The teacher, before attempting to teach lessons on domestic animals, should carefully consider how his lessons will best fulfil the following important aims: 1. The cultivation of a deeper sympathy for, and a more complete understanding of, farm animals. 2. The development of more kindly treatment of domestic animals through awakened sympathy and more intelligent understanding. 3. Implanting the idea that the best varieties are the most interesting and profitable. The following domestic animals are suggested as being suitable for study: horse, cow, sheep, dog, cat, goose, duck, hen. There are two practical methods of observation work; namely, home observation and class-room observation. The observation work on some of the animals named must of necessity be done out of school. In this the teacher can direct the efforts of the pupils by assigning to them definite problems to be solved by their study of the animals. The results of their observations can be discussed in the class in lessons of ten or fifteen minutes length. It may frequently be necessary to re-assign the problems in order that the pupils may correct their observations. It is possible for the teacher or the pupils to bring to the school-room certain of the animals, as the dog, cat, duck, hen, and the observations may then be made by the whole class directly under the guidance of the teacher. REFERENCES Crawford: _Guide to Nature Study._ Copp Clark Co., 90 cents. Dearness: _How to Teach the Nature Study Course._ Copp Clark Co., 60 cents. Shaler: _Domesticated Animals._ Scribners, $2.50. Smith: _The Uses and Abuses of Domestic Animals._ Jarrold & Sons, 50 cents. BIRDS The chief aims in developing lessons on birds are: 1. To teach the children to recognize their bird neighbours, to love them for their beauty, and sweet songs, and their sprightly ways. 2. To train the pupils to appreciate them for their usefulness in destroying insect pests. Many persons spend their lives surrounded by singing birds, yet they never hear their songs. Many children see and hear the birds, but if they have not been brought into sympathetic relation with them, they never learn to appreciate them; on the contrary, their attitude becomes one of indifference or of destructiveness. Too often, boys cruelly destroy the nests and young and persecute the old birds with stone and catapult. The cowardice of such acts should be condemned, but more effective lessons may be taught through leading the children to find in the birds assistants and companions that contribute to their material progress and to their joy in life.