4 THE UNIVERSITY OF THE STATE OF NEW YORK 



Arrangement. The names of birds are arranged alphabetically. 

 The general order of the titles for each species is as follows : 

 that of adult most suitable for a study of the form, color and 

 size of the bird; nest; incubation; nestlings; feeding; other 

 aspects. 



Notes. Books and magazine articles on birds are numerous 

 and generally accessible. They should be the chief dependence 

 of those wishing verbal information about birds. It has, how- 

 ever, seemed advisable to offer a brief introductory note to each 

 bird to give those who are just beginning to work in this field 

 of study a general notion of where a certain bird belongs in the 

 bird life of the State. 



The notes under the separate titles are not such verbal descrip- 

 tions as are usually found in books. The aim is to direct obser- 

 vation to certain specific features well illustrated by the picture. 

 Collectively these notes point out the inductive method of 

 studying birds. 



Whether the slides of this collection are used for lecture pur- 

 poses or for classroom study they offer ample means for a large 

 number of exercises. It is expected that schools and clubs 

 organized for bird study will make provision for a systematic 

 use of the collection. 



In preparation of notes and organization of material much 

 assistance has been received from Doctor Allen, Professor Bailey 

 and others, who have been frequently consulted. The topical 

 studies following the list of birds are chiefly the work of Doctor 

 Allen. 



Use. In many schools there are one or more teachers who have 

 become bird students or being interested in nature study would 

 like to take up for a time the study of birds. Much could be 

 accomplished if the pupils of a single grade were to devote a 

 large part of the entire year to birds. At the end of the year 

 they would possess a substantial fund of knowledge of bird life 

 and would have had opportunity for training in observation along 

 this line. The stimulus to topical reading would also have been 

 very great. It would seem that such work might be done very 

 profitably in grades 4 or 5 or perhaps in one or two others. 



For such an occasion as Bird Day several grades or the 

 whole school might properly be assembled to observe the day by 

 seeing a- lot of bird pictures. The object here is, hoAvever, quite 

 different from that of the work suggested above. 



