DOCUMENT RESUME ED 028 862 88 RC 003 357 Feasibility Study of Resource-Use, Outdoor Education Center, Taylor County,Florida. Master Enterprises, Athens, Ga. Spons Agency-Office of Education (DHEW), Washington, D.C. Pub Date Dec 66 Note- 78p. EDRS Price MF -$0.50 HC-$4.00 Descriptors-Administrative Organization, Budgets, *Educational Facilities, *FeasibilityStudies, Federal Aid, *Outdoor Education, Program Descriptions, Program Evaluation, *Program Planning,Resource Allocations, Site Analysis, SoCioeconomic Background, *Supplementary Educational Centers Identifiers-*Florida Extensive planning in relation to the establishment of an outdooreducation center in the State of Florida is reported.The proposed outdoor education center. designed to enrich the public school* program ifinstructionin such fields as conservation, recreation, and resource-use, isoutlined. The report contains an account of socioeconomic conditions, a detailed descriptionof the site. !program descriptions, organization and administration information, a descriptionof facilities, an illustrated site plan. a complete setof construction and operating budgets for 3 years of operation, and a philosophyof evaluation. The appendix includes a report on the history of middle Florida, a basic bibliography of teachingmaterials, a list of schools eligible to participate in the project, and a list of organizations and. agencies which could provide assistance to the project. This publication is funded byTitle III of the Elementary and Secondary Education Act of 1965. (SW) Resource Use Outdoor Education Center Taylor County, Fiori Feasibility Study of Resource-Use Outdoor Education Center Taylor County, Florida

Prepared by Masters Enterprises, Athens, Georgia, December, 1966

U.S. DEPARTMENT OF HEALTH, EDUCATION it WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS a STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

THIS STUDY WAS MADE POSSIBLE BY A GRANT

FROM THE U. S. OFFICE OF EDUCATION, BUT THAT OFFICE IS NOT RESPONSIBLE FOR THE

CONTENTS OF THE STUDY. INTRODUCTION MMelm 0..0. IMIM miMIONNOMOMONNWwwMermmmoommvsm. 1 ACKNOWLEDGEMENTS 2

SUMMARYIM.Mmmtmmomm 17MINMIMMOOINNIMMENYOMMNO---MNOmr mmmmm m---mob-- 3 SOCIO-ECONOMIC CHARACTERISTICS 4 SITE DESCRIPTION 8

PROGRAM worMmaameaNMMONa*N"*.. imemaimmilmmse.mai 15 Unique Contributions of Outdoor Education to the Curriculum 15 Principles and Basic Objectives 16 Content and Structuring of Program 16 Program for Schools, Community Service, and Continuing Education 16 Types of Teacher Education through the Center 18 Pre-Service Education 18 Graduate Education 19 In-Service Education 19 Interdisciplinary Nature of Resource Use 20 Program Structure fot Children's Experiences 20 PROGRAM DESCRIPTION ORGANIZATION AND ADMINISTRATION 42 Taylor County Board 42 Coordinating Committee 42 State Department of Education 42 Federal Agencies 43 Financing 43 Accounting of Funds 43 Insurance Coverage 43 Staff 44 Scheduling of Facilities 45 FACILITIES 46 BUDGETS 50 EVALUATION: Philosophy and Rationale 52 APPENDIX 56 A Report on the History of Middle Florida 57 Bibliography ...wmorolaao. Inarmamm..... 63 List of Area Schools 68 List of Useful Agencies and Organizations 70 Introduction

There has been a growing interest for a Capital Center for the community of several years in the establishment of an outdoor Perry. This Forest Center is planned to include education center (or centers) in the state of an auditorium and a museum to be used Florida, designed to enrich the public school by the citizens of Perry and to attract tourists program of instruction in such fields as con- to the area.Taylor County seemed an ideal versation, recreation, and resource-use. The place to locate an educational center for resource Governor's Resource-Use Education Commit- use and outdoor education. tee, established in 1948, has long recommended On December 21, Mr. Maynard introduced thecreation of such a center.Mr. Zollie the idea to a group of community leaders and Maynard of the Florida State Department of educators in Perry.The response was im- Education also foresaw the need for an outdoor mediate and most enthusiastic.Mr. Cecil education center and began to discuss possible Carlton, General Supervisor for the Taylor sites with several interested educators through- County BoardofPublicInstruction, was out the state during the spring of 1965. appointed to work with Mr. Maynard and his The Elementary-Secondary Education Act, staff in the preparation of a project proposal passed in the summer of 1965, provides under to be submitted to the U. S. Office of Education Title III for funding of centers such as the one requesting funds under Title III of the Elementary planned here. Secondary- Education Act for the planning of Section 231.09 (1)of the Florida School such a project.The planning grant proposal Law makes teachers of the state of Florida was submittedinJanuary, 1966, and on responsible for the teaching of "conservation April 10, 1966, Mr. Alan Hart, Superintendent of natural resources," which provides legal of Public Schools in Taylor County, received justification for the existence of the planned a letter of approval for the planning grantin the center. amount of $21,100. The proposal stipulated that During the fall of 1965 the possibility of the Center would serve the six counties of establishing an outdoor education center was Dixie, Jefferson, Lafayette, Madison, Suwannee, discussed, on an informal basis, with several and Taylor, and these counties were to be school districts, withthe intent of finding one covered by the study. which showed enthusiastic support for the pro- The planning beganin April under the ject. In December, Mr. Ed Howard of the Florida supervision of Dr. Janet Wellsof Florida Forestry Service recommended Taylor County State University, who agreed to serve as Director to Mr. Maynard as a possible site for an until July 1. On that date the Project Director outdoor education center.Taylor County was became Dr. H. B. Masters, Director of the working with the Outdoor Recreation Planning GeorgiaCenter forContinuing Education, Committee and the Forestry Service to develop University of Georgia.

1 Acknowledgements

The Director wishes to acknowledge the assistance of those who have been most helpful during the course of this study and without whose aid this report could not have been completed.In particular, these include Mr. Zollie Maynard, State Department of Education, Tallahas see, Flor ida; Mr. Cecil Carlton, General Supervisor, Taylor County Board of Public Instruction; and Mr. James Southerland, Community Relations Manager, Buckeye Cellulose Corporation.Consultants who have contributed to this study include Mrs. H. B. Masters;Mr. Robert F. Bradford, Assistant Project Director and Project Editor, Center for Continuing Education, University of Georgia, Athens, Georgia;Dr. Janet Wells, Florida State University, Tallahassee, Florida;Mr. Milton Applefield, U. S.Forestry Sciences Laboratory, Athens, Georgia; Dr. Ray F. Broussard, History Department, University of Georgia,Athens, Georgia; Dr. Gayther Plummer, Biological Sciences Division, University of Georgia, Athens, Georgia;Dr. James Green, College of Education, University of Georgia, Athens, Georgia; Dr. Julian Smith, MichiganStateUniversity,EastLansing, Michigan; Mr. James Hudson, Planners and Engineers Collaborative, Atlanta, Georgia; Mrs. Roxanna Smith, State Department of Education, Tallahassee, Florida; and Miss Vickey Butler, Project Secretary,CenterforContinuing Education,University of Georgia,Athens, Georgia.The report was reprinted with the assistance of the Regional Curriculum Project, Atlanta, Georgia. Summary

The report contains the usual account of agencies is described in the section onOrganiza- socioeconomic conditions required to accompany tion andAdministration. It alsooffers most requests for Federal grants. Thereis a suggestions on such matters as insurance cove- detailed description of the site at Hampton rage and the hiring order,qualifications, and Springs which includes even a timber cruise responsibilities of personnel needed to operate and a timber type map. the project. The type of program recommendedfor the The section on Facilities describes the proposedResourceUse OutdoorEducation physical setting believed necessary to make the Center is described at length in the section on Center a reality as envisioned by those who first Program.As called for in the proposal, the proposed it. program provides for in-serviceeducation for The report also includes a detailed site teachers, for the education of school children, plan and sketches of the proposed Interpretive and for the use of the Center by outside groups Center and a typical Group Housing unit. and private individuals.Detailed examples of In keeping with the proposal to phasethe activities suggested for the Center are described implementation of the project over a periodof inthesectim on Program Descriptions. three years, a complete set of construction and Throughout these sections the emphasis has been operating budgets has been prepared. on providing facilities and programmethods that A philosophy of evaluation has been provided would allow the Center to "concentrate on new to guide subsequent efforts to gauge the degree and experimental instructional methods in the of success of various parts of the program. field of conservation" so that it "could serve as The Appendix includes a report on the a model center for other areasof the state or History of Middle Florida which provides basic nation in which education of this nature might material for detailed studies of the subject by be initiated." interested students or t eachers; a basic bibliog- In order to operate a facility which "would raphy of teaching materials;a list of schools be unique in the State of Florida" and which in the six-county area which would be eligible would involve six county school systems and the to participate, with a locater map;and a list State Department of Education, a modus operandi of organizationsand agencies which could must be developed.An operating methodology provide assistance to the project. yvhich would provide a role for each of these

3 Socioeconomic Characteristics

Population The two Florida flatwoods counties in this One clear sign of ,,underdevelopment" of a area, Taylor and Dixie, are less productive county is a declining population. This indicates agriculturally than the central counties. lact of employment opportunities in the area and products are dominant industries in as compared to other areas to which residents these counties. are able to move. That the population losses in the six-county study area were caused by a lack of local economic opportunity is indicated by the Taylor County is one of the great timber fact that the losses were among the younger districtsofthestate,and in this county population and more often among the white than are 578,800 acres of commercial forest lands, the non-white population. Four counties of the which is more than 90% of the total county six being considered had a population decline area.Buckeye Cellulose Corporation, whiCh between 1950 and 1960. produces premium viscose and acetate grade of pulp, is located in Foley. The world's largest Employment cypress was, at one time, located in The three largest industries in the six- Perry.There are thousands of acre s of pine county area are Buckeye Cellulose Corporation, in the county.In addition there are numerous Foley; Florida Rock Products Corporation, small and plants producing crossties. Live Oak, in Suwannee County;and Metal The forest lands in the six county area are Products Incorporated, a division of Thompson predominately pine flatwoods. Slash and long- Industries Incorporated, in Madison, Florida. leaf pines, oaks, cabbage palms, and some grass In the years 1960-1964, forty-two new small cover these lands.There is considerable industries moved into the six-county area and grazing, but littic cultivation is possible. There added a potential hiring capacity of approx- are a few acres of hardwood forests in the imately 770 to the economy of the counties. north-central section of the counties, and there In March of1965,however, there were are isolated areas of swamp forest of water only 3400 persons in the six counties employed oaks., laurel oaks, sweet gums, black gums, in .This number reflects an bays, cypress, and cabbage palms. There has increase of 18% over the previous year. been considerable in all areas. The principal sources of income in these six counties are agriculture, stock raising, Income and the timber industry. In the Central Florida These six counties have a real lack of counties of Jefferson, Lafayette, Madison, and economic opportunity.With the majority of Suwanneeagriculturepredominates, with the population engaged in agricultural employ- tobacco, peanuts, vegetables, cotton, livestock, ment, there has been an average drop in per and poultry being especially important.The capita income for the area of 2.5% since 1964. tung oil is well adapted to this area and The most recent information shows the there is some acreage planted in tung. Jefferson median family income for the six-county area County is a large producer of pecans and pecan at $3,086, or just barely above what the Federal nursery stock. The county is one of the world's Government has established as the poverty largest shippers of pecan from nurseries. level.

4 POPULATION STATISTICS, LABOR FORCE DATA, AND ECONOMIC OPPORTUNITIES AND PROBLEMS IN SIX-COUNTY AREA Figure 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11 . 12. AreaSq.Land tionPopula- % laiionofcrease Popu- In- MalesEmployed FemalesEmployed Employed% Manufiac-of Persons in FamilyMedianIncome ValueAAedian of SchoolMIEnroll- era YearSchoolMedian AcresAreaFanm AreaCommercialForest Miles Since 1950 turing HkmAangLlnits Com-25bypleted thoseand 1959 Acres1959 Dixie 688 4,479 14.0% 900 400 20.6 $3,210 $5,000 1,162 over8.3 168.9 388,400 JeffersonLafayette 543598 9,5432,889 -16.0%-8.4% 2000 800 1100 300 10.7 9.9 3,3422,741 6,4005,000 2,502 750 8.48.1 107.6190.5 290,300248,700 MadisonTaylor 1032 702 14,15413,168 26.4%-0.3% 29003200 17001300 22.134.3 3,8442,614 6,9005,500 4,2433,463 8.48.0 391.5206.3 578,800317,900 TOTALSSuwannee 4240 677 59,19414,961 -11.9% +3.8% 13,400 3600 63001500 17.910.1 $3,086 2,767 $5,683 5,300 16,2284,108 8.28.3 1361.8297.0 2,021,300 197,200 1, 4, 5, 7, 8. 2, 3. 6. FloridaUniversity AliasIndustrial of Florida, Commission Bureau of Economic and Business Research, W64 12.11.10. 9. StateU.1960 S. Department ForestCensusU. S. ServiceCensusof of Agriculture, Education W59 Taylor County Progress Forest Capital Park The people of Taylor County accepted the However, in the past few years Taylor suggestion and named the festival "Florida's County, which would be the site of the Center, Forest Festival."It was then decided that the has experienced much progress and growth. festival should be supplemented by a new Forest Between the years 1950 and 1965, Perry, the Capital Park in Perry. Planning and development county seat, grew from a community of only on this park are currently underway,and three thousand to a small city with close to support and interest grow every month.The ten thousand population.This growth may be park, with all its facilities, will be available for attributed largely to two economic developments. use by the students and personnel of the Outdoor Approximately twelveyearsagoBuckeye Education Center.The following are some of Cellulose Corporation built a large plant in themost recentplans, facts, and figures Foley, a small community adjacent to Perry. concerning the park. This industry brought employment opportunities The park area, itself, includes 40 acres to many citizens in the area and improved the with other acreage owned by the Taylor County economy of the entire county by creating a Development Authority adjacent and available as market for pine timber, which is grown locally development requires.The land is part of an in great quantities.The second factor which old airportsite owned by the Development contributed to the growth of the county was the Authority with frontage on Highway 19.It is investment of several million dollars in new valued at $150,000. Paralleling the park to the motels, restaurants, and service stations or south is a twenty-five acre site for a vocational- U. S. 19 to serve the tourists using the four technical school.Approximately $325,000 has U. S. highways which converge in Perry. There been appropriated for the school, its director are presently 630 commercial lodging units in hired, and completion set within a year. Perry and 18 dining rooms. A "Memorial to the Tree" is now under When Interstate 75opened, however, much construction to be erected in the park. Mr. Gene of the traffic on U. S. 19 dropped off, causing Arant, artist from Tallahassee, designed the a subsequent decline in business for motel and memorial and is directing its construction by restaurant owners. In 1965, therefore, activity localvolunteers. The memorial will be a was begun on several projects to attract tourists modern wood sculpture and one of the largest to the area.These developments, the four- in America.Huge cypress tree trunks, over a laning of Highway19,and the fact that thousand years old,will be Sculptured and Interstate 75 is fast becoming overburdened bolted to a concrete arch. The arch will be ten with traffic, have resulted in a gradual return of feet tall at the center and over twenty-five traffic flow through Perry. feet wide.The cypress logs (some over 30 inches in diameter and thirty feet long) will In thefallof 1965, Governor Burns rest on the arch, making the memorial well designated Taylor County as the official "Tree over thirty feet tall.Cypresi. Is used on the Capital of the South." The annual Taylor County memorial as it delies decay and is known as Pine Tree Festival had grown to such an extent "the wood eternal." A grafted "super pine" that the Governor suggested that it be placed will be planted at the dedication of the memorial on a 3tatewide basis. as a symbol of the "tree of tomorrow."

6 A Museum of Forestry will be constructed Nature trails are also being planned for in the park by the Florida Board of Parks. The the park, and the Florida Forest Service has museum is in the current budget of the Board offered to create an arboretum at the site which of Parks, and construction plus displays push will include plantings of almost every tree in the its cost to over $100,000.This part of the state.Parking areas and roads are now being projectawaitsonly formalapproval in built. March, 1967. The estimate of the overall value of this Playgrounds and family picnic areas were park and adjacent developments is well over a mentioned in early plans for the park and were million dollars. Thousands of persons will visit expected to be added later; however, the Out- the park each year. The State Road Department's door Recreational Planning Committee has now most recent highway count for the year 1965 approved $21,000 for their construction. shows an average of 7,465 vehicles pass by the A $ 250;000 civic -convention -recreation site each day.Travel has increased greatly center, Forest Capital Hall, is being sponsored during the past year, and local authorities say by the county. The city has pledged to operate that a 15 percent increase over the 1965 figure and maintain it. Plans are now completed, and would be conservative.Thousands of persons construction should be completed by April, 1967. attend the events of Florida's Forest Festival The building will be 148 feet wide and 120 held at the park each yea, and this number feet long.It will be pre-engineered steel and should increase. opta span across its full width. There will be This community development can be of great one thousand, two hundred elevated permanent value to students and teachers at the Outdoor seats alongside a convention floor-basketball Education Center. It is anticipated that the sites court 103 feet by 59feet. Another 1,500 portable will complement each other, each contributing seats will be added for stage events. A stage to the interest in and attendance at the other. will be built in with excellent staging facilities, including a stage lobby, men and women's dress- ing rooms, a sound and broadcast booth, storage rooms, a prompting room, and a ticket-sales room.It will have adequate toilet facilities, plus girls' and boys' locker rooms. The building will also have two concession rooms, with one designed for warming and holding catered food. It will house offices and conference rooms plus five large conference-meeting-play rooms. The building will be air-conditioned.

A large picnicbuildingwith cooking facilities has been constructed on the site. This sixty by forty foot building is used to serve the annual fish fry at the Forest Festival.It is designed to cook for and serve as many as 15,600 persons. It is available throughout the year for large group use.

7 Site Description

The site for the proposedOutdoorEducation A. Timber Types and Land Classifications Center may be found by driving 4.4 mileswest Timber types or "tree communities" are individual of Perry, Florida, on Highway 98; then south- tree species or groups of associated species normally west (left three-tenths of a mile onHighway found growing together. Open, slash-longleaf pine is 5-356 to the north property line, and six-tenths depression era.The basic timber types and their of a mile to the southern boundry). This prop- acreages, along with land classificationspertinent to erty is situated about 10 miles from theGulf this tract are given in Figure 2. Coast and is owned by the Taylor County Devel- opment Authority. B. Tree and Associated Plant Species The tract, a perfect rectangle1/4 mile wide The dominant commercial tree species on the higher by 3/4 mile long, is diagonally halved bypaved sites are slash pine and longleaf pine (Figure 4). Highway 5-356 (Figure 5).Total tract area is These species provide the principal raw material for 120 acres;however, 2 acres in the southwest the highly developed wood-using industries that abound corner, adjoining Rocky Creek onthe east, are inthearea.In the swamps and cypress pond leased by the Metcalf Crab Cannery. It is likely (Figure 6), cypress and mixed hardwoods predominate. that this 2-acre segment will be available for The hardwoods include live oak; water oak, willow educational use following the expiration of the oak, and sweet orred gum. The tract also has ten-year lease in 1969. scattered palmetto palm, hawthorne, laurel oak, and sourwood trees.Associated shrub and vine-type plants and ground cover species include palmetto, Tract Analyses myrtle,bayberry,blackberry,titi,honeysuckle, To evaluate the property, an 11 percent smilax, and cactus.This association of plants is timber cruise was made by line-plot method, typical of much of the forest land in the Deep South. and a timber type map was prepared (Figure 6). The data obtained provided the bases for the C. Tree Diameter Sizes following tract information and suggested uses: Tree diameters, one inch and larger at breast A. Timber types and land clas- height (4.5 feet above the ground), were measured and sifications tallied in one-inch increments. A distribution of the B. Treeandassociatedplant merchantable trees by species and diameters is given species in Figure 3.The majority of trees were saplings, C.Tree diameter sizes less than 5.0 inches in diameter (Figure 3). Generally, D.Timber volume and value pine reproduction smaller than one inch was sparse. E.Tractadvantagesanddis- The scarcity of natural regeneration is the result of advantages insufficient seed treeson thetract. However, the principal timber type on the property. The tract isolated pockets of heavy seedling distribution can is a portion of the level, overgrown, Hampton Springs also be seen.These areas were naturally seeded Country Clubrecreationsiteofthe pre-1929 during the most recent timber cutting operation.

8 Figure 2

Timber types and acreages of the Hampton Springs Tract.

Timber Type or Area Land Classification (Acres)

Open Slash and Longleaf Pine 87

Swamp 10

Dense Scrub 7

Cypress Pond 6

Hampton Spring Site 4

Roads 4

All Types (Total) 118 Acres

9 D. Timber Volume and Value Use Outdoor Education Center in the area. Present merchantable pine and sawtimber Toward this end, the company has offered volume is light and Scattered throughoutthe entire 118 the use of its technical personnel, its acres because of a heavytimber harvest made 6 to 8 facilities, andits lands.In addition, years ago.Trees from 4 inches through 9 inches, other supplementary forest and wildlife with a minimum 4-inch top diameter, weretallied as areas are within close rangeof Hampton pulpwood.Timber 10 inches and larger wastallied Springs. One area includes a 40-acre as saw timber, to a 6-inchtop. Merchantable hard- tract at the municipal airport about 2 wood volume is neglible (less than 6 cords,including milessoutheast of Perry, Florida, on sawtimber trees).Hardwoods, which are unmer- joint U.S. Highways 19 and 27.This chantable because of their poor form orquality, are tract, which supports a beautiful park- also omitted from the volume data shown in Figure 4. like stand of slash pine sawtimber, is being considered for a forest museum E. Tract Advantages and Disadvantages bytheTaylorCounty Development A consideration of the strong and weak pointsof Authority and the Forest Capital Center the Hampton Springs property reveals that the advan- program committee. Other potential areas tages outweight the liabilities, most of which can for educational use are the U.S. Wild- readily be eliminated. life and Game Refuge, St. Mark's Light- 1. Advantages: house,the State ofFlorida's Aucilla a.Ease of accessibility over paved, all- Game Management Area, and various weather roads. state parks. b.The size and shape of the tract provides2. Disadvantages: asafe parcel,relativelysimple for a.Though typical of forestland in the region, efficient management. the variety of tree species is notplentiful, c.Conformity of the land and timber with nor are there many large trees on the the overall region. tract. d.The gentle topography and relative ease b.The area is infested with mosquitoes, and of walking or riding through the property ticks are also in evidence, so provision to reach specific areas for instruction and should be made for their control and for observation. the protection of students and teachers. e.The heavy reliance of the areas economic c.The Hampton Springs site (probably the well-being on its timber resources. best location for the Center's headquarters f. A strong desire of the community and state buildings) at times is permeatedby strong leaderstodeveloptheproperty for fish odors from the nearby crab canning educational purposes.The Governor's plant. Office and Florida Forest Service support d.Local residents habitually frequent the the Center's establishment. Hampton Springs swimming pool site and g.The tract is adjoined, along most of its may be resentful if they are excluded. 3/4 mile south line, by the Buckeye e.Interior roads on the tract have been CelluloseCorporation'stimber lands. used as a general dumping ground. Thiscompanyisone of the largest f. Three mobile trailer homes are located producers of dissolving pulp in the nation. on the property, along Highway S-356 The firm has an active public relations near the southeast corner. These homes program and is strongly interested in are occupied by personnel from the crab the potentials of establishingthe Resource cannery andmust be moved without

10 creating undue hardships or animosity. g.Rock debris intergrown with brush is scattered over several acres atthe north- east side of the Hampton Springs site. Thisconditionpresentsa hazardous walking situation.

Shape az Site of the Hampton Springs tract scale 1=Nmile

11 e>4el° vi9V

II P;taiti nbn,volomedfeoun4/04,9 44'47 4 44fe 11 ewq 014e/i94ty .e°1' x .I. armrs :°P15"g ietise 514511 Ne. opew 1ahne#0 vswamt. slAs1,". .. 9 Sarah qr.. leAf.,. 0, eiV w;th .5p4rse Ne.------i...:....?6".I* . " *... IIir &?1, CyPre;s Powd1%4/4shis/4 5.9tml /&" -30" deyV/I. .pme. sas* ttille. 'D'ey dAmfy/e4f a\% ;DV A. Ocwit*/.. I as 1o40,- /toff ; Lemylenf p , 1_ s 5 baS open / , Se re. k ever 5 , :-. n....7.1 piwe ...... 6., , . .5/454 I./03Ne 13Vie r #10plitil% ND pine lee s gva 'Mb =Royer wet C/pe Iitet4.5145h ?IOCp/AmtififIowAloivyseaf4 /live Bue.ifeye-4'e/hi/ass LAsyl Weillee2 LoughAafe Ltioyheiv Co.' Lewd go6211 Figure 3

Diameter distribution of sound treesby species.

: Water, Willow Tree : Slash Pine : and Live Oak Diameter : and : Cypress : Sweetgum (inches) :Longleaf Pine : : (Number of trees) : 27 : 1,656 63 - . . . _ . 18 . 1,125 171 : . 1,089 63 _ : 54 . : : _ . 27 : 1,809 144 : . _ MI 333 81 . 216 . 45 9 : 36 . MI 90 MIN

54 126 MI

MI, 18 . INN

MI _ 81 Mb

MI 9 : MN MIN

IM. 27 : 144 9 :

MIN - :

MIN 9 . 36 9

OM NM OM MIN : : MI MI MN

13 Volume and value of merchantable timber by timber types on the Hampton Springs tract. Figure 4 Timber Types ::. Pulpwood 1/ (Cords) Slash & Longleaf Pine : (BoardSawtimber Feetr 2/ Tree Species .. Pulpwood 1/(Cords) Cypress :: (BoardSawtimber Feet) 2/ Open Slash and : Per Acre :: Total : Per Acre : Total Per Acre : Total :.3 Per Acre :. Total SwampLongleaf Pine .:. .237.586 : 51.0 2.4 .: 626 59 .-: 4,7806,260 :: .350 -- .:. 3.5-- .: 342-- :. 3,420 -- ... CypressDense PondScrub .:. .172 : 1.2 .: _- . -- :: 4.032 __ . 24.2 __ .: 2,855 __ :. 17,130 -- r:. SiteHampton Springs : .103 :: 0.4 -- .: -- :. -- .. -- .: -- .: -- .-: -- ValueAll(Total Types by Volume) product @ $8/cord.= : $44055.0 .: @ $32/MBF = .: 11,040 $353 @ $5/cord = $138 -- .: 27.7 :. @ $32/MBF = $658 -- .: 20,550 TotalValue Timber by species Pine: . $793 : $1,589 . Cypress: . $796 : Value 2/1/ 4.0" - 9.9" 10" and larger Program

The program and the facilities for theOutdoor Dr. Edward Crafts, Director ofthe Bureau of Education Center should be plannedto serve the pop- Outdoor Recreation, has said thatif it were possible ulation of six counties listed in the project. Specifically, to educate our youth even morethan our adults as the program must serve the needs of teachers,students tothesignificance of,and the opportunity for, and the population in general in resource-use outdoor maintaining and improving the quality ofenvironment, education. The focus will be on new and experimental it might be possible to mitigatesuch problems as instructional methods in the field of conservation.It littering, indifference, vandalism, illegaldumping, is proposed to plan a model or demonstration for zoning, unethical speculation, and manyothers. other communities interested in similar programs. President Kennedy reminded us that thecontinued The program proposed is designed todemonstrate availability of our natural resources "mustdepend innovative and exemplary ideas and practicesin on our using themprudently, improving them wisely, outdoor education and resource-use education.The and, where possible, restoring thempromptly." valiles of learning experiences in the outdoors have President Johnson said, "A few years ago we long been recognized as evidenced by thepopularity were greatly concerned aboutthe Ugly American. of camping and the wide interest in manyoutdoor Today we must act to prevent an Ugly America.For natural splendor is activities.The use of the outdoors as an educational once the battle is lost, once our laboratory and the emphasis on conservationand destroyed, it can never be recaptured.And once resource-use education are not new,but the need man can no longer walk withbeauty or wonder at for these developments in the curriculum is urgent. nature, his spirit will wither and his sustenancebe The effectiveness of direct learning experiences wasted." outside the classroom is now well documentedand widely recognized, but the fact that thisgeneration Unique Contribution of Outdoor Education of children, youth, and adults know little, itanything, to the Curriculum. about the natural environment and theirrelationship Outdoor and resource-use education as conceived to it gives added impetus to outdooreducation as an here is a means of curriculum enrichment through integral part of the school curriculum. learning experiences in and for the outdoors.The philosophy underlying the program herein proposed A large percentage of the young people of this may be described as follows: country are reared in a highly urbanized environment. Outdoor Education is not a separate discipline with The casual contact with nature, which the youthof prescribed objectives like science and mathematics; the past were fortunate to have and which wastaken it is simply a learning climate which offers opportu- for granted, is now no longer available for many. nities for direct laboratory experiences in identifying Because of a natural involvement of the massesof and resolving real-life problems, for acquiring skills children in the public schools, the schools offer a with which to enjoy a lifetime of creative living, for practical medium for giving the people aknowledge attaining concepts and insights about human and and an understanding of man's environmentand his natural resources, and for getting us back in touch placeinit, and, hopefully, of educating youth to with those aspects of living where our roots were preserve and improve theirenvironment. once firmlyestablished.'

15 Some of the specific contributions of an outdoor This phase of the program includes a range of setting to learning and to the enrichmentof the educationalactivitiesfrom pre-school education curriculum are: through the community college. The land and facilities A.Increases the power of observation. will serve as a learning center to extend and enrich B.Stimulates interest and improves the quality the offerings of the schools in the region, with of experience, particular reference to outdoor and resource-use C.Provides materials for learning. education.The program patterns will include the D.Provides opportunitiestoacquire outdoor following: skills. 1.Outdoor laboratories, which may be used by E.Extends the classroom beyond the four walls. all segments of the curriculum for field experiences, F.Offers opportunities for exploration and exploration, and research. The facilities and instruc- research. tional devices will include: G.Provides new areas for verbalizing and a.A system of nature trails communication. b.Interpretive center H.Helps supply knowledge and adds mastery. c.Library and media center I. Broadens scope of teaching ability and d.Outdoor skills and sports area knowledge of teacher, e.Craft center f. Conservation plots Principles and Basic Objectives g.Laboratories and workrooms for special A. Maximum use should be made of the natural interests and study, such as outdoor environment and the facilities, yet preserve the photography, science, and others. integrity of the land and natural resources. B.The learning experiences should help in the 2.Outdoor schools, whereby classrooms and understanding and appreciation of the natural re- specialinterestgroups may havea sustained sources of the area and their contributions to the experience in a group camp at the Center (several well-being of people. days or a school week). This program is comparable C.The program should extend and supplement in type to those conducted by many other school the classroom. districts throughout the United States. D.Through action research the best instructional 3.Community Service and Continuing Education, practices and learning materials should be used in for which the program of the center makes provision order to provide effective educational experiences in to serve the educational needs of the larger community outdoor and resource-use education for the area. and for the individual communities in the school E.The program and materials at the Center districts. The program is designed for all age groups should provide an excellent setting for in-service and includes: education of teachers and in acquiring effective a.Nature center for observation and study methods of instruction. b.Conference center for continuing education c.A center for demonstrations and clincs Content and Structuring of Program of various of outdoor activities and The program for the Outdoor Education Center skills has two divisions: (A) Program for schools, including d.An observationcenter to see an ed- community service and continuing education; and ucational program for children and youth (B) teacher education. in action. B. Teacher Education A, Program for Schools, Community Service and Education in the outdoors, with reference to teacher Continuing Education education, is well described by Campbell Loughmiller

16 in Wilderness Road. "Educationally, the program is 2.Implications of Societal Factors 'life wide.' Academically, it is an experience curric- There are several societal factors havingimportant ulum which includes the learning one gets in the implications for teacher education through useof a 1) classroom and more. laboratory center: 1.Unique Function of Outdoor Laboratory a.The impact of the rapid population increase An outdoor laboratory has a unique function for on resource use posesproblems requiring teacher education.The natural environment has a immediate action.Extensive use of land major influence on the quality of learning experiences and competition for space byhighways, because: real estate developments, and industry a.The tools of learning in the laboratory, compacts recreational space and habitat. i.e., living things, are in their natural The situation places heavy responsibility context. on society to educate peoplefor the wise b.All the senses may be employed in the use of resources on a renewablebasis. learning process and in sharpening the It can be expected that there will be a perceptive powers of the learner. continuousacceleration in technology, c.It is more conducive to exploration and which, in turn, will create a greater need the problem-solving approach to learning. for use of natural resources by human d.There are more opportunities for the beings. teacherandchildrento become co- b.Research and technology have made much performers in solving problems. of the content related to the management of resources obsolete.Continuous in- with little The realness of the outdoor classroom, service education and retraining, part of makes it more need for artificiality and abstractions, which can be done more effectively in a to guide many learning experiencesin possible laboratory center, will become more and accordance with the best that is known aboutthe na- more necessary. ture of learning.Furthermore, in the formal and out-of-classroom situation, both the teacherand the c.The nature of man's work has changed, student can behave as normal human beingsin real makingrecreationanessentialand life situations.The whole child learns in thewhole integralpartofliving.Millions of situation, making it unnecessary to "pigeonhole" Americans have turned to the outdoors, learning or to take the physical world apart. making it necessary to educate for the A laboratory center makes it possible tocombine wise use of outdoor recreation resources. theory and practice, subject matterand behavior, d.The population shift from rural to urban and teaching and learning. Sucha center orlaboratory living finds approximately three-fourths as herein proposed combines thebest information by of the population living in cities. Outdoor way of books, instructionalmaterials, and media and resource-use education are essential resources with a learning situationinvolving children and urgent in effecting harmony belmeen and a teaching clinic.Thus the laboratory center man and the biotic community. provides rich resources, by way of leadershipand An experience curriculum, part of which canbe materials, and yet makes the teacher thecentral provided through outdoor settings, must be provided figure in the learning situation with children. if man's behavior concerning his relationship to his An added value in the outdoor laboratoryis to natural environment is to be changed. bring into focus the best techniques in the useof Modern means of transportation make it possible resources, teachers, and specialists with astrength- for millions to invade the open spaces throughout the ening of the role of each. nation. To date, people are trying to use our resources

17 as was done in a rural society.We must limit the (2)Required fieldexpriences use of many resources, as isbeing done with wild incertain curriculaand game, and, through education,find more values through courses, part of which could deepenedperceptionsandsatisfyingskillsand be at the Laboratory Cent er interests, and in the schools partic - 3.Types of Teacher Educationthrough the Center ipating int h e Center a.Pre-service education program. The first phase of pre-serviceed- (3)Student teaching experience, ucation would include: in part, at the Center and in (1)Field experiences with the participating schools. In Centerstaff and teachers someinstancesa chosen from the perticipating group of prospective teach- schoolsat thelaboratory ers could be assigned to the center. Center and to the partic- (2)Seminarsand discussions ipating schools for a term conducted by teachers, orsemesterofstudent The second phase would be: teaching. (1)Courses offering credit, on (4)An experimental program of theundergraduatelevel, study andapprenticeship available to teachers; expe- developed by one or more riences would be with the collegesand universities. center staff and teachers at Such a program might be the laboratory, but under the designed for prospective el- direction of university ementary teachers and personnel. selecteds e c ond a r y ed- The third phase would be: ucation majors with special interestsinoutdoored- (1)Intern experiences provided by colleges and universities ucation. The plan would in cooperationwiththe make it possible for a large Centerstaff for seminars part of the four-year-teacher and discussions. This body preparation program to be of experiences would make in selected school systems it possible for theintern using the Center and for the to work in his chosen dis- prospective teacherto be cipline in the field of edu- assigned to master teachers cation, assistedby the andbesupervisedby a Center staff, specialist in teacher b.Othertypesofpre-service education. education For thisplan the college (1)Vistationsbyclassesin student would reside in the appropriate subject matter community where the school areas,child growth and is located and would partic- development, curriculum, ipatein community 1.; ctiv- and methods. ities, in addition to working

18 with the master teacher in (2)Researchbygraduate students on the classroom and at the topics and problems related to the Center. Partial salary, programs at the Center. proportionatetothe (3)Graduate workshops and seminars progression during the four conducted at the Center. year period, wouldbe shared d.In-service education by the college and the local The in-service experiences to be provided school district. by the Center must be contrived to affect The laboratory center, as proposed, offers unusual the behavior of teachers with respect to opportunities for innovative practices in pre-service outdoor and resource-use education. And, education, whereby prospective teachers may observe most importantly,the teachers in the and work with children in a natural and informal participating schools, whose classrooms setting.It is anticipated that working relationships will have experiences in the laboratory, can be established with universities and colleges for must be prepared to feel at ease in teaching a selected number of trainees to work, to live, and in outdoorsettings and must become to learn in a laboratory experience. aware of learning potentials in the lab- c.Graduate education oratorycenter. There shouldbe a The Center would offer unique opportu- maximun of participation for acquiring nities for graduate education at several good teaching methods, with opportunities levels--master's degree,specialist degree, to work with children whenever possible. and doctoral degree.It is possible now (1)Pre-laboratory p 1 a nni ng and in many institutionsto have graduate participation in learning activities in studies tailored to the needs and interests the outdoor area can be accomplished of the student. The increased number of through workshops and conferences stipends for research, graduate assist- at the laboratory center for local, ants, internships, and field studies would regional, and state teacher groups. makeit possible to prepare teachers, Teachers may become familiar with administrators,andspecialists whose the learning resources through field graduate program would be enriched experiences, acquaintance with the through the resource-useoutdoor library resources, and inplanning education center.Several patterns are activities with the Center staff.A suggested: collection of the best materials per- (1)Interns, assigned to the Center or to tinenttotheimmediate physical participatingschool systems, who environment, whichwillinclude would serve as: teachers; naturalists; books, graphic materials, exhibits, physicaleducationand recreation and dioramas, may be studied. personnel; specialists insubject (2)Advanced planning with the schools matter areas,inconservation, in through visitationsby theCenter resource-use,in media use,and staff, student and teacher planning, others. Such internships, with and special projects in preparation appropriatestipends, could be for for the program at the Center become varying periods of time at the Center the basis for the projected program or in the participating schools depend- to follow.All activities unique to ingupon thestudent'scollege theoutdoor settingareto be curriculum. considered, such as overnight trips,

19 pageants, menu planning, banking, by appointment and upon the request of the class- procedures for the store and post- room teacher,visits the school three to four office, mapping the areas, and others. weeks prior to the laboratory experience.The counselor, the teacher, and the pupils engage Interdisciplinary Nature of Resource-Use jointly in planning the laboratory experience. Work Resource use, conservation, and outdoor education assignments are made in the areas of reading, are all interdisciplinary in nature.They cannot be mathematics, spelling, geography, natural science, regarded ascontent or subject matter fields in social studies, and hygiene and physical education themselves and essentially are an interpretation of as they might contribute to an enriched laboratory several subjects and disciplines through the outdoors experience.General orientation and listingsof and the wise use of natural resources. professional equipment and materials needed for special interest preparation, therefore, cannot be provided through projects and group projects at the laboratory single departments or colleges, but must be the product center are done during this time period. of interdepartmental and interagency cooperation. B.Laboratory experience.No arbitrary, rigid, Consequently, a laboratory center helps bring the scheduled classperiodsareenvisioned for subject matter of several disciplines into focus, both children'sactivitiesatthe laboratory center. in the learning and teaching processes, in a setting Because the livingcurriculumis constantly free from "institutional walls and classroom props." changing, adjustments become necessary and they One of the unique contributions of an outdoor should be made jointly by the teacher and pupils. settingisthelack of traditions inherent in de- Whether the work is to be done indoors or out- partmental organizations, which makes coordination doors, the size of a group involved in a study, the mucheasier. The interdisciplinary approach, time of day, the season of the year, and changes therefore, facilitates themaximum use of the inthe weather are factors which could bring resources of subject fields, departments, and agencies about adjustments. and avoids duplication. The laboratory experience begins, in reality, Departments can serve each other through course with departure from home base. Loading equipment, and other learning activities with the laboratory use of maps for location of the laboratory site, center serving as a culminating experience in applying location of areas of exploration enroute, and stops content from appropriatedisciplinesto effective enroute for setting the tone of the on-site experience teaching methods. The Center will help close the can be an invaluable part of the school camp or usual gap between preparation and practice and laboratory program. between content and methOdology. When the on-site program commences, the Prospective teachers with many interests and back- child's learning time or experience time seems to grounds may get preparation in resource-use and fall logically into four divisions. These divisions outdoor education through the discipline or depart- are not unlike the segments into which the time of ment of their own choice. all individuals falls; they are: Program Structure for Children's Experiences 1.Work experience. Personal work, commu- It would seem that the most effective way of using nity work, and vocational work make up this instructional time in resourceuse would be to category.Personal work would be the kinds develop a program that would be integrated with the of things that individuals do to care for their on-going school program.The program is best personal belongings and the bunk area;to accommodated when it is broken down into three share in the food service operation; to care major areas of time use. for their project equipment;and to care for A.Pre-laboratory experience.The counselor, their own bodies.

20 Community work could encompass a host and respect for public property ofactivitiesthat are often considered as d.Responsibilityforlivingareas-- chores, such as policing the grounds, cabin sanitation and cleanliness, beauty, upkeep, upkeep of the biology or photography and repair labs, grounds beautification, and others.It e.Responsibility for recreation areas-- may be difficult, at times, to draw any clear beauty,cleanliness,orderliness, lines between any two or three of the total of repair forworkareas-- four time segments.An activity could be a f.Responsibility safety,cleanliness, equipment up- work experience and social living and healthful living at the same time.Such is community keep, proper use 3. Healthful living.Direct experiences that work; the things suggested can be social living and work experiences at the same time. result in safe and healthful living knowledge, habits, and attitudes include such factors as Vocationalresponsibilities may range blisters, sunburns, water safety, proper rest, from operation of a small camp store to good food, cleanliness, and others. In this acting as postmaster, serving as a library outdoor setting the teacher has the opportunity assistant or librariantoacting as camp to direct the student's total living and learning banker, and keeping the weather station to to a degree not possible in the classroom. making trails.The work experiences are Experiences offering opportunitiesfor social living, but the emphasis should be on application of healthful living practices range development of vocational aptitudes and skills. from one as simple as a hike to trips of longer 2.Social living. In a camping situation duration away from the camp. Each requires each person has a responsibility for each preparation in areas of health and safety. other person and to the group as a whole, Some such experiences include: which is really the democratic way of life. a.Hikes Thesituationisideal for demonstrating b.Field trips c.Picnics and cookouts democracy in action, as well as for contributing d.Overnights, or longer, in cabins to the emotional, social, and physical well- e.Overnights, or longer,in the (tents, etc.) being of the individual because each contribu- f. Swimming tion is real, direct, and immediate. g.Boating and skiing h.Hunting and fishing There are some practices to be desired i.Any combination with any mode for comfortable and harmonious living in the of travel outdoors, and there are certain group living Certain health practices that should be skills, qabits, and attitudes desired for peace included in the planning for a successful and and harmony. happy stay in the outdoors and that should be Some social and democratic practices followedare: a.Physical examination fostered by and the concern of the laboratory b.Good nutrition and well-planned or camping experience are: meals c.Proper rest and relaxation a.Responsibility forsel f--s e lf- d.Proper amounts of exercise achievement,self-determinination, e.Health habits - bathing, clean clothes, tooth brushing, proper self-reliance elimination b.Responsibilitytoothers--sharing, f.Clean living quarters g.Proper clothing for protection serving, leading, following, personal fromweather,insects,and property rights animals h.Proper shelter in camp and away c.Group determination--consideration from the camp of rules, of minority and majority, i.Sanitationin food preparation,

21 pure water, proper garbage and more throughtful and careful and is safer sewage disposal j.General practice offirstaid and healthier because of his experience, lcGeneral practice of all health then the program has been successful. and safety knowledge

Specific safety and first aid knowledges 4.Recreational living.This category or that should be practiced, as required for each segment of time may or may not cut across kind ofactivity, to insure well-being of the three preceding ones.Each student or students are: individual should be encouraged to engage in a.Safety (1)Hiking rules individual and groupactivities, and these (2)School bus and other travel activities may be music, storytelling, crafts rules and crafts demonstrations, cookouts, over- (3)Use of knife and ax (4)Use of fire night camp-outs, drama andpantomine, games, (5)Avoidance ofdangerous plants and animals stalking, animal calling, bird watching, water (6)Rulesfor swimming, sports, photography, and many others. boating, skiing;skills and habits; rescue, self-rescue In the planning procedure, teachers and (7)Use of firearms children and resource people make selections (8)Use of fishing equipment of recreational activities (9)Rules for survival, if lost in terms of the b.First Aid - season, the time of day, the size of the (1)Artificial respiration group, and the leading-on characteristics (2)Snakebite treatment vested in the activities. (3)Cuts and excessive bleeding (4)Burns and other blisters The out - of - doors provides time f o r (5)Insect bites learning, time for play, time for work, time (6)Poisonous plants (7)Sprains for leisure, and time for close association (8)Sunburn with nature's slow pattern of renewal and (9)Heat stroke and heat exhaus- tion stability.These things can bring to a person (10) General first aid rules the realization that much in life cannot and need There are certain medical practices, not be hurried. When students and teachers knowledges, and behaviors necessary in and parents are able to get "in tune" with a camp or outing situation just as they thesteady march of the seasons and the are necessary at school or in the home. fruitful earth, it is believed that good learning All teachers and students should be aware of a fundamental nature willtake place. of these. Permanence and pattern are important to Necessity for physical children and to their emotional development. examination How better can they be familiar with the Role of nurse in camp or school sureness oflifeand growth than through Role of first aides in camp experiencing it in the out-of-doors? or school Immediate attention t o Opportunity forquiet wonderment and illness (contagion) peaceful meditation is absent from the lives Immediate attention t o injury (infection) of many. Outdoor education can restore it and Danger of self-medication can reduce pressures placed on students Learning can be recognized or measured today. The outdoor experience has been only when a change in behavioroccurs. planned to bring this about. If each child who participates in the out- Thelaboratory experience is concluded by the door education program becomes la littler:;turn*v.into the setting-out place. The trip should

-22 be planned for appropriate stopovers at certain spots materials produced at the Center. The audio-visual to add strength of continuity to the on-site laboratory materials could best be developed by the teacher and experience so that there would be a transition and the students in cooperation with the Center staff in carry-over to the school ground, even, or to areas order to interpret the work of the laboratory to the nearby. people.The teacher could work in cooperation with The post-laboratory experience would reinforcethe the home in developing backyard demonstrations of laboratory experience from time to time as it relates resource-use such as bird-feeding stations, gardens, herb gardents, , and the like. to the on-going school instructional program. C.Post-laboratory experience.The phase for reporting and evaluation, involving the teacher, the pupil, the counselor, and the parents, is as valuable as the two preceding phasesof time use. The counselor makes use of the evaluations in devel- oping and planning for the next group to come in. In the beginning it is suggested that the school children involved in the program be confined to those in the sixth grade.This grade is used as an example, only, and teachers in other grades may make adaptations to fit their needs, using the basic principles and purposes underlying successful teaching of sixth gradersin resource-use in an outdoor environment. It is anticipated, based on records provided, that approximately 1700 children in the six-county area involved would require 17 laboratory periods of 34 weeks to accommodate all the sixth graders and their teachers. The total number of teachers to accompany the sixth graders will be 68.In addition 170 pre- service trainees, 85 interns, and 1200 in-service teachers for a 12-week period will be served. Students and teachers in non-profit private schools will receive the same opportunities and benefits of instruction in the proposed center as those from public schools or any other groups. The program in its entirety is conceived as a continuing and an interactingin relationto the community.The teacher, upon return to the home community, should be involved in interpreting the laboratory experiences, teacher and student, to small groups of teachers and should indicate possible applications of the experience to the school grounds or to adjacent areas.The teacher could report to the PTA, the garden club, service clubs, and other groups, with the use of colored slides and other

23 Program Description One of the major purposes of such aCenter is toHusbandry portray and interpret plant and animallife, geology, There is an increasing need forpeople to have and other natural features and processesthat areopportunities to work on the soil--plant,cultivate, and found in the outdoor environment.It can no longerharvest.Whereas such activities wouldhave been be taken for granted that people have the necessaryconsidered necessary labor in earliertimes, they perceptions to understand and appreciate thewondersnow constitute animportant kind of individual recrea- of nature and their relationships tothe physicaltion and are related to the developmentof attitudes environment.The program should help the users toon conservation.The Center should provide a large attain the highest values which the outdoor areasnumber of opportunities for people- -perhaps for the have to offer. first time in their experience- - todo things on the The basic purposes underlying nature activities island.Some of the activities in which visitorsmight the maximum and unique use of the natural environmentengage include: which will still maintain the integrity of the area. 1.Planting,cultivating,and harvesting Nature activities constitute a media through which garden crops, including herb gardens. peopla may appreciate and understand the physical 2.-planting,budding, , environment and throughwhich there may ba an and harvesting. expression of interests and talents.Values may be 3.Landscaping. obtained through the mental and physical processes, 4.Soil erosion control. through the appreciation arts, or through manipulative 5.. skills.These are several kinds of nature activities, briefly described, and some methods of programming: Nature Pastimes Astronomy Rural pastimes which were favorite activitiesof The recent discoveries about space have createdthe past would be of interest today if there were more public interest in astronomy.Opportunities toopportunities to experience them.Many of these observe and study the heavens at night should besimple, but adventuresome, pursuits could be in- provided.Lectures and discussions by competenttroduced at the Center. Through good land management leaderscould be scheduled throughout the year.and planting, some of the following kinds of outdoor Some of the new portable equipment makes it easyrecreation could be made possible: to schedule astronomy sessions. 1.Picking wild berries 2.Gathering nuts. Dioramas 3.Hunting mushrooms. All types and sizes of dioramas and displays located 4.Searching for herbs. in buildings and in appropriate outdoor settings should 5.Picking wild flowers. be used for interpretation and for calling attention to features in the area. The dioramas become living,Nature Trails talking symbols of the web of life of the age portrayed. Trails constitute a major phase of nature-centered The setting up of suitable space and the planning ofactivities. Much skill and imagination should be used such dioramas with ecological implications requirein the construction and layout of trails so that the imagination, ingenuity, and know-how. beginner or the specialist may profit from his

24 experiencein observing and studying the natural phenomena of the area. There are two general types of nature trails--self-directed and guided--and both must be available.Some trails will be permanent and will feature nature'srelatively unchanging wonders, such as rock formations, scenic views, and historical sites.Others will be seasonal and will change daily or with the advent of spring, summer, autumn, or winter. Some trails will require advance Ii information, such as that given through dioramas and lectures.Others can be enhamed by good labeling. Stillothers would be planned for the ( discoverers who need only the opportunity to converse with nature, to observe, and to collect.

Weather Stations One complete weather station should be constructed If in the area for observation, study and reporting. A number of simple observationpointsshouldbe scattered throughout the area in places where they could be studied.

Explorations and Trips Many of the scenic and other unusual features of the area can be visited by groups through planned explorations and trips. Much can be done to enhance the recreational values of natural settings by advance preparation, through discussions by the naturalist, or by using dioramas, and other audio-visual devices. Several of the unusual scenic attractions of the area surrounding the site for the proposed Center are easily accessible by road and trails, and many of these may be visited by groups. Examples are the Buckeye recreation area on the Gulf Coast, St. Mark's Wildlife Refuge, the Suwannee River area, and the Osceola

Mb and Appalachicola National Forests.

0."".""".".." 4

25 How to leadafield trip

On a purposeful field trip all the features about dresses or slacks; how far; what direction; should the surrounding air, ground, and biota, as far as the I take notes;will there be a place to buy aspirin; horizon, provide a never-ending wealth of natural do you know the shortcut between...;and the in- history information.Sometimes that information is evitable, I've been there before, will we see...? obvious, sometimes it is hidden by more dramatic These are examples of a few questions that may be objects or events, and sometimes a combination of answeredintheearly stages of pre-planning. a little experience, a little imagination, and a little Nevertheless, underlying all preliminary questions intuition yields original information which is the most and planning is another fundamental apprehension of rewarding of all. nearly everyone: what will be done ifit rains? How then does one lead a field trip, escort a tour, An unusually good leader will actually begin the or otherwise show people what is to be seen? Interests field trip the moment that question arises;if no and objectives usually vary so greatly among "field one asks, the question is worth anticipating.What trippers" that the leader cannot, of course, be an may be important at the moment is not WHAT will expert in every field;neither can he be a walking the weather be when the outing begins, but WHY the encyclopedia, an historical authority, a living almanac existing weather and HOW long may conditions prevail. of facts, a complete medical corpsman, and a public The prevailing weather may be understood by ref- relations man all at one time--however, good ones erence to weather maps in much the same way a usuallytryandthe best occasionally succeed. location may be understood with reference to a road Whatever the case, a very good leader somehow map.Most newspapers carry daily weather maps; manages to satisfy both the curiosity and needs of furthermore, weather reports are so common on most of his followers. If the leader does not have the television that a combination of references is readily answers, at least he knows how to get them. available.Guides, leaders, and escorts should be To begin any kind of a field trip the leader should aware of weather and climatic conditions; they expect a certain amount of apprehension from a few should know how to analyze maps or reports; and participants. Usually the associated problems are of theyshould know what information to pass to minor consequence and may be resolved by full participants, or how to adviseparticipants to explanations of what lies ahead.WHO? WHAT? understand wheather characteristics.On trips of WHERE? WHEN? WHY? HOW? More specifically, several days' duration, the guide has the responsibility who will be on the trip; where will the trip go; what of keeping abreast, if possible, of weather conditions. will be seen;why is the objective worth seeing; Again, and at the risk of repetition, knowledge about how long will it take;and when will we return? HOW and WHY the prevailing conditions is the best Immediately after such an introduction the leader may preparation for understanding weather in the near expect a deluge of questions: do we carry a lunch; future. will boots be necessary;are there snakes; wear

26 simple things, During the pre-planning stages eachparticipant prehend.Some people contrast only may be directed toacquire a particular kindof such as one shape differingwith another, whereas information either before or during thetrip; that is, others have the ability toenvision the integration of a library investigationof the geology, biota, or some many configuratiodssimultaneously by contrasting one historical point, beforehand or perhaps arecord of complex situation withanother. In either case the immediately the level soil temperatures, for example,along the way. When leader must be able to sense each participant has been assigned acontribution of of individual comprehension and toadjust accordingly some sort, then the leaderattempts to weave each his descriptions and characterizationsof the events thumb" at the part into meaningful information. at the moment.A Pimple "rule outset of any field trip with adultshaving unknown Perhaps it is axiomati6 to suggest thatpeople are and probably diversified backgroundsis to assume most comfortable in familiarsurroundings;yet knowledge and experiences people generally are curious in one way oranother no more than 12th-grade and build accordingly upon eachevent.Even if a about strange areas, events, and things.More often leader learns that he is faced with morehighly than not, knowledge comes from acomparison of the educated people, he will soon find thatcommunications familiar experienceswith the new and unknown. at the 12th-grade level of generalknowledge, or at Since progress of all kinds is based uponexperience, most the junior-college level, are mosteffective. a leader is obliged to exposethe new opportunities Persons having more advanced educationusually and events in terms of previousexperiences if he is have specialties with particular variationsof cultural to carry to the fullest extent thecomplete confidence preparation and the levels of communication are and attention of the participants.Therefore, the adjusted accordingly. A group leader therefore starts undercurrent in every field trip, as obvious asthe by disseminating information that has common mean- case may be or as subtle as maybe possible, should ing to all in the party whether children oradults; be a stream of comparisons--the oldwith the new, these common grounds are used to orient the party one kind with anotherseries, and ultimately one to existing conditions, and existingconditions form pattern with another. .1 the basis upon which the activities of the group will The matter of comparisons raisesinteresting be planned and carried on. points about the ability of various peopleto corn-

27 People usually like to know exactly where they are-- morphological variations relative to differences in physically,geographically,biologically, ,agricul-heat that are known to be related to interception of turally,historically,sociologically,and perhaps radiant energy from the sun. politicallyonly to mention some of the mostobvious If the sky remains clear all day, that means points within the environs.Two approaches aresomething about weather conditions. On the other available--the "big picture' approach thatstresseshand, if high cirrus clouds are seen, that indicates perspective in differences between one objectiveand something else.Clouds and wind directions change another and the detailed approach which emphasizes during the course of the field trip; all changes have insight.A little of each is desirable, but thebulks ignificance. If those significances are not understood, of information should be presented in such a way that that in itself becomes meaningful information worthy everyone on the field trip has the opportunityto see of additional investigation. and understand the environs with perspectivebased Changes in agricultural practicies and customs are upon insight. usually directly related to geological features, soil All field trips are required to have a destination. quality, available soil water, motivation of the people, That place or occasion should come at aboutthree-marketing outlets, demand for goods, and the current quartersof thedistanceor total time involved.prices paid. Nowadays, however, federal price Although the destination may be a popular place of one supports, for either encouraging production of some sort or another, its purpose is best fulfilled by crops or curtailing production of others, occasionally bringing together all events associated with the fieldgovern land use patterns in certain areas.These trip.The leader must always plan the trip carefullyareas can usually be detected with both a keen eye with the destination in mind and save certain kindsand a general knowledge of what the government of information for synthesis at that place. supports in that area. Up to this point little has been mentioned about Industry, commerce, and recreation occasionally activitieson thetrip itself.With pre-planning, govern land use patterns as well as cropsand natural orientation, and background information dispensed, vegetation.Abandoned railroad tracks often have a the group is ready to move into the field towardhighly diversified flora with unusual plants likely the destination. from numerous places. Pulp wood producers control Heat measurements may be made in air, soil, vegetation over hundreds of square miles. Artificial and waters along the way for comparisons with those lakes may raise the ground water table of wells from weather bureau records at some particular along tributary streams. On the other hand, detergents site. may be detectable along waterways as maycorrosion An altimeter from military surplus is a usefulfrom exhust fumes or oildeposits from diesel tool to carry for comparisons of heat variations with engines.Uses of pesticides become obvious in the altitude.Those instruments when treated properlyodors around orchards and fields or along high- will indicate altitudinal differences of as little as 20 voltage power lines. to 40 feet. Thelistof ideas is endless. Usually more Along the way road cuts are observed for the information is available between stops than .at the configurations of rock strata.Variations in plant stops per se, chiefly because natural history features growth on different strata may be observed.Soil continuouschange with distances. Along any planned profiles in road cuts are easily identified. route the only limit to points of interest is that Soil moisture measurements from road fills maylimited by the intuition, imagination, and industry of be taken along north-facing sides of the fills and the leader. The entire trip hinges upon how effectively from the south-facing sides.Plants from each side the leader can call upon his own resources as well of the road may be collected and compared for as those of his participants.Each leader is on his

28 own. The accompanyinglist of general subjectsgives some idea aboutthe kind of topics that aresuitable for natural history investigations.Usually some kind of measurements or data maybe collected about any one or more ofthem. Finally, the trip hasarrived at the prescribed destination.After a brief orientationagain, and a little time fo r. lookingaround, the group isgathered for ananalysis ofevents, interpretationof observations, and some resultsand conclusions are eventually formulated.This is an importantsession for the exchange andinterchange of expariences. Reports are given, data arepresented, hypotheses are set up, and everlastingideas should take form. Again,perspectivebased upon insightleads to understanding.One project remains--anindividual analysis by each studentof his accomplishmentsand his results:that project is best donein the form of a brief writtenreport about the trip. If a student understandsduring the discussions at the destination that abrief report will be expected, then he is likely to huntfor bits of informationthat have personal values.Furthermore, on the return journey he has the opportunityto review the observa- tions, rework the information,and enhance his ideas. Therefore, the return journeyshould come at a time when fatigue and themonotony of travel have notyet set in. When the group hasreturned to the startingpoint, the trip and journeyhave ended, preferablyfor the entire occasion.Each trip should be acomplete unitwithoutundue continuations andextenuating characteristics. Sometimesreviews and recalls may be desirable, butgenerally the trip justended is only the foundation for thenext one. Then an entirely newmission gets underwayfor /11/11-1111114A similar, but more advancedandperhaps sophisticated, purposes.

29 Natural HistoryFeatures

Physical Cultural Climate Cultural History of Indians Bioclimate Socio-economic History of Weather Early Settlers Geography Evidences of Military Physiography History Geomorphology Changing Patterns in Bedrock Geology Agriculture Soils Patterns in Urban Mineral Resources Development State Parks and National Forest Dunes Lakes & Rivers Ground Water Caves and Mines

Plants Animals Higher Plants Mammals Trees and Forests Birds Grasslands Amphibians and Reptiles Communities Fishes Plant Diseases Insect Pests Lower Green Land Animal Parasites Plants Free-living Invertebrates Fleshy Fungi Algae Ferns Farms and Gardens KEY WORDS: Comparisons...changes...differences... things...patterns KEY IDEAS:then and now...this and that...old with new...there and here Stimulants: where, what, when, why, how, who. Methods:scope versus details.., perspective versus insight...lots of information. Purposes: comprehension and understanding. Historical Events

1. The Panfilo de Narvaez expeditionpassed through in 1525. 2. The De Soto expedition passed throughin 1539-40. 3. A string of 23 Spanish missions established across northern Florida, 19 of them in the MiddleFlorida area, 12 in the six-zd'unty area. 4. A trail connecting St. Augustine withPensacola traversed Middle Florida along the lineof the missions. 17th Century. 5. MuchpirateactivityalongFlorida coasts. Blackbeard, the famous pirate, reported to have used the mouth of the Suwannee River as a place of refuge upon various occasions. (Undocumented) 6. Spanish missions destroyed in a raid by Governor Moore of South Carolina , 1704. 7. Fort St. Mark's constructed on lower St.Marks River, 1718. 8. Lower Creek Indiansleft British allegiance and moved to Spanish protection, settling mainly in Middle and East Florida. Became known as Seminoles or Run-Aways. Circa 1740-50. 9. Florida became a British province and is divided into East and West Florida, 1763-1783. 10.Panton Leslie Trading Post established on lower Wakulla River near Fort St. Marks. Circa 1780. 11.Floridabecame refugefor many American loyalistsduring U.S. War for Independence.

. - 1,7 -- - 12.Florida returned to Spanish sovereignty 1783-1822. 13.Andrew Jacksoninvaded Floridain campaign against the Seminoles in 1818.Battles fought at Lake Miccosukee, Natural Bridge, and Suwannee Old Town. 14.Steamboat navigation of the Suwannee developed. Branford a river port. (Undocumented) 15.Settlement began in Middle Florida after Treaty of Fort Moultree moved Seminoles southward. 16.Monticello first permanent settlement in Middle Florida, 1827. 17.Seminole War 1836-40. 18.Civil War Salt Works at Adams Beach, Taylor County. 19.Taylor and Dixie Counties became refuge for deserters during Civil War. 20.Battle of Olustee or Ocean Pond, February 20, 1864. 21.Battle of Natural Bridge, March 6, 1856. 22.Perry, a Wild West type cattle town, with shoot- outs and corner saloons. Circa 1904. 23.Rum running and smuggling of illegal liquor in hollowed logs up and down the Suwannee River during National Prohibition. (Undocumented)

111411"--4 efA)

32 14 1..t AV . 2'..... tw4 g MADISON ...... ,. .t-... 25- . °....*t 7 9...... 0, 74, ..... 0,00 00 11111 VMENNO $ *op os0 000 ril0 14$44. oo to la V 00 11$446 I 0oeofee 0 0 000*% 0 t # 00"0 00.00 I \\ S U W A N N E ,1 \\ I 11 \ 1 TAYL 0 ift 11 13 22. 12 13 o. LAFAYETT&\

MENNE,

DIXIE

MIDDLE FLORIDA 17 HISTORY MAP

33 Legend for Map

Probable-route of Panfilo de Narvaez cusp Probable route of Hernando De Sota .....Probable route of Old Spanish Trail Route of Burch Road or First Highway Location of Spanish Missions 1.San Joseph de Ocula 2.San Juan de Aspalaga 3.San Franciso de Oconee 4.N. S. P. Concepcion de Ayubale 5.San Lorenzo de Ivitachuco 6.San Miguel de Asile 7.San Mateo de Tolapatafi 8.Santa Elena de Machava 9.San Pedro de Potohiriba 10. San Juan de Guacara 11.Santa Cruz de Tarihica 12.Ajohica 13.Santa Catalina de Ajohica

14. I=o Fort San Luis 15. C) Fort San Marcos de Apalache 16. a Panton Leslie Trading Post 17. X Suwannee Old Town,siteof Anadrew Jackson's battle with the Seminoles. 18. Natural Bridge: Jackson battle withSeminoles and Civil War battle site, May, 1865. 19. Monticello, first settlement 20. Adams Beach: Civil War salt works 21. Perry, Six-Gun cattle town circa 1900. 22. Carbur - - sawmill center 23. Scanlon, early camp 24. Camp of Confederate deserters during Civil War 25. Olustee, Civil War battlefield

34 Historical Events protection, many populations can bemaintained at a The Center's surrounding area is rich in American high level.Some species, however, mayfluctuate history. Some of the features include the life of thefor unknown reasons.Where food or cover are Indians, Spanish conquests, Civil War battles, cattle lacking, short in supply, or of poor quality,the ranching, lumbering, and a variety of other aspects ofpopulations will be smaller. pioneer life.Many activities can be established as Management of habitat has another contributionin the program develops.Through research and study thatitcan serve to localize andincrease game much information can be accumulated which will add populationsat places where the animals may be to the attractiveness of the historical feature. Suchobserved by Center users. research should be initiated immediately while there are still some of the older residents in the areaand Arts and Crafts historians who have an intimate acquaintance with No aspect of outdoor recreation can supply more various aspects of the area's history. opportunities for the development of lasting interests than native crafts. These are becoming increasingly Outdoor Photography important in recent years in enabling people to find Outdoor photography has an important place in and express creative talents and to engage in activities nature study and is a particularly significant activity that involve individual participation. The Center can in the Center's program.There should be severalbe instrumental in a revival of interest in crafts approaches to outdoor photography , such as: related to native materials and will create interest A.Instructionin the use of various kinds of and appreciation of the out-of-doors as well as supply equipment. leisure time pursuits.In some instances, native B.Demonstrations and exhibits of new equipment crafts will provide an outlet for economic benefits and processes. for those who become more skilled.It should be C.Contestsforbestpictures, which might culminate in a photography festival and exhibit pointed out that with good planning and management to be held annually or semi-annually. native materials in the area can be used for crafts without fear of destroying the supply.In fact, one Management of Outdoor Resources Wildlife resources are extremely importantforof the functions of the Center would be to grow the nature study purposes. As used here, the termwild-materials needed.Wood carving, ceramics, and life is restricted to mean game, furbearers,and fish.lapidary activities are especially appropriate. The average person is elatedif he can sight a The creative manipulation of indigenous materials wild deer, turkey, bear, raccoon,fox, grouse, orshould produce a genuine product representative of the culture and traditions of the area while reflecting quail.Such species are a part of our great outdoor the personality of the craftsman. It should emanate a heritage.We owe it to our ancestors to preserve unspoiled this heritage handed down to our care,andfreshness which giveslifetothe culture while we owe it to our posteritynot to allow this dearesttradition gives continuity. heritage,to be destroyed.To safeguard our out- door resource heritage we need to expand ouroutdoorpdustrial Attractions education efforts so as to teach people to use our One of the most interesting attractions is the wlldlife resources without depreciating their value.products manufactured or raised locally. The Center Natural populations of wildlife are extremely should select and work with a number of industries, Natural populations of wildlife are dependent ontheespecially those unique to the area, in helping them carrying capacity of the habitat (abilityto supportto contribute tothe education and recreation of numbers of animals) in which theylive.With anresidents and visitors alike. Special tours for people adequate supply of quality foods and good coverforto observe an industrial process should be provided

35 and, if possible, literature and mementoes shouldbecome a center for research in outdooreducation be distributed to those who complete the official tour. in schools and colleges, and it wouldprovide more extensive opportunities in outdoor learning than are Educational Research found in most areas. Opportunities are unlimited for research inlearning and instructional methods. Of special importance are Educational Projects opportunities to experiment with different patterns The following projects emphasize forestry and wood of outdoor education,Some examples of educational products because of their importance to the area. experiences that would be possible through the use of Each planned lesson should be preceded by an oral or the Center include: a written quiz covering the subjectmatter.This A.Social studies. quiz should be ungraded.After the completion of 1.What were some of the industrial subject lessons, the same quiz should again be given. developments of the area? Why?What This will enable each student to check his knowledge routeswere necessary because of thesebefore and after lessons and also to compare his developments?Who discovered the forests learning with that of others. and forest products? The answers must Proposed forestry and related subjects and projects includetrips and firsthand experiences in for study follow: lumber mills, in finishing plants, etc. A. The Place of Trees in the Plant Kingdom 2.Open maps with only rivers and Compare Spermatophytes, the most highly mountains could be given to students to see developed plants, with other prominent plant if they could guess some of the pathways and orders. to what they would lead.Maps might also 1.Gymnosperms - Discussc ha r -- acteristics and give examples. include natural deposits, and a reconstruction 2.Angiosperms - Discus s char - of history through common sense could be acteristics and give examples. enacted. a.Monocots - Describe and B.Field trips.Trips of all kinds could be give examples b.Dicots - Describe and give encouraged by the center as a part of the examples educational programs of schools of the area. B.Plant Physiology Some students might even make rafts and lick- 1.Kinds of tree roots and their function level canoes for excursions in the water. 2.Tree stem, bole or trunk - taper, The school buses could be made available shape, crook. to school groups for trips. a.Bark,caznbium, sapwood, C.Outdoor education.New patterns in school heartwood, pith, andtheir camping and outdooreducationshould be functions. tried -- at all age levels, including kindergarten b.Conductionoffluids ver- tically and horizontally in the through college.Day programs to month- tree stem. long and seasonal programs could be some 3.Tree leaves: of the patterns used for outdoor education. a.Shapes, venation, simple and Conceptual programs could be developed with compound, margins, surface differences. a "WoodsHole" type conference on outdoor b.Functions: education including all the disciplines. 1.Photosynthesis Countless other educational methods and learning 2.Transpiration activities forall age groups could be used and 4.Tree fruits and seeds, and methods of seed disposal researched.In this sense, the Florida Center could

36 A SPECIFIC EXAMPLE OF OBJECTIVES DEVELOPED UNDER THE FOUR TIME SEGMENTS 3.2.1. LandWater Forest 6.4.5. WeatherPlants Animals WORK1. Knowledge EXPERIENCE of tree planting SOCIAL1. Knowledge LIVING of the values to man of HEALTHY1. Knowledge LIVING of healthful living in RECREATIONAL1. Knowledge of LIVING recreation p-Tiiigriires 2.3. Skill Habit in oftree using planting new 2. Skill in working with othersreforestation 2. Skill in self-protection forestin forest 2.3. Skill Habits in use of good of forest usage for for recreation 4.5. Socially acceptable Wr-rcedgeInterest inof reforestationforest 3. Habits of personal forestresponsibility toward 4.3. HabitsInterest of in safety health-giving and selT-Torotection 4. Interest in protection of forestrecreation during use 6. Appreciation of what is attitudetation toward refores- 4. Interest in government's effortsprograms to develop 5. Attitude toward public qualitieshealth problems of forest in forest 6.5. AppreciationAcceptable attitude of use of toward u se for recreation invo ved in reforestation 6.5. Appreciation Acceptable ofattitude struggle towardto preserve controls forests 6. Appreciation of relation ofgroup forest to personal and health renewingforest for basisrecreation on a 37 C. Instruction in dendrology should be provided b.Use of increment borer for studying annualrings and foridentifyingindigenoustreespecies. growth. Lessons should include characteristicsof c.Use of dendrometer bonds leaves, flowers, fruit and seeds, buds, bark, for diameter growth studies. d.Computing percent growth and general tree shapes or silhouettes. (compound interest earned 1.Drawings and photographs may be by trees). made. F. Wood Technology 2.Leaves, buds, seeds, etc. may be collected. 1.Differences between the hardwoods and softwoods and meaning of decid- 3.Prepare key to species based on uous, evergreen-exceptions. various characteristics. Play tree-identification games (Races 2.Prepare transverse,radial, and 4. tangential wood sections of the indig- or scores). enous species for study and display. 5.Explain the use of scientific plant names. 3.Discuss uses of wood that would require specific sections. 6.Illustrate variation of characteristics within tree species: 4.Make wood collections, write letters, exchange specieswith students in a.Inherited other regions of the UnitedStates. b.Environmental 5.Discuss properties of wood (grain, D.Study of Lower Plants pattern,color,softness,weight, The students should learn to identify common workability, etc.). shrubs and ground plants associated with the 6.Discuss strengthofwood in compression and in tension parallel tree species. and perpendicular to the grain. 1.Indicator plants for highland, lowland, 7.Study basic wood components - cel- old field, infertile soil, acidic soil, lulose and lignin (get samples). etc. a.Dissolve lignin and examine 2.Edible plants and plant parts the fibers (hardwoods) and 3.Danrrous plants: tracheids (softwoods) a.Eternally poisonous (poison b.Discuss uses of cellulose ivy). Learn to recognize the and lignin plants and the prevention and c.Measure length of fibers with treatment measures microscope b.Internally poisonous plants 8.Studyspecificgravityand wood of the area density andtheirrelationship. Tree Growth Compare specific gravity for species E. on the tract andfor other popular 1.Height growth - apical meristem species (Use USDA Wood Handbook) (budtissue); explanation of how height growth occurs. 9.Study wood-moisture relations: a.Prepare several plots for a.Learn to calculate moisture measuring height growth of content percentages, the use several tree species over of oven, scales, moisture meter.Explain difference a number of years. in the base used for cal- b.Fallacy -Upward move- culating moisture content of ment of a nail in a tree. wood versusother 2.Diameter growth - explain role of materials. cambium and how it functions: b.Meaning of equilibrium a.Theannualring - - char- moisture content and exam- acterizeearlywood or ples for various sections of springwood, and latewood or the U.S. summerwood. Compare c.What are the optimum mois- themforconiferousand turecontents for various deciduous trees. wood products and uses:

38 pulpwood,lumber, flooring 1. Buckeye Cellulose plant and woodyard furniture, bowling pins, etc. 2. Turpentine distillery G.Forest Mensuration 3. Lumber mill: 1.Measurement of tree heights (total a.Watch sawing, edging, trim- height and merchantable height): ming,and planingoperations. a.Use of hypsometer, Biltmore b.Examine boardgrades, stick, calculation by similar availablelengths,widths, trianglesand ocular es- and thicknesses. timating c.From which part of the tree 2.Tree diameter measurements: is the best lumber derived? Why? a.Use of calipers, diameter tape, scale stick, and ocular d.Note the large amounts of estimating sawdust, bark, shavings, etc. produced and what use is b.Variation inherent in meas- made of it. urements - use of averages e.Examine the log yard and 3.Basal area measurements: note the amount of handling a.Computing areas of circles requiredf or logs a nd ( cross sections of trees) lumber. 4.Units of tree volume measurement: 4.Cross-tie plant: a.Cubic feet for different size Examine the species u sed and the trees method of stacking the ties for sea- soning. How important are ties to b.Cords (4' x 4' x8' stacks of our railroads? wood). c.Units (4' x 5' x8') or (4' x 5.25 5.Wood preserving plant - Discuss the x 8 ') chemicals andprocess used for pressure -impregnating wood to d.Board feet(12" x12" x 1"). protect it from termites and decay, Nominal sizes awl actual or to make it fire retardant, How sizes. much chemical is absorbed by the wood? What is the depth of penetra- tion? Wood Products H. 6.Visit other primary wood producers, 1.List prominent wood uses and their such as fence post or pole producers, retail values. 2.Show part of the tree from which 7.Visitsecondary wood processors they come. (furniture plants, window, door or cabinet manufacturers, etc.) 3.Discuss species and quality of wood required for various products. J.Forest and Forest Products Enemies 4.Discuss new uses for wood developed 1.Man: within the past 10 years. a.Uncontrolled fire - Visit a 5.List uses or products which are no state fire tower. longer made of wood. (1)Examine equipment and 6.Learn some basic product costs: discuss methods used for fire detection, a.Per unit standing on the suppression,and stump for pulpwood and prevention. sawtimber (2)Discuss the danger and b.Delivered to mill damage of fire: Plant Visits (a)To trees- -loss I. of growth and Prepare brief, general report of the conversiori reduction o f of the raw materialtothe manufactured wood volume a n d quality product.Get factual information from plant (examine lum- managementand fromliteratureof the b3r sawn from a fire-scarred American Forest Products Industries. log).

39 moisture con- (b)Toforest- - tent of wood groundcover belowthat and soil. requiredfor (c)To game birds fungal activity. and animals. (Visit a lumber (d)To wood--; seasoning yard Compare burn- and dry kiln.). ingofwood with me lting of (3)Debunk the fallacy of steel (use steel dry rot." wool). Get 20- minutefilm 3.Harmful insect enemies: comparing the a.Make an insect collection effectof fire and separate those that are on heavy tim- harmful to trees, to other ber wood joists plants, and those that are withsteel helpful to plants. (avail- joists b.Study the effect of major abl e from destructive insects on trees NationalForest (Ips, Southern Pine Beetle, ProductsAsso- BlackTurpentineBeetle, ciation). Pine Sawyer). c.How are they controlled? d.Study termites separately. b.Uncontrolledgrazing and its effect on soil compactionand K. Use of Forestry Toolsand Equipment seedling mortality. 1. The. axe - -Teach axemanship: a.Types, shapes, weight and selection. Man's misuse of wood-.dissat- C. b.Sharpening and fitting the isfaction stemming from the use handle. of the improper species, grade or ? size for a specific application. c.Safety and proper use when , chopping, and 2.Decay Organisms: splitting. a.On trees - Prepare a list of fungal diseases. d.Conductcontests - - time trials and accuracy. (1)Indicate their symptons and severity of attack. 2.Saws - power and hand saws: (2)Methods of control. a.Sharpening and setting teeth. (3)Collect and identify samples of cankers and b.Properuse, maintenance , rusts. and accessory equipment and (4)Examine hyphae under a materials required. microscope. c.Safety practices. b.On lumberStudy kinds of fungi, molds, and stains. d.How to make an undercut (1)Discuss thelosses and its purpose when timber inflictedin grade and felling. value. e.Organize sawingcontests (2) Studymethods of and test directional accuracy preventing lumber from of felling. rotting. (a) Use of wood, f.Visit woods operations of pr essure local firms. treated with preservatives 3.Hand compass and its use - howto when in close offset around objects: contact with the ground. a.Types - azimuth and bearing. (b) Reduce the

40 property. b.Prepare compass courses to 4.Map the soil types on the various study sites in the forest. 5.Plant a small pecan groveand use it forlearning the principlesof 4.Pole saws and pruners: tree surgery: a.Prune several sample plots a.Proper method of pruning quality. to improve lumber b.Grafting b.Prune trees around the headquarters and along the c.Repair of tree wounds roads to create a cultural appearance. d.Tree climbing with ropes, use ofknots, tyingand C. Examine tree pruning splicing ropes wounds and keep records of the time required for heal- e.Mulching, liming, fertilizing ing. 6.Preparation of tree nameplates for 5.Weather instruments- - Their useand placement on trees within townlimits the compilation of seasonalrecords: in various surroundingcommunities. a.Barometer 1 7.Establish plots for makingdurability studiesof wood stakes of various b.Rain gauge' species and preservativetreatments.

c.High-low thermometer 8,Collection of seeds or conesto help fulfillforestry requirements and d.Anemometer ; special needs or requests: e.Wind vane a.Make seed viability studies L. Lorjyrojects_ b.Visit a state tree nursery 1.Establish arboretums using species that should survive under the climate, soil, and moisture conditions of the Hampton Springs tract.Species for consideration include tupelo gum for the swamp and pond area, black gum and black willow for the low sites, dogwood and red maple for the road- sides. Other species that should be successful are white cedar, greenand yellow poplar, black cherry, magnolia, persimmon, pignut hickory, sugar- berry, American elm, sassafras, loblolly pine, pond pine, post oak, southern red oak, and varieties of . 2.Hand plant open unseeded areas with slash and longleaf pine. a.Install spacing study plots. b.Experiment with root pruning. c.Establish depth of planting studies. 3.Map the surface property intensively to help identify areas of interest or problem areas.Learn the use of surveying and drafting equipment, calculation of areas, etc.

41 Organization & Administration

The nature of an experimental project such as including policies for hiring and firing. thisnecessarilyrequires an organizationaland The Taylor County Board should require the administrative pattern that involves and recognizes Coordinating Committeetoprepareabudge t the responsibility of several participating governmen- anticipating construction needs, and it should require tal agencies. an annual report coveringthe items included in the Construction ana operating Budgets and the progress Taylor, County Board in the development of resource-use programsin the The role of the Taylor County Board of Public area. Instruction in the organization and the administration It is anticipated that the role of theCoordinating of theCenter's project is to act as chief fiscal Committee would be to establish lines of communica- agent and to establish and to prepare a budget that tions that will facilitate the maximum participation has two parts: of the three government agencies having major 1. Construction Budget responsibility in this project in such a fashion as a.Immediate items such as to extend the work and maintain the integrity of each site treatment and minimum agency involved. physical facilities The Coordinating Committee should establish and b.Long range development of site and facilities periodically review policywith regard t othe 2.Operating Budget scheduling ofthe Center facilities. The policy 1.Personnel services would be administered by the Director. 2.Maintenance 3.Supplies and equipment State Department of Education 4. Travel and communica- The role of the State Department of Education tions should be to act as the chief representative of the 5.Consultation services local school district in negotiating project requests Coordinating Committee with the Federal government and with other government It should be the responsibilityof the local boards agencies at the State level.It should have the same in cooperation with the State Departmentof Education generalsupervisionit has over present school to create a special CoordinatingCommittee and define operations. its responsibility. It should be the function of the State Department It is suggested that theCoordinating Committeeof Education to solicit, select, and recruit teachers review staff requirements andqualificationsand throughout the State to participate in a series of review and make recommendationsthrough the organized workshops; for non-credit workshops superintendent of schools to the TaylorCounty Boardthe Department should work cooperatively with the forthe appointment ofstaff. The CoordinatingCenter and the teachers involved to develop the Committee should recommend salaryschedules, fringeworkshop program. benefits,and methods of employment practices It should be the function of the State Department

42 of Education to act in behalf of the Center, with the A major portion of the construction budget should Center 's understanding, to negotiate with institutions be derived from private sources such as industry, of higher learning for the planning of pre-service, associations, volunteer agencies, private individuals, for the development of plans forinterns,and for foundations, etc. Patterns for this type of devel- in-service training where credit is expected. opment have been demonstrated.An outstanding It should be the function of the State Department exampleisthe 4-H Club Center at Rock Eagle of Education to participate jointly with the participating Camp in the State of Georgia.Federal funds for schools and the Centerin the evaluation of the construction of such facilities also are available laboratory's overall effectiveness. from several programs and agencies, such as the It should be the function of the State Department Land and Water Conservation Fund administered by of Education to receive and participate jointly in the the Bureau of Outdoor Recreation. development of annual reports to be transmitted to Accounting of Funds HEW and other Federal agencies involved in the All funds derived from local, state, and federal project. sources, and from fees and contributions should be deposited in the Taylor County Board's account in a Federal Agencies fund earmarked especially for this project. The role of the Federal government is defined in The expenditures for construction and operating Public Law 89-10 under Title III, and such other budgetsshould followthe normal procedures as agencies as may be involved would participate in dictated by customs and ways affecting the Taylor accordance with the Acts creating these agencies. County Board, except that no funds earmarked for The Taylor County Board and the State Department this project can be used for any other purpose. of Educationshouldearnestlysolicitadditional Annual accounting must be provided frorthe school volunteer participation of governmental agencies that board to the participating agencies. have contributions to be made to the project in their regular lines of duty, such as representatives of Insurance Coverage Federal government working in the State of Florida There ar e no state regulations pertaining to teacher in forestry, wildlife management, etc. and pupil use of the proposed center.Any rules pertaining to professional leave for teachers to Financing attend workshops or for student participation would An innovative program ofthis character will be administered by each county school board and necessarily have to have access to funds from would vary throughout the state. Any time a teacher several sources since it cuts across many different is performing services for students he may be put fields. on "temporary duty" when traveling out of the county. Part ofthe responsibility should lie with the Mr. Eldridge Collins,Legal Consultant for the State because of the contemplated use of the Center Department of Education, advised that this be done as a demonstration center for teachers across the when teachers accompany students to the center entire State of Florida. so that the teachers will continue to be covered by

As a._ isexperimental in character and is in their professional group life and accident insurance. keeping with the general requirements laid down by This covered in State Regulation Number 130-1.84. Congress, the early experimental operating budget Mr. Collinsalso suggestedthatall students be would be derived from HEW's program under Title III transported to the center on school buses so that of the Elementary-Secondary School Education Act. they too will be covered by public transportation It is anticipated that funds from this source might insurance. extend over a period of three years. There is no need for the center itself to maintain

43 liability insurance if the property is deededto the Qualifications and Responsibilities County Board of Public Instruction. Thecounty has Thefollowingisa brief description of the constitutional immunity in court suits.Fire and responsibilities and minimum acceptable qual- casualty insurance should be held by thecounty to ifications for professional personnel: 1..Project Director cover any buildings on thesite. The personnel of the a.Re spons ibilities center should be made aware of thevalue of individual (1)Administration of entire program personal liability coverage. under policies developed by the Coordinating Committeeand approved by the Taylor County Staff Board of Public Instruction, non-profes- A full-time staff of professional and Preparation of annual reports to sional personnel will be needed to implementthe the Coordinating Committee and proposed program. In keeping with the plan of other reports as may be required. phasing the project over a period of three years, the Review of all planning and devel- following scheme of hiring is suggested. opment ofsiteand facilities. Coordination of instructional FIRST YEAR: Farm & Game Manager$ 7,500 programwithcurriculumof participating counties. Secretary-Bookkeeper 5,500 Such other duties as the Coor- Maintenance Workers dinating Committee may require. (5@ $1.00 hr.) 10,4001 b.Qualifications

SECOND YEAR:Director 14,000 Doctorate degree in science with majorinbiological sciences; 9,500 experience in curriculum devel- Conservationist 9,500 opznent and administration. Maintenance Supervisor 6,000 2.Resource-Use Staff Asst. Maintenance a.Responsibilities Supervisor 5,000 (1)Assist classroom teachersin planningandconductinglab- THIRD YEAR:Naturalist 9,500 oratory visitations. Home Economist 9,500 (2)Prepare and maintain exhibits. Head Cook 8,000 Assistant Cook 6,500 (3)Develop evaluation instruments and techniques. Kitchen Helpers $1.30 hr.) 8,1121 (4)Conductseminarsfor pre- service trainees and interns.

This proposal would allow the first year to be (5)Plan and conduct workshops for in-service teachers. devoted largely to up and preparing the site asdetailedinthe proposed Facilities (6)Participate in interpretive pro- grams for the general public. Budget for 1967-1968;setting up the administrative organizations, including the Coordinating Committee, b.Qualifications and deciding on policies;locating suitable persons All must have a master's degree and to fill the Director and Resource-Use Staff positions teaching experience. to be implemented the second year;and preparing (1)Naturalist: Major. in biological the teachers and students in the six-county area to sciences. use the Center. Of course, somelimited use would (2)Forester: M aj or in forestry, be made of the site during the first year. minor in recreation.

44 (3)Conservationist: Majorin con- by the school systems and for teachereducation, servation education. there will be continuous use of it as alaboratory. (4) Home Economist: Major i n It is impossible for the program toanticipate at health and nutrition. this stage, without the participation of localleaders at many levels, the actual detailedprogramming Farm and Game Manager 3. schedule. a.Responsibilities

(1)Superviseplantingand main- tenance of experimentalcrop areas.

(2)Supervise animal compounds and maintainhabitatsforroving animals and birds.

(3)Assistin preparing and con- ducting programs involving crops animals. b.Qualifications Bachelor's degree with major or experience in agriculture and wildlife management. Scheduling of Facilities The schedule of the laboratory facilitieswould be the responsibility of theadministrationof the Center and the participating school, in cooperationwith the Coordinating Committee. A review of the sixth-grade populationof the counties involved in the program indicates thatthere are approximately 1,700 schoolchildren.Itis impractical to think thatthe entire 1,700 would participate in the program in any given year.It is suggested that theCoordinating Committee canvas thecounty school superintendents and have them "O. indicate in writing an approximate number of children /. interested in participating in the program and that ; (v.) schedules be built with basic concern given to accom- <

modating the maximum number of the sixth graders ti6.611P in the schools. The rest of the time would be devoted to teacher education and public use.It if expected that an analysis of the total program will show that a significant proportion of the time andficilities and 1 that staffing will be devoted to teacher 'education. If resource-use is to become a vital and continuing force in the life of the community, a wide range of opportunities should be provided for the participation of many people at1different levels in thecommunitylife. It is assumed that in addition to the use of the Center

45 Facilities

A program such as that proposed for the Resource-planting areas, a lobby, and storage space. A sketch Use Outdoor Education Center will require physical of the building is attached.Also during the second facilities to house and feed the participants, provide year the lake will be excavated, additionaltrails and needed laboratories, work space and teaching quar- picnic areas constructed, a fire service road laid ters, and accommodate certain program activities. out, another well dug, irrigation equipment provided, At the same time the concern for spreading the and a sewage treatment plant will be built. cost of implementation over a period of at least During the third year the Regional Center willi. three years is recognized and accounted for in the constructed, which will provide a kitchen anddining phasing of the program. area and a recreation hall.A swimming pool is It is recommended that the first year be devoted planned for this period and a family camping area. to cleaning and basic preparation of the site, including The trails will be constructed, and additionalparking fencing it to prevent further dumping and deterioration. lots and entrance roadway. A chapel andgardens Two of the major trails can be constructed, along are planned.Also to be constructed are the eight with picnic shelters and major entrance road and group-housing units, which will contain four rooms parking lot.One well and septic tank should take each, with double bunks and a central living room care of the water and sanitary needs during this equipped with two single sofa-beds for a total occupancy period.It is assumed that, as suggested by local of 18 persons to the unit, or 144 persons in all. For officials, the property now used by the crab packing school classes, 128 students and 16 counselors or plant will be acquired during this period. The teachers could be housed. A sketch of such a unit is residence is to be used by the Farm & Game Manager, attached. It is estimated that these units would and the crab plant is to be remodeled and part of cost $20,000 each.Interest has been expressed in it equipped for a crafts shop while the rest will be having theseunitsfinancedprivately, through used for temporary office quarters. subscription, similar to the plan developed for the The second year will see the construction of the facilitiesat Rock Eagle 4-H Center in Georgia. Interpretive Center, which will contain administrative offices, the main teaching lounge, laboratory and A recommended site plan is attached, showing the work areas, exhibit space, conservatory, experimental complete suggested development.

46

L. k .,;`..:0.24A:i. v.zits.:gesS 44i, . r ..fr 1L4t 1: 1. ' :

V. I. It . . tviz 11, r ; . 4 as....% IL "tfl JrJI. _

. Ir41

I I. 1

r.1

.

. .. TEACHING C ONSSOIVAT OR V . I- OUNCE

,. axmlop-r . . r . ti '..4.4* 413 v IC W1N ORLI-SR:E

1 4 1 , OP PICIRII, r. I.

.1 , 17 `V' Sir 71. 1

1 r 1.r .,

,44...... %

PARKING

1 FR ON T IC LAC VAT1ON

TYPICAL. HOUSING UNIT Budgets

In keeping with the expressed desire to spread the cost of implementing the program over a three year period, a complete set of construction and operating budgets has been prepared. The form of the budgets follows the samples in the manual for project applicants prepared by the U. S.Office of Education for Title III projects. All prices quoted are, of course, subject to escalation with the passage of time.All costs are on the basis of bid contracts for completed jobs and could be reduced considerably should county or state equipment and labor be used. Assuming bidcontractsfor construction, and assuming that the suggested operating budget is followed, the total outlay for the first year is estimated at $196,676;for the second year, $465,528; and for the third year, $640,019 (although $160,000 of the third year's total is expected to be sought from private sources, leaving a net total of $480,019). Itshould be mentioned that, although Title III projectsapparently donot anticipate any income, and noprovision was madef o r computing income in the contract for this study, some revenue will derived from operation of the project; from the sale of food, books, film, and other'items; the rental of tent and other housing accommodations;the use of certain equipment;and such items as guided tours, workshops, and special events. PROPOSED FACILITIES BUDGET

July 1, 1967 - June 30, 1968

Expenditure Accounts Estimated Expenditures

Account Total Source ofRinds Title Number Amount ESEA III Other

1. SITE

Improvement to Site 1210-c Fence Perimeter of Property and along 5-356 (16,120 lin.ft. @ $1.75) $ 28,210 Fence Farm Management Area (2,200 lin. ft. @ $1.00) 2,200 Septic Tank 1,000 Well 2,500 Trail Toilets (3) 500 Management Trail & Forest Trail(Soil cement, 5,500 sq.yd. @ $2.00) 11,000 Natural Area Trail (Pine bark,8,600 lin.ft. @ $1.50) 12,900 Cypress Swamp Elevated Walkway(Treat- ed timber, 480 lin.ft. @ $15.00) 7,200 Picnic Shelter, Group 2,500 Picnic Shelters, Family (2 @ $1,200) 2,400 Picnic Area Parking Lot (600 sq.yd. @ $2.25) 1,350 Concrete Curbing & Guttering (360 lin.ft. @ $1.25) 450 Interpretive Center Entrance Road (Base binder course only, 150 lin.ft. @ $7.50) 1,125 Interpretive Center Parking Lot (Base binder course only, 11,333 sq.yd. @ $1.50 17,000 Sub-Total Site $ 90 335 ,

2. BUILDINGS

Professional Services .2220-a $6 500 6 500

New Buildings and Additions 1220-b Maintenance Shop, Equipment Storacre and Barn 20 000 20 000

Remodeling Purchase house and crab plant; remodel plant into craft shopand 25,000 taiLi.p..._ 25,000

TOTAL $141,835$141,8351 -_--... _-_-_-_-_-----

NOTE:Where applicable, pricesinclude clearing, grubbing, grading:storm drainage, base preparation,and surfacing in place. 51 Evaluation:

The present section of the report purports to consider as one means of attempting to ascertain the deal with the essential rationale and basic procedures truth of a matter under investigation. Thus the term involved in the evaluation of an instructional program evidence is used to connote less certainty about a of the type described in the preceding sections of conclusion or judgment than does the term proof. this report. Stated differently, the term proof refers to data of For our present purposes, the term evaluation such cogency as to compel acceptance by a reasonable will be used as referring to: mind; wheras evidence does not imply so high a level A. A process of confidence in the validity of the data. Considered as a process, evaluation refers The overall task of evaluation in relation to the to the procedures by means of which value improvement ofinstruction would appear thus to judgments are made concerninga condition or procedure having implications for effective consist of finding sound and defensible answers to instruction.' such questions as the following: B.A product A.To what extent has each learner made or failed Considered as a product, evaluation refers to to make satisfactory progress toward the the nature and characteristics of the value attainment of each of the objectives of instruc- judgments themselves. tion originally formulated and accepted by The Rationale of a Philosophy of the Evaluation of Instruction both teacher and learner? If emphasis is to be placed on the rationale of B.To what extent were the original objectives of evaluation in the improvement of instruction, the first instruction appropriate or inappropriate to logical step involved in the development of our theme each learner? would consist of a logical analysis of the basic C.What revisions,if any, of the objectives of constituent elements involved in effective instruction. instruction would appear to be desirable? For our present purposes it is held that instruction D.Towhat extentwerethe instructional is likely to be effective in proportion as: procedures (i.e., materials, methods, etc.,) appropriate to the attainment of the specific objectives sought? A.Eachobjectiveofinstruction is clearly understood and fully accepted by the learner E.What revision,if any, of the instructional and is uniquely appropriate to his abilities procedures appear to be desirable? and needs. B.Each of the learning situations comprising the instructional program (i.e., teacher and The Basic Principles of Evaluation learner activities, methods and materials of instruction, climate of learning. etc.) is nicely If evaluation is to serve the purposes thus far adapted to the efficient attainment of one or stated or implied,itis requisite that evaluations more of the objectives sought. conform to certain basic principles and that certain C.Teacher and learner each secure, analyze, and interpret "evidence" concerning the total basicproceduresinevaluationare rigorously efficiency of the instructional process. observed. The term "evidence" is here used in the sense of Conformity to the following principles is held to be an outward sign or indication of acondition which a basic to the development of a soundprogram of reasonable and informed person would be willing to evaluation:

52 A.Evaluations of instruction must have adefinite growth in terms of differential purposes. frame of reference. That is, evaluations are to be made in terms of the specific values, In view of the essential nature of evaluation (i.e., goals, or objectives of teacher and learnerif making value judgments of the progress being made such evaluations are to be meaningful and helpful.Evaluative procedures which fail to toward specific objectives) and of the basic purpose take into account the self-determinedgoals of of evaluation (i.e., improvement of a condition or a the individual being evaluated are not onlyof limited or doubtful worth; they may actually be process) it is clear that sound evalu. ttive procedures perniciousin their distorting or coercive will involve the active participation of the persons effects. primarily concerned in the evaluation.That is, B.Evaluations should be continuous and pumulative.Any evaluation as of a given effectiveevaluation will emphasize self-appraisal amount is likely to be erroneous or incomplete activities.However, this statement does not exclude in certain particulars;and, in any case, evaluations as of a given amount cannot show the use of outside persons of specialized skills in changes in status.Furthermore, since the evaluation who, on invitation, may be prepared to goals ofindividuals, change asconditions change, it is necessary for sound evaluative serve in a resource or consultant capacity on various procedures to take,into account these changes technical aspects of the evaluation program.Such in individual goals for the -maw:6 that the prognostic significanc* of a given evidenceof' consultants would likely be of most value in:- excellence may vary from time to timein such A.Suggesting clarifications or sub-analyses of a way as to makethat evidence of greatly objectives so that it would be possible to unequal value on different occasiohs. secure appropriate evidences relative to each sub-objective; C.Evaluationsshould be comprehensive and conclusive. Sincein any given situation B.Suggesting possible techniques andprocedures multiple goals of learning usually are being for securing appropriate evidences of goal sought, it is necessary to secureevidence attainment; of the extent to which each of the goalsof C.Suggesting cautions to be observed in relating instruction has been or is being attained.It the obtained evidence to the objectives sought. is clear that in certain instances givengoals may be mutually exclusive, orthat progress toward a given goal may be offset by losses Fundamental Processes of Evaluation with respect to other goals. While individuals should be evaluated on the basis of a "total Evaluation of instruction involves the following pattern"of characteristics ofdesired fundamental processes: excellence,itshouldberecognized that superiority in some characteristic may be A.Adequate Analysis of Objectives.That .s, regarded as compensating, to some extent, objectives must be analyzed in such terms that for deficiencies in other respects. it is possible to secure appropriate evidences of the extent to which such objectives are The primary purpose of all evaluative procedures being realized.It is fruitless to formulate is that of encouraging and promoting improvement an objective, however worthy, unless itis possibleto analyze it in such a way that with respect to the condition or activity being evaluated. evidencecan be obtained to show the extent Consequently, all evaluative procedures shouldpermit to which it is being realized. li the objectives of instruction are stated in vague or general and provide for specific, , constructive suggestions terms,it may be difficult to secure evi- for improvement. In general, effective evaluation will dences showing the extent to which they have been attained. make slight and incidental, if any, use of inter- B.Securing Appropriate Evidences of a Status, individual comparisons;rather it will compare the product, or Process.All evidence items record of the given individual at successive time must have a clear and definite (even if indirect) relationship to the objectives. Evidences may intervals and always in the light of his own unique involve either subjective or objective data, needs and purposes.Evaluative procedures should or both.Commonly used forms of evidence include:scores on objective or essay tests, generally avoid the use of the concept of "fixed products created by the learner, rating scales, standards" of learner attainment--since in the past interviews,, anecdotes , sociometric devices, observational data, etc.It is clear that the this concept has often implied "an identity of individ- type of evidence required in a given situation ual learner needs and purposes."Sound evaluative will be 'intimately related to the specific objective, i.e., the nature of the objective will procedures will emphasize flexibility and optimum determine the type of evidence required by the

53 situation.Obviously, the evaluation will .be It should be recalled that the initial fundamental sound only in proportion to the quantity and quality of the evidence upon which it is based. process of evaluation involves an adequate analysis of C.RelatingtheObtainedEvidencesto the objectives. For our present purposes it seems Objectives Sought. This step involves critical, appropriate to point out that the criterion of "com- reflective thinking in answering the query, "To what extent do the available evidences prehensiveness" (see Item C, Basic Principles of indicate that the desired objectives have been Evaluation) requires that all major types of anticipated or are being effectively realized?"It is again obvious that the evaluations obtained outcomes be included in the total evaluation program. will be dependent upon the soundness of the Thus, the various learning experiences related to the analyticproceduresemployedin arriving at them. forestry projects involve the following major types of anticipated learning outcomes: 1.Improved knowledge (i.e., increased factual Practical Implications information, better understanding of cause The foregoingdiscussionofthe philosophy, and effect relationships existing in nature, principles, and procedures involved in the evaluation etc.). 2.Improved skill (i.e., increased expertness in of an instructional program is considered to have the execution or performance of a specific important implicationsfor thetotal program of act, practical ability in a functional situation, resource-use education in the Taylor County project. etc.). 3.Improved overt behavior(i.e.,a changed At the risk of emphasizing the obvious, two of these activity of the total organism resulting in a practical implications are briefly stated: desirable outcome). A.The planning and execution of every educational enterprise requires that systematic and com- prehensive attention be given to the concept Once a determination has been made concerning of evaluation at every stage of that enterprise the various major objectives (i.e., knowledge, skills, (i.e., in the delineation and clarification of the "ends" to be sought;in the selection of overt behavior) of a particular educational project, particular "means" to be used in seeking the the next step involves the securing of appropriate attainment of given "ends";in determining the extent to which each desired "end" has evidences concerning the extent to which desirable been acheived; in determining the effectiveness progress has been made in the attainment of each of a given "means" as a device for attaining a given "end," etc.). of the desired learning outcomes.Obviously, the B. The intrinsic importance of evaluative concepts type and amount of "evidence" needed depends on as inescapable aspects of the entire educational the nature of the particular desired learning outcome. process requires that policies of personnel selection and in-service training give special Examples of the types of evidence appropriate emphasis to competences in evaluative proce- for evaluating each of the major types of outcomes dures.Thus, in planning for the staffing of the total project, provision should be made are listed below: from the beginning that the central admin- istrative staff have a highly competent person assigned major responsibility for evaluative Knowledge Outcomes policies and procedures. One of these policies Essay-type quizzes or one or more types of will provide for the continuous upgrading of the evaluative competences of teachers and objectivetest items(i.e., true-false, completion, students. matching, multiple choice) could be constructed to measure thepost-instructionversusthe pre- Illustrative Procedures instruction mastery of significant factual information Earlier in this study,certain proposed learning about many sub-aspects of the total forestry project activities of the Resource-Use Project related to (e.g., Plant Physiology, Section B. Wood Technology, forestry are outlined. It is proposed in the following Section F; Wood Products, Section H). paragraphs to cite certain brief illustrations of ways in which the philosophy and rationale of evaluation Skill Outcomes (as previously described)could be applied to specific Many types of provisions could be made for learning experiences related to forestry. securing "before" and "after" measure of evidences

54 of increased expertness in the performance of various specific activities related to the forestry project. Several examples of types of improved performance desiredin resource-use activities related to the forestry project might well include the following: a.Identification of indigenous plants of various types. b.Expertness invarious typesof forest mensuration--tree height, diameter, volume, etc. c.Increased competence in the use of forestry tools and equipment such as axe, saw, pruner, etc. can be inferred from evidence concerning improvements in the skilled use of the above and similar tools as based on comparisons of "performance ratings" before and after ... ../.. 2 instruction.

Overt Behaviors This category of desirable learning outcomes may refer to changed responses of particular groups and/or of specific individuals.For example, if instruction %Ns awn. concerning the enemies of forests and forest products is successful, it is to be presumed that during an extended period oftimethere would be marked decrease in the amount of damage from "uncontrolled fire," "damage to game and animals," "uncontrolled grazing," "misuse of woods," etc. The illustrative procedures, described briefly above, are merely examples of approaches to the collection of evidences pertinently related to the attainment of a few specific objectives, stated implied as desired learning anticipated in the foresixy project. If space permitted, many additional examples of evaluative techniques could be given. The totalevaluation program will involve the ...... active participation of each teacher and each learner. Presumably each teacher will devise and use appro- priate techniques for evaluating each major outcome of instruction in hie total instructionalprogram. Also, presumably, each learner will be encouraged and trained to make valid evaluations of his own progress asa basisfor determining "next steps" in his educational program. r:2 - 411111111Pl. MAD

"111111. 1 V. . ea.-4r

55 Appendix , A REPORT ON THE HISTORY 0 F MIDDLE FLORIDA

By Ray F. Broussard

The first Europeans to penetrate the areaof it has been suggested that perhaps this small, amount Middle Florida between the Suwannee and St. Marks was obtained from shipwrecked Spanish ships. Narvaez Rivers were the Spaniards, who arrived earlyin the determined to push inland and search for the precious Sixteenth Century. They found the ApalacheeIndians metal.He ordered his ships to proceed up the coast living in a group of villages between theAuoilla and and to await the land expedition when a good harbor Apalachicola Rivers.The Apalache,ds were hunters had been discovered.Then: Narvaez and his men and fishermen, but also had a wen developed ag- went inland and marched until they reached a deep ricultural economy with fi-.Ads of maize and squash. swift river which could not be crossed without great While they did not live very near the coast, they difficulties.Stopping there for several days, they visited it frequently to fish and to hunt shellfish. sent parties to its mouth to explore the possibilities Another Indian group found by the Spaniards were the of a harborat its entrance: but they found only Timucuans, living near the Suwannee, St. John, and shallow sandy bars. Santa Fe Rivers.The Timucuans were similar in Continuing their march, they began to run outof many ways to the Apalachees, but werenot as war- food and were reduced to eating palmetto, which like.1 Cabeza de Vaca described as similar to palms The first Spaniard to explore Florida was Ponce growing in Andalucia. These perhaps were the de Leon, its discoverer. In his travels, however, he cabbage palms which grow profusely in the neigh- did not go farther north than Tampa Bay. Encountering borhood of the Suwannee River. hostility from the South Florida Indiansduring his The expedition came to a second river, which was second visit when he had hoped to plant a settlement, so swift and whose banks were sosteep that it was Ponce de Leon was wounded by an Indian arrow and necessary to construct a raft of logs in orderto crpss. returned to Cuba where he died shortly thereafter.2 One impetuoussoldier attempted to swim his horse Not long after de Leon came the expedition of across, but the current was so swift thatboth he Pamfilo de Narvaez,which landed at Tampa Bay on and the horse were drowned. April 14,1525.6 Much is known about this group, for After crossing this river, whichpossibly was the the treasurer was none otherthanthat famous Suwannee, the Spaniards reached higher ground, and traveler Alvar Nunez Cabeza de Vaca, and his the swamps were left behind. They were impressed accounts of their journeys were published only a with the pines and other trees growing there. Finally, few years thereafter. After landing at Tampa, arriving in Apalachee, they found food and camped Narvaez discovered a small quantig of gold among there for awhile.They experienced such hostility the Indians.While there was no gold in the land, from the Indians and were so discouraged at the

57 failure of tb.eir ships to meet them at the mouthof far inland in their search for grold, there seems to be the St. Marks River that they builtboats of their own no evidence to indicate that theypenetrated as far 4 8 and sailed on to eventual disaster. as middle Florida. Cabeza de Vaca published anaccount of this The Spaniards could not tolerate such encroachment journey, which was eagerly read inEurope. One upon teriitory they claimed for their own, sothe of the interested in rea der s wasHernando French had to be driven dut.The task fell to the De Soto, who had participated inearly conquests of Governor of Cuba, Pedro Menendez de Aviles.He Panama and Peru in a subordinate capacity.He accomplished it with consider able bloodshed and cruel longed for the fame and fortune of afull-fledged efficiency in 1565. In the process he also founded the 9 conquistador and secured permissionfrom King first permanent settlement at St. Augustine. Charles of Spain to conquer and colonizeFlorida. From the base at St. Augustine, the Spaniards moved Leaving his home base of Cuba, wherehe was their control of the area forward with the missions. governor, De Sota landed at Tampa Bay in 1539 with Soon there were several flourishing institutions in the a large force.He discovered traces of Narvaez area of the first colony.Then in 1602, a Timucuan almost immediately and struck out alongalmost the chief requested that friars be sent to his villages. same route as that followed by hispredecessor. With such an open invitation, the mission movement The swift rivers were not encountered, butmuch crept slowly westward until by 1633, a string of time was spent traversing a deep and difficult swamp. missions stretched all across northern Florida from 10 Finally arriving at Apalachee, De Sota encountered St.Augustine to Fort St. Luis near St. Marks. fierce opposition from the Indians. Wintering there, Everything did not run smoothly, however; there the Spaniards pushed on to the West and left thisland were Indian revolts and uprisings.Some of the with very few traces of their passage except for the friars were killed. The troubles grew to the propor- hatred and mistrust of the Indians for all strangers.5 tions of a general uprising in 1638, when the Apalachees Behind the conquistadores came the missionaries. had to be subdued by a force from St.Augustine. After Fired with zeal for converting the Indians, a small this, the Apalachees were required to send a specified group of Dominican friars led by FrayLuis Cancer number of men at regular intervals to work upon the refused all armed escort for their protection and fortifications of St. Augustine.11 landed. near Tampa Bay in1549. The Indians, There were about fifteen missions in all.Six of however, had learned to expect nothing but death them were located in Middle Florida.Altogether it and torture from the Spaniards and before thegentle had been estimated that six thousand Indians resided missionaries could impart their message of peace in the missions during the late yearsof the Seventeenth and love, all the friars lay dead, killed by the Indians Century. These religious enterprises werealso 6 on shore within sight oftheir ships. economically important to Spanish Florida,for it was A decade later,in1559.Tristan de Luna y the only placeinthecolony where agricultural Arellano was sent by ViceroyAntonio de Mendoze endeavors were pursued with any enthusiasm.Under of New Spain to found a colony atthe present site of the tutelage of the kind friars, theIndians tilled the Pensacola. He was unable to findsufficient sustenance soil and produced an abundance ofcereal grains, after his supplies were lost in a storm.The settlement which were shipped from St. Marksaround the failed after one season.7 peninsula to St. Augustine.Eventually, because of Spaniards then decided to abandon allattempts to pirate attacks, these journeys became toodangerous; colonize Florida, and the land mightwell have remained so a supplementary andsafer route was organized. abandoned had it not been for theactivities of the A trail leading from St. Augustineto the mission French. Jean Ribault and Rene deLaudonniere estab- chain across northern Florida to St. Marksbecame lished a colony of French Hugenotsat Fort Caroline the preferred route for shipment of grainand supplies in 1564. Although their exploringexpeditions ranged when the pirates were too bothersome. Thisroute or

58 trail was the first permanent road in Florida, and itthe Wakulla River, about five miles from thefort.16 followed the route generally taken by U.S. 90 across With the Second Treaty of Paris in 1783, Florida Madison and Jefferson Counties.12 was returned to Spain.This time it was the British Disaster struck the missions in 1703 when Colonelwho left in large numbers, but a few took the oath James Moore of South Carolina led a raiding expeditionto the Spanish King and remained. Most important into Florida and destroyed almost all of the missionwas the Panton Leslie post in the vicinity of Fort chain.The buildings were burned, the friars wereSt. Marks.Also the Spanish colonial policy, now killed, and many of the Indians who did not escapeconsiderably liberalized, welcomed immigrants from into the forests were taken captive and brought backthe United States and provided them with generous 17 to Charleston.13 grants of land. For almost a decade after the Moore raid, the With Spanish authority weak, the Seminole Indians Spaniards seriously entertained the thought of movingresiding in North Florida engaged in raids on Georgia thecapital from St.Augustine to St. Marks onand Alabama. When these became intolerable, General Apalachee Bay.The fertile soil of Apalachee wouldAndrew Jackson,in command of the Tennessee militia) provide a better base for an agricultural colony.was authorized by President James Monroe to lead But the only thing that came of the plan was thea punitive expedition against the Indians.Jackson construction of Fort St. Marks at the junction of theentered Florida north of Monticello. On the edge of Wakulla and St. Marks Rivers in1718.14 Lake Mikasuki he fought his first battle with the The Spaniards also modified their Indian policiesMikasuki Indians, a Seminole tribe, and defeated them somewhat.A definite effort was made to win theon April 1, 1818.Pushing southward in pursuit of friendship of the Lower Creeks, who were wearyingother Indians, General Jackson occupied Fort St. of their allegiance to the English. With the ApalacheeMarks and found it deserted except for Alexander Indians dispersed, the Spaniards felt the need for newArbuthnot, a Scots trader.18 inhabitants for the region depopulated by the Moore Learning that the Indians were farther to the soutL, raid.The policy was moderately successful, andhe prepared to follow them; but meanwhile a detachment during the period 1718-1748, numerous groups of theof his forces met a few Indians in a skirmish at Lower Creeks moved into areas formerly occupiedNatural Bridge on the St. Marks River on April by the Apalachee Indians.Gradually these people12, 1818.Then the army marched ic,o Suwannee or came to be known as Seminoles or Run-Aways. In Suwannee Old Town, where there was a concentration addition to Indians, there were a number of Negroof Seminole and Negro villages. A small battle was slaves who escaped from their masters in Carolinafought near a cabbage palm swamp late in the afternoon and Georgia and came to live in Florida. They wereof April 12, 1818. The combined force of Indians and protected by the Spaniards and often lived in villagesNegroes was defeated, and many escaped by swimming 19 in close proximity to the Seminoles.15 the Suwannee River. War between England and Spain decided the fate Upon returning to St. Marks, Jackson turned his of Florida, and it changed hands in 1763. The Spaniardsattention to Arbuthnot and Lieutenant Robert C. chose to leave rather than live under the EnglishAmbrister, a Royal Marine who had been captured flag. The English divided the territory into twonear Old Town.The men were tried for inciting the provinces, EastFlorida and West Florida, andIndians to war against the people of the United States. established capitals at St. Augustine and Pensacola.A court martial found them guilty, and they were While there were English colonists and settlersexecuted.20 along the East Coast, there seems to have been little The execution of British citizens upon Spanish English penetration of Middle Florida.The onesoil by a general of the army of the United States exception was Fort St. Marks, which was taken overprecipitated an international crisis which strongly and manned by an English garrison. Also, one of theinfluenced the negotiations for the acquisition of famous Panton Leslie trading posts was located onFlorida by the United States. When the British failed

59 to take a strong stand, Spanish resistance collapsed,in 1841 with the Rev. Richard J. Mays aspastor. The and Florida was ceded to the United States.21 first Episcopal church was Christ Church inMonticello, Once Florida was a part of the United States, in 1844. The first educational institution wasJefferson immigration from neighboringstatesproceededAcademy in Monticello, which was charteredby the rapidly.Most of the new settlers entered MiddleTerritorial Legislature in1832.25 Florida and settled in Jefferson and Madison Counties Realizing the need for good communicationsand where it was known the land was suitable for agricul-transportation, the U.S. Congress authorized a survey ture.Problems of communications were paramount, for the constructionof a highway across northern asit was evident the former two colonies of EastFlorida.The route was surveyed by Captain Daniel Florida and West Florida, with capitals at St. AugustineBurch, U. S. Army, and it followed the St. Augustine and Pensacola, could not operate without a centralizedor Old Spanish Trail.The road was constructed by capital.Therefore a commission was appointed byJack Bellamy using slave labor.This was the first the Territorial Legislature to select a site for a newroad in this area of Florida and modern U.S. 90 26 capital approximately half-way between the two oldfollows its approximate route. colonial capitals. One of the commission members was Difficulties with the Indians commences the next stronglyin favor of asite at the branch of thechapter of the history of Middle Florida.Friction Suwannee and Santa Fe rivers, or near the presentbetween settlers and the Seminoles increased until location of Branford, but he was outvoted when mostby 1836 full scale war had broken out. While there of the members chose Tallahassee as the site.22 were Indian attacks and massacres inthe settled Pressure from settlers moving into Jefferson and areas of Madison and Jefferson Counties,the bulk Madison Counties forced the United States Governmentof the fighting took place farther south.One event to do something about the Indians in the area. Theworth noting was that a volunteer companyfrom result was the Treaty of Fort Moultree signed in 1823Jefferson County manned a blockhouse at Suwannee in which the Indians agreed to move well south of the Old Town against an Indian siege. After holding out mouth of the Suwannee, and the land was opened tofor some time, they had to be evacuated by boat 27 settlement.Most of the Indians left the area,as down the Suwannee River. agreed, but did not like ihe lands reserved for them With the coming of railroad transportation to the to the south and began to filter back and hunt in the region in 1859, Middle Florida prospered and settle- area now opened for settlement. ment increased.Cotton and tobacco took The first settlers chose the land near Monticello advantage of the rich land, and the first local industry as their home. One of the early colonists was Prince was a cotton mill located in Monticello.The mill, Achille Murat, eldest son of the former king of Naples. which was completed in 1858, was known as the He had a near Waukeenah, which he called Bailey Cotton Mill and was the only manufacturing Liponia. He married the grant niece of George enterprise in the state except for a few lumber mills, Washington, Kate Willis.Jefferson and Madison a leather factory in Madison, and a small iron Counties were created as political units in1828.24 foundry at Newport, on the St. MarksRiver.28 The town of Monticello was laid out in 1828. The With the outbreak of the Civil War, Florida seceded first settler, John G. Robinson, was the first mayor along with the other cotton states. Many volunteers and first postmaster.First Protestant religious joined the armies of the Confederacy and fought in the services were held in 1822 by the Rev. John J. battles of Virginia and Tennessee. In Florida, itself, Triggs, a Methodist minister, and a Methodist Districtthere were only two battles of consequence and both was organized in Monticello in 1832. Thefirst Baptist took place in Middle Florida. The first was the Battle church was organized in 1829 at the Casa Biancaof Olustee or Ocean Pond on February 20, 1864. A Plantation two miles south of Monticello. The first large Union force advanced from Jacksonville with the Presbyterian church in Monticello was organized intention of destroying or capturing valuable food which

60 Florida plantations were producing and shipping to the troops, the Carpetbag Legislature, and eventually armies at the battle front.They were stoped by the K inx Klan.Agriculture continued to be the Confederate forces commanded by General Joseph main occupation of the people of Middle Florida Finegan, and the rich plantations of Madison and until the .late years of the century, when extensive Jefferson Counties were saved from destruction.29 cattle ranches were established in Taylor and Dixie The other Civil War battle came at the very end of Counties. These cattlemen were of the western the war and is known as the Battle of Natural Bridge. type.In fact, many of them came from Oklahoma A Union raiding party landed on the coast and was and the western plains.They quarreled and there advancing toward Tallahassee when they were stopped were gunfights and shoot-outs in the streets of Perry, at Natural Bridge on the St. Marks River by a force which had become the cattle capital of the area 33 of Confederate Home Guards commanded by General because by 1905 it was served by three railroads. William Miller on March 6,1865.30 Most of the events of interest during the war Eventually the cattle business died down only to be concerned home front operations.Securing salt by replaced by lumbering operations. The extraction of boiling sea water had been known to Floridians for turpentine and occasional lumbering had always been a some time.There was even a road from Monticello sideline for the first settlers in Taylor County, but it to the mouth of the Aucilla River, known as the Salt became big business at the outbreak of the First Road.In an effort to provide for the needs of their World War in 1917. The Burton-Schwartz lumber mill country, salt works were set up many places along for the preparation of cypress was the largest in the the coastline of Florida, but were at the mercy of world in its day.Their lumbering camp at Carbur, raiding parties from blockading Union ships. Because south of Perry, was a logging boom town for almost of its remote location and shallow depth, which made a decade.34 it difficult for Union vessels to approach, Adams The medicinal qualities of the waters at Hampton Beach in Taylor County was one of the most successful Springs near Perry came to the attention of the first of these operations.31 settlers of the area. The coming of the railroads to As in all wars there were deserters. Because of nearby Perry prompted the construction of a grand the vast unknown areas of swamp andwoodland, Florida resort hotelatthesite of the spa.Advertised was a natural hiding place for deserters from all over nationally, Hampton Springs Hotel soon entertained the Confederacy. As their numbers increased, they visitors from all over the United States and from organized themselves into an irregular force which many foreign countries.Special excursion trains they called the Florida Royals, led by William W. brought tourists from nearby states. Business began Strickland. Their headquarters camp at one time was to decline during the depression days of the thirties.. located at Snyder's Island near the mouth of the During World War II, the Hotel served as living Econfina River. Near the end of the war, an attempt quarters for temporary residents of the area, and it was made to round up these men, and a Confederate burned ina fireof mysterious origin in1954.35 force commanded by Colonel Henry D. Capers moved into Perry, the county seat of Taylor County. Some homes were burned, and in an effort to prevent citizens from harboring deserters, their wives and children were taken prisoner and were confined in a detention camp near Tallahassee and were released only at the request of Governor John Milton. This deserter roundup caused much hardfeelings.32 The postwar period in Florida was similar to that of most of the South. There were the occupying

61 1Julian W. Smith and others.Outdoor Education 16Charles Mowat, East Florida as a Britisn rruv .111UC (Englewood Cliffs, N. J.: Prentice-Hall, Inc.,1963), (Gainesville, Florida: University of Florida Press, p. 19 1964), 10-11; Lawrence Kinnaird, "The Significance of William Augustus Bowles' Seizure of Panton's Apalachee Storein 1792," FHSQ, IX, 156-159. 1 John R. Swanton, The Indians of the Southeastern 17Sidney United States(SmithsonianInstitution Bureau of Walter Martin, Florida During the Territorial American Ethnology Bulletin #137, Washington, D.C.: Days (Athens, Georgia: The University of Georgia Government Printing Office, 1946), 1, 92-93,193-194. Press, 1944), 2; Kinnaird, "Bowles' Seizureof Panton's Store," FHSQ, IX, 156-157. 2 York: Frederick W. Dau, Florida Old and New, (New 18 G. P. Putnam, 1934) 40-44. Andrew Jackson to Secretary Calhoun, Camp Near St. Marks, April 8, 1818, in John Spencer Bassett 3Ad. F. Bandelier (ed.) The _Journey of Alvar Nunez (ed.) Correspondence of Andrew Jackson (7 vols., Cabeza de Vaca ...(New York: Allerston Book Co., Washington, D. C.: Carnegie Institute of Washington, 1922) 9--`15 ;Bernard Shipp, The History of Hernando 1927), II, 358-359. de Soto andFlorida ... (Philadelphia: Collins, 19 I881), 95. John Frost,Pictorial Life of Andrew Jackson, (Philadelphia, Pennsylvania:Hartford, Belknap & 4Bandilier (ed.) Cabeza de Vaca,20-41; Shipp, de Soto, Hamersley, 1848), 439-457; Jackson to Calhoun, 21-99. Bowleg's Town, Suwannee, April 20, 1818, in Bassett, (ed.)Correspondence of Andrew Jackson II, 360- 5John Grier Varner and Jeannett Johnson Varner, 363. Florida of the Inca (Austin, Texas: The University 20 of Texas Press, 1951), 91-260;Shipp, de Soto, Marquis James, Andrew Jackson:The Border 258-358. Captain (New York: The Literary Guild, 1933), 311-315. 6 Anthony Kerrigan(ed.) Barica's Chronological 21Martin, Territorial Florida, 2-6. History, of the Continent of Florida ...(Gainesville, Florida:The University of Florida Press, 1951), 22Martin, Territorial Florida, 36. 181-183. 24Ibid. 7Woodbury Lowery, The Spanish Settlements Within the Present Limits of the U.S., 1513-1516 (NY: 25 Putnam, 1911), 357-377; Dau, Florida, 50-56. Mary Oakley McRory and Edith Clarke Barrows, History of Jefferson County Florida(Monticello, 8Dau, Florida Old and New, 64-71, Florida: Kiwanis Club,1935),9,10, Pasco, "Jefferson County, Florida, 1827-1910," FHSQ, 9Ibid, 74-78. VII, 147-154. 1 0Kerrigan,Barcia's Chronology, 194-196; Mark F. 26McRory and Barrows, History of Jefferson County, Boyd, Here They Once Stood:The Tragic End of 13; Mark Boyd, "The First Highway," Florida the Apalachee Missions (Gainesville:University Highways;Martin, Territorial Florida, 125-127. of Florida Press, 1951), 6-8; William Christie 27 McCloud, The American IndianFrontier (New Pasco, "Jefferson County, Florida,' FHSQ, VIII, York: Knopf, 1928), 104-105. 234,257. 28 11Kerrigan,Barcia's Chronoloa, 218-244. Pasco, "Jefferson County, Florida, FHSQ, VIII, 234-257: Jones, Florida During the Civil War, 12Mark F. Boyd, "Early Highways of Florida," (Gainesville, Florida: University of Florida Press, Florida Highways, XIX,(June,1951), 6-8, 30; 1963), 124-125. Mark Boyd, "A Map of the Road from Pensacola 29 to St. Augustine, 1778," Florida Historical Society, Jones, Florida Din_lut the Civil War, 190-200, Quarterly, XVII, 15-24. 30Ibid, 203-205. 13 Boyd, Here They Once Stood, 10-15. Boyd shows 31 a list of the missions and their locations. McRory and Barrows, History of Jefferson County, 14; Jones, Florida During the Civil War. 14John Jay TePaske, The Governorship of Spanish Florida 1700-1763 (Durham, NorthCarolina: Duke University Press,1964), 121-125; Mark Boyd, "The 32Jones, Floridain the Confedernu, 161-169. Fortifications at San Marcos de Apalachee," FHSQ, XV, 1-34. 33Jack Murry, Florida Flaming Six Guns, 1. 15 John T. Sprague,The Origin,Progress and 34Personal Interview. Conclusion of the Florida War ...(New York:D. Appleton & Co., 1847), 18; TePaske, The Governship 35Interview, Perry News HeraldFeb. 13, 1958.. of Spanish Florida, 200-308, 218, 222.

62 Bibliography

The following bibliography is neither a definitive nor Often overlooked is the wealth of material published a perfect one.It is a suggestive one reflecting the by the Federal Government. By consulting the indexes philosophy and principles underlying the proposed to Federal publications, the Documents Catalog, or by project and some kinds of materials in selected areas placing your name on the mailing list to receive that could be essential and helpful to all persons noticesofspecial government publications, many concerned with the program.It is reasonable to fine and inexpensive materials become available. The believe that teachers and children who will participate Superintendent of Documents, Government 'Printing in the program would want and need to develop their Office, Washington, D.C., furnishes the free listing own bibliographies according to their interests. of the special publications. Good background reading materials and other An additional helpful index is Paperbound Books related source materials are essential tools for this in Print, listing the inexpensive and popular paper- program and teachers might discover richer and more bounds like Penguin, Mentor, Signet, Great Outdoors, varied materials through the use of aids such as Golden Books, Natural History Library series, and Subject Guide to Books in Print, Books in Print many others. Book Review Digest, Standard Catalog forHigh In addition to factual material, individuals will School Libraries, Children'sCatalog, Cumulative desire inspirational and cultural materials, no doubt. Book Index, Readers' Guide, and other aids available This sort of list is likely to be a very personal one. in local and university libraries. Books of poetry, novels, essays, books of travel, Upon examination of the following suggested list of and others have a place in this collection. Examples books, the user will become aware that some books are Steinbeck's Travels With Charley, Thoreau's are not current and not available for purchase. They Walden, and Marjorie Kinnan Rawlings' The Secret may be found, however, in local library collections or River, for children, and The Yearling, for children in collections outside the community. Inter-library and adults. loan privileges make university collections and most The scope of this project is so wide that no attempt community library resources available. has been made to list titles in specific areas as birds, Special sources like clubs, societies,committees, insects, fishes, ferns, algae, fungi, grasses, reptiles, and associations, which will furnishcatalogs of their minerals,crafts, photography,artsandcrafts, publications, may or may not be listed inthe preceding weather, and many others.Any one resource or aids.These must not be overlooked. A listof state activity has unlimited possibilities, and it should be organizations and private organizationswhich will the privilege of the participant in the program to search furnish catalogs for useful material isfurnished for and to find the best and most satisfying sources to separately in the appendix.Two examples of these undergird his activities. organizations are the Sierra Club of SanFranciso and the National Audubon Society. Extremely usefulmaterials published by state organizations and state governments can befound in the Monthly Checklist of State Publications.

63 BIBLIOGRAPHY General

1. Adams, Ansel, and Nancy 'Newhall. This Is the Virginia: Wildlife Society, Department of AmericanEarth. (Sierra Club pub- Forestry and Wildlife, 1960. lications) San Francisco, California: 21. Mumford, Lewis.Values for Survival. New Sierra Club, 1960. York:Harcourt, Brace and Company, 2. Ashbaugh, Byron, andMuriel Beuschlein. 1946. Things to Do in Science and Conservation. 22. National Association of Biology Teachers. Danville, Illinois: The Interstate Printers Conservation Handbook, by RichardL. and Publishers , Inc., 1960. Weaver. Danville, Illinois: The Interstate 3. Brown, RobertE.,andG. W. Mouser. Printers and Publishers, Inc., 1955. Techniques for TeachingConservation 23. Handbook for Teaching Conservation Education. Minneapolis,Minnesota: and Recource Use.Danville, Illinois: Burgess Publishing Company, 1964. InterstatePrinters andPublishers, 4. Carson, Rachel L. The Sea Around Us. New Inc., 1958. York: Oxford University Press, 1951. 24. Neutra, Richard.Survival Through Design. 5. Clarke, James Mitchell. Public School New York: Oxford University Press, 1954. Camping, California's Pilot project in 25. Osborn, Fairfield, ed. Our Crowded Planet. Outdoor Education. Stanford, California: (Conservation Foundation)New York: Stanford University Press, 1951. Doubleday & Company, Inc., 1962. 6. Corey, Stephen M. Action Research to Improve 26. Rutstrum, Calvin. The New wax of the School Practices. New York: Teachers Wilderness. New York: The Macmillan College, Columbia University, 1953. Company, 1958. 7. Dasmann, Raymond F. Wildlife Biology. New 27. Simpson, Charles T.Florida WildLife. York: John Wiley & Sons, Inc. 1964. New York: The Macmillan Company, 1932. 8 Dimock, Hedley S., and Charles S. Hendry. 28. Smith,Julian W., and others. Outdoor Camping and Character. New York: Education. Englewood Cliffs, New Jer sey: Association Press, 1939. Prentice-Hall, Inc., 1963. 9. Educational Policies Commission. The Central 29. Southern States Work Conference.Learning puryose of American Education. pi Living_Education for Wise Use of Washington, D. C.:NationalEducation Resources.Tallahassee, Florida: State Association, 1962. Department of Education, 1950. 10. Errington, Paul L.Of Men and Marshes. 30. Stapp, William B.Integrating Conservation New York: The Macmillan Company, 1957. and Outdoor Education into the Curriculum 11. Graham, Edward H.Natural Principles of (K-12). Minneapolis,Minnesota: Pub- Land Use. New York: Oxford University lishing Company, 1965. Press, 1944. 31. Tapply, H. G. The Sportsman's Notebook. New 12. Hammerman, Donald R.,and William M. York:Holt, Rinehart and Winston, 1951. Teaching in the Outdoors.Minneapolis, 32. Thompson, J. Maurice.The Witcheryof Minnesota: Burgess Publishing Company, Archery. Pinehurst, North Carolina: 1964. The Archers Company, 1928 (o.p.) 13. Irwin, Frank L.The Theory of Camping. 33. Tilden, Freeman, Interpreting Our Heritage. New York: A.S. Barnes & Company, 1950. Chapel Hill, North Carolina: University 14. Kilpatrick, William Heard.Education for a of North Carolina, 1957. Changing Civilization.New York:The 34. Tunnard, Christopher, and Boris Pushkarev. Macmillan Company, 1930. Man-Made America-Chaos or Control? 15. Kurtz, Edwin B., and Chris Allen. Adventures New Haven, Connecticut: Yale University in LivingPlants. Tucson,Arizona: Press, 1963. University of Arizona Press, 1965. 35. Udall, Stewart L.The Quiet Crisis. New 16. Leopold, Aldo, A Sand County Almanac. New York:Holt, Rinehart and Winston, 1963. York: Oxford University Press, 1949. 36. van der Smiss en, Betty, and Oswald H. Goering. 17. Loughmiller, Campbell.WildernessRoad. A Leader's Guideto Nature-Oriented (Hogg Foundation for Mental Health) Activities. Ames, Iowa: Iowa State Austin, Texas: University of Texas, 1965. University, 1965. 18. Marshall, Leon C., and Rachel Marshall Goetz. 37. Vinal, William Gould.Nature Recreation. Curriculum-making j n the Social Studies. New York: McGraw-Hill Book Company, (Commission ontheSocialStudies, 1940. American Historical Association)New 38. Williams, Wayne R. RecreationPlaces. York: Charles Scribner's Sons, 1936. New York: ReinholdPublishing Cor- 19. Michigan Department of Public Instruction. poration, 1958. Community School Camping.Lansing, 39. Zim, Herbert S.The American Southeast: Michigan: SuperintendentofPublic A Guide to Florida and Nearby Shores. Instruction, n. d. (A Golden Regional Guide)New York: Golden Press, n.d. 20. Mosby, Henry S. ed. Manualof Game Inves- tigational Techniques. Blacksburg,

64 Bulletins and Reports

1. Baldwin, Helene L.A Primer on Ground Water. Washington, D.C.: U.S.Goyernment Printing Office, 1963. 2. Florida OutdoorRecreational Planning Committee.Florida Outdoor Recreation at the Crossroads. (Governor's Commit- tee on Recreational Development) Tallahassee, Florida:The Committee, 1961. 3. Florida's Outdoor Recreation Program - The First Year.Tallahassee, Florida: The Committee, 1964. 4. Kerns, LeRoy, and others. Pilot Demonstration Study on Outdoor Education.A Junior HighSchoolFieldStudy Experience, Colorado State College Laboratory School. Idaho Springs, Colorado:Easter Seal Handicap, 1963. (paper report) 5. National Audubon Society. Manuel of Outdoor Conservation Education.(I - E Bulletin No. 3) New York :The Society, n.d. 6. A Nature Center for Ear Community, by Joseph J. Shoman. (I -E) Bulletin No. .1) New York:The Society, 1962. 7. Planning a Nature g_enteza(I - E Bulletin No. 2) New York: The Society, 1963. 8. Open -space Action Committee.Stewardship New York: The Committee, 1965. 9. Otto, James H., and Sam Blanc. Biology Investigations. New York: Holt, Rinehart and Winston, lnc., 1951.

65 History

Bandelier, Ad. F., ed.The Journey of Alvar Nunez of the Florida War. ...New York:Appleton, Cabez de Vaca...New York:Allerston Book 1847, Company, 1922. Swanton, John R.The Indians of the Southeastern Boyd, Mark F.Here ma Once Stood: The Tragic United States. (Smithsonian Institution Bureau End of the Apalachee Missions. Gainesville, of American Ethnology Bulletin No. 137) FloriFla:University of Florida Press, 1951. Washington, D. C.: U.S. Government Printing Office, 1947. Dau, Frederick W. Florida Old and New. New York: G. P. Putnam, 1934. Tepaske, John Jay.The Governorship of Spanish Florida, 1700-1763. Durham, North Carolina: Lowery, Woodbury. The Spanish Settlements Within Duke University Press, 1964. the Present Limits of the United States, 1513-1516.New York: G.P.Putnam, 1911. Varner, John Grier, and Janet Varner. Florida of the Inca. Austin,Texas: The University of McCloud, William Christie. The American Indian Texas Press, 1951. Frontier. NPw York: Knopf, 1928. Periodicals McCrory, Mary Oakley, and Edith Clarke Barrows. Boyd, Mark F. "A Map of the Road From Pensacola Historyof Jefferson Cout,Florida. to St. Augustine, 1778." Florida Historical Monticello, Florida: Kiwanis Club, 1935. Society Quarterly, XVII, 15-24. Martin, Sidney Walter.Florida Etsagl the Territo- "Early Highways of Florida." Florida High- rial Days.Athens, Georgia: The University ways, XIX, 6-8, 30. of Georgia Press, 1944. "The Flortificationsat San Marcos de Mowart, Charles. East Florida as a BritishProvince. Apalachee." Florida Historical Society Gainesville, Florida:University of Florida Quarterly, XV, 1-34. Press, 1964. Kinnaird, Lawrence."The Significance of William Murry, Jack."Florida Flaming Six Guns." Perry Augustus Bowles' Seizure ofPanton's News Herald. (Privately printed) Apalachee Store in 1792." Florida Historical Society Quarterly, IX, 156-159. Shipp, Bernard.The History of Hernando de Soto and Florida.Philadelphia:Collins, 1881. Pasco, Samuel."Jefferson County, Florida, 1827- 1910."Florida Historical Society Quarterly, Sprague, John T. The Orgin, Progress and Conclusion VII, 139-157; VIII, 234-257.

66 Periodicals

Boyd, Mark F. "A Map of theRoad from Pensacola to St.Augustine, 1778. " Florida HistoricalSociety Quarterly, XVII, 15-24. "Early Highways of Florida."Florida Highways, XIX,6-8, 30. " The Fortifications atSan Marcos de Apalachee."Florida Historical Society Quarterly,XV, 1-34. Kinnaird, Lawrence."The Significance of WilliamAugustus Bowles' Seizure of Panton's ApalacheeStore in 1792." FloridaHistorical Society Quarterly, IX,156-159. Pasco, Samuel. "JeffersonCounty, Florida, 1827-1910."Florida Historical Society Quarterly,VII, 139-157; VIII, 234-257.

sp,

67 List of AreaSchools

1. Dixie Co. Elem-High 15.Pinetta School (1-10) Pinetta 30 41 School (K-12) Cross City110 45 16.Greenville Training (1-12) Greenville 31 2. Gena Elementary (1-6) Steinhatchee10 45 17.Madison Training (1-12) Madison 85 37 3. Old Town Elementary(1-6) Old Town 30 60 18.Branford High School(1-12) Branford 50 45 4. Oliver High School(1-12)Cross City 20 45 19.Clayland School (1-6) Live Oak 20 50 5. Aucilla Elem-Jr.High(1-8) Monticello 15 40 20.Wellborfi Elem. (1-6) Wellborn 20 59 6. Jefferson County High (K-12) Monticello 120 40 21.Douglas High School(1-12) Live Oak 85 50 7. Aucilla Jr. High (1-8) Monticello 15 40 22.0'Brien High School (1-12) 0 'Brien 30 47 8. Howard Academy 23.Gladys Morse Elem (1-6)Perry 150 5 Elem. (1-6) Monticello 125 40 24.Perry ElemSchool (1-6)Perry 140 5 9. Mamie B. Scott Elem. (1-6) Monticello 81 40 25.Salem HighSchool (1-12)Salem 10 24 10.Lafayette HighSchool(1-12)Mayo 60 33 26.Shady Grove School(1-8)Shady Grove10 18 11.Kerbo Elem School (1-8) Mayo 15 33 27.Stephensville School (1-8)Steinhatchee 10 43 12.Greenville High School (1-12) Greenville 60 31 28.Jerkins HighSchool (1-12) Perry 140 5 13.Lee School (1r10) Lee 30 32 Sources: Florida Educational Directory, 14.Madison Elem (1-6) Madison 90 37 October 1966-67 Florida State Road Department Map

68 5.6.7. .* x Ir. 8. WO

(6 3 16- 141. 17. '4 MADIS(12. N ) 13. i 19.21. I4V et" 1..... _..e 20.

1 SUWANNEE i I I...... ,,, TAYLOR i \ 22. 23. 24. 11. s\18. 28. I 25. IILAFAYETTE\

L. I=INN =NNW MON SI c 27, l 2. DIXIE 1. 4. AREA SCHOOLS LOCATER MAP

69 SOURCES OF POSSIBLE ASSISTANCE FOR OUTDOOR EDUCATIONCENTER TAYLOR COUNTY

Taylor County Development Authority Perry, Florida (Land and pos s ible financial assistance in future) Buckeye Cellulose Corporation Foley, Florida (Use of large tracts of land) All participating Boards of Public Instruction

Non-financial'Assistance Perry Garden Club Rotary Club Chamber of Commerce Junior Chamber of Commerce Kiwanis Club

State Organizations

Agricultural Extension Services Florida State University Agricultural Experiment Station Dr. William truckheimer University of Florida Department of Geography Gainesville, Florida Florida Wildlife Federation Dade County Board of Public Instruction Educational Committee 1410 N. E. 2nd Avenue Milton, Florida Miami 32, Florida (Audio-Visual Materials) Game and Fresh Water Fish Commission Mr. Earle Frye Florida Audubon Society Governor's Committee on Resource-Use Education Mr. C. Russell Mason, Executive DirectorMr. Henry Becker Florida Board of Conservation Outdoor Recreation Planning Committee Mr. W. I. Carlton Mr. Ney Laudrum Florida Board of Parks State Board of Health Mrs. G. T. Smith, Jr. Dr. Edward Fleming Mr. David B. Lee Florida Department of Agriculture Mr. Tom Birchnell State Department of Education Mr. Zollie Maynard Florida Development Commission Mr. James Tayes Stetson University Dr. Robert S. Chauvin, Head Florida Federation of Garden Clubs, Inc. Department of Geography-Geology Mrs. Roger Waybright University of Florida Florida Forest Service Dr. Charles Durranee, Head Mr. John Bethea Department of Secondary Education Mr. Ed Howard Dr. R. L. Fairing General Extension Division Florida Geological Survey Dr. Robert 0. Vernon University of South Florida Dr. Robert H. Fuson

70 Private Organizations

American Forest Products Industries, Inc. National Recreation Association 1816 N. Street, N.W. 8 W. Eighth Street Washington 6, D. C. New York, N. Y. 10011 American Forestry Association National Wildlife Federation 919 17th Street, N.W. 1412 Sisteenth Street, N. W. Washington, D. C. 20006 Washington, D. C. 20036 American Planning and Civic Association The Nature Conservancy 901 Union Trust Building 2039 K. Street, N. W. Washington, D. C. 20005 Washington, D. C.20006 American Tree Association 1214 16th Street, N.W. Southern Hardwood Producers, Inc. Washington 6, D. C. Sterick Building Memphis, Tennessee Izaak Walton League of America 1326 Waukegau Road Southern Pine Association Glenview, Illinois 60025 520 National Bank of Commerce New Orleans 4, Louisiana National Association of Soil and Water Conservation Districts Southern Pulpwood Conservation Association 1435 G. Street, N. W. 900 Peachtree Street, N. E. Washington, D. C. 20005 Atlanta 9, Georgia National Audubon Society Sport Fishing Institute 1130 Fifth Avenue Bond Building New York, N. Y. 10028 Washington, D. C. 20005 National Conference on State Parks The Wilderness Society 901 Union Trust Building 2144 P. Street, N. W. Washington, D. C. 20005 Washington, D. C. 20037 National Lumber Manufacturers Association Wildlife Management Institute 1319 18th Street, N. W. 709 Wire Building Washington6, D. C. Washington, D. C. 20005 National Parks Association 1300 New Hampshire Avenue, N. W. Washington, D. C.

71 Federal

Land and Water Conservation Fund Act of1965 (Planning, acquisition, and development of public outdoor recreation areas and facilities).State plan not yet available. Bureau of Sport Fisheries and Wildlife (Cooperative research, cost-sharing, information, demonstration, and technical assistance to realize potential fish and wildlife resources). Farmers Home Administration (Loans available for development of recreational facilities by organizations operating on a non-profit basis). Public Works and Economic Development Actof 1965 (Grants, long-term loans, technical assistanceand research. For purchase of land, buildings, machinery and equipment for industrial and commercial use). Surplus Property Act of 1944 (Real property may be acquired for public park and recreational purposes at 50% of fair market value). Elementary-Secondary Education Act of 1965 - Title I (Purchase of equipment, salaries of personnel). Section 702 of the Housing Act of 1954 (Interest-free advances toState or local public bodies to assist in the planning of specific public works or facilitiei, including recreation projects). Department of Housing and Urban Development Housing Amendments of 1955, Title II (Loans may be made to small communities for the construction and improvement of local public facilities, including recreation facilities).

72 BUIL DI N YARD

*nazi r WOODWOR SUPPL

mueslis COUNCIL '-/RIN

NURSE

0E11.1 I \VE COLLECT1

5) 4

PLANT WAMP PLANT PRETI ECOLOE IN T E ASS 1 TI C NTER PA WINS

. - " 1LD LIPS; ONSERVATIO MAIN NT NANC istakett TO GULF CEA S T OUTPOST AREA

PLANNERS AND ENGINEERS COLLABORATIVE ANO.:JSE NO SITE PLANNING DEsI1N CONSULTATION CIVIL ENGINEERING ATLANTA GEORGIA 3030E :-.HONE 404.2311100 Er IL 0

0

WIMP

4t4 41t di 44N4,14 "z 111 " X 111 *;44.

iv/ 'WI 1.11 Api:o, 41FOr` e»P lopdt0/4), 11* 4-0

4

41P

AM% All iniiiiuii t.

,PL ANT SUCCESSION

staTuAe PIE

OLD LOGO LAVER- LOUSE

NOTE PHOTO POR TABLE U N

00 R RECR EATION IN RE SO URC E USE F LOR IDA _ NIP. Mglarnir.. IMailir"..--.1BiaixIMMK.4111.11111111P MS . 711110r 11. Immo .-PxxaMIIAIWOOP 111 S R 11011'.

FUTUR E EXPANSION

A BANDONED FIELD

S ALTLIC

, N AT RAL AREA I

I .

\

,PL AN T SUCCESSION MEADOW WILDLIFE

N ATUR AL

SLASH a MANAGEMENT NS LEAF E L eCTIVE PINE CUT

WOODLAND POND T U_NE PIN

O L D LOSS IN II OPERATION CAVE- LOUSHRIDGE LUMBER CO. LAND NORTH NOTE PHOTOGRAPH BLINDSTO BE 20 ISO PORTABLE UN ITS . SO 400 SO 240

MA S TE R E I TEDEVELOPMENT FLA N

NOVEMBE 10 OS