BIRD STUDY 91 



out some relation between the birds and tlie food they may 

 expect to find on their return. 



Even though no regular calendar is kept of the returning 

 birds the teacher should, as far as possible, call attention to 

 the birds that come back and should name them for the pupils. 

 This would be profitable in all the grades. 



In the fall the southward flight of the birds should be ob- 

 served. Have the children note their gradual disappearance, 

 and what species go earliest and which last. Let the children 

 infer some of the probable reasons for the migration. Refer 

 to the known destinations of certain species, and let the pupils 

 consider why they are going there. Use the map and trace 

 out the chief migration routes as far as is known. Have the 

 children observe the manner of migration. Do the birds 

 fly singly or in flocks? Direct or by stages? By day or 

 by night? Are the birds singing much? Can the young 

 be distinguished from the old ? All these observations will 

 have to be made incidentally by the children, but they 

 should be reviewed and summarized in a school-room 

 lesson. 



In the middle of winter inquire of the children if any birds 

 are to be seen. Ask them to be on the lookout for a week or 

 so and have them report all the birds seen. A hst of the 

 birds noted will probably include the EngHsh sparrow, 

 dove, snowbird, chicadee, downy woodpecker, nuthatch, 

 bluejay, hawk, owl, and perhaps others. Let the children 

 find out what these birds feed upon, where they sleep, 

 and any other interesting habits, and note their general 

 appearance. Suggest that the children scatter food to the 

 birds. 



Some very interesting, as well as profitable, lessons may be 



