Who said that for years he’d been searchin’
For a place in the sea
Where he quiet could be,
For the waves kept him pitchin’ and lurchin’.
A NEW THEORY.
BY BESSIE CHANDLER.
At the telegraph poles Grace was looking,
When she solemnly said: “I think
Those little glass things are the bottles
That hold all the telegraph ink.”
WORK AND PLAY FOR YOUNG FOLK.—XV.
A ROPE YARN SPUN BY AN OLD SAILOR.
BY C. W. MILLER.
There are many things you boys can do with a rope, if you only know how.
Let an old sailor spin you a “yarn” or two.
I. SPLICES.
If you wish to put up a swing, to make a lasso, to fasten a rope to your
sled, or if you live on a farm and desire to make a halter or a hay-rope,
you should know how to make an “eye-splice.”
The tools you will need are a hammer and a marline-spike. A sailor’s
marline-spike is made of iron, and is about six inches long, like that in
Fig. 1; but you can easily whittle from a bit of any hard wood a peg that
will answer the purpose of a marline-spike.
To begin the splice, take a small rope, like a clothes-line (if possible,
a new one in which the strands are unworn), and first untwist, or, as we
sailors say, unlay, about four inches of it. Then wind thread tightly
around the end of each strand to keep it in shape. Next bend the rope
around into a loop of any size desired, letting the loose strands or
cords cross on the upper side and project beyond the rope. Be sure that,
as you hold the loop toward you, the rope bends toward the right.
[Illustration: FIG. 1.—MARLINE-SPIKE AND EYE-SPLICE.]
At the point of crossing, twist the solid or “standing” part of the
rope the wrong way, so as to open it a little, and thrust the spike in
between the strands, pushing it in until the strands are well apart. Now
draw the spike out and put the end of the first loose strand into the
enlarged opening. To do this easily you should insert the spike with its
point toward the loose ends, so that, as you draw it out, you can follow
it closely with the first end before the separated strands close. Draw
the end up tight, as shown in the cut. Then take the spike and separate
the next strand in the rope from the others, and insert the second loose
end in the same way, and similarly place the third end under the third
strand of the rope. At this stage, your splice will look like Fig. 1, and
a little study of that diagram will show you, better than I can tell you,
just how to insert the strands.
Continue the work, by passing the first end over one strand and under the
next, and do the same with the second and third ends.
When each end has been woven in twice, take off the thread from the ends
and cut about a third from the under side of each one, making it that
much thinner than before. Bind the ends again with the thread, and weave
each one under another strand of the rope. Again take off the thread and
cut off half of what remains from the under side of each of the loose
ends; replace the thread, weave under again, draw each end up tightly,
and cut it off close to the rope. If you have carefully followed the
directions, each end will pass over and under the strands alternately,
and no two ends next each other will pass under the same strand.
You must always remember, in working with a rope, to twist every strand
hard and tight, and to draw it snugly to place. And in making a splice,
the rope should be pounded frequently with the hammer or a piece of wood,
and rolled back and forth under your foot. This operation makes the
strands sink into one another and look smooth and even.
Another splice, quite as useful as the one just described, is that
by which the ends of two ropes are joined so firmly that they form
one continuous rope. There are two forms of it, one called the “short
splice,” and the other the “long splice.”
The short splice, is more often used, because it is quickly made, it
does not waste much of the rope, and it is nearly as strong as the
long splice. There is one objection to it: It makes part of the rope
somewhat larger than the rest, so that it can not be run through a narrow
pulley-block. The long splice, on the other hand, though using much more
material, may be made without increasing the size of the rope at any
point, and is, in fact, somewhat stronger.
To make the short splice, first untwist about eight inches of each of the
two ends you wish to join, and bring them together in such a way that the
ends of the untwisted parts are squarely and closely against each other
as though they were one rope, while the six loose strands stand out all
around, each one of the right-hand strands being between two of those on
the left hand, or interlocked.
Now what you are to do is to weave the loosened strands of the right-hand
rope into the untwisted rope of the left side, and the loosened strands
of that rope into the solid part of the right-hand rope. To hold the two
ends in place while you work, begin by drawing all three of the left-hand
strands down over the right-hand rope, and tie them there with a piece of
cord.
[Illustration: FIG. 2.—A SHORT SPLICE.]
Now weave the three loose strands into the solid rope by the help of the
spike, just as you did in making the eye-splice. When you have finished
this side, untie the twine and weave the loose strands into the left-hand
rope in the same manner. The directions given for making the eye-splice
apply also to this splice. It must be well pounded and twisted back and
forth until the ends work into the strands and it is smooth and firm; and
this splice, too, will look better if part of the rope-yarns are cut off
before weaving in the last time, but if you are not particular you may
cut the ends off just as they are left in Fig. 2. To help you to see how
the ends go under and over the strands of the rope, each one is marked in
Fig. 2 with a different line of dots and dashes, and, by following any
one line, you will learn exactly where that one strand passes in and out.
[Illustration: FIG. 3.—A LONG SPLICE, FIRST STAGE.]
The long splice, though a little more trouble than the short splice,
makes a much neater joining. For this splice, you must untwist three feet
of one end of each rope and bring the two closely together as in making
a short splice, with the loose ends interlocked. Next take one of the
strands of the right-hand side and untwist it, or separate it from the
rope an inch or two, and into the space it leaves vacant “lay” one of the
loose ends from the other side. (By “laying” I mean twisting the strand
tightly and pressing it into place.) Go on in this way, untwisting the
strand from one side and laying in its place the strand from the other
side, until the latter has only about eight inches free, while the one
you have been untwisting has nearly six feet free. What you have now
done is merely replacing a strand belonging to one rope by a strand from
the other. Do the same thing on the other side; that is, untwist one of
the strands of the left-hand rope and twist into its place a loose strand
from the right-hand rope. When you have done this, your splice will look
like Fig. 3, the six untwisted strands ending in pairs in three places.
The pair in the middle will be three feet long each; while at the ends
there will be one long and one short strand, although, as seen in Fig. 3,
they all must be cut off short for the next operation.
[Illustration: FIG. 4.—A LONG SPLICE FINISHED.]
This consists in weaving the ends in, and it is done by forcing the spike
under the strand next to the end you wish to weave in, passing the end
through the opening, then over the next strand, and under the third,
which you have opened in the same way. Now cut off a portion from the
under side of the strand, pass it over and under once more, and cut off
closely. Repeat this with the second strand of the pair, and your joining
will look like Fig. 4, which represents a long splice finished. This
figure, of course, shows only one woven-in end, the other being on the
opposite side.
Having thus disposed of one pair of the loose ends, treat the other two
pairs in the same way. Notice that the strands are nowhere turned back on
themselves, but that they always work on in the same way they started;
that is, those which turned out from the middle turn out to the end,
while those that turned toward the middle (or those you untwisted to make
place for the others) still turn toward the center, as they began.
II. SENNIT, OR BRAID.
The first thing a boy learns when he goes to sea is to make braid, or,
in sailors’ talk, “sennit,” and I think land boys will find it very
convenient to know a few of the different kinds in use. All boys wish
to make whip-lashes or to swing hammocks; and for those of you who own
sail-boats, or even row-boats, there are endless uses for these braids.
Fenders to protect the sides of boats from injury are best made from a
short, thick piece of sennit; and many boats have a guard, made of about
seven large strands, like Fig. 5, running all around just under the
gunwale.
[Illustration: FIG 5.—THE SIMPLEST KIND OF SENNIT.]
On a ship these braids are used to wrap around parts of the rigging,
to keep them from chafing, so they are called “chafing-gear.” And the
sailors make it by the barrelful, so that it will be on hand when needed.
In beginning a braid, tie a string around one end of the strands and
fasten it to any convenient object, such as a hook in the wall or a
door-knob, in order to keep the braid taut, as it is very important to
draw the strands up snug and even every time. The simplest kind of sennit
may be made of any uneven number of strands. It is shown in Fig. 5.
To begin, take five strands and separate them, holding three in the right
hand and two in the left. First take the outside strand of the three in
the right hand, pass it over the two next it, and lay it inside the two
in the left hand. Now you have three in the left hand. Then take the
outside strand of the three in the left hand, pass it over the two next
it, and lay it inside of the two in the right hand. So you go on, always
taking the outside strand from the side which has three together, passing
it over its two neighbors, and laying it inside the two in the other
hand. It is very easy, you see, and you will soon have a piece like that
in the figure, in which the outside strand from the left side has just
been laid over inside of the right. You can make this kind of braid of
any uneven number of strands, and the only rule is always to bring the
one from the outside of the greater number over all its neighbors to the
inside of the smaller number.
[Illustration: FIG. 6.—A ROUND SENNIT.]
To make a whip-lash, you should try a braid like that shown in Fig. 6,
which is a round sennit. The one in the drawing is made of large round
strands to show the braid better; but for a lash you should take flat
strips of leather, and taper them to make your lash the proper shape.
This braid is made of four strands. Take two in each hand, pass the
outside strand in the right hand under its neighbor and also under the
inside strand in the left hand. Bring it up between the two in the left,
and lay it over the inside strand next to it, placing it at last beside
the one strand in the right hand, only inside of it instead of outside,
where it was first. Do the same with the outside strand of the left hand;
that is, pass it under the one next to it and the inside one of the
right hand, bringing it up between the two in the right, turning it over
the inside one, and laying it next to the one remaining in the left hand,
on the inside. Keep on doing this and you will notice that the same two
strands always stay in the same hand, but each turn of one interlocks it
through the two in the other hand.
In Fig. 6 the outside strand on the right side has just been passed under
and up between the two on the left side, over the inside one of the left
and beside the strand on the right.
This method of braiding is pretty to use in covering many things, round,
square, or tapering. Even a turned vase and many articles of varying
shape may be covered by it. Where the object is wide the strands cross
each other at a wide angle, and where narrow, run more nearly parallel to
the object, but in every case it is covered. Some very pretty things are
made with this braid.
For a flat braid, which, when made of rope-yarns or cord, is very nice
for a dog or goat harness, you will need the “French” sennit shown in
Fig. 7. At sea, it is sometimes made eight or ten inches wide, and half
an inch thick; but you will not need it so heavy. To begin, take nine
strands as in the figure, though it may be made of any other number.
[Illustration: FIG. 7.—THE FRENCH SENNIT.]
First spread the strands out flat, take the middle one (in this case,
No. 5), bend it to the right and over No. 4, which is bent to the left.
Take No. 6, bend it to the right, and under No. 4. Take No. 3, bend it to
the left, over No. 5, and under No. 6. Take No. 7, bend it to the right,
over No. 4, and under No. 3. Take No. 2, bend to the left, under No. 5,
over No. 6, and under No. 7. Continue in this way until all the strands
are in. Then take No. 5, which, you remember, was bent to the right, and
now occupies the outside place on that side, bend it up and over No. 6,
which is next it, and then braid it in alternately over and under just
as before. Braid in the outside strand from the left side in the same
manner. Go on in this way, and the braid will look like Fig. 7. So many
directions make it seem hard; but when you try it with the figure before
you, you will find it very easy. If the braid is made from an even number
of strands, as in Fig. 8, the strands will begin on both sides by turning
over; but if the number is uneven, as in Fig. 7, the strands on one side
will begin by turning under.
Be careful to draw the strands even and snug. This braid has one great
advantage over others. It may be split into two or more narrower braids,
as you see in Fig. 8, and afterward braided together again, leaving an
open loop, or a sort of button-hole. A glance at Fig. 8 will show you
just how this is accomplished, and that it is an easy task.
[Illustration: FIG. 8.]
In a navy hammock, the cords which support the body are woven into a flat
braid which starts with two or three strands and has the others gradually
woven in, two at a time, one on each side. This finishes it off very
neatly, and keeps the cords from tangling, and is a great improvement
on simply putting the cords through the ring, which has a bungling
appearance, as they are generally in a snarl. This braid may be more
easily made by “putting the cart before the horse”; that is, by beginning
at what is apparently the wrong end. Take the cords double length, and
draw them all through the ring, until half the length is on each side.
There will be twice as many strands as you had cords. Begin a flat braid,
as in Fig. 8, until all the strands are woven in. If there are twelve,
you then leave out the outside strand on each side and continue the braid
with ten; leave out two again, and continue with the middle eight; and so
on until you have but two left. Tie these firmly together, and the braid
will not work loose.
[Illustration: FIG. 9.]
The queer-looking flat open-work braid shown in Fig. 9 is much used at
sea, but it is hard to make of anything but tarred hemp rope-yarns,
because it always inclines to loosen. The tarred rope does not slip like
ordinary cord. In this braid, the strands do not cross the braid, but
each one simply locks into its neighbor. To make it, you twist the first
strand around the second, the second around the third, the third around
the fourth, and so on across the braid. In the figure, the first has been
twisted around the second, and the second is ready to twist around the
third.
These braids can be easily learned by following the descriptions, and by
referring to the cuts. Girls may use them in many ways; that shown in
Fig. 5 is pretty for the hair. But I need not point out the various uses
to which they may be put, for I am sure you all will discover them for
yourselves.
III. THE “MADERWOCKER.”
This object bears no relation to the famous Jabberwock; in fact, it is
simply a knot in common use among sailors; and the mysterious-sounding
name is merely a very bad way of pronouncing “Matthew Walker.” Matthew
Walker was an inventor, and, though his name has become gibberish, his
knot is as good as ever, and is a very useful one. Whenever a rope is put
through a hole and held by a knot, there is the place for a maderwocker,
one that is not clumsy, will hold fast, and never loosen. The boys can
use it on sled-ropes, swings, rope handles to boxes, and in many other
places.
[Illustration: FIG 10.—A SINGLE MADERWOCKER.]
To make it you must first untwist, or unlay, about six inches of one end
of the rope, and tie a string firmly around it where the knot is to be.
Now, hold the rope in your left hand with the untwisted ends standing up,
take one strand and bend it downward and around the second. Do not draw
it tight, but leave a loop. Next bend the second strand around the third,
and the third around the first, bringing the third one up through the
loop left in the first. Draw all the ends tight and snug, and the knot
will look like Fig. 10, which is a “single maderwocker,” or “single wall.”
[Illustration: FIG. 11.—A CROWN.]
If this knot is not enough you may put a “crown” on it. Bend down the
first end and leave a loop; bend the second over the first, the third
over the second, and put the end through the loop left in the first. Draw
all the ends down snug and cut them off, and you will have a neat and
strong knot like Fig. 11. Perhaps you will understand this crown better
by looking at the end of the braid, Fig. 13.
[Illustration: FIG. 12.—A DOUBLE MADERWOCKER.]
A “double maderwocker,” or “double wall,” is a variety of this knot, made
in the same way, excepting that each strand passes around two others,
instead of one, as in the single maderwocker. Thus, the first strand is
bent down and around the second and third, the second around the third
and first, and up through the loop of the first; the third around the
first and second, and up through the loop of the second, which also has
been left a little loose. Draw all snug and you have a larger knot than
the single one. (See Fig. 12.) You can finish it either by putting a
“crown” on it, as described before, or by binding the strands close to
the knot and cutting off the ends.
[Illustration: FIG. 13]
A series of crowns makes a very pretty and useful round braid like Fig.
13. The one represented has but four strands, though you will notice
that it looks as if it had eight. Any number of strands may be used for
this, and it will always appear to have double the number it really has.
To make it look even and smooth, you must always bend the strands down
in the same way; that is, always bend them to the right or always to the
left. Girls will find this pretty cord convenient for many things; made
of fine silk braid, it is nice to hang a fan from the belt, or for other
purposes. Made of heavier materials, boys, I am sure, will find use for
it.
THE SAILOR BOY.
BY WALLACE E. MATHER.
[Illustration]
I knew a little youngster
Who would a sailor be;
He did not care for top or ball,
For marbles, kites, or trinkets small,—
He did not care for these at all,
For he would go to sea.
The things he really cared for
Were queer things such as these:
Odd knots of rope, and bits of string,
A marline-spike, a hammock ring,
India ink, or anything
That might a sailor please.
He liked to read of voyages,
And navigators’ lore.
“And I can tell you how,” he said,
“To make a splice or a ‘Turk’s head,’
To hold the reel, or heave the lead,
And—oh! a great deal more.”
And if perchance you missed him,
When others were at play,
You’d find him stowed in some odd nook,
Off cruising in his sailor book
With Frobisher or Captain Cook,
In regions far away.
He has not gone from home as yet,
To ship before the mast;
But only wait and you shall see—
Sailors are made from such as he;
I’m very sure that he will be
An Admiral at last.
[Illustration]
“Hi! Yi! What’s the matter with you?”
“My! My! There’s a frog in my shoe!
I just took ’em off to paddle, you know,
In the beautiful lake where the pond lilies grow,
And when I turned ’round, that frog, don’t you see?
Sat up in my shoe and made faces at me.
My! My! Oh, what shall I do?”
“BLUP!” said the frog—and jumped out of the shoe.
[Illustration: “DO _YOU_ LIKE BUTTER, BOSSY?”]
JACK-IN-THE-PULPIT.
[Illustration]
Try not to mind it, dearly beloveds. It is merely “the sensation caused
by caloric, or the principle of heat, in excess; the bodily feeling
experienced on exposure to the sun’s rays; the reverse of _cold_.” What
is there to grumble about in so simple a thing as that? And yet that is
all that makes these sunny days uncomfortable. Just fan yourselves with
that fact, my dears. I’m assured you have the highest authority for it—a
big, wise book named Webster.
And now that your thoughts are cooled and refreshed, you’re ready for
this communication which the Little School-ma’am wishes to lay before you.
LONGFELLOW’S FIRST LETTER.
MY DEAR LITTLE SCHOOL-MA’AM: My mamma has found in a new book (the “Life
of Henry W. Longfellow,” edited by his brother Samuel), a copy of the
very first letter ever written by the poet. We reckoned his age, and
found that he was six years and eleven months old when he wrote it. It
interested my brother Kit and me so much that Mother said we could copy
it for you to show the ST. NICHOLAS boys and girls. I think it was very
nice in him to put his sister Ann in first, and Kit says I ought to
explain that a billet was sometimes good to get.
This is the letter:
“PORTLAND, 1814.
“DEAR PAPA,—Ann wants a little Bible like little Betsey’s. Will
you please buy her one, if you can find any in Boston. I have
been to school all the week, and got only seven marks. I shall
have a billet on Monday. I wish you to buy me a drum.
“HENRY W. LONGFELLOW.”
As some one may wish you to tell whether Henry got the drum or not, I
think I’ll copy next a part of the father’s answer to the letter. He was
in Boston at the time, and he wrote:
... “I have found a very pretty drum, with an eagle painted
on it, but the man asks two dollars for it; and they do not
let any vessels go from Boston to Portland now. But if I can
find any opportunity to send it down, I shall buy it. And if
I cannot, I shall buy something else which will please you
as well. I am glad to hear that you have been a good boy at
school, and are likely to get a billet. You must save all your
billets till I get home.” ...
P. S.—What do you think my father says? He says Henry’s letter was pretty
hard on Boston.
Your little friend and admirer,
DOROTHY G——.
THE WATER-SNAKE AS A FISHERMAN.
DEAR JACK: I once had some tame fish in a lake at the foot of my
garden,—or, rather, some fish that came every afternoon about five
o’clock to be fed. My children were in the habit of taking bread daily
and throwing it into the lake for them to eat. The fish became so tame
that they would eat out of our hands, and when a foot-fall was heard
coming down the terrace that leads into the small flower-garden by the
lakeside, the fish would rush through the water by hundreds, expecting
their food. They were of many kinds,—from the large catfish, or bullpout,
weighing three or four pounds, to the small minnow.
Once, while I was feeding them from my hand, a water-snake suddenly
caught one of the fish by the head, and, as a snake always must do after
catching his prey under water, he held the fish up out of the water for a
moment while he took breath. I instantly caught the fish, and attempted
to pull it out of the snake’s mouth, but the snake as quickly twisted his
tail around a root under the water and resisted my attempt to deprive
him of his expected dinner. With all the strength I could exert, I could
neither pull the fish out of the snake’s mouth nor tear loose his hold
upon the root.
While I continued to pull, I very soon found that the snake was beginning
to swallow the fish, and was visibly sucking it in. Notwithstanding all
my efforts to wrench it from his grasp, the fish gradually disappeared
into the snake’s mouth until I felt my thumb and finger touch against the
jaws of the reptile, and even then they were irresistibly pushed back
until my grasp was only upon the tip end of the fish’s tail. Then the
snake, with a sudden jerk, pulled it quite out of my hand and swam away.
I was defeated, and the snake had gained the victory.
Yours truly,
H. E. S.
MORE ANIMAL WEATHER-PROPHETS.
It never rains but it pours! as I’ve often heard the Deacon say. We
have lately been discussing the habits of some animal weather-prophets,
but we have considered them one at a time. Now, lo and behold!—my young
friend Ida G. Egerton sends me this letter and a newspaper extract, which
describes a long list of such weather-prophets.
BOONVILLE, N. Y.
DEAR JACK: Seeing your readers are interested in living
barometers, I thought I would send you this paper. From
IDA G. EGERTON.
“I do not know of any surer way of predicting the changes in
the weather, says a correspondent, than by observing the habits
of the snail. They do not drink, but they imbibe moisture
during a rain, and exude it afterward. The snail is never seen
abroad except before a rain, when you will see it climbing the
bark of trees and getting on the leaves. The tree-snail, as it
is called, two days before rain, will climb up the stems of
plants, and if the rain is going to be a hard and long one, it
gets on the sheltered side of a leaf, but if a short rain, on
the outside. Then there are other species that before a rain
are yellow in color, and after rain blue.
“Take the ants, too; have you ever noticed the activity they
display before a storm—hurry, scurry, rushing hither and yon,
as if they were letter-carriers making six trips a day, or
expressmen behind time? Dogs grow sleepy and dull, and like
to lie before a fire, as rain approaches; chickens pick up
pebbles, fowls roll in the dust, flies sting and bite more
viciously, frogs croak more clamorously, gnats assemble under
trees, and horses display restlessness.
“When you see a swan flying before the wind, spiders crowding
on a wall, toads coming out of their holes in unusual
numbers in the evening, worms, slugs, and snails appearing,
robin-redbreasts pecking at the windows, pigeons coming to
the dovecotes earlier than usual, peacocks squalling at
night, mice squeaking, or geese washing, you can put them
down as rain-signs. Nearly all the animals have some way of
telling the weather in advance. It may be that the altered
condition of the atmosphere with regard to electricity, which
generally accompanies changes of the weather, makes them feel
disagreeable or pleasant. The fact that a cat licks herself
before a storm is urged by some naturalists as proof of the
special influences of electricity. Man is not so sensitive. Yet
many persons feel listless before a storm, to say nothing of
aggravated headaches, toothaches, and rheumatic pains.”
It appears, from this, that even boys and girls may sometimes be classed
among the animal weather-prophets. But, as they seem to have a rather
painful way of indicating storms, I hope none of you excel in prophesying.
A USEFUL BIRD WITH AN ARISTOCRATIC NAME.
WARWARSING, N. Y.
DEAR JACK: We were lately much interested in watching a family of
Baltimore orioles that lived in a nest in a tree near our house. There
were several young birds in the nest, that kept their father and mother
busy all day long feeding them. The nest was rather small for its
inmates, and some time ago a little bird fell out. Though the nest is
about fifteen feet above the ground, it did not hurt itself. We saw it
fall, and put it on a small tree near by, where its mother could see it.
Afterward I climbed a ladder and put it in the nest. Then the mother bird
arrived and hunted all over the small tree, trying to find it and give it
something to eat, and seemed very anxious about it. It was a very pretty
sight to watch her.
This oriole’s nest has been in the tree for some years. It hangs from
one of the highest limbs, to which it is fastened by strong cords made
from the material of which the nest is built. We are glad to have orioles
about, for they feed the young birds with insects injurious to the garden
and orchard. Insects seem to be their principal food; and I have seen
them eat hornet’s eggs.
The name “oriole” is from the old French “oriol,” which is derived from
the Latin “aureolus,” meaning golden. They are sometimes called “golden
robins.” The orchard oriole, which we occasionally see, is of a pure
yellow color, with stripes of black on its back, and is about the size
of a canary-bird. The colors of the Baltimore oriole are orange and
black. They are so called because orange and black were the colors of the
coat of arms of Lord Baltimore, who was Governor of Maryland under King
Charles I.
Respectfully,
NORMAN T. SAUNDERS.
A WISE HUMMING-BIRD.
Wisdom does not depend on size, as you all know, my dears. The ant and
the bee, in fact, often seem to know more than some of the largest
animals. The humming-bird, too, though the smallest of birds, is not
lacking in intelligence. A friend of the Deacon tells a pleasant little
story of one that was trying to secure the honey from a flower with a
deep cup, and at the same time was plainly very tired. The flower grew
near a porch where a family was sitting, and seeing the trouble of the
bird, a young girl walked slowly toward him, holding out her finger. The
tired bird looked sharply at her and then accepted the offered perch,
alighted on the finger, and, when it was held close to the flower,
returned to his work of honey-gathering. The girl stood quietly, and he
used her finger as a resting-place till he had finished his meal, when he
flew away home. A wise humming-bird that, say I,—and a wise girl, too.
THE PITCHER PLANT.
You were lately told in ST. NICHOLAS, I hear, about a curious lace-leaf
that grows in a far-off corner of the world called Madagascar. Well, the
Little School-ma’am asks me to show you now this picture of another queer
plant, which, she says, is a near neighbor to the lace-leaf, for it is
found in the marshes along the coast of Madagascar, and it is known as
the pitcher plant.
[Illustration]
At the end of each leaf, which narrows to a mere stalk at the tip,
it carries a little vegetable vase very like a pitcher with lid and
all complete. And this curious cup is indeed a pitcher, given to the
plant for the express purpose of keeping its leaves well supplied with
moisture; for travelers report that they have frequently found quite a
quantity of water in those queer little natural cups. Besides, they have
big ears, so of course they’re little pitchers.
The Deacon says that, according to all accounts, Madagascar must be a
sort of palace of the vegetable kingdom.
[Illustration: The Agassiz Association
SIXTY-FOURTH REPORT.]
A FINAL WORD ABOUT THE BADGE.
Since Mr. Hayward went out of business, Mr. N. M. Shepard, 85 Nassau
street, N. Y., has consented to succeed him as our badge-manufacturer.
He is quite enthusiastic in the matter, and has designed some very pretty
badges, which seem to us a decided improvement upon the styles shown in
the hand-book. The scarf-pin and lace-pin are most attractive, because
least noticeable,—which is a paradox.
For further information communicate with Mr. Shepard, whose address is
given above.
A FRIENDLY WORD FROM PRINCE KRAPOTKINE.
It is a pleasant thought that even those men whose personal experience of
sorrow has led them to take dark views of life in general can find in our
Association something worthy their commendation—something to be built up,
rather than destroyed. Would that we could extend our brotherly influence
as widely as Prince Krapotkine suggests in the following extract from
his article, “What Geography Ought To Be,” published in “The Nineteenth
Century” for December, 1885:
“Another feature to be introduced in our schools ought to
be mentioned here. I mean the exchange, between schools,
of correspondence on geographical subjects and of their
natural science collections. This feature, already introduced
in several schools of the United States by the ‘Agassiz
Association,’ can not be too warmly advocated. It is not
enough to collect specimens of rocks, plants, and animals from
its own limited regions. Each village school ought to have
collections from everywhere; not only from all parts of its own
country, but from Australia and Java, Siberia and the Argentine
Republic. It can not purchase them, but it may have them—it can
have them in exchange for its own collections, from schools
scattered everywhere on the surface of the globe.
“Such is the great idea which presided at the creation of the
‘Agassiz Association’—an organization which has already seven
thousand members and six hundred ‘Chapters,’ or sections.[5]
The members of this Association are accustomed to study
natural sciences in the field, amid nature itself; but they
do not keep their treasures to themselves. They write to
other branches of the Association; they exchange with them
their observations, their ideas, their specimens of minerals,
plants, and animals. They write about the scenery of Canada to
friends in Texas. Their Swiss friends (for something similar
exists also in Switzerland) send them the _Edelweiss_ of the
Alps, and their English friends instruct them in the geology
of England. Shall I add that in proportion as the existence of
the Association becomes known, specialists, professors, and
_amateur_-naturalists hasten to offer their services to their
young friends for lecturing before them, for determining their
specimens, or for climbing with them on the hills in geological
and botanical excursions?... Is it necessary to insist on the
benefits of the ‘Agassiz Association,’ or to show how it ought
to be extended? The greatness of the idea of establishing a
lively connection between all schools of the Earth is too
clear. Everybody knows that it is sufficient to have a friend
in a foreign country—be it Moscow or Java—to begin to take
some interest in that country. A newspaper paragraph entitled
‘Moscow’ or ‘Java’ will thereafter attract his attention,—the
more so if he is in a lively intercourse with his friend, if
both pursue the same work and communicate to one another the
results of their studies and explorations. More than that: Let
English children be in a continuous exchange of correspondence,
collections, and thoughts with Russian children, and you may be
sure that after some time neither English nor Russians will so
readily grasp at guns for settling their misunderstandings. The
‘Agassiz Association’ has a brilliant future; similar ones will
surely extend all over the world.”
[5] “Hand-book of the Agassiz Association,” by Harlan H. Ballard. Lenox,
Mass., 1884.
DELAYED REPORTS.
455, _Bedford, Pa._ Each member has his own cabinet. Our time has not
been wasted by any means. It will not be long before we recommence our
collecting expeditions and picnics.—W. C. Langdon, Jr., Sec.
447, _Chittenango, N.Y._ We have a very good collection, including rare
insects. We intend soon to visit the Indian mound near Manlius, where we
hope to make various additions to our collection. We shall raise 1000
silk-worms for study this summer.—C. A. Jenkins, Sec.
490, _New York_ (_N_). The year has been the most successful of our
existence. We stand to-day strong in numbers, interest, and enthusiasm.
We have held meetings steadily twice a month, and these have been
enthusiastic and well attended. Our good friend, Professor J. D. Hyatt,
has lectured for us, illustrating each lecture by blackboard diagrams
and also by his powerful microscope. We have started a library, and a
number of interesting and valuable books have been presented to us. We
have issued a little paper called the “Naturalist’s Journal.” Our cabinet
is assuming gigantic proportions, and embraces specimens in all lines of
natural history, properly arranged and classified. We have a tabulated
list of subjects and speakers for our meetings arranged for the next
three months. These are nicely printed, together with names of officers,
time of meeting, rules, and constitution, so that each member can have
a copy for his own reference, and also to distribute to his friends.
We have also made arrangements for excursions and field-meetings. We
are encouraged and inspired by the past, and enter upon the future with
bright anticipations for still greater success. May that success crown
the efforts of all our Chapters!—Cephas B. Fox, Secretary.
REPORTS FROM THE SIXTH CENTURY.
527, _San Francisco_ (_G_). One of our young men has made an excellent
induction-coil and other apparatus which we find useful in experimenting.
Our work, as members of the A. A., has been very satisfactory and
instructive.—Henry Rhine, Secretary.
539, _Philadelphia_ (_P_). We started in October, ’83, with ten members,
and we now have thirty-two. We have held 100 regular and two special
meetings. Six lectures have been delivered to the Chapter by as many
lecturers. Our present plan of working is this: The Chapter is divided
into three classes, zoölogy, botany, and mineralogy and geology. A member
may join all the classes if he chooses, but must join at least one. Each
class elects its own chairman. At four successive meetings, zoölogy is
studied. The next four meetings are botanical. We conduct a journal, not
printed, but written in a book, and read by the editor. Each member, in
turn, is appointed to contribute an article to this journal. Our finances
are in good condition, and in our next report I hope you will find an
account of a permanent meeting-place (with an engraved charter, and
picture of Professor Agassiz on the wall), containing a large library, a
new cabinet, and a splendid microscope.—Louis L. Calvert, Sec.
549, _Linlithgow, Scotland._ The work of our Chapter has gone on very
successfully. The members of the A. A. are also members of a local
association, and the work of the latter is generally considered to be
also that for the former. All the members have to acknowledge with
pleasure the numerous offers to exchange made to them by American
friends, advantage of which has been greatly taken. The Secretary has
greatly enriched his herbarium by the additions to it of American plants.
The out-of-door work—always the most pleasant—proved all last year to
be most pleasurable and profitable, and it may be interesting to other
members to know that all the members here are ’cyclists and find their
wheels of the greatest service.
The subjects taken up have been botany, geology, entomology, ornithology,
conchology, oölogy, and to a certain extent also zoölogy. Meetings have
been held and papers read, and many excursions taken, and the members
hope that, in spite of the claims made on them by their daily avocations,
they will still be able to continue the study of nature.—Wm. Wardrop,
Secretary.
544, _Philadelphia_ (_Q_). Our meetings are well attended and very
interesting. Our debates are excellent, and show preparation on the part
of the participants. During the coming year we promise to push things to
a higher point than ever.—Joseph L. Hammer, Sec.
555, _Olympia, W. T._ We have held weekly meetings continuously, and have
made constant additions to our cabinets. In botany we have a pretty good
collection of phanerogams; about five hundred species determined; and in
microscopy we have a good collection of diatoms. We have a good series of
Puget Sound clamshells.—For the Secretary, Robt. Blankenship.
556, _Phila._, (_R_). Many specimens have been gained, but our cabinet
does not fairly represent the Chapter, because each member is an
enthusiastic collector in his own department, and, with a selfishness
that perhaps can not be blamed, reserves his “finds” to increase his
“working capital.” Our library has been more fortunate.
Our correspondence is a very pleasant feature. Mr. H. G. White writes us
valuable letters on the bird life of Eastern Massachusetts, and W. H.
Steckel keeps us informed on the plant life of Bucks County, Pennsylvania.
Another department of our Chapter is the biological section. Objects
are exhibited under the microscope, and specimens, dissections, and
preparations are handed around and freely discussed. Sometimes we meet
informally, and spend an evening in dissections and general study. One
will take a cicada pupa, one a locust or an earth-worm, and so on; before
adjourning, each reports on his evening’s work.
Our MS. paper, “Monthly Notes,” has fallen into the hands of a most able
and vigorous editor, and is flourishing vigorously. To conclude, we all
feel that we are engaged in a good work, and each one, inspiring and
being inspired by the example of the others, agrees that the Agassiz
Association is the most worthy object of his loyalty and love. A question
frequently asked by outsiders is, “Does it pay?” We promptly and heartily
answer, “Yes!”—Wm. E. McHenry, sec.
564, _Santa Rosa, Cal._ The interest and attendance for the past six
months have been larger than ever before. We gave a reception one
Saturday evening, for the purpose of awaking an interest, and introducing
our society to the public. The programme was:
1. Address, “History of the S. R. Chapter of the A. A.,” _Pres. G.
Lowell_, 2. Select Reading, “The Cat,” _Louis King_. 3. Essay, “Nature,”
_Wilber M. Swett_. 4. Select Reading, “Poem of Agassiz,” _Geo. Butt_.
5. “Biographical Sketch of Agassiz,” _Geo. Shaffer_. 6. “Microscopical
Exhibition.”
The members loaned their private collections. There were four microscopes
at hand, and numerous slides, all of which had been prepared by members.
We hope by our perseverance to raise the S. R. A. A. to rank “one,” as a
working Chapter.—Wilber M. Swett, Sec.
565, _Waseca, Minn._, is in the field to stay. Since our last report we
have accomplished a great deal in the way of adding to our collections.
We consider one good working member worth a hundred drones. The
Secretary and Vice-President hope to be at Davenport in August. We
report forty-six mounted birds, and seventeen skins of birds, all of our
country; three mammals, forty-five osteological specimens, etc.; three
skeletons, fifteen alcoholic specimens, and 200 eggs in sets, all named
and numbered. Also some 1200 mineral specimens. We also devote some
time to the study of ethnology, as up to as late as 1863, the ground on
which Waseca now stands was frequented by tribes of Indians; and as a
consequence of that study we have a box of bones, dug up from a mound,
about two hundred arrow points, stone axes, and a curiously carved stone
head. Please consider Chapter 565 as one of the Chapters that will be
heard and felt in the years to come.—J. F. Murphy, Sec.
569, _Ludington, Mich._ We have a faithful club. Have not lost a member
since we started two years ago last November. Have not failed of a
meeting each week since last September. Have fourteen boys between ages
of thirteen and fifteen.
Have been studying Winchell’s geological excursions, and one of the
members said he thought that Prof. Winchell had written the book
purposely for him. It has explained to us the higher geologies, and by
it we have been enabled to name nearly all the rock specimens found in
Michigan.
We gave a public meeting to our parents and friends, and entertained
them with music, and essays, etc., prepared on the subjects previously
studied. We also had a blackboard illustration, showing the causes of
wells and springs, drawn and explained by one of our boys.
Again we invited the young ladies’ club to hold a meeting at our rooms,
and after listening to their programme of essays, music, etc., we invited
them to a banquet, cooked, arranged, and served _wholly_ by our _boys_.
All pronounced it a fine success. We have had various excursions,
examining gravel banks, gullies, cañons (small ones), etc. We have had
experiments in chemistry, and have used the various acids, to the full
satisfaction of the owner of the club-room. In order to fix in the minds
the description of the different rocks, two of our young members have
invented games of mineralogy,—one to be played like “Authors,” and the
other like the geography game. The members like to try the latter on
their adult friends, to see how much they know of the hardness, streak,
chemical composition, forms of crystals, and uses of the common rocks.—L.
B. Elsworth, Cor. Sec.
571, _Grand Rapids, Mich._ We organized our club in the first part of
January, 1883, with about fifteen members; but we have grown, and now we
have twenty-five members. We meet for one hour every Monday evening. One
plan has been to call for items of interest from each of the members,
and of these items we are forming a scrap-book. We have often had short
talks from gentlemen upon various subjects, such as gunpowder and the
care taken of it; light, and sound, and electricity with experiments.
Our meetings are well attended, and the interest rather increases than
otherwise.—Ed. Avery, Sec.
578, _Osceola, Iowa._ Our Chapter has a membership of twenty. We meet
every Wednesday evening in a room fitted for that purpose. We have a
cabinet containing a fine collection of ores, fossils, etc. Our Chapter
was organized over two years ago. Since then our membership has gradually
increased, and with it the interest of the members. The condition of the
society is in every way promising.—Lee Burns, Sec., Box 744.
587, _Concord, N. H._ We think we have made more progress during the
past year than in any other since our Chapter was formed. We have
received many good specimens in exchange, among them some coal-fossils,
in which we were greatly interested; a piece of iron ore from the Isle
of Elba, and a quantity of shells from all points of the compass. So now
our cabinet contains some 500 minerals, besides the shells and other
curiosities. We have not read scientific books as much this winter as
we did last year, but have given our time to practical work in botany
and mineralogy. Five young ladies come in every Monday for the study
of botany, taking up house-plants as a preparation for other work next
summer. Also, we took advantage of Professor Crosby’s offer, and have
much enjoyed the work in mineralogy under his direction. We found
blow-pipe analysis very fascinating.—Lunette E. Lamprey, Sec.
590, _Pomfret Centre, Conn._ An average of four members of our Chapter
have met once a week through the winter. We have carefully examined two
herbariums collected by members, besides looking over nearly one hundred
species of flowers and ferns sent to me from California. During the
year we have examined 300 species of flowers and ferns growing in this
vicinity. We have made one excursion this month, and we have upon our
list since April 7, 1886, twenty-five plants. The first, Houstonia, was
found on April 13. Our members are more enthusiastic than ever before,
and we are looking forward to a very profitable season.—S. P. Oakes
Marsh, Sec.
595, _Oneonta, N. Y._ One of our members is taking the course of lessons
in mineralogy, and enjoys it very much. Another is making a collection
of the violets, and writing out descriptions of all the plants she
finds. When we go to the woods we always take a basket and stout knife;
then when we find a plant which we do not know, and is not in bloom,
we transplant it to our little wild garden; then when it blossoms, we
analyze it: if it is pretty and desirable, we let it grow; if not, we
pull it up; but when we meet it again, we know it.—Jessie E. Jenks, Sec.
600, _Galveston_ (_A_). Since date of last report (September 16, 1885),
we have held fifteen meetings, at which were read six essays and eleven
selected readings. There were reported seventy-six notes on natural
objects, and specimens found, to the number of one hundred and fifty-one.
Among the many curious notes reported was one on the nest of a mud-wasp,
found within the rind of a ripe orange, the skin of which had burst from
rapid growth.
EXCHANGES.
Galena, gold ore, silver ore, fluorspar, etc. I will hereafter give all
inquirers for exchange my closest attention.—Ernest L. Roberts, Sec. 262,
Denver, Col.
Infusorial earth from Virginia for specimens from other States.—Chapter
248, 109 East Grace street, Richmond, Va.
Minerals for same. Lists exchanged. Silicified wood a specialty.—Miss
Allie Cole, Sec. Ch. 700, Mt. Pleasant, Iowa.
Cactus and petrified wood.—Emma E. Pirie, San Antonio, Texas.
Collections of twenty-five native California plants each, for books and
pamphlets relating to botany and ornithology.—P. M. Hoit, Santa Barbara,
California.
Holly, mistletoe, balls of sweet gum-tree, and “cross-vine,” for mounted
sea-weed, star-fish, and other marine specimens.—Frank J. Engel, Montvale
Springs, Tennessee.
Well identified bird-skins for same. Send for lists.—L. M. Davies, 203
Newell street, Cleveland, Ohio.
Petrified wood.—Wilber M. Swett, Santa Rosa, Cal.
NEW AND REORGANIZED CHAPTERS.
_No.
_No._ _Name._ of _Address._
Members._
967 Menominee, Mich. (A) 2 Guy Milbury.
779 Chicago, Ill. (Y) 4 Miss Alice I. Halsey, 3027½ S.
Park Ave.
45 Shelbyville, Ky. (A) 6 Ross Neel.
791 St. Louis, Mo. (F) 5 Mrs. E. K. Jones, 713 Channing
Ave.
347 Baltimore, Md. (C) 6 Miss Affa Gray, 428 N. Mount St.
719 Phila., Pa. (A’) 7 Herbert L. Evans, 4414 Sansom St.
557 Phila., Pa. (S) 7 Chas. Nason, 2116 Percy St.
968 Montvale Sp’gs, Tenn (A) 9 Frank J. Engel, Blount Co.
969 Cromwell, Ct. (A) 9 H. H. Barrows.
970 Stanbridge Quebec (A) 8 A. F. Sargent.
971 Mendham, N. J. (A) 11 Alvah Quimby.
110 Marshalltown, Iowa (A) 4 C. C. Trine.
13 Madison, N. J. (A) 9 Lillian H. Springer.
107 Newburyport, Mass. (A) 6 Geo. A. Noyes.
168 Buffalo, N. Y. (C) 5 Henry S. Gatley, 205 Swan St.
DISBANDED.
841 Fairview, N. J. Mrs. C. W. Asbury.
506 Port Henry, N. J. John M. Thomas.
462 New Haven, Conn. (A) J. H. Haydon.
Secretaries of Chapters 601-700 will kindly send in their annual reports
by August 25, if possible.
All are invited to join the AGASSIZ ASSOCIATION, old and young.
Address all communications for this department to
MR. HARLAN H. BALLARD,
Lenox, Mass.
THE LETTER-BOX.
Contributors are respectfully informed that, between the 1st of June and
the 15th of September, manuscripts can not conveniently be examined at
the office of ST. NICHOLAS. Consequently, those who desire to favor the
magazine with contributions will please postpone sending their MSS. until
after the last-named date.
The explanation of “curving” in base-ball pitching has been discussed at
length in this volume of ST. NICHOLAS, and we now present to our older
boy-readers, as a final contribution on the subject, these three letters
from three widely separated localities. The first comes from the far West:
PINOLE, CAL., 1886.
DEAR ST. NICHOLAS: The explanation of “curving” suggested in
your April number is ingenious, but unfortunately it makes the
ball curve the wrong way. The anonymous explanation in February
has the same defect, though it narrowly misses being correct.
I ask your readers to look over that explanation again, and
they will see that the ball, under the extraordinary conditions
imposed upon it, instead of “curving,” as the writer says, to
the right, will not advance at all, but will revolve around the
point D to the left.
There can be no doubt about the possibility of “curving” a
base-ball. The subject is an old one in gunnery, and has
been thoroughly investigated by various experimenters. When
spherical projectiles were the only ones in vogue, the matter
was one of vital interest to artillerists. When such a ball
is thrown, it is acted upon by two forces—the resistance of
the air and the force of gravity. The normal path for a given
velocity and angle of projection is a plane curve, because both
these forces act in the vertical plane of fire—the force of
gravity vertically and the resistance of the air tangentially
to the curve. When, in addition to the motion of translation,
the ball is given a motion of rotation about its center of
inertia, the latter will no longer describe the normal path,
but will deviate from it by “curving” to the right or left, up
or down, depending upon the direction of the rotation. This is
because the resultant of the air-resistances will no longer act
in the line of the tangent in the general case, but at an angle
with it. The general effect will be an increase or diminution
of the normal range or deviation to the right or left of the
plane of fire.
Now, it is almost impossible to project a spherical ball from
a smooth-bore gun without giving it a rotation the direction
of which it is difficult to predict; hence the inaccuracy of
that kind of fire. Spherical balls are not homogeneous, as a
rule. If the center of figure and center of inertia do not
coincide, the ball will rotate when fired—unless so placed in
the gun that these points are both in the axis of the piece.
Taking advantage of these principles, Major Wade, of our army,
years ago managed to make an eccentric shell curve so as to
fall fifty yards to the right or left of the plane of fire.
The “curving” due to rotation is in the direction in which the
_front of the ball rotates_. Perhaps the explanation accepted
by artillerists can be best understood by the aid of a figure.
Let the ball be moving in the direction AE and be rotating at
the same time in the direction BCD about an axis vertical to
the plane of the paper. AE will be the projection of the plane
of fire—which plane will divide the ball into two hemispheres.
Now, the half of the ball on the side B will be moving forward
by the rotation, or in the same direction as the center, while
the other half D will be moving backward, or in opposition
to the motion of the center. The side B will have a greater
velocity than the side D. The resistance of the air upon any
surface moving through it varies with the amount and form of
the surface. In these regards, the two sides are alike, but
the resistance also varies with the velocity of the moving
surface, increasing with some power greater than the square,
and in this regard the two sides are different. The side B
will experience a greater resistance than the side D, or, what
is the same thing, the resultant of all the pressures on all
points of the hemisphere. B is greater than the corresponding
resultant on D, and the ball will yield toward the side D,
describing a curve C F.
[Illustration]
The deviation of oblong rifle projectiles which rotate about
their axes of figure is called “drift.” This is a very
interesting phenomenon, but it should not be confounded
with the “curving” or deviation by rotation of spherical
projectiles, as it is to be explained very differently. Yours
truly,
W. R. QUINAN.
The next letter is sent from Chicago, and the writer’s theory is
comparatively a simple one:
CHICAGO, 1886.
DEAR ST. NICHOLAS: I have been much interested in the letters
on the subject of curve-pitching, and since I have taken you
for eleven years, I hope you will publish my theory, that it
may be picked to pieces, and I may be set right on the subject.
My theory is as follows:
[Illustration]
Let _A B_ be a ball moving toward _D_, and rotating in the
direction shown by the arrows.
As the ball flies along, it pushes the air aside, as shown by
the lines _F E_; the air thus rubs against the sides of the
ball. But as the half of the ball called _B_ is revolving with
the air as shown by the arrow, there is much less friction
on that side than on the half called _A_, which is revolving
against the air.
Therefore, as motion is always in the direction of least
resistance, the ball must curve in the direction _C_.
If any of the readers of the ST. NICHOLAS can not understand
my explanation, let them imagine, for example (instead of a
regular ball), a ball covered with paddles, and they will then
readily understand it. If they think it not a good simile, let
them look at the surface of a ball through a microscope and
their doubts will not last long.
Your friend,
W. H.
Finally, from Boston, comes this rather formidable-looking explanation,
which will interest those of our boy-readers who are accustomed to take
their recreation and fun in the form of mathematical problems. [But
doesn’t it make the ball curve in the wrong direction?]
BOSTON, MASS.
DEAR ST. NICHOLAS: Let the line _A B_, Fig. 1, represent in
length and direction a given force acting on the point _B_.
Draw any parallelogram, as _A C B D_, having _A B_ for a
diagonal; then the lines _C B_ and _D B_ represent in length
and direction two forces acting on _B_, which, together, are
equivalent to _A B_, _A B_ is the resultant of _C B_ and _D B_,
_C B_ and _D B_ are components of _A B_.
[Illustration: Fig. 1]
[Illustration: Fig. 2]
If the parallelogram, _A C B D_, Fig. 2, is a rectangle, the
components _C B_ and _D B_ are known as right components. The
force represented by _D B_ has no effect in the direction _C
B_, and the force represented by _C B_ has no effect in the
direction _D B_.
Let Fig. 3 represent a ball revolving about its center _O_,
in the direction indicated by the arrows, but the ball, as a
whole, not moving in any direction. Let _BB_, _BB_, be lines
at right angles to each other. Let the resistance of the
atmosphere be represented by lines _AB_, _AB_, _AB_, _AB_, and
_AB′_, _AB′_, _AB′_, _AB′_, running in a direction opposite
to the revolution of the ball. The lines _AB_, _AB_, _AB_,
_AB_ are already perpendicular to _BB_, _BB_, and need not
be changed. But the lines _AB′_, _AB′_, _AB′_, _AB′_ must be
resolved into components perpendicular to _BB_, _BB_. This has
been done in one case, the components being _CB′_ and _DB′_.
But the force _CB′_ acting on the point _B_ is equivalent to
the force _EF_ acting on _BB_, and the force _DB_ is equivalent
to the force _GH_ acting on the other _BB_.
[Illustration: Fig. 3]
In a similar manner all the other forces, _A′B′_ may be
resolved into forces perpendicular to the lines _BB_, _BB_.
[Illustration: Fig. 4]
If, in Fig. 3, all the forces acting on each of the lines _OB_,
be represented by a single line, we have as the result the four
equal lines _AB_, _CD_, _EF_, _GH_, Fig. 4 representing the
total force acting on the ball.
Now, suppose the ball to move in the direction indicated by the
large arrow, Fig. 5, then the resistance on the side _B_ would
increase, that on the side _F_ would decrease, hence _AB_ would
increase, while _EF_ decreased proportionately. Again, the air
in front of the ball at _H_ is condensed, that in the rear at
_D_ is rarefied, hence the resistance at _H_ is increased, that
at _D_ being lessened, and _GH_ is increased, while _CD_ is
lessened.
[Illustration: Fig. 5]
Set off on _AB_, _AK_ equal to _EF_; _AK_ will balance _EF_,
and we have only the force _KB_ acting on the line _BF_. Making
_GL_ equal, _CD_, in the same manner, we have only the force
_LH_ acting the line _HD_.
Now, the force represented by the line _BK_ can not do any work
in the directions _BF_ or _FB_, and therefore merely slows the
ball. But the force _LH_, although it can not do any work in
the directions _HD_ or _DH_, can do work in the direction _LH_,
and causes the ball to follow the curve _HM_.
Of course, all the forces, _AB_, _CD_, _EF_, _GH_, tend to stop
the rotation of the ball, but the forces _KB_ and _LH_ are the
only ones which change the motion of the ball as a whole.
F. H. C.
* * * * *
The following verses were written by a young poet of eleven, who began
making rhymes at the rather early age of three.
CONSOLATION.
BY ETHEL S. K. PACKARD.
The waves of the coming tide
Crept gently along the beach,
With musical, silv’ry plash,
As if they broke into speech.
And when my sweet joy was dead,
The sound of the heaving sea,
Like gentle breath of sleepers,
Was a soothing balm to me.
* * * * *
DEAR ST. NICHOLAS: I suppose you know that many girls have a
poor opinion of boys. Well, my sister and her girl-friends were
going to have a fair in my mother’s parlors. I wanted to be in
it, but they laughed, and asked me “if I could dress a doll, or
make a needle-book?” While they were joking, Mamma whispered
something in my ear, and we had a secret together, and we kept
it till the night of the fair, and then we astonished my sister
in this way. There is a long hall opening out of our back
parlor. Mamma had it brightly lighted, that night, and about
the middle of the evening Papa opened the door which led into
the hall, and hung a large card over the door, on which was
written: “Target-Shooting.”
I was in there with my new air-pistol, and the target was at
the other end of the hall. I loaded the pistol, and another
boy took the money. We charged two cents for a shot, and we
had all we could do to load fast enough, so many people wanted
to shoot. Some took ten shots. When I handed the money to my
sister, she said I was “a daisy,”—I think I had the best of the
joke that time,—don’t you?
Yours,
JAMIE H.
Yes, Jamie,—but we think also that some of the credit belongs to Mamma.
Don’t you?
* * * * *
A FRIEND of ST. NICHOLAS sends to the “Letter-box” this illustrated
jingle:
[Illustration]
A rising young Man at the CAPE,
Climbed a tree with the speed of an ape.
“Why I’ve climbed up you’ll know
If you look down below.”—
Said this rising young Man at the CAPE.
* * * * *
THE CHILDREN’S RIDE.
Once there were two little girls. Their names were Rosy and Alice. They
had a little brother whose name was Robbie. Once when they were in the
woods they saw a creature with eyes of flame, whistling as it went
through the air, and it said in a gruff voice, “I am a Jabberwock.”
“What kind of a creature under the sun are you?” said Robbie; “what
flashing eyes you have! You look rather kind, though very frightful.
Please take me up to the moon on your back and give me some cheese when
you get there.”
Robbie had heard that there was cheese in the moon, but he did not really
think so; only for a joke he said that.
“Oh! you soft little pussy thing!” said Rosy, as they rode away up to
the moon. Pretty soon they went bump against something which was shiny
and yellow. It was the moon. Then Jabberwock let the children get off
her back, and asked the Man in the Moon if he would please get from his
closet some cheese. “Why!” said Robbie, “I didn’t know there was really
any cheese up in the moon!”
“Then,” said the Jabberwock, “why did you ask for it?”
“For a joke,” said Robbie.
“Well, here now,” said the Man in the Moon, “eat your cheese.”
“Why, how nice!” said Alice, as she took a large bite out of the cheese.
“I think it would be nice to live up in the moon altogether, though I am
afraid Mamma would not let us.”
“Well, I suppose she wouldn’t,” said the Jabberwock. After they had had
some cheese they went down again.
“Oh, thank you,” said Rosy, as they got down to the earth. “Jabberwock, I
think you are the loveliest creature in the world—except Mamma!”
“Oh,” said Alice, “I wish you would stay with us a few days—I suppose you
will if we ask you to.”
“Yes,” said Jabberwock, “I would love to. Should you like to see my baby?
It is a sweet little thing.”
She led them to a hole in a tree, where they saw the tiniest little baby
Jabberwock you ever saw.
“What a cunning little thing!” said Rosy; “but has it not got any fur on?”
“No,” said Jabberwock; “but still it is pretty, is it not?”
“Of course it is,” said Rosy.
“But come,” said Alice, “this is the time Mamma wanted us to be home.”
“Is it?” said the Jabberwock. “Well, I will come.” So away they went.
Written by MARY CONSTANCE DU BOIS
(at the age of 5 years and 10 months).
* * * * *
We acknowledge with thanks the receipt of pleasant letters from the
following young friends: Frank Taylor, Harry Armstrong, Katie P. Peabody,
Alice Conway, Robert A. Provan, Fay Taylor, Pussy and Leuce, Josie Irwin,
Agnes F. Conwell, W. H., Allmond McKay Griggs, Hugh P. Yiemann, Katie,
Dorothea Nimzer, Anna Wetmore, Edith M., H. L. M., “Venus,” Celia Loeb,
Francis E. L., Florence E. Gaffield, Marion S. Dumont, Lee A. Miller, M.
C. H., Evelyn Knight, Pansy, Luckett & Miriam I., F. W. Horninghouse,
Hattie Frost, Emily E. Warner, “Alice, Annie, Gracie, Florence, Jessie,
Marion,” “Three Rebels,” K., H. S. M., Bessie Maud Bowsher, Jerry
Richter, Walter S. H., Nettie Rychen, Allan C. Rowe, May Singleton,
Philip A. M., William B. Judson, Minnie W., C. E. Lankford, Ida E., Annie
B. Sargent, Nellie P. Clark, Alex. D., Helen W., J. Henry Warren, F. W.
Lodge, Grace Coburn, Harriet F. Lightfoot, Edith S. Clark, Fred B. W.,
Sadie Furman, Ellen S. Congdon, Gertrude, Emily Belton, Grace Vandever,
Helen Crane, Alex. Evans, Kate Morris, Belle B. Anderson, Mabel B., M. B.
P., Mabel Carrington, Cora L. Witherspoon, Gertrude M., Eugene Kell, C.
G. Elmore, Willie Pettigrew, Willie J. Spear, Jeannette G., Jessamine C.,
Albert L. Scoullar, Albertie Russell, George Emerson, Helen A. Polsley,
Ed. H. B., Elizabeth Butler and Elizabeth Wright, P. N. S., Ethel Grey,
Rebecca K. Allison, Burton P. Thoms, Amy H., Florence Rawson Greer,
Stella A. Goodell, S. W. Bridgham, Jenny Wren, Anna L. L., R. E. B.,
Maude F. Helen, W. M., Mary Weller, Buddie Holt, Daisey Higham, Sadie,
Lyra and Silvia, M. G. Waring, E. H. Smalley, Annetta Reese, Anna May
Peaslee, Florence Langton, Bessie P., Howard Butcher, Jr.
* * * * *
MR. CULMER BARNES contributes to the “Letter-box” this month a timely
picture:
[Illustration: “JUST MY LUCK! LAST WINTER ’TWAS STRAW HATS ALL THE TIME,
AND NOW I GET NOTHIN’ BUT FUR GOODS!”]
THE RIDDLE-BOX.
ANSWERS TO PUZZLES IN THE JULY NUMBER.
NUMERICAL ENIGMA. “Our country! In her intercourse with foreign nations,
may she always be in the right; but our country, right or wrong.”
_Stephen Decatur._
CUBE. 1 to 2, mother; 2 to 6, repose; 5 to 6, needle; 1 to 5, Marion; 3
to 4, eating; 4 to 8, greedy; 7 to 8, nimbly; 3 to 7, ensign; 1 to 3,
mite; 2 to 4, rung; 6 to 8, easy; 5 to 7, noon.
ANAGRAMS. 1. Don Quixote. 2. Oliver Twist. 3. The Virginians. 4. Guy
Mannering. 5. Old Curiosity Shop. 6. Uncle Tom’s Cabin. 7. The Woman
in White. 8. The Last Days of Pompeii. 9. The Vicar of Wakefield. 10.
Quentin Durward.
PI. “Angling may be said to be so like the mathematics that it can never
be fully learnt.”
_Izaak Walton._
METAMORPHOSES. 1. Cow; row, rot, rat. 2. Hard; harm, farm, form, fort,
sort, soft. 3. Left; lest, vest, vast, east. 4. Hit; nit, not, now, low.
5. Long; lone, lose, lost, lest, west.
RHOMBOIDS. I. Across: 1. Venom. 2. Damon. 3. Bales. 4. Resin. 5. Strop.
II. Across. 1. Nabob. 2. Mason. 3. Danes. 4. Remit. 5. Donor.—CHARADE.
Par-son-age.
ZIGZAG. Independence Day. Cross-words: 1. Ivy. 2. aNt. 3. liD. 4. fEd. 5.
Put. 6. nEd. 7. paN. 8. aDd. 9. End. 10. aNd. 11. roC. 12. lEd. 13. Dig.
14. mAy. 15. laY.
HOUR-GLASS. Centrals, straw-hats; from 1 to 2, saltwater; from 3 to 4,
stopwatch. Cross-words: 1. Spinsters. 2. Apitpat. 3 Largo. 4. Tap. 5. W.
6. Aha. 7. Trait. 8. Centime. 9. Handsomer.
TO OUR PUZZLERS: In sending answers to puzzles, sign only your initials
or use a short assumed name; but if you send a complete list of answers
you may sign your full name. Answers should be addressed to ST. NICHOLAS
“Riddle-box,” care of THE CENTURY CO., 33 East Seventeenth street, New
York City.
ANSWERS TO ALL THE PUZZLES IN THE MAY NUMBER were received, before May
20, from Maud E. Palmer—Annette Fiske—Philip S. Fiske—“B. L. Z. Bub, No.
1”—Maggie T. Turrill—Paul Reese—San Anselmo Valley—Arthur and Bertie
Knox—“Betsy Trotwood”—B. L. Z. Bub, No. 2—“May and 79”—Sallie Viles—The
Melvilles—Blithedale—Mamie R.—Madge and the Dominie—Carrie S. Seaver and
Alice M. Young—The Spencers—“Francesca”—“Clifford and Coco”—Bertha Z.
Gerhard—“Sisters Twain”—“R. U. Pert”—“Hazel, Laurel, and Olive”—“Theo.
Ther.”
ANSWERS TO PUZZLES TO THE MAY NUMBER were received, before May 20, from
M. L. B., 1—M. S. Dumont, 1—W. B. R.—M. L. D. and others, 2—Pelham, 1—Two
Fs., 5—The Peraults—C. D. Mason, 1—“Miss Ouri,” 5—“Tigers,” 2—Stella
Mendel, 1—Johnny, 1—Dixie, 1—“Tigers,” 1—Maud F., 1—Lucy Jones, 1—J.
Schlussel, 1—Laura G. Levy, 9—Buttercup and Daisy, 1—Helena Hellwig,
2—Madge Fursman, 1—Florence Althaus, 7—Thyrza Thornton, 5—C. S. H.,
2—Mrs. Sippi, 5—Mary, Jennie and Mother, 6—Grace Cameron, 2—Effie K.
Talboys, 8—“Yum Yum,” 1—Pepper and Maria, 12—Papa and Daisy, 1—Ned
Mitchell, 5—Emma W. and Katie B. Knight, 2—T. L. and L. Cozzens, 1—Lucy
M. Bradley, 12—Lizzie Wainman, 1—Geo. H. English, 1—“Chrysanthemum,”
1—Mary P. Fan, 1—“Jack Sprat and Pa,” 6—H. and L., 9—Clarence Brothers,
1—L. Reeves, 9—Eugene Kell, 1—No Name, N. Y., 9—W. R. M., 11—Bertha H.,
12—“Rags and Tags,” 1—Nellie and Reggie, n—S. B. Bissell, 8—“Avis” and
Grace Davenport, 10—“Mohawk Valley”—“Rasco,” 2—S. L. Meeks, 9—Belle
Murdock, 12—No Name, Chicago, 10—B. B. Y., 11—“The Girls, Mabel, John,
and Chickadee,” 11—R. B. C., 2—Original Puzzle Club, 10—“Geo. M. Ebry,”
2—Harrison Allen, Jr., 1—R. Lloyd, 1—“Blank” and Ulysees, 12—Dash,
12—Francis W. Islip, 12—Eleanor, Maude, Louise, Bertie and Nanno Peart,
7—Ida and Edith Swanwick, 8—Geo. S. Seymour, 8—Lulu May, 11—Frank M.
Crispen, 1—Puzzled Family in Paris, 8—Esther Reid, Merton House, 1.
CHARADE.
My dear, this _whole_ I send to you,
A token of my friendship true;
I trust you’ll _first_ it,—hold it fast,
And prize it if but for my _last_.
“MYRTLE GREEN.”
OCTAGON.
1. A gentle blow. 2. The Christian name of the heroine of a novel by
Theodore Winthrop. 3. To bleach. 4. The herb wolf’s-bane. 5. Pertaining
to the bile. 6. A fruit which was said to make strangers who ate of it
forget their native land. 7. Musical syllables.
EDWARD ROBERT B.
GREEK CROSS.
. . . .
. . . .
. . . .
. . . * * * * . . .
. . . * * * * . . .
. . . * * * * . . .
. . . .
. . . .
. . . .
I. UPPER SQUARE: 1. Proportion. 2. To affirm. 3. Familiar beverages. 4.
Formerly.
II. LEFT-HAND SQUARE: 1. Rent. 2. A Hebrew measure. 3. Fabrics of a
certain kind. 4. Formerly.
III. CENTRAL SQUARE: 1. Formerly. 2. A large bird of South America. 3.
Bodies of water. 4. Labor.
IV. RIGHT-HAND SQUARE: 1. Labor. 2. Surface. 3. Abode. 4. A feminine name.
V. LOWER SQUARE: 1. Labor. 2. A feminine name. 3. To break suddenly. 4.
Retained.
MURRAY AND PERCY.
INVERTED PYRAMIDS.
I. Across: 1. Eloquence. 2. To eat into. 3. Part of a cat’s foot. 4. In
eloquence.
Downward: 1. In Troy. 2. A musical note. 3. Skill. 4. An implement. 5. A
lyric poem. 6. A musical note. 7. In Troy.
II. Across: 1. Pertaining to the craft of Freemasons. 2. A wooden shoe.
3. To cut the grass from. 4. In ceramic.
Downward: 1. In ceramic. 2. Similar to. 3. A boy’s nickname. 4. A
hautboy. 5. At this moment. 6. A pronoun. 7. In ceramic.
“LOU C. LEE.”
ILLUSTRATED CENTRAL ACROSTICS.
[Illustration]
All of the cross-words of the above central acrostic are grouped around
the central picture, and answer to the following definitions.
1 (nine letters). A contrivance useful in winter. 2 (nine letters). A
swift-flying insect. 3 (seven letters). A young fowl. 4 (five letters).
Familiar objects in rural districts. 5 (three letters). A winged animal.
6 (three letters). Consumed. 7 (five letters). Useful to fishermen. 8
(seven letters). An animal.
The central letters of the words described will spell the name of a
great Athenian philosopher, and the central picture will suggest what is
usually associated with his last moments.
AN EGYPTIAN PUZZLE.
[Illustration]
x
. x .
. . x . .
. . . x . . .
. . . . x . . . .
. . . . . x . . . . .
The above Egyptian puzzle is an illustrated pyramid, as the diagram in
the lower left-hand corner indicates. When rightly guessed, the central
letters (indicated by crosses) will spell the name of a famous statue
that is said to emit sounds like those of a harp as the sun rises. The
illustrations answer to the following definitions.
1. A letter. 2. A precious stone. 3. An animal. 4. Tropical fruit. 5. An
animal. 6. A native of a certain Egyptian city.
RIMLESS WHEELS.
8 1 2
. . .
. . .
7 . . 9 . . 3
. . .
. . .
6 5 4
I. From 1 to 9, the Christian name of an English queen; from 2 to 9, a
famous river; from 3 to 9, a cupola; from 4 to 9, the name of a large
lake; from 5 to 9, to scale; from 6 to 9, magnitude; from 7 to 9, the
margin; from 8 to 9, a number.
The letters represented by the figures from 1 to 8 spell the name of a
Danish author who died August 4, 1875.
II. From 1 to 9, part of a watch; from 2 to 9, qualified; from 3 to 9,
matured; from 4 to 9, uncommon; from 5 to 9, 43,560 square feet; from 6
to 9, to stare; from 7 to 9, to incite; from 8 to 9, a specimen.
The letters represented by the figures from 1 to 8 spell the name of a
famous American who died August 14, 1870.
HONORA N.
DIAMOND.
1. In telephone. 2. One of the smaller sails on a ship. 3. A small but
famous country. 4. A Spanish nobleman. 5. A favorite. 6. Era. 7. In
telephone.
“ŒDIPUS.”
DOUBLE ACROSTIC.
In each of the following sentences a word is concealed, the definition
to which is given in the same sentence. When rightly selected and placed
one below the other in the order here given, the primals and finals will
each form the name of a distinguished poet who was born in August. The
cross-words are all of the same length.
1. It is hard, in essays, to avoid assurance.
2. Mary has gone to Salem; Bell is home, and the latter will adorn the
book she is composing.
3. In an oration, a legate gave the detail of reasons for making it.
4. Clare hears a little rumor that there will be a recital this evening.
5. This incident I call the same as that in the other story.
6. On Mount Carmel I temporized with one of the friars.
7. When I look now in glyphs, I feel their beauty understandingly.
CYRIL DEANE.
CUBE.
1 . . . . . . 2
. . . .
. . . .
5 . . . . . . 6 .
. . . .
. . . .
. . . .
. 3 . . . . . . 4
. . . .
. . . .
7 . . . . . . 8
From 1 to 2, royal; from 2 to 4, a long-tailed species of hawk, found in
Europe; from 3 to 4, a dealer in precious stones; from 1 to 3, eternal;
from 5 to 6, a two-masted vessel; from 6 to 8, becoming circular; from
7 to 8, a method of securing a good draught in chimneys; from 5 to 7,
the name of one of the three persons thrown into the fiery furnace of
Nebuchadnezzar; from 1 to 5, the flower-deluce; from 2 to 6, an affected
cast of countenance; from 4 to 8, a kind of seaweed; from 3 to 7, to
scourge.
“ROSE MADDER.”
BEHEADINGS.
1. Behead withered and leave part of the head. 2. Behead dry and leave
to free from. 3. Behead flexible and leave a demon. 4. Behead to sulk
and leave to unfold. 5. Behead surrounded by and leave in the center of.
6. Behead joyful and leave a young boy. 7. Behead an ornament worn by
Jewish priests and leave an edge. 8. Behead a short piece of iron and
leave to be ill. 9. Behead the fraction of an ounce and leave an ancient
instrument of war. 10. Behead a character in the play of “Othello” and
leave gone.
The words described are of equal length. The beheaded letters, read in
the order here given, will spell the name of one of Washington Irving’s
earliest works.
“FRANCESCO AND CO.”
ZIGZAG.
Each of the words described contains the same number of letters, and the
zigzag, beginning at the upper left-hand letter, will spell an important
event that occurred on August 5, 1856.
CROSS-WORDS: 1. Certain. 2. An exhibition. 3. Merriment. 4. Festivity.
5. To satisfy. 6. To strike. 7. A minute particle. 8. Formerly. 9.
Recent. 10. Half. 11. Nationality. 12. Pain. 13. Dry. 14. Capable. 15.
An elevation. 16. To engage. 17. Hearty. 18. To salute. 19. Want. 20.
Notion. 21. To cook slowly. 22. To twist.
“KATASHAW.”