SECOND ANNUAL MEETING 31 



The first objection ventured to a proposal for having bird study in 

 the schools is that the course is already crowded and no room remains 

 for a new study. The objection would be rational if it were proposed 

 to introduce a new stud3\ Birds cannot be studied from books and 

 very few schools have access to mounted specimens. Saturday excur- 

 sions, observations on the road to and from school, and in country 

 schools even at recess and during- school hours will furnish subjects 

 for conversation lessons at odd times and much needed material for 

 language and composition work. In one school I know of, the whole 

 school organized themselves into a club for the study of the birds. 

 They met at 4 o'clock twice a week and compared notes for about 

 twenty minutes. This did not detract from their school work but on 

 the other hand increased the interest in the regular studies. 



Bird study should be begun as soon as the child starts to school. The 

 seeming interest of these little tots in their reading and number lessons 

 pales before the glow of wonder and enthusiasm as they tell of finding 

 a bird's nest on the way to school or hear the story of the birds from 

 their teacher. Let a teacher mention finding a sparrow's nest and the 

 school turns into an experience meeting; each little one having a story 

 of its own to tell. In the country school this is especially true, as the 

 pupils have a better chance to observe birds than the children of the 

 cities. 



I have had to work out my own plan of bird study in the schools, as 

 I have never chanced to get any one else's plan. I have had some 

 successes and some that were not successes, but from these expe- 

 riences I have formed a plan that I believe overcomes most of the diffi- 

 culties. 



In primary grades social talks with the pupils is the best method. 

 Let the pupils talk as much as possible. Take a single bird for a lesson 

 and show a picture. The colored photographs from the magazine 

 Birds and All Nature are the best I have seen. By a judicious use of 

 questions and statements bring out the distinguishing features of the 

 bird you are studying. I have no patience with the teacher of birds 

 who asks such questions as: How many feet has a bird? What is its 

 body covered with? How many eyes has a bird? What is a bird's nest 

 for? etc. The dull pupil does not learn anything and the bright boy 

 is disgusted. The pupils will tell about the habits, food, nesting places, 

 eggs, call, etc., of the common birds. 



If you are studying the Woodpecker, call attention to the peculiari- 

 ties that distinguish it from other birds. You should consider its stout, 

 sharp bill, its peculiar feet, its short stiff tail feathers, its habit of 

 drumming, and its undulating flight. Tell the story of how' the Wood- 

 pecker got its red head and black and white dress and have the pupils 

 learn a verse or two from the many that are to be found in the readers 

 and teacher's journals. Before the interest lags close the period, al- 

 ways leaving something for the next time. At the next lesson, if 



