Ontario Teachers' Manuals: Nature Study Part 30

Watch the action of ants which are found among the aphides. The ants may be observed stroking the aphides with their feelers, causing the aphides to excrete a sweet fluid on which the ant feeds. Aphides are sometimes called ant-cows.

Direct the attention of the pupils to the difference between the male and female aphides; the males have wings, but the females are wingless.

TOMATO WORM

THE ADULT

The adult moth may be captured on spring evenings when the lilacs are in bloom, as it buzzes about among the lilac blossoms sucking their honey.

It is frequently mistaken for the humming-bird when thus engaged. It may also be observed during the summer evenings laying its eggs on the leaves of tomato vines.

Observe the worms that hatch from these eggs and note their rapid growth. Keep the larvae in a box in the school-room and feed them on tomato leaves. Note their size and colour, the oblique stripes on the sides, the horn which is used for terrifying a.s.sailants, the habit of remaining rigid for hours--hence the name sphinx moth.

The larvae burrow into the ground in September to form the chrysalides, hence there should be soil in the vivarium in which they are kept.

THE CHRYSALIS

~Observations.~--The shape, colour, nature of the covering, the long handle, the wing impressions, the segmental part, the emergence of the adult in May or early June.

What organ of the insect was contained in the "handle" of the chrysalis?

The adult is one of the handsomest of moths, because of its graceful, clear-cut shape and the variegated grays and yellows of its dress. Look on poplar, cotton-wood, plum, and pine trees, and on tobacco plants for relatives of the tomato worm, the large green larvae whose chrysalis and adult forms resemble those of the tomato worm.

THE CROW

Crows are so plentiful that there will be no difficulty in making observations on the living birds in the free state in spring or summer.

(As the crow is a bird that is easily tamed, it may be possible to have a tame crow in the cla.s.s-room for more careful study of the details of structure.)

~Observations.~--Describe its att.i.tude when perched, movements of the wings in flight, speed of flight. Why does the crow perch high up in trees? What gives to the crow its swift flight?

Study the various calls of the crow and note the alarm, threat, summons, and expression of fear.

Find the nest and note its position, size, build, materials, eggs, and young. How is the nest concealed? What makes it strong?

Are crows often seen on the ground? Do they walk or hop?

Observe and report on the crow's habits of feeding. It eats corn, potatoes, oats, beetles, crickets, gra.s.shoppers, cutworms, and occasionally birds' eggs or young birds.

Why do king-birds chase and thrash the crow? Are scarecrows effective in keeping crows off the grain fields?

Note the sentinels that are on the watch to warn other crows of danger.

Give reasons for the belief that the crow is a wise bird.

Give reasons for regarding the crow as a neighbour of doubtful character. Give reasons why crows should be protected.

NOTE.--Crows will not pull up corn and seed that has been covered with coal-tar before it is planted.

In addition to the animals already named, the musk-rat, racc.o.o.n, fox, flying-squirrel, robin, wren, and king-bird will be found convenient for study in many localities.

The swimming of the musk-rat, and how its shape, fur, feet, and tail fit it for a life in water are topics suitable for observational exercises, as are also its food, its winter home, and the burrows leading from the water into the banks. In the case of the winter home, the location, the structure, the submerged entrance, the living-room, and the surrounding moat, are topics of interest.

CORRELATIONS

With literature: By reading animal stories, such as, _The Kindred of the Wild_ and "Red Fox," by Charles G. D. Roberts; and _Wild Animals I Have Known_, by Ernest Thompson-Seton.

With language: By oral and written descriptions of the animals that have been observed.

CHAPTER X

FORM III

WINTER

CARE OF PLANTS IN THE HOME

The care of flowering bulbs which was begun in Form I will be continued in Form II. The growing of new plants from cuttings will now be taken up. In those schools which are kept continuously heated, potted plants may be kept throughout the year. The pupils will come to appreciate the plant's needs and learn how to meet them in the supply of good soil, water, and sunlight. The following points should be observed:

1. Good potting soil can be made by building up alternating layers of sods and stable manure and allowing this compost to stand until thoroughly rotted. A little sharp sand mixed with this forms an excellent soil for most house plants.

2. Thorough watering twice a week is better than adding a little water every day.

3. The leaves should be showered with water once a week to cleanse them from dust.

4. An ounce of whale-oil soap dissolved in a quart of water may be used to destroy plant-lice. Common soap-suds may also be used for this purpose, but care should be taken to rinse the plants in clean water after using a soap wash.

5. Most plants need some direct sunlight every day if possible, although most of the ferns grow without it.

6. Plants usually need re-potting once a year. Many kinds may be set out-of-doors in flower beds in May and left until September, when they may be taken up and placed in pots, or cuttings made from them for potting.

7. A flower exhibition at the school once or twice a year, or at a local exhibition, adds to the interest.

8. The pupils should report to the teacher from time to time the progress of their plants and make many drawings showing their development.

PLANT CUTTINGS

The pupils will be interested to know that it is possible to produce new plants without waiting for them to grow up from the seed. It will indeed be quite a surprise to them to see a new plant complete in all its parts grow up from a small piece of stem, root, or even leaf. With a little care even children may propagate plants in this way.

SELECTION OF CUTTINGS

Begin with some of the common herbaceous bedding-plants, such as geranium, coleus, or fuschia. These are such common bedding-plants that they are easily obtained in the autumn. Only well-matured stems of the season's growth, such as will break with a slight snap when bent, should be used.

Let the pupils provide themselves with sharp knives for the lesson, with small boxes or pots, and with some moist, clean sand--not potting soil.

A few holes should be bored in the bottom of the box, then a layer of fine gravel put in to provide for good drainage, and over it layers of moist sand. Take a slip or growing end of a stem about three inches in length, always cutting it at or just below a node, or joint, and leaving only a couple of small leaves on the top of the slip. Insert it to about half its depth in the box of moist sand. These cuttings may be placed a few inches apart in the box, which should then be placed in a warm, light room for a few weeks until the roots develop. The cuttings should be partly shaded by papers from the strong sunlight, and the sand kept slightly moist but not wet. Bottom heat and a moist, warm atmosphere hasten their development.