The Audubon Societies 215 



Martin, the children built bird-boxes so well that pictures of them have appeared in 

 Bird-Lore, in "The Arbor Day Annual" of the state of Illinois, and in a bird book by 

 a New Jersey author. 



When completed, the boxes were placed in back yards and public parks, where 

 the lads watched their feathered tenants. I recall with pleasure the refreshing accounts 

 of the youthful bird-observers. Those compositions were not labored, but were penned 

 with intense earnestness and willingness. I noticed, too, that these juvenile reports 

 were better written than the average compositions, due no doubt to the absorbing 

 subject. 



In drawing, the children loved to color birds, to sketch them, to make posters of 

 them, and in fact to do anything the teacher would permit. In poetry, thej^ have become 

 acquainted with such poems as 'To the Cuckoo,' by Wordsworth; 'To a Skylark,' by 

 Shelley; 'To a Water Fowl,' by Bryant; 'Ode to a Nightingale,' by Keats., etc. A selected 

 list of books on birds has fed the interest of the children between times. 



Of all days and seasons, Audubon Day, however, has brought forth more knowledge 

 and enlightenment upon the true scope of this movement of bird protection. May 4 is 

 always a "red-letter" day in P. S. No. 5, Bronx. A large picture of Audubon, a photo- 

 graph of his birthplace, an exhibit of bird-posters, drawings, plans, bird-houses, and 

 stuffed specimens from the Museum of Natural History, form an attractive display. 

 To this exhibit flock the children from all parts of the school. The happy faces and 

 animated conversation manifest their appreciation. 



For the Assembly of the children of the higher classes an interesting program is 

 always arranged, consisting of original compositions, recitations and songs. A dozen 

 headings from former programs will give one some idea of their scope. Almost ev-ery 

 phase of conservation is represented. 



1. .Audubon and His Work. 



2. Why We Celebrate Audubon Day. 



3. What the Government Has Done to Protect Birds. 



4. What We Can Do. 



5. The Work of the Audubon Societies. 



6. The Enemies of Birds. 



7. The Aigrette and the Millinery Interests. 



8. Bird Legislation. 



9. What P. S. No. 5. Has Done To Protect the Birds. 



10. The Bird in Literature. 



11. The Wrens Who Lived in M}- Bird-house. 



Vincent Hilbert. (Original paper by a pupil.) 



12. Roosevelt's Bird Reservations. 



These enumerations may seem to indicate too ambitious an undertaking for the 

 comprehension of elementary school children, but this has not been the case. I have 

 found that this campaign of education has been a leavening process to influence and 

 formulate the convictions of the youthful minds. This fact was recently demonstrated 

 in a most convincing manner. 



Sometime ago I received a circular from Mr. T. Gilbert Pearson, entitled, 'A Call 

 for Help.' I posted it conspicuously on the bulletin board, where the children gathered 

 to read and discuss the letter. The following day, and for some time thereafter, the 

 boys and girls brought me clippings from the daily papers bearing upon Assembly 

 Bill No. 359 and Senate Bill No. 513. Receiving a copy of "The Wild Life Call" by 

 Dr. Hornaday, I read parts of it to the boys and girls. They were mightily aroused and 

 longed to do something. Forthwith they directed letters to their Senator and Assem- 

 bl3'man. There was no need for urging. They composed feelingh" and ferv-entl}', and I 



