Imágenes de páginas
PDF
EPUB

Our Supplement.

A Lesson on the Land Birds.

B

Introduction.

IRDS form one of the grand divisions of vertebrated animals, and form a class only excelled by that to which man himself belongs. Birds are the only class clothed in those peculiar outgrowths of the skin which we call feathers. They have the two fore-feet transformed into wings and by means of these can inhabit the air - skim through regions of space with an ease and swiftness that even man may well envy. With few exceptions they can move more swiftly and see farther than any other class of vertebrates. They have a double system of circulation and respiration: the lungs are fastened to the ribs and in such a way that the air they breathe not only passes into the chest and body but into the bones so that every part of their wonderful little bodies is filled with the element on which they move.

PARTS OF A BIRD.

Head

Trunk

Limbs {

Front.
Crown.

Wings.

Legs and feet.

HEAD.*

[merged small][ocr errors][merged small][merged small]

It

The wing of a bird is very much like one of our arms. joins the shoulder by a shoulder joint. From the shoulder joint to the elbow is one long bone, from the elbow to the wrist are two long bones, (ulna and radius,) There are some small bones in the wrist-joint and the limb is finished by several, like the bones of of the hand. (Show styles of wings, see chart.)

The leg is composed of the thigh, the shank and the toes. The slender, naked scaly part and the toes form the whole foot, but generally that part which is really the leg is hidden in feathers. The number of toes in most birds is four: there are never Sometimes there are but three. The Ostrich has but two. There are usually three toes in front and one behind; sometimes there are two before and two behind; as in the Cuckoos and Woodpeckers; very rarely all four toes point forward. When there are but three toes the hinder is always the missing one.

more.

A bird's toes are numbered from one to four, the hind toe being the first, then the inner front toe, next the middle front toe. In swimming and wading birds these digits are often connected by webs. As a rule the hind toe has two joints, the inner front toe

The head is made up of the skull and bill, and joined to the body three, the middle toe four and the outer front toe five.
by a neck. Commencing with the bill we see it is made up of two
pieces corresponding to the jaws of a quadruped.

The upper part of the bill is the upper mandible the lower part the lower mandible. The upper mandible contains the nostrils. These nostrils in some birds are oblong in some nearly round in some are set close down to the edge of the upper mandible, in others further toward the center. In some birds, as the fly catchers and humming birds the margin of the upper mandible folds over the lower; while in others as the finches the two edges meet.

In some birds the line formed by the meeting of the mandibles is straight as in the woodpeckers; sometimes it is festooned, as in the sparrow hawk; in others it is arched. In many birds the upper mandible is carried far back on the front or forehead. In some

birds, as the parrot, falcon, etc., there is a belt of soft, naked skin at the base of the upper mandible in which the nostrils are placed; herons have few or no feathers between this part and the eye; and the space around the eye itself is often naked.

MOUTHS.

The mouths of birds are larger or smaller according to the kind of food they are in the habit of eating, and their method of obtaining it.

The swallow has a wide mouth so that as he sails through the air with his mouth wide open he will be more likely to catch insects, while birds which pick up their food have small and narrow mouths. Sometimes the mouth is defended by bristles. (See whipporwill on chart.)

The front of the head proper is that part which lies near the nostrils. The crown occupies the middle or center of the head, and is that part where the crested birds usually wear their ornament.

ears.

The hind head is that part of the skull which slopes downward toward the neck. On each side of the head are the eyes and These are larger in nocturnal birds than in any others. The upper part of the neck between the hind head and the back is called the upper neck, and the lower part the lower neck.

That part of the neck which joins the lower mandible is the chin, next to this comes the upper throat, and next to this the lower throat. This brings us to the most rounded part of the bird; this we call the breast.

Show stuffed specimens.

FEATHERS.

The feathers of a bird are of three kinds; first those downy ones next the body to keep out cold, heat and wet, second those on the body stiffer than the down which help to sustain the body in the air; third the wing and tail feathers which are long and stiff so that the little sailor in air may use them for oars. Examine a wig or tail feather which Madam Hen has thrown away this warm weather: see how much like a leaf it is with a midrib to make it firm and stiff and with little barbs shooting out on either side of the midrib. How wonderfully even are all these barbs and exactly parallel!

POWERS.

Sight, smell, hearing, voice. The sight of birds is remarkable. Those bright little eyes of theirs are tiny self-adjusting telescopes so that they may descry objects far and near. The powers of taste, smell and hearing are only moderate but the powers of voice in birds, when their size is considered, is certainly greater in birds than in any other class of animals, even man. For, how much greater distance you can hear the crowing of a cock than the shout of a man!

This power of voice has no doubt been given them in order to find one another when separated by long distances, and for their amusement and enjoyment. Their songs and twittering are their language and each bird understands the peculiar call of its own family. In order that we may find the names of these feathered friends of ours, ornithologists have divided them into classes or orders and families. The birds which live on the land are divided into: Robbers (birds of prey.)

Climbers (birds which climb the trunks and barks of trees in search of food.)

Perchers (birds which live in trees.)

Scratchers (birds which scratch in the soil for their food.)

NOTE. Let the children for one month study the characteristics and habits, etc., etc., of the Robbers and Climbers and find and read anecdotes of the same. Be sure that they learn to recognize the more common birds of these orders. During the next month let them study the Perchers in the same way, let them see stuffed specimens if pos sible. During the next month study the Scratchers and encourage the pupils to make observations among the fowls.

[blocks in formation]

These lessons are adapted to pupils of the fourth and fifth years in school, who have had previous instruction in form and drawing; or they may serve as first lessons in any grammar grade.

ICATION is over. You are glad of it. So are the children. Watch them on their way to school. Hear them laugh! Filled with the very spirit of freedon, and the summer days which scarcely yet belong to the past, they welcome the return to school.

You have already completed your plans of work in some studies. How about the Drawing? What shall it mean to you, and to your pupils; drudgery, and a weary waste of time, or delight which is coupled with success? Just what you are willing to make it. No subject affords equal opportunities. Let the first step toward success in this, as in your other work, be to secure the interest of the pupils; and how can you better accomplish this, than by bringing into the school-room a part of the world just left outside? Make your first lesson in Drawing, one in Nature Study also. Begin today. Try this plan for pupils of the fourth year in school:Just before closing school for the day, have a brief talk about flowers. How the children love them! Let them name different kinds; tell their colors and when they bloom. Then speak of the seeds; how they grow, their shapes, and the way in which they are protected. No lack of interest now! This is your opportunity to make a request:-"Children, let us see who have good memories, and sharp eyes. To-morrow, I shall ask for the names of all the different seed vessels or pods which you have seen and can get. We will have a list of them written on the blackboard, and also the name of the boy or girl who brings the greatest number." The list will be forthcoming. No doubt about that!

The following is brief, compared with what you may get.

[blocks in formation]

The Milkweed pod shall be the subject for our first lesson. A committee of two or three pupils has found specimens enough, that each pupil in the room may have one.

We will prepare our papers, by ruling a margin the width of the ruler from the edge. Now divide the sheet into two equal, vertical spaces. Before drawing, let us see how much we know about these pods. "They are fine specimens! Boys, where did you get them ?" "In the field, behind Mr. Chase's barn. There are more there too!"

[ocr errors]
[blocks in formation]

My sister dries them in the house, to get the fuzzy stuff that is inside. It looks something like feathers, only it is softer.”

"Good! We'll keep some of the best of these, and let them dry here in the school room; so that we may see the beautiful silken wings which help the wind to scatter the seeds. Let us see how good a picture you can make of the pod you have. Lay it on your sheet of paper, in the left hand space. Be careful to place it in the middle of the space, with the stem toward the bottom of the sheet. That is where you are to draw the picture. Now let us shut our eyes a moment, and see if we can remember just how it looked. One more careful look, now try again. Sit well back in your seat, cover the closed eyes with one hand, let us see who remembers most."

"It has a jointed stem."

"The upper end is pointed."

"One side is curved more than the other." "It is widest near the lower end."

"Good! now look again and see that there are creases running lengthwise of the pod. Take it off the paper, and lay it in the same position, on your desk at the left.

Mark lightly on the paper the place for the upper end of the pod. Now the place for the lower end. Show by two marks, where it is the widest, and how wide it is. In the same way, show where you will draw the stem.

Now study the left side. Is it an even curve? Where does it curve most? Holding the pencil two or three inches from the point, trace the form of the left side, not allowing the pencil to touch the paper. Then sketch it lightly. So with the right side, and stem. Measure the pod now, with your pencil, and then measure your drawing. Is it a little too long, or too short? Mark the

length and width as they should be. Correct all the mistakes you find, erase the wrong lines, and then pass the eraser lightly over the whole sketch.

Watch me, now, as I make a large picture of this pod on the blackboard. See if I do as I told you. And see! As I finish my drawing, how much heavier I make some lines than others. You can tell why I have done this, if you will examine the specimen on your own desk. You will find that some parts of the outline show a little more plainly than the rest. Make those places darker. And notice too, that the pod stands out in relief from the desk. On which side is it darkest ? Make your drawing darkest on that side and it will seem to stand out from the paper. Do you see how

much deeper the creases are in some places than in others? You can show that too, if you try; and also just how the pod is joined to the stem. Try to make such a good picture, that when I look over your papers by and by, I can tell just which specimen you worked from.

I have brought two of my sketch-books to school this morning. Can you tell what these are?

Have the pupils illustrate the other studies by drawing. Do not neglect the sketch-books. Make them of common 9" x 12" manila drawing paper; folding the sheets. on diameters, and stitching together at the folded edges. Give these to the little people, and encourage their use, as suggested above. Examine them occasionally, making such suggestions as you think best. Use one yourself, and let the children see it.

Keep a scrap-book for good illustrations, clipped from the different magazines. Get the children to contribute. Have you a copy of "Garden and Forest ?" Are you the happy possessor of one or more of those superb books by Wm. Hamilton Gibson? Bring them to school. Let the children have a treat. They will appreciate it, and, led to a closer observation, and Nature, they will do better work in drawing. an hundred fold.

a greater love for You will be paid

jome

Little

Things.

Do you know what I have tried to represent on this page ?

Signs of Autumn.

You see, I have tried to make my drawings tell the truth. I shall leave these books where you may look at them before and after school; and I am going to give you some sketch-books for your own use. Keep your eyes open for all the "cute" little seed-pods you can find, and see who will make the most and best sketches before the next lesson in drawing."

Select a different subject for the next lesson, completing the sheet in this manner. (See Fig. 1.)

From fifth year pupils, obtain a list of as many parallel veined leaves as possible, e. g.

[blocks in formation]

Spelling of Geographical Names.

The U. S. Board on Geographic Names, has adopted for guidance, in determining the official form or rendering of geographic names, the following principles within the United States. 1. That spelling and pronunciation which is sanctioned by local usage should in general be adopted.

2. Where names have been changed or corrupted, and such changes or corruptions have become established by local usage, it is not in general advisable to attempt to restore the original form.

3. In cases where what was evidently originally the same word appears with various spellings, sanctioned by local usage, when applied to different features, these various spellings should be regarded as in effect different names, and as a rule it is inadvisable to attempt to produce uniformity.

4. Where a choice is offered between two or more names for the same place or locality, all sanctioned by local usage, that which is most appropriate and euphonious should be adopted.

This drawing (Fig. 2.) from a fifth, and the preceding from a fourth grade school in Lynn, Mass., reproduced as truthfully as possible with ink, may suggest the arrangement of the sheet.

5. The possessive form should be avoided whenever it can be done without destroying the euphony of the name or changing its descriptive application.

6. In all names ending in burgh the final h should be dropped. 7. In all names ending in borough this termination should be abbreviated to boro.

8. The word center as a part of the name should be spelled center not centre.

9. The use of hyphens in connecting parts of compound names should be discontinued.

10. The letters C. H. (court house) as part of the names of county seats should be omitted.

11. In the case of compound names consisting of more than one word it is desirable to simplify them by uniting the compound parts.

12. It is desirable to avoid the use of diacritical characters. 13. It is desirable to avoid the use of the words city and town as a part of names.

As Others See It.

A good plan. Go out into the hall and close your schoolroom door behind you. Then play you are a visitor and walk in. Try to see just how the room and the pupils look to a stranger. Examine the whole effect critically; give attention to details of floor, windows, curtains, condition of teacher's desk, pupils, general appearance hair, faces, clothing, manner of sitting, etc. My word for it, you will discover some things that ought to be changed and you will say, mentally, "Why did I never notice that before?" — Intelligence.

Inventional Geometry.

By 8. D. JENKINS, Omaha, Neb.

FIFTH GRADE.

'N the conmmon school curriculum five periods weekly are expected to be set apart for arithmetic; but for several years, in making a course of study and daily program, two of the consecrated five may be taken for the study of form, from the mathematical point of view. This course does not take the place of the regular lessons in form study and drawing or in any way affect them except as the latter are supplemented thereby.

Number and form study should begin as parallel courses in the primary class and continue through all grades, until they appear in the sixth grade as arithmetic and inventional geometry.

THE LESSON.

One lesson in a series designed to teach that form, position, and size are the root ideas in geometry.

Subject Matter.— (a) The square, the circle, the triangle, are regular figures.

(b) The square, the circle, and the triangle, are bounded by edges.

(c) The square, the circle and the triangle depend upon their form for their name.

(d) They are called plane figures.

(e) Plane figures extend in two directions only.

(/) Plane figures have but two measures of extension.

(g) Plane figures occupy space.

(h) The size of the plane figure is the measure of the space it cccupies.

(i) When we measure the plane figure, we are measuring the space it occupies. (In the first lesson, only first three items of subjectmatter are covered.)

Teacher places on desk of each child a four inch square of paper, a paper circle four inches in diameter, and a paper triangle three inches to the side. The children are requested to choose the figure upon which they most desire to have a lesson, some chose the square, some the circle but no one the triangle. As in all the lessons the interests of the children are studied, an effort was made to learn the motive that governed the choice of the circle and the square, and questioning something like the following arose.

"Children will you all think for a moment why you chose just the figure you did, then if you find you had a reason for the choice raise your hands." In a moment the hands began to appear; Carroll may tell why he chose the square. "I chose it because it is so regular."

"Edith, will you tell us why you chose the cirle ?" "I chose it because it is so simple."

"Well Elsie, what is it you wish to say?" "I wanted to say I do not think the form of the circle is simple, it keeps changing all the time." "Very well, we will take now both the circle and the square and examine them and so learn more as to the reason for your choice and about the forms chosen."

Teacher now places on each desk an irregularly torn piece of paper and asks for choice again. No one selects for even a third choice the irregular piece of paper, although it is more beautiful in coloring than the regular forms. All the children then agreed that their choice was governed by form, or as "Philip" said, "Form was the basis of my choice."

"You may now compare the forms called the triangle, circle and square with the last beautiful piece of paper placed on your desk. How would you express the difference?" "The first three forms are regular, the other piece is irregular." "Tell me then which forms you are to study." "The regular forms." "Look at this piece of clay and at this cube, what would you say of the form of the cube compared with that of the piece of clay ?" regular in form, the clay is irregular."

"If we were to study the cube what would attract you first, perhaps? Marion may tell us." "I think I should notice its form." "Will you tell me if you can why you notice its form ?" "I think I look at it first to see what it is, and its shape or form tells me that it is a cube." "Look at the clay and tell me from its form what it is, Edna." "I cannot tell from its form, because it is not regular." "In looking at new objects what do you think you notice in them first? Blanche may tell me." "I think I notice color first, and then form, at least I did when you gave us the papers." “What did you notice first when I placed the cube and the piece of clay on the table ?" "I noticed only the form of the cube, and I think I thought only of the size of the clay."

Place

"We are now to study regular forms a little further. before you the circle. Pass your finger around the boundary of the circle. What do you call that boundary ?" "It is an edge, a curved edge." "If you were to represent that edge on the board what would you draw ?" "I should draw a curved line." "Pass your finger around the boundaries of the square. Along what do you pass your finger ?" "I pass them along edges." "What kind of edges ?" "Along straight edges." After all were examined the statement was obtained that the circle, square, etc., were bounded by edges, leading to the more general statement later, that plane figures are bounded by edges. “Again place the circle directly before you. Place the fore-finger of right hand on the point nearest you, and the fore-finger of the left hand on the point farthest from you. Bring the point nearest you to lie on the point farthest from you; fold; crease. What have you done to the circle ?" "I have changed the form and changed the size." "What do you name this figure, Carroll?” "It is called a semi-circle." "Is it so called because of its size or its form ?" "Because of its form." "Place the semi-circle before you with the straight edge extending from left to right. Bring the right end of the straight edge to lie on the left end; fold; crease. Philip may tell us what form we now have." "We have the quarter of the circle." "Do you know any other name for this form ?" "Yes, it is called the quadrant." "Why is it so called ?" "It is so called because of its form."

From this statement (c) of the subject-matter, and the lesson is concluded with a review of main statements (a), (b), (c), and the finding of the space occupied by regular figures of two dimensions.

[blocks in formation]

"The cube is

of 54 square in. = 27 square in.

HISTORY.

A Profitable Friday Afternoon

Ο

Exercise.

By MINNIE E. HADLEY, Ohio.

NE Friday afternoon, I said to my grammar grade pupils, in response to the time worn question of, "Please, may we "No children, "choose up" and spell this after-noon ?" we will not spell but work real diligently until recess and when that is over we will play a game."

"A real game?" All eyes seemed to interrogate, but I gave the signal for "lessons" and no further interrogatories were offered upon the subject.

Fifty bright little faces beamed with the eager expectancy of enjoying "something new" when, after recess, all was quiet and I began the necessary explanations preparatory to the commencement of the game.

It serves the "The game, children, will be purely historical. double purpose of affording recreation while at the same time testing and increasing your general knowledge of the subject of history. "Ralph may leave the room while Grace, Mary and Charles each write the name of a noted historical character upon the board. After the school has selected the preferable character, Ralph will be recalled and is to determine who has been chosen by the nature of the questions you will ask him."

Alexander Hamilton was the first character chosen and Ralph's entrance was greeted by the following questions:

"Do you remember anything concerning your childhood in the West Indies ?"

"Weren't you pleased to deliver so remarkable an address at the age of sixteen ?"

Didn't you feel highly complimented when Franklin so ardently praised your financial ability ?"

Finally backward little fellow whose historical knowledge was rather limited, timidly squeaked; "Air you an' Burr goin' to fight any more duels ?"

Of course this brought the right guess and it was some one else's turn to leave the room.

We found it a delightful as well as a profitable exercise and I am confident that it served as a healthful stimulus in the study of history; for many who had hitherto seemed to care very little for the study now became greatly interested in acquiring a general knowledge of the subject, particularly as relating to different characters.

At first, in order to make the game interesting, it was necessary to curo the bright boy a little to prevent his asking questions entirely too difficult, and to spur the dull ones on to higher efforts, lest they should at once reveal the hidden secret by questions entirely too simple for that grade.

They all learned at length, however, to assume the happy medium and our "historical game" retained its well-deserved popularity throughout the year.

A Little Civil Government.

1. What is the man called who is at the head of your state?

2. If this officer should be ill, and unable to attend to his duties,

who would take charge of affairs?

3. Who is at the head of your state?

[blocks in formation]

9. What is the difference between a city and a town?

10. Has a town any governing power, and, if so, what? (Ask the children to bring in questions for discussion. They will find plenty of them at home.)

Foolscap.

By ABBIE LOW, Chicago, Ills.

– M. A. B.

Miss Brown's class had just finished their spelling lesson. Their bright eyes and alert manner showed that they had a teacher who was not too small to hold her class, and that even though the lesson was only the spelling of words, her pupils were not to be allowed to lapse into a lethargy.

Miss B. was not an educational taxidermist, and this class manifested no sign of having been stuffed like a saurian that is laid away in the mud for a nap.

"Each one of you may bring me a sheet of foolscap paper to-morrow," said the teacher, "and I will fold it into a small book for your spelling lessons."

"I don't know what you mean by foolscap paper," said Charley Stevens, looking wishfully to the teacher for information. "How many know what foolscap paper is ?" said the teacher; "let me see your hands.”

Two or three scholars put up hands, others looked doubtful, and some thought they had never before heard of "foolscap paper ". "Well," said Miss B., "you go to the store and ask for a sheet of foolscap paper, and if you bring it to me to-morrow, I will tell you a story about it."

Next morning every child appeared with his paper; some of the sheets were rolled carefully and carried by a loop in the cord that bound them; others were flattened and creased by their less careful

owners.

The teacher smoothed each sheet carefully and laid it into her register, that all might be flattened and ready when the time came for making the promised books, and while putting the paper away, related to the eager, and now interested class, the promised story.

"When Oliver Cromwell became Protector, after the execution of Charles I., he caused the stamp of the cap of liberty to be placed upon the paper used by the government. Soon after the restoration of Charles II., having occasion to use paper for dispatches, some of this government paper was brought to him. Looking at the stamp, he.inquired the meaning of it. Being told that it was Cromwell's cap of liberty, he said, "Take it away; I will have nothing to do with a fool's cap."

"Now, children," said the teacher, "you may get your rulers and measure a sheet of this paper, and for our General Information next Friday, you may bring me the answers to the questions which I will write upon the board now for you.

They relate to a period of English history cotemporaneous with that of the landing of the Pilgrims in Massachusetts."

[blocks in formation]

4. What body of men make the laws for your state? Of what two houses does it consist?

6.

7.

What is meant by the "restoration" of Charles H.?
To whom did Charles II. refer as being a fool?

5. What name is given to the head office of your city government ?

[blocks in formation]
« AnteriorContinuar »