DIRECTIONS TO TEACHERS 



Compare the formal description of the bird at the opening 

 of each lesson with the picture of the bird, drawing from the 

 pupils the colors of its plumage, its markings, its size and 

 other means of identification. The nest, its structure, size and 

 location, and the eggs and their markings should receive atten- 

 tion. The habits of the bird should be carefully taught. If any 

 of the class have seen the bird, give them an opportunity to 

 state their experiences. In the cities, classes should be taken to 

 museums containing mounted specimens to study the birds. 

 If possible, every bird lesson should be followed by the identi- 

 fication of the bird out of doors. Opera glasses are helpful in 

 this work. Frequent trips to the parks, fields and woods should 

 be made during the spring and summer to observe the habits 

 and learn the calls and the songs of the birds. 



The birds that are permanent residents may be studied in 

 the winter, and as the season advances other species may be 

 taken up as they arrive from the south. These lessons are 

 arranged upon this plan. To allow time to observe the birds, 

 only one or two lessons a week should be given from the book ; 

 but field work may be pursued at all times. 



To obtain the best results, the book should be in the hands 

 of all the pupils of the grammar grades. The teacher alone 

 needs the book in the primary grades. She must adapt the 

 language of the lessons to the age of the children. The first 

 paragraph of each lesson contains a description of the male 

 bird. If the female is not mentioned, it is because the two birds 

 are alike. 



Most of the birds discussed in this book are found at some 

 season of the year in all parts of the United States east of the 



