3i6 Bird -Lore 



As a pioneer worker in nature-study, Mrs. Comstock offered suggestions to teachers, 

 from a long experience with the rural schools of the state of New York. 



Although abundant material is at hand in the country, great ignorance concerning 

 nature prevails; under present methods there is some danger of educating our children 

 away from nature. Until our teachers are better prepared to teach nature-study, it 

 cannot be introduced into our schools with general or uniform success. Teachers ought 

 not to be blamed_^for this condition of affairs, but should rather be encouraged and 

 assisted. 



For these reasons definite outlines suited to the different grades of the common 

 schools are desirable. 



Since bird-study has been found to be the most attractive nature-study subject, 

 begin in the primary grade to teach what a bird is and how it is adapted to its method 

 of life. 



Next, give definite lines of observation on the habits of our common birds. How 

 far the pupils will be interested in this depends largely upon the teacher. 



A step higher is the development of the note-book habit. Crowded field-trips are 

 seldom successful, but individual note-books appeal to the pupil. Let each observer 

 choose a bird for special study, when possible, one which frequents his home neigh- 

 borhood, or whose nest he has found. 



Start outdoor feeding of birds in winter, and keep a daily school-room calendar 

 of species seen. 



That most difficult point, namely, training the child-mind to study a single bird 

 systematically, may be in part overcome by teaching a simple bird-topography, and 

 by giving practice- work in field-identification by means of this. 



The Audubon Societj' might well recognize the nature-study work of the children 

 in our public schools by taking an active interest in its progress. 



Mrs. Johnson, who is Library Visitor of the State Library Association of Connecti- 

 cut, gave a careful and convincing report of the interest aroused in nature-study by 

 means of traveling-libraries and collections of pictures and postcards. 



The rural schools, in particular, are very effectively reached by this system. The 

 cost of transportation is a matter of vital importance in circulating all traveling-material 

 successfully. Some arrangement should be made whereby such expense should not 

 be borne by the teachers. 



The report on Nature-Study for the Blind was as suggestive as unique. This line 

 of work is a new venture of the American Museum, but already several talks have been 

 given to parties of blind children, with illustrative material which they could handle. 

 Remarkable skill in recognizing different birds by feeling was shown, and also a keen 

 comprehension in following the speaker. 



Since the majority of blind children are very poor, the problem of carfare to and 

 from the Museum is one which must be met. 



It is now proposed by means of a special fund, to pay the carfare, when necessary, 

 of blind visitors; to prepare a room in which nature-study material shall be arranged 

 with labels in raised characters; to make small casts of large animals by means of which 

 the blind may gain a correct idea of the proportions of forms they are unable to 

 handle, as, for example, the giraffe; to send out traveling-collections, and to provide 

 special guides for blind visitors to the Museum. 



No comment is necessary to point out the value of this work. All teachers of blind, 

 deaf or defective children would do well to test the possibilities of nature-study in their 

 special lines of training. 



What the Teacher of Bird-Study Ought to Know, may seem, to some, a very 

 extensive matter; but, with a little extra study, any teacher, however handicapped 

 in preparation, may grasp the important points of the following outline: 



