BIRD BIOGRAPHIES 



them, if one begins before the great migration of late 

 April or early May, and goes forth with alert senses and 

 infinite patience and perseverance. With a reliable guide- 

 book, a learner may be reasonably sure of the early 

 migrants, because only certain species of large and con- 

 fusing families are to be found during March and early 

 April. 



In watching birds, a student learns to observe with light- 

 ning speed; to note color and comparative size; distin- 

 guishing marks such as crests or striped crowns, spots on 

 breast or throat, bars on wings or tail; the length and 

 shape of bill, wings, tail, and legs. He learns also to 

 notice whether the bird walks, runs, hops, or "teeters"; 

 whether its flight is swift or slow, direct like a robin's, un- 

 dulating like a goldfinch's, soaring like that of hawks 

 and eagles, labored or jerky like woodpeckers', or graceful 

 and "skimming" like that of swallows. 



A careful observer notices also whether the bird was 

 seen in a plowed field or a grassy pasture; by a roadside 

 or in a thicket; in an orchard or an open grove; in deep 

 woods or coniferous forests; in a treetop, on a tree-trunk, 

 on the ground; near a stream, a pond, or a marsh; near a 

 sandy or a rocky shore; in an arid region, or among moun- 

 tains. 



A sure means of identification for many species is the 

 song or the call-note. The songs of some birds are similar 

 to those of others, but there is usually a characteristic note 

 or strain. When beginning my study of birds, I traced 

 every sound I could to its source, waited till I saw the 

 author of the note or song, listened till I learned it, could 

 reproduce it, or at least be sure of future recognition. I 

 found that the training of my sense of hearing opened an 



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