(This is the third post in a 5 part series especially geared for participants in the Young Birder of the Year contest. Read Part 1 and Part 2. –ed.)
by Steve N. G. Howell
It’s all very well showing some of my notes from recent years (Part 2), when I’m an experienced birder, but what did my notes look like when I was a teenager? Well, not that great really. But I still have all of my old notebooks, at least the ‘field journals’ with notes copied up at the end of the day. It’s pretty clear, however, that I wouldn’t have come close to winning any Young Birder of the Year field notebook competition!
Here are some examples of pages from my early notebooks. I was a late starter in British birding terms, at about 9 years of age, and I didn’t really keep notes till I was 12. Looking back on those notes, I didn’t bother about start and end times of birding visits until my late teens, and rarely did I make any mention of weather. I was simply cramming birds and numbers onto the page; notable and less common birds I indicated with symbols (such as *) or underlining them (see image 3a below).
While I had one or two mentors in the field, there was nobody to mentor me on my notebook. So when I suggest that today’s young birders include in their notes stuff like date, time, and weather – it’s because I learned too late. If I want to go back and see whether high numbers of Bar-tailed Godwits at my local patch in the mid-1970s were correlated with easterly winds – not so easy.
As I do today, starting from the front of a notebook I kept notes of dates, times, species, numbers, etc. At the back I kept notes on plumage, vocalizations, behavior, etc. Hence, my descriptions flow ‘backwards,’ from right-hand page to left-hand page, as in the upper right pages of image 3a). I also kept arrival and departure dates for migrants at my local patch and would write monthly summaries of the birds, noting things like when post-breeding flocks of finches started to form; how many pairs of shelducks hatched young; if numbers of some species seemed high or low; and even guess why that might be (image 3b). For me it was all about understanding seasonal distribution and abundance, and in doing this I could better see what stood out as rare, both by location and season.
As well as helping you learn status and distribution, keeping a field journal can really help train your powers of observation – by watching and sketching birds. Lots of people say “I can’t draw birds,” but really, with practice, anyone can draw birds and learn a lot in the process. Don’t believe me? Part 4 will show some of my early field sketches, which are not very good (and neither are my recent ones!). But hey, I’m not proud, and making bad sketches has helped me become a better birder.