STATE NORMAL SCHOOL SAN DIEGO, CALIFORNIA UNIVERSITY OF ILLINOIS Seer Seen eee rt aeaewe Ge FPRESIDENT'S OFFICE. BULLETIN ON HUMANE. EDUCATION 1906 SACRAMENTO W. W. SHANNON, - - - SUPERINTENDENT STATE PRINTING 1906 Pe eee ee Ail € naa aE i » 18 ty othe cnets ¢ + fone Page | ul er an UNIVERSITY OF ILLINOIS PRESIDENT’S OFFICE. BULLETIN ON HUMANE EDUCATION ISSUED BY THE STATE NORMAL SCHOOL OF SAN DIEGO, CAL. The following suggestions for a course of study in humane education for elementary schools have been.prepared by a com- mittee of the Faculty of the State Normal School of San Diego, California, for the purpose of aiding teachers in carrying out the provisions of a recent amendment to Section 1665 of the Political Code of California, prescribing instruction in humane education. After considerable investigation the committee found that it was called upon to do pioneer work in this field. So far as could be discovered, no course of study in humane education, designed especially for elementary schools, has hitherto been published in this country; and, as yet, no evidence is at hand to show that any systematic effort has been made to work out such a course through experimentation. This syllabus, there- fore, has been prepared. strictly on theoretical lines.. It,is in no sense empirical. No part of the course, excepting that bearing purely on nature study, has been attempted in our training school. This will perhaps sufficiently account for its obvious crudeness and for whatever unpedagogical features may be discovered in attempting to apply it in actual practice. The course, as has already been intimated, is intended to be sug- gestive and not at all prescriptive. Much is left, necessarily, to the originality and resourcefulness of the teacher, particu- larly as to methods of presentation. - In this connection it may be stated that if humane education is worthy of a place in the curriculum of the elementary schools, the methods employed in teaching it should not differ materially from those used in other subjects. The general purpose of humane education must be the same as that of the traditional branches, otherwise it should not be 4 STATE NORMAL SCHOOL OF SAN DIEGO. included in an already overcrowded course of study. This purpose, we take it, is to contribute to the highest and most enduring happiness of the human race. The temporary desires and pleasures, of the inferior. animals ‘are .to ‘be taken ,into consideration, rather in view of the effect of their recognition ‘upon human’ character, than from the standpoint of the posi- tive rights of the animals themselves. There is no such abstract principle as the “rights of animals,” even if applied to man himself. The doctrine of “natural rights,” as formulated by the eighteenth century writers, has long since been discarded. The only right anything possesses is the right to be useful. All living beings must subserve some beneficial purpose or finally be eliminated in the process of evolution. In the long run, the weak, the useless, and the harmful must perish. This is the inevitable law of nature. So far as man aids consciously in enforcing this law, for the sake of the reflex influence upon his own nature, it should be done mercifully. The most impor- tant question at this point is the interpretation of the phrase ‘“‘beneficial purpose” as used above. To whose benefit is the world of nature finally to contribute? There can be but one ‘answer. Man, standing at the head of the hierarchy of animal species, rightfully claims sovereignty over this great kingdom, ‘and demands that the brute creation, as well as plants, from the lowest to the highest, should, in the long run, subserve his ‘ends. This bald statement, however, is subject to modification. A study of biology shows such infinitesimal gaps between species, and even between the higher anthropoids and man, that no one dares positively to declare where the one ends and the other begins. The rule of nature is that the lower gener- ‘ally serve the ends of the higher: Rights, then, being rela- ‘tive, not positive, the question of useless and cruel suffering and destruction inflicted by the stronger upon the weaker forms a legitimate subject of study for the scientist and the “economist as well as for the poet and the sentimentalist. The committee holds that training in the care and uses of animals, to be permanent and to serve its highest purpose, must: be based on rational principles, derived from a correct under- standing of the place of the animal in the world of nature. The economic or utilitarian value of animals has, therefore, been emphasized throughout the course. The supremacy of a HUMANE EDUCATION. 5 man is fully recognized, yet itis not permitted to become obtru- sive. The committee realizes that sympathy is one of the strongest motives in human action, especially among the younger children, and care has been taken to suggest topics for instruction and to refer to literature suitable to awaken and develop this powerful motive force along proper lines. The organization of bands of mercy and allied societies, if rightfully managed, may be made very profitable to this end. The sympathy so aroused should not be spasmodic nor over- wrought, but should be based upon a comprehensive knowl- edge of the structure, habits, and functions of animals. Cases of extreme cruelty and great suffering should rarely be dwelt upon. In short, the positive side of humanity—what ought to be done—rather than the negative—what ought not to be done—should be emphasized. Throughout the whole course the attempt has been made to establish this fundamental prop- osition, viz: that unnecessary and wanton injury or destruc- tion of either plants or animals is uneconomical, positively injurious to society, and reacts detrimentally upon the character of the offender. This view gives room for the introduction of all the instruction along esthetical, ethical, and sentimental lines that is justifiable in our public schools. | It is scarcely necessary to state, in view of the foregoing, that the nature-study side of humane education has been made prominent by the committee. Structure, function, and mode of life invariably form the foundation of each study. The syllabus has been so arranged that by correlation it can be used as a course in nature study, especially in schools of mixed erades. In order to get a working point of view some sort of rough classification in the study of animals is necessary. That adopted by the committee, being flexible, it is hoped will be found workable. The animals to be studied have been divided into three groups: (1) Pets; (2) Domestic Animals; (8) Wild Animals. The first two groups, of course, overlap each other, there being no definite line of demarcation. It is believed that the first group, Pets, may be studied with profit in the first and second grades; the second group, Domestic Animals, in the third, fourth, and fifth grades; and the third group, Wild Animals, in the sixth, seventh, and eighth grades. In schools of mixed grades, doubtless, the whole body of pupils 6 STATE NORMAL SCHOOL OF SAN DIEGO. may be carried through the course at the same time. This suggested adaptation of groups to grades of course can not be adhered to rigidly, since much of the literature on domestic animals, for example, can be read intelligibly only by upper grade children, and children of the lower grades can study with profit the domestic animals, as well as pets. The bibliographies include only such selections as have come under the personal study of some member of the committee. They are neither inclusive nor exclusive. One class of litera- ture, however, the committee has endeavored to eliminate, namely, that kind which borders on the purely sentimental, whose appeal is wholly to temporary and spasmodic emotions. This sort of matter, unfortunately, seems to be distributed rather too abundantly by the humane societies and committees. In the preparation of this bulletin the Normal School com- mittee made an exhaustive study of the publications of the humane societies of the United States. Many of them were found to possess great value from an educational point of view and have been included in our lists. A brief special bibli- ography appears at the close of the syllabus on each group of animals, and a general list, not included in the foregoing, is appended at the close of the course. The initials following many of the poems and other selections in special bibliographies refer to anthologies and collections in the general bibliography at the end, where the key for the interpretation of these symbols is given. It appears from an examination of publications on the sub- ject of humane education that heretofore no recognition has been given to the subject of the relation of man to plant life. It is doubtless an open question whether or not this, techni- cally, comes within the domain of humane education, but from the view-point of practical results and the reactionary influence upon the student, the committee has deemed it worth while to introduce a few suggestions in regard to the attitude of humans toward ornamental flowers and shrubbery and forest trees. Whether or not plants are endowed with susceptibility to sensations need not here be considered. It is sufficient to know that men and women and boys and girls naturally admire and love flowers and trees; that any useless destruc- tion of these is wasteful and injurious to the lower animals HUMANE EDUCATION. y ( and to man; and that the emotions sought to be cultivated by humane education can be aroused by inculcating care and kindness toward plants as well as toward animals. A_ brief syllabus, with references, will, therefore, be found relating to flowers, ornamental trees and shrubs, and to forestry. It is suggested that an appropriate arrangement as to grades would be the study of ornamental plants,and shrubbery in connection with domestic animals, and of forestry in connection with wild animals. No special syllabus has been prepared on kindness to chil- dren, yet the committee does not by this omission intend to minimize the importance of such training. It is believed, how- ever, that kindness to one another among children has so long formed an essential part of the direct and indirect ethical training in all schools that no further elaboration of this sub- ject is needed. The committee would call especial attention of the teachers of California to the Act of the Legislature approved February 20, 1905, entitled “An Act regulating the employ- ment and hours of labor of children—prohibiting the employ- ment of minors under certain ages—prohibiting the employment of certain illiterate minors—providing for the enforcement hereof by the Commissioner of the Bureau of Labor Statistics, and providing penalties for the violation hereof.” (See School Law of California, to be found in every district library.) 8 STATE NORMAL’ SCHOOL OF SAN DIEGO. COURSE OF STUDY. — GROUP I.—PETS. (Suitable for study in the first and second grades.) Specific Ends in View.—(1) To givechildren definite knowl- edge concerning animals that come within their experience; (2) To develop an appreciation of the uses of these animals; (3) To inculcate feelings of sympathy for animals that are subject to their power. | Suggestions.— Young children are supposed to be naturally destructive and inhuman. ‘These feelings are often aroused by observing examples of brutality and cruelty on the part of their elders. The emotion of sympathy is the most potent at this stage to secure the ends in view. This should not be over- worked. The underlying idea should be sympathy for the little, the weak, the helpless, the young. If children are nat- urally brutal it is the fault of the race. Itis the business of education to put astop to this line of development. The notion of “pets” should not be emphasized, but rather minimized. Many domestic animals are available for this study. All the work in these grades must be presented by the teacher through stories and talks or by means of pictures and drawings. THE CAT. External anatomy; habits; appreciation of kindness; fidelity; family life—love for offspring on part of mother, dependence of kittens on mother; how the mother cares for kittens—feed- ing, hiding them away unless kindly treated; use of the cat— destroys mice, rats, gophers, etc.; patience in watching for prey; intelligence shown by recognizing owner; anticipation and pleasure shown by purring on approach of friends; delight and gratitude displayed on receiving caresses or palatable food. HUMANE EDUCATION. 9 Treatment of Cat.-—Food at regular intervals; warm corner by fireside and comfortable bed; friendly attitude on part of the members of household; nervous temperament of cats; susceptibility to fright; cruelty of forsaking house cats during vacations or on moving away; care for homeless cats; cat hos- pitals in cities; contagious diseases carried by cats. SPECIAL BIBLIOGRAPHY. Hunt, Viotet. The cat. Macmillan & Co. $2. (Treats of cats from all points of view.) PaTTERSON. Pussy Meow. (A very interesting story of a cat.) CarTER. Cat stories, retold from St. Nicholas. Century Company. 65c. (33 stories by various authors, nearly all interesting and profitable.) HINDERKOPER. The cat. MitztER. Our home pets. D.C. Heath & Co. JoHonnot. Cats and dogs. American Book Company. Leaflets. How to treat cats. Humane Education Com., 61 Westminster street, Providence, R. I. 40c. per hundred; 20 for 10c. (Excellent for any grade. ) Mollie White-Foot’s vacation. Ibid. 40c. per hundred; 20 for 10c. (For young children.) About poor puss. Jbid. 40c. per hundred; 20 for 10c. Only a cat. Ibid. 75c. per hundred; 12c. per dozen. (For any grade.) Thecat. Ibid. 75c. per hundred; 12c. perdozen. (A valuable little treatise for any grade.) Ourcat. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred; 24 for 10c. (See, also, General Bibliography, page 26.) THE DOG. (Note.—Much of this, particularly that referring to hunting dogs, is more appropriate for higher grades.) | External anatomy; habits; different breeds of dogs— pointers, hounds, spaniels, shepherd dogs, St. Bernard, etc.; uses of each. Shepherd dog: intelligence and bravery in guarding sheep; fidelity to his master; appreciation of simple recognition; how he drives and protects his flocks; stories of shepherd dogs. Pointers and other hunting dogs: glory in- sport; signs of pleasure in jumping about and _ barking; knowledge shown in approaching game by attitude, baying, or perfect quiet; pointing and retrieving, etc.; appreciation of small portion of game; difference between real sport and wanton cruelty such as displayed in coursing. House dogs: -uselessness of lap dogs and such pets; undue affection bestowed on pet dogs by some people; usefulness of watch dogs-—prevent approach of undesirable animals and persons; kindly play 10 STATE NORMAL SCHOOL OF SAN DIEGO. and enjoyment of a romp; their affection and care for young children; faithfulness in standing by their master in every emergency; enjoyment in performing tricks; better perform- ance of duties when kindly treated. Special usefulness of dogs: use of dogs in war; to rescue travelers in Alps mountains; to draw sledges in Arctic regions, etc. General characteristics: fidelity, intelligence, appreciation of kindness, affection for humans, ‘‘man’s best friend.” Care of dogs: regular feeding; variety of food; provision for water, especially in towns and cities; clean kennels, occasionally washing with corrosive sub- limate; need of exercise; cruelty and danger of chaining dogs. SPECIAL BIBLIOGRAPHY. MAETERLINK. Our friend the dog. Century Mag., Jan., 1904 First essay in ‘‘The Double Garden.”’ (For older children.) Oxtvant. Bob, Son of Battle. (A powerful story of rival shepherd dogs in the North Country, England. For older children.) Brown. Rab and his friends. Fox, Joon Jr. The little shepherd of Kingdom Come. (A fine story of Kentucky mountains in which a noble shepherd dog is a prominent character. For teachers and older children.) Wisk, Joun 8S. Diomed. (A very interesting story of a hunting dog. For teachers and older children.) Lonpon, Jack. The call of the wild. (Exhibitsa splendid dog under three phases of civilization.) CarTER. Stories of brave dogs, retold from St. Nicholas. Century Com- pany. (24 fine stories suitable for any grade.) SaunpErs. Beautiful Joe. Geo. T. Angell, 19 Milk Street, Boston. Cloth, 30c. OvurpA. Thedog of Flanders. Seton. Lives of the hunted. (Hunting dogs.) Lockwoop, Dr. Animal memoirs. (Suitable for grammar grades.) SHALER. Domesticated animals. : TRAINING a hunting dog. In Country Life in America, Nov., 1903. Davis, RicHAaRD Harpine. The bar sinister. (Story of how a scrub dog got on in the world and still stood by his old mother. For teachers and older pupils.) Barn LEY, Lieut. The use of dogs in war. Scribner’s Mag., June, 1905. SmirH, F. Hopkinson. Another dog. AMBULANCE dogs in warfare. Sci. Amer. Sup., Jan. 7, 1905. . Poems. CAMPBELL. Poor Dog Tray. ‘‘He constantly loved me although I was poor.’’ SoutHEy. Llewellyn and his dog. Land of Song, Vol. II, p. 105. Poetry for Children, p. 309. SpENcER, WILLIAM RoBERT. Beth Gelert. ‘‘A hound of peerless race.”’ Scott, HELVELLYN. (Story of a three months’ vigil of an Irish setter over the dead body of his master. See Sill’s ‘‘The Most Pathetic Figure in Story ’’; also Wordsworth’s ‘‘ Fidelity.’’) Brownine. Tray. (A clever satire on vivisection. ) HUMANE EDUCATION. the Leaflets. SmitH, AnNA Harris. MHarold’s dream. Animal Rescue League, 51 Carver street, Boston. 40c. per hundred; 20 for 10c. (Suitable for little children.) THE dog. Humane Leaflet No. 4. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred; 24 for 10c. (Suitable for any grade.) (See, also, General Bibliography, page 26.) BIRD PETS. Evils of attempting to cage wild birds, involving, usually, loss of singing powers; cruelty of confining them to narrow quarters when all outdoors is their natural habitat; lessening number of song birds, insectivorous birds, etc., by destroying bird homes or by shutting up in cages. Some birds, however, such as doves, pigeons, canaries, parrots, etc., may be classed among domestic pets. Study of the canary: external anatomy; singing qualities; dependence on food and water; cleanliness of cage suggested by cleanly habits of the bird itself, for example, its love for frequent baths. A similar study in regard to pigeons and parrots. (For bibliography, see “‘ Wild Birds,” page 20.) PETS IN GENERAL. Unnaturalness and cruelty of making pets of wild animals such as mice, rabbits, squirrels, wild birds, etc. HExuberant affection for such pets usually involves corresponding loss of real sympathy for the human race. GROUP II.—DOMESTIC ANIMALS. (Suitable for study in third, fourth, and fifth grades.) Specific Ends in View.—(1) To give pupils definite knowl- edge concerning a few typical domestic animals; (2) To em- phasize the utilitarian view of animal creation; (3) To estab- lish the proposition that true sympathy should be directed only toward what is ultimately useful to the greatest number, jo Iw STATE NORMAL SCHOOL OF SAN DIEGQ. Suggestions.—At this stage pupils have developed an idea of right and wrong. They can now more fully appreciate the fact that beneficial animals and plants must be cared for and treated kindly and that all that are positively harmful must be destroyed. They now also possess the sense of justice and fairness and will perceive that in the elimination of harmful animals only such methods are justifiable as give least pain and suffering to the victims. They will be able to catch a glimmer of the notion that the ultimate end of nature is per- fection—the survival of the most useful, the most beautiful, the best—and the reaction upon their own character will be beneficial. At this age, too, the altruistic view of the world begins to dawn upon the children. They can faintly under- stand that often the individual must suffer for the good of the race. The social rather than the selfish idea begins to be realized. THE HORSE. General anatomy; kinds of horses—drait, work, driving, saddle, racers; difference in appearance, physically and in nervous tension; adaptation to purposes for which used; feed— kinds, variety necessary as to quantity and quality depending upon the function of the horse; cleanliness of stables and animals; drainage of stables; hay loft; disposal of manure; room for movement, air, and rest; value of open box-stalls; danger and cruelty of overloading; harness and its adjustment to the anatomy of the animal; evils of blinders and check- reins—develop over-sensitiveness and affect organs of sight, hearing and breathing; bad driving and consequences; trotting down hill—effects on legs of horse; evils of working horse continuously and lack of Sabbatical rest; danger in overheat- ing a horse and allowing it to drink too abundantly of cold water—foundering, how prevented; care of teeth of horse; love of well-treated horses for master; obedience, persistence, patience, strength of the horse; intelligence of delivery horses and fire-engine horses; frequent friendships between the horse and the dog; treatment of horses left tied—necessity of blan- kets in cold weather and fiy-nets in warm weather; futility-and brutality of whipping or otherwise ill-treating horses; docking, a useless cruelty usually prohibited by State laws. HUMANE EDUCATION. 13 SPECIAL BIBLIOGRAPHY. Lovett. Black Beauty. Geo. T. Angell, 19 Milk street, Boston. Cloth, 30c.; paper, 10c. Frower. The horse. Poems. Dovaetas. Catching the colt. (In ‘‘ Friends and Helpers’’; see General Bibliography.) Taytor. The Arab and his horse. Ibid. Browning. How they brought the good news from Ghent to Aix. LonereLLow. The bell of Atri. Proctor, Bryan W. (Barry Cornwall). The blood horse. Bryant’s Library of Poetry and Song, p. 468. (Description of a Bedouin’s noble Arabian steed.) SADDLE and song; a collection of the best verse about the horse. Lippin- cott. Cloth, $1.50. (An excellent collection for any school library.) Leaflets. The horse humanely treated. Geo. T. Angell, 19 Milk street, Boston. lec. each. Lost on the prairie. Humane Leaflet No. 3. Ibid. 25c. per hundred; 24 for 10c. The kind driver. Humane Leaflet No. 7. Ibid. Dove Trot’s way. Humane Education Com., 29 Exchange street, Provi- dence, R. I. 40c. per hundred; 20 for 10c. (For young children.) The care of mules. Jbid. (For olderchildren.) The rich poor horse and the poor rich horse. Jbid. (For grammar grades.) The folly of whipping. C. A. Hamlin, Syracuse, N. Y. 30c. per hundred. (Excellent advice as to balking horses. ) Facts for drivers. Jbid. (Good for older children. ) What is docking? John P. Haines, 10 East Twenty-second street, N. Y. 10c. per hundred. How to treat a horse. M. L. Hall, 126 Ridge street, Providence, R. I. 40c. per hundred; 20 for 10c. (Excellent directions suitable for older children.) THE COW. General anatomy; breeds of cattle, such as Jersey, Holstein, Alderney, etc.; use of cow as a milk giver; cleanliness of cow- yard and of animal; cows should not be kept in crowded or unhealthy places; factors that tend to produce good milk—feed and cleanliness; pasture or dry feed must be free from such weeds as wild onion, etc., which contain many bacteria; variety of food necessary; methods of keeping milk—rinsing pails in boiling water, careful straining; cow must be milked at regular periods and must be milked dry or the milk will dry up; care in method of driving cows; patience of cow in standing for milking; treatment of calf by mother; docility of the cow if kindly treated; methods of dehorning cattle; ill effects of abuse and fright on milch cows and fattening cattle; humane methods of transporting cows and calves. 14 STATE NORMAL SCHOOL OF SAN DIEGO. SPECIAL’ BIBLIOGRAPHY. Leaflets. Hints on the care of cows. Humane Education Com., 29 Exchange street, Providence, R. I. 40c. per hundred; 20 for 10c. (For older children.) Tuberculosis in cattle. State Board of Agriculture, Providence, R. I. Free of cost. (Only for teachers.) The cattle train. Humane Leaflet No. 4. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred; 24 for 10c. The dehorning of cattle an act of cruelty. John P. Haines, Madison avenue and Twenty-sixth street, New York. 40c. per hundred. (A learned disquisition by an English judge. Suitable for teachers only.) Poems. TROWBRIDGE. Farmyard song. (For other references, see General Bibliography, page 26.) THE SHEEP. General anatomy; natural habitat; uses in ancient times; influence on civilization; the shepherd life of former times; community or social life of sheep; faith in their shepherd; docility and obedience shown by following their leader; closing in together for protection from enemies or from storm; lesson of mutual aid to be derived from their gregarious habits; uses—wool, food, hides; habits as to feed; necessary to provide salt and plenty of water; care during cold and stormy seasons; moving of flocks; rate of travel; use of dogs; humane methods to be employed in shipping; evils of many sheep cars; effects of lack of water, food, and rest en route; general characteris- tics—docility, patience, meekness. | SPECIAL BIBLIOGRAPHY. Leaflets. Barrows, IsraEL C. A word for our woolly friends. Humane Education Com., 55 Westminster street, Providence, R. I. 40c. per hundred. _ THE cattle train. Humane Leaflet No. 4. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred; 24 for 10c. (Relates to cattle and sheep. For any grade. ) Poems. LoweLL, Marra Wuite. The Alpine sheep. Songs of Three Centuries, p. 229. (Shows mother love of animals.) BiakEe, Wm. Thelamb. ‘‘He is called by thy name.’’ DOMESTIC FOWLS—CHICKENS, GEESE, DUCKS, TURKEYS, ETC. General anatomy of each; environment in which each thrives best; uses—food, eggs, feathers, ornament; kinds of foods adapted to different species; necessity of swimming-pond for geese and ducks; special features of feathers—how those of HUMANE EDUCATION. 1D geese and ducks differ from chickens; proper method of pluck- ing feathers from live birds; care of young; mother’s love exhibited; teaching young to scratch for food and to swim; hen brooding over chickens; cleanliness of coops and general surroundings prevents diseases and increases production of eggs; special methods of cleaning coops by use of chemicals; methods of fattening fowls; necessity of roosts—kinds and height determined by study of wings and feet; clipping wings —how it can be done without injury; ancient use of fowls and other birds in predicting events. . SPECIAL BIBLIOGRAPHY. Leaflets. : Fowls: care and feeding. Farmers’ Bulletin No. 41. Department of Agri- culture, Washington, D. C. A few rules for the care of poultry. Humane Education Com., 61 West- minster street, Providence, R. I. 12 for 10 cents. (Various poultry journals are published that may be found useful in this work. See General Bibliography, page 26.) ORNAMENTAL PLANTS AND SHRUBBERY. Shade trees, rose bushes, hedges, ornamental palms and ferns, flowers, vines, etc.; the general structure of some of these; care necessary to insure healthful growth—-irrigation, trimming, cultivation, fertilization; proportion between those that live and those that die; uses—comfort, beauty; study of how plants grow, involving simple physiological phenom- ena; foolishness and wickedness of wanton destruction of useful plants; value of destruction of weeds and all noxious plants; symmetry and beauty of shade trees often spoiled by tying horses to them; value of school gardens in education Bring out the idea that plants as well as animals have their uses and proper environment and that it is for our good to study this phase of their life history. SPECIAL BIBLIOGRAPHY. BaiLey. Elementary study of plants. Macmillan. Hemenway. How to make school gardens. Doubleday, Page & Co. LounsBEery. A guide to the study of wild flowers. Frederick Stokes Co. (For teachers’ use.) CuiuTe. Our ferns and their haunts. (For teachers’ use.) Parsons and Buck. Wild flowers of California. Payot, Upham & Co., San Francisco. Morey. Flowers and their friends. Appleton. Luspsock. Flowers, fruits, and leaves. 16 STATE NORMAL SCHOOL OF SAN DIEGO. Poems. Saxe-Houim. I wonder what the clover thinks. GN 76. Lops. Clover. AA 546. Hieernson, EK. The four-leaved clover. AA 692. CooLBRitH. Daisies. Poems, p. 131. CooxtpritH. Mariposa lily. AA 495. Mirruin. To the milkweed. AA 497. SAVAGE. Silkweed. AA 724. GARLAND. Wild roses. AA 656. Bryant. To the fringed gentian. Bryant. The death of the flowers. GROUP III.—WILD ANIMALS AND FOREST TREES. (Suitable for study in sixth, seventh, and eighth grades.) Specific Ends in View.—(1) To give pupils information concerning a few of the best known, most useful, and most interesting wild animals, including birds and fishes; (2) To emphasize the foolishness and cruelty of wholesale or useless slaughter of any wild animal; (3) To call particular attention to the esthetic, as well as to the utilitarian, uses of wild animals, especially of birds, as expressed in poetry, song, and pictures; (4) To bring out more clearly the social organizations of many species. i Suggestions.—At this point in the development of the child the social idea is more fully realized. Classifications into species, genera, families, etc., are more easily grasped and mutual aid as a factor in the life of the lower animals and humans can be more clearly perceived. This is also the age when genuinely esthetical emotions and ideas begin to be awakened. The affections of the children reach out for objects of attach- ment. Itis the period of the dawn of adolescence, the awaken- ing of the dormant spiritual nature, the “culture epoch” of “civilization” in the life of youth. More stress, therefore, should be laid upon such social types as bees, ants, wolves, seals, birds, etc., and upon the literature of such orders as birds, fishes, etc. For this purpose the bibliography of this group, especially of birds, is somewhat more ample than that of the previous groups. HUMANE EDUCATION. 17 WILD ANIMALS. Buffalo, Elk, Deer, ete.—General anatomy; gregarious habits; leadership of the powerful; means of self-protection; almost total extermination of some of our noblest animals for gain; the old roaming places of these herds; methods of exter- mination; their value to the pioneers of civilization for food, clothing, and covering of shelter; the present geographical limitations of these animals; measures taken by the Govern- ment to preserve the remnants; the necessity of application of same methods to the protection of other wild animals; use and abuse of the sport of hunting animals; purposes for which some of the animals may properly be killed. Wolf, Coyote, Bear, Fox, ete.—General anatomy of this group; injury they do—depredations on chickens, sheepfolds, cattle ranches, etc.; uses of these animals-—food, clothing, aid in destroying gophers, rabbits, squirrels, etc.; methods of extermination should be humane; cruelty of certain kinds of traps; bad policy of placing poison in exposed spots; doubts about benefits of total extermination of these animals; social organization—leadership in wolf packs; methods of attack and defense. SPECIAL BIBLIOGRAPHY. Seron. Lives of the hunted. Seton. Wild &nimals I have met. Seton. Biography of a grizzly, etc. Wricut. Four-footed Americans. Kiputine. Jungle Books land II. (Suitable for younger children. ) RoosEvELT. Outdoor pastimes of an American hunter. Seribners. $3. Lonpon. Callof the wild. (Exhibits social tendencies of dogs and wolves.) Hornapay. The American natural history. Scribners. $3.50. (For teachers. ) 7 The following excellent books by William J. Long are published by Ginn & Co.: A little brother to the bear, and other stories, Illustrated. Cloth, $1.50. School of the woods. Illustrated. Cloth, $1.50. Following the deer. Illustrated. Cloth, $1.25. (A huge buck is followed through the changing seasons—summer, autumn, and winter.) Beasts of the field. Illustrated. Cloth, $1.75. (Contains all animal stories of first three volumes of ‘‘ Wood Folk Series.’’) Wood Folk Series. All illustrated. 12mo. Cloth, 60c. each. Namely: Ways of wood folk.—Wilderness ways.—Secrets of the woods.— Wood folks at school.—A little brother to the bear. (Same as above, published in this edition.) 18 STATE NORMAL SCHOOL OF SAN DIEGO. Poems. Buake. The tiger. Burns. Toa mouse. Emerson. The mountain and the squirrel. LS, I, 118. Browne. The hunted squirrel. LC 37. Cowrer. Epitaph onahare. BFV 3. Cowper. Reciprocal kindness. (Lion.) Burns. On seeing a wounded hare. SN 39. Taytor, Bayarp. A night with the wolf. LS, I, 55. SHAKESPEARE. A poor sequestered stag. In ‘‘As You Like It,’’ Act II, Scene 1. FISHES. General division of fishes into fresh and salt water; also game and food fishes; various kinds of sea fish, as barracuda, yellowtail, halibut, mackerel, etc.; fishing for market and for sport; useless destruction of fish; time of spawning; protection of the young. Other sea animals than fish, such as the whale, seal, etc.; wanton destruction of these; action of the Govern- ment for their protection; social life of seals; “schools” of fish; methods of self-defense—how whales and seals protect their young. Fresh-water fishes: useless waste by sportsmen; danger of exterminating trout, salmon, and other valuable fishes; Government protection of these; stocking streams and raising eggs; time limit for fishing should be obeyed and enforced; methods of fishing permitted and _ prohibited; methods of killing fish suddenly when removed from water; cruelty of certain modes of fishing; intuitive care and protec- tion for young exhibited by female fish. SPECIAL BIBLIOGRAPHY. CALIFORNIA game laws for 1905-06. California Fish Commission, Mills Building, San Francisco. Kiprxtine. The white seal. JorpDAN. Matka and Kotik. Whitaker & Ray Company, San Francisco. (Founded on ‘‘ The White Seal.’’) Jogpan. Story of the salmon. BuuuEn. The cruise of the Cachalot. (A very fine whaling story for older pupils. ) ) JoHonnot. Neighbors with wings and fins. American Book Company. (For younger children. ) JoRDAN and EvERMAN. American food and game fishes. Doubleday, Page & Co. (For teachers.) Leaflets. : A wise fish. Humane Education Com., 61 Westminster street, Providence, R. I. 40c. per hundred; 20 for 10c. The cost of a sealskin coat. Women’s Pennsylvania 8. P. C. A., 1530 Chest- nut street, Philadelphia. 45c. per hundred. HUMANE EDUCATION. 19 WILD BIRDS. _ Song Birds.—Meadow lark, mocking-bird, etc.; general char- acteristics.and mode of life; migration; time of singing; beauty of song; natural foods—their aid in exterminating many pests; mode of nesting; comparatively small number of eggs—evil of destroying these; care for young; teaching young to fly; evil of killing for ornament or for any useless purpose; the rapid decimation of these feathered beauties in many localities; study of societies for prevention of cruelty and needless slaughter for gain or pleasure. Game Birds.—Quail, dove, grouse, pheasant, duck, etc.; characteristic of structure and habits; mode of flying, running, swimming, etc.; community life of game birds; color adapted for protection; hiding from enemies; use of these birds for sport; laws for their protection— the open and closed seasons; merciful modes of hunting; prevention of suffering on part of wounded birds; cruelty of using live birds in shooting matches —substitution of blue rock instead; bird life dependent upon preservation of eggs, guarding young, and limitations on num- ber slaughtered. An excellent opportunity is here afforded for a sensible study of efforts that are being made to preserve a wholesome sport and yet to prevent cruel and_ useless slaughter. Crow, Blackbird, Sparrow, Oriole, ete.—General charac- teristics; value of these in destroying insects and worms; necessity sometimes of limiting their number, but still of pre- serving sufficient for above purposes; migrations; gregarious habits. Eagle, Hawk, Buzzard, ete.—General anatomy—adapta- bility to their mode of life; usually solitary birds; value as scavengers, particularly the buzzard. | Sea Gulls.—Their beauty and usefulness as scavengers; capacity for long flights; social disposition. Birds in General.—Government control of propagation and ‘preservation for commercial reasons; game and fish laws of the ‘United States and of the State; methods of elimination of objectionable birds; general uses of birds for beauty, as song- 20) STATE NORMAL SCHOOL OF SAN DIEGO. sters, aS scavengers, as pest-destroyers, for food; foolishness and unprofitableness of slaughtering any kind of birds for mere sport or for ornamentation of attire. Emphasis should be laid on the esthetic beauty and value of birds, their influ- ence on mankind in this way, and the universal recognition in art and literature of the esthetic side of bird life. For suggestions on evils of caging wild birds, see syHabus on pet birds, page 11. SPECIAL BIBLIOGRAPHY. BaiLtey, FtrorENcE MerRrRIAM. Handbook of birds of the Western United States. Houghton, Mifflin & Co. $3.50. MatHews. Field book of wild birds and their music. Illustrated. Put- nam. $2. WueeEvock. Birds of California. Illustrated. A.C. McClurg. $2.50. Keyser. In birdland. JoHonnot. Neighbors with wings and fins. American Book Company. (For small children. ) Morey. Everyday birds. Miuier. First book of birds. Houghton, Mifflin & Co. CHAPMAN. Bird life. Appleton. Duemorg. Bird homes. BLANCHARD. Birds that hunt and are hunted. Burrovucus. Birds and poets. Houghton, Mifflin & Co. Wricut, MABEL Oscoop. Citizen bird. $1.50. (A book for boys and girls.) Lone. Fowls of the air. Illustrated. Ginn & Co. $1.75. StickNEY and HorrMan. Bird world. Illustrated by Seton-Thompson. Ginn & Co. 75c. (For young people.) Jos, HERBERT K. Wild wings; adventures of a camera-hunter among the wild birds of America. Introduction by President Roosevelt. Hough- ton, Mifflin & Co. $3. KEELER. Bird notes afield. Scribners. $1.50. GRINNELL, EvIzAseta and JosepH. Birds of song and story. $1. Pye. Stories of humble friends. American Book Company. 50c. (For children. ) GRINNELLS. Stories of western birds. 50c. WALKER, MARGARET CouLtson. Our birds and their nestlings. American Book Company. 60c. (For children.) SEeTon-THompson and HorrMan. Bird portraits. 20 pictures by Seton; text by Hoffman. Ginn & Co. $1.50. Periodicals for Bird-Lovers. Bird-lore. Organ of the Audubon Societies. Macmillan. $1 per year. Birds and Nature. (Illustrated by color photography.) A. W. Mumford, publisher, Chicago. $1.50 per year. The Condor. Organ of the Cooper Club of California. Joseph Grinnell, Pasadena, Cal. Leaflets. Pamphlet containing twelve ‘‘ Educational Leaflets for Protection of Birds,’’ issued by National Association of Audubon Societies, 525 Manhattan avenue, New York. (An excellent series based on scientific facts, with suggestions to teachers and students. ) HUMANE EDUCATION. 21 Leaflets. The economic value of birds (extract from report of Secretary of Agri- culture). Ibid. . Bulletins issued by the Biological Survey, Department of Agriculture, Washington, D.C. Free of charge: Bird day in the schools. Interstate commerce in birds and game. Hawks and owls. Some common birds. Food for nesting birds. How birds affect the orchard. ; How the birds serve man and how man serves the birds. California Audubon Society, Pasadena. Free. Leaflets issued by Humane Education Com., Providence, R. I. 40c. per hundred; 20 for 10c. (They contain much good matter): ' The air-gun and the birds. Collections. An appeal to every woman. Must we lose our birds. Pigeon-shooting from traps. The wearing of egret plumes. My lady’s plumes. The bird leaflet. Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred ; 24 for 10c. Petition of song birds of Massachusetts to the Great and General Court of Massachusetts, written by the late Senator Hoar; an exceedingly interesting and clever appeal in behalf of birds. Humane Leaflet No. 2, ‘‘A Bird’s Song.’”’ Geo. T. Angell, 19 Milk street, Boston. 25c. per hundred; 24 for 10c. How the birds help the farmer. American Humane Association, Box 215, Providence, R. I. 40c. per hundred. A plea for the protection of birds. Special Bulletin No. 3, Department of Ornithology, University of Nebraska. Fashion’s cruelty and bird protection, by J. A. Allen, Ph.D. John P. Haines, Madison avenue and Twenty-sixth street, New York. Free. The State protects the wild birds; condensed information regarding amendments to the bird and game laws passed by the California legis- lature, 1905. California Audubon Society, Pasadena, Cal. (See Appendix, page 28.) Imprisonment of birds. C. A. Hamlin, Syracuse, N. Y. 20c. per hundred. Poems. (See key under General Bibliography, page 26.) Bobolink. Anon. The telltale. BLP. Frace. The O’Lincoln family. BLP 475. Bryant. Robert of Lincoln. BLP 477. Hiuyu. The bobolink. SN 153. CrancH. The bobolink. GN 103. Cardinal Bird. The cardinal bird. SN 230. GALLAGHER, W. D. The cardinal bird. (Whose song causes a hearer to release a caged bird.) AA 142. Humming-bird. CLARKE, KE. P. The humming-bird. SN 170. Siru. Our tame humming-birds. Sill’s Prose, p. 1. 22 STATE NORMAL SCHOOL OF SAN DIEGO. Poems. Lark. GARLAND. The meadow-lark. AA 654, CootsritH. The meadow-lark. Warner Library, 16518. WorpswortH. Toaskylark. GT. SHELLEY. Toaskylark. GT. Tennyson. The skylark. SN 49. Mocking-bird. Hayes. The mocking-bird. AA 7651. Lanier. The mocking-bird. AA 437. Stanton. The mocking-bird. AA 623. VENABLE. My cat-bird. AA 366. KemsikE. Lament for a mocking-bird. AA 163. Pike. To the mocking-bird. AA. Wuitman. The mocking-bird. BLP 471. Nightingale. ANDERSEN, Hans. The nightingale. Prose. Keats. Ode toa nightingale. GT. Oriole. Fawcett. Toan oriole. GT. Owl. SHAKESPEARE. Winter. GT. Procror. The owl (king of night). BLP 483. Pewee. TROWBRIDGE. The pewee. SN 87. Pigeon. Wiis. The belfry pigeon. BLP 472. Robin. Bates. Robin’s secret. AA 647. Doane. Robin redbreast. AA 76. Sint. Spring twilight. The Hermitage, p. 77. LANGHORNE. Toaredbreast. EPC 296. CALDWELL. Robin’scome. SN 194. Sparrows. THAXTER, CeLtiA. Christmas in Norway. FH 189. THomas. The vesper sparrow. SN 158. Rosetti. Consider. GN. Hirst. The Fringilla melodia. Van Dyke. The song of sparrow. SN 216. Swallow. LonGFELLOW. The Emperor’s bird’s nest. EPC 295, CARLYLE, JANEC. Toaswallow. OS, III, 141. Anpros. Perseverance. BLP 477. Throstle. Larcom, L. The brown thrush. LS, I, 41. Van Dyke. The Veery. AA 546. HUMANE EDUCATION. 23 Poems. Water Fowl. Dana. The little beach bird. SN 278. Harte, Bret. Toasea bird. SN 196. Bryant. Toa waterfowl. SN 117. StopparD. The albatross. AA 446. CoLERIDGE. The ancient mariner. THAXTER, CELIA. The wounded curlew. THAXTER, CELIA. The sand-piper. SN 209. THAXTER, CELIA. Wild geese. -SN 208. Hotrmes. My aviary (gull). SN 102-6. Watts, T. Ode to Mother Carey’s chicken. VA, p. 267. INSECTS. The Bee.—General anatomy; division of labor among vari- ous kinds of bees; study of characteristics of each kind; usefulness of bees as honey-makers and _ flower-fertilizers; social life of bees; mutual aid displayed by them; means of defense—sting only when threatened or attacked; domestic nature of honey bee; cleanliness of hive necessary for their prosperity; how they clean their own hives; lessons in industry, frugality, and cooperation to be drawn from bees; recognition of special qualities of bees in the world’s literature. Butterfly. — General anatomy; metamorphosis; gorgeous colors; use of high coloring. The butterfly may be taken as a type to illustrate protective agencies among insects and from which to draw lessons of correlation and interdependence of plant and animal life. In this connection other useful and interesting insects such as ants, crickets, grasshoppers, etc., should be studied along lines above suggested as time and opportunity permit; the lessons to be emphasized being the uses of each in the animal kingdom, the mode of life of each, and the wastefulness, cruelty, and brutality of injuring or destroying anything that subserves a good purpose, even if it be a microscopic insect. SPECIAL BIBLIOGRAPHY. Mor.tey. Butterflies and bees. Ginn & Co. 75c. Burrovueus. Birds and bees. Houghton, Mifflin & Co. Moriry. The honey-makers. A.C. McClurg. Luspspock. Ants, bees, and wasps. Appleton. Comstock. The ways of the six-footed. Ginn & Co. Cloth, 65c. BALLARD. Among the moths and butterflies. Putnam. ScuppER. Everyday butterflies. Houghton, Mifflin & Co. 24 STATE NORMAL SCHOOL OF SAN DIEGO. MAETERLINK. The bees. Dickerson. Moths and butterflies. Ginn & Co. $2.00. Emerton. The common spiders. Ginn & Co. $1.50. Morey. Insect folk. Ginn & Co. 75c. Poems. SHAKESPEARE. The commonwealth of bees. (Type of a well-ordered state. ) Henry V, Act I, Scene II. Vireiu. Famous simile of the bees. Alneid, Book I, lines 430-436. Emerson. The humble-bee. LS, II, 15.. Warts. ‘‘ How doth the little busy bee.’’ PC 167. Tapp. The taxgatherer. SN. KimsBauu. The crickets. SN 303. CowrER. The cricket. SN 113. Keats. Sonnet to grasshopper and cricket. Hunt. Sonnet to grasshopper. SN 303. Stanyt. How the crickets brought good fortune. CL39. TAYLOR, JANE. Toa butterfly. THomas. The grasshopper. SN 156. MarkKHAM, Epwin. Little brothers of the ground. SN 313. Warts. Theants. PC 168. FROG AND TOAD. General anatomy; habits and mode of life; moist environ- ment; nocturnal animals; usefulness of these to man in destroying harmful insects; hibernation and preservation during drought; metamorphosis from egg to matured animal; the frog as a food product; useless waste of these in many places; cruelty and positive loss in unnecessarily destroying these animals in any stage of their development. SPECIAL BIBLIOGRAPHY. MarsHatt. The frog. Macmillan. Leaflet, ‘‘Professor Frog’s lecture.’”’?’ Humane Education Com., 29 Ex- change street, Providence, R. I. 10 cents per dozen. FOREST TREES. Distribution of varieties as regards altitude, latitude, moist- ure, etc.; uses for lumber, matches, furniture, etc.; effect of forests on rainfall, climate, moisture of the ground, etc.; use- less waste of vast acres through poor methods of lumbering, carelessness in starting forest fires, etc.; asthetical effect of beautiful trees and forests; work of the Government looking toward preservation and production of forests; forest laws; Arbor Day—its history and methods of observance. — HUMANE EDUCATION. 25 SPECIAL BIBLIOGRAPHY. Roru. First book of forestry. cae Matuews. Familiar trees and their leaves. Stokes. The common trees. Srone and Fickert. Trees in prose and poetry. Ginn{& Co. 75c. ‘The best literature that has been inspired by our common trees.”’ ‘Eeeieston. Arbor Day; its history and observance. U. 8. Department of Agriculture. Pincuor. Progress of forestry in the United States. U. S. Department of Agriculture, Bureau of Forestry. : PincHor. A primer of forestry. Parts I and II. Ibid. (Beautifully illustrated, containing simple descriptions easily understood by gram- mar-grade children.) Poems. . Bryant. Foresthymn. AA 565. Morris. Woodman, spare that tree. AA 82. CAMPBELL. The beech tree’s petition. SN 22. LoweEtu. The birch tree. Harte, Bret. The madrono. AA 407. LowEtu. The oak. Cowrer. The poplars are felled. GT. Sainn. The Washington sequoia. AA 629. MILLER, Joaquin. ‘‘ Behold this miracle, the tree.’ (Read by the author at opening of the Pacific Coast Forest, Fish, and Game Association exhibition. ) Hiaetnson. The snowing of the pines. GN 66. 26 STATE NORMAL SCHOOL OF SAN DIEGO. GENERAL BIBLIOGRAPHY. The following list contains titles of anthologies, collections, books of a general character, etc., whose titles have not been quoted in full in the special bibliographies. The volumes of poetical selections contain much well-selected verse on many subjects besides those here treated, and would be valuable in any school library. To economize space they are referred to elsewhere in this syllabus by the initial letters subjoined below. This key is adapted from An Index to Poetry and Reci- tations, edited by Edith Granger (McClurg & Co., $5), itself an invaluable aid in finding poems on a given subject, or by a given author, or bearing a given title. Key. Poetic Anthologies. Compiler. Publisher. Price. AA American Anthology ---| Stedman --- ._. Houghton ____| $3 00 BFV A Book of Famous Verse | Repplier -_--_- Houghton _.--; 1 25 BLP New Library of Poetry and Boney es eesee oc Bryant eto Houghton --_-| 5 00 CL Child Life in Verse and PrOsG<5 5) 6: daneeaeee Whittier ---___- Houghton _-_-| 1 00 EPC Poetry for Children ----- baa) ae ENS 3 | Se Houghton -_--_- 80 GN Golden Numbers---_----- Wiggin & Smith | McClure, Phil- lips voc eres 2 00 LC The Listening Child .__.| Thatcher ----- Macmillan-__.| 1 25 LS, I, 11, III | The Land of Song, 3 vols.| Shute ___-- -.-- Silver, Bur- dette & Co.-|__-.-- OS, I, IT, I1I | Open Sesame, 3 vols. -__. Bellamy & Good win .2-2)-Ginn <-22. 7022 ehage GT I,IIl | Golden Treasury of Song and slyrits dees 5 ae Palgrave .-.--- Macmillan-_-_--| 1 00 rE A’ Pocketful of Posies -_-_| Abbie F. Brown |-------<<------- 1 25 SHL Songs of Happy Life----| Sarah J. Eddy | Silver, Bur- (with music. ) dette & Co.-_|_-_--- SN Songs of Nature____----- Burroughs --.-| McClure, Phil- lips. tee, 1 50 SS Saddle’and Sonp:27 25, ee eet e eee Lippincott ----| 1 50 VA Victorian Anthology ----| Stedman -__---- Houghton _...} 2 50 BOOKS RELATING TO ANIMALS IN GENERAL. Various AutTHors. About animals, retold from St. Nicholas. Century Company. 65c. Lockwoop. Animal memoirs. Sreton-THompson. Animal heroes, and other books by same author. MIvuER, OLIVE THORNE. Our home pets. GouLp. Mother Nature’s children. Ginn & Co. $1. (The love and care and mutual dependence of living things are brought out in this book.) Eppy. Friends and helpers. Ginn & Co. 60c. (Stories and poems about animals, beautifully illustrated.) Eppy. Songs of happy life. Silver, Burdette & Co. (A book of 73 songs suitable for small children, many of them very good.) ‘ \ HUMANE EDUCATION. Me 27 ANGELL. Prize contest recitations. Geo. T. Angell, 19 Milk street, Boston. Paper. (Contains collection of selections, good, bad, and indifferent, suitable for recitations.) Our gold mine at Hollyhurst. American Humane Education Society, 19 Milk street, Boston. Paper. (A 154-page book intended to teach kind+ ness in story form.) THE protection of animals. John P. Haines, Madison avenue and Twenty- sixth street, New York. (Illustrated booklet.) DrumMonp, Henry. The monkey that would not kill. Illustrated. Dodd, Mead & Co. (A lively narrative of two monkeys, teaching how such animals appreciate kindness and resent injuries. ) SINGLE POEMS. Brown, ABBIE FARWELL. Slumber song. PP. (Represents birds, flowers, and butterflies as our teachers. ) Brown, ABBIE FARWELL. Little brothers. PP. (Brothers to birds and beasts. ) Emerson. Forbearance. Golden Numbers, p. 603. WorpswortH. Life lessons. Golden Numbers, p. 602. (Written in a child’s album. ) PERIODICALS. Our Dumb Animals. Monthly. 50c. Massachusetts 8. P. C. A., 19 Milk street, Boston. Our Animal Friends. Monthly. $1. John P. Haines, Madison avenue and Twenty-sixth street, New York. (Suitable for adults and older children.) Pets and Animals. Monthly. 50c. Home City Pub. Co., Springfield, Ohio. (A well-illustrated magazine for young children.) Our Four-footed Friends. Monthly. 50c. Animal Rescue League, 51 Carver street, Boston. MISCELLANEOUS. Annual reports of the Animal Rescue League, 51 Carver street, Boston. (Very interesting and profitable.) Bands of Mercy, containing suggestions to teachers. Humane Education Com., 29 Exchange street, Providence, R. I. 20 for 10c. Vivisection and dissection in schools. American Humane Association, Box 215, Providence, R. I. 8c. per dozen. (Contains opinions of promi- nent men on the subject. For teachers only.) LEFFINGWELL. Physiology in our public schools. N. E. Pub. Co., 3Somerset street, Boston. (Opinion of a physician on the subject of dissection. For teachers only.) Humane Education—What to teach and how to teach it. Humane Edu- cation Com., 29 Exchange street, Providence, R. I. 20 for 10c. (Merely suggestive. Contains no definite plans.) Humane Leaflets Nos. 1-8. Geo. T. Angell, 19 Milk street, Boston, Mass. 20 for 10c. (Contain 100 selections suitable for young children. Could be used in Bands of Mercy.) An. appeal.to.teachers. C. A. Hamlin, Syracuse, N. Y. (Suggestions for teachers only.) * Note.—Many of the leaflets, etc., listed above, published by Humane Societies, in the judgment of the committee, appeal too forcibly to the sentimental emotions. They can all be made useful, however, if judiciously handled. 28 STATE NORMAL SCHOOL OF SAN DIEGO. ‘ APPENDIX. GAME LAWS OF CALIFORNIA. For the following condensed information regarding amend- ments to the Bird and Game laws passed by the legislative session of 1905, we are indebted to the California Audubon Society, Pasadena, Cal.: Section 637a of the Penal Code has: been so amended as to. give protection to all wild birds excepting only the following: Cooper’s hawk, sharp-shinned hawk, duck hawk, great horned owl, bluejay, California linnet, and English sparrow. Any person who, in the State of California, “shall at any time hunt, shoot, shoot at, pursue, take, kill, or destroy, buy, sell, give away, or have in his possession, except upon a written permit from the State Board of Fish Commissioners, for the purpose of propagation, or for education or scientific purposes, any wild bird, living or dead, or any part of any dead wild bird (except those above named as being excluded from protection), or who shall rob the nest, or take, sell, or offer for sale, or destroy the eggs of any wild bird, other than those above named, is guilty of a misdemeanor,” and is liable to a heavy fine and imprisonment. Game birds are not included under this head, but are protected under other sections of the Penal Code. There are no English sparrows in southern California. All our native sparrows are in the protected list and must not be mistaken for English sparrows. : Bird students wishing to make collections of wild birds or their eggs for educational or scientific purposes must first pro- cure a permit from the State Board of Fish Commissioners at San Francisco; but only a limited number of such permits will be issued, and these for only a limited number of specimens, and those applying therefor must have suitable reeommenda- tion from heads of educational institutions, or be otherwise properly recommended. » A _., . HUMANE EDUCATION... 29 Special attention is. called to the fact that the California condor, all the eagles, all the sea birds, the turkey buzzard. or vulture, and all the hawks but the three above named as be Reelwsied® are now protected. _ Under the provisions of this law, keepers of bird Haste or nee persons, must not buy, sell, or offer for sale Pe raeitie birds or other native wild birds. Those who wish to keep native birds in avn for study or propagation must procure a permit from the State Fish, Commission. All species of tree squirrels are protected at all times. So are the swan, pheasant, bob- -white, and other imported’ quails or martitdies The bag limit on doves is reduced to 25 birds, and these birds must not be sold or offered for sale. The open season for hunting deer has been reduced to two and one half months, beginning on August 1, and only two male deer may be taken.in one season. A number of counties will still further reduce the open season for deer, doves, and quail. The use of any kind of snare, or'trap, or poisonous substance in catching wild game is made a misdemeanor. Severe penalties are imposed for taking the eggs. of. quail or other game birds. The minimum fine for killing does and fawns is now $50. A bill was passed making the killing of an elk a felony. Snipe and other shore birds now have a closed season, and are on the no-sale list. Permits for taking game birds for study or propagation are not issued in the closed season. The California Audubon Society has reason to hope, and has made a request to that effect, that no permits be issued for the taking of the California vulture, or condor, or its eggs. As this species is almost extinct the time has come for energetic meas- ures to prevent its total destruction. Teachers should endeavor to impress the substance of this leaflet upon their pupils, in order that they may fully under- stand that legal bird-killing and egg-collecting, as it has been done in the past, is now at an end in California, and that the \ ‘ UE 3 0112 105871963 30 | STATH NUKMAL SCUHUUL OF SAN DIEGO. . ’ \ \ ¥ \ | sf Audubon Society will prosecute all violations of the bird and game laws that come to its notice. | The interest: -and-.codperation of farmers’ organizations, , humane societies, women’s clubs, game protective associations, | and individuals toward preventing the further destruction of our wild birds and in protecting the wild game in the closed seasons, are urgently solicited. Notify your nearest game warden regarding violations. Respectfully submitted. W. F. BLISS, Chairman, Department of History, A. E. PRATT, Department of English, W. C. CRANDALL, Department of Biological Sciences, W. T. SKILLING, Department of Physical Sciences, Committee. State Norma ScHoon, San Diego, CAL., January 31, 1906.