Composition: General connected account or story of the work done and the things learned during the season, as taken from the garden diary and from memory.
Exercises in writing and spelling, as suitable seat work.
Geography: Weather observations, as related to the garden work and to plant growth. Comparison of the soil of the garden with other samples from the district, as to composition and origin. Direction, as related to the paths or walks in the garden.
Map drawing: Plans of plots and of whole garden and grounds, represented on sand-table, paper, or black-board. Map drawing on a horizontal surface is best for the first year or two.
The products of the garden, as compared with home products, as food supplies for man and beast.
Manual Training: Making of seed envelopes and boxes, modelling in clay of fruits and vegetables.
CLIMBING PLANTS
Observe particularly the sweet-pea and morning-glory.
Consider the following points:
1. Advantages gained by climbing, such as securing of more light, production of many leaves and flowers, and not so much stem.
2. Method of climbing--sweet-pea by tendrils that wind around the support; morning-glory by twining its rough stem closely around its support. Do all morning-glory vines twine in the same direction? Find other vines that climb. Examine their modes of climbing.
3. Time of flowering and notes on how to plant.
Make drawings of the leaves and blossoms.
TREES
(See type lesson on trees under Form I.)
In this Form it is better to follow closely the development of one or two selected trees in school or on the home grounds than to attempt to observe many different species. Allow the pupils to choose their own trees for study and, if possible, have them select one at home and another near the school or on the way to school. The following points might receive attention: The name of the species, whence obtained and by whom planted if known; its approximate height, size, and age; its location, and the nature of the soil; its general shape, and whether or not influenced at present or at some time in the past by proximity to other trees; description and arrangement of its branches, leaves, and buds, its bark, flowers, and fruit; time of leafing out and blossoming; colouring and falling of leaves and ripening of seeds; the amount of growth for the year compared with that of previous years as shown by the younger branches; qualities of beauty and usefulness of the tree.
Drawing exercises.
At least two visits should be made to the woods during the autumn months, one when the leaves of the trees begin to colour and another when the leaves have fallen. Consider the preparation made for winter in the woods and fields, the use of dead leaves in the woods as a protection to forest vegetation and as soil-making material. Bring back samples of leaves and of leaf mould or humus for cla.s.s-room observation.
Note the effect of frost in hastening the falling of leaves--frost does not give the brilliant hues to leaves, as many people think. Consider the relationship of the forest trees to animal life.
STORING OF TREE SEEDS
Make a collection of nuts and other tree seeds, some of which should be put in the school collection and the rest planted in the garden or stored away for spring planting. The seeds of evergreens should be kept dry and cold, but other seeds, as a rule, are best packed in a box of slightly moist sand set in a cold place or buried in the ground.
A FLOWER
TYPE: NASTURTIUM
I
Teacher and pupils visit the nasturtium bed, where the flowers stand up boldly, surrounded by the shield-shaped leaves. A search for the young flower buds and for the very old flowers leads to the discovery that these are snugly sheltered under the shields.
The greenish-yellow calyx, which is closely wrapped around the bud, is next examined. Its name is given, and its use as a protector is discussed.
The strong seed cases are opened and the seeds are discovered. The pupils are instructed to watch the insects that visit the bright flowers. Name the insects. Describe their movements. Catch a few and find the yellow powder on their furry little bodies and legs.
II
Each member of the cla.s.s brings a flower to the school-room. The varieties of colours of the flowers are discussed. The cave-like form of each flower is noted. The velvety feeling of the corolla and the delicate perfume are likewise sensed by the pupils.
The pupils nip off the point of the cave and taste the nectar (honey), and thus learn why the insects visit the flowers. They next trace the course of the coloured lines on the corolla and find that they all point into the cave.
Continuing their explorations of the mouth of the cave, the pupils will discover the little boxes containing the yellow powder that the flower dusts upon the insects. The names _pollen_ and _pollen boxes_ are given.
The fringe on the edges of the leaves of the corolla for the purpose of preventing the insects stealing into the cave without receiving their baptism of pollen, is discovered.
The teacher should, at this point, give a brief explanation of the valuable work done by the insects in carrying pollen to cause seeds to grow in the next flower that the insect visits. The position of the tiny brush (stigma, but do not give this name) held up by the seed case for rubbing the pollen off the insect, should also be observed.
~Summary.~--Name and point out the parts of the flower (calyx, corolla, pollen boxes, seed cases).
What useful work do insects do for the flower?
What reward do they receive for their work?
What advertis.e.m.e.nts do the flowers put out for attracting themselves?
(Bright colours, sweet perfumes, and honey)
Flowers suitable for lessons in Form II are nasturtium, larkspur, snap-dragon, morning-glory, and sweet-pea.
NOTE.--Botanical names should be reduced to a minimum.
SOIL STUDIES
(See _Soils_ by Fletcher.)
Soil should have a place in a Nature Study Course because:
1. It is so closely related to life.
2. It lends itself so admirably to the experimental method.
3. It is so liable to be overlooked and considered as common and valueless.
KINDS OF SOIL
_Gravel_ is composed of small, rounded stones of various colours, sizes, and shapes. Occurs in beds, generally mixed with sand. Get a sample and examine the const.i.tuents. Lead the pupils to see that the pebbles are the result of the breaking up of larger rocks. What has made the corners smooth and rounded? What use is made of gravel? Have the pupils find some gravelly land.
_Sand_ is composed of small angular pieces of hard rock. Have a few samples from different places brought to school, note fineness and colours, examine with a lens and note resemblance to pieces of broken stone. Draw a magnet through the sand and note black particles adhering, showing presence of iron in some form. Show the hardness by rubbing against the surface of a piece of gla.s.s. Sand is used for mortar, concrete, and gla.s.s. The chief sand-forming rocks are quartz and granite. Show pupils how to recognize these. Examine a sample of sand under a lens.
_Clay._ Note colour and odour of fresh sample. Dry and pulverize and note extreme fineness of the particles by rubbing between the fingers (an ounce of clay contains about four and one half million particles).