The dorsal fin is on the back. Some fishes have two dorsal fins. The anal fin is on the under side near the tail. Last is the tail or caudal fin. The fins are folds of the skin strengthened by bony spikes. With the exception of the caudal fin, the chief use of the fins is for balancing. The tail-fin is the important propeller,-the oar. Besides the tail-fin the other two vertical fins-the anal and dorsal-may aid the fish in swimming. How does the Fish Breathe?-Direct attention to the gill cover on the side of the head. The gills are so arranged as to bring the cold red blood of the fish in contact with the air which is in the water. The water flows in at the mouth, over the gills and out under the gill cover. The gills serve the purpose of lungs. Does the fish hear? It is claimed that gold fishes have been trained to respond to the ringing of a bell at their meal time. Some fishes are provided with teeth. Is the minnow? the gold fish? Compare the minnow with the cat-fish. Find out about the habits of the flying-fish, cuttle-fish, stickleback, and other interesting fishes. Tell the children of the salmon fisheries, the fishing off the banks of Newfoundland, and the migration of fishes. Describe the world renowned aquarium in Naples. The teacher must, from general suggestions, make detailed outlines to suit her school if she hopes to succeed with the fish, or other nature lessons. THE SHEEP AND THE COW As the facts concerning this lesson are well known, only a few topics are suggested which the teacher should expand. The sheep and the cow eat the same kind of food-grasses, grains, etc. are cud-chewers, have no front teeth in upper jaws, have four stomachs, have divided hoofs. Character The sheep is gentle, patient, timid, social. The cow is social, shows strong attachment for her young. The cud-chewing animals furnish a very important part of our food and clothing. Let children make a list of the things that are given by the sheep. By the cow. Which is the most useful animal? Lead the children to get as much of the information as possible from their own observation. Procure good pictures of country life, "The Return of the Flock," "The Shepherdess," "The Sheep Pasture." SLEEP, BABY, SLEEP! Sleep, baby, sleep! Thy father watches his sheep; Thy mother is shaking the dreamland tree, Sleep, baby, sleep! The large stars are the sheep; The little stars are the lambs, I guess; Sleep, baby, sleep! Our Saviour loves His sheep; He is the Lamb of God on high, -E. PRENTISS (from the German.) CHAPTER V LANGUAGE-THOROUGH LITERATURE STORIES AND POEMS Literature of power and distinction will prove invaluable as a means of strengthening virtue, attacking vice and enriching language. The models of expression placed before the young in prose or verse should contain pure and ennobling thoughts, the best that has been enshrined in literature. Froebel declares that early impressions are the root fibers for the understanding that is developed later and Miss Arnold writes: "We teach the child to read without implanting in his soul such love for the good in literature that he will choose the good and no other, and we have opened for him doors into evil paths as well as good, without power to withstand the temptations of the one and to steadily pursue the other. We give him power to express his thoughts-what thoughts?" Beautiful thought and beautiful expression should be absorbed in childhood even though the meaning may not be fully comprehended. Millions of souls bear willing testimony to the truth of Hinsdale's statement, "The great passages of the Bible may be read and committed to memory years before they can be logically analyzed, a glimpse of the Divine Majesty, a view of the future glory, a touch of the celestial, will come into the heart and life of a little child from a lesson that he will never fully comprehend." Whittier says: "I well remember how, at an early age, the solemn roll of Gray's Elegy moved and fascinated me with a sense of majesty and power, felt, rather than understood. The poem spoke to me like the wind in the pines or the waves on the beach, awakening faint echoes and responses and vaguely prophesying of wonders yet to be revealed." The value of early impressions is suggested in the following lines: A CRADLE SONG Sing it, Mother! sing it low Deem it not an idle lay, In the heart 'twill ebb and flow Sing it, Mother! softly sing, While he slumbers on thy knee; All that after years may bring Shall flow back to thee. Sing it, Mother! Love is strong! When the tears of manhood fall, Shall its peace recall. Sing it, Mother! when his ear Catcheth first the Voice Divine, Dying, he may smile to hear What he deemeth thine. -FATHER TABB (Kindergarten Magazine.) By permission Small, Maynard & Co. Stories of King Arthur and his valiant knights furnish high ideals of service, valor, and purity of life, and may be made the rallying points in elevating ideals and influencing character in the lower grades. King Arthur's ideal of knighthood is known by the lines: "Wearing the white flower of a blameless life" and "A glorious company, the flower of men." Teacher, review briefly the story of feudalism. Show pict |