FIELD EXERCISES
I
Observe the robins and find out the following things:
1. Are all robins of the same colour? If not of the same colour, what difference do you note?
2. Does the bird run or hop? Imitate its movements.
3. Listen to its song. Is it sweet or harsh? Is it loud or low? Is it cheerful or gloomy?
4. Watch the robin as it moves along the gra.s.s and learn how it finds out where the worms are.
_To the teacher._--The pupils should be given a few days in which to find out answers to these questions, and at the end of that time the answers should be discussed in the cla.s.s.
Male robins have more p.r.o.nounced colours than female robins. The beak is yellower, the breast is brighter, the back and the top of the head are darker. Robins both run and hop. The sense of sight of the robin is very acute, but its sense of hearing is even more keen. The bird may be observed turning its head to one side to listen for the sound of a worm which is still inside its burrow.
II
A second set of exercises may now be a.s.signed which will demand a more detailed study of the bird, namely, a study of the size, colour, form of body, manner of flight, and length of beak.
III
THE NEST, EGGS, AND YOUNG
1. Find out various places in which robins build their nests. In what ways are these places all alike? Examine the materials of the nest and find out why the nests are built in the kind of places in which they are found.
2. Describe the eggs.
3. What kinds of food do the parent birds bring to the young? Does the father bird aid in bringing food to the young?
_To the teacher._--The nests are found in well-sheltered parts of apple trees and evergreens, in sheds, under ledges of roofs, and in other sheltered places. The nests, since they are composed largely of mud and gra.s.s, would easily be washed away if exposed to rain storms. The food brought to the young consists of worms and insect larvae, and the father bird is very industrious in helping to take care of his family. It is the father bird that sings, and the mother bird devotes all her energies to working and scolding.
THE SONG-SPARROW
FIELD EXERCISES
In early March, when the streams are just beginning to break from underneath the ice and spots of ground peep here and there through the snow, a.s.sign to the pupils an exercise such as the following:
Watch for a small, gray-brown bird which perches near the top of a bush, or small tree, and sings the "Tea-kettle Song".
Try to interpret the song in the words:
"Maids! Maids! Maids! Put on the tea-kettle, tea-kettle, tea-kettle, tea-kettle, tea-kettle-ettle."
Is the song bright and cheerful or dull and gloomy? Does the bird sing this song often?
Approach close to the bird. Are there any stripes or spots on its breast or head?
Describe the flight of the bird from its perch, when it is disturbed.
_To the teacher._--It is possible for the pupils to distinguish the song-sparrow by means of the above exercises. It is one of the first birds to return in the spring, and, as it is a l.u.s.ty singer, it will attract the attention of all who are looking for birds. The dark brown spot in the centre of the breast is a distinguishing mark, and the more observant will find the three ashy-gray stripes on its head and the dark line through the eye.
When disturbed, it does not rise into the air, but flies downward and disappears with a swish of its tail. The nest is usually built on the ground or in a low bush or tree. It is composed of gra.s.s, fine roots, or weed stems, and lined with fine gra.s.s or hair. The eggs are usually four or five, but sometimes there are as many as seven. They are white with a greenish-blue tint and are closely spotted with brown.
CLa.s.s-ROOM LESSON
Discuss with the pupils the observations that they have made on the field exercises.
Generalize as to the similarity of the places in which the pupils have seen the sparrow singing, and as to the times of day in which the bird sings.
Teach the marks of identification which some have discovered, using for this purpose pictures of the bird or black-board drawings; and encourage those who have not yet seen the song-sparrow to try again and to secure the a.s.sistance of those who have succeeded.
Compare the size and form of the song-sparrow with that of the house-sparrow (English).
Tell the pupils the great value of the bird in killing cutworms, plant-lice, caterpillars, ground-beetles, gra.s.shoppers, flies, and other insects. It also helps to prevent the spread of weeds by eating thousands of seeds of noxious weeds.
a.s.sign the pupils some other things to discover, as for example: Through how many months of the summer does the bird sing? Find the nest. Why is it hard to find? Describe the eggs, as to size, colour, and number. Do not disturb the nest and do not visit it very often.
_To the teacher._--Base lessons in bird study upon the English sparrow, flicker, wren, and meadow-lark.
THE SHEEP
PROBLEMS FOR FIELD WORK
How do sheep find one another when they have become separated?
How old are the lambs before they can keep up with the old sheep when running? What fits the lamb for running so well?
Watch the lambs when they are playing, and find out whether they play:
1. I"m the king of the castle.
2. Follow the leader.
Find out by watching a flock of sheep what is meant by "Men follow one another like a flock of sheep".
Describe how sheep move when they are going very fast.
Why should sheep be kept in a well-ventilated building that protects them from snow and rain but is not very warm?
_To the teacher._--Each movement, habit, and instinct implied in this exercise is explained by the life of the wild sheep. Their natural home is in the mountain, and their swift movement is that of bounding from rock to rock as they follow the strongest and boldest (their leader) to a place of safety. The legs of the lamb grow rapidly, beyond all proportion to the rate of growth of the body, so that within two weeks after birth the young lamb is almost as strong of limb and fleet of foot as its mother. In their games the lambs are fitting themselves for their place in the flock, and these games very much resemble those named in the exercise.
CHAPTER VI