56 Bird -Lore 



is orange with black letters, and the two banners, Liberty Bell and Ch'gee gee, 

 decorate our school-room. The seventh and eighth grades of our school have 

 morning exercises together. The Principal gives me fifteen minutes each Mon- 

 day morning, when we have observation for the week and I take up some new 

 work. Of course it is a short period, but it is gratifying to see what has been 

 accomplished. Many of the children own bird-books. We have 'Bird Neigh- 

 bors' and 'Bird Life' on our shelves for reference, also 'Birds that Every 

 Child Should Know." 



I have taught here two years and feel that two large grades have been well 

 started in bird-study. We have no manual training class, but many of the boys 

 have made nest- and feeding-boxes. 



Our ladies' club has started a sanctuary at the cemetery. It is a beautiful 

 spot for such work and we have the cordial support of the gentlemen most 

 interested in the cemetery work. 



I am hoping that this coming year in school will be as happy in bird-study 

 as the past two years have been. We shall be particularly interested in the 

 School Department of Bird-Lore. — Mrs. Delia B. Hemstreet, Canton, 

 New York. 



A METHOD OF BIRD-STUDY 



In the spring of 1913 I, who knew perhaps ten birds by sight, became suddenly 

 interested in nature-study. Since then every possible spare moment has been devoted 

 to an exact study of our feathered friends. As a teacher, I realized how ignorant the 

 children of large towns and even of the country were in regard to nature. I resolved 

 that wherever I taught the children should learn to appreciate the great out-of-doors. 

 The last two years have brought much enthusiasm, especially last spring. 



As everyone knows, not many birds frequent northern Maine during the cold sea- 

 son. The few residents such as Chickadees, Woodpeckers, Snow Buntings, Redpolls 

 and those rarer visitors, the Pine Grosbeaks, Horned Larks and the White-winged 

 Crossbills were eagerly watched for daily. There were no feeding-stations, for interest 

 had only begun. However, short five-minute talks were given every morning. 



While the snow was yet deep upon the ground, I prepared for the spring campaign. 

 I presented each pupil with a drawing of a bird with each part outlined and numbered. 

 The corresponding names were listed at one side of the paper. In a very few days the 

 correct spelling, pronunciation and meaning of these names were learned in the spelling 

 recitations. Next I had the pupils locate and name these parts on several specimens in 

 view of the whole school. Several stuffed birds were obtained from the Aroostook State 

 Normal School collection at Presque Isle, Maine. Thus, the children knew how to 

 designate each marking on birds observed. 



Then a small club, the Madawaska Model School Junior Audubon Class, was formed. 

 There should be a very large class this year, while I am far away studying birds of the 

 sunny South. In March, 1915, the pins, bird pictures, literature, etc., were received 

 at Fort Kent. A bird corner was next instituted. Several colored bird pictures were 

 hung above the two slates, on which was written a Bird-Study Outline. This outline 

 was copied by each pupil, and was used in the study of every bird reported. To this 

 corner were added two nests, one a Robin's, the other a Crow's, also three mounted 

 specimens, a Pileated Woodpecker, a Hairy Woodpecker, and a Paroquet. The three 



