The Audubon Societies 393 



on the part of teachers and pupils. It may be said that a museum study of birds is a great 

 help, if properly conducted, in learning to identify a considerable number of birds. It 

 may be granted also, that the method suggested by Mr. Warren is suitable for certain 

 large city schools where there is little or no opportunity for field work, but in the main, 

 keep to the ohscrvalioii of live birds. 



Remember that in learning birds by means of [)ictures, skins or mounted specimens 

 the main idea aimed at is identification by size, color and markings. In the field one 

 learns birds by their flight, song, and habits in addition to size and plumage. Without 

 opening an argument as to the relative value of these two methods, think carefully 

 and learn to use different methods as needed, without depending too much upon any 

 artificial aids. Nature is the best teacher for those who will open their eyes and ears. — 

 A. H. W.l 



EXCERPTS FROM THE NATURE-STUDY IDEA BY L. H. BAILEY 



"Would you tell the child the names of things? 



"Certainly, the same as I would tell the name of a new boy or girl. Hut I should not 

 stop with the name. Nature-study does not ask finally 'What is the thing?' but 'How 

 does the thing live?' or 'What does it do?' or 'How did it get here?' or 'What can I do 

 with it?' The name is only a part of the language that enables us to talk about the thing. 

 Tell the name at the outset and have the matter done with. Then go on to 

 vital questions." 



"Nature is not consecutive except in her periods. She puts things together in a 

 mosaic. She has a brook and plants and toads and bugs and the weather all together. 

 Because we have pu{ the plants in one book, the brooks in another, and the bugs in 

 another, we have come to think that this divorce is the logical and necessary order. 

 T wonder!" 



"We are on the borderland of a niiglit\' coiintr)': we are waiting for a leader to take 

 us to its center." 



