98 NATURE-STUDY REVIEW [18:3— Mch., 1921 



tracks. Then there are beaver ponds, mountain streams, forested 

 canons, Hchened cliffs, glacial boulders, moraines and an array of 

 geological material. 



In the mountains. one has comprehensive views of life zones and 

 the varied and peculiar life which each sustains. Plants and 

 animals are distributed over the mountains in an orderly manner, 

 each kind being in the climatic zone in which it may be said to 

 belong naturally. The climatic zones of the earth that lie between 

 the equator apd the poles are also found on a small scale between 

 the base and the simimit of high mountains. As one climbs a 

 mountain or travels toward the north he finds changes of tempera- 

 ture and a changing plant and animal life. The climatic and plant 

 life changes of a thousand mile journey into the north may be 

 almost duplicated by climbing one thousand feet up a mountain. 



Many trips are made with a nature guide to timberline and 

 above. Day and night trips are made to the simimit of Long's 

 Peak, 14,256 feet. The vast region which rises above the timber- 

 line carries many kinds of plant and animal life. Here live moun- 

 tain sheep, the mountain lion, foxes, ptarmigan and rosy finches 

 the year round; the sum.mer population embraces m.any kinds of 

 birds, including the golden eagle; bears, woodchucks, deer and a 

 wealth of wild flowers. 



It is a joy to see children take to the woods, and also to the 

 cliffs, beaver houses and the clear, swift water. Children are 

 primitive folk full of outdoor interests. Never do we need to 

 arouse their interest in Nature; but we watch net to confuse it or 

 pervert it with ambiguous answers or fairy stories, nor to discourage 

 it with nature-study lessons. 



Children are ever interested in the beaver, and this animal is 

 helpfully used to promote thought and education. Boys and girls 

 who becom.e thoroughly acquainted with the beaver, his adven- 

 tures, labors and accomplishments, acquire interesting information 

 concerning our natural resources. Aroused by the fascinating 

 information they desire to know about the practical things in the 

 lively university of nature. 



There are wild bits and wild places all over the country. As a 

 nature guide is a teacher of refreshing kind, one who quickly 

 enables the guided to get along without a guide, why not an ama- 

 teur or a professional guide in every nook and locality in the land? 



