Synopsis
This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1905 Excerpt: ... it; a channel for ships. c. Atolls--ring-shaped islands. LESSON XXIV DESERTS Apparatus.--Map of World; pictures of camel, oasis, Src. 1. Contrast state of roads, meadows, brooks, &c, after periods of rain and drought. Connect the absence of rain with partly or completely dried-up brooks or rivers and partial or complete absence of vegetation. 2. If the children live near some sand dunes, get them to contrast the scanty vegetation on them with the more luxuriant vegetation on other soils. 3. Tell class that in some parts of the world there are large tracts of country where vegetation is more or less scanty or at times altogether absent. Tell the term Desert. 4. Show the position of the Sahara on the Map of the World. Get class to note the absence of rivers, and infer the more or less complete absence of rain and vegetation. 5. A great part of the Sahara is a sandy waste (show the appropriateness of the term a sea of sand), but in parts, fertile spots called Oases are found, and at times after rain (which in some parts does sometimes fall), beautiful flowers suddenly spring up, only to be as suddenly destroyed in the succeeding period of drought. 6. Ask children to compare their experience of walking along a hard road with that of walking over soft snow, or through a ploughed field, or over heaps of dry sand. Their feet sink into the snow, &c. A horse's feet would sink into loose sand in the same way. Hence infer that neither a horse nor a man is suitable for crossing a desert. Describe the broad snowshoes which men employ in cold countries for walking over the snow. J. Introduce picture of Camel (Fig. 156); draw attention to the large pads on the feet (Fig. 157); tell that the foot spreads out when placed on the ground. 8. Other peculiarities of str...
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