OBJECTS AND RESULTS OF BIRD 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 scattered interests of the children would thus be brought together, and fused into a large and compact enthusiasm, which would become the common property of all. Zeal in a genuine cause is more contagious than a bad habit.

The first Bird Day in the schools was celebrated on the first Friday in May, 1894. This is as good a date as any for the sections not in the extreme North or South.

It would better come a little after the birds begin to arrive. The afternoon session will be found sufficient to devote to the special exercises. The date should be announced some time beforehand, so that the children may prepare for it. They will not only prepare themselves, but will have the whole community aroused by the sharp points of their inquisitorial weapons. Exercises should be held in all grades, from the primary to the high school.

We quote the following from circular N sent out by the United States Department of Agriculture:

OBJECT OF BIRD DAY

From all sides come reports of a decrease in native birds, due to the clearing of the forests, draining of the swamps, and cultivation of lands, but especially to the increasing slaughter of birds for game, the demand for feathers to supply the millinery trade, and the breaking up of nests to gratify the egg-collecting 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 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 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 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 cooeperate with other agencies now at work to prevent the destruction of our native birds.

T. S. PALMER,

Acting Chief of Division.

Approved:

CHAS. W. DABNEY, JR.,

WASHINGTON, D. C., July 2, 1896.

The results of Bird Day are noticeable in the schools in which it has been observed. The spirit of the schools has become fresher and brighter. There has been more marked improvement in the composition work and in the language of the pupils. Most of the children know the names of many of our birds and considerable of their ways of life, and wish to know more, and are their warm friends and protectors. The old relations between the small boy and the birds have been entirely changed. The birds themselves have been affected. They have become much more numerous. Many that were formerly rare visitants now nest freely in the shade trees of the city; for example, the orioles, the grosbeaks, the scarlet tanagers, and even the wood thrushes, and their nests are about as safe as the other homes. The children say that the birds know about Bird Day, and have come to help it along.

The correlation of the public library and the public schools is assured in those towns where Bird Day has been introduced. If there were no other result of this new day, the demand for healthful literature would be enough. The call for Burroughs and Bradford Torrey, Olive Thorne Miller, and the other writers of our out-of-doors literature is so great as to attract attention in the libraries. In fact, in one the writer knows well there is a constant and steady demand, particularly from the boys. Frank Bolles is a great favorite with them. The excursions to the woods have a new and aesthetic interest. What would Emerson have thought when he wrote that matchless bit

Hast thou named all the birds, without a gun?
Loved the wood-rose and left it on its stalk?

if he had known that the boys of another generation would be able to answer as he would have liked to have them!

The effect upon teachers is not less marked. The trip to the woods in the early morning and at sunset, sometimes with the children and sometimes in parties by themselves, has resulted in physical and mental good. A new and charming relation has sprung up between teachers and children. The tie of community of interests is a strong one. A taste in common is always conducive to friendship.

The surprising thing about this new departure in nature study is that once taken up it will never be abandoned. There is something fascinating in it. One may love trees and flowers, but their processes and habits of growth are in a way unrelated to us; but our “little brothers in feathers” are kin to us in their hopes and fears.

“When I think,” said a bright woman the other day, “that this summer I have learned to know by plumage and by song twenty birds, and when I realize the delight the knowledge has given me, I feel as if I ought to go out as a missionary to the heathen women in my neighborhood.” She did not exaggerate the feeling of every bird lover. So much is lost to life and good cheer by this ignorance.

Now that the Bird Day idea is being taken up and spread by the United States Government in the interests of economy, it will do much to sweeten the lives of the coming generation. The natural impulse to love and watch the birds will be encouraged instead of being disregarded.

Hast thou named all the birds, without a gun?
Loved the wood-rose, and left it on its stalk?
O, be my friend, and teach me to be thine!

No longer now the winged inhabitants
That in the woods their sweet lives sing away,
Flee from the form of man, but gather round,
And prune their feathers on the hands
Which little children stretch in friendly sport
Towards these dreadless partners of their play.

-- Extract from SHELLEY’S Queen Mab.