Rural School Leaflet. 1017 



Date of Arrival Date of Arrival 



Mar. 10-20 Phoebe Savanna-sparrow 



Meadow Lark Chipping- sparrow 



Fox Sparrow Tree swallow 



Cowbird Myrtle Warbler 



Mar. 20-21 Wilson's Snipe ' American Pipit 



Kingfisher Hermit Thrush 



Mourning Dove Apr. 10-20 Yellow-bellied Woodpecker 



Swamp-sparrow Barn Swallow 



Field-sparrow Yellow Palm Warbler 



Apr. I -10 Great Blue Heron • Pine Warbler 



Purple Finch Louisiana Water Thrush 



Vesper-Sparrow Ruby-crowned Kinglet 



The teacher might suggest for morning exercises each day that some 

 child look up a description of one of the birds in this spring migration 

 and tell the class about it. This will give some idea of the size and 

 color of the birds, and if the children see a bird that is unusual they may 

 have some knowledge as to what it is from the morning discussions. 

 At any rate, the child who prepares the talk on the particular bird will 

 be on the look-out for the bird in the springtime and something will be 

 gained. 



Trees. — The attention of the children should be directed to the blossom- 

 ing of the trees. Some children have no idea that blossoms can be found 

 on some of the trees. Let them look for the blossom time of every tree. 



A country road. — Take at least one walk on a spring day with the class 

 along a country road if possible. Sometimes walks with the entire class 

 are hard for the teacher but if the children feel that she can go with them 

 only if they do their part in making it easy, I think the experience will 

 be more successful. On the following day the children might have an 

 oral language lesson discussing the different things they saw on the walk. 



Sounds. — The attention of children should be directed to sounds in 

 nature. On one of the early spring days let the windows be opened 

 and have the children listen for at least ten minutes, then close the 

 windows and have them write all the different sounds they have heard. 

 Silent exercises like this are helpful in the schoolroom. 



Gardens. — It depends on the teacher how much interest the children 

 .will take in gardening. I am sure that every live teacher to-day realizes 

 the all-round education that comes from the growing of plants. Garden- 

 ing is a habit and if one would put this great interest and resource into 

 human lives he must begin with the children. Year by year will grow 

 love of gardening and joy and satisfaction in growing things. If chil- 

 dren can be encouraged to plant even two or three things somewhere 

 on the school grounds or at home the first year, the teacher has laid the 

 foundation for future development. It does children good to get out 



