What constantly happens is this. A boy sees something unusual flitting about in a tree; he wonders what it is, and, wishing to find out, he naturally flings a stone at the object; when the coveted thing lies gasping at his feet he looks at it a moment, and flings it aside. He knows nothing about the harm he has done—has no idea that he has killed a bird that perhaps very rarely visits our shores, and that may not be seen again for years. Why, then, if we wish such rare visitants to increase, do we not systematically teach our boys and girls to watch and study the ways of wild creatures, and feel some rational interest in them, so that in consequence they may be drawn to do what they can to aid in their preservation? The children need to be instructed about the life-history of one bird after another; information should be given about its mode of life, its usefulness in destroying insects, its nesting habits, the tender love between the mated birds, and their care of their young—defending them even at the risk of their own lives if needful. Surely the impressible hearts of children might be led to pity and protect our feathered songsters if once they were made thoroughly acquainted with facts such as these.
Leaflets on natural history and kindness to animals and birds can be had very cheaply from the R.S.P.C.A., the Society for the Protection of Birds, and the Dickybird Society, and these should be scattered broadcast throughout our land, where they cannot fail to do beneficent work. If coloured lithographs of our common birds were hung up in village schools, and simple explanatory lessons were given upon them, it would surely be more useful to our country children than that they should be taught to know the exact difference between the Indian and African elephant! And yet one often sees large prints of foreign animals in schools, and but seldom anything so simple as pictures of the animals and birds the children meet with in everyday life.
Again, small prizes might be offered for the best papers written upon our English birds, describing their habits and uses, and all the facts about them which the children are able to comprehend.
I was delighted to receive from a dear unknown child a capital drawing of a brambling which I could recognise at once, so truthful was the pose and colouring, and, though the young artist was only eleven, his drawing and letter revealed a born naturalist. Now this kind of effort might be largely promoted amongst young people with excellent effect. We should make a rule I have myself observed all my life most carefully, “Never to have a bird killed wantonly, even for drawing or study purposes.” There are admirable pictures to be obtained of all our English birds, and, with an occasional find of a dead bird, and the glimpses we may obtain of them in life, these will furnish enough to guide young artists in their first attempts. Suppose the children of a village school awakened to this kind of competition, and a “tea” given to those who have sent in papers, I can see the way to a delightful evening when the papers should be read, comments kindly offered, mistakes corrected, information given, and some fresh subjects set for the next time. The whole village would be full of chat about this gathering, and each child would naturally bring much of the knowledge gained into his own home, and thus the parents would indirectly become enlightened upon natural history subjects, on which they are usually deplorably ignorant.
These humble suggestions are offered as being the best means I can at present bring forward in order to attain the end we have in view, and in a measure they apply equally to young people in a higher position in life, who would, I believe, welcome little informal meetings for the reading of the papers they may have written, and the attainment from their elders of further information on the life-histories of animals and birds. I earnestly hope that still better plans may be evoked from others as a result of bringing this subject prominently forward.
I must draw attention to an excellent idea borrowed from Miss Carrington’s book on “The Extermination of Birds,” and it is that our young people who desire to possess collections of birds’ eggs should be encouraged to model them in wax and colour them precisely according to nature. Even the one egg used as a model need only be borrowed from a nest and returned when the model is cast and coloured; or one may be lent for the purpose from the collection of a friend. The young artist would be able to enjoy the thought that his specimens were of a permanent nature, and that there had been no rifling of the nests of valuable birds, without whose incessant labours we should have endless insect plagues. For the modus operandi of this last idea I would refer my readers to Miss Carrington’s little book.[[2]]
In trying to discourage the collecting mania I know I am treading upon delicate ground, and I must define my meaning clearly, else I may convey wrong ideas and provoke needless discussion of vexed questions. I do not think very young children should be allowed to kill any living creature in order to make a collection—it must tend to make them hard-hearted; far better is it to lead them to watch and admire every bird and insect they come across. As they are taught to know the ways and habits of living things, and year by year they grow up with kindly feelings towards them, I think they will hardly be amongst those who would destroy perhaps fifty lovely butterflies in order to complete a circle of colour in some case of insects. That is the kind of collecting I wholly condemn as both useless and cruel. So much study can be carried on without taking life, that it seems undesirable to adopt in early life any line of investigation which involves the death of the objects being studied—at any rate until the student is old enough to avoid any possible cruelty in the matter. It appears to me that if we bring up young people with a reverent love for all, even the lowliest of God’s handiwork, that feeling will tend to restrain them from exercising the instinct of destruction which we may often trace in children’s early years.
There must be a certain amount of slaying for necessary food, and animals and birds prey upon each other by the very laws of their existence. Specimens, too, are required for museums, else how could students learn to know the various orders of animal and bird creation; but outside all these unavoidable uses, the indiscriminate slaughter of innocent life that is carried on year by year, fills me with distress, and I, for one, shall never cease to protest against it with voice and pen. I can but hope that by the multiplication of our Selborne branches and kindred societies we may in time see some diminution of this selfish warfare against all creatures in fur and feathers.
STUDYING NATURE.
“If thou art worn and hard beset