional reason why the lower limbs should be longer than the upper ones. The greater length of the lower limbs brings the leaves out into the sunlight.

The reason for calling this tree an "evergreen" may now be considered. Why it retains its leaves all winter is a problem for more advanced classes; but if the question is asked, the teacher may get over the difficulty by explaining to the class that the leaves are so small, and yet so hardy, that wind, frost, or snow does not injure them. Each pupil may bring a small branch or twig back to the school-room for use in a class-room lesson.

CLASS-ROOM LESSON

~Materials.~--Small branches--one for each pupil, cones, bark, pieces of pine board.

~Introduction.~--Review the general features of the pine that were observed in the field lesson.

~Observations.~--The branches are distributed. Pupils test the strength and suppleness of the branches and find the gummy nature of the surface.

Of what value are these qualities to the tree during winter storms?

Examine the texture, stiffness, and fineness of the needles.

Note that the needles are in little bunches. How many are in each bunch?

Are there any buds on the branches?

If so, where are the buds?

How are the buds protected from rain?

The pupils examine the cones and describe their general shape.

The pupils are asked to break open the tough scales and find the seeds.

Allow the seeds to fall through the air, and thus the pupils will discover the use of the wings attached to the seeds.

The wood is next examined, its colour and odour are noted, and its hardness is tested.

Find articles in the school-room that are made of pine wood.

ELM

The following topics are suggested for aiding in the selection of matter for a lesson on a typical broad-leafed tree:

The height of the tree.

The part of the height that is composed of tree tops.

The umbrella shape or dome shape of the top.

The gracefully drooping branches of the outer part of the top.

Try to find other trees with tops like that of the elm.

The diameter of the trunk.

The diameter is almost uniform up to the branches.

The branches all come off from one point, like the ribs of an umbrella.

The thick bark, that of the old trees being marked by deep furrows.

The birds that make their nests in the elm.

In spring find and examine the flowers, fruits, seeds, and also the leaves.

FIELD EXERCISE

A good out-of-door exercise to follow the general lesson outlined above, is to require the pupils to find all the elm trees or a number of elm trees growing in the locality and to describe their location and the kind of soil on which they grow.

The maple, oak, horse-chestnut, and apple are also suitable trees upon which to base lessons for Form I.

DOMESTIC ANIMALS

Domestic animals not only furnish suitable subjects for observation work, but also afford good opportunities for developing that sympathetic interest in animal life which will cause the pupils to more nearly appreciate the useful animals and to treat them more humanely.

THE HORSE

I

~Introduction.~--By means of a conversation with the pupils, find out what they know about the horse and lead them to think about his proper treatment.

~Lesson.~--The matter and method are suggested by the following:

What are the different things for which horses are useful?

What kinds of horses are most useful for hauling heavy loads?

Why are they most useful?

What kinds are the most useful for general farm work? Why are they the most useful?

What kinds are the most useful for driving?

Are there any other animals that would be as useful as the horse for all these things?

What causes some horses to be lean and weary while others are fat and brisk?

What kinds of stables should horses have as to warmth, dryness, and fresh air?

Why is it cruel to put a frosty bit into a horse's mouth?

When a horse is warm from driving on a cold day, how should he be protected if hitched out-of-doors?

Why, when he is warm from driving, should the blanket not be put on until he has been in the stable for a little while?

Correlate with reading from _Black Beauty_.

II

~Preparation.~--I want you to find out some more things about the horse, but you will understand these things better if you remember that long ago all horses were wild, just as some horses are wild on the prairies to-day, and that the habits learned by wild horses remain in our tame horses.

The teacher should read to the class parts of "The Pacing Mustang" from Ernest Thompson-Seton's _Wild Animals I Have Known_, or "Kaweah's Run" from _Neighbours with Claws and Hoofs_. This will give the pupils a motive for making the required observations.

~Observations.~--Compare the length of the legs of the horse with his height.

Of what use were these long legs to the wild horses?

What causes horses to "shy"? Of what use was this habit to wild horses?

In how many directions can a horse move his ears? Of what use was this to wild horses?

When horses in a field are alarmed, do they rush together or keep apart, and where are the young foals found at this time? Of what use were these habits to wild horses? Are the eyes of the horse so placed that he can see behind him and to either side as well as in front? Of what use was this to wild horses?

_To the teacher._--The horse is an animal which is strong, swift, graceful, gentle, obedient, docile. The pupils should learn that, in return for his good services, the horse should be treated with kindness and consideration.

The legs of the horse are long, straight, and strong, and the single toe (or hoof) means that the horse walks on the tip of one toe, and the hoof is in reality a large toe nail developed to protect the tip of the toe. To these features is due the great speed of the horse. Horses gather together in the field with the foals in the most protected part of the group, just as wild horses found it necessary to do for protection. The wild horses "shied" at a fierce enemy concealed in the grass, and the tame horse shies at a strange object.

CORRELATIONS

With literature and reading: By interpretation of _The Bell of Atri_.

With language: By exercise on new words, as graceful, etc.

DOMESTIC BIRDS

THE DUCK

~Home Observations.~--Compare the duck and the drake as to size, colouring, calls, and other sounds.

Observe the position of the birds when standing. Observe their mode of walking, of swimming, and of flying. Where do they prefer to make their nests? Why is the duck more plain in dress than the drake? What is the shape, size, and build of the nest? Describe the eggs. When does the duck sleep? Why can it not sleep upon a perch as hens do? How do ducks feed on land? Compare with the feeding of hens. Observe how ducks feed when in water. Observe the various sounds, as alarm notes, call notes, social sounds.

Describe the preening of the feathers and explain the meaning of it.

Compare the appearance of the young ducks with that of the older ones. Do the young ducks need to be taught to swim?

CLASS-ROOM LESSON

Provide, where convenient, a duck for class study.

~Observations.~--Colour, size, general shape of the body, and the relation of the shape to ease of swimming; divisions of the body.

Size of head, length of neck, and the relation of the length of the neck to the habit of feeding in water.

The legs and web feet, and the relation of these to the bird's awkward walking and ease in swimming.

The bill and its relation to the bird's habits of feeding by scooping things from the bottom of the water and then straining the water out. The sensitive tip of the bill by which the duck can feel the food.

The feathers, their warmth, and compactness for shedding water. The oil spread over them during the preening is useful as a protection against water.

The bill, feet, and feathers should be compared with those of the hen and goose, and reasons for the similarities and differences should be discussed.

The uses that people make of ducks and their feathers and eggs; the gathering of eider-down.

For desk work, make drawings of the duck when swimming, flying, and standing.