Bird study should be begun as soon as the child begins to 
attend school. The seeming interest of the little tots in their 
reading and number lessons pales before the glow of wonder and 
enthusiasm as they tell of finding a bird’s nest while on the way 
to school or hear the story of the birds from their teacher. Let 
a teacher mention finding a sparrow’s nest and the school turns 
into an experience meeting ; each little one having a story of his 
own to tell. In the country .school this is especially true, as the 
pupils have a better chance to observe birds than the children 
of the cities. 
I have had to work out my own plan of bird study in the 
schools, as I have never chanced to get another’s plan. I have 
had some successes and some that were not successes, but 
from these experiences I have formed a plan that I believe over¬ 
comes most of the difficulties. 
In primary grades social talks with the pupils is the best 
method. Let the pupils talk as much as possible. Take a 
single bird for a lesson and show a picture. By a judicious 
use of questions and statements bring out the distinguishing 
features of the bird you are studying. I have no patience with 
the teacher who asks such questions as : How many feet has a 
bird? What is its body covered with? How many eyes has a 
bird? What is a bird’s nest for? etc. The dull pupil does not 
learn anything and the bright boy is disgusted. The pupils 
will tell about the habits, food, nesting places, eggs, call, etc., 
of the common birds. 
If you are studying a woodpecker, call attention to the 
peculiarities that distinguish it from other birds; consider its 
stout, sharp bill, its peculiar feet, its short, stiff tail feathers, 
its habit of drumming, and its undulating flight. Tell the story 
of how one species of woodpecker got its red head and black 
and white dress, and have the pupils learn a verse or two from 
the many that are to be found in the readers and in teachers’ 
journals. Before the interest lags close the period, always 
leaving something for the next lesson. At the next lesson, if 
during the right season, you will have several facts from pupils 
who have seen and observed a woodpecker during the interim. 
Never fail to treat of the good points of a bird and by a vote 
have it declared either a “ good bird ” worthy of protection or a 
“ bad bird” deserving extermination. The teacher can mold 
the opinion of the school in accordance with established facts. 
In the grammar and high school grades a different plan 
