176 Bird -Lore 



NAMING FIFTY BIRDS 



4. Mount pictures of fifty birds at least (Audubon or Perrj' Pictures) on attractive 

 gray mounts. In various ways draw attention to them the month before Bird Day. 

 During the last week let the pupils see who can name all of them. On Bird Day hang 

 them across the front of the blackboard on a wire. Let the child who named them per- 

 fectly in school point to and name them. Parents are surprised by this exhibition. 



TO PLAY THE GAME, "SEE, SAW, A, AN, ETC." 



5. Use cards 6 by 12 inches. Print "I saw a," "I saw an," "I see a," "I have seen 

 an," etc. on them. 



Place these, with mounted pictures, on chalk-tray. 



Let each child draw two cards to read, for example, "I saw an Oriole," and read them 

 aloud. Another, "I have seen a Flamingo," etc. Parents learn the use of "see," "saw" 

 "a," "an," etc. Ask the child why he said "an Oriole." 



"BIRD-CALLS, SONGS, AND WHISTLES" 



6. Child steps to front of room and says: "Chick-a-dee-dee." 



Next child stands by his side, says: "Chick-a-dee-dee, adding, "Bob-white, Bob- 

 white." Third child stands in the line, sings: "Chick-a-deedee," "Bob-white, Bob- 

 white" and adds the whistled notes of the White-crowned Sparrow. 



Continue until all the children who can find a bird to imitate are in line. The fif- 

 teenth child, should give the fourteen sounds made before him and add a new one of 

 his own. 



RHYMES 



7. Cards 18 by 12 inches (18-inch side is top). Print such a rhyme as the following, 

 omitting the last word: 



"When little field-mice go out for a walk. 

 They'd better look out for the hovering ." 



At center of lower edge of card punch a hole. Fasten a card-hook to picture of a 

 Hawk. Child reads rhyme, chooses bird, and hangs it into the hole in the card when he 

 says the word "Hawk." 



Hang ten or twelve such cards on nails 8 inches apart on edge of blackboard. Stand 

 the bird pictures in chalk-tray so that they may be easily available for selection. 



There are fine rhymes in 'Babes and Birds' bj' Jessie Pope, published by H. M. Cald- 

 well Co., New York and Boston. 



A good reading is "The Magpie's Nest" (Art Literature Reader II). Let one child 

 represent the Lark, one the Magpie, and so on, having one for the book itself, but read 

 each part from the book just as in a reading-class. 



If you can possibly do so, dramatize "Cock Robin's Wedding" (see July, 1915, issue 

 of "Something To Do," 120 Boylston St., Boston, Mass.). 



Dress "birds" in costumes described in this article. Teach calls, whistles, etc., of 

 birds or use some tiny tin whistles found in prize candies. 



A pretty way to introduce the guests at the wedding is to have a short song about each 

 guest, as he or she arrives. I used "Songs about Birds." One child sang several as solos. 

 If some tot dances well, let her represent a bird whose song has light music, dancing to 

 her place around the stage. Have an "Owl" on a ladder and a "Whip-poor-will" on a 

 high bench, etc. 



If you cannot secure the "Wedding," use one of the following playlets: "Who 

 Stole the Bird's Nest?" (Poems by Grades, Primary); "Laura and the Birds" (Brooks' 



