Much that is told in the following pages was thought out, in another form, especially for the use of teachers of the rural schools of Connecticut, but it is applicable to the needs of children in any of the eastern states, and whether the knowledge passes from the school to the home or the home to the school, the process is the same. The walk between the rural school and home along bushy lanes and tree-bordered highways, however, is an important link in the chain.
For children so placed the birds and every possible motive for wanting to know them lie at hand, but for this very reason the public library wherein the books to answer questions may be found is perhaps many miles away and it is not possible for every school or home to own the necessary bird books or charts.
It must not for a moment be thought that any attempt is made to say anything new or add to the information given in the many excellent and complete books now in circulation, but merely to condense in a simple form things that have been said. Not detailed descriptions and tabulated facts—for these repel the beginner and seem but the spelling-book or multiplication table in a new form—but to record the doings of some children who were eager to know; together with a few hints upon the migrations, winter feeding, and protection of some of our common birds, and the stories of their lives, that may lead both teacher and pupil to more detailed study when opportunity offers.
When a strange child comes to school, the first desire of his mates is to know his name and nationality, from whence he came, where he lives, whether he is merely a visitor or to be a permanent resident in the community. All this must be weighed and well considered before the newcomer is admitted to the friendship of his mates, and it may be that there will be some prejudices against him that the teacher must either remove by explanation or overcome by reason and example.
It is very much the same with a bird. After being attracted to him and fixing upon his name as an individual his identity should be still further established by finding to what family he belongs and then later on placing this family in one of the great orders of the bird world. These two last should not be dwelt upon, however, until the identity as an individual is established, but in the end it will help to keep the name in the memory to know the kinship of families as well.
There are many little points of comparison, of scientific but not general value that cannot be seen unless the dead bird is held in the hand, and then only a wise man, perhaps, would be able to point them out. It is with the living bird, on the wing or in its nest in the bushes, that we are concerned; not with the poor little dead thing with its limp neck and bloody, rumpled feathers.
We should not learn enough from such a bird to in any way make up for taking its life; it would be both wasteful and against the law. So we must be content to believe what the Wise Men say, who must study the dead birds in order to preserve the scientific knowledge of their structure and keep them in public museums, that they may teach the world how wonderful a thing bird-life is, and show us that we must do all we can to protect it. For the Wise Men know very well that—
You cannot with a scalpel find the poet’s soul,
Nor yet the wild bird’s song!
M. O. W.