Bird Day; How to prepare for it Part 3

It is not necessary to live in the country in order to be a bird student and to carry out the suggestions here given. All the large cities have parks where birds may be observed and be encouraged to become friendly to the observer. Central Park in New York is the home of a great variety of birds. Bronx Park is said to be a paradise for them. On Boston Common most of the birds which come to that lat.i.tude have been seen. There is no city so poor that it cannot boast of a few birds in its vicinity.

Great interest and delight may be added to the study of birds by the use of the camera. If the teacher or one of the older pupils is so fortunate as to have a kodak and will take it when visiting the woods, or will focus it upon birds in the dooryard, the pictures may possess much value. To attempt to "take" a bird in flight is, of course, a difficult matter, though it may be done; but birds upon the nest, birds feeding their young, or in the trees above the nest, evidently protecting it, have been successfully taken. Birds' nests with the eggs in make most fascinating pictures. At an entertainment given by the Pennsylvania Audubon Society in Philadelphia in December, 1898, the audience with one accord cheered the picture of a nest which was thrown upon a screen.

Work of this kind is especially adapted for high schools, and there are sure to be several painstaking amateurs among the pupils. To possess genuine value from the point of view of the naturalist, the pictures should not be touched up, no matter how much artistic beauty might thus be given to them; they should be entirely true to nature.

On no account should children be encouraged to make collections of birds or of eggs. The only objection the author has felt to the very fine bird manuals before the public is that they contain minute directions for the preparation of dead birds for purposes of mounting and preservation, and also for the collection and preservation of birds' eggs. If this were to cause the school children of the country to set out to make collections of birds and of eggs in order to study them, the study would better be omitted. Nothing more deadly than an opera gla.s.s should be aimed at a bird for a generation. The utility of a collection is not so great; a dead bird's plumage is not as beautiful as in life, and he loses every att.i.tude and movement which makes him an individual. A corpse is not a bird. Persons who can identify birds by one glimpse of them through the trees, or by a few notes of their song, or by their flight are frequently at a loss to identify the same birds when they are dead, unless they are familiar with the dead birds.

The only collection the children should be encouraged to make is that of nests after the birds are through with them; and especially of nests with whose family history they are acquainted. These may be brought into the schoolroom. In one of our school yards the children discovered a pair of red-eyed vireos building. The nest was so situated that it could be seen from one of the upper schoolroom windows. After the young had left, the nest was taken down, and to the pleasure which the children had enjoyed in watching its builders and their family was added another. They found in the bottom of the nest little bits of the papers they had used in school with their letters and figures upon them.

VI

DIRECTIONS FOR WRITTEN WORK

Have the children give anecdotes about birds that they have observed.

Let them describe actions which they saw them perform, paying particular attention to the ways of birds in eating. For example, sparrows were observed carrying hard crusts of bread to a little pool of water, formed in a dent in a tin roof, to soften before attempting to eat them. Day after day crusts were put out, and the water was renewed.

_Written descriptions of birds feeding their young._--Young birds live entirely upon insect life. It has been computed that a bird during the first few weeks of its life consumes nearly one and one half times its weight of insects daily. Note the amazing amount of insect life that will be destroyed by the birds of a neighborhood in a single season.

Give, if possible, ill.u.s.trations from your own observation. A robin was noticed feeding one of its young, which sat on a limb with its mouth open, crying for more, except when it was stopped with food. The parent came with her beak filled with worms twenty-seven times in less than as many minutes, and then left her child seemingly as hungry as ever, for he complained and hopped along the limb, keeping a sharp lookout for several minutes. That chick must have been as full of worms as a fisherman's bait-box. Picture the condition of our lawns, gardens, and groves if all the birds were suddenly banished and the insects held full sway. In this connection, the writer should study and make quotations or abstracts from "The Birds of Killingworth," by Longfellow.

In a recent lecture, Prof. Witmer Stone, of Philadelphia, cited many facts to show that birds are nature's great check on the excess of insects, and that they keep the balance between plants and insect life. Ten thousand caterpillars, it has been estimated, could destroy every blade of gra.s.s on an acre of cultivated ground. In thirty days from the time it is hatched an ordinary caterpillar increases 10,000 times in bulk, and the food it lives and grows on is vegetable. The insect population of a single cherry tree infested with aphides was calculated by a prominent entomologist at no less than twelve million.

The bird population of cultivated country districts has been estimated at from seven hundred to one thousand per square mile. This is small compared with the number of insects, yet as each bird consumes hundreds of insects every day, the latter are prevented from becoming the scourge they would be but for their feathered enemies.

Mr. E. H. Forbush, Ornithologist of the Board of Agriculture of Ma.s.sachusetts, states that the stomachs of four chickadees contained 1,028 eggs of the cankerworm. The stomachs of four other birds of the same species contained about 600 eggs and 105 female moths of the cankerworm. The average number of eggs found in twenty of these moths was 185; and as it is estimated that a chickadee may eat thirty female cankerworm moths per day during the twenty-five days which these moths crawl up trees, it follows that in this period each chickadee would destroy 138,750 eggs of this noxious insect.

A pamphlet issued by the Department of Agriculture of the United States says that the cuckoo, which is common in all the Eastern States, has been conclusively shown to be much given to eating caterpillars, and, unlike most birds, does not reject those that are covered with hair. In fact, cuckoos eat so many hairy caterpillars that the hairs pierce the inner lining of their stomach and remain there, so that when the stomach is opened and turned inside out, it appears to be lined with a thin coating of hair. This bird also eats beetles, gra.s.shoppers, sawflies, and spiders. It turns out from the investigations of the department that the suspicion with which all farmers look upon woodp.e.c.k.e.rs is undeserved by that bird. These birds rarely leave an important mark upon a healthy tree, but when a tree is affected by wood-boring larvae the insects are accurately located, dislodged, and devoured. In case the holes from which the borers are taken are afterward occupied and enlarged by colonies of ants, these ants are drawn out and eaten. Woodp.e.c.k.e.rs are great conservators of forests, and to them more than to any other agency is due the preservation of timber from hordes of destructive insects.

The department defends the much-abused crow and states that he is not by any means the enemy of the farmer, in which role he is generally represented. The pamphlet shows that he is known to eat frogs, toads, salamanders, and some small snakes, and that he devours May beetles, June bugs, gra.s.shoppers, and a large variety of other destructive insects. It is admitted that he does some damage to sprouting corn, but this can be prevented by tarring the seed, which not only saves the corn, but forces the crow to turn his attention to insects.

_Insects injurious to vegetation._--Essays may be written describing some of the insects injurious to fruit trees; also the birds that feed largely upon these insects--the warblers, thrushes, orioles, wrens, woodp.e.c.k.e.rs, vireos, and others. Tell, if possible, from your own observation, of their curious, but effective, ways of finding their food. Describe how the birds inspect the trees, limb by limb and bud by bud, in their eager search for the eggs, larvae, and mature forms of insects. Note, especially, the oriole as he runs spirally round a branch to the very tip, then back to the trunk, treating branch after branch in the same way, till the whole tree has been thoroughly searched, almost every bud having been in the focus of those bright eyes. It is hard to describe which is the more beautiful--their brilliant, flaming colors or their bugle-like bursts of music. Is the woodp.e.c.k.e.r's drumming, and apparent listening with the side of his head turned to the tree, all for fun, and nothing for reward?

_Birds that feed upon the potato beetle._--The grosbeaks and the tanagers. Describe these. Why are these and other brightly colored birds so shy? What has been the effect of the extensive killing of them for ornament, and the equally cruel practice of securing their young to be kept in cages? Note how much more attractive our fields and gardens would be if these beautiful beings were common in them, and by their quaint ways were "teaching us manners."

_Personations of birds._--Ask the children to write "personations" of birds, as if the writer were the bird. Give them the following directions: Write in the first person. Describe yourself as accurately as you are able, without telling your name. Tell of your habits and manner of life, your summer and winter homes, your home cares--your nest building, your parental joys and anxieties, the enemies you have to avoid. Mention at some length the trouble you take to give your little ones a good start in life, and to enable them to earn their own living. Describe your songs, and try to indicate why they differ, and what you mean by each one. Try to present a somewhat complete picture of the bird and its life, from the bird's point of view. At the close of your personation the hearers may vote upon the name of the bird presented.

A family of birds may also be described, as if they were persons,--and are they not? A very fine model of this kind of work is "Our New Neighbors at Ponkapog," by T. B. Aldrich.

Have essays written upon the following subjects:--

Are there birds that do not sing?

What is the att.i.tude of other birds to the owl?

Is any country too cold, or any too warm, for birds?

Have birds individuality?

What is the largest bird of North America?

The smallest?

What laws has your state made about birds?

Ought the "government to own" the birds? (That is, make laws for their protection.)

Is the blue jay wicked?

What birds walk?

Do birds travel at night, during their migrations?

Beginning in March, note for several days the different kinds of birds you see, which were not seen the day before. Make at least two observations daily, one in the morning and one after school. When is the greater number of new birds seen, in the morning or in the afternoon? Or, if you live in a comparatively quiet neighborhood, even in a large city, go out at night and listen for bird sounds in the air. You need not go far to make this trial--your own back door "opens into all outdoors."

What states have established a Bird Day by law?

Is woman cruel or only thoughtless?

Do robins raise more than one brood in a season? If so, do they use the same nest twice? If they raise two broods, what becomes of the first, while the mother is sitting upon the eggs for the second?

Watch for a robin leading out his family. Notice the feeding, after the birds are large enough to run and fly fairly well. The young birds are placed apart, and kept apart by the parent, who visits each one in turn, and rebukes any who tries to be piggish, sometimes rapping it with his bill when it runs out of turn. Notice this parent teaching the young to sing. It is a very interesting sight.

What birds have you heard sing at night?

More birds sing at night than is commonly supposed. The female robin calls to her mate frequently during the night, and he responds with a song. The catbird also sings at night. Last May one was heard to sing three nights in succession from eleven o'clock until daylight in response to little complaining calls from his mate. The song sparrow, warblers, and many other birds sing at night. Their songs at these times sound as if the bird were sleepy and reluctant to sing, or as if he were startled and were hurrying through the performance. Make a note of songs heard at night and try to determine the cause. Learn to distinguish the call of the female from the song of the male.

_The kinds of nests._--What birds are weavers? What ones are masons or plasterers? What ones are tailors, in the construction of their nests?

Find a pair of birds engaged in nest building; robins may generally be found. Learn to distinguish the male from the female in appearance, as well as voice. Notice what materials they are using. Which bird takes the lead in building? What does the other bird do? Does he ever carry material, or does he simply act as escort? Does he ever protect his mate from other birds?

Write this out, carefully drawing your conclusions from your own observations. After the young birds have left the nest and have no further use for it, you may take the nest and examine it closely. You will find that while there is a similarity in the nests of the same kind of birds, they differ considerably in the materials of which they are composed. For example, the typical robin's nest consists of straws and hairs plastered together with mud and lined with some soft material, but others have been found made entirely of raveled rope; others of carpet rags. The bird evidently is not guided in this matter by blind instinct, but uses its reason in adapting materials that are at hand.

If you are fortunate you may find a pair of orioles building their nest. Place some bright-colored yarn or string in pieces of convenient length where the birds will see them. Some of them are almost sure to be woven into the nest. The oriole's nest may be attached to a limb by two or more cords; if it is, notice how it is prevented from swinging by side ropes. You will find it guyed against the prevailing winds.

The oriole frequently ties several twigs together, and so uses these to suspend his nest. Notice the nest pouch; those built near houses are quite shallow; those near forests are much deeper. Can you tell why?

_The wings of birds._--Describe the different kinds, as short and round, or long and slender, and the effect of the wing-shape upon the bird's motion in the air. Describe the flights of different birds.

_Songs of birds._--Write the syllables which seem to you to express the different songs of birds. Notice the different songs of the same bird. A song sparrow was observed to have twelve different songs. He sang each one several times over, as if each song had a number of verses. Then changing his position, he would sing another. To most ears the robin's song is always the same, but close attention discovers that there are variations. Many birds are genuine musicians and compose as they sing, not having formal songs.

_Free description of birds._--Write description of some bird of your acquaintance, noting the following:--

_Its appearance._--Color, gait, flight, size from tip of beak to end of tail, spread of wings.

_Its common name._--Why given?

_Time of arrival and departure._