22 THE EXTENSiON 
vations; for this is the only way in which their work can 
be of value. For instance, simply because a bird is seen in 
a fruit tree does not necessarily mean that it is eating fruit. 
It may be destroying injurious insects. Children should 
also be cautioned about visiting nests too often or staying 
too long. 
The making of bird boxes, feeding tables, and drink- 
ing fountains for the birds should be encouraged. This 
gives the children an opportunity to study the habits of 
different birds, and also does much to establish a feeling 
of good fellowship toward the birds.’’ 
STUDY OF BIRDS BY GROUPS. 
The systematic arrangement of species may be studied 
to advantage in getting acquainted with the chief groups 
of birds. Adults and older pupils in the school will find 
it of the utmost importance to learn to recognize the struc- 
ture and appearance of birds by the groups known as or- 
ders and families through studying typical representatives. 
The following list will give some of the common 
species which seem best suited for study and observation in 
North Dakota with this object in view. The list is ar- 
ranged following classification and common names used in 
the 1910 edition of the Check List of the American Orni- 
thologists’ Union. The scientific names and the finer dis- 
tinetions of varieties are usually purposely omitted as not 
suited to the purposes of this bulletin. 
Order Pygopodes—Diving Birds. 
Holboell’s Grebe, Eared Grebe, Pied-billed Grebe, 
and Loon. 
Order Longipennes—Long-winged Swimmers. 
Herring Gull, Ring-billed Gull, Franklin’s Gull and 
Black Tern. 
Order Steganopodes—Totipalmate Swimmers. 
Double-cerested Cormorant and White Pelican. 
Order Anseres—-Ducks, Geese and Swans. 
Hooded Merganser, Mallard, Gadwall, Green- 
winged Teal, Blue-winged Teal, Shoveller,, Pintail, 
Redhead, Canvasback and Lesser Seaup ducks. 
Snow Goose, Blue Goose, White-fronted Goose, 
Canada Goose. 
Order Herodiones—Herons. 
Bittern, Great-blue Heron, and Black-crowned 
Night Heron. 
