CONSERVATION TEACHING 125

and water as encountered in American history, geography, andscience are treated as major problems. It is entirely possible, as aresult of the study of the local phases of the problems, that thechildren have a deeper understanding of what conservationreally means, a greater interest in conservation, and a feeling ofconfidence in attacking conservation problems. Children likeproblems which are dynamic, challenging; which provide a rea-sonable expectancy of success; and which show results that aremeasurable.The activities listed above are representative of the experi-

enceswhich our fifth grade haswith conservation. Objective stud-ies have not yet shown the effectiveness of such experiences. Thebest measure of the success of these procedures is to discoverthat a group of the boys in the class is spending two Saturdaymornings getting all the elm trees banded out at Fred’s house.

VISUAL AIDS FOR SCHOOLSWhere can a teacher get a map for use in her classroom?Where can the school superintendent or board of education purchase a

camera or motion-picture projector for school use?How canfilms be used most effectively in teaching today’s school children?The U. S. Office of Education answers these and many other related

questions in two publications just issued: "Sources of Visual Aids for In-structional Use in Schools," and "Conservation Films in ElementarySchools." Information supplied is based upon standards of suitability forinstructional purposes suggested by the authors.

- More than 700 National and State agencies which supply visual aids andequipment for instructional purposes are listed in one of the U. S. Office ofEducation bulletins. It tells where teachers and school officials may securemaps, charts, lantern slides, mechanical equipment such as cameras andprojectors. Supply agencies include Federal and State Government depart-ments and bureaus, colleges,’and universities. Also listed are museums,associations, and commercial dealers.How to select films for use in schools, how to get ready for the film show-

ing, and how to "get the most out of" a motion picture, are suggested inthe publication, "Conservation Films in Elementary Schools." Follow-upactivities recommended include discussion, experiments, summaries andreports, and pupil evaluation of films shown. An annotated list of films toteach conservation in elementary schools is offered. Author of this bulletin,Effie G. Bathurst, formerly Curricular Problems Specialist on the U. S.Office of Education staff, points out that "it should suggest the further useof films as an available technique for instruction in other curricular mate-rials as well as in conservation."

"Sources of Visual Aids for Instruction Use in Schools" is PamphletNo. 80 (Revised 1941), single copies 15 cents each. "Conservation Films inElementary Schools" is Bulletin 1941, No. 4, single copies 10 cents each.Copies may be ordered from the Superintendent of Documents, Washing-ton. D. C.