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SUGGESTIONS FOR THE STUDENT 
growing, expansive species. The conflict is not over food, for all the 
species are of different feeding habits, but over the nesting-site. We 
cannot imagine that the Bluebird will, even through force of circum- 
stances, exhibit the Sparrow’s adaptability, and, in default of a normal 
site, build in branches, vines, electric light hoods — in short, any place 
which will hold nest-material — nor has it strength to compete success- 
fully with the Starling. 
Let us, therefore, join forces with this gentle- voiced messenger of 
sky and earth, by providing it with suitable homes in which these ene- 
mies, for whose presence we are responsible, shall not be permitted to 
abide. 
Suggestions for the Student 
Habitat . — Define the difference between ‘Range’ and ‘Habitat.’ Describe 
the habitat of a given species. What are the more important factors in 
determining the nature of a bird’s habitat? Can you mention an instance 
where a change in the character of the habitat has been followed by a change 
in the character of the bird-life? Give instances of daily change in habitat. 
Habit and Structure . — Name the principal functions of the bill, and 
give illustrations of each. Describe the feeding habits of Woodpeckers, of 
Hawks, of the Woodcock, of Flycatchers, of Sparrows in relation to the 
character of their bill. What birds use the bill when climbing? In what birds 
is the bill adorned by bright colors or appendages in the breeding season? 
Name the functions of the wing. Describe the flight of Ducks, Quail, 
Hawks, Vultures, Woodpeckers, Purple Finches, Swallows, etc. Describe 
the relation between the shape of their wings and their manner of flight. 
What relation exists between the size of the wing and foot? What North 
American bird was flightless? What North American birds use their wings 
as muscial instruments? Which use them under water? How are they used 
in defence? Describe their use in sheltering the young. 
Name the functions of the tail. Which of our birds use it in display? 
Which as a prop? Describe its relation to manner of flight. 
What are the functions of the feet? Describe the various means of 
locomotion employed by birds. What birds use only the feet under water? 
In what way is a Coot’s ( Fulica ) adapted to its wants? Why is a Phal- 
arope’s foot webbed? In what birds does the structure of the foot change 
with season? How is the foot held in flight by various birds? What is the 
relation of length of foot to length of neck? (There is almost no limit to 
the questions which may be asked in regard to the form and function of 
birds, and the student is urged to draw largely on local material to stimu- 
late his powers of observation in this direction.) 
The Senses . — How do the senses of birds compare with those of man? 
Is the sense of smell well developed in birds? Can you mention any in- 
stances illustrating the bird’s power of taste? Its powers of touch? Is the 
power of hearing well developed in birds? Mention several instances. Do 
birds learn quickly the significance of certain sounds? Mention several 
instances illustrating the bird’s power of sight. Define what is meant by 
intelligence in birds. Are some species more intelligent than others? What 
is the difference between intelligence and reason? What is Lloyd Morgan’s 
definition of “reason”? Have you found any evidence illustrating the bird’s 
ability to reason? Why is it desirable to base stories of bird-life presented 
as “true” on known facts in their habits? 
Status of the Species . — What are the most important factors in de- 
termining whether a bird is rare or common? How may man directly or 
indirectly affect the members of a species? Give illustrations. Why does 
the English Sparrow present an interesting biological problem? How may 
