Lesson X

The Robin

Leading thought—To understand all we can about the life and ways of the robin.

Methods—For first and second grades this work may be done by means of an extra blackboard, or what is far better, sheets of ordinary, buff, manilla wrapping paper fastened together at the upper end, so that they may be hung and turned over like a calendar. On the outside page make a picture of a robin in colored chalk or crayons, coloring according to the children’s answers to questions of series “b”. Devote each page to one series of questions, as given below. Do not show these questions to the pupils until the time is ripe for the observations. Those pupils giving accurate answers to these questions should have their names on a roll of honor on the last page of the chart.

For third or higher grades the pupils should have individual note-books in which each one may write his own answers to the questions of the successive series, which should be written on the blackboard at proper time for the observations. This note-book should have a page about 6 × 8 inches and may be made of any blank paper. The cover or first page should show the picture of the robin colored by the pupil, and may contain other illustrative drawings, and any poems or other literature pertinent to the subject. If prizes are awarded in the school, a bird book should be given as award for the best note-book in the class.

Observations by pupils—Series a (To be given in March). 1. At what date did you see the first robin this year?

2. Where did the robin spend the winter; did it build a nest or sing when in its winter quarters?

3. What does it find to eat when it first comes in the spring? How does this differ from its ordinary food?

4. Does the robin begin to sing as soon as it comes North?

Series b (To be given the first week of April). 1. How large is the robin compared with the English sparrow?

2. What is the color of the beak? The eye? Around and above the eye?

3. The color of the top of the head? The back? The throat? The breast?

4. Do all the robins have equally bright colors on head, back and breast?

5. What is the color of the wing feathers?

6. What is the color of the tail feathers? Where is the white on them? Can the white spots be seen except during flight of the bird? Of what use to the robin are these spots?

7. Is there white on the underside of the robin as it flies over you? Where?

8. What is the color of the feet and legs?

Series c (To be given the second week of April).

1. At what time of day does the robin sing? Is it likely to sing before a rain? How many different songs does a robin sing?

2. What note does a robin give when it sees a cat?

3. What sounds do the robins make when they see a crow or a hawk?

4. Does a robin run or walk or hop?

5. Do you think it finds the hidden earthworm by listening? If so describe the act.

6. Describe how a robin acts as it pulls a big earthworm out of the ground.

7. Do robins eat other food than earthworms?

Series d (To be given by the middle of April). 1. At what date did your pair of robins begin to build their nest?

2. Where was the nest placed and with what material was it begun?

3. Can you tell the difference in colors between the father and mother birds? Do both parents help in making the nest?

4. How and with what material is the plastering done? How is the nest molded into shape? Do both birds do this part of the work?

5. Where is the mud obtained and how carried to the nest?

6. How is the nest lined?

Series e (To be given a week after series d). 1. What is the number and color of the eggs in the nest?

2. Do both parents do the sitting? Which sits on the nest during the night?

3. Give the date when the first nestling hatches.

4. How does the young robin look? The color and size of its beak? Why is its beak so large? Can it see? Is it covered with down? Compare it to a young chick and describe the difference between the two.

5. What does the young robin do if it feels any jar against the nest? Why does it do this?

6. Do the young robins make any noise?

7. What do the parents feed their young? Do both parents feed them? Are the young fed in turns?

8. Does each pair of robins have a certain territory for hunting worms which is not trespassed upon by other robins?

Series f (To be given three days after series e). 1. How long after hatching before the young robin’s eyes are open? Can you see where the feathers are going to grow? How do the young feathers look?

2. How long after hatching before the young birds are covered with feathers?

3. Do their wing or tail feathers come first?

4. How is the nest kept clean?

5. Give the date when the young robins leave the nest? How do the old robins act at this important crisis?

6. Describe the young robin’s flight? Why is it so unsteady?

7. How do the young robins differ in colors of breast from the parents?

8. Do the parents stay with the young for a time? What care do they give them?

9. If the parents raise a second brood do they use the same nest?

Series g (To be given for summer reading and observations). 1. Do the robins sing all summer? Why?

2. Do the robins take your berries and cherries? How can you prevent them from doing this?

3. How does the robin help us?

4. How long does it stay with us in the fall?

5. What are the chief enemies of the robin and how does it fight or escape them? How can we help protect it?

6. Do you think the same robins come back to us each year?

Supplementary reading—Nestlings of Forest and Marsh, Wheelock, p. 62; Our Birds and their Nestlings, Walker, pp. 26, 37, 41, 42; True Bird Stories, Miller, pp. 37, 138; The Bird Book, Eckstrom, p. 248; Familiar Wild Animals, Lottridge; The History of the Robins, Trimmer; Field Book of Wild Birds and their Music, Mathews, p. 246; Birds in Their Relation to Man, Weed and Dearborn, p. 90; Songs of Nature, Burroughs, p. 94; Wake Robin, Burroughs; Audubon Leaflet No. 4.