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Threetypes of wild birdsto be observedon nature excursions: (1) Scarlet tanager.(2) Woodpecker.(3) Wildturkey.
maneuvers. The antics ofaloon willprovide muchamusement. 1. The shortqukkstepsof the variousshore birdsand theteetering t. ofsomeof themonking slimlegs isanobservationto make. 14 CONSERVATIONEXCURSIONS Much has been writtenabout themwhichcanbeobtainedfnlin State andFederaldepartments ofconservationand ofeducation. Birds'waysof living areof interest,suchasthewaytheynest in theorchard, in shrubberynearthehouse, inwoods,andin vswarnpsandmarshes.It isnot difficultto observesome birds build their nests.Thered-headedwoodpecker,forexample, will pound away atahole ina treewithoutgreat alarmeven whena dozen pupilsarewatching.Like thered-headedwood- pecker, theflicker oftenmakes hisnest ina tree,near people's homes. With hishard billNod hisstrong shouldershecan make alarge hole.Holes madebywoodpeckersandflickersare sometimes used byother birds. - "bluebird isan example. Screech owlsand sparrowhawks alsonest in woodpeckers'holes, especially if theyarehammeredinto thetrunks ofdeadtrees and canbe easilyhollowed. Let thechildrenobserve thatthe holeis sometimes partlyhammeredand partlybrokenandcrumbled intoalargecavity. By excursionschildren willlearn thatbirds havevarioustypes ofbuilding spot*, and thatmanybirds donot seriouslyobjectto beingobservedwhilenesting.Some ofthem,suchasthe king- fisher and bankswallow, buildtheir homesin claybanksorcliffs. Burrowing owls oftenlive inprairiedogtunnels.Thereare manybirds thatbuild theirnestsneardwellings.Therobin, song sparrow, and housewren are examples.Of thecommon birds that live inholes intrees,. besidesroodpeckersthereare bluebirdsand martins." It takes a great deal ofdisturbanceto frightenawaybirdsthat arenesting. Ifoneis carefulnot to startlethembysudden approach orjerkingmovements, hecan comeveryclosetomany while theyaresittingontheir'eggs. Goldfinchesareespeéially lairdsto study.Children can beginto observe themwhen theyfirstappearearlyin the spring. Theyare not easily frightenedby humanbeings.They nest in trees. and bushesand linetheirnests withthistledown. In July, andsometimeslater, inpatches ofthistles,anddarting hereand there intheirbeautikulblack,white,and yellowmaxk- ings,theymakelovelycontrasts with thepurpleand white flowerheads. " InRoberts' Birds ofMinnesotainterestingóbservationsofcommonbirds are mentioned. . \\
'# CONSERVATIONEXCURSIONS 15 In áddition to noting the habits ofbirds whennesting,children find it fascinatingto observe thenests'.andthe intricateway illwhichmanyof themaremade. Thegracefulswinginghome of the oriole isanexample ofcomplexweavingand artistic shape.Thenestiswovenfrom string,thin stripsof weeds,and the soft inside bark oftrees, and lined with hairorsoft feathers. Itisabit disappointingto the onlooker whenthe oriole'snest becomessothick that hecan no,longerseeherweavebecause the diligence with which sheworks isfascinating.She isametic- ulous worker,'too,and jealous ofherart. One observer ofbirds reportsthatamale oriole,while hismatewasabsentoneday, broughtastring andtriedto weave it into thenest. He worked veryawkwardly andwithoutsuccess, however, and whenhis matereturned she chasedhimawayand scoldedhimsoundly." Unexpected incidentsareinterestingto people who lovebirds. For example, the oriolementionedabove becameentangledby string which shewasweaving into hernest. The observercalled aneighbor boy andthey strappedthetops of two long ladders together in sucha waythat theboy couldclimboneladder and cutthe string withapair ofshears. Thisreleased thebird, and, although badlyfrightened, shewas none theworsefor theadven- ture. Red-winged blackbirdsareparticularlyattractiveto children. It iseasy toobserve them,sittingoncattails inswamps or flying about other lowplaces.Sometimes theyjoin therusty blackbirds and grackles andarequite conspicuouswith theirfancyshoulders amongthe largeflock ofsoberly clothedcompanions.If the children wishto study the red-wingedblackbird,theycan see him eating 16weed seeds,locusts, andnowand thensomewheat. Theymayverify theirobservations byabookorbulletinonthe food habitsof birds. Journeysto study birds wouldnot .4 completewithouta number ofobservations ofthe robin. Heisoneof thesigns of spring forwhich childrenusually watchandappearsvery grate- ful foranyfood thatis given him.If thereare bird-feeders in theschoolyardthere isnoneed forclassexcursionsto study robins.Any childwhowantssomefirst-hand factsfora storyor
14 Shank land,Frank N.The bird book.Akron, Ohio,Saalfieldpub- fishingcompany, 1936.p.2. *Henderson,Junks. Thepractical valueof birds.New York,The Macmillancompany, 1934.p.233.
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, at.1.-.06 Pal'44; a -- - ` . '4 ,. ' .* ' tfi,e!:=4t P.lifai5`_.¡;L''..4...:4-.14.-1.1C.4t .7414;,2t ..,;t1:1,74f1 41)t 16 OONSERVATIONEXCURSIONS afew moments'entertainmentcan put outsomefood andremain quietlywatching. Therobins willfind it.They likepeoplearid they likeall domesticanimals.If theneighbor'schickensfind the food,the robins donot mind sharing,and theyexactmore than their due ifthey inturn find thechicken'sfood inthebarn- yard.City childrenaswellas country childrenhavemany opportunities to observe robinsandsometimescitychildrenlove them andappreciatethemmorethancountry children.Robins becomevery angry if theirnestsortheir littleones are disturbed or injured.Oneobserver 16climbeda tree to lookatsome robin's eggsone day andreceivedasoundscolding.Thisslightmoles- tationwas never forgotten orforgivenandeverytimetheob- server went out of the housethe femalerobin wouldflystraight at his head,onlyswervingasidewhenwithin6 feet ofhim. Children whoare interested inreadingabout birdsinbuAletins, books,and magazineswill wishto take tripsto observe thebirds anddecidehow truearethe factsthey read.Childrenwhoob- serve birds firstmaywishto read widelyto learnmore about them.17 City parks havemanybirds, fromearlyspring'till aftermigra- tion in the fall.Birdsselectthe parkas oneof theplaceswhere they willnot be molested, and oftenthereare more birds ina' park than ina groveon afarm.Veryrarebirds whenmigrating often stoPfor rest inapark,and thefilature 'excursionistcansome- timesseebirdsthatordinarily -donot liveor even stop in his neighborhoodregularly.Throughobservationsalone, ifcarried onfrom year toyear, achildcan become familiarwith thebirds whichare regularresidents,and thosewhichstop forashorttime ontheirwaynorthorsouth. . Childrenwho lovebirdscan undertake differentspecialstudies to discover therelationbetweenthebird's formand theenviron- ment he chooses forhimself.Forexample,-inipes havelong bills with whichtheyearl boredeep intothe earthforworms. Wood; peckers havestrong sharp billswhich'are useful indigginginsects outof the barkaswellasforcuttiilg holesfornests. Theyarethe "tree doctors" ofthe birdworld.At leasthalf ofthespruce-bark 1 Shankland,Frank N.Op. cit. 17 Sources of informationarelisted inUnitedStatesDepartment -ofthe Interior, Office of Education,GoodReferenceBibliography,no.72.Leaflets of information with coloredplatesand themagazine,Birdlore,useful forstudy andobservation of differentbirds,canbe securedfrom theNationalAsipcia- don ofAudubon Societies,1775Broadway,Nsw York,N. Y.
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CONSERVATION EXCURSIONS 17' .. beetles of the northeastern United Statesaresaidtobeeatenby woodpeckers.18 Birds have feet whichareshaped accordingto their needs and environment. A study of birds' feettolearn about their lives has been comparedtothe palmist'sstudy of hands in
his efforts totell somethingabout the life ofahuman being.19 4 Birds "clothing" is adaptedtotheir needsmoreadroitly than their humanadmirers; birds of the Southare morescaritilyclad, than 1- those farther north;someshed their feathers insummerandgrow them again for winter.Color playsanimportantpartin birds' clothes. The meadow lark hasa graybrown back likethe earth where he hunts his food, with plenty of yellow, black,and white toharmonize with the color of the flowersand sunshine in the landscape. Birds haveaconventional wardrobeand theynever change its style.It has emerged throughlongagesof struggleto keep alive.Of what advantagearetheir colors? Howdo the brightly colored birds, suchasthetanager, protect themselves? Theseareinteresting questions forstudy followinganexcursion ,toidentify birds. It requires time and patiencetolearn about birds throughob- servation. It is best fpr childrentotake their-Ilips in smallgroups 6 oralone. They-should keep_records, sketches,and pkotographs tostudy. Through discussion, suggestions foriftcling, and aid in planning excursions the ieacher helps. Sheaccompanies class orschool grouftonexcursions, butmany.trips will be made evenings, mornings, and Saturdays by individualsandsmall' groupsunaccompanied by the teacher. Search for Materials Sometimes children needanexcursiontofind materials forex- periments. Environments differ.City children whoexperiment with erosion of different kinds of soil willfind itnecessary tovisii a vacantlot,anexcavation fora wwbuilding,or agardenor a s.field in the suburbsiosecureeva&dcollection of samples of soil. TheymaYgoin smallgroups orindiviijually. Samples of soilcan be broughttothe schoolroom and used forplanting seeds in differ- ent ways,for modeling various forms oferosion,orfor window gardens.
isHenderson, Junius. Op. cit.,p.209. toCompton's Pictured Encyclopedia.Chicago, F. E. Compton & Corn
1936. .4 4.
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;1*---- gar...... -I -, 7. . _ ; 18 CONSERVATIONEXCURSIONS The childrenmaywishto observegrowlmade byplantsin different kindsof soil.Theycando thisby gatheringspecimens of soil inwhichtoplantcorn,wheat,orbeans--in theclassroom. Theymaypröfitmoreby planningoriginalwaysofmeasuring plant growthorm4ingothertests than by followingtheexperi- ments outlined by ttsteacherorby thetext.Inadditionto planningways tometisureamount of plantgrowth,childrencan . planways,eitherindoorsor outof doors,tohelpthemdecide which kindof soilloses itswatermost quickly byevaporation. which kindholds itsmoisture forthe longesttime,andwhich kind produceshealthiestplants. Specimens ófshrubs, plants,andgrassesused in theprevention of soilerosion and inthe renewingof soilcanbe collected,pressed. and labeled.Some pupilswill beinterestedin collectingclose- growing plants,suchaswheator oats,and comparingthemwith plants likecorn,tobacco, andcotton whichktrecultivatedinopen rows;Others willwishto collect vines,trees, shrubs, andgrass which areuseful in fillinggullies,orvarious kindsof legiimesused in rotatingcrops. Children whoarestudying mineralscansectirespecimensata quarry, aThine, alongthe road,orseashore,.Thereareoften rocks of differentkinds inold excavations.Childrenwhoare collecting mineralsand rocksat home will find itinterestingto visitcollections, andmaytake specimensto amuseumfor identi- . fication.Collections ofrocks andminerals foridentification purposes are sometimes loanedby Statedepartmentsofconser-
vationoreducation. . Excursionsareoftennecessaryfor the ". collectingof flowersand ._ : w. leavestopressfor identificationin laterstudies. Thefirstexcw- sion for thispurposeshould betaken by thegroup as a whole and the teacher,in orderthat thechildren learnnot to gathermore specimens thannecessary, not to digrare plants,midtoleave sufficient plantsforpropagation inthespot where theygather *thoseto transplant. Birds'nestsaresometimescollected forstudy. Theyshould neverbe collectedin nestingseason,and frequentlystudents of birds adviseagainst theircollection byschoolchildren,because somebirds, suchasrobins,usethesame nests fromyear toyear, and others Usethe discardednests of differentbirds.Birdie. nests shouldnotbe collectedexcept for serious andprofitable study, andwhen polleciidthey shouldbe wellpreserved..Collec- . r f,rk a .
, . . . . P 1. -; u t - ( If; tt !mr,rW T 0 Aitlivtti±.:6-IiiitlAtA-1..t .of CONSERVATION EXCURSIONS 1 9 tionsof weedseeds which birdsareobservedto eat arehelpfulto supplement astudy of the food birdseat. loprovesnent of Conservation Adivifies Conservation activities ofteri require excursions for theircon- summation.Children who have establisheda naturetrail, for example, must visit it to keep it in order. Other examplesare given inthe followingpagesin connection with wild flowers,local historyand culture, plants and animals, and soil. Protection of wild flowers.Ifa groupof pupils undertakestolabel trees orwild flowers, it isnecessaryfirstto surveythe community
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. .. Transplanting wiki flowers affords opportunity for study. to. toselect flowersor treeswhichare tobe named. In labeling wild flowers along roadsidesorin other conspicuous places itmaybe necessary tomake excursionsatdifferent times of theyearin ordertoplace labels correctly when different fipwersarein blonom. Interesting excursionscanbe plannedtodevelopawild-flower gardenonthe schoolground. An important consideration is the natureof the soil which should be similartothat in which the flowers grownaturally. Hardy wild flowers willgrowin soils of varying loutdelicate wild flowersaredefinitelyaffeitedby thenatureof the soil.Thiscanbe determined bytestswhich childrencannuOce. Booksonagriculture and science give simple
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instructions fortesting soils foracidity andalkalinity.Whenif is impracticabletomake the tests, samples of soilcanbesent to rhe State agriculturalstation fortesting.Soils wherewildflov.rs grow canbe comparedwith thesoil of theschoolground,;.11c1 plantscanbe chosentowhich thesoil isadapted. Ortheschool gardencanbe prepared withsoil of thenature required byihe flowers desired.This preparationof soil isespecially desirahie whenrareand sensitivewild flowersare tohe transplanted. Among thecommonwild flowersthatareindifferent inregiird tosoil aciditya'are I the following: Common Blue Violet,blossoming fromApril throughJune, which iseasily transplantedand establishedeither inshade or sun. Butterfly Weed,blooming throughJune andSeptember, which standstransplantingwell andrequiresnospecialcare. Blue Vervain,a very decorative, deeppurple plant,also easy toestablish anywhere,blooming from Julythrough September. Iron Weed,amadder purpleplant, excellentforgrouping with sunflowersonthe bordersof meadows,and blooming in August andSeptember. joe-Pye-Weed,alavender pinkflower,commonalongswamp's and in otherlow moistground, andblooming inAugust and September. Black-Eyed-Susan,easy toplant andverydesirable inwild plantings, bloomingfrom Junethrough August. Ten PetaledSunflower,common on wooded slopesand easy tocultivate in drysoil, blossomingin Augustand September. Among thecommonwild flowersthat thrivebest in"circum- neutral" soilsarethe following: Jack in the Pulpit,growing usuallyfrom ApriltoJuly, yel- lowishgreenwith brownishpurplestripes, redberries, fond of moistureand easilygrownfrom red. Dutchman's Breeches,white,yellow-tipped,blossoming in April and May,andeasy to transplant. Early MeadowParsnip, blossomingin Mayand June,pale yellow in color,andeasy totransplant insimilarsituations. Fringed Gentian,sky blue incolor, blossomihgin September and October,andcanbe propagatedonly fromseed which should besown soonafter gatheringin moist, rich,and sandy soil, withlight mulch,dead leaves,or grassforpro- tection duringwinter. n Durand,Herbert.Wild flowersand ferns: Intheir homesand inour gardens. New York,G. P. Putnam'sSons, 1925.p.120-155.
, 411 ir411111,
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NeW England Aster,in color, lavender to deeprpurple, blos- soming from August toOctober, and easily transplanted. Armingthecommonwild flowers that thrive best in moderately acidsoilsarethe following: " Early Buttercup,deep yellow in color, blossoming late in April throughMay, foundonwooded hillsides, and suit- able for transplantingin clumps in similar situations. BluetsorQuaker Ladies, whiteortinted blue, blossoming from April toOctober in moistgrassyplaces, andeasy to transplantor toseed. Showy Aster,blu'e in color and found onlynearthecoast. Can betransplanted, blossoming through August,Septem- ber, andOctober. PearlyEverlasting, white in color,blossoming from Julyto Septemberondry hills and in woodsand clearings, and easytotransplant. Among thewildjlowers that require intenselyacidormediacid soilarethe following:" Dwarf Iris, MoccasinFlower, Trailing Arbutus, and others lb which the wild-flowergardener is advised to buy for trans- planting rather than todig. Thereareother considerations inthe development ofawild- flower gardenbesides thenatureof the soil, suchasmoisture and presenceoftreesand shrubs. The amountof moisture of the gardenonthe school groundshould be similartothat in which the flowers thrivein their natural environment.Protection fromtrees and shrubs which robthe flowers of moistureand food isnecessary forsomeplants. Byanexcursion childrencanlearn whether the flowers they haveselectedgrowbestnear trees or awayfrom them. When it isimpracticable for the entire school to makean excursionnecessary todiscover the neds of differentplants, trips canbe taken by committeesand individuals and reported to the school. Any class desiringawild-flower gardencanbygroupand indi- vidual excursions learn the needs ofwild flowers in their "natural environment, and decide whatonesthey will havemost success in cultivating. A transplantedflower garden should begin experi- mentally in ordertoinsure suitability ofsoil withrespect toacid- ity, moisture, and other growingconditions.At besttoo many transplanted flowersaredestroyed byunfavorable conditions.
im Ibid. AP. 22 CONSERVATIONEXCURSIONS
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Whetherto pickor not to pick isan important dedsion. Awild-flower sanctuarycanbCtheobject ofmany schoolex- cursionsto study wild flowersorgatherseedsorplants fortrans- planting. can It also bea means ofpreserving-species.Any school cantake theinitiativein theestablishmentofa sanctuary or can cooperate withacivicorganizationforthemaintenance ofone. Mrs. Hugh P. Dearing:IA'theCaliforniaConservation Council,writes:
Thedreitmwild-flowersanctuary that isnearestto heartsison our thetop of SantaYnezMountains;awide stripof landon eitherside ofthe roadfor itsentirelength.Wewould have itdefinitelyset asideas a wildlifepreserve and public park,administeredbyaparksuperintendentwho the needs understands ofourwildowcriandasinsympathywith the peoplewho lovethem.We wouldnot introducea native plantgot to the region.Therewouldbe placeswherepoppih andlupineand tidytips couldbegrown abundantly; children where mightgoundersupervisionto study,orpickafew
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flowers,orgather seeds for theirownhome gardens.Places for camping and cooking could be provided inafew places under the Coulter pines,oroaksorbaytrees, andmanyplaces provided for parking.It should be possibleiorstudentsto getpermitstocollect specimens for study. All the unsightly banks would be clothed withdicentra, tree poppy,lavender solantim, prickly gilia, climbingpentste- mon,lotus, wooly blue curls, four kinds of wild lilac,four kinds of mariposas, and Indian paint brush, Indian warriors, pitchersagewild peonies, and Chinese houses. Thereare morethan 200speciesof wild flowers in that region thatwould if givenachance paint those hillsides intooneof themost beau Erlil parks in the world. Positive:1 14, in sanctuaries and wild-flower trailsare more effective than negative signs. Much planning and study,many excursions, frequent experimentation with wood, metals, and paints,onthepartof the childrenare aussaryfor theconstruc- tion of useful,instructive, and duraff labels and signs.For example, in the Palisade Interstate Parknearits Bear Mountain headquarters, *hereaseries ofnaturetrails is maintained,a mapof the mountainswasplacedatthe beginning of the path with the sign: THIS TRAIL WAS¡MILTFOR YOU Farther along the trailwereother signs. A hemlocktreebore these words: "The only local Evergreens that bear smallcones uponthe tips of the twigsarethe Hemlocks." "Remember that others will enjoy seeing this Mountain Laurel." Activitieswithplants and animals.Children whoareinterested )1in the conservation of wild plant and animal life shouldsurvey their communitytodetermine what kind of conservation activi- tiesareneededmost.Insomeschools different gradesorclasses maymakesurveys.Inone-roomschools committees of pupils with spec*interesdin certaintypesof conservationcanbe appointed.Informationcanbe gathered for differenttypesof activities suchasthe establishment of bird and animal feeding stations for winterornesting time; the labeling of plants and interestingscenes on naturetrailsorinacommunity woods, forest, orpark; the posting of information about certain wild animals; the planting oftreesand shrubs in piffles; thepropergathering s Carr, William H. Signs along the trail. New York, The American museumof natural history, 1930.p.11. 24 CONSERVATIONEXCURSIONS
of plantsfor wild-flowergardens.For example,acertainhand;- craft clubin SouthDakotareports plans forawaterfowlrefuge. Accordingtothe pParis, thedamto be the basis ofthisrefutze was tobefencedandgeesandwatergrassand plantsprovided asfood andcoverfor waterfowl.Further plansweremadeto stock thedam with fish, andto post signsto prevent fishingand huntingout of season.*Many tripsweretakento developthe plans, andsomethingnew waslearnedoneach trip.Atthe time thereportwasmade,* therefuge hadnot been completed. Childrenwhoareparticipatingin themaintenance ofa nature trailcantake tripsto study the haunts ofbirds andanimalsnear the trailandconstruct signs for thebenefit ofvisitors.For example,at points along thetrailmentioned 27were pictures of birds andsigns suchasthese: "ThisisaCatbirdwhose lastyear's nestis stillhere" and"Here isthe Ovenbirdfeeding itsyoung." On this trailafewturtic;,harmlesssnakes, frogs,and toadswere confined incageswhich borelabels suchas,"It istrue that snakes 'playdead'as anieans ofprotection"and "Itisnot true that snakesareableto charm birds andpeople."Nearan ant hill was a revolving signbearingitems suchas"AnAntQueen started this hillabouttenyearsago." Buildingnestingplaces forbirds isaprotectiveactivitywhich has longbeen ofinterestto children.Childrencanlearnmuch regardingthe kindsof homes°whichbirds preferbyexcursions to observe the naturallocation ofbirdnests, thewaytheyare built,and-thewaysin whichtheyareused.Ifbooksareavail- able,excursionscanbesupplementedby pictures"ofcorrectly built birdhouses andby printedsuggestionsforbuildingthem. Continuedobservation isnecessaryfor thesatisfactorycomple- tion ofcertainactivitiessuchastheestablishmentofsuitablefeed- ing stationsfor birds.Children insmallgroups can observeand keep recordsfrom dayto day. In buildingfeedingstationsto attract winter birds,it is wellto learn the kindof fooddifferent birds likebest.Favoritefoodsarebreadcrumbs,seed,suet, fruit,wrapsof vegetables,andmeat. Situations forfeedingsta- donsvary.Forexample,someof'themoretimidbirdslike high le Hanna, Paul R.,and researchs14. Youthserves the community.New York, D.Appkton-CenturyCo., Inc.,1936.p.221. is Ibid. - w Carr, WilliamH. Op.cit. 6 seCompton'sPicturedEncyclopedia.Op. cit.
' " :rtgiiSiarettet6 CONSERVATION EXCURSIONS 25 stations,while the moreaggressive typessuchasstarlings and English sparrowsprefer to taketheir food from the ground. Whenstarlingsrob thechickadees, thechildrencansometimes remedythesituation byscattering plentyof grain for the former ontheground,and feedingthe latteron ahigher platformor shelter. The besttime tofeed birds is latein winter when thenatural foodsupplyapproachesexhaustion. Whenfeeding is begun it shouldcontinueaslongasscarcity prevails.When observing birds atfood stations,pupils shouldmovequietly. Quickmove- mentsand suddennoises startlethe birds andmake observance difficult.Food, nestingboxes, anddrinking fountainsshould be placedwhere catsand otherenemies cannotreach them. Childrenneed trips todecide what kindof sheltertoprovide forbirds andanimals.In the country,shelterscanbe arranged inshrubbery.Inschoolgrounds in townsand cities,shelters should beerected.Glass is sometimesbetter than wood,because it enablesobservers tohaveagood view ofthe birds. Childrenwhoareinterested in thecareoftrees canlearn when the treesof their town orcity street,orfather's farmare tobe treated by a"tree doctor,"and plananexcursiontoobserve the work.They shouldinquire aboutthe 'materialwhich is used to fill cavitiescaused by decay, aswellas seehow the work isdone. Largelimbsoftrees areoften supportedby rods to preventtheir splittingawayfrom themain trunk.Such activitiescanonly be performed bythe expert."Children inuppergrades, however, canexamine the trees onthe schoolgroundand in theirhome yards forsigns ofbruises in thebark. With asharp knife theycan cut awayloose andinjured bark andpaint theareawith "refined gastar." 31 The establishmentofaschool forest isahelpful activity because itserves asrecreation for adultsand children.Childrencando much of theplanting.Before beginning,they should observe other schoolforests, study thelandtobe replanted, mapit for further itudyand planning,and learnof thetreesand plants whichgrowbest there.Many tripsshould be takenby the class, by individuals,and bycommittees. Twohigh schools inSeattle, Wash., secured fromthe FederalGovernmentareasof deforested
s Moseley,Edwin L.Trees, stan,ancrbirds. A bookof outdoorscience. 'Yonkers-on-Hudson, N. Y., WorldBookcompany,1935.p.141-43. SS Ibid.,p.143. 26 CONSERVATIONEXCURSIONS
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"- r - k T `1% *10 .. 1"- 1'4 . IF-1, I T.: Observing Wilts I 1 . . of wildlife: (1)AntelopearumNevada. (2) legged frog Yellow- In nadvehabitat;YosemiteNationalPark.(3)"Bunny." (4).Ground a:Orr&(5)leaver.(6)Theweekofbeavers. land not farawayfromthe city.The studezitsplinnedprograms of planting and otherimprovementfromyear toyearand made tripsto theforests.Theretheyworked,sleptin theopen, ate,
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.. . 4. .-I. .i.: :" : ., . . ' a :'1..4 . ...,.a .. . t - ...... :. . ,t, . .. ' -I: i,.. Aty _. ' T. t "' 17' s.4-1. : .- . . ,f ,.._. ' %.i ...,..... )..¡ A ...... ,l .I:. ....c.. % ...i ....,, _ .k 4-.; .'...., . , ..., - " 'PI .,. ...,14 ', '. ,'; ..7.,.... p et\ .I, . 0* .:..-' ...... :,: .,.,-0...r?Z,/t...,p,* :.'.p:. : ....V. ,g .. -- rtY.s;a:*' . . _1-1Y--"',.-,ii.t.,Is 4, -4. Ai -;;._-.V'. "...... li` ..:_ ,-,,, ;j ) c.X.r4.??Ifv it 41 ' ,.0" :r.".144,.. -',-,- 1--:\ .7"...IZ--.4.z.,_;1,-aier :,r Ae--- ! ' i.''': ir--. . '4.z.k- 7 -0-K4iint . 0.1, .. ^1 L'r .-4; ;:.'14. it; '3. .. ?it, " ' -' 4 -..0.rii-- 4 bjr ;L-571' N't et-1'4U k."--. ,,,'-:i-i° sr.!. CONSERVATIONEXCURSIONS 27 and played. The plantingsarekept ingood orderthrough fre- quentexcursions. A field trip to observe tracksin thesnowintrigueschildren,and pupils whoareinterestedcan arrange signs inawoodsor grove to help their classmates study hauntsand tracksof gnimals.A light finesnowis besttoobserve tracks.Observation ofthe tracksof birdscanbealeadto astudy of thewaybirds' feetareadapted tothe environment." In the smooth soft mudnearcreeks, especiallyafterarain has depositednewlayers of silt,pupils whoareinterestedwill find squirrel, chickadee, andquail tracks.Trips forinformation should be utilized for conservationactirities. Shouldthe animals studied be protected? Do theirhabitssuggestwaysof protecting them? Activities in connection withsoil erosion.Many excursionsare necessaryin connection withactivities for thepurposeof-prevent- ing spil erosion. Ina countryschool wherethe pupilsarefilling gulliesatripcanbe takentostudy gullies inneighboringfies.
Sometimes several trips will benecessary.The childrenshou . seek thecauseof the gullies theyvisit, suchaserosiononthe hil\ side, the continuous drippingorwashing ofwater,asfrom the\ evesofabarnorthe overflow fromawatering tankor an unpro- tected roadway grading. Theycanstudy the speed ofthe erosion andmapthe gully.before and aftersevererains.They will observe the extension of thegully intoneighboring fields.If methods of controlling gulliesarepracticed in theneighborhood, the childrencanstudy them, observinghowtypesof controlvary with thenatureof the erosion. A study of gullies and themethods of controllingthem ismost important if made for thepurposeof planting shrubsorvines, of. building dams withstonesorlogs,orof developingsomeothertype of protection. Many, perhapsall, of the children inthe classcan take charge ofasmall gullyontheir home farmandtry tocheck the erosion. Small ditches shouldbe chosen for thepurpose.It isnotpractical for childrentodo work by hand whichcanbetter be done withteams, vactors,andconcretedams. More excursions will. be requiredasthe children makeprogressin thir work. Individual ruralpupilscanconsult theircounty agent. On
13 A number ofsuggestions for reading tracksarcgiven in National Nature News, 2: 1, 3, January 31,1938. 1881115-40-----8 a 28 CONSERVATION EXCURSIONS
Saturdaysnowand then different pupilscin visitaclassmar*s gully andseewhatmeasureshe is using and whatsuccesshe is having.At die invitaticin, of_pupilsand theirparents,the aiss orschoolcanvisit gulliesonwhich-pupilsareworking and ack;Se
and consult. - Preparing the school lawn forgranand caring for it properhis another activity in which conservationof soil needstobeci in- cidered. Country and small-town schoolscanplantgran,shrubs, and flowers ofmanykinde. Tripstoneighboring schoolsengaubd in similar workarehelpful.Excursionstoprivate lawns,toState highway landscaping, and to nurseriesare meansof securing practical informationtoimprove activities. Local histog andculture.An important phase of conservation is that connected with saving andprotecting local culture.Many communities havemuseums,relics, landmarks, and historical buildings which children should learn toappreciate. Theexcur- sions affordone meansof acquainting pupils with them. Several examplescanbe citeden The pupils ofaNew York City high school developedahistorical guidebook of early New Yorkscenes connected with the life of Washington. Tosecurerelics and infor- mation they visitedmuseums,memorials, libraries, historical societies, parks, and private housesoncehonored by him. 'The guidebookwasprinted and hundreds of copies used by visitorsto New York. In another schoolaclass of 47. -gradepupils and their teacher developedaload natural history dealing with the history, geography, flora, and. fauna of the locality. -Several field tripstothe city park weie requiredtogather information for the book.In its development special topicswereassignedtoindi- viduals, and certain sections prepared by committees. Both individual andgrouptripsweretaken: The older pupils ofaNew England school," made.an excur- sion through New England. In plowing; the clan studied points of attractionwhich'could be visitedtonthe trip, and each pupil choseatoPic which hewas todevelop accordingtohisowninter- ests.One boy decidedtomakeastudy of Paul Revere's ride, anotherastudy of ships,athird investigated the whaling industry. Travelmaps werecollected and each child's problem for studywas locatedonthemap.Some time preceding the journey,anhoura
40111IIIMMIlletr a Hanna,PallR., and roam* slat Op cit.,p.198-221: si Peterson, Axel G. Adventures inieal karats,. hvgreadvi- Educa- tion, 10: 154-58, March 1933. CONSERVATIONEXCURSIONS 29
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daywasusedto study individual problems.When pointsof general interestsuchasthe home of Ilawthorneand the Houseof Seven Gablesarose,theywerelisted forattention of theentire classonthe journey. 6
°NA 30 CONSERVATION EXCURSIONS Interviews
Classes and committees sometimes take tripstointerviewin, i-
viduals whoare expertsin different fields ofconservation. Itir example,astudy of soil conservation and activitiesin thec( servation of soiltanbe enriched by interviews withfarmersii.1(1 soilexpertssuchasthecounty agent. A farmer who hassuc- cessfully controlled erosiononhis farmcanbe ofgreathelp i()a class.The pupils and teachers plan questionsin advan(e; others will arise during the interview.It will be helpfulto ask whatsuccesshe has had in rotatingpastures to improve the ,, c()n- dition of thegrassandpreventwashing of the soil;whatprecau- tions he observes incontourridging ofpastures,what he considers themostusefultypeof gully controlonhis farm and why,what kinds oftreesand shrubs he plants in his gulliesandWhy,what he is doingto preventsheet erosion.The classcanlearn whether he has a- windbrealit oftreesand ask hirntodiscuss itsvalues anduses. Elementaryschool pupilsareusuallyeager tovisitaCivilian Conservation Corpscampand talk with the boysand the leafifor' Occasionally individual childrensecureinformationtoreport to those unabletotake the triporbecome acquaintedwith boys whom they might interview. The Future Farmersof America and 4-H Clubsarealsoorganizations whichcanbevery helpfultoelementary school pupils studyingconservation. Children whoaremakingmapsof their communitytoshow soil erosiori, kind of conservation practicedondifferent farms, etc., cantake theirmaps to asoil specialist forconstructive criticism and assistance. Theycanexamine conservationmaps of the community,getinformationonreduction of certaincrops and increase of desirableones,discuss ideas for wiseuseof land in the community and probable opportunitiesforyoungpeople in thecounty,in farming, gardening,orin other lines ofwork. Children who desiretoplanttrees ontheir school groundcan interviewacitynurseryman tolearn what kindsaresuitable for the soil and climate. A gardenerwill discusstypesof soil and the needs of certain plants.
AM CON SERVATION EXCURSIONS 31 . PREPARATION neTeacher's Plans Excursions, like other school activities,frequentlyareprofitable and pleasuraWe in proportiontothe teacher'splanning.This planning consists in familiarizing herselfwith theenvironment tobe visited, reading and study., withtheexcursion inmind, consideration of the restilts thattan be achieved,andarrange- mentsfor transportation, emergencies,and the like. Preliminary visits.Apreliminary visittosurveythe educative possibilities of the trip is essential. If theteachercontemplates . anexcursion for the study of birds, fOrexample, shewilltry to Or discover what birds the children willbe able'to see and hear,-1 usingabird guidetohelp in identification.She willstudy the , bery,trees,andstreams,and decideupon vantage points foro rvation. Fromacertain thicket,for example,itmaybe,f easyfor the classto observeapair of bee birds,"ormeadoWlarks, notethe kind of food theyeat,thewaythey build theirnestor carefor theiryoung.She willdecide what -spotsarebest for feeding stations and whether thebirds havesufficient natural shelter for the winterorneedashelter built ibythe pupils,and be ready with suggestionstohelp the pupilsmake themostof their excursion. When planninganexcursionto study soil erosion theteacher should firstgetthe cooperation ofafarmer by meetinghim, find- ingoutabout his methods ofcultivation, and thecareofthe land by precedingowners,and by learningother facts helpfulin understanding methods ofcontrolpracticed.Attention should be giventosuch minor detailsasdielocation ofgatesand drive- waysthrough which childrenwillpass ontheirway tothe fields.Ifatripto a managed forest istobe taken, theteacher should first visit thsforestrangcr or aregional forestsupervisor and discuss with himthe proposedjourney.Preliminarysurveys should besupplemented by suchbooksas areavailabletothe pupils,aswellasby authoritativeadult books.,,If herclassor school desiresawild-flower gaiden,she%must pl4n with the
11. Pollock, AdelaideL Excursionsabout birdland from theRockiesto the Pacific.Seattle, Wash., IndependentCommercial Printers,inc., 1925. 191p., illus. 32 CONSERVATION EXCURSIONS utmost care.Her plans shbuldnotsupplant the childrep planning.Ptipilsshould plantoselect plantstosuit the soil,,r -Ito testthe soil and supply foods required.However, theteachr cannothelp them plan without first having plannedherscil. Before the pupils begin such work, the teachermustknow how
the soilcanbe labeled for sendingtothe State agriculturalsi1- .tion andmustknow wheretosend it.Shemustknow whtt flowerscanbe transplanted in the soil of the schoolgroundits it is, and, if she decidestohave the children experiment bytry- ing different plants, she should know where thesecanbe securcd without spoiling beautiful patches in the woodsordestroying rareflowers. Reading and study.Reading and studyare necessaryin ordcr that the teachermayhelp the pupils interpret what theyobserAr. For example, inastudy of birds she should be abletoidentify the birds in which the children will be interested, know where tolook for them, understand their nesting habits, knowwhat food theycat.The teacher whomustdependuponthe informa- tion secured from an'occasional passer-bytoidentifyabird fdr her class isnotsufficiently well informedorpreparedtolçad her pupilson anexcursiontoobserve birds.Beforeanexcursion to afarm, the teacher should be preparedtopointoutdifferent typesof soil, of erosion, and methods of control for the children's
4%1 cgnsideration and observationShe should understand why soil Varies in-color in differentpartsof thesamefarm,howabalance ofnatureis achieved in different instances, and other significant items,notfor: thepurposeof telling ittothe children, but rather
b. that shem-aybringupquestions which the pupils will needto consider.If the teacher knows that the excursion will show ihat farmers burn off woodsorfields, she should know why,aswell aswhetheror notit isagood practice.If the'classwillseerich, dark bottom land, the teacher should know how itwasformed, why .it issorich, why the plants thatgrowthereareusually healthy.Perhapsthe farmer practicescroprotation.This isa subject with which the teachermustbe familiar before the journey is taken,eventhough the pupils will needtofollow itupwith study after the excursion. Planningatriptostudy flowersorperhapsto securewild plants for transplanting is another example of the teacher's need for researc,h.Having madeapreliminary visittothe field, woods, orpark, where she will take the pupils, shemustbesurethat she
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_ CON SERV A TION EXCURSIONS 33 canidentify the floWers.Therearebookstohelp her learn which flowers canbe transplanted, and at what time ofyear.Forany phaseof conservation the.morereading the teachercando, the better. The pupils musthave direction in their search foranswers to their questions.For example, theremaybe helpful facts in the fields, inthetypeof rock whichappears tobe the base of the soil, the amountof vegetation which built it, and theaverage amount of annualmoisture; with the teacher's guidancethe pupils will find thesefacts.It is best for the teachertoknow before the excursion what bookswill helpanswerthe children's questions and whatfactsaregiven. Many questions will arise towhich she does notknów theanswersand she will study with the children..Annotated bibliographies will behelpful in the selec- tionof backgroundmaterial." Consideration of desirableresults.Fewscientificstudies have been madeof results of excursions inanyfield.The conservation excursion isparticularlynewin the experience of teachers and of educators,andno one canmake specific scientific statements regarding its outcomes.However, thereareindications that such excursionsareespecially valuable.For example,the social implica- tions ofconservation oftencanbe understood through journeysbetter than through books.Forsomesubjects much of theinformation needed is in booksoris the kind of knowledge whichteachers pass onin lectures, undesirable assuch practice is considered, and the needofanexcursiontogather itisnot _urgent.In conservation,onthe other hand, muchof the factual knowledge which children needfor drawing conclusions isoutside the class- room.An excursion isneededtoseek it.Reading and study cannot comparewith the excursion infactual results inastudy of birds, for example.Thesame canbe said of flowersorof anyother naturalresource.
81 United StatesDepartment of the Interior,Office of Education. Good references &i conservationeducation in elementaryschools.Washington, U. S. Government PrintingOffice, 1938.(Bibliography No. 70.) Good rekrencesonconservation of trees and forestsforusein elementary schools. Washington, U. S.Government Printing Office,1938.(Bib- liography No. 71.) Good rekseneesonconservation of bir0s,animals, and wild flowers for ùie in elementary schools.. Washington, U.S. GovernmentPrinting Office, 1938.(Bibliography No. 72.) 34 CONSERVATION EXCITINONA
Learning is less effective when children lackachanceto enga in normal activities and form habitsanaattitudes. Read lit about flowers thatare too rare tobe plucked, watching theeffects of humusonplants in the window gardens of the schoolroom, seeing the devastating effects of thewatererosion in picturesin the school geography donotproduce conservationists.The . pupils become familiar with facts but havenohabits ofper- formance.Conservation excursions lead childrentotakepart intelligently in the protection of naturalresources. Likeanyother excursion,31 the conservation excursion enrichesthe children's experiences.In the schoolroomaclasscanread about orlistento aphonograph record of thesongsof birds andste them reproduced bynotes on paper.These thingsareinterest- ing and have values, but the resultscannotequal those from hearing the bird singortryingtofind where he sitsashe sings and watching his flightorhispose. The conservation excursion under guidanceof.the teacherorthe expertgivesatopicmoremeaning. To the child without guid- ance, afield planted in strips ofcornand beansorwheatmeans littlemorethan the kinds ofcropschosen, thearrangementof the strips, the condition of the soil.Afteranexcursion, however, with the questions the teacher has suggested, the difficultieshe observes, the farmer's discussion, hereturns tofUrther studyand plans tripstoother farmsonwhich differentattempts are made tocontrol erosion, continuously gainingnewideas and making comparisons and generalizations. Certain conservation journeys contributetothe building of attitudes and appreciationaswellastoknowledge. A childcanread about ferns and marvelatthegraceof their frondsasshown in pictures. But take himto afern hollow in the woods, let him findone or twothat hecanidentifyamongsixoreight thatarejust ferns tohim, and he asks questions,turns_ tohis key witheagerness, and becomessofascinated that hegoesagain-andagaintothe spot asonelistens again and againtothesame opera.The experience is further enriched if the teacher will help himnote location ofsporesand the shape and color of fronds,sothat he knows each fern without looking itupthenexttime hegoes to the hollow;orif she calls his attentiontothenatureof the° loca-
$7Pribe, Reuben H. A study of the values of field trips.InThirteenih Yearbook, Department of Eleinentary SchoolPrincipals, National Educa- tion Association. Washington, The association,1934.p.304. CONSERVATION EXCURSIONS 35 lion,whetherwooded, rocky,of acidoralkaline soil, and the like, sothathe knowswheretolook for tHEsamekind of fernson differentexcursions.No amountof study and lectureon con- servation canproduce theimpression thatajourney doesto see fishkilled bypollution of waterinstreams,the effect ofalake g-raduallyfilling by silteroded fromsurrounding hills,agully thathasspread toahouseor ahighway and threatenscomplete destruction. If, inacontemplatedjourney, theteachercannotanticipate theachievementofsomeof the foregoingresults, that journey probably is notthetypeof activitywhich her pupils need atthe time.Itmaybe betterfor them to becomeengaged inan activityontheschoolgiound, suchasthe filling ofagully; the plantingof trees,flowers,or grass;the protectionof birds.In suchundertakingsthe childrenwill later need theinformation andunderstanding tobe secured byanexcursion, and taken at this laterandmoreopportunetime, the journeywill result in someof thedesiredachievements. a Alternateplans foremergencies.When arrangements aremade for anexcursion, itis welltohavesomeother activityplanned incase theexcursion becomesimpossible.Ifarain spoilsatripto the woods, countrychildrencansubstituteastudy of machine inafarmer's shed,from the standpointsof itsusein erosion contro4of the amountof iron usedin its manufacture,and of waysof protectingit.If,onthe morningchosentoobserve birds, they do not appear,the journeycanbea successif the teacher has planned astudy of flowers,plants, trees,orsoil.In the city, ifanintended trip toanaquarium to studyfish becomes .impos- sible forany reason,analternative excursion toobserve fish in the aquariumsofstoreswill be usefulif it has beenarranged tentatively.Likewise,atentatively plannedjourneyto a museum tostudy birdscanbe substitutedfor changedplanstotake the children toanaviary in thepark. Cuidance.Frequentlychildrenneedmoreassistance than the teachercangive in makingthemostofafieldtrip.Expert guidance maY behelpful. Sometimesit is possible tohireaguide for projects withwhich the teacherisnotfamiliar. At othertimes free service isavailable.Inatrip toafarm, for example,the farmowner maytake the leadershipin explaining tothe children the activities to beobserved. Citypupils visitinga nurseryfor in- formationtohelp developaschoolgroundplantingcan secureit 36 OoNszkvATIONrianuffoNs
from themanager.Inmuseums,guidesarefrequentlyprovidef. for schoolgroupswithoutcost tothe school.In themuseumex- cursion it is well for-the teacherand thechildrenas asinglegroup quietlytofollow the guide,stopping fordiscussionsandquestion; when desirable.Other possibleguides forconservationexcursion\ are a county agriculturalagent,a groupof FutureFarmers01. America, theeducationaladviser ofaCivilianConservation Corpscamp, or a representative ofsomeprivateorgovernmenti, conservationageny,suchasthe NationalPark Service,thc Bureau of Reclamation,orthe SoilConservationService.Chi!. dren and teachersshould keepin mind thefact thatit isnot alwayseasyforanyone tohaveatthe tip ofhistongue sufficient informationtoanswerthe questionsofa groupofyoungstudents. They shouldappreciate theinformationthey receiveand doall in theirpower toreciprocate. When the teacheris guide sheshouldconduct theparty,notas adirector butas oneof itsmembers whohas takenthe tripand is familiar with point'sof interest.Except whenthe childrenare called together fordiscussionorexplanation,they shoitildproceed as aninformalgroup,followingindividualinterests,ormoving about in committeesresponsible fora report to the classoncertain objects in theexcursion. Plans for transportation.Whentransportingby busor cariscon- templated, schoolboardorteachermayneedsome type of lia- bility protectionfrom possibleaccidents.Someboardsarrange for blanket permissiorhfromparents coveringexcursionsmade throughout theyear.Otherboardsarrangeblank formstobe signed by theparentfor eachseparate trip absolvingthe board from liability.Whatever thearrangements, thi schoolboard and the teachershouldsecurethe safestdriveravailableand take all possibleprecautionsagainstcasualties. Whenautomobilesareborrowed fortrahsportation,parents maybe willingtodrive thecars.There isno reasonwhya parent shoiildnot transport pupils if hecarriesadequateinsurance, has agoodçar, candrive well,and if theroute to be traveled iscom- paratively freefrom thedangers ofcongested traffic. hiacity when &teacherhas chargeofalargegroup,especially ofyounger children, it is oftenhelpful forsomeof themotherstoaccompany thegro.up..Thereareteachers,however,who liketobe °gone with their pupilsand feel thatthe childrenreceive nxiore freatthe trip whelk responsibletothe teacheronly.
411111,
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Whentransportationof older pupilsis made inschool busses, thereshould beprovision foranadulttohave charge ofthe chil- dren'sentertainmentand discussionin each bus.It is impossible foradriver to transportthe childrenin safety ifhemustberespon- sible fortheir conduct aswellasfor driving.Pupilscanplan their time onthe journey.Several roadmapsshould be secured.On thesetheycantracetheroutetraveled. Eachpupilcansketcha pictorial mapof interestingthingstobeseenalong theway, leaving space tosketchonthe journeythose objectswhichwere unknown tothe classbefore the trip. When large groupsofcountrychildren visitacity, specialcare should betaken that no.child is lost.Different procedureshave beenfollowed. Oneteacher askedher pupils toorganize in small groupswith leaders.At eachbreak in thejourney, suchastaking crowdedelevatorstodifferent floorsofalarge building,the lead- ers"roundedup" the pupilsbelonging intheirgroup.Ifany leaderwasunable to locateall the membersof his small group, hereported tothe teacher andthe class waitedinorieplace until the"lost" pupil wasfound. For longjourneys specialprecautionsmustbe taken inorderto havepuremilk and waterfor the children todrink. Goodfood is equally desirable.Sometimes eachchildcanbringalunch from home forthefirsiday. For othermeals the teachershould inves- tigateeating placesin advance. Coss Mons Themoreactively pupilscanbe drawninto the planningofan excursion, the moreeducative willthe trip be.Teacher and pupils togethershould plan andorganize the activitiesconnected withaproposed excursion,appointnecessarycommittees,con- siderexpenses,decideuponspecimenstobe gathered,make arrangementsfor equipmentfor the journey,anticipate the type of conduct tobe desiredonthepartof individualsand of the group,andarrangeforexpertguidanCe whendesirable. Planning andorganizingactivities.Oneof the mostimportant factors inasuccessful tripis organization."The questions to b%answeredonthe tripshould be organized toaccord withsome definitepurpose;the classshould besoorganized thatindivid-
NLobeck, Armin K. Theorganization offield excursions.ln Thirteenth Yearbook, Departmentof ElementarySchool Principals,National Educa- tion Association.Washington, TheAssociation.1934.p.274.
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uals ixcommit tees have definite taskstoperformandspecit responsibilities withrespect to thesuccessof theexcursion.A1i activities shouldbe organizedin order thattheymayreceive the emphasis theydeserveonthe journey.Thesecretofsuccessfui organization iscareful planning.Usuallydetailscanwell ho decided andarranged bypupils andteacher inconferencetran- portation,luncheon,permission fromparents, invitation from farmowners, types of clothing,puredrinkingwater, equipmen! Plansvarywithrespect to thenatureof theexcursion, thetirnti thatcanbe spared forit, its placein the majorenterprisetowhich it is related,theageand abilityof thepupils, theinterests ofthe group,and theamountofmoney tobespent. Excursionstogatherspecimens ofsoilormineralsor toselect wild flowersforagarden, andthe like,requireaspecialtype of organization,and plansmustbe talkedoverin conferenceand standardsset up beforr the journey.For example,anexcursion to gather specimens ofsoil isinteresting ifit isconvenientand safe for theclasstobreak intosmallcommitteestostudy different sections ofafarm.An excursionto study erosion justaftera rainsItrequiresadifferentorganization.Perhaps theentire class _wishtoremainoutbutashort time,visiting onlysuch gullies,eroded fields,contour furrowing,or terracesas canhe reachedquickly. The timetobe givento a journey willdetermine thetype of planningnecessary.If itrequiresaday,orseveral days,it is expedieeonlyif dieinformationsought is richandcanbe used widely.If the factstobe gainedarelimited,asinatripto observe a terrace under constructionor a concrete check dambuilt ina gully, thejourney willrequire littletime andcanbe plannedon the dayonwhich thework istobe done.The teacherand children canplan inconferencewhat theywishto learn by thejourney, writingquestionstobe answeredand decidingwhatmust be done. For example,theycandiscussarrangements fortransportation, plans forvisiting thefarmertolearn whenhe willdo thework which theywishto observe. Saturdaytripscanbe takenby individuals.Theycanselect placesorsubjects inwhich theyareinterestedandreport jo the class thenext week. Sometimesit is possiblefor theentireclass to meet and takeatrip, suchas to amuseumor apark.It is wellto minimize thenumber ofclass tripsonSaturdays,how- ever,lest theytake timethe teacherneeds forrelaxation.
. -* "" . ..ts.L.,ALTag, Liz -471. ,,¡ te,24 -.1%ii7t1,4*.s1 CON SERVATIONEXCURSIONS 49
Overnightexcursions andexcursions of severalday0 duration 1 aremorecomplicated.If thcycanbe made byindividuals, such its atrip tograndfather's farm tostudy erosion control,or to a countrycousin tostudyawild-flower gardenor to secureplants foraschoolwindow box,the trouble isminimized.Individuals canreporttothe class.The classcansuggestthe things which theywish toknow aboutthe methodsof erosion controlorthe wild-flowergarden. If, however,the entireclass istobeawayovernight, the prob- lentof planningis different.Such excursions mustbe antici- pated inadvance, inorder that thescho. ol workcanbe directed towardthe excursionand the greatestpossibleusethereby made of it.Forexample,aclass inasoutheastern Stateplanneda trip toWashington,D. C. Oneof the things thatfascinated themabout thetripwasthe significanceof historicallandmarks. All duringtheyearthey directed theirstudy toward theLincoln Memorial,WashingtonMonument, andbuildings of historical import.Washington,they learned,the NationalCapital, is the seatof theFederalGovernment.Acccirdingly,manystudies of Government weremade. By reading,the pupils became con- versantwith variousGovernment activities.When their plans for thetrip materialized,theywereready to learnmuch. An extended tripof this kindrequires detailedplanning.Food is anexample.The class decided to carrywith them the firstday's food. Althoughthey took onlythe simplestfoods, therewere .manyarithmeticproblems involvedin planning andbuying it. Conservationjourneys, like otherexcursions,mustbe planned to contribute tothe developmentof the majorstudyorenterprise in which the childrenand teacherarcengaged. Excursionstaken beforeamajor studyorunit isbeguríserve asstimulation for further activitiesand sometimesfor the organizationof the unit to provide forindividual interests.Frequently, however,children .a do notthink abouttakinganexcursion untilaunit of study has been introducedand they havebecome interested.When they need informationand fail to findit in the bookstheyareusing, they think of theexcursion,orthe teacher suggestsit.Perhaps the need forinformation is felt onlygradually, and questions must be reserved untilaconvenient timefor the trip. Sometimes excursionsaretakenonthe invitationof agencies in the community suchasthe FutureFarmers of America,the Civil- ian ConservationCorpscamp, orthe it-H Clubs,who have heard 40 CONSERVATIONEXCURSIONS
of thechildren's interestin theiractivities.When suchinvitatioi come,it is welltoutilize theopportunity. *On certain typesof journeyssuchas avisittoa nature trail, i- dividualpupils willstudy differentplantsorother items,coming together ingroupsonlyto observe pointsof interestto the entii class.Plans forthis shouldbe madeina classconferencebefoif.% the trip.Otherwise, it isdifficultto bring thegrouptogetherand evenchildren whoareseekingdefiniteinformationarediveited by thevariety ofinterestingobjectsen-counteredas soonasthe journey begins. It is possibleto anticipate thingsto beseen. I f thesearediscussedanda note made of them,the teacheror any childcancall thegrouptogetherwhen theyarefound. Forexample,aclass visitingafarmer's fieldto study methods of erosioncontrolmayhaveas oneof itsobjectivesthe studyof the beginnings ofgullies.Inmanyplaces, suchasthe groundunder theeavesof buildings,at the end ofpoorlymadeterraces,or at unprotected naturalsprings,individualswill findgullies that arejust beginniiii.In otherplacestheymayfind erosionwhieh v- can cause gullies if allowedto continue longenough.It is better for thechildrentofind suchexamplesthan fortheteacherto point themout,andachildaswellas ateachercancall theattentiono thegroup towhat hehas found. Appointmentofcommitteesto reconnoirerandreport.--Whenthe teacher hasmadeapreliminarytripoverthe fieldof thecontem- platedjourney, it iswelltoplaceresponsibilityfor plansonthe children,discussinginformationneeded, itspossiblesources, and placesia visit.Perhapsnodecisioncanbe madeuntil allthe childrenowmoreabout thepossibilitiesoftwoorthree places. In thiscase,itmaybenecessary to appointa committeeto visit the placessuggested andreportontheirpotentialvalues forthe excursion. Thecommitteeshouldreportonpossiblearrange- mentsfortransportation,food,difficulty ofsecuringpermissionto visit, andthe like.After thatthe entireclasscanchoose. There areother activitieswhichcanbe plannedbycolnmitteessuchas the collectionofspecimens,orofinformation forwhich indi- vidualsorsmallgroupswill beresponsible. Considerationof expo:AmThematter ofexpensesis oftentrouble- some,especiallywithrespect to trips ofmorethanaday. There arealways pupilswhocannot affordtogo.Insomeschools the class raises.moneyby bazaarsandentertainments,and byindi- vidualactivities, suchasmowinglawns,to&fraygeneral and
: , , . 1;.10, f4' ; ...421411%4; % SAM : 4.&31. Ifrj. /"..t ;...t 544. A ' 1%?' ..e.r1=41.? CON SERVATIONEXCURSIONS 4 1
personal expenses.In others,pupils placetheir earnings ina commonfund whichis drawnonfor theexpensesof all.In this way,nochild isbrandedasunableto paywhilemanyhave the valuableexperiences ofearning theirway.Oftenparents are sufficientlyinterested to makecontributions to the commonfund. The typeof activitywhich thechildren choose formakingmoney shouldbecarefullyconsidered.Children should betaughtto givevalue receivedfor themoneythey seek.Campaigns suchas theselling oflead pencils,shoestrings, certainmagazines, andthe like,areundesirablewhen the pricefor the article isabove its actualvalue. Workingformoneyis sometimesasobjectionableasselling things.Thepractice ofallowing children to gofrom doorto doorin thecommunityseeking workis undesirableif carried onwithoutrestraint anddiscrimination.Itis possiblefora classas awhole through posters orthediitriblition ofannounce- ments tolet thecommunityknow that thechildrenareavailable for servicessuchasraking leaves;weedinggardens, mowing lawns,and thelike. Whensuch services aregiven, theyshould bewellperformed.TeaherOof classes thatareinterested in such workwill beabletokeep highthe standardsof servicesby visitingnowand thenthe pupilswhoareengaged in thework. Anothermethod ofraising fundsandparticipating ina con- servationactivity atthesametime is toholdanoldpaper or scrap-ironsale.Childrencanobtain thismaterialfrom their ownhomes andneighbors.Thecollectioncanbe assembled at the schooland sold toapaper-productsfirmor alocal junkdealer. Planning forspecimens andcollections.Thecollection ofspeci- mementos% needs attentionin planning.Children 4 mensand goingon ajourney toselect wildflowers foraschool garden should studytransplanting.A committee canstudy the com- munity,decide whichplantscanbetransplantedand which grownfrom seed,and findwhere theplantsarcplentiful enough tojustifytransplanting.Withanintelligentreconnoitering com- mittee, thereis littledanger th4tflowers willbe destroyedin transplanting. &class planning ajourney tocollectspecimensof rocksand minerals needsacommittee tostudyminerals andfind which are commonin thelocality.After theyhavereported,the class cantakeanexcursion to seewhatcanbe found.Therecon- noitering committee mightalsoserve asanidentifyingcommittee
6
?3*.q4-: '14) 42 CONSERVATIONEXCURSIONS
because . inexperiencedpupils willfinditdifficultto identi\ specimens withouthelp. Identification ofmineralsis difficui , however, andprobably both classand teacherwill findrniner: theyareunabletoidentify.In thiscase,they shouldtakethril specimenstoalocalmuseum orsend themtothe Statemuseu:ii ormineralogicalsociety foridentification.A displayofspeci- mensof mineralscannot be built up of thespecimensfound(in asingle journey.It willgrow asdifferentpupils,stimulated by thejourney, continueto-bring innewspecimens.Doubtics planssuggestedhere forcommittees willinmany schools he takenupby theclassas awhole. Children andteacher shouldplan howcollectionswill beassem- bled andcarrkd home.Plants collectedfor wild-flowergardens should becarefully takenupand packed.It is wellforthe class to makeastudy ofwaysoftransplanting wildflowers.Intak- ingup afern fortransplanting,for example,the plantselected shouldnotbetoo large and it shouldbe removedcarefullyfrom the soil, itsroot dipped inwater fromaforetitspringor stream, dried withapiece ofmossstripped offarocknearby,and then covered byapiece ofnewmoss."Plants placedcloselytogether a in marketbasket willremain freshfor hours,someforafew days. Thechildrencanplantocarrybasketsorboxesin which to bring their specimenshome.If theexcursionisnot carefully planned thepupilsare.aptto collect their specimenshaphazardly, and withoutanything in whichtowrap orcarry them will find them unsuitablefortransplantingwhen theyreturn.Thesame istruein makingcollections ofdifferentkinds ofsoilorspecimens e of minerals.If thechildren havenot plannedways to bring theircollectionsohome,they will findspecimensmixedand will be unableto label themintelligentlyas to location andtype of soilorrocky ledgefrom whichtheyweretaken.Whenspeci- mens arccollected,theycanbetentatively-labeledwithrespect tosource.Tagsmadeorpurchased forthe.purpose should be taken along. Arrangementsforequipment.Someexcursionsmay require 'no moreequipmentthanapocketnotebookand pencil.Children who visitafactorytosee raw materials madeintousablegoods will needonly theireyesandears. . Thesame can be said ofexcur- sionstoseepeopleat work excavatingcellarsorgradingroads. Otherconservationexcursionsyieldmost educative resultswhen
seDurand, Herbert.Op. cit.,p.210.
11
- . V" "..:1.1i4_-_-' .14sA (.7*a_t .".`P as2..:1';;11", CON MERV.% TION EXCURSIONS 43 thechildrenaresupplied with books for identification of objects, trowelsfor digging, basketsorpails for exhibits, field glasses, and thelike. A classwhich takesanexcursiontostudy wild flowers should bewellsupplied withahalf dozenor mow,.flower guidestohelp identifyflowers.This obviates the necessity of taking flowers homewitheredordead for identification.It is easiertoidentify flowerswhere theygrowthan in the classroom, because thesur- roundingsandtypeof soil help.If the book describes the kind of groundin whichaparticularflowerisapt tobe found, the children canverify thestatement.Theycan measuretheheight of theflower and decidewhetheror notitagreeswith the picture givenin the identificationbook.In purchasing identification manualsfor flowers andtrees, securesimple inexpensiveones withinformation compactly given. Forastudy of birds it ishelpfultohaveapair of field glasses. However, manyvaluable observationscanbe made without glasses.Pupilscanobserve what food the birds gather andcan listen tocalls andsongs.If theyareleisurelyand quiet they mayNearsongsand calls theycanimitate.Manualstohelp identify the birdswill make the excursions profitable.Each bird canbe observed andcompared with the picture and with the description inthe book with.aminimum of conversation, which often frightensbirds.If the children havenobird guides, they cantake notes about thenewbirds they 'seetheir color, shape whenflyingorinrepose,habits of flight, shape of feetorbill, favorite hauntsand lateruse anencyclopedia, Government bulletins,orlibrary bookstohelp in identification. For soil excursions childrenshould be provided with tools for digging, suchasgarden trowels, whicharelightto carryandeasy to use.A light,narrowspade is useful for digging through topsoil tostudy the nature ofsoil and gather soil specimens. Anexcur- siontostUdy soil requires baskets, toughpaperbags,orlight tin pails in whichto carryhome samples of soil and rocks. With plans madeassuggested for the safety of the children, andconstantalertnessonthepartof the teacher and pupil leaders selected for thepurpose,danger of accident will be reducedto a minimum.However,afirst-aid kit should be carried if the groupplansto gofar from the schoolhouse. An antiseptic and bandagesare veryconvenient incaseofcutsfrom barbed wire, pricks and scratches from thorns and weeds. 186315*-40--4 ttr
44 CONSERVATIONEXCURSIONS
Appropriate conduct isnecessary toavoidaccidents
ertroute, in woods,near streams, onfarms.If the teacherandi pupils have workedout a set of Ortcautions, the childrenarerut)re likelytoobserve these than if madesolely by theteacher.The followingaresuggestive: Donotclimb through barbed-wirefencesexceptwhenthe teacherorfarmowneris theretohelpor seethatnoharm occurs. Donot gonearfarm machinery whenit is in action.Donot climbonfarm machineryeventhough itappears to be stationary. Donotclimbtreesonthe farm whereyouvisit. Donot try to boardcarsunless theyarestanding perfectly still. Walktothe left of theroad when meetingcars. Come when called. Attendto business when appointedtoaposition ofleadership. Standards ofcourtesyshould bedeveloped. Theseshould apply in homes,onthe roador street, on transportation buses,in meetingstrangerswhoanswerquestionsorin otherwaysperform fkindnesses.Teachers frequentlyreportthat thepolitenessof adults toward childrenimpresses themvividly.Children Who cameseveral hundred milestothe NationalCapitAlweregreatly impressed by thecourtesy¡kith whichtheywere met at their hotel and in publicbuildings andweredefinitelymorepolite and gentle after theyreturned home. Social charm isnotthe only phaseofcourtesythatctilren develop throughexcursions. Someconservationistshavewtten about outdoor mannersregard°for the pleasureof otherpeople asshown by refrainingfrom destroyingbeautifulpatches ofwild flowers along theroadside, protectinga naturetrail by wallarig in the pathandnotalong its edge,keepingonthe walkand off forbidden plotsin parks, woods,orhighwayparkings. .Qutdoor manners are notall negative.They consist ofsuch activitieias . making unsightlyplaces beautiful,of gatheringand burning picnicpapersand other trash,of erectingnoticestoaid inpre- serving outdoorbeauty. . In consideringthe conductappropriate foranyparticular journey, teacherand pupilscanmakealistof the "outdoor . . mannen" which theythink will heedtobe obseriredonthe \ CONSERVATION EXCURSIOliS 45 71' a excursionplan. Such itemsasthe following°areuseful in sucha
1'1 . Walk in paths; don'tcut acrossthecornersof beautiful grassyplots. Don't markonrocks. Pickup papersdropped by others. Ask permissionbefore plucking wild 'flowersonother people's property. Don't pluckso manyflowers inanyroadside patch that its beautyis marred for other people. Obey notices telling how to walk in nature trails. Obey "notrespassing signs." Put wastein rubbishcans orkeep it until reaching home. Be quiet whennearthe congregating places of birdsorthe haunts of harmless animals suchassquirrels. THE JOURNEY ConcentrationonPurpose Attentionshouldbe centeredonthe object of the excursion. For example, if the excursion is takentostudy gullies and the children have decidedonthings they wishtolearn, they will notbetoogready attractedtowind erosionor tosigns of wash- ing fromsteepslopes. However, it isnotpossibletoforesee all the questionsorsights that willappear,and the teacher who has led her group"toafieldtostudy varioustypesof erosion control, findsomeof the children interested inared-winged blackbirdo clump of spiderwort.Thereare waysof making useof theseans similar distractions. Sometimes thegroup can be called together to observe the "find," questionsthàtcannot be answered immediatelycanbejotted down for future reference, and then the pupilscan pass tothe object of their excursion. The interest aroused in thenewproblemsmayleadtoanother excursion, and stimulation for another profitable activity isthus provided. Discussion Onmostexcursions it is important for pupils and teacherto
discuss what theyobserve. The teacher usuallysenses, theoppor-
tunities for discussions.For example, afteraguide has madean. .* I. extended explanationofsomephase of conservation suchas
40WordC./4NathalieM., and Perry, Ernestine. 'Growing beauty. Spring- field, Mass.,National Highway Beautification Council, 1933.64pp.
- 46 1 CONSERVATION EXCURSIONS
forestryactivitiesof CivilianConservation Corpsboys,the childrenmayneedanopportunitytoask questions,report oh- servations made,and discuss thecontribution ofthe thingsthcv have learnedtothe main unitof study.Agroupthatseparates toobserve collectionsof mudorsiltatdifferent pointsina small streamshould assembletodiscuss whatthey haveseenindivid- ually and decidewhat points,ifany,will be valuableforthe entiregroup toobserve. A classdesiring wildflowersto trans- plant inaschool gardenmaywishtosearch throughaméadmv orin the edge ofwoods in smallgroupsandreport to the class before diggingthe plants. e. 0 If the pupilsare not tootired,ashort meetingis desirable before goinghome. Iriformationcanbe summarized,questions checkedto seethatnonewhichcanbe answeredonthetrip is overlooked, collectionschecked forcompleteness,andaninven- toryof equipmentcarried alongcanbe taken.
Spottiest d ptations
Conservation excursions;Taryidifferenttypesof schoolsand with pupils ofdifferentages,because thetypesof activitiesin which the pupilsnormallyengageredifferent.Probablythe greatest differences for whichadaptationsmust be madeare differences betweencountry schools and cityschools,between youngpupils and olderpupils, andamong individuals withina group. City children.Forcountry children excursionsarealmosta matterofcoursein the study of-conservation.Inmany cases in thecountry frequent half hoursspentin observingbirdsor studyingtreesand flowersafford worth-whileresults inthewav of understandingthe need forconservation.But whatof the city child? Hehasno grassy schoolground withtrees and birds for, study.Forawholesome life his princip.al needsin theway of nature environment have beenstatedasfollows: " s A house withsomeground ofits9wn,witha treefor shade, anda space where there might bragarden. Withineasy distanceopenfieldsto which the childrencouldgofrtjA, alone, and play unsupervised.Nearby, woodsandrunning water;amountainorhilltovisitnowaqd thèn,and perhaps alakeor an ocean; accessible, shadycountry roadsgrass-
41 Stevens,Bertha.Nature; thechildgoesforth.Boston, Houghton Mifflincompany,1936. 278p. CONSERVATION EXCURSIONS 47
bordered dirt roads that wind, andpass overlittlestreams, and offer,no attractiontomotor-drivencars. The nature environment suggested above for wholesome living for thecity child is desirableaswell for his instructionincon- servation of naturalresources.Although eroded hillsides,shy birds, and daisy-covered meadowscannotbe broughttocity children, pupils insomecity schoolscanbe takentothecountry where opportunities for first-hand conservation experiences exist. Many cityschools have school busses and othermeansoftrans- portation whichcanbe utilized for excursions. Whetheror notcity pupils reach thecountry,thereare con- tactswithnaturewhich help them appreciatethe need for conservation of wildlifeorsoil....For example, it isno uncommon experience today forone towalk alonganois'ycitystreetin spring andseeexhibits of mountain laurel,dogwood, and violets inaflorist's window and in the latesummerfringed gentians, black-eyed-susans, Queen Anne's lace, bittersweet,and hardy asters.It is helpful and inspiring forateachertotakeagrouip of childrento seesuch displays and discuss thehabits of the flowers when growing wild, the need for conservingthem, their rangeand location, and the like.Inmostcities parksare acces- sible where therearebirds, flowers, andtreesfor study and protection.Squirrelsareeasiertostudy in city parks than in thecountry.Theyare tamer,and childrencanfeed them, observe them frolic, besome acquainted withtheir habits, and think ofways to protectthem. If there isawoodsorforestnearthe city, excursionscanbe madetostiidy forest facts.Here children haveanopportunity
toobserve forest litter andseehow it is made,towatchabrook 4 and observeacollection of soil where the channelturns orthe flow is obstructed,tostudytreesahd learntoidentify commón ones, tostudy forest birds,tounderstand why the birds and flowers andtreesstiould be conserved.Children interested in44 soileconandwaysof controlling itcanreach thecountryby short journeystoobserve effects of erosion suchasgullies, rain- washed roadsidecutsandterraces;theycanstudy methods of control, suchascheck dams, grassedwaterways,andcontour furrows. Whenatriptothecountryis impossible, excursionsto 'excava- tions andvacantlotsmay servethepurpose.Where soil is being excavated for buildingspupilsareabletoobserve different
p
kLIL-4 2 . `4tz=z,.2r., : low!uopi.sitJx.) 6.)mq pew puiripoom V . 1 '11 % ir, Itr- 146,,g.._,. *1: ' ' . ,, ' . Ibe a '' '.:",:a-A:$1.-Aprig ..b,. ,.. i ow..- ct,..0 o / 444.. . 0*. v .. ;...!,...,ia.,icti.... ,..,L,,,.'- -'1' sa:r :.C$ Iwo ... " 4 1 cfP. i .M 1E7 o - P 1 0' Li 00 411, 4t 4 s. - ' Ac. .. iii, -. 3 Nor, n I 4 r 1 .4 fi . q- al ur. a 1 I. t 0 k 4 ; CI 1 L.
.0 ea 6,.. C=J 4 * r216 k. ots, 1. a1440 4 III 4 ' ."b. % 2., 4 4 "bow 4...... 4M, r .... - a ? Efi ii. b R& it/ % r - : .. e " i s ti r - .., ,,,. sir /4.4 s i I , r , ...... - . Itit .. :,.- ft...;.4 : ..) . ,4 13 , 1 ' A 00' .. *6411 , , ....4` 1 4 . - ;41.." 1,-- . litirs ) 4,-a 11.-- ' 4 e t" '- , e . * ..1 1, pl. N .s .i L a. t. - .) + -10 411 ..., 4' -!. 0 ja o I . ...4. . 6 % ". V' , d 4 n t P . ' .... 0.. 47 ...... =. s )44 . ..L.- 1 6.,...., Or 0 1 S .. ; 6 ar ti 0 - -- , .. ' . At... 4 .. : ID .A .04 -ti (. 1. - AoT ci ':*fi.., P . e ' . .04. I v. I gitil ' "raL :.., . 6- . I $ : Fr? --4 --4-1 ' .:- ,-.,11 '2-"IP.."'.V..-11::-.4'1J':.-.1i:'[..& .. , ... r-9 i - ' , _-I ..e. / :,..11. .- ... - ,r, I r"-Zr. '.... ,.. Apo. .-4, 4... - .I., , :Ai. K l' tp . --, r ' ... 4. 6. An.* Orf f .,..-_.0, ...I ....., i q ..-- 1 o a./ A woodland, road lures excursionists.,,....0...... r. '"" f it I ,..orirl.1, 1111 - ob.,' . . - . , ...... ,-.s. - N #-_, ... Jr%II,.."; pei"..'7. s --I t. ja , ---- " RI.- ..otIa. r A - : itif , . ' . CONSERVATION EXCURSIONS 49 laversof soiltopsoil, subsoil, clay, and rock.Theymaycollect samples for further study in the classroom. Manytimes the sametypeof erosion that might beseen near a country school isfound in vacant lots.For example, gulliesbegin invacant lotswith sloping surfaces in "finger erosion,"atthe end of drain pipes in soft ground,orwhereabuilding is removed.Collection of mudonbordering walks afterarain is evidence of sheet erosion. Sometimes different pupils, aloneorin smallgroups,have opportunitiesto go tothecountryonweek ends. Aconserva- tion study begun in the classroomcanthus be extendedtofields andstreams.Pupils who study thus firsthandcan surveythe community they visit, keeparecord of their observations,and report tothe classas awhole. Sometimes theyhaveoppor- tunitytobring exhibits of soiltothe classroom, forestlitter, grass-rootloam, clay, muck, and wild flowersfor study. Perhaps the teachercannot go tothecountrywith individuals and smallgroups.Shecan,however, help themplan fruitful excursions.For example, shecan suggest correct waysof gather- ing flowers, what flowerscanbe plucked without danger of destroying the species, and the like.Shecanmentiontypesof soil and other materials needed for classroomstudy.Shecan requestthe pupilstoobserve the attitudes of peopletoward Nature,reporthabits which should bec9rrected. Do the chil- dren, for example,seeexcursionists pulling flowersruthlessly by theroots,cuttingawaylarge portions of beautifulroadside patches, tearing dusters of colored leaves fromautumntrees?When theyreport scenesof this kind, the classcanplan constructive measuresof preventing suchwasteand desecrationonthepart of people they know.Posters placed in suburbanstationsare sometimes helpful.Folders containing conservation factscanbe planned and carried home by children whosefriends andparents frequently spend week ends itIthecountry. There isno rsonwhyschotchildren in small cities shouldnot cooperatewidinterestedcommunitygroupsin establishingcorn- munity forests.Differentgroupsof childrencandevelop bird sanctuaries,naturetrails, wild-flower patches;canplan labels, with folders of information;drawcartoons;formulate slogans. Suchexcur4ionsas are necessary canbe madeonweek endsor after school withparents orteachers. 50 coNSERvATIONEXCURSIONS
IRural schnols.---Countryschools havemoreopportunitiesth..;)
city schpols forfirst-handcontactswith naturalresources. 1:1 somerural schools theneed for conservationof naturalresourt hasnotbeen realized fullyby the adultsin thecommunity,and. until the teacher hasmade the childrenawareof theproblem, that communitymay never conserve. Thereagullymeans oi.h. abig ditch.Boys regard wildflowersasweeds, andgirlscare- lessly pluck them,braiding them intowreathsorcarrying thrin about in damp,warmfingers untilwithered,notsensingtheir rareness,andnot conscious of their natural beauty. Country pupils havequickaccess tonaturalresources. They canobserve gulliesorstrip farmingaseasilyas aclass inacity schoolcan arrange to work in the science laboratory.However, therearedifficultiestobeovercomein ruralsituations,bothin consolidated and inone-teacher schools. Inaone-teacher school,if the teacherdesiresanexcursionfor the pupils ofoneclassor group,shemustinclude othergroups. Since the teachingof conservationissolargelydependenton field trips, it is wellfor the teacherand pupilsto organize the work in conservationroundasingle largecenterof interestfor all grades, thusdrawing allgroupstogether in majoractivities, each participatingaccordingtoabilityorinterest." For example,with theprotection or wildflowersas a single centerof interesttounify the work,all gradescanutilizean excursiontostudy hardyastersand decidewhetheror not to transplant themonthe schoolground.Older pupilscan secure samples of soil in whichtheastersgrow.Theymaywishto test it. Theycan comparethe naturallocation of theasterswith thatof the wild-flowergardenontheir schoolground.If without testing their soil, theyknow that theirschool groundis suitable forasterstheymaywishtodig the plants.Younger pupilscan usethe excursiontoidentifyasters, to noteihestageof growthat the time oftransplanting, helpselect the plantstobe movedwith caretha4she patchmay notbe destroyed,obserye theroot growth and its effectonsoiltexture.If the plantsarein bloom,younger pupilscangatherasmall bouquet forthe schoolroom,taking care not todestroy therootsof plants,gathering onlyafew blossoms, thusleaving the patchintact for thenext passerbyto
41 United StatesDepartment of theInterior, Office ofEducation.Good referencesonconservation educationin elementaryschools.Washington, U. S. GovernmentPrinting Office, 1938.(Bibliographyno.70,.) ;5m
CONSERVATION EXCURSIONS 51
enjoy.The follow-upactivities ofyoungerpupils, will be different fromthose of olderchildren. The primary classcantell thestory of theexcursion.Older pupilscan entertheir records in diaries, write the storyof their experiencesin transplantingastersfor theschool paper,read for furtherinformation aktoptasters,and thelike. Intheconsolidated schooithe situationisslightly different. Itapproximatesthe city school in thatteachers ofseparate groups Orgrades need notinclude othergroups.However, it frequently happensthat differentclassesareinterested in thesame con- servationproblems andinterest spreads fromonegradetoanother. Sometimes groupsof pupils fromdifferentrooms areinterested inproblemswhich do not appeal toother members of their respectiveclasses.Community participation,whichismore possible in countrythan in city,frequently unifies the interests of pupils.Therefore, whileit is possible foraclassroom teacher in aconsolidatedschooltohave excursionsindependently itfre- quentlyhappens thatthemoreworth-while activitiesarethose of interest to manygradesorall grades and should bedeveloped accordingly.Examples of projectsof interesttothe entire school andfrequently tothe community aswellare naturetrails, wild- flowergardens,filling of gullies,bird shelters ani feedingpatches, roadsideplantings,picnicspots,preservation of local culture. Primarypupils.Excursions areencouraged for primary chil- dren, not tohave themlearn facts, but togain impressions which canbeexpressed indifferentways, towiden their social environ- mentby contactswith people who areengaged in different types ofconservation,aswellastheir physicalenvironment. The excursionsin whichthey participate,however,mustbe adapted totheir mentaland physicalability andtotheir needs. Primary pupils cannottravelasfarasolder pupilsnorwait quietly foropportunities toobserve birds; they getlessoutof interviews withofficials thanolder pupils andhavenotthe physical strengthrequired for certainconservation activities. However, they mayundertake shortjourneys, suchas atrip acrossthe street to seehow mudfromanungrassed terracehas been washed ontothe sidewalk; ajourneyto aneighbor's yard to observearobin'snest; ashort walk to observe a"tree doctor" painting "wounds"intrees,filling cavities,cuttingawaydead branches;ajourney toagarden, roadside,field,orvacantlotto gather samplesof soil.Theycanobserve suchobvious thingsas 52 CONSERVATIONEXCURSIONS
the differencebetweenagarden andaweedy lot,amoistgarden andadryone,the effect ofwateron an ungrassed slopeor terracc theycancollect materialsuchasleaves,roots,soil forverysimplis studies, and learnthat nothingshould betakenwithoutthe owner's permission. Forvery youngpupilsexcursionsshouldbe simpleandthe activitiesdevelopedspontaneous and childlike.Youngchildren cannot be shownalárgenumber ofthingson an excursionand be expectedto return withverydefinite ideas.Theycanlearn toidentifyafew wildflowers,canbe taughtwhichflowerscan safely beplucked, andcanbring homeafew specimens.They shouldnot be askedto observe how flowersgrow,the kindof soil they need,whetheror notparticularflowersarethe rightkindto bring home forawild-flowergarden.Each ofthese needsstuds' aswellasobservation.With primarypupils,even more than with olderchildren, it isimportant thatexcursionsbe followedby concrete activities.Evenvery young childrencaninfluencetheir schoolmatesto protect flowers bysuch activitiesastakinga number of wildflowerstodifferentroomsand askingthe pupilsto guesswhat theyareand tellinghow theycanbeprotected. Children whocan namethemost wild flowerscanbe given recognition. Fromawhole-schoolexcursionto identify birds,to study wild flowers,or tostudy methodsof erosioncontrol,primarypupils receive stimulation forEnglish,dramatics,art, and construction. A cooperativestory about wildfloVrsseenand identifiedisa useful follow-upactivity. Thechildrenmaywishto playat drivingafarmtractororplowingfurrowsaroundahill ina pasture,ordamming gullies.Ona mapmade bythe olderpupils, theycanlearnto recognize important hillsor streams and thus learn toreadmaps.Onegroupof primarypupils, withthe help of the fifthgrade, builtaforest ranger'sstationonthe school ground." Indiciduals withinagroup.Likeanyother activity,anexcursion should beadaptedtothe needs ofthegroup as a whole andto the needs andinterests ofindividualswithin thegroup.Provision should bemade for thepupil who isnot interested in theproblem which appealstothe majorityof the pupils.For example,ifa class plansanexcursiontostudy forestsoil and theeffect oftrees
aBathurst, EffieG. Pmgressin teachingconservition.School Life, 23: 41, October1937.(See illustrations.) CONSERVATION EXCURSIONS 53 ontheerosion of soil,aspecial interest should be sought and plannedfor the pupil who madeastudy of forest soil in his preced- ingyear's work.Perhaps hecanstudytreediseases, good and poor waysof cutting trees,orthe work of the Civilian Conserva- tionCorps inthe forest visited.Ifaforestry unit hasnoparticular value forhim, hecansometimes be allowedtotake another typeof excursion byhimselforstudy foreststreamsandcompare themwith meadow brooksin their tendency tocarrymud. Insomeclasses therearepupils who havenothad certain experiencesfamiliartothe majority of the class.Some teachers plan togowith these pupilsonSaturdaysorholidays.For example, inasmalltown,wheremanychildrenarefamiliar with different kindsof erosion, threeorfour pupilsmayhavecomefrom the cityandneverhaveseengulliesorcheck damsorvines used tocontrol them. Ifthe class is unlikely again to takeanexcursion in whichthenewpupilscanobserve gullies and themeansof their control,the teachercanplanawalkor adrive for them. Thesameprovisioncanbe made for children who needspecial experienceswith wild flowers, birds,minerals,or anyof the naturalresources. FOLLOW-UP ACTIVITIES
Diaries, journals, and Other Records Children shouldkeep insome permanentform the important notestakenontheir excursions.Class and individual diaries make usefulrecords, especially foralong excursion, suchas a triptothe schools inaneighboringcounty tolearn what is being done in soil conservation orbird protection. The contentswill be particularlyuseful if the childrenareallc;wedtoselect what they write. Noadult would like to betold whattowrite in his diary.Children often feel thesame wayabout it, and after they understand thepurposeofadiary take great pleasurein keeping one.Themannerof keepingadiarycanbe discussed in English class.It is notnecessarythat the children allfollow thesame form.Sample diaries in modernEnglishtexts canbe compared and helpful characteristicsindicated.After talking.about differ- entforms andusesof the diary, childrenwill enjoy decidingwhat forms they like best, what typesof bookto use,whethertowrite with pencilorink,orwhat illustrationsandcoversto use.The 54 coNSERVATION EXCURSIONS
children should decideonthese pointsafter havingdiscussedII« matterin class.
Thesamestandards of formapplytothe journal,whichis.; record of weekly incidents,oroccasional experiencesorinforrn.t- tion which theyareableto writeat opportunemoments, butn( necessarilyeveryday.Classorcommittee journalsprobablyarr moreuseful if theyarekept uniformin size, form,and shape-. Children of lower gradesgain ideas fromolder pupilsfor impn). ing theirdiaries and journals. Records ofexcursionscanbe keptin ordinarynotebookswhith aremade inconnection with the unitof studytowhich theexcur- sioncontributes, withcertain sectionsdevotedto excursions.. Each individualcanhaveanotebook for thestudy, andthere canbealarge notebookkeptas apermanént classrecord andkft in the school library.Recordsneednotbe confinedto written information.Sketches, diagrams,photos,tables, andother pictorial recordsareoftenmoreinteresting. In order that thingslearnedon anexcursionmaybeasuseful aspossible, the classshould devisesomeplan oforganizingand filing therecords for futurereference.If the pupilshave kept notesinseparatebooks accordingtosubject, theorganization of the booksonthe shelfcanbe made in thesame way. For example, notebooksonbirdscanbe kept inoneplace,notebooks onflowers in another,andso on.Picturee,pndphotos, ifkept in scrapbooks,canbe arranged alphabeticallyeitherby subject, suchasbirds, flowers, soil,and the like;orbyacti;ities,suchas collections, excursions,plays, andpoetry.Pictures andphotos canbe filed in foldersorin convenientlyshaped boxes oimounted in scrapbooks.Notebookscanbearrangeilaccordirigto subject on somelow library shelffor the wholeclassto use. Letters of thanksand expressionsof appreciationtothosewho made the journeypleasantshould bepartofthe follow-upwork. Many people,suchas parents who donate foodor transporta- tion, guides infactories,quarries,ordairies, anddrivers of busses contributedecidècllytoschool excursions.-Much practice in writing isafforded in formulatingappropriatenotes.Pupils candiscuss whatthey wishtowrite and studythe rules ofgram- mar,punctuation, andletter form.:Through theJunior Red Cross, pupilscan arrange toengagein correspondencewith children in theplaces visitedand exchangeexhibits andinfor- mation.
4 CONSERVATION EXCURSIONS 55 Displays end Exhibits Collections ofspecimens which children have secured through conservationexcursions,if carefully preserved,canbe used throughouttheyear.A collection of rocks and minerals isan example.If it is properly assembled, labeled, and boxed, the childrenwill be abletorefertoit withease at anytime.The sameistrueof exhibits of soil, wood, birds'nests,pressed flowers, and thelike. Children will find information about pressing and mounting specimensof leaves and plants inahigh-school botany.It is not necessarytobuy glueorstrips of gummedpaper orlinen. Stripsor scrapsof clean white cloth brought from homecanbe used in thesame way asgluedpaper orlinen.Paste made of flour is inexpensive,and where it willnotholdaspecimen securely,aneedle and heavy threadcanbe substituted.Ordi- narycardboard ofgray orbrown, covered tightly with old white cloth,canbe substituted for expensive whitepaperfor mounting purposes.The children should discuss theuseof other inex- pensive materials for mounting their specimens of leaves, flowers, seeds,cones,and woods, and decide which will bemost appro- priate. A classcanmake blueprints of leaves andpartsof plants which they collectonexcursions andpreservetheseas anaid in identi- fyingnewmaterials.Instructions for making blueprintsare given in The Classroom Teacher" and in School Activitiesand Equipment.° Casesaredesirable for such specimensasmineralsorseeds. Cases of uniformsize with glasstops or aglasstopand front arebest. Glasscanbecutbyaglasscutter orhardwaremer- chant atareasonable price.Heavypaper canbe used for mounting leavesandrootsof plants.Large, heavy cardboard is desirable for display of woodspecimens.Exhibits of soilcan be preserved in smallbottles.If desirable, thesecanbe fastened tothe sides ofaconveniently shaped box by small wiresor a string;ortheycanbe laid inashallow box with labels well exposedtoview.Labels should indicate where the soilwas found; kind of rock from which itwasformed; itsnature,whether topsoil, subsoil,orclay, and the like.Helpful suggestions for 44 The Classroom Teacher, 8: 260, 1927. iiiKnoz, Rose B.School activities and equipment.Bostim, Houghton Mifflincompany,1927.p.62. 56 CONSERVATION EXCURSIONS
thearrangementof exhibitsarefound in theEighth rearbookoftic Department of Supervisorsand Directors ofInstructionof the Nation,!I Education Association." Conservation displays whichresult from fieldtripsmayinclude collections of leavesorpressed wildflowers from thelocalcom- munity; of insects,which farmers considerinjurious,and of noxious weed seedsorpressed weeds. Theconservationexhiiit canwell beapártofaregular exhibitor museum which is maintained fromyear to year. Some suggestionsfor housingaschoolmuseum are applicahie alsotothe conservation exhibit.47Inalarge school,an empty room canbe used fora museum.In small schools,corners of classroomsaresufficient.Inone-roomschools wherespaceis usuallyat a premium, exhibitsarefrequently changedorlimited toonesubjectat atime. Theuseofaconservation exhibitneednotbe confinedto the classorschool which makes it.An article for theuseof children's -museumsin general " givessuggestions foruseswhichcanbe appliedtothe conservationexhibit. Forexample, singledis- plays whichare notbeing used,or,duplicate displays,canbe lenttoother classroomsor toother schools.A children'smuseum inacertain city4!under the controlof the board ofeducation maintains bothalending departmentandanexhibit depart- ment,where bothpermanent andtemporary exhibitsareshown. The collectionsconsist of specimens,pictures, andmanykinds of illustrative material.Onepersonhas charge.There isno reason whyaschool shouldnothave similarexhibitsonconservation with individualpupils in charge.If displays andexhibitsare to realize theirgreatest educative possibilities, theymustIXused. Thismeansthat the studies inconservation whicharecarriedon from weektoweek shouldasfrequentlyaspossible incorporate materials whichthe children have collectid. 41 Materials of instruction.Eighth Yearbook,Departmènt ofSuper- visors andDirectors of Instruction,National EducationAssociation. New York, Bureau ofPublications, TeachersCollege, ColumbiaUniversity, 1935.242p. 41 Travers, C. E.Housinga'schoolmuseum.In ThirteenthYearbook, Department ofElementary SchoolPrincipals, NationalEducationAssocia- tion, 1934. Washington, tr..b.,The association. a Walker, Rowena Smith. Howschoolsusethe children'smuseum.In ThirteenthYearbook, Departmentof ElementarySchool Principals,Na- tional EducationAssociation, 1934.Washington, D. ta., Theassociation. Ibid. CONSERVATION EXCURSIONS 57 Scheel Magazines and Newspapers
Asuccessfulwayof disseminating information which children gainon aconservation excursion is through articles toaschool orclasspaper.Such articles should be written inlanguage suitable forpupils of different grades. Supposeaneighth-grade pupil takesanexcursiontostudy control of soil erosion andwants towriteanarticle foryoungerpupils. Hecantalk with children of themiddle gradesorof the primary grades, findoutwhat experiencesthey have had in connection with soil erosionorits control, and thenwrite about these experiences in simple lan- guage. Editors of thelocal dailiesorweeklies in the communityare often willing topublishsomeof the best articles which the chil- dren writeonconservation.Upper-grade classes sometimes write sufficientlywelltohave charge ofaconservation column inalocal daily, including sloganswhich they have developed for naturetrails, conservation mottoes, and thelike. Sucha columncanalso containnewsabout conservation undertakings different farms inthe community, national conservation on IP news,reviews ofnewbooksonconservation of interesttochildren oradults in the community, titlesofrecentconservation bul- letinsormagazine articles.Frequently the articles submitted foraschoolpas or alocal dailycanbe made the subject of class ssios giving thegroup anoverview of theirconser- vation unit. Map-malCing" A local inventoryfor rural children whoarestudyingconser- vationcanbe thought ofasserving thepurposCin their study which regional planningservesthe Government in itsconser- vationprogramfor the Nalion. An inventoryof naturalre- sourcesand methods of conservationcanbe shownon a map. Inmapping alocal environment outside theschoolroomorhome, children recall what they have learnedabout mapping the school- room,their smallest environment;a roomathome;or a nature- study plot.After having mappedasimple environmeqt, they canplana map toshow erosion control practiceson somefarm in the community. In learning how to dothistypeof mapping, itmaybenecessary atfirst for the class toseudythe farm,to
seHall,Robert B.Local inventory and regional.pisaningin the school curriculum. Journal of Geography, 33: 17-22,Janotry 1934.
*. . 2,;* ':*,1, " t 4.1 -7- ! - 58 CONSERVATIONEXCURSIONS
walkover partsof it in whichtheyareparticularlyinterested When theyreturn to school theycanpracticemappingafield. for example,which pontainsagully.Classdiscussion willaid the pupils whoareunableatfirsttomakeasatisfactorymap. Thecounty agentor asoil specialistcanbe askedtotell th- children how hemapsthe communityin ordertolocate itsneeds for conservationand specificlanduses. Although children'smaps aresketches ratherthanmapsin the geographicalsense,the workrequiresverycarefulobservation. thoughtful analysisof what isseen,and classdiscussionwith help from theteacher inremoving difficulties.By completimz thistypeof work eachchildseeshis communitywith theneeds of all itspartsrelatedtothe whole.In planninga mapof tlw entire communityeach childcanfirst beresponsible forhis "home farm."A list ofmaps todevelop inconnectionwith conservation excursionscontains thefollowing:Maps showint: distribution of gulleysin thecommunity, birdsanctuaries,homes with bird houses,bird baths,and othertypes of protectionof birds, natural hauntsfrequented by cei-tainkinds ofbirds, shelter- belts,groveswhichprotectsoil bybreaking theforce ofthe wind, andtrees or shrubs of value for theirscenicbeauty. One writer 61suggests adaptation of ideas fromthe "regional surveymethod" of GreatBritain,acompleteregionalsurveyof the British Isles madeby thechildren ofthe nation.Each child uses abasemapof thesurroundingregion, furnishedthe teacher for him, andmaps acertain aréa.Sometimesawholemapis assignedashome work.Thistypeof mappingcanwell be appliedto American children'sstudy ofconservation,especially withrespect to protection of thesoil.From suchastudyone can expectchildrentogain betterunderstaadingofmapreading, improve their abilityto makemapsfor theirownstudy,increase their abilityto makeaccurate observations Withrespect to erosion and other conservationneeds, andabroadunderstandingof the local communitywithrespect to itssoilneeds,protection ofbirds and wild flowers,of minerals,and the like. tie An interestingactivity"to followalocal tripis,to modelor draw the farmorthecominunity,asit mightappear 10years
II Straw, H.Thompson. Anewkind ofgeographic fieldtrip.Peabody Journal of Education,12:120-22, November1934. 13Givens, WillardE. Schooljourneys incitizenship.Americanchild- hood, 19:5-6,45-47, February1934. CONSERVATIONEXCURSIONS 59 4 fromnow.To do this,childrennotethetype of conservation, prepare a mapof the communitytoshow placeswhereconserva- , tion isneeded and where itis beingcarriedon.Afterthis, they canhaveadiscussionto decide what is expectedof variouscon- servation activities, suchassanctuaries for birds,the dammingof gullies,orthe pasturing offields whicharesubjectto serious washingorwind erosion.When the childrenhave takenseveral excui-sions.to study the communityorfarmtobe mapped,they arereadytobegin work. Ifthe.),workon asand table, theycanmold gulliesand plant grassseedorlay in soiltofillthem. Theycan erect toy shelters oftreesand shrbbsto attract birds.If thereisalarge dam in the community whicb provideswaterfor lightandpower,and which hasa been collectingsilt, the childrencandooneoftwo thi.ngs:Theycanin- lagirlethatnoeffortshavébeen madeto protectthis dam fromcollecting siltand becominguseless and then show it completely filledwith muddy siltandovergrown withswampand Weeds;ortheycanthink ofways tocontrol the washing in theupper partof thewatershed byreforestation, correctfarming, damming,and the like,andso preventthe pond orreservoir from beingfilled with silt.In the lattercase,10 years,hence, the communitywould havta.clear, cleanreservoir providing'drinkingwater,with falls forpowerand electricityfor the community. EVALUATION Achievement ofPupils A questionnairestudy of the valueof field tripsin general " shows "thatalarge majority ofprincipals fromwhose schools (268 public elementaryschools scatteredthroughout 45 States and the Districtof Columbia)tripsaretaken considerthem of high value."A few considertrips of mediumvalue, but itis interestingto note thatmineof the repliesitothe questionnaire rateci tthern'oflittleorofnovafue. Conservation excursionsaresuccessfultotheextent that they leadto achirement in line withconservation goals.Did the pupils accomplishtheir wurpose?Have theyacquirednew 4"IN interests,orwail'tht excursion endedwhen they leftthe farmer's field? Dotheyiralizpwithgreater poignancy the social signifi-
11, a Price, R.11;;ÖP..cit. 1803115*-40-5
A,
. . .1.-!...!;:7.- °.V: P.f4. dt . . 4 . . _ Xv,tti.K '17
60 4 CONSERVATIONEXCURSIONS
canceof the problemtheywentforthto study? Do they'Tali./ morefully theimportance ofcooperative effort inthe Nation' solution of itsconservation problems?Such questionsindica thenatureof the resultstobe expected ofconservationexcursions. For convenience,themost important resultscanbe discuzed,is purposesachieved, continuinginterests, andsocialization. Purposesachieved.Excursionsareworthwhile whenthe children return with the feeling that theyhave accomplishedadefinite purpose.If thetiipisapleasure jaunt, thepupils shouldhay('a good time.If the childrenseek information,the journeyshould afford factsorother help inanswering specificquestions.Simi- larly excursionstakentogather materialsfor studyor toimprove conservation activitiesshould result intheaccomplishmentof the goal.Otherwise the timehasnot beenaswell usedaspossible, arti teacher andpupils shouldseriously seektolocate thecause of the failureandtoimprove thenext excursion.Progress should also be madetoward the achievementof the teacher'sgoals which frequently havemorefar-reachingimplicationsthan havethe purposesof the pupils. Continuinginterests.Successfulexcursions usuallyafford inter- estingnewexperiences for thechildren, 'aboutwhich theyare inclinedto ask questions. Many questionsshould bereserved for further sfudyafter the classhas returned-tothe classroom. Children'scOntinuinginterests inexcursion experiencesdepend somewhatuponthetypeof excursionand whetheror notany- thingcanbe done alxiutthe Ahings 6bserved.For example, children whohave studiedabout birds thatnestonthe ground and haveseensuch birdsaspheasantsorquail flying intograin fields will becomeconcerned 'aboutthe cutting ofthe grain. Is there anythingthatcanbe doneto protect thenestsandyoung in the field?By reading andstudy the childrenmaylearn atxnit devices whichfarmerscan useand throughthemsomefarmermay decioleto attachaweightedscreen tothe neck-yokeof his machine, thus frighteningthe birds intoflight in timetoraise the sickleand leave-egg's eorpungunharmed.Children whohave takenan excursiontoobservehowsomefarniersprotect birds whichnest in their fieldsmaystimulate the childrentosearch Government bulletins andother materialfor factsabout otherdevices for protecting fieldbirds. Children wholearntoidentify certainflowers ofaspecies will be interestedin learningabout others.They will enjoycompar-
,..,, cr... \yhalr.:...._ I
.. \ . p Am In a ir % ; 1 . t %- ...... ¡ r 1_,..-F".._,:i.... , ,p a.: CONSERVATION EXCURSIONS 61 inc.,the native plants of different communitiesand noting the electivenessofsumacand other shrubsand/wild flowersin brighteningfencecornersandatthesametime protectingbirds, and inkeepingupthe protection.Interest in wild flowersgairIM iromschool excursions inonegrademaycontinue in othergrades andthrough life, leadingone togain pleasure inwild flowers,to protectthem,tostudy them in theirnative regionsasbusinessor pleasure expands his environment, and possiblytofollow wild- flowergardeningas ahobby. Socialization.Duringthe middle anduppergradesof the school, themore anexcursion is madea partof the regularschool programthemorevaluable it will be in thechildren's experiences. A study of community lifefirst-hand,rneting important people whoareaiding in thedevelopment of thecommunity, and studying the lives of people whogaveservice.in thepast, cause children to haverespectfor the contributionsthat people maketo waysof living.Inoneschool," wheremanytripswereplanned, interests begun throughex.cursionsbecame leisure-time activities. In writing about their impressions of the valueofanexcursion,a groupof pupils made suchstatementsasthe following: , Sometimes when I enjoyatrip I have takenwith the class, I askmymotherto gowithmeagain. * * * Mymotherowns tenementhousesonthe East Side. Mytriptoseehousingcon- ditions has convinced riléthatproperty ownersowesomething more totheirtenantsthanaplacetolive in. Other socializing experiences resultfrom excursions. Anexcur- siontosttidy problems of soilerosion and its control inthe home communitycanlead the childrento study:current dailynews- papersand periodicalswhich give informationabout these problems.Interviewing community leaderswill help children checkonthe facts gained throughanexcursion, especially ifsuch interviewsarediscussed by the teacherand the cliss andquestions decidedupon.Making'a bibliography of conservation bulletins toservethe communitycanresult froma surveyof thecom- munity's literatureonconservation and contributesto appreci-
C tion ofacertiintypeof social service. o
14 Harden, Mary.Going places and seeing things.Educational Method 14:324-31,March 1935. Ii
M.
tot 62 CONSERVATION EXCURSIONS Improvement of Future Excursions
The teachercanimprove her technique of planningand(In- ducting excursions by carefully evaluating eachone.If ;he excursionwasunsuccessful, it is welltoanalyze thesituai..)n,
..- \ Whereinwasit unsuccessful? Did the childrenwaste time?It:iz), why? Was there lack of planning? Did they allowtheir enthusiasmto causethemtotalk allat onceandsointerruptdis- cussions? Were they slow in coming together intoa grout) for discussionat anyparticular poipt? Howcanthese disturbances be avoided? Perhaps the teacherwas atfault.Did sheplan carefully? Make preliminary visit? Read andstudy sufficiently? Guide the pupils wisely in their planning? Did shebringthe children together skillfully for observation and discussionof p()ints ofcommoninterestonthe journey? Good excursions result from settingupevaluatingstandards. However, standardscannotbe jotted down,asitwere,by the teacherasshe analyzesanexcursion. Theymust be established gradually by pupils and teachersasthe pupils feel theneed for them.If the childrenare notsatisfied with theresults ofan excur- sion, they should discuss it and planwaysof improvingthenext one.Miscellaneous criticisms will arise, but amoqtthem willbe suggestions for improvement. For example,on abird trip,per- haps laughingortalking resulted in theflight of thebirds.For the nexi trip theremustbe "quiet times"towhich allpiTilsad- here.Perhaps-therewere notenough bird guidebooksto enable all°thechildrentoidentify certain birds.Thedammust buyor makesome.Or theremay nothave been"enoughto eat,"or the walkwastòo long,orthe childrenscattered andsomefailedto see a rareflower,or someoneclimbedon afarmer'swagonand fell. One committeemayhave returnedtothe classroomwitha poor report.Perhapsanindividual whotook theresponsibility for certain information failedto secure it.Forrecognized failures and shortcomings the class shoulddiscussmeansof improvement. Successful excursionsaswellasunsuccessfulonesshould beused asstilnulantstoimprovement.Factors inthesuccessofone ex- cursioncanbe helpful in establishingstandards foranother. Eventuallyaschoolorclasscandevelop techniquefor successfully integrating the excursioriwith the conservationprogram emerg- ing with increased appreciationof the Nation'sneed forabetter
,
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Imsbandryof its remaining naturalresources,with abilityto participate in activitiesof conservation and withanever-failing urgetobecoinemoreunderstanding conservationists
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National and State parksafforillexcursionistsmany scenessuchasthis in Yosemite National Park.
01
1/ APPENDIX Content of Excursions Thefollowing list of suggestions is intended tobe illustrative only, notcomplete.Excursidns should be selected for definite purposesand planned for integration withappropriate units of workorother major activities.Follow-up activitiesvary.Some contribute to unitsbeing developed;*othersarethe beginnings of newunits; and still others,whilenotcontributing directlyto units,are necessarymerelytosatisfy the children's curiosity about things observed.The choice of follow-up activitiesis influenced by thechildren'spurposesfor the trip. No adaptationsare sug- gestedforindividualorgrade differences.Suggestionsfor organizing curriculumunitsonthe conservation of the natural resources aregiven in U. S. Office of Educationbulletin, "Teach- ing Conservationin Elementary Schools," No. 14, 1938,which canbe secured fromthe U. S. Government Printing Office. Books of informationand identification and activitiesarelisted in the followingpublications of theOfficeof Education: Good references forconservation eduption in secondarv schools.Bibliography No. 55. Good referencesonconservation oftreesand forests foruse in elementary schools.Bibliography No. 71. Good references-onconservation of birds, animals, and wild flowers foiusein elementary schools.Bibliography No. 72. Good reklrences for conservationeducation in secondary schools.Bibliography No. 70. 65
s
-s I. C7) CI4 NOO AIMS NOLLV tvl of of on for the the soil gab small gully, of telling on record a a arise plans window and fill these. paper his paper samples about to conserving importance the which for is gully gullies. in the school hold land school the labels to activitice the the to plants. the place visited concerning questions sketch. permission for stopping of of gully. plan for showing of the and bottles visits ,1!. the store. it Further and farmer t farmer on answer article soil sketch a )11 I small farmer's to the other a articles an posters journey. specimens empty a the changes gully. including how gathered Soil. importance saving an (1()1, Study Make Get Make Press Secure Plan Write Write Consult I j of hill start types of types furrows study. might slope for other different on in contour do sod which and plants. of to farming. of of plants Soil' soil. soil. plants these of of of gullies gullies. of strip What pieces in types shape of of of base. few height small height the the samples breaks samples a sketch sketch at sketch up soil. Note gullies. of and erosion. Gather Make Take Sketch Gather Collect Measure Measure Make Make gully washing for see overgrazed washing. of to slopes. vines slope. slopes. from of of or what result soil. prevent a foot to away and as eroded bottom at go shrubs, on to holding to blown overgrazed. furrows ploughing. 05. crops overgrazing. started dams, crops soil roots erosion. of cropping. washed Where or control. places. Hillsides Loose Contour Grass Gullies Check Healthy Soil Sickly Gullies. Strip Contour Sheet Pasture: er Fields: 0.4 CONSERVATION EXCURSIO1q8tit the the con- land farm- school of entitled erosion. the notebook notebook locate the prevention best on of or or erosion in lies. the movie the Nation part soil in paper paper the the farming where of community, what grass on strip school community school grass. of the productiveness of protecting for for the its of in showing effect of showing in of effect determine effect a Plow." community. the map map "cropland." article article to plays ways land the a the a erosion. the best garden. "The of plowing on trol on in ing Plan On Write Attend Study, Write Study Draw try not sank from hold each grasS. and to and 44p4ity.), healthy different on on in spots crop washed roots their moisture hill. farms acre of gullies. soil the close collected per note crop. moisture in crop. which foot in not "muddy" of soil note at to and or interwoven yield open close of of them. and to crops appearance. landslides onto collected soil. depth amount plants about of crop whether fineness particularly soil new ability hillside strip explain sickly washed to open on types 4noisture. or farm. Note Note Note Measure On Compare Inquire Note Note Decide Measure I of of hill. top prac- of where hill. roots is or collected of compared hill. foot at farm foot. of at and foot a slope to soil slope control at on slope. in 27-8. on with slope bottom slope of soil needed. moisture at plants of erosion rain: 6-10, of foot from from on rain: no at moisture moisture control prosperity. pales controlled: heavy of of drying comparison depth moisture of after is grass washed washed washed where also for hill. after with grass. on Extra Soil Rapid Soil Depth See Depth Soil General Types Productiveness. I farm ticed erosion Cropland Grass A . . I. a/.
00 NOLLvAnsi4100 SSIOISILIJKa he and near near con- week show school to roadside a the gully a vines, from whether grade in gully. for on small fill lot learn sketches grade pays. shrubs, to to roadside thc lot. erosion some this activities it. the experiment use further plant farm control to on to of filling and Further permission showing observe protect of making unprotected to erosion owner and erosion way an sketch school a of owner's week permission permission thinks school. the terraces grade to changes. trol garden. Plan Get Consult Select Make Get Gct 1 in used open small to trees prevent- or of in grass plantings control. terraces. of roots erosion do or useful IL to or f raised. are erosion finger roadside of rock terraces What of SoilContinued crops proportion on of of plants washing. of o success what layers sketch sketches relative kinds washing prevent crops. to ing gullies. excavations. Note Note Observe Make Learn Make Sketch it. the and ero- and see cropping, loosen vines, waterways, finger to practiced: soil. pavement. is strip and of plants and to as what soil shrubs, I. grassed soil higals large such and the gullies. control slope of with in go and gullies. --s from to break plowing, of soil. away erosion different control, trees. dams trees control of of of erosion. of cuts: they of Where washed lots: where check contour sion. terraces. way Types Layers Roots Washing Erosion Soil Layers &iota Finger Beginnings Farm Roadside Vacant 403 NOLLVAWAS EXCURSIONS F.4 it of in do- the silt (Set offi- and to them. of which of land Bureau type creek. Compare best rainfall the proper and the of control how amount to beginning and rainbelts. of to Weather problems tributaries gully at the season. of Study the gullies. donr amount creek States other the culverts flood gully in size branches the thc of in map of decrease being the gully. fords. of maps. of the United is to the the rains of the depth map small season. on rainfall washed-ow record way beginnings about what one a to stop considering of a weather a io Nation. foi have cials. this soil. end with geographies.) different from drains. Learn Locate write Make Siudy Plan Rebuild Report Keep Measure Try of by the 'has into 411, mois- wetter. differ- different of that by falls. and water depth before the at it playground of as for water edge depths washed garden measure height a water or deposited in ungrassed account water's muddy and articks rain or to Water grass rocks of garden. estimated of of near of in try pans increase size school soil and flat roadway samples samples drivesh compare collection off in into out and ence. pole points rain. ture. run rainfall. soil Make Compare Determine Put Dig Gather Gather of soil de- 6 is by school unpro- eaves silt dams. water. footbridges slowly. on into garden. or and rocks. fords. in most indicated trees, under tracks. running and soil fords seeping carry washing of car dropped. by where silt. to under culverts in rain: gullies rain: water.as plants. of arc silt slowly pebbles of of washing severe of soil power or of creek water water of of hillside. heavy during rain rocks of of rain in grass deposits height after showing on posited. garden. tected schoolhouse. Power Condition Location Collection The Where New Bends Heavy Gentle Relatively Falling Beginning Washing Creek Schoolyard 4.4 CONSERVATION XH INHIL) MO op be or .or the local local agent silt. com- days; to tenta- or or reservoir of pond should with the completely of the life means earlier county scrapbook a school school of silting in from filling on being as with is the its the the put activities reservoir of silting for such to usefulness for pond why changes the the in the one compared information and Further silt. expert to what these article as editorial why likelihood the about an on of with an change an map 'the learn to paper and filled paper community prevented. tiyo effect library. reservoir munity. Consult Write Write Transfer Study of be flow dams, can and instead pond. observed watershed which that the check land it factories. the of on washing and of creeks do methods part forests, It unused from and rivers map remain any excursion. other soil thc to with or What43 rivers indicate and WaterContinued into single the tentative pond water a map a reservoir in the preventing flowing this showing seen terracing, into of causing of Sketch On Sketch in in- of irregular see caught to or silt. because water bays what with disuse in and in silt go stagnant power. to reservoir: of tributaries of or factories line. of or Where pond shore bayous. sufficient Collectioil Filling Mills Danger Silted ,...... 1 NO1IXAW4SSIO3 WROINHil3X3 a a is to as in ex- the the city kind and waste, locate water. by from the be around running the power university off to reservoirs. to and of designed used keeping irrigation waterfalls school water running of home. their State carry for water the mention cool. water believe source of watershed for piping from your of and pipes reservoirs and means community pure. no of which important average of water of single-purpose kitchen. is the in home. power have the city the samples way the power of fountain scientists States forested the amount about of to with by of the the station for success there the keep of into map for list for way if simple water what more to a the a different United testing. a a a sources used industries school; way periment water for spring even or water be utilized. reservoirs. compared effect the of the Plan Estimate Plan Plan Send Learn Study Study Make Sketch I a to of not as water idea and pure. sites city an necessary kept water. get is small the dam is to (if of or with machinery. which cost water falls falls wheel for the the city the residents .of water the power machinery the Of about about toy e how a power the supply. supply the source dangerous). Inquire Learn Note Inquire Build i as fil- I. lake, small keep- such and of in stream, way pure; result. water supply a the air. well, water: of in of a pure. water wastes. of them. and water by the streams. kept falls. cause power standpipe: whether run ing factory water. a of reservoir: Freshness Clearnéss a How Difficulties falls. of valley. as or of f plant: of aty Kind, made community observe to or Erosion Use Cause Slope Amount Machinery tration City Fans t.D
XI 8NOISilaacL of a. the t?y or to throw- wheth-: it, - on - from - source Atlociation oil its school. use people mosquitoes,2 activities from the National keep of pond, about preparation. to plant streams. the do Further in rooms to 110 wildlife. water drain waste campaign what to and commercial different ing er a Sketch Plan Plan man ¡ of 'of des- water benefit fish for results of the pp..15-20. bad observed. ¡bor do system or to 1937) number waste or 32, good of What explain 4 conservation WaterContinued to Olds water. 'cause, of amount (Circular water list size, janitor V. for supply. troyed. standing N. Ask Make .40 Estimate Note I plea s A' York, for water 0 New of land. see places to the on what etc. pollution birds: Broadway, breeding and and Thirst 1775 go trash. observe waste,. 4 schoolhouse: fish batteries, water. to to heat. in material. of and of wastes. with of William. Societies, creek and Where boiler killing filled or Size Amount Source Care. Factory Automobile Garbage Vogt, and mosquitoes. 2 Steam River Ponds Audubon - ; 0 "-
r4N( N(HIXAHOK00 lfiH11.)X:4 crJ it to in by and post bou- York looks on other where not flower plants. making to them American and kral particular of the New community patch place for mount for artistic the of 'of always the 'the in kinds by how in arrangements and other accessible of care History. ig see picture patches community map to Trail" some interesting suggestions people gathered taking the different it or this different the flowers flowers. collected Natural of trips best. seasons. labels. correctly. flowers. of Put the of vases its make wild imaginary flowers interest Along the trying map contains wild-flower church, at them flowers return a an patch their different will the quets interesting Museum beauty. it in people, labeling City, Ace, "Signs different crowd patch label in mark If Press Draw Paint Arrange Make a to of to for de- and cor- these for if school taking school like not spared. scissors, of different patch the tested be them the or of book. press patch condition and 4. be bed the on would can .of to bouquet to J. a of as and this a pluck s yoú soil location soil -P of to not for such 'observe, decoration. the the pocketknife attractive beauty plants blossoms or show conservation which or to of a Flowers care be only of varieties. to or the floviers with use class rare flowers. roots flower design to would sample photograph collect spoil few or people roots. taking whether sketch plants of a a a to a a to at for destroy soil use rectly, other flowers' types not ground. sired, ground. school care compared Examine Pluck Draw Decide Gather Take Sketch Gather Ito , -» corn- flowers vicinity. roadside, the the by in 19-23. in different of extermination. birds bloom 10-12, carried. whether woods. of or is in plucking. or different. parts of pages or flowers. pollen danger patch location, soil. way filso of in harmony. flower' of alike butterflies, the See meadow, 3 in are Bees, How How Correct Plants Species Color General Type munity: . Wild-flower * r.i . .4. . ,". -46 A 4. a Flowrs-LContlsizei 4.0.4 illhere to go and what tò IL ...yip, - see Wiiat to do Further activities Wild-flower . . , 411111114ib Domed: Appearance of plants. paid' after flowers have blos- 1 Draw .sketches of seeds of Place_ seeds . Appearanee of seedstprotectilui emit :iowers themselves tfiat and their and spreac!ing.grow ways o LearnGather. seeds garcien to identify plants by an school ground.for,planting different plants.seeds.in wild-flower Plant seeds schoolmens ground of flowers in wild-flowerwith mounted and bto which they belong. garden pressed speci- on the Woods: place. # s in mix Take phofographs 4/5 of rare plants. 0 thebloomplants. setting naturally. Plan the in which planting try to the wild preserveto the resemble flowers r A;r:446- - Mosskincis,Ferns--7kind4 soil,type l?cality, of soil, location. manner of CutLearn a few tospecimens identify. for pressing. Press labels. specimens and plan appropriate 4:17(-1 to\-..4 agrowing absorbing elbow rain. to one another, quality *. Gather specimensrarium such as for glass garden or ter- Arrange plants gathered for glass garden .k, t; Partridge. berrytnimner . of growth, moss, polypody, Woods, artridge berry, reindeeror Christmas with pebbles and moss. bk. locality, type of soil. . ferns, "redcap," "lion's tongue," and EstablishMake signs a fern trailto protect ferns in for the woods. 4 Flowering plantsmanwr of growth, the like. Plant fern community. .k":"1:::e.:11 04,41.1; locality, type of soil. ts Make sketches of plants in their environ- 41/4 gardens. :3 Plan observed.ment: ways to protect some of the flowers Ic 1:74tamt 7.1,. alL I .. SNOI8LI.IX3 CJI . or - the Air with ones with from them com- com- Hung. . guests discuss school- . seasons it Mowers. plucked, pollen the observed. what about the the li-ai apply and in -other in displayed. and collected safely with for protect specimens and and schoolroom programs. in instructing flowers be are lunch information. the help the discussions for honey plucked made flowers Label flowers may store plucked, for of folders bouquet or it. bulletins flowers bees be be of a or wild some in made. or honey show conservation of is can interesting floivers habits flower what it never for speeches hav" posters the and whether observations books secure ones bread" wild flower community. note same way to a arranging to how the what munity. should conservation name the in specimens munity -bee and about room. Prepare Plan Plan Decide Discuss Visit Try Gather Prepare in write inter- legs. tramline and plucked their ones. pollen. later. flies especially on up he were displayed. displayed as flowers. pollen carrying flowers unfamilidr looked bee flowers display. flowers of a flowers be with of of cultivated. another a identify bees or unfamiliar list,of to follow whether to libels sketches a sketch to woods plant esting. queations.to Leain Identify Male Make Make Study Observe Try Learn bees: f by IF displayed. s arrangement. flowers. of disFilaa display. flowers of displayed. e, of bees. wild frequented nectar. of flowers. the pollen. and ofowild of harmony. of flowers a store: patches shows: Naturalness Kinds Pollen Bouquets Appropriatenesd Wild Kinds Uses Work Color :Arrangement k . I . Fklwer Flower Flores ''. one e. -4; a 111 db..1 01: KOLLVAW3SK0I 9NOIS11.1.1N7 of to oh- pro- 'fill leaves can and destroyed. Nsci, available from control. ¡II study of conservation being information. them for tActi. the community now means activities collections public the make %tree 114)111 about and for flowers and label which Further favorite in cycles (11,111$!(-. wild year. and posters a bulletins It flowers life the seeds. community. the ways the wild tect and mg Prepare Plan Collect Study Arrange Choose in (if can tion ,tvu *I flowers by: branches rrt compost. for do which killed dead Forests to in for insect. are rides and of group& trim swamps. ways roads. What leaves done. of to of and of Tress flowers transplanting. FlowersContinued whool manner. fallen how think on plans what damage appearance saved. to Plowing. Grading Wrong Florists. Drainage be trees proper Note Learn Note Try Preserve Learn Make to the less slope flowers Si- on near see flowers with community to or irt than flowers: the gather transplant weeds what in the tree to under of who knowledge'. parasites. or and away. go 'plow. under and patches pluckers. tree. others developments. far attempt to proper growth gran, enemies the drainers. and who than grader. insecti flower kholground: erosion farmer's Where sell. without on ag, ^11 beside healthy tree discover Road Swamp Real-estate People Plant Florists The Thoughtless Less Flowers, a . to ti Different Trees 'or I ..0 .. isTO:1 AWAS V NMI SNOIS11.1.-M4 elk I t the are the this r Gov- about in on ground I 4ot erosion, stations of national park trail Itf Carr thr the imported. school trees, activity community. activity trees. growth. in feeding forests. favi,t the are or or t nature collection thc f up heir a and on a about to trees r # or between kinds of favorite 4 study put study seiect have trees of of of to of to schoolground... parks. home which and kinds.).bf organize records bulletins accessible unit at relation unit study the a a and on and tree% the what keep floods. trees them national birds. permission permission tree. plant conservation and and native parks. park. ernment for 'the Plant Individual Develop Study Learn Study Develop Make Secure Get Get I and with been write' forest which needed or of trees it park have are best. study. of seeds. the trees. the paint arc sample trees and trees. of which lack a gives and further 111 ones the he favorite or more for trees leaves doctors. of take of trees. trees of what of to care caretaker tree trees 1 for many schoolroom. the and by shapes the the to have them. favorite how for the to sketches why, collection appreciation favorite photographs permission about and cared the respect people litter Choose Make Decide Make Take Interview Sketch Select Get II in or in dis- with bark, bark, 'with typical soil trees from leaves done with dew leaves, colors leaves, is single shape. new as viewed compared appropriatelspots. and what fruit, fruit, in trees. fall squirrels. compared seeds, general when treef in beauty by by and shapes. rows trees. from and of and or trees trees leaves roots. of awiy leaves birds under flowers, spaces. park: litter. of surgery. a mold. different under clumps in branches. tance. branches, a spring. in them. plants open . Shade. Beauty Characteristic Identification Colorful Buds, Kinds. Identification Observation Nests Falling Plants Leaf Tree Soil Forest Exposed Trees Ita NOLLvAtlaS14100 SNOISIlflaxa it on the your on about of famous United of trees. and facts history the trees trees local of about of the bit trees. a know famous stories community activities historical trees. of the the who the famous ofinterepting of writing of of for Further famous people story collection sketch the study study trees; label. labels a the a a a trees. the local locate States. State. community, each Interview Write Make Make Make Make Make the pro- protected. protecting of associations being do or to neighborhood. are ways paintings. the ForestsContinved trees What other of or of and authorities these trees. trees think what the Trees sketches how to tect famou; Make Learn Note Try of the neigh- for see important value. the fands. size to in intersections or what .age. foreign the economic ki9c1 and their from in commemorate 111 significance go mark for or to particular eirents. unusual which noted of imporitd unusual Where of local highways neighborhood. T+ Trees Trees Trees Trees borhood: Trees e I * ^ .? A woods ForestKinds waste of trees, by cutting,planting.virgin fire, timber, lack ofsecond, re- or or forest: age of growth, whether third growth. GatherGather specimens leavesspedmens of forestsoil. or twigs for study. litter'. OrganizeSecure and and organize label collections. "aernmentthe United States. bulletins on trees collection of Gov- and forests of Forest enemies, suchgamin. as insects or dis- Gether.Choose specimens favorite of trees forest and sketch or plants. paint MakeLearn a thestudy of difference ways of protecting forests.between national Special kinds of treesand attacked left dead by or dying. disease Collect specimens oftothem. wood, taking care not injure or disfigure the trees. Learn what the Governmentparkstect and national its parks and forests. forests. does to pro- crs TypeWaysForest of in litter.soil which treeswhetherside'th have suitable been cut, forest as compared with soil out- or not. Study effect of litterforestetc.Is the water dear? on Whereon isstream it colored?soil moisture. erosion- Find out what privatewhatlumberprotectionprotect part owners companies theof private Government areforests. now the forests they own has in the doingand find to such as MossesPlants peculiar such to andthe forestwhat orthey woods. do for the as cedar or ground pineforest floor. 1 Plan how to developspotsdecide what plants, trees, and should be labeled. a nature Sketch. trail and beauty Find how the forestmanagement.tected from insects, diseases, visited is being pro- and wrong I. C. Plan and paint signsnature and trail. slogans for the
At 00 NOUvAtlatiNOO Sliolttluilnia in or be for the Ask make Carr; to nature nature to "Signs anning . class, Natural groups the of of trails. for Government for speak interested - journey, school, to nature community. trails. City, nature William on for improve labeLs. Museum building information Federal activities these by or plan your help suggestions trail York private of the nature or made in to with organizations or has help Trail" notices American Further New of improvement. to State nature about on trails the the for to sketches list visited. improving to bulletin new permission plans trail community written nature representatives school trails. bulletins History, Along this and departments From PlAn Get Make Write Write 41 plan need trail. and that the care. on have repair plants do to plants need should locate the ForestsContinued What that that and and do. identify trail labels to plants Trees to labels. what Sketch Locate Locate Learn of labeled. signs see paths, be to and what should narrow trail. -labels and on that of labeled. hiker. go keeping trees trees to the birds. trails: kinds for to of already and Where nature value Plants Plants Interesting Haunts Various Reasons Forest a ¡Nowt NW V.ttlab NOLL sxolsuaxca 00 to for not the tilt- tree and and 4`11 water- in (ni of money, , surgery. aoes different soil. lives protected in forests. protection. of Service working in of A to erosion its forestsarea, is are forests fires timber, States 131,11etti1, need for forest methods of surgery. of done Forest they of forest for lands. observed affected lives. on United of ederal national of way work conservation proper States has cutting the trees damage cost resources Government ()r in protection sChool loss by the floods. of grazing the the the the why at the about by and and floods. States scrapbook' State United and and forests greater record about disease how a how to trees learn about about more for loss, of a to have United information. location, power, property soil prevent places floods. use from surgery. Learn Write Make Learn Learn Study Study Try Learn Keep Study Write in his the take e good meth- water. stream of or by necessary regarding trees regarding muddy explain land. to district. was and man importance deposited his ranger men. repaired the trees. in plowed soil clear surgery director of of of in the lookout forest or wood the by discuss and the the of different to samples samples why of surgery. sketches used forest foreman him duties. cutting trçe photos. in case ods Interview Interview Gather Gather Learn Draw Ask Ask ; by by and and plowed ,- t.10 forest forest carried the repaired most soil being of through through through work. needing parks runs runs runs of tower: workmen. or station. amount of trees that s which of which land: streets ranger lookout that water land. in Methods Appearance Kinds Advantages. Location. View. Compare stream forest forest surgery: plowed A A Trees A . 4. 4. a. Or A 4. mg; 0.4411;":". lti"'" ' . : 414?4.21` iI " I. r'tif.r). :. Trees and Fomtr--Continved 00 . ...11 Where to go and what to see ..,0 What to do Further activities .0. ;IN - A National or State park: t.1:4leyaklit:o 1.. Beautiful scenery. Take photographs of beautifUl places. Write Service, roir ;4 TreesWild-flowerWildlifeNature and forest. trails.enclosures. exhibits. MakeRead signs interest. notes to help remember and labels. points of orington,States D.Department C., objects to National Park observed. for literature of the Interior, Wash- about park United . :-4 NationalMuseums.Streams and monuments. waterfalls. MakeObserveGather pencil sizelittrature. large trees. and beautysketches of of Learn their the mountains, age.the very old Organize the makelibraryputting it or availableyour collectionby inviting literature to the community the communityirou in secure and the local byto 41. k Historical landmarks. Take ralist.valleys, and a nature walk with waterfalls. a ranger natu- comebulletins to school and and other material use or borrow the which you PlanPrepare Parktosecure. take and the trip. to show reports to give invite the a movie about to classmates unable parents. a National Movies a orton,can D. C. the Nationalbe obtained . Parkfrom Service, a western railroad Washing- 10.1. 1, _ `It7:70-1":"4$17 Homes nicely KindsKinds of shrubsflowers. and trees. landscaped: Make sketch4 of the arrangementtrees, flowers, grass. of shrubs, Get permission to andhome. decide Study the present what kind of plant a newshrub plantlandscaping would or tree at A city schoolground. dren): TypesTrees.Slope. of soil. (For country 4'1 chit- Compare the city schoolground with the Plan be most effective. ways in which thc landscaping of you Flowers.Shrubs.- TryAccount for differences.country to think of schoolground. ways in which thc ground . lows _Get permission to shrubs.grounds can be improved. plant a few trees or "1 A country dren): SizePlayground of ground. space. schoolground. (For city chil- you observe can be improved. Trees.SizePlaygroundFlowers.Shrubs. of ground. space. . TryCompare with your youown school4 to observe think of can ways be improved. in which the ground ground. GetPlan permission to plantgroundyour ways ground. can in which the landscaping on your be improved. a tree or shrub on Forest trips): HowValueKinds. conserved outside the forest. trees in the farm or protected.wood lot (individual RecordMake listthe ofstate trees of health observedtimes. at of thc trees from different Learn whether whether orobserved not are nativeor not to the the locality the locality. forest ever was trees time to tin*. I cleared.forested and, if so, why and when it was ooco.) t. 00 NOLL SNOIWILL1.)X1 the and pur- and what speci- which in doing forests lumber methods out the are other used the pictures of about 4 is find in and materials lumbering for lumber. and of practicing display which pictures in activities companies for a of building building forests industry. have collected. companies for methods, label conservation lumber the Further Cro other lumber they wood the lumber substituted and collection at. lumber of about a about what about be to the conserve conservation. poses. community can mens milling. industry. to difficulties of make and Observe Learn Arrange Studr Learn Learn Write you kinds qualities different lumber the note different secured. the is and do uses sold. of of is a to sold. lumber. lumber. what of made are of lumber lumber ForestsContinued What for of lumber types. specimens uses the kinds and of lumber the types dealer small of specimens list where Trees different the wood. for for where"the about of types of See. Make Examine Ask Learn Ask Ask 11 Ask Ask 41IF E see supply. from. to st cut hand. future what waste. on logs. were at and go logs lumber sawing to conserving wood. of of of trees preventing of of of preserved. yard: Where How Amount Kinds Waste. Ways Methods Kinds Methods sawmill: Lumber A t(' 1B tzto r .,s 110,, NO1JVAWASNO0 SNOlgUilJX'a 00 of in- the Of- eggs facts com- fence plants on for birds feathers the informa- in the of in Printing with kind Survey birds interesting bulletins collected represent or the made to calendar. observed protectiolior observed. bulletins. cat. clay bird Biological Government and protecting the fields. mounting a birds hawks S. Government exhibit. regarding in in of they of descriptions birds. with Qi food the species. U. U.-S. observations keep or of bird the for list way eggs to short what given a secure the a ways a anil birds. munity. fice habits tion with about useful of formation different corners Learn Plan Plan Plan Keep Make From Write Compare Model . of to 3 the dis- that they birds. about which or back call number. stripped plants Look whether study winter or that and nest. birds. different homes of in for glasses. of note 4 needed. birds. color, to shrubs insects. signs apparently eggs spring field south. food. winter Birds of new of than different or habits for size, needed or of of for with in closely plants birds their look more or grain, signs look nesting nests shelter eggs birds birds not feathers from many specimens community. for fruit, photographs weeds autumn, spring, provide play; also your birds drive seeds. eai 4 In In Note Gather Compare Compare Observe Gather Compare Observe Take 4 the birds and eat. 4 protected. to eat. protect be corners, can birds eaten. appear which fence birds seeds environment. which birds 12-17. to vines fruit weed which or habits. young. bushes: brooks, which enemies. pages of or feathers: in of and also from Insects Eggs. Nests. Loose Grain Ways Shrubs Kinds Nosting Care Adaptation See 4 like: Weeds Meadows, I. 0144. 0 BirdsContinued 1 e 4111Birds: Where to go and what to see What to do Further activities , Woods v4 to find nests of hawks and owls. DrawListen sketch toof call of the the nest. hawk. Study the control of rodents and insects by ... Determine in the nest. whether or not young birds are Write Committee,predatory birds. to the Emergency 734 Lexington Conservation Ave., New ir - NoteObserve how the time.ful soaring of sleepy beauty of the adultan owl appearswings and bird. in the day- grace- Write ingtoryYork about birds. City, to State the value ; for game commissioners teaching of hawks units or on owls inquir-preda- and Place where an . eagle's nest was reported. ObserveNote size the tree. of nestswift and fligh*of its location the adult high birds. on a WriteDiscover nationalthe protection given certain why the emblem. eagle was chosen species. as our , 1 % Study thisinquire noble materialto the State about the bird. on the gamefood commission and protection afforded . eagle. habits of the 4 ., vk a li lit SNO X of ti)! the set resi- birds come other make to or nef-ct the hunting" record and and which observe the "No note make 4. schoolground. on 4". ground. birds. and birds migrating community post community. and I. bulletins and the protection the counts. the for the day. of on school or articles bath for bird station to to birds bird waterfowl. it. migrating the sanctuary. for and bird sanctuary, day to our shelter it. eat about farmer QI houses feed a sanctuary a collection feeding the use bird to a bird available that from birds. a a a bird a occasional posters for out.feed materials them birds frequently birds which signs. preserving aside dent Build Begin Start Put Influence Build Care Build Arrlitge Plan Construct Take of in legs. home rest shelters to kinds at long observed. the birds geese trays involved. possess used. built or different and was of birds who work attracting ducks shelters materials of of flight. for of wading record. what number 11. persons in or ideas and. the why. learn record sketches sketches with schoolground. water birds and or Draw Decide Count Make Gather Draw Talk i .1.- by ex- during are built 4, excluded. baths are or animals "improvements." (especially any): given. (if seen. out. birds trays, neighbors: other man's birds. marsh put protected. to birds of or and places and of birds. ". feeding protection food birds of of of el of cats undesirable 'OP stream, Nesting Number Kinds Relation children migration): cluded. shelters, Types How Kinds Habits How Kinds Lake, other Sind I. ar t. 00 04 SKOISIlf13X3 in the in- and with birds their lower about scrap water- season. a summer of different in to a people about park in in and in winter. of in observed or community. interesting in poster bulletins known interest children taken the hawks or protecting. is bulletins. attention with birds there to of chart gained of of or activities help a fruit community usefulness the live what of with chart, to birds. biirds labels on ways of the or study posters books the in Further Government 11i learn in which and plan \ map, them information print amount manual identify a live special for and pictures and observed a those given or a ()11(),Inc birds harmfulness birds. conserving grades which and that arrange book formation fowl (.( Write Paint Write Prepare Estimate Compare Secure Make or an fruit. available from. harmful signs are on seeds come cat. a do or cultivated observed. birds to they the observed. given birds fruit the save things What birds wild whether to of of ii BirdsContinued countries food birds information decide record there what what record to the if to useful. labels. Make Try See Make Learn Learn Study birds elder as 11b see to which such what birds: fruit, food. by and orchard kinds. taken. for wild zoo: go of the fruit or to birds. of eat. in different of nests. frequented park of mulberries Where in might or Insects Kinas Amount Birds' Accessibility Birds Histories. Habitats. Orchards Aviary 1" as,# .." .A. . fr. . APAx. CONSERVATION EXCURSIONS 00 in is the birds calls. for feeding Survey, birds to informa- attracting bird manual. made. observed. of seen. and of study bird-banding. showing observed printed schoolground. birds birds Biological in record ways sketches to of baths, of or (limit of of birds identification of birds pictures bird study values activities action an trip). Bureau practice its in on phonograph attract scrapbook the write further motion a calendar a and and to shelters, to practical to about on time. mimeographed a and observed them. flight trays tion for first Study Observe Study Build Carry Listen Keep Plan Prepare 'Write a by the and feed- other Wash- find waterfowl and notify flying baths, you threatened and Survey, If song. Ito bird dead, birds or thickets, birds. or of identifiation. hawks call birds. seen. in of as shelteri, birds. Biological different injured of particularly aid habits of for C. birds protective such notes to of banded of bird States are D. shape list write note sketches for trays, notes birds, rest. to which civilization. ing attractions United ington, banded at Take Note Make Make Make Look Try Sketch for birds birds: birds meadows, timid waterfowl. by' color. of protected. s rest. and woods, are sparrows. unfamiliar at and protecting frequented and shape which protection community. homes; for flying. for marking. flight birds the identifying of places starlings in location. of of and of other from sanctuary: Habitat. Nests. Characteristic Birds Provisions Provisions Kinds Usual Call. Shape Song. Color Manner purpose and Museum: Bird Schoolground, d. II: - 4. 0-3 wliolgHaOxa are special which differ- unable canned fish of of information from the 1.111W, you. places for fish. for classroom. labels supply where of classmates fish the activities scrap-books a save different for for show to canneries to canned the Nation's canning Further trip. of report a other map the grocer the #le a individual a aquarium about to brands an your take 41b trips. about supply ent fish. to sold. Make Write Ask Study Plan Prepare Prepare in to to 0. what ques- efforts and birds fish. report for of fish your what the of year. and and o do photos making guide sold answer waste every to in are Fish take your help P or hatchery to or fish help What supply prevent rest. to the BirdtContinved the to the at or manager sketches manager notes about where made the the flight classmates. are maintain tions purposes. 1 Make Write Ask Ask Learn vs. pupils): see tO canning. calls. what and e individual and A I neighborhood: (for disease. songs . go..and the catching. to preparing in dawn hatched. their a fish. of water. birds. prevent at fish. to of to fish a Where a cannery hatchery: haunts Identify Listen Kinds Methods Methods Waste. Kinds Source,of Efforts Use fish fish Bird It 4 A . 01 A A sti,wy - . - A -6"; . f'4 . : 46., 1 o I. 'J t- ék 11° iken, AO: ki 2:21 v't :" tO' NOLLVAIMSKOO EiNoisua.)xa t;) a a of or on sev- as mate- . of writing make this gasoline. display relation products. a each Use and and newspaper group the of practiced. oil loan descriptive gas. other. the petroleum. local to posters petroelum of of and or sample firld. leased. each showing of a methods of natural to or field: trip. conserving three wells. life school on company give making and production. the of or for display discovered. for owned diagram oil the â on by-products for information data products a two products. on need the possible Depths Annual When Conservation How Probable report if these eral basis rial the articles Collect List Draw Request Arrange Have Collect a part class com- num- a bottles before- plant. relations, the the collect one or gasoline. of through and show public and count I through tubes attention. to oil arrangements of manager need glass bottles) children greased, product. Minerals children company's kinds e that (make a sttendant small being guide each resident guide section. of to the field °with car perfume to some different Wkoints the hand). pany's of man the (ust:(1 ber sample AsiGhim Arrange Request Watchl Take Unterview stored. 6. products. field. and and gas 5 station. purifying pages of natural 4 transported or also is service et oil Sec field 1 Methods - . . Oil How Refinery: Gasoline a 9 1 fts ... ' .4 DZ,F ¿ . . '.-7 . '.. . : ' z . ; .ft " C.;44 . .1 0611/...... :,e I ....,_ ...... t,...:. '? ; , 'iliii 4. ''''s ,....- ;fi.- r ,-.:. Z: ':1 ...., .."44 'i. ,... L.4, n-..w 5/._, ..... I IN; i'.. I, -.;77. 4.-... ,..., ..1,444.s...... Oft 41. 41. *I- e AIM . , . 4 011. Mineralre-Continvd w Where to go and what to see JP& What to do Further activities 8=4. ArticlesArticlesWastage of made other from minerals. iron.yard: from rust. NoteCompare other painted ironwith with respect ways to damage from rust.of protecting unpainted iron. iron ObtainHold school a scrap-iron light yard or dealer for sale. truck sale. or cars to carry iron to O.; r Have class the children meefing to discuss thecan do to save iron. things lta % Coldyard: at. EA... r . - WeighingKinds of oecoal coal, sizes, and on trucks. varieties. FindGather out where differentsamples kinds of coal for display. Arrange specimens in a display and label. (write to Transporting of coal: a Find fossils in coalcame from. to show that its origin Locate coal D.U. S. C., for information). Geological Survey, deposits on map Washington, a. was organic. Collect informationdeposits. on on remaining coal the care ' Collect information of coal 4 40. -4 "' t 1 . fires. , . . servationake of coal. some posters on the need for con- . oi 4;!.-- '4* . Quarries: Type of stone. Gather specimens for display. Arrange specimens in orderly display with ;. . Waste.Methods of cutting. Interview the learn for what the stone is used. manager of the quarry and . Learn what other substancescarefully planned labels. can be used rr!ntpil;. , ;,07, . .. .. Learn the quarryto what extent the supply of rock in is exhaustibk. Learn what as substitutes. ways labgr and cost in extrac- A roadside Variety.ShaPe , or7 stones. creek with many pebbles: Try bles. to determine possible source of peb- Write the imaginarytionwhich mightstory ofbe was savedf a apebble tiny IP . Location of larger and smaller pebbles. MakeDecide how theypresent a collection of interestinglocation. pebbles. were moved to their gay. first washed out of O History anil Culture 6 Historical ciprches and other buildings:Architecture.Decoration.Material.Pews of famous men. TakeReadMake pictures inscriptiont. sketches. or buy postcard views. WriteStudy history of schooltheNation church library. and of a bookletas about the church for therefated to the church. the Neighborhood.Organization responsiblement for establish- See alto and maintenance. pages Write atownhistorical or buildingsstore. and exhibit this in the a guidebookschool of the community's librari or on a counter in 28 and 29. 111. '=1107 0.1111-.-:.- 7
4.1 SNOISIla3X :.71.- or an roc his- asso- monu- homes signifi- is parks. show historical Washing- ' commem- about : to building days. the anything-the - they ff is history historical - the historical historical national and early v. Service, &on the , in the the the there drawing aCtivities events States keep in repair. information of Park ' not to homes. the home about for about or monument. community of 1 do the better United Further the the C., the imaginary account in in National book can landmarks booklet of of with community. D. a an an what to whether a the ments cance importance orate. ton, torical activity of school grounds dated . . Write Make Write Make Learn Write Learn the write main- only furrtiture. and 'for with and study. Or notes, in do home to utensils aid a take responsible to CarltureContinued artist. shown. What such using and of of in ...ra,..v-gr-1422301E2aK14:N;x-; life questions authorities ways name inscriptions, History tenance. down conveniences ID Learn Learn Read Imagine Discuss event beauty. see the to for general what design and and of use. go to and repair. proportion, of homes: Where commemorated. Lines, Location Appropriateness Condition. Material. Architecture. State Furniture. 4 Monuments: asstoric -- !;: -, v 7.'." "FN4tr.:1--*4 . r - . ; 44;7. r ,.* ,.;5!:411: . , 11. 7Pe. &t.:;';I: c Py:>. sxolsTLL))ca CJI of by the the and events used is making about school the responsible increase is museum. the the to and in the do museum visit group in to can the something trees. history the poems. interest school of extent their pupils commemorate. or particiPating a community craftsman the preservation. age of what the article. about the to what stories local community. their way what a the craft. some community's which.they for .teach Read Plan Plan Ask Learn Learn Learn. Learn in- study. special of for standpoint particular useful points of from II study. and investigation. of articles exhibits books. for to of unit information writings. material, of the of different to history. homes. list questions sketches. notes bindings illustrations. attention design, beauty. terest of Note Note Sketch Observe Make Give Take Make Discuss Write 11 . like. mainte- the buildings., exhibits. for not. and library. these or and in of exhibits. native of coverlets, responsible writings beauty s. buildings of of relies: writers. kinds whether of carpets, printing. e, 7ptions. trees: literary handicrafts: nance. Collections Furniture. Homes Pottery. Rugs, Condition Embroidery. Block Different Organization Metalcrafts. Kinds. Cofidition. Sourc. Architebtural fr Local Historic Local Museums: J. s. : ; r :V: 4.;% tb° . ; ; 11 ,717;# ilk/. 14:;.2ili r cup dr474441§0C4FICOeri51*.:Itamts,ar0.;'_U-7-4ar.fa.:xtui....1VargIN:., 4s-44,4i 4111 tN.N:ei: a. tl I: 04 WO' I. History and CultureContinued ' Where to go and what to see What to do Further activities Early Soapmaking.Churning butter. skills: Visit homes ried on. where such activities are carp% Invite one of the parents to teach the QuidDryingCheconnaking. lemaidng. of fruit. Ask tions for parents doing for recipesthe and work. sets of direc- Plan children demonstrations for an early skill. " other classes. Old-fashioned vehicles Quilting. 3 .4, Buggy.Spring wagon. and machinery: Note materialsthe power of whichthat moves objects are made. them. Develop a of the study of , e mi. life in early II Sleigh. Note the large amount of man power re- community. , 4 !+: laderCarriage. press. quired to use them. i. ii -; SpinningGrindstone.Corn shelter wheel. (hand). sr ' o ! a' Local CollectionsCollectionsStamp collections. of of people who pursueipterestingantiques. books. interesting hobbies: 4 BeAsk careful ing other questions. people'sand possemions. appreciative when view- MakeSelect hobbies special interest. a study and of articles pursue them.in collections of lt QuiltsRaisingGardening. and of fancyquilt animals. pattern;. f erode Sketch patterns andmaking designs further study of them. with view to StudyRead aboutabout plantsinterestinginterest hobbies to their of famous owners. or animals of special Plan people. a rug or quilt to be made in school. el - Cemeteries: ConditionInscriptionsInteresdng tombstones.a cemetery and tombs on tombstones. of CopyRead inscriptions.and% discusspupils inscriptions in are interested. which Learn dy about w o enance. is responsible for the cemetery's the historical periods in Headquarters of patriotic associations famous people. such themadewhich early toimportantar-n people the community's local people what social no longer living.contributions culturelived. by were .5 a theas American Revolution:the American Legion or Daughters of DisplaysCollectionsExhibits of of flags. ofpictures. records. L. DiscussNoteRead labels. points of interest. care given to displays. TryLeárnInvite to find history members of theoftolections. thecollections. the school to speak. ways of contributing to the col- association ., to come /MP eC) ot 00 NO3 NoIlivAns 40 for In- corn- some such work, com- pieces express dig the or museum to to your as bead your or in of in headwear isature i 1 luch .itate &sign nhade. a arr.)wheads, piecc Indian activities as a your about Indian cultrure drums Indians using an in by feel such an'thropololist make rug community tribal make make Further etc. a you to to where and State worn relics yourself or your your in to of how way how that learn pottery, munity basket, the part Indian to of as munity. dians Imagine Write Learn Learn ,mmalipa art ap- a com- design which exhibit. own informa- and 71- the of of your school reproduction. writing particularly of do for Sib writing for folders investigation. are to or some meaning for folturip--Continued pictorial material. in Indian objects AP" What which of of specimens use and and other bulletins studied. few for questions a understand designs with has free' see. symbols designs sketches to History down you pealing work. pare class tion. Collect Note Try Sketch Copy Jot Make Secure of writ. see sources s A, e>' r Indian of other what silver. silver. , crafts:. or of I and - symbols go museum: pottery. stone. copper, Indian stone. made to of of with locid mounds: or battlegrounds 1.318- Where Pieces Arrowheads. Objects Polished Baskets.'" Pottery. Beads: Pieces.of Polished Shells. Drums. Rocks Toboggans. sources arrowheads. Old Indian State Local WOO si ;%' fi et fi V d - ". . a eihr° to. I. I:4 I I l .44. or- I d Adel! ' . Make a list of local names oi L whim (ffigin. fi ' OrganizeMake and labelrelics,who collect ons of anonce statuary,Indian toboggan.7 lived in and picturesyour of Indians corlimunity. 'Indian - Quarries used by Indians: ClayClay for from pottery. which Indians in some Note color and texture of the clay. Make made by Indians who onc:! a piece of pottery similar tsk that lived in your Fields Plants which Indianscoimmunitiesfood, used orfor dyes,made their pipes. woods: or medicine. GatherNote the usful partswhether of flower, leaves, a few plants for a collection.or root. these plants LearnPress andwhat label plants thelocality. the andplants Indiairs how gathered. they prepared thc dye. used for dyes Indian FoodIndian preAtred dance. camps 41 the community: by the Indians. ObserveAsk an Indian woman toan tell tribal legends. Indian dance. PrepareImagineImagine dyeyourselfan yourselfcommunity Indian .!Lnd and compose tell the cla'isa as the Indians d d. an early Itindian a legend. of your !Salomon, Johan H. The book of Indian crafts and lore. VIP New York, Harper and Brothers, 1928. 'historydance of commemorating your 418 tribe. p. sonic event in the 1 411111Iono li 41.,4 , - t . 0: 1 ., Lb History and CultureContinued e Iowa Original homes of Where to go neighbors and, what of litherto see na- What to do Further activitits 8 donalities: weaving. Learn how work was done. . ( Study about the homeland: of the neigh- M 9 Costumes. Ask questions about interesting ways of bors visited. fr Embroidery. living in the homeland. Prepare exhibit of household articles used 4.0 Basketry.Furniture. Ask for loan of hibit in school. duplicate articles for ex- innationalities. the homelands of Eurc pean or other e , - Pt 7. ,e-;' .r . Tools.Cooking utensils. - I1!'( 1..** Library: - 4 RecordsExhibits such dram and old as documents, laws, books. re- Try to How old. learn interesting facts: Make . willing to It collection of lend. oldto lks people are 1.4,;. - «" I . Paintings. ports. Subjects.Author. Arrange an exhibit,ern books on same subject. compar ng , with mod- goo ; . ' WhereHow printed are other and illustrated. copies besides in this '1'; : - Style. library. 4% oria BIBLIOGRAPHY The followingselectivebiEllographycontains publications whichwereconsulted, quoted,oradapted in the preparation of thisbulletin.It doesnotinclude all the publications whichare useful for theconservation excursion, andmanyof the articles listed dealwith school excursions in general andareonly indirectly applicable to the conservation excursion.Publications which deal with factual contentof conservationare necessaryin planning the conservationexcursion.Selective bibliographiesof such publicationsarecontained in Office of Education publicationsas follows: GoodReferences for Conservation Educationin Ele- mentarySchools, Bibliography No. 70; Good Referencesonthe ONO Conservation of Trees and Forests, Bibliography No. 71; and Good Referencesonthe Conservation of Birds, Flowers,and Animals, Bibliography No. 72.
ADE,LESTER K. Expanding the classroom. Harrisburg, Pa., Department of public instruction, 1938.72p.,illus. Auxin, ARTHURA. American bird biogrvphies.Ithaca, N. Y., Comstock publishingCOmpany,1934. 234p.,illus.' AmERICANTina Assocwriox. Forestry almanac.Washington, D. C., 1933 edition. 484p. Amity,LILLIAN C. Aloe* nature's trails.Boston, Americañ Bookcoin- pany,1936.344p., tn. Arms, BLANCHEE.Excursions for grade childrentheir need and tech- nique.Educational method, 8: 31-38,Sepv..$1.,kiOctober1928. BAILEY,* ALMS=M. At home with the birds. Chicago, Merrill publishing company,1934. 15p.,illus. Ursa, G. Dintwoon. An eleventhagrade field study: the coal industry. Educational research bulletin, 17: 173-88, October 19, 1938. Bkrinetsr,FainG. "roves in teaching conservation. School Life,23: 41, October 1937. Dims, HAROLD H. Educational excursions. Agricultural education, 7: 70,
November 1934. a &MOM, RUIPYsID. traveling with the birds.Chicago, M. A. Donohpe &company,1933.64p.,illus. BRANT, Limits. The Oiympic krests foranational park. New York, Emergency Clooservados Committee, 1939.Publicationno.38. 20-p., ilits. sMitl lei
. ". Z.- ' kr 4.7.; ,4 , 4 4 ;-, P. 4 -e/ . 7.4 S. - 'Ail ìt zt Is t. ' X it -40"; ! % :f 4:off " _fa( s, . 4 4 14 .4 .. T` 64411,-eqt 4 , . ..1r4 k. . *. t *- '3 .4 2.: Alb ---# - 4' 4. T.=;. * ' SI s - "3. 41 .;.*,1''.,.. N.41 t 10. .;ki4YSItt* LC i:44 102 CONSERVATIONEXCURSIONS BRANT, IRVING. The waterfowlandcommonsense.New York,Emer- gency Conservation Committee,1937.Publicationno.64.12p. ----"--A last plea forwaterfowl.New York, EidnergencyConservatiun Committee, 1937.1 6p.
BROUN MAURICE.Threeseasons at Hawk 114,2Lury to:" York, EmergencyConservationeCommittee,1936.Publicationno. 61. 9P. BROWN ZETA I. Teaching forthe pupil'ssake.Americanchildhood, 22: 14, October1936. CARR, WILLIAM H.Signs alongthetr'ail.New York,TheAmerican museumof naturalhistory, 1930.29p. CLARK, FRANK J.High schoolsconductreforestation.Washingtonedu- cation journal,16: 137,March 1937. HE CLASSROOM TEACHE R. Vols. 2,3, 10, 11,12.Chicago,Ill., The classroom teacher,inc., 1927.12v. COMPTON'SPICTURED ENCYCLOPEDIA. Chicago, Ill.,F. E.Compton& company. Cornell ruralschool leaflets. Ithaca, N. Y.,The NewYorkStatollegeof Agriculture andtheDepartment ofRuralEducation.(Leafletson birds, wildflowers, andsoil.) CRAWFORD) C. C. antLGRINSTEAD, ROLAND WELLS.TheWCof theexcursion -in teachingcommercialgeography.Journal ofgeography,29: 301-6, - October 1930. DENVER, COLO. BOARDOFEDUCATION. Arithmetic,elementary school grades 3-6.No. 4.3rdrev.ed., 1933.255p. DOUGLAS, FREDERICH.Ed. andcomp.Indiaanleaflet serieá.Denver, Colo., Denverartmuseum.Pamphletsto be orderedby subject. DUNCAN,CARL D.Wild flowerroadsto learning.Scienceguide for ele- mentary schools.Vol. 2,no.8, MarchWO. 44p. pub. by California StateDepartment ofEducation. DUNN FANNIEW., andEvEstErr,MARCIAA.FOuryearsina country school. NewYork, Bureauofpublications,Teacherscollege,Columbia university, 1926.173p. DURAND, HERBERT. Wildflowers andferns: In theiihomes andinour gardens. NewYork, G. P.Putnam'ssons,1925. 394p. EDWARDS,NEWTON. Courtsand thepublicschooli:the legalbasis of school organization andadministration.University ofChicagopress,1933. 591p. EGAN; LOMILLA. Wego placesAn excursionprogram. Childhoodeduca- tion, 13: 266-68,February 1937. ELWOOD,WALTER.Someconsiderations ofmethod innature study. School science andmathematics, 33:187-97,February1933. Evsili-r,MAMA.Progresstowardintegration inaruralcounty. Educa- tional method,15: 1797-88,January1936. Field trips andexcursions.Americanchildhood,22: 8-10,April 1937.
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..11 S .1.I . 4 ,04.1 - 4' 4. 6 k%41 .! 4`c libe t IS at.,it .110 --1'$fttiii- -4- .1....q*:i'str.- CONSERVATION EXCURSIONS 103
FINLEY,CHAS.W.,andTIPPETT, JAMES S.Field work. New York, Bureau ofpublications,Teachers college,Columbia university,1925.123p. (Lincolnschoolpublicatigia.) GILMORE,ALBERT F.Birds of field, forest, andpark.Boston, The Page company1919.318p. GIVENS,WILLAIDE.School journeys andwhatcameof them. American childhood,19: 10-11,November 1931 School journeysin citizenship.American childhood, 19: 5-6, 45- 47, February1934. HAHN,JULIALETHELD.Kindergartenprimary activitiesin the social studies:The sight-seeingbus.American childhood,1 6: 16, 55-8, June 1931. HALL,ROBERT B.Local inventory andregional planning in the school curriculum.Journal of geography,33: 17-22, January 1 934. HANNA,PAULR.,and research staff.Youthservesthe COMmunity. New York, D.Appleton-Century company,inc., 1936.303p. HARDEN,MARY.Going places and seeingthings.Educational method, 14: 324-31,March 1935. HENDERSON,JUNIUS.The practicalvalue of birds. New York,The Mac- millan company,1934.342p. Hru., PATTYSMITH. A conductcurriculum. New York,Charles Scribner's sons,1923.123P. HOBAN,C. F.English andGerman°students make long trips at low cost. School life,16: 146-47, April1931. The schooljourneyas avisual aid.New York State Education, 20: 226-29,268, December1932. KING, Juuus.Talking leaves.Cleveland, Ohio, The Harter publijshing company,1934. 62p.illus.maps. Wild flowers at aglance. Cleveland, Ohio,The Harter publishing company,1935. 62p.illus.maps. KNOX,Ron B.School activities andequipment. Boston, Houghton Mifflin company,1927.p.62. Lomax, Anal/ K.Organization of field excursions./n National Education Association.Department ofElementary School Principals. Thirteenth Yearbook: Aids toteaching in theelementary school.p.274-277. Washington, D. C.,The Department, 1934.(Bulletin of the Department of ElementarySchool Principals,Vol. 13, June 1934.) Los ANIMUS, CALIF.LOS ANGELES CITYSCHOOL DISTRICT. COMIC of study for the 5th and6tthgrades, 1924. 335p.(School publicationsno.90.) Course of study for the3rd and 4th grades, 1926.377p.(School publicationsno.89.) Iivrx, FRANK E.Nature trails.New York, The Americanmuseumof natural history, 1931. 38 p.(Miscellaneous publicationsno.21 of the Americanmuseumof naturalhistory.)
Ow.
, 4. - - S rr'- q '. '. 44y- 7 JO : 1 ,` * N4. 3, "'t41116;1,1 1:;::.14'1.41 104 OONSERVATIONEXCURSIONS
MAKIN, RumsW. Theworldonnide. Socialeducation,1: 173-76,Mara 1937. , MCCALLUM, JIM&All aboardfor ezciirsions.h NationalEducationAs elation Department of EknientarySchoolPrincipals.EleventhYe.-- book: Theprincipaland I communisy.Washington._ D. ..,-1 T 1 dtp -435=61F(Bulletin ofthe DepartmentofL.-- mentary School Principals,Vol. 11,1932) Mosamsy, EDWIN L. Trees,stars, andbirds.A book of outdoor.sciem Yonhers-an-Hudeon, New York,Worldbookcompany, 1935.418p NATIONALAillOCIATIOSI CUP Ammon Somme",1775Broadway,NewYor N. Y.Eclacatiosalleafletsabout birds. NATIONALEDocATION ASINXIATION.DEPARTMENTOF SUPERIFEIODS \D Doman=ar baraucTsoss. FghthYearbook:Materialsof instructi(.:-: New York,Bureau ofPublication", Teacbencollege,Colombiaunì - aity, 1935. 242p. 11DIPAICTIMITcw SuPERIPMENDIENCILFourteenthYearbook:Mt- social outrunCINTicialum Washington,D. C.,'TheDepartment,19:s. 478p. Plwriosim. NATURE NEWS. Washington, D.C. Volume2, January31,19:N-. NATIONALSocEETYPOE THE STUDY COP EDDCATIOILTHEETY-IIECONDYEA;- soot: The smiling dgeograpby.. .ad by GuyM. Whippk.Bloom- r17, imam, IL, Pulbieschoolpule 11,.company, 1933. 613p. TwentraecandYearbook, Part II:Thesadalirnifiesin the64"- mentaryand secondary school.Bloomington,ill-,Pubrio.achoolpub- Wingcompany,- 1923.343p.(Fifthprinting,1930.) OWICM, Emus. Practicalaidto school mearsions.Childhoodeducation_ 9: 146-48, Deainber1932. Pirransort, Azai. G. Adventures inreal learning.Progressive..811 tion. 10: 154-511, March1933. 1/ Pca.t.00r., Answers L. Excursionsabout MidlandfromtheRockiesto the Pacific.- Seauk,Wadi.,Independent commercia1printers,inc,192:7% 191p.Ulm
Mumma, Laiuuur W.Our world,fromour neighborhood.American childhood,19: 1143,43-44, Apra1934. Pawn, Itzow H. A studyof thevaluesoffield trip&h NationalEduca- tion Amocintion. Departmentaigementaryachedprikipah.Thir- teenthYearbook: Aids to teach* intile elementaryschool.p.304. waslington, ft C,TheDepartment,1934. (BiliedsdtheDepartment ofElementarySchoolPrincipe* VOL13,June1434.) r;.. Rum,MANY K booirdorsfor pupilsin thetypicalurbanorruralcow- asimity. Iducationgmethod,114: 19S-99,jimmy1935. itoomora, TimmS. aids ofbeamesois.IlifimeopoilkUniversityoi Wromoota,- 1932. 4 p 10011111111A14 %MAIMF. Ifirerab.Chicago, IL, A.Inasigas. company, MS.212pi, Am (rbeGan book etthe GreetAilliaricooimassatrin swim)
`'' - 4 t 4 .% t. . ". - -4 I11"" A .t .17 P 46,11..10 . ..' 140 s t: 'N 4: - , ; . . . . 4 , kp 2.3 . A4 4. . .. "(.:r .1-41, 1r . -, .;". ;11...14 t , . -' kk,to.° . e *pr. .t' ' I.; 19 1." 4.1A ; yr 3.1.4$1.1 , 4._ 15.r0 ;i:: -417' -.S.1, r'""' 1 q2--,cis.^.:*1 L f.y. . - t . or, . 1..8." 0044$15:: AO, ,,4 4 7 b 4.h- *. 7: ,, '44 1".V" -Vt. _ 4;44' r - " ;r -tts. _ XX. . A c. .f . ta. :44 e I. r... 14' ,/itWI TA 1 ..itW -.Err .1
OCLICSERVATIONEXCURSIONS 105 a 11(,) Romps,Rum. Murphy junior high's eighth-grade integrationtrips. Clearing home,11: 429-30, March 1937. SALOUM,JULIANIL The book of Indian craftsantilore. New York, Harper andBrothers, 1928. 418p.
I, - VIP V V -r vy-1 1-1-TSTIV. ,T; :2C11--Pit ~Y. - - 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 publishing company,1936. 25p. SHEARER,Ikaw M. Extending experiencetlirough excursions.Education, SS: 534-37,May 1935_ SlamBzwIlIA.School excursions. New York State education, 20: 309-10, 350-51, January1933_ STAKNAIRD,LILA C. A study of nnlk:asecond-gtradeactivity.American childhood, 23: 15-19.September 1937. STEmes,BERTHA.Nature: thechildgoesforth.Boston,Houghton- sows company,1936. rsp.(Addedt-p.:Childhood: the begin- ningyearsand beyond...edited by the Association kw Chikihood Education. vat3.) STEWART*Limn F. Trees and forest conservation. School science and mathematics, 37: 667-74,June 1937. STRAw,H. Tomirsoa. Anewkind of geographk field trip.Peabody journal of education, 12: 120-22, November 1934. TRAvxas,C. E. Housingaschoolmuseum.la National Education Ano- eiation. Department of Elementary School Principak. Thirteenth Yearbook: Aids to teaching in the elementary schooLp.258-60. Washington, D. C., The Department, 1934.(Bulletin of the Depart- meatof Elementary &hod Principal% vat 13. June 1934.) UNIT=SIAMDEPAIMMENTOrTHEINTERM. OrmsayEnuemrsost. Good refentncesonconservation of binis, animals, and wild Bowers for
mein elementiry schools.Washington,- U. S. Government printing office, 1936. OWirsography No. 72.)11p. .4 VENAL,Wanuin G. Satrday morning*Mare quests in downtown Inc& anaporn. School science and snatbeimatics, 36: 637-42, June 1936. Voar, WILLIAM Thirstonthe land! A plea forwaterconservation kwthe benefit atuseand wildlife.1775 Broadway, New York Qty,Natimial ANIOCilekli',Audubon Societies, 1937.(Clucular 32.) 32p.,illus. Wisan,ROWENA a.How schoolsusethe cialcirenssmuseum.la National
.1 Education_ Association,Department of Elensentazy School Principals.
Thirienstit ,irtosboolk: Aidsisteaching is the elementary W II 1
it.240-46.iriadingios, D. C. The Department, 1934. 111°.I . II 1 I I
411.. theDepammint it Elementary School Principals, vol. 13. June 1934.) Waldeck, stfoollondtoday. Londontimes edocatiossi supplement, Mikit 344 ()ember 14 1933. 0
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WAUOH,FRANK A.Childrenneed not be chloroformed.Schoolandso. ciety, 33:665-67, May16, 1931. WILSON,Mrs.RONALD.Field trips. In Lewisschoolyearbook,1929-1930. p. 144-45.Raleigh, N. C.,Raleighpublicschools,1930.Mimeo. WORDEN,NATHALIE 14and PERRY, ERNESTINE.GrowinghePlity.Spri,46.. ficici,Mass.,National highwaybeautificationcouncil,1933.64p. WORKMAN,ANNE. Excursionsto local' industries.Gradeteacher,48: 833, June1931. 8I 2, THE WORLDBOOKENCYCLOPEDIA. Chicago,Ill., W.F.Quarrie&company. WRIGHT,GEORGE W.Visual aidsat littlecost. Journalofeducation, 116: 201-2,,214, April17, 1933. ZACHARI,ELIZABETH D.Field trip experiencesin theintermediategrades. Journalof geography,33: 4960, February1934. o
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