VI INTRODUCTION. 



by the dark, central spot on the breast, and the third, by the 

 absence of both these markings. The song of the first, is a 

 series of unmusical, but lively, trills that of the second a 

 loud, clear chant, preceded by two separate notes> while the 

 lay of the third is one of tlie sweetest bird songs ever heard, 

 consisting of a kind of avian musical scale. All of these three 

 can be distinguished by the markings given by any one who 

 will take the trouble to learn them, and I have yet to see any 

 one who is at all interested in birds, who cannot distinguish 

 the songs after hearing them once or twice. 



It is very obvious that this simple beginning trains both 

 eye and ear to observe markings which are more difficult to 

 see, and to note variations in songs which is far more difficult 

 to learn. 



While we can never hope to teach ornithology in our Public 

 Schools as a science, it becomes necessary for the pupils to 

 acquire some knowledge of birds, and this knowledge had 

 better be founded upon a solid basis in a form which can be 

 retained in the mind, rather than by a diffusion over a large 

 area which is much more likely to be only transitory. Hence 

 I have recommended the study of this single family, some 

 members of which can be seen by pupils every day through- 

 out the year. 



Thus a foundation will be laid which (should inclination or 

 neccessity arise) cannot only be built upon in the future 

 life of the pupil, but which will aid in teaching habits of 

 observation, and in training of the eye and ear, which will 

 prove of the utmost benefit to pupil in any vocation of life. 

 I have ventured to dedicate this little book to the school 

 teachers of New England, for it is to the pleasant intercourse 



