434 NATURE-STUDY 



by date. Later, the list should be looked over, and the early 

 and late arrivals compared as to probable food. Also 

 interest the boys in putting up bird boxes for wrens and 

 bluebirds. (Chap. X, 113, 109, 478.) 



Identification study: Birds learned before and song spar- 

 row, phoebe, waxwing,* rose-breasted grosbeak.* Observe 

 general characteristics of each bird. Use color charts. Ob- 

 serve outdoors the habits, song, beauty. The nesting, and 

 the young. (H, 95, etc., 107, etc.) Do not harm, but pro- 

 tect. (113, 478.) Place nest materials for the birds. Set 

 out a drinking trough. Make one at the school. (See page 



I43-) 



In the study of the birds note more particularly adapta- 

 tions of feet and bills to food and mode of life. (108; 117, 



34, 33-) 



How birds help the farmer, gardener, and fruit raiser as 

 insect eaters, (no, 108, 117, 120. See chapter IX.) 



INSECTS: Observe insects in the spring flowers. (J, 200, 

 207.) In the garden note the cut-worms and the harm they 

 do. What is a cut-worm ? Dig up grub-worms baby June 

 beetles. Tell briefly of the development. Observe adults. 

 (J, 132, 136, 126.) 



MISCELLANEOUS: Informal observations of early frogs, 

 eggs, tadpoles, toads, and aquarium studies of clam, snail, 

 insects. 



Brief study of the garter snake. Have one in a cage if 

 possible. Teach children not to fear or harm. These snakes 

 are not poisonous, and do good. How ? Make a simple study 

 of motions, coiling, scaly skin, shedding of skin, eyes with- 

 out lids, forked tongue (harmless). Try to overcome preju- 

 dice against this harmless reptile. (I, 33, 34, 17.) 



