ny as
before, will soon sweep them out of existence. Warnings have been sent
out by the United States Department of Biology that several species of
birds are already close to extinction. We know that this is true of
the passenger pigeon. This bird used to come North in flocks so
extensive as sometimes to obscure the sun, like a large, thick cloud.
Now they come no more. Italy is practically songless, we are told.

If man would right the wrong that he has done, he must not only stop
destroying the birds, but he must take all possible means to preserve
them and to protect them from their natural foes.

Laws for bird protection have been passed in many of our states; but
these have been found effective only where they were not needed. They
are, however, right, and will help in the development of correct
sentiment. What is most needed is knowledge of the birds themselves,
their modes of life, their curious ways, and their relations to the
scheme of things. To know a bird is to love him. Birds are beautiful
and interesting objects of study, and make appeals to children that
are responded to with delight.

Children love intensely the forms of nature--the clouds, the trees,
the flowers, the animals--all of the great beautiful world outside of
themselves, and it is their impulse to become acquainted with this
world; for this they feel enthusiasm and love. Marjorie Fleming, the
little playmate of Scott, who at the age of six could recite passages
from Shakespeare and Burns so that the great bard would sob like a
child or shout with laughter, may be taken as the universal voice of
childhood. She writes in her diary, "I am going to a delightful place
where there is ducks, cocks, hens, bubblejacks, two dogs, two cats and
swine which is delightful." In another place she says, "Braehead is
extremely pleasant to me by the company of swine, geese, cocks, etc.,
and they are the delight of my soul."

The waste of time in our public schools has been commented upon and
some of the causes have been pointed out; but is not the chief reason
the fact that much of the work of the school is unrelated to the world
of the child? At least the child does not see the connection. He
leaves at the threshold the things which he loves and desires
intensely to investigate, and begins his intellectual development with
abstractions, with "the three R's." It is said that teachers cannot
succeed unless they love their work. How can we expect children to