INTRODUCED WILD BIRDS 181 
NoTE.—We have now to a great extent done with the structure 
of these animals, that is, the plan on which the bony framework is 
put together... There may, indeed there probably will, arise 
occasions when it becomes necessary to refer to this matter, but 
these will not often oceur, and, besides, need not demand 
exhaustive treatment. Pupils will now be concerned more about 
the habits than the build of birds, and, as these can be learnt only 
away from the schoolroom, much of the work outlined in this 
chapter will probably take the form of “talks” to pupils either 
in the class-room or during the progress of a field excursion. 
Specimens, either stuffed or living, of the forms dealt with, as 
well as good pictures and drawings, should be utilised if the work 
is done indoors. Children are keen observers, and, under 
encouragement, when opportunities offer, will themselves find out 
quite a great deal about the habits of the commoner birds. The 
information thus obtained can be elicited and expanded during 
the progress of a ‘ talk,” a form of lesson in which children are 
immensely interested. 
Bird-nesting, it is unnecessary to add, will not require any 
encouragement. In boys it is natural, and inherited from a line 
of ancestors, leading back to prehistoric times. Indeed, it should 
be distinctly discouraged, as also the habit of collecting eggs, of 
which some young people are so fond. It is the kind of place the 
bird builds in, the kind of nest it makes, the number and size of 
the eggs laid, with their characteristics and generally protective 
colouring, towards which attention should be directed. A 
collection of eggs in a school museum may be useful, from time to 
time, for reference, and may serve to illustrate lessons on shape, 
size, and protective colouring; but it represents a good deal of 
thoughtlessness, possibly of cruelty, towards defenceless and 
useful creatures. 
The great service which birds do in destroying insect and other 
pests, and so befriending the farmer and gardener, should be 
brought home to pupils. Considerations of this kind may help to 
check the natural desire on the part of some young people to 
empty the nests and carry off the spoil. . 
