ecting proclivities of small boys. An
attempt has been made to restrict these latter causes by
legislation. Nearly every State and Territory has passed
game laws, and several States have statutes protecting
insectivorous birds. Such laws are frequently changed and
cannot be expected to accomplish much unless supported by
popular sentiment in favor of bird protection. This object
can only be attained by demonstrating to the people the
value of birds, and how can it be accomplished better than
through the medium of the schools?

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