The obvious purpose of these verses (Volume II, page 399), is to create a love for birds by making things appear uncomfortable for the boy who steals their nests. Perhaps the lesson is too obvious. The people who never steal nests and who always treat birds lovingly will approve of the verses, but the boy to be reached is the one who does destroy nests and frightens or kills their owners or the boy who is liable to be led to do such things. Such a child may have no interest in the verses, may laugh at the sentiment, even if he can be induced to read or listen to the rhymes. Sometimes interest can be created and good effects produced by making prominent every feature except the moral. This can be made into a little play or dialogue with the following characters:

Unfortunately, there is only one boy character and he is any boy, in fact almost every boy, at some time in his life. But he is so ashamed that he doesn’t speak, not even to give his name. Suppose, then, we don’t mention him at all. Just leave him off the list. If he isn’t mentioned and is in the audience, he’ll remember what he has done and feel ashamed and go home and perhaps hide behind the bed and resolve never to steal another nest. Yes, we are inclined to agree with you that the poem might be better if there were no last stanza. So the little drama, in outline, is something like this.

The Yellow-breast. Who stole my nest and the four eggs I laid?

The Cow. I didn’t take your nest. I wouldn’t do such a thing. I gave you a wisp of hay.

The Yellow-breast. Who stole my nest? Bobolink, who do you think stole my nest from the plum tree?

The Dog. (Interrupting). I didn’t; I wouldn’t be so mean. I gave my hairs to make the nest.

The Yellow-breast. Now listen to me. Who stole my nest, Bobolink?

The Bobolink. Yes, who stole the Yellow-breast’s pretty nest?

The Sheep. Not I. I wouldn’t treat a bird so. I gave my wool to line the nest.