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 zoölogy 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 coöperate with other agencies now at work to prevent the destruction of our native birds.

T. S. Palmer,

Acting Chief of Division.