downing] A SCHOOL OUTLINE 225 



for the sake of their comfort but because when we make them 

 our companions it is a source of danger to us, if they are dis- 

 eased. 



What becomes of the squirrels in the winter time? Do dogs 

 like to be out of doors in the snow ? Do cats ? Will your dog 

 run through the deep snow and frolic with you? Will the cat? 

 Are rabbits out in the winter time? What do they feed on then? 



Lesson VII. Senses. — Hide a piece of meat in the school 

 room within easy reach, and let in a hungry cat. How long does 

 it take her to find the meat? Ask the children to make a similar 

 test at home. When the regular feeding time for the cat comes 

 let her see you with a saucer of milk and then hide it while some- 

 one holds her and see how long it will take her to find it. Try 

 a dog in the school room in the same way and see if he can find 

 the meat as quickly as the cat did. Do not make the task too dif- 

 ficult but place the meat where it can easily be found, hiding it in 

 the same place for the cat and the dog. Which do you find has 

 the keener sense of smell, a dog or a cat? 



Place the cat at one end of the room and roll a rubber ball 

 across the opposite end. Make as little noise as possible in rolling 

 it and let every one keep real still so as not to distract puss 

 attention. Does she catch sight of the ball quickly? Make the 

 same test with the dog. Does he see the moving object as quickly? 

 Which can see farthest a dog or cat? Let the children devise and 

 try some tests out of doors, at home with their cats and dogs to 

 answer this question. 



Stand, the length of the school room away from the rabbit 

 cage and make some unusual sound like a low whistle. Do the 

 rabbits prick up their ears and stare in your direction? Stand 

 at the same distance from the squirrel cage and make the same 

 noise, as loud as before. Do the squirrels hear it? Now repeat 

 the test for both rabbits and squirrels, varying the intensity of 

 the sound until you can decide which has the keener hearing. 



It is probable that you will not have time for testing more 

 than a single sense. It is better to repeat one test until satisfied 

 that the results are trustworthy than to attempt several. More 

 than a single test is suggested that choice may be exercised to suit 

 the convenience of the teacher. This experimental work marks a 

 step in advance of simple observation. The method of presentation 

 is important. State the question to be settled to the pupils. Be sure 

 that they understand it. Lead them by appropriate questions to 

 suggest the test that is to be made. Assure yourself that they 

 understand what is being done and what it is done for. Secure 



