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MAKER
I N N O VAT I O N S
SERIES

micro:bit Projects
with Python
and Single Board
Computers
Building STEAM Projects with
Code Club and Kids’ Maker Groups

Martin Tan
micro:bit Projects
with Python and
Single Board
Computers
Building STEAM Projects
with Code Club and Kids’
Maker Groups

Martin Tan
micro:bit Projects with Python and Single Board Computers: Building
STEAM Projects with Code Club and Kids’ Maker Groups

Martin Tan
Doncaster Heights, VIC, Australia

ISBN-13 (pbk): 978-1-4842-9196-2 ISBN-13 (electronic): 978-1-4842-9197-9


https://doi.org/10.1007/978-1-4842-9197-9

Copyright © 2023 by Martin Tan


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Printed on acid-free paper
Table of Contents
About the Author���������������������������������������������������������������������������������ix

About the Technical Reviewer�������������������������������������������������������������xi

Acknowledgments�����������������������������������������������������������������������������xiii

Introduction����������������������������������������������������������������������������������������xv

Chapter 1: Getting Started��������������������������������������������������������������������1


A Quick Tale: Several Years of Mistakes – Numbers, Passwords, Computers,
Accountability, and More���������������������������������������������������������������������������������������5
What Is Your Baseline – Where Are You Starting From?����������������������������������������7
Tasks for Establishing a Baseline��������������������������������������������������������������������8
Work Out Your Initial Scope: What Are Your First Milestones?�����������������������11
Equipment and Initial Setup��������������������������������������������������������������������������������14
Computers/Laptops���������������������������������������������������������������������������������������14
Optimizing Your Environment������������������������������������������������������������������������15
Onboarding at the Start of Each Year������������������������������������������������������������15
Computers and IT Support�����������������������������������������������������������������������������16
Login and Password Basics���������������������������������������������������������������������������17
Another Alternative – Make Your Space Portable������������������������������������������18
The Tech Stuff: Learn by Applying�����������������������������������������������������������������19
Summary������������������������������������������������������������������������������������������������������������26
Chapter 1: Cheat Sheet���������������������������������������������������������������������������������������29
Sources for Free Content and Support����������������������������������������������������������29
Short-Term Goal/Milestone Examples�����������������������������������������������������������29

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Table of Contents

Long-Term Goal Examples�����������������������������������������������������������������������������29


Questions to Ask When Helping Kids Troubleshoot Their Code����������������������30
Other Useful Tips for Troubleshooting������������������������������������������������������������31
Checklist for Volunteer Onboarding���������������������������������������������������������������31
Checklist for Participants and Guardians������������������������������������������������������31

Chapter 2: Getting Our Hands Dirty with MicroPython�����������������������33


A Quick Tale: Jumping In with Our Code Club�����������������������������������������������������34
Tracking Progress�����������������������������������������������������������������������������������������������37
What Can We Do in One Hour?����������������������������������������������������������������������������39
Introducing the BBC micro:bit�����������������������������������������������������������������������������40
Setting Up an Editor���������������������������������������������������������������������������������������41
Scaling Up: Adding Challenges����������������������������������������������������������������������62
Challenge Discussion and Solution���������������������������������������������������������������63
Ideas for Even More Features������������������������������������������������������������������������64
Going Further: Adding External Components�������������������������������������������������65
Summary������������������������������������������������������������������������������������������������������������70
Chapter 2: Cheat Sheet���������������������������������������������������������������������������������������72
Introduction to the micro:bit��������������������������������������������������������������������������72
Completing Initial Learning Projects��������������������������������������������������������������73
Creating New Projects�����������������������������������������������������������������������������������73
Add Features with Challenges�����������������������������������������������������������������������73

Chapter 3: General Python Programming�������������������������������������������75


A Quick Tale: Answers to Common Questions – Weaning Off Blocks and
Tablets�����������������������������������������������������������������������������������������������������������������78
Python Program Structure����������������������������������������������������������������������������������84
A Friendly Python Environment on Your Computer����������������������������������������84
Mu Editor�������������������������������������������������������������������������������������������������������86

iv
Table of Contents

Test Our Environment������������������������������������������������������������������������������������86


Installing Python Libraries in Thonny�������������������������������������������������������������87
Python Script Structure���������������������������������������������������������������������������������91
Going Further: Internet and Other Devices��������������������������������������������������109
Summary����������������������������������������������������������������������������������������������������������110
Chapter 3: Cheat Sheet�������������������������������������������������������������������������������������113

Chapter 4: Getting Tactile with Python���������������������������������������������115


A Quick Tale: Keeping It Simple to Build Bigger������������������������������������������������115
E-textiles: Building Circuits on Fabric and Cardboard���������������������������������������117
Starting with a Simple Circuit����������������������������������������������������������������������118
Considerations for E-textile Projects�����������������������������������������������������������119
Summary����������������������������������������������������������������������������������������������������������151
Chapter 4: Cheat Sheet�������������������������������������������������������������������������������������152

Chapter 5: Freestyling with Python: Going Off Map and


Applying Skills����������������������������������������������������������������������������������155
A Quick Tale: When Progress Levels Diverge����������������������������������������������������155
Finding Your Own Project – From Start to Finish����������������������������������������������161
Beginning with Diagrams: The Self-­Watering Plant Project������������������������������162
Scaling Up Our Project: Understanding How Things Work and Adding
One Thing at a Time������������������������������������������������������������������������������������������168
Pros and Cons of Simplifying Projects��������������������������������������������������������������170
Cost�������������������������������������������������������������������������������������������������������������170
Perception of Difficulty��������������������������������������������������������������������������������171
Reducing Challenges Can Limit What We Learn������������������������������������������171
Continuity����������������������������������������������������������������������������������������������������172
Scaling Even Further�����������������������������������������������������������������������������������173
Code Club Alumni����������������������������������������������������������������������������������������177

v
Table of Contents

Adapting Our Skills: An API Project in Python with Trinket.io����������������������������179


Summary����������������������������������������������������������������������������������������������������������185
Chapter 5: Cheat Sheet�������������������������������������������������������������������������������������186

Chapter 6: Collaboration: Working with Others��������������������������������189


A Quick Tale: Devs and Testers��������������������������������������������������������������������������189
What Is Open Source Software?������������������������������������������������������������������196
Working Online: Collaborating with Online Tools�����������������������������������������������199
Code Collaboration Tools�����������������������������������������������������������������������������199
Using Programming Terminology to Communicate When Collaborating��������204
Testing Yourself: Creating Your Own Game Writing Workshops with
What You’ve Learned�����������������������������������������������������������������������������������205
Communications������������������������������������������������������������������������������������������208
Security and Privacy When Working Online�������������������������������������������������211
Chapter 6: Cheat Sheet�������������������������������������������������������������������������������������215
Devs and Testers Activity (2 x 1-Hour Blocks)���������������������������������������������215
Open Source Software���������������������������������������������������������������������������������215
Security and Privacy When Working Online�������������������������������������������������217
Code Collaboration Terminology������������������������������������������������������������������217
Creating Your Own Workshops��������������������������������������������������������������������218

Chapter 7: Electronics: Basic Skills and Tools����������������������������������219


A Quick Tale: Getting the Burn for Electronic Projects��������������������������������������220
Basic Electronic Component Primer�����������������������������������������������������������������222
Electronic Schematics and Datasheets�������������������������������������������������������223
Breadboards and Circuit Boards������������������������������������������������������������������223
Through-Hole vs. Surface-Mount Components�������������������������������������������223
Resistors������������������������������������������������������������������������������������������������������224
Transistors���������������������������������������������������������������������������������������������������226

vi
Table of Contents

Capacitors���������������������������������������������������������������������������������������������������228
Diodes����������������������������������������������������������������������������������������������������������229
Light-Emitting Diodes (LEDs)�����������������������������������������������������������������������230
Integrated Circuit (IC) Chips�������������������������������������������������������������������������231
Soldering!����������������������������������������������������������������������������������������������������������231
Tools You Will Need for Soldering����������������������������������������������������������������232
Other Useful Things to Have������������������������������������������������������������������������235
How to Solder����������������������������������������������������������������������������������������������236
Teaching Kids to Solder�������������������������������������������������������������������������������237
Handy Software Tools����������������������������������������������������������������������������������237
Embedded Programming����������������������������������������������������������������������������������242
Some Useful Concepts to Understand���������������������������������������������������������242
Approaching a New Microcontroller Electronic Project (Digital)�����������������������244
Software and Hardware Support for Proposed Components�����������������������245
Support for Languages We Are Proficient In������������������������������������������������245
Availability of Parts to Scale Things Up�������������������������������������������������������246
Draw a Diagram, Create a Schematic����������������������������������������������������������246
Breadboard Prototype����������������������������������������������������������������������������������246
Going Further�����������������������������������������������������������������������������������������������247
Introducing the Raspberry Pi Pico���������������������������������������������������������������247
Next Steps���������������������������������������������������������������������������������������������������������276
Summary����������������������������������������������������������������������������������������������������������279
Chapter 7: Cheat Sheet�������������������������������������������������������������������������������������279
Electronic Components��������������������������������������������������������������������������������279

Chapter 8: Putting It All Together�����������������������������������������������������283


Planning a Year of a School Maker Space/Code Club with Python�������������������283
Deciding on Communication Channels�������������������������������������������������������������284

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Communicating with Parents/Guardians�����������������������������������������������������284


Communicating with Volunteers/Teachers��������������������������������������������������285
Communicating with IT Staff�����������������������������������������������������������������������286
Setting Expectations�����������������������������������������������������������������������������������������287
Expectations for Participating Kids�������������������������������������������������������������287
Setting Expectations for Volunteers������������������������������������������������������������289
A Note About Qualifying/Filtering Volunteers�����������������������������������������������290
Get a Benchmark of Skills Across the Group for Kids and Volunteers��������������291
Build Some Basic Skills to Equip Kids to Go the Distance��������������������������������292
Group Activities�������������������������������������������������������������������������������������������������295
Develop and Deliver Workshops with Scalable Projects�����������������������������������297
Club Excursions/Events, Community/School Events�����������������������������������������302
Demos���������������������������������������������������������������������������������������������������������������304
Contribute Back������������������������������������������������������������������������������������������������305
Encouraging Alumni to Volunteer����������������������������������������������������������������������307
Learning from Mistakes and Learning More�����������������������������������������������������310
Keeping Yourself Motivated and Kids Engaged�������������������������������������������311
Preparation��������������������������������������������������������������������������������������������������312
Scaling Things Up����������������������������������������������������������������������������������������313
My Experience Highlights���������������������������������������������������������������������������������314
It’s Up to You, Now!�������������������������������������������������������������������������������������������315
Chapter 8: Cheat Sheet��������������������������������������������������������������������������������316

Appendix A: Traffic Light Workshops������������������������������������������������323

Index�������������������������������������������������������������������������������������������������339

viii
About the Author
Martin Tan wrote the first Code Club Moonhack projects in Scratch and
Python, used by over 10,000 kids in Australia. He has taken kids to demo
robots and coding projects in parliament, delivered training to Code Club
Australia, and contributes to various Maker communities online. Martin
blogs on Maker topics, runs a Maker store, and works in IT security,
contributing to various open source projects and community conferences.
Most of his endeavors feed into his hobbies, which also include music,
locksport, and various techy pursuits.

ix
About the Technical Reviewer
Ioana Culic is currently a PhD candidate in the field of Internet of Things
and the cofounder of Wyliodrin, a company that offers educational and
industrial IoT solutions. She is a Teaching Assistant at the Politehnica
University of Bucharest and has also been teaching IoT technologies to
high school and university students at different events for the last five
years. Despite the technical background, writing has always been Ioana’s
passion, and she managed to mix the two. She has published several
articles in magazines such as The MagPi and Make and books on Internet
of Things technologies. Ioana has been porting JavaScript to TockOS.

xi
Acknowledgments
During our journey helping kids to learn programming (coding) and
other maker skills, there were many people who helped as we strived to
empower kids to push themselves further and leverage their newfound
skills to express their imagination and ideas. Whether it be donating time,
knowledge, or even just being supportive when I would excitedly rant
about how proud we were of the kids, it made a lasting difference to the
kids, and for that we are thankful. In this section, I also wanted to mention
some specific contributions.
Firstly, thanks to David Mander at Milgate Primary School for taking
the initiative and leap of faith to register a code club and for the many
hours spent after school making sure that the code club would run and
helping with all our extra excursions and events and dealing with the
anxiety of all the administrative requirements that came with these.
Thanks for your support in the face of much frustration at trying to prepare
things and push our club to eventually embrace text-based coding and
electronics.
From the early days: Thanks to Jay for your consistent presence in the
early years of our code club and starting the trend of alumni school kid
volunteers. And thanks to Ryan for lighting a fire under everyone in that
first year and onward with your unique game demos, and in later years,
Jamie for breaking out your super fun multilevel games.
To all the parents who volunteered their time over the years, especially
Glen and Rula who stuck around for multiple years and provided great
support and belief, which made such a difference, and helped us fumble
through some frustrating times.

xiii
Acknowledgments

Some special people from Code Club Australia were instrumental in


providing such powerful encouragement, support, and feedback to myself
and our club over the years. Thanks to Kelly Tagalan for all your belief
and enthusiasm and trusting me with presenting our club’s demos and
to write all those projects, including the first Moonhack to get 10,000 kids
coding. Thanks also to Nicola and Tom for your support, encouragement,
and feedback. To Rik from Code Club UK, thanks for your help, feedback,
and very knowledgeable tips and all the work you put into writing all those
code club curriculum projects over the years.
Without the advice and inspiration from other authors, including
Michael Rash, Al Sweigart, and many other technical authors, I would not
even have considered contributing a book – thanks for paving the way with
your inspiring writing and experience!
I would also like to thank those who made podcasts that encouraged
me when driving to work, especially Michael from “Talk Python to Me,”
Kelly and Sean from “Teaching Python,” and Chris from “The Real Python
Podcast.” And also, thanks to Michael from Kitronik for supporting our
club with various samples and keyrings. Thanks to micro:mag and Code
Club World for publishing my articles.
In addition to Jay, all the other alumni students who came back as
volunteers over the years – thank you so much for just turning up and
making such a fantastic difference to our code club kids. You are the best
inspiration because you have done what they are doing and continue to
do so. Some extra special thanks must go to Ethan, Emily, Thom, Noah,
Yasmine, and Yamen for the extra consistency, time, and effort you
invested. You helped our code club to persist over the years and made sure
that so many got the help and support when they needed it!
Huge thanks to my family for putting up with all my ranting, stress, and
frustration during the writing of this book, especially my kids for coming to
code club week after week, year after year. This book would not be possible
without all your love and support.

xiv
Introduction
Although programming (coding) was once a skill for a very specific role,
nowadays, computers or microcontroller chips are ubiquitous; when
coupled with today’s human-friendly modern coding languages, the scope
for applying this skill is now much broader. However, in the same way that
reading or writing is useful for recreational and personal interests rather
than relegated to purely academic applications, coding and creating with
technology is now much more accessible to everyone. By embracing these
skills for creative and artistic pursuits or just to help simplify the way we
interact with our tools, the areas that once took us away from enjoying life
can now free us from the restrictions that technology previously placed on
us. For kids, this is realized through maker groups and code clubs, which
meld a previously academic skillset to apply for our own recreation or to
express our ideas into something tangible to others. Sadly, we often hear
of a disconnect between people who want to learn and the more technical
folk – the latter explaining things in their own context, without realizing
their use of jargon and what seems like abstract terminology for those that
bridge into other disciplines such as teaching. When listening to teachers,
I’ve often heard things like, “IT people don’t get it when they try to explain
to us” or “How do I implement this for a class or group?” Similarly, our
code club kids ask for project examples within their life environment, so
they could see how maker skills could be immediately useful.
Over several years, a group of volunteers and I have muddled our way
through adventures with our Australian code club, hosted at the local
primary school. This has taken us to conferences, Parliament, and our code
club kids were featured on TV and online media; had begun to incorporate
their code club skills into their social lives and school projects. Along the
way, we struggled with logistical and IT-related challenges and the quest

xv
Introduction

to make sure kids were engaged and constantly challenged to grow, rather
than just occupied. We sought to give kids ownership of these skills so
that these would not just be something they “learned about at school” but
rather something that empowered them to use across other aspects of their
lives, rather than just an academic topic. Sometimes, we failed or ran out of
time, but the net effect was that we gradually progressed over the years. As I
looked back and had my memory jogged by others as we tried to remember
the details, we realized that we had come a long way from that first day of
code club. When David, one of the school teachers; Jay, a former student
recently graduated to high school; and myself initially shuffled into a room
with a small group of kids and some computers, we wondered whether we
could even get a working program to run – now, almost a decade later, we’re
seeing kids using these skills at home and able to interact with AI interfaces,
hopefully more seamlessly and with a little less trepidation.

The Purpose of This Book


Although there are many books filled with activities for a lone person, or
replicated for many working individually, there were not many that showed
how to take a project and scale it for pairs or groups of kids. Most books
show projects created in isolation rather than tested with class groups.
Rather than providing deep technical discussions or a technical reference,
this book aims to give a relatable context to the technical things while
pointing you in the right direction for the deep technical information.
Projects are also included and have been developed in the context of a
club limited to one-hour sessions at a time. From a school perspective,
I’m not a teacher, so I’ve provided the how-tos so you can paste these
into handouts, but they may require assessment tasks to be added. From
a social and maker group perspective, these can be run as provided. All
the materials and tools are specified at the start of each project, and many
are made to be scaled to allow group collaboration. Some will run for

xvi
Introduction

multiple sessions but have been designed to easily be continued in one-


hour chunks. Through my recollections of our mistakes and successes
with real anecdotes peppered throughout, the book also aims to help the
reader with the logistics of preparation, providing a structured approach
to learning the basic skills and explanations of useful tools and where to
find the deep details. Most projects also have a challenge with some hints,
to accommodate a range of kids’ skills and experience so no one is left
behind, ahead, or idle for too long! You’ll learn the useful concepts and
skills for running a maker group or code club, in a way that gives more of a
meaningful real-life creative context rather than being purely academic.
I hope that the platform and skills we provide with will go some
way toward giving kids the skills, freedom, and drive to explore and do
that which we do not yet think is possible. We only need to look into the
Demoscene’s1 origins and history to realize how much can be achieved
with just a bit of curiosity and collaboration, to do things previously
deemed impossible with electronic hardware limitations of the time.

Intended Audience
The intended audience for this book is teachers, parents, and volunteers
who are running or looking to run a maker group or code club for kids
aged from eight years old to those beginning high school (in Australia, the
latter is generally around 13 years old). If you’re a school-­aged kid, you
can also enjoy digging through this book for the projects and find ideas for
getting your own maker group happening – all it takes is a few friends to
get together! A maker group or code club is in essence two or more people
getting together to learn and create. The book does not assume any technical
experience, as I have aimed to explain terminology in layperson’s terms
before applying it – so you will both learn and be able to talk about the

1
https://chipflip.wordpress.com/category/demoscene/

xvii
Introduction

concepts as a universal way of collaborating then use the included references


to go as far as you want with learning more. Since part of the book’s objective
is to help you keep kids engaged at all experience and skill levels, there are
also some components that will introduce more experienced kids to more
advanced concepts. However, I’ve also aimed to provide practical stepping
stones to allow you to reach useful levels of skill and fluency in coding,
before progressing to applying these in more challenging and rewarding
contexts; for example, in Chapter 3, pointing to Code Club Australia lessons
on simple web pages and basic Python concepts before looking at writing a
“web application” that uses Python logic to create an interactive web page.

Overview of Chapters
The chapters of this book are structured as follows:
Chapter 1: Initial considerations for your code club or maker group,
support resources, initial curriculums to use, logistical solutions to
common problems, and how we improved over time, in practice.
Chapter 2: Finding IT resources and help for your code club and
how to have the required software tools and IT infrastructure set up on
computers and in your space.
Chapter 3: This covers general Python programming concepts
and program structure and how to get the right Python programming
environments to suit your requirements and any location limitations.
Chapter 4: I talk about using more tactile approaches with e-textiles
starting from a basic electronic circuit to a programmed digital e-textile
project with readily available materials, for example, a baseball cap.
Chapter 5: Going “off map” and creating your own project; included is
a self-watering plant project created at our code club.
Chapter 6: Introducing collaboration with others, including a group
project we tested and used and systems you can use to collaborate with
volunteers or other coders. Contributing to community projects is also
discussed.

xviii
Introduction

Chapter 7: Introduction to some basic electronic components and


electronic circuit concepts and analog vs. digital approaches. This chapter
includes building an electronic badge, adding various features, and how to
extend it further.
Chapter 8: Finally, we put what we’ve learned, together, by walking
through planning a year of a code club or kids’ maker group starting with a
Python curriculum progressing through to workshops and next steps.
A bonus appendix is also included with a couple of projects for
creating micro:bit traffic lights.

Conventions Used in This Book


In the included projects, existing code is shown for context, with the
code to be added shown in bold. Explanations of concepts are included
as breakouts to separate them from the main text. Any links with further
information are referenced as footnotes. Python code that wraps to the
next line is denoted with a “\” (slash). Although two-character indents
are used, four-character indents are fine and accepted in Python, if the
indentation is consistent throughout the program. All indents are spaces,
although some editors will automatically convert tabs to spaces. The
phrase “code club” is used interchangeably with “maker group” and refers
to an extracurricular maker club based around coding and electronics that
may be set up on its own or in conjunction with a school.

Prerequisites
The only prerequisites are enthusiasm and a few kids that want to learn. If
you are already teaching kids how to code and have access to computers,
even better! However, this book will outline how to access what you need
and where to find help. When we started our local code club, we only
had a handful of kids, a teacher, an older student, and one person (me)

xix
Introduction

with programming experience. We used free resources and the school’s


computers to get started. During the book, I will outline how we ended up
building up more electronic hardware and attracted more volunteers over
the years. Although one of us had programming experience, this is not
necessary as many of our volunteers learned as they progressed. Most of
the free projects from Code Club Australia and Code Club World were able
to be completed by adults in 20 minutes before each session.

Other Resources
Throughout this book, I’ve included footnotes with various online
resources, including groups that publish free tools and materials for the
community. I also explain where to start getting involved in contributing
to community projects and how kids can also start collaborating to such
projects or even methods they can use to work collaboratively with one
another.
As you progress through this book, you’ll find that it is equally divided
into three main areas of knowledge:

• Getting started, running, and growing your own code


club or maker group
• Prewritten projects and resources to use with
groups of kids

• Anecdotes and learnings taken from building our


own code club, attending some fabulous events, and
contributing to the community – drawn from my own
experience doing these things

xx
CHAPTER 1

Getting Started
Expectations is the place you must always go to before you get
to where you’re going.
—The Phantom Tollbooth by Norton Juster

This chapter covers the initial considerations for getting started with
your code club or maker space. I have included examples from the
experiences from our earlier code club years with challenges faced and
give an overview of our strategies to address these. Chapter 8 will dive into
exploring these strategies in detail, using specific how-to examples and
useful templates. As you’ve probably guessed, there’s no technical content
in this chapter, but rather it is a way of outlining some of the more essential
lessons we learned after several years of running a code club.

Note Throughout this book, I refer to code club or maker group


participants as “kids,” whereas older school student alumni will be
referred to as “volunteers,” as are adult volunteers.

So, let’s get started! One of the things to consider when starting a code
club or maker space is roughly what your short-term and long-term goals
are. I say “roughly” as any progress is a reasonable achievement, providing
that the kids stay eager and keep coming back for more. Goals will change
and develop as you progress. For example, an achievable goal can be as

© Martin Tan 2023 1


M. Tan, micro:bit Projects with Python and Single Board Computers,
https://doi.org/10.1007/978-1-4842-9197-9_1
Another random document with
no related content on Scribd:
CHAPTER VIII.
THE LINNET.
Linnets are a branch of a larger family of finches, all very familiar to
us. They are cousins, also, to the dear, impudent sparrows, and the
pretty siskin or aberdevines.
The linnets are all compactly and stoutly built, with short necks and
good sized heads, with short, strong, pointed bills, made for the
ready picking up of seed and grain, on which they live. Most of them
have two broods in the season, and they build a bulky, deep, and
compact nest, just in accordance with their character and figure; but,
though all linnet-nests have a general resemblance of form, they
vary more or less in the material used.
Linnets change their plumage once a year, and have a much more
spruce and brilliant appearance when they have their new summer
suits on. They are numerous in all parts of the country, and,
excepting in the season when they have young, congregate in flocks,
and in winter are attracted to the neighbourhood of man, finding
much of their food in farm-yards, and amongst stacks.
The linnet of our picture is the greater red-pole—one of four brothers
of the linnet family—and is the largest of the four; the others are the
twit or mountain-linnet, the mealy-linnet, and the lesser red-pole—
the smallest of the four—all very much alike, and easily mistaken for
each other. The name red-pole is given from the bright crimson spot
on their heads—pole or poll being the old Saxon word for head. The
back of our linnet’s head and the sides of his neck are of dingy ash-
colour, his back of a warm brown tint, his wings black, his throat of a
dull white, spotted with brown, his breast a brilliant red, and the
under part of his body a dingy white.
The linnet, amongst singing birds, is what a song writer is amongst
poets. He is not a grand singer, like the blackbird or the thrush, the
missel-thrush or the wood-lark, all of which seem to have an epic
story in their songs, nor, of course, like the skylark, singing up to the
gates of heaven, or the nightingale, that chief psalmist of all bird
singers. But, though much humbler than any of these, he is a sweet
and pleasant melodist; a singer of charming little songs, full of the
delight of summer, the freshness of open heaths, with their fragrant
gorse, or of the Scottish brae, with its “bonnie broom,” also in golden
blossom. His are unpretending little songs of intense enjoyment,
simple thanksgivings for the pleasures of life, for the little brown hen-
bird, who has not a bit of scarlet in her plumage, and who sits in her
snug nest on her fine little white eggs, with their circle of freckles and
brown spots at the thicker end, always alike, a sweet, patient mother,
waiting for the time when the young ones will come into life from that
delicate shell-covering, blind at first, though slightly clothed in
greyish-brown—five little linnets gaping for food.
LINNETS AND NEST. [Page 48.
The linnet mostly builds its nest in low bushes, the furze being its
favourite resort; it is constructed outside of dry grass, roots, and
moss, and lined with hair and wool. We have it here in our picture;
for our friend, Mr. Harrison Weir, always faithful in his transcripts of
nature, has an eye, also, for beauty.
Round the nest, as you see, blossoms the yellow furze, and round it
too rises a chevaux de frise of furze spines, green and tender to look
at, but sharp as needles. Yes, here on this furzy common, and on
hundreds of others all over this happy land, and on hill sides, with
the snowy hawthorn and the pink-blossomed crab-tree above them,
and, below, the mossy banks gemmed with pale-yellow primroses,
are thousands of linnet nests and father-linnets, singing for very joy
of life and spring, and for the summer which is before them. And as
they sing, the man ploughing in the fields hard-by, and the little lad
leading the horses, hear the song, and though he may say nothing
about it, the man thinks, and wonders that the birds sing just as
sweetly now as when he was young; and the lad thinks how pleasant
it is, forgetting the while that he is tired, and, whistling something like
a linnet-tune, impresses it on his memory, to be recalled with a
tender sentiment years hence when he is a man, toiling perhaps in
Australia or Canada; or, it may be, to speak to him like a guardian
angel in some time of trial or temptation, and bring him back to the
innocence of boyhood and to his God.
Our picture shows us the fledgeling brood of the
linnet, and the parent-bird feeding them. The Bishop Huntley’s
attachment of this bird to its young is very great. Anecdote.
Bishop Huntley, in his “History of Birds,” gives us the following
anecdote in proof of it:—
“A linnet’s nest, containing four young ones, was found by some
children, and carried home with the intention of rearing and taming
them. The old ones, attracted by their chirping, fluttered round the
children till they reached home, when the nest was carried up stairs
and placed in the nursery-window. The old birds soon approached
the nest and fed the young. This being observed, the nest was
afterwards placed on a table in the middle of the room, the window
being left open, when the parents came in and fed their young as
before. Still farther to try their attachment, the nest was then placed
in a cage, but still the old birds returned with food, and towards
evening actually perched on the cage, regardless of the noise made
by several children. So it went on for several days, when,
unfortunately, the cage, having been set outside the window, was
exposed to a violent shower of rain, and the little brood was drowned
in the nest. The poor parent-birds continued hovering round the
house, and looking wistfully in at the window for several days, and
then disappeared altogether.”
CHAPTER IX.
THE PEEWIT.
The Peewit, lapwing, or plover, belongs to the naturalist family of
Gallatores or Waders, all of which are furnished with strong legs and
feet for walking, whilst all which inhabit watery places, or feed their
young amongst the waves, have legs sufficiently long to enable them
to wade; whence comes the family name.
The peewit, or lapwing, is a very interesting bird, from its peculiar
character and habits. Its plumage is handsome; the upper part of the
body of a rich green, with metallic reflections; the sides of the neck
and base of the tail of a pure white; the tail is black; so is the top of
the head, which is furnished with a long, painted crest, lying
backwards, but which can be raised at pleasure. In length the bird is
about a foot.
The peewit lives in all parts of this country, and furnishes one of the
pleasantly peculiar features of open sea-shores and wide moorland
wastes, in the solitudes of which, its incessant, plaintive cry has an
especially befitting sound, like the very spirit of the scene, moaning
in unison with the waves, and wailing over the wide melancholy of
the waste. Nevertheless, the peewit is not in itself mournful, for it is a
particularly lively and active bird, sporting and frolicking in the air
with its fellows, now whirling round and round, and now ascending to
a great height on untiring wing; then down again, running along the
ground, and leaping about from spot to spot as if for very
amusement.
It is, however, with all its agility, a very untidy nest-maker; in fact it
makes no better nest than a few dry bents scraped together in a
shallow hole, like a rude saucer or dish, in which she can lay her
eggs—always four in number. But though taking so little trouble
about her nest, she is always careful to lay the narrow ends of her
eggs in the centre, as is shown in the picture, though as yet there
are but three. A fourth, however, will soon come to complete the
cross-like figure, after which she will begin to sit.
These eggs, under the name of plovers’ eggs, are in great request
as luxuries for the breakfast-table, and it may be thought that laid
thus openly on the bare earth they are very easily found. It is not so,
however, for they look so much like the ground itself, so like little bits
of moorland earth or old sea-side stone, that it is difficult to
distinguish them. But in proportion as the bird makes so insufficient
and unguarded a nest, so all the greater is the anxiety, both of
herself and her mate, about the eggs. Hence, whilst she is sitting, he
exercises all kinds of little arts to entice away every intruder from the
nest, wheeling round and round in the air near him, so as to fix his
attention, screaming mournfully his incessant peewit till he has
drawn him ever further and further from the point of his anxiety and
love.
PEEWITS AND NEST. [Page 52.
The little quartette brood, which are covered with
down when hatched, begin to run almost as soon Stratagems of the
Bird.
as they leave the shell, and then the poor mother-
bird has to exercise all her little arts also—and indeed the care and
solicitude of both parents is wonderful. Suppose, now, the little
helpless group is out running here and there as merry as life can
make them, and a man, a boy, or a dog, or perhaps all three, are
seen approaching. At once the little birds squat close to the earth, so
that they become almost invisible, and the parent-birds are on the
alert, whirling round and round the disturber, angry and troubled,
wailing and crying their doleful peewit cry, drawing them ever further
and further away from the brood. Should, however, the artifice not
succeed, and the terrible intruder still obstinately advance in the
direction of the young, they try a new artifice; drop to the ground,
and, running along in the opposite course, pretend lameness,
tumbling feebly along in the most artful manner, thus apparently
offering the easiest and most tempting prey, till, having safely lured
away the enemy, they rise at once into the air, screaming again their
peewit, but now as if laughing over their accomplished scheme.
The young, which are hatched in April, are in full plumage by the end
of July, when the birds assemble in flocks, and, leaving the sea-
shore, or the marshy moorland, betake themselves to downs and
sheep-walks, where they soon become fat, and are said to be
excellent eating. Happily, however, for them, they are not in as much
request for the table as they were in former times. Thus we find in an
ancient book of housekeeping expenses, called “The
Northumberland Household-book,” that they are entered under the
name of Wypes, and charged one penny each; and that they were
then considered a first-rate dish is proved by their being entered as
forming a part of “his lordship’s own mess,” or portion of food; mess
being so used in those days—about the time, probably, when the
Bible was translated into English. Thus we find in the beautiful
history of Joseph and his brethren, “He sent messes to them, but
Benjamin’s mess was five times as much as any of theirs.”
Here I would remark, on the old name of Wypes for this bird, that
country-people in the midland counties still call them pie-wypes.
But now again to our birds. The peewit, like the gull, may easily be
tamed to live in gardens, where it is not only useful by ridding them
of worms, slugs, and other troublesome creatures, but is very
amusing, from its quaint, odd ways. Bewick tells us of one so kept by
the Rev. J. Carlisle, Vicar of Newcastle, which I am sure will interest
my readers.
He says two of these birds were given to Mr.
Carlisle, and placed in his garden, where one soon A Winter Visitor.
died; the other continued to pick up such food as
the place afforded, till winter deprived it of its usual supply. Necessity
then compelled it to come nearer the house, by which it gradually
became accustomed to what went forward, as well as to the various
members of the family. At length a servant, when she had occasion
to go into the back-kitchen with a light, observed that the lapwing
always uttered his cry of peewit to gain admittance. He soon grew
familiar; as the winter advanced, he approached as far as the
kitchen, but with much caution, as that part of the house was
generally inhabited by a dog and a cat, whose friendship the lapwing
at length gained so entirely, that it was his regular custom to resort to
the fireside as soon as it grew dark, and spend the evening and night
with his two associates, sitting close to them, and partaking of the
comforts of a warm fireside. As soon as spring appeared he betook
himself to the garden, but again, at the approach of winter, had
recourse to his old shelter and his old friends, who received him very
cordially. But his being favoured by them did not prevent his taking
great liberties with them; he would frequently amuse himself with
washing in the bowl which was set for the dog to drink out of, and
whilst he was thus employed he showed marks of the greatest
indignation if either of his companions presumed to interrupt him. He
died, poor fellow, in the asylum he had chosen, by being choked with
something which he had picked up from the floor. During his
confinement he acquired an artificial taste as regarded his food, and
preferred crumbs of bread to anything else.
CHAPTER X.
THE HOUSE-MARTIN, OR WINDOW-SWALLOW.
During our winter, swallows inhabit warm tropical countries,
migrating northwards with the first approaches of summer. They are
usually seen with us from the 13th to the 20th of April, and are useful
from the first day of their arrival, by clearing the air of insects, which
they take on the wing; indeed, they may be said to live almost wholly
on the wing, and, except when collecting mud for their nests, are
seldom seen to alight, and, in drinking, dip down to the water as they
skim over it on rapid wing.
HOUSE-MARTINS AND NESTS. [Page 56.
We have three kinds of swallows in England: the chimney-swallow,
the house-martin, and the sand-martin, of which I shall have
something to say in due course. The chimney-swallow and house-
martin are especially worthy of the affectionate regard of man; for
they love his society, build around his dwelling, destroy nothing that
he values, have no appetite for his fruits; they live harmoniously
amongst themselves, and have no other disposition than that of
cheerfulness, unwearying industry and perseverance, and the most
devoted parental affection.
Mr. Weir has given us a lively picture of swallow-life—four nests
grouped together on a house-side: more there probably are; but
there are as many as we can manage with; indeed we will presently
confine our attention to one single nest, and, by so doing, I flatter
myself that I shall win your admiration for these birds, and that you
will agree with me in thinking that if we all, men and women, boys
and girls, had only their persevering spirit, and their courage under
adversity, there would not be so much unsuccess, either at school or
in life, as is now, too often, the case.
Some people are very fond of having martins about
their houses, under their eaves, and even in the The Nests on
Traquair House.
corners of their windows. The Earl of Traquair was
one of these; he was, indeed, a great lover of all kinds of birds, and
all were protected on his premises. In the autumn of 1839, there
were no less than one hundred and three martins’ nests on Traquair
House—which is a very fine old place—besides several which had
been deserted, injured, or taken possession of by sparrows, which is
a very unwarrantable liberty taken by these birds.
From six to twenty days are required to build a martin’s nest. If all
goes on well it may be finished in the shorter time.
Let us now see how the birds set about building. Here are several
nests in our picture; and turning to the pages of Macgillivray’s “British
Birds,” I shall find exactly the information we need. I will, therefore,
extract freely from this interesting writer, that my young readers may
be as grateful to him as I am myself.
Again turning to our picture, we find four nests. “A
party of eight martins arrived here on the 1st of The Domestic Life
of a Pair.
May. As this was quite a new location, they spent
the whole day in examining the eaves of the house, the corners of
the windows, and the out-buildings. By the following morning the
question was settled, and they had, as you see, fixed upon a high
wall with a slate coping, and an eastern aspect, and at once
commenced making a general foundation for their nests. Suitable
materials are procured from the banks of an adjoining pond, or a
puddle in the lane. Let us go down and see them. Here they come,
sailing placidly over the tree-tops; now they descend so as almost to
sweep the surface of the pond; some of them alight at once, others
skim round, as if borne away by a brisk wind. Those that have
alighted walk about with short steps, looking round for materials.
Some seem not to find the mud suitable, but seize on a piece of
straw, or grass, which, tempering in the mud, they then fly off with.
Returning now to the building, we see one using its tail planted
against the wall, or against the nest, if sufficiently advanced, as a
support, deposit the material it has brought by giving its head a
wriggling motion, so that the mud slides gently into the crevices of
yesterday’s work; then he retouches the whole. See, one has now
arrived with his supply before the other has finished: he is impatient
to disburden himself, and wants to drive off the worker, who rather
snappishly retorts, and he, poor fellow, goes off for a while with the
mud sticking to his bill. Now she has finished; there is room for him,
and he goes back again and works hard in his turn. They never
alight on the nest without twittering. At noon, if the weather be hot,
they betake themselves to the fields, or, after a dip in the pond, sun
themselves on the house-top for half-an-hour or so. Then they will
hawk about for food, and after awhile one of them may, perhaps,
return and give another touch or two to the work, or seat herself in
the nest to consolidate the materials. But if cold, wet, or windy, they
keep away. What they do with themselves I know not; but as soon as
it clears up, they are at work again. At the beginning of their building,
they seem to have no objection to leave it for a whole day; but as it
advances, they become more interested or anxious, and one or both
will sit in it all night, even though the weather be bad.”
So much for the building of these four nests of our picture; and now I
will bespeak your attention to a little narrative of the joys and sorrows
of the domestic life of a pair of martins, which, we will suppose,
belong also to our group.
“The building began on the 1st of May, at daybreak. But the weather
was very much against them, being cold and stormy, and it was the
18th of the month before it was finished.
“Seeing their labours thus brought to a close, one could not help
wishing, considering how much it had cost, that the nest might last
them for many years. But on the 23rd of June, during a heavy fall of
thunder rain, almost the entire nest was washed to the ground,
together with the young birds which it contained. A short time before
the catastrophe, the old birds were observed hovering about, and
expressing great uneasiness. Almost immediately after it happened
they left the place, but returned the following day, and spent it in
flying about and examining the angle of the wall.
“Next morning they commenced repairing the nest. In three days
they had made great progress; but again rain fell, and their work was
stayed. On the 30th, they advanced rapidly, and both remained
sitting on the nest all night. The next day it was finished; and now
they began to rejoice: they twittered all the evening till it was dark,
now and then pruning each other’s heads, as, seated side by side,
they prepared to spend the dark hours in the nest. Eggs were soon
laid again, but, sad to say, on the morning of the 18th of July, again,
during a great storm of wind and rain, the upper wall fell, carrying
with it one of the eggs. The old birds again fluttered about, uttering
the most plaintive cries, and early the next morning began to repair
the damage, though it rained heavily all day. Part of the lining
hanging over the side was incorporated with the new layers of mud.
The urgency of the case was such, that they were obliged to work
during the bad weather. Throughout the day one bird sat on the nest,
whilst the other laboured assiduously. Kindly was he welcomed by
his mate, who sometimes, during his absence, nibbled and
retouched the materials which he had just deposited. In a few days it
was finished, the weather became settled, the young were hatched,
and all went well with them.
“Sometimes when the nests are destroyed, the birds, instead of
attempting to repair the damage, forsake the neighbourhood, as if
wholly disheartened. Nothing can be more distressing to them than
to lose their young. In the storm of which I have just spoken, another
martin’s nest was washed down with unfledged young in it. These
were placed on some cotton wool in a basket, covered with a sheet
of brown paper, in an open window, facing the wall. During that day
and the following, the parents took no notice of them, and their kind
human protector fed them with house-flies. That evening he tried an
experiment. He gently placed the young ones in a nest of that same
window, where were other young. It was then about eight o’clock in
the evening; the rain was falling heavily, and no sound was heard
save the cheep, cheep, of the young birds, and the dashing of the
storm against the window-glass. A minute elapsed, when forth
rushed the parents shrieking their alarm notes, and, again and again
wheeled up to the nest, until at last they drifted away in the storm.
He watched them till they disappeared about half-past-nine. During
all this time they only twice summoned courage to look into the nest.
Next morning I was rejoiced to see them attending assiduously to the
young ones.”
And now, turning again to our group of four nests
on the walls, supposing it be the month of July, The Feeding of
every one of them with its fledgeling brood sitting the Young.
with gaping mouths, ever ready for food, you may, perhaps, like to
know how many meals are carried up to them in the course of the
day. If, then, the parents began to feed them at about five in the
morning, and left a little before eight at night, they would feed them,
at the lowest calculation, about a thousand times.
With all this feeding and care-taking, the young ones, as the summer
goes on, are full-fledged, and have grown so plump and large that
the nest is quite too small for them; therefore, they must turn out into
the world, and begin life for themselves.
It is now a fine, brisk, August morning, and at about eight o’clock,
you can see, if you look up at the nests, how the old birds come
dashing up to them quite in an excited way, making short curves in
the air, and repeating a note which says, as plain as a bird can
speak,
This is the day
You must away!
What are wings made for, if not to fly?
Cheep, cheep,
Now for a leap!—
Father and mother and neighbours are by!
This flying away from the nest is a great event in swallow-life, as you
may well believe. Let us therefore now direct our attention to one
nest in particular, in which are only two young ones—a very small
family; but what happens here is occurring all round us.
One of these little ones balances itself at the entrance, looking
timidly into the void, and, having considered the risk for awhile,
allows its fellow to take its place.
During all this time, the parents keep driving about, within a few feet
of the entrance, and endeavour, by many winning gestures, to
induce their charge to follow them. The second bird also, after sitting
for some time, as if distrustful of its powers, retires, and the first
again appears. Opening and shutting his wings, and often half
inclined again to retire, he, at length, summons up all his resolution,
springs from the nest, and, with his self-taught pinions, cleaves the
air. He and his parents, who are in ecstasies, return to the nest, and
the second young one presently musters courage and joins them.
And now begins a day of real enjoyment; they sport chiefly about the
tree-tops till seven in the evening, when all re-enter the nest.
In several instances I have seen the neighbours add their
inducements to those of the parents, when the young were too timid
to leave their home. If the happy day prove fine, they seldom return
to the nest till sunset; if otherwise, they will come back two or three
times. On one occasion, when the young were ready to fly, but
unwilling to take the first leap, the parents had recourse to a little
stratagem, both ingenious and natural. The he-bird held out a fly at
about four inches from the entrance to the nest. In attempting to take
hold of it, they again and again nearly lost their balance. On another
occasion, the mother bird, trying this plan to no purpose, seemed to
lose patience, and seizing one of them by the lower mandible, with
the claw of her right foot, whilst it was gaping for food, tried to pull it
out of the nest, to which, however, it clung like a squirrel. But the
young, every one of them, fly in time, and a right joyous holiday they
all have together.
So the summer comes to an end; and towards the
middle of September, the great family cares being The Autumn
Migration.
over, and the young having attained to an age
capable of undertaking the fatigues of migration, that mysterious
impulse, strong as life itself, and probably affecting them like some
sickness—the necessity to exchange one country and climate for
another—comes upon them. Under this influence, they congregate
together in immense numbers, every neighbourhood seeming to
have its place of assembly—the roofs of lofty buildings, or the
leafless boughs of old trees: here they meet, not only to discuss the
great undertaking, but to have a right merry time together—a time of
luxurious idleness, lively chatterings, singing in chorus their
everlasting and musical cheep, cheep, eating and drinking, and
making ready for the journey before them.
At length the moment of departure is come, and at a given signal the
whole party rises. Twittering and singing, and bidding a long farewell
to the scenes of their summer life, they fly off in a body, perhaps, if
coming from Scotland, or the north of England, to rest yet a few
weeks in the warmer southern counties; after which, a general
departure takes place to the sunny lands of Africa.
Though gifted with wings wonderfully constructed for prolonged
flight, and though having passed every day of so many successive
months almost wholly on the wing, the swallow frequently suffers
great fatigue and exhaustion in its long migration. Sometimes,
probably driven out of its course by adverse winds, it is known to
alight by hundreds on the rigging of vessels, when worn out by
hunger and fatigue it is too often shot or cruelly treated.
Nevertheless the swallow, protected by Him who cares for the
sparrow, generally braves the hardships of migration, and the
following spring, guided by the same mysterious instinct, finds his
way across continents and seas to his old home, where, identified by
some little mark which has been put upon him—a silken thread as a
garter, or a light silver ring—he is recognised as the old familiar
friend, and appears to be no less happy to be once more with them
than are they to welcome him. Sometimes swallows coming back as
ordinary strangers, prove their identity, even though the scene of
their last year’s home may have been pulled down, together with the
human habitation. In this case, he has been known to fly about in a
distracted way, lamenting the change that had taken place, and
seeming as if nothing would comfort him.
Though the fact of swallows coming back to their old haunts does
not need proving, yet I will close my chapter with an incident which
occurred in our own family. During a summer storm, a martin’s nest,
with young, was washed from the eaves of my husband’s paternal
home. His mother, a great friend to all birds, placed the nest with the
young, which happily were uninjured, in a window, which, being
generally open, allowed the parent-birds access to their young. They
very soon began to feed them, making no attempt to build any other
nest; so that the young were successfully reared, and took their flight
full-fledged from the window-sill.
The next spring, when the time for the arrival of the
swallows came, great was the surprise and A Welcomed
Return to Old
pleasure of their kind hostess, to see, one day, a Haunts.
number of swallows twittering about the window, as
if impatient for entrance. On its being opened, in they flew, and,
twittering joyfully and circling round the room, as if recognising the
old hospitable asylum of the former year, flew out and soon settled
themselves under the eaves with the greatest satisfaction. There
could be no doubt but that these were the birds that had been reared
there.

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