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.