The Audubon Societies 



371 



Moreover, the Flicker is a good bird to know. This woodland drummer is venturing 



into cities where it is adapting itself to civilization. One has taken up its abode in a 



telephone pole, within sight of my home, and its reveille on tin roofs may be heard 



nearly every morning. It seems as pleased with this new invention as a boy with a new 



drum. An old barn at home has been a 



Flicker hotel for years. These facts may 



be an indication of how other birds might 



fall into civilized habits if we should 



meet them half way. If we can develop 



an appreciative interest in these things 



in our boys and girls, we will have taken 



a long step toward gaining this end. 



Lesson I. Field Observatio)is. — The 



teacher should become acquainted with 



a Flicker rendezvous, or retreat, as the 



species is usually solitary, and take the 



class to visit the place. The pupils must 



approach oh the alert, "all eyes and 



ears," for any secrets which the birds 



may divulge. Suddenly one flies up 



from the ground. What color did it 



show when it flew? (White rump.) 

 What was the path of its flight? (A 

 wavy, up-and-down motion. When the 

 wings went down the bird went up, and 

 vice versa.) Someone should make a 

 drawing on the ground, to show the 

 manner of flight. If the pupils do not 

 observe these points, they must sharpen 

 their eyes for another trial. What was the 

 Flicker probably doing on the ground? 

 (Feeding.) All birds do not eat the 

 same food. If we would like to know 

 what the Flicker was eating when we 

 disturbed its feast, let us walk to the 

 place where it was feeding and investi- 

 gate. What do we find that might be 

 eaten by the Flicker? (Weed seeds, bay- 

 berries, black alder, poison sumac, and 

 poison ivy berries. An ant's hill might be present, as this is a favorite morsel of the 

 Flicker.) The Flicker eats all of these things that we have found. We might think 

 that it is a good thing for the Flicker to eat the seeds of these poisonous plants, but 

 it has been found that after the waxy substance on the outside of the berry has been 

 digested the seed is thrown out from the mouth. These seeds will germinate and, since 

 the scattering of poisonous plants is not desirable, this cannot be placed on the credit 

 side of our account with Mr. Flicker. 



Who saw where our friend went? (To an old apple tree across the field.) Let us visit 

 • the home of the Flicker family. On our way we may hear the Flicker call to its mates. 

 If we do, let us try to tell what it says. After interpretations by the class, tell them how 

 other listeners have read the call. 



"If-if-if-if-if-if-if," Burroughs; "Up, up, up, up, up, up, up," Thoreau; "Wick, 

 wick, wick, wick," Mrs. Wright; "Wake-up, wake-up, wake-up, wake-up," Dr. Charles 



Fig. 2. MATERIAL EXCHANGED WITH 

 DISTANT SCHOOLS. THIS SHOWS THE 

 WORK OF THE CALIFORNIA WOODPECKER 

 IN STORING ACORNS. 



