notes of the bird, for the canary gives vocal expression to several emotions which we may understand. On p. 50 may

be found a short account of the habits of this bird on its native islands; a more complete story is given in the Pet Book, p. 138.

The Guinea Pig.-This little cousin of the rabbit is a long way from being any kind of a pig, nor does it come from Guinea, but it and all its relatives flourish in South America. It would be better

if we could learn to call it by its real name, “cavy." The ancestors of our common pet are supposed to have been domesticated in ancient times by the Incas of Peru, since mummies of cavies are to be found in the cemeteries. Cavies were esteemed highly as food by various tribes of South American Indians.

The guinea pig is a stout, compact little creature with short, rounded ears and no tail; its legs are short compared with its body; the front feet have four toes and the hind feet three; the toes are armed with rather stubby nails; although the cavy is a true rodent it has short incisors, and the back teeth have crosswise ridges. The language of the guinea pig is not very extensive, consisting of squeaks and grunts. In a wild state the cavies are not truly diurnal in habits, although they are partly so. They make their homes in burrows or in crevices in rocks. They are vegetable feeders, and eat almost any kind of succulent food. In their native country, where it is never cold enough to freeze, they have green food all the year round. We feed them on grass, lettuce, apples, and especially upon carrots. They are also fond of rolled oats. Although they do not drink often, when fed upon vegetables, we always keep them supplied with water.

Guinea pig babies are very precocious. They are fully clothed and have their eyes open from the first, and are able to take care of themselves if necessary when only a day or two old. The best known varieties of this pet are as follows: The English, which has a short smooth coat, like the original wild cavy, and with varying colors. The Abyssinian, which has a rough coat, arranged in cowlicks of rosettes. The Angora, which has a smooth coat of long, soft hair, and occurs in many colors and patterns. The Peruvian has the long hair of the Angora, and the rosettes of the Abyssinian, and is a most frowsy little creature. While all these varieties may

have several colors, there are those of one color which are called self-colored.

A lesson on the guinea pig should include the following points: What does it eat? What does it like best of all? Does it drink often? How do we make a home for our pet guinea pig? Where and how do their wild relatives make homes for themselves? Are its legs long to fit it for running; are its hind legs strong to fit it for leaping? How many toes has it on its front feet and on its hind feet? Describe the toe nails. Are its ears movable? What colors in the eyes? Observe the teeth. Are they fitted for gnawing like those of the rabbit? Has it "whiskers" to feel with? Where is its tail? Describe its fur, whether fine, coarse, long or short, or in rosettes. Is it for warmth or ornament? In what position does it sleep? How does it play; how does it show anger or pleasure? Describe its voice; what does it say? How does it keep itself clean? How does it care for its young?

The Cockroach-This slippery little haunter of crevices has some interesting qualities even if it is a pest. In order that grown-up people be competent to deal with a pest, it is necessary that they know all about it, and this knowledge is gained more easily and thoroughly in childhood. A cockroach should be placed in a vial with a bit of bread and safely corked in, and then it may be passed around for observation. The questions in the lesson on p. 379 are sufficient for two lessons. Obs. 6 on how a cockroach cleans itself is enough for one lesson and should point a moral; for this insect dwells in places which are far from clean, but with its polished coat and habits of scrubbing itself, it keeps clean and lives long. No mention of how to get rid of this pest need be made, since the poisons used for destroying it should be applied only by adults.

A Chippy's Nest.-Any nest will do, but the chippy's is usually nearest at hand and easiest to get. The observations should be as follows: What bird built it? What for? Do the little birds come back to the nest after they once leave it? (This question is quite important to emphasize the fact that young birds do not return to the nest.) Of what material is the outside, the inside? Why is the lining so soft? How is the nest supported? For outline of study of chippy's nest, see p. 89. On p. 88 is material for a story to supplement this lesson.

A Cocoon-Any cocoon with a pupa in it will do, but that of the Cecropia is best, since it is largest. This lesson is for the purpose

of teaching how the cocoon protects the insect from weather and enemies. Cut open cocoon and use obs. 1-5, P. 334.

THIRD GRADE

The Mouse. I hope that no teacher will scream or climb upon a chair when she sees this topic suggested for a nature-study lesson. A mouse, confined in a glass jar, (see "Method," p. 228) is one of the most interesting subjects for nature-study that I know; it can be kept captive for a month and studied at recess or at any convenient time. Mice are thirsty and must be given fresh water every day, and a shelter of strips of paper should be put in to afford the captive a place to hide and make it comfortable. A mouse is a very clever animal and has many cunning ways, the watching of which soon removes the ridiculous fear which the idea of a mouse inspires in some people.

Each of the Obs. 1-3, p. 228 is enough for a lesson. Obs. 4, 5, 6 constitute another lesson. Obs. 7, 8, 9 suggest respectively a story to be told by the teacher to make the lesson interesting.

The Wolf-Winter is just the season for reading about wolves; and an understanding of the habits of this animal is necessary before undertaking the study of a dog. Kipling's Mowgli stories and Thomson Seton's "Lobo" "Tito," "Bad Lands Billy," and the "Winnipeg Wolf" all give fascinating accounts of the wolf and its habits. See p. 255. The topics in the last paragraph on p. 256 should be used as subjects for oral questioning or for written

accounts.

The Goldfish-It is a pity that these golden idlers in a school aquarium are so seldom used to illustrate the adaptations of a fish for life in the water. One goldfish will afford enough material for the nature-study lessons for a week.

For the first lesson, use Obs. 2, 3, 4, p. 152; Obs. 5, 6 for the second; 7, 8 for the third; 9, 10 for the fourth; 11, 12 for the fifth; 13-16 for the sixth lessons. Obs. 17,18 suggest topics for a story. See Pet Book, p. 226.

The Sun-January is an excellent season for beginning the study of the sun, for it rises after we awaken in the morning, and sets long before we go to sleep. Of course a serious study of the sun is too advanced for third grade, but certain observations can be made and stories told, so that the children may know that it is a great blazing star. See p. 905-6. Observations on the time of the

rising and setting of the sun should be made once a week and the curved shadow of the shadow stick should be examined once a week to show what has happened: First that the sun may rise thirteen minutes earlier in the morning on the 31st than on the 1st of January, and that it may set thirty-three minutes later, the gain in the length of day being mostly in the afternoon. The almanac should be used to correct the children's observations. The shadow-stick will show that the sun is higher at noon-each successive week.

The Polar Constellations-The dark comes so early in January that the stars may be studied by even the young children before

bedtime. The first constellation to be taught should be the Big Dipper, and how to find the Pole Star by means of its pointers. The next constellation to be learned is Cassiopeia's Chair, and the next is the Little Dipper. For third grade it is sufficient to teach that a constellation means a group of stars that appear to us to be near to each other or to form a figure of some sort; and that the polar constellations are those which in our latitude never set but may always be seen above the horizon all night on any clear night of the year. See p. 889.

FOURTH GRADE

The Screech Owl-This interesting little night flier manages to eke out an existence in winter by hunting field mice and other small creatures. It sometimes gathers in a feast through finding a sparrow roost. It is very desirable that the pupils observe a live

owl, whether in the school room or in the zoological gardens. However, screech owls are not always so accommodating as to be

present for nature-study lessons, and the habits of this bird are so interesting and important, that we may be allowed to use a picture as a peg on which to hang a lesson. This is even one of those rare occasions where a stuffed specimen may be used without causing a scandal in the nature-study ranks. For a lesson with the live bird, or without it, for that matter, the Obs. 1-11, p. 106, each affords a topic for a short written lesson.

The Pig.-This most clever and most misunderstood of all the domestic animals offers a fine opportunity for the observations and deductions which constitute the right sort of nature-study lesson. The pig is an animal fitted to roam at large in woods and forests, especially in the neighborhood of streams where it finds ample food in acorns, roots, etc., and fights its battles with its own strong weapons, and protects itself from stinging insects by wallowing in the mud, and in general leads a successful life. On p. 303-306 information is given which will enable the teacher to present the lesson in an interesting manner. Obs. 1, p. 307 is enough for one lesson when written. Obs. 2, 3, 4, 5, 7 form another lesson. Obs. 6 another, and Obs. 8, 9, 10, II another. Obs. 12 suggests topics for more serious essays.

The Pines-We have in America several common native pines and several that are generally planted in parks and grounds that have been introduced from Europe. On p. 112 of the Tree Note Book is given the table for determining these pines by the number and length of the needles and sheaths. For this lesson, choose a pine near the schoolhouse so that it may be observed for several months. Obs. 1, 2, 3, p. 795 constitute an observation lesson out of doors, while Obs. 4 includes a sketch and perhaps a comparison with the leaves of some other species, and Obs. 5 and 6 constitute two lessons that may be completed in the schoolroom with the specimens brought in by the pupils and the results written. Information for Obs. 8 and 9 should be obtained through reading reference books. The age of the tree should be ascertained if possible, and if it is an old tree, its life should be correlated with history. See "The Old Pine Tree's Story" in this issue.