Natural Science. of the vacation, and was quite at a loss what to do COMMUNICATIONS for this Department should be ad- There was standing in my garden a good-sized dressed to I. F. CADY, Warren. For the Schoolmaster. The Sphinx Quinquemaculatus. flower pot with a thrifty tomato plant growing in it. I took this, placed it in a pail partly filled with water, to keep the plant from withering, and carefully guarding the worms from being drowned by covering the space between the flower pot and the A few days since I received a small package by pail with thick paper, I placed them upon the express. It was brought to the door of my school- plant, set the pail with its contents into a sink in room by a lad who was ignorant of the source a small pantry containing a window, shut the door whence it came, and said there was "nothing to and left them them to enjoy their banquet in sepay." A free package! Moderate in size-cylin- curity. On returning from my visit I lost but litdrical in form-probably a toker from some friend tle time in neglecting to look after my worms. -perhaps a veritable bijou! I remove the liga- They were nowhere to be found. They had deture, "incidere linum." I find a note enfolding a casket-no, not of silver, but, for its purpose, just as good. The note is in the hand of a much val ued friend. I read : voured nearly all the leaves and young fruit upon the tomato plant, which was still fresh and putting forth praiseworthy efforts to recover from its terrible scathing, but they had vanished and not left trace behind. I searched every nook and crevice from topmost shelf to remotest corner. There was no possible place of escape, and yet they were fairly gone. One only place remained. I had not searched the flower pot. Carefully I began to remove the earth, and had not proceeded far before I discovered a brown chrysalis with an appendage, "Last evening I found a strange fellow on my strawberry bed." (a thief, no doubt, thought I.) "and gave him different lodgings." (Right! He deserved a place in the " lock-up.") "I put him gently into a pasteboard match-box," (what! a thief in a match-box?) "but not liking his accommodations, I suppose he gnawed a hole through| the box and escaped." (Let the exclamations pass.) bending round from the head to the breast, resem"I recaptured him, however, and not knowing bling the handle of a jug. Soon I discovered anwhat he is, either species or genus, I send him to yon. If you can make anything of him you are welcome. He may be a common bug, but he is new to me." other. One part of the enigma was solved. Clearly it was the habit of the worms to retire into the earth before passing into the form of chrysalids. In the And now what can the "strange fellow" be? month of October I went to the city of Savannah, On opening the box I found what was intended Georgia, to spend a year in the poetically "sunny for a magnificent specimen of the Sphinx quinque- South," but did not forget to take my chrysalids maculatus, or five spotted Sphinx, with its wings along with me. In due time they gave forth mabut partially developed. It was to me a very fa- ture insects, earlier than they would have done at miliar acquaintance; but as it was new to my ex- the North, and thus the mystery was solved. Dur cellent friend, and may be equally so to some oth- ing my residence in Savannah I captured several ers who look with a little curiosity into the naturof the same species, and also two or three specialists' corner in THE SCHOOLMASTER, I will ven- mens of the splendid Carolina Sphinx, or Hawkture to detail the manner in which I obtained my moth, as they were poising themselves on the wing, first intelligible acquaintance with this variety of just at nightfall, while sipping honey from the flowers, with their proboscis extended from three to five inches in length. the Sphinx. I have often found the chrysalids of these moths Some eight years since, among some other entomological experiments, I resolved to learn the history of the large green worm which is so frequent when spading up the earth in spring. The mature insects make their appearance in the month of ly seen upon the vines of the potato and tomato. At that time I had no means of information at July, and may be seen, after dusk, poising themhand except experiment. It was near the close of selves on the wing among the flowers while suckJuly when I selected two of these worms, which I ing the honey with their excessively long proboscis. found upon my tomatoes, and carefully fed them While thus engaged their appearance so much resembles that of a humming bird that they might up to the time of the commencement of the summer vacation. At this time they were three inches, or more in length, marked with the usual oblique *I congratulate myself that this was before the days whitish stripes along their sides, and wearing the of secession. The months I spent there were months of peculiar thorn-like appendage upon the tail, which pleasure and romance. They could not be so now. It is not pleasant to think that the beautiful city, with whose characteristizes the species; but they did not seem entire vicinity I had become familiar in my frequent ramat all ready to exhibit any new development of bles in search of some new tree or shrub, some novel form or nature. Here was a dilemma. I wished plant or insect, is trodden by the feet of traitors. But it to be absent with my family during a large portion shall not be always thus. be easily mistaken by a careless observer. Hence meridian, in the month of August, passing rapidly they are often designated by the name of hum- among the flowers. I have seen it most frequentming-bird moths. Their distinctive features are so ly gathering honey among the clumps of Phlor marked that they are not easily mistaken. Their paniculata. so common in our gardens. When exwings are long and narrow, and terminate almost panded they measure about two inches. in a point. Their structure is much stronger than The Egerians constitute another group among that of most of the Lepidoptera, and they are mov- the Sphinges scarcely less interesting than the ed by very powerful muscles. Their motions are last. They are very destructive in their habits. so rapid and so forcible, that when captured, it re- Their colors are very brilliant, and they are charquires no inconsiderable effort to hold them in the acterized by the clear wings and tufted tails which fingers. Indeed, I have sometimes experienced a distinguish the Sesia pelasgus. Their size is less, sensation very much like that produced by a mod- and their general shape bears considerable resemerate galvanic circuit, while holding them between blance to that of a wasp or bee. One variety I the thumb and finger, owing to the intense rapidi- have been wont, for years, to capture among the ty of the muscular action by which they were at- cucumber and squash vines. They were objects of tempting to escape. Their bodies are thick, ta- interest to me specially on account of the abundpering gradually from the thorax to the extremity ant fringes of black and orange with which their of the abdomen, thus imparting to the insect a re- hind legs are clothed. It did not occur to me to markable gracefulness of form. The Sphinx quin- inquire into their partiality for the cucumbers and quemaculatus is one of the largest of the genus, its squashes. I had often seen the vines with their wings measuring very nearly five inches from tip leaves withering, day after day, and had traced the to tip, when expanded. It derives its specific effect to the ravages of worms entering near the name from five orange-colored spots on each side root and eating out the centre of the vine. I did of the abdomen. The ground color is gray, mark-not, however, associate their ravages with the vised with lines and bands of a darker color. its of the beautiful moths. The following passage The name of the Sphinx is said to have been from Harris' elegant work on insects, in which he given to this group of insects by Linnæus, in con- gives a beautiful colored representation of the sequence of a fancied resemblance between some moth, and wood cuts exhibiting the larva and coof their caterpillars, when at rest, and the Egyp-coon, explains this in a manner quite satisfactory: tian Sphinx. This resemblance is effected by the "During the month of August, the squash and peculiar manner in which they will support them- other cucurbitaceous vines are frequently seen to selves upon their hind feet while they shorten and die suddenly down to the root. The cause of this elevate the fore part of the body in a curved posi- premature death is a little borer which begins its tion, and remain motionless for hours. Hence the operations near the ground, perforates the stem, name of Poplar dogs, by which they are familiarly and devours the interior. It afterwards enters the known among the boys. They are quite destruc- soil, forms a cocoon of a gummy substance covertive when they attack potatoes or tomatoes in ed with particles of earth, changes to a chrysalis, large numbers, in consequence of their large size, and comes forth the next summer a winged insect. -more than three-fourths of an inch in diameter, This is conspicuous for its orange-colored body and from three to four inches in length-and their spotted with black, and its hind legs fringed with extreme voracity. Perhaps the best way to diminish their ravages is to destroy, individually, each caterpillar, moth and chrysalis that can be found. long orange-colored and black hairs. The hind wings only are transparent, and the fore wings expand from one inch to one inch and a half. It deposits its eggs on the vines close to the roots, and may be seen flying about the plants from the tenth of July till the middle of August. This insect, which may be called the squash-vine Ægeria, was first described by me in the year 1828, under the name of Ægeria cucurbitae, the trivial name indicating the tribe of plants on which the caterpillar feeds." Most of the Sphinges are nocturnal in their habits. There is one exception, however, sufficiently interesting to merit special attention. This is the Sesia pelasgus, which, as it passes from flower to flower in the bright sunshine, and poises itself on the wing while extracting their nectar, so nearly resembles a small humming bird as to be almost certainly mistaken for one by those who are not To this same group belongs "the pernicious familiar with it. Its brilliant colors of shaded and borer" whose ravages have so often proved fatal changeable green, olive, maroon and red, its narto the peach trees. Another variety attacks the row and delicately veined wings with transparent currant bushes, eating out the inside of the shoots centres, and the variegated tuft of feathers which and destroying them. Others still attack the pear terminate its tail and which it spreads out like a fan tree and other useful trees, shrubs and plants. while on the wing, render it one of the most beau I. F. C. tiful and interesting of the insect races. Though SIR ISAAC NEWTON said: "If I have any supenot very abundant, the careful observer will be riority over other men, it is due to nothing but inpretty certain to see it during the hours near the dustry and patient thought." The Study of Nature. ABSTRACT OF A LECTURE DELIVERED BY PROF. It is much easier to deliver a lecture to a class of advanced students than to take up the young and teach them the elements. And I believe it is still a mistaken view with many, that a teacher is always sufficiently prepared to impart the first ele[Ir is to be desired that all teachers, by their in- mentary instruction to those entrusted to his care. stitute practice and in private study, should enable I think nothing can be further from the truth, and themselves to uphold to children some of the pages that, in entrusting the instruction of the young in of the Book of Nature, as unfolded everywhere their first beginnings to incapable teachers, we around us. lose frequently the opportunity of unfolding the Is a school dull, this will create an interest at best minds to the highest capacities, by not attending at once to their wants. A teacher should al once. Is there annoyance and waste from tardiness? ways be far in advance of those he teaches, and Morning talks and illustrations from the vegetable, there is nothing more painful than to be obliged the insect or the mineral world, will soon cure it. to repress those embarrassing questions which the Lessons of this kind are easily comprehended. pupils may make, and which may be beyond our They are the natural food of the mind. It feeds reach. The teacher who crams the day before that and grows upon them. The greatest philosophers, which he teaches the next day, is never up to his statesmen and poets have been men who loved and communed closely with nature. She preserves her votaries both from corruption and ennui.-Ex.] Ladies and Gentlemen: I have been invited to address you this evening upon the subject of an Early Study of Nature as a means of developing the faculties of the young and of leading them to a knowledge of the Creator. I wish to awaken in you the conviction that the knowledge of nature in our days is the very foundation of the prosperity of states; that the study of the phenomena of nature is among the most potent means of developing the human faculties; and that on these accounts it is highly important that that branch of education should be introduced in our schools as task. He must be capable of facing his class with a consciousness that he is fully competent to instruct in that which is the task of to-day, and to which is before him. Not only that, but he should answer any question that may be asked about that feel capable of fostering these questions, of suggesting them, of rendering his whole class so inquisitive, so desirous of being taught, that there should be no limit to the amount of necessary information which he can give, beside the repetition of the task assigned for to-day. And it is only the teacher who is far advanced beyond his class task is not to be entrusted with such an important who can do that. He who is only equal to his trust. He must be able to instruct so that the information which he gives at the time may become connected with that which the pupil is to learn afterward; and so I say that the teachers of the elementary school should be selected from among the ablest. They should be the best teachers. They should be capable of rendering the study attractive, interesting, and so pleasant, indeed, that the hour for the school should be the hour expected dreaded as bringing something imposed by duty, with anxiety by the scholar, instead of the hour and not desirable in itself. soon as practicable. To satisfy you how important the study of nature is to the community at large, I need only allude to the manner in which, in modern times, man has learned to control the forces of nature, and to work up the materials which our earth produces. The evidence of the importance of that knowledge for the welfare of man is everywhere open before us; and that there is hardly any training better qualified to develop the highest faculties of man, -can I allude to a better evidence than to that venerable old man, Humboldt, who is the embodiment of the most ex- This is particularly the case with reference to tensive human knowledge in our days, and who the study of natural history. The teacher who has acquired that position, and who has become would undertake successfully to teach the elements an object of reverence throughout the world, mere- of that science, must be so far advanced, that he ly by his devotion to the study of nature? If that knows how to select those topics which are particbe true, then, that a knowledge of nature is so im- ularly instructive, and best adapted to awaken the portant for the welfare of states, and can train interest, to sustain it, and to lead it forward to the men to such a high position among men by the undertaking of more difficult questions. But it is development of their best faculties, how desirable not only in the study of natural history that it is that such a study should form a part of all educa- desirable to have good teachers. I say that even tion. I believe that the introduction of the study to teach the A, B, C, or how to read and write, a of natural history as a branch of the most elemen- teacher should know a great deal. And I can see tary education is what can be added to our already that it requires that inexhaustible thirst for knowadmirable system. The only difficulty is to find ledge, which is imparted to human nature, to have teachers equal to the task, and the task is no small children sustain their interests in study when the one. For, in my estimation, the elementary in- elements are imparted to them in the manner in struction is the most difficult of all. which they are imparted. Can you conceive any thing more dry and less attractive than the learn- readily make signs therefor; and, as they advance ing of the twenty-four signs which are called let- in that way, it will be found that these signs have ters, and of combining them in syllables and then become so numerous that it is trying to have so into words-and all in the most mechanical and many things recorded; and then will be the time humdrum way, as if there was no sense in it? to show the children that this can be done iu a Yet there is a deep sense in it, and there is in eve- more expeditious way-that we need not, in order ry series of letters, material for the most attrac- to record all the things with which we are familiar, tive and the most instructive information, if it was to have as many signs as there are different things; in the heads of the teachers. Let them show how but that every thing has a name, and having remen have learned to write their thoughts in words; ceived a name, instead of recording the thing ithow, after writing was invented, in what way it self, we may record the name. was used in the beginning, how it has been short- We may record the sound of which we express ened into the abbreviations made use of to write the thing, and to record the sound we may agree words as they fall from the speaker's lips, and to let one of these signs which we use for elm rewhich are read with as great certainty as if the present a part of the sound of elm-the E; we writer had them before him already written and may use one of the signs by which we represented had only to copy them; and then the children will the maple for a part of the sound of maple-the be eager to learn them, and be ready to avail them- M; we may use one of the signs for representing selves of the advantages which they possess. But the pine to signify a part of the sound of the word I say that in order to create that interest in them, pine- -the P; and then we can combine these they ought not merely to be taught mechanically signs so as to represent the sounds with which that such a figure is A, and that another is B, and these objects are designated. That is the way in another is D, and so on, but they ought to be which the letters were invented. The letters we shown how men came to think of writing; they use now may be traced back to Phoenicia; they ought to be shown that writing, or the letters, are are in imitation of the hieroglyphics of Egypt, and only symbols to express thoughts, and that the if the teachers only knew them, they would know earliest and simplest ways of recording those at once that these three letters which we read b-a-g, thoughts, was to represent the object to the eye. are only a representation of signs made in the Let a class of children be before their teacher, and manner in which these signs were made by the let the teacher ask them how they would convey Phoenicians nearly thirty-five hundred years ago. to others what they have in their minds. Let him They were borrowed by the Phoenician merchants ask how they would convey an idea of what they from the Priests of Egypt, and then carried in had seen during the day. They go along the their business transactions all over the eastern street, they have seen houses and trees and wag-world, and came down, through the Greeks, in ons, men, women and children; and now let them, our alphabet. Would not these things interest a the very first day they go into school and sit on child? Would they not very soon learn their A, the benches, attempt to represent what they have B, C, and while learning it, learn a great deal seen. Let them all be called upon to make figures more which would be useful in their lives afterof what they have seen. They have seen trees, ward? And what may be done for the A, B, C, and let them represent a tree, and while they make ought to be done in every branch of study. It that attempt, let the teacher tell them what dif- ought to be done in the study of astronomy, it ferent kinds of trees they are, and the difference ought to be done in the study of geography, it which exists between trees; let him explain that ought to be done in the study of natural history. there is a variety of trees, and let him represent A mistake in our elementary education is that the elm, for instance, or the pine, for the elm has we teach everything in the same way. a characteristic branch so peculiar that it can to books, as if everything was to be learned from never be mistaken for a pine; and then again, the books, and from books alone. I will speak from maple will be represented in a way entirely differ- personal experience. I have been a teacher since ent from either the pine or the elin, arising from fifteen years of age, and am a teacher now and I the very nature of the tree. On another day, let hope I shall be all my life. I do love to teach, and some implement of the household be brought for- there is nothing so pleasant as to be placed in a ward and its parts analyzed and represented in the position to develop the faculties of my fellow-besame manner, and when they have been drawn ac-ings, who, in their early age, are entrusted to my curately and minutely, and copied on the slate, care; and I am satisfied that there are branches of let them be represented, as it were, in short-hand, knowledge that are better taught without books by a figure which will come in the simplest outline than with books, and there are some cases where nearest the object it was meant to represent. And it is so obvious that I wonder why it is always to in course of time, the pupils will have collected books that teachers resort when they would teach thousands of different images representing things some new branch in their school. When we teach with which they have become acquainted, all of music we do not learn it by heart or commit it to which will be familiar to them; and being called memory, but we take an instrument and learn to upon to represent one of those objects, they will play it. When we study natural history, instead We resort of books, let us take specimens, stones, minerals struction as a means of developing the faculties and crystals. When we would study plants let us and as a means of leading the child to the knowgo to plants themselves, but not to books describ ledge of the Creator, and I will now turn to the ing them. When we would study animals let us point of my address. have animals before us, and not go to books in which they are described. Natural history, I have already said, should be taught from objects and not from books, and you In geography let us not resort to books, but let see at once that this requires teachers who know us take a class and go out into the field, and point these objects, and not merely teachers who can out the hills, valleys and rivers, and show them read and see whether the lesson set has been comwhat are accumulations of water and expanses of mitted faithfully to memory. The teacher must land; and then, having shown them that, let us know these objects before he can teach them. And bring representations of what they are to learn, he ought to bring them into the school, and to exthat they may compare them with what they know, hibit them to the scholars, and not only that, but and the maps will have a meaning to them. Then to place them in the hands of each scholar. you can go on with the books, and they will un- Some years ago I was requested by the Secretary derstand what these things mean, and will know of the Board of Education, to give some lectures what is north and east and south, and will not on natural history to the teachers assembled in merely read the letters N. E. S. W. on a square different parts of the State, in those interesting piece of paper, thinking that England and the meetings known as teachers' institutes; and I had United States are about as large as the paper they been asked to give some instruction on insects, learn from. When I was in the College of Neuf- that the teachers might be prepared to show what chatel, I desired to introduce such a method of insects were injurious to vegetation and what are teaching geography. I was told it could not be not, and that they might impart the information to done, and my request to be allowed to instruct the all. I thought the best way to proceed would be youngest children in the institution was refused. to place the objects in their own hands, for I knew I resorted to another means, and took my own that mere verbal instruction would not be transchildren-my oldest, a boy of six years, and my formed into actual knowledge, that my words would girls, four and one-half and two and one-half years be carried away as such, and that what was needed old, and invited the children of my neighbors. was the impression of objects. I therefore went Some came upon the arms of their mothers; oth-out and collected several hundred grasshoppers, ers could already walk without assistance. These brought them in, and gave one into the hand of children, the oldest only six years old, I took upon every one present. It created universal laughter; a hill above the city of Neufchatel, and there yet the examination of these objects had not been showed them the magnificent peaks of the Alps, carried on long, before every one was interested, and told them the names of those mountains, and and instead of looking at me, looked at the thing. of the beautiful lakes opposite. I then showed And they began to examine and to appreciate what them the same things on a raised map, and they it was to see, and see carefully. At first I pointed immediately recognized the localities, and were out the things which no one could see. soon able to do it on an ordinary map. From that can't see them," they said. "But look again," day geography was no longer a dry study, but a said I, "for I can see things ten times smaller desirable part of their education. You may "We than these;" and they finally discerned them. It is only the want of patience in the difficult art of seeing, that makes it so much more difficult. You may do the same in astronomy. use the lamp in the room to show them how a body illuminated may cast its light on others, and The power of the human eye is very great, and how the side opposite is in darkness. Let the it is the want of training which sets so narrow teacher turn about in front of the light, and he limits to its boundaries. After having examined will show that light is shed on any part of his body one object minutely one of those objects which as he presents it, and in that way he can teach a can be seen everywhere-take another, one which child of four years the relative position of the has some similitude to it. Analyze its parts, one earth and sun. You can go further, and show the after the other. Point out the difference which complicated motion of the moon, simply by show- exists between this and that examined before, and ing them that while you turn around yourself, a you are at once on the track so important in all piece of paper which you hold may also turn education, which exists in comparisons. It is by around you, while you radiate about the central comparisons that we ascertain the difference which light which represents the sun; and in that way exists between things, and it is by comparisons, the whole movement of the solar system may be also, that we ascertain the general features of explained in a manner pleasant to the youngest things, and it is by comparisons that we reach genchild. eral propositions. In fact, comparisons are at the But I have undertaken to address you upon the bottom of all philosophy. Without comparisons desirableness of introducing the study of natural we never could go beyond the knowledge of isohistory in our schools, and of establishing that in-lated, disconnected facts. Now, do you not see |