die Butruljon Societies; 



SCHOOL DEPARTMENT 



Edited by ALICE HALL "WALTER 



Address all communications relative to the work of this depart- 

 ment to the Editor, 67 Oriole Avenue, Providence, R. I. 



A PRACTICAL INVESTMENT 



Already in these pages an appeal has been made to State Audubon Societies to under- 

 take some special work relative to helping teachers. 



Suggestions have been made to the effect that founding scholarships in summer 

 schools where courses in bird-study are given would be a great help to teachers who 

 otherwise might be unable to meet the expense of tuition; and also, that nature-study in 

 our schools would be much improved and its scope broadened if supervisors of nature- 

 study were trained to assist teachers and correlate their work throughout individual 

 states and, furthermore, throughout the country. 



Now that the National Association of Audubon Societies has organized centers where 

 instruction in bird-study will be systematically given, State Societies are afforded an 

 unusual opportunity to profit by the work to be done in these centers. It would be a 

 practical investment for any State Society either to found a scholarship, or to pay the 

 expenses of some deserving and enthusiastic teacher who might be qualified for the work, 

 in one of these summer schools. 



It is not too much to affirm that well-trained bird-students, whether teachers, lecturers, 

 or private investigators, are hard to find when occasion demands. The effort and time 

 necessary for acquiring thorough technique in field-work, in addition to a comprehensive 

 grasp of the manifold branches of ornithology, make it difficult for the average observer 

 to gain sufficient knowledge to be really well trained. 



A person who is to teach bird-study even to children should have some general 

 ideas, at least, about the following subjects: 



I. Outdoor 

 Work 



II. Indoor 

 Work 



1. Field observation, including the identification of birds by plumage, 

 notes, flight, food, nesting, and general habits. 



2. Methods of attracting birds. 



3. Determination of ecological resources available for birds in special 

 study areas. 



^ I. A simple but clear conception with reference to birds of the mean- 

 ing and value of classification, anatomy, distribution, place in 

 nature, economic value, migration, ancestry, reasons for protection, 

 methods of study, civic betterment and esthetic value. 



2. Correlation of bird-study with the school curriculum. 



3. Value and methods of presenting special exercises on Bird and Arbor 

 Days; of arranging special exhibits; of outlining courses of reading, 

 and of keeping records. 



This is not an ambitious or top-heavy way of knowing birds. It is merely approach- 

 ing the subject with eyes and ears open and mind ready to grasp the almost numberless 

 ^venues of work in this delightfully varied branch of nature-study. The really well- 



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