My high-school pupils soon learned to quarrel.

It is not to be supposed that there is a regularly graded system of instruction in the school-life of the birds. There may be method in their learning, but it would be difficult to state positively just where the primary, grammar, high-school, and college grades merge into one another, or when diplomas of efficiency are granted, if granted at all. But that there is something of a system of pedagogy among birds, and that the juniors do receive instruction from their seniors, no observer of feathered life can doubt for a moment. In the systems of human instruction the child-life of the young learner usually ends with his high-school course; he then stands at the threshold of young manhood, ready to do a good deal of wrestling with his problems on his own account. Taking that fact as our cue, we should say that the high-school instruction of the youthful bird begins when he leaves the nest, and ends when he is able to fly with dexterity, and provide for his own support, at least in the main. It is not probable that the lecture system prevails in the bird community,  or the method of class instruction now in vogue, or that books and charts and blackboards are used; but the instruction is chiefly individual, and is carried on mostly by example, coercion, and urgent appeal. There is not an inexhaustible number of branches to be pursued by the little undergraduates in plumes; but their efforts at obtaining an education consist chiefly in mastering three grand accomplishments,flying, feeding, and singing.
If ever you have seen a bevy of young red-headed woodpeckers, led by several of their elders, taking their wing-exercises, choosing a certain tree in the woods for a point of departure, and then sailing around and around with loud cries of delight, you must have concluded that it was a veritable class in calisthenics. One seldom has an opportunity to see young birds taking their first lessons in flight, but it is worth ones time and patience to be present at such a recitation. The parents set the example by flying from the nest to a perch near by, and then coax and scold their children to follow their example. If the little learners hesitate, as they usually do, their impatient teachers exclaim: Why, just try it once. You never will learn to fly any younger. If you will only spread your wings, let go of the rim of the nest, and venture out on the air, you will find that it will bear you up. Dont be afraid. But perhaps the pupils complain that it makes their heads dizzy to look down from their awful height. Then the teachers pooh-pooh at their fears, and cry condescendingly, The idea of being afraid! Why,  just see here! and they mount up into the air, poise, careen, and perform other extraordinary feats, while the youngsters gaze at them in wide-eyed wonder. At last, after much persuasion and many half-attempts, one of the youngsters spreads his pinions and flutters laboriously until he scrambles upon the nearest twig, with bated breath and throbbing pulses. He is frightened half to death, but he has found that the friendly air will support him if he makes proper use of his wings, and so he will soon make another effort, and another, until he begins really to enjoy the exercise. However, several days may elapse before the youngest and weakest member of the class can muster sufficient courage to take his first aerial journey.
Some species of birds graduate from the nest much sooner than others. In one case I observed that a family of goldfinches remained in the nest just seven days after a family of bush-sparrows, hatched on the same day, had taken their flight.[8] The yellow-billed cuckoo has given me no little surprise in this respect. When he first creeps out of his shell apartment, he is a callow, ungainly infant, black as coal, with a sparse covering of stiff bristles; but almost before a week has passed, he has hopped from his washed-out cradle to try the realities of the great world around him. Why the agile little goldfinch should remain in the crib so much longer than his less dexterous fellow-pupil,  the cuckoo, is a problem of bird school-life that I must leave for solution to wiser heads.
Having gone from the nest, the young bird has not yet learned all about the art of flying; no, indeed! He must become perfect by practice. Many a blunder will he make. At first he cannot always nicely calculate the distance to the twig that he has in view, and so he fails to give himself the proper propulsive force; he misses his footing by going too far, or not far enough, and then where he will alight is a question of what he happens to strike first. Probably a wild, desperate scramble will ensue, which ends only when the youthful novice has fallen plump upon the ground. He may be very much alarmed; but as soon as he recovers his breath, his courage rises, and he tries again.
Although the young birds have the whole world for their larder, with victuals just to their taste constantly at their elbow, they must learn even the art of eating, and, until they do so, they demand that their parents be their caterers. For several weeks after they have passed the first term of school-life, they will still sit on a limb, open their mouths, twinkle their wings, and allow their patient victuallers to thrust morsel after morsel down their throats. My opinion is that the patience of their parents wears out after a time, and they leave the overgrown youngster to paddle for himself. How proud he must be of the exploit when he catches his first insect and successfully stows it away in his maw! In a deep, quiet glen I watched a  family of young phbes and their parents catching insects on the wing. It was amusing. The old birds evidently felt that it was about time for their pupils to learn to provide their own victuals, but the youngsters stoutly demanded that their luncheons be brought them in the accustomed manner. They must have noticed that the old birds would occasionally catch an insect and dispose of it themselves. Once when the parent bird darted out for a small cabbage butterfly, a young fellow swooped down at her with such force that she let the insect squirm out of her bill and flutter to the ground, and thus make good its escape before she could recover it. Both birds lost their dinner through the greed and rashness of the little gourmand. Another time an old bird caught a yellow butterfly, dashed to a limb, and quickly gulped it down, wings and all, before any of the presumptuous high-schoolers could reach him. The bearing of the bird was most laughable. Finally, several of the young birds darted out into the air for passing insects, proving that they were taking lessons in that fine art; but their gymnastics were far from perfect, and they hit the mark scarcely half the time.
With most young birds music is a part of their high-school curriculum. Perhaps you have thought that they learn their lessons in vocal music without special instruction, but this is not always the case. Observation proves that the old birds have them under tutelage, setting them lyrical copies, which they are expected to learn by frequent rehearsal.  I have myself observed such a performance in the case of the wood-pewee, as described in the chapter on Midsummer Melodies. First attempts are crude and awkward, although the tones may be very fine. It requires frequent drill to bring the vocal organs under perfect control, just as is the case with human singers. If you have listened to the squeaking, chattering, twittering medley of young song-sparrows, you have realized how much practice is necessary before the would-be vocalists will be able to execute the wonderful trills of which they are master when they graduate from the musical conservatory.
I must tell you of a little bird high-school class over which I once assumed charge. It consisted of three wood-thrushes, two bluebirds, and a brown thrasher, all of which were taken from the nest before they were ready to fly, and confined in a large wire cage. Very soon they learned to take food from my hand. But in many things that are essential to bird life and bird weal they had no tutors and no drill-masters, and therefore had to learn them as best they could. Yet it was surprising how soon they gained proficiency. Without a single copy from adult birds, all of them were able to fly about from perch to perch in a few days. It was not more than a week before they began to pick in an awkward way, but after more than five weeks they would still open their mouths and take food from the hand. The mechanical act of eating was something they had to learn by slow degrees. While  they could readily pick up a tidbit, it seemed to be a difficult task to get it back far enough into the mouth to swallow it. This was especially true of the thrasher, whose bill was long. How he would toss a morsel about, pinch it, fling it away, catch it up again, and pound it against a perch, before he could work it back into his capacious throat!
They were amusing pets, those feathered pupils of mine. From them I have gained an insight into bird character which could have been gained in no other way. The difficulty in observing birds in the wild state is, you cannot study them at close range, and hence cannot watch their development from day to day. None the less interesting were my little pupils because they had to depend on their own wits and learn their lessons without a pedagogue. How did they learn to bathe without being shown how! They learned it, that is sure; and they went through the exercise precisely as birds do in the wildwood. They would leap into the bath-dish, duck their heads into the water, flutter their wings and tails until thoroughly rinsed, and then fly up to a perch to preen their bedrenched plumage. But they made some mirth-provoking blunders. One day a wood-thrush got astride of the rim of his bath-tub, one leg outside and the other inside, and in that interesting position tried to take his ablution. He looked exceedingly droll, and seemingly could not understand why he did not succeed better. Another time the thrasher remained outside of the bath-dish, and thrust his head over the rim into the water, squatting  on the sand and twinkling his pinions. But the time came when all the birds discovered of their own accord that the proper way was to leap right into the lavatory.
How early in life do juvenile birds begin to sing? That is a question, I venture to say, that very few students of bird life would be able to answer. It may be difficult to believeif my own ears had not heard, I should be very skeptical of the accuracy of the assertionbut my wood-thrushes had not been in my care more than three or four weeks before one of them began to twitter a little song. He could not have been much more than five weeks old. This is all the more remarkable when it is remembered that there were no adult thrushes within a half-mile of the house. He seemed to discover that he had a voice, and thought he might as well use it.
Ah, yes, and sad to relate, my high-school pupils soon learned to quarrel, and that without the example of their elders. When I threw a billsome morsel on the floor of the cage, several of them would make a dive for it, and soon get into a wrangle. Its mine! its mine! each would proclaim by his greedy behavior. Then perhaps two would seize it, and tug at it like boys fighting for an apple. Or if one contrived to get it first, the rest would try to wrench it from his beak, and thus they would pursue one another about in a wild chase. The thrasher, being younger than his fellows, was for a time cheated out of every choice morsel he  secured; but he finally learned to help himself and swallow his victuals instanter. Two of the thrushes, probably males, seemed to have a mutual grudge. They would pursue each other until the fugitive would turn and stand at bay, snapping his mandibles in a savage manner, as if they were worked by steel springs. I regret being compelled to publish these pugnacious tendencies in my beloved pets; but I prefer giving a realistic rather than a fictitious or roseate sketch of the school-days of these pupils in plumes.