Part 6

"All purities of shady springs, All shynesses of film-winged things That fly from tree-trunks and bark-rings; All modesties of mountain-fawns, That leap to covert from wild lawns, And tremble if the day but dawns; All sparklings of small beady eyes Of birds, and sidelong glances wise Wherewith the jay hints tragedies; All piquancies of prickly burs, And smoothnesses of downs and furs Of eiders and of minevers; All limpid honeys that do lie At stamen-bases, nor deny The hummingbirds' fine roguery, Bee-thighs, nor any butterfly; All gracious curves of slender wings, Bark-mottlings, fiber-spiralings, Fern-wavings and leaf-flickerings; Each dial-marked leaf and flower-bell, Wherewith in every lonesome dell Time to himself his hours doth tell; All tree-sounds, rustlings of pine-cones, Wind-sighings, doves' melodious moans, And night's unearthly under-tones; All placid lakes and waveless deeps, All cool reposing mountain-steeps, Vale-calms and tranquil lotos-sleeps;-- Yea, all fair forms, and sounds, and lights, And warmths, and mysteries, and nights, Of Nature's utmost depths and heights, --These doth my timid tongue present, Their mouthpiece and leal instrument And servant, all love-eloquent. I heard, when 'All for love' the violins cried; So, Nature calls through all her system wide, '_Give me thy love, O man, so long denied_.'"

--From _The Symphony_, SIDNEY LANIER.

No message could be more beautiful or more welcome than this. Not poets and artists, but birds, streams, and the pure encircling air should call us into the open. We may not have the opportunity to wander in the jungle by night, or to climb lonely mountains or penetrate into the glooms of giant forests, but we can get outdoors by day into parks or country, and we can learn to sleep outdoors and feel the health-giving air with every breath we draw, and to awaken every morning with gladness that we are looking out upon the sky and rising sun, with no barriers of blinds and storm-windows between us and Nature. When we realize every day that to live, to simply be alive, is joy, then work will never mean drudgery or idleness and luxury seem things worth while.

If Bird and Arbor Day can make you understand and feel this message, it will be the happiest day of the year for you.--A. H. W.

=JUNIOR AUDUBON WORK=

=For Teachers and Pupils=

=Exercise XXVI. Correlated Studies: School Gardening and Reading=

In view of the fact that valuable suggestions are being received from time to time, as to practical methods of conducting and encouraging bird- and nature-study, it is perhaps a wise and timely interruption of the ordinary Junior Audubon exercise to submit the following five methods for the consideration of teachers and pupils. Each of these methods contains at least one idea which can be worked out along local lines by any teacher with the aid of willing pupils. Some of these methods are particularly applicable to Bird and Arbor Day, for we have now somewhat outgrown the necessity of simply having "exercises" to mark that day. When _all days_ are Bird and Arbor Days, we shall have gained a strong point in bird- and nature-study, and let it be hoped no school will omit some sincere recognition of the day, this spring.

=Ways of Keeping Up Interest in Bird-Study=

=I. A BIRD-GAME FOR THE SCHOOLROOM=

During the years of 1914 and 1915, I have learned a great deal about birds. We have an Audubon Society in our room which I think is very interesting. We have about sixteen members, and we watch and study the birds very carefully. Our teacher read us a story out of BIRD-LORE that one of her pupils wrote last year for the magazine. It certainly is interesting.

One day we went into Miss W----'s room, to have our society together. After we finished the program, we played a game called 'Guessing Birds.' Some one would go to the front of the room with a bird pinned on her back and one of the teachers would ask some one in the room a question about the bird. Then they would have to guess the name of the bird. We had lots of fun playing this game. Some of the children could not guess the bird that they had on their backs. Then the teacher would take if off and put her hand over the name of the bird and ask if they knew what it was.

There has not been much snow in Herndon, so the birds can find a good deal of food without anyone feeding them. With our fines we bought some wire and suet. One day we went to the woods not far from the schoolhouse to feed the birds. We tacked the wire on the trees and then put the suet under the wire. It will soon be time to go and put more suet under the wire for the birds.--GERALDINE SAGER (Aged 11), Herndon, Va.

[Very often the best way of fostering and keeping up interest in bird-study has to be considered, especially in Junior Audubon Societies or bird clubs. The idea suggested above seems to be an attractive one, for anything in the nature of a game usually appeals to young people. Several bird-games similar to "Avelude" are for sale, but these are played with cards, and are not suitable for use in the schoolroom. They make agreeable recreations for the home, however, and their use may well be encouraged.--A. H. W.]

=II. A BIRD CONTEST FOR BIRD CLUBS=

Place............ Time........ Date............

1. A crowned head (answer) Kingbird 2. An unsteady light (answer) Flicker 3. An Eastern city visitor (answer) Baltimore Oriole 4. A yellow conversationalist (answer) Yellow-breasted Chat 5. The pride of the farm (answer) Quail 6. A peace mourner (answer) Mourning Dove

* * * * *

21. Ruler of the fisheries (answer) Kingfisher

Name of contestant........................

[Space is too limited to print this contest in full, but enough has been given to show how it was carried out. The Nature-Study Club of Indiana engaged in the contest, which was gotten up by one of its leaders, "to afford some amusement for the members while they were enjoying the beauties of nature. It was given under a large, spreading beech, and during the time the members were racking their brains to find the proper name of each feathered creature listed, the calls and notes of many of the birds could be heard all around, seemingly trying to assist the members to recall their names. The trip was a most successful one from a nature-study point of view, as the club traversed beautiful streams, lowlands and hills, and found a variety of trees and plants and many beautiful birds."

The approximate age of those taking part in the contest was about thirteen (ten to sixteen years). A prize was offered, and a little girl aged twelve who had thirteen correct answers out of the twenty-one puzzles given, won it.

This form of diversion in connection with bird-study has considerable to commend it as an occasional method to use to stimulate interest and start competition.--A. H. W.]

=III. METHOD OF STUDY=

Miss Mc---- has read your interesting letter to her class. And as I am one of the twenty-eight, or twenty-nine girls in her class I have decided to write, and give you an idea of what we are doing. I think that we (that is the class) are all interested in the Audubon Society for the protection of birds. On April 7 the class had their picture taken to send to you. On Friday afternoon we always try to read at least one of the leaflets of the lives of the birds. Each girl reads a paragraph, and as we read the teacher explains it to us. This summer we are going to have some bird-houses in the playgrounds of the school.

I live out in the suburbs of the city, and generally there are a great many birds that come to our door in the morning. Hoping to hear from your Society quite often; I remain one of the interested pupils.--ISABEL ACORN.

* * * * *

Miss Mc---- read your letter to the class the other day, and we were very much interested in it. I like the Society, and every Friday in school we read a leaflet. The birds often come into the yard in summer, and we scatter crumbs.

We are making bird-boxes, and when the leaves come on the trees we are going to have shelves put up and put crumbs on them. It is nice to paint pictures of the birds and read about them.

In the summer out in the country the Canaries used to come and build their nests in the low bushes. I used to scatter crumbs for them, but they would rather have worms. The Kingfishers came early in the morning, so that we did not see much of them.--DOROTHY DAVIES.

[The members of the Apulia Junior Audubon Society are from eight to twelve years old. The School Department was very glad to receive pencil drawings made from the educational leaflets, together with the letters given above through the kindness of Mr. T. Gilbert Pierson. The way in which the leaflets are used by this society is excellent, and suggests a method practicable for all junior Audubon Societies.--A. H. W.]

=IV. RHODE ISLAND BOYS' AND GIRLS' CLUB WORK.=

=HOME PROJECTS FOR 1915=

Conducted by the Extension Service, Rhode Island State College and the United States Department of Agriculture

Boys and girls from nine to eighteen years of age inclusive may enroll. There will be achievement emblems offered for all those who do successful work. Local prizes may also be offered for good work and exhibits at local shows, such as poultry, corn and flower shows, also grange exhibits. Boys and girls may take up any one or more of the following projects.

_Home Garden._--Cultivation of vegetables, flowers, shrubs, etc. General care of the garden.

_Market-Garden._--Cultivation of one-twentieth acre of vegetables.

_School and Allotment-Gardens._--Cultivation of vegetables and flowers, etc., in a centralized garden at or near the school or on vacant lots.

_Corn Clubs._--Cultivation of one-tenth acre of corn.

_Potato Clubs._--Cultivation of one-twentieth acre of potatoes.

_Dairy Herd Clubs._--Keeping an accurate record of all milk produced each day.

_Canning Clubs._--Canning fruit and vegetables for home use or for market.

_Baking Clubs._--Baking bread and cake.

_Sewing Clubs._--Making garments and repairing.

_Handicraft Club._--Making useful articles for use in the home or on the farm.

_Bird and Tree Clubs._--The study and recognition of birds and trees.

Official enrollment cards will be sent to boys and girls who wish to enroll in one or more of the projects mentioned above. When received, their names will be sent to Washington, and Uncle Sam will correspond with them occasionally and send them bulletins of information and helpful letters. The State Leader or assistants will visit the local clubs from time to time, to help them with their work; he will also send helpful bulletins and letters as needed. Monthly reports will be required from each member enrolled in the club work, giving an account of his or her work.

The agent of the Extension Service of the Rhode Island State College writes:

"Inclosed please find a brief explanation of the boys' and girls' club work in agriculture, gardening, domestic science and handicraft work. This is a splendid movement for the Improvement Society to take up and encourage as a part of their constructive work in any community.

"The greatest asset in any community or state is the boys and girls who are to be the men and women of to-morrow. We should see to it that they are encouraged to be industrious and thrifty. Work of this kind will provide a very profitable as well as an interesting occupation for many idle moments after school, and through the long vacations for our boys and girls. At this time of the year clean-up campaigns are being started, and I would like to tack on to the end of that slogan the word 'plant-up.' I think that boys and girls should be encouraged not only to 'clean-up' the rubbish about their homes, but to invest a few cents in seeds which will germinate and grow and produce a picture very much more attractive than can be produced by many cans of paint and, furthermore, if the right kind of plant is selected, the effect will be perennial."

An illustrated lecture on this subject may be secured at any time by making application to the undersigned. Bulletins and circular letters will be sent to the boys and girls who enroll in this club work from time to time. Personal visits will also be made as often as possible if desired.--ERNEST K. THOMAS.

[This is a kind of work every state needs.--A. H. W.]

=V. MAKING A BIRD CENSUS=

There are various ways of making or taking a bird-census, but all depend for their success upon certain rules.

1. Define clearly the area in which the observations are taken.

2. Study carefully the occurrence of species in adjoining localities.

3. Note the differences of occurrence between the foregoing and the area under observation.

4. Study reliable data of other observers, in order to avoid "wild guesses" and to eliminate errors in your own observations.

5. Keep records in a usable form, so that data may be easily compared from year to year.

6. Distinguish between permanent residents, transients, and summer or winter residents or visitors, and accidental visitors.

7. When _in doubt_ as to the identity of a species, _never enter_ it in the record, simply to swell the list. Continued study will enable you eventually to determine the most puzzling occurrences.

8. Record carefully temperature, direction and velocity of wind, and if possible, barometric pressure.

9. Chart the area studied, designating wooded places, pastures, marshy and dry places, roadside, orchards, garden, and water spaces.

10. Study the destination and point of departure of migrating species.

11. Learn both the common names and the scientific names of species if you intend to be strictly accurate. Common names of the same species frequently differ in different localities and are therefore liable to be misleading. Scientific names are easily mastered and usually have a definite meaning, which will help you to remember some distinguishing character or habit of a species.

12. Always be open to fair criticism, and to acknowledge errors in observation. The most distinguished students of any subject are those who profess to have the most to learn. A keen eye and quick brain are indispensable to any student, and calm judgment must always precede reliable conclusions.

A very practical illustration of how a bird-census may be taken is described in Dr. C. F. Hodge's invaluable book, NATURE-STUDY AND LIFE. The school-children of the city of Worcester, Massachusetts, worked together under Dr. Hodge's direction, and made a census of the nesting-species in a city block for two seasons three years apart, showing not only the number but also the increase and decrease of nesting-species during that time.

From Marion, Virginia, comes a detailed census of the birds found in the surrounding county during the spring migration. Space is not available for printing in full this census, which includes some ninety odd species, but the method followed, as explained by the following communication, is of interest, and should prove helpful to students in other localities. "The Woman's Club of Marion has an organized Audubon Society of sixty pupils and four teachers. The three Junior classes are taught once a week from the Audubon leaflets. The Senior Class has helped take the census of Smythe County under the guidance of its teacher. In sixteen field lessons, ninety-four species and eighteen hundred and sixty-three birds of these species have been seen."

It should be added that these Audubon classes work together with the Woman's Club and the Conservation Committee of Marion, thus fostering a civic interest in bird-life among young and old. If more clubs would interest themselves in organizing work of this kind, a great deal might be learned about the local occurrence and movements of birds which would be of use in following their migrations.--A. H. W.

=SUGGESTIONS=

1. Compare the methods of observation of Thoreau, Lanier and the author of the jungle quotations.

2. Which author seems to know Nature best?

3. Do you know the trees in your neighborhood as well as Thoreau did those about Concord and Walden Pond?

4. How many separate things in Nature are enumerated by Lanier in the excerpt from "The Symphony?"

5. Are you familiar with these things?

6. What is miniver?

7. How did Thoreau learn so much about Nature?

8. Are Lanier's allusions to Nature exact?

9. If you wished to tell a person who knew nothing about Nature, what to listen and look for, how many things could you name or describe to him?

10. Make a list of the trees, shrubs, and plants in your neighborhood.

11. Make a list of the spring migrants in your locality.

12. Make a study of what actually takes place during the transition from winter to spring.--A. H. W.

=FOR AND FROM ADULT AND YOUNG OBSERVERS=

=SPRING=

Spring has come at last, And the birds are flying fast To our great Northern skies, Where they think it's paradise.

The rustle of their little wings Tells us of the coming Spring. And their little notes of love Are like the peaceful songs of Doves.

--VIRGINIA STEARNS (Nine years old), Milwaukee, Wis.

=MY BLUEBIRDS=

Early in December, 1914, my brother and I cut down an old half-dead apple-tree, and on it we found a partly hollow log that the English Sparrows had evidently used for years. As I had my eye out for bird-houses, I confiscated it and finished hollowing it out. It made three log-nests, all of which have been used by bird tenants since then. On February 17, I put up two of the logs on the bank of the Ohio River, at a distance of 40 feet from our house, where they could easily be observed from nine different windows.

The site was ideal for a bird's nest. Below, 127 feet, the Ohio rolled majestically by, flushed with the melted snow that the spring rains brought from the mountains, and dotted here and there with floating cakes of ice. The other bank of the river rose 329 feet above the level of the water. It was heavily wooded and an ideal place for all kinds of birds. As this is right in the path of the Mississippi Migration Route, one could hear the "honk, honk," of Canada Geese, the talking notes of the Old Squaw, and once the maniacal laughter of a Loon, as it followed the Ohio to the mouth of the Beaver River, there probably resting and continuing its journey up the Beaver to its northern nesting-ground. Below, I give the dates of the important events in the Bluebirds' history.

February 17. Nest-logs put up.

February 25. First Bluebird seen.

February 28. Three pairs looked at both logs, fought for them, and _my pair_ rented it.

March 21. Nest completed.

March 26. First egg laid.

March 27. Second egg laid.

March 28. Third egg laid.

March 29. Fourth egg laid.

March 30. Fifth egg laid.

April 13. Young hatched.

April 29. Young left the nest.

Prior to March 29, the river bank had been burned over twice for the purpose of improving the grass roots, but the Bluebirds never seemed to mind it, although the nest was enveloped in clouds of thick smoke both times. The last two days of March, and the first two of April were cold, below freezing, with a driving snowstorm followed by sleet; but the Bluebirds' activities never ceased. At this time the male passed the night in the nest with the female, 'twinkling' into the log at sunset. The male was very pugnacious, and seemed not to know fear. He would dash with equal courage at a Flicker or a Song Sparrow, when they approached his tree. Once I saw him actually knock a Flicker off a branch. Perhaps he would not have succeeded had the Flicker been aware of his approach, but the Bluebird came up behind and hit him below the belt. When I would go near the nest, the male would utter 'chuckling' notes, as if to scold and frighten me away. On several occasions he came so close that I could almost touch him.

When the young were about four days old, I set up my camera, three feet away from the nest, to obtain some pictures. The first time the shutter snapped, the female hopped down on to the branch on which the camera was placed, put her head to one side, and seemed to say, "What is this that clicks in my face," and then she hopped all over it, pecking it.

Both parents were often seen cleaning the nest. They began to feed the young at about eight o'clock every morning, and continued it steadily at an average of every six or seven minutes until about six at night, using as food almost exclusively a certain kind of bug that was very hairy, brownish with black markings, and, except for the hair, might have been mistaken for castor beans, being about the same size. They seemed a huge mouthful for a young Bluebird. Several times a day I would climb up to the nest and whistle softly like a Bluebird before the aperture. The young would crane their necks and stretch their mouths for the supposed food, although none was forthcoming.

When the young flew from the nest, I felt as though I had lost a family. My grief was not such that I could not capture them, however, and after counting noses, I found that one was missing. I climbed up and there I found 'runtie' at the bottom of the nest, pitifully squeaking at being left alone. I took out the bottom and extracted him. Finally, after half an hour or more of posing, I got several good pictures of the babies on a dead branch. When I opened the nest-log to clean it, I found a little block of grasses about three inches in diameter and one inch high. It fairly glistened with shed feather-sheaths. In the bottom were six or seven bugs, of the species mentioned before, that had evidently escaped the birds. Exactly two months after the first egg was laid, the second nest of the same pair was nearing completion in another of my boxes. Here are the dates.

May 29. First egg laid.

May 30. Second egg laid.

May 31. Third egg laid.

June 1. Fourth egg laid.

June 16. Young hatched.

June 23. Young have not flown yet.

While the female was incubating, the male still fed the young of the first brood, although not so often as when they left the nest.--WOLFRID RUDYERD BOULTON, JR. (Age 14 years), Beaver, Pa.

[Perhaps no better word of appreciation of this carefully worded description of personal observations could be given than to quote from a letter written by Mr. Herbert K. Job with reference to the data given by Master Boulton, Jr.: "His accurate information about the periods of incubation and rearing of the Bluebird came in handy to me just now, as there is a pair in a box up-state which I want to 'film' at just the right period, and now I can estimate when to make the trip." The pictures illustrating this article were not only taken, but also developed and finished by the observer.--A. H. W.]

=A MUSICAL WOODLAND=

Riding on my pony in a thick-set wood, I heard the "Feathered Musicians" playing on their instruments.

First the trill of the Wood Thrush, then the sweet trill of the Meadowlark, the rapidly repeated 'wickci' of the Flicker, the sweet melody of the Robin, the charming song of the Song Sparrow, and the 'chip' of the Chipping Sparrow, were most delightful.

Far off in the distance I could hear the sweet Canary-like whistle of the Goldfinch and the 'eak' of the Purple Grackle.

The woods rang with the music of the birds, for nothing is so sweet as natural music.--SARAH W. WEAVER (Age 11 years), Baltimore County, Md.

["For nothing is so sweet as natural music."