50 Bird -Lore 



who sell fowl for gain; that in 1903 the Pigeon was described as extremely 

 rare, while by 1909 a committee was formed to conduct a scientific search for 

 this so recently abundant species, the story of whose persecution and disappear- 

 ance has been told both in book and magazine form. 



The fact that so much information about birds now appears in weekly 

 papers and periodicals is perhaps as striking a sign of progress as any that 

 could be cited. 



Today the study of birds is finding its place in our schools as a most attrac- 

 tive part of nature-study. 



To be successful, it must be correlated not only with other parts of nature- 

 study, particularly with insects and vegetation, but also with man. To this 

 end, this department will endeavor to meet the special needs of teachers and 

 pupils of primary and advanced grades. The New Year is full of promise. 

 Bird-study and bird-protection are no longer doubtful issues, but a practical 

 part of cultural and economic training. — A. H. W. 



FOR TEACHERS 



A Thirty-Minutes-a-Week Outline for Bird- Study 



SINCEj nature-study is not uniformly included in the curricula of pri- 

 mary and grammar grades, the following condensed outline has been 

 prepared for the use of busy teachers who desire to take up bird-study 

 in brief but interesting form. A correlated rather than systematic method is 

 suggested. The subjoined list of birds is arranged by groups, with reference 

 to the seasons; and, in addition, hints for indoor and outdoor work are 

 given, sufficient to occupy thirty minutes a week, or as much more time as 

 can be allowed. 



It should be noted that first-group pupils learn one new bird a month, 

 reviewing with each advance, those species studied in preceding groups, the object 

 being to acquire thorough familiarity with a few species and accuracy in 

 identification. By this method, fifth-group pupils should be able to identfy 

 sixty species in a season. 



INDOOR WORK 



1. Hang up picture of bird of the month. See and hear the live bird if 

 possible. 



2. Describe plumage, nest, song, food, winter and summer home. Empha- 

 size economic value. 



3. Have pupils draw bill, feet, tail and study color and markings of bird. 

 Describe molt. 



4. Correlate the life-history of the bird with its habitat. Show pictures 

 of Uve specimens of the insect and vegetable food it eats. Describe how the 

 bird is fitted to find and secure its food. Emphasize sight and flight. 



