CONSERVATION - ERIC

CONSERVATIONL

EXCURSIONS

by

Effie G. Bathurst

Senior Specialist in Curricular Problems

BULLETIN 1939, No. 13

Federal Security Agency Paul V. McNutt, Administrator

U. S. Office of Education J. W. Studebaker, Commissioner

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CONTENTS

PageFOREWORD . . . . . . VPURPOSES AND USES OF EXCURSIONS . . 2

Pleasure trips . . . . . 2Investigation, discovery, and study . . . - 4

Industries' . . . 4Minerals . . . 5Soil . . . . 6Wild flowers

10Birds. . . .

. 12Search for materials . 17Improvement of conservation. ac tivitics . . - 19

Protection of wild flowers . . . . 19_

Activities with plants and animals . - 23Activities in connection with soil erosion . a 27..

Local history and culture . . . 28\Interviéws . . .

. . . 30PREPARATION . . . . . . , 31

The teacher's plans . . . - . . . 31Prtlirninary visits .

9 a 31Reading and study. . . . . . 32Consideration of desirable results . 6

* 3..Alternate plans for emergencies .

. 35Guidance. . . . , .., a. . . 35tPlans for transpórtation . . . . 36

Class plans . . . . . .a 4 37

Planning and orgaRizing ictivities . . 37

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. Appointment of committees ,to reconnoiter and repmt . a 40Consideration of expenks . . ; . 40Planning for ipecimens and collections . 41I. .Arrangements for equipment' , 42. .Conduct . . ,44,

ITHE JOURNEY . . .. .` .

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Concentration on purpose .. 45

Discussion . . 0 0

. . 45Special adaptations . . . % 6 0 46.

City children . . . . . . . . ¡. 46Rural schools . . . f . . 50Primary pupils . ,. . .

6 51Individuals within a group . . 0 52

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FoLLow-uP AcTrvirnms . ., 1 ). Diaries, journals, and other records.

Displays and exhibits. . '--,,School magazines and newspapers

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EvALUATION . . .)Achievement of pupils .

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Purposes achieved(0)Continuing interests

. 611Socialization . .( I I_ Improvement of future excursions e

( 12. APPENDIX. . ,* *

()58 Content of excursions

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FOREWORD

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The conservation excursion takes the child out of the school-room and into his natural and social environment alnd helps himR) study it aild to participate in the conservation of its naturaland human resources. The conservation excursion, like anyother school journey, is not intended as a substitute for books,magazines, pictures, or any other classroom material but ratheras °an important supplement.

The purposes of this bulletin are to indicate educative goalsand values which are peculiar to the conservation excursion, topoint out particular contributions tocurriculum content andactivity which¡can be achieved through excursions for the studyof different phases of conservatfon, and to suggest methods andtechniques of planning and conducting excursions for the aid ofteachers who are particularly interested in conservation education.

The United States Office of Education wishes to acknowledgethe cooperation of the Division of Motion Pictures of the Depart-ment of the Interior, the Biological Survey, the Soil ConservationService, the State Educatioit Department of Connecticut, andthe Rdchester Museum of Arts and Sciences in furnishingpictures and other material used in the preparation of thisbulletin. We are particularly indebted to Irving Brant andCarl R. Dion, of the National Park Service, for reading themanuscript apd checking its factual accuracy.

BESS GOODYKOONTZ,Assistant U. S. Commissioner of Education.

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tONSERVATION EXCURSIONS 4.

WilAT A scientific expedition is to the scientist or the hiketo the pleasure seeker, the school excursion often is to the

child. It takes him out of familiar surroundings into new onesin which he makes discoveries and learns new facts, not throughthe abstract words of printed pages, but fròm the vivid textbookof the environment.' Excurion\s, are especially useful in a study \,of conservation because natural resources in the fçrm of biccl,'trees, forests, soil, and minerals, which comprise the subject .

matter to be taught, catinot be brought into the schoolroom intheir natural state and pupils must go to them.,,

0 The goal of the conservation excursion educatively is not tovitalize subject matter or to develop an excursion program forexcursion's sake; but to give the pupils a practical acquaintancewith conservation as a problem which is basic to their own andthe community's welfare and a working knowledge to help themparticipate in its solution. Conservation excursions stimulatechildren to ask questions and these lead to further study whith

. can be made in the sciloolroom. They help pupils understandbetter the facts in books and serve as a check on the accuracy ofsuch facts. Every child naturally feels the tragedy of the Nation'sloss of resources and wishes to protect and to save the resourcesthat remain. In the conservation excursion, the urge to conserveis strengthened by a number of pupils with unity of purpose.

A conservation excursion is rarely a unit in itself. It has asubordinate relation to the main program of the school and tomajor units In the field of conservation. It frequently contributesto the building of a unit on some phase of the subject such as theprotection and preservation of wild flowers in the local com-munity. It may contribute to the development of an activitysuch as the filling of a gully or the establishment of a nature trail.In some cases it is a culminating or summarizing activity whichchildren anticipate and for which they prepare by careful plan-ning and intensive study. In many instances the excursion servesas a stimulant to seek the solution of a problem and is followed

I by activiti... which aid in its solution.

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Zachari, Alizabeth D. Field trip experiences in the intermediate grades.Journal of Geography, 33: 19-60, February 1934.

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2 CONSERVATION EXCURSIONS

PURPOSES AND USES OF EXCURSIONSChildren have various purposes in excursions. They like jouineys and trips and, when one is suggested, are usually eager withquestions And ideas. They make dozens of suggestions for plac(N.to visit and things to see. Many educative uses can be made ofan excursion, depending upon the purpose of the children andthe teacher in planning it. An overview of types of excursionsneeded in studying the conservation of different natural resourcesreveals interesting possibilities.

Pleasure Trips

Sometimes an excursion is taken tor the pure pleasure of anoutdoor hike. Ititsults in appreciation of the outdoors and iisbenefits. Again, pupils desire to observe somrthing entirely newand interesting to them, such as an unusual bird, a row of treesof particular beauty, a "big ditch" which they have just learnedis a dangerous gully.Some eicursions which are taken for pleasiire lead to apprecia-tion and knowledge. Children will be amused and stimulated

. to note such facts as that the gayfeather is an "upside down"flower beginning to blossom at the tip of the stem, and hencedown the stem, instead of low on the stem and toward the tipas the gladiolus does. What does this mapner of blooming tellabout, the nature of the plant? When, if at all, can it be trans-planted? What flowers shauld be planted withtit to reproducethe natural environment and to insure its best growth? Ques-tions like these an i others will arise. Sticktights, Spanish needles,and cockleburs cling tp the children's clothes, and are carriedback to the schoolroom and to the children's homes whrre theyare frequently uncksirable. Why? Such incidents and observa-tions lead to study of migration of plants 'through seed dispersal.Nature calls in the spring as well as ih ihe fall, and pupilsohould be encouraged to plan hikes threotigh the woods for theexcitement of seeing fuzzy heads of baby ferns and Woking the130the ldi velvet buds of pussy willows; of márveling at coloringof the skunk cabbages contrasted with the more elicate greensof the willows and the Mysterious tiny plants appearing on thewoods' floor; of listening to the disturbed chirping and calling ofbirds and trying to recognize them by their notes; of trying tofind out how to protect and preserve such s '1uty. Until hethrills at the exquisite loveliness of the snow s s p, feels an urge

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4 OON SERVA TION EXCURSIONS

to protect the trusting "fat" robin, and loves the soil that giveshim these, no one is a genuine conservationist. A child famili,irwith the beauty of wildlife will not willingly ste it destroyed andwill work consistently to protect it. Excursionewill put him fill-along the way of conservation.

Investigation, Discovery, and StudyChilOren need to take trips to acquire information not availablein their classroom or homes. For practically all the natural re-sources, jourtieys can be taken .to investigate situations and dis-cover new facts. For some time schools have used excursions toindustries, mines, fields, and farms in Connection with geographyand history. Less frequently, but none the less profitably, excur-sions to study wild flowers and birds are used for general scienceand nature study. Such first-hand study affords opportunity forpupils to learn more about conservation of natural resources. Thefollowing suggestions concern the study of industries, minerals,soil, wild flOwers and birds through excursions.

Industrits.Excursions to study industries 2 suggest problemsfor investigation, many of which have angles of conservation'.."-The situation of the factory should be noted with ,respect to itslocation in a valley by a river or away from the river, with respectto means of transportation and raw material, and with respect tosource of power and its maintenance. The watershed .ean bestudied, and the security of the industry from floods. The demandof the factory for raw material and the proviton made for pro-tecting .the soil in its production are problems in the conservationof industry. The nationality and skill of the workmen, provisionsfor their safety and health, their future Welfare if :the industryshould riot be successful and stable are factors in 6onservaiion ofindustry which older pupils can well study. ,Children who havebecome aware .of such problems should plan an excursion as partof their stidy. 'Illypi.oducts of the industry, waste which maypollute a stream, possible ways of avoiding or disposing of wasteare other conservation problems to be stfidied through excur-sions.'

I Study of an industry. Classroom -Teacher, 11: 373-75, 1927.a Suggestions for making journeys part of a school program are found inExpanding As classroom published by the State Department of Public Instruc-tion of Pennsylvania.

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CONSERVATION EXCURSIONS 5

Minerds.4Excursions to mines and quarries sometimes re-veal conservation needs. Although stone is virtualty inexhaust-

,_ ible, there is sometimes waste in its extraction at the quarry.Children can learnabout the location of quarries, the machineryused, the hand labor employed, the type of power used, the wasteot labor or fuel. Visits to mines reveal forms eh mineral deposit.The type of macilinery used may have something to do with waste.The nationality of the workmen, the service they render, thewages they receive, the protection providrd for their health andsocial security, and good ways of using their incomes can some-times be discussed by the older pupils. In the discussion of theseand other social problems, a teacher must guide her pupils care-fully in order not to cause digress to pupils in the class who areaffected by, the problems discussed; nor arouse unduly the sym-pathies of the children about situations which they have no powerto help improve and no opportunity to see improved.'

One of the minerals with which children have experience iscoal. A class can plan a trip to the engine room of the schoolbuildinka-where the janitor explains how coal is fed to the furnace,how the quantity of coal used is measured, and how the heatis regulated. Children can observe. the coal that is stored forimmediate use and gain soMe idea of the quantity required toheat the building. They can observe a load of coal being placédin the furnace room of the school building, note the appearance ofthe coal, and compare samples with other kinds of coal.

It is not always advisable or possible for children to be takeninto a coal mine. However, there are interesting things to seeoutside a mine; the machinery used in hoisting coal, in separatinggooa coal from poor, in loding railroad cars, and the like. Adiscussion of the conservation of coal with the opeiator of the minemay help the children to realize the efforts that are made to saveas much coal as possible. Frequenily, it is possible to have theoperator talk to the group about the dangers of mining, andexplain precautions taken to. protect the life and health of themine,. Information of this kind is especially helpful for childrenwho live in a mining district becakse it is easier to develop aregard for the wisdom of. working carefully while they are young,than to teach precautions to adults who have become accustomedto the dangers.

4 so 81so pages 91-93.4.Baker, G. Derwood. An eleventh-grade field study:. The coal industry'.

zghcational research bulletin, 18: 173-88, October 19, 1938.

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Where petroleum is found, an excursion to petroleum wells iNuseful and desirable. Children can learn first-hand how wells arcbored, why derricks are erected as they are, how petroleum iconveyed to places where it is used. An operator or guide ma\be secured to talk with the children about the uses and importanceof oil in induitry ind national life and to point out ways in whichthe product is being conserved in the region visited.The need for the conservation of petroleum is greater than tha tof any other mineral, as the supply is limited. It is imPortantthat this excursion be made wherever possible.

Natural gas is another interesting substance found in the earth.In regions where natural gas is produced it is well for the childrento take ajourney to the gas fields. They can compare the sinkingof gas wells with the sinking of oil wells. They can observemethods of storing gas and discuss its different uses and laterverify the things they learn, .

Iron is found combined with other substances. Most of the ironmines are of the open pit type; only a few are shaft mines. Usuallychildren are not alloWed to travel about or enter a mine. Theyfkg.can visit the edge or the entrance o the mine, however, and note

hor the ore is taken out and load n freight cars to be carriedto the ore boats or the foundry where the mineral is separated fromthe ore. It will be helpful if the operator tells them how iron ismined, what use is made of inferior ore, and how the product isconserved.Other interesting places for the children to visit, should theschool be located near them, are building-stone quarries; lead,zinc, or copper mines; and gold and silver mines.Soi1.7--In studying the conservation of soil, excursions are ofreal importance. The fields, the meadowt the woodlands, andthe roadside are textbooks, laborátory, "tools of learning,"and materials of instruction.Many kinds of excursions are possible. ShOrt trips withinthecommunity will give the pupils a chance to observe erosion andits control on different farms. Their observation can be contin-tied from month to month, especially in rural areas, to studychanges in the amount a soil eroded, the increase in number ofcontrol methods in the community and on separate farms, changesthat occur in the realization of programs for control, such asItocheleau, William F. Minerals. Chicago, A. Flanagan1929, p. 45-68. (The first book of the great American industries series.)? See also pages 66-68. ,

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increase in size of gullies, the breaking down of terraces, and thebeginning thus of gullies through the very means which the farmeruses for control.

Children can learn through excursions how soil is being wastedin their community. A journey to the field, meadow, brook, orroadside near the school reveals undue erosion as a result of wast-ing of soil, of blowing by the wind, of gullies. City children canplan class trips to the suburbs or take trips as individuals to friendsor relatives in the country. In the pasture or near a roadsidethey probably can find a gully. If it is small, they can follow it

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A trip to see men engaged in conservation work offerstopportunity for study.

to its head and try to decide what caused it and how it can becontrolled. In thc field, the children perhaps will find driftsof fine soil, the results of sheet erosion. On barren slopes, oncewooded, and on the terraces of deep roadside cuts, tiny gulliesknown as finger erosion, may be observed.

After a survey excursion of this type, classroom discusion isnecessary to formulate questions and problems and make ar-rangements for further study. The children's questions maylead to a study of soil,' how it is made, what its uses are, howdeep it is, and the like. Some of these questions will require

& Office ci Education, Federal Security Agency. Teaching eposerva-tion in elementary schools. Washington, U. S. Government PrintingOffice, 1939. (Bulletin, 1238, no. 14.).

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additional field trips. It will be necessary, for example, to dininto the soil to observe the depth of topsoil, to note the qualit\of subsoil and the type of clay or rock that lies underneath. Ob-servations can be made regarding the type of vegetation thathelped form ,the topsoil, whether forest or grass; the kinds ofcrops removed; the means of replenishment. A trip to a brookor creek is an opportunity to observe how and where soil isdeposited, where the channel is cut away most, whether thewaters are muddy or clear, the type of mud they cArrir, the kindof land through which they flow, whether wooded or plowed.A sketch of *the stream and its tribUtaries with places of greatesterosion indicated will be helpful to the class in further study.If some of the children are interested particularly in the harmdone by erosion, they should visit a field, preferably one with soilthat varies in thickness. Here is opportunity for the class toobserve the héalthiness of the crop at different points on the hilland to try to account for the differences. If it is possible for thepupils to dig into different types of soil for comparison, they willfind subjects for study and observation. For ex.ample, they cannote the difference in composition of the soil on a grassy hillside,the soil of a field of open crop such as corn or potatoes, and thesoil on a forest floor. Questions concerning the composition,value, and conservation needs of different kinds of soil thusfound can be answered in classroom study.An excursion after a rain raises questions that lead to study oferosion, or it may help answer questi9ps previously raised.Children should compare the amount a erosion from plowedfields, grassland, or woodland. Estimates of the amount oferosion can lioe made by noting the muddiness of creeks, the dampsoil heaped at the foot of hills, the soil left clinging to grass andweeds where the creek overflowed during the rain. Children canmake interesting comparisons between the effeCt of different kindsof rain on soil. They may note soil loss after a severe storm inwhich rain fell heavily. They can report evidences of washing,such as soil on grass or plants, or piled at the foot of the hill; thewidening of gullies; holes washed in the sides of culverts on dirtroads; gullies swallowing roads and houses. For the sake ofcomparison, the class can take a similar trip later after a gentlerain lasting for a longer period of time and providing about thesame amount of moisture.

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An excursion is useful for the study of erosion in pastures whetecattle or sheep graze. Children can observe spots where grasshas been closely cropped and where heavy rain washes the soil.This type of erosion is especially noticeable in sheep pastures.Gullies are often found in pastures as wel as in fields. Thetendency of manyjarmers is to ignore them in pastures even morethan they do in fields and consequently each gully grows wideryear by year, losing soil with every rain. Children wlio haveopportunity to visit gullies can observe them after each rainduring an entire season and make records of their size. Thrfacts can then be arranged in tabular form or in some othèr wayto indicate amount of change in the size of the gully.

Soil erosion, especially in its most spectacular form, the gully,has such dramatic and tragic appeal to children that to give themknowledge of the problem with no opportunity for participatingin its solution may have harmful psychological effects. Conse-quently, excursions to study the amount and effects of erosion ina community should be followed by simple constructive measuresin hich children can engage. For examp e,- rural pupi s canpla t vines and shrubs in a sm-all gully near the schoolhouse andmake t a refuge for birds. City pupils ean follow an excursionto stu i y erosion by another trip to a different farm where theycan o rve methods of successful control of erosion.

The journey to observe measures of erosion control should betaken by all pupils interested in soil erosion. Grassed waterways,dams in gullies, contour plowing, and the like usually can beobserved near the school. However, if the community has notbeen aroused to the need for erosion control or if the school islocated in a city, it may be necessary for the children to plan ajourney into a neighboring community. In observing control ofgullies childre.n can look for various remedial measures, such asdams of brush, dirt, logs, or rocks, permanent dams; plantingsof shrubs and vines, and grassed waterways. They may be ableto estimate the age of a controlled gully by the width of its chan-nel, the roundness of its shoulders as compared with the sharpnessof a gully which is not controlled, by the growth of trees andshrubs planted in the gully to control it, by the toughness of rootgrowth in tN grass covering.

Strip cropping is an interesting type of erosion control to visit.Children observe the types of crops planted in the alternating

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strips and note how the close-growing crop, as wheat or alfal1 .protects its soil and collects soil which is washed from the open-growing crop, such as corn. They can estimate the profit that ,tfarmer might make from 'a field planted with strip cropscompared with that from a single open crop on the same fieldwhen the plan is followed year by year. They can follow theirstudy by bulletins on strip cropping.' .

Erosion control in pastures is interesting to observe. Contourfurrowing is a common method. Children can observe howridges are made and how they are turned at* the ends so thatwater does not break through and form new gullies. Theyshould notice how the furrows are plugged and closed with soilon each side of a trail worn by the crossing of horses, sheep, orcattle.Teachers and children who take excursions to study soil erosionand its control will find more information of value than is indi-cated in this bulletin. Questions will arise that demand studv.Ideas for appropriate constructive activities will be suggestedand other excursions will be needed.Wild flowers.9An excursion to see wild flowers in their nativesetting adds to appreciation'of their beauty and leads one to seekinformation concerning their conservation. In the country it isnot always necessary to go far from school. A group of childrenwho had studied the conservation of flowers found some yellowmoccasin flowers in a rock near the school.'° They decided thatthese flowers were more beautiliul in a native setting than in abouquet. They learned by reading that the moccasin flowershould be allowed to grow and multiply because it is. rare. Ac-cordingly, although during the blooming season one or twoflowers were kept in a vase at school, the others wtre allowed tobloom among the rocks and the children made_ frequent trips toadmire them.

A journey to meadow or woods to learn more about wildflowers need consume only an hour or so. There may be a partlysheltered ungraded roadside ricar the school where, in Sep-tember, tall goldenrod stand, protecting, as it were; the smallerIbid. (For suggestions for study of various methods of erosion coptrol).I See also pages 73-76.

is Dunn, Fannie W., and Everett, Martia A. Four years in a country school.New York, Bureau of Publications, Teachers College, Columbia University,1926. p. 164.e

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white asters, the once cultivated but now wild Bouncing Bet, andthe wild snapdragon. One or more excursiorís can be 'takenmerely to learn the names of the wild flowers of the season.Another excursion can St planned to learn how to identify newflowers. It is interesting to build a list of flowers which one canidentify at a glance and at a distance; and interesting also tokeep a calendar of those first- observed at different seasonstogether with things learned about them. If pupils wish to makea key for their own use or for younger pupils to use in identifyingflowers" they will find it necessary to make many trips to observethe flowers which bloom at different seasons.

Problems for pupils to consider as a result of their excursionsare how the flowers along the roadside can be conserved, whetheror not they should be plucked, what flowers can safely be pluckedand in what places, and under what conditions wild flowers canbe transplanted for wild flower gardens on the school ground.Other journeys will be needed as study and activities are expanded.

By studying the habits of wild flowers in the "home" commu-nity children can compile lists of flowers which are abundant andcan be plucked in quantity, of those which must be handled withcare or in certain ways, and of those which are so rareahat theyshould not be disturbed, and post these in public places."

Where wild flowers grow, materials for study of the conserva-tibn of other natural resources are often found. In the wild-flower thicket in the frontispiece, for example, are materials forseveral_ excursions; natural beauty in the green billows sprayedwith yellow-centered daisies and orange hawkweed and walled inby dumps of elder and wild raspberry vines; extra plants forresetting in the schoolyard or a corner of the home garden; speci-mens for displays and study in science; hickory and Odin treesand protected soil; flowers for bouquets with opportunity to learnhow best to pluck them; a haven Tor the chewink, song sparrow,and meadow lark; chipmunks' holes and a groundhog's home.

11 Duncan, Carl D. Wild flower roads to learning. Science guide forelementary schools, 2: 36-40, March 1936.'.11 Lists of wild &wen which should not be plucked near large centers of

population or under certain conditions are published by the Wild FlowerPreservation Society, Inc. The home office of the Society is 3740 OliverStreet, Washington, D. C.

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Birds."Excursions are 'necessary for the study of bircts, but aclass journey to observe birds of the community, to listen to theirsongs, to study their ways of flying, to observe their nests and foodis one of the most difficdit excursions for the teacher to undertake.If a journey into birdland is to be successful, teacher and pupil:.must remain quiet, walk carefully, and in other ways refrain fronfrightening the birds to be observed.

The most expert flyers and the keenest-sighted birds are thehawks, owls, and eagles. these are of primary importance incontrolling field 'mice, rabbits, and other small animals that de-crease the farmer's crOps, and they should be given particularattention and appreciation. To watch the effortless flight of alarge hawk high above the earth is a long-remembered experi-ence. Children who have camped out of doors will recall theeerie whoo-whoo of the night-loing owl. Many hawks' nests,though they may be high in a tree, are fairly easy to find on awood's excursion because of their large size. The predatory birdshave not been given the credit due them. A few, 'such as thegoshawV, may do more harm than good, out on the whole cam-paigns against them are often based on prejudice rather thanscientific facts.

Near some schools there are waterfowl sanctuaries which maybe visited. Mor:eover, since several species of ducks, geese, swans,and shore birds are verging on extinction, it is very importantthat the children become acquainted with these birds to appre-ciate their value. An appealing picture is made by a mallardfamily when the parents are leading their brood in swimming

12 Bailey, Alfred M. At home with the birds. Chicago, Merrill publishingco., 1934. 15 p., illus.

Boulton, Runyerd. Traveling with the birds. Chicago, M. A. Donohue& company, 1933. 64 p., illus.

United States Department of the Interior, Offici of Education. Goodreferences on conservation of birds, animals, and wild flowers for use in ele-mentary schools. Washington, U. S. Government Printing Office, 1938.(Bibliography No. 72. 11 p.)

Educational leaflets about birds prepared by the National Association ofAudubon Societies, 1775 Broadway, New York, N. Y.

Allen, Arthur A. American bird biographies. Ithaca, N. Y. Com-stock publishing company, 1934. 270 p., illus.

See also: Cornell rural school leaflets: (1) Winter birds, January 1923-;(2) Shore birds and game birds, November 1924; (3) A travelog of birds.March 1929; (4) Are they vermin? November 1937.

See also pages 85-90.

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CONSERVATION EXCURSIONS 13 .

Three types of wild birds to be observed on nature excursions: (1) Scarlettanager. (2) Wood pecker. (3) Wild turkey.

maneuvers. The antics of a loon will provide much amusement.The short qukk steps of the various shore birds and the teeteringof some of them on king slim legs is an observation to make.

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Much has been written about them which can be obtained fnlinState and Federal departments of conservation and of education.

Birds' ways of living are of interest, such as the way they nestin the orchard, in shrubbery near the house, in woods, and invswarnps and marshes. It is not difficult to observe some birdsbuild their nests. The red-headed woodpecker, for example,will pound away at a hole in a tree without great alarm evenwhen a dozen pupils are watching. Like the red-headed wood-pecker, the flicker often makes his nest in a tree, near people'shomes. With his hard bill Nod his strong shoulders he can makea large hole. Holes made by woodpeckers and flickers aresometimes used by other birds. - "bluebird is an example.Screech owls and sparrow hawks also nest in woodpeckers' holes,especially if they are hammered into the trunks of dead trees andcan be easily hollowed. Let the children observe that the hole issometimes partly hammered and partly broken and crumbledinto a large cavity.

By excursions children will learn that birds have various typesof building spot*, and that many birds do not seriously object tobeing observed while nesting. Some of them, such as the king-fisher and bank swallow, build their homes in clay banks or cliffs.Burrowing owls often live in prairie dog tunnels. There aremany birds that build their nests near dwellings. The robin,song sparrow, and house wren are examples. Of the commonbirds that live in holes in trees,. besides roodpeckers there arebluebirds and martins."

It takes a great deal of disturbance to frighten away birds thatare nesting. If one is careful not to startle them by suddenapproach or jerking movements, he can come very close to manywhile they are sitting on their 'eggs.

Goldfinches are espeéially lairds to study. Childrencan begin to observe them when they first appear early in thespring. They are not easily frightened by human beings. Theynest in trees. and bushes and line their nests with thistledown.In July, and sometimes later, in patches of thistles, and dartinghere and there in their beautikul black, white, and yellow maxk-ings, they make lovely contrasts with the purple and whiteflower heads.

" In Roberts' Birds of Minnesota interesting óbservations of common birdsare mentioned. . \\

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In áddition to noting the habits of birds when nesting, childrenfind it fascinating to observe the nests'.and the intricate wayill which many of them are made. The graceful swinging homeof the oriole is an example of complex weaving and artisticshape. The nest is woven from string, thin strips of weeds, andthe soft inside bark of trees, and lined with hair or soft feathers.It is a bit disappointing to the onlooker when the oriole's nestbecomes so thick that he can no, longer see her weave becausethe diligence with which she works is fascinating. She is a metic-ulous worker, 'too, and jealous of her art. One observer of birdsreports that a male oriole, while his mate was absent one day,brought a string and tried to weave it into the nest. He workedvery awkwardly and without success, however, and when hismate returned she chased him away and scolded him soundly."

Unexpected incidents are interesting to people who love birds.For example, the oriole mentioned above became entangled bystring which she was weaving into her nest. The observer calleda neighbor boy and they strapped the tops of two long ladderstogether in such a way that the boy could climb one ladder andcut the string with a pair of shears. This released the bird, and,although badly frightened, she was none the worse for the adven-ture.

Red-winged blackbirds are particularly attractive to children.It is easy to observe them,sitting on cattails in swamps or flyingabout other low places. Sometimes they join the rusty blackbirdsand grackles and are quite conspicuous with their fancy shouldersamong the large flock of soberly clothed companions. If thechildren wish to study the red-winged blackbird, they can seehim eating 16 weed seeds, locusts, and now and then some wheat.They may verify their observations by a book or bulletin on thefood habits of birds.

Journeys to study birds would not .4 complete without anumber of observations of the robin. He is one of the signs ofspring for which children usually watch and appears very grate-ful for any food that is given him. If there are bird-feeders inthe schoolyard there is no need for class excursions to studyrobins. Any child who wants some first-hand facts for a story or

14 Shank land, Frank N. The bird book. Akron, Ohio, Saalfield pub-fishing company, 1936. p. 2.*Henderson, Junks. The practical value of birds. New York, The

Macmillan company, 1934. p. 233.

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a few moments' entertainment can put out some food and remainquietly watching. The robins will find it. They like people aridthey like all domestic animals. If the neighbor's chickens findthe food, the robins do not mind sharing, and they exact morethan their due if they in turn find the chicken's food in the barn-yard. City children as well as country children have manyopportunities to observe robins and sometimes city children lovethem and appreciate them more than country children. Robinsbecome very angry if their nests or their little ones are disturbedor injured. One observer 16 climbed a tree to look at some robin'seggs one day and received a sound scolding. This slight moles-tation was never forgotten or forgiven and every time the ob-server went out of the house the female robin would fly straightat his head, only swerving aside when within 6 feet of him.

Children who are interested in reading about birds in buAletins,books, and magazines will wish to take trips to observe the birdsand decide how true are the facts they read. Children who ob-serve birds first may wish to read widely to learn more aboutthem.17

City parks have many birds, from early spring' till after migra-tion in the fall. Birds select the park as one of the places wherethey will not be molested, and often there are more birds in a'park than in a grove on a farm. Very rare birds when migratingoften stoP for rest in a park, and the filature 'excursionist can some-times see birds that ordinarily -do not live or even stop in hisneighborhood regularly. Through observations alone, if carriedon from year to year, a child can become familiar with the birdswhich are regular residents, and those which stop for a short timeon their way north or south.

Children who love birds can undertake different special studiesto discover the relation between the bird's form and the environ-ment he chooses for himself. For example,- inipes have long billswith which they earl bore deep into the earth for worms. Wood;peckers have strong sharp bills which 'are useful in digging insectsout of the bark as well as for cuttiilg holes for nests. They are the"tree doctors" of the bird world. At least half of the spruce-bark

1 Shankland, Frank N. Op. cit.17 Sources of information are listed in United States Department -of the

Interior, Office of Education, Good Reference Bibliography, no. 72. Leafletsof information with colored plates and the magazine, Birdlore, useful for studyand observation of different birds, can be secured from the National Asipcia-don of Audubon Societies, 1775 Broadway, Nsw York, N. Y.

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beetles of the northeastern United States are said to be eaten bywoodpeckers.18 Birds have feet which are shaped according totheir needs and environment. A study of birds' feet to learn abouttheir lives has been compared to the palmist's study of hands inhis efforts to tell something about the life of a human being.19Birds "clothing" is adapted to their needs more adroitly than theirhuman admirers; birds of the South are more scaritily clad, thanthose farther north; some shed their feathers in summer and growthem again for winter. Color plays an important part in birds'clothes. The meadow lark has a gray brown back like the earthwhere he hunts his food, with plenty of yellow, black, and whiteto harmonize with the color of the flowers and sunshine in thelandscape. Birds have a conventional wardrobe and they neverchange its style. It has emerged through long ages of struggle tokeep alive. Of what advantage are their colors? How do thebrightly colored birds, such as the tanager, protect themselves?These are interesting questions for study following an excursion

,to identify birds.It requires time and patience to learn about birds through ob-

servation. It is best fpr children to take their-Ilips in small groups6 or alone. They-should keep_records, sketches, and pkotographs

to study. Through discussion, suggestions for iftcling, and aidin planning excursions the ieacher helps. She accompanies classor school grouft on excursions, but many. trips will be madeevenings, mornings, and Saturdays by individuals and small'groups unaccompanied by the teacher.

Search for Materials

Sometimes children need an excursion to find materials for ex-periments. Environments differ. City children who experimentwith erosion of different kinds of soil will find it necessary to visiia vacant lot, an excavation for a ww building, or a garden or afield in the suburbs io securee va&d collection of samples of soil.They maY go in small groups or indiviijually. Samples of soil canbe brought to the schoolroom and used for planting seeds in differ-ent ways, for modeling various forms of erosion, or for windowgardens.

is Henderson, Junius. Op. cit., p. 209.to Compton's Pictured Encyclopedia. Chicago, F. E. Compton & Corn

1936.

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The children may wish to observe growl made by plants indifferent kinds of soil. They can do this by gathering specimensof soil in which to plant corn, wheat, or beans--in the classroom.They may pröfit more by planning original ways of measuringplant growth or m4ing other tests than by following the experi-ments outlined by tts teacher or by the text. In addition toplanning ways to metisure amount of plant growth, children can

. plan ways, either indoors or out of doors, to help them decidewhich kind of soil loses its water most quickly by evaporation.which kind holds its moisture for the longest time, and whichkind produces healthiest plants.

Specimens óf shrubs, plants, and grasses used in the preventionof soil erosion and in the renewing of soil can be collected, pressed.and labeled. Some pupils will be interested in collecting close-growing plants, such as wheat or oats, and comparing them withplants like corn, tobacco, and cotton which ktre cultivated in openrows; Others will wish to collect vines, trees, shrubs, and grasswhich are useful in filling gullies, or various kinds of legiimes usedin rotating crops.

Children who are studying minerals can sectire specimens at aquarry, a Thine, along the road, or seashore,. There are oftenrocks of different kinds in old excavations. Children who arecollecting minerals and rocks at home will find it interesting tovisit collections, and may take specimens to a museum for identi-

. fication. Collections of rocks and minerals for identificationpurposes are sometimes loaned by State departments of conser-vation or education.

Excursions are often necessary for the collecting of flowers andleaves to press for identification in later studies. The first excw-sion for this purpose should be taken by the group as a whole andthe teacher, in order that the children learn not to gather morespecimens than necessary, not to dig rare plants, mid to leavesufficient plants for propagation in the spot where they gather

* those to transplant.Birds' nests are sometimes collected for study. They should

never be collected in nesting season, and frequently students ofbirds advise against their collection by school children, becausesome birds, such as robins, use the same nests from year to year,and others Use the discarded nests of different birds. Birdie.nests should not be collected except for serious and profitablestudy, and when polleciid they should be well preserved.. Collec-

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tions of weed seeds which birds are observed to eat are helpful tosupplement a study of the food birds eat.

loprovesnent of Conservation Adivifies

Conservation activities ofteri require excursions for their con-summation. Children who have established a nature trail, forexample, must visit it to keep it in order. Other examples aregiven in the following pages in connection with wild flowers, localhistory and culture, plants and animals, and soil.

Protection of wild flowers.If a group of pupils undertakes to labeltrees or wild flowers, it is necessary first to survey the community

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to select flowers or trees which are to be named. In labeling wildflowers along roadsides or in other conspicuous places it may benecessary to make excursions at different times of the year inorder to place labels correctly when different fipwers are inblonom.

Interesting excursions can be planned to develop a wild-flowergarden on the schoolground. An important consideration is thenature of the soil which should be similar to that in which theflowers grownaturally. Hardy wild flowers will grow in soils ofvarying lout delicate wild flowers are definitely affeited bythe nature of the soil. This can be determined by tests whichchildren can nuOce. Books on agriculture and science give simple

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instructions for testing soils for acidity and alkalinity. When if isimpracticable to make the tests, samples of soil can be sent to r heState agricultural station for testing. Soils where wild flov.rsgrow can be compared with the soil of the schoolground, ;.11c1

plants can be chosen to which the soil is adapted. Or the schoolgarden can be prepared with soil of the nature required by iheflowers desired. This preparation of soil is especially desira hiewhen rare and sensitive wild flowers are to he transplanted.

Among the common wild flowers that are indifferent in regiirdto soil acidity are the following:

Common Blue Violet, blossoming from April through June,which is easily transplanted and established either in shadeor sun.

Butterfly Weed, blooming through June and September,which stands transplanting well and requires no special care.

Blue Vervain, a very decorative, deep purple plant, alsoeasy to establish anywhere, blooming from July throughSeptember.

Iron Weed, a madder purple plant, excellent for groupingwith sunflowers on the borders of meadows, and bloomingin August and September.

joe-Pye-Weed, a lavender pink flower, common along swamp'sand in other low moist ground, and blooming in Augustand September.

Black-Eyed-Susan, easy to plant and very desirable in wildplantings, blooming from June through August.

Ten Petaled Sunflower, common on wooded slopes andeasy to cultivate in dry soil, blossoming in August andSeptember.

Among the common wild flowers that thrive best in "circum-neutral" soils are the following:

Jack in the Pulpit, growing usually from April to July, yel-lowish green with brownish purple stripes, red berries, fondof moisture and easily grown from red.

Dutchman's Breeches, white, yellow-tipped, blossoming inApril and May, and easy to transplant.

Early Meadow Parsnip, blossoming in May and June, paleyellow in color, and easy to transplant in similar situations.

Fringed Gentian, sky blue in color, blossomihg in Septemberand October, and can be propagated only from seed whichshould be sown soon after gathering in moist, rich, andsandy soil, with light mulch, dead leaves, or grass for pro-tection during winter.

n Durand, Herbert. Wild flowers and ferns: In their homes and in ourgardens. New York, G. P. Putnam's Sons, 1925. p. 120-155.

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NeW England Aster, in color, lavender to deeprpurple, blos-soming from August to October, and easily transplanted.

Arming the common wild flowers that thrive best in moderatelyacid soils are the following: "

Early Buttercup, deep yellow in color, blossoming late inApril through May, found on wooded hillsides, and suit-able for transplanting in clumps in similar situations.

Bluets or Quaker Ladies, white or tinted blue, blossomingfrom April to October in moist grassy places, and easy totransplant or to seed.

Showy Aster, blu'e in color and found only near the coast.Can be transplanted, blossoming through August, Septem-ber, and October.

Pearly Everlasting, white in color, blossoming from July toSeptember on dry hills and in woods and clearings, andeasy to transplant.

Among the wildjlowers that require intensely acid or mediacidsoil are the following:"

Dwarf Iris, Moccasin Flower, Trailing Arbutus, and otherslb which the wild-flower gardener is advised to buy for trans-

planting rather than to dig.

There are other considerations in the development of a wild-flower garden besides the nature of the soil, such as moisture andpresence of trees and shrubs. The amount of moisture of thegarden on the school ground should be similar to that in which theflowers thrive in their natural environment. Protection from treesand shrubs which rob the flowers of moistureand food is necessaryfor some plants. By an excursion children can learn whether theflowers they have selected grow best near trees or away fromthem. When it is impracticable for the entire school to make anexcursion necessary to discover the neds of different plants, tripscan be taken by committees and individuals and reported to theschool.

Any class desiring a wild-flower garden can by group and indi-vidual excursions learn the needs of wild flowers in their "naturalenvironment, and decide what ones they will have most successin cultivating. A transplanted flower garden should begin experi-mentally in order to insure suitability of soil with respect to acid-ity, moisture, and other growing conditions. At best too manytransplanted flowers are destroyed by unfavorable conditions.

im Ibid. AP.


Whether to pick or not to pick is an important dedsion.

A wild-flower sanctuary can bC the object of many school ex-cursions to study wild flowers or gather seeds or plants for trans-planting. It can also be a means of preserving -species. Anyschool can take the initiative in the establishment of a sanctuaryor can cooperate with a civic organization for the maintenanceof one. Mrs. Hugh P. Dearing:IA' the California ConservationCouncil, writes:

The dreitm wild-flower sanctuary that is nearest to ourhearts is on the top of Santa Ynez Mountains; a wide strip ofland on either side of the road for its entire length. We wouldhave it definitely set aside as a wildlife preserve and publicpark, administered by a park superintendentwhounderstandsthe needs of our wild owcri and as in sympathy with thepeople who love them. We would not introduce a plant gotnative to the region. There would be places where poppihand lupine and tidy tips could be grown abundantly; wherechildren might go under supervision to study, or pick a few

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flowers, or gather seeds for their own home gardens. Placesfor camping and cooking could be provided in a few placesunder the Coulter pines, or oaks or bay trees, and many placesprovided for parking. It should be possible ior students toget permits to collect specimens for study.

All the unsightly banks would be clothed with dicentra,tree poppy, lavender solantim, prickly gilia, climbing pentste-mon, lotus, wooly blue curls, four kinds of wild lilac, fourkinds of mariposas, and Indian paint brush, Indian warriors,pitcher sage wild peonies, and Chinese houses. There aremore than 200 species of wild flowers in that region that wouldif given a chance paint those hillsides into one of the mostbeau Erlil parks in the world.

Positive in sanctuaries and wild-flower trails are moreeffective than negative signs. Much planning and study, manyexcursions, frequent experimentation with wood, metals, andpaints, on the part of the children are aussary for the construc-tion of useful, instructive, and duraff labels and signs. Forexample, in the Palisade Interstate Park near its Bear Mountainheadquarters, *here a series of nature trails is maintained, amap of the mountains was placed at the beginning of the pathwith the sign:

THIS TRAIL WAS ¡MILT FOR YOU

Farther along the trail were other signs. A hemlock tree borethese words: "The only local Evergreens that bear small conesupon the tips of the twigs are the Hemlocks." "Remember thatothers will enjoy seeing this Mountain Laurel."

Activities with plants and animals.Children who are interestedin the conservation of wild plant and animal life should surveytheir community to determine what kind of conservation activi-ties are needed most. In some schools different grades or classesmay make surveys. In one-room schools committees of pupilswith spec* interesd in certain types of conservation can beappointed. Information can be gathered for different types ofactivities such as the establishment of bird and animal feedingstations for winter or nesting time; the labeling of plants andinteresting scenes on nature trails or in a community woods, forest,or park; the posting of information about certain wild animals;the planting of trees and shrubs in piffles; the proper gathering

s Carr, William H. Signs along the trail. New York, The Americanmuseum of natural history, 1930. p. 11.

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of plants for wild-flower gardens. For example, a certain hand;-craft club in South Dakota reports plans for a waterfowl refuge.According to the pParis, the dam to be the basis of this refutzewas to be fenced and gees and water grass and plants providedas food and cover for waterfowl. Further plans were made tostock the dam with fish, and to post signs to prevent fishing andhunting out of season.* Many trips were taken to develop theplans, and something new was learned on each trip. At thetime the report was made,* the refuge had not been completed.

Children who are participating in the maintenance of a naturetrail can take trips to study the haunts of birds and animals nearthe trail and construct signs for the benefit of visitors. Forexample, at points along the trail mentioned 27 were pictures ofbirds and signs such as these: "This is a Catbird whose last year'snest is still here" and "Here is the Ovenbird feeding its young."On this trail a few turtic;, harmless snakes, frogs, and toads wereconfined in cages which bore labels such as, "It is true that snakes'play dead' as a nieans of protection" and "It is not true thatsnakes are able to charm birds and people." Near an ant hillwas a revolving sign bearing items such as "An Ant Queenstarted this hill about ten years ago."

Building nesting places for birds is a protective activity whichhas long been of interest to children. Children can learn muchregarding the kinds of homes° which birds prefer by excursionsto observe the natural location of bird nests, the way they arebuilt, and-the ways in which they are used. If books are avail-able, excursions can be supplemented by pictures" of correctlybuilt bird houses and by printed suggestions for building them.

Continued observation is necessary for the satisfactory comple-tion of certain activities such as the establishment of suitable feed-ing stations for birds. Children in small groups can observe andkeep records from day to day. In building feeding stations toattract winter birds, it is well to learn the kind of food differentbirds like best. Favorite foods are bread crumbs, seed, suet,fruit, wraps of vegetables, and meat. Situations for feeding sta-dons vary. For example, some of' the more timid birds like high

le Hanna, Paul R., and research s14. Youth serves the community. NewYork, D. Appkton-Century Co., Inc., 1936. p. 221.

is Ibid.w Carr, William H. Op. cit.

Compton's Pictured Encyclopedia. Op. cit.

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stations, while the more aggressive types such as starlings and

English sparrows prefer to take their food from the ground.When starlings rob the chickadees, the children can sometimes

remedy the situation by scattering plenty of grain for the former

on the ground, and feeding the latter on a higher platform or

shelter.The best time to feed birds is late in winter when the natural

food supply approaches exhaustion. When feeding is begun it

should continue as long as scarcity prevails. When observing

birds at food stations, pupils should move quietly. Quick move-

ments and sudden noises startle the birds and make observance

difficult. Food, nesting boxes, and drinking fountains should be

placed where cats and other enemies cannot reach them.

Children need trips to decide what kind of shelter to provide

for birds and animals. In the country, shelters can be arranged

in shrubbery. In schoolgrounds in towns and cities, shelters

should be erected. Glass is sometimes better than wood, because

it enables observers to have a good view of the birds.

Children who are interested in the care of trees can learn when

the trees of their town or city street, or father's farm are to be

treated by a "tree doctor," and plan an excursion to observe the

work. They should inquire about the 'material which is used to

fill cavities caused by decay, as well as see how the work is done.

Large limbs of trees are often supported by rods to prevent their

splitting away from the main trunk. Such activities can only be

performed by the expert." Children in upper grades, however,

can examine the trees on the schoolground and in their home

yards for signs of bruises in the bark. With a sharp knife they can

cut away loose and injured bark and paint the area with "refined

gas tar." 31The establishment of a school forest is a helpful activity because

it serves as recreation for adults and children. Children can do

much of the planting. Before beginning, they should observeother school forests, study the land to be replanted, map it for

further itudy and planning, and learn of the trees and plantswhich grow best there. Many trips should be taken by the class,

by individuals, and by committees. Two high schools in Seattle,Wash., secured from the Federal Government areas of deforested

s Moseley, Edwin L. Trees, stan, ancrbirds. A book of outdoor science.

' Yonkers-on-Hudson, N. Y., World Book company, 1935. p. 141-43.

SS Ibid., p. 143.

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Observing Wilts of wild life: (1) Antelope arum Nevada. (2) Yellow-legged frog In nadve habitat; Yosemite National Park. (3) "Bunny."(4). Ground a:Orr& (5) leaver. (6) The week of beavers.

land not far away from the city. The studezits plinned programsof planting and other improvement from year to year and madetrips to the forests. There they worked, slept in the open, ate,

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and played. The plantings are kept in good order through fre-quent excursions.

A field trip to observe tracks in the snow intrigues children, andpupils who are interested can arrange signs in a woods or grove tohelp their classmates study haunts and tracks of gnimals. A lightfine snow is best to observe tracks. Observation of the tracks ofbirds can be a lead to a study of the way birds' feet are adaptedto the environment."

In the smooth soft mud near creeks, especially after a rain hasdeposited new layers of silt, pupils who are interested will findsquirrel, chickadee, and quail tracks. Trips for informationshould be utilized for conservation actirities. Should the animalsstudied be protected? Do their habits suggest ways of protectingthem?

Activities in connection with soil erosion. Many excursions arenecessary in connection with activities for the purpose of-prevent-ing spil erosion. In a country school where the pupils are fillinggullies a trip can be taken to study gullies in neighboring fie s.Sometimes several trips will be necessary. The children shouseek the cause of the gullies they visit, such as erosion on the hilside, the continuous dripping or washing of water, as from theeves of a barn or the overflow from a watering tank or an unpro-tected roadway grading. They can study the speed of the erosionand map the gully . before and after severe rains. They willobserve the extension of the gully into neighboring fields. Ifmethods of controlling gullies are practiced in the neighborhood,the children can study them, observing how types of control varywith the nature of the erosion.

A study of gullies and the methods of controlling them is mostimportant if made for the purpose of planting shrubs or vines, of .

building dams with stones or logs, or of developing some other typeof protection. Many, perhaps all, of the children in the class cantake charge of a small gully on their home farm and try to checkthe erosion. Small ditches should be chosen for the purpose. Itis not practical for children to do work by hand which can betterbe done with teams, vactors, and concrete dams. More excursionswill. be required as the children make progress in thir work.Individual rural pupils can consult their county agent. On

13 A number of suggestions for reading tracks arc given in National NatureNews, 2: 1, 3, January 31, 1938.

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Saturdays now and then different pupils cin visit a classmar *s

gully and see what measures he is using and what success he is

having. At die invitaticin, of_pupils and their parents, the aissor school can visit gullies on which-pupils are working and ackand consult. -

Preparing the school lawn for gran and caring for it properh is

another activity in which conservation of soil needs to be ci in-

cidered. Country and small-town schools can plant gran, shrubs,and flowers of many kinde. Trips to neighboring schools engaubdin similar work are helpful. Excursions to private lawns, to Statehighway landscaping, and to nurseries are means of securingpractical information to improve activities.

Local histog and culture.An important phase of conservation isthat connected with saving and protecting local culture. Manycommunities have museums, relics, landmarks, and historicalbuildings which children should learn to appreciate. The excur-

sions afford one means of acquainting pupils with them. Severalexamples can be citeden The pupils of a New York City highschool developed a historical guidebook of early New York scenes

connected with the life of Washington. To secure relics and infor-mation they visited museums, memorials, libraries, historicalsocieties, parks, and private houses once honored by him. 'Theguidebook was printed and hundreds of copies used by visitors toNew York. In another school a class of 47. -grade pupils andtheir teacher developed a load natural history dealing with thehistory, geography, flora, and. fauna of the locality. -Several fieldtrips to the city park weie required to gather information for thebook. In its development special topics were assigned to indi-viduals, and certain sections prepared by committees. Bothindividual and group trips were taken:

The older pupils of a New England school," made. an excur-sion through New England. In plowing; the clan studied pointsof attraction which' could be visited ton the trip, and each pupilchose a toPic which he was to develop according to his own inter-ests. One boy decided to make a study of Paul Revere's ride,another a study of ships, a third investigated the whaling industry.Travel maps were collected and each child's problem for study was

located on the map. Some time preceding the journey, an hour a

a Hanna, Pall R., and roam* slat Op cit., p. 198-221:si Peterson, Axel G. Adventures in ieal karats,. hvgreadvi- Educa-

tion, 10: 154-58, March 1933.

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amuse exhibits after study of national cultures found in theircommunity.

day was used to study individual problems. When points ofgeneral interest such as the home of Ilawthorne and the House ofSeven Gables arose, they were listed for attention of the entireclass on the journey. 6

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Interviews

Classes and committees sometimes take trips to interview in, i-viduals who are experts in different fields of conservation. I tir

example, a study of soil conservation and activities in the c(

servation of soil tan be enriched by interviews with farmers ii.1(1

soil experts such as the county agent. A farmer who has suc-

cessfully controlled erosion on his farm can be of great help i() a

class. The pupils and teachers plan questions in advan( e;

others will arise during the interview. It will be helpful to askwhat success he has had in rotating pastures to improve the c()n-,,

dition of the grass and prevent washing of the soil; what precau-tions he observes in contour ridging of pastures, what he considersthe most useful type of gully control on his farm and why, whatkinds of trees and shrubs he plants in his gullies and Why, whathe is doing to prevent sheet erosion. The class can learn whetherhe has a- windbrealit of trees and ask hirn to discuss its valuesand uses.

Elementary school pupils are usually eager to visit a CivilianConservation Corps camp and talk with the boys and the leafifor'Occasionally individual children secure information to report tothose unable to take the trip or become acquainted with boyswhom they might interview. The Future Farmers of Americaand 4-H Clubs are also organizations which can be veryhelpful to elementary school pupils studying conservation.

Children who are making maps of their community to showsoil erosiori, kind of conservation practiced on different farms,etc., can take their maps to a soil specialist for constructivecriticism and assistance. They can examine conservation mapsof the community, get information on reduction of certain cropsand increase of desirable ones, discuss ideas for wise use of landin the community and probable opportunities for young peoplein the county, in farming, gardening, or in other lines of work.

Children who desire to plant trees on their school ground caninterview a city nurseryman to learn what kinds are suitable forthe soil and climate. A gardener will discuss types of soil andthe needs of certain plants.

AM

CON SERVATION EXCURSIONS

PREPARATIONne Teacher's Plans

31 .

Excursions, like other school activities, frequently are profitableand pleasuraWe in proportion to the teacher's planning. Thisplanning consists in familiarizing herself with the environmentto be visited, reading and study., with the excursion in mind,consideration of the restilts that tan be achieved, and arrange-ments for transportation, emergencies, and the like.

Preliminary visits.A preliminary visit to survey the educativepossibilities of the trip is essential. If the teacher contemplatesan excursion for the study of birds, fOr example, she will try to Ordiscover what birds the children will be able' to see and hear,using a bird guide to help in identification. She will study the ,

bery, trees, and streams, and decide upon vantage pointsfor o rvation. From a certain thicket, for example, it may be ,feasy for the class to observe a pair of bee birds," or meadoWlarks,note the kind of food they eat, the way they build their nest orcare for their young. She will decide what -spots are best forfeeding stations and whether the birds have sufficient naturalshelter for the winter or need a shelter built iby the pupils, andbe ready with suggestions to help the pupils make the most oftheir excursion.

When planning an excursion to study soil erosion the teachershould first get the cooperation of a farmer by meeting him, find-ing out about his methods of cultivation, and the care of theland by preceding owners, and by learning other facts helpful inunderstanding methods of control practiced. Attention shouldbe given to such minor details as die location of gates and drive-ways through which children will pass on their way to thefields. If a trip to a managed forest is to be taken, the teachershould first visit ths forest rangcr or a regional forest supervisorand discuss with him the proposed journey. Preliminary surveysshould be supplemented by such books as are available to thepupils, as well as by authoritative adult books.,,If her class orschool desires a wild-flower gaiden, she% must pl4n with the

11. Pollock, Adelaide L Excursions about birdland from the Rockies tothe Pacific. Seattle, Wash., Independent Commercial Printers, inc., 1925.191p., illus.

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utmost care. Her plans shbuld not supplant the childrepplanning. Ptipils should plan to select plants to suit the soil,

-Ito test the soil and supply foods required. However, the teach r

cannot help them plan without first having planned herscil.Before the pupils begin such work, the teacher must know howthe soil can be labeled for sending to the State agricultural si 1-

.tion and must know where to send it. She must know wh tt

flowers can be transplanted in the soil of the school ground its

it is, and, if she decides to have the children experiment by try -

ing different plants, she should know where these can be securcdwithout spoiling beautiful patches in the woods or destroyingrare flowers.

Reading and study. Reading and study are necessary in ordcrthat the teacher may help the pupils interpret what they obserAr.For example, in a study of birds she should be able to identifythe birds in which the children will be interested, know whereto look for them, understand their nesting habits, know whatfood they cat. The teacher who must depend upon the informa-tion secured from an'occasional passer-by to identify a bird fdrher class is not sufficiently well informed or prepared to lçad herpupils on an excursion to observe birds. Before an excursionto a farm, the teacher should be prepared to point out differenttypes of soil, of erosion, and methods of control for the children'scgnsideration and observation She should understand why soilVaries in-color in different parts of the same farm, how a balanceof nature is achieved in different instances, and other significantitems, not for: the purpose of telling it to the children, but ratherthat she m-ay bring up questions which the pupils will need to

consider. If the teacher knows that the excursion will show ihatfarmers burn off woods or fields, she should know why, as wellas whether or not it is a good practice. If the 'class will see rich,dark bottom land, the teacher should know how it was formed,why .it is so rich, why the plants that grow there are usuallyhealthy. Perhaps the farmer practices crop rotation. This is a

subject with which the teacher must be familiar before the journeyis taken, even though the pupils will need to follow it up withstudy after the excursion.

Planning a trip to study flowers or perhaps to secure wildplants for transplanting is another example of the teacher's needfor researc,h. Having made a preliminary visit to the field, woods,or park, where she will take the pupils, she must be sure that she

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CON SERV A TION EXCURSIONS 33

can identify the floWers. There are books to help her learn whichflowers can be transplanted, and at what time of year. For anyphase of conservation the .more reading the teacher can do, thebetter.

The pupils must have direction in their search for answers totheir questions. For example, there may be helpful facts in thefields, in the type of rock which appears to be the base of the soil,the amount of vegetation which built it, and the average amountof annual moisture; with the teacher's guidance the pupils willfind these facts. It is best for the teacher to know before theexcursion what books will help answer the children's questionsand what facts are given. Many questions will arise to whichshe does not knów the answers and she will study with thechildren. . Annotated bibliographies will be helpful in the selec-tion of background material."

Consideration of desirable results.Few scientific studies havebeen made of results of excursions in any field. The conservationexcursion is particularly new in the experience of teachers andof educators, and no one can make specific scientific statementsregarding its outcomes. However, there are indications that suchexcursions are especially valuable. For example, the social implica-

tions of conservation often can be understood through journeys better thanthrough books. For some subjects much of the informationneeded is in books or is the kind of knowledge which teacherspass on in lectures, undesirable as such practice is considered,and the need of an excursion to gather it is not _urgent. Inconservation, on the other hand, much of the factual knowledgewhich children need for drawing conclusions is outside the class-room. An excursion is needed to seek it. Reading and studycannot compare with the excursion in factual results in a studyof birds, for example. The same can be said of flowers or of

any other natural resource.

81 United States Department of the Interior, Office of Education. Goodreferences &i conservation education in elementary schools. Washington,U. S. Government Printing Office, 1938. (Bibliography No. 70.)

Good rekrences on conservation of trees and forests for use in elementaryschools. Washington, U. S. Government Printing Office, 1938. (Bib-

liography No. 71.)Good reksenees on conservation of bir0s, animals, and wild flowers for

ùie in elementary schools.. Washington, U. S. Government Printing Office,1938. (Bibliography No. 72.)

34 CONSERVATION EXCITINONA

Learning is less effective when children lack a chance to engain normal activities and form habits ana attitudes. Read litabout flowers that are too rare to be plucked, watching the effec ts

of humus on plants in the window gardens of the schoolroom,seeing the devastating effects of the water erosion in pictures in

the school geography do not produce conservationists. The. pupils become familiar with facts but have no habits of per-

formance. Conservation excursions lead children to take partintelligently in the protection of natural resources.

Like any other excursion,31 the conservation excursion enriches the

children's experiences. In the schoolroom a class can read aboutor listen to a phonograph record of the songs of birds and stethem reproduced by notes on paper. These things are interest-ing and have values, but the results cannot equal those fromhearing the bird sing or trying to find where he sits as he singsand watching his flight or his pose.

The conservation excursion under guidance of. the teacher or the

expert gives a topic more meaning. To the child without guid-ance, a field planted in strips of corn and beans or wheat meanslittle more than the kinds of crops chosen, the arrangement ofthe strips, the condition of the soil. After an excursion, however,with the questions the teacher has suggested, the difficulties heobserves, the farmer's discussion, he returns to fUrther study andplans trips to other farms on which different attempts are madeto control erosion, continuously gaining new ideas and makingcomparisons and generalizations.

Certain conservation journeys contribute to the building of attitudesand appreciation as well as to knowledge. A child can read aboutferns and marvel at the grace of their fronds as shown in pictures.But take him to a fern hollow in the woods, let him find one ortwo that he can identify among six or eight that are just fernsto him, and he asks questions, turns_ to his key with eagerness,and becomes so fascinated that he goes again -and again to thespot as one listens again and again to the same opera. Theexperience is further enriched if the teacher will help him notelocation of spores and the shape and color of fronds, so that heknows each fern without looking it up the next time he goes tothe hollow; or if she calls his attention to the nature of the° loca-

Pribe, Reuben H. A study of the values of field trips. In ThirteenihYearbook, Department of Eleinentary School Principals, National Educa-tion Association. Washington, The association, 1934. p. 304.

$7


lion, whether wooded, rocky, of acid or alkaline soil, and the like,

so that he knows where to look for tHE same kind of ferns on

different excursions. No amount of study and lecture on con-servation can produce the impression that a journey does to see

fish killed by pollution of water in streams, the effect of a lake

g-radually filling by silt eroded from surrounding hills, a gully

that has spread to a house or a highway and threatens complete

destruction.If, in a contemplated journey, the teacher cannot anticipate

the achievement of some of the foregoing results, that journeyprobably is not the type of activity which her pupils need at the

time. It may be better for them to become engaged in an

activity on the schoolgiound, such as the filling of a gully; theplanting of trees, flowers, or grass; the protection of birds. Insuch undertakings the children will later need the information

and understanding to be secured by an excursion, and taken atthis later and more opportune time, the journey will result insome of the desired achievements.

Alternate plans for emergencies.When arrangements are made for

an excursion, it is well to have some other activity planned in case

the excursion becomes impossible. If a rain spoils a trip to

the woods, country children can substitute a study of machine

in a farmer's shed, from the standpoints of its use in erosion

con tro4of the amount of iron used in its manufacture, and ofways of protecting it. If, on the morning chosen to observe birds,

they do not appear, the journey can be a success if the teacherhas planned a study of flowers, plants, trees, or soil. In the city,

if an intended trip to an aquarium to study fish becomes .impos-

sible for any reason, an alternative excursion to observe fish in

the aquariums of stores will be useful if it has been arrangedtentatively. Likewise, a tentatively planned journey to a museum

to study birds can be substituted for changed plans to take thechildren to an aviary in the park.

Cuidance.Frequently children need more assistance than theteacher can give in making the most of a field trip. Expertguidance maY be helpful. Sometimes it is possible to hire a guidefor projects with which the teacher is not familiar. At other times

free service is available. In a trip to a farm, for example, thefarm owner may take the leadership in explaining to the childrenthe activities to be observed. City pupils visiting a nursery for in-

formation to help develop a schoolground planting can secure it

a

35

36 OoNszkvATION rianuffoNs

from the manager. In museums, guides are frequently providef.for school groups without cost to the school. In the museum ex-cursion it is well for- the teacher and the children as a single groupquietly to follow the guide, stopping for discussions and question;when desirable. Other possible guides for conservation excursion \are a county agricultural agent, a group of Future Farmers 01.

America, the educational adviser of a Civilian ConservationCorps camp, or a representative of some private or governmenti,conservation ageny, such as the National Park Service, thcBureau of Reclamation, or the Soil Conservation Service. Chi!.dren and teachers should keep in mind the fact that it is notalways easy for anyone to have at the tip of his tongue sufficientinformation to answer the questions of a group of young students.They should appreciate the information they receive and do allin their power to reciprocate.

When the teacher is guide she should conduct the party, not asa director but as one of its members who has taken the trip andis familiar with point's of interest. Except when the children arecalled together for discussion or explanation, they shoitild proceedas an informal group, following individual interests, or movingabout in committees responsible for a report to the class on certainobjects in the excursion.

Plans for transportation.When transporting by bus or car is con-templated, school board or teacher may need some type of lia-bility protection from possible accidents. Some boards arrangefor blanket permissiorh from parents covering excursions madethroughout the year. Other boards arrange blank forms to besigned by the parent for each separate trip absolving the boardfrom liability. Whatever the arrangements, thi school boardand the teacher should secure the safest driver available andtake all possible precautions against casualties.

When automobiles are borrowed for trahsportation, parentsmay be willing todrive the cars. There is no reason why a parentshoiild not transport pupils if he carries adequate insurance, hasa good çar, can drive well, and if the route to be traveled is com-paratively free from the dangers of congested traffic. hi a citywhen &teacher has charge ofa large group, especially of youngerchildren, it is often helpful for some of the mothers to accompanythe gro.up.. There are teachers, however, who like to be °gonewith their pupils and feel that the children receive nxiore freatthetrip whelk responsible to the teacher only.

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00NRERVATION EXCURSIONS

When transportation of older pupils is made in school busses,

there should be provision for an adult to have charge of the chil-

dren's entertainment and discussion in each bus. It is impossible

for a driver to transport the children in safety if he must be respon-

sible for their conduct as well as for driving. Pupils can plan their

time on the journey. Several road maps should be secured. On

these they can trace the route traveled. Each pupil can sketch a

pictorial map of interesting things to be seen along the way,

leaving space to sketch on the journey those objects which were

unknown to the class before the trip.When large groups of country children visit a city, special care

should be taken that no. child is lost. Different procedures have

been followed. One teacher asked her pupils to organize in small

groups with leaders. At each break in the journey, such as taking

crowded elevators to different floors of a large building, the lead-

ers "rounded up" the pupils belonging in their group. If any

leader was unable to locate all the members of his small group,

he reported to the teacher and the class waited in orie place until

the "lost" pupil was found.For long journeys special precautions must be taken in order to

havepure milk and water for the children to drink. Good food is

equally desirable. Sometimes each child can bring a lunch from

home for the firsi day. For other meals the teacher should inves-

tigate eating places in advance.

37

Coss Mons

The more actively pupils can be drawn into the planning of an

excursion, the more educative will the trip be. Teacher andpupils together should plan and organize the activities connected

with a proposed excursion, appoint necessary committees, con-

sider expenses, decide upon specimens to be gathered, make

arrangements for equipment for the journey, anticipate the type

of conduct to be desired on the part of individuals and of thegroup, and arrange for expert guidanCe when desirable.

Planning and organizing activities.One of the most importantfactors in a successful trip is organization." The questions tob%answered on the trip should be organized to accord with some

definite purpose; the class should be so organized that individ-

N Lobeck, Armin K. The organization of field excursions. ln ThirteenthYearbook, Department of Elementary School Principals, National Educa-tion Association. Washington, The Association. 1934. p. 274.

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uals ix commit tees have definite tasks to perform and spec itresponsibilities with respect to the success of the excursion. A1iactivities should be organized in order that they may receive theemphasis they deserve on the journey. The secret of successfuiorganization is careful planning. Usually details can well hodecided and arranged by pupils and teacher in conferencetran-portation, luncheon, permission from parents, invitation fromfarm owners, types of clothing, pure drinking water, equipmen!Plans vary with respect to the nature of the excursion, the tirntithat can be spared for it, its place in the major enterprise to whichit is related, the age and ability of the pupils, the interests of thegroup, and the amount of money to be spent.

Excursions to gather specimens of soil or minerals or to selectwild flowers for a garden, and the like, require a special type oforganization, and plans must be talked over in conference andstandards set up beforr the journey. For example, an excursionto gather specimens of soil is interesting if it is convenient andsafe for the class to break into small committees to study differentsections of a farm. An excursion to study erosion just after aItrains requires a different organization. Perhaps the entireclass _wish to remain out but a short time, visiting only suchgullies, eroded fields, contour furrowing, or terraces as can hereached quickly.

The time to be given to a journey will determine the type ofplanning necessary. If it requires a day, or several days, it isexpedieeonly if die information sought is rich and can be usedwidely. If the facts to be gained are limited, as in a trip to observea terrace under construction or a concrete check dam built in agully, the journey will require little time and can be planned onthe day on which the work is to be done. The teacher and childrencan plan in conference what they wish to learn by the journey,writing questions to be answered and deciding what must be done.For example, they can discuss arrangements for transportation,plans for visiting the farmer to learn when he will do the workwhich they wish to observe.

Saturday trips can be taken by individuals. They can selectplaces or subjects in which they are interested and report jo theclass the next week. Sometimes it is possible for the entire classto meet and take a trip, such as to a museum or a park. It iswell to minimize the number of class trips on Saturdays, how-ever, lest they take time the teacher needs for relaxation.

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CON SERVATION EXCURSIONS

Overnight excursions and excursions of several day0 duration 1

are more complicated. If thcy can be made by individuals, such

its a trip to grandfather's farm to study erosion control, or to acountry cousin to study a wild-flower garden or to secure plants

for a school window box, the trouble is minimized. Individuals

can report to the class. The class can suggest the things which

they wish to know about the methods of erosion control or the

wild-flower garden.If, however, the entire class is to be away overnight, the prob-

lent of planning is different. Such excursions must be antici-pated in advance, in order that the scho. ol work can be directed

toward the excursion and the greatest possible use thereby made

of it. For example, a class in a southeastern State planned a

trip to Washington, D. C. One of the things that fascinated

them about the trip was the significance of historical landmarks.

All during the year they directed their study toward the Lincoln

Memorial, Washington Monument, and buildings of historical

import. Washington, they learned, the National Capital, is the

seat of the Federal Government. Acccirdingly, many studies of

Government were made. By reading, the pupils became con-versant with various Government activities. When their plansfor the trip materialized, they were ready to learn much. Anextended trip of this kind requires detailed planning. Food is

an example. The class decided to carry with them the first day'sfood. Although they took only the simplest foods, there were

. many arithmetic problems involved in planning and buying it.Conservation journeys, like other excursions, must be planned to

contribute to the development of the major study or enterprise inwhich the children and teacher arc engaged. Excursions taken

before a major study or unit is begurí serve as stimulation forfurther activities and sometimes for the organization of the unit toprovide for individual interests. Frequently, however, children

.a do not think about taking an excursion until a unit of study hasbeen introduced and they have become interested. When theyneed information and fail to find it in the books they are using,

they think of the excursion, or the teacher suggests it. Perhapsthe need for information is felt only gradually, and questions mustbe reserved until a convenient time for the trip.

Sometimes excursions are taken on the invitation of agencies in

the community such as the Future Farmers of America, the Civil-

ian Conservation Corps camp, or the it-H Clubs, who have heard

49


of the children's interest in their activities. When such invitatioicome, it is well to utilize the opportunity.

On certain types of journeys such as a visit to a nature trail, i -dividual pupils will study different plants or other items, comingtogether in groups only to observe points of interest to the entiiclass. Plans for this should be made in a class conference befoi f.%

the trip. Otherwise, it is difficult to bring the group together andeven children who are seeking definite information are diveitedby the variety of interesting objects en-countered as soon as thejourney begins. It is possible to anticipate things to be seen. I fthese are discussed and a note made of them, the teacher or anychild can call the group together when they are found.

For example, a class visiting a farmer's field to study methodsof erosion control may have as one of its objectives the study of thebeginnings of gullies. In many places, such as the ground underthe eaves of buildings, at the end of poorly made terraces, orat unprotected natural springs, individuals will find gullies tha tare just beginniiii. In other places they may find erosion whiehcan cause gullies if allowed to continue long enough. It is betterfor the children to find such examples than for the teacher to pointthem out, and a child as well as a teacher can call the attention othe group to what he has found.

Appointment of committees to reconnoirer and report.--When theteacher has made a preliminary trip over the field of the contem-plated journey, it is well to place responsibility for plans on thechildren, discussing information needed, its possible sources, andplaces ia visit. Perhaps no decision can be made until all thechildrenow more about the possibilities of two or three places.In this case, it may be necessary to appoint a committee to visitthe places suggested and report on their potential values for theexcursion. The committee should report on possible arrange-ments for transportation, food, difficulty of securing permission tovisit, and the like. After that the entire class can choose. Thereare other activities which can be planned by colnmittees such asthe collection of specimens, or of information for which indi-viduals or small groups will be responsible.

Consideration of expo:AmThe matter of expenses is often trouble-some, especially with respect to trips of more than a day. Thereare always pupils who cannot afford to go. In some schools theclass raises. money by bazaars and entertainments, and by indi-vidual activities, such as mowing lawns, to &fray general and

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CON SERVATION EXCURSIONS 4 1

personal expenses. In others, pupils place their earnings in a

common fund which is drawn on for the expenses of all. In this

way, no child is branded as unable to pay while many have the

valuable experiences of earning their way. Often parents are

sufficiently interested to make contributions to the common fund.

The type of activity which the children choose for making money

should be carefully considered. Children should be taught to

give value received for the money they seek. Campaigns such as

the selling of lead pencils, shoestrings, certain magazines, and the

like, are undesirable when the price for the article is above its

actual value.Working for money is sometimes as objectionable as selling

things. The practice of allowing children to go from door to

door in the community seeking work is undesirable if carried

on without restraint and discrimination. It is possible for a

class as a whole through posters or the diitriblition of announce-

ments to let the community know that the children are available

for services such as raking leaves; weeding gardens, mowing

lawns, and the like. When such services are given, they should

be well performed. TeaherOof classes that are interested in

such work will be able to keep high the standards of services by

visiting now and then the pupils who are engaged in the work.

Another method of raising funds and participating in a con-

servation activity at the same time is to hold an old paper or

scrap-iron sale. Children can obtain this material from their

own homes and neighbors. The collection can be assembled at

the school and sold to a paper-products firm or a local junk dealer.

Planning for specimens and collections.The collection of speci-

mens and mementos% needs attention in planning. Children

going on a journey to select wild flowers for a school garden

should study transplanting. A committee can study the com-

munity, decide which plants can be transplanted and which

grown from seed, and find where the plants arc plentiful enough

to justify transplanting. With an intelligent reconnoitering com-

mittee, there is little danger th4t flowers will be destroyed in

transplanting.&class planning a journey to collect specimens of rocks and

minerals needs a committee to study minerals and find which

are common in the locality. After they have reported, the class

can take an excursion to see what can be found. The recon-

noitering committee might also serve as an identifying committee6

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because inexperienced pupils will find it difficult to identi \

specimens without help. Identification of minerals is difficuihowever, and probably both class and teacher will find rniner:they are unable to identify. In this case, they should take thrilspecimens to a local museum or send them to the State museu:iior mineralogical society for identification. A display of speci-mens of minerals cannot be built up of the specimens found (ina single journey. It will grow as different pupils, stimulatedby the journey, continue to-bring in new specimens. Doubticsplans suggested here for committees will in many schools hetaken up by the class as a whole.

Children and teacher should plan how collections will be assem-bled and carrkd home. Plants collected for wild-flower gardensshould be carefully taken up and packed. It is well for the classto make a study of ways of transplanting wild flowers. In tak-ing up a fern for transplanting, for example, the plant selectedshould not be too large and it should be removed carefully fromthe soil, its root dipped in water from a foretit spring or stream,dried with a piece of moss stripped off a rock nearby, and thencovered by a piece of new moss." Plants placed closely togetherin a market basket will remain fresh for hours, some for a fewdays. The children can plan to carry baskets or boxes in whichto bring their specimens home. If the excursion is not carefullyplanned the pupils are .apt to collect their specimens haphazardly,and without anything in which to wrap or carry them will findthem unsuitable for transplanting when they return. The sameis true in making collections of different kinds of soil or specimens

e of minerals. If the children have not planned ways to bringtheir collectionsohome, they will find specimens mixed and willbe unable to label them intelligently as to location and type ofsoil or rocky ledge from which they were taken. When speci-mens arc collected, they can be tentatively-labeled with respectto source. Tags made or purchased for the. purpose should betaken along.

Arrangements for equipment. Some excursions may require 'nomore equipment than a pocket notebook and pencil. Childrenwho visit a factory to see raw materials made into usable goodswill need only their eyes and ears. The same can be said of excur-sions to see people at work excavating cellars or grading roads.Other conservation excursions yield most educative results when

Durand, Herbert. Op. cit., p. 210.

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CON MERV.% TION EXCURSIONS 43

the children are supplied with books for identification of objects,trowels for digging, baskets or pails for exhibits, field glasses, and

the like.A class which takes an excursion to study wild flowers should

be well supplied with a half dozen or mow,. flower guides to help

identify flowers. This obviates the necessity of taking flowershome withered or dead for identification. It is easier to identifyflowers where they grow than in the classroom, because the sur-

roundings and type of soil help. If the book describes the kindof ground in which a particular floweris apt to be found, thechildren can verify the statement. They can measure the heightof the flower and decide whether or not it agrees with the picturegiven in the identification book. In purchasing identificationmanuals for flowers and trees, secure simple inexpensive ones

with information compactly given.For a study of birds it is helpful to have a pair of field glasses.

However, many valuable observations can be made withoutglasses. Pupils can observe what food the birds gather and canlisten to calls and songs. If they are leisurely and quiet theymay Near songs and calls they can imitate. Manuals to helpidentify the birds will make the excursions profitable. Each birdcan be observed and compared with the picture and with thedescription in the book with. a minimum of conversation, whichoften frightens birds. If the children have no bird guides, theycan take notes about the new birds they 'seetheir color, shapewhen flying or in repose, habits of flight, shape of feet or bill,

favorite hauntsand later use an encyclopedia, Governmentbulletins, or library books to help in identification.

For soil excursions children should be provided with tools fordigging, such as garden trowels, which are light to carry and easy

to use. A light, narrow spade is useful for digging through topsoilto study the nature of soil and gather soil specimens. An excur-sion to stUdy soil requires baskets, tough paper bags, or light tinpails in which to carry home samples of soil and rocks.

With plans made as suggested for the safety of the children,and constant alertness on the part of the teacher and pupil leadersselected for the purpose, danger of accident will be reduced to aminimum. However, a first-aid kit should be carried if thegroup plans to go far from the schoolhouse. An antiseptic andbandages are very convenient in case of cuts from barbed wire,pricks and scratches from thorns and weeds.

186315*-40--4


Appropriate conduct is necessary to avoid accidentsertroute, in woods, near streams, on farms. If the teacher and i

pupils have worked out a set of Ortcautions, the children are rut )re

likely to observe these than if made solely by the teacher. Thefollowing are suggestive:

Do not climb through barbed-wire fences except when theteacher or farm owner is there to help or see that no harm

Do not go near farm machinery when it is in action. Do notclimb on farm machinery even though it appears to bestationary.

Do not climb trees on the farm where you visit.Do not try to board cars unless they are standing perfectly

still.Walk to the left of the road when meeting cars.Come when called.Attend to business when appointed to a position of leadership.

Standards of courtesy should be developed. These shouldapply in homes, on the road or street, on transportation buses, inmeeting strangers who answer questions or in other ways perform

f kindnesses. Teachers frequently report that the politeness ofadults toward children impresses them vividly. Children Whocame several hundred miles to the National CapitAl were greatlyimpressed by the courtesy ¡kith which they were met at theirhotel and in public buildings and were definitely more politeand gentle after they returned home.

iltSocial charm is not the only phase of courtesy that c rendevelop through excursions. Some conservationists have ttenabout outdoor mannersregard° for the pleasure of other peopleas shown by refraining from destroying beautiful patches of wildflowers along the roadside, protecting a nature trail by wallarigin the path and not along its edge, keeping on the walk and offforbidden plots in parks, woods, or highway parkings. .Qutdoormanners are not all negative. They consist of such activitiei as

. making unsightly places beautiful, of gathering and burningpicnic papers and other trash, of erecting notices to aid in pre-serving outdoor beauty. .

In considering the conduct appropriate for any particularjourney, teacher and pupils can make a list of the "outdoor

. . mannen" which they think will heed to be obserired on the\

occurs.

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CONSERVATION EXCURSIOliS 45

excursion plan. Such items as the following° are useful in such a

1'1

Walk in paths; don't cut across the corners of beautifulgrassy plots.Don't mark on rocks.Pick up papers dropped by others.Ask permission before plucking wild 'flowers on other people'sproperty.Don't pluck so many flowers in any roadside patch that itsbeauty is marred for other people.Obey notices telling how to walk in nature trails.Obey "no trespassing signs."Put waste in rubbish cans or keep it until reaching home.Be quiet when near the congregating places of birds or thehaunts of harmless animals such as squirrels.

THE JOURNEY

Concentration on Purpose

Attention should be centered on the object of the excursion.For example, if the excursion is taken to study gullies and thechildren have decided on things they wish to learn, they willnot be too gready attracted to wind erosion or to signs of wash-ing from steep slopes. However, it is not possible to foresee allthe questions or sights that will appear, and the teacher who hasled her group"to a field to study various types of erosion control,

find some of the children interested in a red-wingedblackbird o clump of spider wort. There are ways of makinguse of these an similar distractions. Sometimes the group canbe called together to observe the "find," questions thàt cannotbe answered immediately can bejotted down for future reference,and then the pupils can pass to the object of their excursion.The interest aroused in the new problems may lead to anotherexcursion, and stimulation for another profitable activity is thusprovided.

Discussion

On most excursions it is important for pupils and teacher todiscuss what they observe. The teacher usually senses the oppor-tunities for discussions. For example, after a guide has made an .

extended explanation of some phase of conservation such as

WordC./4Nathalie M., and Perry, Ernestine. 'Growing beauty. Spring-field, Mass., National Highway Beautification Council, 1933. 64 pp.

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46 1 CONSERVATION EXCURSIONS

forestry activities of Civilian Conservation Corps boys, thechildren may need an opportunity to ask questions, report oh-servations made, and discuss the contribution of the things thcvhave learned to the main unit of study. A group that separatesto observe collections of mud or silt at different points in a smallstream should assemble to discuss what they have seen individ-ually and decide what points, if any, will be valuable for theentire group to observe. A class desiring wild flowers to trans-plant in a school garden may wish to search through a méadmvor in the edge of woods in small groups and report to the classbefore digging the plants.

If the pupils are not too tired, a short meeting is desirablebefore going home. Iriformation can be summarized, questionschecked to see that none which can be answered on the trip isoverlooked, collections checked for completeness, and an inven-tory of equipment carried along can be taken.

Spottiest d ptations

Conservation excursions ;Tary different types of schools andwith pupils of different ages, because the types of activities inwhich the pupils normally engage re different. Probably thegreatest differences for which adaptations must be made aredifferences between country schools and city schools, betweenyoung pupils and older pupils, and among individuals within agroup.

City children.For country children excursions are almost amatter of course in the study of -conservation. In many casesin the country frequent half hours spent in observing birds orstudying trees and flowers afford worth-while results in the wavof understanding the need for conservation. But what of thecity child? He has no grassy schoolground with trees and birdsfor, study. For a wholesome life his princip.al needs in the wayof nature environment have been stated as follows: "

A house with some ground of its 9wn, with a tree for shade,and a space where there might br a garden. Within easydistance open fields to which the children could goalone, and play unsupervised. Nearby, woods and runningwater; a mountain or hill to visit now aqd thèn, and perhapsa lake or an ocean; accessible, shady country roadsgrass-

41 Stevens, Bertha. Nature; the child goes forth. Boston, HoughtonMifflin company, 1936. 278 p.

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bordered dirt roads that wind, and pass over little streams,and offer,no attraction to motor-driven cars.

The nature environment suggested above for wholesome livingfor the city child is desirable as well for his instruction in con-servation of natural resources. Although eroded hillsides, shybirds, and daisy-covered meadows cannot be brought to citychildren, pupils in some city schools can be taken to the countrywhere opportunities for first-hand conservation experiences exist.Many city schools have school busses and other means of trans-portation which can be utilized for excursions.

Whether or not city pupils reach the country, there are con-tacts with nature which help them appreciate the need forconservation of wildlife or soil....For example, it is no uncommonexperience today for one to walk along a nois'y city street inspring and see exhibits of mountain laurel, dogwood, and violetsin a florist's window and in the late summer fringed gentians,black-eyed-susans, Queen Anne's lace, bittersweet, and hardyasters. It is helpful and inspiring for a teacher to take a grouipof children to see such displays and discuss the habits of theflowers when growing wild, the need for conserving them, theirrange and location, and the like. In most cities parks are acces-sible where there are birds, flowers, and trees for study andprotection. Squirrels are easier to study in city parks than inthe country. They are tamer, and children can feed them,observe them frolic, besome acquainted with their habits, andthink of ways to protect them.

If there is a woods or forest near the city, excursions can bemade to stiidy forest facts. Here children have an opportunityto observe forest litter and see how it is made, to watch a brookand observe a collection of soil where the channel turns or theflow is obstructed, to study trees ahd learn to identify commónones, to study forest birds, to understand why the birds andflowers and trees stiould be conserved. Children interested in44soil econ and ways of controlling it can reach the country byshort journeys to observe effects of erosion such as gullies, rain-washed roadside cuts and terraces; they can study methods ofcontrol, such as check dams, grassed waterways, and contourfurrows.

When a trip to the country is impossible, excursions to 'excava-tions and vacant lots may serve the purpose. Where soil is beingexcavated for buildings pupils are able to observe different

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lavers of soil top soil, subsoil, clay, and rock. They may collectsamples for further study in the classroom. Many times thesame type of erosion that might be seen near a country schoolis found in vacant lots. For example, gullies begin in vacantlots with sloping surfaces in "finger erosion," at the end of drainpipes in soft ground, or where a building is removed. Collectionof mud on bordering walks after a rain is evidence of sheeterosion.

Sometimes different pupils, alone or in small groups, haveopportunities to go to the country on week ends. A conserva-tion study begun in the classroom can thus be extended to fieldsand streams. Pupils who study thus first hand can survey thecommunity they visit, keep a record of their observations, andreport to the class as a whole. Sometimes they have oppor-tunity to bring exhibits of soil to the classroom, forest litter,grass-root loam, clay, muck, and wild flowers for study.

Perhaps the teacher cannot go to the country with individualsand small groups. She can, however, help them plan fruitfulexcursions. For example, she can suggest correct ways of gather-ing flowers, what flowers can be plucked without danger ofdestroying the species, and the like. She can mention types ofsoil and other materials needed for classroom study. She canrequest the pupils to observe the attitudes of people towardNature, report habits which should be c9rrected. Do the chil-dren, for example, see excursionists pulling flowers ruthlessly bythe roots, cutting away large portions of beautiful roadside patches,tearing dusters of colored leaves from autumn trees? Whenthey report scenes of this kind, the class can plan constructivemeasures of preventing such waste and desecration on the partof people they know. Posters placed in suburban stations aresometimes helpful. Folders containing conservation facts can beplanned and carried home by children whose friends and parentsfrequently spend week ends itIthe country.

There is no rson why schot children in small cities should notcooperate widinterested community groups in establishing corn-munity forests. Different groups of children can develop birdsanctuaries, nature trails, wild-flower patches; can plan labels,with folders of information; draw cartoons; formulate slogans.Such excur4ions as are necessary can be made on week ends orafter school with parents or teachers.

50 coNSERvATION EXCURSIONS

Rural schnols.---Country schools have more opportunities th..;)city schpols for first-hand contacts with natural resources. 1:1

some rural schools the need for conservation of natural resourthas not been realized fully by the adults in the community, and.until the teacher has made the children aware of the problem,that community may never conserve. There a gully means oi.h.a big ditch. Boys regard wild flowers as weeds, and girls care-lessly pluck them, braiding them into wreaths or carrying thrinabout in damp, warm fingers until withered, not sensing theirrareness, and not conscious of their natural beauty.

Country pupils have quick access to natural resources. Theycan observe gullies or strip farming as easily as a class in a cityschool can arrange to work in the science laboratory. However,there are difficulties to be overcome in rural situations, both inconsolidated and in one-teacher schools.

In a one-teacher school, if the teacher desires an excursion forthe pupils of one class or group, she must include other groups.Since the teaching of conservation is so largely dependent onfield trips, it is well for the teacher and pupils to organize thework in conservation round a single large center of interest forall grades, thus drawing all groups together in major activities,each participating according to ability or interest."

For example, with the protection or wild flowers as a singlecenter of interest to unify the work, all grades can utilize anexcursion to study hardy asters and decide whether or not totransplant them on the school ground. Older pupils can securesamples of soil in which the asters grow. They may wish to test it.They can compare the natural location of the asters with that ofthe wild-flower garden on their school ground. If withouttesting their soil, they know that their school ground is suitablefor asters they may wish to dig the plants. Younger pupils canuse the excursion to identify asters, to note ihe stage of growth atthe time of transplanting, help select the plants to be moved withcare tha4she patch may not be destroyed, obserye the root growthand its effect on soil texture. If the plants are in bloom, youngerpupils can gather a small bouquet for the schoolroom, takingcare not to destroy the roots of plants, gathering only a fewblossoms, thus leaving the patch intact for the next passerby to

41 United States Department of the Interior, Office of Education. Goodreferences on conservation education in elementary schools. Washington,U. S. Government Printing Office, 1938. (Bibliography no. 70,.)

I


enjoy. The follow-up activities of younger pupils, will be different

from those of older children. The primary class can tell the story

of the excursion. Older pupils can enter their records in diaries,write the story of their experiences in transplanting asters for

the school paper, read for further information aktopt asters, and

the like.In the consolidated schooi the situation is slightly different.

It approximates the city school in that teachers of separate groups

Or grades need not include other groups. However, it frequently

happens that different classes are interested in the same con-servation problems and interest spreads from one grade to another.Sometimes groups of pupils from different rooms are interested

in problems which do not appeal to other members of theirrespective classes. Community participation, which is morepossible in country than in city, frequently unifies the interests of

pupils. Therefore, while it is possible for a classroom teacher in

a consolidated school to have excursions independently it fre-

quently happens that the more worth-while activities are those of

interest to many grades or all grades and should be developed

accordingly. Examples of projects of interest to the entire school

and frequently to the community as well are nature trails, wild-

flower gardens, filling of gullies, bird shelters ani feeding patches,

roadside plantings, picnic spots, preservation of local culture.Primary pupils.Excursions are encouraged for primary chil-

dren, not to have them learn facts, but to gain impressions which

can be expressed in different ways, to widen their social environ-

ment by contacts with people who are engaged in different types

of conservation, as well as their physical environment. Theexcursions in which they participate, however, must be adaptedto their mental and physical ability and to their needs.

Primary pupils cannot travel as far as older pupils nor wait

quietly for opportunities to observe birds; they get less out of

interviews with officials than older pupils and have not the

physical strength required for certain conservation activities.However, they may undertake short journeys, such as a trip

across the street to see how mud from an ungrassed terrace has

been washed onto the sidewalk; a journey to a neighbor's yard toobserve a robin's nest; a short walk to observe a "tree doctor"painting "wounds" in trees, filling cavities, cutting away deadbranches; a journey to a garden, roadside, field, or vacant lot to

gather samples of soil. They can observe such obvious things as

;5m


the difference between a garden and a weedy lot, a moist gardenand a dry one, the effect of water on an ungrassed slope or terraccthey can collect material such as leaves, roots, soil for very simplisstudies, and learn that nothing should be taken without theowner's permission.

For very young pupils excursions should be simple and theactivities developed spontaneous and childlike. Young childrencannot be shown a lárge number of things on an excursion andbe expected to return with very definite ideas. They can learnto identify a few wild flowers, can be taught which flowers cansafely be plucked, and can bring home a few specimens. Theyshould not be asked to observe how flowers grow, the kind of soilthey need, whether or not particular flowers are the right kind tobring home for a wild-flower garden. Each of these needs studs'as well as observation. With primary pupils, even more thanwith older children, it is important that excursions be followed byconcrete activities. Even very young children can influence theirschoolmates to protect flowers by such activities as taking anumber of wild flowers to different rooms and asking the pupils toguess what they are and telling how they can be protected.Children who can name the most wild flowers can be givenrecognition.

From a whole-school excursion to identify birds, to study wildflowers, or to study methods of erosion control, primary pupilsreceive stimulation for English, dramatics, art, and construction.A cooperative story about wild floVrs seen and identified is auseful follow-up activity. The children may wish to play atdriving a farm tractor or plowing furrows around a hill in apasture, or damming gullies. On a map made by the older pupils,they can learn to recognize important hills or streams and thuslearn to read maps. One group of primary pupils, with the helpof the fifth grade, built a forest ranger's station on the schoolground."

Indiciduals within a group. Like any other activity, an excursionshould be adapted to the needs of the group as a whole and to theneeds and interests of individuals within the group. Provisionshould be made for the pupil who is not interested in the problemwhich appeals to the majority of the pupils. For example, if aclass plans an excursion to study forest soil and the effect of trees

Bathurst, Effie G. Pmgress in teaching conservition. School Life,23: 41, October 1937. (See illustrations.)

a


on the erosion of soil, a special interest should be sought andplanned for the pupil who made a study of forest soil in his preced-

ing year's work. Perhaps he can study tree diseases, good andpoor ways of cutting trees, or the work of the Civilian Conserva-tion Corps in the forest visited. If a forestry unit has no particularvalue for him, he can sometimes be allowed to take anothertype of excursion by himself or study forest streams and comparethem with meadow brooks in their tendency to carry mud.

In some classes there are pupils who have not had certainexperiences familiar to the majority of the class. Some teachersplan to go with these pupils on Saturdays or holidays. Forexample, in a small town, where many children are familiar withdifferent kinds of erosion, three or four pupils may have come fromthe city and never have seen gullies or check dams or vines usedto control them. If the class is unlikely again to take an excursionin which the new pupils can observe gullies and the means of

their control, the teacher can plan a walk or a drive for them.The same provision can be made for children who need specialexperiences with wild flowers, birds, minerals, or any of thenatural resources.

FOLLOW-UP ACTIVITIES

Diaries, journals, and Other Records

Children should keep in some permanent form the importantnotes taken on their excursions. Class and individual diariesmake useful records, especially for a long excursion, such as atrip to the schools in a neighboring county to learn what is beingdone in soil conservation or bird protection. The contents will

be particularly useful if the children are allc;wed to select whatthey write. No adult would like to be told what to write in hisdiary. Children often feel the same way about it, and after theyunderstand the purpose of a diary take great pleasure in keepingone. The manner of keeping a diary can be discussed in Englishclass. It is not necessary that the children all follow the sameform. Sample diaries in modern English texts can be comparedand helpful characteristics indicated. After talking.about differ-ent forms and uses of the diary, children will enjoy deciding whatforms they like best, what types of book to use, whether to writewith pencil or ink, or what illustrations and covers to use. The

54 coNSERVATION EXCURSIONS

children should decide on these points after having discussed II«matter in class.

The same standards of form apply to the journal, which isrecord of weekly incidents, or occasional experiences or inforrn.t-tion which they are able to write at opportune moments, but n(necessarily every day. Class or committee journals probably arrmore useful if they are kept uniform in size, form, and shape-.Children of lower grades gain ideas from older pupils for impn).ing their diaries and journals.

Records of excursions can be kept in ordinary notebooks whit hare made in connection with the unit of study to which the excur-sion contributes, with certain sections devoted to excursions..Each individual can have a notebook for the study, and therecan be a large notebook kept as a permanént class record and kftin the school library. Records need not be confined to writteninformation. Sketches, diagrams, photos, tables, and otherpictorial records are often more interesting.

In order that things learned on an excursion may be as usefulas possible, the class should devise some plan of organizing andfiling the records for future reference. If the pupils have keptnotes in separate books according to subject, the organizationof the books on the shelf can be made in the same way. Forexample, notebooks on birds can be kept in one place, notebookson flowers in another, and so on. Picturee,pnd photos, if keptin scrapbooks, can be arranged alphabetically either by subject,such as birds, flowers, soil, and the like; or by acti;ities, such ascollections, excursions, plays, and poetry. Pictures and photoscan be filed in folders or in conveniently shaped boxes oi mountedin scrapbooks. Notebooks can be arrangeil accordirig to subjecton some low library shelf for the whole class to use.

Letters of thanks and expressions of appreciation to those whomade the journey pleasant should be part of the follow-up work.Many people, such as parents who donate food or transporta-tion, guides in factories, quarries, or dairies, and drivers ofbusses contribute decidèclly to school excursions.- Much practicein writing is afforded in formulating appropriate notes. Pupilscan discuss what they wish to write and study the rules of gram-mar, punctuation, and letter form. :Through the Junior RedCross, pupils can arrange to engage in correspondence withchildren in the places visited and exchange exhibits and infor-mation.

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Displays end Exhibits

Collections of specimens which children have secured throughconservation excursions, if carefully preserved, can be usedthroughout the year. A collection of rocks and minerals is anexample. If it is properly assembled, labeled, and boxed, thechildren will be able to refer to it with ease at any time. Thesame is true of exhibits of soil, wood, birds' nests, pressed flowers,and the like.

Children will find information about pressing and mountingspecimens of leaves and plants in a high-school botany. It isnot necessary to buy glue or strips of gummed paper or linen.Strips or scraps of clean white cloth brought from home can beused in the same way as glued paper or linen. Paste made offlour is inexpensive, and where it will not hold a specimensecurely, a needle and heavy thread can be substituted. Ordi-nary cardboard of gray or brown, covered tightly with old whitecloth, can be substituted for expensive white paper for mountingpurposes. The children should discuss the use of other inex-pensive materials for mounting their specimens of leaves, flowers,seeds, cones, and woods, and decide which will be most appro-priate.

A class can make blueprints of leaves and parts of plants whichthey collect on excursions and preserve these as an aid in identi-fying new materials. Instructions for making blueprints aregiven in The Classroom Teacher " and in School Activities and

Equipment.°Cases are desirable for such specimens as minerals or seeds.

Cases of uniform size with glass tops or a glass top and frontare best. Glass can be cut by a glass cutter or hardware mer-chant at a reasonable price. Heavy paper can be used formounting leaves and roots of plants. Large, heavy cardboardis desirable for display of wood specimens. Exhibits of soil canbe preserved in small bottles. If desirable, these can be fastenedto the sides of a conveniently shaped box by small wires or astring; or they can be laid in a shallow box with labels wellexposed to view. Labels should indicate where the soil wasfound; kind of rock from which it was formed; its nature, whethertopsoil, subsoil, or clay, and the like. Helpful suggestions for

44 The Classroom Teacher, 8: 260, 1927.iiiKnoz, Rose B. School activities and equipment. Bostim, Houghton

Mifflin company, 1927. p. 62.


the arrangement of exhibits are found in the Eighth rearbook of ticDepartment of Supervisors and Directors of Instruction of the Nation,!IEducation Association."

Conservation displays which result from field trips may includecollections of leaves or pressed wild flowers from the local com-munity; of insects, which farmers consider injurious, and ofnoxious weed seeds or pressed weeds. The conservation exhii itcan well be a párt of a regular exhibit or museum which ismaintained from year to year.

Some suggestions for housing a school museum are applicahiealso to the conservation exhibit.47 In a large school, an emptyroom can be used for a museum. In small schools, corners ofclassrooms are sufficient. In one-room schools where space is

usually at a premium, exhibits are frequently changed or limitedto one subject at a time.

The use of a conservation exhibit need not be confined to theclass or school which makes it. An article for the use of children'smuseums in general " gives suggestions for uses which can beapplied to the conservation exhibit. For example, single dis-plays which are not being used, or, duplicate displays, can belent to other classrooms or to other schools. A children's museumin a certain city under the control of the board of educationmaintains both a lending department and an exhibit depart-ment, where both permanent and temporary exhibits are shown.The collections consist of specimens, pictures, and many kinds ofillustrative material. One person has charge. There is no reasonwhy a school should not have similar exhibits on conservationwith individual pupils in charge. If displays and exhibits are torealize their greatest educative possibilities, they must IX used.This means that the studies in conservation which are carried onfrom week to week should as frequently as possible incorporatematerials which the children have collectid.

41 Materials of instruction. Eighth Yearbook, Departmènt of Super-visors and Directors of Instruction, National Education Association. NewYork, Bureau of Publications, Teachers College, Columbia University,1935. 242 p.

41 Travers, C. E. Housing a 'school museum. In Thirteenth Yearbook,Department of Elementary School Principals, National Education Associa-tion, 1934. Washington, tr..b., The association.

a Walker, Rowena Smith. How schools use the children's museum. InThirteenth Yearbook, Department of Elementary School Principals, Na-tional Education Association, 1934. Washington, D. ta., The association.

Ibid.

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Scheel Magazines and Newspapers

A successful way of disseminating information which childrengain on a conservation excursion is through articles to a schoolor class paper. Such articles should be written in languagesuitable for pupils of different grades. Suppose an eighth-gradepupil takes an excursion to study control of soil erosion and wantsto write an article for younger pupils. He can talk with childrenof the middle grades or of the primary grades, find out whatexperiences they have had in connection with soil erosion or its

control, and then write about these experiences in simple lan-guage.

Editors of the local dailies or weeklies in the community are

often willing to publish some of the best articles which the chil-dren write on conservation. Upper-grade classes sometimeswrite sufficiently well to have charge of a conservation columnin a local daily, including slogans which they have developedfor nature trails, conservation mottoes, and the like. Such a

column can also contain news about conservation undertakingson different farms in the community, national conservationnews, reviews of new books on conservation of interest to childrenor adults in the community, titles of recent conservation bul-letins or magazine articles. Frequently the articles submittedfor a school pa s or a local daily can be made the subject ofclass ssio s giving the group an overview of their conser-vation unit.

Map-malCing"

A local inventory for rural children who are studying conser-vation can be thought of as serving the purposC in their studywhich regional planning serves the Government in its conser-vation program for the Nalion. An inventory of natural re-

sources and methods of conservation can be shown on a map.In mapping a local environment outside the schoolroom or home,children recall what they have learned about mapping the school-room, their smallest environment; a room at home; or a nature-study plot. After having mapped a simple environmeqt, theycan plan a map to show erosion control practices on some farmin the community. In learning how to do this type of mapping,it may be necessary at first for the class to seudy the farm, to

Hall,se Robert B. Local inventory and regional. pisaning in the schoolcurriculum. Journal of Geography, 33: 17-22, Janotry 1934.

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walk over parts of it in which they are particularly interestedWhen they return to school they can practice mapping a field.for example, which pontains a gully. Class discussion will aidthe pupils who are unable at first to make a satisfactory map.The county agent or a soil specialist can be asked to tell th-children how he maps the community in order to locate its needsfor conservation and specific land uses.

Although children's maps are sketches rather than maps in thegeographical sense, the work requires very careful observation.thoughtful analysis of what is seen, and class discussion withhelp from the teacher in removing difficulties. By completimzthis type of work each child sees his community with the needsof all its parts related to the whole. In planning a map of tlwentire community each child can first be responsible for his"home farm." A list of maps to develop in connection withconservation excursions contains the following: Maps showint:distribution of gulleys in the community, bird sanctuaries, homeswith bird houses, bird baths, and other types of protection ofbirds, natural haunts frequented by cei-tain kinds of birds, shelter-belts, groves which protect soil by breaking the force of the wind,and trees or shrubs of value for their scenic beauty.

One writer 61 suggests adaptation of ideas from the "regionalsurvey method" of Great Britain, a complete regional survey ofthe British Isles made by the children of the nation. Each childuses a base map of the surrounding region, furnished the teacherfor him, and maps a certain aréa. Sometimes a whole map isassigned as home work. This type of mapping can well beapplied to American children's study of conservation, especiallywith respect to protection of the soil. From such a study onecan expect children to gain better understaading of map reading,improve their ability to make maps for their own study, increasetheir ability to make accurate observations With respect to erosionand other conservation needs, and a broad understanding of thelocal community with respect to its soil needs, protection of birdsand wild flowers, of minerals, and the like.

An interesting activity" to follow a local trip is,to model ordraw the farm or the cominunity, as it might appear 10 years

II Straw, H. Thompson. A new kind of geographic field trip. PeabodyJournal of Education, 12:120-22, November 1934.

Givens, Willard E. School journeys in citizenship. American child-hood, 19:5-6, 45-47, February 1934.

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from now. To do this, children note the type of conservation,prepare a map of the community to show places where conserva-tion is needed and where it is being carried on. After this, theycan have a discussion to decide what is expected of various con-servation activities, such as sanctuaries for birds, the damming ofgullies, or the pasturing of fields which are subject to seriouswashing or wind erosion. When the children have taken severalexcui-sions. to study the community or farm to be mapped, theyare ready to begin work.

If the.), work on a sand table, they can mold gullies and plantgrass seed or lay in soil to fill them. They can erect toy sheltersof trees and shrbbs to attract birds. If there is a large dam inthe community whicb provides water for light and power, andwhich hasa been collecting silt, the children can do one of twothi.ngs: They can in- lagirle that no efforts havé been made toprotect this dam from collecting silt and becoming useless andthen show it completely filled with muddy silt and overgrownwith swamp and Weeds; or they can think of ways to control thewashing in the upper part of the watershed by reforestation,correct farming, damming, and the like, and so prevent the pondor reservoir from being filled with silt. In the latter case, 10years ,hence, the community would havt a. clear, clean reservoirproviding' drinking water, with falls for power and electricity forthe community.

EVALUATIONAchievement of Pupils

A questionnaire study of the value of field trips in general "shows "that a large majority of principals from whose schools(268 public elementary schools scattered throughout 45 Statesand the District of Columbia) trips are taken consider them ofhigh value." A few consider trips of medium value, but it isinteresting to note that mine of the replies ito the questionnairerateci tthern'of little or of no vafue.

Conservation excursions are successful to the extent that theylead to achirement in line with conservation goals. Did thepupils accomplish their wurpose? Have they acquired newinterests, or wail' tht excursion ended when they left the farmer'sfield? Do they iralizp with greater poignancy the social signifi-

11,

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cance of the problem they went forth to study? Do they 'Tali./more fully the importance of cooperative effort in the Nation'solution of its conservation problems? Such questions indicathe nature of the results to be expected of conservation excursions.For convenience, the most important results can be discuzedpurposes achieved, continuing interests, and socialization.

Purposes achieved.Excursions are worthwhile when the childrenreturn with the feeling that they have accomplished a definitepurpose. If the tiip is a pleasure jaunt, the pupils should hay(' agood time. If the children seek information, the journey shouldafford facts or other help in answering specific questions. Simi-larly excursions taken to gather materials for study or to improveconservation activities should result in the accomplishment ofthe goal. Otherwise the time has not been as well used as possible,arti teacher and pupils should seriously seek to locate the causeof the failure and to improve the next excursion. Progress shouldalso be made toward the achievement of the teacher's goals whichfrequently have more far-reaching implications than have thepurposes of the pupils.

Continuing interests.Successful excursions usually afford inter-esting new experiences for the children, 'about which they areinclined to ask questions. Many questions should be reserved forfurther sfudy after the class has returned- to the classroom.Children's cOntinuing interests in excursion experiences dependsomewhat upon the type of excursion and whether or not any-thing can be done alxiut the Ahings 6bserved. For example,children who have studied about birds that nest on the groundand have seen such birds as pheasants or quail flying into grainfields will become concerned 'about the cutting of the grain. Isthere anything that can be done to protect the nests and youngin the field? By reading and study the children may learn atxnitdevices which farmers can use and through them some farmer maydeciole to attach a weighted screen to the neck-yoke of his machine,thus frightening the birds into flight in time to raise the sickle andleave -egg's eor pung unharmed. Children who have taken anexcursion to observe how some farniers protect birds which nestin their fields may stimulate the children to search Governmentbulletins and other material for facts about other devices forprotecting field birds.

Children who learn to identify certain flowers of a species willbe interested in learning about others. They will enjoy compar-

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inc., the native plants of different communities and noting theelectiveness of sumac and other shrubs and/wild flowers inbrightening fence corners and at the same time protecting birds,and in keeping up the protection. Interest in wild flowers gairIMirom school excursions in one grade may continue in other gradesand through life, leading one to gain pleasure in wild flowers, toprotect them, to study them in their native regions as business orpleasure expands his environment, and possibly to follow wild-flower gardening as a hobby.

Socialization.During the middle and upper grades of theschool, the more an excursion is made a part of the regular schoolprogram the more valuable it will be in the children's experiences.A study of community life first-hand, rneting important peoplewho are aiding in the development of the community, andstudying the lives of people who gave service.in the past, causechildren to have respect for the contributions that people make toways of living. In one school," where many trips were planned,interests begun through ex.cursions became leisure-time activities.In writing about their impressions of the value of an excursion, agroup of pupils made such statements as the following:

,Sometimes when I enjoy a trip I have taken with the class,

I ask my mother to go with me again. * * * My mother ownstenement houses on the East Side. My trip to see housing con-ditions has convinced rilé that property owners owe somethingmore to their tenants than a place to live in.

Other socializing experiences result from excursions. An excur-sion to sttidy problems of soil erosion and its control in the homecommunity can lead the children to study:current daily news-papers and periodicals which give information about theseproblems. Interviewing community leaders will help childrencheck on the facts gained through an excursion, especially if suchinterviews are discussed by the teacher and the cliss and questionsdecided upon. Making 'a bibliography of conservation bulletinsto serve the community can result from a survey of the com-munity's literature on conservation and contributes to appreci-tion of a certiin type of social service.

14 Harden, Mary. Going places and seeing things. Educational Method14:324-31, March 1935.

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Improvement of Future Excursions

The teacher can improve her technique of planning and (I n-ducting excursions by carefully evaluating each one. If ;heexcursion was unsuccessful, it is well to analyze the situai ..)n,

\ Wherein was it unsuccessful? Did the children waste time? It: iz),

why? Was there lack of planning? Did they allow theirenthusiasm to cause them to talk all at once and so interrupt dis-

cussions? Were they slow in coming together into a grout) fordiscussion at any particular poipt? How can these disturbancesbe avoided? Perhaps the teacher was at fault. Did she plancarefully? Make preliminary visit? Read and study sufficiently?Guide the pupils wisely in their planning? Did she bring thechildren together skillfully for observation and discussion of p()intsof common interest on the journey?

Good excursions result from setting up evaluating standards.However, standards cannot be jotted down, as it were, by theteacher as she analyzes an excursion. They must be establishedgradually by pupils and teachers as the pupils feel the need forthem. If the children are not satisfied with the results of an excur-sion, they should discuss it and plan ways of improving the nextone. Miscellaneous criticisms will arise, but amoqt them will besuggestions for improvement. For example, on a bird trip, per-haps laughing or talking resulted in the flight of the birds. Forthe nexi trip there must be "quiet times" to which all piTils ad-here. Perhaps-there were not enough bird guidebooks to enableall °the children to identify certain birds. The dam must buy ormake some. Or there may not have been "enough to eat," orthe walk was tòo long, or the children scattered and some failed tosee a rare flower, or someone climbed on a farmer's wagon andfell. One committee may have returned to the classroom with apoor report. Perhaps an individual who took the responsibilityfor certain information failed to secure it. For recognized failuresand shortcomings the class should discuss means of improvement.

Successful excursions as well as unsuccessful ones should be usedas stilnulants to improvement. Factors in the success of one ex-cursion can be helpful in establishing standards for another.Eventually a school or class can develop technique for successfullyintegrating the excursiori with the conservation program emerg-ing with increased appreciation of the Nation's need for a better

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Imsbandry of its remaining natural resources, with ability toparticipate in activities of conservation and with a never-failingurge to becoine more understanding conservationists

National and State parks afforill excursionists many scenes such as this inYosemite National Park.

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It( . ' k .. ., , --,

, 7t... .....,, , ..,4..Y.1..:. .2, .'. .... w)*_. i s -, *7 . ...

:pl. f. - - : --_,) .4; e-tze .. ,, ...., -4 -. -i--1! -41 ...._¡.,...1 . . : .-

.kt....iftg "" ..... `. : t. 10%," -%.! ...i ....." :.A ..' ' : i . Ir-4 *".%': 1- V ..*. ! *".-

-'. ? .4. ....*<:- ..

Orl'`-.ttc tt .,1%; 4 '' '' .. P t. `' **:1% ....vv-t.. .41i'' '1"', .:` '

tr.,.,,'.k.,-,0i....... , ,

"-

...- r., :.4.'-.... ..a rA 1-.1

e. ,'74:: Xy4,-;,:' 4.......'...7p...4 ,.: i

' 'riP-1;--, -.! Z, 'N. =

v-

- a

-

o

01

1/

APPENDIXContent of Excursions

The following list of suggestions is intended to be illustrativeonly, not complete. Excursidns should be selected for definitepurposes and planned for integration with appropriate units ofwork or other major activities. Follow-up activities vary. Somecontribute to units being developed; *others are the beginnings ofnew units; and still others, while not contributing directly to

units, are necessary merely to satisfy the children's curiosity aboutthings observed. The choice of follow-up activities is influencedby the children's purposes for the trip. No adaptations are sug-gested for individual or grade differences. Suggestions for

organizing curriculum units on the conservation of the naturalresources are given in U. S. Office of Education bulletin, "Teach-ing Conservation in Elementary Schools," No. 14, 1938, whichcan be secured from the U. S. Government Printing Office.

Books of information and identification and activities are listedin the following publications of the Office of Education:

Good references for conservation eduption in secondarvschools. Bibliography No. 55.Good references on conservation of trees and forests for usein elementary schools. Bibliography No. 71.Good references -on conservation of birds, animals, and wildflowers foi use in elementary schools. Bibliography No. 72.Good reklrences for conservation education in secondaryschools. Bibliography No. 70.

65

-sI.

s

NOLLV AIMS NOO

05.

Soil'

Whe

re t

o go

and

wha

t to

see

Past

ure:

H

illsi

des

over

graz

ed.

Gra

ss r

oots

hol

ding

soi

l. L

oose

soi

l bl

own

away

fro

m o

verg

raze

d pl

aces

. C

onto

ur f

urro

ws

to p

reve

nt w

ashi

ng.

Gul

lies

star

ted

as

a re

sult

of w

ashi

ng

or o

f ov

ergr

azin

g.

Che

ck d

ams,

shr

ubs,

or

vine

s fo

r gu

lly

cont

rol.

Fiel

ds:

Soil

was

hed

to b

otto

m o

f sl

opes

. Si

ckly

cro

ps o

n er

oded

slo

pes.

H

ealth

y cr

ops

at f

oot

of s

lope

. G

ullie

s.

Stri

p cr

oppi

ng.

Con

tour

plo

ughi

ng.

Shee

t er

osio

n.

Wha

t to

do

Gat

her

sam

ples

of

soil.

T

ake

up s

mal

l pi

eces

of

sod

for

stud

y.

Sket

ch

the

shap

e of

co

ntou

r fu

rrow

s N

ote

brea

ks i

n th

ese

whi

ch m

ight

sta

rt

I

gulli

es.

Mak

e sk

etch

of

gulli

es.

Gat

her

sam

ples

of

soil.

C

olle

ct a

few

typ

es o

f pl

ants

. M

easu

re h

eigh

t of

pla

nts

in d

iffe

rent

typ

es

of s

oil.

Mea

sure

hei

ght

of p

lant

s on

slo

pe o

f hi

ll j

and

at t

he b

ase.

M

ake

sket

ch o

f st

rip

farm

ing.

M

ake

sket

ch o

f gu

llies

and

oth

er t

ypes

of

eros

ion.

Furt

her

activ

itice

ga

b

Stud

y to

ans

wer

que

stio

ns w

hich

ari

se o

n th

e jo

urne

y.

Get

a

farm

er's

pe

rmis

sion

to

fi

ll a

smal

l gu

lly.

Mak

e a

sket

ch o

f th

e la

nd a

bout

a g

ully

, in

clud

ing

the

gully

. M

ake

othe

r vi

sits

to

the

gully

and

rec

ord

chan

ges

on t

he s

ketc

h.

Secu

re s

mal

l bo

ttles

to

hold

sam

ples

of

soil

gath

ered

and

pla

n la

bels

for

the

se.

Pres

s sp

ecim

ens

of p

lant

s.

Wri

te a

rtic

les

for

the

scho

ol

pape

r te

lling

ho

w t

he f

arm

er v

isite

d is

con

serv

ing

the

Soil.

W

rite

an

artic

le f

or t

he s

choo

l pa

per

on t

he

impo

rtan

ce o

f st

oppi

ng g

ullie

s.

Plan

po

ster

s sh

owin

g th

e im

port

ance

of

sa

ving

soi

l an

d pl

ace

in

the

win

dow

of

an e

mpt

y st

ore.

C

onsu

lt a

farm

er c

once

rnin

g hi

s pl

ans

for

(1()

1,

C7)

er

I )1

1 t it

,1!.

CI4

tvl

CONSERVATION EXCURSIO1q8

A f

arm

whe

re

no e

rosi

on

cont

rol

is

prac

- .

ticed

for

com

pari

son

with

a f

arm

whe

re

eros

ion

is c

ontr

olle

d:

Prod

uctiv

enes

s.

Gen

eral

pro

sper

ity.

Typ

es o

f co

ntro

l ne

eded

.

. G

rass

aft

er h

eavy

rai

n:

Soil

was

hed

from

slo

pe

and

colle

cted

on

gra

ss a

t fo

ot o

f sl

ope.

Dep

th o

f m

oist

ure

in

soil

at

root

s of

I

gras

s.

Dep

th o

f m

oist

ure

on s

lope

com

pare

d w

ith d

epth

of

moi

stur

e at

foo

t of

hill

.

Cro

plan

d af

ter

rain

: So

il w

ashe

d on

pla

nts

at f

oot

of h

ill.

Rap

id d

ryin

g of

soi

l on

slo

pe o

r to

p of

hill.

E

xtra

moi

stur

e at

bot

tom

of

hill.

Soil

was

hed

from

slo

pe t

o fo

ot.

I Se

e al

so p

ales

6-1

0, 2

7-8.

Mea

sure

pl

ants

an

d no

te

thei

r he

alth

y

or s

ickl

y ap

pear

ance

. In

quir

e ab

out

yiel

d pe

r ac

re

on

each

farm

. D

ecid

e w

heth

er o

r no

t th

e fa

rms

44p4

ity.)

,

Not

e fi

nene

ss

of s

oil

colle

cted

on

gr

asS.

Not

e ab

ility

of

inte

rwov

en r

oots

to

hold

4noi

stur

e.

Com

pare

am

ount

of

moi

stur

e in

dif

fere

nt

type

s of

soi

l.

Mea

sure

de

pth

to

whi

ch

on h

illsi

de a

nd a

t fo

ot o

f O

n st

rip

crop

s no

te

soil

open

cro

p to

clo

se c

rop.

N

ote

soil

colle

cted

in

clos

e

was

hed

onto

ope

n cr

op.

Not

e ne

w l

ands

lides

in

gulli

es.

Not

e pa

rtic

ular

ly "

mud

dy"

to e

xpla

in t

hem

.

moi

stur

e sa

nk

hill.

w

ashe

d fr

om

crop

and

not

spot

s an

d tr

y

Dra

w a

map

sho

win

g w

here

the

bes

t fa

rm-

ing

land

in

the

com

mun

ity l

ies.

Stud

y to

det

erm

ine

wha

t pa

rt e

rosi

on c

on-

trol

pl

ays

in

prod

uctiv

enes

s of

the

lan

d

in t

he c

omm

unity

.

Wri

te a

rtic

le f

or s

choo

l pa

per

or n

oteb

ook

on

the

effe

ct o

f gr

ass

in

the

prev

entio

n of

ero

sion

. St

udy,

th

e ef

fect

on

th

e N

atio

n of

th

e pl

owin

g of

its

gras

s.

Atte

nd

a sh

owin

g of

th

e m

ovie

en

title

d "T

he P

low

."

Wri

te a

rtic

le f

or s

choo

l pa

per

or n

oteb

ook

on t

he e

ffec

t of

str

ip f

arm

ing

on e

rosi

on.

Plan

w

ays

of p

rote

ctin

g so

il in

th

e sc

hool

gard

en.

On

a m

ap o

f th

e co

mm

unity

, lo

cate

th

e

best

"cr

opla

nd."

0.4

I.

tit

NOLLvAnsi4100 SSIOISILIJKa

I.

--s

Whe

re t

o go

and

wha

t to

see

Farm

whe

re e

rosi

on c

ontr

ol i

s pr

actic

ed:

Typ

es o

f con

trol

, suc

h as

str

ip c

ropp

ing,

co

ntou

r pl

owin

g, g

rass

ed w

ater

way

s,

chec

k da

ms

in g

ullie

s.

Roa

dsid

e cu

ts:

Lay

ers

of s

oil.

Roo

ts o

f tr

ees.

W

ashi

ng a

way

of

soil

and

fing

er

sion

. E

rosi

on c

ontr

ol w

ith s

hrub

s, v

ines

, an

d te

rrac

es.

Soil

was

hed

from

slo

pe t

o pa

vem

ent.

Vac

ant

lots

: L

ayer

s of

dif

fere

nt h

igal

s of

soi

l. &

iota

of

tree

s an

d la

rge

plan

ts a

nd t

he

way

the

y br

eak

the

soil

and

loos

en i

t. Fi

nger

ero

sion

. B

egin

ning

s of

gul

lies.

ero-

SoilC

ontin

ued

Wha

t to

do

Not

e ki

nds

of c

rops

rai

sed.

N

ote

rela

tive

prop

ortio

n of

gra

ss t

o op

en

crop

s.

Obs

erve

suc

cess

of

eros

ion

cont

rol.

Mak

e sk

etch

of

terr

aces

or

plan

tings

use

d to

pre

vent

was

hing

. L

earn

wha

t pl

ants

are

use

ful

in

prev

ent-

in

g w

ashi

ng o

n ro

adsi

de t

erra

ces.

f IL

Mak

e sk

etch

es o

f fi

nger

ero

sion

or

sm

all

Sket

ch l

ayer

s of

roc

k or

roo

ts o

f tr

ees

in

exca

vatio

ns.

Furt

her

activ

ities

Plan

a w

ay o

f fi

lling

som

e sm

all

gully

nea

r sc

hool

. G

et o

wne

r's p

erm

issi

on t

o fi

ll gu

lly.

Con

sult

owne

r of

far

m t

o le

arn

whe

ther

he

thin

ks e

rosi

on c

ontr

ol p

ays.

Sele

ct a

n un

prot

ecte

d ro

adsi

de g

rade

nea

r th

e sc

hool

an

d pl

ant

shru

bs,

vine

s,

and

terr

aces

to

prot

ect

it.

Mak

e sk

etch

sho

win

g er

osio

n on

a r

oads

ide

grad

e an

d ob

serv

e th

is g

rade

fro

m w

eek

to w

eek

mak

ing

furt

her

sket

ches

to

show

ch

ange

s.

Get

per

mis

sion

to

exp

erim

ent

in

the

con-

tr

ol o

f er

osio

n on

the

lot

. G

ct

perm

issi

on t

o us

e th

c lo

t fo

r a

scho

ol

gard

en.

a/.

o

gulli

es.

1

00

EXCURSIONS NOLLVAWAS 403

Scho

olya

rd d

urin

g ra

in:

Was

hing

of s

oil

in c

ar t

rack

s.

Beg

inni

ng

of

gulli

es

unde

r ea

ves

of

scho

olho

use.

Fa

lling

of

wat

er u

nder

tre

es,

slow

ly.

Rel

ativ

ely

seve

re

was

hing

on

un

pro-

tect

ed h

illsi

de.

Gen

tle r

ain

slow

ly s

eepi

ng i

nto

scho

ol

gard

en.

Hea

vy r

ain

was

hing

soi

l in

gar

den.

C

reek

aft

er h

eavy

rai

n:

New

dep

osits

of

silt.

Ben

ds

in

cree

k w

here

m

ost

silt

is

de-

posi

ted.

Po

wer

of

wat

er t

o ca

rry

rock

s.

Whe

re r

ocks

arc

dro

pped

. L

ocat

ion

of p

ebbl

es a

nd f

ords

.

Col

lect

ion

of si

lt by

for

ds a

nd d

ams.

T

he h

eigh

t of

wat

er.a

s in

dica

ted

by s

oil

6

on g

rass

or

plan

ts.

Con

ditio

n of

cu

lver

ts

or

foot

brid

ges

show

ing

pow

er o

f ru

nnin

g w

ater

.

Wat

er

Gat

her

sam

ples

of

rain

wat

er a

s it

falls

.

Gat

her

sam

ples

of

mud

dy w

ater

tha

t 'h

as

run

off

scho

ol g

arde

n.

Put

out

flat

pa

ns a

nd

mea

sure

de

pth

of

rain

fall.

D

ig i

nto

soil

in g

rass

or

gard

en a

nd i

nto

soil

in r

oadw

ay o

r un

gras

sed

play

grou

nd

and

com

pare

est

imat

ed d

epth

s of

moi

s-

ture

.

Det

erm

ine

incr

ease

in

heig

ht o

f w

ater

by

pole

dri

vesh

nea

r w

ater

's e

dge

befo

re t

he

rain

. M

ake

colle

ctio

n of

artic

ks w

ashe

d by

wet

ter.

Com

pare

siz

e of

rock

s de

posi

ted

at d

iffe

rent

po

ints

and

try

to

acco

unt

for

the

diff

er-

ence

. a

Kee

p a

reco

rd o

f th

e am

ount

of

rain

fall

in

diff

eren

t ra

ins

of t

he

seas

on.

Com

pare

w

ith

rain

fall

in

othe

r ra

inbe

lts.

(Set

geog

raph

ies.

) M

easu

re d

epth

of

gully

at

begi

nnin

g an

d en

d of

sea

son.

Try

io s

top

the

gully

. S

tudy

how

bes

t to

do-

this

con

side

ring

siz

e of

gul

ly a

nd t

ype

of

Rep

ort

was

hed-

ow c

ulve

rts

to p

rope

r of

fi-

cial

s.

Plan

a w

ay t

o de

crea

se t

he a

mou

nt o

f si

lt

from

one

of

the

bran

ches

of

the

cree

k.

Reb

uild

sm

all

ford

s.

Mak

e a

map

of

thc

cree

k an

d th

e la

nd i

t

drai

ns.

Loc

ate

on

the

map

the

tr

ibut

arie

s w

hich

have

beg

inni

ngs

in g

ullie

s.

Siud

y ab

out

the

floo

d pr

oble

ms

of

the

Nat

ion.

L

earn

wha

t is

bei

ng d

onr

to c

ontr

ol t

hem

.

wri

te t

o th

e U

nite

d St

ates

Wea

ther

Bur

eau

foi

wea

ther

map

s.

411,

soil.

F.4

MO INHIL) XH CONSERVATION

Wat

erC

ontin

ued

Whe

re t

o go

and

wha

t to

see

Silte

d po

nd o

r re

serv

oir:

C

olle

ctio

il of

silt

in

ba

ys o

r ir

regu

lar

shor

e lin

e.

Filli

ng o

f tr

ibut

arie

s w

ith s

ilt.

Dan

ger

of s

tagn

ant

wat

er

caug

ht

in

bayo

us.

Mill

s or

fact

orie

s in

dis

use

beca

use

of in

- su

ffic

ient

pow

er.

Wha

t43

do

Sket

ch a

ten

tativ

e m

ap o

f th

e w

ater

shed

sh

owin

g th

e ri

vers

and

cre

eks

whi

ch f

low

in

to th

e po

nd o

r an

y pa

rt o

f it

that

can

be

seen

in

a si

ngle

exc

ursi

on.

On

this

map

ind

icat

e fo

rest

s, c

heck

dam

s,

terr

acin

g,

and

othe

r m

etho

ds o

bser

ved

of p

reve

ntin

g so

il fr

om w

ashi

ng a

nd o

f ca

usin

g w

ater

to

rem

ain

on l

and

inst

ead

of fl

owin

g in

to th

c ri

vers

and

the

pon

d.

Sket

ch r

eser

voir

with

unu

sed

fact

orie

s.

Furt

her

activ

ities

Con

sult

an e

xper

t su

ch a

s a

coun

ty a

gent

to

lea

rn w

hy t

he p

ond

is f

illin

g w

ith s

ilt.

Wri

te

an

artic

le

for

the

scho

ol

or

loca

l pa

per

abou

t th

e si

lting

of

the

rese

rvoi

r an

d 'th

e lik

elih

ood

of it

s be

ing

com

plet

ely

fille

d w

ith s

ilt.

Wri

te

an e

dito

rial

for

th

e sc

hool

or

loca

l pa

per

on w

hat

the

rese

rvoi

r m

eans

to

the

com

mun

ity a

nd w

hy t

he s

iltin

g sh

ould

be

prev

ente

d.

Tra

nsfe

r th

e in

form

atio

n fr

om

the

tent

a-

tiyo

map

to

one

to p

ut i

n sc

rapb

ook

.or

libra

ry.

Stud

y ch

ange

in

us

eful

ness

of

po

nd

or

rese

rvoi

r as

com

pare

d w

ith e

arlie

r da

ys;

effe

ct

of t

hese

ch

ange

s on

lif

e of

com

- m

unity

. op

4.4

,.....

.1

It

NO1IXAW4SSIO3 WROINHil3X3

Fans

to

obse

rve

pow

er o

f w

ater

: A

mou

nt o

f w

ater

. M

achi

nery

run

by

them

. Sl

ope

of v

alle

y.

Cau

se o

f fa

lls.

Ero

sion

as

a ca

use

and

a re

sult.

U

se m

ade

of f

alls

.

I.

City

or

com

mun

ity w

ater

sup

ply

and

fil-

trat

ion

plan

t: K

ind,

whe

ther

a w

ell,

stre

am, l

ake,

or

a s

tand

pipe

: H

ow k

ept

pure

. D

iffi

culti

es in

the

way

of

keep

- in

g th

e w

ater

pur

e; s

uch

as

fact

ory

was

tes.

at

y re

serv

oir:

C

lear

néss

of

wat

er

in

smal

l st

ream

s.

Fres

hnes

s of

air

.

Bui

ld a

toy

wat

er w

heel

to

get

an i

dea

of

the

pow

er .o

f th

e fa

lls (

if s

mal

l an

d no

t da

nger

ous)

. In

quir

e ab

out

the

falls

or

dam

site

s as

a

sour

ce O

f po

wer

for

mac

hine

ry.

Not

e th

e m

achi

nery

whi

ch i

s ne

cess

ary

to

supp

ly t

he r

esid

ents

with

wat

er.

Inqu

ire

abou

t th

e co

st

of t

he c

ity w

ater

su

pply

. L

earn

how

the

city

wat

er i

s ke

pt p

ure.

Sket

ch a

map

of

the

com

mun

ity a

nd l

ocat

e th

e so

urce

s of

pow

er f

rom

run

ning

wat

er.

Mak

e a

list

of t

he

impo

rtan

t w

ater

falls

in

the

Uni

ted

Stat

es a

nd m

entio

n th

e ki

nd

of

indu

stri

es

in

whi

ch

thei

r po

wer

is

utili

zed.

St

udy

the

succ

ess

of r

eser

voir

s de

sign

ed t

o be

us

ed

for

pow

er a

nd f

or

irri

gatio

n as

com

pare

d w

ith s

ingl

e-pu

rpos

e re

serv

oirs

. St

udy

wha

t sc

ient

ists

be

lieve

to

be

th

e ef

fect

of

fo

rest

ed

wat

ersh

ed

arou

nd

rese

rvoi

rs.

Lea

rn

mor

e ab

out

mea

ns

of k

eepi

ng

the

wat

er f

or t

he c

ity p

ure.

Se

nd d

iffe

rent

sam

ples

of

wat

er t

o th

e ex

-

peri

men

t st

atio

n of

you

r St

ate

univ

ersi

ty

for

test

ing.

E

stim

ate

the

amou

nt o

f w

ater

use

d by

city

or

sch

ool;

by t

he a

vera

ge h

ome.

Pl

an a

sim

ple

way

of

pipi

ng w

ater

fro

m a

sp

ring

int

o th

e ki

tche

n.

Plan

a w

ay t

o ha

ve p

ipes

car

ry o

ff w

aste

, ev

en

if

ther

e is

no

so

urce

of

ru

nnin

g w

ater

for

the

hom

e.

Plan

a w

ater

fou

ntai

n fo

r th

e sc

hool

and

a

way

to

keep

the

wat

er c

ool.

f i

I

e

8NOISilaa XI

Wat

erC

ontin

ued

Whe

re t

o go

and

wha

t to

see

Stea

m b

oile

r in

sch

oolh

ouse

: Si

ze a

nd m

ater

ial.

Am

ount

of

wat

er.

Sour

ce o

f he

at.

Car

e.

Riv

er o

r cr

eek

to o

bser

ve p

ollu

tion

of w

ater

an

d ki

lling

of

fish

and

bir

ds:

Fact

ory

was

tes.

G

arba

ge a

nd t

rash

. A

utom

obile

bat

teri

es,

etc.

Po

nds

fille

d w

ith w

aste

,. br

eedi

ng p

lace

s fo

r m

osqu

itoes

. 4

Wha

t to

do

I A

sk j

anito

r to

ex

plai

n sy

stem

fo

r w

ater

su

pply

.

Mak

e lis

t of

Old

s of

was

te o

bser

ved.

E

stim

ate

amou

nt o

r nu

mbe

r of

fis

h de

s-

troy

ed.

Not

e si

ze,

'cau

se,

good

or

ba

d re

sults

'of

¡

stan

ding

wat

er.

2 V

ogt,

Will

iam

. T

hirs

t on

the

lan

d.

A' p

lea

for

wat

er c

onse

rvat

ion

¡bor

th

e be

nefi

t of

A

udub

on S

ocie

ties,

177

5 B

road

way

, N

ew Y

ork,

N.

V.

(Cir

cula

r 32

, 19

37)

pp..1

5-20

.

Furt

her

activ

ities

Sket

ch w

ater

pla

nt f

rom

its

sou

rce

to

the

diff

eren

t ro

oms

of t

he s

choo

l.

Plan

cam

paig

n to

kee

p pe

ople

fro

m t

hrow

- in

g w

aste

in

stre

ams.

Pl

an w

hat

to d

o ab

out

mos

quito

es,2

whe

th-:

er

to

drai

n th

e po

nd,

use

oil

on i

t, or

t?y

a

com

mer

cial

pre

para

tion.

- -

- cL

man

and

wild

life.

N

atio

nal

Atlo

ciat

ion

of

0

a.

110

t.D

; -

.40

4

s

N(HIXAHOK00 r4N( lfiH11.)X:4

Wild

-flo

wer

pa

tch

in

bloo

m

in

the

corn

- , m

unity

: Sp

ecie

s of

flo

wer

s.

Col

or h

arm

ony.

T

ype

of s

oil.

Gen

eral

loc

atio

n, w

heth

er b

y ro

adsi

de,

in m

eado

w,

or w

oods

. C

orre

ct w

ay o

f pl

ucki

ng.

How

fl

ower

' pa

rts

of d

iffe

rent

fl

ower

s ar

e al

ike

or d

iffe

rent

. H

ow t

he p

olle

n is

car

ried

. Pl

ants

in

dang

er o

f ex

term

inat

ion.

B

ees,

but

terf

lies,

or

bird

s in

the

vic

inity

.

3 Se

e fi

lso

page

s 10

-12,

19-

23.

r.i

Flow

ers

s

4.

Dra

w a

ske

tch

to s

how

loc

atio

n of

dif

fere

nt

type

s of

flo

wer

s.

Gat

her

plan

ts o

r bl

osso

ms

to p

ress

tak

ing

care

to

colle

ct o

nly

such

as

can

be s

pare

d.

Pluc

k a

few

flo

vier

s fo

r a

bouq

uet

if d

e-

sire

d,

taki

ng

care

to

pl

uck

them

co

r-

rect

ly,

to

use

a po

cket

knif

e or

sci

ssor

s,

not

to s

poil

the

beau

ty o

f th

e pa

tch

for

othe

r pe

ople

to

'o

bser

ve,

and

not

to

dest

roy

rare

var

ietie

s.

Exa

min

e ro

ots

of p

lant

s an

d co

nditi

on o

f so

il at

roo

ts.

Tak

e a

phot

ogra

ph

of

this

pa

tch

for

a sc

hool

or

clas

s co

nser

vatio

n bo

ok.

Sket

ch a

flo

wer

whi

ch y

oú

wou

ld

like

to

use

for

desi

gn o

r de

cora

tion.

D

ecid

e w

heth

er

or

not

a be

d of

th

ese

flow

ers'

wou

ld b

e at

trac

tive

on t

he s

choo

l gr

ound

. G

athe

r a

sam

ple

of th

e so

il to

be

test

ed a

nd

com

pare

d w

ith

the

soil

.of

the

scho

ol

grou

nd.

Arr

ange

fl

ower

s ga

ther

ed

in

artis

tic

bou-

qu

ets

tryi

ng

diff

eren

t ar

rang

emen

ts

in

diff

eren

t va

ses

taki

ng c

are

alw

ays

not

to

crow

d th

e fl

ower

s.

Pain

t an

im

agin

ary

pict

ure

of t

he

flow

er

patc

h at

its

bes

t. Pr

ess

flow

ers

colle

cted

an

d m

ount

an

d la

bel

them

cor

rect

ly.

Mak

e re

turn

tri

ps t

o se

e ho

w

patc

h lo

oks

in d

iffe

rent

sea

sons

. D

raw

a m

ap o

f th

e co

mm

unity

and

on

it m

ark

wild

-flo

wer

pa

tche

s 'o

f pa

rtic

ular

be

auty

. Pu

t th

is m

ap i

n th

e kr

al p

ost

Ace

, chu

rch,

or

som

e ot

her

plac

e w

here

it

will

int

eres

t pe

ople

of

'the

com

mun

ity

in t

heir

wild

flo

wer

s.

If t

he p

atch

of

flow

ers

ig a

cces

sibl

e to

oth

er

peop

le,

mak

e it

inte

rest

ing

for

them

by

la

belin

g th

e di

ffer

ent

kind

s of

pl

ants

. "S

igns

Alo

ng t

he T

rail"

by

the

Am

eric

an

Mus

eum

of

Nat

ural

H

isto

ry.

New

Y

ork

City

, co

ntai

ns

sugg

estio

ns

for

mak

ing

inte

rest

ing

labe

ls.

crJ

*

.

-»

Ito

"-

J.

-P

. 0

a

illhe

reto

go

and

wha

t tò

see

IL...

yip,

-

Wild

-flo

wer

paid

' aft

er f

low

ers

have

blo

s-D

omed

:A

ppea

ranc

e of

pla

nts.

App

eara

nee

of s

eeds

t and

thei

rw

ays

o.

prot

ectil

uith

emse

lves

and

spre

ac!i

ng.

emit

:iow

ers

tfia

tgr

owin

mix

plac

e.

s

Woo

ds:

#

Fern

s--7

kind

4ty

pe o

f so

il, lo

catio

n.M

ossk

inci

s,so

il, l?

calit

y,m

anne

rof

grow

ing

elbo

wto

one

ano

ther

, qua

lity

a ab

sorb

ing

rain

.Pa

rtri

dge

berr

ytni

mne

rof

gro

wth

,lo

calit

y,ty

pe o

f so

il.Fl

ower

ing

plan

tsm

anw

rof

gro

wth

,lo

calit

y,ty

peof

soi

l.ts

Flow

rs-L

Con

tlsiz

ei

Wiia

tto

do

4111

1111

4ib

Dra

w .s

ketc

hes

of s

eeds

of

diff

eren

t pla

nts.

Gat

her.

see

dsfo

r,pl

antin

gin

wild

-flo

wer

garc

ien

ansc

hool

gro

und.

Lea

rnto

iden

tify

plan

ts b

yse

eds.

Tak

e ph

ofog

raph

sof

rare

plan

ts.

Lea

rnto

iden

tify.

Cut

afe

w s

peci

men

sfo

r pr

essi

ng.

Gat

her

spec

imen

sfo

r gl

ass

gard

enor

ter-

rari

um s

uch

asar

trid

gebe

rry,

rei

ndee

rm

oss,

pol

ypod

y, W

oods

,or

Chr

istm

asfe

rns,

"red

cap,

" "l

ion'

sto

ngue

," a

ndth

e lik

e.M

ake

sket

ches

of p

lant

sin

thei

ren

viro

n-m

ent:

41/4

Plan

way

s to

pro

tect

som

eof

the

flow

ers

obse

rved

.

Furt

her

activ

ities

Plac

e_ s

eeds

with

mou

nted

pres

sed

spec

i-m

ens

of f

low

ers

to w

hich

they

bel

ong.

Plan

t see

dsin

wild

-flo

wer

gard

enon

the

scho

ol g

roun

dan

d b

try

topr

eser

ve th

epl

ants

.Pl

an th

epl

antin

gto

res

embl

eth

e se

tting

in w

hich

the

wild

flow

ers

bloo

m n

atur

ally

.

Pres

ssp

ecim

ens

and

plan

appr

opri

ate

labe

ls.

Arr

ange

pla

nts

gath

ered

for

glas

sga

rden

with

peb

bles

and

mos

s.M

ake

sign

sto

pro

tect

fer

ns in

woo

ds.

Est

ablis

ha

fern

trai

lfo

r th

eco

mm

unity

.Pl

ant f

ern

gard

ens.

,".

.

.4.

A;r

:r

446-

-

4:17

(-1

.k,

to\-

..4

t; bk.

4

.k":

"1:::

e.:1

104

,41.

1;

:3

Ic

1:74

tam

t7.

1,.

alL

-46

.

,

.

*..

.

1

A

4/5

.

4.

4.

0

0.4

SNOI8LI.IX3

a

Fklw

er s

tore

: K

inds

ofo

wild

flo

wer

s di

spla

yed.

A

ppro

pria

tene

sd o

f ar

rang

emen

t.

Flor

es s

how

s:

flow

ers

disp

laye

d.

f

. :A

rran

gem

ent

of d

isFi

laa

Col

or h

arm

ony.

IF

I

Nat

ural

ness

of

disp

lay.

. B

ouqu

ets

of w

ild f

low

ers.

Flow

er p

atch

es f

requ

ente

d by

bee

s:

Kin

ds o

f fl

ower

s.

Polle

n an

d ne

ctar

. U

ses a

polle

n.

Wor

k of

the

bee

s.

Iden

tify

unfa

mili

ar f

low

ers.

L

earn

w

heth

er

flow

ers

wer

e pl

ucke

d in

w

oods

or

culti

vate

d.

Mak

e sk

etch

es o

f fl

ower

s es

peci

ally

int

er-

estin

g.

Mak

e sk

etch

of d

ispl

ay.

Mal

e a

list,o

f fl

ower

s di

spla

yed

and

wri

te

quea

tions

.to b

e lo

oked

up

late

r.

Stud

y lib

els

of f

low

ers

disp

laye

d.

Lea

in t

o id

entif

y un

fam

ilidr

one

s.

Obs

erve

bee

s w

ith p

olle

n on

the

ir l

egs.

T

ry t

o fo

llow

a

bee

as

he

flie

s tr

amlin

e pl

ant

to a

noth

er c

arry

ing

polle

n.

a

-

Gat

her

book

s or

bul

letin

s an

d li-

ai i

t H

ung.

abou

t th

e ha

bits

of

the

flow

ers

obse

rved

. V

isit

sam

e fl

ower

st

ore

in

-oth

er

seas

ons

and

note

wha

t fl

ower

s ar

e di

spla

yed.

Air

Dis

cuss

obs

erva

tions

mad

e an

d ap

ply

them

in

ar

rang

ing

a bo

uque

t fo

r th

e sc

hool

- ro

om.

Plan

a f

low

er s

how

for

the

sch

oolr

oom

with

sp

ecim

ens

of w

ild f

low

ers

colle

cted

fro

m

the

com

mun

ity.

Lab

el s

peci

men

s w

ith

nam

e an

d in

tere

stin

g in

form

atio

n.

Prep

are

post

ers

or f

olde

rs i

nstr

uctin

g gu

ests

ho

w w

ild f

loiv

ers

may

be

safe

ly p

luck

ed,

wha

t on

es c

an b

e pl

ucke

d, a

nd w

hat

ones

sh

ould

ne

ver

be

pluc

ked

in

the

com

- m

unity

. Pr

epar

e sp

eech

es o

r di

scus

sion

s ab

out

the

cons

erva

tion

of

flow

ers

in

the

com

- m

unity

for

con

serv

atio

n pr

ogra

ms.

Plan

to

hav

" hon

ey f

or l

unch

and

dis

cuss

.

the

way

it

is m

ade.

T

ry

to s

ecur

e so

me

hone

y w

ith

polle

n or

-b

ee b

read

" in

it.

.

Dec

ide

whe

ther

be

es

help

pro

tect

Mow

ers.

I

CJI

111

e,

-4;

one

k

.

''.

Wild

s

e.

..

9NOIS11.1.1N7 KOLLVAW3SK0I

..

a ag

,

^11

Whe

re t

o go

and

wha

t to

see

Dif

fere

nt f

low

er p

atch

es i

n th

e co

mm

unity

to

dis

cove

r en

emie

s of

the

flo

wer

s:

The

far

mer

's 'p

low

. 'o

r R

oad

grad

er.

Swam

p dr

aine

rs.

Rea

l-es

tate

dev

elop

men

ts.

Flor

ists

and

oth

ers

who

gat

her

flow

ers

to

sell.

.

Tho

ught

less

plu

cker

s.

Peop

le w

ho a

ttem

pt to

tran

spla

nt fl

ower

s w

ithou

t pr

oper

kno

wle

dge'

. Pl

ant

inse

cti a

nd p

aras

ites.

Flow

ersC

ontin

ued

Wha

t to

do

Lea

rn w

hat

flow

ers

are

kille

d by

: Pl

owin

g.

Gra

ding

of

road

s.

Dra

inag

e of

sw

amps

. Fl

oris

ts.

Wro

ng t

rans

plan

ting.

T

ry t

o th

ink

of w

ays

in w

hich

flo

wer

s ca

n be

sav

ed.

Not

e da

mag

e do

ne.

Not

e ap

pear

ance

of

inse

ct.

*I

Tre

ss a

nd F

ores

ts

I T

rees

on

khol

grou

nd:

Les

s er

osio

n un

der

tree

th

an o

n sl

ope

besi

de t

he t

ree.

Fl

ower

s,

gran

, or

w

eeds

w

ith

less

he

alth

y gr

owth

un

der

or

near

th

e tr

ee t

han

far

away

.

Furt

her

activ

ities

Prep

are

post

ers

for

publ

ic i

nfor

mat

ion.

C

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abou

t th

e co

nser

vatio

n of

w

ild f

low

ers

and

mak

e th

em a

vaila

ble

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the

com

mun

ity.

Plan

way

s in

whi

ch t

he c

omm

unity

can

pro

- te

ct t

he w

ild f

low

ers

now

bei

ng d

estr

oyed

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life

cycl

es a

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eans

of

cont

rol.

Lea

rn

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tr

im

dead

br

anch

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prop

er m

anne

r.

Pres

erve

fal

len

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ange

and

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Bea

uty

of t

rees

whe

n vi

ewed

fro

m d

is-

tanc

e.

Cha

ract

eris

tic s

hape

s.

Col

orfu

l le

aves

in

fall

and

colo

rs t

ypic

al

a di

ffer

ent

tree

s.

Bud

s,

flow

ers,

se

eds,

ne

w

leav

es

in

spri

ng.

Iden

tific

atio

n by

fr

uit,

leav

es,

bark

, br

anch

es, a

nd g

ener

al s

hape

. T

rees

in

a pa

rk:

Kin

ds.

Iden

tific

atio

n by

fr

uit,

leav

es,

bark

, br

anch

es.

Obs

erva

tion

of b

eaut

y as

sin

gle

tree

s or

. in

clu

mps

or

row

s in

app

ropr

iate

lspo

ts.

Falli

ng l

eave

s an

d w

hat

is

done

'with

th

em.

Nes

ts o

f bir

ds a

nd s

quir

rels

. T

ree

surg

ery.

L

eaf

mol

d.

dew

Soil

unde

r tr

ees

com

pare

d w

ith s

oil

in

open

spa

ces.

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ants

un

der

tree

f co

mpa

red

with

pl

ants

aw

iy f

rom

tre

es.

Fore

st l

itter

. E

xpos

ed r

oots

.

Cho

ose

favo

rite

tr

ees

and

pain

t or

w

rite

' ab

out

them

. M

ake

colle

ctio

n of

leav

es a

nd s

eeds

. D

ecid

e ho

w m

any

mor

e tr

ees

are

need

ed

and

why

, an

d w

hat

ones

arc

bes

t. T

ake

phot

ogra

phs

of th

e tr

ees.

Mak

e sk

etch

es o

f tr

ees

whi

ch

have

be

en

care

d fo

r by

tre

e do

ctor

s.

Sket

ch t

he s

hape

s of

fav

orite

tre

es.

Sele

ct f

avor

ite t

rees

for

fur

ther

stu

dy.

Inte

rvie

w t

he c

aret

aker

of

the

park

with

re

spec

t to

the

car

e he

giv

es t

he t

rees

and

th

e ap

prec

iatio

n or

la

ck

of

it w

hich

pe

ople

hav

e fo

r tr

ees.

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et p

erm

issi

on t

o ta

ke a

sam

ple

of f

ores

t lit

ter

to th

e sc

hool

room

.

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y tr

ee%

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evel

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uni

t of

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dy o

r ac

tivity

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the

cons

erva

tion

of t

rees

and

for

ests

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udy

the

rela

tion

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een

tree

s,

eros

ion,

an

d fl

oods

. Pl

ant

tree

s at

hom

e or

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the

scho

ol g

roun

d an

d ke

ep r

ecor

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tre

es i

n th

r pa

rk a

re

nativ

e an

d w

hich

kin

ds a

re i

mpo

rted

. D

evel

op a

un

it of

stu

dy o

r ac

tivity

abo

ut

'the

natio

nal

park

s.

Secu

re

and

orga

nize

a

colle

ctio

n of

Gov

-

ernm

ent

bulle

tins

abou

t th

e na

tiona

l pa

rks.

M

ake

them

acc

essi

ble

to t

hc c

omm

unity

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et p

erm

issi

on t

o ha

ve a

nat

ure

trai

l in

the

pa

rk.

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pe

rmis

sion

to

pu

t up

fe

edin

g st

atio

ns

for

bird

s.

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f

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SNOISIlflaxa NOLLvAtlaS14100

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Tre

es a

nd F

ores

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ved

Whe

re t

o go

and

wha

t to

see

Tre

es o

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usua

l si

gnif

ican

ce i

n th

e ne

igh-

bo

rhoo

d:

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whi

ch m

ark

the

inte

rsec

tions

of

high

way

s or

com

mem

orat

e im

port

ant

loca

l ei

rent

s.

Tre

es o

f pa

rtic

ular

eco

nom

ic v

alue

. T

rees

impo

ritd

fro

m fo

reig

n fa

nds.

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rees

not

ed f

or t

heir

.age

. T

rees

unu

sual

in

ki9c

1 or

siz

e fo

r th

e ne

ighb

orho

od.

111

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t to

do

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e sk

etch

es o

r pa

intin

gs.

Not

e ho

w t

hese

tre

es a

re b

eing

pro

tect

ed.

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to th

ink

of o

ther

way

s of

pro

tect

ing

the

fam

ou;

tree

s of

the

neig

hbor

hood

. L

earn

wha

t au

thor

ities

or

asso

ciat

ions

pro

- te

ct t

he t

rees

.

Furt

her

activ

ities

Inte

rvie

w p

eopl

e w

ho k

now

the

fac

ts a

bout

th

e tr

ees.

W

rite

the

sto

ry o

fint

erep

ting

loca

l tr

ees.

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ake

a sk

etch

of

the

com

mun

ity a

nd o

n it

loca

te t

he f

amou

s tr

ees.

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ake

a co

llect

ion

of s

tori

es a

bout

fam

ous

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l tr

ees;

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ake

a st

udy

of th

e hi

stor

ical

tre

es o

f yo

ur

Stat

e.

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e a

stud

y of

fam

ous

tree

s. o

f th

e U

nite

d St

ates

. M

ake

labe

ls

for

the

fam

ous

tree

s of

th

e co

mm

unity

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ritin

g a

bit

of h

isto

ry

on

each

lab

el.

.?

^

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oods

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rest

:K

inds

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gro

wth

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ther

virg

in ti

mbe

r, s

econ

d, o

rth

ird

grow

th.

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st w

aste

by

cutti

ng, f

ire,

lack

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re-

plan

ting.

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st e

nem

ies,

suc

has

inse

cts

ordi

s-ga

min

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ecia

l kin

ds o

f tr

ees

atta

cked

by

dise

ase

and

left

dea

d or

dyi

ng.

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s in

whi

ch tr

ees

have

bee

n cu

t,w

heth

er s

uita

ble

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ot.

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st li

tter.

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e of

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las

com

pare

d w

ith s

oil o

ut-

side

'thfo

rest

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ts p

ecul

iar

to th

e fo

rest

or

woo

ds.

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ses

such

asce

dar

orgr

ound

pin

ean

d w

hat t

hey

do f

or th

efo

rest

flo

or.

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her

leav

esor

twig

s fo

r st

udy.

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her

spec

imen

s of

for

est

litte

r'.

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her

sped

men

s of

soi

l.G

ethe

r sp

ecim

ens

of f

ores

tpl

ants

.C

hoos

e fa

vori

te tr

ees

and

sket

ch o

rpa

int

.th

em.

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lect

spe

cim

ens

of w

ood,

taki

ng c

are

not

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jure

ordi

sfig

ure

the

tree

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udy

effe

ct o

f lit

ter

onso

il m

oist

ure.

Stud

y ef

fect

of

fore

ston

str

eam

eros

ion-

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e w

ater

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r?W

here

is it

col

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c.Pl

an h

ow to

dev

elop

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ture

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l and

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hat p

lant

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ees,

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tysp

ots

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ld b

e la

bele

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etch

.

Org

aniz

e an

d la

bel c

olle

ctio

ns.

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re a

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rgan

ize

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llect

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ov-

ernm

ent

bulle

tins

on tr

ees

and

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sts

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e U

nite

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ates

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ake

ast

udy

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ays

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rote

ctin

g fo

rest

s.L

earn

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diff

eren

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twee

nna

tiona

lpa

rks

and

natio

nal

fore

sts.

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rn w

hat t

he G

over

nmen

tdo

es to

pro-

tect

its p

arks

and

for

ests

.Fi

nd o

ut w

hat p

riva

te o

wne

rssu

chas

lum

ber

com

pani

es a

re n

owdo

ing

topr

otec

tth

e fo

rest

s th

ey o

wn

and

find

wha

t par

t the

Gov

ernm

ent

has

in th

epr

otec

tion

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riva

te f

ores

ts.

Find

how

the

fore

stvi

site

d is

bei

ng p

ro-

tect

ed f

rom

inse

cts,

dis

ease

s,an

dw

rong

man

agem

ent.

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and

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nt s

igns

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slog

ans

for

the

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crs

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Tre

es a

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ores

tsC

ontin

ued

Whe

re t

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t to

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st n

atur

e tr

ails

: Pl

ants

alr

eady

lab

eled

. Pl

ants

and

tre

es t

hat

shou

ld b

e la

bele

d.

Rea

sons

for

kee

ping

nar

row

pat

hs,

Inte

rest

ing

tree

s on

tra

il.

Hau

nts

of b

irds

. V

ario

us

kind

s of

-la

bels

an

d si

gns

valu

e to

the

hik

er.

of

Wha

t to

do

Sket

ch t

rail

and

loca

te

plan

ts

labe

ls.

Loc

ate

labe

ls

that

nee

d re

pair

w

hat

to d

o.

Loc

ate

plan

ts t

hat

shou

ld h

ave

Lea

rn t

o id

entif

y th

e pl

ants

on

that

nee

d

and

plan

care

. th

e tr

ail.

Furt

her

activ

ities

-

From

sk

etch

es

mad

e on

jo

urne

y,

mak

e pl

ans

for

impr

ovem

ent.

Get

per

mis

sion

to

help

im

prov

e th

e na

ture

tr

ail

visi

ted.

Pl

An

new

nat

ure

trai

l fo

r sc

hool

, cl

ass,

or

com

mun

ity

with

in

form

atio

n to

be

w

ritte

n on

not

ices

or

labe

Ls.

M

ake

list

of

orga

niza

tions

in

tere

sted

in

na

ture

tr

ails

in

yo

ur

com

mun

ity.

Ask

re

pres

enta

tives

of

thes

e to

sp

eak

to

the

scho

ol

abou

t th

e bu

ildin

g of

na

ture

tr

ails

. W

rite

to

St

ate

or

Fede

ral

Gov

ernm

ent

depa

rtm

ents

or

priv

ate

natu

re g

roup

s fo

r bu

lletin

s to

hel

p pl

an n

atur

e tr

ails

. W

rite

to

the

Am

eric

an M

useu

m o

f N

atur

al

His

tory

, N

ew

Yor

k C

ity,

for

"Sig

ns

Alo

ng

the

Tra

il"

by

Will

iam

.

Car

r;

this

bul

letin

has

sug

gest

ions

for

an

ning

an

d im

prov

ing

natu

re t

rails

.

00

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a.

A

4.

s

A

stre

am w

hich

ru

ns

plow

ed l

and:

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ompa

re

amou

nt

wat

er t

hat

runs

th

at w

hich

run

s la

nd.

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ores

t lo

okou

t to

wer

: L

ocat

ion.

V

iew

. A

dvan

tage

s.

A f

ores

t ra

nger

sta

tion.

thro

ugh

fore

st

and

of s

oil

carr

ied

by

thro

ugh

fore

st a

nd

thro

ugh

the

plow

ed

Tre

es i

n st

reet

s or

par

ks b

eing

rep

aire

d by

su

rger

y:

Kin

ds o

f tr

ees

need

ing

mos

t M

etho

ds o

f w

orkm

en.

App

eara

nce

of w

ork.

;

Gat

her

sam

ples

of

clea

r an

d m

uddy

wat

er.

Gat

her

sam

ples

of s

oil

depo

site

d by

str

eam

in

for

est

and

in p

low

ed l

and.

Inte

rvie

w t

he l

ooko

ut m

an r

egar

ding

his

du

ties.

Inte

rvie

w t

he f

ores

t ra

nger

reg

ardi

ng t

he

cutti

ng o

f w

ood

in h

is d

istr

ict.

Lea

rn w

hy t

he s

urge

ry w

as

nece

ssar

y in

case

of

diff

eren

t tr

ees.

A

sk f

orem

an o

r di

rect

or t

o ex

plai

n m

eth-

od

s us

ed b

y th

e m

en.

Ask

him

to

disc

uss

the

impo

rtan

ce o

f go

od

trçe

sur

gery

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raw

ske

tche

s of

rep

aire

d tr

ees

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take

ph

otos

.

Wri

te f

or S

tate

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ed

eral

131

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t-

use

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ores

ts i

n co

nser

vatio

n of

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l.

Lea

rn

how

th

e cu

tting

of

fo

rest

s in

th

e U

nite

d St

ates

ha

s af

fect

ed

eros

ion

and

floo

ds.

Stud

y ab

out

the

dam

age

done

to

lives

and

pr

oper

ty b

y fl

oods

. L

earn

how

the

Gov

ernm

ent

is w

orki

ng t

o pr

even

t fl

oods

. St

udy

mor

e ab

out

wor

k of

fore

st p

rote

ctio

n.

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rn a

bout

the

cost

of f

ores

t fi

res

in m

oney

, so

il lo

ss,

and

loss

of

lives

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es

4`11

Try

to l

earn

why

the

Uni

ted

Stat

es

not

have

gre

ater

pro

tect

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for

its f

ores

ts.

Wri

te t

o U

nite

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ates

For

est

Serv

ice

for

info

rmat

ion.

L

earn

ab

out

the

natio

nal

fore

stsa

rea,

lo

catio

n, a

nd r

esou

rces

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timbe

r, w

ater

- po

wer

, an

d gr

azin

g la

nds.

St

udy

tree

s at

sC

hool

fo

r ne

ed o

f su

rger

y.

Mak

e a

scra

pboo

k'

on

met

hods

of

tr

ee

surg

ery.

K

eep

a re

cord

of

tree

s ob

serv

ed i

n di

ffer

ent

plac

es

and

the

way

th

ey

are

prot

ecte

d fr

om d

isea

se b

y pr

oper

sur

gery

.

¡Now

t

4.

.

t.10 ,-

e

00

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A

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41.

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...11

A N

atio

nal

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ate

park

:B

eaut

iful

scen

ery.

Nat

ure

trai

ls.

Wild

-flo

wer

exhi

bits

.W

ildlif

een

clos

ures

.T

rees

and

fore

st.

Stre

ams

and

wat

erfa

lls.

Mus

eum

s.N

atio

nal

mon

umen

ts.

kH

isto

rica

lla

ndm

arks

.

Wha

tto

do

Tak

e ph

otog

raph

sof

bea

utif

Ul

plac

es.

Rea

d si

gns

and

labe

ls.

Mak

eno

tes

to h

elp

rem

embe

rpo

ints

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inte

rest

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athe

r lit

trat

ure.

Obs

erve

siz

ean

d be

auty

of

the

very

old

larg

etr

ees.

Lea

rn th

eir

age.

Mak

e pe

ncil

sket

ches

of

the

mou

ntai

ns,

valle

ys, a

ndw

ater

falls

.T

ake

a na

ture

wal

k w

itha

rang

er n

atu-

ralis

t.

Furt

her

activ

ities

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teto

Nat

iona

l Par

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rvic

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nite

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ates

Dep

artm

ent

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ook

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ook

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habi

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ade

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give

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the

bul

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odel

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eter

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olve

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uild

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ird

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take

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Inse

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the

orch

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bird

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ight

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abita

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tori

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Mak

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l or

usef

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if th

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ild f

ruit

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eeds

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e to

the

bird

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e cu

ltiva

ted

frui

t.

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e re

cord

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irds

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erve

d.

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rn w

hat f

ood

the

bird

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t. L

earn

wha

t cou

ntri

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ey c

ome

from

. St

udy

info

rmat

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give

n on

si

gns

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labe

ls.

Furt

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activ

ities

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te

for

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ernm

ent

bulle

tins

abou

t bi

rds

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n w

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now

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the

harm

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ess

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ulne

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rds.

Pa

int

or p

rint

pos

ters

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rest

peo

ple

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cons

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ng t

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irds

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rite

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anua

l to

hel

p ch

ildre

n in

lo

wer

gr

ades

ide

ntif

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irds

of

the

com

mun

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ap,

char

t, or

pos

ter

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irds

w

hich

liv

e in

the

com

mun

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n su

mm

er

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e w

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ere

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r.

Est

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ount

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park

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th

at g

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bul

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irds

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d ar

rang

e th

em o

n a

char

t or

in

a sc

rap

book

and

pla

n la

bels

with

int

eres

ting

in-

form

atio

n an

d w

ays

of p

rote

ctin

g.

Mak

e a

spec

ial

stud

y of

haw

ks a

nd w

ater

- fo

wl

obse

rved

w

ith

atte

ntio

n to

th

eir

(.(

()11

(),I

nc

as,#

1"

A

PAx.

.."

.A

. .

. fr.

11b

\ 11

i

00

04

EXCURSIONS CONSERVATION

Scho

olgr

ound

, ho

mes

; w

oods

, m

eado

ws,

an

d ot

her

plac

es f

requ

ente

d by

' bir

ds f

or

purp

ose

of id

entif

ying

unf

amili

ar b

irds

:

Col

or a

nd m

arki

ng.

Man

ner

of fl

ying

. Sh

ape

in f

light

and

at r

est.

Song

. C

all.

Usu

al l

ocat

ion.

Bir

d sa

nctu

ary:

K

inds

of b

irds

whi

ch a

re p

rote

cted

.

Prov

isio

ns

for

prot

ectin

g tim

id

bird

s fr

om s

tarl

ings

and

spa

rrow

s.

Prov

isio

ns f

or p

rote

ctio

n of

wat

erfo

wl.

Mus

eum

: B

irds

of

the

com

mun

ity.

Cha

ract

eris

tic s

hape

and

col

or.

Hab

itat.

Nes

ts.

Sket

ch s

hape

of

diff

eren

t bi

rds

flyi

ng a

nd

at r

est.

Try

to w

rite

not

es o

f cal

l or

son

g.

Loo

k fo

r ba

nded

bi

rds.

If

you

fi

nd

a ba

nded

bir

d in

jure

d or

dea

d, n

otif

y th

e U

nite

d St

ates

Bio

logi

cal

Surv

ey,

Was

h-

ingt

on,

D.

C.

Mak

e lis

t of

bir

ds s

een.

Mak

e no

te o

f ha

bits

of b

irds

. M

ake

sket

ches

of s

helte

ri,

bird

bat

hs,

feed

- in

g tr

ays,

pro

tect

ive

thic

kets

, an

d ot

her

attr

actio

ns f

or b

irds

. N

ote

bird

s, s

uch

as h

awks

and

wat

erfo

wl

whi

ch

are

part

icul

arly

th

reat

ened

by

civi

lizat

ion.

Tak

e no

tes

to a

id i

n id

entif

iatio

n.

Prep

are

a sc

rapb

ook

of s

ketc

hes

mad

e.

Plan

and

wri

te a

n id

entif

icat

ion

man

ual.

is

Kee

p a

cale

ndar

of

bird

s ob

serv

ed f

or t

he

firs

t tim

e.

Lis

ten

to a

pho

nogr

aph

reco

rd o

f bi

rd c

alls

.

Car

ry o

n fu

rthe

r st

udy

of b

irds

see

n.

Bui

ld

shel

ters

, bi

rd

bath

s,

and

feed

ing

tray

s to

attr

act

bird

s to

sch

oolg

roun

d.

'Wri

te t

o th

e B

urea

u of

Bio

logi

cal

Surv

ey,

for

mim

eogr

aphe

d or

pr

inte

d in

form

a-

tion

abou

t its

act

iviti

es in

bir

d-ba

ndin

g.

Stud

y pr

actic

al v

alue

s of

bir

ds o

bser

ved.

St

udy

and

prac

tice

way

s of

at

trac

ting

them

. O

bser

ve m

otio

n pi

ctur

es s

how

ing

bird

s in

flig

ht a

nd i

n ac

tion

(lim

it st

udy

to

bird

s ob

serv

ed o

n tr

ip).

00

- II:

4.

d.

s

Ito

wliolgHaOxa

ki

2:21

v't 11

°

:"

I. o

:

AO

:

Bird

tCon

tinve

d

01

Whe

re t

o go

..and

wha

t tO

see

Bir

d ha

unts

at d

awn

(for

indi

vidu

al p

upils

):

It

Iden

tify

bird

s.

Lis

ten

to th

eir

song

s an

d ca

lls.

Wha

t to

do

Mak

e sk

etch

es o

r ta

ke p

hoto

s of

bir

ds i

n fl

ight

or

at r

est.

Fish

A f

ish

cann

ery

in t

he n

eigh

borh

ood:

K

inds

of f

ish.

M

etho

ds a

catc

hing

. M

etho

ds o

f pre

pari

ng a

nd c

anni

ng.

Was

te.

A f

ish

hatc

hery

: K

inds

a fis

h.

. So

urce

,of w

ater

. E

ffor

ts t

o pr

even

t di

seas

e.

Use

a fis

h ha

tche

d.

0.

Wri

te n

otes

to

help

in

mak

ing

repo

rt t

o cl

assm

ates

. A

sk th

e m

anag

er o

r yo

ur g

uide

wha

t eff

orts

ar

e m

ade

to p

reve

nt w

aste

of

fish

and

to

mai

ntai

n th

e su

pply

eve

ry y

ear.

o

Ask

the

man

ager

to h

elp

answ

er y

our q

ues-

tio

ns a

bout

the

hatc

hery

and

the

fis

h.

Lea

rn w

here

the

fis

h ar

e so

ld a

nd f

or w

hat

purp

oses

.

Furt

her

activ

ities

Mak

e in

divi

dual

sc

rap-

book

s of

sp

ecia

l tr

ips.

a

Wri

te

to

othe

r ca

nner

ies

for

info

rmat

ion

abou

t th

e ca

nnin

g of

fi

sh.

Ask

you

r gr

ocer

to

save

lab

els

from

dif

fer-

en

t bra

nds

of c

anne

d fi

sh f

or y

ou.

Stud

y ab

out

the

diff

eren

t pl

aces

w

hich

su

pply

th

e N

atio

n's

supp

ly

of c

anne

d fi

sh.

Plan

an

aqua

rium

for

the

cla

ssro

om.

Prep

are

a re

port

fo

r cl

assm

ates

to

tak

e #l

e tr

ip.

Prep

are

a m

ap t

o sh

ow w

here

the

so

ld.

unab

le

fish

are

sti,w

y -

A

4

f'4

-6";

ék

46.,

'J 1

. A

.

tO'

vs.

e

1

a 1.

111W

,

.

I

P

-

t-

.

iken

,

41b

A

0-3

NOLLVAIMSKOO EiNoisua.)xa

Min

eral

s I

Oil

fiel

d or

nat

ural

gas

fie

ld.

How

oil

is t

rans

port

ed a

nd s

tore

d.

fts

Ref

iner

y:

Met

hods

of

puri

fyin

g pr

oduc

ts.

et

Gas

olin

e se

rvic

e st

atio

n.

1 Se

c al

so p

ages

5 a

nd 6

.

Unt

ervi

ew r

esid

ent

man

ager

of

one

com

- pa

ny's

sec

tion.

A

siG

him

to

guid

e ch

ildre

n th

roug

h a

part

of

the

fie

ld (

mak

e ar

rang

emen

ts b

efor

e-

hand

).

Arr

ange

°w

ith a

com

pany

's p

ublic

rel

atio

ns,

man

to

guid

e ch

ildre

n th

roug

h pl

ant.

Req

uest

th

e st

tend

ant

to s

how

th

e cl

ass

the

diff

eren

t ki

nds

of o

il an

d ga

solin

e.

Wat

chl c

ar b

eing

gre

ased

, cou

nt th

e nu

m-

ber

Wko

ints

tha

t ne

ed a

ttent

ion.

T

ake

som

e sm

all

glas

s tu

bes

or

bottl

es

(ust

:(1

perf

ume

bottl

es)

and

colle

ct

a sa

mpl

e of

eac

h pr

oduc

t.

Col

lect

dat

a on

fie

ld:

Whe

n di

scov

ered

. H

ow o

wne

d or

lea

sed.

D

epth

s of

wel

ls.

Ann

ual

prod

uctio

n.

Con

serv

atio

n m

etho

ds p

ract

iced

. Pr

obab

le l

ife

of f

irld

.

Lis

t th

e by

-pro

duct

s of

pet

role

um.

Dra

w

a di

agra

m

show

ing

the

rela

tion

of

thes

e pr

oduc

ts t

o ea

ch o

ther

. H

ave

two

or

thre

e of

the

gr

oup

mak

e a

repo

rt o

n th

e tr

ip.

Req

uest

the

com

pany

to

loan

a d

ispl

ay o

r if

pos

sibl

e gi

ve a

sam

ple

of e

ach

of s

ev-

eral

pro

duct

s.

Arr

ange

â d

ispl

ay o

f pe

troe

lum

pro

duct

s.

Col

lect

in

form

atio

n an

d de

scri

ptiv

e m

ate-

.

rial

on

oil

and

natu

ral

gas.

U

se t

his

as a

ba

sis

for

mak

ing

post

ers

and

wri

ting

artic

les

for

scho

ol o

r lo

cal

new

spap

er o

n th

e ne

ed f

or c

onse

rvin

g oi

l an

d ga

solin

e.

t;)

'..

;fi.-

.

':1 r

I '

Z: ;

.

'? z

.

I . .1

....,

I, ,....

- ,-

.:.

... .

.

5/._

, ...

.. ,..

.

,...,

.

4.

IN;

-.;7

7.

¿

''''s ; , .

i'..

" .."

44

4.-.

..

'i. .

: L

.4, .

...,_

t,...:

.

..1,4

44.s

......

.

'iliii

'.-7

.4

n-..w

C

.;44

.ft

DZ

,F '

0611

/.....

.:,e

...

a 9 1 . .

4

e

-

011.

O.;

%

at.

r

440

.'

1 t.

-4 "

',

.

.

.,

Min

eral

re-C

ontin

vd

Whe

reto

goan

d w

hat t

o se

e

8=4

yard

:.

Was

tage

from

rust

.A

rtic

les

mad

e fr

om ir

on.

Art

icle

s of

oth

er m

iner

als.

Col

dyar

d:K

inds

of c

oal,

size

s, a

ndva

riet

ies.

Wei

ghin

g oe

coal

ontr

ucks

.

Tra

nspo

rtin

gof

coal

: a

oi

Wha

tto

do

Com

pare

pai

nted

iron

with

unpa

inte

dir

onw

ithre

spec

tto

dam

age

from

rus

t.N

ote

othe

rw

ays

ofpr

otec

ting

iron

.

Gat

her

sam

ples

for

disp

lay.

Find

out w

here

dif

fere

nt k

inds

of

coal

cam

efr

om.

Find

fos

sils

in c

oal

tosh

ow th

at it

sor

igin

was

org

anic

.

Furt

her

activ

ities

Hol

da

scra

p-ir

onsa

le.

Obt

ain

light

truc

kor

car

s to

carr

yir

onto

scho

olya

rd o

r de

aler

for

sal

e.H

ave

clas

sm

eefi

ng to

dis

cuss

the

thin

gsth

e ch

ildre

nca

ndo

tosa

veir

on.

Arr

ange

spe

cim

ens

ina

disp

lay

and

labe

l.L

ocat

e co

alde

posi

ts o

nm

ap(w

rite

toU

. S.

Geo

logi

cal S

urve

y,W

ashi

ngto

n,D

.C

., fo

r in

form

atio

n).

Col

lect

info

rmat

ion

on r

emai

ning

coa

lde

posi

ts.

Col

lect

info

rmat

ion

onth

eca

reof

coa

lfi

res.

ake

som

epo

ster

s on

the

need

for

con-

serv

atio

n of

coa

l.

w lta

r .

-

EA

...

.A

IM

a.

.

JP&

4O

ft*I

- e

41. 4

1.

Met

hods

of

cutti

ng.

.W

aste

.

Qua

rrie

s:T

ype

of s

tone

.

IP

A r

oads

ide

orcr

eek

with

man

ype

bble

s:Sh

aPe

,7

ston

es.

Var

iety

.L

ocat

ion

of la

rger

and

sm

alle

r pe

bble

s.

Gat

her

spec

imen

s fo

r di

spla

y.In

terv

iew

the

man

ager

of th

equ

arry

and

lear

n fo

r w

hat t

he s

tone

is u

sed.

Lea

rnto

wha

t ext

ent t

he s

uppl

y of

roc

k in

the

quar

ryis

exh

aust

ibk.

Try

tode

term

ine

poss

ible

sour

ceof

peb

-bl

es.

Dec

ide

how

they

wer

em

oved

to th

eir

pres

ent

loca

tion.

Mak

ea

colle

ctio

n of

inte

rest

ing

pebb

les.

Arr

ange

spe

cim

ens

in o

rder

ly d

ispl

ay w

ithca

refu

lly p

lann

ed la

bels

.L

earn

wha

t oth

er s

ubst

ance

sca

nbe

use

das

subs

titut

es.

Lea

rn w

hat

way

sla

bgr

and

cost

in e

xtra

c-tio

n m

ight

be

save

df

Wri

te th

e im

agin

ary

stor

y of

ape

bble

whi

chw

asfi

rst w

ashe

d ou

t of

atin

yga

y.

His

tory

anil

Cul

ture

6

His

tori

cal c

iprc

hes

and

othe

r bu

ildin

gs:

Arc

hite

ctur

e.M

ater

ial.

Dec

orat

ion.

Pew

s of

fam

ous

men

.N

eigh

borh

ood.

Org

aniz

atio

n re

spon

sibl

e fo

r es

tabl

ish-

men

tan

d m

aint

enan

ce.

See

alto

page

s28

and

29.

Mak

e sk

etch

es.

Rea

d in

scri

ptio

nt.

Tak

e pi

ctur

esor

buy

post

card

vie

ws.

Stud

y hi

stor

y of

the

chur

ch a

nd o

fth

eN

atio

nas

refa

ted

toth

e ch

urch

.W

rite

abo

okle

t abo

ut th

e ch

urch

for

the

scho

ol li

brar

y.W

rite

agu

ideb

ook

of th

e co

mm

unity

'shi

stor

ical

bui

ldin

gs a

nd e

xhib

it th

is in

the

tow

n or

scho

ollib

rari

or o

n a

coun

ter

ina

stor

e.

'4*

4;!.

--.

rr!n

tpil;

;..

..;,0

7,.

..,

.

O

.

111.

SNOISIla3X

r

His

tory

and

Car

lture

Con

tinue

d

Whe

re t

o go

and

wha

t to

see

Mon

umen

ts:

Lin

es,

prop

ortio

n, a

nd g

ener

al b

eaut

y.

App

ropr

iate

ness

of

desi

gn f

or t

he e

vent

co

mm

emor

ated

. L

ocat

ion

and

use.

C

ondi

tion.

asst

oric

hom

es:

Mat

eria

l. A

rchi

tect

ure.

Fu

rnitu

re.

Stat

e of

rep

air.

Wha

t to

do

Lea

rn n

ame

of a

rtis

t. R

ead

insc

ript

ions

, ta

ke

note

s, a

nd w

rite

do

wn

ques

tions

to

aid

in s

tudy

. L

earn

au

thor

ities

re

spon

sibl

e 'fo

r m

ain-

te

nanc

e.

Imag

ine

life

in s

uch

a ho

me

with

onl

y th

e co

nven

ienc

es s

how

n.

Dis

cuss

way

s of

usi

ng u

tens

ils a

nd f

urrt

iture

.

Furt

her

aCtiv

ities

Wri

te a

n ac

coun

t of

the

his

tori

cal

sign

ifi-

ca

nce

of t

he m

onum

ent.

Mak

e a

book

ab

out

the

hist

oric

al

mon

u-

. m

ents

of t

he c

omm

unity

and

the

his

tori

cal

impo

rtan

ce o

f th

e ev

ents

the

y co

mm

em-

orat

e.

Wri

te t

o N

atio

nal

Park

Ser

vice

, W

ashi

ng-

ton,

D

. C

., fo

r in

form

atio

n ab

out

his-

to

rica

l la

ndm

arks

in t

he n

atio

nal

park

s.

Mak

e an

im

agin

ary

draw

ing

to s

how

an

ac

tivity

in

the

hom

e in

ear

ly d

ays.

W

rite

a b

ookl

et a

bout

the

his

tori

cal

hom

es

of t

he c

omm

unity

. L

earn

wha

t U

nite

d St

ates

his

tory

is

asso

- da

ted

with

the

hom

es.

Lea

rn w

heth

er o

r no

t th

ere

is a

nyth

ing-

the

scho

ol

can

do

to

keep

th

e bu

ildin

g or

gr

ound

s in

bet

ter

repa

ir.

--

"FN

4tr.

:1--

*4

!;:

7.'."

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,.;5!

:411

: -,

&t.:

;';I:

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, 7Pe.

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11. 44

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0.11

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'=11

07

4

ID

Or

.

4.1

sxolsTLL))ca

His

tori

c tr

ees:

K

inds

. J.

So

urc.

e, w

heth

er n

ativ

e or

not

. C

ofid

ition

.

Mus

eum

s:

Dif

fere

nt k

inds

of e

xhib

its.

Arc

hite

btur

al b

eaut

y of

thes

e bu

ildin

gs.,

Org

aniz

atio

n re

spon

sibl

e fo

r m

aint

e-

nanc

e.

Con

ditio

n of

bui

ldin

gs a

nd e

xhib

its.

Loc

al h

andi

craf

ts:

Furn

iture

. fr

Rug

s, c

arpe

ts,

cove

rlet

s, a

nd t

he l

ike.

Met

alcr

afts

. Po

ttery

. E

mbr

oide

ry.

Blo

ck p

rint

ing.

L

ocal

lite

rary

rel

ies:

H

omes

of

wri

ters

. C

olle

ctio

ns o

f wri

tings

in l

ibra

ry.

Mak

e sk

etch

es.

Dis

cuss

his

tory

. W

rite

que

stio

ns f

or i

nves

tigat

ion.

Giv

e at

tent

ion

to e

xhib

its o

f pa

rtic

ular

in-

tere

st t

o th

e un

it of

stu

dy.

Tak

e no

tes

of in

form

atio

n us

eful

for

stu

dy.

Obs

erve

dif

fere

nt a

rtic

les

from

sta

ndpo

int

of d

esig

n, m

ater

ial,

and

poin

ts o

f sp

ecia

l be

auty

.

Sket

ch h

omes

. M

ake

list

of w

ritin

gs.

Not

e bi

ndin

gs o

f bo

oks.

N

ote

illus

trat

ions

.

Lea

rn t

he a

ge o

f th

e tr

ees.

L

earn

. ab

out

thei

r hi

stor

y an

d th

e ev

ents

whi

ch.th

ey c

omm

emor

ate.

L

earn

wha

t com

mun

ity g

roup

is r

espo

nsib

le

for

thei

r pr

eser

vatio

n.

Lea

rn t

o w

hat e

xten

t th

e m

useu

m is

use

d by

th

e co

mm

unity

. Pl

an w

hat

the

scho

ol c

an d

o to

inc

reas

e th

e

com

mun

ity's

int

eres

t in

the

mus

eum

.

Plan

way

of

part

iciP

atin

g in

the

mak

ing

of

som

e ar

ticle

. A

sk a

loc

al c

raft

sman

to

visi

t th

e sc

hool

and

.teac

h th

e pu

pils

so

met

hing

ab

out

the

craf

t.

Rea

d st

orie

s or

poe

ms.

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e

Ear

lysk

ills:

Soa

pmak

ing.

Chu

rnin

g bu

tter.

Che

conn

akin

g.D

ryin

gof

frui

t.le

mai

dng.

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uilti

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Old

-fas

hion

ed v

ehic

les

and

mac

hine

ry:

Spri

ngw

agon

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uggy

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eigh

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lade

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a'C

orn

shel

ter

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d).

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ne.

Spin

ning

whe

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Loc

alpe

ople

who

purs

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tere

stin

g ho

bbie

s:St

amp

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Col

lect

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of

antiq

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lect

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pter

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3

4

Wha

tto

do

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it ho

mes

whe

re s

uch

activ

ities

are

carp

%ri

edon

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skpa

rent

sfo

rre

cipe

s an

d se

ts o

f di

rec-

tions

for

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gth

e w

ork.

Not

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ater

ials

of w

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cts

are

mad

e.N

ote

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pow

erth

atm

oves

them

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ote

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larg

e am

ount

of

man

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erre

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se th

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Ask

ques

tions

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e ca

refu

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prec

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view

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pos

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cord

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Stud

y ab

out p

lant

sor

anim

als

of s

peci

alm

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rthe

r st

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rest

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nter

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scri

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scri

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Rea

d la

bels

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iscu

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inte

rest

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res

pons

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for

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cem

eter

y's

enan

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dy a

bout

the

hist

oric

alpe

riod

sin

whi

ch im

port

ant l

ocal

peo

ple

lived

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ntri

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mad

e to

the

com

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e co

llect

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ry to

fin

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to th

e co

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Whe

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and

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ee

Loc

al s

ourc

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ian

craf

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Old

bat

tlegr

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s or

oth

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ourc

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row

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-

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ound

s:

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Obj

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Stat

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Potte

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R

ocks

with

sym

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of

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rit.

1.31

8-

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ogga

ns.

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Wha

t to

do

,mm

alip

a

71-

Col

lect

a f

ew s

peci

men

s fo

r sc

hool

exh

ibit.

N

ote

desi

gns

and

mat

eria

l. T

ry t

o un

ders

tand

mea

ning

of

the

desi

gn

you

see.

Sk

etch

des

igns

whi

ch a

re p

artic

ular

ly a

p-

peal

ing

for

use

in s

ome

of y

our

own

art

wor

k.

Cop

y sy

mbo

ls o

f In

dian

wri

ting

and

com

- pa

re w

ith o

ther

pic

tori

al w

ritin

g w

hich

cl

ass

has

stud

ied.

Jo

t dow

n qu

estio

ns f

or i

nves

tigat

ion.

Mak

e sk

etch

es o

f obj

ects

for

rep

rodu

ctio

n.

Secu

re f

ree'

bul

letin

s or

fol

ders

of i

nfor

ma-

tio

n.

Furt

her

activ

ities

Imag

ine

your

self

an

Indi

an i

n yo

ur c

orn-

m

unity

and

mak

e a

piec

c of

bea

d w

ork,

ba

sket

, or

a r

ug u

sing

a &

sign

to

expr

ess

the

way

you

fe

el a

bout

isa

ture

or

som

e pa

rt o

f you

r tr

ibal

cul

trur

e W

rite

to

Stat

e an

'thro

polo

list

or m

useu

m

to l

earn

whe

re i

n yo

ur

.itat

e to

di

g fo

r In

dian

rel

ics

such

as

arr.

)whe

ads,

pie

ces

of p

otte

ry,

etc.

Lea

rn h

ow t

o m

ake

Indi

an h

eadw

ear

such

as

th

at w

orn

by

Indi

ans

in

your

com

- m

unity

. L

earn

how

to

mak

e dr

ums

luch

as

the

In-

dian

s in

you

r com

mun

ity n

hade

.

;%'

or-

eihr

°

.44.

to.

d

I.

.

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l!

A,

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e>'

,

s

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00

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i

Qua

rrie

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ed b

y In

dian

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lay

for

potte

ry.

-C

lay

from

whi

ch I

ndia

nsin

som

eco

imm

uniti

es m

ade

thei

r pi

pes.

Fiel

dsor

woo

ds:

Plan

ts w

hich

Ind

ians

use

d fo

r dy

es,

food

,or

med

icin

e.

Indi

anca

mps

41 th

e co

mm

unity

:Fo

od p

reA

tred

by th

e In

dian

s.In

dian

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ce.

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e co

lor

and

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ure

of th

e cl

ay.

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e th

e us

ful p

arts

of

thes

e pl

ants

whe

ther

flo

wer

, lea

ves,

or r

oot.

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her

afe

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lant

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ra

colle

ctio

n.

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erve

anIn

dian

dan

ce.

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anIn

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wom

an to

tell

trib

al le

gend

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!Sal

omon

, Joh

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Ind

ian

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re.

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him

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ake

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and

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lect

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of

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lics,

stat

uary

,an

d pi

ctur

es o

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sw

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ed in

your

corl

imun

ity.

Mak

ea

piec

e of

pot

tery

sim

ilar

tsk

that

mad

e by

Ind

ians

who

onc

:!liv

ed in

your

loca

lity.

Pres

s an

d la

bel t

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lant

s ga

ther

ed.

Lea

rn w

hat p

lant

s th

e In

diai

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or d

yes

and

how

they

pre

pare

d th

c dy

e.Pr

epar

e dy

eas

the

Indi

ans

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Imag

ine

your

self

anea

rly

Itin

dian

ofyo

urco

mm

unity

and

tell

the

cla'

isa

lege

nd.

Imag

ine

your

self

an I

ndia

n .!

Lnd

com

pose

ada

nce

com

mem

orat

ing

soni

c ev

ent

in th

e'h

isto

ry o

fyou

rtr

ibe.

New

Yor

k, H

arpe

r an

d B

roth

ers,

192

8.41

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.

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Whe

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ee

Ori

gina

l hom

es o

fne

ighb

ors

of li

ther

na-

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litie

s:w

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Cos

tum

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Em

broi

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.9

Bas

ketr

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rnitu

re.

Coo

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ools

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Rec

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aint

ings

.

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t to

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rn h

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was

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skqu

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bout

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-

BIBLIOGRAPHY

The following selective biEllography contains publicationswhich were consulted, quoted, or adapted in the preparation ofthis bulletin. It does not include all the publications which areuseful for the conservation excursion, and many of the articleslisted deal with school excursions in general and are only indirectlyapplicable to the conservation excursion. Publications whichdeal with factual content of conservation are necessary in planningthe conservation excursion. Selective bibliographies of suchpublications are contained in Office of Education publications asfollows: Good References for Conservation Education in Ele-mentary Schools, Bibliography No. 70; Good References on theConservation of Trees and Forests, Bibliography No. 71; andGood References on the Conservation of Birds, Flowers, andAnimals, Bibliography No. 72.

ADE, LESTER K. Expanding the classroom. Harrisburg, Pa., Departmentof public instruction, 1938. 72 p., illus.

Auxin, ARTHUR A. American bird biogrvphies. Ithaca, N. Y., Comstockpublishing COmpany, 1934. 234 p.,

AmERICAN Tina Assocwriox. Forestry almanac. Washington, D. C., 1933edition. 484 p.

Amity, LILLIAN C. Aloe* nature's trails. Boston, Americañ Book coin-pany, 1936. 344 p.,

Arms, BLANCHE E. Excursions for grade childrentheir need and tech-nique. Educational method, 8: 31-38, Sepv..$ 1.,ki October 1928.

BAILEY,* ALMS= M. At home with the birds. Chicago, Merrill publishingcompany, 1934. 15 p., illus.

Ursa, G. Dintwoon. An eleventhagrade field study: the coal industry.Educational research bulletin, 17: 173-88, October 19, 1938.

Bkrinetsr, Fain G. "roves in teaching conservation. School Life, 23: 41,October 1937.

Dims, HAROLD H. Educational excursions. Agricultural education, 7: 70,November 1934.

&MOM, RUIPYsID. traveling with the birds. Chicago, M. A. Donohpe& company, 1933. 64 p., illus.

BRANT, Limits. The Oiympic krests for a national park. New York,Emergency Clooservados Committee, 1939. Publication no. 38.20-p., ilits.

', 4 ,P.

! "6441 1,-eqt

* -* '

"3. 41 .;.*,1''.,.. N. 41*.

lei

ONO

4'3.

. 2.:

.;ki4YSItt* i:44

illus.'

tn.

a

. ".Z.-

kr 4.7

;-,ìt zt Is t. '

-40"; %4 :offs,

. 4

7.4 S.

..1r4Alb

4't

14 .44 ,

..

LC

sMitl

.;4

4 -e/

X

- 'Ail

:f 4T` . 4

- --#T.=;.4. SI s -

k. .

10.

it

_ft

a(

-


BRANT, IRVING. The waterfowl and common sense. New York, Emer-gency Conservation Committee, 1937. Publication no. 64. 12 p.

----"-- A last plea for waterfowl. New York, Eidnergency ConservatiunCommittee, 1937. 1 6 p.

BROUN MAURICE. Three seasons at Hawk 114,2Lury to:"

Emergency ConservationeCommittee, 1936. Publication no. 61.9 P.

BROWN ZETA I. Teaching for the pupil's sake. American childhood,22: 14, October 1936.

CARR, WILLIAM H. Signs along the tr'ail. New York, The Americanmuseum of natural history, 1930. 29 p.

CLARK, FRANK J. High schools conduct reforestation. Washington edu-cation journal, 16: 137, March 1937.

HE CLASSROOM TEACHE R . Vols. 2, 3, 10, 11, 12. Chicago, Ill., Theclassroom teacher, inc., 1927. 12 v.

COMPTON'S PICTURED ENCYCLOPEDIA. Chicago, Ill., F. E. Compton &company.

Cornell rural school leaflets. Ithaca, N. Y., The New York Statollege ofAgriculture and the Department of Rural Education. (Leaflets on birds,wildflowers, and soil.)

CRAWFORD) C. C. antLGRINSTEAD, ROLAND WELLS. The WC of the excursion-in teaching commercial geography. Journal of geography, 29: 301-6,October 1930.

DENVER, COLO. BOARD OF EDUCATION. Arithmetic, elementary schoolgrades 3-6. No. 4. 3rd rev. ed., 1933. 255 p.

DOUGLAS, FREDERIC H. Ed. and comp. Indiaan leaflet serieá. Denver,Colo., Denver art museum. Pamphlets to be ordered by subject.

DUNCAN , CARL D. Wild flower roads to learning. Science guide for ele-mentary schools. Vol. 2, no. 8, March WO. 44 p. pub. by CaliforniaState Department of Education.

DUNN FANNIE W., and EvEstErr, MARCIA A. FOur years in a countryschool. New York, Bureau of publications, Teachers college, Columbiauniversity, 1926. 173 p.

DURAND, HERBERT. Wild flowers and ferns: In theii homes and in ourgardens. New York, G. P. Putnam's sons, 1925. 394 p.

EDWARDS, NEWTON. Courts and the public schooli: the legal basis of schoolorganization and administration. University of Chicago press, 1933.591 p.

EGAN; LOMILLA. We go placesAn excursion program. Childhood educa-tion, 13: 266-68, February 1937.

ELWOOD, WALTER. Some considerations of method in nature study. Schoolscience and mathematics, 33: 187-97, February 1933.

Evsili-r, MAMA. Progress toward integration in a rural county. Educa-tional method, 15: 1797-88, January 1936.

Field trips and excursions. American childhood, 22: 8-10, April 1937.

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FINLEY, CHAS. W., and TIPPETT, JAMES S. Field work. New York, Bureauof publications, Teachers college, Columbia university, 1925. 123 p.

(Lincoln school publicatigia.)

GILMORE, ALBERT F. Birds of field, forest, and park. Boston, The Pagecompany 1919. 318 p.

GIVENS, WILLAID E. School journeys and what came of them. Americanchildhood, 19: 10-11, November 1931

School journeys in citizenship. American childhood, 19: 5-6, 45-47, February 1934.

HAHN, JULIA LETHELD. Kindergarten primary activities in the socialstudies: The sight-seeing bus. American childhood, 1 6: 16, 55-8,June 1931.

HALL, ROBERT B. Local inventory and regional planning in the schoolcurriculum. Journal of geography, 33: 17-22, January 1 934.

HANNA, PAUL R., and research staff. Youth serves the COMmunity. NewYork, D. Appleton-Century company, inc., 1936. 303 p.

HARDEN, MARY. Going places and seeing things. Educational method,14: 324-31, March 1935.

HENDERSON, JUNIUS. The practical value of birds. New York, The Mac-millan company, 1934. 342 p.

Hru., PATTY SMITH. A conduct curriculum. New York, Charles Scribner'ssons, 1923. 123 P.

HOBAN, C. F. English and German° students make long trips at low cost.School life, 16: 146-47, April 1931.

The school journey as a visual aid. New York State Education,20: 226-29, 268, December 1932.

KING, Juuus. Talking leaves. Cleveland, Ohio, The Harter publijshingcompany, 1934. 62 p. illus. maps.

Wild flowers at a glance. Cleveland, Ohio, The Harter publishingcompany, 1935. 62 p. illus. maps.

KNOX, Ron B. School activities and equipment. Boston, Houghton Mifflincompany, 1927. p. 62.

Lomax, Anal/ K. Organization of field excursions. /n National EducationAssociation. Department of Elementary School Principals. ThirteenthYearbook: Aids to teaching in the elementary school. p. 274-277.Washington, D. C., The Department, 1934. (Bulletin of the Departmentof Elementary School Principals, Vol. 13, June 1934.)

Los ANIMUS, CALIF. LOS ANGELES CITY SCHOOL DISTRICT. COMIC of study

for the 5th and 6tth grades, 1924. 335 p. (School publications no. 90.)

Course of study for the 3rd and 4th grades, 1926. 377 p. (Schoolpublications no. 89.)

Iivrx, FRANK E. Nature trails. New York, The American museum ofnatural history, 1931. 38 p. (Miscellaneous publications no. 21 of theAmerican museum of natural history.)

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104 OONSERVATION EXCURSIONS

MAKIN, Rums W. The world onnide. Social education, 1: 173-76, Mara1937.

MCCALLUM, JIM& All aboard for ezciirsions. h National Education Aselation Department of Eknientary School Principals. Eleventh Ye.--book: The principal and I communisy. Washington. D.

-435=61F (Bulletin of the Department ofmentary School Principals, Vol. 11, 1932)

Mosamsy, EDWIN L. Trees, stars, and birds. A book of outdoor. sciemYonhers-an-Hudeon, New York, World book company, 1935. 418 p

NATIONAL AillOCIATIOSI CUP Ammon Somme", 1775 Broadway, New YorN. Y. Eclacatiosal leaflets about birds.

NATIONAL EDocATION ASINXIATION. DEPARTMENT OF SUPERIFEIODS \DDoman= ar baraucTsoss. Fghth Yearbook: Materials of instructi(.:-:New York, Bureau of Publication", Teacben college, Colombia unì -aity, 1935. 242 p.

DIPAICTIMIT cw SuPERIPMENDIENCIL Fourteenth Yearbook: Mt-social outrun CINTicialum Washington, D. C., 'The Department, 19:s .478 p.

Plwriosim. NATURE NEWS. Washington, D. C. Volume 2, January 31, 19:N-.NATIONAL SocEETY POE THE STUDY COP EDDCATIOIL THEETY-IIECOND YEA; -

soot: The smiling dgeograpby . . . ad by Guy M. Whippk. Bloom-imam, IL, Pulbie school pule r17,

11,. company, 1933. 613 p.Twentraecand Yearbook, Part II: The sadalirnifies in the

mentary and secondary school. Bloomington, ill-, Pubrio.achool pub-Wing company, 1923. 343 p. (Fifth printing, 1930.)OWICM, Emus. Practical aid to school mearsions. Childhood education_

9: 146-48, Deainber 1932.

Pirransort, Azai. G. Adventures in real learning. Progressive ..811 tion.10: 154-511, March 1933. 1/

Pca.t.00r., Answers L. Excursions about Midland from the Rockies to thePacific. Seauk, Wadi., Independent commercia1 printers, inc, 192:7%191 p. Ulm

Mumma, Laiuuur W. Our world, from our neighborhood. American19: 1143, 43-44, Apra 1934.

Pawn, Itzow H. A study of the values of field trip& h National Educa-tion Amocintion. Department a igementary ached prikipah. Thir-teenth Yearbook: Aids to teach* in tile elementary school. p. 304.waslington, ft C,The Department, 1934. (Bilieds dtheDepartmentof Elementary School Principe* VOL 13, June 1434.)

Rum, MANY K booirdors for pupils in the typical urban or rural cow-asimity. Iducationg method, 114: 19S-99,jimmy 1935.

itoomora, Timm S. aids of beamesois. Ilifimeopoilk University oiWromoota, 1932.

10011111111A14 %MAIM F. Ifirerab. Chicago, IL, A. Inasigas company,MS. 212 pi, Am (rbe Gan book et the Greet Ailliaricoo imassatrinswim)

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OCLICSERVATION EXCURSIONS 105

Romps, Rum. Murphy junior high's eighth-grade integration trips.Clearing home, 11: 429-30, March 1937.

SALOUM, JULIAN IL The book of Indian crafts anti lore. New York,Harper and Brothers, 1928. 418 p.

tian supplement, 1162-: 277, August 7, 1937.

school journeys. Lonekin times education supplensent, 1115: 341, Septem-ber 12, 1936.

Sniumuuni, FRAME N. The bird book. Akron, Ohio, Saalfseld publishingcompany, 1936. 25 p.

SHEARER, Ikaw M. Extending experience tlirough excursions. Education,SS: 534-37, May 1935_

Slam BzwIlIA. School excursions. New York State education, 20: 309-10,350-51, January 1933_

STAKNAIRD, LILA C. A study of nnlk: a second-gtrade activity. Americanchildhood, 23: 15-19. September 1937.

STEmes, BERTHA. Nature: the child goes forth. Boston, Houghton-sows company, 1936. rs p. (Added t-p.: Childhood: the begin-

ning years and beyond . . . edited by the Association kw ChikihoodEducation. vat 3.)

STEWART* Limn F. Trees and forest conservation. School science andmathematics, 37: 667-74, June 1937.

STRAw, H. Tomirsoa. A new kind of geographk field trip. Peabodyjournal of education, 12: 120-22, November 1934.

TRAvxas, C. E. Housing a school museum. la National Education Ano-eiation. Department of Elementary School Principak. ThirteenthYearbook: Aids to teaching in the elementary schooL p. 258-60.Washington, D. C., The Department, 1934. (Bulletin of the Depart-meat of Elementary &hod Principal% vat 13. June 1934.)

UNIT= SIAM DEPAIMMENT Or THE INTERM. Orms ay Enuemrsost.Good refentnces on conservation of binis, animals, and wild Bowers forme in elementiry schools. Washington, U. S. Government printingoffice, 1936. OWirsography No. 72.) 11 p.

VENAL, Wanuin G. Satrday morning *Mare quests in downtown Inc&anaporn. School science and snatbeimatics, 36: 637-42, June 1936.

Voar, WILLIAM Thirst on the land! A plea for water conservation kw thebenefit at use and wildlife. 1775 Broadway, New York Qty, NatimialANIOCilekli ',Audubon Societies, 1937. (Clucular 32.) 32 p., illus.

Wisan, ROWENA a. How schools use the cialcirenss museum. la NationalEducation Association, Department of Elensentazy School Principals.Thirienstit ,irtosboolk: Aids is teaching is the elementaryit. 240-46. iriadingios, D. C. The Department, 1934.the Depammint it Elementary School Principals, vol. 13. June 1934.)

Waldeck, stfoollon d today. London times edocatiossi supplement,Mikit 344 ()ember 14 1933.

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WAUOH, FRANK A. Children need not be chloroformed. School andciety, 33: 665-67, May 16, 1931.WILSON, Mrs. RONALD. Field trips. In Lewis school yearbook, 1929-1930.p. 144-45. Raleigh, N. C., Raleigh public schools, 1930. Mimeo.WORDEN, NATHALIE 14 and PERRY, ERNESTINE. Growing hePlity. Spri,46..

Mass., National highway beautification council, 1933. 64 p.WORKMAN, ANNE. Excursions to local' industries. Grade teacher, 48: 8I 2,833, June 1931.

THE WORLD BOOK ENCYCLOPEDIA. Chicago, Ill., W. F. Quarrie & company.WRIGHT, GEORGE W. Visual aids at little cost. Journal of education,116: 201-2,, 214, April 17, 1933.ZACHARI, ELIZABETH D. Field trip experiences in the intermediate grades.Journal of geography, 33: 49 60, February 1934.

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