Cfje Bububon J>octette* 



SCHOOL DEPARTMENT 



Edited by A. A. ALLEN. Ph.D. 



Address all communications relative to the work of thi9 

 department to the Editor, Cornell University, Ithaca, N. Y. 



KEEPING TRACK OF THE BIRDS 



From the whole field of nature one can select no more engaging study than 

 that of bird-migration. The brilliant colors of birds, their sweet songs and 

 their interesting habits please us and invite to further study, but the mystery 

 that enshrouds their travels will always hold us fascinated. The strange calls 

 from the clouds by night, the passage of the well-formed flocks of Ducks and 

 Geese by day, the flash of new wings through the garden, and the sound of 

 familiar voices each spring inspire us to marvel at the power and precision of 

 the guiding sense that draws birds back each year to their homes of the previous 

 summer. Every August the Bobolink, leaving the fields of the northern states, 

 travels 5,000 miles to the pampas of Brazil and, on schedule time, comes back 

 the following May and hovers over the same fields and alights on the same 

 fence-posts. 



It is not surprising that this phase of bird-study has fascinated mankind, 

 and that governments employ scientists to study and investigate it, and that 

 thousands of people, scientists and laymen, spend much time following the 

 birds in an effort to learn their secret. The sport of bird-study never grows old; 

 it never grows monotonous; and grown-ups join with the children in the 

 competition to see the first Robin, the first Bluebird, and the first of each 

 species in its turn. The return of the birds in the spring takes thousands of 

 people into the woods and fields to enjoy nature and affords to many the 

 inspiration for keeping a journal of passing events. The accurate recording of 

 one's observations is something to be greatly encoilraged, and many a fine 

 trait in man and woman develops from such a habit started in school. The 

 majority of school children will doubtless never continue their studies of birds 

 far enough to add much of value to the volume of ornithological knowledge, 

 but this is no reason why they should not receive the benefits to be derived from 

 learning to observe accurately. They should, therefore, be encouraged in every 

 way to follow the return of the birds from day to day and to record their 

 observations on some form of a bird-calendar. Incidentally, the teacher will 

 find that the keeping of a bird-calendar in the schoolroom is one of the sim- 

 plest and most profitable ways of stimulating bird-study, and it is the object 

 of these paragraphs to suggest ideas for their use. 



There is a feeling among some people that mere interest in birds is sufficient 

 to lead a child to all the benefits that can be derived from their study. While 



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