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
zooelogy 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