The teacher will need some good manual to aid in identifying some of the species, though much of the work the first season would better be upon common, well-known birds. The following are recommended:
'Handbook of Birds of Eastern North America,' by Frank M. Chapman, published by D. Appleton & Co.; 'Bird-Craft,' by Mabel Osgood Wright, published by The Macmillan Company.
FOR BIRD-DAY PROGRAMS
For the first Bird-Day in every school it would be well to have some one read Senator Hoar's petition of the birds to the Legislature of Massachusetts. This remarkable paper deserves reading by all friends of birds at least once a year.
Compositions.—Have also original compositions, describing some bird studied, or describing some of its habits, especially its habit of feeding, and the actions showing its disposition.
Personations.—Special interest will be awakened by having 'personations' of birds. These are descriptions of birds told in the first person, as if the bird itself were telling its own story. An accurate account of the bird's appearance, habits, feelings, and life from the bird's view-point, is given, but without telling the bird's name. At the close of the reading, the hearers vote upon the name of the bird 'personated.'
Audubon Society Literature.—The teacher should also obtain circulars from the secretaries of the New York, Massachusetts, Pennsylvania and other Audubon Societies. These will give information concerning the rapid destruction of birds. Extracts may be read from them.
Poems.—Extracts from the poets naturally form an interesting feature of Bird-Day. Poets are generally bird-lovers and bird-seers. Among the poems peculiarly adapted are the following:
'Robert O'Lincoln,' Bryant; 'The Mocking Bird,' Sidney Lanier; 'The Sky Lark,' Shelly; 'The O'Lincoln Family,' Wilson Flagg; 'The Rain Song of the Robin,' Kate Upson Clark; 'The Titmouse,' R. W. Emerson; 'The Eagle,' Tennyson; 'To The Skylark,' William Wordsworth.