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ED 125 882.. AUTROR in TITUTION PUB DATE Mervin, Ruth W; A O DOCUMENT -RES aHE ED 125 882.. SE 020 429 AUTROR Mervin, Ruth W; TITLE A Guide to Ohio Outdoor Eduction Areas. Second Edition. r" INTITUTION Ohio Academy of Science, Columbs.;' Ohio State Dept, of Natural Resources, Columbus. PUB DATE [75] NOTE 238p.; Contains color-coded maps; olored photographs - :may tot reproduce well; For first ition of this publiCation, see ED 073 945 AVAILABLE FROM Ohio Department of Natural Resources,Division of Natural Areas and'Preserves, FountainSquare, Coluqbus, Ohio 42214 ($5.00), EDRS' PRICE MF-$0.83 HC-$12.71,Plus Postage. DESCRIPTORS *Directories; *Environmental Education; ield Trips; Guides; *Indexes (Locaters) ; Natural Resources; Nature Centers; *Outdoor Education; *Science Education;-Study.Facilities,: IDENTIFIERS *Ohio 't trESTRACT To. this new and updated second edition, eve 160 new sites and their description have been added. The firSt majosection,. outdoor educatiNn areas, includes state Parks, forests, ;and ildlife areas; historic sites andmemorials; Wayne National Forestl metropolitan county and city,parks; agency and private camps conservation agency properties; conservancy district lands aid reservoirs; school land laboratories; and private conservatiofarms and camp grounds. The second section is devoted to selected's ate, nature conservancy, university, and private 4ature preserves. In both sections, each outdoor area summar4,is arranged alphabeticall according to county and includes size and location, correct name, a short description, and the address of the person to contact fo -i-t use. Additional information concerning suitability for camping is given in chart form in the .4lrd sc.,,ctioni,-Seven color maps-des ribing Ohio geology, glacial deposits, soil regions, surface water, groundwater, original vegetation, and major forest types follow .,,AlsO included aro a sel'ected bibliography, and .index of sites, and directions for using this publication.. (MA) *********************************************************.************** \ ',Documents acquired by ERIC include many informal unpublish d * \ * materials not available from othet sources., ERIC makes every effort* * to obtain, the best copy available. Nevertheless, items ofmarenal * * reproducibility are often'encountered and this affects the quaity * .* of the microfiche and AardcopyreprOductions ERIC makes availa le * * via the ERIC Document 'Reproduction Service (EDRS). EDRS is. not * responsible for the quality of the original document. Reproducions * * supplied by EDRS are the best, that can -be made from the origin 1. * ****************************************************3k0********** ****** ,t1 o U S DEPARTMENT DF HEALTH. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION 0 I II : THIS DOCUMENT HAS BEEN REPRO-, DuCE EXACTLY AS RECEIVEDFROM ., TIE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATEDdoNOT NECESSARiLY REPRE- AquidE.TO SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSLTION OR POLICY .,Cr\I.01 OHIO OUTDOOR EDUCATION.. .. .. ,e ,...,._ )0. Jio I ,411111- .41 , , nAk Yi'11* '&40 kt . r. SKONd, EdITION THE Olii0AEpARTMENT OF NATURAL RESOURCES TliEOki° ACAdEMy Of SCIENCE 2 A .14 o SECOND 'EDITION, INCEUdINq- o state parks, forests and wildlife areas; historic sites and memorials; Wayne National Forest; metropolitan, county, andcity parks; agency and private camps; conservation agency prop- erties; conservancyaTstrict lands and reservoirs; school land laboratories; private conservation farms and .campgrounds; and nature preserves. co Prepared by Ruth W. Melvin for James A. Rhodes THE STATE OF OHIO. Robert W. Teater Governor DEPARTMENT OF NATURAL RESOURCES Director and THE OHIO ACADEMY OF SCIENCE' w 61. Library of Congress Catalog Card Number 74-31901 4 TAME 01CONTENTS/ Foreword to the Second Edition: iii Foreword to the First Edition: iv v. Preface: v Using this Guide: 1 Ohio Outdoor Education Areas: Nature Preserves: 170 Summary of Ohio Outdoor Education Areas: 192 Maps with Descriptive Information Geology of Ohio: 208 Glacial Deposits of Ohio:210 Ohio's Soil Regions:212 Groundwater Resources of Ohio:214 Surface Water Resources in Ohio:216 Original Vegetatioti of Ohio: 218 Major Forest Types of Ohio: 220 Selected Bibliography: 223 Index: 224 5 41 f6REWORd TOTHE SECONd EdiTION It has been a pleasure and an honor for the .Ohio Departntentof Natural Re- sources to work cooperadve.ly with the Ohio Academy of Science in the publication of this second edition of the Guide to Ohio Outdoor Education Areas. Th& Depart- ment has enjoyed a clOse-:agsosiation with Ruth Melvin and other mgmbers of the Academy for rawly years, and still-es .a.strong interest in furthering of tdoor educa- don, A joint effort on such a project as the Guide wai, therefore, natural and, we believe, highly desirable in that it has- enabled the citizens of the state to benefit from the combined resources of both organizations. ''Since it was first published in, 1970, the Guide has been a unique tool for educa- k tors desiring to make productive use of'The outdoors as classroom and laboratory. ,1 . No other single source provides a.comparable survey of the areas in Ohio that are available and well suited foi- educational purposes. This second edition is a substantial revision of the original text. Many new areas h ve been added, a few no longer available to the public have been dropped, and all'. information updated as much as the constantly:changing patterns of land oixnerstitp".. and management would permit. We hope teachers and students and interested Ohioans of all ages will make full use of this book, and actively enjoy the rewarding adventure ofdiscovering our state's immense natural richness and diversity. o. Dr. Robert W. Teater Director, Ohio Department of Natural Resources .4. 0 6 iii fOREWORdTOTliE" FIRST EdiTiON When my great-grandparents, like those of many native Ohioans, entered this beautiful and bounteous state, they came into a land of, great forests. This landscape was rolling, but level enough so that for the first time, perhaps in history, it was-possible to divide the land into mile-square sections by roads running north-south and east -west. The settlers' chief problem was toLemove enough of the giant trees to grow food and fiber for themselves and their livestock. The forest {and in places the prairie) was in a sense their rival for space as well as a source of building material. Since it seemed unlimited, they gave little thought to the fact--if they knew about itthat in older lands such as Switzerland, France, Denmark, and Germany-people had found it necessary to restore the forests to provide needed timber and protect the water supply. One of their arst concerns, after making a living, was to establish schools and later colleges. Because there was, for a long, time, plenty to see and do out-of-dobrs and books and teachers were scarce, teaching and learning went on indoors. As high schools and colleges sprang up this continued to_be true; life was studied from books and in laboratories through the microscope.ttis *true that for many years students were encouraged to collect plants and identify them; meanwhile, their knowledge of animals came largely from liunting, fishing, farm livestock, and pets. The main emphasis Was on -tile three R's, their higher branches, and laboratory science. Geologjst,,s, of,course, were obliged to take their students on field trips. Some zoologists like Edward L. Rice of Ohio Wesleyan encouraged bird - study; others like the late Lynds Jones of Oberlin actually taught ecology, still gratefully recalled 'by alumni. Another notable example was the modest and learned naturalist Edwin Moseley who taught, for years in the Sandusky High School andlater at BOlvlin Green State University. All of nature was his province.. But these men had to take what they, found in the field. The possibility of setting aside nature preserves and outdoor laboratories seemed remote. N notable exception was the establishment of the Lake Laboratory or "Bug House" at Cedar Point by a consortium of colleges. This facility, since removed to Gibraltar Island, has paid rich dividends to science and its teaching. Only in recent decades, as urban expansion, highway development, and industrial operations have threatened to destroy antraces of natural communities within the state, has it become a matter of some priority to set aside remnants of them for teaching and research. It is a pleasure to learn that there is now a total of at least 780 of these. About 100 are "winterized" and 'many can be used for extended visits by classes. The majority of these are available and heavily used for instruction, but some Are set aside-as preserves to be used in research. Credit for this great service to the public must be widely shared among-many individuals and organizations, including Ohio:s nature writers, professional scientists like the late Charles Dambach, lay naturalists, the Audubon Society, and the Nature Conservancy. Many 'of these benefactors will be identified in the text which folloWs. A' notable example with which, in spite of my long absences from Ohio, I am familiar, is the Ayllwood Audubon Center near Dayton, made possible by the generosity of Mrs. Mar..ie Aull. A feature of this heavily used center is a recon- structed prairie of tall grasses and other plants that once flourished in enclaves in Ohio. Another is the well- knownGlenHelen- at Antioch College in YellowSprings. Nor should the Ohio Forestry Association's camps and similar establishments where high school students and teachers are sent by contributions from garden clubs and- other sources be overlooked. 'Let no one think that these are merely "nice things" or even luxuries in a busy and preckcupied world, to be sacrificed to growing land hunger when the time comes. For in the self-regulating organization' of natural communities that have maintajwd themselves through the ages, enriching the soil, regulating The flow of water, purifying the air, and stabilizing the land surface, we have a model for the use of energy and materials which our technical civilization, with its. exploitation, waste, and pollution, has violated to a point where it threatens the quality of human life; if not its survival.
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