214 NA TURE-STUD Y RE VIEW 



9. Mount the life history chart on the back of the landscape. 

 Mark a narrow black frame or border around the whole land- 

 scape using ink or crayon or passe-par-tout. 



10. Mount the animals, on good stiff wrapping paper or cloth; 

 then paste them to a thin but tough card. 



11. Cut them out leaving a vertical flap at the bottom about 

 a half inch wide and an inch long. 



12. Color the pictures with crayon or water-color. 



13. Paste the printed name on the back of the animal or bird 

 or fish. 



14. Paste an envelope to the back of the landscape to hold 

 the cut-out creatures when not in use in class room work. 



Use of the landscapes. 



The landscapes would not justify inclusion in the Leaflet if 

 the" busy work" attendant upon their preparation were their only 

 merit. 



The landscapes have been found effective when used as games 

 and when used in a m,ore seriously-minded manner to teach by 

 personal experience facts which might otherwise be more quickly, 

 though not necessarily lastingly, learned from the experience 

 of others. 



One method of using the landscape is as follows. The best 

 landscape in the school is hung on the wall in the front of the 

 room. If a child reports in the nature study period that he saw 

 a rabbit or rabbit tracks in the woods he is allowed to place a 

 paper rabbit there. It remains there until some child sees a rab- 

 bit elsewhere than the woods. The paper rabbit is then placed 

 in the new locality. The sam.e practice is observed with the 

 other animals and birds. Sooner or later it will dawn upon 

 the child that certain creatures confine their activities to certain 

 more or less definite parts of the landscape. When they have 

 come to this conclusion as to a number of forms they are ready 

 to go on and find out how the forms under discussion are par- 

 ticularly fitted to maintain an existence in that part of the en- 

 vironment in which they are found. The life history chart 

 on the back of the landscape will always be handy for the teacher 

 to check up on the children's observations and avoid the draw- 

 ing of any reriously erroneous conclusions. 



