CIIAl^TER V 



METHODS OF BIRD .STl'DV AXI) SPKCIAL rKOI'.LK.MS 



I have no doubt, therefore, that the wild i»ii;('oii is still with u>. and that 

 if protected we may yet see them in something like their iiniiilM-r< <.f thirty 

 years ago. — John Buuroughs, 1906 



In order to do the work outlined in the hist cluiptcr we, 

 must know the birds. It is supposed tliat practical acMjuaiiit- 

 ance with the commoner species has been begun in ihc nature 

 study of the grades. The present course is planned as an " ad- 

 vanced," and, so far as school life is concerned, a iinal vcar of 

 bird stud}', which shall organize and comi)lcte previous knowl- 

 edge, work out more thoroughly as practical jHoblcms the 

 values and uses of different species, and licli) to answer the 

 question, ''How may a community make the most of its l)ird 

 life ? " If we are to have uitelligent progress, every one nuist 

 know these things, because the ignorance of one tnav vitiate 

 the best efforts of a connnunitv. 



After completing plans for individual bird-study tracts, dis- 

 cuss in the class ^^'hat species merit a place in the year's 

 course. Each member may present a list including liis choices, 

 and from these the official list for the vear mav be seleite(l. 

 The lists should be changed somewhat from year to vear, as 

 conditions change and emphasis is shifted from one to anotlier 

 grotip of problems. 



In this connection, as well as in the general problem of 

 organizing our knowledge of birds, scii'Utitic classilication is 

 of great assistance. Scientilic books ha\e (h'scrilu'd foi- tlie 

 world 12,500 species of birds, and of this luimber 7(58 l>elong 

 to North America. Tliis hu-ge number of species means tliat 



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