It is sometimes helpful to study birds by the "Question and Answer"
method. The following questions are written to suggest others of a
similar nature.
What is a Bird? A bird is an animal that has feathers. No other animal
has feathers.
[Illustration: A "CITY" OF STRANGE BIRDS
Some of the brightest spots in childhood are connected with a vague
realization of the beauty and mystery of the world.]
[Illustration: THE ORDER POSTCARD
Requisitioning the service has been simplified to the nth degree.
All that a principal needs to do to obtain the collections is to
indicate by numerals the sequence in which he wants them delivered.]
What are Feathers Used For? Feathers help to keep the bird warm. With
the aid of feathers the bird flies.
What Other Creature is Able to Fly Without the Aid of Feathers? The bat
can fly upon wings of thin skin.
What are the Names of Some Birds that are Noted for Their Ability to
Swim, Fly, Creep, and Walk? The Bald Eagle and the Condor are both
birds that are very strong fliers. Can you name any others? The
ducks are at home in the water. Can you name any other birds that
are able to swim with ease? The little Brown Creeper and many
other birds are very happy in their ability to creep up and to
climb trees. The Chicken and the Partridge are both excellent
walkers. Name some other birds that walk.
What Birds Help the Trees to Live by Killing Harmful Insects? The
Woodpeckers help the trees in this way. Name some other birds that
find food upon the trunks of trees.
What May we Attempt to do to Protect Birds? We may help birds to live by
giving them drinking places and bird baths in the Summer, and food
tables in the Winter. We can help by not going near birds' nests
and by not harming birds in any manner.
SUGGESTIONS TO TEACHERS AND PUPILS
ADDITIONAL STUDY TOPICS
Birds are to be found in almost "every corner of the earth." Their study
has a world wide interest and appeal. The following list is intended to
serve as an aid in bringing to mind subjects that may be developed
out-of-doors, or studied in the class room.
Vision of Birds: The keen power of sight of Hawks and Eagles; the Owl's
eye at night.
Variation in Structure of Bill: Adaptations of the sharp pointed, curved
beak of the flesh-eating Hawks; the small, pointed bill of the
insect-eating Warbler.
Variation in Structure of Feet: The strong grasping talons of
flesh-eaters; the powerful "walking feet" of the Chicken; the
perching feet of the Chickadee,
Habits of Cleanliness in Birds: Cleaning nests, bathing in water and
dust.
[Illustration: A NATURE-STUDY COLLECTION--THE BLUEJAY SET
The specimens are delivered to the school in a wooden carrying case
about the size of an ordinary suitcase. The birds are mounted on
individual pedestals and can easily be removed from the case. Thus
the specimens may be used singly or collectively. They can be
handled and seen from all sides.]
The Flight of Birds: Powerful, sustained flight of the Condor; darting
flight of flycatchers; suspension in air, or hovering flight of
the Hummingbird and Sparrow Hawk.
Migration of Birds: Travels from one continent to another, often over
wide expanse of water; journey of the Golden Plover.
Training of Young Birds by Their Parents: Young Barn Swallows forced
into the air; Robins offering food to young and thus enticing them
to leave the nest.
The Songs of Birds: The Parrots, Thrushes, Sparrows. Songs of male birds
during breeding season, imitation and mimicry--Catbird; warning
cries, call notes.
Care and Feeding of Young: Different methods employed by parents. The
Pelican, the Robin, the Swallows, the Flicker.
Types of Nests: Construction, materials used, building location; nest of
Bank Swallow, hanging nest of Baltimore Oriole, Crow's nest.
Weapons of Fighting: Spurs, wings, bills, talons.
Protective Coloration: Similarity of plumage, color and markings to
habitat.--the Wood Thrush, the Partridge.
Bird Houses: Different types, how made, how placed, how used.
Bird Conservation: Methods of preservation in various states. Laws for
protection.
Relation of Birds to Agriculture: Insect eaters, seed eaters, rodent
destroyers.
The Bird's Feather: Feathers for study will be given to teachers upon
request.
(Note). These are but a few of the subjects that might very well be
considered.
OUTLINE FOR BIRD STUDY
(Suggestions to Teachers and Pupils)
In observing birds out-of-doors or in the class room, with an idea of
studying or identifying them, there are certain definite things to know
and to remember. The following outline makes some suggestions of what to
look for when a bird is seen for the first time, or when you are
studying a mounted specimen or colored picture.
Movements: See whether the flyer hops or walks when it is on the ground.
Does it hang upside down, move slowly or quickly, swim or creep?
Remember that the same bird may have a different appearance at
various times.
Disposition: Did you ever think of a bird in connection with its having
a disposition? Notice whether it is unsuspicious, wary, social,
solitary, etc.
Flight: Does the bird that flies over your head travel rapidly or
slowly? Does it flap along or does it sail and soar? Maybe it
undulates (flies up and then down in half-moon curves) as the
Goldfinch does.
Song: There are many times when you may hear a bird but not see it. Thus
you should listen for songs very carefully. Notice whether the
song is continuous, short, loud, low, pleasing, unattractive, and
whether it comes from the ground, from a higher perch, or from the
air.
Call Notes: Nearly all birds have a Call Note that is different from the
regular song. These notes may be of various sorts such as
scolding, warning, alarm, signalling, as well as a number of
others.
Size: In the field, you cannot run up to a wild bird and measure it with
a ruler, but what you can do is to compare it in size with some
other bird that you do know. Compare the unknown bird with an
English Sparrow which is about 6 inches long, a Robin about 10 and
a Crow 19 inches long. Remember, 6, 10 and 19.
Form: Note the shape of the bill, length of the tail, shape of wings.
[Illustration: _Bird with parts labeled_]
[Illustration: "BIRDS THAT ARE OUR FRIENDS"
One of the new "Habitat Group" circulating nature-study collections.
The label-holders are hinged to the back of the case and close over
the ends, protecting the glass during transportation. The label at
the left is general and gives reasons why birds are our friends.
That on the right deals with the habits and use of the specific
birds in the case, each being identified by a simple drawing instead
of by title or number.]
Markings and Color: See just where the markings are. Remember that if a
bird were seen without feathers, it would look quite a bit like
any other animal. The next time you have a chicken after the
feathers have been removed, look at it closely. The wings look
like arms, and as a matter of fact, they have three "fingers,"
which may be easily seen. The bird has a crown on its head; he has
"cheeks," a breast, a throat, a belly, and a rump as well as other
external or outside parts. Do not say that you saw a bird that was
"black and white and brown all over." No one could tell you what
sort of a bird that was. _See_--just what you are looking at. As
with the Markings, you should know something of the parts of a
bird before you are able to tell just where the colors occur. How
many colors are there on the under side of the Robin?
Appearance: The bird may be alert, wide awake or pensive as though it
had just lost a friend. Its tail may be drooped, its crest erected
or its feathers ruffled.
Haunts: Where did you see the bird? Was it near the seashore, beside the
river, in the woods, the fields, a place where the land was low
and swampy or high and rocky, or was it down near the side of the
lake?
Season: The time of year that the bird is seen is a very important thing
to notice and to take into consideration. Look for the times when
birds first arrive and when they leave. Did you see them in the
winter, spring, summer, or fall? Are they permanent residents?
Food: When you walked through the pasture or through the park and saw a
bird eating something, did you stop and try to discover what that
food was? Was the bird eating berries, insects, seeds? How was
this food secured?
Mating: Every bird has certain courtship habits. Note these antics.
Nesting: Observe the choice of nesting site, the materials used in the
nests, such as mud, grass, leaves, and so on. Notice the
construction, the number and the color of the eggs; and the
incubation period, or the length of time the eggs take to hatch;
and above all things, _do not in any way disturb any bird's nest_.
The Young: Watch and learn what food the young ones are given by the
parents; how they are cared for; the time they remain in the nest;
their cries, actions, first flights, and so on.
How to Find Birds:
(a)--_When_--The best times of day are early morning and late
afternoon. Why is this true?
(b)--_Where_--A watered meadow with trees here and there attract
birds. Learn this from observation.
(c)--_How_--Use common sense as to dress and general actions. Sit down
and let the birds come to you.
Based on Dr. Frank M. Chapman's "A Bird's Biography," p. 73--Bird Life,
published by D. Appleton & Co., New York.