r oHNsoN] THE NATURE-STUDY EXCURSION 153 



precede group work by some drill in the description of mounted 

 specimens, at least until the pupil can name and recognize the 

 limits of the different regions of the body, and has a tolerably 

 definite idea of the commoner shades of color as found in the 

 plumage of birds. He should be encouraged where possible 

 to make hasty sketches, to show any peculiar distribution of 

 color or markings, and to write short, concise descriptions of 

 specimens observed on the trip but unknown to him. If any 

 particular bird is sought, a signal previously agreed upon is given 

 bv the group first finding it thus enabling the other groups to 

 gather quietly and study it. Particular subjects may some- 

 times be assigned to different groups, as for instance: "Watching 

 a bird for ten or fifteen minutes and reporting upon his actions," 

 "A census of all the birds seen on the trip, or in a certain definite 

 locality," "Feeding-habits of certain species." 



The dav after the excursion should be used for a full and free 

 discussion and comparison of notes and observations. Con- 

 siderable rivalry is thus stimulated among the various groups 

 and questions will arise which will call for more careful observa- 

 tion at a future time. Sometimes the class may be divided into 

 two equal parts for this part of the work, the intention being 

 to see which side can make the clearer reports. In the same 

 way a pupil on one side may describe a bird as accurately as he 

 can while the other side guess the name of the bird described. 

 Group work in bird study is especially commended because 

 the birds can thus be approached more nearly and the pupils take 

 great delight in approaching the bird by stealth, thinking at the 

 time, no doubt, of the ways of the Indians in approaching the 

 animals they hunted for game. Pupils have been known to 

 become so enthusiastic over the work when conducted according 

 to these plans that it was almost impossible for the teacher to 

 talk with them at intermissions about anything else. Some of 

 these plans slightly modified might easily be used in the field 

 work in general. 



In closing I should like to express my faith in the ability of 

 true nature-study to endure the test of time. I should also like 

 to sav to the friends of the subject that when our teachers have 

 been more fully educated up to an appreciation of nature and 

 have had opportunity to see its wonderful possibilities when 

 well taught, then the movement will take on new life. The 

 excursion will then come to be a part of the regular program and 

 as such will ever be awaited with the greatest delight bv teacher 

 and pupil alike. 



