shaver] considerations IN TEACHING BIRD COURSE 57 



(g) Any other incidents that will throw light on life of young or 

 adiilt. 



(The scheme above is modified from Miss Thayer's paper "A 

 Day's Work in Birdland," N. S. R. Vol. 9, p. 289). 



Another valuable method, where time will permit, is to have two 

 or three students spend an hour each day throughout the nesting 

 season stud^-ing the nesting habits of a particular pair. Other 

 groups may study different species in the same wa^^ or other pairs 

 of the same species. Records should be made as suggested in the 

 previous paragraph and in addition on: 



(h) Development or change of plimiage of the nestling. 



(i) Development of voice. 



(j) Age at which nestlings first leave the nest. 



(k) Any other incidents such as their response to various stimuli. 

 In bird study as in any other subject accurate records are indis- 

 pensable. 



Important as the field work is, the class discussions are almost 

 equally so. Topics such as those suggested at the beginning of this 

 paper are perfectly satisfactor\\ Students should also be taught 

 how to teach about birds in the grammar grades. Lessons should 

 be planned for the different grades on the topics that best fitted for 

 each. These should be discussed in class and if possible actually 

 taught before the students. 



Material consulted in the preparation of this article : 



Minnich, D wight E., "Some Observations on Bird Families," 

 N. S. R., Vol. 8, p. 24. 



Thayer, Edna R., "A Day's Work in Birdland," X. S. R., Vol. 9, 

 p. 289. 



Charles, Fred L., "Bird Identification Chart," N. S. R., Vol. 6, 

 p. 68. 



Rice, Edward L., "Statistics from College Classes in Bird 

 Study." N. S. R., Vol. 9, p. 271. 



Trafton, Gilbert H., "Preparing Normal School Students to 

 Teach about Birds," N. S. R., Vol. lo, p. 84. 



Strong, R. M., "Some Ideas on Teaching a Bird Course," N. S. R 

 Vol. 8, p. 00. 



