96 . 



A teacher need not necessarily become a naturalist in order to further 

 the cause of bird-protection. He must possess a love of the cause, be 

 an attentive observer of Nature, and must conscientiously prepare for 

 every lesson. It is by no means necessary to study learned works, 

 as this book gives sufficient information. No addition need be made 

 to the time-table. Undoubtedly, it would be a good thing if certain 

 subjects dealing only remotely with natural history could be omitted, 

 and others on the birds of the country could take their place in tl 

 curriculum. 



The necessary instruction in the protection of birds can be given 

 easily in connection with other subjects of the lesson. For instance, 

 when the. woodpecker is mentioned, natural and artificial nesting-holes 

 can be explained ; and the nightingale can be connected with breeders 

 in the open and shelter- woods for birds ; the birds in winter with winter 

 feeding, and so on. But, above all things, if our aim is really to be at- 

 tained, we must throw aside the pedantry which not only fails to arouse 

 the child's understanding of the beauties of Nature, and the wonderful 

 arrangements of Nature, but even kills the existing interest. Only 

 biological instruction can arouse enthusiasm, and only by its means 

 can we attain what the " General Instructions " require of natural 

 history lessons : ; ' The children should be accustomed to close 

 observation, and trained to contemplate Nature thoughtfully." During 

 walks taken together, in the playground and school garden, the children 

 should be led to observe Nature carefully. 



It is essential that they have an opportunity of doing actual work 

 for the protection of birds, such as hanging up nesting-boxes, laying 

 out and caring for shelter- woods for birds, winter-feeding, etc. 



Here we see once more the importance of the school gardens which 

 are being introduced more generally. We must not forget that 

 besides tending and protecting plants, room must also be made for the 

 protection of birds. 



It is therefore the business of the school not only to train the pupils 

 to take an interest in the cause, but it must also exercise a good 

 influence on the home, through them and through its good example. 

 It is only thus that we can succeed in winning people to a rational 

 protection of birds, and only thus have we any guarantee that the 

 measures will be correctly carried out. 



