How teachers in rural elementary schools may use Farmers' bulletin 755, Common birds of southeastern United States in re...

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Material Information

Title:
How teachers in rural elementary schools may use Farmers' bulletin 755, Common birds of southeastern United States in relation to agriculture ..
Physical Description:
2 p. : ;
Language:
English
Creator:
United States -- Dept. of Agriculture. -- States Relations Service
Miller, Edward Andrew, 1878-
Publisher:
s.n.
Place of Publication:
Washington
Publication Date:

Subjects

Subjects / Keywords:
Birds -- Southern States   ( lcsh )
Agricultural education -- United States   ( lcsh )
Genre:
non-fiction   ( marcgt )

Notes

General Note:
Signed: E.A. Miller.
General Note:
At head of title: U.S. Dept. of Agriculture. States Relations Service. A.C. True, director.

Record Information

Source Institution:
University of Florida
Rights Management:
All applicable rights reserved by the source institution and holding location.
Resource Identifier:
aleph - 029618872
oclc - 39896429
System ID:
AA00014592:00001


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U. S. DEPARTMENT OF AGRICUL42UIE "'
STATES RELATIONS SER X
-UNIV. OFF L .
A. C. TRUEDirector. N Drecor. DCUMENT


HOW TEACHERS IN RURAL ELEMENTARY Sr MkAY
FARMERS' BULLETIN 755, COMMON B DS lH-
EASTERN UNITED STATES IN RELATI L..TOI Lj9 lMMW

Range of use.-The southeastern part of the United States, includ-
ig North Carolina, South Carolina, Georgia, Florida, Alabama,
Tennessee, Mississippi, Arkansas, Louisiana, eastern Oklahoma,
eastern Texas, and small portions of adjoining States.
Relation to the courses of study.-This bulletin is especially valuable
in.connection with the study of elementary agriculture as it relates
to the control of economic insects. In connection with nature-
study work this bulletin will prove especially helpful.
Topics in agriculture.-(1) Cotton-insect enemies and birds
that destroy them, pp. 1-3; (2) corn and other grains-insect enemies
and birds that destroy them, pp. 3-4; (3) forage crops-insect enemies
and birds that destroy them, pp. 4-5; (4) truck crops, p. 5.
Study questions.-Topic 1: Make a list bf the insect enemies of
..cotton found in the community. Compare this list with the insect
enemies of cotton mentioned in the bulletin. What birds mentioned
as enemies of each of the local insects are found in the community ?
Make a list of these birds in the order of their value as insect destroyers.
Topic 2: Name in the order of importance the insect pests that
attack corn. Make a list of the insect enemies of corn found in the
community. In what way does each kind of insect injure corn?
What birds named in the bulletin destroy each kind of insect?
Which of these birds are found in the community?
Topic 3: What insects attack clover plants? Are such insects
found in the community ? In what way does each damage clover?
List the names of birds that destroy each kind of insect. Which of
these are found in the community ? Make a list of other forage crops
grown in the community; also list the insect enemies of each of these
plants.. What birds destroy these insects ?
Topic 4: What evidence is there that garden and orchard insects
are destroyed by birds? What insects do most damage to gardens
and orchards of the community What birds are seen most frequently
Sin gardens and orchards
General questions: Make a list of the birds that are believed to do
inury to field, orchard, and garden crops, stating opposite the name
of each'bird the crop damaged and the nature of the damage. Do
ie names of these birds appear in the lists of insect-destroying birds
compare the damage and good done by these birds. Should they
be protected I What is the attitude of the people of the community
toward, the protection of birds?
SNature-uwiy fopic.-(1) Study the birds named in the bulletin
that are found in the community after the following outline:
.. General form, size, and appearance.
2i. Color--head, throat, back, breast, tail of both sexes.
3. :ood and h procured.
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UNIVERSITY OF FLORIDA
" .IllllllEIiIImIiai

S4 : 3 122 0828 7972
4. Manner of fig --slow, rapid, direct, soar 2ilti
unrdulatfng. .1. ":
5. Disposition-ale t,pensive; social, solitary; wary,
S6. Nesting-locatidn, kmnd.
7. ResidenU, nigrant.
8. Places frequented-4oods, fields, swamps, yards. .
9. AKinds o songs, ,4ots, calls, etc. ,Learn to imitate. :
S10. "Useful, how? Latnmful, how ,k
(2) Classify the birds according to their method of catchingihse
The following groupI Way be recognized: (1) Those that secureA.i
food by Climbing.over the trunks and branches of trees; (2) those
chisel intd deaa or living wood; (3) those that feed upon insects li
among the foliage and smaller branches; (4) those that get their f
largely on or near the ground; (5) those that catch insects while oR.
the wing either by darting out momentarily from some perch or by sail-:
ing in the air for longer periods.
,(3) Classify all birds found in the community under the followftig .
groups: (a) Permanent residents, (b) summer residents, (c) winter :|
residents, and (d) transients. Note in connection with each migra-7 i
tory bird the dates of its arrival and departure. ,
.Illustrative material.-Secure colored, pictures of birds and Pplace;i
them at conspicuous points in the schoolroom. Abandoned nests K:
should be collected for study. Make and preserve bird drawings : i
Practical exercises.-Make and set up on the school grounds bird
houses, protected feeding places, and dnnking fountains.. Encourage
birds to visit the school grounds by. providing them foyd, especially
in cold or stormy weather. Such small seeds as those of milletyhem.
buckwheat, sunflower, bits of suet, and even lunch scraps are suita6b
articles of food for birds. Visits to places frequented .by birds sheoO
be made for the purpose of securing the information called fpr:i
topics for study. All information should be carefully copied in w
bound notebooks. .
Correlations.-Language work is provided in keeping recortarii
information concerning bird studies. Interesting drawing exrfis
are provided by outlining and coloring the various birds sti4
Locate on the map the. summer and winter homes of migrato~ry
transient birds. Compare these sections, States, or countries Hi
reference to climate, people, industries, etc. By referring to` th I
bulletin much valuable material may be found, from which exerc ppsT
in arithmetic may be developed. The following serve as examptlesd:%
(1) If one bird eats on an average of 50 insects per day and there is sit >
average of two birds per acre,. how many insects are consumed :per.:I'
day on an 80-acre farm ? How many are consumed in 30 days (2.) ::
If there is an average of one bird per acre throughout the State, hoit
many birds in the State How many insects would be destroyed y;
all the birds of the State during the months of May, June ,tt
August, and September?
E. A. MIL M ...
Specialist in Agriculturl Ed
Approved:
C. H. LANE,
I C~ SChief Specialist in Agriulturl Educatio '. ..
JANUARY 30, 1917.
S ,.WASHINGTON: GOABRNMI TIP-i~M




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