Chapter 19

FORM I

SPRING

GARDEN WORK

The pupils in Form I cannot be expected to do heavy work, such as spading plots or making paths. In some cases the larger boys will undertake to line out the walks and do the spading or digging. Sometimes it may be best to engage a man to do the spading. In any case the boys and girls should do the measuring and marking out of the plots. If stable manure is used in fertilizing the plots, it must be well rotted and then carefully spaded into the plots. The rest of the work should be done by the pupils themselves under the direction of the teacher. This work will include the levelling of the plots with hoes and rakes, and the trimming of the edges to the exact size of the plots, as determined by a string drawn taut about the four corner pickets. If the pupils in this Form have individual plots, each pupil will mark out his drills, put in the seeds, and cover them. The teacher may give demonstrations in connection with the work but should not do the work for the pupils.

The teacher must use his own judgment as to what seeds to allow the pupils to plant. One variety of vegetable and one of flowers is sufficient for Form I pupils, and it is desirable that large seeds be chosen for them and such as are pretty sure to grow under ordinary circumstances. Beans, beets, radishes, or lettuces are suitable as vegetables, and nasturtiums, balsams, or four-o'clocks as flowers. These seeds should be planted at least an inch apart in the drill and the drills, twelve to fifteen inches apart. Large seeds may have an inch of soil over them and smaller seeds much less. Unless the soil is very dry, watering should not be allowed, and in any case it is better to water the plot thoroughly the day before planting the seed instead of after, as is commonly done. The pupils must not allow a crust to form over the plot either before the seeds come up or after. Claw-hand weeders are convenient for loosening the soil close to the plants, and small-sized garden rakes can be used between the rows as soon as the seedlings appear. It is always better to cultivate before the weeds get a start, and thus prevent their growth. Usually the young plants will be too thick in the row, so that thinning should be begun when the plants are about two inches high. The edges of the plots should be kept straight and the paths clean and level. Each plot should have a wooden label bearing the owner's name or number and Form. The teacher is referred to _Circular 13_ of the Ontario Department of Education, _Elementary Agriculture and Horticulture_, for lists of seeds, tools, etc.

GARDEN STUDIES

The pupils should be in the garden every day as soon as gardening commences. In this way only will they be able to follow and appreciate the whole life of the plant from seed to seed again. The teacher should give a few minutes daily to receiving verbal reports from the pupils. All new developments that the pupils notice should be reported for the good of all. The teacher should make a practice of visiting the garden for a few minutes daily before or after school, in order that he may be in a position to direct the pupils in their studies in the garden. The pupils should watch for the first appearance of the young plants above ground, noting how they get through the soil, and the size, shape, and colour of the first leaves. They can readily determine whether all of the seeds grow. They will then watch for the opening of the second pair of leaves and compare them with the first pair. They should report the amount of growth made from day to day, and also what insect enemies attack the plants, and what animals, such as toads and birds, are seen during the season. They will also have occasion to note the effect of rain and sun upon the soil and upon the plants. The first vegetables fit for use and the first flowers in bloom will be reported. While they give special attention to the development of the plants in their own plots, they will of course observe what is going on in the garden generally.

Correlate with the interpretation of "The Seed" in _Nature in Verse_.--Lovejoy. Silver, Burdett & Co., 60 cents.

WINDOW GARDEN

The pupils should plant some seeds in sand or moist sawdust in boxes or pots in the school-room, so that they may be able to examine the progress of germination. In this way they will come to realize that every good seed has in it a tiny plant asleep and that warmth and moisture are needed to awaken it and help it to grow. It sends one delicate shoot down into the soil and another up into the light. Another interesting way to plant seeds is in egg-shells filled with fine, moist soil, which are set in rows in a box of sand. One seed only should be put in a shell. The plants may be grown to quite a size and then set out in the garden plot, the shell having first been broken off and the ball of earth containing the roots carefully set down in a small hole, packed about with garden soil, and watered. The pupils should draw diagrams or maps of their plots and afterwards of the whole garden. (See Manual on _Geography_.) They can mark the lines of plants, and those who can write can give in short, simple sentences the main things noticed from day to day. They should give the day and date when the seeds were planted, when plants came up, when rain storms occurred, when work in weeding, thinning, and cultivating was done, when the plants were fit to use, and how they were disposed of, etc. This will serve as profitable seat work in writing, drawing, and language. Simple problems based upon dimensions of plots and the value of vegetables, etc., afford excellent supplementary exercises in arithmetic.

WILD FLOWERS

The admiration that even little children have for the wild flowers of the woods and their delight in finding and gathering them is sufficient justification for including them in studies for Form I. The teacher must be careful, however, lest he go too far in the critical examination of the parts of the flowers, forgetting that little children are not interested in stamens and petals, but in the fresh, fragrant, and delicate blossoms that beautify the little banks and hollows of every woodland and that brighten up the fields and roadsides in spring time. The teacher should aim to deepen that childish admiration and give to the child a more intelligent appreciation of the beauties of the wild flowers and a desire to protect them from extermination.

No attempt should be made to prohibit the picking of wild flowers, but the pupils should be instructed not to pull up plants by the roots. The picking of flowers in moderation does not injure the plants, but rather tends to increase their vigour. Pupils should pick flowers with some purpose in view, rather than to see how big a bunch each can gather. The teacher should show them how to arrange a few flowers in a neat bouquet and emphasize the fact that a great mass of blossoms crushed closely together is far from being artistic or ornamental. Pupils should then be encouraged to make up pretty bouquets for the teacher's desk, for the home dining-room, and for old or invalid people who love flowers--especially those plucked by the hands of thoughtful children.

RECOGNITION OF WILD FLOWERS

The pupils should learn to recognize each year a few species of wild flowers by name as well as by sight. This may be accomplished in two ways, (1) by means of excursions to the woods a few times each year during the spring and summer months, and (2) by having occasional observation lessons in the school-room based upon the flowers gathered for the school-room bouquets. Both methods are to be recommended, but it must be borne in mind that a wilted, lacerated flower has no interest for a little child.

LESSON IN OUTLINE

BLOODROOT

Plants are always most interesting when studied in their natural environment, and this is one reason why the school excursion deserves the highest commendation as a method of studying wild flowers. When studying wild flowers out-of-doors, the pupils should notice what seems to be the favourite or usual location for the particular species under consideration.

Have the pupils observe the following about the bloodroot:

It seems to prefer fairly dry, rich soil, on or near a hillside. It opens its beautiful white blossoms early in the spring, as if to enjoy the bright sunshine before the trees put out their thick coat of leaves to shade it. It, like many another early spring flower, comes into bloom so early in the spring because it got ready the summer before. The teacher should carefully dig up a specimen--root and all--as young pupils cannot be depended on to get up all of the underground part. Note the large amount of plant food stored up in the underground stem, how the flower was protected before it opened out, and what becomes of the protection. Note the peculiar beauty of the snow-white blossoms with their yellow centres, and how beautiful they look as they nestle amongst the handsome green leaves with their pinkish-tinted stems. Wound the root, and notice the reddish, bloodlike juice whence the plant derives its name. Indians sometimes use this juice for war-paint, and some mothers give it to their children on sugar as a cure for coughs and colds.

Other wild flowers suitable for Form I are buttercup, spring beauty, dog's-tooth violet, hepatica, and trillium.

If there is a corner of the school ground that is partly shaded, and if the soil is fairly mellow and moist, some of these wild flowers should be transplanted there where they will grow well and can be seen every day during the blooming period.

The leaves and flowers of the bloodroot and the above-mentioned wild flowers can be used for drawing.

CORRELATIONS

Oral and written descriptions of the flowers studied afford suitable exercises in language and composition.

INSECT STUDY

CECROPIA, OR EMPEROR-MOTH

The larvae of this, the largest of Canadian moths, may be found early in September, as they wander about in search of a suitable branch upon which to fasten their cocoons. If the pupils are not successful in finding the larvae, the cocoons can be found after the leaves have fallen, because their size makes them conspicuous. The only difficulty in finding them is due to their being of the same colour as the withered leaves, so that they are easily mistaken for the latter.

The pupils should be directed to look carefully at what appears at first sight to be a withered leaf attached to a tree or shrub, and in this way many cocoons of various moths will be found.

~Observe.~--The large size--from three to four inches long; the greenish colour; the stumpy legs; movements, as walking, feeling, clinging; the rows of warts, and short, stiff spines on these; the feeding habits, biting or sucking; eggs of parasites, for frequently these are found on the larvae.

Place the larva in a box covered with gauze, and observe the spinning and weaving of the cocoon.

From what part of the body is the silk obtained? With what organs are the threads placed in position? What part of the cocoon is made first and what part is made last? What time is required for making the cocoon? How is the cocoon fastened to the tree? What provision is made in the cocoon for warmth, for protection from birds, for shelter from rain?

Cut open a cocoon and examine the pupa, noting the mummy-like case on which can be seen the impressions of the wings developing within.

If the cocoon is kept in the vivarium in a cool place, so that the conditions may be as nearly as possible like the natural conditions, the adult moth will emerge about the first of May. In April the cocoon should be wetted occasionally, as it would be if exposed to rains; this ensures more perfect development of the insect.

~Observe.~--At what part of the cocoon the moth makes an opening; the slow spreading and strengthening of the wings; the size and coloration of the moth; the feathery feelers; the position of the wings and sucking mouth parts when at rest.

Require the pupils to make drawings of the cocoon, larva, and adult.

The promothea moth, whose cocoons are common on lilac bushes, may be studied in the same way as the emperor.

Reference.--Silcox and Stevenson: _Modern Nature Study_

DRAGON-FLY

The larvae of this insect may be obtained in May or June by scraping leaves, weeds, and mud from the bottom of ponds and allowing the mud and water to settle in a pail or tub. The larvae may be distinguished from other aquatic creatures by the long insect-like body, three pairs of legs, and the "mask"--a flap with pincers at the end. This mask can be turned under the head and body when not in use, or it can be projected in front of the larva for catching prey. At the rear end are three tubes, which fit together to form the breathing tube.

The pupils should observe the above features, and also the movements, seizing of prey, breathing, moulting, semi-resting or pupa stage, at the close of which the pupa climbs up a reed or stalk of grass and bursts the skin from which the adult emerges.

The pupils should put into the aquarium various kinds of insects and decide what foods are preferred by the larva and the adult.

~Observe.~--The size, length of body, movements in flight, lace-like wings, and insect-killing habits of the dragon-fly.

Should dragon-flies be protected? Give reasons. Are all dragon-flies of the same size, build, and colour? At what time of year are dragon-flies most numerous?

~Reference.~--Silcox and Stevenson: _Modern Nature Study_.

OTHER CONSPICUOUS INSECTS

The potato-beetle, giant water-bug, eastern swallow-tail butterfly, and promothea moth are insects suitable as types to be studied by the pupils of Form I. The giant water-bug is the large, broad, grayish-brown insect that is found on the sidewalks in May and June mornings. (For information on the eastern swallow-tail and promothea see Metamorphosis, in Butterfly and Moth Collections.)

BIRDS

Bird studies for Form I should be limited to observations made directly upon a few common birds, such as the robin, house-sparrow (English), song-sparrow, flicker, house-wren, crow, bronzed grackle, and meadow-lark. These are easily reached by the pupils of every rural and village school, and the purpose of the lessons should be to teach the pupils to recognize these birds, and by making use of child interest in living active creatures, to develop their interest in birds.

THE ROBIN

FIELD EXERCISES

I

Observe the robins and find out the following things:

1. Are all robins of the same colour? If not of the same colour, what difference do you note?

2. Does the bird run or hop? Imitate its movements.

3. Listen to its song. Is it sweet or harsh? Is it loud or low? Is it cheerful or gloomy?

4. Watch the robin as it moves along the grass and learn how it finds out where the worms are.

_To the teacher._--The pupils should be given a few days in which to find out answers to these questions, and at the end of that time the answers should be discussed in the class.

Male robins have more pronounced colours than female robins. The beak is yellower, the breast is brighter, the back and the top of the head are darker. Robins both run and hop. The sense of sight of the robin is very acute, but its sense of hearing is even more keen. The bird may be observed turning its head to one side to listen for the sound of a worm which is still inside its burrow.

II

A second set of exercises may now be assigned which will demand a more detailed study of the bird, namely, a study of the size, colour, form of body, manner of flight, and length of beak.

III

THE NEST, EGGS, AND YOUNG

1. Find out various places in which robins build their nests. In what ways are these places all alike? Examine the materials of the nest and find out why the nests are built in the kind of places in which they are found.

2. Describe the eggs.

3. What kinds of food do the parent birds bring to the young? Does the father bird aid in bringing food to the young?

_To the teacher._--The nests are found in well-sheltered parts of apple trees and evergreens, in sheds, under ledges of roofs, and in other sheltered places. The nests, since they are composed largely of mud and grass, would easily be washed away if exposed to rain storms. The food brought to the young consists of worms and insect larvae, and the father bird is very industrious in helping to take care of his family. It is the father bird that sings, and the mother bird devotes all her energies to working and scolding.

THE SONG-SPARROW

FIELD EXERCISES

In early March, when the streams are just beginning to break from underneath the ice and spots of ground peep here and there through the snow, assign to the pupils an exercise such as the following:

Watch for a small, gray-brown bird which perches near the top of a bush, or small tree, and sings the "Tea-kettle Song".

Try to interpret the song in the words:

"Maids! Maids! Maids! Put on the tea-kettle, tea-kettle, tea-kettle, tea-kettle, tea-kettle-ettle."

Is the song bright and cheerful or dull and gloomy? Does the bird sing this song often?

Approach close to the bird. Are there any stripes or spots on its breast or head?

Describe the flight of the bird from its perch, when it is disturbed.

_To the teacher._--It is possible for the pupils to distinguish the song-sparrow by means of the above exercises. It is one of the first birds to return in the spring, and, as it is a lusty singer, it will attract the attention of all who are looking for birds. The dark brown spot in the centre of the breast is a distinguishing mark, and the more observant will find the three ashy-gray stripes on its head and the dark line through the eye.

When disturbed, it does not rise into the air, but flies downward and disappears with a swish of its tail. The nest is usually built on the ground or in a low bush or tree. It is composed of grass, fine roots, or weed stems, and lined with fine grass or hair. The eggs are usually four or five, but sometimes there are as many as seven. They are white with a greenish-blue tint and are closely spotted with brown.

CLASS-ROOM LESSON

Discuss with the pupils the observations that they have made on the field exercises.

Generalize as to the similarity of the places in which the pupils have seen the sparrow singing, and as to the times of day in which the bird sings.

Teach the marks of identification which some have discovered, using for this purpose pictures of the bird or black-board drawings; and encourage those who have not yet seen the song-sparrow to try again and to secure the assistance of those who have succeeded.

Compare the size and form of the song-sparrow with that of the house-sparrow (English).

Tell the pupils the great value of the bird in killing cutworms, plant-lice, caterpillars, ground-beetles, grasshoppers, flies, and other insects. It also helps to prevent the spread of weeds by eating thousands of seeds of noxious weeds.

Assign the pupils some other things to discover, as for example: Through how many months of the summer does the bird sing? Find the nest. Why is it hard to find? Describe the eggs, as to size, colour, and number. Do not disturb the nest and do not visit it very often.

_To the teacher._--Base lessons in bird study upon the English sparrow, flicker, wren, and meadow-lark.

THE SHEEP

PROBLEMS FOR FIELD WORK

How do sheep find one another when they have become separated?

How old are the lambs before they can keep up with the old sheep when running? What fits the lamb for running so well?

Watch the lambs when they are playing, and find out whether they play:

1. I'm the king of the castle.

2. Follow the leader.

Find out by watching a flock of sheep what is meant by "Men follow one another like a flock of sheep".

Describe how sheep move when they are going very fast.

Why should sheep be kept in a well-ventilated building that protects them from snow and rain but is not very warm?

_To the teacher._--Each movement, habit, and instinct implied in this exercise is explained by the life of the wild sheep. Their natural home is in the mountain, and their swift movement is that of bounding from rock to rock as they follow the strongest and boldest (their leader) to a place of safety. The legs of the lamb grow rapidly, beyond all proportion to the rate of growth of the body, so that within two weeks after birth the young lamb is almost as strong of limb and fleet of foot as its mother. In their games the lambs are fitting themselves for their place in the flock, and these games very much resemble those named in the exercise.