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df absorbent paper sbould be placed (HI top of the sand with the spccinicnt hcing placed on the paper.
All pinned specimens should be labeled. 1 he label should contain the month, day, and year that the specimen was captured. If the specimen was capturetl in the larva stage, the label should contain information concerning the date of capture, the pupation of the larva, and the food plant on which it was located.
Mr. Wild suggests that specimens be arranged in vertical rows, male first, female second. He maintains that it is also desirable to show the underside of the species when the characteristics can be shown more distinctly. The two sexes may be placed side by side with label above the rows. The genera and families should be arranged according to a current check list.
To counteract carpet beetles and other insects which destroy mounted six"cimens, para dichlor benzene may be used. Ibis chemical may be procuretl at any drug store and is elfective when used in cjuantities ol one teaspoonful per 35 to 40 cubic inches.
Besides this very helpful discussion which has been briefed above, the booklet is devoted to a discussion of "What are butterflies?", a listing of the butterflies in the Niagara Frontier Region, a check list, a bibliography, an index, and numerous illustrations of butterflies.
The teachers should remember that this is but one of many helpful books to which she may turn for help when collecting specimens which are very valuable visual aids for classroom instructional purposes.
The basic problem confronting any of us who contemplate a program of visual education in our schools is that of evaluating the contribution it is expected to make. This should be done and can be done by careful consideration of the following points:
— How did the use of audio-visual materials contribute to the objectives sought in the various areas?
— How much effort was made to prepare students for the use of these audio-visual materials, whether films, filmstrips, slides, maps, charts, or globes?
— To what extent did the use of audio-visual material meet the real learning need of the children and motivate interest?
— Was the use of audio-visual materials always preceded by vocabulary study, anecdotal backgrounds, and assignment?
— Was the use of audio-visual materials the best available?
— How effective were the mechanical considerations of the program, that is, smoothness of film showings, adequate room ventilation. pleasant surroundings, provision for good screens, and comfortable chairs?
— Did the use of audio-visual materials actually stimulate expression in writing and speaking and in school activities?
— Normer Gill
SEE and HEAR— April
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