INTRODUCTION. 35 



teach them to pronounce a word, the same word 

 must be repeated till the bh*d has learned to arti- 

 culate it ; if we Avish to learn them an air or a 

 sentence, it must be taught them by degi'ees : For 

 instance — if an air, whistle or play a small part 

 of it only, at a time ; when that is learned, give 

 them more, and so on, till they have acquired, in 

 a perfect manner, the whole air ; then a sentence, 

 or another air, may be taught them in the same 

 manner. In giving the lesson, always commence 

 at the beginning of the sentence or air, and repeat 

 it as far as tlie birds have already learned, adding, 

 as you find what has been taught them is fixed in 

 their memories ; but never mix their lessons, ne- 

 ver give them part of an air and part of a sentence 

 at one lesson; — ^let them learn one thing before 

 they are tried with another. To give more, at one 

 time, would confuse the birds, and what they ac- 

 quired would only be a jumble. To teach bird? 

 to sing in parts is very difficult : one is taught the 

 first or treble, and the other the second or tenor 

 part. The birds are taught in separate rooms, 

 and when each has learned its part they are then 

 brought together. At this period of their lessons 

 the birds require the greatest care ; it is so difficult 

 to get them to sing together, and keep them to 

 their respective parts : Nor can the difficidty be 



