BIRD-AND-TREE (ARBOR DAY) COMPETITIONS. 



"I regard the Bird-and-Tree Competition as 

 one of the greatest educational efforts in Hampsliire 

 to stimulate the child's ideas and powers." — The 

 Director op Education for Hampshire, at Havant 

 Festival. 



' ' Having tested the work done by the children 

 in their essays, I am convinced that no other subject 

 calls forth more strongly the love of the child or 

 its powers of observation. I had really not thought 

 children could write so well. Books are but second- 

 hand knowledge ; this is largely first-hand observa- 

 tion, because nothing is so important in this work 

 as that the children should see a thing for themselves 

 and see it well. And it is the observation of the 

 living thing and its natural movements. I should 

 like to emphasize strongly that the living thing in 

 its proper surroundings should be the object of 

 Nature Study— not the dead, dried, or stuffed 

 specimen. Speaking therefore as a friend of the 

 children, I put in a plea for Bird-and-Tree work 

 as a subject that ought to be taken up, not only 

 in rural schools, but in all schools, and one which 

 should be regarded earnestly and seriously." — The 

 Director of Education for Hampshire, at High- 

 wood (Hants), Jime 11th, 1910. 



*' The Bird-and-Tree scheme has been very widely 

 adopted in this comity, over one hundred schools 

 participating. The scheme has been the means of 

 stimulating interest in Nature Study generally, and 

 in Bird-and-Tree life in particular. This effect has 

 been distinctly beneficial, and has helped rather 

 than retarded the teaching of the ordinary subjects. 

 Both teachers and children liave taken a great in- 

 terest in the work." — The Secretary for 

 Education for Norfolk, letter to R.S.P.B., October 

 19th, 1911. 



" Bird and Arbor Day has begun a splendid 

 work ; and from looking over the essays of two 

 counties, and talking with the masters in different 

 counties, I can testify how delightful that addition 

 to their school work has been, and how recreative 

 and healthful it is at the same time. I would press 

 very strongly upon the Council that they should 

 go forward boldly and make friends of all the 

 county councils in the land, urging them to let the 

 Society do that particular kind of work which, 

 done in this recreative way, and outside the 

 ordinary curriculimi of school, appeals more truly 

 to the hearts, sympathies and interests of yomig 

 children." — Canon Rawnsley, at the Society's 

 Annual Meeting, 1905. 



"Every encouragement should be given to the 

 institution of school field-clubs, Bird-and-Tree 



teams, scouting parties, naturalist societies, and 

 other developments of a like nature, among the 

 pupils." — Memorandum on Nature Study and the 

 Teaching of Science in Scottish Schools, Scotch 

 Education Department, 1908. 



From Head Teachers. 



' ' The Competition has been of the greatest 

 possiljle help to our school work ' generally. Every 

 single subject seems to have benefited, and I regard 

 the scheme as most helpful and beneficial to both 

 teachers and taught." — (Hants.) 



' ' The children are more in love with the work 

 than ever, and I hope there will be increased entries 

 from Somerset this year." — (Somerset.) 



" I find the stvidy invaluable in kindling a zeal 

 for Nature Study. The girls never afterwards lose 

 the interest thus awakened. For that, if for nothing 

 else, we owe a debt of gratitude to the Society." — 

 (Hants.) 



' ' I find the study and the Festival in connection 

 with your Society of inestimable benefit." — (Bucks.) 



' ' The scheme has afforded the school generally, 

 and the team and myself in particular, the keenest 

 pleasm-e. I am certain that such a scheme is of 

 the highest educational value, and must have a 

 far-reaching effect for good." — (Warwickshire.) 



' ' There is a rough boy here, who before would 

 only think of throwing a stone at every bird he 

 saw, but who now takes an interest in birds and 

 even carried crumbs to feed his special bird to keep 

 it from being frightened while he was watching it." 

 — (Warwickshire.) 



" The very name " Bird-and-Tree Day " signifies 

 to oiir children all that is enjoyable and pleasant." — 

 (Berks.) 



Since the competition started the number of birds 

 has greatly increased, especially the rarer species. 

 The children no longer destroy nests and eggs, but 

 take a keen interest in preserving them, and the 

 people know that they will report cases of birds 

 or eggs wrongfully taken." — (Somerset.) 



' ' My opinion is that any little trouble there may 

 be in connection with Bird-and-Tree Day is repaid 

 over and over again by the increased intelligence 

 of the children, which is shown in every branch 

 of school work ; not to mention the deligh t of the 

 children when anything in natmre comes under 

 their notice for the first time. I find that Bird-and- 

 Tree work makes the children more observant, 

 more eager to find out the reason for things, and 

 brighter all round." — (Beds.) 



