Immortal bird, thou wast not born for death, No hungry generations tread thee down.

Sometimes the words seem to have caught the rhythm and ripple of the song, as in Browning's reference to the thrush:—

The wise thrush, he sings each song twice over, Lest you think he never could recapture That first fine careless rapture.

Or the bird's voice may be so suggestive as to lead the seer to the very limits of thought and aspiration, like Shelley's "Skylark." As we need the help of the naturalists, who see more accurately than we, we also need the assistance of the poet's clearer vision, with its wider and deeper sweep. How completely Sidney Lanier summed up the mocking bird! and how much more pleasing is the bird in the tree because of the bird in the poem:—

Superb and sole, upon a plumed spray That o'er the general leafage boldly grew, He summed the woods in song; or typic drew The watch of hungry hawks, the lone dismay Of languid doves when long their lovers stray, And all birds' passion plays that sprinkle dew At morn in brake or bosky avenue. Whate'er birds did or dreamed, this bird could say. Then down he shot, bounced airily along The sward, twitched in a grasshopper, made song Midflight, perched, prinked, and to his art again. Sweet science, this large riddle read me plain:— How may the death of that dull insect be The life of yon trim Shakespeare on the tree?

Recitations from the poets should be a prominent feature of Bird Day exercises. Readings and studies of poems about birds may be very profitably made a part of the literary work of the year.

The following poems are suitable for recitation and study:—

"The Birds' Orchestra," Celia Thaxter; "The Robin," Celia Thaxter; "The Song Sparrow," Celia Thaxter; "The Blackbird," Alice Cary; "The Raven's Shadow," William Watson; "On Seeing a Wild Bird," Alice Cary; "What Sees the Owl?" Elizabeth S. Bates; "Lament of a Mocking Bird," Frances Anne Kemble; "The Snow-bird," Dora Read Goodale; "To a Seabird," Bret Harte; "The Rain Song of the Robin," Kate Upson Clark; "The Swallow," Owen Meredith; "A Bird at Sunset," Owen Meredith; "The Titlark's Nest," Owen Meredith; "The Dead Eagle," Campbell; "Ode to a Nightingale," John Keats; "What the Birds Said," John Greenleaf Whittier; "The Sandpiper," Celia Thaxter; "The Blackbird and the Rooks," Dinah Mulock Craik; "The Canary in his Cage," Dinah Mulock Craik; "The Falcon," James Russell Lowell; "The Titmouse," Ralph Waldo Emerson; "The Stormy Petrel," Barry Cornwall; "To the Skylark," Percy Bysshe Shelley; "The O'Lincoln Family," Wilson Flagg; "To a Waterfowl," William Cullen Bryant; "Robert of Lincoln," William Cullen Bryant; "The Return of the Birds," William Cullen Bryant, "The Eagle," Alfred Tennyson; "To the Eagle," James G. Percival; "The Forerunner," Harriet Prescott Spofford; "The Skylark," James Hogg; "To the Skylark," William Wordsworth; "Sir Robin," Lucy Larcom; "The Pewee," J. T. Trowbridge; "The Yellowbird," Celia Thaxter "The Dying Swan," Alfred Tennyson; "Story of a Blackbird," Alice Cary; "The Blue Jay," Mrs. A. D. T. Whitney; "The Song Sparrow," Mrs. A. D. T. Whitney; "The Catbird," Mrs. A. D. T. Whitney; "Sparrows," Mrs. A. D. T. Whitney; "The Ovenbird," Mrs. A. D. T. Whitney; "The Vireos," Mrs. A. D. T. Whitney; "The Ovenbird," Frank Bolles; "Whip-poor-will," Frank Bolles; "The Veery," Henry Van Dyke; "The Song Sparrow," Henry Van Dyke; "The Wings of a Dove," Henry Van Dyke; "The Whip-poor-will," Henry Van Dyke; "To the Cuckoo," William Wordsworth; "Secrets," Susan Coolidge; "The Falcon," James Russell Lowell; "The Mocking Bird," Sidney Lanier; "Forbearance," Ralph Waldo Emerson; "The Mocking Bird," Clinton Scollard; "The Mocking Bird," Maurice Thompson; "The Mocking Bird," R. H. Wilde; "The Mocking Bird," A. B. Meek; "The Mocking Bird," Albert Pike; "The Song of the Thrush," Edward Markham.

This list can of course be indefinitely extended.

IN CHURCH

Just in front of my pew sits a maiden— A little brown wing on her hat, With its touches of tropical azure, And sheen of the sun upon that.

Through the bloom-colored pane shines a glory By which the vast shadows are stirred, But I pine for the spirit and splendor That painted the wing of the bird.

The organ rolls down its great anthem; With the soul of a song it is blent; But for me, I am sick for the singing Of one little song that is spent.

The voice of the curate is gentle: "No sparrow shall fall to the ground;" But the poor broken wing on the bonnet Is mocking the merciful sound.

—Anonymous.



IX

OBJECTS AND RESULTS OF BIRD DAY

The general observance of a "Bird Day" in our schools would probably do more to open thousands of young minds to the reception of bird lore than anything else that can be devised. The scattered interests of the children would thus be brought together, and fused into a large and compact enthusiasm, which would become the common property of all. Zeal in a genuine cause is more contagious than a bad habit.

The first Bird Day in the schools was celebrated on the first Friday in May, 1894. This is as good a date as any for the sections not in the extreme North or South.

It would better come a little after the birds begin to arrive. The afternoon session will be found sufficient to devote to the special exercises. The date should be announced some time beforehand, so that the children may prepare for it. They will not only prepare themselves, but will have the whole community aroused by the sharp points of their inquisitorial weapons. Exercises should be held in all grades, from the primary to the high school.

We quote the following from circular No. 17 sent out by the United States Department of Agriculture:—

OBJECT OF BIRD DAY

From all sides come reports of a decrease in native birds, due to the clearing of the forests, draining of the swamps, and cultivation of lands, but especially to the increasing slaughter of birds for game, the demand for feathers to supply the millinery trade, and the breaking up of nests to gratify the egg-collecting proclivities of small boys. An attempt has been made to restrict these latter causes by legislation. Nearly every State and Territory has passed game laws, and several States have statutes protecting insectivorous birds. Such laws are frequently changed and cannot be expected to accomplish much unless supported by popular sentiment in favor of bird protection. This object can only be attained by demonstrating to the people the value of birds, and how can it be accomplished better than through the medium of the schools?

Briefly stated, the object of Bird Day is to diffuse knowledge concerning our native birds and to arouse a more general interest in bird protection. As such it should appeal not only to ornithologists, sportsmen, and farmers, who have a practical interest in the preservation of birds, but also to the general public, who would soon appreciate the loss if the common songsters were exterminated.

It is time to give more intelligent attention to the birds and appreciate their value. Many schools already have courses in natural history or nature study, and such a day would add zest to the regular studies, encourage the pupils to observe carefully, and give them something to look forward to and work for. In the words of the originator of the day, "the general observance of a Bird Day in our schools would probably do more to open thousands of young minds to the reception of bird lore than anything else that can be devised." The first thing is to interest the scholars in birds in general and particularly in those of their own locality. Good lists of birds have been prepared for several of the States, and popular books and articles on ornithology are within the reach of every one. But the instruction should not be limited to books; the children should be encouraged to observe the birds in the field, to study their habits and migrations, their nests and food, and should be taught to respect the laws protecting game and song birds.

VALUE OF BIRD DAY

When the question of introducing Arbor Day into the schools was brought before the National Educational Association in February, 1884, the objection was made that the subject was out of place in the schools. The value of the innovation could not be appreciated by those who did not see the practical bearing of the subject on an ordinary school course. But at the next meeting of the Association the question was again brought up and unanimously adopted—to the mutual benefit of the schools and of practical forestry. With the advent of more progressive ideas concerning education there is a demand for instruction in subjects which a few years ago would have been considered out of place, or of no special value. If the main object of our educational system is to prepare boys and girls for the intelligent performance of the duties and labors of life, why should not some attention be given to the study of nature, particularly in rural schools where the farmers of the next generation are now being educated?

The study of birds may be taken up in several ways and for different purposes; it may be made to furnish simply a course in mental training or to assist the pupil in acquiring habits of accurate observation; it may be taken up alone or combined with composition, drawing, geography, or literature. But it has also an economic side which may appeal to those who demand purely practical studies in schools. Economic ornithology has been defined as the "study of birds from the standpoint of dollars and cents." It treats of the direct relations of birds to man, showing which species are beneficial and which injurious, teaching the agriculturist how to protect his feathered friends and guard against the attacks of his foes. This is a subject in which we are only just beginning to acquire exact knowledge, but it is none the less deserving of a place in our educational system on this account. Its practical value is recognized both by individual States and by the National Government, which appropriate considerable sums of money for investigations of value to agriculture. Much good work has been done by some of the experiment stations and State boards of agriculture, particularly in Illinois, Indiana, Massachusetts, Michigan, Nebraska, and Pennsylvania. In the United States Department of Agriculture, the Division of Biological Survey (formerly the Division of Ornithology) devotes much attention to the collection of data respecting the geographic distribution, migration, and food of birds, and to the publication and diffusion of information concerning species which are beneficial or injurious to agriculture. Some of the results of these investigations are of general interest, and could be used in courses of instruction in even the lower schools. Such facts would thus reach a larger number of persons than is now possible, and would be made more generally available to those interested in them.

If illustrations of the practical value of a knowledge of zooelogy are necessary they can easily be given. It has been estimated recently that the forests and streams of Maine are worth more than its agricultural resources. If this is so, is it not equally as important to teach the best means of preserving the timber, the game, and the fish, as it is to teach students how to develop the agricultural wealth of the State? In 1885 Pennsylvania passed its famous "scalp act," and in less than two years expended between $75,000 and $100,000 in an attempt to rid the State of animals and birds supposed to be injurious. A large part of the money was spent for killing hawks and owls, most of which belonged to species which were afterwards shown to be actually beneficial. Not only was money thrown away in a useless war against noxious animals, but the State actually paid for the destruction of birds of inestimable value to its farmers. During the last five or six years two States have been engaged in an unsuccessful attempt to exterminate English sparrows by paying bounties for their heads. Michigan and Illinois have each spent more than $50,000; but, although millions of sparrows have been killed, the decrease in numbers is hardly perceptible. A more general knowledge of the habits of the English sparrow at the time the bird was first introduced into the United States would not only have saved this outlay of over $100,000, but would also have saved many other States from loss due to depredations by sparrows.

Is it not worth while to do something to protect the birds and prevent their destruction before it is too late? A powerful influence for good can be exerted by the schools if the teachers will only interest themselves in the movement, and the benefit that will result to the pupils could hardly be attained in any other way at so small an expenditure of time. If it is deemed unwise to establish another holiday, or it may seem too much to devote one day in the year to the study of birds, the exercises of Bird Day might be combined with those of Arbor Day.

It is believed that Bird Day can be adopted with profit by schools of all grades, and the subject is recommended to the thoughtful attention of teachers and school superintendents throughout the country, in the hope that they will cooeperate with other agencies now at work to prevent the destruction of our native birds.

T. S. PALMER,

Acting Chief of Division.

Approved:

CHAS. W. DABNEY, JR.,

WASHINGTON, D. C., July 2, 1896.

The results of Bird Day are noticeable in the schools in which it has been observed. The spirit of the schools has become fresher and brighter. There has been more marked improvement in the composition work and in the language of the pupils. Most of the children know the names of many of our birds and considerable of their ways of life, and wish to know more, and are their warm friends and protectors. The old relations between the small boy and the birds have been entirely changed. The birds themselves have been affected. They have become much more numerous. Many that were formerly rare visitants now nest freely in the shade trees of the city; for example, the orioles, the grosbeaks, the scarlet tanagers, and even the wood thrushes, and their nests are about as safe as the other homes. The children say that the birds know about Bird Day, and have come to help it along.

The correlation of the public library and the public schools is assured in those towns where Bird Day has been introduced. If there were no other result of this new day, the demand for healthful literature would be enough. The call for Burroughs and Bradford Torrey, Olive Thorne Miller, and the other writers of our out-of-doors literature is so great as to attract attention in the libraries. In fact, in one the writer knows well there is a constant and steady demand, particularly from the boys. Frank Bolles is a great favorite with them. The excursions to the woods have a new and aesthetic interest. What would Emerson have thought when he wrote that matchless bit—

Hast thou named all the birds, without a gun? Loved the wood-rose and left it on its stalk?

if he had known that the boys of another generation would be able to answer as he would have liked to have them!

The effect upon teachers is not less marked. The trip to the woods in the early morning and at sunset, sometimes with the children and sometimes in parties by themselves, has resulted in physical and mental good. A new and charming relation has sprung up between teachers and children. The tie of community of interests is a strong one. A taste in common is always conducive to friendship.

The surprising thing about this new departure in nature study is that once taken up it will never be abandoned. There is something fascinating in it. One may love trees and flowers, but their processes and habits of growth are in a way unrelated to us; but our "little brothers in feathers" are kin to us in their hopes and fears.

"When I think," said a bright woman the other day, "that this summer I have learned to know by plumage and by song twenty birds, and when I realize the delight the knowledge has given me, I feel as if I ought to go out as a missionary to the heathen women in my neighborhood." She did not exaggerate the feeling of every bird lover. So much is lost to life and good cheer by this ignorance.

Now that the Bird Day idea is being taken up and spread by the United States Government in the interests of economy, it will do much to sweeten the lives of the coming generation. The natural impulse to love and watch the birds will be encouraged instead of being disregarded.

Hast thou named all the birds, without a gun? Loved the wood-rose, and left it on its stalk? O, be my friend, and teach me to be thine!

—EMERSON.

No longer now the winged inhabitants That in the woods their sweet lives sing away, Flee from the form of man, but gather round, And prune their feathers on the hands Which little children stretch in friendly sport Towards these dreadless partners of their play.

—Extract from SHELLEY'S Queen Mab.



PART II

NOTES ON REPRESENTATIVE BIRDS



KINGBIRD (Tyrannus tyrannus)

CALLED ALSO BEE BIRD, BEE MARTIN, AND TYRANT FLYCATCHER

Length, about eight and one-half inches; spread of wings, fourteen and one-half inches. The upper parts of body are a blackish ash; top of head, black; crown with a concealed patch of orange red; lower parts pure white, tinged with pale bluish ash on the sides of the throat and across the breast; sides of the breast and under the wings rather lighter than the back; the wings dark brown, darkest towards the ends of the quills; upper surface of the tail glossy black, the feathers tipped with white.

This bird is a common summer resident of the Middle States, where it usually arrives the last of April. The name tyrannus given to it is descriptive of the character of the male, since during the breeding season he is anxious to attack everything wearing feathers. His particular aversion is hawks and crows, which he assails by mounting above his adversary and making repeated and violent assaults upon his head. He will even drive the eagle from his vicinity.

The farmer could have no better protection for his corn fields than the near-by nest of a pair of kingbirds. They eat some honeybees, but for every bee thus taken they destroy ten noxious insects. They can be easily frightened away from the vicinity of the hives without being killed.

The kingbird's nest is made of slender twigs, weed stalks, and grasses, and is placed among the branches of trees, fifteen to twenty-five feet from the ground. There are usually four or five eggs, white, spotted with brown. They have generally two broods a year.



FLICKER (Colaptes auratus)

CALLED ALSO YELLOW-HAMMER, PIGEON WOODPECKER, HITTOCK, AND YUCKER

Length, twelve and one-half inches; extent, about twelve inches. The back and wings above are of a dark umber, cross marked with streaks of black; parts surrounding the eyes, a bright cinnamon color; upper part of head, dark gray; strip of black on each side of the throat about one inch long; a narrow crescent-shaped spot of a vivid red upon the back of the head. The breast is ornamented with a broad crescent of black; under parts of the body, white, tinged with yellow, and having many round spots of black; the lower side of the wing and tail, a beautiful golden yellow; the rump, white.

This bird may be easily distinguished by the white rump and the bright yellow under the wings seen in flight.

Its food consists largely of wood lice, ants, of which it is very fond, and of other insects which it finds upon the ground or upon trees. The female differs from the male in appearance, the black strips upon the sides of the throat being very indistinct or wanting entirely.

The flicker's nest, like those of other woodpeckers, may be found in maples, oaks, apple trees, and occasionally pines or birches. They are more frequently built in clusters of trees than in exposed places, and from ten to thirty feet from the ground. The male has been noticed coming to the ground and throwing chips about, so that the nest-building might not be observed. The eggs are plain white.



RED-HEADED WOODPECKER (Melanerpes erythrocephalus)

Length, nine and one-half inches; extent, eighteen inches. The head and neck are crimson; a narrow crescent of black on the upper part of the breast; back, outer part of the wings, and tail, black glossed with blue; rump, lower part of the back, inner part of the wings, and the whole under parts, from the breast downwards, white; legs and feet, bluish green; claws, light blue. Like all woodpeckers, the tail feathers are sharp and stiff and help the bird to sustain itself upon the tree. It can strike hard blows with its bill, and drill into the hardest wood with rapidity and apparent ease. It will locate accurately the position of a grub or an insect that is within the wood of a tree, drill a hole to the inmate, and pull it out with its long, sticky tongue. The female is like the male in appearance, except that her colors are somewhat fainter. Woodpeckers as a class are beneficial, and do much to preserve trees from destructive insects.

The red-headed woodpecker builds its nest at the bottom of a tunnel in a tree, dug by other birds, or adapted to use from an already existing cavity. The nest is a mere heap of soft, decaying wood, more attention being paid by the bird to securing protection against rain than in having the nest clean and nice. The eggs are white, speckled with reddish brown, and are usually six in number.



BLUE JAY (Cyanocitta cristata)

Length, twelve inches; extent, seventeen inches. The head is crested; crest and upper back are a light purplish blue; wings and tail, bright blue; a collar of black proceeds from the hind part of the head, gracefully curving down each side of the neck to the upper part of the breast, where it forms a crescent; the chin, throat, and under parts are white or slightly tinged with blue; the tail is long and composed of twelve feathers marked with cross curves of black, each feather being tipped with white, except the two middle ones, which are a dark purple at the ends. The legs and bill are black.

The nest of the blue jay is large and clumsily made, and is placed high in the branches of tall trees, the cedar being preferred. It is lined with fine, fibrous roots. The eggs are four or five in number, of a dull olive, spotted with brown.



BOBOLINK (Dolichonyx oryzivorus)

CALLED ALSO RICEBIRD, REEDBIRD, AND BOBLINCOLN

Length, seven and one-fourth inches; extent, twelve and one-fourth inches. The female is a little smaller than the male. The male has the top and sides of the head and under parts black; large yellowish patch on the back of the neck; middle of back is streaked with buff; lower part of the back and upper tail feathers, grayish white; wings and tail, black; the bill is short, conical, and is blue black. The tail feathers are sharp-pointed and stiff like a woodpecker's. The female has the upper parts olive buff streaked with black; yellowish beneath; two stripes on the top of head; wings and tail, brownish; tail feathers with pointed tips. In the autumn the male puts on a dress similar to that of the female, the colors being a little more pronounced.

The nest is built on the ground, of grasses. It contains from four to seven grayish eggs, spotted with blotches of brown.



RED-WINGED BLACKBIRD (Agelaius phoeniceus)

CALLED ALSO AMERICAN REDWING, MARSH BLACKBIRD, AND SWAMP BLACKBIRD

Length, nine and one-half inches; spread of wings, fifteen and one-fourth inches. The male is of a uniform black, which glistens in the sunshine; shoulders bright scarlet bordered with brownish yellow; bill, legs, and feet black. The female is smaller than the male, and differs greatly from him in appearance. She is dark brown above, streaked with lighter and darker shades; below, gray streaked with brown; throat and edge of wing tinged with pink or yellow, but mostly pink in the summer. The young male at first resembles the female, but may soon be recognized by black feathers appearing in patches.

The nests, which are composed chiefly of coarse grasses lined with finer grass, are built upon the ground or in low bushes. Those built in bushes are compact, the others are generally loosely made. The eggs number four to six, spotted and lined with black and brown.



MEADOW LARK (Sturnella magna)

CALLED ALSO FIELD LARK

Length of male, ten and one-half inches; spread of wings, sixteen inches. The female is smaller. The feathers above are dark brown, with transverse dark brown bars across the wings and tail; the outer tail feathers, white; the throat, breast, under parts and edge of wing, bright yellow. A yellow spot extends from the nostril to the eye. The breast has a large black crescent, the points of which reach halfway up the neck; hind toes long, its claws twice as long as the middle one. The female is like the male, but duller in color.

Their food is various forms of insects, beetles, grasshoppers, cutworms, larvae, sometimes varied by the seeds of grasses and weeds, wild cherries, and berries.

The nest is built upon the ground, of dried grasses, carefully concealed in tufts of grass. The eggs are oval, usually five in number; they are white, dotted with reddish brown. Both sexes engage in building the nest.



BALTIMORE ORIOLE (Icterus galbula)

CALLED ALSO GOLDEN ROBIN, FIREBIRD, AND HANGBIRD

Length, about eight inches; extent, twelve and one-half inches. The head, throat, and upper part of the back are black; the lower part of the back, the breast, and forward part of the wing are a brilliant orange. The base of the middle tail feathers is orange, the ends black; all the others are orange, with a black band in the middle. The female is smaller, and colors are not so bright.

The nest is composed of various materials, such as grasses, plant fibers, hairs, strings, which are capable of being interwoven. It is suspended near the end of a limb. The eggs are commonly five in number. They are whitish and variously marked with black and brown spots and lines.



SONG SPARROW (Melospiza fasciata)

Length, a little over six inches; extent, about eight and one-half inches. General color of the upper parts brown streaked with black, gray, and different shades of brown; no white wing bars; the crown dull brown, with a faint grayish line in the middle; white line over the eye; under parts whitish with numerous dark brown streaks on the neck, breast, and sides; a conspicuous black spot in the middle of the breast; bill, legs, and feet are brownish. The female is the same as the male.

The nest is composed of grasses, lined with finer grass. It is built in a low bush or on the ground. The eggs vary greatly both in size and in markings. They are generally five in number, and are greenish or bluish white, variously spotted with brown. These birds raise two and sometimes three broods.

Not to know the song sparrow is to miss one of the delights of summer.



GOLDFINCH (Spinus tristis)

CALLED ALSO YELLOWBIRD, THISTLE-BIRD, AND WILD CANARY

Length, five and one-fourth inches; extent, nearly nine inches. The back and under parts are bright yellow; wings and crown cap, black; tips of the wing and tail feathers, white on their inner webs. The male in autumn loses his black cap, and his bright yellow parts change to a dull brownish yellow similar to the female; the wings and tail, however, remain darker and the white markings are more noticeable than those of the female. The female has no black cap; the wings and tail are dusky, marked with white as in the male; lower parts, yellowish gray; upper parts inclining to olive.

The nest is cup-shaped, composed of plant fibers, lined with downy substances. The eggs are usually five in number, white or faintly bluish.



ROSE-BREASTED GROSBEAK (Habia Ludoviciana)

Length, eight inches; extent, thirteen inches. Back, throat, and head are black; breast and under wings, rose-red; wings, black; rump, white tipped with black. The female is about the same size as the male. Her upper parts are brown, margined with buff and pale brown, with whitish line over the eye; wings and tail, dark gray; feathers of the fore wing tipped with white; under parts yellowish, streaked with brown.

The nest is a thin, flat structure made of dried grasses and small twigs. The eggs are greenish white with brown spots; they are usually four in number. These birds are said to be great destroyers of potato bugs.



CEDAR BIRD (Ampelis cedrorum)

CALLED ALSO CHERRY BIRD, AMERICAN WAXWING, AND CANADIAN ROBIN

Length, seven and one-fourth inches; extent, about twelve inches. The head is crested; general color, grayish brown; forehead, chin, and a line through the eye, black; tail and wings, gray; tail tipped with yellow; some of the shorter wing feathers are tipped with small oblong beads of red, resembling sealing wax.

These birds are fond of cherries and berries. The fruit grower can protect his interests by planting some choke cherries, mulberries, and mountain ash trees at the edges of his orchard. Cedar birds destroy great quantities of insects, and are entitled to a part of the fruit which they have helped to save.

The nest is large and loosely made of strips of bark, leaves, grasses, sometimes of mud, lined with finer materials. The eggs are usually five in number, dull gray spotted with black and brown.



BROWN THRUSH (Harporhynchus rufus)

CALLED ALSO BROWN THRASHER

Length, eleven and one-fourth inches; extent, thirteen inches; tail, five and one-half inches long. The iris is yellow; upper parts, reddish or cinnamon brown; lower parts, white; feathers of middle wing edged with white; the breast and sides strongly spotted with dark brown.

The nest is a carelessly made, bulky affair, composed of rootlets, strips of bark, twigs, leaves, and other material. It is generally poorly concealed in some low tree or even in the corner of a fence. For this reason it is frequently broken up. The eggs, four or five in number, are brownish mottled with darker brown. During the nesting season the bird at morning and in the afternoon ascends to the tops of trees and pours forth his wonderful song. He has even been thought to be "showing off," for he will sing almost as long as any one will stay to listen; but he is probably attracting attention to himself in order to detract it from his nest, which is always somewhere within the circle of his song.



CHICKADEE (Parus atricapillus)

CALLED ALSO BLACKCAP TITMOUSE

Length, five and one-half inches; extent, eight inches. The general color of back is ashy; the top of head, throat, and chin black; no crest; under parts, whitish with buff on the sides; wing and tail feathers edged with white; legs, bluish gray; bill, black. The song of this bird is an oft-repeated chick-a-dee, from which it takes its name. Its call consists of two high notes, the first one a third above the second, which may be easily imitated, and the bird attracted to the vicinity of the person answering his call.

Its nest is made of grasses and feathers, placed in a hole in a stump or tree; frequently in the deserted cavity made by a woodpecker. The eggs, six or seven, are white, spotted with brown about the larger end.



CATBIRD (Galeoscoptes Carolinensis)

Length, nine inches; extent, eleven and one-half inches. The general color is dark slate, somewhat lighter beneath; top of the head and tail, black; under side of tail near the base, chestnut; bill and feet, black; eye, brown. The female is like the male, but smaller. As a musician, this bird closely approaches the brown thrush. There are great differences in individual singers.

The nest is bulky, composed of twigs, rootlets, dead leaves, strips of bark, etc. Strips of grapevine bark are quite commonly used, some nests being constructed almost wholly of this material. The eggs are generally four in number and of a greenish blue, unmarked.



BLUEBIRD (Sialia sialis)

Length, six and one-half inches; extent, twelve and one-half inches. The upper parts, wings, and tail are bright blue; sides of the head and upper part of chin also blue; throat, breast, and sides, reddish brown; abdomen and under side of tail, white; legs and bill, blackish; eye, brown. The female is similarly marked, but the colors are duller.

The bluebird's song is a continued pleasing, rich warble.

The nest is loosely built of grasses, feathers, and soft material, in holes of trees, in hollows of posts, or in bird boxes. The eggs are light blue and are four or five in number.

THE END