n/scuss/ONS 5 1 



usual and little known facts about common things are two classes of facts that 

 one can usually rely upon to serve his purpose in nature-study." This is 

 dangerous doctrine. **Little known facts about common things" are as a 

 rule worth while, but what legitimate purpose in nature-study is served by an 

 emphasis upon the * 'unusual," * 'marvelous" and ''striking?" Is the four- 

 leaf clover more worthy of consideration than the humble three-leaf? Do 

 we wish to perpetuate the type of man who quits work for the afternoon, 

 harnesses his team, drives to town and pays his admission fee to see the two- 

 headed calf, when he would invest neither one hour nor two cents postage in 

 the scientific study ot a one-headed calf? This passion for the bizarre and 

 spectacular, this craving for something new under the sun, is altogether too 

 common already; perhaps we may say that it is not in the least abnormal, 

 but this does not argue that it is wholesome nor that it should be encouraged. 

 Continuous vaudeville may be a useful antidote, but for steady diet there are 

 much better viands. It is the ignorant who are ever looking for signs and 

 miracles. For the enlightened mind — and for the growing naturalist — there 

 is a more lasting joy, the joy of the commonplace. Whom Dame Nature 

 loves best is not received in state, on extraordinary occasions; but is admitted 

 into the secrets of her household economy. 



Bird study has now so many devotees that a comment on the portion of 

 the paper dealing with this subject may not be out of place. "After learn- 

 ing the appearance of the bird," I quote, "it is quite easy to learn to recog- 

 nize it in the field." So commonly have I seen this method followed — pic- 

 ture study, pure and simple, with directions to go and find a bird correspond- 

 ing to the picture — and always with most dubious results, that I shudder 

 whenever I find it employed. With the younger children the suggestion is 

 too powerful to be overcome. A boy is shown the pictures of birds which 

 are advertised to appear in the neighborhood; he becomes an adept in the 

 recognition of — pictures; under the influence ot strong suggestion he sallies 

 forth and straightway observes the original of his favorite picture. "Are 

 you j^/r^ you saw a red-breasted nuthatch?" asks the conscientious teacher. 

 "Yes ma'am." "Describe it forme, so that I may know if you really saw 

 one." "The boy, if he is in good health, glibly describes the picture, is 

 credited with the observation, and is puzzled to know whether he is guilty 

 of a fairy story or a lie. A keen observer who had visited an exercise of 

 this kind characterised it as "a hotbed for liars." So long as the English 

 sparrows, canaries, pigeons, poultry, and perhaps robins and bluejays are to 

 be had commonly about our homes, we had best study them rather than the 

 pictures of birds outside the range of vision. When a boy has seen the real 

 thing, then is a good time for him to locate the bird on the color chart. The pic- 



