Part 6

A few weeks later the same group acted in an entirely different manner; then they remained together, and as the boat approached, the old bird with its bill seemed to push the young one under the water before it dove itself.

If this bit of the domestic life of these two Loon families has interested you as much as it did me, I shall feel amply repaid for the thirty-two miles I had to drive each time I visited them.

Photographing a Bluebird

BY ROBERT W. HEGNER

With Photographs from Nature by the Author.

During the severe cold of January and February, 1895, most of the Bluebirds were thought to have perished. So it is with the spirit of a genuine Audubon that we hail their return in ever increasing numbers each succeeding spring. How sadly we should miss these little friends may be judged by the great commotion among ornithologists caused by their supposed extinction. In order to have more than a mere remembrance of their habits, I set out one day in the summer of 1898, at Decorah, Iowa, to obtain photographs of them in their haunts, and secured two interesting negatives of the female, as shown in the accompanying illustrations. The history of the case is as follows: A pair of Bluebirds, after several previous attempts at housekeeping, and subsequent removals by 'small boys,' at last selected an old, deserted, Woodpecker's hole in a fence-post, and built, as usual, a nest of dry grass with a softer lining of horse-hair. The birds had already begun incubating the three pale blue eggs, which formed the set, when I disturbed them. I crept within five feet of the post before the female left the nest and joined her mate, who had been keeping guard in a neighboring plum tree.

After focusing my camera to within three feet of the post, and arranging a string attachment, I concealed myself in some bushes about seventy-five feet away. I waited patiently for ten minutes before the female left the tree and flew down to the fence. The male followed close after, and they hopped about the post and wires, getting nearer and nearer the nest, until the female flew straight into the hole. A snap-shot, just before she reached the entrance, was only partially successful, but shows very clearly the pose of the bird's head and neck while it was in the air. It was made in a twenty-fifth of a second with the lens stopped down to sixteen. I disturbed the female several times before she gained the desired position at the nest-opening; but, finally, the snap of the shutter helped bring to life one of my best bird-pictures.

A knowledge of the bird's nesting habits is a prime requisite in avian photography. Much patience is needed, as failures are very numerous. A camera which may be focused to within two or three feet is an absolute necessity in order to make the picture large enough. Most of my failures have been caused by the lack of bright sunlight, under-exposure, or movement of the bird the instant the picture was taken; but one good photograph is sufficient reward for many trials.

A Tragic St. Valentine's Day

BY ANNIE TRUMBULL SLOSSON

The cold wave reached us at Miami, on Biscayne Bay, Florida, in the night of February 12, 1899. It was preceded by severe thunder storms in the evening. On the 13th, Monday, it was very cold all over the state, with snow and sleet as far south as Ormond and Titusville. Our thermometers at Miami ranged from 36° to 40° during the day. As I sat in my room at the hotel, about four in the afternoon, I saw a bird outside my window, then another and another, and soon the air seemed full of wings.

Opening my window to see what the visitors could be, I found they were Tree Swallows (_Tachycineta bicolor_). Several flew into my room, others clustered on the window ledge, huddling closely together for warmth. There were hundreds of them about the house seeking shelter and warmth. They crept in behind the window blinds, came into open windows, huddled together by dozens on cornices and sills. They were quite fearless; once I held my hand outside and two of them lighted on its palm and sat there quietly. As it grew dark and colder their numbers increased. They flew about the halls and perched in corners, and the whole house was alive with them. Few of the guests in the hotel knew what they were; some even called them 'bats,' and were afraid they might fly into their faces or become entangled in their hair. One man informed those about him that they were Humming Birds, 'the large kind, you know,' but all were full of sympathy for the beautiful little creatures, out in the cold and darkness. A few were taken indoors and sheltered through the night, but 'what were these among so many?'

The next morning the sun shone brightly though the weather was still very cold--the mercury had fallen below 30° during the night. But as I raised the shade of one of my eastern windows I saw a half-dozen of the Swallows sitting upon the ledge in the sunshine, while the air seemed again filled with flashing wings. I was so relieved and glad. Surely the tiny creatures, with their tints of steely blue or shining green contrasting with the pure white of the under parts, were more hardy than I had feared. But alas! it was but a remnant that escaped. Hundreds were found dead. Men were sent out with baskets to gather the limp little bodies from piazzas, window ledges, and copings. It was a pitiful sight for St. Valentine Day, when, as the old song has it,

"The birds are all choosing their mates."

Clark's Crows and Oregon Jays on Mount Hood[D]

BY FLORENCE A. MERRIAM

[Footnote D: Read before the American Ornithologist's Union, Nov. 16, 1898.]

Cloud Cap Inn, the loghouse hotel fastened down with cables high on the north side of Mount Hood, is too near timber-line to claim a great variety of feathered guests, but Oregon Jays and Clark's Crows or Nutcrackers are regular pensioners of the house. The usual shooting by tourists does not menace them, for the nature-loving mountaineers, who keep the Inn and act as guides to the summit, guard most loyally both birds and beasts. They like to tell of a noble Eagle which used to fly up the cañon and circle over the glacier every day, and they recall with pleasure the snowy morning when an old Blue Grouse brought her brood to the Inn, and the birds ate the wheat that was thrown them with the confidence of chickens. The Grouse were, apparently, regular neighbors of the Inn, and while there I had the pleasure of seeing a grown family. They fed on the slope close above me with the unconcern of domestic fowls, conversing in turkey-like monosyllables as they moved about, and two of them came within a few feet and looked up at me--that not forty rods from the Inn! The pleasure of the sight was doubled by the reflection that such things could be so near a hotel, even on a remote mountain.

It was delightful to see how familiarly birds gathered about the house. You could sit in the front doorway and when not absorbed in looking off on the three wonderful snow peaks--St. Helens, Rainier, and Adams--rising above the Cascade range, could watch Oregon Juncos, Steller's Jays, Oregon Jays, and Nutcrackers coming down to drink at the hydrant twenty feet away; while the Ruby Kinglet and White-crowned Sparrow, together with Townsend's Solitaire and other interesting westerners, moved about in the branches of the low timber-line pines; and Lewis' Woodpeckers, with their long, powerful flights, crossed over the forested cañons below. Crossbills had stayed around the house sociably for three weeks together, Mrs. Langille, the noble old mother of the mountaineers, told me. She said they would fly against the logs of the house and call till she went out to feed them. They left with the first heavy storms, though usually, she said: "That's the time when we have birds come around the house--when there are storms." And a friendly hospice the feathered wayfarers find it so long as the Inn is open!

The Oregon Jays and Clark's Crows are, as I said, the regular pensioners of the house. The Jays look very much like their relatives the Canada Jays, but are darker, and when you are close to them the feathers of their backs show distinct whitish shaft-streaks. The Crows have the general form and bearing of Crows, but are black only on wings and tail, their general appearance being gray. Speaking of the birds, Mrs. Langille said: "If I was in the kitchen myself I'd have them come right to the porch outside; when I'm in the kitchen I'm always throwing out crumbs for the birds and squirrels, and I've had the Jays come and sit right down on the block where I was cutting meat and take the fat right out of my hands." Clark's Crows, she said, would not eat from her hand, but would sit on the back porch and call for their breakfast.

When I was at the Inn, the Chinese cook used to throw scraps from the table over a lava cliff, and both Crows and Jays spent most of their time carrying it off. As the foot of the cliff was one of the best places to watch them, I spent part of every day there, and when the smell of coffee grounds got too strong, consoled myself by looking through the trees up at the grand white peak of Hood.

It was interesting to see the difference in the ways of the two birds. The Nutcracker would fly down to the rocks with rattling wings, and, when not too hungry to be critical, would proceed to investigate the breakfast with the air of a judge on the bench, for he is a dignified character. To touch the hem of his robe to the food would have been defilement, so he went about pressing his wings tight to his sides, sometimes giving them a little nervous shake. To smile at this sober-minded person seems most disrespectful, but the solemnity of his gambols was surely provocative of mirth. Not content with turning his long-billed head judicially from side to side as he advanced through the scraps, if the biscuit on his left was not to his mind, with one great ungainly leap he would box half the compass and plant his big feet before a potato on his right. This he would proceed to probe with a grave air of interrogation, and if he decided the case in the negative would withdraw his beak and pass to the next case on the docket. Once when the potato was half a waffle, he pried it up tentatively with his long bill, and at last, deciding in its favor, proceeded to fly off with it, his long legs dangling ludicrously behind him.

The Oregon Jays were quite unlike their Crow cousins. They would come flying in, talking together in sociable fashion, and drop down so noiselessly you could but be struck by the difference between fluffy owl-like feathers and stiff quills. Sometimes one of the Jays would touch the side of a tree a moment before dropping lightly to the ground. All their motions were quick and easy, if not actually graceful, and they worked rapidly, with none of the profound deliberation shown at times by the Nutcracker. The smaller pieces of food they ate; the larger ones they carried off, usually in their bills, occasionally in their claws. In eating, the Jay would sometimes adopt the Blue Jay style and put his food under his foot, where he could pull it apart, throwing up his head to swallow. When the food was soft and too large to swallow at one gulp, both Crows and Jays would carry it to an evergreen, lay it down on a twig before them, and there eat comfortably, as from a plate. Both birds often flew to the ledges of the cliff for food that had lodged there in falling, and it made a busy scene when eight or ten of the big fellows were flying about the place at once.

(_To be concluded._)

=For Teachers and Students=

Suggestions for Bird-Day Programs in the Schools

BY C. A. BABCOCK

(Originator of Bird-Day)

A Bird-Day exercise, in order to have much value educationally, should be largely the result of the pupils' previous work, and should not be the mere repetition of a prepared program, taken verbatim from some leaflet or paper. The program should be prepared by the pupils, under the direction of the teacher, and should contain as many original compositions or statements about birds, derived from personal observation, as possible.

Bird-Day should be announced some weeks beforehand, in order to give the children time to prepare for it. In the meantime, direct them to observe the birds, and allow from five to ten minutes each morning to receive the reports. Direct that crumbs be scattered in the back yards, and cups containing seeds be put up in the trees, or on the fences, and that bones from the table be fastened where they can be seen from the windows. Then, with an opera glass, if one can be obtained, results are to be looked for.

For directing the young observer, write upon the board a scheme like this:

ENGLISH SPARROW

Length from tip of beak to end of tail?

What is the shape, color, and size of beak?

What is the color of legs and feet?

How many toes? Which way do they point?

Gait upon the ground,--does it walk, hop or run?

Color of head and throat? Color of under parts?

Color and marking of back?

Difference in markings of male and female?

Describe actions which indicate its character.

Is it pugnacious? Is it brave? Is it selfish?

Does it trouble other birds?

Describe its voice or song. Does it utter notes indicating diverse feelings, as joy, anger? What syllables best recall some of its notes?

For the younger pupils a few of these questions, perhaps two or three, will be sufficient for one exercise. Children will vary, and often contradict one another in answering the same questions. Dwell upon each question till it is answered correctly, and all agree upon the answer.

A similar plan may be followed for studying the Robin, Bluebird, Catbird, Oriole, or other birds as they arrive, or as they become accessible to certain of the pupils. In April, two years ago, one little girl had observed, and described accurately, seventeen different species of birds which she had seen in the little yard of her home. They had been attracted by the food she had put out for them.

The nest-building of birds is also a good subject for observation, the Robin being, perhaps, the best species for a first study.

QUESTIONS ON NEST-BUILDING AND NESTING HABITS

Which bird does most building, the male, or the female? Do both carry material? Does the male ever seem to be acting as escort or guard to his mate? What materials are used? What is the appearance of the nest? Its situation--sheltered or not?

After the nest is completed, watch it till the young are hatched. Which bird sits upon the eggs? Does the male ever relieve his mate at this task? Does he bring food to her? Does he spend some time singing to her, as if he were trying to keep her cheerful? Does he protect her from attack by birds or other enemies?

SOME QUESTIONS TO BE ANSWERED ABOUT ROBINS

Learn to distinguish the voices and call notes of the male and female. Which bird wakes first in the morning and calls the other? You may also notice, sometimes, in the night, that one bird wakes and calls the other. Which one generally wakes first at these times?

Do Robins raise more than one brood in a season? If so, do they use the same nest twice? If they raise two broods, what becomes of the first, while the mother is sitting upon the eggs for the second?

Watch for a Robin leading out a family of chicks. Notice the feeding after the birds are old enough to run and fly fairly well. The young birds are placed apart by the parent, who visits each one in turn, and rebukes any who tries to be piggish, sometimes nipping it with its bill when it runs up out of turn. Notice this parent teaching the young to sing,--it is a very interesting sight.

The teacher will need some good manual to aid in identifying some of the species, though much of the work the first season would better be upon common, well-known birds. The following are recommended:

'Handbook of Birds of Eastern North America,' by Frank M. Chapman, published by D. Appleton & Co.; 'Bird-Craft,' by Mabel Osgood Wright, published by The Macmillan Company.

FOR BIRD-DAY PROGRAMS

For the first Bird-Day in every school it would be well to have some one read Senator Hoar's petition of the birds to the Legislature of Massachusetts. This remarkable paper deserves reading by all friends of birds at least once a year.

_Compositions._--Have also original compositions, describing some bird studied, or describing some of its habits, especially its habit of feeding, and the actions showing its disposition.

_Personations._--Special interest will be awakened by having 'personations' of birds. These are descriptions of birds told in the first person, as if the bird itself were telling its own story. An accurate account of the bird's appearance, habits, feelings, and life from the bird's view-point, is given, but without telling the bird's name. At the close of the reading, the hearers vote upon the name of the bird 'personated.'

_Audubon Society Literature._--The teacher should also obtain circulars from the secretaries of the New York, Massachusetts, Pennsylvania and other Audubon Societies. These will give information concerning the rapid destruction of birds. Extracts may be read from them.

_Poems._--Extracts from the poets naturally form an interesting feature of Bird-Day. Poets are generally bird-lovers and bird-seers. Among the poems peculiarly adapted are the following:

'Robert O'Lincoln,' Bryant; 'The Mocking Bird,' Sidney Lanier; 'The Sky Lark,' Shelly; 'The O'Lincoln Family,' Wilson Flagg; 'The Rain Song of the Robin,' Kate Upson Clark; 'The Titmouse,' R. W. Emerson; 'The Eagle,' Tennyson; 'To The Skylark,' William Wordsworth.

_Personal Experiences._--Another pleasant part of the program will be the short statements of facts about birds, by the pupils, obtained from their own observation. Birds of the Bible may also be given in short extracts.

_Prose Selections._--John Burroughs' 'Birds and Poets,' and 'Wake Robin;' Bradford Torrey's 'Birds in the Bush;' Olive Thorne Miller's 'Bird Ways,' and many other books, abound in suitable passages for Bird-Day.

The pupils will enjoy preparing a Bird-Day program much more than learning little set speeches from one already prepared. The preliminary observation of birds will arouse an enthusiasm that will be of great value in all educational work.

Summer Boarders for Girls and Boys

The Bureau of Nature Study of Cornell University offers to assist all boys and girls who want to take bird boarders this season. By addressing this Bureau, at Ithaca, N. Y., one may receive a copy of an admirable leaflet entitled 'The Birds and I,' containing numerous designs for houses which may be constructed for the occupation of the expected 'boarders.'

A Bird-Day Program

BY ELIZABETH V. BROWN

Washington Normal School

Birthdays, red letter days, memorial days, arbor days and bird days!

The two hundred days of the school calendar are hardly sufficient to meet the special demands made upon them in the interests of history, literature, and philanthropy. After all, is not this call for specialization something of a reproach to both home and school? If the child is symmetrically developed, harmoniously educated, will not all these influences find their proper place and expression in his life in the _regular_ course of events?

But in the meantime since 'days' are ordained, it is highly important that they shall be celebrated in a manner to make lasting impressions on the minds and hearts of children. The mental hysteria resulting from the spasmodic, sentimental fervor worked up for this cause to-day, and for that to-morrow, is to be strongly condemned.

As in every other subject, an interest in _birds_ should be based upon the knowledge gained by the child primarily through his own observations and experiences, supplemented and enriched later by what he reads or has told him. The interest thus aroused leads to sympathy and love as enduring as life itself.

Hence the Bird-Day program should mark the culminating rather than the initial point of bird study for the year.

The children should be led to anticipate it, and should be prepared for it in as many ways and for as long a time as possible. All that nature lovers have written or poets sung will have deeper significance after the child's contact with the birds of his neighborhood, as seen in parks, woods, or fields. To see their pictures is not enough. Field work alone can give the stimulus which leads to fellowship, sympathy, love, and protection.

For young children especially, interest is most readily aroused through the study of the _activities_ which ally bird and child. The character and the adaptation of birds' clothing, foods and homes to their peculiar needs and environment; glimpses of nest-life; characteristic traits; disposition; the cleverness of the parent birds in outwitting enemies and protecting the young; the skillful uses of tools--bills and claws--are all readily appreciated by the children. Add to these, studies in protective coloration, migration, the relation of birds to insects injurious to vegetation, and kindred subjects, which form a never-failing source of delight. Through such work, the child learns almost unwittingly much of bird structure, classification, and description which would otherwise prove dry and barren of interest.

The boy who thus comes into fellowship with birds will not delight in beanshooters or find his chief joy in robbing birds' nests and violating game laws; while his sister will try to find something more ornamental for her hat than slaughtered birds.

_THE PROGRAM_

While programs must vary according to the needs and ability of the children, a few suggestions may be helpful to all.

DECORATION

'Sharp Eyes,' and 'I Spy,' by William Hamilton Gibson, 'Nature's Hallelujah,' and 'The Message of the Bluebird,' by Irene Jerome, are full of delightfully suggestive and artistic bits of bird-life for black-board pictures.

A pretty corner may be made by a small bush or the branch of a large tree in which the nests collected by the children are appropriately placed.

Pictures of bird-lovers and writers should be in evidence. Audubon, Wilson, John Burroughs, Bradford Torrey, Olive Thorne Miller, and others. Many of these may be found in recent magazines.

Anecdotes and short sketches from their books may be told or read.

COMPOSITIONS

Compositions prepared in advance, on various phases of bird-life, may be read by their young authors. These may be the result of work previously done in class along the lines before mentioned, or of new observations and experiences gathered for Bird-Day. The greater the variety of topics, the better.

Descriptions of individual birds, comparisons of birds, individually or by classes, as to:

_Food._--Character; where, when, and how obtained.

_Home._--Location; materials; construction; appearance.

_Young._--Number; appearance; care and education.

_Songs and Calls._--Emotions expressed; character, short or sustained, high or low, sweet or harsh, etc.

_Relations._--Names of other birds of same class.

_Bird Craftsmen._--Masons, miners, weavers, tailors, etc.

_Tree-top Neighbors._--Spring, summer, fall and winter.

_How Birds Travel._

_How Birds Help the Farmers._

_Invitations to the Birds._--Boxes put up for them; seed-cups, bits of suet nailed to posts or trees.

CHALK TALKS

Stories may be told by teachers or pupils with accompanying illustrations hastily sketched on the black-board as the story progresses. The following lend themselves readily to this work: