II. CARE OF THE ENVIRONMENT

CARE OF PLANTS AND ANIMALS

 

CARE OF HOUSE PLANTS

 

MATERIAL

EXERCISE

Children are shown how to water potted plants. They are also shown how to cut off dead flowers and leaves. The length of daylight required by each plant must be discussed and understood. The amount of direct light or sunlight or shade can be discussed. The food required by each plant can be discussed and provided under supervision. Drinkable foods must be kept locked and used only under supervision.
 
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Plants grown for their greenery need to have the dust carefully wiped from the leaves with a damp sponge occasionally. With 6-9-year-olds, a child might take over the care of one plant for a period of time.
 
The instructions for the care of a plant are usually provided by the nursery selling the plant. These can be read to the children and referred to as necessary. A simple book on the care of house plants should be kept in the book corner and referred to by the children and the teacher.

NOTE

Do not have too many plants in the classroom. It is interesting to watch and care for one or two. If there are too many, the children lose interest or the work of caring for so many becomes burdensome. A room with too many plants becomes cluttered. If there are too many things in a room, the children are restless. It is difficult to concentrate with too many things around.

 

FLOWER ARRANGING

A variety of vases in different sizes and shapes should be kept in the classroom. One or two small, shallow containers will be needed as children sometimes snip the flower stalk until only the flower is left. When this happens, the flowers can be turned into a floating arrangement.
 
It is hoped the school can grow flowers with the children. If there is no garden, a long planter box can be used. Children should be taught how to cut flowers for flower arrangements. They are shown how to cut a flower with a reasonable length of stem without including buds, as these need to be left on the plant to bloom later. For example, roses should be cut with a slanting cut about 1/2" above a bud that points out of the bush. In this way, the correct shape of the bush is maintained.

 

MATERIAL

EXERCISE

The child covers the table with newspaper and fills the vase nearly full of water. The teacher shows the child how to stripe the leaves off that part of the stem that will go into the water. (If the leaves go into the water, they will rot and the flowers will soon die.)
 
The teacher shows the child how to snip one very small piece off each flower stalk and place the flowers in the vase in a pleasing way. The teacher leaves the child to finish and clear away any pieces. These will be put in the compost heap.

NOTE

Very little children are inclined to snip pieces off the stalk until only a flower head is left. This can be floated in a shallow dish. Another lesson can be given another day, stressing the fact that only one piece is snipped off the end of the stem.
 
Children learn to care for the flowers, checking the water level in each vase daily and to give water to plants as necessary. They learn the right amount to give to each plant, as over-watering does harm. Potted plants are sold with instructions on their care. These can be followed by the children. A small book on the care of indoor plants should be kept in the classroom and referred to by the teacher and children.
 
When flowers are out of season, leaves, twigs, and berries (non-poisonous) can be arranged. Some plants can be grown in the garden for the beauty of their leaves. Dried grasses, flowers and flower parts can be collected and used in winter decorations.

 

THE GARDEN

MATERIAL

All tools must be functional, strong and of the right size for the children.
 
There should be a compost heap. The children learn to sweep and tidy the yard, putting dead leaves, earth, etc., on the compost heap. Children can water as necessary, giving the right amount to each plant. Children can learn to weed, cut off dead leaves and flowers, and care for plants generally.
 
There should be a patch of ground where the children dig the soil, rake and plant seeds. They will care for the plants and grow vegetables and fruits.
 
It would be ideal to have a few fruit trees such as an apple, plum, peach, and walnut.

EXERCISE

Little children are given seeds that grow quickly, to plant. They are shown how to crumble the soil finely, to make it smooth, to place the line, make a furrow of the right depth for the seeds being planted. They are shown how to plant the seeds thinly in the case of small seeds and the right distance apart in the case of larger ones. They are shown how to cover the seeds with earth and pat the row firmly. Some soils may then need watering with a fine spray. In the case of very small seeds, it is wise to mix them with a little sand or fine earth before planting, as this makes it easier to sow them thinly. The directions on the seed packet are read and followed.
 
Radishes and quick growing lettuce can soon be cropped. Children should be able to pick some of the vegetables used in the exercises of practical life and for snack. They can also cut flowers and leaves for flower arrangements from the garden.
 
On different occasions, lessons are given on the use of each garden tool. The children must have adequate opportunities to practice the use of each tool.
 
The children are taught to recognize each type of weed, one at a time, and how to dig them up by the roots without damaging surrounding plants. Some can be pulled up by hand. Some need a dibber for long rooted ones.
 
The children learn how to cut off dead flowers and leaves in the right way for different plants.
 
They learn how to water and when to water. They learn how to prepare the ground and plant different kinds of seeds. They learn how to plant seedlings. The children learn to cut flowers, leaves, etc. for indoor use.

 

CARE OF AN ANIMAL

If the teacher is fond of animals and understands their care, an animal should be kept in the classroom after the children are normalized.
 
The children love a small, furry animal such as a guinea pig or hamster. The animal must have ideal conditions. It must have plenty of room, and if it is a social animal, a companion.
 
The teacher must see that no harm comes to the animal. The cage is kept securely locked until all the children know how to handle the little creature gently and the animal is ready to enjoy the attention of the children.
 
The children are shown the right way to handle the pet. When a child first handles the animal, the teacher is there to take the animal immediately should the child have a sudden fear or revulsion. It is usually wise for her to have her hands just under the child's. It is best if the teacher holds the pet while the children learn to stroke and fondle it at first.
 
The children learn to feed, water, and give the right amount of the right kind of food at the right time.
 
They also learn to groom the animal, if necessary. The children learn to keep the cage clean.
 
From time to time, other creatures may be kept, e.g., tadpoles in the spring or an insect for a very short time. These must be given good care, observed, and studied but not handled. Children are naturally sensitive. They must be helped to care for and respect all creatures. If the teacher does not have the conviction that no living thing should be hurt, then it is better that living things are not brought into the classroom. If a teacher allows an animal to be hurt or if she shows any form of revulsion for any living creature, the children will not feel as secure with her as they do with a caring teacher. If the school grounds are really large, one or two other animals can be kept out of doors and given the same care.
 
At no time must any creature that requires live food be kept. To know that this happens in nature is different from watching it happen or giving live food. In nature the hunted have a chance and more often than not, escape the hunter. It is the weaker or more foolish that are caught, thus maintaining a healthy group of animals. In the classroom situation, there is no chance of escape and the children feel it is wrong and unfair. Little children feel an aversion to seeing a living thing eaten. If a child does not have this aversion but likes to feed the living thing, then something is seriously wrong. The child is learning to be sadistic and uncaring, or is already so and needs help to regain his/her natural sensitivity.
 
The children do not feel as secure with a teacher who permits the feeding of live creatures, even insects or worms, to others as they do with a teacher who has a real sensitivity to all life.
 

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