comstock] GEOGRAPHY AND LIFE 79 



Chaillu there may be built up a picture in the mind of the pupil 

 that will serve as a true background for the caged animal he gazes 

 at with such fascination, a background that would be the truest 

 possible lesson in geography. Moreover, he should know where on 

 the map of the world this picture belongs. He should also know 

 the natural food of the animal, how he gets it, whether he hunts 

 by day or by night, what his enemies are and how he escapes them, 

 whether he lives alone, in pairs, or in flocks or herds, how he protects 

 his family young, what are his relations with the native inhabitants 

 of the region and what sort of people these inhabitants are. 



The birds should be geographic messengers to every child 

 because their adaptations to environment are so many, so funda- 

 mental and interesting. Through the study of our domestic 

 ducks and geese we should build out a radius to the water birds of 

 the seas and oceans of the world ; and by a study of the useful hen 

 to all the jungle fowl, the pheasants and grouse of the forests of the 

 world; and by observing any of our common herons to all the 

 storks that stretch their necks through the literature and history 

 of Europe, and thus on ad infmitem. 



The birds, best of all creatures, have learned to cope with and use 

 geography. They have developed their great powers of flight so 

 that they may vary geographical conditions to suit the varying sea- 

 sons of the year. The whole scheme and reason for bird migration 

 is at bottom geographical ; moreover they lay out their migration 

 routes by following mountain chains, river valleys and coast lines. 

 Let us suppose that the boy whose music loving soul has this sum- 

 mer been thrilled with the bubbling melody of the bobolink should 

 trace as nearly as possible the fall and winter journeyings of this 

 same individual bird and map his migration route and winter 

 dwelling place; would not that fix in his mind more clearly our 

 own southern coast, the West India Islands, the north coast of 

 South America, the Amazon and central Brazil, Bolivia and 

 Paragua. Let him also write an imaginary story, based upon the 

 numerous books of travel in South America, of this bobolink's 

 experiences in these strange forests and wildernesses. This story 

 will be vital geography for that boy because it was written about 

 his friend, the bobolink, and his experiences from the time he left 

 the hill meadow in August or September until he returned to it the 

 next April. 



