It is the purpose of this study to formulate a teachers' guide which will satisfy four objectives. Sources drawn upon to achieve this teachers' guide will be discussed later. First, any teaching of conservation should hold as paramount the interdependence of the several phases of conservation resources namely, flora, fauna, soil, water, and minerals. Nor should the aesthetic be forgotten. While each phase is an important entity within itself, the relationship between the several is of greater significance. An attempt must be made to convey the concept of "wholeness" as opposed to micro-division and micro-inspection. Secondly, a vehicle which can generate an interest in a subject ,and continue that interest is a most desirable instructional technique. A high interest of extended duration would be a most desirable end. Since, however, the most ideal can hardly be expected, contentment must be had with second best--a moderate interest over a long period. It would not be desirable to accept any proposai which insures high interest but cannot be expected to carry that interest for more than a short time. Regardless of the intensity of the interest shown in a given project, if its interest is quickly lost it is doomed to failure. Thirdly, this guide must be suitable for'use by the teacher trained in biology as it is presently being taught in teacher training institutions. The number of teachers specifically trained in conservation education is inadequate and the facilities for training recruits are insufficient to meet the demand. Finally, this guide must possess content and technique readily adaptable to local conditions and needs.
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