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Many of the above visual qualities are possible with the use of other plants, both native and non-native . The factor that tips the balance .toward the use of native plants in community groupings is that these plantings are relatively permanent . Once established only minimal maintenance is required. Older individuals are replaced by other -species or species of their own kind - these plants do not have to be lifted, divided or fertilized to help them at their best . EDUCATION The educational component of this approach to . landscaping grows out of the ability of the homeowner, teacher, student and naturalist alike to gain from exposure to the diversity of nature . The fact of this diversity requires that more plants and their behavior must be known. The expenditure of time to acquire this knowledge can provide us with many hours of pleasure . The use of native plant communities in landscaping school grounds and local park sites can provide a valuable teaching resource . Students as well as parents and teachers can learn about the communities and their interrelationships that are a part of our natural heritage . The interaction of geology, soils, climate, animal and plant life can be illus- trated as part of the curriculum. Presently, several Madi- son 'schools are working on plant community restorations and have made this work a ' valuable addition to the education of all involved . Natural landscaping can also provide us with information on how we have changed the natural landscape . Methods of pollution and erosion control and possible models for less energy consumptive agriculture are possible results of the study of natural systems .. The positive educational aspects of this mode of landscaping are not limited to school set- tings. They can be a springboard to a variety of new inter- ests . Plant propagation, bird attraction and watching; and aesthetic enjoyment are just a few possibilities.. . V:�i�b