Bruner in his “ Notes on the Birds of Nebraska,” published in May, 1890, says : 
It might be well to suggest that the subject [of ornithology] is of sufficient impor¬ 
tance to call for its being taught in our public schools, to a limited extent at least. 
We should have a “ Bird Day ” just as we have an “Arbor Day ” and a “ Flag Day,” 
when suitable exercises should be held commemorative of the occasion. 
OBJECT OP 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 land, 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 pro¬ 
clivities 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 fre¬ 
quently changed and can not 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 the general public who 
would soon appreciate the loss if some of the 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 everyone. But the in¬ 
struction should not be limited to books ; the children should be encouraged to ob¬ 
serve 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 innova¬ 
tion could not be appreciated by those Avho did not see the practical bearing of 
the subject on an ordinary school course. But at the next meeting of the Associa¬ 
tion 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 pro¬ 
gressive 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 duties and labors of life, why should not some atten¬ 
tion 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. 
