114 MAN ON THFJ LANDSCAPE 



health, hygiene, physiology, and nutrition classes. Chemistry teachers 

 are invited to utilize the parts touching on photosynthesis and plant 

 and soil reactions. Social science classes can draw on other excerpts 

 for light on institutional and civic problems. In short, any disserta- 

 tion on life and habitat must bear on a great variety of academic 

 fields, and we think these fields are obligated to relate themselves 

 intimately to life and habitat. 



The suggestions which follow are subject to selection according to 

 the needs of individual teachers and classes. If the entire book were 

 incorporated into a course, then a majority of the activities might well 

 be undertaken, subject to modification according to the local setting. 

 In any event, the type of teacher who has taken the trouble to reach 

 this point, will be the type whose initiative and judgment will assure 

 a sensible and reasonable use of the classroom suggestions. 



CHAPTER II 



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Pertinent Activities. We are open to the danger of considering 

 demonstrations, experiments, construction activities and field trips as 

 too time consuming. They interfere with the torrent of words. Let 

 it be noted that the saying, "a picture is worth a thousand words," 

 has ample scientific support, and real experiences are even better. 



(1) The obvious demonstration of energy storage in plants is to 

 burn some, and let students warm their hands by last summer's 

 sunshine. 



(2) Sprout two seeds. Grow one in the dark and the other in the 

 sunlight. After a few weeks, dry and burn both. Which one stored 

 sun energy ? Which one would feed a rabbit, a man ? 



(3) Consider the ashes. Why did they not burn? Are they min- 

 erals 1 Could another plant use them ? 



(4) If you are a master teacher try this. Mix the ashes in a small 

 bottle of water. Suspend another similar sprout with its roots in the 

 solution. Suspend another like sprout in distilled water. Which 

 grows best? 



(5) This is recommended for the "teacher in a thousand." Get 

 three same-sexed, same-weight, young white rats. Feed one on carbo- 

 hydrate alone (corn syrup or sugar syrup) and water. The second 

 gets carbohydrate (syrup), and protein (boiled egg white, or soybean 

 meal) and water. Number three gets carbohydrate and protein, plus 

 minerals and vitamins (milk and a variety of vegetables). Weigh 

 the rats every week or two for six weeks. Take a good look at the 

 graphs of these weights and at the rats. The student will never 

 forget the conclusions which will gouge tracks in his brain (as con- 

 trasted to the faint and erasible traces left by words alone). 



(6) We do not expect anyone to do this. It is too much trouble. 

 But, on the chance that there might be a teacher per state who will, it 

 is included. Find the poorest land in the area, where the vegetation is 



