From a Wide Cros-Section Journalists Teachers. the Testimony Ranges

DOCUMENT RESUME

ED 056 922 SO 001 609 AUTHOR Morrissett, Irving, Ed.; Wiley, KarenB., Ed. TITLE The Environmental Problem.Selections from Hearings on the EnvironmentalEducation Act of 1970. INSTITUTION ERIC Clearinghouse forsocial Studies/Social Science Education, Boulder, Colo.; SocialScience Education Consortium, Inc., Boulder, Colo. SPONS AGENCY Office of Education (DHEW),Washington, D.C. REPORT NO REFS-3; SSEc-Pub-140 PUB DATE 71 NoTE 239p. AVAILABLE FROMSocial Science EducationConsortium, Inc., 855 Broadway, Boulder, Colorado 80302(Paperback, $6.95; Hard Copy, $8.95)

EDRS PRICE MP-$0.65 HC Not Available fromEDRS. DESCRIPTORS *Ecology; *Educational Legislation;Elementary Grades; *Environment; *EnvironmentalEducation; *Federal Legislation; GovernmentPublications; Government Role; HigherEducation; Public Policy; Resource Materials IDENTIFIERS *Environmental Education Act of 1970;Select Subcommittee on Education

ABSTRACT During March, April, and _Mayof 1970 the Select Subcommittee on Education of theUnited states House of Representatives held hearings inWashington, D.C., New York City,and San Francisco and LosAngeles, California, on a °bill toauthorize the United states Commissionerof Education to establisheducational programs to encourageunderstanding of policies and supportof . activities designed to enhanceenvironmental quality and maintain ecological balance.° The recordof these hearings containstestimony from a wide cros-sectionof the population: ecologists,such as LaMont Cole; socialscientists, such as Margaret Mead andKenneth Boulding; student leaders of theEnvironmental Teach-In, such as Karen Buxbaum; an artist,Robert Motherwell; a. theologian,Josephy Sittler; educators, such asEdward Weidner; governmentofficials, such as James E. Allen;and, philosophers, conservationists, businessmen, architects,journalists teachers. The testimony ranges from very high level, abstract,global thinking to detailed descriptions of specific action programs.The record has been carefully edited and condensedin order to present the essential themes,-and a-wide variety ofviewpoints. There are manyuses for this book: curriculum plannersand teachers will find many of the proposals helpful in guidingtheir own thinking:. both highsehool and college classes in-educationand-government will find this an illuminating source of information onhow national priorities are formulated; and, study groupsfocusing on environmental problemswill find it a stimulating casestudy. (Author) "PERMISSION TO REPROOUCE THIS COPY- RIGHTED MATERIAL BY MICROFICHE ONLY HAS BEEN GRANTED BY

TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U S. OFFICE OF EDUCATION FURTHER REPRDUCTION OUTSIDE THE ERic SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER

the ENVIRONMENTAL PROBLEM

SELECTIONS from HEARINGS on theENVIRONMENTAL EDUCATION ACT of 1970

edited by Irving Morrissett and Karen B. Wiley

with a preface by John Brademas

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFF/CE OF EDUCATION THIS DOCUMENT HAS RUH REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG. INATING IT. POINTS OF VIEW OR OPIN- IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICY

published by

The Social Science Education Consortium, Inc.(Publication No. 140) and

The ERIC Clearinghouse for Social Studies/SocialScience Education (ERIC/ChESS Reference Series No. 3)

Boulder, Colorado 1971 ii

The work reported herein was supported in part by grants and contracts made by the U.S. Department of Health. Education and Welfare, Office of Education. Points of view or opinions 'do not necessarily represent official Office of Education position or policy. No federal funds were used in the printing of this book.

Cover design by John Harris. Printed in the U.S.A. by Pruett Press, Boulder, Colorado.

Library of Congress Catalog Card Number: 79-166075

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In ordering from EDRS, use the document's assigned ED number. An abstract of the paper will appear in a monthly issue of Research in Education and the document will be cited in semi- annual and annual indexes of Research in Education. Its ED order

. number will be listed in these indexes. Its ERIC/ChESS accession number is SO 001 609. Microfiche, $ .65. FOREWORD

The editors undertook to prepare this volume in thebelief that thc extensive reservoir of government documents in this country could provide a valuable learning resource.Unfortunately, such documents, in their original forms, are quite unmanageable for normal classroom and study group use.They are exceedingly voluminous and lack detailed reading aids such as indices and content summaries. Theeditors have attempted to develop an example of howsuch documentsin this case, the record of the hearings beforethe House Subcommittee on Education on the Environ- mental Education Act of 1970might be made moreusable. They have pared the original 856-page document to a more readable length while taking care toretain its essential ideas and flavor. Through summariesin the general and chapter introductions, and by indexing the content of thevolume, they have sought to give the reader additional help in using the record of the hearings.

Many people were involved in the preparation ofthis publication. Celeste P. Wood ley, -NicholasHelburn, Mary Frances Haley, Dennis Ekhart, Joyce Hodges, andJames O. Hodges read and corrimented on portions ofthe manuscript. W. Williams Stevens, Jr., and James E. Davis gavemuch needed encouragement and support. Congressman JohnBrade- mas and his staff prepared thepreface and came to the rescue several times in answeringquestions. Gabrielle Cooke rendered invaluable assistance in proofreading,layout, and design. Nancy Vickery and Ellen Schultheisbattled with scissors, paste, and typewriter ribbon in preparingthe manuscript for the printer. The cover was designedby John Har- ris. Gary Peschel, of Pruett Press, gave muchneeded advice on production matters.

Irving Morrissett Karen B. Wiley Boulder, Colorado 1971 iv

ACKNOWLEDGEMENTS

David Sive's article, "The Law and the Land," appearedoriginally in the Journal (vol. 8, no. 4, January-February 1970, pp. 32-37), published by theDivision of Higher Education, United Church Board forHomeland Ministries. It is reprinted in this volume with the permission of the publisher. PREFACE

people, of the dangers to our environment, goesfar beyond protests The awakening concern, especially among young environmental crisis in against the pollution of land, air, and water. Ibelieve that the rapidly rising awareness of the America today reflects a deepening sensitivity to thefundamental values of human life. Indeed, it seems to me not too much to say thatif we do not allow the current intensepreoccupation with the issues of ecology to fizzle out and wither away, the new awarenessof the deteriorating environment andof its implications for the future of human life can have a profoundlyregenerative effect on every aspect of our society. There have been many descriptions of the ways in which wehave befouled the environment ofwhich we are a part. Yet few persons have so eloquently summed upthe situation than did the distinguished contemporaryAmerican painter, Robert Motherwell, whenhe testified before my congressional subcommitteeduring the hearings which are the subject of this book. Here is what Motherwell said: I suppose America began as a few people on a vasttract of land, so vast that onecould be as greedy and wasteful as one wanted, and there was still more.That time is gone. Now there are millionsof people and millions more in the offing, and the vast land is a parkfilled with wasterusting cars, bottles,garbage, enormous signs seducing you to buy what youdon't want or need, housing projects thatdon't show a rudimentary sense of proportion in any shape orline or materialsuburbs that are a parody of thebarrenness of the Bronx and the gaudiness of Las Vegas. Indeed, if God had said to a group of men, -Here is a vastpark of millions of square miles.Let's see how quickly you can cover it with everything that is an affront tothe human spirit, and above all becertain that it is done on a scale of such extravagance and waste andlack of regard for the sensibilities of theinhabitants of the other parks in the world," then we might bydefinition call that group of men that God soaddressed A rnericans. No wonder our youth are up in arms! In recent years the Congress of the United Statesand successive presidents have moved torespond to this frontal assault on what Kenneth Boulding has called"spaceship earth." Senators Edmund S. Muskieof Maine and Gaylord Nelson of Wisconsin and many others in Congress havehelped write a whole series of measuresaimed at enhancing our capacity to protect the environmentand prevent its pollution. Yet I believeand I do not think thatchampions of clean air, land, and water woulddisagreethat if we are to be able to make substantial progressin meeting our ecological crisis, we are going toneed a citizenry informed and educated about the whole spectrum of issues that arecalled environmental; and we are going torequire as well changes in basic attitudes toward the environment andman's place in it. several colleagues and I in the House of Representativesintroduced the Environ- That is why on February 17, 1970, ecology, mental Education Act, a bill to authorize federalfunds to support elementary and secondary school courses on as well as curriculum developmentand teacher training for environmental studies. On October 30, 1970, PresidentNixon signed this meure into law, but not untilafter 13 days of the public hearings, which are the subject of thisbook, and after several more "markup" sessions onthe part of the Select Education Subcommittee of the Education and Labor Committeeof the House of Representatives. vi

The process by which an idea for a legislative proposal finallybecomes a law varie5, from measure to measure but within broad outlines the steps are similar. Initiatives for new bills come from many sources: someone in theexecutive branch of the government, a spokesman for an interest group, a professor, or abusinessman. In the case of the Environmental Education Act, however, the concept was generated from within Congress. Fourmembers of the House of Representativestwo Democrats, James Schener of New York and I, and two Republicans, Ogden Reid of New York and Orval Hansen of Idahoollaborated to draft the bill. The four of us, all concerned about theenvironmental crisis andall members of the congressional committee with responsibility for education legislation, became convinced that newapproaches and new content in education could play a significant role in producing the informed citizenry weneed to meet the spectrum of problems we call environmental. Senator Nelson, the Wisconsin Democrat, who bad establishedhimself as a principal spokesman in the Senate on environmental questions, introduced an identical bill there, for to become law,of course, a bill must be passed by both houses of Congress. The House bill was referred to the Education and Labor Committeeand by its chairman, Carl D. Perkins, Democrat of Kentucky, to the Select Education Subcommktee, which I chair. Because the bill originated in the House, we gave it extendedconsideration, starting with hearings in Washington on March 24, 1970, and continuing in New YorkCity, San Francisco, and Los Angeles. These hearings, like ether congressional hearings, serve to informthe committee members of key issues raised by the legislative proposals; afford a forum for suggestions forimprovement by expert witnesses; and give public visibility to a significant national problem. Among those testifying on the Environmental Education Act wereecologists like LaMont Cole; educators such as Edward Weidner; the economist, Kenneth Boulding; and anthropologist,Margaret Mead; and students like Karen Bux- baum, Bryce Hamilton, and Denis Hayes, for young people havecontributed richly to the new sensitivity to ecology. We listened as well to some voices that might not have been expected totestify before Congress on such a bill. The painter, Robert Motherwell, and Joseph Sittler, a theologian fromthe University of Chicago, were invited to leadoff the hearings because we wanted to establish at the outset that indiscussing the environmental crisis, we were talking about far more than dirty air, land, and water. Rather, we werediscussing the fundamental values of human life. As Professor Sittler said: What man does with the world-as-nature is a result of what hethinks about nature; it is shaped in the profoundest care of what he feels about the natural world, whatevaluation he has of the world of things and plants and animals. And when man so uses nature as to deny her integrity, defileher cleanliness, disrupt her order, or ignore her needsthe reprisals of insulated natureoften take a slow but terribly certain form. Nature's protest against defilement is ecological reprisal. If there was one theme, then, that emerged again and againduring our hearings, it was that we must havebasic changes in our values and in our attitudes toward the environmentof which we are a part, and that education, especially in schools, could play a significant part in shaping those valuesand attitudes. I should like here to pay tribute to the able legislatorswhose initiative and effort were chiefly responsible forwriting the Environmental Education Act into lawtoCongressmen James Scheuer and Ogden Reid of New York, one an urban, the other a suburban legislator, but both mendeeply sensitive to the environmental challenge, as were twoother outstanding Representatives, both from the West, Lloyd Meedsof Washington and Orval Hansen of Idaho. As I have said, principal credit for Senate approval of the legislation mustbe assigned to Senator Nelson. I must also here not fail to pay tribute to the splendid workof the staff of the Select Education Subcommittee, in particular to the Subcommittee Counsel, Jack Duncan, and to ArleneHorowitz, Ronald Katz, Martin LaVor, and Maureen Orth. Miss Orth made an especially valuable contributionthrough her imaginative scheduling of witnesses for the hearings. The actions of congressmen in hearing testimony before thesubcommittee and then in amending and modifying the oriOnal bill where necessary and appropriate during "markup"sessions, are usually the most detailed work donein writing new laws. After a subcommittee has approved a bill, as the SelectEducation Subcommittee approved the Environmental Educa- tion Act on June 24, 1970, the measure is "reported out" tothe full committee, which can further amend it. Afavor- able vote by the Committee on Education and Labor sentthis bill to the floor of the House of Representatives, which passed it by a vote of 228 to 28, on August 3, 1970. The Senateapproved it, 68 to 0, on September 9, 1970. vii

When the Senate and House pass different versions of a bill,itis common for a conference committee, composed of members of the Senate and House committees whichhandled the leaislation, to write a compromise bill. In the case of the Environmental Education Act, however, the Senateaccepted the House bill in its entirety, and it became the law of the land with the president's signature. I should here make clear that the signing of alaw authorizing a program does not n ean that funds to carryit out automatically become available. Congress must then pass a separatebill appropriating the money. As Iwrite, Congress has approved an expenditure of $2million for the current 1971fiscal year for programs authorized by the Environmental Education Act. Theadministration of President Nixon, which oriainally opposed passage of the Environmental EducationAct and subsequently opposed any appropriations for it,is now, I am pleased to say, considering applications for grantsunder the new law. Unfortunately, the present administration has not yet given anyevidence of long-term commitment to adequate financial support of environmental education. It is also, however, accurate tostate that we in Congress, both Democrats and Republicans, have, with passage of the EnvironmentalEducation Act, made clear our conviction that sound environmental action presupposes a citizenry informed and educatedabout the environment. But, even given adequate funds a law, to be effective, mustbe more than ink on paper. The efforts of business and industry aad government on all levels, the commitment ofcitizen groups and the actions of concerned individuals, are what make laws have real effect onthe society in which we live. I hope, therefore, that this book of sele-;tions from the hearingswill encourage and inspire its readers to make their own contributions to the education ofAmericans about our environment. John Brademas May 1971 ix

TABLE OF CONTENTS

Page 29 INTRODUCTION 1 DAY 2 SELECTIONS FROM HEARINGS ONTHE Introduction of Student Leaders of ENVIRONMENTAL EDUCATION ACT OF 1970 Environmental Teach-In 30 DAY 1 15 An Elementary School Program for The Environmental Quality Problem 17 Environmental Awareness 30 Introduction of La Mont Cole, Professor of New Resources for Planning and Teaching: Ecology, Cornell University Community and Student Personnel 30 18 Social and Natural Sciences Aspects The Meaning of Ecology 31 The Demand for Ecologists 18 of Environmental Education 19 A Summer High School Program: The Need for Professional Ecologists 31 20 Total immersion The Growth of Environmental Concern Environmental Concerns versus Other 20 Pollution and Standards of Living Social Problems 31 The Population Problem 20 Individual Actions to Solve Methods of Population Control 21 Environmental Problems 32 Content of Environmental Education 21 The Training of Ecologists 32 Introduction of Dr. Joseph Sitt ler,Theologian, Shortcomings of Our Schools 33 UniversiLv ,-)f Chicago 22 The Importance of Social Sciencesin 34 The Turner Frontier Thesis 22 Solving Environmental Problems A Generation of Beer Can Flingers 22 International Aspects 34 Man and Nature 23 A Proposed Youth ConservationCorps 35 Man's "Dominion" over Earth 23 Ecological Problems of Cities 35 The Need for Broad Participation in Introduction of Garrett De Bell, Environmental Education 24 Editor and Lobbyist 35 Religious Views on Population Control 24 Zero Population Growth 36 25 Why Universities Have Failed to Meet Choices of Social Values 36 Introduction of Robert Mother elland the Environmental Crisis Helen Frankenthaler, Artists 25 Student Initiative in San Francisco 37 The Nature of the Artist 25 Individual versus Social Action 37 Man's Powers of Destruction 26 introduction of Denis Hayes and Bryce Hamilton 38 The Need for Sensitivity 26 The Conservative Nature of OurSchools 38 Beauty in an Urban Society 27 The State of Present Knowledge 39 The Role of the Artist 27 Suggested Changes in the Bill: Introduction of Dr. Matthew J. Brennan, Director, Institutional Recipients, Sex Education, Pinchot Institute for Conservation Studies 58 and Student Participation 39 The Need for Environmental Education 58 Administration and Financing of the Act 40 Section 3, Uses of Funds 59 Student Concern about Section 4, Approval of Applications 59 Environmental Problems 40 Section 5, Advisory Committee on The Need for Changes in Personal Environmental Quality Education 59 Values and Commitments 41 Section 6, Technical Assistance 59 Suggested Changes in the Bill: Population Control, Teacher Education, Further Comments and Recommenda ions 59 and Student Activities 42 Suggested Budget 61 Agreement on the Importance The Need for a Review of of Value Changes 43 Environmental Education Materials 61 In Defense of the Bill 43 The Need for a New Act 61 Status of Student Interest and Ecology Clubs 43 Composition of the Advisory Committee 62 Further Defense of the Bill 44 The Need for Environmental Education as an Organic Experience 44 Education Materials 62 The Need for Community Involvement 45 Environmental Education in Other Countries 62 Administration of the Act 45 Who Should Develop Materials? 62 47 The Need for Collection and DAY 3 Dissemination of Materials 63 Introduction of Edward W. Weidner, Chancellor, The Broad Scope of Environmental Education63 University of Wisconsin at Green Bay 47 The Interrelatedness of Major DAY 4 65 Human Problems 48 Introduction of James L. Aldrich, Education A University Devoted to Adviser, international Union for Conservation Environmental Quality 48 of Nature and Natural Resources 66 The University of Wisconsin-Green Bay Plan 48 The Role of the Behavioral Sciences in Environmental Programs at Other Universities51 Environmental Education 66 Establishing Environmental Programs in Innovative Materials for Existing Universities 52 Environmental Education 66 The Lack of Environmental A Broad View of Environmental Education 67 Education Materials 52 International Efforts in Is a Single-Purpose Curriculum Warranted? 53 Environmental Education 67 Are Required Courses Warranted? 53 The Need for Broad Educational Reform 67 Introduction of Clay Schoenfeld, The Status of Development of Materials Journalist and Ecologist 54 for Environmental Education 68 A Comparison of Environmental Education Environmental Education and with Conservation Education 54 Educational Reform 68 Strategy for Environmental Education 55 Where to Teach Environmental Education 69 Local Leadership Training 55 Introduction of Rex Whitaker Allen, A Comprehensive Program 55 James Pratt, and Taylor Culver, Architects 69 Focus of the Environmental Quality Home, Neighborhood, and City as Education Bill 56 Part of the Environment 69 Responsibilities of Scientists to a Educational Activities of the American Broader View 56 Institute of Architects 69 Support for Establishment or Environmental Responsibility of the Non-Establishment Institutions? 57 Architectural Profession 70 The Availability of Knowledge for Environmental Responsibility of Environmental Improvement 58 Young Architects 71 International Environmental Educatiou 58 Further Educational. Activities of Architects 71 10 The Improvement of School Designs 71 The Role of Museums in Environmental Education 85 Statement of William Sowers, President-Elect, Consulting Engineers Council 71 International Monitoring 85 The Work of the Engineer 72 Interdependence of Urban and Rural Areas 86 Engineering as an Environmentally Minigrants for Environmental Relevant Career 72 Education Programs 86 Resources Directory on The Role of Churches 87 Environmental Expertise 72 Introduction of Dr. John S. Steinhart, Professor, Composition of the Advisory Committee 72 Institute of Environmental Studies, University of Wisconsin 87 Suggestions on the Budget of the Act 73 Setting National Goals 88 73 Adult Education Programs Need for Reorganization of the University 88 The Responsibility of Engineers for Environmental Quality 73 Commitment to Institutional Change by Recipients of Federal Funds 88 Lack of Emphasis on Broad Environmental Issues in Engineering Education 73 Need for More than Training of Professional Scientists 89 Need for Understanding the Cost-Benefit Concept 74 The Necessity for Restructuring Colleges and Universities 89 Environmental Education for the 75 Capabilities of Universities to Lead in Urban Disadvantaged Precollege Educational Change 90 DAY 5 76 Inadequacy of the Term Introduction of Dr. Margar t Mead, "Environmental Education" 90 77 Anthropologist Changing Values 91 Shared Responsibility for 77 Environmental Problems DAY 6 93 77 Global Good Housekeeping Introduction of Dr. John Cantlon, Ecologist, Bridging the Generation Gap by Provost of Michigan State University 94 78 Cooperative Environmental Action A Conspicuous Deficiency of the Curriculum 94 78 Some Models for Environmental Education Technology and Insularization in Man as a Part of Nature 79 the Biosphere 94 The Need for Worldwide Understanding A Starting Point: The Home as an and Action 79 Input-Output System 95 Can We Use the Existing School System? 79 Research Techniques for Studying Ec systems95 Changing Our Values 80 Fractionalized Approaches to Complementarity of Old and Young 80 Environmental Problems 96 Recognition of Interdependence of Personal Ethics and "Housekeeping" 96 All Parts of Earth 80 Introduction of Mrs. Donald Clusen, Chair an, Extent of Environmental Hazards 81 Environmental Committee, League of Women Voters 97 Is Environmental Concern a Cop-Out from Other Problems? 81 The Need for Adult Education on Environmental Problems 97 Use of Nonsehool Educational Institutions 82 The Role of Private Citizen Organizations 98 Ecological Models 82 Ecological Schools and Island DAY 7 99 Training Centers 83 Introduction of Martha Henderson, Director of Reasons for Youth's Concern 83 Education, The Conservation Foundation 100 International Problems and Cooperaf n 83 A Broader Definition of Ecological Laboratory 84 Environmental Education 100 Avoidance of Other Social Problems? 84 The Role of the Arts and Humanities 100 Encouraging a Holistic View of Differing Approaches to Environmental Problems 85 Multidisciplinary Studies 101

1 1 xii

International Aspects of Suegestions on Priorities, Technical Environmental Education 102 Assistance, and Funding 118 Introduction of Dr. Casey E. Westell, Jr., A National Center on General Woodlands Manager, Environmental Education 119 Packaging Corporation of America 102 Strengthening the Role of the State The Need for Ecological Understanding 102 Departments of Education 119 Educational Programs of the The Importance of Follow-Up to Forest Products Industry 103 Teacher Training 119 Composition of the Advisory Committee 103 The Lack of Concern of the Colleges and Universities 120 Portion of the Statement of Dr. Casey E. Westell, Jr., General Woodlands Manager, Schoolbuses Going in the Other Direction 120 Packaging Corporation of America 104 DAY 9 121 Should Representatives of Industry be Introduction of John W. Macy, Jr., President, Included on the Advisory Committee? 104 Corporation for Public Broadcasting 122 DAY 8 107 The Role of Public Broadcasting 122 Introduction of John DeLury, President, Direct Citizen Participation in Programming122 The Uniformed Sanitationmen's Association 108 Other Capabilities of Public Broadcasting 122 The Urban Priority 108 "Implicit Curriculum" on PTV 123 Anti-litter Education 108 Proposed Mass Media Programs for When Garbage Became Important 109 Environmental Education 123 Garbage Disposal: How and Where? 109 Current Public Broadcasting Activities Anti-Incineration Pressures 110 in Environmental Education 124 Introduction of David Sive, Attorney, Sierra Club110 Importance of Pre-school Education 124 125 Unequal Contest 110 Impact on Commercial Television Novel Legal Issue: Beauty Versus Utility 111 Introduction of Peter S. Hunt, Peter Hunt Associates Consulting Firm 125 Analyzing Degree of Beauty 111 Management of the Program 125 "Standing in Court": Who Can Represent the Public Interest? 112 Priority Ranking of Target Groups 126 Problems of Court Jurisdiction 112 Is Curriculum Change Possible Before Adult Education is Accomplished? 126 Review of Administrative Decisions 112 A Proposal for Organization and Budget 127 Action in the Political Arena 113 Use of a Variety of Educational Channels 128 The Responsibility of People to the Land 113 130 Consumer Products versus DAY 10 Irreplaceable Resources 114 Introduction of Dr. James E. Allen, Jr., The Environmental Movement and the Poor115 Commissioner of Education 131 Current Office of Education Activities in Introduction of Mrs. Arlene Weisberg, Teacher, 131 Wave Hill Center for Environmental Studies 115 Environmental Education National Science Foundation Programs in Teacher Workshops in 132 Environmental Exploration 116 Environmental Education Variety in Curriculum Materials 117 Appraisal of Office of Education Capabilities in Environmental Education The Ghetto Child and without the Act 132 Environmental Education 117 Lack of Support by the Nixon Administration133 Introduction of Dr. Edward J. Ambry, 133 Director, New Jersey Council for Inadequacies of ESEA Title III Programs Environmental Education 117 Is the Act Necessary? 134 Outdoor Education 118 Need for a Coordinated Federal Effort 134 The Need for Dissemination The 1971 Environmental Education Budget 135 and Coordination 118 Should Environmental Education be a 118 Budgetary Priority? 136 Evaluation of Environmental Curricula 12 xifi

156 Present Scope of Authority of the A Capital Budget for Resources Office of Education 136 Population Problems and Controls 156 Sources of Funds for New Programs 137 International Aspects of Pollution 156 Budgetary Recommendations for the Act 138 Religious Aspects of EnvironmentalConcerns157 Task Force on Environmental Education 138 Introduction of Mrs. Peggy Wayburn,Sierra Club157 Title III Guidelines 139 Activities of the Sierra Club 157 State Activities in EnvironmentalEducation 139 Urgency of the EnvironmentalProblem 158 158 DAY 11 141 Stewardship: Garbage and NaturalResources Introduction of Dr. James Hester, Environmental Curriculum, Kindergarten President of New York University 142 to Adults 158 Social Responsibilities and Investment Nature of the Advisory Committee 159 Policies of the University 142 Methods of Funding 199 Legislation versus Economic Pressure for Implications of Terminology 159 142 Social Responsibility The Role of Educators 160 Introduction of John T. Conway, Introduction of Jerry Mander, Director, Executive Assistant to Chairman of the Board, 160 Consolidated Edison Company of New York, Inc.143 Friends of the Earth Advertising by Power Companies 144 Will the Federal Bureaucracy Permit Needed Radical Reforms? 160 Advertising to Encourage Non-Peak 145 Man's Role on Earth: Manager Load Use of Power or Participant? 161 Advertising to Discourage Over- 161 Consumption of Electrical Power 145 Ecological Hazards of Advertising Electric Toothbrushes and Other Things 145 Power Companies' Advertising versus Research 162 146 National Zoning Information Pollution 162 Reservations About Discouraging 163 Increased Power Consumption 146 Funds to Combat Information Pollution Professional Responsibilities of Advertising 164 How to Diminish Power Consumption 147 165 Teaching Technicians to Educational Advertising "Turn Off the Lights" 147 Controlling Advertising by Taxation 165 Introduction of Joe G. Moore, Jr., Vice President, Simplicity versus Technology 166 Eastman Dillon, Union Securities, Inc. 148 Introduction of Stewart Brand, Editor of Choosing Among Competing Alternatives 149 the Whole Earth Catalog 166 Non-Measurable Costs and Benefits 149 The Hazards of Federal Aid 166 Computerized Econometric Models 150 The Hazards of Private Enterprise 167 An Environmental Rating of Cities for DAY 12 (afternoon) Municipal Bond Investors 150 Introduction of Arnold Schul z, Ecologistand 169 DAY 12 (morning) Professor of Forestry Introduction of Kenneth E. Boulding, TIle Necessity of Management 169 Economist, University of Colorado 153 Delimiting Controlled and The Basic Problem: Production of Uncontrolled Environments 169 Bads with Goods 153 Systems arid Purpose 170 Reducing the Bads 153 The Nature of Nature 170 The Importance of and Hope for The Need for and Practicality ofGeneralists170 154 Environmental Education An Orthodox View of CurriculumBuilding 171 The Feasibility of Ecological Solutions 154 Introduction of James Pepper, Graduate The Danger of Unfulfilled Expectations 154 Student in Landscape Architecture 171 GNP versus Environmental Quality 155 Who is Guilty? 171 Controlling the Bads 155 Some Requirements for Effects of Controls on Rich and Poor 155 Environmental Education 172 siv

Recommendations on Grant-Making 172 Information Dissemination via Information Educating Congress and the Public 172 Centers, Handbooks, and Symposia 183 Composition of the Advisory Committee 173 Parallels Between Dissemination Programs for Teachers and for Journalists 183 Evaluation Procedures 173 Counterbalancing Advertising by Polluters 183 The Scope of Environmental Education 173 The "Big Lie": Industry's Introduction of Ruthann Corwin, Philosophy Anti-Pollution Image 184 and Physiology Student 173 Responsibilities of Newspapers in Education of the General Public and Exposing the -Big Lie" 184 of Policy-makers 174 Introduction of Ted Watkins, Watts Labor Criteria for Good Environmental Community Action Committee 185 Education Programs 174 Environmental Programs in Watts 185 Holistic Approaches to Education 174 Minorities and Population Control 186 Informal Education 175 Community Action Groups 186 Summary: Needed Revisions in Bill 175 Teaching Conservation Where There's Nature of the Advisory Committee 175 Nothing to Conserve 186 Introduction of Dr. Michael Scriven, APPENDICES Professor of Philosophy 176 Appendix A The Environmental Education Bill; Environmental Education Cannot Meet H.R. 14753, 91st Congress, All Reform Needs 176 First Session 190 Clarifying Terms 177 Appendix B The Environmental Education Act; Educating Elementary and Public Law 91-516, 91st Congress; Secondary Teachers 178 H.R. 18260, October 30, 1970 192 Appendix C The Universities and Pre-school Environmental Education 178 Environmental Quality 194 Encouragement of Nontraditional Institutions179 Appendix D A State Model Environmental Education Program for Region II, DAY 13 181 U.S.O.E. (Excerpts) 203 Introduction of Gladwin Hill, National Appendix E A Report to the California State Board Environmental Correspondent, New York Times 182 of Educauon by the Conservation Government Provision of Objective Education Advisory Committee Information for Use by the Mass Media 182 (Excerpts) 209

14 INTRODUCTION

From time to time in the United States an issue rises of environmental deterioration. The environmental Horror to the surface of the collective consciousness, taking on the stories in Paul Ehrlich's Population Bomb gripped the form of a national debate. The issue may have been long- nation. New terms such as "ecology" were added to the existing but dormant, or it may be a response to a new national vocabulary and nearly everyone began having problem, or it may be a new coalescence of a number of opinions on topics heretofore relegated to eccentric groups previously separate and distinct minor issues. of birdwatchers and outdoor freaks. The mass media, These national issues draw a great number of citizens private nonprofit groups, big business, schools and uni- into active discussion over questions of national priorities versities, student organizations, politiciansall began to and their reflection in public policy. They provide the oc- discuss questions of environmental quality and their rela- casions for galvanizing usually vaguely organized and tionship to the work of their own groups. inert mass opinions into significant forces affecting the Why the uproar? Why now? This country has experi- society's decision-making processes. enced similar upsurges of concern about the state of the Such was the case with the debate over the relations natural environment in the past, during the Conservation between England and its American colonies, which led Movement of the early 1900s and again during the Dust to the Revolutionary War; the concern over federal-state Bowl of the '30s. But, some have claimed, the level of relations, which was heralded in the Federalist Papers; the citizen concern during these periods was not nearly so Hamilton-Jefferson conflict over the roles of industry and high-pitched and fearful, nor was the scope so broad and agriculture in early United States society; the public ex- all-encompassing as today's (see page 153). Why did amination of the slavery issue, which led to the Civil War; 1970 become the Year of the Environment? Are we, at this and the debate over the roles of gold and silver in our particular time in our history, experiencing a sudden and monetary and economic systems. In the twentieth century, vastly increased awareness of environmental problems that issues which have grown to national debates include the goes far beyond the concerns of the earlierconservation criticism of big business in the Muckraking Era, women's movements? And if so, why? suffrage, United States participation in the League of Na- Some observers of the American scene have suggested tions, the debate in the 1930s over the economic role of that, with the divisiveness of current issues, such as the the federal government, the stringent post-Sputnik criti- Vietnam war, poverty, and racial discrimination, the coun- cisms of our educational system, and the Civil Rights try feels a need for some significant issue which can "bring Movement of the 1960s. us together." Others have cynically suggestedthat the concentration on environmental problems by the mass media ANew Issue Blooms and politicians is a consciously planned effort by the Es- During the winter of 1969-70, the -environmental prob- tablishment to divert Americans' attention from those lem" welled up through our subconscious to the full, crucial questions (see page 84). Margaret Mead has bright light of national examination. Numerous little wor- described the sense of catastrophe and despair which ries which previously had seemed not to be connected plagues the post-bomb generation as providing fertile suddenly were revealed to be closely related and inter- ground for the growth of environmental concern; the en- dependent. Planned Parenthood found an ally in the Sierra vironmental issue expresses despair while, at the same Club. The voices of conservationists and ecologists who time, it gives a sense of hope (83). But no one seems had long been crying in the wildnerness were suddenly am- to have an entirely convincing answer to the "Why now?" plified and listened to. Rachel Carson's Silent Spring and question. Aldo Leopold's Sand County Almanac were put back on There can, however, be little doubt that environmental the presses. Diverse segments of the population suddenly quality has been raised to a level of high national concern. devoted their utmost attention to the "undying" focus The sudden deluge of coverage by the mass media and the flurry of bills presented to national, state,and local legis- task of selection very difficult. The principal selection cri- citizenry has become teria used by the editors were (I) representation of a lative bodies demonstrate that the wide variety of viewpoints with respect to the nature, involved in a national debate over thegoals and priori- problem; (2) ties of the country. Governmental bodies acrossthe coun- causes, and cures of the environmental try have begun moving intoaction, attempting to fulfill clarity and eloquence of the statern::nts and dialogues; and their roles in providing major forums for debate onand (3) reflection of major areas of disagreement. resolution of problems of a public nature. Interest groups, The rapidity of the process by which many government lobbyists, politicians, and bureaucrats whohave worked documents are printed for immediate use by Congress, quick to take other government agencies, and the public borders onthe in the conservation field for years have been miraculous. Publications are available in a matter of a advantage of the new receptivity amongtheir colleagues. They now appear to have the active grass-rootssupport few months, weeks, or even daysthree days for The they have carried around Congressional Recordas compared with periods of nine to follow through on programs to twelve months for commercially publishedbooks. But in their hip pockets for years. the costs of such speed are certain numbers of errorsand Nature of the Hearings occasional nonsense in the finished product. The editors Education Act of have taken liberties in correcting obvious errors in syn- The progress of the Environmental possibility Paat 1970 through Congress provides an excellentexample of tax and meaning; where there was some questions the editors' changes might do some violence to the original the workings of the federal legislative process on text, inserted or changed words or phrases are enclosed of significant national concern. Thelegislative process at the federal level invoives a number ofmechanisms de- in brackets. In the cast of minor and obvious errors, interests of the changes have not been indicated. signed to pull together the multiplicity of Throughout this introduction, the editors have inserted citizenry on major national questions and combinethem portions of the into authoritative legal instruments forimplementing the page numbers in parentheses to point to public's collective will. John Brademas, in hispreface to book where references to particular ideas can be found. this book, describes the process by whichthe Environ- The references are illustrative, not exhaustive. In some The hearings cases, the editors' analyses are based in part onknowledge mental Quality Education Bill became law. of the complete hearings; but, for the most part, the com- before the Select Subcommittee on Educationof the House of Representatives reflect one of many steps inthe process mentaries contained in this introduction are supported by of pulling together diverse viewpoints andmeshing them the selections contained in the book. into a coherent public policy. Education Act of What Is -The Environmental Problem"? In the case of the Environmental forms. 1970, debate was focused on one possibleareaeduca- Major problems emerge in vague, amorphous tionin which at least some partial solutions to the en- They arc not accompanied by do-it-yourself instructions vironmental problem were expected to lie. The task of the for clarifying the issues or finding their solutions. Soit is subcommittee was to explore the ideas of concernedinter- with the environmental problem. We are still wrestling est groups and individuals on how thevehicle of education with the basic issues of definition, trying to discover the might be employed in improving the quality of the en- boundaries of the problem, the crucial elements which and the dynamic interrelationships among vironment. compose it, The subcommittee took pains to assure that as many those elements. As one witness pointed out, we arefaced viewpoints as possible be heard. During the hearings, with the very difficult and frustrating task of"thinking members of the subcommittee* listened to the testimony about everything at once-(81). We have not yet of 83 witnesses and received written statementsfrom an found any fully satisfactory intellectual framework to use additional 30 persons not present at the hearings.They in analyzing the problem so that we can workfruitfully included high school and college students, universityand with it. school personnel, pro- and anti-Establishment witnesses, In a sense the entire course of the hearings represents representatives of labor and business, conservationists and one long attempt to define theenvironmental problem and clarify exactly what it is that we mean by thatphrase. polluters, natural and social scientists, scholars and prac- solutions titioners. The witnesses based their recommendations for The selections presented in this book includeportions on their own mental images,analyses, and assumptions of testimony from 45 of the subcommittee witnesses, rep- about the dimensions and causes of the problem. Afew resenting about one third of all the testimony heard.The of the witnesses addressed some of theirtestimony directly fact that the full text of the hearings is so packedwith and overtly to the issues of definition. ideas, information, and lively dialogue made the editors' DefiningTerms."Environment,""ecology,"and "ecosystem" are core terms which have recentlyfound *John Brademas, Indiana, Chairman; DominickV. their way into nearly everyone's vocabulary.Yet there are Dan Hs, New Jersey; John Dent,Pennsylvania; Patsy many different meanings attached tothese words. Indeed, James H. their usages are so imprecise that they perhaps cover up Mink, Hawaii; Lloyd Meeds, Washington; of the Scheuer, New York; Joseph M. Gaydos,Pennsylvania; much real disagreement over the relevant issues Adam C. Powell, New York; Ogden R. Reid, NewYork; environmental problem, making it appear to be a national Wisconsin; problem on which there is wide consensus with respect to Alphonzo Bell, California; William A. Steiger, and Earl F. Landgrebe, Indiana; Orval Hansen,Idaho. definitions and diagnoses. The terms -environment" "ecological balance" were not given specificdefinitions in a holistic approach toproblems, involving recognition con- of the interdependence of everything in nature.Thus, the Act, perhaps to take advantage of the apparent ecologists attempt to be comprehensive in one sense,while sensus. problem with the avoiding the vagueness of the concept "environment"by The Meaning of "Environment." One employing a powerful intellectual organizer to guidetheir term -environment" is ourtendency to view the environment as an ideal state, which,because of man's activity, investigations. acts as Unfortunately, the broad scope of traditionalecological is becoming less and less ideal. In this sense, man significant aspects a constraint or barrier tothe achievement of the ideal science still leaves out at least two very that we should of the system of man-land relationshipswhich are crucial natural state. But some witnesses suggested to understanding and solving environmentalproblems view the man-nature relationship in just theopposite way: The the environment imposes a set ofconstraints on man's the social and the valuational elements of the system. limits of the "laws importance of these, particularly the valuationalelements activities. Man must work within the witness before the sub- of nature," for he is a part of nature, notapart from it was emphasized by nearly every (23;169). The environmentisneither an idealstate committee. be conquered, Defining the Problem. Many have defined theenviron- toward which to work nor a competitor to mental problem generally as a deteriorationin the quality but simply a "given" with which we must copeand should it as the de- cooperate. of life on this planet. One witness described interpreta- struction of "the ability of the earth to supportlife," re- Perhaps an even greater problem with our gardless of quality (20). tion of the word "environment" isits comprehensiveness. Though such definitions are useful as nutshellindicators "Environment" includes everything "fromthe skin out," readily to fruit- the of the issues, they do not lend themselves according to one witness (169-170). In one sense, ful analysis of the problem. One possibleprocedure for breadth of the term "environment" is helpful,for it under- the com- arriving at a deeper, richer, and more analytically potent lines the fact that we are today concerned with definition of the environmental problem mightbe to list plex, total system of the planet. In the past,national issues problems cited by under the environ- the specific examples of environmental similar to those we now lump together both experts and laymen, and then ask severalkey ques- ment heading were narrower infocus, as indicated by opened the "wilderness," and "nature" tions about that list. Congressman Brademas the labels"conservation," hearings with an enumeration of several problems,includ- (54-55). "Environment" refers to "man andhis relation- spills, pesticide contamination of ship to all living things," and includes notonly the natural ing air pollution, oil interpret itbut also food, water pollution, and estheticpollution (17). Each worldas we are often inclined to subsequent witness proposed othercandidates which might the man-built world (69;159). perceptions of the witnesses indicated be added to a list of our operational The "Ecosystem" Concept. Some problem. Once such a listing is drawn up, onemight begin that, because of its breadth, the concept"environment" "manage" such an to analyze the environmentalproblem by asking several is not analytically useful. One cannot questions about the list: "What are thesimilarities among all-encompassing thing either intellectually oractually categories into (169). According to one witness,"ecosystem"which these problems?" "Are there several broad limited scopeis which they might be ordered?" "What are theinterrelation- implies a much more clearly defined and ships among the problems?" a more useful concept forhelping us to analyze environmental problems and devise workablesolutions to them particularly helpfulin Causes of the L avironmental Problem (170), The system concept is Another way to define the problemis through causal highlighting the interdependence of man and nature.If of vari- elements composing a particular analysis. Numerous witnesses offered explanations we recognize that the ous possible origins of theenvironmental problem. Each system are interrelated, then we mustalso recognize that of their explanations appears to relate to one ormore of a change in one will bringabout adjustive changes in population growth; others. Hence, if man acts on one element in anecosys- five basic causal factors: ( I ) excessive a streamthen (2) unwise technological interventionin the natural en- ternsay, by building a darn across vironment; (3) inadequate knowledge ofthe natural and changes will occur in other elementsof the systemthe and attitudes; thus bringing about social environment; (4) dysfunctional values flow of water downstream will change, and (5) inadequate and inappropriatesocial structures. changes in vegetation, and so forth(18;22;161). [Two explanation of the in the social and behavioral Excessive Population Growth. One sources on system analysis causes of our environmentalproblems cites the population sciences are Walter Buckley, ed., ModernSystems Re- places on the natural search for the Behavioral Scientist (1968),and Alfred explosion and the heavy burden it Approach 1963).] environment. As population increases, greaterdemands Kuhn, The Study of Society: A Unified are .put on the resource baseby increased consumption Ecology. "Ecology" was defined by one witness as-the demands made study of relationships orinterrelationships among living and waste production (20). These greater Ecologists have on the naturalenvironment for supplying human needs things and their environments" (19). have produced many of the things wetoday label "environ- attempted in the past few decades toapply the system soil fertility, de- framework to examination of thenatural world. Some mental problems": pollution, decreasing being pletion of nonrenewable resources, and soforth. One wit- witnesses describedthescience of ecology as environmental problems as much a generalattitudinalapproachasapar- ness claimed that many of our is today are "a direct and unavoidable consequenceof a ticularscientific method (18;22;33).Ecology 17 4 population that already exceeds a reasonable size . . academic specializationkeep us from predicting and (36). planning for any consequencesboth in the social and Some authorities do not agree with this interpretation the physical realmswhich do not fall within thc bound- of therelationship between resources and population, aries of our own discipline's subject matter or method- though their point of view was nc ..brought out clearly ology. We tend to see problems in terms of very limited in the hearings. They contend that because "spaceship closed systems composed only of variables relevant to a earth"isessentiallya closed systemit does not lose single discipline or a single technical problem. enerey and matter (resources). The problemis to find Another inadequacy in our knowledae relevant to en- more efficient means of recycling this energyand matter vironmental problems concerns not the level of highly to make it available for use and re-use by morepeople. technical expertise, but the general level of public under- In their view there are really no nonrenewable resources, standing of natural and social systems. Without at least only changes in the forms of resources. Though we may a minimal understanding of thetechnicalmattersin- deplete our coal deposits, we do not lose that energy for- volved in environmental problems, the voting public has ever. We have simply converted it to anotherform and not been able to make effective and sanejudgments about must find ways of utilizing that transformed energy.Buck- the establishment of policies and programs formaintain- minster Fuller's Operating Manual for Spaceship Earth ing a quality environment (183). One witness proposed is based on such a view. Frequently coupled with this inter- that "our environment is despoiled largely because our pretation is the view that population growth is not neces- culture and education which reflects it have failed tode- sarily undesirable, embodied in the witticism, "The man velop the necessary understandings of importantrelation- who will solve the population problem may not have been ships of man in the biosphere" (66). Other witnesses involved bornyet." suggested that the very complexity of the issues Unwise Technological Intervention in the Natural En- hinders adequate general public understanding andthat vironment.Several witnesses faulted the nature and ex- the information sources which might be used to increase tent of technological intervention in the naturalenviron- such understanding instead frequently divert attention or ment as a major contribution to environmentalproblems block useful and full public learning (162-63;184). (26:77). It was pointed out that one cannot produce Dysfunctional Values and Attitudes. Whether we see the power and goods we wantour intended effects the root of the environmental probleminpopulation without also producing "side effects" in the environment growth, technology, incomplete knowledge, or even natural (144;153). Though some unanticipated consequences phenomena, we ultimately find ourselves thrown into a It may be beneficial, others may be deleterious. is the discussion of values: whether the consequences of these deleterious side effects produced by technological inter- phenomena are considered detrimental or beneficial de- vention which constitute environmental problems (18; pends on the values human beings place on them. Our 89). values determine our goals, and our interpretation of Suite authorities have taken issue with the idea that whether an event is good or bad depends on how that technology and its side effects lie at the heart of the en- event affects the achies ement of our goals. Our valuesand vironmental problem, though this view is not stressed attitudes guide our relationship to the natural environment. in the hearings. They point out that some forms of "pollu- Numerous witnesses felt that certain widely-held "eco- ticin"such aspollen or sedimentare produced by logically unsound" values and attitudes were responsible nature, not man's interference with nature. Whether or for man's current dysfunctional relationship with the not certain natural phenomena are defined as pollutants natural world. Paralleling the argument about academic depends on the extent to which they interfere with man's fragmentation cited above, some witnesses pointed out the accomplishment of desired social goals. lSeeJ. Clarence fragmentation of our value systems. Values relating to Davies III,The Politics of Pollution (1970), pp. 18-19, work and production are frequently sealed off from our for a concise exposition of this viewpointl sensitivity to esthetic and ethical concerns (25-26). Our Incomplete Knowledge. Itmight seem contradictory to social, economic, andpoliticalpoliciesindicatorsof say that our high degree of technologicaldevelopment is those things which we collectively valueare limited to at least partially responsible for our unhappy state,and a narrow range of objectives (172). then, in the next breath, say that the underdeveloped state Several witnesses blamed our great faith inand value of our technical knowledge is at fault. One witness stated placed on material growth and expansion. Today's"growth the dilemma thus: ". man's ability to create adverse ethic," according to some witnesses, derives from our effects has reached the point where it occasionally exceeds earlier "frontier values," which were based onthe belief his ability to perceive, judge, prevent or control them" that there existed virtually unlimited spaceand resources (72). We are faced withtheproblem of the sorcerer's in this country (22;26). We are now recognizing that apprentice: a little ,knowledge is a dangerous thing. the nation's resources are finite and, thus, ourformer at- The creation of Unwanted, unanticipated side effects was titudes of devotion to "unbridled growth andexploitation," attributed, by some witnesses, to the rigidity of the struc- "the almighty GNP," and "sheer quantity" have become tures of knowledge which we have developed over the past few centuries. Knowledge is fragmented into distinct aca- inappropriate and counterproductive (25;41;55;88). demic disciplines, reinforced by the departmental struc- Most witnesses tended to see man's values and atti- tures of universi,ties and other research and trainingin- tudes as interfering with nature, rather than nature as posing a barrier to the achievement of societal goals. stitutions(AppendixC;1836-37).Theblinders 01 is such Several witnesses contrasted the ethic of-stewardship" of -Situation hopeless; no solution possible"though by one claims have been made inthis country (154). It was the earth with that labeled "human chauvinism" that witnessthe attitude that the earth was createdspecifically suggested that another approachbased on the belief for man, the apex of being, to use for his ownselfish bene- environmental problems are, in reality, merely public re- fit without regard to the other creaturesinhabiting the lations-public image problems which can be solved by world (23-24;161). Man must changehis relationship with effective advertising and a "good press"ranks close to nature from a fighting posture to oneof cooperation do-nothingism as a constructive problem-solving strategy tothe ( 19 ) . (23;55;79).Therewereseveralreferences of the Biblical injunction that man should "havedominion" over Most witnesses appeared to agree that the roots the earth and discussion of some of theimplications of the environmental problem went much deeper than a Madison way in which this phrase hasbeen interpreted. The view Avenue cure could reach and that, in spite of their com- that Judeo-Christian cultures have usedthis as a license plexity, solutions were possible. However, the specific sug- to despoil the earth was sharply debated.Alternative inter- gestions for solutions ranged widely and frequently con- pretations of the meaning of "have dorninion" were sug- flicted with one another. The greatest point of agreement stewardship, among participants in the hearings wasthat education of gested, pointing to concepts of reverence, role to play in solving and oneness (23-24;41;87;157). one sort or another had a major A few witnesses sought to balance a proper reverence environmental problems. This might be expected, since for the earth with what they felt was an equally proper the bill under examination dealt with defining therole reverence for the achievement of certainsocietal goals, of education in this area. However, it is alsoindicative "Nature chauvinism" can have illeffects on the social perhaps of what some have seen as a pervasivetendency system, just as "human chauvinism" canbe detrimental in the United States to look upon education as a panacea. which improvement of The witnesses proposed both specific programsand to the natural system. In cases in the the natural environment conflicts withimprovement of general problem-solving strategies relating to each of the social environmentfor instance, by threatening cer- previously mentioned categories of causation:population, tain highly valued freedoms, or by imposing anundue technology,knowledge,values,andsocialstructures. burden on groups which are alreadydowntroddenwe Naturallybecause discussion focused on the Environ- between these mental Quality Education Billthe coverage anddepth must be careful to search for a balance that of equally important values (84-85;155-56;186). of non-educational solutions was much less than Inadequate and Inappropriate Social Structures.A few educational solutions. In general, it can be said that the witnesses saw the roots of thc environmentalproblem in participants in the hearings felt that education couldplay our current social(including economic and political) an important role in remedyingthe faults in every causal structures. Through various social mechanisms wedeter- area. Education was viewed asproviding at least a nec- mine what things are to be valued and whatthings are not, essary undergirding for solutions in somecategories, and whose values are to dominate and whose are tobe sub- as playing a direct role in solving problemsin some areas. ordinate, and which values will be given supportand which Brief sketches of some of the proposed solutions in each will be discouraged. One witness pointed outthat "all category follow. human activity produces both goods and bads. ...Hence, Solutions Related to Population Growth. There were several discussions of the need for limitations onpopula- unless there are elements in the structure and organization (20-21; of society to correct these processes, theincreased pro- tion growth and possible ways to accomplish this duction of goods, which is what we mean byeconomic 24-25;36;156;186).The problemof howtoexert development, almost inevitably produces likewise anin- social control in this area without interfering withindivid- creased production of bads" (153). Anotherwitness ual rights of religious belief and privacy was discussedby proposed that the current societal structures do notallo- some witnesses(24;156). The burden which popula- benefits in a tion control would place on groups which are already in a cate influence, responsibility, penalties, and (186). way which can properly controlenvironmental deteriora- small minority in this country was also stressed tion (77). Still another stressed that the focusof the Some witnesses pointed out that our educational institu- problem was in the social realm and decried our tendency tions have not in the past accomplished much in art area to blame a "malfunction of natural ecosystems" for our vitally relevant to solving population problemssex educationand that the willingness of communities to let the woes (172 ) . schools act in this area even today is not very great(39- 40;176). Solutions to the Environmental Problem Though a leveling off or reduction of population appears As with causes, many solutions to the environmental problems, de- problem were suggested during the course of thehear- to offer a partial solution to environmental of creased population will not automatically bring about ings. Interpretations of the origins of the problem, significant betterment if the material wants of human be- course, shaped suggestions for "cures."Those who saw the roots of environmental problems in excessivepopula- ings continue to grow. Many witnesses emphasized chang- tion growth focused their attention on ways to limitthat ing values and attitudes related to life styles asmuch growth; those who saw the origins in dysfunctionalvalue controlling family size (38;80;100;166). atti- Solutions Related to Technology. For many who saw systems concentrated on ways of redirecting current technological tudes; and so forth. the root of environmental problems in our None of the witnesses testifying made thediagnosis, intervention in the natural sy5tem, the obvioussolution 1:5 6 appeared to be to chanue the nature and impact of that 37;50;66;101;170-71;Append ix C ) . intervention so that it would produce fewer negative con- Solutions Related to Values. The role of values and at- sequences. Some witnesses proposed that onepossible al- titudes in bringing about our environmental problems was ternative would be to eliminate our complex technology a theme that surfaced in nearly everywitness's testimony. entirely and return to a subsistence system (160;166). Sonie suggested that changing values, not increasing scien- Others disputed this course of action, both in terms tific understanding, should be the focus of our problemof feasibility and desirability. They proposed that there solving efforts(25;43). Others indicatedthat chang- might be ways of improving our technology which would ing values, though not a total solution, would be a nec- allow us both to meet our material wants and to protect essary foundation for successful action programs applying the natural environment (79;147). our scientific knowledge (25;80). Some indicated that Nearly all witnesses stressed the role which educational nothing less than a dramatic, radical change in such dom- institutions can play in helping to find and implement inant values as competitiveness, materialism, and man- technological solutions. Not only are they the training centeredness would be necessary, while others suggested grounds for technical experts, but also they can expand less extensive re-orientations and adjustments (23-24;25; general public understanding of technological questions 38;41;55;79;80-81;88;161). (18;33;72;88;102-103;154). How to go about effecting the needed changes was a A few witnesses questioned whether the basic solutions major question, which most witnesses answered with the lay in the technological realm at all. They suggested that, word "education," though some suggested legislative and though technological matters are important, of greater other approaches. Some felt that, because many of our importance are the human problems of how and why we values are learned and reinforced in the educational pro- use our technology as we do(25;43;66;89;91). cess, this would be the most likely area inwhich to seek remedies (22-23;30). At least one witness was quite op- Solutions Related to Knowledge and the Structure of timistic about our capabilities for accomplishing rapid Knowledge. It was noted in the previous discussion of changes in values in this country through our educational causes of the environmental problem thatthe incomplete- and communications systems(80). One witness sug- ness of our knowledge has contributedin major proportion gested we encourage experimentation with alternative life to creation of undesirable environmental consequences. styles as a means of changing values (91). It was sug- Both the level of general public understanding and the gested, too, that religion and the churches might play a state of more specialized, technical knowledge werefound significant role in re-orientating our values and attitudes lacking. Criticisms of the nature and extent of our know- (24-25;87). ledge refer most frequently to knowledge of natural and Some of the testimony indicated that we do not need technological systems, but it should be remembered that to change values so much as we need to clarify ourvaluing knowledge of human behavior and social systems and their and decision-making processes. Environmental problems interfaces with the natural system is equally important for do not present us with cut-and-dried issues of "good" an understanding of environmentalproblems (34;66). values versus -bad" values. They are true dilemmas in- There exists a tendency to view knowledge in social realms volving competing positive values, as well as negative ones as somewhat less than truly "scientific" (33).This leads (74;82;149-151;153;155). often to a concentration on how to improve the state of Some witnesses suggested using the principles of cost- knowledge in the natural and physical sciences, since they benefit analysis to illuminate the alternatives available to are considered areas of greater potential infinding environ- us (149;153). The cost-benefitapproach to decision- mental solutions. But if part of the environmental prob- making is based in general on the idea that there exist a lem lies in deficiences in the social realmas so many number of alternative ways of solving any particular prob- witnesses contendedattention should also be given to lem. Each way entails both benefits (positively valued con- whatever knowledge the behavioral and social sciences can ditions or objects) and costs (negatively valued conditions offer and to improving the overall state of that knowledge or objects). One must weigh the costs andbenefits of each (67). course of action against those of any other. No matter The witnesses' suggestions for remedying the inadequa- which alterative is chosen, we will have to make "trade- cies in our knowledge dealt with such problems as refining offs," accepting some costs along with the benefits. our methods of gathering data on the state of theenviron- A central difficulty with cost-benefit analysisisthe ment and the impact of various actions on it (185-86); de- problem of measurement (149). How does one measure veloping methods of handling and processing vast amounts the value of such things as -beauty" or "justice"? One at- of data through complex modeling systems, regional and tempt to put a specific value on beauty in order to weigh whole-earth simulationn, and computer technology (81- it against the value of power production was made by the 82;150); and utilizing many different kinds of educa- courts in the Storm King case, which is described on pages tional channels, including the mass media, to ensure that. 110 through 113. the public is informed of existing conditions and under- Solutions Related to Social Structure. A number of par- stands the implications of various proposed alternative ticipants in the hearings believed that the best way to courses of action for maintaining a quality environment effect an impact on all other causes of environmental (72;182). Very strong emphasis was laid on the im- problems is by working through and changing the existing portance of developing truly interdisciplinary approaches social structures. It is through various political, economic, to learning, research, and program implementation (36- and social mechanisms, institutions, and organizations that :flap 7

employment we set collective goals, allocate resourcesto those goals, will this affect population distribution and make collective decisions,resolve conflicts ofinterest patterns and opportunities? society and the individual, Solutions to environmental problems will not come among individuals and between cheaply. As sollle witnesses pointed out, we mayhave to implement action programs, and reinforce or discourage if we put stringent particular values and behaviors and their consequentim- forgo many material and social benefits restrictions on some activities which areconsidered en- pacts on the environment. vironmentally unsound. Though our attitudesand tech- It was suggested that new or modified social structures detrimental side are necessary in order togive support to some practices nology have been accompanied by many environmentally effects, they have also produced social andmaterial bene- and remove existing supports from other, againstthesesideeffects detrimental, practices (40;77;153-54;163;165-66).Most fits which we must weigh sort of (146-47;153;155). Also, we must look notonlyat of the suggested social solutions involved some material terms, governmental action, such as revision ofthe tax system, how much specific solutions will cost us in regulations but also at what will be the costs innoneconomic terms reallocation of funds for federal programs, new and nonenvironmental areas and who willbe asked to and systems of enforcement, removalof legal limitations protection organizations, and pay them (77;155-56).It was pointed out that we on non-profit environmental need progcams to "promote environmentalquality"----a zoning (40;89;146;153-54;163;165-66).However, some mentioned, collective good"and at the same time plan forand pro- quasi- or non-governmental possibilities were tect various personal and political values"(72). We such as development of "counterorganizations"to per- and big must find ways of combining ourvalues for both the inform watchdog functions on both government dividual and society, today and in thefuture (80). If business; special education for those inleadership roles we do not take the full complexitiesof both the social and in and out of the political arena; assumptionof attitudes high- organizations which are the natural world into consideration, we may gain a of social responsibility by private quality natural environment at the cost ofdeterioration in able to exert significant pressure onenvironmentally irresponsible groups; and construction of an"automatic in our social system (155-56;186)- regenerative cycle" within our educationalinstitutions to insure that each new generation wouldhave a high level The Role of Government in Finding and (77-78;142-43;153- Implementing Environmental Solutions of concern for environmental quality A pluralistic society allows theexistence of a wide 54;171). well wit- diversity of individual and group values and goals as One particularly interesting disagreement among as varied ideas about the means torealize those values nesses in this area was whether weshould look to govern- of the individuals and goals. At any one time, the thinking of most mental intervention or depend on the action of citizenry and leadership tends to be dominatedby only and private groups to effect change. Onewitness felt that to a few of the alternatives out ofthe total possible range federal intervention in most areas of the movement of d-:sirable goals and means. Occasionally, arapid shift create a quality environment would act as-poison," while ideas will gain another witness felt thatit was unfair and unfeasible to wili take place, and previously subordinate instead of the sufficient strength to rise up and challenge thedominant demand that private groups take action ones, perhaps given impetus bythe deterioration of some government (142-43;166). aspect of life previously guided by theold, dominant be values, goals, and implemental ideas. The Complexity of Environmental Solutions. As can of the political seen from the myriad suggestionsfor solutions, environ- In such instances, one of the functions process is to search for newalternatives in the public do- mental problem-solving is extremely complex. Most wit- re-examination of nesses, though they might emphasize one area overothers main. This search sometimes entails a for concentrated attention, would probably agree thatul- the boundaries of the public domain itselfand a redefini- timately changes must be made in many areas in order to tion of the proper areas for governmentaland private ac- clean up the present environment and maintain it inde- tion and control. Ideally, the politicalmechanisms of the sirable future states. One witness decried the "efforts to society will seek to discover the rangeand strength of find scapegoats, one-shot cures, and sure-shot gimmicks" public opinion and expertiseon both the substantive is- as only adding to -pollution of theair" (108). sues of the national debate andthe questions of the proper In attempting to solve environmental problems, we role of government in resolving the issuesand tointe- should not focus our attention too narrowly on any one grate them into re-oriented publicpolicy supported by category of solutions, or we shall only end up inthe same wide consensus. bind that originally brought us to the current state of The selections in this volume from thehearings before affairs. For instance, if we look only at the population the Select Subcommittee on Education areillustrative of problem and jump to the conclusion that limiting families a portion of this process.The witnesses before the sub- to two children is the answer, what will this do tothe committee represented a wide cross-sectionof viewpoints future social, economic, and political structures of the and roles concerned with education and theenvironment. country? Or, if we focus on the technological solution of Their testimony reflects a current challenge toexisting limiting the production of electrical power, what groups societal values, goals, and instrumentalapproaches. But will be deprived of energy and goods and what typesof among the many areas of conflictthere are also hints of production will have to cease? Or, if we decide to place possible areas of consensus on which to base newpublic strong limitations on automobile production and use,how policy. Tho proceedings give us instructive examples of levied against pol- some of the problems involved insorting out and re-order- tern of pooling and rechanneling tines the prob- luters (40;159). Several witnesses made suggestions about ing so many diverse approaches to coping with the total funding and internal allocations of the budget for lems faced by our society. this particular bill (61;73;127;135-36). Allocations and Priorities. One of thc majorproblems which a political system must resolve isthat of determin- Governmental Intervention: How Much? The testimony ing what goals and activities will receivehighest priority, and questioning of the witnesses reflected acontinuous second priority, and so forth. The political processmust search for the most efficacious balance betweenpolitical also determine how to allocate limited resources(time, mechanisms, other social mechanisms, and individual ac- personnel, energy. funds, goods, etc.) amongthe chosen tion in solving environmental problems. Howmuch should priorities. federal, state, and local governments do to solve theprob- Most witnesses did not explicitlyquestion the idea that lems? Are governmental bodies the most appropriateand governmental institutions are and shouldbe at least one effective instruments for resolving environmentalprob- of the major forums for debate overnational priorities, lems? Should government only undertakesolutions of though there were some reservations expressedabout the certain kinds and in certain resti icted areas, orshould it appropriateness of governmental bodies forimplementing carry out a massive, all-encompassing programof en- solutions (see next subsection). There wasconsiderable vironmental improvement? Should governmentdevelop and sometimes heateddiscussion,however, over the and execute dircct action programs itself, oronly offer proper roles of thelegislative and execL tive branches of encouragement and support to action bynongovernmental the federal government in setting prioritiesand allocating groups? This search for the proper boundariesbetween funds. During the testimony of Commissionerof Education public and private domains provides a majortheme of Allen, some niembers of the subcommitteerepeatedly ex- the hearings. pressed their dismay over what appeared tothem to be Some witnesses were concerned that governmencd ac- the Nixon administration's lack of supportfor, and even tion, in at least sonie areas related to environmentalprob- outright frustrationof, congressional efforts in the en- lems, might not be the most effective means of"getting vironmental realm. They cited the threat tocongressional at" the core of the problem or thatgovernmental inter- authority posed by the re-ordering, on severaloccasions, vention might even be detrimental to findingsolutions. of congressionally set priorities and budgetallocations by They questioned whether governmentalinstruments would civil servants in the Office of Education andBureau of the be able to effect the "most importantchanges"those Budget ( 131-34;136 ) . needed in areas of human awareness and attitudes(26; Many witnessesaswellas subcommitteemembers 41). Some felt that governmental interventionin some questioned the present ordering of prioritiesand conse- areas, especially education,would be a definite detriment quent allocations of resourcesmade by both government to solving environmental problems. Thefederal bureauc- and private groups in this country. Somepointed out that racy might block many promisingchange-oriented pro- the enormous support we currently give tothe military grams, and thus be a barrier to,rather than facilitator of, and industryas contrasted with thecomparatively small solutions ( 160-61;166-67 ) . support we give to pressing socialand environmental One witness called for a balance betweengovernmental problemsis very disturbing and should be re-examined endeavor and private initiative, pointing outthat different (40;92;153). The high ethical ptiority placed oneconomic approachesareappropriatefordifferentproblems and technological growth, in both thepublic and the pri- (37-38). There was some debate overspecifically which vate sectors, was decried by some(149;155;166). problem areas should be designated forwhich kinds of action. Some were worried about governmentalinterfer- There was some discussion of the prioritywhich ought the media (38;182-83), to be assigned to environmental problemsrelative to other ence with communications and rights, poverty, while others recommended government regulationin this pressing problems, such as racism, human area to restrain the spreading ofmisinformation by pol- peace keeping, and urban problems(31-32;81-82;186). attempting to counter A number ofwitnessesarguedthatallsuchprob- luters and give support to groups lemssince they deal with the quality of life, whether such information (38;165-66;185).Some felt that gov- physical or socialare really inseparable and interde- ernment should become activelyinvolved in the task of breaking down old, outdated institutions andsupporting pendent. Frequently, what happens in one area affects alternatives to those the other. Thus, all quality-of-life problems together must the development of completely new top priority(31-32;81-82;84-85;155-56;185; institutions (89;90). be given One interesting debate focused onthe issue of govern- 186 ) . One witness, in support of the above view, contended mental regulation of polluters versus private"pressuring" that we are "rich enough in intelligence and resources to of polluters by nongovernmental groups.This question arose during discussion ofuniversity investment policies. do all of these things.. . ," while another stressed the scarcity of resources and the need to choose among com- It was argued that we could not expect or askthat private peting priorities (84-85;136). Some witnesses proposed groups in competitive situationsapply pressure cl their that some support for current activities which are environ- own by withdrawinginvestment funds from polluting cor- mentally detrimental be diverted into assistance for the porations. Rather, the government shouldmake across- the-board rules under which all must operatealike (142- new environmentalpriorities,eitherthroughcongres- private con- sional reallocation of program budgets or through a sys- 43). The question of governmental versus 9 trols arose a second time in a discussion about regulation quality. Overall, the witnesses saw education as providing of public utility companies' advertising(145). an ongoing and widespread undergirding ofunderstanding A number of witnesses offered suggestions forguarding and support for environmental improvement programs. against the perceived dangers of federal interventionin The roles of education in spreading and creating know- environmentaleducation.Somesuggesteddelineating ledge and in influencing values and attitudes were con- clearer guidelines within the bill about the types of pro- sidered vital to any overall effort to improve and maintain gramswhichshouldandshouldnotbefunded environmental quality in this country. (40;172;175;178;179 ) .Some suggested modifying the Among the major educational issues discussed were the normally long and involved U.S. Office of Education current "state of the art" of environmental education; the application procedures. New and creative groupswhich purpose and content of environmental education;who are not experienced with or tooled upfor filing extensive should be the main target groups of the environmental applications might then have a better chance of obtain- education effort; and what are the best channels for carrying support for experimental programs (175;179-180). ing out such efforts. At least one witness suggested that the bin should not CurrentStatus of Environm ntal Education. One of the be administered by the Office of Educationthatwould most remarkable aspects of these hearings was the nearly only be "plugging it into a whole system which does not total agreement with the basic assumption of the Environ- function." It should instead be placed under the jurisdic- mental Education Actthat environmental education in tion of the president's Environmental Quality Council this country is extremely underdeveloped and in need of (45). Much attention was focused onthe cornposition strong and concerted action to correctits weaknesses. of the advisory committee which would overseethe ad- Only a few witnesses doubted the need for any such act ministration of the Act. It was felt that thecomposition at all (132;166). and role of the advisory committee would becrucial to Witnesses citcd inadequacies in educational materials, the success, or failure, of the program. Various recom- teacher preparation, and overall organization of educa- mendations were made about the most effective size, age tional institutions. The existing materials which might be distribution, and combination of environmental education used in environmental education programs were considered expertise for the committee (19;40;42;62;72;78;103-104; inadequate in number, variety, content, and approach 104-105;125-26;159;173). (53;56;66;115;117), Nor is there any good way to find There was some discussion also about the appropriate out what materials do exist and how effectivethey are levels of government to handle problems of environmental (61;118;133). One witness pointed out that frequently, education and quality. Some felt that the majority of en- when good curriculum ideas and approaches in environ- vironmental decisions were, in actuality, made at the local mental education do exist, they are not in written form and regional level, and therefore, concentration should be and are therefore not easily disseminated throughout the on governmental programs at thislevel; while others felt country so that others may use and evaluate them (177- that eventually coordination and planning would have to 78). be done at the national level (97;146). A number of Several witnesses criticized current teacher training pro- witnesses argued that there were too many areas where grams for failing to provide the breadth ofbackground and nothing would happen if the federal government did not holistic approach to problem-solving necessary for en- take the initiative in funding and conducting programs vironmental education (90;178) The need for improved (62;63;139-40;159).Othersexpressedfaithinthe teacher training, both preservice and inservicc, was viewed states and localities, suggesting that the bill ought to pro- by some as being at least as important asmaterials develop- vide for a greater role by the states and aim eventually at ment, evaluation, and dissemination; and some even con- turning programs and funding over completely to state siderd the development of good materials a waste if the and local responsibility (59-60;118;119 ) . teachers who use them are not concerned and informed (42;115;160). Education as a Solution to Environmental Problems Several witnesses felt that improved teacher training The testimony and discussion during the hearings, of and materials development must go hand-in-hand with course, focused most heavily on the roleeducation could general reform and reorganization of the schools. Much play in solving environmental problems. Attention was of what is currently called "environmental education" concentrated primarily on the goals of environmental edu- or any other kind of education, forthat matterdoes not cation and how best to achieve them. Occasionally, dis- encourage growth and exploration, but rather"contains" cussion touched on the question of the relative effective- the learner within the classroom, within the boundaries of ness of education as a vehicle for solvingenvironmental acadarnic specialties, within rigid bureaucratic structures, problems as opposed to other societal institutions and and within lockstep curricula (39;66;120). The cur- mechanisms. But, for the most part, the hearings partici- rent interest in and support of a holistic, exploratorykind pants seemed to assume without question that some sort f environmental educaiion program could provide a fer- of educationwhether within the traditional institutions tile opportunity for much-needed overall reform of the or through new channelswould be a necessaryand in- ways in which we organize educational experiences (39; tegral part of solving the nation's environmental difficulties. 66). There does appear to be substantial basis in the previ- Though there was wide agreement on the need for up- ously described causal analyses for believing thateduca- grading environniental education, this area of the curricu- tion can play an important role in restoring environmental lum was not by any means seen as a vast desert. Wit- 10 nesses described a number of existing programsand some years that fundamental attitudes and intellectual frame- well-developed, though not yet implemented, models as works are developed (63;69;124-25;178). Some empha- well. Descriptions of a number of elementary and second- sized general public education through elementary and ary school programs, materials, andmodels may be found secondary school programs or at the undergraduate level on pages 30,31,66-67,115-16and131-32,and in Appen- (31;51-53;56;74-75;77-78;108;126-27). Others encour- dices D and E of this book. Several university anduniver- aged an initial emphasis on adult education outside normal sity-based programs and models are described on pages educational channels, pointing out that we cannot afford 49-51 and 94-56, as well as in Appendix C. Information to wait for a whole generation of environmentally-educated on programs in other countries maybe found on pages youngsters to go through the schools (40;126;158). The 58, 62 and 102. Various kinds of programs,materials, training of teachers, who would then carry on the educa- and models developed by nonschool groups are mentioned tion of youngsters, was stressed by a few witnesses (56; onpages69-70,78-79,85,97-98,122-24,157-58,163-64, 116). Some suggestedthat policy-makers, community 182-83,185and186. A proposed National Center for En- leaders, and leaders of government and industry, rather vironmental Studies, to coordinate and maintain improve- than the general public, should receive the greatest edu- ment in environmental education nationwide, isdescribed cational attention first (55;171;174). Though the bill was on page 119. Thus it appears theredoes exist a base of not designed to encompass graduate training of environ- materials, programs, and models from which to work in mental specialists, several of the witnesses advocated great- developing high quality environmental education in this er attention be given to such training (18-19;69-70;72). country. A number of witnesses expressed concern over an appar- Purpose and Content of Environmental Education. A ent overemphasis on wilderness and rural environments. composite of the suggestions from all the witnessesabout They urged that prior attention be given to educating city what environmental education should attempt to accom- dwellers, and particularly those living in ghettos, about plish and what it should emphasize gives us a variegated, the very direct relevance of environmental understanding multi-purpose, "total" curriculum. First, environmental to their own problems (35;75;108;125;185). education should be designed to increase the level of Educational Channels. Another major thread of ques- knowledge of the general citizenry about natural and so- tioning dealt with the channels or vehicles for educating cial systems and the interfaces between them ( 41; 56; the nation environmentally. What are the most appropriate 66;67;88;122;144;149;154). It should also increase the and effective channels for transferring environmental un- breadth and depth of technical expertise on natural and derstanding from its sources to particular target audiences? social systems and on the interfaces between them (31; The overall thrust of the testimony was to "get eveiyone 33;83). It should promote a holistic, rather than special- into the act." Many witnesses recommended using all ized, approach to learning and problem solving (18;49; available communication and educational channelsto 54-55;56;66;69;88;100;139;170;172;174). It should in- reach as wide an audience as possible (24;30;39;128;136- crease our inclination and ability topredict consequences 37;182). The list of possible vehicles is lengthy: churches and make sound choices among alternative courses of (24;87), student groups (37;40;43;172), citizen groups action before taking them (18;74;147-48;149. It should andprofessionalorganizations(30;39;69-70;72;78;98; encourage development of the "real world"coping skills 136-37;163;172;175;186), and many other types of or- necessary to bringing about changes in societyand tech- ganizations, as well as the traditional, formal educational nology (55;66;97;117;174;186 ) .ft should promote ex- channels. amination and re-orientation of individual and collective At least one witness expressed a cautionary note, warn- values which contribute to dysfunctional man-environment ing against including absolutely everyone in theeligibility relationships (31;41-42;44;80;88;100;123;148;161). And list for funds. He felt that it would be dangerous not to finally, environmental education, to be effective, not only make explicit some criteria of qualification, giving money should be about the environmentboth social and natural only to groups,with pr&ious involvement and commitment but also should take place in the environment being to interdisciplinary, environmentally orientededucation studied (30;120). (172). There was some controversy over whether uni- Target Groups. One recurring question put to many of versities are capable of contributing adequately or use- the witnesses dealt with who should receive the most im- fully to improving environrnebtal education at the precol- mediate educational attention. Though a few witnesses legiate level, since they are so isolated from the problems urged a comprehensive attempt to educate allpossible encountered at this level and they display a strongly in- target groups at once (55;122;144), most advocated grained tendency toward academic specialization (52-53; giving priority to one or a few groups, such as teachers, 68;90;120;172). voters, pre-schoolers, technical specialists, city dwellers, A number of witnesses expressed reservationsabout undergraduates in colleges and universities, or elementary concentrating too much of our efforts on established in- and secondary pupils. It was frequently pointed out that, stitutions, and urged that the bill extend aid far beyond because of limited funds, one bill could not undertake to the traditional channels of education (39;45;78;82;86; re-educate the entire American public at once. Some order- 128;136-37;160;186). Two witnesses stressed the neces- ing of priorities with regard to target groups would have sity of coupling educational efforts with direct action pro- to be made. grams for coping with environmental and otherproblems Many witnesses urged that the most immediate focus (75;186). Some were worried about the effects of any should be on pre-school children, for it is in these early governmental intervention in the area of environmental 11

ties. The questions and issues discussed above can,of education, They feared that many much-needed radical discussions. Several programs might suffer prematuredeaths at the hands of course, provide focal points for group governmental officials who perceived them as threats to manageable problem-solving exercises are suggestedby the testimony. For instance, students might do acost-benefit the establishedsocial,political,and economic system glass bot- (160-61;166 ). analysis to determine whether paper cartons or tles i'he more environmentally sound form of packaging milk. Some learners might be interested indrawing up The Hearings as an Educational Resource alternative budgets for the act to compare with those pro- There are many more threads of discussion which might posed in the hearings; or they might want to lookinto a be drawn out of the testimony and questions whichmight comparison of military and educational funding.A class be asked about the hearings: What differing assumptions or study group might bedivided into several role-playing do the hearings participants make about the natureof of Education") shape teams, one of which ("the U.S. Office change, particularly social change? How do these would develop written guidelines enumeratingspecific cri- their approaches to solving environmental problems? What teria for selection of programs to befunded. The other major viewpoints and ideas are not broached? Were some teams, using these guidelines,would draw up proposals viewpoints given undue attention at the expense of others? and accepted legisla- for programs, which would then be reviewed Did the testimony have any apparent effect on the or rejected by the "Office ofEducation.- There are many tion? Just how significant an influence on the policy- opportunities for developing role-playing debatesbased making process has the upsurge of public environmental on portions of the hearings.Commissioner Allen's ex- concern been? changes with the subcommittee membersprovide especi- The hearings of the House Subcommittee onEducation ally exciting material for this kind ofactivity. Finally, on the Environmental EducationAct of 1970 provide a students and study group members mightlike to try their rich picture of the depth and breadth of one currentnation- education pro- the record hands at devising their own environmental al debate. Much can be learned from studying grams for their school orcommunity and then developing of the hearings about not only the specificsubstantive is- In also the difficulties en- strategies for actually implementing those programs. sues involved in the debate, but so doing, they will encounter,through their own experi- countered in resolving any national problem. problems raised by partici- The selections of testimony in this book can serve not ence, many of the issues and only as a reading resource, but also as thebasis for a pants in the hearings. variety of participative classroom and study groupactivi-

2 5 SELECTIONS FROM HEARINOS ON THE ENVIRONMENTAL EDUCATIOIV ACT OF1970 15

DAY 1

House of Representatives, Select Subcommittee onEducation Washington, D.C. Tuesday, March 24, 1970

The opening morning of the hearings on the EnvironmentalEducation Act was indicative of the entire course of the hearings. The witnesses represented a variety of backgrounds and gaveexcellent, provocative testimony. Many issues were raised, touching on diverse facets of life and our environment. The subcommittee heard from an ecologist, a theologian, and an artist.Each witness dealt with a number of topics that were to be raised many times throughout the hearings. LaMont Coledescribed the ecologist's holistic approach to the study of natural systems, stressed the urgent need for trainedecologists, and pointed out some of the barriers to interdisciplinary work on environmental problems. He emphasized the influenceof population and standards of living on environmental problems. Joseph Sittler focused on several facets of the relationship of religion andvalues to environtnental problems. Re described the development offrontier values- in the United States, discussed the ramifications ofthe Christian interpretation of man's "dominion" over the earth, and examined problems ofpopulation policy in the light of Christian values. Robert Motherwell also emphasized valuesprimarily artistic andaestheticpointing out that our lives and value systems have been split into tight compartments of workand pleasure. He painted a verbal picture of technology rim wild, uncontrolled by aesthetic sensitivity. He described how the artist canplay a role in solving environmental problems by acting as a gadfly, reminding us of the aesthetic needs of the humanspirit. Though each witness presented a unique viewpoint, all broached twOsubjects which were to continue as major themes throughout subsequent sessions. One theme was the fragmentationof knowledge and values into specialized, discon- nected vocations and disciplines, and the resulting urgent need for anintegrated, holistic approach to environmental problems. The other was a concern for a better balance betweenmaterialistic goals of growth and economic progress, on the one hand, and the maintenanceof aesthetic, psychic, and ecological harmony on the other.

The subcommittee met at 9:30 a.m., pursuant to call, rAt this point, the text of the bill under consideration in room 2261, Rayburn House Office Building, Hon. John was read into the Hearings.Portions of the bill are repro- Brademas (chairman of the subcommittee) presiding. duced in the lefthand column below. Corresponding por- Present: Representatives Brademas, Scheuer, and Han- tions of the act, as it was passed on October 30, 1970, sen of Idaho. are shown in the righthand column. The excerptsfrom the Staff members present; Jack G. Duncan, counsel; Ron- bill and the act are arranged to facilitate a comparison old C. Katz, assistant staff director; Arlene Horowitz, staff of the two documents. Complete texts of the bill and the assistant; Toni Immerman, clerk; Maureen Orth, consult- act may be found in Appendices A and B.] ant; Marty LaVor, minority legislative coordinator. 16

H.R. 14753 Public Law 91-516 91st Congress, first session 91st Congress, H. R. 18260 October 30, 1970

A BILL AN ACT (84 Stat. 1312 ) To authorize the United States Commissioner ofEduca- To authorize the United States Commissioner of Educa- tion to establish educational programs to encourageunder- tion to establish educational programs to encourage understanding of policies and support of activitiesdesigned to standing of policies and support of activities designed to enhance environmental quality and maintain ecological enhance environmental quality and maintain ecological balance. balance. Be it enacted by the Senate and House of Representatives Be it enacted by the Senate and House of Representatives of the United Stales of America in Congress assembled, of the United States of America in Congress assembled, That this Act may be cited as the "Environmental Quality That this Act may be cited as the "Environmental Education Act". Education Act". STATEMENTS OF FINDINGS AND PURPOSE STATEMENTS OF FINDINGS AND PURPOSE Sec. 2.(a) The Congress of the United States finds Sec. 2. (a) The Congress of the United States finds that the deterioration of the quality of the Nation's en- that the deterioration of the quality of the Nation's environment and of its ecological balance vironment and of its ecological balance poses a serious threat to the strength and vitality of the people of the is in part due to poor understanding by citi- Nation and is in part due to poor understanding by citizens of the Nation's environment and ofthe need for zens of the Nation's environment and of the need for ecological balance; that presently there do not exist ade- ecological balance; that presently there do not exist adequate resources for educating citizens in quate resources for educating and informing citizens in these areas, and -gmat concerted efforts in educating citi- these areas, and that concerted efforts in educating citizens about environmental Quality andecological balance zens about environmental quality and ecological balance are therefore necessary. are therefore necessary. (b) It is the purpose of this Act to encourageand (b) It is the purpose of this Act to encourage and support the development of new and improved curriculums support the development of new and improved curricula to encourage understanding of policies and supportof to encourage understanding of policies and support of activities designed to enhance environmental quality and activities designed to enhance environmental quality and maintain ecological balance; to demonstrate the use of maintain ecological bllance; to demonstrate the use of such curriculums in model educational programs and to such curricula in model educational programs and to evaluate the effectiveness thereof; evaluate the effectiveness thereof; to provide support for the initiation and maintenance of programs in environmental education at the elementary and secondary levels; to disseminate curricular materials and information to disseminate curricular materials and other information for use in educational programs throughout the Nation; for use in educational programs throughout the Nation; to provide training programs for teachers, othereduca- to provide training programs for teachers, other educational personnel, public service personnel, and commun- tional personnel, public service personnel, and community, and industrial business leaders and em- ity, labor, and industrial and business leaders and employees, and government employees at State, Federal, and ployees, and government employees at State, Federal, and local levels; local levels; to provide for the planning of outdoor eco- to provide for community education logical study centers; to provide for community education programs on preserving and enhancing theenvironmental programs on preserving and enhancing the environmental quality and maintaining ecological balance; quality and maintaining ecological balance; and to provide for the preparation and distribution of materials by mass media in dealing with the environment and ecology.

Sec. 5. (a) The Secretary of Health, Education,and Welfare shall appoint an Advisory Committee on Environ- mental Quality Education. .. (b) The Advisory Committee on EnvironmentalQual- ity Education shall be appointed by the Secretary without regard to the civil service laws and shall consist of twenty- one members. 17

Sec. 3. (c) (1) There is hereby established an Advisory Council on Environmental Education consisting of twenty- The Secretary one members appointed by the Secretary. The Secretary shall appoint one member as Chairman. The Council shall shall appoint one member as Chairman. The Council shall consist of persons familiar with education, information consist of persons media, and the relationship of man as producer. consumer, and citizen to his environment and the Nation's ecology. The Committee shall meet at the call of the Chair- man or of the Secretary. appointed from the public and private sector with due regard to their fitness, knowledge, and experience in matters of, but not limited to, academic, scientific, medical, legal, resource conservation and production, urban and regional planning, and information media activities as they relate to our society and affect our environment, and shall give due consideration to geographical representation in the appointment of such members: Provided, however, That the Council shall consist of not less than three ecologists and three students.

Sec.7.Thereisauthorizedtobeappropriated Sec.7.Thereisauthorizedtobeappropriated for carrying out the purposes of this Act such sums as $5,000,000 for the fiscal year ending June 30, 1971, Congress may deem necessary. $15,000,000 for the fiscal year ending June 30, 1972, and $25,000,000 for the fiscal year ending June 30, 1973, for carrying out the purposes of this Act. for carrying out the purposes of this Act. APPROVED OCTOBER 30, 1970.

The Environmental Quality Problem Mr. Brademas. The subcommittee will come to order. You may recall that the opening Teach-in took place last The Select Subcommittee on Education today opens the week at the University of Michigan at Ann Arbor. hearings on H.R. 14753, the Environmental Quality Edu- Fourth, President Nixon's message of February 11, cation Act, which, on November 12, 1969, I introduced 1970, on environment, in which the president calls for along with the gentlemen from New York, Mr. Scheuer expenditure of $4 billion in federal funds over the next and Mr. Reid, and the gentleman from Idaho, Mr. Han- five years on, among other items, uniform federal stand- sen. The bill now enjoys the cosponsorship of some 80 ards for water purity, treatment plants, and development members of the House of Representatives of both parties. of pollution-free automobiles. Members of Congress, I am sure, must all be struck The signs of environmental decay are obvious every- with the really phenomenal growth and awareness in our where. Oil from faulty drillings fouls our beaches and en- own country and others to the dangers of the qualityof our dangers marine life and waterfowl. Pollution of the air environment. I cite only a few examples: takes minutes from each of our lives. Human and industrial First, the recent issues of major national magazines waste soils our streams and rivers. Poisonous pesticides such as Forum, Time, Life, Newsweek have been devoted and fertilizers contaminate our food. Messy industrial primarily to ecological questions. Second, legal actions areas, unsightly junkyards, ugly billboards, andthickets have recently been filed by the attorney general of Illinois of power lines diminish the joy of what we would other- against major corporations which have been dumping wise see. pollutants in waters around Chicago. Further, only last To clean up our environment and to restoreitto a week the Department of Justice obtained a grand jury congenial state will require billions of dollars in federal indictment against United States Steel for dumping solid funds and money from other sources as well, public and wastes into Lake Michigan. private. Third, there has been an extraordinary growth of ecol- But in the view of the sponsors of the bill under con- ogy action groups among students on college campuses. sideration today, to achieve this goal we will also need a Thousands of students at colleges and high schools all major educational effort to acquaint our younger students over the country are scheduled to participate in a nation- and adult citizens with the ecological facts of life so that wide Environmental Teach-in on April 22 which is de- future generations will not be faced with the problems signed to alert citizens of the nature of our environment. that we are only beginning to confront now. I might note here the following statementfrom the re- rearing place for mosquitoes that ought to be bathed with port which the Citizens AdvisoryCommittee on Environ- pestic ides. mental Quality made to the president inAugust 1969: The ecologist recognizes that salt marshes are highly productive of life. In Georgia we have actual figures show- Man's interaction with his environment, bothnatural and man- produced, is the basis of all learningthe veryorigin and sub- ing they are three or four times as productive as the best stanco of education. Yet, our formaleducation system has done agricultural land in the state. The organic matter pro- little to produce an informed citizenry, sensitive toenvironmental duced is the source of nutrients for the coastal regions problems and prepared and motivated to work towardtheir solu- and estuaries, serving as spawning grounds for most of tion. the marine commercial and sport fish, and which serve as The bill we are today considering isdirected to the of the dangers to nurseries foour oysters and crabs and lobsters and task of making Americans more aware shrimp. their environment and to the steps we musttake to meet So when you put a new stress on a salt marsh, you are them .. endangering, making changes in, the whole marine sea- food industry. This system ought to be looked at as a whole so that you can predict the so-called side effects Introduction of La Mont Cole,Professor of before you apply your technology and then see these Ecology, Cornell University strange things happen. We are very pleased to welcome as ouropening wit- Now, I could give you a great many more examples. Dr. LaMont Cole, professor of We have had numerous examples where pesticides were ness on this legislation used to control a pest and instead made the pest more ecology at Cornell University. abundant because the pesticides knocked out its natural Dr. Cole, would you please comeforward, and we look enemies. We have many other cases where pesticides had forward to hearing from you, sir.. . .I think it would been used to control a pest and had succeeded in doing be helpful if you would give us just a fewbrief comments so, only to have some other species emerge as a pest.So, on your background foredification of the members. frequently we have created new pest species by some of Mr. Cole. I received a bachelor's degreein physics in these control measures. 1938 at the University of Chicago, and a master'sdegree in biology in 1940 at the University of Utah,Ph.D. in The Demand for Ecologists zoology at the University of Chicago in 1944, andlast Now the public is becoming aware of these things; peo- summer the University of Vermontawarded me an Sc.D. ple are concerned, and they are asking theecologists for I have been at Cornell since the fall of1948, teaching advice on these things, and a lot of rather strange people ecology. I served on numerous- committeesof the- Ecol- are beginning to call themselves"ecologists," I might add. ogical Society and numerous advisory committees tovari- There are not enough ecologists to go around. We have ous government agenciesONR,NIH, NSF, and so forth. anticipated this for some time. We knew that the public I served five years on the Advisory Committeefor En- would discover us someday and want ecological advice vironmental Biology of NSF. I served five years aseditor and there would be the embarrassment of not having of Ecology and two years ago I was presidentof the Eco- enough trained people. logical Society of America, and I just retired in January Several years ago in the Ecological Society we did a as president of the American Instituteof Biological Sci- survey of the manpower situation. TheNational Registry ences. of Scientific and Technical Personnel lists 1,354 persons I am now serving on the American Biology Council, who class themselves as primarily ecologists. This is an which is an eight-man group put together by the twolarg- underestimate, I would guess, by as much as 50 percent est groups of professional biologists in an attemptto have of the true number, because many people that we recog- a body that can speak with one voicefor all biologists. nize as ecologists and that were active in the Ecological Mr. Brademas. You have a splendid background,and Society would list their first specialty as oceanography or clearly we picked the right man to open thesehearings. limnology or something of that sort even though they might The Meaning of Ecology be, in a sense, in a branch of ecology. there Mr. Brademas. What is the second of those? Mr. Cole. Well, in your letter, you also said that Mr. Cole. Limnology, the study of fresh water. was hope I could give theprinciples of ecology, while number of keeping my total statement down to around 15 minutes. We sent a questionnaire around to a large to pick out schools that are actively training ecologists to find out Now, this is a pretty large order, but I think how many people they were training, and here weused a one distinctive thing aboutecology is the point of view somebody that that we try to take a holistic approach toproblems, to very broad definition of "an ecologist" as and would be qualified to collaborate on ecological research realize thatthe plants, animals, micro-organisms, ecology per se. nonliving features of the environmentall form one inte- oven though not qualified to teach on This questionnaire showed that at that time there were grated system, and when you impinge, put a pressure in the this system, all of these things arechanged. 2,572 students of ecology training for the Ph.D. For example, the average engineerlooks on a salL United States. So if about a quarter of these represent build jet final-year Ph.D. students, our estimate is that from600 to marsh as a piece of wasteland, a nice place to each strips or resort hotels or something ofthe sort. A good 700 new professional ecologists are being produced many citizens look at thesalt marsh as a nuisance, a year. 30 19

or three of the areas mentioned, it seems tome certain that the This is not nearly adequate. My desk is covered with three-man council envisioned by at least one of thebills is too letters wanting recommendations for people as new schools small. start programs. I could easily place 15 Ph.D.'s a yearif The president's Scientific Advisory Council has never I could train them. There are not enough places training had an ecologist on it. They have a 16-manpart-time ecologists. The applications are coming into schoolsthat panel of advisers on the environment, and only one of are known. We are simply swampedand we probably have those 16 men, to my knowledge, can be said to have any as many as 50 applications for everystudent we can ad- knowledge of ecology. mit. A similar situation exists at Yale, and I suppose it is The president, of course, set up this Environmental quite common in the schools that are better known as pro- Quality Council, a Cabinet body, and it, of course,in- ducers of ecologists. cludes no ecologists, but they have a council ofadvisers, a So there are many jobs going begging andsometimes Citizens Advisory Committee of 12 men, with noecologist. getting filled by people who are only peripherally ecologi- So this is the sort of thing that we can anticipategoing cal. There is even a letter on my desk from afar-sighted on indefinitely. They just don'tknow who the ecologists community on Long Island that wishes to hire a municipal are. ecologist. So we are seeing new trends in interests of this When Mr. [Representative John] Dingell's bill finally sort. went through and became law, the result was that we now Mr. Brademas. Do I take it, then, Dr. Cole, youwould have a three-man Council on Environmental Quality,in- be sympathetic to the recommendations contained in the Quality Council in cluding no ecologist. report to the president's Environmental No I don't want this to be interpreted as in any way September, last year, on the Universities and Environ- criticizing the three distinguished gentlemen appointed to mental Quality, which proposes establishment of some that Council, but it impresses me as a little bit likesetting 20 new schools of ecology at American universities? without including any the diffi- up a council of economic advisers Mr. Cole. Absolutely. It is badly needed, and economists. culty is going to be in staffing them. Anythinglike this I am afraid that large segments of both government present bill that calls for increasing educationin ecology and industry still view the problems of environmental de- has my enthusiastic support. I think it is highlyessential. terioration as in large part a public relations problem. The The Need for Professional Ecologists newspapers just recently announced thatDuPont has set chaired by a vice I would like to say, though, there is one thing ...that up an environmental quality committee president and it consists of one man each from their en- alarms me a bit... .[T]his is that so many people are now si:arting to call themselves "ecologists." I doubt that you gineering department, legal department, and their public the relations department. realize how far this has gone. For example, at Cornell, that College of Home Economics recently changedits name to Now, I think, as far as formal statements go, that College of Human Ecology because thisis now a good is all I will try to say. I would be very happy to try to answer any questions. word. I have Mr. Seheuer. There ought to be a law againstthat sort Mr. Brademas. Thank you very much, Dr. Cole. a lot of questions for you. Let mebegin by reiterating the of thing. question I put to you a moment ago with respect to which you did provide some response, butif you were asked to Mr.Cole....I wrote on July 17, 1968, a letter to give a definition of "ecology," what would it be? Congressman Emilio Daddario in connection with the the policy Mr. Cole. Well, "ecology" is formally defined as joint House-Senate colloquium to discuss national study of the relationships or interrelationships amongliv- for the environment. ...fIt says in part:] ing things and their environments. So people that have First, underlying all of the problems of environmental deterior- had formal training in any part of this general broad area ation is the problem of population growth. If the populationis I would say might be considered as ecologists. It is very going to continue to grow indefinitely, the environment will con- much a point of view. tinue to deteriorate and the ability to support life will eventually physicist be destroyed. If the capacity to generate electricity by means that Mr. Brademas. So a man could be, like you, a are feasible today continues to grow, we shall befinding our- but, because of the particular perspective he takes tothe selves writing off one body of water after another until none re- subject matter in the relationship of living things,could mains and we shall change our climate through thermal pollu- be defined as an ecologist? tion of the atmosphere. Without population regulation, disaster is inevitable; therefore. I think it should be spelled out that any Mr. Cole. Yes. ... council of advisers on environmental problems must inc/ude Mr. Brademas. Why would you imagine thereis no demographic competence of the highest order. ecologist who is a member of the Citizens Advisory Com- The second area I wish to mention is ecology itself. Ecologists mittee to the president's Environmental Quality Council? have become fairly accustomed to seeing one committee after Mr. Cole. I have no idea whatsoever. It must bethat another set up to deal with ecological problems without including a single ecologist. Many of the traditional scientificorganizations they don't recognize the need for one. are so ignorant in the field that it never occurs tothem that ecol- Mr. Brademas. I would hope that it would notbe the ogists might know something not immediately apparent to the same reason you have suggesteda numberof industries chemist or engineer. are now beginning to havetheir vice presidents for public Any such council will also need competence in chemistry, engineering, geology, meteorology, sociology, and economics. While relations take over that particular assignment. a few rare individuals can be found who arecompetent in two Mr. Cole. I hope not, too; but I just don't know. 20

The Growth of Environmental Concern Probably as hopeful an answer as any to the problems Mr. Brademas. Dr. Cole, Time magazine a few weeks of environmental pollutionis de-emphasizing additional ago described you as a charter member of thedoomsday use of electric power for hair driers,electric carving school of ecologists and then went on to say that despite knives, and so forth. your old pessimism, you have been somewhat encouraged I don't want to put words in your mouth, but do you over the last several years. Could you tell us why they feel that one of the benefits of an education program in called you that, and, second, if that was not inaccurate, our schools on environmental issues is that it may give the what has lightened the burden on your spirit at this point future citizens and the future voters of our community in time? enough understanding of the dire effects of current prac- Mr. Cole. Well, the course we are on is going to destroy tices in the production of both goods and services that the ability of the earth to support life. We are on a colli- cause pollution, may give them the understanding by legis- sion course with disaster in many ways. But I have been lation as well as by individual conduct that we have to screaming with agony about it for 21 years. My first dis- change the basic ways of producing and consuming things? spirited publication on the population problem was written 21 years ago, so the thing that has me encouraged now Mr. Cole. I would agree entirely with that. This educa- is the tremendous upsurge of interest in the subject. tion is sorely needed. Now, I don't quite agree that it may Even five or six years ago, when we started sending little be necessary to cut back the standard of living. Itshould delegations around from the Ecological Society to talk to again be looked at as a system. This country, this earth, members of Congress individually, we found they were can support a population of people indefinitely atjust friendly and everything but they mostly listened just po- about any standard of living that you want to set up, but litely. Now they are calling up to see if I won't testify at it can't do it for this large a population. Well, this is the this or that hearing, they are asking for statements on this key to the whole thing. Instead of giving up all of these and that, and they are requesting my advice on bills, even things that are considered to make a high standard of liv- help on the wording of some of them, and so forth. ing, let us see how large a population we can support The few of us that the public does recognize are simply without the environment deteriorating and still maintain- swamped; I can't even get my mail open a good share of ing the standard of living we want. the time, much less read and answer it. This is a very multidisciplinary question, because it is . . apt to involve not only ecologists anddemographers but Mr. Brademas. Dr. Cole, I have several other questions, but I think I will yield to the gentleman from New York, sociologists and a lot of other people. We can still have Mr. Scheuer, who has long had a very deep interest in this automobiles with internal combustion engines without us- whole field of environmental problems, as you may know, ing fossil fuels. We can run them on alcohol that is grown and who participated M the UNESCO Conference in San as a crop. I don't know that we can run as many automo- Francisco some weeks ago and is a cosponsor of this meas- biles as we are running. We don't 1,ave to have these auto- ure. Mr. Seheuer of New York. mobile graveyards. I think if Congress would repeal the Mr. Seheuer. Thank you, Mr. Chairman. I certainly depletion allowance for mining, that those graveyards want to thank you for the strong support that you have would start disappearing if it became as expensive to mine given those of us who have been deeply interested in this new metal as it is to reclaim the used metal. problem, Dr. Cole. I share the fears of some that the The Population Problem current interest M ecology and environment may be a fad So people do need to become aware and concerned that is looked upon by many as a public relations gimmick is this population ex- and that we are applying bandaids and cosmetics where about this and understand that it plosion that is at the very heart of the thing. . [W]hen basic surgery and some restructuring of our basic institu- people say to me, "This population is, or the United States tions is much more relevant. is, not overpopulated; we have lots of space," the answer Pollution and Standards of Living is that perhaps our population explosion is the mostseri- Let me read a quote from the NewYorkTimes of ous one in the world. . [W]hile other countries are March 17: "Senator Muskie and two scholars agreed that growing much more rapidly, in terms of the resources they Americans may have to hold down their standard of liv- are going to consume and wastes they aregoing to pro- ing to hold down pollution. They cited fast automobiles, duce, one American is equivalent to about 80 Indians, so supersonic transports, disposable bottles, and more electric this affluent society of ours with still a growing population powerplants as some of the things they may have to give is a terribly serious thing which I am trying to get across up to help save the environment. to the people, but I am sure a program in the secondary "Mr. Muskie said:'In a consumer-oriented society, and elementary schools, if you started there, wouldmake everything we produce leads to waste. Maybe we ought to this go much more rapidly. set some limits on the standards of living'." Mr. Scheuer. How do you feel we ought todevise a Now, just to take electric power, people, who are far national population policy or program? What is our maxi- more expert in this are than I, feel there is no way that mum level of population or what is themaximum rate of we can produce electric power either through fossilfuels population growth? or atomic energy that does not have some fallout in affect- Mr. Cole. The population in this country now is esti- ing the environment. -mated at 204 million, and it is growing at one percent per

VfL34. 2 1 year at the present time. The number thatcould be sup- as having a tooth filled. Singapore recentlymade abortion ported I don't know, and I wish I did know, but we can't available on request for a women in a state hospital at seem to inspire these people to get togetherfrom all of a cost of $1.50, which is certainly nominalenough. the various disciplines, and particularly the economists, This would take care of the family planning part and who usually can't conceive of a steady state economy, and get rid of the unwanted children, but I don'tthink it would to try to [work out this problem]. solve the population problem. Taking Cornell, even among Mr. Scheuer. Do you feel we ought to have a z ro rate the professors a survey showed they wanted an average of population growth in this country? of something like 3.4 children. Mr. Cole. I suspect that it ought to be negative for a Mr. Scheuer. I think the Gallup poll shows 40 percent while, that we are larger than we can support indefinitely of the couples in the country want four kids or more. now. I recently put forth my views on the strategyfor Mr. Cole. We can't fine people for having extra children, achieving population control in this country. I didthis in because the worst offenders wouldn't be able to pay, and a group of demographers who were not sureit would work, we can't give tax incentives for having extrachildren, be- but they didn't shoot me down hard on it anyway. Would cause many of them don't pay taxes anyway, sowhat I yo- like me to go into it? would propose is to give them a bonus, and just to pull a Mr. Scheuer. Yes. number out of the hat, give every woman aged 15 to 44in the United States, whether rich, poor,married, unmarried, Methods of Population Control black, white, or whatever, an annual bonus of$100 for Mr. Cole. First, of course, I would completely abolish every year she does not have achild. This would furnish any tax incentives for having large families atleast beyond some of the feedback, the incentivewhich I think might the second child. I would make all of the contraceptive just work. advice and equipment available free for everyone. This is There are 40 million women in this categoryin the important because the moment you start discriminating, United States. If you want to keep the populationconstant, saying this is for the poor, somebody is going to charge two million of these womenapproximately should have a you with attempted genocide and this can beused for po- child each year, so we are talking about abudget item here litical purposes, so this ought to be across the boatd and of $3.8 billion, which, by a strange coincidence,is almost preferably without cost. identical with the NASA budget. Mr. Scheirer. I have been active in the field of popula- Mr. Scheuer. Are you going to address yourselfto the tion and have cosponsored, along with Congressman question that some people have raised, not just the matter Brademas, a bill that Senator Tydings is going forward of unwanted births but some kind ofcontrol of wanted with on the Senate side for complete reorganization of births? the family planning programs; I have come across this cry Mr. Cole. I would try to do it by thisincentive method, of genocide but I never heard a woman use that phrase, to make them want fewer becauseit would be to their never heard a woman in the childbearing yearswho need- financial benefit to have fewer children. Ifthat sort of ed family planning advice and equipment to preserve her system, financial incentive, does notwork, then we are options. I have never heard such a woman expressing the in trouble because you have the fact that any stepsafter view that giving her options constitutes genocide. Excuse that are going to be unpleasant to society. me; I didn't mean to interrupt. Mr. Schuler. Is anybody doing anythinking along those Mr. Bradernas. If the gentleman will yield, what he lines? said reminds me of a conversation I had in Huila, Colom- Mr. Cole. I am sure a lot of demographers arethinking bia, a few years ago at the first pan-American assembly on about it, but whether any of them feelthey have the defini- population problems with the former president of Colom- tive answer or not, I don't know. bia, Dr. Camago, who had been President and was think- M. Scheuer. I enjoyed the testimony verythoroughly. ing about running again. He made a speech opening or Mr. Bradernas. Mr. Hansen. keynoting this assembly which was in a very conservative Mr. Hansen. Thank you very much. Let mejoin my Catholic part of Colombia, and he concluded his speech colleagues in welcoming you to the committeeand apolo- by saying, "We need birth control, and the only economic gize for my brief absence to present testimony atanother answer or political answer, the only Christian answer is committee this morning. birth control, ard the sooner, the better." It was quite a The dialog that I just heard causes me toconfess that revolutionary statement for him to have made and I asked as the father of seven children I amobviously part of the him at the reception following; "Mr. President, do you problem we have been discussing and maybehave a plan to run again?" And he said, "After that speech, I heavier obligation to contribute to the solution. doubt if I would have much of a chance," but he added Mr. Cole. I have a Catholic former colleague thathas and this is what Mr. Scheuer's statement reminded me of seven children and now he is a convertand all for legaliz- "I would get the women's vote." ing abortion. It just took too long to educate him. Mr. Cole. Next I would make legalized abortion available. .. . With better methods, the Europeans are way ahead of us. I saw an account of one series of 20,000 abortionsin Content for Environmental Education Europe where only two women had to be hospitalized. Mr. Cole. I feel it is important to try to get some eco- They had more advanced techniques and it was as simple logical thinking, some of these very broad principles or 33 22

sorts of things l have mentioned here today, tothe entire values of human life.For that reason, Dr. Sittler, we college population, preferably at the freshman level. thought it wou'd be most helpful to our thinking if we Mr. Schauer. Don't you think that, in addition to cours- invited you, a distinguished American theologian who it would be worth while has, more than most others, considered therelationship es on ecology and environment, between religion and the environmeelal crisis. So we are to weave some material on ecology andenvironment into courses on literature, economics, historyof America, so pleased to hear from you. the Dr. Sittler. Mr. Chairman, I feel there is a certain em- that no matter what course you take, somewhere along barrassment in following the previous witness, because I line you are goinL, to learn about environment? am a father of six children and havemade more than my Mr. Cole. It certainly would be desirable.But I can't proper contribution to the populationand pollution Pe even communicate with oureconomists. I have one who alluded to. But I think there are dimensions to this prob- is a good friend and neighbor of mine, and we can'ttalk lem to which the disciplines in which I am involved are about these subjects, because to him continuous growth relevant. is necessary. You grow or you die. So I feel pretty frus- I am not only a professor of theology butalso have trated. something to do with American culture courses. We set up something a few years ago called Centerfor It seems to me that if one wants to adjudgethe rele- Environment Quality Management, and it wasoriginally vance of this bill to the problem we allconfront, one has viewed as a grouping of engineers, system analysispeople, to put it in a pretty broad context. And one ofthe last with ecologists and epidemiologists and socialscientists, statements of the previous witness gave me thechance to and by the end of the year, we found that the engineers do that. and the ecologists and the epidemiologists werecommuni- It seems to me that unless somehow we understand our cating very well but none was communicating with the American story in another way, we really don't take the social scientists, so they ate just out of the program, al- measure of the crisis in which we areinvolved. though we are sorry aoout this. We feel very definitely that economics andthings of The Turner Frontier Thesis that sort, sociology, have to be involved. But it is going to In1901, Frederick Jackson Turner made a famous be difficult to find the right people, and I canthink of speech called "The Frontier in American History"; he only one economist in the United States that I know for was then president of the AmericanHistorical Society. He of a nongrowing made the point that our whole American understanding of a fact will go along with the notion dominated economy. I can think of only oneprofessor of government our national endeavor in this place has been of the way by the fact of virtually unlimited space in which the Ameri- in the United States that has a strong feeling 300 years of ecology ought to be brought into governmental planning. can space has unfolded itself. For almost our life the unlimited American space has meantthat we Mr. Brademas. Is that Dr. Caldwell of my state? could give very little thought to the consequences of op- Dr. Cole. Yes; the economist is KennethBoulding, Uni- erating in this space according to the desires of the mo- versity of Colorado. ment, what seemed to be the economic opportunitiesof Mr. Brademas. We hope to hear from him in ourCalif- the moment. We did with American space whatever the ornia hearings. needs of the moment required. Mr; Hnnsen. Speaking of this question,if our effort to Dr. Turner pointed out that the frontier is now closed. stimulate programs of environmental education are tobe A national mind which continues to operate as if the vir- successful, some of the most immediate andprime targets tues that conquered the frontier can also sustain a tightly, have to be educators, those designing the courses.I have ecologically constituted, national community, is an error no further questions. in historical judgment. The frontiers did evoke magnificent virtues which we must honorindependence, resolute- ness, personal responsibility, family andcommunity co- Mr. Brademas. ...I know I express the views of my colleagues on the subcommittee in telling you howgrateful operationand these virtues must not be given a nega- and give us this most helpful tive judgment. But we must raise the question: Are the we arc for you to come virtues that conquered a continent sufficient to sustain a testimony. Thank you, sir. national community? Must there not be other ways of regarding our life and looking at our future? Introduction of Dr. Joseph Sittler,Theolo- It seems to me that the bill proposed envisions that. gian, University of Chicago We have here a bill that is not pointed to something; it is Mr. Brademas. The next witness isProfessor Joseph pointed to everything, because ecology, by definition, is Sittler of the Divinity School of the University ofChicago. simply the acknowledgement that everything is involved in Although it may be surprising to some that wehave everything. invited a theologian to testify on this bill, it was my own If you pull one dangling cord of nature you begin to feeling that it was important to establish at the outsetof unravel the whole fabric. these hearings that when we ar7: discussingecology and the environment we are talking aboct mattersthat go far A Generation of Beer Can Flingers beyond comrol of pollution of land, air, and water.We Now the question is: Is an attempt to attack that prob- are really trying to wrestle with someof the fundamental lem such as this bill represents a reasonable andintelligent . . . [education is] the most vul- he befouls the air, pollutes the water, and deals rapaciously with attack? In my judgment, the unretrievable and irreplaceable stuff of nature, patient nature .[T]his bill aims nerable place to attack the problem. . begins her quiet but implacable counterattack. to pour the ink in the spring, as it were, right at the be- How, then shall the mind and spirit of a nation be addressed ginning, when a child begins to understand and remember by this ecological factthat man and nature are bound together throughout his unfolding career, that people and bugs and in the bundle of life? snakes and air and water somehow belong together, and Education is not the only way; but it is an important way. And, speaking as an ethic; 'or,I can think of few areas of life that that these things are all bound together in the bundle of could be so naturally fitted into a course of study, For the things life. This is a fundamental human apprehension, which, ecology points to and deals with are the immediate actualities if not quickly gained and steadily nurtured throughout an of our lives: air and water, plants and animals, forests and bugs educational process, simply creates a generation of beer and birds and spiders and snakes. And the high specialization of man's hiFtorical life whereby a primal organic wholeness of life can flingers who simply do not understand. is ever more deeply threatened would, in rny opinion, guarantee Speaking then, not as a theologian but rather as one a student response of great vivacity. For what is happening tofrag- who has been for 28 years involved in education, I can mented manas a human person confronts in the vast ecosystem think of no proposal to growing young people which, given of nature a model of community, interdependence, and balance which, beheld and honored, bestows upon man a vision of wis- the advantages of visual aids and multi-media presenta- dom, and ordei, and is tutorial to the future of manis history. tions, would excite so vivacious a iesponse. For it deals For the possible correction of the wrongs we have done in the with what children know to be true, that if one kills vile past there must be regulative, protective, ameliorative actiondi- snakes, he also destroys lovely trees, because the vile rected to the producing, fabricating. consuming, beer-can flinging snakes eat the bugs that prevent the destruction of the adult public. But the action this bill proposes, because it is addressed to the young, is even more crucial. It is directed toward restora- trees. It is not a great intellectual achievement to know tion of a rational way of lifeand its truth, because a part of this; in a sense it is the primitive knowledge that a child public instruction,is truth poured into the very spring of the already senses that things belong together. future. I think the bill, inasmuch asitis directed toward a presentation of "how man lives in this bound-together Man's Dominion Over Earth world," if administered with intelligence, and, as my col- Mr. Brademas. Let me refer to the famous lecture that league suggested, with a calling upon the ecological, peda- was deliveted by Dr. Rene Dubos in October1969, "A gogical research know-how that is already available, would Theology of the Earth," in which Dr. Dubos took issue be a significant contribution directed to the tenderest spot with the thesis of Professor Lynn White, Jr., out in Calif- in the public response. ornia, which thesis on the part of Dr. White was that the Thank you very much. Judeo-Christian tradition bad been of considerable influ- Mr. Brademas. Thank you very much, Dr. Sittler. ence in bringing about the erosion of theenvironment, Without objection, your prepared statement will be in- certainly in the United States. cluded in the record as if read. Dr. White, you may recall, from that essay, alluded (The statement follows;) to the first chapter of Genesis, in which it is written that man and woman were given the right to subdue the earth, Man and Nature and have dominion over all living things. Dr. Dubos quar- Because the national need to which this Bill addressed itself is a complex and delicate one, our reflection about it requires a rels with Dr. White at this point and suggests that the an- level of thought far deeper than is commonly required for a judg- cient Greek and Chinese and Moslem civilizations didn't ment. have that good a record in terms of their respect for the What man does with the world-as-nature is a result of what he earth. What do you think about that as a theologian? thinks about nature; itis shaped in the profoundest care of what he feels about the natural world, what evaluation he has of the Dr. Sittler. I checked that out just before I left to come world of things and plants and animals. down here; I knew of Dr. White's article and also Dr. If the world of the not-self isfelt as a mere resource to be Dubos' response. And I spoke yesterday afternoon to the used it will surely be abused; if the world is regarded as a gift, professor of semitic studies at the Oriental Institute. In a wonder, as a reality having an integrity of itsownit will be the Semitic language what does the verb "to have domin- rightly used. That proposition is swiftly and powerfully true; and our present ion" mean? And he said "to have dominion" means exact- ecological crisis is a result of the denial of its truth. For nature, ly the opposite of what it has been thought to mean when though often silent, is not without power to condemn as well as one translates from Hebrew into Latin, which was one of power to bless man. And when man so uses nature as to deny the earlier translations of the Bible. The term is under- her integrity, defile her cleanliness, disrupt her order, or ignore her needsthe reprisals of insulted nature take an often slow stood as "domination," a kind of political word meaning but terribly certain form. Nature's protest against defilement is "to exercise control over,but the proper translation ecological reprisal. would be "to exercise tender care for." And this is al- Man cannot be man against nature; he can only be man with most a 180-degree shift in the meaning. nature. For man belongs, too, to the world-as-nature. If outof Understanding Genesis in its context, man was ordered ignorance, or apathy, or aggressiveness he tears the fabric of which his own life is a part, he destroys himself as well as the so as to live with God's other creation, the earth, that he mighty structure from whose womb he was born, in whose web was to regard her as the object of his guardianship. In he has had his unfolding history, and whose support and compan- fact, the word is used in the sense that man is to care for, ionship-ir,life is the primal place and ground of his existence. he is to have dominion in the sense of exercising his in- Managerial man forgets this. Nature is patient. She permits him telligence to see that her integrity is not abused. to make steel out of ore, and limestone, and coaland sophisticated chemical operations. But if, in that creative and legitimate work So I think Lynn White is right when he says that, on 24 the whole, the tradition has been misunderstood to mean that you spoke of. Will this be a useful tool in achieving that man is given a holy charter to walk through the cre- this understanding of nature and of our responsibay? ation in arrogant haughtiness and do what he pleases with Dr. Sittler. I think, sir, it can be a useful tool, if, as the itwhich is exactly the opposite of the intention of the thing passes from vision and enactment into exercise, it statement in Genesis. is not permitted to fall exclusively into the hands of the Mr. Bradernas. I wonder if the new English version educators. For this reason; There must be educationally, takes that into account in translation. pedagogically trained, people involved. But I fear for any Dr. Sitt ler. I just checked that out in the New English effort which falls too absolutely into the hands of those Bible, which ten days ago, with considerable publicity, was whose only trainingis procedures of pedagogy. There announced by the publishers. The passage is translated in are dimensions of this problem that arevisual, poetic, such a way as to suggest to the mind that the relation is spiritual, historical, economic; it is a very large bag. And not one of arrogance or overlordship but is one of care I have been an educator long enough to fear my own and responsibility. owd and its over-specialization. Mr. Brademas. There is one other question I would put We tend, as other segments of society, to imagine we to you, deriving again from that lecture of Dr.Dubos. know more than we know and to think of ourselves more the You willrecallthat he was commenting on Lynn highly than we ought to think, as St. Paul says. So White's lecture in which there was the statement, "St. approach must be many dimensional. Francis of Assisi ought to be the patron saint of ecolo- I suggest, sir, that it would be highly appropriatethat gists." But Dubos s7id, "No, it ought to be St. Benedict, in a kind of elementary and secondary schooleducation because he [acceptsj creative intervention"alluding to in- aimed to awaken man to his existence with thefellow terventionaries of medieval times [while} St. Francis creation, that not just statistics or before-and-afterpic- symbolizes passive wm ship of creation. Do you have any tures, and so forth, but aspects of Americanliterature comment on that particular squabble? in which we encounter a marvelous body of materialdeal- Dr. Sitt ler. I should like lo relate these two statements ing with problems of this kind, ought also to be introduced. by introducing a third I think both men are right. I am a kind of frustrated poet; and I shall notinflict Let's introduce the third man and then interpret the others. that on you but there is a body of contemporary poetry St. Augustine made a marvelous statement once, in directed exactly to this question which ought to bein which he said: the curriculum just as A licin Wonderland was in the cur- "It is of the heart of evil that men use what they ought riculum of my childhood. to enjoy and enjoy what they ought to use.- Mr. Hansen. Are you saying also that inaddition to Now, he meant by that, as the context makes clear, that the responsibility that educational institutions mayhave, unless one stands before the world with enjoyment, that that others, such as churches, other noneducationalin- is, with appreciation of its wonder, its beauty, its other- stitutionsand organizations, shouldin some way be ness than myself, he will certainly abuse it.If he enjoys brought into this process and come within the scopeof the world for itself, then he must be trusted sanely to use this legislation? it because he regards its own given nature. Dr. Sittler. Yes, sir; I think that would be true. Now, I think both Francis and Benedict deserve to fit Mr. Brademas. If my colleague would yield; amI not under that category, because Francis, as it were, was the correct in understanding that the NationalCouncil of apostle of the enjoyment of the wonder and beauty and Churches is now beginning to do something inthe field freedom of nature, and Benedict was the saint who af- of ecology and that people in your profession arebegin- firmed that. ning to consider, as a responsibility, thinking throughthe Men are supposed to deal with nature, our sister, in religious implications of the ecological crisis? such a way as to managerially unfold her toward her fullest Dr. Sittler. Yes, belatedly, I think they are.I am writ- colleagues in possibilities. ing a book on the subject, arel some of my Well, Benedict is probably the father of contour plow- other areas of Biblical, theological, historical work arebe- ing, and the Benedictine Order for many generations or ginning to work on this matter. So there is arising tide centuries taught medieval Europe how to deal with earth, of imaginative and scholarly work, trees, plants, animals. The monasteries really were for Mr. Hansen. Thank you very much, Doc hundreds of years the school in primitive ecology. Mr. Brademas. Mr. Scheuer? Mr. Sehener. They were your ecological institute. Mr. Brademas. Thank you very much, Doctor. Mr. Religious Views of Population Control Mr. Seheuer. Well, we all thoroughly enjoyed your testi- Hansen? mony, and I know you have given us a number of things The Need for Broad Participation to think about, Dr. Sittler. in Environmental Education You may have heard that Dr. Cole testified on the mat- Mr. Hansen. Let me also express my appreciation for ter of population, and I suggested we ought to have a zero your presence here and your testimony,which has been rate of population growth. He answered to the effect ;t fascinating. probably ought to be a negative rate. We probably011gia My only question is whether you see in the legislation to have a declining population for some period of time. before the subcommittee a promising and productive ap- Now, here we are getting right into the domain of the roach to the development of the kind of understanding theologian, and I think it would be interesting to us if you would give us the views of an eminent theologian enhow on the mess of the past. There has to be secneof that done, the business of cutting down to be sure. But the bill is for the next eentury, notfor the wc ought to bc approaching this? Well, on national populationfa]policy and programand next biennium; will men really come to see how do we relate the individual created inthe image of maybe. There is a beautiful phrase in the Old Testament: the Lord, everybody's Lord, with all of theindividual "The Lord gave them what they wanted and made them rights and dignities of the uniqueness of mankind?How do sick of it." we rationalize our long-held religiousand political precepts This may be the way the human mind changesby a his dignity and sheer surfeit of quantum, within which one begins to of the uniqueness of the individual and This integrity with the insistent demands of ourenvironmental create the distinction between quantity and quality. ecological theories for a stable if not decliningpopulation? comes, I think, in the mood of the generation nowcorning Dr. Sillier. Mr. Scheuer, I too have beeninvolved in to maturity, in which they have so much that falls apart reflections about this matter with my colleaguesin the so fast that a longing for sheercraftsmanship, or the less theological community from the various Christian and also that is better, is not beyond the realm of possibility.We the Jewish community, and I know something aboutthat. might be in again for an age of hand craftsmanship in Let me say that the definition of the"good and the certain things. be a I am not a pastoral romanticist, and I do notthink trac- moral" is more and more being understood not to the land. But there static or a given pattern but is one which seeksin a mov- tors can be hand crafted to dcal with of his- are evidences in the culture of akind of sardonic evalu- ing, changing, dynamic, unfolding understanding ation of sheer quantity, a line that goes always up on the tory toedesign and restate what isthc "good," the opposing posi- graph, to which my own kids say. "Very bie deal. So "moral," thc "fitting" in any situation. [The what- But I understand them, because as my carfalls tionis]the old traditional Roman Catholic position of natural law, which can be interpreted to mean thatinter- apart every fourth year, I say the samething. ference with reproduction is an offense against natural Mr. Bradernas. Dr. Sittler, thank you very much indeed law. for your eloquent testimony. But there arc theologians within thatcommunity, too, Dr. Sittler. Thank you, Mr. Chairman. who are saying, -That is one way to read natural law.But if nature changes in regard to man's relationship to it, and Introduction of Robert Motherwell andHelen if man's relationship to the world, as nature, resultsin Frankenthaler, Artists too many people, then the intention of naturallaw can be Mr, Brademas. Our final witnesses are twodistinguished understood in another way." American contemporary artists, Mr. Robert Motherwell Mr. Seheuer. Thank you very much. and Helen Frankenthaler. Would you like to comeforward, please. We look forward to hearing from you.

Choices of Social Values . . Mr. Brademas. I have just one other question,Dr. Sitt- Mr. Motherwell. Thank you. T must begin by sayingthat ler, before we let you go. And that isa rather funda- my wife wishes me to speak forboth of us, though she was mental question in this country right now. Andthat is invited to speak in her own name, as Helen Frankenthaler. and it has been alluded to by Dr. Coletheworship, Mr. Brademas. We are in an era of women'sliberation. as it were, of the almighty GNP.The question isif we And, as a bachelor, I find it enormously reassuring. are really going to make anysignificant headway in meet- The Chair walie; to say how very pleased we are to ing the whole spectrum of issues that we call "the environ- welcome you, Mr. Motherwell, as one ofthe leading mental crisis," must we require a fundamental shiftin the American figures in the world of art. We lookforward values of the American society [and] no longerbelieve to hearing what you may have to say. I takeit from your that a constantly rising gross national product mustbe the having been here on some of the previouswitnesses' testi- fundamental public and private objective of this society? mony, you may have some idea of someof the kinds of And in this respect, I note the statement of Dr. Murray questions we hope we can hear from you on. Gellmon, the California physicist who won the NobelPrize this year, in which he said something to this effect: The The Nature of the Artist mark of a really mature and civilized society is its capacity Mr. Motherwell. Thank you again. I regretthat I only partially hcard the second man testifying. I foundbeauti- to decide not to do certain things of which it is technolo- with) Dr. gically and scientifically capable. ful and measured (and myself in total agreement So I guess the question is: Are we really going'to be Sittler who just preceded me. The following iswhat I able to do anything other than saw at the wind in this field wish to say today myself. unless we move toward some fundamental shift in values I am sure that scientists have or will testify tothe rele- in this society? vant facts here and know them far betterthan I. I speak relevance only as an artist. But to speak as an artistis no small Dr. Sittler. This is true. It seems to me the the of this bill is that it understands, at the point ofpriority thing. Most people ignorantly suppose that artists are value, the crucial point. There must of course be legisla- decorators of our human existence, the esthetes towhom tion to restrict, ameliorate, to correct and do something the cultivated may turn when the real businessof the day is done. But actually what an artist is, is a personskilled about past blunders. But this bill moves at another level "real" business it seems to me. It seeks to shake the value-choosingminds in expressing human feeling. And if the of the future rather than do a kind of vacuum cleanerjob of the day has led to a distortion or apetrification of 87 26 human feeling on the part of the participants, as, for ex- wasteful as one wanted, and there was still more. That ample, when a builder mows down the trees on a tract of time is gone. Now we are millions of people, and millions land because itis easier and cheaper to build the house more in the &Lag; that vast land is becoming more the on empty ground, and the workerwho drives the tractor scale of a park, huma:ily speaking; but a park filled with that plows down the trees to do his job in order to rae waste; rusting cars, bottles, garbage, enormous signs se- home for a beer and a TV western does so, oblivious to ducing you to buy what you don't want or need, housing the hurt to the landscape and the hurt to the ultimate projects that don't show a rudimentary sense of propor- house buyer, whoif he has sensibility and limited means tion in any shape or line or material, suburbs that are a will plant saplings that will take a generation, or two parody of the barrenness of the Bronx, and of the gaudi- or three, to reach the stature of the trees mowndown in ness of Las Vegas. a few minutesthen we are dealingwith a business of Indeed, if God had said to a group of men: the day that makes the builder and the worker looking Here is a vast park, of millions of square miles. Let's see how quickly you can cover it with everything that is an affront to the later at a masterpiece of landscape paintingsay, a Con- human spirit. And, above all, be certain that itis done on a grand stable or a Monet in a museuma cultural transaction so scale of extravagance and waste, and of lack of regard for the grotesque and absurd that the most extremeplays of sensibilities of the inhabitants of the other parks of the world. lonesco and Samuel Beckett are less absurd than every- Then we might by definition call that group of men that day life itself. God so provoked "Americans." The first-mentioned playwright has said he has only No wonder our youth are up in arms! They are in order felt "happy" when he was drunk, as millions of young peo- to preserve their sanity, in the midst of avulgarity, a ple now seem only happy when drugged, which are in- waste, a contamination without precedent in theannals deed two ways of contending with the nausea that a per- of mankind. We talk about a "generation gap.-I am son Of sensibility must feel when he looks atthe waste more optimistic. I prefer to think of it as a"sanity gap," of modern civilization, covering the landscape likea of a young generation saying (in the interest of their grow- slimy coating of vomit. ing sensibility that they certainly did not inherit from What kind of a race of men isit who rape or vomit their parents) to their elders, "The way you go on cov- on the landscape, like drunken soldiers in a conquered ering our natural park with filth, waste, and vomit for village, or likc destructive and greedy little boys let loose the sake of monetary gain and monetary economy is in- in an enormous toy-and-candy store, to break and gorge sane." as they like; while other little boys, in other parts of this If most of the members of Congress think that they planet that we Americans are turning into a garbage are either leading or in touchwith the young, I would dump, stand with a piece of string and anorangeas their remind them of the masterpiece of Renaissance painting treasures? by Peter Breughel the Elder, called "The Blind Leading As an artist,I am used to being regarded as a some- the Blind." Congress may be leading or mirroring the sowhat eccentric maker of refined, but rather unintelligible, called silent majority, but persons of sensibility are re- objects of perception. Actually, those objects contain a garding the scene of vomit with the only possible sane murderous rage, in black and white forms,of what passes response, one of nausea. And no men,if they can cure for the businessof everyday life, a life so dehumanized, it, will endure a state of nausea for long. so atrophied in its responsibility that it cannot even rec- I do not know how you legislate the growth of human ognize a statement as subtle and complicated as the human awareness, or how you make shamefulinsensitivity to spirit it is meant to represent. I am as well, atother times, landscape. But if the present bill can in any way doeither an expresser of adoration for the miracle of a worldthat or both, who could not favorit? Each of us lives a brief has colors, meaningful shapes, and spacesthat may ex- moment in what once was a primordiallybeautiful park hibit the real expansion of the human spirit, as it moves that could only elicit a sense of ecstasy and thenatural and has its being. music proper to a virgin place. Does that moment for us now have to be spent surroundedby our own filth, so Man's Powers of Destruction much of it that it is a problem even to cart it away? What But, as every artist knows, this is expressed in the mid- kind of a human existence is that? A gift to our children? dle of, and despite, the vomit that surrounds us,a nause- No, it is a dirty joke and a senseless one, and notGod's, ous waste that makes the incessant and endless chewing but our own. down of trees by beavers, for instance, seem amateurish That old cliché, the word -mess," is now taking on a and almost benign, since they do not have the technology vivid and literal meaning. The American landscape is that we humans do to destroy on a huge scale. If we gave visibly and literally a mess; the young know it. Let us the beaver our tools, the forests of the world could dis- give them all of our positive knowledge. Itis little enough appear in one day. We are slightlymore sensitive.It compared to the mess we have given them. might take us a generation or two; oragain, perhaps not. If you want to drive anyone insane, rear him in an en- We are certainly capable of destroying the forest:3f vironment without a sense of limits. And even our vast the world, of destroying -verythingthat isnot already reality now is limited indeed. covered with vomit, as well as everything that is,in one day. The Need for Slnsitivity I suppose that America began as a few people, on a ne's mind reels at what men without an esthetic sen- vast tract of land,so vastthat one could be as greedy and ty have been capable of. Far from being merely dee- 77 orative, the artist's awareness, with his sense of propor . ether wayand here one is dealing not only with theo- tion and harmony. is one of the few guardians of thein- logical and aesthetic problems, but with economic moti- herent sanity and equilibrium of the human spirit tha. we vation: "Does a society, in order to function, have to have. have greed as its real motivation?" I say this without be- Keat's famous line,' Truth is beauty, beauty is truth," ing unaware of the extraordinary things that America has should be regarded as an obvious fact, not anenigma. also accomplished. Indeed, the fact that you here can What is enigmatic is that a whole societyand ourmod- present such a bill, the fact that an artist such as myself ern technological one, which we cannotlose if we would, would be asked to speak about it,is an extraordinarily is the first such one in human historythat awhole so- civilized accomplishment. ciety can think that it flourishes when, in fact, its moun- Mr. Brademas. I know last year when Congressmen tains of waste matter reveal a paralyzed and psychopathic Foley and Udail accompanied me in Japan for a confer- state, in the sense of having no feeling, no response tothe ence, we stayed a few days at a Japanese inn inKyoto. We wondrously complex and sensitive perceptions that are the were delighted and enchanted by the non-commerciallow- human spirit itself. key nature of our surroundings, so much so as we con- What have we gained in conquering a virgin piece of sidered the outrages perpetrated on the American people nature if,in the process, we have destroyed the sensi- by nearly every major motel chain in the United States; bility with which the human spirit perceives theworld, [we thought that maybe we] ought to go into business for that is, if we have destroyed our capacity to feel?Every- ourselves and set up our own chain of Japanese-style inns one knows that absence of feeling is theprime character- without any signs around [them]. And we concluded we istic of death. A lot of what we observe among the young would probably go out of business. these days is their various reactions to moving aboutin Mr. Motherwell. Maybe not. You would certainly get an environment devoid of basicfeeling, so as to better a lot of young people, and artists. manipulate nature in the interest of greed. In short,from The Role of theArtist moving about in an environment that is deathlike.If they Mr. Brademas. You said another thing thatstruck me go to extremes in their efforts to revivify ourenvironment, as interesting, Mr. Motherwell. Yousaid that the artist, it can only be because of the mortal threat to theirlives with his sense of harmony and proportion, is one of the and state of being that our landscape represents, few guardians of F. adity that we have in our society. You The French Surrealists like to think of themselves as also remarked that you were perhaps not sure exactly how "super-realists." In fact, they were subrealists, intheir vie could resolve the problem we are confrontedwith. But realism, compared to the nightmare of esthetic realityfiat what ought to be the role of the artist? This is thebig we patriotic Americans have made forourselves, without question, and this is your fundamental question, I take it, sensibility or principle. what should the role of the artist be to help shape thekind It is interesting that the French have managed to en- of sensibility, or any stronger word you may wish to use, grain into a whole culture a sensibility as to what one eats. that would be required in a country like this, if we are Each meal is a joy. I would that we could do the samein going to make any significant advance in coping with the relation to the American landscape! How enhanced all of attack on the environment? our individual lives would be! Mr. Motherwell. Well, I suppose as an artist, per se, Mr. Brademas. Thank you very much, Mr.Motherwell. one has to go about one's art of makingthings that are I have been a member of this committee goinginto my sufficiently beautiful in terms of their expressive purpose. twelfth year, and I think your statement is aseloquent Perhaps if another's sensibility is trained on them, it in and moving as any I have heard on any subjectcoming turn will gain some sense of proportion and color. But, before this committee. as social individuals, apart from being artists, it seems to Beauty in an Urban Society me that artists (and intellectuals ingeneral) can only do Mr. Brademas. One of the questions I would put to you one thing, which is, constantly,like gadflies, to bite the follows from a statement made by Dr. Sittler,who pre- bottom of whatever horseisrunning the world,to ceded you in testifying. Dr. Sittler said he was not a pas- make it awareof course, we are brushed off as easily toral romantic. And I think I am correct in quotinghim as a horse brushes flies off with his tail. Nevertheless,the in saying he was not really suggesting that we could some- American traditionsometimesIthink New England how return to an earlier day. We live in a countryin- should have been called "New Scotland"; I say this as creasingly urban. You live in the greatest urban areain a person of Scottish descentthe Americanemphasis on the country. the "practical," which makes it possible for us to do some What comments could you make on the problem ofde- quite extraordinary things,is nevertheless a prison for veloping sensitivity to the values of which you speak, in other dimensions of the human spirit. The aspiration of life an increasingly urbanized society likeour? is joy. Otherwise, life is unendurable. In the end, our real Mr. Motherwell. ... Lastnight, coming back to New political instincts are not about parties or systems of gov- York City from New England, I was tired andmistakenly ernment, but about those situations in which the "estab- got off the parkway into White Plains. Theendless gas lishment" is obviously depriving the people of any joy in stations, motels, road signs, couldn't lead to anythingbut just being human beings. my thinking, clearly, that here is aplace that is saying, "If Mr. Brademas. I could put many other questions to you stay here, you can make a quick buck."To put it an- you, but I want to be sure of my colleagueshaving an op- 5 28 portunity also. Mr. Hansen? We are essentially in a senseless situawn, of which Mr. Hansen. Mr. Chairman, I also want to express my everyone who does not have a vested interest, who is self- personal appreciation for a very eloquent statement.I employed, like myself, or young enough, is fantastically think it is evident that these hearings, in addition to sen,- aware, and regrets, and feels helpless and futile at the ing their intended purpose, will also provide a meansfor same time. Butifthereisan "establishment," which development of some rather exciting literature on the sometimes I doubt, it seems to be a question in the case environment in the form of testimony such as yours and of individuals of thinking that somebody else is really the other witnesses we have heard this morning. establishment; if there is indeed any establishment, itis You have indicated, I think, quite correctlythat the certainly going to fall apart if it does not pay some greater real problem is one of a development of attitudes,the heed to human feeling and sensibilities. We are marvel- shaping of values, if we arc going to salvage the environ- ously educated now; we have succeeded largely in making ment that is our heritage. men intellectually free; and once intellectually free, they will make themselves in th,:ir daily lives free from what Mr. Brademas. Mr. Scheuer? they resent and feel repelled by. But I am the eternal op- Mr. Scheuer. This has been an exhilaratingmorning; I timist. couldn't agree more with my two colleagues. We owe a Mr. Scheuer. And what role will you see the artist play- debt of gratitude, and I am glad your predecessors are ing in this effort to give the establishment an ecological still here, to all of you. and environmental conscience? What role to you see the Mr. Motherwell, you mentioned in your testimony that artist playing in this education process that we arc talk- we don't have to be so rich. I quotedSenator Muskie being about today? fore as saying, "We may have to hold down ourstandards Mr. Motherwell. It seems to me, you know, art is really of living to hold down pollution." very ineffective as a political instrument. I think art has In effect, aren't you saying that we can onlymaximize rarely changed anything socially or economically. But it our richness, the real pleasures inlife, if we control our does have one extraordinary quality. It does reveal what material production, if we control the exploitation of the the potentiality of what the human spirit really is. When countryside around us? Are you not trying to say that listen to Mozart, then I know what a man is really capa- what we should be trying to do is maximize our richness, ble of.. .If every man does his thing, we would have our satisfactions by perhaps moderatingthe production fewer problems. of gaods and services and therefore achieving ahigher Mr. Brademas. Well, that may be a good point on which quality of life? to conclude these hearings. Mr. Motherwell. Yes. In my opinionand I am cer- Again, I want to express our appreciation to you for tainly no economistemotionally speaking, I mean to use your splendid testimony, Mr. Motherwell, and, aswell, to it as an emotional metaphor, we have a kind of laissez- Dr. Sittler and Dr. Cole. faire going wild. Esthetically speaking, the small business- Unless my colleagues have more questions, the Chair man is often oddly more guilty than the largecorporations. would like to announce tomorrow morning at 9:30, in I mean, the guy who opens the corner drugstore orbuilds room 2257, we will begin hearings with the Environmental his own gas -tation or builds his own little businesswho Teach-in Panel, followed by the editor of The Environ- is often more monstrous than a larger corporation,which, menicd Handbook, Garrett De Bell, and other witnesses after all, does often employ architects and designers,and who have been organizing the Teach-in. so on. But as long as itis a tacit assumption among us We will adjourn for this morning. Americans that material well-being is alone deeplyful- (Whereupon, at 11 :35 a.m. the subcommittee recessed, filling, rather than, as it should be, the sine qua non of to reconvene at 9:30 on Wednesday, March 25, 1970). what is deeply rewarding, we have a problem.

0 29

DAY 2 House of Representatives, Select Subcommittee onEducation Washington, D.C. Wednesday, March 25, 1970

The subcommittee devoted most of its second session 10hearing testimony from students in recognition ofthe major environmental problems. Three leaders of the 1970 Environmen- role young people have played in drawing attention to the bill. All agreed tal Teach-1n and two leaders of EnvironmentalAction presented their criticism and suggestions on that education is a very significant part of thesolution to enviropmental problems, since values andattitudeswhich were seen as the root of the problemaremolded by education. To varying degrees, the students questioned theability of established governmental and educationalinstitutions to bring about the radical shifts in v.:dues which they feel arerequired. They suggested a number of alternativemodels for implementing the bill. The students were also concerned about the orderingof national priorities, as reflected in the comparisonof military and education budgets. However,they did not feel that there is a competitive relationshipbetween efforts to solve environmental problems and efforts devoted to abolishing povertyand racism. Rather, they expressed the belief that environmental problems and social problems are inseparable componentsof the overall problem of achieving human welfare, argued for Garrett De Bell, a lobbyist for Zero Population Growthand a participant in the Environmental Teach-ln, an explicit emphasis on populationcontrol as well as ecological balance in educational programs.He aptly described the complementary roles which might be played bygoverwnental action and personal action in solvingenvironmental problems.

The subcommittee met at 9:30 a.m., pursuant to recess Yesterday, we on the subcommittee heard from an in room 2257, Rayburn House Office Building, Hon. John ecologist, a theologian, and an artist concerning the need Brademas (Chairman of the subcommittee) presiding. for Federal support for programs to encourageeducation Present: Representatives Brademas, Scheuer, Meeds, in elementary and secondary schools, in universities and Bell, and Hansen of Idaho. in local communities, about the whole spectrum of en- Staff members present: Jack G. Duncan, counsel; Ron- vironmental problems. ald C. Katz, assistant staff director; Arlene Horowitz, staff Today we are pleased to hear from some of theleaders assistant; Toni Immerman, clerk; Maureen Orth, consult- of the Environmental Teach-In which is scheduledfor the ant; Marty LaVor, minority legislative coordinator. 22nd of April, and we look forward as well to hearingfrom Mr. Brademas. The subcommittee will come to order others who have been associated with the projectedTeach- for the further consideration of H.R. 14753, the Environ- In. . mental Quality Education Act. The Chair would like to observe how very pleasedhe 41 30 is, as are the other members of this subcommitteepar- it in a classroom." ticularly the cosponsors of the Environmental Quality Ed- Unfortunately, each student must pay approximately ucation Act. including the gentleman from New York, $30 for the outing, and the rented sites are not well enough Mr. Scheuer, and the ecntleman from Idaho, Mr. Hansen equipped to allow optima'Ise of the valuable time during to note the growing involvement of both high school and which the kids are living their education. The 1971 capi- college students in our country [in improving] the quality tal budget requests $494,000 for construction of a properly equipped facility on a 9.9-acre site in Rock Creek of our environment. Regional Park. Also requested is nearly $69,000 for the cost of the land. This facility would be used forinservice Introduction of Student Leaders of Environ- training of teachers as well as a spot for the week-long out- mental Teach-In ings. We will begin by calling to testify as a panel Bill Know- I question how long 9.9 acres of land will survive con- land, student at Antioch College; Karen Buxbaum, stu- stant use by a county full of children andteachers. It dent at Bethesda-Chevy Chase High School; and William seems faulty to spend such money andeffort on a project H. Schlesinger, chairman of the Environmental Studies Di- with built-in obsolescence when a larger tract of land vision at Dartmouth. Please come forward and identify would surely have a longer relative life span. Use of any yourselves. Perhaps you would like to proceed in the order particular part of the land would be minimized and there- in which I have called your names. fore less damaging. But the land is expensive.

(first to speak was Bill Know/and, a student at An- tioch College and coordinator for the Environmental New Resources for Planning and Teaching: Studies Center there: His oral testimony endorsed the Community and Student Personnel hill with reservations urging student participation on the Advisory Committee and adequate funding. In addition, Unlike many educational ventures, this outdoor educa- he submitted a written statement on the activities of the tion program could conceivably be expanded to accom- Antioch College Environmental Studies Center and the modate students of all ages in the public school system Antioch College Science insthulej if there were adequate facilities and educators. It takes money to prepare both commodities. Sites need tobe acquired and teachers need to be trained. An Elementary School Program for But the teachers on the high school level need not be Environmental Awareness trained independently of the students. Our communities Mr. Brademas. Thank you very much. Could we next have many specialistsinpertinent disciplines bothin hear from Miss Buxbaum and then Mr. Schlesinger,and higher education as professors and researchers and in such then we will put questions to all of you. institutions as the Park Service, the Smithsonian Institu- Miss Buxbaum. The environmental crisis that now con- tion, and private industry. City planners and architects fronts us is the result of an ecologically unsound attitude would have a significant teaching role in many communi- toward life. This attitude has its source somewhere in the ties because of their proximity to the city. educational process. The remedy of the problem, however, Curriculum planning would have to be indigenous to also lies in the educational process. the individual school. Once teachers were trained,they Because formal education begins in elementaryschools, could perpetuate and improve their programs. Once high environmental awareness should be introduced here along school students were trained, they could contribute to with reading and arithmet:,-.. Montgomery County hasthe the efforts with primary school children. This would be outdoor education program which is now in its seventh a great help to the two student groups, forthe high school year.It presently involves more than 60 schools and kids would learn about communication with younger chil- 5,000 children. This week the program is expanding into dren and at the same time be compelled to unoerstand might grasp a junior high school as a pilot program. ... more fully their subject. The younger children In brief, the outdoor education program deals with what some concepts more fully as presented by an older stu- might be called experiential learning, based on the prem- dent rather than a teacher. ise that kids learn from doing. It involves active learning The cooperative effort of student teachers and element- rather than passive classroom listening. At present, the ary educators would compel the participants toshelve children spend a week at one of three rented rural sites their famous generation gap for the duration of the part- with the principal, classroom teachers, student teachers, nership in education. Chances are that it would never be and high school students, or adults from the community brought back out of storage. who are interested in the program. The time when high school students would do their They learn forestry, astronomy, biology, map and com- teaching could conceivably be during the second half of pass study, and more. Ecology is usuallytaken up late in their senior year. Most high school seniors will agree that the week, for it is the terminal of all the other disciplines. secondary education lasts five months too long, for the As Joe Howard, the curriculum supervisor, says,-This end of the first semester is the point of diminishing returns. is what ecology is all about. We can talk about man's abuse Senior slump sets in and production drops to drastically of his environment, but you don't get a real feeling for low levels.. /4; 31

Social and Natural Sciences Aspects of to learn my subject_ The challenges becomesurmountable; Environmental Education the human relationships grew precious and permanent; Within the existing framework of high schoolacademics, and the academics were different from anything I had ever there are two aspects to environmentaleducation. The first encountered in school. should have Ecology came alive for me in Nevada because itbe- involves a general exposure that all Americans totally immersed to the crisis we arc now facing. This typeof general ex- came a way of life. For five weeks I was in environmental awareness. An incredible amount oftime posure could well be incorporatedinto the social studies century, sociology, was spent in our small library andlab, but the academics courses such as problems of the 20th seemed incidental. The outside was always there on the and economies as they now exist. Because it is anattitud- it inal problem being dealt with,it conveniently fitsinto other side of the door, waiting to let me explore it. the framework of courses that study social trendsdue to imposed no restrictions except that I respect itso I did. There was a profot .td sharing there, for as nature gave economic, political, and historical conditions. ecological niche The other aspect of environmental education switches me the priceless experience of finding my from the social to the scientific. It is in the scientific ap- in her system, I promised to return the gift by meansof proach that the word "ecology" becomes meaningful and that knowledge. I plan to be an ecologist. Before this sum- the mer, I felt no inclination toward science. in the biological analysis that one gains insight into subsi- intricacy of our ecological balances. This more specific My experience was too exceptional. Although instruction is where the excitement and long term chal- dized by the National Science Foundation, it was an ex- lenge enter, but it is also the more difficult of the two sides pensive summer. Because scientific research appropriations to expose skillfully and accurately. have been cut, even this program has been discontinued. Students and educators must feel a commitment to en- Summer school, although it, too, would not reach many vironmental course work for the subject to come alive and neople, could provide the setting for programsbased on described. be more than academic book learning. Ecology does,inthis type of living the subject that I have just deed, involve a voluminous amount of bookwork, but it The effort would need money, flexibilty, and specialists must also become a way of life to be meaningful.Instruct- all of which are presently lacking. Education, general as well as environmental, mustbe ors of ecology, the science, must be specialists. We do not text- yet have enough ecologists to go around. made to come alive outside the classroom. If your book is the world, you always have a ready source of ref- such a rare phenom- A Summer High School Program: Total Immersion erence available. It should not be enon that an individual findenvironmental understanding This is the point in my testimony where I shall bring outside of five and awareness. One should not have to search in my experience last summer: I lived ecology for the public school system for the kind of experienceI was weeks under the subsidy of a National Science Foundation fortunate enough to have. It must be right there forthe summer study grant in Nevada. It was atForesta Institute asking. of Ocean and Mountain Studies. Mr. Itrademas. Thank you very much, MissBuxbaum. Our purpose was to learn. The course material was rig- Our third member of this panel is WilliamSchlesinger. orous, stimulating, and challenging.For the first three weeks, we had an hour of chores, several hours of lectures, about five hours of field research, and several hoursof [Mr. Schlesinger commented on various aspects of en- field data reduction each day. On several evenings, we had vironmental education.- its history and goals, the need at lectures by our Czechoslovakian and Chilean guest bot- educational levels.teacher education requirements, anist-ecologists. Several nights we slept out in the field, and funding problems.] gathering further microclimate data and trapping and ob- Mr. Brademas. Thank you very much, Mr.Schlesinger, serving the nocturnal mammals. Our schedules werealways and let me express my appreciation to all three of you full, so there could be no tardiness or procrastination. for very usefuliatem ents. After this first period of acquiring abackground in ecological principles and of learning to think scientifically, we all moved up to a large isolated estate onthe shore of Environmental Concerns versus Lake Tahoe. Here new disciplines were added to theold. Other Social Problems Here we acted for ten days as individuals on original re- Let me ask a few questions and any or all of you may search projects. We worked apart, slept apart,and most wish to comment on them. One of the questions that often ate apart. Our instruments foinvestigation were comes up in talking to the press and to ourconstituents simple and often self-designed and self-constructed.I in our several districts is this: Does the suddenincrease learned about hearing, seeing, tasting, and feeling when in interestsudden, over the last year or soonthe part of high school and college students in theenvironmental I was alone on these severaltdays. issues of And the staff was extraordinary. They weretruly teach- crisis mean that there will be less interest in the ers. Each of them was aknowledgeable teacher in the Vietnam and civil rights, which is a question I am sure classroom; each lived, worked, and learned with us, con- has been put to youby the smiles on yourfacesmany tributing equally to our Foresta community. times? This five weeks of study was a total learningexperi- A companion question I might ask is this: Arethe same those ence. I discovered things, madeinstruments, labored hard students involved in the Environmental Teach-In 32 who would customarily be involved in these other areas of I don't know how much more of one's lif s.-! one can de- activity? voteail of college and supposedly a career in a subjoct. Mr. Know land. I can remember those reports coming As far as the little thinas, such as litterina from as far back as November, and it is utterly fantastic Mr. Seheuer. Did you say "little thines" that anyone could even conceive that students can either Miss Buxbaum. "Littering" is the way the problem is well, ifit were two separate issues, not concentrate on approached in elementary schools now. Kids go out and two issues at once; but the whole point is that the war, pick up paper but that is such a superficial part of the racism, urban problems, are not separate problems apart problem. It is not papers, gum wrappers, and candy wrap- from ecology but they are very much a part of ecology. pers around in the parks that is the problem but it is big Ecology is sort of an overall view, the overall problem, industrial problems, mass transit problems, this kind of and no real progress will be made in ecology until progress thing, which is really the essence of the problem, not litter. is also made on those other fronts, and I think that any So I don't throw litter. But that was before this en- students who have gotten into the problem realize this vironmental campaign. At my home, we have as of yes- and unfortunately many of the students who were already terday stopped using disposable milk cartons and have deeply involved with the war, racism, et cetera, before, gone back to using the bottles that can be reused. are slow to catch on to the broad overview, and there has Mr. Seheuer. What happens to those bottles in the av- been some trouble with those people feeling that attcntion erage urban family once they leave the kitchen? Do you might be taken away. have any idea what the recycling process is for bottles in But I think in regard to students being different who the average urban family? are being drawn into the ecology movement, if you want Miss Buxbaum. The bottles that are returned to the to call it that, yes, they are different. There are a lot more milk companies and tothebottling companies, from of them, but they are also being drawn, by virtue of the everything I have been told, are recycled, each bottle, interrelatedness of everythina else, into those other move- about 15 or 20 times, and they are sterilized and refilled ments, so in the long run I think all will gain strength. for circulation, and then after they have fulfilled their lifespan, which is about 20 usages, they are disposed of. Individual Actions to Solve Environmental Problems Mr. Know land. If I may interject, the whole thing, the Mr. Brademas. I noted, Miss Buxbaum, in your state- whole system in the country, whatever word I have to use, ment, you observe that we ought to bring environmental is set up against any sort of real, valuable, personal eeo- education into our systems of learning in both the pri- action. This is fine; we can recirculate milk bottles, and mary and secondary levels because it is in those levels that it is a good, necessary thing, and it is certainly better than one's life style is in large measure determined and shaped. using milk cartons, because the bottles can be reused and I wonder, your having used that phrase, if you and your can be recycled, and even after outliving their usefulness, colleagues could tell us to w'.mt extent your own life styles they can be broken down and used again and be made have, in effect, been changed since you have made a corn- into other bottles or jars, whereas milk cartons, when they mitment to concerning yourselves in the environment are burned, cause air pollution and whatever. Mr. Scheuer. Have you stopped driving a car? The ideal thing would be for people like myself to Miss Buxbaum. As much as possible. Any errands near head off for the backwoods and live on our own there home, I ride a bicycle or walk. and do things toward cleaning up our own systems, as it Mr. Scrieuer. Do you use an electric hairdrier? would be called. But can you perceive of 200 million Miss Buxbaum. No, sir; I don't have enough hair.I people in this country today leaving the cities and head- live about a mile and half or two miles from school, and ing off for the woods? Itis certainly probably trueif my school bus is one block away, and we have well, there were 200 million Indians living in this country to- starting about a month ago, I have been walking or riding day, there would be far more ecological damage being my bicycle to school, and all during the fallI did also causedwell, I won't say that, but there would be a rather than take the bus. considerable amount of ecological damage being caused You know, this does not stop the buses from running; by them as well. it iz; a token gesture on my part. We had aetition going It is a matter of people and it is a matter of especially at school for this purpose for students to walk rather than a highly technologized society such as we developed, and use automobiles or buses for transportation to school, so I am not saying a technologized society has to be that way, that they have a foundation upon which to ask other peo- but with such as we have now, any personal eco-action ple to change their life styles. If I can walk a mile and will not make any significant amount of difference until a half through the rain to school, then I can ask someone it is on such a scale it either forces the system to change else to use glass milk bottles instead of milk cartons and or the system changes of its own accord. to recycle paper, this kind of thing. I suppose that the major change in my life since my involvement in ecology is,I really seriously intend to be an ecologist. All of my college plans I made, my applica- The Training of Ecologists tions and everything, have centered around the fact that Mr. Bradernas. I have many more questions I would I want to major in biology so I can be an ecologist, and like to put to you, but I want my colleagues to have a I really don't think 1 am going to be easily swayed from chance to ask questions, as we have other witnesses. Mr. this goal. ell of California. 33

Mr. Bell. Thank you, Mr. Chairman. We heardtesti- programs already in existence around thecountryCor- mony in Los Angeles not long ago by Dr.Libby of UCLA nell, Michigan, Stanfordbut much more is needed. in which he commented that hc believed we should es- I think such things as John Fisher suggested in his arti- tablish a school system for ecology resembling medical cle in Harper's magazine of September, calling for a sur- school, in which a student would study to be an ecologist vival university in which the whole focus of a liberal arts and would be graduated like a doctor and then pursue education would be centered around the one unifyitv this endeavor either with the Government or with some principle of savvival--thisisthe type of thing which other industry or whatever. What is your view of an edu- we are going to need. cational system, or graduate school likethis? Does it The whole point of the ecology movement may be that appeal ,o you? You mentioned, or the young lady men- our educational system is way off baseright now. This tioned, a minute ago, that she would like to be an ecolo- is certainly true at elementary, secondary, and undergrad- gist, and I am wondering if this is the approacth you would uate levels and even at the graduate level. I think we are like to take. going to have to seek innovative, completely new pro- Miss Buxbaum. An ecologist doesn't become anecolo- grams of virtually any nature; perhaps a med-school-type gist until years and years of being a scientist. The men thing would be good for developing the type of techno- who were my instructors in Nevada were biologistsand :ogical ecologists we need, but all sorts of innovative and it was not until they studied for years and years that they elude different things need exploring. felt they could call themselves ecologists, becauseitis a matter of experience and wisdomthat you gain through Shortcomings of Our Schools understanding all of the interrelationships. Mr. Bell. You made quite a few comments here about Ecology is a very hypothetical thing. You can't have how our system must be radically changed in a functional someone sit down and teach you ecology.It is a thing you way; that is, both our education and, I assume you mean have to experience, you have to become a part ofit,it our governmental programs. In a thumbnailsketch, what has to become a part of you, some of it you have to sense do you think should be changed about the educational intuitively, every situation is new in every interrelation- system? ship you encounter. Mr. Knowland. Everything. If you have a factory, a stream, and road here, nobody Mr. Bell. That is interesting. could have taught you anywhere in your education exactly Mr. Brademas. We don't have time to discuss that, I what is going to happen in that system. You have to have thi nk_ been taught how to analyze that system; so itis different Mr. Bell. Well, I said a thumbnail, across-the-board from a very rigidly factualized study such as I presume sketch, anddon't want to put you on spot, but I am just a lot of medical work is. You canmajor at some univer- curious. sities in ecology. I know at Cornell University they have Mr. Knowland. If I could summarize it, the whole pur- a graduate school within theirbiology department for pose of this country was set up to insure life,liberty, and ecology and systematic majors. So, are you talking about pursuit of happiness for all citizens, and that certainly just a standard graduate progr ,m? is not an easy process, no matter how itis gone about. Mr. Bell. Yes; a graduate p-ogram like medicine or Right now I would think that it would be fairly obvious law or anything else. I gather, though, from your com- that on far too large a scale we are faith), c7rtainly ments, that you feel you can't learn very much by a regu- new methods and new attempts to reach it-u.,20al should lar study course. be explored and attempted. Miss Buxbaum. Well, you can learn a lot but you can't Miss Buxbaum. As far as the education is concerned, learn to be a real ecologist the waywell, itis such an I am really not prepared to overhaul our whole American experiential thing. system, but as far as the educational system, I am in my Mr. Bell. We must recognize there are many facets to last year of what almost all students ha -.e. to go through, ecology. the primary and secondary public school system, and Miss Buxbaum. Yes. there has been a lack of purpose that I can look back on Mr. Bell. And there are, of course, many problems that and say, "I did this for a good reason." have to be solved and they have to be solved sometimes I did this so I could go to college, even before I wanted quite scientifically because they are very complicated. to go to college; there were a couple of months this year Miss Buxbaum. Yes, sir. where I was not really sure; but I was not going to school Mr. Bell. Would yoa like to comment? each day to learn how to live; I was going to school to Mr. Know land. I would. Ecology has very quicklybe- learn some facts. I sat through French classes year after come such an all-encompassing thing, but Ithink we can year, and I am in French 6 now and I don't have anyin- break it down into two fairly distinct types of meanings, terest at all. It has not done me any good at all. for education at any rate. Number one, for general educa- If I had not been fortunate enough to be in the pro- tion purposes, ecology is more a an attitude perhaps than gram last summer, which was not part of theeducational a body of fact that you need to know.This is what we need system, the public school system, then I think I really to instill the general citizenry with. Also, there is a very would have missed th... boat the whole way along after definite and crying need for what you're askingfor tech- all of these years. nical ecologists, as it were. Mr. Bell. Speaking of just this kind of concept, we had There are some goOd p ograms, some good graduate some people in our "teach-in,"our hearingsthat have 4 34

gone further than you havetheyclaim that the best have, you should not go into science, because atthe pres- and throw ent time we have far more knowledgewhich the labora- thing to do is to throw out books and teachers have workers out out the school system and start all over,But I believe you tory scientists have given to us than we are thinking in terms of keepingthe good aspects or our in the field. And if you really want to dosomething about teaching system, maybe most of it, maybe halfof it, and the major industrial environmental pollutantsand we just learn by know who they arethe answer is in the political sup- also throwing in sonic additional things you city govern- going out and seeing and living, adding thatis a part of port that people like you can give to our the curriculum, I assume. Is this your concept? ments, OUT state legislatures, and ourcolleagues in the in discarding Congress. Miss Buxbaum. Yes. I have no interest of voting thc system as it is.I have a great respect for the teachers I assure you, years from now when you are and for the system because it has taught me alot. But it age, if you come tovisit your legislator or the head of things. A lot of your community, or your Leagueof Women Voters, your has also left me out in the blue on a lot of council, I had not heen me,Inever would have ex- Catholic action group, your Jewish community thin if whatever itis, and if you talk perienced.I am here because I am a particularkind of your Protestant welfare, but with the knowledge and commitment that youhave dis- person. I got myself into the program last summer, can't for someone who had not had that experiencelast sum- played here today, you will have an influence that I mer, he would not have had thisexperience I am having begin to describe to you. here and he would never have a lot of thingsI ant having, So I say to you, if you are thinking aboutgoing to col- the ball rolling. lege, preserve all of your options and youwill have a fan- because he missed one opportunity that set with train- There are a lot of good programs thatneed to be more tastic impact on ecology and your environment basic freedom in ing in sociology and economics. . . readily available, and there is a lot of "thing" the system that needs to be installedthat is not there now. In a sense, wriat I want to suggest is, do your in your own way and if your bent is to "tell it likeit is," with the wonderful, convincing, charmingeloquence you biology, The Importance of Social Sciencesin have shown, then train yourselves in 2conomics, Solving Environmental ,:'.r:Olems and the like, but do that. Mr. Scheuer. I want te., iy what a greatthrill it is to hear you young people talk.It gives Ur the feeling that Thank you, Mr. Chairman. although colleagues in government at everylevel have done a fairly poor job, perhaps aremarkably poor job in our treatment of the environment,the next generation International Aspects question, and anv will do a lot better.. . Mr. Hansen. Let mc put one final You say you have not had much inclinationfor science, of you may respond, and it deals with theaspect of the but now you are determined to get yourcollege training problem not yet touched on. Reference hasbeen made to in biology in order to be an ecologist? what has been termed a national problem in thedeteriora- Miss Buxbaum. Yes, tion ofa environment. To what extenthave you ad- aspects of the Mr. Scheuer.I am delighted by your commitment to dress' yourselvesto the international ecology. I would be very proud if my daughter,who is a probtem? freshman at college, decided to spend her life as amother We may convince ourselves that we canlive in isola- or community leader or ciic leader or professor in a tion in some other aspects of our life, but it seems to me college. Let me suggest if you are interested in thesocial in stark truth we cannot, in matters ofenvironmental sciences, perhaps rather than the natural sciences orart quality. Either we all survive or none of us willsurvive. sciences there is an enormous need for peoplointerested This forces us to deal with the problem on aninternation- and al basis and to reach some kind of commonobjective and in the environmental ecology with economic training recognizing that the air sociology. a means to reach that objective, Well, for example, you have heard about theworship we breathe does not stop at theinternational borders, nor You does the water that circulates in the ocean. of GNP, of a galloping gross national product. looked at a great see institutional advertisements bythe electricutilities Mr. Schlesinger. I think is has been deal by college students with a couple of pointsof view. begging, urging, pleading, cajoling people to consume back- more electricity. Thescientists will tell you there is no One, I think many of them say "clean up our own You have yard before we go around the world to do it." Itis realized way we can consume more electric power. ifself heard of the need for fossil fuels which do nothave fall- there is an international problem and that the earth out into the environment or atmosphere.There is a des- is one ecosystem, and it disappointed a lot of college stu- economics and sociol- dents greatly that the DDT ban did not reallyaffect in- perate nem for people trained in think this ogy to take the technical decisionsand advice that the ternational exports and things along this line. I scientists have given us and help us weave them intothe is one good example of how students haverealized it is different phases of our life. an international problem and shouldbe dealt with that I want to suggest to you that if you havethis terrific way. commitment, aad if your natural bent is incommunity Mr. Knowland. The whole point is, we do have but one work and economics and sociology, which youobviously biosphere, one small spot of life in a vast universe, so literally devoid of anything. Our discussion seems to have beencentered on the far as we know it, which may be beau- thing else of that nature. wilderness area and outdoors type of things that are well, while tiful and pleasant to do, but there is also aproblem with Mr. Setieuer. Why do you understand this so interested in this we members of Congress do notunderstand it at all? the cities. I am not sure whether I am there really is totally rural ecology problem or whether I wouldbe more Mr. Know land. I wonder, sir; whether ecolo- a difference in the generation gap, youmight say, between interested in going into thc urban problem of sound fact that gical development: city planning andwise architecture older people and younger people, whether the being developed, we have been supplied with thebasics and the necessities and its relationship to the area that is of life so easily that we have had a chance tosit back and which also needs ecologists on the teams. look and ask why, instead of just how,for a change. If When cities arc built, they have road construction people, architects, sociologists, and everybodyelse that fits so, hopefully, it will bc agood and wonderful thing. And build a city perhaps that will be one of thc finerbenefits of the $24 into it. But they must have ecologists also to billion or whatever was spent to get to the moon. that is going to be able to sustain whatevernatural vegetation or animal life is left. You can build up acity and . . . leave a park, but if you do it wrong thewhole park is A Proposed Youth ConservationCorps going to die because of the way it is built. Sothis is part Mr. Meeds. In addition to thelegislation which we of it and this kind of thing could alsobe incorporated in presently have before usand I hopethe chairman does what you just brought up. Perhaps theinner-city people not mind if I depart justmomentarilybut a number of that Mr. Know land brought up should notnecessarily be us, I think most all of us onthis subcommittee, arc also deported out in the country to understandthe country. sponsoring legislation which we refer to asthe Youth Since they are the ones that are gc,isigI have the best Conservation Corps, which provides for 70days of work understanding of the city, they should be the onesthat at a reasonable rate ot pay in theNational Forest, Bureau are getting themselvesinvolved this way. of Public Lands, and in the National Park systemsof this There is no sense in taking a city person just tolet him country. That is essentially a work summerexperience see the trees and let him taste thatbefore he goes back in helping to provide trails and conservationby preventing to the city, just as there is no sensein taking someone soil 3rosion, and things like this, on our nationallands. who spent his life out in the Midwest on a farmand put- Would you think that this type of programthat we are ting him into Chicago and letting him try todevelop a considering here today could also be fitted into that to city, develop a new housing project.Forces can be utilized enhance the environmental exper,cnce of theactual work? where they have the best background. If it isin the history Miss Buxbaum. Well, T touched on it in mytestimony of an individual to have lived in the cityand he knows and because of the matter of timing,there were a lot of how to cope with it in a certain way,he is going to bc things I didn't bring up, a lot of innovations Ifeel have more prepared to proposeremedies and solutions to new to be brought into the school system,that would provide problems. this kind of training that is away from theschool, that Mr. !Weeds. Your point is very good.This is an ex- is out doing what you are learning. One can't goout and tremely diverse field and it needs to cover avery broad practice ecology without some factualknowledge he has spectrum, and I would agree with you. been given in the classroom; but he can't doanything Thank you all. with the factual knowledge unless he has achance to prac- Mr. Brademas. Thank you very much. tice it. And may I thank Mr. Knowland andMiss Buxbaum I feel that this kind of workingfor the problem, not and Mr. Schlesinger for your mosthelpful testimony. We just for himself to learn it, but workingfor the problem appreciate it very much indeed. is a very integral part of the environmentaleducation. Introduction of Garrett De Bell, Editorand Mr. Know lard. I might comment that a programsuch might be a very valuable Lobbyist as the Youth Conservation Corps Mr. Brademas. We will now hear fromGarrett De Bell, method of acquainting a large number of, well,especially Handbook. inner-city-type youths with outdoorexperiences which who is editor of the Environmental Mr. De Bell .I am Garrett De Bell, the Washington they might not otherwise get. Somethingwhich struck me whom I have have forgotten who representative of Zero Population Growth, pretty deeply since I first read it, and I recently started working for, as a registeredlobbyist. ZPG said it, but that an American, if he is anything newand population of has renewed is actively working for stabilization of the different at all, is simply a civilized man who the United States and is seekingconstructive solutions himself in the wilderness. And this couldbe the sense of result in part from ex- which to the environmental problems that what was the American character and somethinz cessive population size. We lobby for legislationthat makes seems to be fading out of whatever theAmerican character need to lose ecological sense, support public official.; whosepolicies is today, and is something I don't :hink we make ecological sense, and work for thedefeat of those I don't think we can afford to' lose, rather. who do not. I am sure that there is generalagreement that education the resolu- Ecological Problems of Cities and public awareness of ecology is critical to Miss Buxbaum. Mr. Meeds, I would like to add one tion of the ecological problems that threatenthe quality 36 of life and even the future existence of the human species. childbearing ages. To level the thing off, you have to sort This hearing is evidence of this committee's commitment of shrink it back down in all age classes, and this requires to do something in this arca. ZPG applauds the purposes a negative rate for a while. There are two different situa- and intent of H.R. 14753. We will make the :_)ulk of our tions in population. The population has been growing in testimony in the area of changes that we feel will increase the recent historical past versus one that has bt.-2n stable. the effectiveness of the bill. They ha-% e different age structures or cr!reentages of people at each age. We can get Into details later. Throughout Zero Population Growth thc bill, the term ecological balance should be followed Zero Population Growth is concerned with the environ- by the phraseand optimum population size." We think mental problems that are a direct and unavoidable conse- this is critical to any area of ecological education.. quence of a population that already exceeds areasonable size and continues to grow at an explosive rate. If the U.S. Why Universities Have Failed to Meet the population is not stabilized, we will have to contend with Environmental Crisis a population of over 300 million by the end of the cen- Ithink itis very important that this committee con- tury. There is very little chance of solving any of our s,cr the overall role of the universities in the environ- social and environmental problems ifthis growth con- ontal crisis. The problem has not been simply lack of tinues. The relationship of population growth to environ- effort in one phase or another of environmental prob- mental problems is not stressed in H.R. 14753. We sug- lems. Rather the basic purpose of the universities in teach- gest that the wording he modified to specifically include ing and resehrch has been to encourage ever-increasing population and the balance in 'ween population size and specialization and professionalism at the expense of the environmental quality. We propo-c that section 2 (a) be broad education necessary to a democracy that depends changed to "of its ecological balance and the baiance be- on an enlightened electorate. tween population size and environmental quality is in.. A large majority of the faculty of our large universi- Throughout the bill the term ecological balance should be ties is dedicated by training and habit to the overspecial- followed by the phrase "and optimum population size." ized type of study that has been a major contributing The need for environmental education, I think, is very cause of our present state of ecological crisis. They are clear. For instance, Congressman Scheuer just made the fond of blaming all problems on "the administration," remark we need to go to a three-child family in the popu- or a conservative boars.] of trustees, or lack of funds, but lation increase. the problem has been the reluctance of the faculty to con- Mr. Schener. May I remove any concern of yours that tinue their own education and growth as times changed we are not keenly concerned about population. I was the and their failure to develop, and even to allow others to author of a bill that would execute a comprehensive redevelop, truly interdisciplinary teaching and research. organization of the Family Planning Services and that The situation here should be very familiar to you gen- would give us a Manhattan Project approach to the de- tlemen as a very similar one prevails in the U.S. Congress, velopment of family planning needs, and techniques that that is the committee and seniority systems which reward are appropriate for underdeveloped population. Senator longevity and specializationnot ability and dedication Tydings ..itroduced this bill on the Senate side. And I to human purposes. The seniority system prevails in both think most of the members of the subcommittee joined in the Congress and the universities. In both, it has prevented sponsoring the bill. So rest assured we are quite aware those institutions from effectively dealing with the prob- that the implications of population growth are relevant lems of our times. You are familiar with the situation in to the question of the environment. We share your con- Congress. 7 will touch on the pr,thlems the seniority sys- cern. tem causes on the university campus. Mr. De Bell We are quite aware of the bill and sup- The older faculty control the committees that set course port it. The point I wanted to make is, that_ a three-child content, faculty hiring, fellowship support allocations, and family would be a long way from population stability. In degree requirements. They decide on faculty advancement fact, if from now on every family in the country were a primarily on the basis of professional standing as deter- two-child family, we would still have such a rapid popula- mined by output of publication of suitable specialized tion increase that it would go up to about 300 million. papers. Creative teaching, interdisciplinary research or Mr. Scheuer. I understand from the demographers that teaching, or working to develop action programs based a zero rate of population growth would be something like on sound knowledge are not regarded cs valuable ways 2.2 children per family. for faculty time to be spent. The rewards for both faculty Mr. De Bell. That is true in a steady state population. and students go to those who will become highly expert Right now, we have a growing population and have been in some narrow area of specialization. growing in the past. Some of this specialized research is socially valuable Mr. Scheuer. And that a two-child rate of reproduction and, as I can attest, some of it is of great academic inter- would give us a rather rapidly declining population. est. But in a world that is rapidly appl aaching disaster, Mr. De Bell. That is true in a population which has re- we must question our priorities. After seeing how well mained stable for a while. Our population has been grow- the faculty at our universities have enforced specialization ing for the last few generations, in fact since 1492. This at the cost of breadth and have resisted interdisciplinary means, each year we have a bigger age class of women at teaching and research, I would not like to see legislation 37 which lets the fox guard the chicken coop. We should use we understood better. the environmental issue to force the reform ofthe univer- Mr. Scheuer. Who taught these courses? sities that is necessary in other areas as well as in the arca Mr. De Bell. Iti'..2,ht one and Mark Lepay taught one, of the environmental crisis. and these were the two biggest ones. Mr. &hewn Were you an undergraduate? This bill should include specific provisions implement- and he was ing the proposals in the publication "The Universitiesand Mr. De Bell. A third-year graduate student, Environmental Quality: Commitment to Problem Focused a recent Ph.D.Ita 'aht courses through our sort of ex- Edu- Education" (a report to the president's Environmental perimental program called "Center for Participation cation." We cut the enrollment off 200 on the first day. Quality Council), prepared by John Steinhart and Stacie other Cherniack. This report stresses that effective multidiscip- This was a larger enrollment than for all of the successful ecology courses put together. A lot of our students could linary problem-focused programs were only the nni- when the faculty in the program had complete controlof not get credit for the course, because of the way the faculty reward structure, course content, and require- versity is structured. but we were able to maintain large ments for degrees. This is necessary to previmt themajor- enrollments throughout the quarter. In my case, half of ity of specialists from undermining the creative few who the students obtained formal rTedit through meansthat arc moving into the vacuum and workingbetween dis- were actually on thc fringe of the rules. It wasborderline ciplines. in the case of the rules, and we tried to cut the line as The implementation would be as revolutionary as genu- closely as we could. ine congressional reform. Funding under this act shouldbe Mr. Scheuer. You may want to correct the record to restricted to groups which have the degree of independence protect the students. suggested in the above report. Mr. De Bell. I don't think so. We had read the rules as tightly as we could, and we acted as a corporation would rAfter his testimony, Mr. De Bell entered into the rec- and stayed exactly within the letter of the law. ord an article entitled "Education and Ecology," which Mr. Schuler. But you were clearly within the letter of he wrote for the Environmental Handbook. The Hand- the law and let the record be clear about that. book is edited by Mr. De Bell and published by Ballan- Mr. De Bell. Ycs; as far as we could. And we are speak- line/Friends of the Earth.] ing of the university rules, by the way. What hapdened is that the universi-y, I guess, finally Mr. Brademas. Thanl: you very much, Mr. De BelL realized there would he money init and they started to come along and offer programs now. Some of thefaculty members involved in the program have told me they are Student Initiative in San Francisco a little concerned that theestablishment will emasculate the thing as soon as they get started, because the people Mr. Seheuer. . .. I was a delegate to a UNESCO Con- will ference on Lnvironmcnt in San Francisco a few months in the faculty are concerned that the people affected try to effect interdisciplinary education. back where the students really outperformed everybody Now the most heartening thing is the students educate else. As a matter of fact, they tried to not let the students' really important motions come to the noor. And Istood themselves now, and I think self-education is a lot better than just sitting in a classroom like a sponge and justab- up and said, "Look, the students haveshown us the way and they are way ahead of us. Let's have them do their sorbing all of this stuff. And a lot of the people are locking together ecology with politics, which is .. necessary.You `thing'." can't worry about the environment, and how organisms In any event, the Berkeley students played a very con- interact with the environment, unless you consider hew structive role in that UNESCO Conference.I wonder if you could tell us about the role thatthey played, how the political system interacts with it. they got started, and the potential they offer us in giving just minimum nudging. Mr. De Bell. I would like to say thatI was at the Individual versus Social Action UNESCO Conference and appreciated your support on Mr. Scheuer. Do you see the young people of the coun- the floor, and I was there when you did it. As to the way try concerned with effective legislation orconcerned with individual this thing happened at Berkeley.I think I would have somehow or other getting out the message that to write a book to go into the history of it. But in terms patterns of conduct and individual values also canbe changed to help the environment? of the educational effort, a long time ago, or approximate- didn't ly four years ago, the students started to pressure the uni- Miss Buxbaum gave me the impression that she versity to get active in ecological education, and we ran place much priority on getting out the word thatindivid- into heavy roadblocks and they were unalterably op- uals have to change their value structure, have to change posed, with the exception of a small number of individ- their priorities, have to change their whole life style. These changes, in effect, would augment our legislative effortsin uals. So we took over and started teaching our ownecology controlling the major industrial environmental pollution. advo- course and the enrollment figures,I am sure, were em- Mr. De Bell. There is sortwell, a lot of people barrassing to the faculty. Because we took over and we cate political and a lot of people advocate personalchange. could teach better ecology courses than they could because think what I try to make people aware of, and Iink consciousness is starting to emerge, is thatboth have to think you have already made a great ,:ontribution to our understanding, and I am sure that with the publication happen In the area of persom ' awareness, we have tohave an of your Environmental Handbook, your name will become awareness that we have tohave a much smaller family very well known as one who made a significantcontribu- size. such as a two-child famihi. Andin the area of sup-r tion in this area. Thank you very much. sonic transports,itisstrictlya governmental decision. And in order to stop it, we are going to have to get our people politically active, so that in this area itwould be Introduction of Denis Hayes and a governmentaldecision, where wc try to put political Bryce Hamilton pressure on the people making thedecision. attacked Mr. Brademas. Our final two witnesses this morning In the area of consumer protection, it can be Action, and at the individual level, where wehave to try to change our are Denis Hayes, director of Environmental life styles and get our people not to be amarket for this Bryce Hamilton, coordinator of High Schools for En- stuff and to use the boycott and other means to put com- vironmental Action. panies out of business that are producing this junk. Gentlemen, conic forward. We look forward to hearing Now, the other way is to act at the governmentallevel from you. to try to regulateadvertising so that the advertisers will Mr. Hayes. Mr. Chairman, thank you very much for stop doing this advertising onsmoking, and so forth, so inviting us to comment on the proposed Environmental we should see it going on onboth levels. Quality Education Act. Mr. Scheuer. Let me interrupt there. I suggestthat this Two critical fallacies permeate the proposed legislation, is exactly the ideal area in whichindividual action can be and serve to undermine its goals. poF''ive and constructive where you, as a memberof the The first of these is an outrageously antiquated view of American Civil Liberties Union, which Ihope you are a "education" as the process of transferring a body of fac- member of tual information from a source to a receptacle. The second Mr. De Bell. Naturally, I am a liberal, is an inherent assumption that there is a "body of factual Mr. Scheuer. You would not hope,Ithink, to have information" in existence which contains adequate solu- the government tell a private groupwhat it could or could tions to our potentially catastrophic ecological condition. not advertise for. I would beshocked to have any govern- I would like to address each of these briefly, and then ment tell GE that it could not put out aninstitutional ad make some specific recommendations.... urging people to consume more electricity.I would be A traditionaland still commonly held view of educa- shocked not so muzli as a member of the AmericanCivil tionis this: The prime source of knowledge is experi- Liberties Union's National Board of Attorneys,but as a ence, and man has the ability to -learn," notonly from citizen concerned about the environment.I would do ev- his own personal experience, but also from the experi- erything I can as a private citizen to make theutility com- ence of others. He can learn from his peers.He can also panies know that this is not the way to encouragegood learn from his ancestors. public relations among thinking Americans and thatit In order to efficiently accomplisi, this process of "edu- would be unproductive for them to carry on that kindof cation," this learning from others, a series of institutions ( 1 ) acNertising. developed. They were based on two assumptions: Mr. De Bell. In this area, what I would say is, if an area younger people, with relativelyless experience, would like the public-utility area, continues toadvertise to try learn from older people, with relatively. more =experience; to increase power consumption, which they aredoing ag- (2) the greatest source of knowledge lies in the recorded gressively now, I think they should be made to stop or, experience of past generationsfrequently alluded to by if not made to stop, that the people that want to counter college deans and commencement speakers as the "ac- their ads should be provided with the revenue necessary cumulated intellectual treasure of Western civilization." or equal time necessary tobe able to counter them in At the point in history when they evolved, our schools advertising, because the utilities constantly producefalse probably served their ends reasonably well. But times advertising. have changed, and our schools haven't. As a result, the Take in the arca of detergents, they say if you get their best schools in the country are virtually irrelevant to the detergents you will get clean and shiny dishes. Butthey real educational process. The typical schools are worse don't tell you that you will get crummy rivers.I think than irrelevant; they are overwhelmingly counterproduc- they should be forced to include that part of the mes- tive.... sage or the public should be given equal time. Mr. Scheuer. Then they may have told the truth, but The Conservative Nature of Our Schools not the whole truth, What one learned from experience yesterdaylet alone Mr. De Bell. Yes; partial truth, I think, is equivalent to last year or last centurymay no longer be correct. The situation is no longer identical. And the "facts" accumu- telling a lie. 1 Mr. Scheuer: Well, maybe this equal-time business is lated with age serve much more frequently as a mental should work on. straitjacket than they do as a source of enlightenment. - something we The most "educational" thing which occurs in most of Mr. De Bell. We are presently pressing that area at st,,dents to beat the the present time. our schools is the attempt of the Mr. Brademas. Thank you very much, Mr. De Bell. I teacher at his own game. This can be amusing diversion. 51-) 39

for a congres- And where we do know somethine, we don'tknow what It may even be a worthwhile preparation internal-combustion auto- sional aspirant. But it doesn't begin to addressthe needs to do about it. We know the America. mobile must be banned, that it must be replaced byother of human beings developing in contemporary transportation systems, primarily mass transit. But we Ina matrix characterizedby massive, fundamental by our schools don't know what to do about it, Our railroads do every- change. the principal task accomplished thing they can to discourage passengers. Our auto com- isthe guarantee that succeedinggenerations willnot From the neat panies actively discourage meaningful research onalter- change in any particularly significant way. native transportation systems. Our petroleum companies rows of desks to the dressand behavior codes to the al- "factual, objective, black-and-whiteexaminations, our throw up a protective Madison Avenue smokescreen, rigidity which most as thick as the one behind :our ear. "What can one schools serve to inculcate a generational man do, my friendrexcepthowl in anguish asthe may in the end serve toundo us all. Kids aren't encour- miles aged to grow. They are "contained." Kidsdon't search for jingle hums the public to sleep! We have 3,600,000 knowledge. They memorize the experienceof their fore- of roads in the country. A mile of road for every square mile of land, and some of your colleagues are stillfishing fathers. asphalt. By the time they are "ready" forcollege, they are for around the old eongressional pork barrel for more graduate is Our schools aren't telling these kids how tostop those the most part unsalvageable. The high school roads. This bill isn't going so bruised, so covered with scartissue, that he cannot be ears, stop those ads, stop those open to anythin?. To the extentthere may still be a spark to tell theni. But they're learning. of hope, our medieval -institutions ofhigher education" That thermal inversion over Los Angeles is coming soon snuff it out. They are,for the most part. far worse maybe tomorrowand tens of thousands of people are Professors tend going to die. But not one element of the existing order than the primary schools and high schools. die in New to be narrow, scholarly men,totally at sea outside their is doing a thing to avoid it. Ten to 15 people Presidents tend to be York City every day from causes related tothe air they minor subareas of specialization. of distinguished looking fellows who have neverdone any- breathe. The emphysema mortality rate for the state thing sufficiently courageous to make importantenemies. California has increased12 percent a year for each of Ninety pereont of the trustees tend to be thefolks who the past 20 years. And not one element of the existing are responsible for 90 percent of ourproblems. order is doing anything to stop it. Education is considered to be units ofmaterial, de- . . livered by mediocre teachers, measured in credithours, and marked at discrete intervals bydiplomas and gradu- Suggested Changes in the Bill: Institutional valid way to Recipients, Sex Education, and Student Participation ation to a new stage. This may have been a in the train monks in the time of Th-omas Aquinas,but today I would like to suggest a series of alterations it serves to crush the vet)/ creativity we sodesperately text of H.R. 14753. need. To the extent that this bill encouragesthat view The motives of those who drafted theoriginal bill were of education, to the extent that it strengthensinstitutions undoubtedly good. Itis an extremely broad document, which operate on that set of assumptions, it iscontributing which could be interpreted and implementedin a variety more to our problems than to theirsolutions. of v aysand many of them good. And'tis sufficiently Second, there seems to be an unwrittenassumption vague on particulars that itshoulrtn't inspire any signifi- throughout the text of H.R. 14753 that thereis some cant opposition in an election yei,f. wondrous body of information which, ifonly our kids I don't think we can afford that anylonge.. Considering could understand and memorize it,the quality of the the way our civil-rights legislation is beingsidestepped, nation's environment would be appreere'llyenhanced. I think we must muster the political courage tospell out This argument is not totally lacking inmerit. But itis exactly what we mean in all future legislationandput almost totally lacking in merit. an end to this mealy-mouthedpolitical ambiguity. Leaving aside for the moment the inner-cityschools The purpose of the following sunestions,then, is in- and the very rural schoolswhich are sohorrifying in tended to flesh out the substance of theproposed legisla- their consequences that it would be a genuinecharity to tion: the children to burn them downthefailure of the rest First. Section 3, part 1, lists an encouragingnumber of of the schools is not a failure to presentchildren with potential grantees, 'including public or privateagencies, existing quantities of factual information.There is cer- institutions, or organizations. I would like to seethis ex- tainly a crying need for sex education, butother than that panded to read: "public or private agencies,ir.stitutions, we do a reasonably good job ofproviding students with counterinstitutions, experimental schools, or other organ- knowledge about what we know. izations." An unaccredited school called TheSoul Academy in would channel The State of Present Knowledge Seattle is fighting a freeway proposal which much. We a stream of poisonous vehiclesthrough the heart of that The problem is that we don't know very these en- don't know the answer to the detergent problem.We don't city's minority section. 1, for one, contend that despoiling our vironmental efforts are certainly as deserving ofassictance know how to generate power without school taking field trips to a planet. We don't know how to balance ourneed for food as those of a suburban high environmental nearby meadow. against the menace of pesticides and the deal with horror of sterile one-crop fields and nitratepoisoning, Second. It is difficult to see how any bill can 51 40

environmental concerns today without dealing explicitly director should have a maximum term of four years, sub- with sex education. This absence is indicative, I suppose, ject to yearly review. of the controversial nature of the issue, and of the fact Mr. Schener. If the members are not renewable, don't that there is a paucity of women legislators. Nonetheless, you think they ought to:-,e biodeeradable? I would encoura.ge an explicit reference in section 2. part Mr. Hayes. I believe most people are biodegradable. (b), to the need for education about sex and t'.: popu- A majority of people on the committee at any given time lation explosion. should be associated with educationalinstitutions,ac- As a footnote,I would like to suggest that some sig- credited Or otherwise, and at least one-fourth of the com- nificant pressures arc going to have to be applied to this mittee members should be students. sensitive area. I suspect the day is already on the horizon The minimum budgeted this first year under the En- when significant federal funding will be earmarked for vironmental Quality Act should be $2 billion, not more sex education and allfederal funding will be withheld than five percent of wh'. should be spendable onbuild- from schools which refuse to shoulder their share of this ings. A goodly amount of this money should be used in social responsibility. adult education and community education. And .iluc'i of Third. Virtually all of the valuable changes that have it should be distributed through the mass media. occurred in our schools this past decade have been sparked Itis, of course, the function of Congress to allocate by kids. But students arc ignored throughout this pro- funds and thus determine national priotities. However, posed legislation.It talks about the commissioner of ed- my personal preferences as the sourceq of these $2 billion ucation, about state education agencies and teachers and would be from the cancellation of and reallocation of committee members, but the word "student" never ap- funds presently earmarked for the SST and the MIRV. pears. Additional revenue would be generated by a one-percent Like most pieces of legislation,it has possibilities to cut in the oil-depletion allowance of every oil company- be useful, depending upon how itis interpreted and ad- such as Union and Chevronwhich had a disastrous oil ministered after it is enacted. I suspect it will not be worth leak this year. And any additional funds could be drawn a tinker's dam unless you build in some very important off the budget for the Army Corps of Engineers. roles for students. I propose the following: Further, I would urge that a slush fund be established, The present section 4, part (c), should be made part to be admi,tered by the director of environmental ed- (d), and the new part (c) should read: "(c) Applica- ucation, into which would be paid all fines collected as tions from formal educational institutions for financial federal penalties for illegal polluting. This would result in assistance under this act may be approved by the director a couple of benefits. Student groups would be encouraged only if the institution can demonstrate (1 ) that students to actively seek out and report illegal polluters. Also, the were involved in an integral manner in drafting the pro- attention of at least the educational communities would posal and (2) the proposal has been scrutinized and ap- be focused on the courts to see if-ealistic fines were be- proved by a representative group of students from the ing assessed of environmental criminals. affected institutions." This fund would be distributed by the director to v In-- Section5,part(b)should be amended so asto ous groups from within the geographical area where the guarantee that at least one-quarter of the people on the fines were collected, for positive programs of environ- committee at any time are students. mental enhancement toward a state of ecological balance. And, if necessary, programs that are funded could be Administration and Financing of the Act administered also to wage lawsuits against other people And, finally, I would like to make a rather sweeping defiling the environment. recommendation. It is based upon a recogniticn that the Some of you may view these proposals as reasonably facilitating structure is frequently more important than daring. I view them as timid, pragmatic "seed" proposals. the intent of legislation. It is further based upon a recogni- We are in a state of ecological crisis so grave that it mili- tionthatthe commissioner of education alreadyhas tates against our human pride to even admit its despera- plenty of work to administer. It is ahbased on a recog- tion. Things are not only getting worse, they are getting nition that dramatic reform is not accomplished hy plug- worse at an accelerating rate. Our government and our ging new legislation into an existing bureaucracy, especial- economic institutions have been long on rhetoric but short ly one which is demonstrably tried and deMonstrably un- on remedies. creative. Far more daring than has thus been evidenced is going I urge that the Environmental Quality Education Act to be required if we are to avert the ultimate tragedy. Our be administered by a director, who would be directly re- institutions have not been responsive to our needs, and sponsible to the president's Council on Environment: they are rapidly losing their credibility. We are running Quality, but who would be chosen in an untypical way. out of time. The Advisory Committee on Environmental Quality We don't have very much more time. Afe can't afford to would be appointed, ten members each, by the comrnis- give you very mu. h more time. sioner of education and the Council on Environmental Thank you. Quality. And the advisory committee should then select the director, who would also serve as chairman of the Student Concern About Envixonmental Problems advisorycommittee. The committee members should Mr. Brademas. Thank you, Mr. Hayes. ..Mr. Hamil- have alternating, nonrenewable two-year terms, and the ton, you may proceed. 52 1 I

Mr. Hamilton. Thank you, Mr. Chairman. The same editorial concludes with the followini, som- As high school coordinator for the April 22 day of na- ber, but I think valid, assessmentofthe situation: tional environmental awareness.I am most encouraged by the tremendous interest shown by schools all over the Thus the prospects for balancing our ecology are even bleaker than originally suspected. Government policy. court-imposed fines. country. I am receiving an average of 200 letters per day new technology, the overnight growth of a pullution-controlin- requesting assistance in setting up activities and programs. dustrynone of these can avert ecological disaster alone; the And I estimate that more than 10,000 elementary, junior, problem goes beyond politics and technology into the social and and senior high schools wiil participate in some way. psychological parts of Americans. Thisiswhat politicians u other leaders should begin talking about:that the environment This large response indicates the serious concern felt will not be savedand ourselves with itby some kind of vague by America's youngest citizens about the problems of en- collective concern. Itwill he savedif itis savedby specific, vironmental deterioration. Many are frightened, wondering individual sacrifice ot personal comfort and economic growth. This if they have much of a future to look forward to. is a dismal thought. ; thaps, but easier to live with than the en- Chuck Karo, age 13, of Port Washington, New York, vironment we will encounter in good time if we dr not face up writes: to it. I have read that many experts give us another 50 years before Amen! Individual sacrifice of personal comfort and we completely ruin our environment. I feel the need is urgentand economic growththis is where it'sat. And what dis- give my full support to April 22. What can I do to help? turbs me is that practically no one in government and industry, the centers of power and influence in our society. And Jerry Murphy from Lansdale, Pennsylvania, re- are addressing themselves to this basic 'lotion. Instead, quests: they are busy cotlng up how many dollars and how many votes strongantipollution measures would cost Please send me all the information you have on Earth Day. I them. Meanwhile, the frustration and anger of the young am in the fifth grade and would like to organize mycommunity. The teachers and adults of my area are less aware of the urgency people whose lives arc in jeopardy continue to grow. of this problem than thc children and I would like to help make Bold action_and _strong leadership are needed on all ther I aware. Iwill send some money when I can. frontsgovernment, science,industry, education, Now. There isn't time to wait for a future: generation to move am glad to see so many thousands ofthese young into deeisionntaking positions. By that time it will be too people becoming actively and emotionally committed to late. this issue, because they represent a vast base of social and Makir,o, environmental understanding an integral part political power which will soon have to be reckoned with. of our educational system, particularly at the elementary And as they become aware that the ecological crisis is and secondary levels where attitudes are formulated, is, Ithink that they ultimately a matter of life and death, in the long run, the major hope in saving ourselves from will demand that appropriate action be taken, regardless ecological disaster. All instruction should bc based upon of social and economic costs. the understanding that man, as a biologicalanimal, is but a thread in the intricate fabric of natureand that his The Need for Changes in Personal Values existence on this planet is tenuous an,' totally dependent and Commitments upon highly integrated and fragileforces, any one of I am firmly convinced that environmental quality can- which, if sufficiently disturbed by man's lack of reverence, not be bought, no matter how much money might even- could lead to the extinction of all life. Young people must tually bepent. Antilitter campaigns, improved sewage be made sensitive to the fact that our spaceshipearth is treatment facilities, mandatory smog-control devices on a finite planet with a finite amountof rapidly diminishing factory stacks and auto ex haust systems are imporant. resources, resources which murit serve notonly our own, But these are not more than piecemeal solutions to the but future generations. They must be taught to leadecolo- problem. If today's young people are to have a future gically sound lives. worth living, some very fundamental and radical changes The whole bit about money and position andmaterial must occur in the social fabric of this nation. Deeply wealth as the goals to shoot for in life must be abolished imbedded values and attitudes must be reexamined and if we are to have a chance. I recall just a few years ago updated. when I was in high school being told by teachersand Coleman McCarthy of the Washington Post recently counselors that society was very competitive and that to said in one of his columns: get ahead, land the best jobs, and make the most money, it was imperative that I make good grades. I and many The one thingneeded torecover and preserve the American young people today categoricallydenouncethis"get environment is exactly the one thing money, programs, and Presi- ahead" ethic as anachronistic and terribly dangerous in dents cannot instant::effect among the people: a reverence for today's world. The mad pursuit of money and material the earth. This reverence, in its simplest form, means paying fair wealth must be replaced with the desire to live in harmony homage to the soil, the winds, the waters, and honoring the very spirit of their places. with nature and to experience the peace of simple natural living. Students should be led to discover their senses, to And an editorial in the 1 )sta week ago today said: find the fulfillment that comes from self-expressionand "Americans may have to stop living so well if they wish individual creativity and music and watching sunsets and to stop polluting so much." sleeping under the stars. 42

Environmental education goes far beyond the realm of make the learning process relevant and exciting, some- conservation an,.. outdoor education and restructuring bi- thing that can rarely be said for most classroom situations ology. It calls for a different life style. To me this is our today. All students should discover firsthand the opera- only hope. tion of water purification and sewage treatment facilities in their communities and should know how solid waste Suggested Changes in the Bill: Population disposal is handled. Equipment should be made available, Control, Teacher Education, and Student Activities perhaps through an extension of H.R. 14753, for ineasur- aated aim of H.R. 14753 is -to establish education- ing air ind water qualityanother example of relevant Thr learning that chemistry students would eagerly enter into. al programs toencouracunderstanding of policies and support of activities designed to enhanceenvironmental I think, too, that selected students should be allowed to quality and maintain ecological balance.- I think that this do full-time research, under faculty supervision, of environmental problems. Second-semester seniors, who often goal should be made a national priority. With this in ;_nind, offer the following suggestions about the bill and en- have little to do anyway, could personally benefit from I independent study and could pull together valuable data vironmental education in general. First, because of importance, the necessity of popula- for the school, community, or pubiic agencies. tion control should be fundamental to all environmental Sixth, the establishm _ of student ecology clubs should education. Without it, the noble idea of ecological balance be encouraged. These clubs can serve a vital function in is unattainable. All young people must be made to realize carryingenvironmental awarenesstothe community is socially irresponsible to have more than two through activities such as ecology fairs, seminars, film- that it showing, student-edited eco-newsletters, the initiating of natural children. consumer boycotts, distribution of petitions, and students Second,Iadvocate that a proportionately large share of the funds appropriated for H.R. 14753, if it becomes themselves speaking before comrnunity groups and ele- law, be allocated for teacher education, because they are mentary classes. Seventh, there has been some talk about establishing the key to success for any environmental education pro- an Ecology Corps. patterned after the PeaceCorps and gram. Untilinstructc,.-sfeelthe interrelationship of all living things, of which I spoke earlier, until they feel the VISTA ideas. If this does come into being, I think that necessity of changing attitudes and living less affluently, members could, if adequately trained and motivated, be any curriculum materials and programs will bejust so extremely valuable in promoting environmental education many words. As soon as practicable, I think that states and sensitivity, bota in the schools and at the community should require all teachers. K-12, to complete a certain level. They could rL.;earch local environmental problems, give speeches and classroom presentations, arrange field amount of environmental coursework before becoming id pollution tours, coordinate the obtaining and accredi.-A. Also, a national campaign of evening classes, trir weekend .ianinars, and summer workshops should be in- distribution of films and written environmental materials, and serve as catalysts for student and community action stituted to train teachers already in the classroom. to fight environmental deterioration. Three books brought me a long way toward my current Eighth, one final reservation about H.R. 14753: I am thinking about the environment, and I recommend their a little worried about section 5(b). It statesthat the 21- widest usage, both in teacher education and in the class- member advisory committee "shall consist of persons room. They are: Ehrlich'sThe Populwion Point.), . ..[the So Human an familiar with education, information media,andthe re- Rienow's]Momeni in ihe Sun,and Dubos' lationship of man as producer, consumer and citizen to Animal. his environment and the Nation's ecology." I guess that Third, front past experience I have discovered that one e.ould include just about anybody. The membership of this of the best ways to break the barriers of apathy and ig- group is critical because itwill determine the types of norance is through the use of audiovisual methods. Many programs that get out to the field. I just hlpe thatit is excellent films dealing with the various aspects of en- not predominantly comprised of PR types, businessmen, vironmental deterioration are currently available.Irec- and old-line educators. There is great need in this en- ommend that a selected panel choose a dozen of the best deavor for fresh ideas and new approaches, and I hope films to be reprinted in quantity, highly publicized, and youngpeople are well represented made available free of charge to schools and community that ecologists and among its membership. groups across the countiy. Provision for this could per- With the additions and reservations that I have men- haps. be made by an extension of section 3(a) `..5) of this tioned, I think that H.R. 14753, if adequately funded, bill. can be a significant step forward in the attemptto bring Fourth, an addition to the bill that I strongly urge is man back into harmony with nature. The harmony I speak basis, a a provision to set up, on a statewide or national of can be achieved only through attitudinal changes, and central repository of environmental education information. education is what changes attitudes.I just hope that it A lot of excellent mater;a1 is available today that, unfor- is not too late. tunately, very few people arc aware of. Thank you. Fifth, environmental education should deal, whenever Mr. Brademas. Thank yoo very much, you two gent e- possible, with local environmental problems. Taking a men. Thank you both for your interesting testimony. local pollution inventory, researching the problems, and coming up with alternative solutions, for instance, would 54 43

Agreement on the Importance of Value Changes imero,ed curriculums in this field.I don't think those of Mr. Hayes, I note in the current issue of Science maga- us who put it together pretend to beecologists, nor do we zine, a publication of the American Association for the certainly pretend to know exactly what ought to be taught. Advancement of Science. you were quoted as saying: But we want to give encouragement to finding anddevel- oping efi';ve curriculums, and I was struck in that con- Most of the politicians and businessmen who are jumping on nection by what Mr. Hamilton said to the effect thatthere, the environmental bandwagon ha N:. not had the slightest ideaof fo quote him, "exists a lot of excellent material available what they are getting into. They don't realize that we are going today.- to need \ .lues. I also appreciated some of your specificsuggestions, Mr. Hamilton, in connection with ways in which wemight I daresay that may be the caseand I have nottaken change the bill, your strong empha:is on teacher educa- a Gallup poll on that issuebut,for your own information and edification, let me tell you that it was precisely be- tion and using audio-visual methods to establish a student cause of the conviction on the part ofmembers of this ecology club or clubs. subcommittee and sponsors of this bill, three of whom are here today, that yesterday, when weopened our hear- Status of Studer?, Interest and Ecology Clubs ings on this bill, we heard from anoutstanding theologian Can you tell me, in your judgment, if you have been and also from not only one of the leading painters inthe able to build across the country some kind of network, United States but one of the most distinguished painters either at hiah school or college level, of ecology clubs? Are in the world today, Dr. Sittler and Mr. Motherwell, re- these abortine at this point in time, or how do we stand spectively. in this respect? Not intending to joust with you but simply to reassure Mr. Hamilton. At the high school level it is growing at a great pace. A lot of eroups are organizing toplan pro- you,IthinkI do not misrepresent the views of Mr. Scheuer and Mr. Hansen when I say that all three of us grams for April 22. These groups are being set up as on- feel very strongly in accord with what you suggested going ecology clubs in the schools. that unless we can help bring about some shift in attitudes Mr. Brademas.What do you think, Mr. Haye. s, is going to happen after the 22nd of April? Will this be aone-shot toward society and toward human life, . . we are not going to make much significant headway, no matterwhat expression of student interest in this matter and then they kind of legislation we may produce here. However,itis will quietly fold their tents and go back home and we will at least in part to move in that directionthat we have hear nothing much more about it? Or do you think that put this bill together. the commitment to concern themselves about environment Mr. Hayes. Mr. Chairman, for yourinformation and is profound and wide enough among university students edification, I received a phone call shortly after thatarti- that there will be significant followthrough afterApril 22? cle appeared from Luther Carter, the author,apologizing Mr. Hayes. To address myself briefly to bothquestions, profusely for the way the quotation got so jumbled inthe Mr. Chairman, I guess one might term the groupsthat are wire. It is almost impossible to refute an incorrect quo- forming in colleges and in community "ecologyclubs" tation in a mass circulation magazine when theauthor a lot of them are concerned withsomething a bit more doesn't intend to do it, because it happLa_senough that specific than that name tends to imply. They areconduct- he does intend it. ing investigations of those people and institutions con- The point I wanted to make is this: a great manypeople tributing to the degradation of life. are looking for solutions bytechnological changes to I think such groups are providing, ineducational in- rroblems which have their roots in misplacedvalues. We stitutions and in the mainstr-am of society, some kindof nave to create new options, and encouragepeople to ex- a point around which othL,people can rally. They are plore them. going to be doing the basic organizing, the "busy work" of getting things off of the ground. But the range of con- of these existing In Defense of the Bill cern extends far beyond the parameters accord on organizations. Mr. Brademas. I think we are in complete The second question about this being aone-shot deal, that point. Might I also say that while I sympathize with your is the question I most frequently encounter. It seems to criticisms of much of the American educational system, be on the lips of eVery reporter. The mediatend to go on the basis of fashion, something is fashionable one period would hope that this modest vessel that we have set afloat is into the sea will not be expected to bear the wholeburden and then something else in another period, and what of reforming and revolutionizing the Americaneducation- fashionable gets covered. al system. That might be hopeful if we could doit, but There is thus a presumption on the partof a great I won't want to weigh it down too heaviI many people that student interest overcivil rights and With regard to your strtement that the bill is based on civil liberties and equality of education has died out.That the present supposition that "there exists somewondrous is wrong If you look into the real records of what is oc- body of information," to quote you, "in thefield of en- curring on campuses, not what is published in newspapers, but rather at the number of disturbances whichtook place vironmental studies," it is. I think, somewhat exaggerated. P.inazed. If I do think that one of the principal purposesof the bill in the last four months, I think you would be is, as it says, to encourage the development of new an' this had occurred year before last, it was front-page news 55 44

,It leas: Once a week, but this year it is not thefashionable adequately funded, or the money will go to the wrou-, thing.. So the students and their concerns are ignored. institutions. The sairthing can be said for the war. A lot of kids Mr. Hansen. My second question relates to the other are mriliciently frustrated anddisenchanted with bringing criticism directed toward the bill. And that is.I believe about meaningful changes in the context of theexisting you described it as: order that they have given up the kinds of activities they "Wc don't really know enough, and the bill assumes had been doing before. Now they sit around coffeeshops we have a great body of knowledge. and around their own homes, sort of discussing thcir I think when we try to develop a new program such to have an impact on that range of decisions. The as this, we are faced with this question: Do weknow issue, however, has not been dropped. enough? Should we wait until we learn more before wc With reg:-Ri to the environment, I think that the proba- make a beginning? bilities of this being a fad arc even less than they are with ould readily concede there is a great deal to learn. those two issues. This can't be a fad, because, as I re- But, we know a great deal and a lot of it is really not too marked, Ithink, at once place in the text, things arc not complicated. We know a lot about the earth. We know only getting worse but arc doing so at an accelerated rate. about nature. We know that pollution kills life, and wc We have catastrophe after catastrophe after catastrophe, know what causes pollution, and we know many of the and the people that are going to be the prime losers in effects of pollution. that set of occurrences are going to be the young, the I was very much impressed by Miss Buxbaum's descrip- people who want to live in this country 30 years front tion of her experience in Nevada this past summer. And I now, but find themselves with the prospectof facing an was impresst:d with the amount she hadlearned, which uninhabitable planet. will r)e] put to very good use throughout a career which Emotions are running high. Just take the kind of ad- she has chosen for herself. vertising that is coming out. You see full-page gle sy ads Now my question is, really, don't we know enough that which are absolutely disgusting in the way they deceive we can't afford not to wait to disseminatethe knowledge people. That money could be invested in something which that we do have and in trying to learn as we are moving would be a bit more useful in terms of enhancing thc forward with programs such as are envisioned by this bill? quality of the environment, not just the beauty of some of the pictorial magazines. Education as an Organic Experience We have seen little indication that society is beginning Mr. Hayes. Yes. to recognize the error of its ways and to begin to turn The point i am trying to make is not ihat the body of .,round. information whz;re we do have some tentative r.iclusions In brief, this is not a fad. The 22nd is a beginning for us sl ould not be presented for analysis in the classroom, but as an organization and, I think, a beginning forthe youth rather that the fundamental process of education is an of the count' y, not just students, but the youth of the organic experience. The individual, by going out and ex- country, as the environment as a siFnificant issue. perimenting and making mistakes and coming into direct Mr. Brademas. I am very encouraged to hear that re- contact with a series of situations, adopts a set of mental sponse, and I am impressed by what both of youhave said ideas, attitudes, shifts of beliefs in values, which become in respect to the importance of our seeking to shift values the most critical elements in his total life style. The adop- in this country if we are going to make some substantial tion of a given body of material, which is simply the mem- advance in keeping wihi this problem. orization of facts, such as the facts about earth or the facts Thank you very much. Mr. Hansen. about war, constitute a reasonably unimportant part of the behavioral mechanisms. And in most cases people Further Defense of the Bill tend to forget rapidly. Mr. Hansen. Mr. Chairman, thank you. I thank both I wcnt through quantitative analysis and chemistry, and of you for very pointed statements. I have just a couple I have forgotten 98 percent of the equations I learned. of questions I would try to direct toward the principal Most of my formal education has had little impact on my criticisms in the matter of the bill. I believe you chara:Aer- values, or on the way I lead my life. My fear for the bill ized one as embodying a hopelessly outmoded, archaic is that it seems aimed too much at academic ends, and too concept of an educational system..:And I amwondering, little at living educational ends. The bill might act to set up new departments in exist- with all)f the very constructive suggestions you made for if, in your iudgment, this really cor- ing institutions, but what we really need is a new set of in- chaups in the bill, stitutions. Many of our most important educational in- r.. 31 defects that are there. . If the rathersweeping su_gestions 1 made stitutionsthe family, the churchare losing their impact, and nothing is replacing them. : of my statement about the fundamental reor- ganiza...;,1 of who is to admirfster the bill, and the appro- That is what we call for, for a list of institutions to re- priate level of funding, and the kinds of institutions that ceive funds for a new era of education, an organic, grow- would be the beneficiaries could be adopted, I think it ing kind of education, as opposed to an information-trans- would cause an enormous change for the better in the fer kind of academic training. existing educational system.I think it would be enormously beneficial. Iviconcern ithat it will either be in- The Need for Community Involvement need a different range of institutions than what the bill Mr. Brademas. Mr. Scheuer? addres,es itself to. Mr. Seheuer. I want to thank you both for your remark- I gave a range of other pos:Abilities. They include things able and stimulatine testimony.I could question you for such as counter institutions. such as free schoob. Idon't the rest of the day on it, which I assure you I won't do. know if you are familiar with what that term implies, but But it has been an intellectual pleasure to listen to both they are what you called"civil-social action groups." of you. They are concerned with the grass roots. An organization Now, because of the timcand we arc functioning il- in Palo Alto is trying to build a coalition of rich con- legally now, because we arc not supposed to hold hearinus servationists, low-cost housing people, people concerned after the noon bell has rung with the establishment of a military research park on uni- Mr. Bradernas. Unless it is made a point of order. versity lands. All have a central purpose of challenging Mr. Scheuer. Unless itis made a point of order. the way that Stanford University had invested in its lands. The thing that concerns me about the whole effort of They are saying to the university: the environment is the lack of community and political "You have one basic resource. You are the biegest land followup. I was at that UNESCO conference that Mr. De holder in the area, and you should serve the interests of Bell discussed before. And before I went. I circulated a society. We would suggest, instead of going ahead with draft of this bill which we were developing to everybody your intended development, that you adopt this counter- who participated in that conference. And I got all kinds proposal." of suggestions out there regarding the technical aspects Thot is the kind of thine that is occurring across the of the legislation, but not one suggestion that we should nation, but which is in dire nced of money. Now, this can make a reference in the bill to community and civic ac- be overdone. There is nothing you can do to a student or- tion, involving the churches. ganization vhat would be More disastrous than to give it, I don't know whether I caught you correctly when you for example, $100,000 for a project costing $5,000. talked about the churches collapsing. Bt,t in my view, I Mr. Seheuer. Well, if they don't have the money to pay can't remember a time when the churches were going the people to do the organizing, that would hurt. through a more agonizing effort to he relevant than they Mr. Hayes. Well, they should at least have a mimeo- are now. I would like nothing more than for this bill to graphing machine. And in ease after ease they have com- provide that churches can get some funding for completely stopped because they were unable to get a few munity education and action programs in the environment. dollars here and there. With our organization presently This morning I have been sitting here somewhat dis- involved in environmental action,Ithink we are doing turbed. No one talked about what we are going to do something which is going to have as profound impact on about what we do know. And I agree wholeheartedly with this society as anything that occurs this year. Congressman Hansen that, while we don't know it all, we I can think of nothing more critical than to bring to know enough to begin to apply in the world some of what the people the kinds of programs we are trying to get we know. across. We don't have money. We are several thousand It seems to me that if this message should come from dollars in debt, and I don't see any grants on the hori- anybody, it should come from the activists, who ought to zon. This kind of programwhich does notinvolve major bc distressed that, while we don't know it all, wc are not universities or state school systems, not established ways beginning to apply what we do know. of dealing with things through normally established mech- Would you have some suggestion to us as to whom we anisms, but imply the ones we are mAing todaysimply can fund for some legitimate, constructive action pro- does not "qualify" in the eyes of those who have money. grams? And, of course, they would have to be nonpartisan or bipartisan. They couldn't be political; but there certain- Administration of the Act ly could be community action programs to identify and With particular regard to funding, I would like to urge bring public pressure on polluters, to investigate every as- that your program not be administered by a commissioner pect of the impact on the environment of both government of education or the department of education. Once you and private sector programs. do that, you are plugging everything into a whole system Would either of you have suggestions how this bill could which does not function. You have to create something stimulate action or result ... [in] programs which are civic new, and I think the ideal place is somethingunderneath and community--and neighborhoodoriented? the Council on Environmental Quality. Mr. Hayes. There seems to be a little confusion in ter- Mr. Scheder. Well, let me put my question mark after minology. I think you were involved in a couple of con- that. Normally, in this bureaucratic area, which we call versations during my testimony, and that might be the Washington, D.C., when a fellow gets a title and an office r-ot. The prime thrust of what I said was, that so lonu as and a phone and a secretary, he then carves out as big we viewed the educational nrocess which takes place with a hunk of turf as he can for himself. This is the bureau- regard to enviromnent: I concerns as one which transfers cratic warfare that goes on. And if a fellow wants to be information between teachers and students, then we are effective, he calves out his turf ,nd then starts planting still only talking about a solution be-ng 12 years in the seeds. future for a problem that shonld have been solved a decade One of the first things the chairman of the Environ- ago. That won't do. We hae to involve society now! We mental Council said was that he didn't know what his 57 46

his jurisdiction who are able to relate to other young peoplewhere they jurisdiction was, he didn't know where in this country, whether and the executive branch's ended orstarted. And he are, the younger people under 30 thought it would take months, if not years,for people to he is under 30 or not. of confidence that he As far as having this office under the Officeof Educa- figure that out. And it gave mc a lack tion, all of you now involved in this committeeknow it is was really in there tofight for a place in the sun for the en- take several years to try vironmental concern. And in theexecutive department, onc gigantic SNAFU. It would Agriculture De- to carve any autonomy out forsomething within OE. where we have a Defense Department, an if indeed it would be possible at all. partment, a Commerce Department,HEW, and Labor, that will provide here has to be a noninstitutionalized wayof proceed- where we desperately need an agency ing with these matters. It is necessary that youdon't build some kind of oversight, thechairman seems to be won- if you are looking for a perpetuaiing mechanisminto the system. Whenever we dering where to start now. And have a fellow who is primarily concerned withmaintain- somebody to challenge the institutions,I don't have any that such leadership ing his job, then we have trouble on our hands. evidence before me up to this time Mr. Brademas. Thank you both, once again, onbehalf is presently residing in theEnvironmental Council. involved in any ques- of all of us. And we wish you well in yourTeach-in on the Mr. Hayes. I do not want to get 22nd of April. tion of personalities. I thinkprobably what would be de- 9:30 tomor- sirable would be to bring in a newpersonality who, in Now the subcommittee is adjourned until in room 2261. . .. terms of a bureaucratic structure,would be subordinate row morning, when we will meet largely not have to answer to it. (Whereupon, at 12:30 p.m. the subcommittee recessed, to the structure but will to reconvene at 9:30 a.m. on Thursday, March26, 1970.) I think there should be youngpeople definitely involved

58 47

DAY 3

House of Representatives, Select Subcommittee onEducation Thursday, March 26, 1970 Washington, D.C.

The subcommittee heard testimony from twouniversity educators and a conservationist on the third day ofhearings. The educators stressed the importance of andbarriers to multidisciplinary study of the environment. Thedifficulties of changing ingrained institutions during times ofsocial turmoil were also pointed out. As an illustration of a promising avenue ofinstitutional change, Edward Weidner describedthe program at the Uni- versity of Wisconsin at Green Bay (UWGB), of whichhe is chancellor. From its inception, UWGBconsciously focused "ali of its parts on problems of the environment"in an attempt to break loose from traditionaldisciplinary organization and thought. Clay Schoenfeld explained the difference betweentraditional conservation education and the newenvironmental education. Environmental education is morecomprehensive and less fragmented than conservationeducation; itis man centered rather than resource centered; and itincludes urban problems, unlike conservation education,which has traditionally focused on wilderness and rural areas.Schoenfeld also discussed the variety of target groups tobe educated and advocated a simultaneous "attack" on allthese fronts through the establishment of RegionalEnvironmental Educa- tion Centers based on the agricultural extensionmodel. Matthew J. Brennan made a number of veryspecific suggestions on the bill's language, budget,and iniplementation procedures. He partieularly emphasized the need totake an inventory of the multitude ofenvironmental education materials, such as those produced under ESEA Title 111,which are already available in this coun:'ry,but are presently widely dispersed and inaccessible.

The subcommittee met at 9:30 a.m.,pursuant to re- Introduction of Edward W. Weidner, Chancel- cess, in room 2261, RayburnHouse Office Building, Hon. lor, University of Wisconsin at Green Bay John Brademas (chairman of the subcommittee)presid- The Chair would like to recognize adistinguished mem- ing. ber of the subcommittee, the gentlemanfrom Wisconsin, Present: Representatives Brademas, Steiger,and Han- Mr. Steiger, to present the first witness. sen of Idaho. Mr. Steiger. Thank you, Mr. Chairman. I amparticu- Staff members present: Jack G. Duncan,counsel; Ron- larly delighted to have the chancellor of the University of ald L. Katz, assistant staff director;Arlene Horowitz, WisconsinatGreen Bay here.Chancellor Weidner staff assistant; Toni Immerman, clerk;Maureen Orth, con- achieved, I think, both for himself and the institution, in sultant; Marty L. LaVor, minority legislativecoordinator. a very brief amount of time, anationwide reputation for Mr. Brademas. The subcommittee will cometo order concepts that he discusses in his statement. for further consideration of H.R.14753, the Environ- mental Quality Education Act. ... 59 48

Chancellor; we look cietal business. But institutions, including thosedevoted Mr. Brademas. Come right ahead, to higher education, can lose touch with thetimes. They forward to hearing from you, sir. tend to continue to respond to the needs for whichthey Mr. Weidner. Mr. Congressman andChairman. ... needs have dis- We have all been alerted in recent months tothe prob- were originally created, even after those appeared or become substantially modified. lems of our environment. ... When institutions gct too far out of tune with current Few, if any of us .. . canhave any accurate concept determination, and the needs, they may steadily decline, or thcy may renew them- of the effort, the ingenuity, the selves. In either event, a rather violent and painfulsocial cost that will be required totranslate this awareness into quality. The process is involved. That is exactly the processinto which effective action in support of environmental have been plunged in reason is that,we are dealing with asituation that requires our institutions of higher education recent years. us to abandqn orsubstantially modify certain attitudes have and beliefs that have been a part of ourconventional wis- For the most part it has been the students who centuries. To mention a forced them into this process, because it was thestudents dom for generations, even for who were the first to see that the education they werebe- single and extremely troublesome example,there is the familiar with ing offered was only marginally consonant withthe great problem of population control. You are all become its ramifications. They feed into every areaof our lives, needs of the world in which they were about to including the most personal. If basic changesin our in- responsible citizens. to be made, A consistent theme during these past few yearsof cam- dividual and societal attitudes in this area are student demand for rele- we face an educational taskthat dwarfs anything we have pus turbulence has been the accomplished in the past. The size of thetask is amplified vancerelevance of what is taught in the classroom and by the limited time we have toaccomplish it. laboratory to what is going on in the rest of society. I have already referred to the University ofWisconsin institution. It The Interrelatedness of Major HumanProblems Green Bay as a new kind of educational single most diffi- may be the only university inthe country to be planned While population control may be the from its inception as an institution consciouslyfocusing cult problem wc must face in the immediatefuture, there Al- in magnitude and in all of its parts on problems of the environment. are others that are not farbehind it though our academic plan with its pervasive ecological em- complexity. Some problems, such as war Ind poverty, are phasis became operative only last fall, itsformulation be- very old and may not atfirst glance appear to be environ- such social gan three years earlier, longbefore the public at large mentally relevant. But we are beginning to see had been made aware of the seriousness of theecological phenomena in a new context, as contributing toand being crisis. affected by ecological factors. plan situation I mention this fact simply to emphasize that our Conceivably, this new way of viewing our is not a patchwork strategy thrown togetherin hasty re- could lead us to solutions not apparentbefore. The ecolo- relatedness of all sponse to a popular outcry fordoing something about the gical view does reveal the inescapable environment. Naturally we welcome the outcry andthe of us with each other and of manand his works as a occurred at this that produces and concern that motivates it, but, had it not whole with the biophysical environment particular time, we would still have been embarked on sustains life. recognize overtones of the precisely the course we are now following. In this formulation, you will Obviously there was a certain amount of foresightin- great religious and philosophical conceptsthat form the which no discovering new volved in our planning, but it was foresight for heart of our cultural heritage. We are not single individual or small group of individuals cantake truths about the requirements of ourexistence, except per- rediscovering credit. Our plan, which isstill evolving, represents the haps in a technological sense. But we are collective contribution of hundreds of persons,including with great urgency that application of theold truths to no'tonly educators and scholars from throughout the the realities of our environmentalsituation may quite lit- professional men, Because this discovery country, but many of the business and erally be the price of our survival. political leaders, and other citizens of Wisconsinand its seems to be taking place on anational and even on a world neighborin2 statesand, of course, our students aswell. basis, I am convinced that we areentering on what will and creative of the ages of Full credit must go, also, to University of WisconsinPresi- prove to be the most hopeful dent Fred Harvey Harrington and his staff atMadison, man. to the board of regents of the Universityof Wisconsin, to Quality the state's coordinating council for highereducation, and A University Devoted to Environmental to the legislature for their collectivewillingness to con- Let us now turn from general philosophyto specific sider, approve, and fund a new institution thatdeparts example. What are we trying to do atthe University of Bay is radically from the established patterns of publichigher WisconsinGreen Bay? Our mission at Green education. nothing less than to create a new kind ofeducational institution, a university designed specifically torespond to dominant con- The University of Wisconsin-Green Bay Plan the needs of an area which will have as its The details of our academic plan andinstitutional or- cern the preservation and improvementof environmental ganization are adequately described in a numberof ap- quality for all men. formal Institutions are essential to the carrying onof our so- pendices which I am submitting as a part of the 0 49 record of my appearance before your committee. These mounting an educational effort directed to the solution appendices include a statement of philosophyexhibit A; of environmental problems. It is much easier, however, to summary of the University of Wisconsin:Green Bay recognize these organizational defects thanto change them. There is a relearning process involved for virtually academic planexhibit B; . ..and a brief description of our colleges and the curriculumconcentrations, which are all faculty members, most of whom have themselves been environmental problem areas, for which each of them is trained rigorously within particular disciplines and have responsibleexhibit D. become accustomed to functioning within traditional de- These documents constitute an expression of institution- partments. al purpose that is attracting considerable interest in the Undoubtedly, this relearning proccss can best be car- media and among o(her colleges and universities that are ried out in a new institution that has deliberately struc- seriously concerned with their own possible responses to tured itself along lines that encourage the intermingling problems of the environment. of disciplines within relatively broad environmental prob- Mr. Chairman, the experience of the University ofWis- lem areas. For that reason, I would think it particularly consinGreen Bay the last four ycars clearly indicates that important to direct support to universities that are in a the objectives you seek through H.R. 14753 are both ur- position to address themselves to an institution-wide ap- gent and attainable. Ours is a university with all its cur- proach to ecological studies. riculums designed to encourage preserving and enhanc- Let me conclude by emphasizing that the theme of man ing environmental quality and ecological balance. Our ob- and his environment is not a fad for a university. It is not jective is not to train narrow specialists but to extend a a fancy "add-on" to permit an institution to appear con- broad, general education on environmental quality to all temporary or to assist in attracting outside funds. students, regardless of their fields of specialization or their Rather, man and his environment must take its place professions. as a fundamental aspect of the curriculum of everyuniver- In order to attain this end, ccrtain requisites areevi- sity that seriously concerns itself with the future of man- dent. First, fundamental to our program at the University kind. of WisconsinGreen Bay is the conviction that our mis- (The documents referred to follow:) sion can be accomplished only in concert with the people EXHIBIT A.A STATEMENT OF PHILOSOPHY of our region as they act throught their business and in- (Excerpt from the 1970-71 catalog of the University of Wiscon- dustrial enterprises, professional organizations, and gov- sin-Green Bay) ernmental and voluntary agencies. Meeting the challenge of a new generation of youth who will We have already established a variety of community not be denied less than they have been encouraged to dream: advisory committees that regularly provide counsel and this is the task that The University of Wisconsin-Green Bay has set out to accomplish. stimulation for our several colleges and campuses and for Proceeding from the beliefs that a university cannot operate the university as a whole. The community joins us on the in a vacuum and that to be alive and effective it must demon- campus, and we of the campus join the rest of the com- strate imaginative leadership, UWGB has implemented an aca- munity off the campus in mutual learning experiences. demic plan that relates the student to the modern world, a plan Second, environmental problems do not recognize po- that attempts to combine the world of books and experiences in such a way as to make the student feel his wholenessfeel that litical boundaries. Most such problems may be local in what he is learning and what he is doing have a unity and integrity origin, but they affect entire regions that are defined in validating their relevancy. part by natural features and in part by man-made features. The contemporary student Our region is the upper Great Lakes area. We see our- The plan begins with certain assumptions about the contem- selves as being in a position to play a unique role in focus- porary student. First of all, he is more capable, brighter, possessed ing the attention and the efforts of students, professors, of more knowledge, and the product of a better educational system than the students of his parents' day. His advantages do not and other citizens on environmental problems that are re- stop with higher scores on intelligence and achievement tests. He gional and even superregional in extent. This regional is both more cosmopolitan and more concerned with normal role may well be a prototype for other institutions. values. Third, the ecological crisis is not one that has been He has been raised in a society of shrinking dimensions, of brought on primarily by lack of scientific and technolo- instantaneous communication, and rapid world-wide travel. The isolationism of his parents' day is anachronistic to him. He has gical knowledge. The crisis is rooted in attitudes that have studied about many nationalisms, competing economic and po- allowed all of us, in our business, industrial, domestic, litical systems, and religious, racial, and ethnic groups. If noth- and recreational activities, to do things that have had a ing else, he has seen it all on television, read about it in news- cumulative and massive degrading effect on our environ- papers and news magazines ment. He has reacted negatively to the kind of education offered on some campuses. He sees faculty members as notinterested in and The great need is for a new set of attitudes that will often avoiding the things that he feels are relevant. He wants to enable us cooperatively to apply to the improvements of participate in the larger community at the same time that he is the environment the scientific and technological know- receiving an education at the university. Frequently his efforts have been greeted with skeptibism. Perhaps in part as a result ledge that is available to us. This is the objective of the of frustration, he has turned on faculty members and members general education element of our university work. of the larger community and has charged them with being un- Fourth, there is widespread recognition today that the interested in the major problems of the day. On occasion, he has traditional organization of educational institutions into suggested that xaditional university and community concerns are narrow discipiinary departments is not wellsuited for outmoded in the new society that needs to be created. ci 50

In shaping an academic plan for the new university which first opened its doors as a degree-granting institution in the fall of A FOCUS ON ECOLOGY 1969, the UWGB faculty and administration took up the chal- From this philosophy and these ccnvictions has grown the spe- lenge of the contemporary student. They began questioning es- cial focus of the UWGB academic plan: a focus on ecology, or tablished modes of behavior and traditional approaches to uni- the study of man in relation to his surroundings. Such an approach versity education. They wished to relate university education to to knowledge becomes urgent in the face of the increasing com- the world of today and tomorrow, without turning their backs to plexity of unsolved problems of tba physical and social environ- the lessons of the past. They recognized that, if action were not ment. taken soon, society seemed destined for an intensification of in- The situations comprising our environmental crises are head- tellectual isolationism on the part of the university, a cultural lined daily: problems of urbanization, racialcrisis, popolation parochialism on the part of the larger community, and an op- explosion, the coldand hotwars, crisis of transportation, ef- pressive approach to ideas on the part of both. fects of antomation, crisis of environmental pollution, failing supplies of food and water, and the rapid depletion of fossil fuels. These problems have been compounded by feedback from attempts to solve one or another of them unilaterally. For example, Guidelines for an academic plan just when biologicalproductivity must be enhanced, biocides This basic philosophy guided the formulation of the UWGB threaten to disrupt the biosphere. Just when plans mature to modi- academic plan lts principles and objectives are designed to facili- fy weather processes,itis discovered that air pollution has al- tate a close interweaving of university and community. The most ready set in motion widespread inadvertent weather modification, important bases of this academic plan are: the consequences of which can now be only dimly perceived. 1. Devotion to excellence.The road to social improvement Because these crises stem from man's relation to and use of and social survival necessitates tapping the spiritual, intellectual, his environment, from interactions among men, and from man's and physical resources of human beings far more fully than has perception of his place in the biosphere, they are all aspects really been the case in the r. ,-The goal of excellence is for all members of the ecological crisis. Solutions must be found through the ef- of society, not just fc. few directly associated with universities. fective cooperation of society's major agencies including the uni- 2. Commitment and dedication.These are not simple concepts. versity. The university, in fact, has leadership responsibility in this They also involve sacrifice, discipline, a freedom from restraint, effort... . and an expansive or experimental spirit. An ecological focus demands an interdisciplinaryindeed, a 3. Involvement.Each individual and group must be involved pan-disciplinary--focus. Artificial boundaries of disciplines restrict in the process of education. The curricula in higher education rather than enhance understanding of the several environments should not be as prescribed as they have been. They should be of man. The study of any type of environment intersects many flexible and should extensively involve each student in developing disciplines and involves all branches of knowledgethe physical, his own curriculum in his own way. The same principle extends biological, and behavioral sciences and the humanities. Ecology to the large community. All elements of society should be involved isa focus thatis broadening and liberating inits educational in considering the need for broader social change and undertake it. thrust, not specializing or restrictive.... 4. Accessibility.To be effective, this means a thorough and continuing two-way dialogue between and among students, faculty, and administration. EXHIBIT B.SUMMARY OF ORGANIZATION AND UNDERGRADUATE 5. Relevance.A crucial additional dimension is added to aca- PROGRAM, THE UNIVERSITY OF WISCONSIN-GREEN BAY demic experience by relating higher educaton to today's society. As Chancellor Weidner puts it, "Liberal arts education has often A "A DEMIC ORGANIZATION been too eeneral. It has been all things to all people. It often has - ignored cultural differences. It has frequently been aloof from the The academic plan JWGB stresses the importance of a stu- world. On the other hand, applied or professional education has dent's commitment tc ' involvement in the world with a con- often been nuts and bolts oriented, concerned with routine and cern for society and Jnstructive improvement. The academic detailed ptocedures or methods. program has as its sr.tt focus ecologythe relationship between "Those seeking a relevant education have attacked both the man and his physic: biological, and social environment. Study traditional liberal arts and traditional professional education. Yet of the Northern Gr tLakes is especially stressed, along with the criticism has often gone too far. Those emphasizing relevance comparisons to other.eas or regions. have sometimes suggested that history can be ignored, that any- The college struct ,e within UWGB is based on environmental thing that is not contemporary is not relevant. themes and each th..ine college includes those faculty members "This is patently false. Nearly all subjects in a university's cur- and students interested in the respective thesis, regardless of their riculum can be made relevant to today's problems. Certainly disciplinary affiliations. Thus, rather than college names which history, philosophy and literature can contribute as much to our are composite identifications of a group of academic disciplines understanding of the world as chemistry, biology, or economics. (e.g. Arts and Sciences), at UWGB college names reflect environ- They can be made relevant, but they are not necessarily so with- mental themes: out conscious adaptation or effort. 1. TheCollege of Environmental Sciences.Thefoci here are "Faculty members and students must cooperate in designing problems and challenges in environmental control (i.e. man's at- approaches to such subjects with relevance in mind. A university tempt to change his resources or bio-physteal environment) and education that is relevant can result in far higher student motiva- analysis of ecosystems (i.e man-environment interchange). Water, tion. It can result in far more understandable relationships among air, soil, and flora and fauna are of special concern. the several disciplines, it can help bridge the gap between the 2. The College of Community Sciences.This college empha- university and the outside world. It can lend a new element of sizes the processes by which man relates to hid social environment excitement and meaning to higher education. But relevance does (community) and undertakes to make it accommodate to his pur- not mean putting aside everything that is not contemporary." poses. Approaches to an understanding of social environment are 6.Devotiontoproblem-solving.Sharpeningthestudent's made through study of crucial regional and urban problems and thought processes and helping him examine his values are basic the processes of modernization and change. responsibilities of a university. But liberating the student's spirit 3.The College of Human Biology.Thecentral focus here is is fruitless and even dangerous if at the same time the problems human adaptability. Human adjustment to the impingement of brought into focus by values and thought processes are not physical andsocial environmentsour physical,mental, and grasped more effectively. The relevant curriculum heightens the social health and well-being----is stressed. Aspects of human adap- meaning of higher education by leading to a renewed emphasis tability given special attention are its theory, human growth and on problem-solving and creating a habit of mind that is usefully development, human performance, nutritional science, and popu- extended to the community at large. lation dynamics. 51

people within metro- identity is nomic, political, and social interactions of 4. TheCollege of Creative Couinzunication.Human politan areas. the central concern of this college. In a wayitis a companion Processes is concerned college to Human Biology. The latter focuses on theenvironment's 3. The concentration in Modernization impact with changes inthe cultural environment inthe direction of impact on the individual. CCC focuses on the individual's modernity. It examines those economic, political, andsocial fac- on the environment. In order to find and asserthis identity, an essentiai values of the com- analysis-syn- tors that bring about changes in the individual must perform the evaluative function of munities within which men live. thesis (creativity) and the outreach function ofcommunication- is concerned with action. The college's two concentrations parallel thesefunctions. The College of Creative Communication research, human identity and the cultural environment.It seeks particular- Each theme college has the responsibility for teaching, ly to establish a coherence among thescientific, technological, and public service programs relative to its specialenvironmental environment. The College concern. Each offers work in appropriateliberal arts and sciences social and artistic elements of that its environ- administers the following concentrations: disciplines as well as courses specifically tailored to 1. The concentration in Analysis-Synthesisis concerned with mental focus. All disciplinary courses speciallyemphasize the the substance and formation of the value structurethrough which subject's relevanc,..:to environmental problems. Interdisciplinary each person expresses his individuality. courses are frequent. 2. The concentration in-Communication-Actionexamines the processes by which human beings createreflections of themselves The School of Professional Studies and others and by which theycommunicate with each other This School complements the theme colleges andis not analo- through these creations, and scck to modifytheir external en- gous to them. It is responsible forprofessional programs that re- vironrnent. late to all or nearly all the theme colleges. Undergraduatemajors Note: Few if any of the above concentrations aretaught ex- in business and public administration are availablethrough SPS. clusively within the colleges which haveadministrative respon- However, even in this instance a theme college must be selectedin sibility for them. Courses related to agiven concentration are uswhich special work is underi,.ken in regard toman's environ- ually iound in more than one college. Allconcentrations are pan- mental problems. Business an, .public administration are fields disciplinary. in addition to the four themecolleges, there is a that can contribute much to the alleviation of such Problems.... School of Professional Studies which ofierscollateral programs both professional and pre-professionalin nature, supplementing EXHIBIT D.SUMMARY DESCRIPTIONS OF THEFOUR THEME COL- the concentrations in the theme colleges. LEGES OF THE UNIVERSITY OFWISCONSIN-GREEN Bar. AND OF THE CURRICULUM CONCENTRATIONS FORWHICH EACH IS RE- Environmental Prvgrams at OtherUniversities SPONSIBLE Mr. I"!.;-ademas. Thank you very much,Chancellor Weid- The College of Environmenal Sciences isconcerned with devel- that which will not astonish opment of the concept of ecosystems. It seeksto'establish an un- ner. At the outset, let me say derstanding of the exchange of materials and energybetween you, one of the reasons we wereanxious to hear from you environment, of living organisms and their physical and chemical ...is that the University of Wisconsin atGreen Bay has the use and management of natural resources, andof alterations certain reputa- The College already, in its short existence, established of ecosystems due to air, water, and soil pollution. tions for pioneering in this field, and we wantto learn from administers the following concentrations: have found in seeking to es- 1. The concentration in Environmental Controlis concerned you something of what you with the problems of pollution from human andindustrial wastes; tablish a university on an environmentalbase, as it were. the conservation of resources such as fossilfuels, minerals, and One of the questions I would put to youis this: To wildlife; the conflict of interests arising frommultiple use of re- what extent is your example beingreplicated across the sources. there similar efforts go- 2. The concentration in Ecosystem Analysis isconcerned with country? Are you unique or are study of the effects of man's interventions in thedynamics of the ing on elsewhere? ecosystem. Students begin, of course, with a studyof the dynamics Mr. Weidner. Mr. Chairman,I believe that we are themselvesthe flows and transactions of energy andmaterials unique in one sense. We are uniquein the sense that we in the ecosystem. are a new institution whichdeveloped a concept of man The College of Human Biology has as itscentral concern the institution. We are not problem of human adaptability to environmentalstressesphys- and his environment for the entire ical, chemical, biological and mental. It seeks to preparestudents unique in talking about man and hiserrironment, but it capable of investigating man within the frameworkof his total is much easier in an establishedinstitution to add on, to environment. The College administers the following concentra- add on a few courses, or to add on aparticular experi- tions: have done. It is diffi- 1. The concentration in Human Development isconcerned with mental college, as some institutions both the physical and mental aspects of human growth anddevel- cult at an established institution tochange the entire cur- opment, and the effect of environment on humandevelopment at riculum. different stages of life. question, general educa- 2. TheconcentrationinHuman Adaptability encompasses If I might expand upon your studies of man within the context of his totalenvironment, with tion is a kind of education which isthought desirable for particular attentiontotheeffectson man of environmental all undergraduate students, no matterwhat their discipline changes. and no matter what their profession,and general educa- 3. The concentration in Population Dynamicsis concerned with devoted to cer- the solution of problems stemming from the currenttremendous tion traditionally in this country has been growth rate of human populations. tain kinds of things, written andspoken English being The College of Community Sciences focuses uponthe role of a very good example,American studies, and very much man in the social environment andthe processes by which he in the 1950s and 1960s, I think verymuch with en- modifies that environment. It administers thefollowing concen- couragement of men such as you,Mr. Chairman, inter- trations: 1. The concentration in Regional Analysisexamines the eco- national education became an elementin general educa- nomic, political, and social interactions ofpeople within the con- tion. text of a geographic region. It placesspecial emphasis on the But I know of no institutionwhich has developed a Northern Great Lakes Region. its general education 2. The concentration in Urban Analysisexamines theeco- theme of man and his environment in 52 package other than our own institution. There probably is a matter of priority; I would hope that this committee, are some but I don't know of any, andit is not very corn- through its consideration of this bill, would try to give mon. priority in funding to encourage institutions to integrate There is another element to this, however, if you put this kind of thing in their general education pattern and it into a general education package along with international for that matter in their pattern of discipline and profes- education and written and spoken English and so on; sional educational. there is still a traditional possibility of relating it. ..[to] But I don't think that should be the exclusive priority. each of the majors with[in] an institution. I arn very pleased to comment upon your question, be- For example, if a student is majoring in secondary or cause I would not want to be misunderstood inregard to elementary education, isn'tit reasonable, isn'tit urgent that. When we get institutions of 30,000 and 40,000, and that that student understand something about rnan and we have a nurnber of them in this country, a numberof his environment as applied to secondary or elementary them with that number of students, it is quite obvious that education? Isn't it urgent that that individual know the a special school or institute can attractthousands of stu- kind of projects that he or she might carry out within a dents within that particular campus and it would be im- public or private school context? portant to encourage this kind of thing, so l.mg as this If a person is going to be an engineer, isn't it import- particular school or college within a larger university has ant that he understand the role of engineeringin regard an important general undergraduate missionrathe ..than to environment? If a person is going to be a lawyer, chem- just training specialists. ist, artist, or whatever, I think it is equally irnportant that I am not sure we need to emphasize the training of each of these disciplines, fields of study, or professions specialists. We are doing a pretty good job in that area, apply themselves to problems of the environment, give it would be my opinion. But. if I were to comment upon students inspiration, give students practice in this kind our sister institution in Madison, University ofWisconsin of application. at Madison, it has recently established an institute on en- I think it is important for the future of our country vironmental studies at the undergraduate level, and . . and the world; I think it is also a good education theory many .. .students ... take coursesin that institute as because it immediately gives the student motivation. an option to add to theirundergraduate education. I have wandered, in response to your question, but to I think this kind of thing is desirable. But I think prior- corne back to the gist of it, Mr.Chairman, let me say ities, the prime carrot, ought to be across the board, uni- there are a number of institutions which have added versity-wide. courses, which have added institutes;there are a few of the experimental colleges that are focusing uponthis; but there are all too few, almost no institutions that have ap- The Lack of Environmental Education Materials plied this systematically to their general ea'ucation and Mr. Brademas. Let me ask you just a coupleof ques- then taken a step further to apply it to each of thedis- tions because my colleagues will want to askquestions. ciplines or fields or professions. The bill under consideration today does notprovide for the development of curriculum materials forteaching, Establishing Environmental Programs in chiefly at the elementary and secondary school levels and Existing Universities in community conferences, and I wonder,therefore, if Brademas. You express in your statement a cer- you could comment on two aspects of yourtestimony: Mr. One, how do you see the capacity of Americanhigher tain degree of skepticism, as I read you, about the pros- kind of pect for existing colleges and universities, structured as education at this point in time to produce the be- teaching materials for use in our elementary andsecond- they are around the various academic disciplines, for of a kind that ing able to achieve the kind of multidisciplinaryapproach ary schools and in community conferences take it are contemplated by the bill? that you indicate is essential, and in this respect I first of all, as a philo- that your view is on all fours with that expressed byDr. Mr. Weidner. . .. Let me say, Steinhart when he put together the report for the White sophical basis, that many of the things I amsaying as- House on this subject. sume, that the university isdoing the kinds of things that Now, those observations are by way of preface to rny you have just outlined. We have a terrnthat we have been question, which is: Given the real world as itis,itis usine, and the term is "comrnuniversity." I suppose the rather difficult,if we are to make substantial advance definition rnight be "a socially concerned university inter- rapidly in this area, for us to multiply University of Wis- acting on a reciprocal basis with a socially-conscious com- consin at Green Bays all over the country; therefore does munity outside of the university." it not make more sense that we get going along the lines Truly, if one focuses on environmental problems in the of the recommendations of the report of Dr. Steinhart that rnanner that we have done, one can nevertell when he is you establish in existing universities somesuch interdis- engaging in community outreach activities and when en- ofenvironmental gaging in undergraduate instruction, when he is not help- ciplinaryproblem-orientedfaculties is studies? ing secondary and elementary schools and when he Mr. Weidner. It rnakes a lot of sense: I supposethat carrying out research, applied research, and undergraduate educators, like politicians, have pragmatic elements in instruction. We meld the two together. I say this as a pref- their being. Obviously, we must adjust our goals to the ace, as an explanation perhaps of someof the things I situations that we face. I would only say that I think it have been saying. 53

than being imbued Relative to curricular materials for elementaryand sec- itself to environmental problems rather ondary schools, we would simply say that it is ourfeeling with sanctity of individual views andprofessions. time. We That being -0;e case and in terms ofthe kind of com- that these are very inadequate at the present the University have started placing some of our young peoplein practice munity outreach concept that you have at able of Wisconsin at Green Baythatis to say that teaching, teaching situations. We had hoped they would be kinds to experiment somcwhat with anenvironmental focus dur- research, outreach all meld togetherhave you any ing their practice teaching. This has proved to be very of specific suggestions that you couldmake now, or would tremendous you be wiliing to submitlater, that the committee might difficult because of lack of materials and the develop this kind of appi oacb or give amount of time, energy, and moneythat it takes to pro- use in trying to some seed money toinstitutions of higher education that duce them systematically and to evaluatetheir usefulness. concept? Or it is not always useful even though suchmaterials look might be willing tc get into this kind of appealing to adults, because they sometimesdon't have should we do it? Mr. Weidner. ...It is very important to take a broad effect on the young people. its purpose. There Similarly, in terms of community outreachactivities, view of undergraduate education and concentrated is much in literature that suggestsundergraduate educa- it is very difficult to carry out anything in a people, stimulate fashion because of lack of materials, onceagain. I think tion. is primarily designed to stimulate area, where we students in their thinking processes.There is much in the of some of our work in the foreign policy that suggests hay:: had many, many years oi experiencepf integrated literature about undergraduate education materials that would lead adults i-ttodiscussion groups that deve:oping skills in problemsolving is an objective, educa- and those are probably two ways ofsaying much the same for some weeks or even months and serve as an the students today tional base, where we have [extensive] materialfor insti- thing. And I do feel, myself, that what true in the are demanding when they talkabout relevance is primarily tutes and conferences, and I think this is not solving and applica- environmental area. that they are interested in problem Of course, anyone can hold a quickyconference or tion or examples of application; andparticular examples seminar at the present time, but we do lacksystematic that one uses during the life of anundergraduate are not educational devices, and I am speaking of anoncredit probably so important as the fact that one usesexamples variety, to work with the community, and welack the and one does focus on problem solving;and if one focuses materials to work into the elementary andsecondary on problem solving, onealso gets into disciplinary or inter- school level as well. disciplinary considerations. with school dis- All of a sudden a person who ismajoring in chemistry We have had some experiences working contribution after tricts in our region, the Green Bay, Appleton,Manitowoc understands if he is going to make a school systemsfor example, Neenah-Menashaand our leaving, let alone when at the university,he has to learn school systems have been quite interested inworking with to work with biologists andphysicists and engineers and economists and political scientists andsociologists and us. Some of their school boardmembers and superinten- is one of the dents or administrators are on advisorycommittees of teachers and lawyers and so on, and this advisory com- great discoveries about problemsolving, about coopera- UWGB. We have over 300 citizens on such interested mittees, incidentally. Some of these committeesfocus on tive action, and it is this kind of process we are in. It is this philosophy that undergirds ourapproach, and elementary and secondary education. that this is not a fad. It is the opinion of these advisorycommittees that we this is why we feel fundamentally opinion of our I know some people have said,"Well, look, now, there have a 'great paucity of information. The environment to the overall community advisory committeeis, we need ma- is a bill in Congress that would add education. concerns of education,"and, you know, we had a variety terials for community outreach or adult of other things in the pastinternationaleducation and other kinds of things that came alongandI would just say if we are going to take aproblem-solving approach Is a Single-Purpose CurriculumWarranted? undergraduate education, the Steiger. and if this is an objective of Mr.Brademas. Thank you very much. Mr. urgent problems that are right on everyuniversity's door- Mr. Steiger. Thank you, Mr. Chairman.Dr. Weidner, step are environmental. .. your statement and philosophy, Ithink, is helpful to the become teachers and committee. I must say that one of the thingsthat concerns Now, remember, our students except by way of business administration specialists andchemists and po- me, and for which I have no answer litical scientists just like other students,but what we seek what kind of guidance you have given us,is the whole orientation on examples question of what we do each year when some newsub- to do is to focus their problem ject area of concern to the people in this countryrises. of environmental problems. ... One year it is engineers because ofSputnik and then it is and the en- Are Required Courses Warranted? physicists, and this year it may be colleges question. As I recall vironment. All of tilat is well and it is good tofocus on it, Mr. Steiger. Let me ask one more the state law in Wisconsin, thereis a requirement that but I am not yet convinced that asingle-purpose institute used, should be is really what needs to be done. conservation, which I think is the word made the point, and taught at least, ot be included within thecurriculum or in your statement in Chicago, you high schoolc of you made it again heretoday, about the UWGB philoso- taught for a specified period of time in phy requiring that the university beorganized to devote Wisconsin. I wonder whether or notalthough you may 65 using an not necessarily have taken alook at that questionwhe- not adding anything to the curriculum. We are try to require objective within the curriculum and focusing onenviron- ther or not that makes any sense to you, to exciting, something such as we do in our state and, Ithink, in most mental problems and perhaps makina it more statcs, such as physical education for acertain amount and enhancing motivation. of time, history of the state for a certain amountof time, conservation for a certain amount of time, and can we Mr. Brademas. Thank you very much indeed, Chan- either use that pattern and say this is amethod to be used cellor Weidner. to get to the goal, or can youfind a way to break that . . pattern if it is not effective? Mr. Weidner. My own feeling is that itis probably un- Introduction of Clay Schoenfeld, Journalist wise to try to legislate curricula. I don'tthink that the and Ecologist Wisconsin example would encourage thisparticularly. Mr. Brademas. Our next witness this morningis also You recall that Wisconsin law[specifies]. .. anoptional from the state of Wisconsin and would you like to intro- course, not a required course,but it is required that it be duce him, Mr. Steiger? Do you have a word to say about in the high school. . . him? It means also that if an institutionof higher education Mr. Steiger. Yes . ..Dr. Schoenfeld is. . . from the is going to certify teachers, they have tooffer such a . .University of Wisconsin at Madison. I should say I course. was not one of those wno had the privilegeof being in Mr. Steiger. Not just offered; isn't itrequired rele- journalism school at the university but I had the oppor- mentary and secondary schoolteachers? tunity of both knowing and working with Dr. Schoenfeld Mr. Weidner. Yes, but not required ofelementary or when at that institution of higher education, and I am secondary students or pupils; correct? very, very pleased to have him here this morning. Mr. Steiger. Yes. So the teacher has to get it in his cur- His testimony is excellent, I think, and what he has riculum. done in terms of putting together the question of journal- Mr. Weidner. That is correct. Wehave been working ism and ecology is a very, very important aspect of what with the Department of Public instructionin regard to this this bill is aff about and, therefore, it is a delight to have course to explore the possibilitiesof opening it up and you here, Doctor. broadening ita littlebit.Traditionally,it has been a Dr. Schoenfeld. Thank you, sir. It is my privilege. natural rcsources kind of conservation, and thedepartment has been very interested in seeingwhat can be done [Dr. Schoenfeld first made a few brief remarks empha- in broadening it; but to get to the heart of yourquestion, sizing some points made in his prepared statement.] it seems to me that adding required components is not too (Dr. Schoenfeld's statement follows:) effective, because what one gets is an isolated cluster there, an isolated duster over there,and nothing seems to meld STATEMENT OF CLAY SCHOENFELD, JOINT PaoFEssort OFJOURNAL- together, and it is the melding together with whichI am ISM AND WILDLIFE ECOLOGY, CHAIRMAN OF THECENTER FOR ENVIRONM ENT AL C OM MUNI CATI ONS AND EDUCATION STUDIES, principally concerned and which it seems to me this com- AND DIRECTOR OF SUMMER SESS1 ONS, UNIVERSITY OFWISCON- mittee might well consider as its principal concern. SIN-MADISON .What we want to do is make a people excited about To do something about environmental conservation,redevelop- this, conce-..ned about this, realizing that in their lives what ment, and maintenance requires a sense of husbandry, a senseof environ- responsibility on the part of every American citizen----that man- they are interested in has something to do with land ethic or "ecological conscience" which AldoLeopold be- ment, and I don't think we do thisthrough a required spoke. Itis unthinking people who pollute the environment; it course just kind of tacked on. Oneof the ways we have is thinking people who can effect a "new conservation." done it at the University of Wisconsin at Green Baythat We are talking, then, about environmental education:"a recog- could actually be copied in elementary and secondary nition by man of his interdependence with hisenvironment and all of life, and his responsibility for developing aculture which schools, although I am not formallyproposing it,is to maintains that relationship through policies and practices neces- abclish the freshman composition course and substitute sary to secure the future of an environment fitfor life and fit for in its place a general education course such as wehave living." In the freshman seminar whichgives the student about the equivalent in writing experience, but it is awriting ex- A Comparison of Environmental Educationwith perience on problems of environment, so that at the same Conservation Education time they are learning how to communicate moreeffective- Many ask, what is the difference, if any, between the new"en- ly in writing and in speech for that matter, they arelearn- vironmental education" and the older "conservationeducation"? different The newer term attempts to do a more precise and at the same ing about crisis, the ecological crisis, and how time a more comprehensive job of describing ourecological efforts fields of study are related to it. to come to grips with the degradation of man'sinterlaced sur- We come back with a similar course in the senior year. roundings. By that time all of them have gonethrough specialized In terms of its scope, the new environmentalismattempts to courses. At the senior level, we say,"All right, you maj- be all-encompassing. Whereas yesterday we tended totreat soil conservation,water conservation,forestconservation,wildlife ored in X, Y, and Z, and how is it related to problems conservation, and so on as separate units, today we try tounder- of environment, particularly focusing on problems of co- stand and explain the ecological unity of allman-land relation- operative action, cooperative problem solving. It is some- ships. In terms of its focus, then, the newenvironmentalism is thing that could be easily done inhigh schools. We are -centered. That is, our primary concern has shiftedfrom the 55

about performing the survival of remnant redwoods and rapI.ors to !he survivalof noth- which public agencies and private citizens go time we are socially essential tasks of environmentalhousekeeping stern largely ing less than the human species itself. At the same from the fact that the technical andorganizational skills avail- not so much concerned about quantities ofnatural resources as normally infer- experience. able to the land conserver or rational planner are we are about the quality of the human ior to those available to the land exploiter. In terms of its focus, while the oldconservation conjured up scientific facts images of open country, the new environmentalismincorporates While we do not of course yet understand all the of its emotional under- and societal values attendant to environmentalquality control, the pressing problems of the city. In terms what we do know is not being applied on ascale commensurate pinnings, the new environmentalism is based more onfes.r for At the local and man's tomorrow than on a love for nature'syesterday. Thus to- with the present paccs of environmental pollution. he is one who regional level, where most of the decisionsaffecting the qtrality day's "preservationist" is not a lover of wilderness; of the environment are made, we ro:Istaddress ourselves firmly fears the four horsemen of "conquest, slaughter,famine, and elucidating the choices in land and death." In terms of its political alliances, theold conservation to laying a basis for action by depression pump-priming, water use, relating them to generalvalues and social objectives, was linked to such orthodox causes as instilling in people a desire for constructive change, andprovid-, national defense, and outdoor recreation; the newenvironmental- rather than uni- ism, on the other hand, encompasses thehitherto unmentionable ing practical guidelines that encompass integrated demands of the neo-Malthusians for populationcontrol. lateral approaches. Itisinits basic cultural orientation, however,that the new environmentalism differs most strikingly from itsantecedent, con- Local LeadGrship Training servation. The latter, in the words of one patronsaint, stood The urgency of need will not be metthrough educational pro- clearly for economic development, for theinfinite goodness of cesses of normal pace and dispersion.What is needed now, and Amerk:an "progress." But environmentalism reflects agrowing sus- for some time to come, is a steady streamof specific skills and picion that bigger is not necessailly better, slower canbe faster, resources rifled to the local and regionalfiring line. We need local and less can be more. leaders equipped with an understantimg of theinterrelationships If anything surely marks this revolutionary nature ofboth the involved between their callinlp s and total environmental manage- rise and rationale of the new environmentalism, it wouldbe the ment, and with a knowledgef the "tools of the trade" in ener- recent words of a Republican President of tueUnited States, tell- gizing land and water use controls. ing us that "wealth and happiness are not the samething," that To begin to develop and equip a cadreof local resource man- now is the time to "make our peace withnature," and that we agement leadersitwill be helpful to concentrate on thosein- must "measure success or failure by new criteria." dividuals at the local and regional level whotypically do nr can play the role of "change agents" inconservation. Four such categories of key personnel can be identified: (a)lawyers, (b) plan- Strategy for Environmental Education technicians, and (d) Hence the search for a planning strategy for the newenviron- ners and administrators, (c) field resource mental education in America. If a national effort inenvironmental communicators and educators. identify the audi- To retrain all such change agents and toequip them and their education is to be strengthened, we must ( I ) clientele with effective education-for-actionmaterials and services ences, (2) suggest methods, (3) outline anorganization, and (4) Centel's. The propose a timetable. In terms of a timetable,I propose that we will be arole of the Environmental Education of an or- Centers will also perform related researchfocused on improving proceed simultaneously on a variety of fronts. ln terms their concepts and techniques. Initially anRnvironmentn1 'educa- ganization, I propose that we build "critical masses" of environ- university and elsewhere mental education at the federal, state, and local levels.In terms tion Center wonld assemble from the and in- as necessary a staff representingoverall competence in environ- of mert:ods, I propose that we start with what we have mental problems, to include people trainedin biology, design, vest heavily in research that will revealoptimum tactics. In terms sociology, public of audiences, I suggest three: elementary andsecondary school soils, economies, geology, engineering, ecology, and their administration, journalism, education, law, andother environ- pupils and their teachers, college and university students mental disciplines applicable toland-use issues. Their extension professors, and adults in their roles as leaders of community ac- function would be the collection and collation ofwhat is known, tion and as citizens in general. what has been done, what is being done,and what might be done; Particularly, we need to establishor. appropriate university utilizing a variety of will focus on the the preparation of educational materials, campuses Environmental Education Centers that media; and the dissemination of information andtechnical coun- problem of translating resource management policies andplans through institutes, informa- selto local governments and citizen groups into action on the landscape through (a) the collation of audio and visual media, and consultation. The teamwould be en- tion about, and the preparation of practical materials on, restor- couraged to work with maximum speed andpracticality, yet with ing the quality of the environment, (b) informal instructionand caretakers on the technical assistance carried out directly to local governments, re- intellectual breadth so that the environmental receiving end develop a sound view of theinter-relatedness of de- gional instrumentalities, and citizen groups, (c) therefresher edu- immense complexity cation of key practitioners brought back to the campus for work cisions affecting the environmen;. and of the of human needs that must be reconciledand met. in natural resource policy implementation, and (d)research in provide fellowships for adult education theory and practice Growing national programs At the same time, the Center would practicing change agents to cornto the campus for a year of of environmental management depend increasingly on stateand faced by those trying to local initiative and responsibility. "The problem of thestates" as study focused on the practical problems plan, acquire, maintain, and managelands and waters for public Life Magazine said in its editorial of Nov. 4, 1966, "is notlack would take regular courses and spec- of power or opportunity or even solely of money; itis a shortage purpose. These professionals ial interdisciplinary seminars, and willalso perform research duties of competent public servants." The proposedEnvironmental Edu- be awarded to qualified cation Centers would tackle the problem directly by up-grading in the Center. Appropriate degrees could such key community leaders as planners, lawyers, resource spec- personnel. ialists, adult educators, communicators, teachers,and public administrators, and by reinforcing them with improvededucational A Comprehensive Program materials and professional consultation. The Centerswould also In addition to such regional EnvironmentalEducation Centers, be concerned with adult education andcommunications research. I envisage a National EnvironmentalEducation Program which Why do we continue to have serious trouble translatingfederal provisions for the following the land? will make organizational and fiscal intentions and state plans into timely, sound action on main thrusts: One answer would certainly seem to be it is only atthe local and National Commission on En- regional level that public policies can be translatedinto public I. At the Presidential level, a level where vironmental Education, charged principallywith developing inte- and private practices, and it is here at the intra-state grated concepts, methodologies, andmaterials. the forces of wise resource managementcontinue to be ill-equip- National Environmental ped to deal with the forces of exploitation. Theinefficirwith 2. At a Cabinet level, an integrated 56

Education Center, lodged in the U.S. Officeof Education but Mr. Brademtz. But I take it that you are not quarreling drawing support from all appropriate agencies. with the need to do something at theelementary and sec- 3. At the State level, EnvironmentalEducation Coordinators ondary school levels, which is the principal focus of this in each Chief State School Officerheadquarters. legislation? 4. At the local level, coordinators,curricula, committees, and Dr. Schoenfeld. Not at all. sites to translate the national effort intoaction in the school and on the landscape. Mr. Brademas. It may well be that wc need to take a ltis essential that the Program bemultidisciplinary in its pos- look at the question of the involvement of colleges and ture and multi-process in its programs;unilateral approaches to universities in environmental education and the relation- environmental management have caused manyof our present ship between that enterprise and thc federal government. problems. What might be meant by multi-process?A program concerned with the production of new knowledgeand new know- It was my own perception, and I do not pretend to be ledge-seekers, of more and better resource managers,of citiz,zr- an expert in this field and I invite your comment onthis, ship education, and of technical counseling andservices. What do that given limited federal funds, that it might be a more we mean by multidisciplinary?We mean we are concerned with creative and useful effort for us to move in that direction the total environment of man; its sodal,cultural, economic, and insofar as federal monies are concerned, than to try to esthetic, as well as its physical andbiological, aspects. To seek environmental quality requires both anunderstanding of human put funds into universities for support, for general sup- needs and the needs of a healthy naturalenvironment. The devel- port rather, if you will, in environmentaleducation? opment and management ofenvironmental quality requires con- Do you have a comment? It is a matter ofpriorities tributions by all the arts, sciences, and professions.The end is to at this time, it seems. bring conflicting forces into functionalrelationships in an order in which human impact does notneedlessly destroy environ- Dr. Schoenfeld. Assuming limited fundsand we have mental quality and where environmentalquality contributes to to do this; wc have made that assumptionI would put more fruitful human life, liberty,and the pursuit of happiness. my chips exactly where your bill puts them,if I interpret While we recognize the essential importanceof strengthening it correctly. That is mainly that you are going to em- existing disciplines, the essential nature ofenvironmental educa- phasize the upgrading of teachers, the upgrading ofin- tion looks toward research, teaching, andextension configurations that transcend traditional lines of endeavorand are concerned structional materials, and this will inevitably involve in- with the wholeness of the relationship between manand itis sur- stitutions where those teachers are trained and those ma- roundings. terials :..an be produced. am only saying this, knowing The rationale for a NationalEnvironmental Education Program the tremendous ticket that would be attached to replicat- is simple: itis unthinking people who pollute theenvironment, and it is thinking people who can bringabout environmental con- ing University of Wisconsin-Green Bays. If money were servation, redevelopment, and maintenance.The spiritof the no object, I might answer your questiondifferently. decade is a spirited search forenvironmental quality. To suppolt and sustain this third American revolutionwill require an edu- Responsibilities of Scientists to a Broader View cational program as massive as the problem ofhuman survival. I would add ...that the Congress ought to take a look Focus of the Environmental Quality EducationBill at a lot of existing programs to see how federal monies Mr. Brademas. Thank you very much, Dr.Schoenfeld. now devoted to educationmight be refocused or redefined You have been a real pioneer in the field to whichthis bill with environmental education as a goal. is addressed and we are all the more pleased tohave you Let me give you a quick example. If you look at the most commonly used secondary schoolgeneral science with us today. .. [Do I understand correctly that you are]primarily context in this country, you will find thatits opening chapter rightly talks about the scientific method, and it uses as cerned, and 1 do not E ay exclusively ...,with the support at its illlustration of how the scientific methoddiscovers new of environmental education at the university level or prob- the adult education or two-year collegc: level? facts that are then applied to the solution of public Dr. Schoenfeld. Yes, sir. lemsit uses how we solved the malaria problem. The that the only trouble is it ends with DDT as the hero, and not one Mr. Brademas. You will appreciate, however, this text principal focus of the bill that we are holding hearings on line about the ecological backlash. You might say at this point in time is to provide supportfor environ- is old, but it was rewritten, or republishedin 1968, and mental education at the elementary and secondaryschool I will also add this text was developed with NSF[National level and in community conferences and through the mass Science Foundation] money. This is to illustrate there are lots of places that weneed media and that the participation of colleges and universi- going and ties in this bill is for the most part confined to thedevelop- to take a look at where our federal monies are ment of curricular materials, the developmentof model what they are doing. of Mr. Brademas. That example you have citedis a very projects, the evaluation of the effectiveness of the use with such materials in such projects, and teacher-training, and telling one, it seems to me. I will be talking again that the bill as written, does not contemplate theprovision NSF before long with or without your permission. of direct support to colleges and universities for them to In fact, I noticed the piece I was reading herepub- lished by G. E. Hutchinson in the January-February1970 offer to their students environmental education. Professor Are we clear on that? issue of American Scientist. [H]e is the Sterling Dr. Schoenfeld. Yes, sir. of Zoology at Yale, if you know his name, and is a mem- Have ber of the Environmental Studies Board and remarks upon Mr. Brademas. Are we clear on that distinction? before the Senate Sub- I misstated your view? some hearings that were conducted Dr. Schoenfeld. Not at all, sir. committee on Inter-Governmental Relations in1969 on 68 57

Select Subcommittee on Tech- one. It dovetails with yourgetting reelected and all kinds a resolution to establish a Republic. nology in the Human Environment. He says at onepoini of matters essential to the survival of the in the hearings when Dr. Barry Commoner wastestifying, Mr. Steiger. You don't make statements like that very have often to so many people. Senator Muskic said, "Didn't wt.. all along the way Mr. Brademas. But the point I want to get atin ob- the scientific and technological competenceto identify the fertilizer, serving that is that you cannot survive andbe effective if side effects, for example, of sewage treatment, it is just impossible. insecticides, before we went ahead and put theminto pro- you focus on a narrow category, Why didn't What is the magazineEnvironmental Education,Di% duction? Where was the scientific community? Schoenfeld, of which you are editor? they alert us?" created I was struck by this in view of what youjust said, Dr. Dr. Schoenfeld. This is a brand new journal it would as a vehicle for stimulatingdiscovery and dissemination Schoenfeld, because it seems that the scientists, or bill con- seem to me that the instance youhave just given us and of new and better ways of doing just what your the rather telling plea of Senator Muskiethere, represents templates; namely, how better can we communicate these the kind of narrow focus of attitude, that even ourleading environmental attitudes that Dr. Weidner spoke of and unwillingness, how better can we educate youngpeople, how better can scientists have in this country and their materials to the firing line of perhaps, to adopt the multidisciplinaryapproach that you we bring "how-to-do-it" and Dr. Weidner and nearly everyauthority we have heard adults? from on this matter have suggested. Mr. Brademas. Do you publlsh it at your university? So, I put this question to you in light of theseremarks. Dr. Schoenfeld. No, this is an exampleof the private How difficult is it, and I now confine myself touniversity sector. Dembar Educational ResearchServices is a private level, to get all of these animals in the same cage,all of corporation, headed, incidentally, CongressmanSteiger, the faculty, the university professors andothers, actually by a well-known Wisconsin Republican, WalterFrautschi, to adopt the multidisciplinary approachthat you all seem whom you know. to indicate is required if we aregoing to be making ad- Mr. Steiger. Do you have copies orcould you submit vances in this field, or arethey so deeply rooted in their a copy for the subcommittee? own narrow categories thatthey can't be shaken? I don't Dr. Schoenfeld. Certainly. know if it is a fair question. Mr. Brademas. That would be helpful. I have oneother Dr. Schoenfeld. It is both hard or easy,depending, I question. guess, on the timing and your ownstate of mind. Dr. Weidner has had the remarkable opportunity tobuild an institution from scratch and the genius to send itoff in the Support for Establishment or fortune, as he Non-Establishment Institutions? direction that he has chosen, and the good testifying said, to have broadminded support. Some of the students involved in the Teach-in se the before the subcommittee yesterday expressed concern At alarge,strong, distinguisher' col- mother campus at Madison, it isi to get about the fact that this bill would provide support to people talking together. There are .. tor this. leges, universitie;lementary and secondary schools, and First of all, as Dr. Weidner has said, thestudents won't so onexisting institutionsin the educational system let us live in little cloisters any more and,secondly, even which they argued were not really wellequipped to make though there is yet precious little moneyavailable for in- adjustments necessary to provide effectiveenvironmental terdisciplinary research and teaching, we arepicking up education. kinds of pro- They argued that the funds should rather bechanneled pebbles all over and putting together these citi- grams. through small, really nonpublic groups of concerned So, increasingly, it will be possible at stronginstitutions zens who, they say, have beenthe ones who have drama- to build these critical masses ofenvironmental studies. I tized the environmental crisis and who mightbe able can't comment on how rapidly this will comeabout at the to do a better job of educating. Do youhave a comment college level, although Dr. Hafner atHampshire College on that? is very optimistic that it will developthere, too. Dr. Schoenfeld. It is possible they will turn out tobe Well, let me just say in closing, I certainlydon't want correct. I am an establishment man,myself, and I think to blanket all scientists as havingfailed to alert us. Ac- education, or the education establishment, is adramatic tually, the voices of alarm have come from theCommoners testimonial at any given moment to its responsivenessand and the Ehrlichs and the Aliens as well asfrom the social responsibility. I would think that with the kind of ener- scientists. gizing that this bill represents, you would see significant Mr. Brademas. I think that is a fair pointand I don't change on the part of the more flexibleeducational insti- want to be represented as having engagedin a sweeping tutions at whatever level, and those that can't respond indictment. It just occurred to me, as I listened to what are going to fade away, and thatis the nature of our so- you had to say on thismultidisciplinary problem, that ciety. But it might indeed be desirable for thecommittee perhaps the most natural ecologist in this countryis a to look at a separate title in the actthat would sponsor things I guess what you would call "wild-cat" ventures, because, politician, a congressman, because we have a lot of what will turn out swimming around all at once and how you copewith one who knows, these may be the forte of problem may have an effect upon how you handleanother to be the most innovative approaches. 89 5 8 Dr. Brennan. Thank you very much. The Availability of Knowledge for I would like to take vantage of being the last wit- Environmental Improvement ness to comment briefly, beforeI start my testimony, on Mr. Brqdemas. . .. [One] thing that struck me about a couple of questions that came up. what you and Dr. Weidrwr have said,if I interpreted you I just returned from Venezuela where I spentthe last correctly, is that we have enough knowledge or atleast education there is in the pro- of knowledge and information two weeks. The minister of we have an adequate body cess of developing a three-yearproject for a national en- in this field and what is essential is a changein attitudes vironmental educational program from pre-school to the in order to enable us to apply the knowledgethat we have. university. I am pleased to be serving as director ofthis Is that a fair statement? Is that a fairinterpretation? just a little. project. This will have implications, 1 think, for the work Dr. Schoenfeld. I would like to qualify it of this committee. I think I said that we know a lot more nowthan is being unknown I have a couple of other things I wanted to comment on applied. I am equally sure there are vast areas of but I think in view of the time I will just move on,because knowledge that could very well help in theenvironmental I do want to speak specifically to the act itself. I want to rehabilitation program. With research being funded at the make some recommendations and suggestionsand some level it is today, I am confident these new insightswill in- comments. My congratulations to you, Mr.Chairman, and creasingly be uncovered. to Congressmen Scheuer and Reid and Hansenfor your The gap, it seems to me, is in translating what we now leadership in introducing this bill. Congressman Steiger,it know into action on the landscape, and asDr. Weidner question you technical problem, it is really is nice to see you here. I want to answer a says, this is primarily not a asked Dr. Schoenfeld a minute ago. a part of the political process. The reason there are few title III projects inoutdoor education in Wisconsin, Congressman, is that good pro- International Environmental Education grams like Manitowoc and Wausau andPoynete and Eagle Mr. Brademas. I would ask one morequestion while River weren't qualified under the Elementary andSec- you are here. No one hassaid anything yet about any po- ondary Education Act, which limited funding to new and tential international implications of the activities,of any innovative projects. So they lost out. activities we might generate in the field of environmental This failure to provide support for ongoing projects is education. I note that George Kennan published an ar- one of the weaknesses of the act. ticle in Foreign Affairs in which he proposesestablish- ment of some kind of internationalenvironmental agency. The Need for Environmental Education Do other countries have activities inenvironmental If man is the only living thing which can consciously education either at the university level or at theelementary manipulate, control, destroy, or preserve his environment, and secondary school levels or outside of theeducational then a knowledge of his actions and theirenvironmental system in the field of environmentaleducation from which consequences should be an essentialelement of his educa- we in the United Statesmight learn? tion and of his understanding. It is not, andthe reason it Dr. Schoenfeld. Yes, sirThere is a gro,Ning interna- all I would is not, I believe, is a failure in American education at tional environmental education movement and levels. suggest that the committee might very wellcall Martha I believe that much of this failure can be traceddirectly Henderson, who is here in Washington on thestaff of the to a general lack of public commitment tothe quality of Conservation Education Foundation, and the secretary of the environment, which is reflected in the historicallack the U.N. Subcommittee on ConservationEducation. of attention to education for the environmentin the U.S. The headquarters of the subcommittee actuallyisin Office of Education and in the state educationagencies. Switzerland. This committee is planning an international Therefore, it is with great pleasure that I, whohave conference for 1972, but Miss Henderson could verywell spent most of my professional life trying todevelop a brief the committee on those countries that are, in terms structure for environmental education, note that theU.S. of sophistication, at least, really ahead of us. Commissioner of Education is being given responsibility Schoenfeld, you have been most Mr. Brademas. ... Dr. for the establishment of the environmentaleducation pro- helpful to us and I hope that you will allow us later to call gram under this act. on you, as well as Dr. Weidner, forfurther advice as we This is long overdue. It is a move which has been rec- get into the bill. ommended for years by the Conservation EducationAs- Thank you very mu% h. sociation (about which you asked a question a moment ago, Mr. Chairman, and I will commentlater if I might), the Natural Resources Council of America (made up of Introduction of Dr. Matthew J. Brennan,Di- 34 national and regional conservation andenvironmental rector, Pinchot Institute forConservation organizations), and during the past few years, by theCiti- Studies zens Advisory Committee onEnvironmentalQuality, Mr. Brademas. Our final witness this morningis Dr. under the chairmanship of Lawrence Rockefeller. Matthew Brennan, director of the Pinchot Institutefor In response to these recommendations, acoordinator Conservation Studies. Dr. Brennan, we know you, too, are for environmental education was appointed inthe U.S. a pioneer in this field and welook forward to hearing from Office of Education. However, in view of the fact that there you. Please go right ahead. are presently, or there havebeen, 110 projects in environ- 59

under title III of the Element- lifnitecl value. One of ourbiggest problems in environ- rn mtal education financed naeutal education historically has beenthe emphasis on ary and Secondary EducationAct of 1965, it is apparent school programs, with no that the U.S. Office of Education iswoefully understaffed teacher training for nonexistent contribution to the development cOrrieutatn materials for their use. to make any significant (4) Adult education. Good. We must move onall fronts of evaluation of these projects. especially for So, there is no need for us to spendtime discussing the at mice, I am a little upset about the clause, public understand- adwts in the bill, however. [That is in 3(a) (4).] I think- need for this legislation. There is little l'We a great potential in the youthorganizations and ing of the environment and man's rolein the maintenance of its quality, and little public support ofactivities de- think vtie should not overlook this. quality. People are mak- (5) Mass media materials. Good. I understandthat a signed to enhance environmental prograrn such as this is already underway byPublic Broad- ing demands on the environmentwithout understanding the effects on the quality of the environment. ... casting Corporation. Sectiorl 4, Approval of Applications Section 3, Uses of Funds former specialist Perhaps it would be helpful to thecommittee if I com- were, I am using my experience as a under section 3 ia the I-LS. Office of Education and asconsultant to many mented on each of the program elements Of these new title III projects. I ampleased to see the role of the proposed act: of the state educational agencies spelled out. Imight even (1) Making grants for: go 5o far as to deny approval of thecommissioner if the (a) Projects for the developmentof new and improved 5tafe educational agency has seriousquestions as to the curriculums. This is the essential first step.However, we viiith lof a grant proposal under this act. I haveworked should keep in mind two importantthings- supervisors of science, curriculum, andenviron- of and there is no 1. Curriculum development is a lengthy process Mental education in nearly every state, writing, testing, revisions, retesting,and editing. I worked More competent or dedicated groupin this nation. Their for seven years on the South CarolinaConservation Curric- assistance to the commissioner in his allocation ofprojects ulum Improvement Project, which resultedin those guides. f-%; ibake an important contribution tothe success of the We cannot expect any significant resultsfrom projects Ptograms under this act. whose financing is limited to three years orless. 2. Many excellent curiculum materialshave been pro- 2ection 5, Advisory Committee on duct.d by the environmental educationprojects under title Environmental Quality Education, III of the Elementary and SecondaryEducation Act. They 'Coto recommendation, Mr. Chairman, andother mem- should be collected, evaluated, edited, anddisseminated to bers of the committee for an advisory committee on en- the schools of America, especially thoseinitiating new cur- vironmental quality education is excellent andshould be riculum projects under this act. We must learnfrom our lniplemented. successes and our failures of the past. (b) Pilot projects to demonstrate and testthe effective- .ection 6, Technical Assistance ness of the curriculumsdeveloped: Good. I would recommend U.S. Office ofEducation I am pleased to note that thesedemonstration pilot pro- staff Members to work with all of these.agencies and or- jects could include projects already fundedunder title III iaatliZations. All of these Pr, also be under of the Elementary and Secondary EducationAct. In fact, the direction of the comm, (In Only in I could recommend that 10 or 12outstanding title III pro- this way will the competition which exists amongthe re- jects be continued for just this purpose.This could pro- soarco agencies be eliminated. vide some of the regional centers so necessaryfor full implementation of any national environmentaleducation Further Comments and Recommendations program. materials and infor- A. U.S. Office of Education. (c) Projects for dissemination of I, Since environmental education involves every pro- mation: grain in the U.S. Office ofEducationelementary, sec- One of the great deficiencies of thetitle III environ- forth-- mental education projects was a lack of anyplan for col- ondary, higher, adult, vocational, research, and so the curriculum the coordinator must be of associatecommissioner rank lection, evaluation, and dissemination, of edu- materials produced under clause (a) beforedemonstration kIrcler to direct the total program of environmental pilot projects are set up, under clause(b). This evaluation cation at the national level. by the U.S. 2. Specialists in environmental education mustbe added and dissemination could be accomplished Washington and regional Office of Education staff or by contract, asindicated [in to the U.S. Office of Education office staffs as the first order of business. We mustlearn section 3 (a) (1) (c)]. title III. (2) Evaluation. This job of evaluation,in my opinion, from our experience with NDEA and ESEA, outlined I was fortunate to be on the staff when we set upthe should be undertaken before dissemination, as N1DEA---National Defense Education Actprogramin in clause (c). Education was staffed (3) Teacher training. This is good.However, until cur- 1959 and 1960. The U.S. Office of riculum materials are developed, collected,and ready for with specialists in math, science, and foreign languages. dissemination, any programs of teacher trainingwill have. These specialists provided consultant services, gave 60

orkshops, and genorally coordinated a national program. regional ctors for envin)nrta educon. I Working directly with state educational agency specialists, these centerT uld be operatec on a fulltime basis .tt 'ittle also provided under NDEA, they produced spectacular or no cost to the government. resultsin improving instruction and curriculum in the Incidentally, sinceI wrote this. the superintendent of designated subject areas. public instruction in Washington, Louis Bruno, just re- Under title III, ESEA, no specialists were provided, ceived a multiple use permit from the Forest Srrvice to either in the U.S. Office of Education or at the state level. operate the Cispus Job Corps Center outside of Van- Yet, 110 environmental education projects were funded. couver, Washington, as a state center for environmental They received no U.S. Office of Educationassistance in education. This can be done at no expcnse to the govern- planning, conducting, or evaluating their projects, and no ment. assistance in dissemination of the materials and informa- The New Jersey State School of Conservation has been tion they produced. self-supporting for most of its 20-year history, with cours- We must staff the U.S. Office of Education and the50 es and workshops for up to 10,000 teachers and students state education agencies. The cost [wouldbe] $1.5 mil- a year. Next year its budget will be $299,000. The school lion per year, which I estimate will be a soundinvestment, must return $250,000 to the state, which means a $50,000 cost to the state. just as it was in NDEA. For this, 10,000 teachers and students will participate B. State educational agencies should be included under in five-day programs of environmental education. The section 3, . . .In fact, the state education agencies are being equipped to implement the programs included in Southern New Jersey Center for Environmental Educa- this act. tion, set up under a title III grant, will become self-sup- C. Funding. Provision should be made in the bill for porting next year when federal funding ends. local participation in funding, with complete localfinanc- Incidentally, they did this 80-20, 60-40 funding for- inp after three of four years. For example, during thefirst mula I recommended earlier, and it was planned in the year, 80 percent federal, 20 percent local;second year, beginning that the local community would eventually take 60 percent, 40 percent; third year, 40 percent, 60 per- over the funding. So, we are not guessing. It has been cent; fourth year, 20 percent, 80 percent; fifth year, com- done. It can be done. pletely funded locally. F. We should not overlook some of the long-established If this is planned, it will be accepted by the local com- centers where environmental education has been carried munity and implemented. If it is not planned, programs on. May I refer again to some of the programs inWiscon- will end when federal funding ends, as happened with sin, for example, about which Congressman Steiger asked. so many fine title III programs. Many of these could be expanded with some assistance Since Congressman Hansen is here, I will specifically under this act. One of the tragedies of many so-called in- point out the American Falls, Idaho, project, one of the novat eenvironmentaleducationprogramsfinanced finest environmental education programs under title III, under title III was the federal funding of new programs which has ended. The director and two other members of while long-established programs struggled along on a the staff are now directing title III projects in other states. limited budget. This is a tremendous loss to Idaho, and it should not have For example, just two miles down the road from the happened. New Jersey State School of Conservation, the largest title D. I would recommend that the development of under- III program in environmental education in the United standing of the problem of balancing the popion with States was set up with a budget of $250,000 a year. The the available resources of the earth should be given prior- future of this program is in pave danger when federal ity in any environmertal education program to be funded funding ends this year. This kind of situation could have under this act. We are just kidding ourselves if we con- been avoided by professional staffing at the U.S. Office of tinue to concentrate on the visible effects of overpopulation Education and state level, and provision for approval of pollution, pesticides, poverty of the environment, the projects by the state education agency. "P" problems, I call them. G. We should consider the establishment of an ad- It is people who demand resources. Industries only pro- vanced center for environmental education, preferalv a vide them. It is people who produce wastes of all kinds. cooperative institute bringing together the combined Yk:- It is people who demand more and more electricity and sources of university, business, and community to serve powerwith the resultant problems of powerplant pol- the nation's need for a quality environment. Such a center lution. At the same time, it is people who demand more could provide: outdoor recreation, more open space. I. Conferences on policy and practice in environmental If we allow the population in the United States to double education. by the year 2000, as experts predict it will, we can spend 2. Seminars and institute study for leading educators every dollar in the federal budget every yearand still do and teachers. no better than keep even with the "P" problems. Itis the 3. Courses and seminars for curriculum planners. job of environmental education to help the American peo- 4. Curriculum studies in all subject areas at all levels ple to understand this. of educati, E. I would give immediate consideration to reopening 5. Preparation of publications to disseminate the deliberations of conferences, findings of seminars and studies, the shuttered Job Corps centers across the nation as 472 61

material as developed. E. 4 Government leaders: Serviceprojects (1) to es- ill1C improved instructional tablish cooperative programs 200,000 6. Assistance in the development ofoutdoor laboratories (2) advisory centersusing resources of land as integral units of schoolfacilities across the nation. management agencies F. Community projects, 20 at $50,000 1,000,000 Adult education, pre-school-youth, community Suggested Budget leaders. I have also made preliminaryestimates of what the G. Media, PBC 3,000,000 program might cost. Subtotal 4,200,000 Mr. Steiger. You attached this, or am Imissing page 13? 16,625,000 Dr. Brennan. I left that out because I was notsatisfied Total with it, sir. I would be happy to prepare arecommended budget, if the committee wishes. Mr. Brademas. I may say to you wehave another per- Mr. Brademas. I think it would behelpful, indeed. I son who is engaged in asimilar enterprise for us, so we do happen to have your page 13 here. Are yousuggesting can match up yourrecommendations with his and see that you would not like to have it in therecord? what you come up with. Dr. Brennan. Well, the Democrats tell meI am modest Dr. Brennan. Mine will probably bemodest because I and the Republicans tell me I spent toomuch. believe what we are talking aboutaccomplishing under Mr. Steiger. So, you better stickwith what you have the act can be done for very little money. then. Mr. Bradentas. This is encouraging, ifI may say; at Dr. Brennan. Well, the other thing isI wanted to read least it is encouraging to me. all of the hearings and get a little betterindication of the direction in which this act is going beforeI can make The Need for a Review of Environmental specific recommendations. Education Materials Mr. Steiger. I ask unanimous consentthat, at whatever I want to thank you very much for this statement;it is point Dr. Brennan is prepared, we submitthat. an extremely valuable statement,Dr. Brennan, because Mr. Brademas. Without objection thatwould be agreed you zeroed in on some of thespecifics. In respect of the to and, indeed, I am sure all of us wouldbe most grateful education, are will note that title III ESEA projects in environmental to have your judgment on this, because you you saying that if we were topick up the phone and call we don't have any specificdollar authorization in this handles these, Hansen will agree, the Office of Education and say, "Whoever bill and the reason, I thinkand Mr. please come over and tell us what youhave been doing," I think is we want to hear from thoseof you who are that there would be nobody at the other end ofthe line? going over the figures, .and then we would make judg- Dr. Brennan. There was onecoordinator of environments on what we thought was feasibleand realistic. mental education appointed last year onthe basis of rec- (The document requested follows:) ommendations by the groups I mentioned. Idon't have to say any mor.,:t than that shehad 110 projects on en- Operations vironmental education to oversee and she operatedwith- U.S. Office of Education Deputy Commissioner $ 35,000 out a travel budget. 15 EE Specialists, 10 regional, 5 in District Mr. Brademas. That is bad. of Columbia 300,000 15 Secretaries at $6,000 90,000 Dr. Brennan. That is enough said. 50 State Department of Education EE specialists Mr. Brademas. I think it would behelpful if we had at $15,000 750,000 whatever information is on hand overthere on the kinds 50 Secretaries at $5,000 250,000 of curricular materials utilized in theprojects as you sug- Subtotal 1,425,000 gested in your testimony and I take it you aresuggesting we ought to pull all of thismaterial together so we can see what already exists? Program Dr. Brennan. Yes. I have four filecabinets full of cur- A. 10 Regional centers at $350,000 3,500,000 ricular materials produced by title IIIElementary and Sec- (a) ShouldMay be existing centers with ca- ondary Education Act projects and they neverhave been pacity to perform in first year. just is a (b) To serve as models for curriculum devel- collected, evaluated, edited, or disseminated. It opment, teacher training research. total loss as far as the curriculums in the nation are con- B. 10 New centers at $200,000 for cerned. innovative program development 2,000,000 C. Contract for evaluation, collection, and publication of new materials 500,000 The Need for a New Act D. Research in FE, Scope, Sequence, Teaching meth- Mr. Brademas. Let me make this generalobservation odsnew media 2,000,000 and see if you agree. E. Training: It, in part, follows a colloquy. Mr.Steiger and Dr. (1) Teacher, in-service--model centers under existing 5 at $200,000 1,000,000 Weidner said that it may well be possible (2) Teachers, preservice, 5 model centers 1,000,000 legislative authority that environmental educationprojects (3) Community leaders, 20 at $50,000 1,000,000 could be undertaken, some of the kind contemplatedunder Subtotal 11,000,000 this bill.

; don't be On the other hand, not muchhas been done, and I Dr. Brennan. I am almost alone on this, so think one of the reasons for, or one ofthe arguments for alarmed, but I have, as a former professor, trained teachers in environment educationand they will write to me a separate bill of thiskind is to dramatize to the country this. I the importance of moving in this field. Itis similar to our and say, "Well, my administrator won't let inc do field drug abuse education bill. can't take the class outdoors, I can't take a bus for a We were told by the administration inJuly, "Well, trip, and there is no program." you don't need it reallybecause we carry out drug abuse Now, I could give you an even more drastic statement. education in the schools withoutadditional authority." When the American Broadcasting System program came We said, "Very well, what are youdoing?" They said, on, on something about survival, I told mydaughter Patti, "Nothing." And I think that this is oneinstrument we in who is 17, she ought to hear this. She said,"Daddy, I Congress have to try to dramatizethe importance of ac- know it is important to you, but I have a test on the geo- with that analy- graphy of China tomorrow and I have to do it andthis is tion in a field like this. Would you quarrel stuff is not sis? part of my program and your environment Dr. Brennan. I would not at all.In fact, I would say, part of my program." "Amen, amen, amen." We must havethe act, first of all, We can't train teachers for a program that does not because of the prestige it gives to theidea. exist. It can't be done that way. We did it or tried todo Second, we must have some kind of coordination.If it with space science after Sputnik in NDEA; I am not we just try to do it underexisting programs, then it will all pro-NDEA and anti-title III, ESEA, because wedid get lost in the corridors of the U.S.Office of Education, bad things in NDEA, too, and one was rushing space which as you know has a lot of corridors, andthere must lessons without materials. We are doing it now withthe be a plan spelled out which directs thisoffice and this environment. You must give a teacher materialsbefore office and this office, and so on. you can train her how to use them. In other words, what does researchcontribute and what do elementary and secondary bureauscontribute and Environmental Education in Other Countries what do the Children's Bureau, VocationalEducation Mr. Brademas. Finally, I will put to you the same ques- and Higher Education contribute?Somebody has to coor- tion as put to Dr. Schoenfeld: are there othercountries of dinate it at the top or it will never be done. the world that have carried on environmental educationin Mr. Brademas. I take it a corollary of what yousaid is so successful a way we might learn fromwhat they have if there is not some direction, as you say, thennothing done? is likely to happen, because the tendency is tokeep on Dr. Brennan. There are some who have donethings doing whatever it is you are doing now and whybother that we could learn from. For instance, Switzerlandhas to change. Is that a fair statement? made extensive use of their railroads to bringchildren Dr. Brennan. Exactly. to the environment. We had a title III projectsubmitted in Idaho last yearI am not saying it because you are Compositico of the Adviso:y Committee here, Congressman Hansen, but the Idaho StateDepart- Mr. Brademas. You referred to this advisory committee ment of Education science supervisor and socialscience and sa;d you think it is a good idea. We havebeen told supervisor are totally committed to environmenteduca- by the ecologists or by an ecologist that weought to be tionand one of the pr,;ects they pre-xntet' was r.. sure to require that the ecologistbe a member of that use of the idle PuiimLil, of America to bring kids body and the students yesterday said we ought tobe sure around and shc,v them the environment, so they arc not the students are represented. I don't denigrateeither of just singing aboui "rocks and rivers, rills andte.mpl..td these suggestions. hills" and so forth, but going to see them. Have you any comments on who must be members of As they approached a new region, theywould have such a committee for it to be effective? teacher workshops to teach the children, or go on afield Dr. Brennan. Well, I think I would start withecologists trip or whatever they wanted to do. I told you about the and kids and go from there. There are a lot of usold Venezuelan project I am going to direct under UNESCO. fellows that have been pushing around this thing for a long We are also going to develop a Latin American center time unsuccessfully. We need ecologists. Of course, Idon't for environmental education at the SimonBolivar Uni- think we should try to separate them. I am an ecologist, versity in Caracas which we hope will be financed bythe too, but there are ecologists who are alsoeducators and Ford Foundation. there are some who are not. I have been workingwith There are a lot of things going on we canlearn from, kindergarten kids developing concepts we used to con- but if you get the act passed, we will still beahead. I urge sider [in] fourth and fifth grade science. It canbe done it at the earliest time. quite well with those kids and we don't know, atwhat Mr. Brademas. Mr. Steiger? age children develop conceptsin environment. ... Who Should Develop Materials? The Need for Environmental EducationMaterials Mr. Steiger. Dr. Brennan, I must say your testimonyis Mr. Brademas. You made the point it was amistake to about the best I have heard in a long time. rush into teacher training, which nearlyeverybody has Dr. Brennan. Thank you very much. agreed upon the importance of, without having good cur- Mr. Steiger. One last question.. .[W]ould you con- and secondary ricular materials? cur with Dr. Schoenfeld that elementary 74 63 education and adult cducation are the twohighest priori- last several months to the development of legislation de- ties before we get into,the question ofuniversity educa- signed to provide programs at a preschool level. I think all tion? that we have learned about the importance of early inter- Dr. Brennan. I don't have any questionabout that. We vention is applicable to environmental education. muz,1 start with elementary and secondary eIncation. In fact, I woulj go earlier than that. I think ourexperience The Need for Collection and Dissemination now is showing that some of theinside feelings that I was of Materials talking about a minute ago are developed at anearlier I have only one question, which touches on your ref- age before they even get to school. erence to the accumulation of knowledge,experience and But, for the purposes of formaleducation, it should materials, as a result of the program that had been carried definitely be elementary and secondary. Thisrelates to on in the past. a question of the chairmanearlierthe universities are not Do you see the need in this legislation for samekind of equipped to do this business of curriculumdevelopment. mechanism, perhaps in the U.S. Office of Education, to The university people, most of them don't have anyidea draw upon the experience of all of the programs thatwill of what is going on on their own campuses anddon't know be stimulated by this legislation or otherwise and to make a thing about what is going on inelementary and secondary information available in some understandable and easily schools. usable form to all who could make use of it? That is the last place I would go for helpfor curriculum Dr. Brennan. Yes, I think this is essential, absolutely dnelopment. essential. Otherwise, we have lost this great resource we Mr. Brademas. Where would you urge it bedone? have. As I said, I have four file-cabinets filled with ex- Dr. Brennan. It must be done locally, written byteach- cellent curriculum materials that should be in the schools ers and used by teachers and revisedand edited and what of America today and are not. have you. Curriculum development is a jobfor the teacher. Mr. Hansen. Would the U.S. Office of Education be the Mr. Brademas. With whom would theywork? proper place? Dr. Brennan. Consultants, with the kindsof people I Dr. Brennan. It could have been done in the U.S. Office talk about putting into the Office of Education and state but it didn't have to be. If there was provision in titleIII departments of education. They are also present in other of the Elementary and Secondary Education Act for the organizations such as the Conservation Education As- publication and dissemination of materials, it could have sociation, made up of 800 dedicated professionals oper- been done. ating on a budget of $5,000 a year. With alittle help, The Newark, New Jersey, schools, for example, did set those 800 people could be put to work asconsultants for aside some money and published the materials, but it is these kinds of programs. We have the resourcesbut just not entirely legal. don't use them. Mr. Steiger. Will you yield. Is there any kind of ERIC Mr. Steiger. You agree, don't you, Doctor,that there [Educational Resources Inforination Center] operation? are in fact opportunities forfunds under an existing fed- Di . Brcaan. Sonic LIRIClaterials, ,orne of en- eral program or programs, but would I br vironmental education materials have been collected by acterizing your assessments of tile effort both by state ERIC at Ohio State University. departments and the U.S. Office of Education assimply Mr. Steiger. Which is the Ohio State ERIC, what field? having been a lark of focus toward what goes onwithin Dr. Brennan. It is primarily science education. This is each of the various categorical types of programs wehave? another of our hang-ups, of course. We have based a good Dr. Brennan. Yes, it goes right back to mydaughter's deal of our environmental education in the past on science, statement. Itis not part of the American curriculum; and although we have the scientific knowledge to solve therefore, it is nt t a concem of education andit is sort almost every environmental problem we have, the decisions of falling between the chairs and nobody haspicked it up. are not being made on the basis of ourscientific know- It is not part of au. program. ledge at all. You people are going to make it a partof our program and unless you do, we are just going tospin our wheels The Broad Scope of Environmental Education and we are not going to do a thing. It is economic feasibility, political expediencies, our Mr. Steiger. You have been very helpfuland I appreci- population problem will get into rebzion deeply, so you ate your help. see it is social sciences. And if the people from theWil- Mr. Brademas. Mr. Hansen? derness Society were here, they wc ikl tell you that if the Mr. Hansen. Thank you_ Mr. Chairman.I would echo things which ennoble man are those which ennoble man's my colleague's comments jiust totell you how extremely use of the environment, then it is!dote humanities that we helpful the testimony has been. It is mich apleasure to tap are concerned with. your very considerable experiencein similar programs We are actually talking about all 'of education, every bit so that we can take advantage of yonrconstructive recom- from the time you are born until zithz time you die, all of mendations in shaping this program.. the disciplines, all levels, a total program of education. I think pi obably my colleagues wouldalso appreciate People try to categorize this. They ay environmental edu- your comment of a moment ago onthe need to look at cation is just another fad. It is not any fad. the preschool years as the place to begin. As you maybe This is total education. That is, for the environment, for is no category, but a aware, this subcommittee has beendevoting much of the survival75 of mantotal education. 64

talking about that we many more times. total program of education we are Dr. Brennan. I am delighted to be here. This is one of must develop. Mr. Steiger. If the gentleman will yield further,the Ed- the great happenings of my life and I am so pleased to ucational Media and Materkds Center for Handicapped sec you doing this. Pass this bill quickly. Childrenone could, I suppose, argue that same concept Mr. Brademas. Thank you very much. You havebeen most helpful. out to be applied in this field? call. Dr. Brennan. Certainly. We are adjourned for this morning subject to Mr. Hansen. Well, let me thank you again andtell you (The hearing adjourned at 12:10 p.m. subject to call that I shouldn't be surprised if we have you comeback of the Chair.)

76 65

DAY 4

House of Representatives, Select Subcommittee onEducation Tuesday, April 7, 1970 Washington, D.0.

On the fourth day, the subcommittee heard testimony onthe contributions which the behavioral sciences,architecture, and engineering can make to understandingenvironmental problems. qmes L. Aldrich made a strong case forthe inclusionof behavioral science insights in environmentaleducation pro- gin.s. He pointed out the unfortunate tendency tothinkof environmental education as a new approach toteaching the natural sciences. The root of the problem,however,is in our "cultural attitudes toward life andnature." Social, physical, esthetic, and psychological considerations mustbe integrated. Federally funded curriculum materials of the past decade, while excellent in other respects, lackthis comprehensiveness. Aldrich also suggested that the environmental education movementmight be the vehicle for accomplishing a vir- tud revolution in American education, a view to whichCongressman Bradernas took exception because it would overload "this frail barge," as he called the bill. Two architects and an architecture student urged explicitrecognition of urban and other man-made environments as a focus of environmental education.They expt_iessed regret that architects have not been asconcerned as they shoula be about the impact of their designs on the environment and suggestedthat schools of architecture should take greater pains to foster a broader view of the architect'srole. Engineering, both as cause and as cure of environmentalproblems, was the central theme of WilliamSowers' testimony. He attributed environmental problems toman's ever-increasing ability to create adverse effects whichexceed his ability to "perceive, judge, prevent or control them." If the educationof engineers more fully stimulated social consciousness and holistic views, then engineering might fulfillits vast potential as a source of solutions to our environment problems.

The subcommittee met at 9:30 a.m., pursuant to recess, ald L. Katz, assistant staff director; ArleneHorowitz, staff Hon. John assistant; Toni Immerman, clerk; MaureenOrth, consult- in room 2175, Rayburn House Office Building, coordinator. Brademas, presiding. ant; Marty LaVor, minority legislative Bell, and Mr. Brademas. Today we meet to resume consideration Present: Representatives Brademas, Scheuer, Edu- Hansen. of the bill H.R. 14753, The Environmental Quality Staff members present: Jack G. Duncan,counsel; Ron- cation Act. ... 77 66

Aldrich, Education ships of man in the biosphere. Man is part of natureand Introduction of James L. man in conflict with natureis man in conflict with him- Adviser, International Unionfor Conserva- self. The major thrust in environmentaleducation must tion of Nature and NaturalResources be towards developing the individual'sability to under- Mr. Aldrich. Mr. Chairman andmembers of the com- stand himself as a subject, both individually andin committee, I want to express myappreciation for the oppor- munity. Inherent in this understanding must bethe self- tunity -to present my opinions at thesehearings. With your -.:onfidence that he can and does affect hisenvironment. permission, I would like to present a slightlyparaphrased A working definition of the"environmental education" version of my prepared statement. that I am thinking about might bc thateducation which In preparing my statement, I havesought to make a provides the individual with the materials andopportuni- contribution to these deliberations whichwould stress ties to appreciate his relationship to his totalenvironment points that Ifelt were important but which might not or world. otherwise be emphasized. Thus, Ihave not spoken in de- In this sense, it can beconceived of as a collection of tail of the high priorities which I assign toteacher train- interrelated experiences whizh allow theindividual to - ing, preschool through grade eight, orscience materials plore thesocial,physical,esthetic, and psychological on the biophysicalenvironment. Instead I have addressed worlds that he inherits. Through these experiencesthere the need to teach the behavioralsciences in the elementary should be the opportunity to strengthen ordevelop the and secondary schools as part ofenvironmental education. student's confidence that these aspects ofthe environ- Mr. Brademas. I wonder if, before youproceed, you ment, his environment, can hechangedand most im- would be kind enough to identify yourself. portantly, that he can effect change. Mr. Aldrich. I am the acting vicepresident of the Edu- cational Development Center, whichis a regional educa- education ad- Innovative Materials forEnvironmental Education tional laboratory in New England, and the funding and development visor to the president of the Internatio-,-,alUnion for the The last decade has seen the Resources. of a rich array of curriculummaterials in a wide variety Conservation of Nature and Natural has been a signifi- As I was saying, there is a realopportunity in environ- of subject matter. Curriculum reform could promote a cant accomplishment, but educationalreform has been mental education, one which I believe that have been significant reform of education in general. Itinvolves not minimal. For the most part, the materials organization of the educa- produced do not deal effectively with theissues that I only the subject matter but the They do provide a rich resource tional experience. am trying to cite here. to draw upon. Perhaps even moreaccurately, the scholars B.ri2finition,it goes beyond the brick and mortar truly valuable e(4-10:i Into the natural and man-made community.It also who participated in these programs are a opportunities for the individual to explore within resource with which we cantake a giant step forward in through which education. himself the perceptions and interpretations with suggest some of he relates to the world. Two programs that I am familiar the exciting possibilities to be foundin environmental edu- Man;A Course of Study, The Role of the Behavioral cation. The fifth-grade program, which has been developed by theEducation Development Sciences in Environmental Education Center, is based on the question, "Whatis human about To a large degree, environmentaleducation is assumed and how can to be a new approach to theteaching of the natural human beings, how did they g?,t that way, we make them moreso?" Through a series of interrelated sciences and that all that is needed are someclassroom develop a perma- the need materials the student is encouraged to materials on the crises of the biosphere. In fact, nent relation to these questionsabout theessenc."! of isfor a concentrated effortto develop the materials, operation which human behavior. teacher training, and style of classroom The other program, which is more modestin size, but provide the basis for exploring the vast webof relation- is being de- ships of man with nature, of man with men,of the part- fully as stimulating an educational experience, life veloped by Mrs. Barbara Ellis Long in St.Louis. She has nerships which must exist if we are to re-establish a been experimenting with a program inthe behavioral sci- worth living. setting for upper elementary school The curriculum material available to thestudent needs ences within the school which he lives. The science, children. The emphasis has been on whatshe calls projec- to relate to the world in tive education; [she uses] experimentsand games, with mathematics, and socialstudiesinstruction must have the principles some bearing on the pollutedriver that flows near the free-wheeling discussions by the children of slick that involved and the insights gained. The goalis to develop school, the overcrowded highways, and the oil students' understand- has closed the local beach. But we mustavoid dealing coping strengths by furthering the ing of the human animal and hispeculiarities. with the symptoms rather than thedisease. The biophysi- is not to cal environment is in trouble but the rootsof that trouble The point in mentioning these two programs cultural attitudes toward life and minimize the need for better materials onthe physical en- are to be found in our vironment but simply to indicate that they areenviron- nature. because our cul- mental education, too--at least by thedefinition which I Our environment is despoiled largely have proposed. Unfortunately, the programsof this type ture and the education wh;chreflects it have failed to de- Clearly these are directions and velop the necessary understandings ofimportant relation- are few and far between. 67 ideas which I believe the Environmental Quality Educa- has a large international membership. It isdivided into tion Act should support. commissions which reflect the various specificprofessional concerns, such as legal, education,landscape, wildlife, and A Broad View of Environmental Education various other specific topics of conservation. It seeks, through various conferences aridpublications, Conservation and the rational use of our natural re- and international sources are vitally important matters.The environmental to bring to the attention of governments distortions which confront us must be corrected if the bodies these particular co icerns with a professionalunder- quality of our ftxistence is to improve rather than continue standing, with a professional training...... I feel that the environmental education [is] to disintegrate. important on an international scale, [or national]since The education of individuals who are knowledgeable boundaries 637', restrain pollution the way that peo- concerning the biophysical environment and itsexisting ... problems, aware of how to help solve these problems, and ple might think they should. There 9re a number of move- motivated to work toward their solution, is an important ments, both within the Union and outsidethe Union, in terms of the type of evidence I have beenspeaking of. objective. there are But in order to achieve that objective we must appre- Mr. Brademas. Could you indicate whether any other countries in the worldthat are embarked on ciate that the environment is both external and internal to education analogous to the individuals. programs of environmental The mutual relations between an organism and its en- kind of things we are talking about in this bill? Mr. Aldrich. To the best of myknowledge the scope vironment are, in the case of man, subject to individual covered. There are perception and interpretation. Environmentaleducation that is being proposed in this bill is not meeting both many programs in outdooreducation and biology in vari- must embrace these points, or fall short of concerned about the devel- the needs of the environmental and the educationalcrises. ous parts of Europe. Tliey are Therefore, I believe that through education we must oping programs for this type of education, but thereis physical nothing that I am aware of that is as comprehensive. not only develop a better understanding of our definition of environment, but we must foster a deeper understanding Mr. Brademas. I am impressed by your .You, in effect, define it as of ourselves. Only in this way can we begin toreorientate environmental education. . man/environment relation- a "concentrated effort todevelop the materials, teacher our priorities in terms of the training, and still have classroom operations which pro- ships and change the behavior of individuals. What I am relationships hoping for is that this act will support environmentaledu- vide the basis for exploring the vast web of cation by promoting needed fundamental educational re- of man with nature, of man with men, of thepartnerships which must exist if we are to re-establish alife worth liv- form. be glad Given the considerable stresses on society, and therapid ing." You then touch on a subject that I would formal for you to expand on a little, and Irefer to what I take rate of change, we cannot afford the luxury of a hoping that this education which reflects a past; nor even one thatdeals you to be saying, namely, that you are with today's topical issues. These are not new ideas in environmental education effort could be viewed as an education. Perhaps they are more acceptable now because overall effort to reform our educational systemgenerally. what was seen as desirable education in the past has now achieved the urgency of necessary education. The Need for Broad Educational Reform I am concerned that it is only knowledge ofthe bio- Do I misread you at that point? The reason I raisethe sphere which is labeled as necessary while greaterunder- question is simply that y our position is not unlike the standing of man, the organism, is only seen as desirable. statement made by one of our witnesses last week, whoin I believe that the act which we are consideringhere, effect said that we have to change the whole system of or which the Congress is considering, cansupport this sort American education if we are to be able to make any kind of education. of impact so far as environmental education is concerned. Thank you, Mr. Chairman. I can appreciate the foTce of that argument, but am somewhat repelled by it in that it seems to me to beload- Mr. Brademas. Thank you very much, Mr.Aldrich, for ing this frail barge with more than it can reasonablybe a most interesting statement. expected to carry. Am I making my point clear? Mr. Aldrich. Yes, itis quite clear and it is a point International Efforts in EnvironmentalEducation which I have been bothered with. There is atendency, I wonder if you could tell us a little moreabout the which I have myself, to look at this sort of thing andbegin workings of the International Union for theConservation to define it in such broad terms that itbecomes hard to observa- manage. However, I sincerelybelieve that unless we can of Nature and Natural Resources, and make any educational tions you would care-to make concerning anyinternational bring this sort of broad attack to bear upon the implementations of the effort in the field ofenvironment problems, we really will not get at the problems of environ- education. mental education. Mr. Aldrich. The Union is an organizationthat has I believe it is a fundamental education reformthat is formed out of the needed and that it will require the talents of people who been in existence for over 20 years, have concerns of a number of people aboutenvironment, about have worked in curriculum reform in the past and conservation, back in 1948. It is based in Switzerland and a liaison with groups that arejust coming to this really 68

significant area.really feel that we would fall short, very of natural science.. .. There are a number of people in far short, of the object of your legislation if we did not this country who are workiig in this way. I am not sure proceed in this way. of any major curriculum efforts of the scale that have merely want to go further and cite that we have had been supported by the National Science Foundation and a fair amount of curriculum reform which is, for tt,e most other agencies in the past. part I think, brilliant work which has brought into the Mr. Brademas. Nor am I, and that is one of the reasons d of education scholars who would not normally be that I hope your testimony .. .in which you say, "We iiivolved in concerns of elementary and secondary schools. must not permit the growing demand for new curriculums But the curriculum reform has essentially, in my belief which 'stress' the current wave of environmental concerns and these are personal beliefs, I should stressvery rarely to delay needed fundamental research and improvement prepared us to do the job of education. Let me rephrase in education" would not mean to indicate that we really that. are making substantial headway in the area of developing We are essentially teaching the same subjects with bet- environmental studies curriculums for just elementary and ter materials. I believe that we cannot do it that way. secondary schools in this country. Education does need reform and I think this education Mr. Aldrich. No, far from it. The statement was really legislation must contribute to it. meant to direct hope that this legislation would contribute Mr. Brademas. I can sympathize with what you are say- to a continuing reform. ing. There has been referred to this subcommittee a bill Mr. Brademas. So, we are in agreement that we need to that I introduced and which is the administration bill, to do more work in curriculum development. Who ought to establish a National Institute of Education. Among the be doing it? I think the bill, as is drafted, is suggesting that subjects that I would hope we get into would be the whole a good deal of it be done by colleges and universities. Do area of educational reform to which you have been refer- you have any comment, coming from EDC, on that point? ring. Mr. Aldrich. Obviously I would hope for the university The only concern I have, however, is that if one logi- scholar's involvement; I would hope for the involvement cally follows through your points,...I would push it a of organizations such as EDC. I think there must be ways step further and say, then, you have to make fundamental found to support local development in school systems. I changes in American society. I don't think you disagree think this sort of thing is possible. It might be that the with that proposition. university scholar should relate directly to the school sys- Mr. Aldrich. No; not at all. tem rather than the schoolteachers going through what are Mr. Brademas. If you come to that point in time, I esssentially university programs. would have to saywell, I agree, but as a legislator I am Mr. Brademas. I have a couple of other questions, but only in that line of work partially. We here have to be in- I will yield to Mr. Hansen and if he doesn't ask them, I crementalists. We can't reshape American society through will. this environmental education bill. I suggest if we were going to adopt your point of view, we would stop the hear- Environmental Education and Educational Reform ings today. Mr. Hansen. Thank you, Mr. Chairman. Mr. Aldrich. I hope that would not be the case. We appreciate your helpful testimony here this morn- Mr. Brademas. I am suggesting we move ahead in a ing. My questions relate to the same line that the chair- piecemeal fashion, as it were. man .. . pursued. I noted in your testimony you say, "The Mr. Aldrich. Your point is quite clear and I would biophysical environment is in trouble, but the roots of that hasten to say that the Environmental Quality Education trouble are to be found in our cultural attitudes toward life Act should not be expected to include the whole thing all and nature." at once. I would hope that it can provide the oppor ...uni- This seems to reinforce other testimony that we have ties for programs to develop which will give us insights had in these hearingsand I can't disagree that this is the of this sort, that it will be defined in terms of the relation- root of our trouble; nor can I disagree with the main thrust ship to major educational reform. of your testimony that emphasizes the need for some basic reforms in our entire educational system. The Status of Development of Materials for My question is whether you believe that this bill, with Environmental Education its fairly limited and specific objectives, can carry us in Mr. Brademas. I think we are on all fours. You spoke that direction, however small and modest a step it might of curriculum development. We are familiar with some of be, the bill being limited to the kind of specific programs the splendid work that American physicists have done in that involve curriculum development, pilot programs, helping the teaching of physics in the high school level evaluation, teacher training, programs in the community in this county. What is going on, if anything, in the way to emphasize the threat to the environment, the causes of cooperation between university people in the whole of the pollution, and some of the remedies. spectrum of environmental studies and elementary and Is this bill properly framed to help achieve the objec- secondary school people in developing curriculums for tives that you have identified, and with which I agree, in environmental study for use in the schools as distinguished your testimony? from use in the university? Mr. Aldrich. Yes; I would certainly feel that it can con- Mr. Aldrich. There is considerable activity in the area tribute to the concerns that I have for educational reform. 69

I would hope that the definition of environment couldbe We are glad to have you with us, Mr. Allen. broadened to allow for some work in these other areas. Mr. Allen. Thank you, Mr. Chairman. The reaction I have myself is that it reads "the physi- My name is Rex Whitaker Allen. I am apracticing cal environment"and I really do not believe that cur- architect from San Francisco, California, and presidentof riculum on that topic alone is enough. A rather loose defi- the American Institute of Architects (ALA), a profession- nition of ecology is the relationship of an organism with al society representing over 24,000 licensed architects. its environment. I believe we have to understand the or- Accompanying me today are: James Pratt, a practicing ganism as well as the environment. We must go into the architect from Dallas, Texas, and chairman of AIA's Joint area of the behavioral sciences and thesocial studies, more Committee on Public Education; and Taylor Culver, a than into the natural sciences alone. Howard University architectural student and theimme- diate past president of the Association of StudentChapters Where to Teach Environmental Education of the American Institute of Architects. The American Institute of Architects strongly supports Mr.Hansen. Some of the witnesses who have testified in these hearings have suggested, as the chairman has H.R. 14753, a bill whose general purpose is to promote noted, that maybe we shouldn't confine our efforts too greater understanding of environmentalconsiderations by much to the educational institutions. What comments do developing special educational assistance programs. We you have with respect to the vlue of reaching out into commend the sponsors of this legislation for their fore- the community, in the noneducational institutionsand or- sight. ... ganizations to carry this effort forward? Mr. Aldrich. This is an area which I cannotreally speak Home, Neighborhcgd, and City as Part too effectively on. I have qualms that not manypeople of the Environment can. I think the greatest possibleinvolvement of the com- Environmental quality is not only conservation of natur- munity should certainly be explored. al resources, or the preservation of our streams,lakes, Mr. Hansen. Within the educational community,where and forests. It is also quality in one's own home,in one's should the emphasis be placed, looking at the elementary, own neighborhood, andin one's city. Our man-made en- secondary, university, preschool? vironment requires attention parallel with nature.Visual isthatit pollution, urban physical deteriorationaffecting social Mr. Aldrich. My own very strong feeling examples of the de- should be at the elementary through junior highlevel... processes, and misuse of land are all The teacher training aspect, both preservice andinservice, struction of the built environment. is going to be perhaps the hardest to tackle in many re- Education for this kind of total awarenessrequires a spects, because we are asking for manypeople to work multidisciplinary approach. There is need tomake clear with and that curricula include the concept of qualityof effects and in a way which they themselves are not familiar highways, we are asking them to teach in a waythat encourages be- the subject of buildings, neighborhood, streets, drainage, historic and cultural factors, and allother man- havior which they themselves do not follow. Environmental educa- Mr. Hansen. If another piece of legislationbefore this made elements in the environment. tion is not only art, social studies,and science, but also subcommittee is approved and implementedone in which academic discipline. the chairman and myself are deeply interested;that is, a mathematics, history, and every other bill that would expand and improve and strengthen pro- We cannot allow traditional compartmentalizedthinking to blunt the effectiveness ofthis program. grams of preschool services tochildrendo you think would in- there is a proper place in those programs for thekind of The enactment of such an education program environmental education you referred to in your state- still in the citizen an ability to foresee thelong-range consequences of man-made projectsbefore they occur. Plan- ment? ning and design with these consequences inmind could Mr. Aldrich. Without question I think that is one of insuring environmental the best places to begin. Everything supportsthis; that then serve as the primary means to seeking to redress, as protection rather than penalizing violators after thefact. many of the attitudes which I am Accordingly, we suggest that in the committee report they affect our natural environment, are formed at that "environment" be defined to include stage. I put my stress on the very early stages; yes. on the bill the word not only natural resources, but alsothe built environment, Mr. Hansen. Thank you very much. including important historic and cultural aspectsof our considered as Mr. Brademas. I think I have exhausted thequestions national heritage, both of which must be I was going to put to you. We are very grateful forhaving relating to each other and forming the whole. you come. Thank you. Mr. Aldrich. Thank you. Educational Activities of the AmericanInstitute of Architects Introduction of Rex Whitaker Allen,James Many private organizations have undertakenvariety a Pratt, and Taylor Culver, Architects of programs to stimulate public concern.For instance, the Mr. Brademas. Our next witness is Mr. RexAllen, AIA sponsored a $100,000 "Study ofEducation for En- president of the American Institute of Architects,who I vironmental Design." What emerged from the study was a hope will introduce those who are accompanyinghim. process for planning andevaluating new programs that 70 are needed if we are to educateindividuals who can work overall effect of the design of man-made environment and together to build a more human environment... . what it does to the community and there is a growing that sense of responsibility on the part of theprofession of In line with the results of this study, wc recommend architecture to make known to the client the real prob- section 3(a) (3), defining those eligible for training for there is a environmental controls, include professionals, especially lems of it, particularly in urban areas. I think those with the responsibility for the creation of physical much greater responsiveness to the users' needsrather p-roducts. than simply the clients' needs. ... has Mr. Brademas. ...[There is an] extraordinary prolifera- There are other examples of what the private sector it. done in the field of environmental education recently: tion of ugly buildings in this country. Somebody did The AIA provided a $10,000 grant to ourPhiladelphia If you can't count on the architects to educate thelayman, chapter to develop texts and teaching aids to promote en- where are we to turn? vironmental awareness at the junior high schoollevel. Perhaps I shouldn't mention itbut I remember very school system well putting a question to one of your predecessors sev- These aids were tested in the Philadelphia Ele- and are now in use in other school districtsin the United eral years ago when we were considering the 1965 mentary and Secondary Education Act, asking himwhat States. the We have engaged in a $200,000nationwide advertising AIA had been doing in the way of thinking through campaign to pinpoint environmental ills and what canbe implications of this significant new federal program to done about them. Perhaps you have seen one of ourad- provide educational opportunities for children in disad- Saturday vantaged areas from an arcihtectural point of view. vertisements in Time, Fortune, Harpers, or the in my Review. Incidentally, this program hasgenerated over $2 The response I got was absolutely horrendous, million in public service TV time. opinion. "We are technicians." I said I was brought up example of to believe that people like Thomas Jeffersonand Leonar- We call our efforts to your attention as an about. what many concerned groups have been doing.Our efforts do Da Vinci really told wnat architecture was all will continue, but they are not enough. Federal support I take it what you are saying is thatthere has been a of environmental education programsis important if the change of attitude and a little "soul" is coming into archi- good intentions of both public and private groups areto tecture. have a significant impact on the public's awareness. Mr. Allen. I would sincerely hope so. Obviously, peo- To take full advantage of privateinitiative, we suggest ple don't change overnight, but the emphasis has definitely that section 3(a) (5) be broadened to authorizethe Com- changed. The AIA particularly has been very responsive missioner to make grants to, or enter into contractswith, to this within the last five years. Our wholeorientation is institutions of higher education and other public orprivate much more toward developing a sense of publicresponsi- agencies, institutions, or organizations for the preparation bility. and distribution of materials suitable for useby the mass We are thinking of the letters PRwhich weused to media in dealing with the environment and ecology. call "public relations"as now standing for"public re- We appreciate the opportunity to present ourviews. If sponsibility." there are any questions, we shall do our best to answer Mr. Pratt. I think my generation would bewith you on in my them. Thomas Jefferson and Leonardo Da Vinci. I find, Mr. Brademas. Thank you very much, Mr. Allen... . relationships with professional schools teaching architecture, planning, and urban design, thatthey are indeed Environmental Responsibility of the Architectural very socially conscious to the pointthat we almost do not consider visual values in the school training at this point. Profession what The great influences are all from thebehavioral sciences Let me ask this rather fundamental question. To and what students are thinking about today,particularly extent is the American Institute ofArchitects prepared, by affects per- their education and training, to beconcerned about the the anthropologists' viewpoints on how space impact of what they design on the environment andseek to sonal psychology and the art of living. Our profession as a whole, plus the planningprofession, persuade their clients of the importance ofattending to all bethat problem, as distinguished from serving theneeds of plus the urban designers that lie between us, are broader ginning to worry much more about the overall relation- the community without paying much attention to ships in the environment than they have in the past. environmental issues? profes- Mr. Allen. I would say that by training theprofession We can see this from some of the efforts of our have not sion that Mr. Allen mentioned, particularly educational is well prepared. On the other hand, perhaps we efforts that have been undertaken in Philadelphia called been, as a profession, sufficiently concerned in the past to Environment, exert the kind of influence that weshould. We have be- I have a copy of it hereOur Man-Made of this in the last few Book 7 for the seventh and eighth grades'basic use. You come a great deal more conscious will find in this that there are questions such as what are years and I believe that, as aprofession that is trained to in a position the components of a neighborhood; what do we need to be concerned about visual matters, we are have near our dwelling in terms of publicservices and to be of great assistance inpointing out the environmental problems which we have possibly helped to createin the public facilities; and how do these factors influence our living patterns, our choices, what age [groups livewhere] past. I think there is much greatersensitivity now to the --factors that have never really been considered in edu- g2% 71

couple of cational terms before. San Francisco, has been working now for a years on an outline of input intothe social studies cur- Environmental Responsibility of Young Architects riculum that is being tested in schools in MarinCounty, Mr.Brademas. Mr. Culver. which has elicited a very great interest on the partof the Mr. Culver. When you ask the question about are we state system as well. After the testingperiod, hopefully prepared through our education to deal with theseprob- it will be introduced into the state guidelines. lems, I don't think in the past that the educational system This is a program that goes all the way fromkindergar- was set up to concern thearchitects with the issues that ten to eighth grade. It is quite anextensive effort. It has are with us today. involved 12 committee members over theperiod of the I think what is coming about todayis an in-house past two years. We have had some fundingfrom the na- change within the AIA and many institutionsconcerned tional organization now to the chapter to bring in consult- with it as an issue. We are better educated todeal with it ants to help to polish the program and make it moresuit- than others. able. I don't think we are the best educated.There is a long The emphasis is very definitely on developingenviron- way to go, as I look at it. I like theremark about the pro- mental awareness, and visual awareness, not on esthetics. fession five years ago and I think you can tell thatthere per se, and certainly not to encouragepeople to become have been great changes even by looking at themake-up architects, but rather to improve the decision-making cli- of this panel. mate of future generations. It is a long-range program. I am sure I wasn't here first. I am sure itdidn't ;e Mr. Brademas. Yes, Mr. Pratt. the color that this organization has at thispoint. I tr,--ik Mr. Pratt. I would like tip add that the nationalMA fiat: students in the AIA and in ar organizationsin the has a committee on this stubject and we have just sun world have moved to a point of environmental concern yeyed the various components of our operation.From that hasn't been shown before. what we can identify in other areas in educationfor en- This is a healthy new attitude that, as far asstudents vironmental matters, we find that there are some 35 com- are concerned, puts us in aposition of pushing those who ponents of our organization which arepresently under- are responsible for makingchanges. taking projects in this area. Some of them are not exten- Mr. Brademas. To what extent, gentlemen, are archi- sive and are very modest, but some of them arequite tects ...participating in the Teach-in across the country? ambitious in their relationships to primary and secondary Mr. Culver. I can't say for architecturalstudents as education particularly. a group. I can only sayfor myself. I am going to be a Additionally, we find there are some 25 efforts, nation- participant because I am a part of a firm of new young ally, of other interested groups producingmaterials for guys, and this is primarilywhy we got together. We want primary and secondary education, particularly. Only some to shed the old traditional way of practicingarchitecture four of those are, at present, commerciallyavailable and and become more concerned with environmentalcondi- are, to us, meaningful in termsof what we see as import- tions. I will be a participant. ant values for environmental education. Mr. Allen. I think there is a significant participation So, there is a definite need for furtherfunding for the by the profession as well, by the chapters of the AIA. It enlargement of this process if we are going tosignificantly isn't as much as I would like to see. We have sent out influence public attitudes on the subject. literature to all of our members to encourage participation [There followed a discussion of whether government and it, of course,-is a local matter. . . support to improve scl,tool designs isdesirable. Mr. Allen Mr. Pratt. I will add to that that, in my city, young expressed doubt about the feasibility of "legislating" good professionals are very interested and committed to the design.] Teach-in program and have been pushing the older members of the profession in this regard. They are speaking Statement of William Sowers,President- to secondary schools on that today and I can name atleast Elect, Consulting Engineers Council ten of them in my city. Mr. Brademas. Thank you very much,gentlemen. ... Mr. Sowers, would you like to go ahead? Mr. Brademas. I would like to observe, from my own [Mr. Sowers made some comments on his prepared point of view, that architects have a unique role in help- directed that the ing educate people in the communities of which they are statement, after which Mr. Brademas a part to be concerned about theirenvironment. You are statement be included in the record.] professionally educated in that area and I should like to WILLIAM A. SOWERS' STATEMENT IN BEHALF OFCONSULTING express my own hope, in any event,that we will see an ENGINEERS CouNcIL/USA expansion of the initiative that your testimony here clearly Mr. Chairman and Members of the Subcommittee,the Consult- represents so that we can look to architects acrossthe ing Engineers Council of the U.S. is pleased to note theinterest country to provide significant and substantialleadership of the Congress in developing a greater public awarenessand understanding of the need for protecting this nation's environment. in the whole environmental field. We appear here today to share with you some of our concerns and to join with the American Institute of Architectsin support Further Educational Activities of Architects of the concept of a Federal program to enhanceenvironmental Mr. Allen. My own chapter in northern California,in education at all levels. 83 72

My name is William A. Sowers. I am a partner in the consult- Other than the long-standing complaint that engineering is an ing engineering firm of Sowers, Rodes and Whitescarver in Roa- extremely tough subject, the major cause of this reduction has been the deglamorization of engineering and the growing attrac- noke, Virginia.. tion of science to young men and women with engineering in- clinations. The allure of the Apollo moon program, for example, The Work of the Engineer is considerably greater than the "prestige" of designing a sewer My presence atthis hearing, however,isin connection with treatment plant. my capacity as President-elect of theConsulting Engineers Coun- We believe that an increased educational emphasis uponimagi- cil of the United States, a not-for-profit organization ofapproxi- native new programs in environmental science will almost cer- mately 2,300 private practice engineering firms. Consulting en- tainly spark an enthusiastic response from students at all levels. gineers are in the forefront of environmental design. Forexample, lt only stands to reason that increased exposure to suchissues, typicalprojects handled by our members include:The Lake plus public recognition of the importance of finding solutions to Tahoe Water Purification Plant, Sitka Dam in Alaska, the Hemp- environme.,I.il problems of an applied nature, willmost cer- stead, New York, 600-ton incineration plant, the Dallas-Ft.Worth tainly res, 'he attraction of more and better students, and Regional Airport and Shea Stadium. facuhy, to tl.:s type of work. That can only result in more people For the most part, however, the average consultingengineer looking to ca:-T.ers in environmental engineering. is concerned with slightly smaller, less noteworthyprojects in- Consulting ,..-.ngineers have already been stirred to action by the volving street lighting, sewer systems, air conditioning ofbuild- need to attrac. -more- studerr. to our p-rofession. Several of our ings, recreational development, site planning and similarpublic chapters sponsor summer intern programs to acquaint high school works. Itis in this capacity as consultants to communities, in- students with the itapitortant services being rendered by enginee rs. dustries and governmentthat our members have long been aware In New York lizatemembers of our Council invite Cub Scout of America's mounting environmental pollutionproblems. Con- groups and elememtry school classes to visit their firms tolearn sulting engineers were, in fact, among the first to warn ofthe what we do, and w!.y we do it. These students go to actual job dangers of thermal pollution from atomic power plants, and for sites and see first-haiql the importance of proper drainage to pre- centuries engineers have pointed out the importance of adequate vent soil erosion, or the value of designing a pumpingstation to water treatment, as compared toproliferation of outhouses or look like a private home in order to maintain a residential con- septic systems. tinuity in the neighbot hood. What has truly brought the environmental engineeringissue into focus today is the fact that man's ability to createadverse effects has reached the point where it occasionally exceedshis Resources Direnzary on Environmental Expertise ability to perceive, judge, prevent or control them. As a resultof In Colorado, Oreaon, Illinois, and Iowa, consulting engineers an apparent insatiable desire for convenienceand comfort, man are available as guest lecturer, at local highschools and colleges, is finding that he is producing situations in both his natural and and in Minnesota, consulting engineers have produced aseries man-made environments which he can neither tolerate nor con- of half-hour television shows to explain the environmentalprob- trol, and which are often irreversible. lems with which they deal. Examples of what can happen, such as the eye-smarting Los While programs such as these barely scratch the surface of what Angeles smog, or the impending death of Lake Erie, are all too our profession could, or should, be doing in the wayof helping familiar to us. These events, and many more, dictate that the U.S. define public need and opinion, they are sufficient to prompt us immediately undertake a concerted program to promote environ- to suggest that a tabulation of talent and information resources mental quality and, at the same time, plan for and protect various would constitute a valuable addition to the provisions of ILR. personal and political values for the 100 million additionalciti- 14753. Such a compendium could be compiled under the direc- zens which are projected for this nation in the nextthirty Years. tion of the Commissioner of Education as an addition to Sec- Certainly much can be done through massive local, state and tion 3 of the bill, or by the Advisory Committee on Environ- national public works-type programs and we are certain to see mental Quality Education, as described in Section 5 of the bill. some improvements by virtue ofstricter government controls The advantages and benefits of a resource directory of exist- legal punishment. In the en- ing programs and activities, and of qualified environmental ex- as well as by means of the threat of Federal gineers'opinion, however, successfuleffortstoconserve our perts, is self evident. At little or nothing in the way of natural resources and more effectively manage the environment expense, the Commissioner of Education wouldhave at his dis- will depend in large measure upon the ability of the people to posal a roster of organizations and/or persons whose talents and understand, and to cope with, the related complex technical and experience could be utilized in connection with projects approved social problems, as well as to develop and implement programs under the Environmental Quality Education Act. Consulting en- for the distribution of information on a broad scale. Inshort, gineers (and I am sure that architects, conservationists, botanists, America (in fact, the world) needs to maintain and expand its and others) would be pleased to make themselves available at no current "environmental consciousness" through broadeducational charge, other than expenses, for "teach-ins", guest lectures, semin- programs in the schools, and more generally, through anadult ars or similar environmental education program-relatedactivities. education program for the public as a whole. We believe that H.R. 14753, and related bills, represent a first step toward this Composition of the Advisory Committee goal. In this conn...ction, Section 5(b) of the Bill, describing the constituency of the 21-member Advisory Committee, appears to us Engineering as an Environmentally Relevant Career to emphasize selection and appointment of educators,editors and We feel obligated, however, to point out that our support of sociologists as committee members. We would like to suggest that this measure involves selfish as well as altruistic objectives. A this Section be reworded to encourage appointment of individ- recent poll of our Consulting Engineers Council member firms uals experienced and knowledgeable with the variousfields of revealed that the major problem confronting our profession is ecological and environmental science, including persons familiar a critical shortage of trained and qualified technicalpersonnel. with education, information media, conservation, architecture, en- What is particularly alarming is the fact that this shortage shows gineering, science, agriculture and similar fields. In some re- every indication of becoming more pronouncedin the years ahead spects the present criteria, while broad, could mean the auto- due to the steadily declining enrollment of prospective engineers matic elimination of certain key professions from participation in in the various universities and colleges. While fignoms for the this important puttlic body. As an example, in discussing the con- rresent year are not yet available, the percentage of all freshmen sultingengineers,'interestin environmental education witha enrolling in an engineer curriculum dropped from 23.3% in members of this Subcommittee's staff, it was necessary to explain 1957 to less than 10% in 1969. The actual number of junior and what relation,the monsulmant had to the subject of environment. senior engineering students dropped from 106,141 in 1968 to The Advur-a9 Committee isincidentally, required to zdvise just over 96,000 this year. the SecretatTdr" Health., Education and Welfare, while actual 73 administration of programs under this bill is made theresponsi- little return on standing up for one's convictions in the face of appropri- government pressu re. bility of the Commissioner of Education. It would seem slowly ate to have a direct relationship between the AdvisoryCommittee Today, awareness ofthe environmental situationis and the Commissioner, rather than with the Secretary. changing. Environment, conservatiba and ecological protection are "in"; expediency at ,all costsisout. Tomorrow, historians, educators, doctors, bakers, and even Indian chiefs will, as a re- Suggestions on the Budget of the Act sult of this legislation, bring preservation of ourenvironment to While we realize that authorization of a specific dollar amount front stage center. We feel itis attention which is long overdue has purposely been omitted from the initial draft ofH.R.14753, and we are pleased to lend our support to this important measure. it is a'.-iumed that comments along these lines would bewelcome. appear here today. 3237 We thank you for the opportunit We note that other bills on this subjectspecificallyS. Mr. Brademas. Let me say I think it is a first-class state- suggest a beginning authorization of $10,millionfor an environmental education program. Our Council believesthat a more ment. ... practical approach, in the light of delays experienced on several other vital programs authorized by Congress inrecent years, ironmental first-year authorization Lack of Emphasis on Broad L. would be to approve a relatively smaller Issues in Engineering Educatioi of between$2or $3 million which would adequatelyfinance the organization and "tooling up" for the program. Includedin this May I put to you, Mr. Sowers, the same kind of ques- amount should be both funds andauthority for the environmental tion that I put to Mr. Allen and his architectural col- in this education information resource analysis mentioned earlier leagues. testimony. In limiting the first-year appropriation to not morethan$3 To what extent does engineerinff education in the Unit- million, Congress should, of course, commititself to a subse- ed States today provide training and education and con- quent year authorization of $10 to$12million for conduct of the cern about the whole spectrum ofenvironmental issues? various programs set forth in the EnvironmentalQuality Edu- Mr. Sowers. To my personal knowledge this effortin cation Act. Perhaps this could be added to the bill.. . our universities is very limited. As a matterof fact, we, in our council, know of many colleges anduniversities where Adult Education Programs even one engineering department does nothave a proper The real challenge lies in enhancing the generaleducation of the adult public. Several avenues of approach mustbe developed relation with another engineering department. and implemented, including exhibits, demonstrationprojects, en- They don't speak to each other. They are jealous of couragement of popular magazine articles(written by experts their own little niche. This also is true between the school and not by uninformed alarmists), qualitytelevision shows and of architecture and other schools in universities having movies, adult education programs by institutions and private groups, and encouragement of more and betterpublic discussion to do with and learning about our environment. groups and forums. Yin Brademas. [In] what you have so gently observed The League of Women Voters, Parent-Teacher Associationsand there may be the explanation for a lot of the evils inflicted conservation groups have already made substantial strides in this on the American eye. If the engineerscan't even talk to the area. Our own Consulting Engineers Council isinaugurating sev- engineers, then we laymen are really left with the short eral programs related to adult education ranging from the establishment of engineers' speakers bureaus in at least half the states, end of the stick. to sponsorship of public-interest forums on specificsubjects. Mr. Sowers. I think, as Mr. Allen pointed outand as An outstanding example of the latter was an all-daymeeting I mentioned just a little earlier, thisis being corrected held February24in Seattle, Washington, in which consulting en- among the architects and engineersin this country. gineers from that state sought to clear the air regarding design, I think we are gaining it very rapidly. I might relate to location and projected impact of Interstate 90 on the City ofSe- Association of Consult- attle. More than300people turned out to hear experts on both you a visit I had with the Nevada sides discuss tunnels versus cut overs, multiple use versusair ing Engineers just two weeks ago. I spoke to them about rights, aesthetics and acoustics, and projected communitydevelop- this very subject. They admitted that they have nothad ment, both with and without the new highway.Architects, edu- the proper relationship with the American Instituteof cators, editors, attorneys, planners, wildlife experts,and city officials joined with engineers in bringing the 1-90 project into focus. Architects in that state and they are taking immediate steps to do this. The other reason I mention this visit is that Iasked The Responsibility of Engineers for these engineers what they thought was the number one Environmental Quality priority for the Consulting Engineers Council in the im- Most consulting engineers willingly accept thepremise that our profession has an inescapable responsibility for providingleader- mediate years to come and they said environment, ecol- ship for our swift changing technological world. Engineershave ogy, pollution, whatever you want tocall it; there is noth- taken justifiable pride in their creations which, despite consump- ing else left. tion of many of our resources, have eliminated the dustbowls Mr. Brademas. I may be simply repeating some of the and flash floods of the 20's and 30's, cooled our homesand offices in the hot summer, and brought the comforts of electricityand questions we have been discussing here, but it does seem running water to rural America. to me that engineers who wish toregard themselves as Often a consulting engineers' complaint that anairport ex- a profession don't want to findthemselves in the trap of tension might drive away wildlife, or that dumping of wastein a being simply regarded as techniciansnot that there is river could make the water unusable to those livingdownstream, anything ignominious about being a technician,because fell on the deaf ears of government agency personnelwhose primary concern was with first cost. One San Mateo,California, en- that is another question I want to ask youaboutbut the gineer who objected to the location of an interstatehighway in idea of a profession has always seemed to me to be one an urban arca, rather than in a morescenic and remote section which suggests that there is some sort of broad or philo- (the latter at more cost), was faced with the ultimatumof either sophic context within which a man views what itis he getting on with it, or getting out. In choosing thelatter alterna- have tive, he became the exception rather than the rule, forthere is is about. I am much encouraged about what you

VA' 74

have said, about what the engineers are doingwithin their own they have not had as much concern as they should environment and, had. Yet, I wonder whether it wouldn't be a goodidea profession to stimulate interest in the in pro- second, about what you say about thecooperation with for engineers to have some traininu and experience the architects and those in otherprofessions. viding alternative courses of action for a particular en- I would hope that if we were to meet five years from gineering problem which would measure the environ- would have taken place, mental fallout of constructing sewers or roads or power- now, that a genuine revolution lines in one way rather than another. both in architectural and engineering education in the it will United States with respect to the issue we are discussing Frequently they will say, if you do it differently cost x dollars more. They are notreally thinking of es- here today. They I have just two other quick questions. thetics as a valuable factor in making the decision. United don't consider the environment trade-off as a plus. Do you I understand that there is some difficulty in the think we can inculcate any rigorous discipline in cost- States in attracting young people into the engineering pro-. benefit evaluation of environmental factors in the engin- fession. Is that any longer the case? eering as well as the architectural schools? Mr. Sowers. That is quite true and we think thatit is think because of the glamour that is often associated with space Mr. Allen. I certainly hope we would and I don't that esthetics is something that the architecthas sole right agency projects. I can speak for my ownfirm. Some of the of design should finest young engineers that we get are not those that are over. I think that anyone doing any kind graduates straight out of college. We have a very difficult be concerned about esthetics, the engineers as much as the architects. time getting them. Perhaps we can't compete, pricewise, My distinction between an architect and engineer is not with industry and some of the space programs in paying esthetic prob- the salaries that are offered these young men. Evenif at ail based on whether one is responsive to problem getting them. lems or not. I think it has been too true that the engineer- we could, we still would have a ing profession has been less responsive to esthetic ques- Some of our best people are people who have been in in- tions. I would hope that it is becoming less true,because dustry and in the space agency for two or three years and disassoci- life. I don't think that anyone who does any design have then decided that this was not their niche in ates themselves from the way the designlooks and, there- They would like to come back into the consulting field. fore, the effect on the people who look at it. Mr. Brademas. That last phrase you used is the one I be an don't go into engineer- Esthetics is not something you add on, but should was getting at. One reason people integral part of the design process and, if it isn't,then it ing as a career is that they view engineering today as has very little value. If it is just declaration,it is very in- without much excitement, without much relationship to benefit of ideas, to what the really great issues facing our country significant in its use and in the long-term cost the project. are. I agree that the architects have beenequally guilty in Mr. Sowers. As we understand the bill, we feel that this about cost benefits so will help to enhance our profession, and entice young men not being sufficiently concerned they could, in fact, sell their ideas more effectively.I think into it. this is an essential part of the process of design.Any dis- Mr. Brademas. Thank you very much. tinction between the two professions is that thearchitect . .. is primarily concerned about the spaces thatpeople use, [The Chair recognizes] the gentleman from New York, whole city, whereas the distinguished member of this subcommittee and spon- at all scales from a single room to a the engineer is primarily concerned with the wayin which sor of this legislation. You maybe interested to know he that go in to has been the principal champion in Congress ininsisting the spaces are created, the various systems that any bills we authorize to the construction of facilities creating the space. should be accompanied by one-percent set aside to be used There are some people who are both good architects for insuring attention to making the buildingsesthetically and engineers. But generally speaking, these disciplines attractive. are seperated because of the difficulty inemphasis. I fear that the legislation authorizing the construction Mr. Sowers. I am personally somewhat of amrossbreed. of the Rayburn Building was passed before he came to I received by first college degree in a school cfengineer- Congress. ing and the second in a school of architecture and practiced enginee.ing for 23 years. In my particular firm, we are primarily engaged inthe Need for Understanding the Cost-Benefit Concepi for build- Mr. Scheuer. I thoroughly enjoyed the testimony. It willdesign of the mechanical and electrical facilities give us a great deal to think about. I had experience being projects and it is a constant battle for me to educate fore coming to Congress as a developer of large-scale young engineers on the esthetic qualityof the structure. housing projects and often when the architect wanted good Some simple things that could be illustrated:for example, architecture and planning, the engineers would argue suc- the thermostat on the wall behind you mightjust work cessfully that it had to be done another way because it as well if it were two feet lower and Iwouldn't even see it. I think there should be some type of programin this was cheaper. esthetic qualities of In the past the engineers' comparative lack of interest area to educate the engineers on the in and concern for esthetics has hurt the architectsand our environment. I don't wish to exculpate the architecture fraternityfor Mr. Culver. Even though I think it is important toedu- 75 cate architects and eng tl4rs, I think it is moreimportant in school is not enough. When we speak of timiddle-class educate the public. 1'eel it is the public's pressure on white person going to a hip school, he also I) As his h ame the engineer or architect that made him responsive to er environment to deal with. He has this graphenomena nomic considerations. I don't blame architects and en- and the trees and a decent house and these Isds of things. very highly, gineers. So I think we would have to search fe, significant technical instruments. I don't t that if we enviromr,ent, that he Environmental Education for the try to educate that child about his can do something abort it. We willhave to something Urban Disadvantaged Mr. Scheuer. Mr. Culver, how do you educateyou are about the environment sooner or later. talking about educating the publica slum child into a I think we have to go along a two-prongec trail.. Mr. Scheuer.Thank you very much. concession for the environment, a child who, living in a Mr. Brademas. Thank you all very much adeed. This degrading,dehumanizingenvironment,passesdaily through rubbIe-strewn streets. He goes to schoolsthat, has been extremely helpful testimony and we 4oppreciate it, more often than not, are old anddilapidated. In my district we still have Abraham Lincoln era schools. Howdo [The subcommittee next heard the testimony of Carl you create a sense of awareness in the beautyof life? J.Megel, Legislative Director, American Ffederation of Mr. Culver. I am not quite sure. I know what can take Teachers, AFL-C1O. Mr. Megel voiced his support for place, and has been taking place, is exposure; how we the programs recommended by the Environmental Action could get him to receive this information and use it.r Clearinghouse. However, he cautioned that increased em- know this must take place. phasis on environmental problems should not reduce ef- When we speak of children in slum neighborhoods, we forts in mher areas such as housing, education, and social still recognize the percentage of televisions in the homes welfare.] irrespective of the economic level. It seems to me that this Mr. Brademas. The subcommittee will resume consider- highly significant technical instrument could be used in ation of this bill at 9:30 in this room. The -abcommittee a way that we could be bringing this in toeducate in the is adjourned. home. (Whereupon, at 12 noon the subcommiatee recessed, It can't only take place in schools, even if theschool to reconvene at 9:30 a.m. of the following day, Wednes- is the best vehicle.It just seems that six hours spent day, April 8, 1970). 76

DAY 5 House of Representatives, Select Subcommittee onEducation Washington, D.C. April 8, 1970

During this session, the subcommittee heard from "the world's scrappiestanthropologist," Margaret Mead, and a university educator, John Steinhart. Mead's testimony ranged widely over a variety ofissues related to the environmental problem, while Steinhart focused primarily on the problems of institutional change atthe university level and their importance for solving environmental problems. Mead expressed optimism about this country's capacity for basic attitudinalchanges in regard to the natural environment, but cautioned that we also have a penchant forlosing interest and enthusiasm once initial "solutions" are implemented. The task of environmental maintenance is a long-term, continuing,and perhaps rather boring activity, somewhat like good housekeeping. The educational system, with a new "crop"of youngsters entering and leaving each year, is one social mechanism for the continued renewal or regeneration necessaryto handling such continuing problems. Mead also stressed the holistic nature of environmental problems, pointing outthat environmental problems are only one part of a greater system, whichincludes all man's problems and activities. Thus, urban and rural questions, poverty, racial discrimination, economic development, and many other issues mustbe viewed from an interconnected, "whole earth" perspective. The demands of dealing with "everything at once," aretremendous, though computers and systems models provide us with a powerful tool for doing just this. Steinhart, who co-authored with Stacie Cherniack a report to the president'sEnvironmental Quality Council on "The Universities and Environmental Quality," gave most of his attention to theproblems of reorganizing universities to better deal with problems requiring interdisciplinary study, such as those of theenvironment. Steinhart described the existing barriers posed by the departmental structure of the university tointerdisciplinary research and teaching. He also made a special plea for recognition of the fact that environmentalproblems are human problems, not problems which can be solved simply by understanding more about nature andtechnology.

The subcommittee met at 9:40 a.m., pursuant to recess, old L. Katz, ass.3tant staff director; Arlene Horowitz, staff in room 2175, Rayburn House Office Building, Hon. John assistant; Toni Immerman, clerk; Maureen Orth, consult- Brademas (chairman of the subcommittee) presiding. ant; and Marty LaVor, minority legislative coordinator. Present: Representatives Brademas, Meeds, Scheuer, Mr. Brademas. The subcommittee will come to order. Reid, Bell, Collins, Landgrebe, and Hansen. We shall today continue consideration of H.R. 14753, the Staff members present: Jack G. Duncan, counsel; Ron- Environmental Quality Education Act, and related bills. 88 77

gion, and we fail to recognize that our populations have Introduction of Dr. Margaret Mead, Anthro- become so mobile, our inner cities havebecome so im- pologist potent to correct the difficulties, that we need aquite dif- We are most pleased to have as our first witnesstoday ferent kind of structure if we are eoing to be able to deal a distinguished American, president ofthe Scientists' In- (with the environment) on a long-term basis. stitute for Public Information, curator emeritus of eth- You very often find that the power companythat is at nology at the American Museum of Natural History, and, present treated as the enemy of the community,is the one according to the latest issue of Look magazine, the world's group that may have a long-termstake in what is hap- scrappiest anthropologist. We are pleased to have Dr. pening, and we ought to build their long-term stake much Margaret Mead with us. morc efficiently into our planning. Dr. Mead. Mr. Chairman, I don't believe that itis nec- We also have almost no way at present forgetting the essary for me to reiterate the state theenvironment is in people who pay together with the people whobenefit at or to describe the horrors and dangers that we are con- any stage or level of what ishappening. fronted with if We don't do something about it. However, I would like to speak briefly on the fact that I think we are tending to diabolize either ourselves or any Global Good Housekeeping portion of the community we can put the blame on at the I think all this is relevant to the importance ofwide- expense of the others, instead ofrecognizing that the en- spread education and the kind of education that is con- vironmental crisis we are in is primarily due to the fact templated in your bill, because the thing that we are go- that the population explosion and technologicalexplosion ing to have to face in dealing adequately with the environ- have crept up on us and found us totally unprepared. I mentwhich I don't think we are properly facing yetis think it is quite correct to call us unprepared. what a long term, continuous, and ultimately rather bor- I have watched primitive people in New Guineaand I ing activity it is going to be. It is going to be very much have had an opportunity to look at the environmental con- like good housekeeping, you know, and the dishes are servation practiced by people in the Stone Age, whohad never done. There are always dishestomorrow morning. a rather acute understanding ofwhat was happening, acute From this point of view, women may have something to enough so that they would bring their drinking waterfrom contribute. contaminated by buri- Mr. Scheuer. It really is global goodhousekeeping. two miles away so that it was not discuss als, and who were able to think about the worldenough Dr. Mead. It is global housekeet '.ng. When we that they would thermal pollution or the wreck of the oceans, or we may to say that the reason people had to die is this has a fine, otherwise be buried under their own waste. not be able to live here at all in 50 years, dramatic flavor, but once we have got past thefirst essen- Problems tial legislation, established worldwidemonitoring systems Shared Responsibility for Environmental to monitor problems of pollution ordanger, once these I think it is important for us to recognize that as peo- mechanisms have been set up, we are going to have the ple change from one situation to the other,they are un- have problem of maintenance. able to cope with environmental problems, so we The people of the United States areparticularly bad brought primitive and peasant peoples used to living in about maiztenance. We have a greattendency to spot a the country into the city, and they have throwntheir gar- take bage out the window, where previously they would have danger, get very much excited, pass a bill, and then thrown it out to the pigs and the pigs would havedealt our marbles and go home. We wouldn't have Women's Liberationtoday if women with it quite adequately. hadn't gone home after women's suffrage was won.The As a people, Americans came fromsmall, compact hard communities in Europe that had longstanding customary scientists' Committees on Information worked very on radioactivecontamination of the environment until rules of how houses were built and how the community terrific slump was handled into what looked to themlike a wilderness the test ban was passed and then we saw a which was made, in many ways, into an enemy as they all over the country. The Civil Rights Movement got theCivil Rights Act tried to make their home in it. We have carried over a other great many of those wasteful, exploitiveattitudes, and passed, and then they, themselves, passed on to each person is trying to build himself a small castlewith- things. in the wilderness, with a tremendous disregard ofwhat This kind of think won't work in the case of the environment. It hasn't worked very well in anyof the other cases. happens to anyone else. only steps and Also, I think it has be= a mistake that each segment The things we have treated as goals were of the community has tended to blame anothersegment. should have been treated as such. A short-term perspec- trying tive won't protect the environment. We will have every Industry has been blamed without the community unless we to provide any legal restraints or cooperative measuresto polluter back polluting cheerfully in five years be taken together with industry. As long as wecould build structures that will last. had to I think the best structure is thecontinuous participa- blame industry and do nothing about it, nobody and college stu- do anything about it. So, we have failed torecognize the tion of children and high school students dents, but particularly schoolchildren in everycommunity, extent to which the consequences are shared.We fail to and recognize and look for who has the longest stakein the because you have a new crop of them every year, preservation of the environment of any community or re- what we need to look at now is ways of providing regenera- 78 tive cycles for dealing with problems that are going to be much of the funds that will be provided by this bill to continuous. the old formal methods of the educational establishment. If we can build our whoie appreciation of the environ- Such education needs to be supplemented by a good many ment and our education of the community with each new other kinds of community activities, and especially by the class of children that come into school, this will mean, of types of activities where there is a cooperative effort be-. course, v.e will have to keep training the teachers to deal tween very senior citizens who have had enough experi- with the new children, about new things. Environmental ence to ht,ve some scope and depth and young people conservation as it was taught 20 years ago wasn't coping who are coming up. This would have some implications, with such things as nondegradable products. No one had I think, possibly on your advisory council. I can under- anticipated, even in science fiction, some of the problems stand why you want 21 pecple on it, so you get six people that we are confronting today. to the meeting, because this is the general style today of But if we deal with schoolchildren who are continually meetings with people of prominence and responsibilities. alerted to the new worldin television, [which] the teach- But we have some new inventions that can deal with ers don't have the time to look at, usuallythey bring ... this. We have the possibility of now pairing every senior new insights into the ...situation. member of any committee or council with a junior mem- [We need] widespread educational mechanisms with ber who will keep up with what is happeningrepresent continual monitoring functions and ways of broadening his senior if the senior isn't there--so that at any meeting the perception of children and high school students; that you would be guaranteed a reasonable number of young is probably one of the most important things we can do. people in close touch with the older people with whom they were working. Bridging the Generation Gap by Cooperative Without such a mechanism, these large committees be- Environmental Action come top-heavy, and there is a terrific tendency to have a We have been disturbed by the generation gap and we discontinuous membership with no continuity. This mech- have thought it was possibly a continual confrontation anism provides a way of feeding youthful questions into between adults and children, but actually, the generation the situation. gap that has been plaguing us now has a group of young people old enough to give some leadership. The [children] Some Models for Environmental Education of the post-World War II generation are now 25, and There have been some suggestions made of a bold they are no longer students in school. They are teachers nature, such as that every state legislature and possibly in schools and young lawyers and young doctors, and we the Congress, itself, should take a week's recess in some are building a considerable group of people now who can environmentally interesting area where they would ex- have some leadership and power instead of seeing them- perience the problems of the wilderness in one form or selves as helpless students, the oldest of whom was 20, another, and devote themselves for a week to establishing over against the whole rest of the world, which was a a common climate of opinion about what they are talking fairly frightening situation. about. ... We can look forward now to young leadership for one In fact, conferences or seminars or workshops for train- class after another of high school students who will be ing people to be exceedingly alert and contemporaneous coming up and looking for things to do in society. in the present problems in the environment io ne of the One of the troubles that we have had in the last five things we need to work on. So I was glad to see in your years is that there have really been very few things that bill you were providing for the possibility of such things such young people could do. They could demonstrate, they as workshops and conferences.,for the very rapid training could sometimes influence a political decision consider- of people who can act as resource people and teachers ably, but they were very one-shot activities, also. And if and in teachers' training. we once start on problems of the local environment and The need, also, to have environmental models set up then expand them steadily to state, nation, continental, in environmental centers. I think, is very great, so that and planetary problems, this has enough progress in it, people can get a multidimensional view of the environ- enough change in it, to keep generation after generation ment at the same time that they get a multidisciplinary of schoolchildren active, if we have the rest of the com- view of the problems involved. There are several ways in munity active and responsive to them. which this can be done. We can use islands as training So that just as we are emphasizing in the contrast be- grounds for a large number of future teachers and ecolo- tween our space technology and our handling of earth gical experts, as islands present us with a very good natu- at present that we have the understanding and means to ral model of the whole earth. recycle all our resources, but instead we are exhausting It is also possible now to construct fairly easily types them and throwing them away as waste and rubbish, I of models in museums )nd environmental centers where think if we have an educational model which is as human- the participants or visi Jrs can push a button and alter ly regenerative as the types of recycling physical resources one part of the equaticripopulation, resources, technolo- that we want to have, that these two things will work very gical state of the country and so forth--and see how they well together. can begin to arrive at either optima for that particular There are several implications such a model. One of country, or total disaster if they push one factor too far. them, is that I think it would be a mistake to channel too This sort of demonstration where you have oppor- 79 tunity, yourself, to introduce a runway into the systemis areas, and we will go on very dangerously,possibly, to far more educational than the sort of thing one getsin international races with GNP alone. Gross national prod- linear presentation iv books. uct is a gross measure, and is only indirectly related to the problems of environmental control. Man As a Part of Nature We will go on to population races, possibly, instead of the whole establishing some kind of standards which will include re- One of our principal problems is to change of the climate of feeling so that man ceases to seehimself as sources, population, the demographic composition against nature, as at war with nature, or in dominion over population, the number of people who are older or young- nature, which has been one of theinterpretations-4 beer, and the state of technology. lieve fallaciousof the Old Testament admonitions to We should make it possible to compare one country man, and instead sees himself in nature. with another, not in terns of which is bigger or faster, or Now, ten years ago we could say that it was a very has a population growil.g quicker, but instead, discuss the good idea for urban children to be given an aquarium,and way each country is coming closer to an optimumfor that that looking at the aquarium they got somenotion of a particular country. balanced environmental world. But they also got some I think only by the most widespread, simultaneous, notion of playing God. If they had tropical fish, allthey imaginative, and diversMed educational policy will the had to do was to unplug electrically heatedaquariums and United States be able to take the part that it should take the fish died. The notion of man as sonieone who can in this endeavor. plug or unplug the system has got us in thedifficulties we are in. We need a model where we are, asit were, in Can We Use the Existing School System? the aquarium, too, and depend on the balance of tempera- Mr. Brademas. Thank you very much, Dr. Mead, for ture and water and animal life and plantlife within it, and an extremely provocative and vIluable statement,which some way hi which we can seeourselves as an essential moves me to put several questions to you. component of the environment. I know one of my colleagues said the other day that he I don't think this is advanced by returning tothe models really didn't think this bill was a very good idea, because of how the American Indian lived, beautifill asit was. The the educational system is so bad, and the young people relationship of the Indian to the environment wasfine until were so far ahead in their sensitivity to theenvironmental he got hold of a gun, in which case he was aswilling to crisis that there just wasn't much point in it. My own destroy the game as any other people havebeen. feeling, however, is rather more represented, I think, by What we need are technological inventions toreplace your statement that we need a long-term, continuous ac- the ones we liave. Instead of nondegradablecontainers, tivity, and I think you said we need to build some edu- for instance, to think of a large part of thecontainer in- cation into a structure that will last, beginning with school- dustry as manufacturing something like ice cream cones, children. that you either eat or return to the soil in someuseful So I take it you would feel that we need to build a form. We need to move forward, and notback, and we dimension of environmental education into the existing need to recognize the importance of technologicaldevices, school system as well as moving outside the school sys-- but within a new climate of opinion. tern in the form of community conferences, adulteduca- tion programs and otherwise. Would that be an accurate The Need for Worldwide Understanding and Action representation of what you said? The situation is so urgent that only if we educate every- Di. Mead. Certainly. Our school system is very archaic, one from great-grandparents to youngchildren, are we but it is all we have got. It is also the only way in which going to be able to move fast enoughand over the entire young people's insights can be put backinto a continual country, so that we won't have pockets within the country institutional framework. where people are unable to recognize the urgency of what Granted that the average six-year-old child has a dif- is happening. ferent perception of the world from the average 40-year- There is a contrast today between what people feel at old schoolteacher, and the six-year-old child feels things, the moment in Santa Barbara and Florida, and in some having been born here in the space age, that the teacher part of the country that is relativdy free from trouble,and had to learn as an, adult "immigrant" into the last half a contrast between the recognition ofthe population ex- of the 20th century and may not have learned in the same plosion between the people who live on the plains of Kan- way. But unless you can pour this backcontinually into sas and people who live in New YorkCity. an educational institution, it isimpossible to build it into It is so acute that unless we find some way of combin- the life of the country. , ing all of these consciousnesses togetherthe Australians' We can have one demonstration school that is outside sense of their great empty desert that is open toinvasion the school building that meets in museums and railway by the "wrong" immigrants; Calcutta teetering on the edge stations and airports and shows the way to greater diver- of disaster, etc.unless we can get these all in at once, sification of understanding of the environment, but you so that the regional differences on theentire planet are can't have a million schoolchildren meeting in quite that combined in some kind of ethic that is comparable every- way and expect to get anywhere.So that I think the thing where in the world, we will go on having the sparsely pop- to do is to revivify and inspire the educational system.We ulated areas not understanding the densely populated can't possibly dispense with it. 80

Changing Our Values sightedness and preparedness on the part of the old and Mr. Brademas. To relate what you have just said to activity and energy and question-asking on the part of the another point on which you commented, the question of young. This was sted rather well at a conference I at- attitudes and values, and I believe you said that we have tended in Stockholm last November, which was a confer- to change our ethic so that we don't see the world as man ence of Nobel Prize winners and other charactersof that against nature, but man as part of nature. What kinds of ilk from disciplines in which Nobel Prizes are not given, implizations has this view for the nature of our school and they invited about 20 students to come and criticize system? I will rephrase my question, Dr. Mead, and put our deliberntions. They started out with a statement over it this way: the loudspeaker before they came in, "Your average age Are you saying that IA e really need to change our at- is 61. Our average age is 21. The waters are rising; we titudes and our values generally if we are to make any have no tools to build boats." effective advance in meeting the environmental crisis? I see the task of the older generation to provide the Dr. Mead. Yes. But I am also saying that this is not an tools to build the boats. This is what the Scientists' Insti- impossible task, that this country is capable of very rapid tute for Public Information is attempting to doanddo- changes in value judgments and very rapid changes in the ing workbooks for the April 22 Earth Day, providing the deployment of energy to solve particular problems, with technological background out of which young people can the mass media, and with our general volatile tempera- take the lead in what is happening. ment in regard to causes and attitudes and goals.It will Mr. Brademas. Thank you. I have other questions, but be possible, first by a massive effort such as is being mount- so do my colleagues here. Mr. Reid? ed in the colleges now for Earth Day, and then almost immediately structuralizing the results of that effort. I think it would be possible to changes our values. Recognition of Interdependence of Ail Parts of Earth Let me give you a very mundane example. One of our Mr. Reid. Thank you, Mr. Chairman, and I am very oldest and most beautiful and most recalcitrant communi- happy to welcome you here this morning. I think what you ties that carries on the spirit of being against any govern- have already said here today, and indeed, in your Look ment and against the next town was very angry because a magazine article, is more than pertinent. gas station was going to be put up that wasgoing to cut Let me ask you in connection with the latter how you down a very beautiful tree. But it didn't occur to anybody see our society becoming sufficientlyconcerned about pre- to ask the oil company not to cut down the tree,until serving air and water? I think you touched on that in the finally somebody had that incredibly inventive idea of dis- Look magazine article, that we have thought a little bit cussing it with the gas company. They kept the tree and in terms of village units and supplies without thinking of built a beautiful gas station, and now you find advertise- the basic need to preserve air and water for the individual. ments in the national magazines of how good oil com- Dr. Mead. I think that we have to combine our value panies are keeping old trees. This is in a matter of just for individuals with our value for the wholesociety and in a few months. the end for the whole planet; they are inseparable. In the past, one of the ways that we have made in- Complementarity of Old and Young dividuals safe is to let them accumulate as much as pos- Mr. Brademas. Dr. Mead, you have just published a sible of property and land and establish a series of little new book, Culture and Commitment,in which you talk fortresses within which they could use as much power as about the relationship between the youth and the older Nero used in his palace in order to establish a hygienic, generation. What, in your judgment, explains the sudden safe, comfortable form of life. burst of interest in the environment on the part of young For individual families this is no longer tenable.It is people? no longer tenable for the UnitedStates to be using some- D. Mead. I think we have reached a critical position, thing like 50 percent of the world's irreplaceable re- and we have been able to say so. That is, the tremendous sources. interest on the part of young people is a function of the We are going to have to establish forms of safetyand operations of a few older people who have been persistent comfort and health that don't draw so heavily on resources, prophets of what has happened. So, you have an inter- and that don't have such an extraordinarypolluting effect action between the young and the people who have been of every sort on the environment around us. So that we working on this very herd in the last 20 years. This is all are going to have to devise ways ofshowing that the welfare of each individual is much more inextricablyeon- in the last 20 years, you know. nected with the welfare not only of his village, buthis We are not talking about the conservationists who did than we their best to conserve our wildlife and rivers and parks, state, region, nation, continent, and the world, although this was very important. We are talking about have felt in the past, or, indeed, was true in the past. the sudden knowledge that the population explosion and The welfare of somebody who lived inCentral Europe in the fourth century was not closely tied to anInca In- the technological explosion have created something new of and very dangerous. dian in South America. They were totally out of reach If there had been no older members of the community one another. So, thisis a new situation, too, and we worrying about this, I don't think the young people by haven't the ethic of valuing in each individual which fits themselves would necessarily have perceived all the par- the degree of interdependence of the individual in the ticular types of dangers. It takes a combination of fore- whole world today. 81

Extent of Environmental Hazards Mead, and say that some of the great experiences of my Mr. Reid. Do you think there is a recognition that there life were two successive summers in thc ancient Greek am- are finite resources, for example, that we mayhave ten phitheater in Delos watching you declaim to the gods on years left in terms of the air we presentlyhave, that we Mount Olympus your environmental ethic.I might say might run out of water in the United States in the mid- you not only stamped itindelibly in my memory, but 1970s, that we could have a worldwide famine if we last summer, as you recall, we had the first conversations don't do something about population control very rapid- that led to the bill we are now discussing. So, I am etern- ly, that at the rate we are moving on DDT in the federal ally in your debt as a student. government, we will perhaps eliminate most of the species on the earth by 1975? Is there a growingrecognition that Is Environmental Concern a Cop-out there is great urgency, and that there are very definite from Other Problems? limits to our planetary resources? A couple of questions: we have been troubled by thc Dr. Mead. There is growing recognition. I am afraid feeling in the poor and the black communities that the we will overstate the point until it lookslike crying "wolf," new interest in the environment on the college campuses and nobody will believe it.I think that is what has hap- is a cop-out from the urgent pressing problems of cities; pened to the older generation, and what we need is a that itis a middle-class white phenomenon which really young shepherd who never heard anybody cry"wolf" be- isn't relevant to the poor, the minorities, and the blacks. fore. How do you think we can present this as not a cop-out, I think we ought to be careful to make minimal state- but rather as something that goes to the very core of the ments. We know the population will double to something problem of making urban life not only tolerable, but at- between six and seven billion. Let's not argue as to which tractive and interesting and pleasant for everybody, es- itis going to be, plus or minus 300 million. Take the pecially for the poor and the blacks who live in the worst minimal figure, it is quite bad enough. If we take the mini- part of the urban environment, and who in many ways mal figure at every pointthe possibilities of moreoil are the greatest sufferers from ourdepredations of the en- slicks, thermal pollution along the East Coast, the effect vironment. on the total atmosphere of changesin temperature, and Dr. Mead. You know, we find the same thing, Mr. the possible pollution of the oceansif we take the mini- Scheuer, when we have an international conference. People mal figure in each case that everybody agrees on, we will who come from communities that don't have running water build a picture that requires sufficiently urgent action, and yet say they aren't worried about detergentscoming up keep the extreme alarmists from overstating their position. to the 16th floor of an apartment house. As far asthey are I think Jean Mayer's point, that we are not going to concerned, getting water piped into a community is valu- have a terrible famine by 1975 that will wipe out half of able. We have the same dangers of lack of understanding the world population, but we need be more worried than from people who have not been overwhelmed by the new if we were going to have a famine because we will have technology as we have from people who are contending food enough to just make them sick, and make the whole with the results in an impoverished artificial environment. character of their life qualitatively poor, and this is the I think we have got to do the whole thing at once. We terrible possible menace, that the quality of life will sink have got to face the man-made environment of the inner- and sink without any arresting total disaster. citywhich is essentially man-made, it is dangerous, and There are too many people around at present who don't bad and it must be remadeat the same time that we talk mind total disaster. Americans never really have minded about Yellowstone Park or what should be done about total disasters, if you don't know what hit you. That was those bears that have to be re-educated so that they won't our initial response to the bomb whenI did some inter- eat out of garbage pails any morewhich I think is fas- viewing the day after Hiroshima. The first thing Ameri- cinating, but I can understand a poor mother with f ve cans said was, "Well, you'd never know whathit you." children with no shoes and likely to be eaten by rats not With that approach, if all we are going to say is some- being concerned about the bears, or even their long-term thing is going to hit us and we won't be here to know it, re-education! We have to talk about both things at once: I think it would be rather dangerous. Americans didn't how the rats are driven into the cities when you burn the start worrying about the bomb until John Hersey wrote countryside, as has happened in Vietnam, and then in the his book on Hiroshima and Americans realized that doc- cities you get plague. We have to talk about the interre- tors and nurses won't be there. You might lie there suf- lationship between the depopulation of the countryside fering for 24 hours before you died. Then we worried. with soil erosion, the way in which we are handling new Now, if we make total disaster pictures, people say, machinery in the country, which drives people into the "All right, live it up, that is all there is, nothing to work cities, which drives them into poverty. We have got to talk for, and we are going to be choked to death, strangled about all those things at once. to death, smogged to death pretty soon anyway." The problem of talking about everything at once is But if we say, "Life is going to get steadily worse, but something that we have never been able to solve in the we are going to be here"{laughter]. past, but that we can do now with computers and with Mr. Reid. I am sure we are going to be here. ...Thank complex models, so that itis perfectly possible to show you, Mr. Chairman. ... that as you pile people up in the cities you then get effects Mr. Brademas. Mr. Scheuer? on the atmo:.:phere, for instance, and smog, which react Mr. Seheuer I want to welcome you here todayr Ps, backwards; and you can relate back and forth, never 82 cost-benefit measure that we could apply to all ofthese forgetting thc people who are suffering the most now. ... things to dramatize the effect of extra GNP, extra so- in an un- Institutions called convenience on the quality of our lives Use of Nonschool Educational emotional way? Mr. Scheuer. ...In your answer to Congressman Bra- the school sys- Mr. Brademas. Would the gentleman yield? demas you said that we had to work with Mr. Scheuer. Yes. tem, that it was all we had, andthat we had to bring it Mr. Brademas. I was going to ask a similarquestion. into the 20th century. I take it you would not quarrel with asupplement to your In your opening remarks youdiscussed working not used but also with other question by saying, why can the computers not be only with the education establishment, to simulate the variants? community groups. Can you give somespecifics that we effects of choices we that accom- Dr. Mead. And also to show the might write into the bill or into the report have to make. panies the legislation aboutnon-education-establishment Mr. Scheuer. And when we know thatthere is no way foci of education on the environment,both urban and fuels or by atomic institutions through of producing power, either by the fossil rural? What are these nonschool energy, that doesn't haveenvironmental fallout, we are which we could work? realizing that we have to make a decision between a sac- Dr. :ad. Well, there are, of course, otherestablish- the quality of our and science centers rifice in the quality of our water and ment institutions, such as museums air or an additional convenience such asthe electric tooth- and children's museums, special programsdeveloped by unemotional approach science brush. I am very impressed by your industries with particular scientific commitment, of not overstating things, of notuttering wild, unfounded fairs, all of these established nonestablishment, orestab- losing our institutions. suggestions of dire calamity, indeed, of not lished non-educational-establishment credibility. I supposeand I don't know whetherit would be too include in our scientific congressional bills It seems to me that we must difficult; I am not an expert in writing thinking consideration of the actualtrade-offs that we if you could build some kind ofbalance into the picture; for your own are making in our decisions.I ask you as a scholar who that is, if you could say if you want money believes in the empirical method, cannot the computer, school system in this community, state, region,whatever university and industry's balancing adult edu- cannot science, reason and the is the useful unit, you need also some talent be applied to make the trade-offsevident to all of cation. us? So, it could be said to a school system if you can come Dr. Mead. It can. I think we have to press ondoing up and say, "we havedone. all this for the elementary for a things from several levels. We need a goodsimulation now school," the reply would be "then you get money of this planet at the very least, and itsplace in the solar balancing effort out in the community,"something of this going to judge ac- including all ages, multi- system. Unless we do that, we are not sort which would move toward curately what we do with changing the natureof the disciplinary, multi-institutional activity. oceans, for instance, andpossibly irreparably, or pos- I don't know whether that would get usinto the kind of that we need bootleg adult sibly setting up planetarywide activities, so finagling we get into where we would just a simulation for the wholeearth. This does not exist. educationwe are such wonderful bootleggersbut some instill the parts, the more it We do not have the whole in which to form in which a community is rewarded. And and you are not going to be able totalk about the effect does, the more it is rewarded, and itrealizes if it lets some- electric close its in the United States of so many hair driers or thing slipyou see, as Newark was proposing to toothbrushes or whatever, and the mineralsthey use and museums, and we wentthrough a period last year in thought of do- the nondegradable products that they resultin, without this New York where the first bright thing we wider context, also. So I think it is necessary tohave a ing to economize was to cut down on ourappropriations will show, if we children are going to learn series of computerized simulations that to those institutions where the go in the direction of moreroads and roadbuilding in- something which might be relevant to having acity where also in encourag- economize in this way. stead of housebuilding, what this means you would not have to ing more automobiles with one person ineach, polluting So, if we could bring rewards to acommunity that is and also penal- the atmosphere and providing junk heaps, ascompared doing something closer to the community, to planning new kinds of cities withmuch smaller-sized ties, I think this might be an advantage. individual transport, but maybe much largerand better city-to-city transport, so that we can seehousing and Ecological Models and Mr. Scheuer. One last question: Youtalked about the transportation draw differentially on our resources models to parts of result in different kinds of contamination and waste,but application of computers and complex and human the environment. both of them can be related to our knowledge could get your resources for a better way of life. Don't you think it would help if you this environmental colleagues in the universities, theengineering schools, and Mr. Scheuer. Where would you say earth model ought to be? industry to give us some scholarly measureof the environ- had better start mental trade-offs we make when we optfor more popula- Dr. Mead. The whole earth model we dryers and electric working on on a national basis. We arebeginning inter- tion, more automobiles, more hair important. We toothbrushes? Shouldn't there be a scientific,unemotional national monitoring now, which is very 94 83

tion, you mentioned youth's concernfor ecology and why have international weather monitoring.We need inter- quickly. I wonder for education of this they seemed to take this banner up so national things going at once; but if you would discuss that a littlefurther. Why is it that .then country, if we have a re sonableearth simulation, .. they would take this matter upwhen there are so many we could movedown that each small community could other things they could take up,too? I realize the im- build a simulation of.iat is going to happen to itif someother problems, such as don't stop doing portance of this, but there are thing doesn't charmup river or they poverty in the cities and so on.Why is it that they seem something to their own beach. to grab at revolution againstorganized society, the mili- Mr. Brademas. Mr. Bell? tary or something of this kind?Is that the basic back- Mr. Bell. Thank you, Mr. Chairman.Dr. Mead, I also the committee and comment ground behind this? want to welcome you before Dr. Mead. I don't think this istaken up for those rea- on your veryexcellent statements. sons. I think we have toallow a little for the drama,and that you are unlikely to get anationwide cause out of Ecological Schools and IslandTraining Centers something that has no dramaticpotential, and we have I wonder, inasmuch as mycolleague, Mr. Reid, men- in the environ- immediately facing us of a quite often found that fear of contaminants tioned the problems we have ment is a disguised fear of anuclear war. concrete nature involvingpollution, whether you would the first pesticide re- by Dr. Libby of We did some studies just before favor such a program as advocated port was released, and wefound that what people were UCLA. He suggested that weestablish a school of ecol- actually talking about most of thetime was a fear of total ogyin effect, a school in which wetrain specialists in this annihilation, and they talked aboutit under the heading field, as we would train a doctorfor medicinethat we of what DDT would do to you, orsomething of this sort. have a program such as "medicalschool" for ecologists. I think there is a very widespreadfeeling among the Do you think this would be oneof the better alternative young people that we maybe on the verge of catastrophe. ways of attacking theproblem specifically? It is very startling to talk tothe head mistress of a girls' Dr. Mead. I think we need anumber of such schools. schoola school for children of theprivileged, and a girls' Our resources at present arerather poor, and we have to school to which they send the gentlergirls, who might not deploy them as widely as possible.There have been stand up to bigger schoolsandwhen I asked her last schools of ecology that havetotally ignored human beings. prevailing mood of the senior class, ... human ecology which have year what was the There have been schools of she said, "Despair." These areI7-year-olds living in a city totally ignored the environment. where they, themselves, had everyprivilege and possibility, There are institutions where the publichealth emphasis of environment gives completely ignored. I Now, I think that the problem is extreme but many others are hope, while it expresses thedespair. If you think about think we need more inclusiveecological centers than any polluted, that I would like to see them the fact that you don't want the oceans that we have yet established, and you do want living creaturesto continue on this earthin set up with internships onislands. some kind of balance, that youwant to conserve the soil, At present, I don't know anybetter way of really edu- that you want to get a balancedpopulation, then you are caling someone to understand anenvironment than to thinking about the future, however much you maybe give him a small island with a realproblem to solve on it; battling against the enormous wickednessof the contem- and most of the islands of theworld are in terrible trouble, porary use of things. so they could use alarge number of internsworking on their problems of conservation, ofbalance, of new crops, International Problems andCooperation of protection of the soil, migrationof population, and so Dr. Mead. I gathered, about, and we Mr. Bell. One more question, forth. They liave got everything to worry also from your comments, that youfeel in some cases the could connect them into aseries of ecological centers whole battle against the problemsof ecology should, as where people were trained. We aregoing to have to do it much as possible, beinternationalized and one of the if we are going to do anything reallyin the schools. this quite clear. He thought They have to start at great writers of Sweden made Things don't start in the schools. that one of the most importantaspects is for us to try to a high level ofunderstanding, and then we have to putit internationalize as much as possible.Would you concur in a form that people can understand,especially now when that has to be dealt with in- much more experiential in- in this, that this is a problem the children grow up with so ternationally? sight into the whole world thantheir teachers have. Dr. Mead. It has to be, because oceanswash against So, if I understand your questionright, I think that one different shores, and as I onceheard the head of the Air of the possibilities of a programsuch as this envisaged in Force Academy say, when you got afew miles up, the this bill would be the encouragementof such schools, boundaries between nations didn't mattermuch. where a new kind ofI don't like tocall him a specialist, position to appreciate inclusivebut a new Sweden is in a particularly good because he has to be extraordinarily this fact. We are not in quite asgood a position. It isn't kind of practitioner in the taskof preserving the world demonstrated to us so often. Itis perhaps unfortunate is trained. that the major example ofwhich we must take account comes from the fact that we areextracting extremely valu- Reasons for Youth's Concern materials from other nations for Mr. Bell. Dr. Mead, in answer toMr. Brademas' ques- able and irreplaceable 84 our benefit, and when we export benefits such as new things you are talking about. iii this small way, are pres- kinds of seed, we are also in danger of exporting fertilizers ently underway. and pesticides which will spread environmental imbalance in other countries. Avoidance of Other Social Problems? It takes a greater act of the imagination on our part to But that is not my question. My question is: I have the realize how international this problem is than it does for same fear that Mr. Scheuer expressed a littleearlier, and Belgium or Holland or Sweden. That is perhaps the reason that is that I feel our concern about the environment tothat Sweden is taking the lead in preparing for the big day is largely a middle-class ethic, and that we are failing United Nations Conference on the Environment in 1972, almost completely in our concern about environment to which, I think, it is very important that the United States take into consideration the more basic problems of the should support up to the hilt. cities and the urban areas of this nation. Mr. Bell. In view of what you just said, and in view of We are really not relating to those problems when we the selfish problems that many nations, including ours, are talking about environment. The average personthat face, do you see any prospect of internationalization real- talks about environment is not talking about the rats in ly happening with any rapidity? apartments in downtown Washington, D.C., and he is not Dr. Mead. I think so. These arc the fields in which co- talking about the garbage and the filth on the streets and operation has been easiest. Antarctica, which is essen- in the alleys and in the hallways of people who are ac- tially an environmental piece of cooperation-12 nations tually living under these conditions. have been involved in handling Antarctica in a way we So, my auestion become:: one which would try to elicit have never done before. from you the kind of fear that we can make this bill, The whole weather satellite program is one in which perhaps, more responsive to that problem. Maybe I am there has been a great deal of international cooperation. incorrect when I ask the question. Maybe this is not the Here, I think, it is important to realize these are not the case, but I feel it is. problems of capitalist countries alone, that socialist and Dr. Mese'. There are peaple who are saying so. There communist countries have been no more successful than are a lot (E. people who enjoy producingendless red her- we have in solving the major problems. They have some- rings by saying that we nire doing something instead of time, been more successful in getting a good-looking cen- something el,;e. There is a group of people in this country ter of die city, but when it comes to the contamination of who say that the whole environmental ploy was invented water, to smog, to dangers to the soil, to the handling of by the establishment in order to take the students'minds wastes, they aren't doing any better than we are. Thce off the Vietaum war. I am old enough to rememberthat are not problems of a particular ideology or a particular there were people who said that Lindbergh crossed the economics system; any time this is so we have a much Atlantic in order to take people's minds off the coming better chance of international cooperation. depression. I think such accusations are a typical form Mr. Bell. Thank you, Dr. Mead. of American political activity, but it can beoverdone. Mr. Brademas. Mr. Meeds? I do not think something is bad because it comes from Mr. Meeds. Thank you, Mr. Chairman. Dr. Mead, this the middle class who happen to be in colleges with time has certainly been a rare experience for me. It is my first to think, and I don't know who is going to dothe think- occasion to hear you speak, and I am very impressed. ing if it isn't done by people who have time to think, and I think to brand any activity as either black or white, rich Ecological Laboratory or poor, middle class or upper class orlower class, or And your testimony has made me very proud of my no class, or hippie, doesn't help very much. own congressional district, because the type of laboratory I think what we have to emphasizeand what we don't about which you spoke is in being in the Second Congres- do enough of is emphasizethe wholeness of the problem. sional District of Washington. A 586-acre site, controlled This ispartly because the conservation movement got by a consortium of 21 school districts, colleges, and uni- combined with the antipollution movement, and so we versities, the Department of Natural Resourcesone of have all the bears in the picture. We must emphasize that the colleges being Huxley College, which is an addition man is building himself an environment, that we must not to Western Washington CollegeDs] totally dedicated to merely conserve air and water and earth, but we must ecological study. build the place we live; and most of us live in an artificial They are running this 586-acre tract with the ideas that environment, but we must build this with due regard for you have expressed here: manipulation and alteration of all the resources and the handling of the natural environ- the environment, experimentation, collection of laboratory ment. specimens, projects and demonstrations, forest manage- We are condemning humans to live in a dangerous ment, conservation projects, such as study of erosion, air physical environment. We can't keep them separate. Soine and water pollution, devising environmental curriculums, people now insist that "every prospect pleases, and only and teacher training in the whole subject of environment. man is vile," or complain, "Isn't it awfulthat we are go- They have been at this, now, for approximately eight ing to the moon when we are not doing anything on months, and are very interested in this legislation, and we earth?" and "We are thinking about the wilds where the are hopeful we can pass it so we can give them financial middle class like to go, while the poor are sweltering." aid. So, I just wanted to report to you that the type of I don't think we should deal with these dichotomies. The 85

and resources to do Dr. Mead. I think museums are in somewhatthe same country is rich enough in intelligence state of mind .as the rest of thenation is. They want to all of these things, and the more we doof one, the more expand and another. We should not regard break out of whatever walls they are in and we will be able to do of become relevant. So they are very ready torelate them- our present resources as ifthey were gold pieces and we can't put any selves more widely to a wider constituency,both in the have only ten, so if we put two into this we in- into something else, because the healthier the countryis local neighborhoods [and elsewhere]; and like most have decent stitutions of learning, they are located in badneighbor- the more people who live in the ghetto who ready to include the jobs and are able to buy things and keep thewheels of hoods and close to slums. They are financial resources we de- immediate neighborhood in an understanding of the en- commerce turningthe more vironment, which means just the sort of thingthat Mr. vote to improving the environment. Meeds was talking about and that Mr. Scheuer hasbeen discussing. That is, they can become centerswhere dis- Encouraging a Hclistic View of cussions of the modification of the immediateenvironment Environmental Problems can become part of theiractivity. Mr. Meeds. That is my question. How do weget the Also, they can do a great deal with extendingwhat they whole concern about environment to touch onthe things are doing right about the environment out overthe na- you just mentioned? Ipersonally do not think it is now, tion in different widespread ways. In my newhall, for and I am seeking your advice on how wemight make it instance, when I build dioramas, I ambuilding them so more relevant to those problems. the top will come off and they will be onwheels, so it can Dr. Mead. When you recapitulated allthe things that be immediately put on television. are being done within yourconstituency, you didn't say We can think of museums not only as aplace where much about hur....an beings. children come in enormous mobs in buses and perhaps Mr. Meeds. And unfortunately, thatis one of my great see something, but also as centersof dissemination of concerns about it, because Ipersonally feeI that they are information and of a much more livingrelationship to and study going to go off out there in their 586-acre tract their constituency. the environment and pollution and anumber of other Mr. Brademas. Mr. Hansen? things; but they are not going to think verymuch about Mr. Hansen. Thank you, I\4r. Chairman. Let mejoin the people in the core cities of this nationwho have an my colleagues, Dr. Mead, inexpressing our very sincere environmental problem, but one which isandI don't appreciation to you for your help this morning. Ithink say it is different, becauseit certainly is very similarbut you have made an enormouscontribution to these hear- one which is certainly morepressing and more volatile; ings, for which we are most grateful. and I would like to get your advice on how weenlarge this study of environment about whichthere is so much ingenuity and effort, how we international Monitoring concern today and so much I was interested in your reference tothe international enlarge this and also rrurice the study of ourcities and the referred to by Van rof improvingi our cities a part of it. aspects of the problem. We have been problem... Loon in hisGeographyas "fellow passengers on the Dr. Mead. Iwouldn't use the word "also." I would same planet," with a responsibility tobe concerned for simply say we have to put ourselves -inside the system the welfare of all earth inhabitants. Inlooking at the in- within which we live. And if you live in a nice remote ternational aspects of the problem and ourobligations, meadow somewhere in a low-populated state, youmust what mechanisms or organizations orinstitutions that learnto see [that] you cannot cutyourself off from reach across national borders might welook to to help the big cities nearby, or even the small cities,with slums, attack problems of pollution, degradation of theenviron- waste, pollution. The two things are totallyinterrelated. about the en- ment on a global basis? That is the reason I don't want to talk Dr. Mead. I think the first thing we needis monitoring. vironment without talking about hunger, becauseI don't 50 years We need to have institutions that havesut-/eillance over think anybody is going to care what happens what is happening on the entire planet, that cansimulta- from now if they are uncompassionate about thefact that And I neously take in information about changes in temperature people are starving in the United States right now. in one ocean and another ocean, about themovement of think that is part of our handling of the environment. happening in dif- Chairman. birds that give us indications of what is Mr. Meeds. It certainly is. Thank you, Mr. ferent parts of the world, so that we have the sortof in- Mr. Brademas. Mr. Collins? of something I am glad ternational monitoring that could grow out Mr. Collins. Thank you. I have no questions. like the International Biological Programthat has been to have a witness who speaks extemporaneously sowell. going on. Education We need interscientific humaninstrumentality, that is, The Role of Museums in Environmental what is going on. And we Mr. Brademas.I know Mr. Hansen has aquestion or groups that will be monitoring haven't put to yo,.t, need the location of listening posts that areinternationally two. And because I have a couple I monitoring by I will put them to you. responsible around the world, the kind of You have been identified for a numberof years with air that is now being proposed. Then weneed models into museums. What kind of a role can museumsplay in the which this data can be fed, so that itis available to people United States in environmental education? in different parts of the world. 9 7 86

I think this means a concept of aninternational uni- But for the most part, we will live in widespread meas versity that is not located in one place butis a network that have urban facilities for transportation, education, of institutions, each international incharacter, that extend and at the same time we will contain agricultural areas over the surface of the earth.And, of course, concretely within them., and ...the old notion of the compact city, right now it means adequate preparationfor the United ringed by suburbs, and then by exurbia, and then ringed in 1972. This by terribly prosperous agriculture, or terriblypoor-main- Nation's big conference on the environment be able provides the kind of focus for the preparationof materials tenance agriculture, will disappear. And we will which is what we to include rural areas in a wider complex, so wewon't and the devising of new institutions, have the dreadful contrasts between the very poor sub- need. sistence rural lifewhich has no possibility except sheer Interdependence of Urban and Rural Areas escape on a bus to New York, San Francisco, orChicago Mr. Hansen. I have anotherquestion or two. I might and what we call urban life today. your reference to the Unless we can think of them afl at oncethink of the say I was particularly pleased at welfare program of this country as a national problem, cities and your emphasis on the need tokeep people in the I would hope that so that we don't have the rush of peoplefrom debilitated rural areas, which I agree with. And rural area into the cities and into cities which have no in this effort we can clearly identifyperhaps some specific able to increase economic op- relationship to them regionallyunless we can do this_ we ways in which we will be will have the horrible deterioration of both the rural areas portunity in rural areas. and the urban areas that have been outdated, because we It seems to me that we benefit inboth walys. The migra- don't need those crowds of people around the gat :-.of a tion to the cities has not only caused adeterioration of the livine in the cities, nonexistent factory anymore. conditions that contribute to quality of Mr. Hansen. I assume from your comment that oreof but it does damage to the rural area atthe same time. As windows -re broken, the the first places to start is back in the rural areas. the villages are abandoned, the Dr. Mead. Back in the rural areas, exactly. stores become vacant, we see the samedeterioration that to comment fur- we have in the cities. Would you care Minigrants for Environmental Education Programs ther on this aspect of the problem? elements here that Mr. Hansen. Let me ask one further questionrelative Dr. Mead. I think there are two to the implementation of the grants anticipatedby this have to be taken into account. Oneis our relationship to in the newly industrializing countries in thepost-World War II bill. It is my understanding that you were involved heavy industry development of a system of handling so-called minigrants, period. We put far too much emphasis on Do you and manufacture of goods forexport, and toolittle the Acorn Program in the Department of Justice. emphasis on rural areas. Almostnothing was done for think that ":ormat might fit this bill? done, comparably, at Dr, Mead. I think it is very lively and very stimulating. agriculture, and almost nothing was order. least, for housing. I think that a minima1 amount of structuring is in have never been But the way we have got government grants set up at Housing and the human settlements proposal for regarded by economists as part of theproductive process, present, you take two months off to write the the grant. We are using up more valuable researchand so they have beenregarded as a form of consumption that instead sometimes helps the building trades, butthey have not in- innovative time in writing grants in this country society if you are of working on the grants. This is true: the larger the grant cluded them as necessary costs in a proposals. going to have a good life. gets, the more necessary it is to have these large You define the "good life" by GNP,but you don't put Also, they get concentrated in the hands of people who human-settlement planning into it. know how to write them. And so even for a minigrant any kind of housing or enough One of the emphases of the scienceof human settle- sometimes you get a book by people who have ments, of ekistics, that I think isimportant, is we em- money to pay people to write the books. community, with Now, if we could simplify thisand especiallyif you phasize dealing with the smallest rural communities into a little migratory groupof people living in canoes in the want to get different kinds and sizes of reeds, all the way up to the city,and do not put urban this, and different community forcesI thinkminigrants affairs over against rural affairs, put themin separate where people could just take off on smallexperiments aeencies, and put them in competitivesituations. would be very useful. had a subject called With the environment, there are so manythings you In the 1930s in this country we backyard or "rural sociology," and the people whoworked in it never can do. You can start work right from your read anything about a town that had morethan 2,500 your block, test the air in your own street, orwork on the definition of the Depart- lead in the paint on the walls in the old tenement right people in it, because this was the world ment of Agriculture. This was rurallife. Unless we can where you are. And it is not necessary to work on a together and think about the scale, especially for the children and the localcitizen to now take the whole thing working t-ficet on the country and on the city,and also have a find out what it is all about. In the end, you are new concept of the citythatis, that what we anti- toward establishing a sound, informed citizenbacking for had to the necessary steps that have to be taken by thenation cipate in the future, that whereas the man once with a ,vall his town to keep dangerous nature out,he may have and the world community. And I think minigrants, :.) wail a few pieces of thewilderness to keep dangerous minimum amount of red tape and professional expertise apilv grgon, are one way of approaching this. man out, p 87

Vatican and the Mr. Hansen. If we considered amending thisbillto operation going on now between the World Council of Churches. We will have no morepurely limiting the grant application to one page, it would be a commissions in this step in the right direction. Roman Catholic or purely Protestant with whole field. They are goIng to work together from now Dr. Mead. Yes, but I wouldn't want to interfere understanding with the an individual's right to writelong revorts like that. on. And, of course, with greater Far East and with other countries, weneed an enlarged spiritual evaluation on man in nature andmasn's responsi- The Role of Churches bility for this carth on which he lives,and tlurretationship Mr. Brademas. I want to put one morequestion to you, that sourroutads because I am famqiar with your work in theWorld Coun- of man to man within this environment us. cil of Churches. Now, the churches are one of our enormc us resources. Do you have any comment to make onthe role that degree cf humanity whole en- They, to begin with, have a certain churches might be playing with respect to the in that they inciu c.1:... young and old andboth sexes within vironmental crisis? I have raised this, obviously,because include all of attitudes. their bounds. And triey are working hard to of yatur earlier comment on the importance races and all classes. Youhave a great uproar going on Dm_Mead. Well, we are very hopeful that thechurches be more rele- what in the churches today, where people want to will supply one of the principal ethical impetuses to vant, want to find things to carefor, and where there is needs to be done. The World Council ofChurches in the experimentation on man's relationship to period before 1968 spent a great deal oftime discussing a great deal of for fair- the whole natural world. such -Droblems as man's economic organization So I think the churches should be one ofthe principal ness and justice in the world. And forthe next seven years do in particularly ethical energizing resources for what we want to the group on church and society are working this environmental field. with the place of man in a future-orientedtechnology- Mr. Brademas. Dr. Mead, you havebeen, mot to our based societyin which technology is a necessary com- surprise, informative, provocative, andindeed eloquent. ponentand the relationship of thattechnological pro- to be with welfare. That must be And we are grateful to you for having con gress to man's spiritual and human us this morning. Thank you verymuch. taken into account. Mead. We have involved, be- Mr. Scheuer. I want to add to that, Dr. There are some quite serious problems Jeen troubled by the generation gap.But you as an artic- cause in many of the orthodoxpositions, technology has ulate American have helped us tobridge that gap, and simply been regarded as a simple enemy ofspiritual life. Any tool invented before the birth of Christ wasregarded we thank you for your help. as good and appropriate for afigure of speech in the ser- Introduction of Dr. John S. Steinhart, Profes- mon, the sail and the plough,and things like that. Any- Environmental Studies, Uni- thing invented since then has been regarded asthe devil, sor, Institute of We have a versity of Wisconsin with the computer now leading in this field. Mr. Brademas. Our final witness today is Dr.John dangerous break in society between those who feel man's University spiritual life is permanently endangered either bytechno- Steinhart, director of the Marine Center at the thing Mr. of Wisconsin. He is co-author [with StacieCherniack] of logical advances as a whole or by the kind of Quality" for Scheuer was talking about, where we spend ourlives get- the report "Universities and Environmental toothbrushes the president's Environmental Quality Council. ting new kinds of hair driers and electric Dr. Steinhart, we are pleased to have you with ushere and two five-passenger cars. What we are trying to do is bring the twothings tothis morning, sir, and invite you to go ahead. concernfor Dr. Steinhart. Mr. Chairman: . .I will talk primarily gether,tobring togetherthechurches' the human welfarebring together the churches andthe syna- about the role of higher education, not because it is only important role, but because it is the one aboutwhich gogues to involvement in man'srelationship to man and man's relationship to natureand responsibleattitudes know the most. toward technology, so instead of havingeither a kind of Conceptually there are three tasks in searching for solutions to our environmental problems: humanistic or spiritual battle with, or avoidance of tech- and nology, we will take responsibility of what we do with First, we must seek a better understanding in detail made in the broad general .sense so that we understand notonly technology. We will recognize that the Sabbath was inter- for man and not man for the Sabbath, and that we arelet- the technical details, but how various problems are ting technology take the lead in many casesinstead of the related and solutions therefore dependent one upon the value of human beings taking the lead. other. One of the interesting devlopments here hasbeen the Second, we must search for particular and general so- reinterpreation of the phrase of man "beinggiven domin- lutionswhether technical ones, statutory ones, or social ion over the earth," as it has been recognized. Thathas solutions are indicated. right to exploit it, and And, finally, we must encourage ..the discussion of too often been interpreted as the for our society so that we need to include theolder image of man as being re- our collective and individual goals sponsible for the earth and all the living thingsthereon. the search for environmental quality does notbecome a Also, in terms of ecumenical movements, thisis one of collection of prohibitions but includes in it such general the areas in which you can get cooperation,and it is in goals for a better quality of life as are s7.ommon toall fact one of the active areas in whichthere is active co- Americans. 88

Setting National Goals Let me raise one or two questions which it seems to It is in the third task, however, where thecolleges and me are of crucial importance and yet find no place inthe universities of the nation may play tire mostimportant usual college or university structures: and perhaps crucial role in dealing twith ourenviron- With rapidly expanding technology, we know that each mental problems. The environmental concerns go farbe- new advance brings with it certain side effects, somede- yond the mere wish to remove irritants t--om our surround- sirable, some undesirable, and some unpredictable. Con- ings. Feelings about the degradation oflife and dehuman- sidering all these side effects and the rapid rate of change, ization of individual occupations will not disappear even are things getting better or getting worse? if water-pollution and air polhardon are suddenlytermin- The finite size of our resource base and our planetary ated or brought to an acceptable minimum. environment have begun to concern us. Are those prob- We must stop inquiring at some time where ourblind lems and challenges qualitatively different from what they devotion to a century-old attitude of unbridledgrowth and have been in the past? exploitation are leading us and inquire instead whereit is Most of the environmental questions confronting our we wish to go and what kind oflives we wish to lead. society contain in them complex technical considerations The president almost a year ago appointed acommis- although not necessarily narrow specialist ones. Is it pos- sion on national goals. Such a commission isitself a rec- sible to have a free society or even a representative society ognition that we do not possess, at present, a clearidea when large portions of the citizenry do not understand of the common goals of all Americans nor do we possess the technical issues, and, considering the rate of change, any positive programs that willlead us there. are not very likely to in the future? But I submit that national goals are not arrived atby This list could be expanded endlessly, but I think the presidential commissions, but by widespread discussion point is clear. New kinds of questions ought to be at the openly held across the nation. Colleges anduniversities central focus of educational programs. Iassert that at are so spread across the nationin small towns and large present they are not. cities and have a tradition of conducting just such dis- cussionq and, in the case of land-grant colleges like the University of Wisconsin, also a tradition of including Commitment to Institutional Change citizens from allparts of society inthese discussions by Recipients of Federal Funds through extension services and other directparticipation. I urge this committee to pass this bill and either in the I suggest that the bill currently under consideration bill or in the instructions to the granting agencies to look could be an important piece of legislation in urging this carefully at applicants for monies appropriated to ascer- discussion onward so that after a period of such free dis- tain whether the applicants have a commitment to work- cussion of our common goals in society it may be easier ing on these problems or simply wish to acquire monies for the federal government as well as government at to do what they have been doing all along. other levels to select those common purposes which should Last year, at the request of the president's Environ- become part of our political aims. mental Quality Council, I participated in an investigation of environmental quality programs at universities.My as- Need for Reorganization of the University sociate was an undergraduate from the University of Unfortunately, this discussion does not proceed very California. Our report was published in September of rapidly at present. Our universities are badly in needof 1969,entitledTheUniversitiesandEnvironmental change and reorganization. I am told that Congressis Quality. In that document we stated our findings that similarly in need of reorganization and that such a re- there were indeed a wide variety of college and university organization, in the Congress, confronts considerable dif- teachers prepared to move in new directions but hampered ficulty. by the lack of federal funds and by the conservatism and If is difficult to reorganize the Congress, it is atleast traditional resistance of their own institutions. as difficult to reorganize the purposesof the universities. Speaking now in behalf of the group at the University They are bound by tradition and devoted to the narrow of Wisconsin, I can say that with the help ofadministrators technical expertise presently represented byand I am in our own university and the interested members of the afraid embalmed inthe narrow disciplinary departments. faculty, we can solve the second problem if you can help Warren Bennis remarked in a recent article that a uni- us solve the first. versity was "harder to reorganize than a cemetery."As I urge that this bill be passed and that the fund-granting a man who has tried for changefrom the position of vice agencies under this bill look carefully at the commitment president of a major university, Dr. Bennis was express- of both administrators and faculties who applyunder the ing just the frustration I have alluded to. titles of this bill, to see indeed whether they are this new Those at universities who are anxious to get on with kind of teacher that is neededone as willing to learn as difficult multidisciplinary problems, like those related to to teach and one clearly devoted to solution ofsociety's the environment, need the help of Congress, and needbills problems, whether or not all aspects of the probleins fall like this one to make available to them funds that willhelp within his particular traditional disciplinary focus. It is break through home of the traditional rigidity and enable important to inquire whether we are dealing with people those who wish to, to get on with solving our present-day who are merely seeking funds to do what they have been problems. doing all along. 100 89

Need for More than Training I-HGHLIGHTS AND RECOMMENDATIONS of Professional Scientists Concern for the serious and complex problems ofenvironmental degradation is constantly growing. All elements of our The content of environrat ..titicationand I grow society share these apprehensions about the future. At the same increasingly uncomfortable wk.Jilat termis not at ail time our national wealth, resources, and technological abilities clear at this time. We are in rate need of .:cologists in should permit the nation to choose from an incredible variety of the sense of ecology as a line, but we need many future options for the quality of our environment and the kind f rnany of our problems is of life we live in it. other things as well. The I Lot Th.z colleges and universities of the nation constitute a power- in technological side effects.r tor that matter, in our ful instituaonal resource for education, research, and opendis- long-time devotion to unbridled izrowth of consumergoods, cussion of our problems and opportunities. At present, except for of consumption, and of poputriJm. We should not,there- the prophets of environmental disaster. little of this opendis- producing more scientific cussion of our future environmental alternatives seems to take fore, devote all our effort-, place at the colleges and universities. There is a national short- ecologists. We shall need social"Eftange and new kinds of age of broadly trained professionals to dealwith environmental government regulations andi sa-ructures. problems. This report is a study of a few of the vigorous multi- Garrett Hardin, over a ymcc :1.4E'. illustrated very clearly disciplinary programs atuniversities. The aim was to discover that some of our problem:, -m particular population what kinds of programs have been tried, which ones havebeen but sucessful, and how the federal government might encourage the growth, not only do not hawv fitthnological solutions promising efforts. cannot have technologicaltfir-rrs. This leaves only the Extensive discussions were held with faculty, students,admini- option of social change anc., iwwz..rnment regulation for strators and interested people from outsideuniversities about whole classes of problems. A :_rt of the educational pro- multidisciplinary environmental programs. Detailed on-site studies this fact and were made of six programs. We found thatthere do exist some cess will need to be the comir7znication of very exciting and promising programs.Many of these programs that we cannot sit around, Nriteawber-like, waiting "for face opposition within the univershy and all lack asuitable fund- something to turn up." ing mechanism. We conclude that twofeatures are essential for Finally, gentlemen, we need the open discussion of al- such problem focused programs to lw successful(although they ternatives for our future. We have already begun a period alone cannot guarantee success): Repub- I.Substantial or complete control of the faculty reward of rapid social change. The report of the young structureand lican Congressman visiting colile campuses a year ago, 2.Freedom to be innovative in introducing course material, or simple observation of a colle campus, or reportsof educational programs, work study programs, and curriculum young people's activities inthe.mewspapers can persuade requirements for degrees. and the strange cul- We found the student participants in these programs tobe en- us that this is so. This odd behavior thusiastic and absorbed in their work. An unexpected finding was ture among our young people is mot the resultof some that more thanialf the students in such problem focused pro- massive biological mutation, but a response to the very grams have held jobs for some years and havereturned to the real problems and dissatisfactions which in somewhat more university to seek out these multidisciplinary programs because muted ways trouble us all. The.LInd of open discussion of their earlier university education did not satisfy theirrequirements. Itis our feeling that problem focused programsof the sort we future alternatives in the way vlive with ourselves and examined provide the opportunity many students seek for anedu- with our environment is bound to make some of us un- cation relevant to society's problems, yet thoroughlyprofessional. easy. Those of us over 30 or _33 are likely tobe most un- We found that federal funds being expended atuniversities for easy of all when longstandirm ideas andgoals of our so- environmental problems do not encourage problem focusedmulti- disciplinary education and may even discourage theestablishment ciety are challengedand It iam told that a majority of of such programs. The appendix reviews thehistory of federal Congress is over 30. funding of interdisciplinary programs and we haveconcluded that Nevertheless, I think we can join in the effort to put new directions are required. the idea of man back whom it once stood, at the focus Wehave therefore recommended that the FederalGovernment asiist in the formation at colleges and universities ofSchools of of our lives, and in the wor& of Archit,ald McLeish, "to the Human Environment answering the above criteria.Their com- make the end of education the preparation of men to be mon purpose should be problemfocused education and research men, and so to restore to mankindand aboveall to this directed toward people's need and desire forsatisfying lifein nation of mankindthe conception of humanity with pleasant surroundings. The historical examples ofschools of agri- which humanity can live." culture and schools of public health illustratethat such efforts are far from unprecedented. Initiallysuch a program would cost Thank you for your patience. approximately twenty million dollars, some of which couldbe Mr. Brademas. Thank you very much, Dr. Steinhart, transferred from existing programs. We recommend furtherthat for a most helpful statement. I am going to ask unanimous initial funding be done by an ad hoc group drawn from thein- consent, which I think will not be challenged, that your terested mission agencies and the National ScienceFoundation EnvironmentalQuality, and operated under the policy guidance of thePresident's Environ- report,The Universities mental Quality Council... . be included as part of the heaitrngs. [Excerpts from the remainder of the report may be (The document follows: ) found in Appendix C.] THE UNIVERSITIES AN D ENVIRON MENTALQUALITY-- COM MITMENT TO PROBLEM FOCUSED EDUCATION The Necessity for Restructuring A REPORT TO THE PRESIDUNT'S ENVIRONMENTAL Colleges and Universities QUALITY COUNCIL BY ItatlfrS. STEINHART AND Mr. Brademas. I take it the fundamental thrust of your STACIE CHERNIACK, OPFCE OF SCIENCE AND colleges and TECHNOLOGY, EXECUTIVE On-ICE OF THE PRESI- report was, indeed, in effect to restructure at DENT, SEPTEMBER ,969 universities some of the efforts in the whole field of what )0

order to physician walked out of his cancer research lab andjoined might be called "environmental education," in Such things are establish a multidisciplinary approach. one of the problem-oricnted programs. Would it not be possible, with existing programs, to not uncommon. embark upon such a reshaping? That is to say, it would It is the institutional purposes of the experttechno- federal government cratic educational idea that we have fostered for a great not be necessary, would it, foi the many years which are at odds withthe kinds of ap- to provideadditional funds for multidisciplinary ap- which I proaches to environmental education to be undertaken? proaches I think you are seeking in this bill and Dr. Steinhart. It would be possibleif the rules of the would certainly like to see. long as they are fun- Mr. Brademas. It may well be, then, that weshould current grant lines were changed. So change the language which I believe the bill now contains, neled into the narrow disciplinary departments,I submit the same, and you will which in effect suggests that most of the curriculumde- you will get nothing but more of velopment would be done by colleges and universities, to get little in terms of multidisciplinaryeducation. indictment of the be sure that that language is flexible enough that we are Mr. Brademas. That is a scathing depend- university faculties and administrations of this country. not hung up on higher education in this country, What I am talking about now, as I am sure you ing solely on them to be helpful to us in producingthe . . secondary are aware, does not directlydeal with the nature of the kind of program we need at the elementary and bill before us. But, if I understand you correctly, Dr.Stein- level and for community conferences. to federal Dr. Steinhart. Provided there is flexibility. I thinkin my hart, you are saying that unless, with respect sufficient tunds, the rules of the game are changed,there will be no statement I was trying to make clear there are a number of people prepared to do the rightthing and pre- significant move in the direction ofmultidisciplinary ap- experimentationsince we proaches in American higher education. pared to do, I think, some think the im- don't know all of the answers on how to do thesethings Dr. Steinhart. I think that is correct. I flexible portant point to emphasize is to try,difficult though it provided the legislation and the implementation is of us to put ourselves in the enough to permit it. may be in these days, for all the position of the student. It is all very well to have monitor- In our new Institute for Environmental Studies at ing programs and research programs which may,added University of Wisconsin we will have this summer a group From the of ten students and a young faculty memberdesigning the together, be somehow vaguely interdisciplinary. That seems to me to be point of view of the students confronted with a choiceof new curriculum for this program. getting a degree in biochemistry or plantphysiologyand the kind of approach that one would like to take. there is nothing in betweenthere is nothing toidentify Mr. Brademas. Are there many universities inthe coun- with that has the breadth of vision that they feel they need. try where there have been establishedrelationships be- If I find a school that offers real breadth ofvision, I tween those concerned at the university, thatis to say, the am going to gather up someof my students from the East scholars at the University, with the local school system Village and the Berkeley slums and bring themback to with the environmental studies field? Dr. Steinhart. Of the ones we looked atlast year, I try all over again. developed Mr. Brademas. There are implications towhat you said. would say there are half a dozen or so with well One suggestion is that if we are going tomake serious relationships of this kind, and perhaps another 20 or30 in your that are moving in this direction in ways that Icertainly headway in the direction of the recommendations little report, we are going to have to reshape theauthorization would think were quite helpful, although it was a new to report any great successes. legislation in the field of higher education to a consider- univer- able degree. Of course, one of the greatest difficulties on the sity campus on this score is the school of education.And Capabilities of Universities to Lead if you take the somewhat cynical and kind of cute comments I made about the rest of the universityfaculties and inPre-col lege Educational Change multiply them by a large number, you have the school of Another is that it is not a particularly hopefulharbinger for the kind of leadership that we might expect outof education. higher education in the United States in the ecological Education" field for elementary and secondary education at the com- Inadequacy of the Term "Environmental munity level. Mr. Brademas. Can I ask you why you said you were That is to say, where are the elementary and secondary uncomfortable with the term "environmental education"? education," but A schools, to encourane environmental educationwhichis We did not use the term "conservation the principal purpose of the bill before usgoing to turn thought "environmental education" would bebroader. Do for intelligent teacher training, or intelligentcurriculum you have a better phrase? development, or intelligent project demonstrations, ifall Dr. Steinhart. I suppose it is because I always rootfor of the university people are living in their narrowlittle small guys and losing teams. Therefore, the current fashion always makes me somewhat uneasy. I think itis all cubicles? Dr. Steinhart. I don't mean to paint the pictureentirely right. I think the point being made by Dr. Mead several black. In terms of individual people, I would say a very times in this morning's discussion is that somehowthere universiti 5 are ought to be an inverse-square law relating topeople. We large number of individuaI teachers at the but we made prepared to do all kinds of things. A verydistinguished not only suffer from most of the troubles, 91

most of them. these experiments. Some of them are going to be around If this bill is for a program in scientific ecology, Iwould a long time yet. find myself in considerable disagreement with Dr. Libby, Failing that kind of experimentation and discussion of who seems to be directing environment to some other it and analysis of it, I really don't see how we can expect kind of technocratic expert to tell those people what they anything other than the same kind of aimless, frequently should do. This is a human problem. destructive dropout kind of experimentation we see going Mr. Brademas. What you are talking about is having on at the present. an accurate definition of the phrase"environmental." That Mr. Brademas. This has been very helpful, Dr.Stein- is to say, we need to be sure that the phrase "environ- hart. I think you have alerted our attention to one ofthe mental," or that word, embraces the adjective "human." very serious problems in making anadvance in this field, Dr. Steinhart. I think that is very close to it. What we namely, the narrow rigidification that prevails in univer- found disturbing last year, and have been having difficulties sity faculties. And though this bill is not fundamentally with in the program I am trying to join with, is how to a higher educatior,=II, I think the problem you discussed bring humanists themselves inthe educational system is one we must have in the forefront of our ownthinking into this collection of questions about the human environ- if we are going to be able to encourage effective environment. They seem somewhat uneasy, and no one is sure mental education at the elementary and secondary school how to do it. level. Mr. Brademas. We invited a theologian and an artist Dr. Steinhart. I think the universities have, and in cer- as the lead witnesses on thislegislation because we were tain specialized circumstances, can, provide feedbackinto anxious to establish at the outset the kind of concern that the secondary schools, and the community at theadult- I think is representative of what you have said, and also, education level. It is the focus on professional education I take it, the reason that you in your report recommended as little teaching as possible, as many papers aspossible the establishment not of schools of environmentbut that places serious opposition to much morefree-flowing schools of the human environment. higher education programs in which the feedback tothe Dr. Steinhart. That is exactly right. Your committee ex- high schools and to the community is not only encouraged hibits more of the understanding of the problems in this but is just the accepted way of doing things... case than many the senior facultiesof the university, who Mr. Brailetnas. Thank yen. Mr. Hansen? look for a collection of specialists to add together. Mr. Hansen. Thank you, Mr. Chairman. Thank you, Mr. Brademas. We are politicians. Dr. Steinhart, for a very helpful statement. Dr. Steinhart. I am beginning to think that is abetter To pursue the point you were just talking about: I preparation for understanding people than academic pre- sense that in this growing interest,particularly among the paration in many ways. young people, in the environment there is atendency to classify people and some institutions as polluters and Changing Values others as nonpolluters. Mr. Brademas. I have one more question. What do you Also, it would seem to me that in an educational pro- have to say with respect to the attitudes,values, life styles, cess a good beginning point is anacknowledgement that there are no nonpolluters among us, and that we all con- if you will? Dr. Steinhart. It happens this semester I amliving in tribute to the problem and have an obligation to help find the midst of the student radicals, revolutionaries, orwhat the solutions. Would you concur with that? have you, at the University of Wisconsin. It is aninter- Dr. Steinhart. Oh, absolutely. One of the reasons Ifind it difficult to endorse only the need for technical special- esting experience. What I think we must begin doing at the some time in the near future is tobegin to encourage peo- ists as a solution to the problem is that the solution to ple to experiment .vith how they live andinquire serious- pollution problem is clear. You have only two options. ly how these experiments come out. I amtalking about You either spread it around thinly, or you eat it. Thatis communities, towns, cooperatiVe arrangements ofvarious all there is. The rest is engineering. In a somewhat larger sense, it is the devotion to un- sorts. Much a the experimentation is going on amongthe bridled growth. When unbridled growth occurs in the young, and it is undeniably aimless,frequently destruc- human body, doctors call it "cancer." Unless one begins tive, and certainly is not a long-term solution. Yet, at the to try to curb this, I don't see much ofanything that can moment, itis quite unpopular to express the idea that seriously be done. you might permit people toexperiment with how they I think that focus, which frequently does occur, as you live, or in fact encourage them to experiment with how suggest, that there is somewhere a guy in ablack hat say- is they live. ing, "Let's give them another dose of smoke today," people. After all, not very useful. We, instead, tend to experiment on that it is any new aovernment policy is anexperiment on people. Mr. Hansen. I appreciate your concept, also, is. It seems time really far more basic, and what we are looking atulti- We don't call it that, but that is what it Maybe instead to permit some experiments withpeople than can be mately is a change in the systern of values. turned off after you find out how they work,particularly of using a dollar sign as the measure of so manyvalues in if they don't work well. I hope there aremembers of the our society, the purity of theair or the water or the scenic population over 25 who will become involved in someof beauty of the countryside will be placed higher on the 1 92

educa- scale of values. most helpful. I know in discussing environmental Dr. Steinhart. It seems to me that human dignity and tion in talks and so, here and there I draw heavily on the satisfactions encountered in their lives are the scale of report that you and your associatewho Iunderstand values we would like to have.I am not sure it would be is now an undergraduate at the University of California something that would be measurable, or that we should at BerkeleyStacie Cherniack, puttogether, because it measure it if we could. But I do think that somehow we seems to me to represent the mostthoughtful survey I have to change present values. have seen on the role of colleges and universities in the The national budget reflects our national priorities. whole field of higher education. I hope that we will take And I assume it represents something :,,bout our values in to heart what you have been admonishing us todo. the nation. I find that disturbing. Thank you very much indeed. We are adjourned for this morning. Mr. Hansen. Thank you, Dr. Steinhart. (Whereupon, at 11:40 a.m. the subcommittee recessed, Mr. Brademas. Dr. Steinhart, your testimony has been to reconvene at 9:30 a.m. on Thursday, April 9,1970.) 93

DAY 6 House of Representatives, Select Subcommittee onEducation Washington, D.C. April 9, 1970

An ecologist and several representativesof private organizations involved in environmental andconservation education testified on the sixth day of the hearings.Both John Carillon, an ecologist and provost of MichiganState University, and Mrs. Donald Ciusen, chairman of theEnvironmental Committee of the League of Women Voters,stressed the need for educating the general citizenry about environmentalproblems and choices. Cantlon pointed out that much of the existingschool curriculum is based on the assumption thatthere are certain areas of knowledge in which all citizens musthe competent in order to fulfill their vitaldecision-making roles in a democratic society. Thus, we have required courses such ascivics and American history. Candon maintainedthat knowledge of human and natural ecosystems is also necessaryfor effective citizen participation in democraticdecision-making. Cantlon noted that inserting environmental studies in analready crowded and somewhat rigid curriculum iseasier said than done and suggested modification of existing courses toaccommodate ecological knowledge and approaches. He specifically cited the home economics course as oneappropriate starting point. This segment of thecurriculum might easily be adapted to studying the home as an input-output systemwithin the larger environment. Mrs. Clusen also emphasized the importance of an informedcitizenry in the democratic system and described some of the efforts of the League of Women Voters in the area ofenvironmental education for voters. She noted that the bill might well pay more heed to the area of adult, nonschool education.There is a great need for voter education at the local levelwhere the specific choices are made. Voters must haveinformation applicable to their own locality, not just a general understanding of environmentalissues. Representatives from several private conservation education groupsalso testified, presenting additional ideas on the roles such private groups could play in environmental education.

The subcommittee met at 9:45 a.m., pursuant to recess, ald L. Katz, assistant staff director; Maureen Orth, consult- in room 2175, Rayburn House Office Building, Hon.John ant; Marty L. LaVor, minority legislative coordinator. Brademas (chairman of the subcommittee) presiding. Mr. Bradernas. The subcommittee will come to order Present: Representatives Brademas, Steiger, and Land- for further consideration of H.R. 14753, the Environ- grebe. mental Quality Education Act and related bills. Staff members present: Jack G. Duncan, counsel; Toni ... Immerman, clerk; Arlene Horowitz, staff assistant; Pon. 94

Introduction of Dr. John Cantion, Ecologist, and what keeps the biosphere healthyalso, as to how our food production systems work,and how the air puri- Provost of Michigan State University fication systems work. This deficiency represents, in my Our first witness today is Dr. John Cant lon, ecologist own view, a massive flaw inpublic education, and one so and the provost of Michigan State University. massive and so conspicuous that itis rather difficult in We are pleased to have you with us thismorning. 1970 to understand how we got into this ,tate. Please go right ahead. If one harkens back to the nature of the population at Dr. Confirm. Thank you, Mr. Chairman, and members the time our public school curriculums were being stabi- of the committee. I would like very much to speakin favor lized, we see that most of the citizens were rural in their of House bill 14753. In my view, we now need a major origins. Furthermore, the rates at which the human popu- effort in improving the educational resources,the tech- lation and technology were then expanding did not appear niques and so on, in both public schools and inthe mass so awesome. We still had a great dealof the biosphere media, for enhancing the understanding of our presentand largely intact. In those times it was reasonable to assume future citizens concerning the ecosystems thatsustain that the average student knew a great deal about food them. production and the natural state, of the biosphere. In other Long ago, in Ciis country, we made the very logicalde- words, the common knowledge students had as they en- cision to have publicly supported schools toimpart to the tered or acquired outside school was assumed to be ade- future citizens of the country the minimalskills of read- quate for this facet of the education of our citizens. ing, writing and arithmetic. Almost as early, weinsisted Today, one cannot listen to the public media without that these students be exposed to a certainminimal level being confronted with the idea that the earth's life support of mastery of the concepts and theknowledge about cer- systems can be placed in jeopardy. Surely we needcitizens tain subject-matter areas. who are better informed about the nature of thehuman For example, we insisted that each student beexposed and natural ecosystems, and most specifically on thefrag- to the essentials of how his governmentworks. These ile nature of these systems. They need to be apprisedof courses are called American government, orcivics, or in the very difficult choices that we will be forced to make, political science, and they are required subject matter as citizens in a democracy, in the yearsahead to make each of the 50 states. certain that our technology does not irrevocably stress In addition, each state requires that Americanhistory appreciate the certain of the life-sustaining characteristics of the bio- be taught in order that each student can sphere. sacrifices that are required to sustain the socialm?chine It is quite obvious that these decisions must stem from that is our government, and although recently omblack knowledge, not from ignorance, superstition or propa- citizens have pointed to some of the inadequaciesand public ganda. omissions in American history as it is taught in our Now, there is much concern today amongst specialists schools, no one has seriously proposed thatAmerican his- in the environmental sciences and a rather general feel- tory be deleted from the public school system. Citizens obviously do need to know how their governing in the public at large that the current fad concerning sacrifices are the environment will pass, and that just as our concern ment works, how it got that way, and what about soil conservation in the 1930s came, blossomed, necessary to sustain it. house- public and disappeared, and Smoky the Bear became a Another major requirement that is widespread in hold friend but has subsequently also essentially disap- school curriculums is how an individual's ownbody works, of the peared, that this, too, will pass away. the basic physiology, the basic structure, the nature environment human body. This learning operation is couched indiffer- I would like to suggest that concern for the general sciences will never decline to its former state of low public con- ent kinds of packages. It may be in the cern. This is my judgment because for thefirst time man course that all students takein junior high, or in the high in the really is beginning to suspect chat he is totallydependent school biology course, or in a hygiene course, or biosphere. physical education part of the curriculum. Whereverlo- upon the continued good health cf :he cated in the curriculum, throughout the country we require this minimal knowledge for an adequately educated Technology and Insularization in the Biosphere citizen and human being. This biosphere is an exceedingly complex system that Other knowledge required is a rudimentaryunderstand- contains literally millions of different species of organ- ing of international affairs, a rudimentaryunderstanding isms, many of which are not ya known, practically none of our cultural history, a bit of general sciencewhich is of which are understood in their physiological or ecological generally limited to disciplinary looks at physicsand relationships, and the interactions amongst the organisms chemistry, and .. anelementary course in the social sci- in these systems is largely unknown. ences. Yet, these systems, which are essentially unknown, which are made up of many organisms which have high A Conspicuous Deficiency of the Curriculum sensitivitiesto modern technology, are infact rapidly How strange it is, then, that we do not insist thateach shrinking in their total acreage as man's impact on the citizen have some rudimentary knowledge about the eco- landscape and seascape increases at an accelerating rate. logical systems that sustain us. Some knowledgeis nec- In other words, the life-sustaining qualities of the bio- essary as to how the life support system ofthe planet works sphere ars in some significant ways dependent on less in-

CLG 95 tensively managed land and sea areas. These aspects of school systems have a vast number of teachers who are our environmental sustaining machine are beingreduced comfortable in their present curriculums; they don't want to smaller and smaller blocks, that is, a real process of to see their courses displaced, and one cannot possibly insularization is underway, and at an accelerating rate. add an additional course to the curriculum. In other words, This, in itself, would be worrisolne because the systems for whatever is added, something must be taken out. Ob- that are replacing this old time-tested, life-sustaining sys- viously, what we are going to need is change in existing tern are being designed for far narrower objectives, for courses, at least in the beginning. example, to produce food, to produce places where air- Now, as this committee searched around for some place craft can land, to produce harbors, to produceyou can where this totality of man's relationships to his ecosystems name the thousands of different very specificman-made could be incorporated into existing courses, one of the ecosystems. And the life-sustaining characteristics of the areas that occurred to Dr. Bormann at Yale was the public system which is being displaced are not being built into school home economics curriculum. Here, after all, was the systems which displace them. This is an extremely im- a body of knowledge, a teaching of concepts that went portant process that is underway. right to the heart of the matter, or at least could if it were So, the insularization is going on. The life-sustaining redesigned in the correct way. The home economics course processes of these systems are being left to smallerand could teach the concepts of the home as an input-output smaller areas. Simultaneously, man is also releasing into system. Thereby each individualstudent could relate the biosphere a half million different compounds each quantitatively and processwise to his environment in a year, many of which had no prior existence onthis planet, very personal way. He could be made aware of where his DDT being an interesting example. Organisms have had foods come from, what types of agricultural lands are no prior opportunityto develop resistancestothese necessary to produce them, and why a citizen of Michigan stresses. is dependent on the citizens and the good health of south Now, if we have significant parts of our life-sustaining Florida ecosystems for his fresh vegetables, how he is processes restrictc.1 to shrinking islands which arealso coupled to watersheds, river and lake systems, airsheds being subjected to widely diffusing, highly stable, very and distant pest-producing areas. National issues often long-lived compounds which stress their species, this is require local individuals to be able to relate to distant potentially serious. The case of the persistent chlorinated situations. hydrocarbons pesticides was such a case, and thc.re are Furthermore, I would suggest that any revision of the many other types of compounds which can stressthe curriculum must be wuched so that the student in the remaining islands. In other words, significant parts of the core city, the suburbs and on the farms all relate toit. life-sustaining qualities of the globe are bcig reduced to If any of these aroups fail to see their relationships to the islands, and simultaneously we are oblivious to the nec- total system itis doomed to failure. We are largely an essity that these be preserved in good ;caith. We release urban population. We cannot talk about pristine mountain wide-ranging poisons which stress these remaining islands. lakes or of the sea without relating them in a very real One could scarcely design a strategy of biosphere manage- way to the individual in the ghetto, the suburb or the farm. ment that is less responsible, less permeated with the es- Somewhere this new curriculum content has to begin sential sense of stewardship. with the home as an input-output system, so that water- It is an idio,k: course that we are on. .. Thebiosphere sheds, food productionareas,atmosphere purification is fragile, we do not know how it operates, and we are in processes, and waste disposal systems can be related to the process of expanding human technology and popula- each individual. He is in fact coupled to his universe, and tion, insularizing the original biosphere into ever smaller he needs to learn that he is coupled to undisturbed por- pieces, and these in turn are being subjected to stresses tions of the biosphere which process his oxygen supply of unmonitored scope. and keep the nitrogen and phosphorous cycles function- We have not yet approached the brink, and it would be ing. misleading for me to say that disaster is at hand. In my I have gone on far too long here, and I apologize.... own view, it certainly is not. However, if one projects the present rate of technology expaYsion for very many suc- Research Techniques for Studying Ecosystems cessiveyears,wewillsurelyhaveapproachedthe Mr. Brademas. Yesterday, we were talking to Dr. Mar- brink. ... garet Mead about her suggestion that we needed, for purposes of educating people in the whole environmentalfield, A Starting Point: The Home as to establish models. She suggested, for instance, the use an Input-Output System of islands; but we asked her to comment, and I would It would be presumptuous of me to pretend that I have invite you to comment, on the possibility of utilizing the anything remotely resembling an adequate understanding computers to simulate a wide variety of variables and of actual curricular changes that are necessary. However, thereby enable us to know rather rapidly what the impact a number of years ago as the public affairscommittee of of diverse interventions in the ecosystems would be on the Ecological Society of America was looking at places population, employmentwell, one can rattlt. off a whole where one might attack these educational needs, we were litany of events. made aware of how difficult it is to make change in any Dr. Cantlon. Yes. I think two points need to be made public education system. The inertia is enormous. Public here. Computer simulation is only as good as the infor- ..4;i3 4 96

which mation you put in the computer. We are dealingwith sys- phosphorous and the nitrogen and the potassium there is now no com- now results in the rapid growth ofalgae in our lakes and tems that have so many components fertilize puter built, indeed no lash-upof existing computers, that streams. These are the same elements we buy to would have the capacity to handle even a modestsize eco- crop land. The point is that we havein most of our approaches taken a very unitized approach, solving one prob- system in its totality. different In other words, we are dealing withnumbers of vari- lem at a time, often thereby displacing it [byl a We have not yet problem, occasionally some distance away. bles here of a very, very large size. Let mc suggest that much larger problem arrays are tackled a problem of this scope bysimulation. ...[W]hat subset of a system and test it. going ulnrnately to provide more powerful approaches to we do is to pick out some the problems. Let's look, for instance, at what seems to We can do that. Margaret Mead's suggestion that we useislands and be an unrelated pair of pollution problems. simply stress the island and study the behaviorof the total Heat pollution from power generation is currently pro- island as a unit has virtue; it is a real system.It has all ducing a lot of concern for aquatic biologists and conservationists. What do we do to dissipate this gigantic amount of the components, and while we .. . have neither the man-hours nor the expertise to monitor everyspecies of heat, really a low-grade energy, that results when we population present, we can begin looking at thehealth cool reactors? The usual coolinQ technique is a water sys- example repre- tem, and the discharged warm water createsproblems for of that system as a totality. The insular temperature-sensitive fish and other organisms. sents a good empirical experimentalapproach. will be evolv- The engineers have been drawn in locatingand siting I suspect that the research techniques we the fossil ing will be many. Of these, the current U.S.portion of power generatorswhether atomic reactors or with biomes, fuel typeto places where there is abundantly cold, pure the International Biological Program dealing pipes and such as the grasslands studies in Colorado, represents one water. Pure water reduces maintenance in the large sys- jackets of the cooling system. major effort at looking at full-scale examples of Now, if you think about sites with cold, pure water, tems. Some of the IBP biomestudy units are relatively in pristine and untouched, some involve a great dealof man's they turn out to be trout and other game fishing waters most of the northern climate. There is noquicker way influence in them, as for instance the grasslands beef pro- head-on into duction studies. to have the power generating industry run These are research approaches, but it seems to mefor both the fishermen and the conservationists. It would make school and a lot more sense in cooling gentors to look for waters educational purposes, especially for public lower in mass media purposes, theseresearch studies will remain of lowest public concern. Now, you can't get any rather esoteric things, essential for acquiring newknow- public concern for water than the discharge of a city's ledge; but for effective education we need a way for each secondary effluent. There ought to be a lot more research individual to visualize himself in one of thesecomplex in how to use this dirty water in generatorcooling, and in the process use the low-grade energy to assistin clean- systems. So, this idea of trying either,through simulation be an ec- or through describing existingsituations, to describe the ing up the water. The cooling contribution can individual's home as an input-output system coupled to onomic incentive to clean up the water. diverse other systems would be one of the ways thatI What I am saying is that our approaches havebeen so think might be more effective. fractionalized that we often don't really solve problems. Mr. Brademas. Thank you. Mr. Landgrebe? We displace themoccasionally creating worse ones. Mr. Landgrebe. I have appreciated your statement,and I feel that I have gotten some very good thinking and some Personal Ethics and "Housekeeping" good ideas from it. I am not sure that I have any real Mr. Landgrebe. I certainly can't argue withthat. ... worthwhile questions. This matter of pollutionyou talk aboutmaking this You talk about a fad, and there is a lotof discussion part of the home ec course. In my schooldays, we con- at the present time. Have we not, asthese technological sidered this to be a part of the health classes. Do youhave acts come upon us, haven't we had alot of study and work some suggestion of how we canapproach and get the co- done, sewage treatment plants and so forth?There has operation of folks of all ages in becoming betterhouse- been a lot of thought and a lot of money spentin the past keepers and being responsible? on this, has there not? In other words, we see just as an example, peoplewho empty their ashtrays on the lot at thedrive-in family stand and things of this kind. How in the worldwill we ever Fractionalized Approaches approach these matters with individual responsibility, a to EnvironmentalProblems Dr. Cant lon. Yes, that is correct. The way inwhich we term that you used yourself? though, has Dr. Cantion. In the first place, like anykind of ethical have approached our environmental problems, or moral question we do a very poorjob of this in public been a highly unitized approach. Currently we worry schools. Morals, I think, really have to beginin the home. about phosphorous in the secondary effluentcoming from have to be our disposal plants. Earlier on, wedidn't even have a I would say the first side of responsibility will about the with parents, lnd there is everyevidence that we have secondary treatment process and we worried been pretty lax in this. This is not to saythat we can't biological oxygen demand of primary effluents.The efflu- and ent leaving a secondary treatmentplant still contains the build a better ethical phrasing of men's stewardship 0 97 responsibility for the atmosphere in the way we present Indeed, this is the basis of our existence as an organiza- materials in public school curriculum. Wehave tended tion. We are fond of saying, "Let the people know, make to err bn the conservative side; we havebeen to loath to the people care, help the people act," and it seems to us intrude the ideas of ethics and morality in our considera- that the Environmental Quality Education Act attempts tion of science and technology generally. to do just thisto arouse both students and their elders Mr. Landgrebe. I am happy to hear you make that state- to an understanding of the physical world in which they ment, an&I hope it will go into the recordunderscored, live.... because I "have had one particular contact with asituation where. people who actually had garbageservice at The Need for Adult Education their door in town would take their garbage out and scat- on Environmental Problems ter it along a country lane. Section 3, subsections (3) and (4) of the proposed I think that ends my questions. Thank you. Environmental Quality Education Act are of special in- Mr. Brademas. Thank you, Dr. Cant fon, for being with terest to the League of Women Voters in their desiana- us today. ... tion of possible grant recipients as "other public and private nonprofit organizations," to provide "workshops, institutes, seminars and conferences" for "community edu- Introduction of Mrs. Donald Clusen,Chair- cation on environmental quality and ecology, especially man, EnvironmentalCommittee, League of for adults." Women Voter-3 Since 1964, the League and its education fund have Mr. Bradenias. We have fivc more witnesses this morn- been engaged in citizen education seminars on land and ing, and the Chair would like to suggest thatthey come water use under funding from a federal agency.During forward and, tothe extent possible, summarize their a five-year period, conducting three seminarseach year, statements. . .We want to put questions to you, and League members have visibly demonstrated in every re- I think we might do it by inviting everyone remaining to gion of the country the means and value of confrontine come forward and we shall hear you as apanel, as it citizens with basic information on water quality prob- were, and we would like to hear first fromMrs. Donald lems and the alternatives for solving them. ... Clusen, chairman of the water resources committee of the In the 14 years that the League of Women Voters has League of Women Voters. Then we will hear from Dr. been working on water resources in some 1,300 local Stahr, and Mr. Dustin, and Mr. Clapper, and Dr.Smith, leagues in this country, in 50 states, Puerto Rico and the in that order, if that is agreeable. Gentlemen, won't you Virgin Islands and at the national level, we have learned come forward and join Mrs. Clusen. that people want information about how undesirable con- Mrs. Clusen, we are pleased to have you here.Why ditions can be improved. don't you go ahead. It is not enough to tell only how bad conditions are and Mrs. Clusen. The League of Women Votersof the how much worse they will become. People want to know United States was glad to receive this invitation to com- what improvements are technically possible, whatchoices ment on the Environmental Quality EducationAct, I they have, and what the alternatives will cost communities really am not ready to comment on matters of school cur- and individuals. Adults seek to learn what they can do riculum, but I do appreciate the opportunity to tell you within the established governmental system to promote what the League thinks about the need for moreand bet- working with nature rather than against her. ter education of both adults and children onenviron- For adults no less than for children and yovng people, mental problems, and it is to this point that Iwould like itis important to "encourage understandirq of policies to address my comments today. and support of activities designed to enhanceenviron- The League of Women Voters has had somefirsthand mental quality and maintain ecological balance." experience in attempting to create public awarenessof ost of the choices for land, air and water use are environmental problems. We have long recognized the ur- mace at the local and regionallevel. Therefore, this is the gent need for more attention to policies, programs,and place to imbue people with a desire forconstructive funds that would serve as incentives to both layman and change. Voters need information applicable to their own educator in building increased understanding and aware- localities, information that makes issues clear in terms of ness of environmental problems. ... the general values and social objectives of the commun- In spite of the current rhetoric, a largo segment ofthe ity and the region. public still does not fully understand the dimensions and We in the League have found that people want to put urgency oi our environmental crisis and thethreat it rep- what they learn to work. They want toachieve improve- resents to the quality of human life. What is even more ment. Therefore, environmental education for adults must alarming is that among those who do recognize theprob- be action-oriented. Yet, adults needs help in where and lem, there seems to be a growing feeline of frustration and how to express their views to those who have the power helplessness about whether current downward trends can and responsibility for decision-making. be reversed. Everywhere there is actual or incipient local leadership League members have a great deal of faith in educa- for environmental quality, but local leaders may need tional processes, generally. We believe most nationalprob- help in learning where they are, where they want to go, lems are aided by intensive public informationefforts. and how to get there. It is important to equip local leaders 1'09 98 Educational projects carried onby nonprofit citizens with an understanding ofinterrelationships between air, important means of adult animals and man. It is equally organizations have proved to be water, land, sea, plants, and education and are worthy of support.Therefore, because necessary for local leaders tocombine concern for cities environmental education can be the catalyst to acitizenry and for open country. able and willing to meet thethreat posed by our ravaged environment, the League of WomenVoters of the United The Role of Private CitizenOrganizations H.R. 14753 and similar is the role I see for States supports the purpose of Helping to develop such leadership bills. citizen organizations in the yearsahead. There exist pri- Mr. Brademas. Thank you verymuch indeed, Mrs. vate nonprofit organizationswith great ability to help in adult education on environmental matters.These organi- Clusen.. zations have an entry into thecommunity. Their mem- [The subcommittee next heard fromDr. Elvis Stahr, bers are known and trusted.They have the contacts to president of the National Audubon Society.He described bring in stimulating people with widerexperience and dif- the various educational programsof the Audubon Society, ferent viewpoints. including their nature center programfor children and Many nonprofit organizations coulddo more than they teachers. Following Stahr's testimony,the subcommittee are now doing. What privatenonprofit citizens' organiza- heard short statements byThomas Dustin, executive sections usually lack is the money toenlarge their educa- retary of the Indiana Divisionof the Izaak Walton League; tional work. Louis S. Clapper, director of conservationof the Nation- I feel confident from theLeague's experience that vital al Wildlife Federation; and Dr. SpencerSmith, director public support for wise, long-rangeenvironmental man- of the Citizen Committee on NaturalResources. Then, agement will develop morerapidly if some aid is available questions were directed to Mrs.Clusen, Dr. Stahr, Mr. through federal grants for citizenorganizations to extend Dustin, Mr. Clapper, and Dr. Smith as agroup.] already doing somewhat the adult education work they are Mr. Brademas. I want to express myappreciation and in this field. subcommittee to all of you The major problem in environmentaleducation is the that of the members of the and future. for your testimony today. It has beenenormously helpful problem of reaching all voters, both present questions. We won't be successful in solving ournational problems to us, as I think you can judge from our informed. We need a (Whereupon at 12:10 p.m., the subcommitteerecessed, with only part of our population Friday, April 10, 1970.) systematic plan to reach allin school, and we need a to reconvene at 9:30 a.m. on program of adult education aswell.

110 99

DAY 7

Education House of Representatives,Select Subcommittee on April 10, 1970 Washington, D.C.

representative of the forest productsindustry offered their support for thebill dur- A conservation educator and a about the need for educatingthe public about en- ing the seventh day of testimony.However, their general agreement vironmental problems stemmed from quitedifferent positions. environmental education as the Martha Henderson, of the ConservationFoundation, presented a broad view of of living and the preparation ofstudents for life in. a continuallychanging world. exploration of many alternative ways with simply transmitting thevalues of the status Schools should be concerned withchanging valuesnot, as at present, thought of as mere frills, emphasized the role of the arts andhumanities, which are so frequently quo. She particularly dreams, beliefs, and ethics. in helping us to give expression to ourchonging valuesour aspirations, Woodlands Manager of the PackagingCorporation of America, saw in thebill In contrast, Casey Westell, General knowledge of the public-at-large.Westell decried the "incredi- a vehicle for improvingthe level of technical and scientific educated people." He citedseveral popular ble ignorance and half-knowledgethat exists even among our otherwise efforts by companies such as his toapply myths about environmental problemswhich he believes have handicapped scientific forest management methods. of the advisory committeebrought to the surface a seriousdiflerence Westell's suggestions on the composition the proper role of various segmentsof the political of opinionreflective of a split withinthe country as a wholeabout membership of the ad- environmental and other problems.Westell proposed that the and economic system in solving specified in the bill, in order to assure a"distribution of influence" representa- visory committee be more carefully relevant technical and scientificinputs. Congressman Brade- tive of all concerned segmentsof the population having committee size and espec- Westell's list of groups to beincluded, pointing to the problems of mas sharply questioned agencies have been captured bythe industries that they ially emphasizing the commonpublic concern that regulatory are supposed to regulate.

pursuant to recess, Mr. Brademas. The subcommitteewill come to order The subcommittee met at 9:30 a.m., for further consideration of H.R.14753, the Environ- in room 2261, Rayburn House OfficeBuilding, Hon. John Brademas (chairman of the subcommittee)presiding. mental Education Act and related bills. Present: Representatives Brademas, Steiger,and Meeds. bill by the Honor- counsel; Ron- [A short statement in support of the Staff members present: Jack G. Duncan, able Nick Galifianakis, congressmanfrom North Caro- old L. Katz, assistant staff director;Arlene Horowitz, staff he was unable Orth, consult- lina, was inserted into the record, though assistant; Toni Immerman, clerk; Maureen to attend the hearings in person.] ant; Marty LaVor, minoritylegislative coordinator. 100

Introduction of Martha Henderson, Director alternatives is not made easily available for consideration, of Education, The Conservation Foundation nor are they able to find ways to experimentwith new options. Mr. Brademas. Our [ncxt] witness is Miss MarthaT. But as a nation we are usually hopeful and want to be- Henderson, director of education, the Conservation Foun- lieve in a bright future somewhere, somehow. We care dation We are pleased to have you with us this morning. especially for the future of the young in whom hope for Miss Henderson. Mr. Chairman, thank you for the op- all of us in inevitably vested. If we can give people new portunity to testify at these hearings. Although I am em- ways of life to work toward which seempotentially less ployed as senior associate in education at the Conserva- problematic and full of despair about our environment and tion Foundation, the following statement is my own and more fulfilling than those they have at present,then we does not necessarily reflect the views of the Founda- may be able to achieve a situation inwhich continuing tion.... change is acceptable. To search out how to live in harmony with new ways A Broader Definition of Environmental Education of life will require the resources of many field-, of science, A broad definitionbroader than the one I think given social and behavioral science, and planning. It should also of environmental ed :,-ation is a necessity for this bill. include the insights of the arts and humanities. U.S. society has recently tended to offer a declining range of options for the ways in which we should live. The The Role of the A rts and Humanities emphasis has been on material progress in setting national What is to come is frequently expressed metaphorically and, to some extent, personal goals. We must provide a far by artists; they press their feelings into the future and give greater range of options for future living which allow for them shape. Itis through the arts and humanities that a time of greater economic equilibrium. This may involve we can fiist give voice to our aspirations anddreams and a different standard of living, new forms of social group- even to our reiigious beliefs and ethics. If we canwrite ings, smaller families, and a shifting of values to nonma- poem- about our hoped-for world, inner and outer,if terial gratifications, all of which hit us at very fundamental we can act out theater games or project newarchitectural levels of assumptions about how life actually is or how forms for our homes and communities, then we can begin it should be. But with population pressures, it may become to set forth options for our futures. Artists can lend drama necessary to develop nonmaterial values strongly, since and esthetic form to our choices. there may be less opportunity for economic benefits for all. Nor are the arts to be considered only a frill. They can At the moment, education is primarily transmitting the be a tremendous source of inspired learning experience. values of the status quo. While we must maintain the role If people are not excited about what they do, they will of schools in the transmission of our cultural and historical not learn. We have only to watch the youngsinging with traditions, we must change education in order to have Pete Seeger or experimenting with a film about their neigh- school and university experiences help to suit us for a borhood to see that they are capable of being "turned on" continuously changing world. We cannot know all the by them. outlines of this world, but we must use education to begin Once involved, children can experience theserious, in- to help us shape new ways of life. depth education we should want for them in all areas of Obviously such a concept involves children and college learning. They can explore alternative ways of express- students in active knowledge of the real world. Too often ing themselves symbolically and can learn fromhistory at present our schools are insulated from the life of the and from foreign cultures how others havehandled par- community around them. I think we have some sample ticular problems. programs which use the city for learning and we need They can, as Kenneth Koch describes in his recent book places for students to learn in other ways. on teaching poetry at elementary school,begin to compre- The changes we are posing are major ane 'hey involve hend the uses of comparison and of contrast, of metaphor using education about man and his enviroh ,..nt as a ve- and analogy. They can th'nk or express themselves and hicle for school and university reform. This particular bill they can be active and play. Is it not throughsuch varied cannot meet all educational needs, but it should contribute explorations that we begin to take pleasure in learning to basic changes in our value system. about ideas and expressing them in all their complexities Many question whether U.S. society can be moved and depths? Is it not in this manner that childrenlearn towaid such profound shifts. There is always a great deal how to think clearly? Do they now? of inertia in a social group with any degree of stability, In short, I believe the arts have many uses.They can and a lot of people in this country still draw considerable help to counter the present situation where too oftenciti- satisfaction from the way things are. zens passively accept environmentalmisuse and ugliness, But one can perceive signs of a degree of openness to feeling powerless to make judgments on esthetic matters change in the United States, and it is upon these signs and concerning the shape of their lives. Feeling they can do our belief in them that we must build. We see young peo- nothing, they sink back into apathy which is potentially ple and some not so young experimenting with freer social disastrous to any encounter with our world. groupings. We observe those who appear to be troubled A degree of competence in writing, film,architecture by the obvious problems of our world, but unable to figure and other areas will help to communicate with oneanother out options which do not unduly threaten them. Their about our problems on verbal and nonverbal levels. This difficulty arises, in part, because the true shape of various ability to communicate can be used to reach wide audi- 11 2 101

compelling need to find overreachingprinciples which may ences through TV and nther mediawhich can do much of such con- to get our environmental messages across. give us intellectual order. The development these fields. cepts will depend in part on defining ourenvironmental We lack sufficient educational materials in allow our- The Architcctural Forum notes a number of programsin problems at levels of sufficient depth. If we selves merely to get caught up in anendless array of poi- architecture and plarmahg, and the Office ofEducation, On the the two National Endowments and privatefoundations lution problems, we shall easily become scattered. have funded other intriguing work. There arealso pro- other hand, i; we can press ourselves to morefundarnen- tal global issues such as new sourcesand uses of energy grams where children..tually study in museums or where it, we may be- poets are resident in schools, and artists nowwork in our and new ways of grouping humans to use national parks. I believe many of these effortsdeserve gin to arrive at ideas large enough toprovide a measure support, but essentiall:, I think we should tryto back arts of intellectual security and excitement. of interdisciplin- Another source of order in complexity is systemsanaly- and humanities curriculums only as part approach lies in the ary programs which are aimed atchanging "oasic values. sis. Clearly the basis of an ecological reality that we all interrelate with one anotherand with Differing Approaches to MultidisciplinaryStudies all the living and man-made environment.We must ac- do not suffice quaint (or possibly more accurately reacquaint)children The arts and humanities alone, of course, is needed on to build a better world. I haveemphasized them because with the idea of systems. Much more work they are so often neglected and can beparticularly potent how the young perceive the systematicrelationships of how to en- their world, indeed how any of us do.Individuals and vehicles for change. But the poet should know and behavior are ex- gage in effective politicalaction about air pollution, as groups publishing in environment well as to write of his troubles withbreathing. The archi- ploring this field and deserve assistance. tect needs training in form, spaceaml color, but also in But once we have identified componentsof a system engineering and economics. There is a basicrole in all and have seen how they relate to oneanother, then we environmental deliberations for scientific ecology,and I are faced with understandingtheir dynamic movement. agree with Mr. Aldrich's plea for agreater input of be- In problems as complex as our urbanenvironment, .. . the talking about a human mind unaided may havealmost insurmountable havioral science. In other words, we are and multidisciplinary approach. difficulty in comprehending how the system operates This approach is now exceedinglyPOpular and leads outcomes to be expected over time.A computer can be an directly to a breaking down of traditionaldisciplinary bar- invaluable tool. riers in academia. Two excellent statementsof this prob- Nor should the use of computers hefeared as destnic- lem are given by Steinhart, with whose report onuniver- five to our humanity or of the arts.In fact, artists and sci- sities you are familiar, and by Dr. F. KennethHare in entists are now collaborating on the useof computers to for computer use the January 23 issue ofScience.I would underline the need build better environments. The goal they express for student participationin working out should be what Erich Jantsch refers to associotechnolo- changes in academic structures. And I dothink this bill gical engineering. We do not yetfully understand how to ought to perhaps fund some student programs. employ computers to solve or assistwith massive prob- Perhaps interdisciplinary studies should comenaturally lems. to us. After all, the small childnaturally responds to his But we should open the door tostudents, to let them world through many senses and activitiesand can inte- carry our explorationsforward by introducing most of grate the message he receives. AWashington-based en- them to the use of this tool. We need somework on how vironmental collaborative is studying this area,and some people do receive systems. Once weunderstand what the few programs emphasize an open classroomwith less dis- components cf the system are andhow it fits together, ciplinary emphasis. we need to realize how itworks dynamically, and there The bill should help schools with this typeof organi- the computer is an invaluable tool. zation. But in our society usually we quickly weanchildren While I think some people feel that the computerwill make us away from their early integratedapproach and guide them dehumanize our societ y, I think it can be used to into specialization. In time we becomefearful of once more human. I think possibly ademonstration program again being obliged to cope with broad rangesof reality. especially of school use of these computersin this field To ease this fear, and to makeinstitutional changes, might be a worthwhile effort. we neeo to exploremethods by which multidisciplinary The necessary cooperation on complexecological-social approaches to environmental problems canbe made more systems implies explorationof cooperative systems of manageable and thus less threatening. Atthe simplest social organization. Most of those nowwriting about new level, a man who is specialized in onesubject can make institutional forms roint to groupings with much more himself sufficiently familiar with others towork with them. participation by the varied members of all levelsand less A second and much-vaunted scheme concernsthe in- authoritarianism. terdisciplinary team, which seems particularlysuited for Not everyone has the same voicein an organization, fieldwork. While not always entirely smoothrunning, and but all work together toward a commongoal and mutu- subject to the usual human failings and the threatof super-. ally learn along the route. In such asituation students ficiality, teams can certainly be effective. I strongly en- can have a genuine place ineffecting change, while teach- dorse funding multidisciplinary university programs. ers must forswear theiromnipotence and become guiding These types of practical endeavors do not removethe co-learners in the process. 1-1 ,3 102

I believe that education badly needs theinsights of Mr. Brademas. vry much, Miss Henderson, policy planners in order to gain more clarity into theinter- for a most comprehens/v51.nternelit. play between values and institutions. I would notepolicy [Miss Henderson atAyebed riliestions from Congress- planners are also very much interested in the dissemination man Brademas andDVeci c.nexplanatory document, of the ILICN" to be inserted in of change throughout a society. ... "Programme for 197Q-7 the record.] International Aspects of Environmental Education During Mr. Aldrich's testimony, the chairmaninquired Introduction of Dr, AVY Westeil, Jr., Gen- about international education. Since, like Mr.Aldrich, eral Woodlands IVIdM0er, Packaging Corpor- I have connections with the International Unionfor the tion of America Conservation of Nature and Natural Resources(IUCN), Mr. Brademas. Ow'4;41WitpesS this morning is Dr. let me add some footnotes on this subject. Casey E. Westell, Jr, t vety pleased to call on a dis- First, I believe that since ecological problems know no tinguished member of 1110 40hwrbrnittee, Mr. Meeds, to boundaries, inevitably we must eventually educate people presnt Dr. Westell. to view the environment as a globalproposition. Margaret Mr. Meeds. Mr. QI/44,0V, I present Dr. Westell not Mead has spoken to you eloquently about this subject. ... from personal knowleclv, vt from recornendations of The work of the Conservation Foundation on the eco- some very close perso(141 41014 Who haverecommended logical aspects of international development and of David him highly, and havifl10,z7IcN over his background, I Burleson and others in population education is relevant. can see why. There is an area where we should train those in inter- Dr. Westellthis 00t.iiiivtestifieson behalf of the national aid programs about ecology. The way to dothis American Forest Prod4.0 lucilistries. These are industries is to get a lot more about ecology into ourinternational which manufacture li/Ilivet,hlyvvood, pulp, paper, and studies programs, which are at the moment verymuch utilize a good share Of t11' Wood products and wood in oriented toward social studies. the United States, both 50ti, 4nd hardwood, and I think Second, if we are considering exploring new life styles, probably a group whW11 IN 4s great a stake in the chal- we should by film or travel try to presentthe modes of lenge of environment yQtber group. life of many cultures in varied environments, simpleand Dr. Westell comes c4rf1rnittee this morning with complex. They can be used for comparison, as sourcesof a great deal ofexperjeVQ ill this field. Dr. Westell, we ideas which might be pertinent even in our differentset- are very happy to welQp" yOtt here. ting, and to give us a sense of our ecological positionrela- Dr. Westen. Thank tive to the rest of the world, and they can give us a sense Mr. Chairman and Plu0AbOr5 of the subcommittee, with of our place in the world. me is Mr. Ralph D. 14ClizigeIt. vice president and general There are some interesting programs there. Wehave manager of the Nati0s14INfest Products Association. provocative programs in anthropology mainly atcollege It is a distinct plea51 ite to 13e with you today to testify level, and there are also the Education DevelopmentCen- on H.R. 14753, the tilNiftitiffientalQuality Education Act. ter's Man: A Course of Study and the BostonChildren's In the time allotted to 1hewill summarize the full state- Museum MATCH Box on Japanese life as examples. ment I have prepared ii"tion in the hearing record. Third, there are a number of programs going onabroad My name is Case)/ t, Jr. My occupation is which deserve consideration. I don't think any ofthem general woodlands rnOrt40et fgt. Packaging Corporation of are as extensive in scope asthis bill. Those in the develop- America, and my heaaVtters is in filer City, Michigan. ing countries obviously have other emphases andless em- Professionally, I am 20.I eeptft5t. phasis on the individual because of their strongnational I am appearing onVehOlt ot the forest Industries Coun- priorities. Those from Europe or Japan reflect a strong cil which is a policy-e430feinAting organization on resource disciplinary bias, usually in biology or outdooreducation. matters for the Amel'iQn0 p'oteSt Institute,the American But England, in particular, has developed someof the Paper Institute, the., Altietial) Plywood Association,the most extensive educational reforms atprimary level yet American Pulpwood iNgOVioll, and the National Forest known. Their influenceisalready considerable in the Products Association, yowthei these organizations rep- United States and is relevant to nondisciplinary classroom resent every facet c,14.141t14tAlal forest management and organization. forest manufacture in thi0 eoutitry. . In order to keep in touch with developments, Iwould My testimony ernb lrt three major points: suggest that the appropriate U.S. body arrangeliaison with the IUCN Education Commission in Morges, Switzer- land, since the Union has much information inthis area The Need for Ecolo9lt,01 iliVerstanding and will soon be expanding. Mr. Aldrich and I are a First, a challenge t1 4t tv integrity of ecology as asci- possible additional source of assistance through our con- ence be maintainedill O'orws, curricula and informa- nection with this IUCN Commission's NorthAmerican tion emanating from, thh Ni5lation. Our industry sees vari- important benefits to Ik c1.0yec1 from a universalinfusion Committee. Ties should also be maintained with the etoin'ohztiental facts of life. Edu- ous United Nations agencies,both for data and in order of our citizens with to arrange participation in a number of upcomingmajor cation is needed to 4101 ttle incredible ignorance and environmental congresses. half-knowledge that ei5ta even. arnong our otherwise edu- Thank you for your attention. cated people. -11.4 103

It is vital, if we are to extricate ourselves fromthe many cational materials and teaching aids. serious environmental and pollution problems thatbeset For obvious reasons, most of these educationalactivi- us. It is necessary, if our legislators are tohave sufficient ties have taken place in forested areas of the country.This understanding to enact laws that will enable man to pro- is cllanging, and a beginning has been madein introducing tect himself from himself. It is essential,if man is to im- some of these activities to urban areas.I feel very strongly prove his relationship with hisenvironment in an orderly about the importance of ecology in the urban areas, and and rational manner rather than destructively asthe re- the demonstration forest idea is one suchproject which sult of the amateurish and emotionalmachinations of could be transplanted anywhere in the country where there perhaps well-meaning but environmentally illiterate peo- are existing tree farms. A few acresof timberland or even miniature forest could be ple. a large available field where a Yet,allof our environmental effortswhetherthey developed would help, provided suitable sponsors and are within the scope of thislegislation or otherwisemust technological assistance were readily available. be based on a solid foundation of the availabletechnical Ideally, a demonstration forest could provide extensive and scientific knowledge. With this knowledge, webe- educational experiencesforallage groups, including lieve, an informed public will give its support and ap- demonstrations of proper silviculture practices from the proval to solutions to our national problems ofpollution germination of the seeds to final harvest. For example, it and to the wise use of our natural resources. would be possible to show how thinning improves a timber In my own case, as an industrial forest manager respon- stand; how trees are identified; how insects and diseases sible for over 210,000 acres of timberland that support affect trees; the ecological life of a forest that mightin- thousands of jobs in processing and for manufacture, itis clude its function as a watershed, a habitat for wildlife, essential that I be among those most sensitive to changes its relationship with a stream or lake; and basic instruction in the environment. The nation's foresters and other per- in meteorology and soil science. sonnelmany of whom are professionally trained experts A nnique, urban demonstration forest is now in its sec- in ecologyare the stewards of the millions of acresof ond year in Los Angeles. It occupies land borderingthe industrial and government forests. One-third of our nation Hollywood freeway and several lots owned by Universal is forested. Studios, one of its sponsors. Other sponsors are the forest The "Paul Bunyan Syndrome" of irresponsibleloggers product industry, Los Angeles city and county schools and exploited forests is a part of history repugnant to our and the Los Angeles county forestry department. ideals and contradictory to our profession and contemp- In Michigan we have a dynamic program of schoolfor- orary practices. The art ofsilviculture (producing and ests and professional foresters have beenguiding the pro- caring for a forest) today has infinitely more basis in sci- gram for years. entific method and technologyand its practitioners have Composition of the Advisory Committee more professionalism than ever before. My third point is in regard to the language of thebill. Yet the application of new scientific methods offorest management in this country, we believe, hasbeen handi- While its purposes are clear and constructive, we suggest knowledge several improvements. capped because of lack of understanding and We would recommend that section 2 be amendedby on the part of many of ourcitizens. spell out in For example, my statement refers to a number ofwide- the inclusion of a subsection (c) which would clearly defined language the objectives of the legislation. ly believed myths and misconceptions on just thelimited bal- subject of redwood trees. The task of our industry func- The terms "environmental quality" and "ecological tioning in the midst of environmental illiteracy can be ance," while perhaps convenient shorthand labels, are too extremely difficult, and on occasion, impossible. Someof subjective and open to too many interpretations to be use- us believe that in our presentsociety and educational sys- ful. before they get Sectn 5 only broadly establishes thequalifications for tem, our youngsters know all about sex members of the critically important advisory committee to the birds and bees, and too many neverdo get to the education. The language in flowers and trees. on environmental quality the bill,

. perm is familiar with education, information media,and Educational Programs of the relationship of man as producer, consumer, and citizen to his the Forest Products Industry environment and the Nation's ecology, ... The second part of my testimony deals with a number of of educational projects and activities_initiatedand ad- should be amended to show the qualifications of each ministered over the past 25 years by forest products com- the various members so that the advice of thecommittee panies and associations. Programs are continuing in con- will merit the highest possible respect and attention. junction with local schools, school districts, state educa- I have served as a member of the McIntire-StennisCo- tion systems, colleges, universities, local units of govern- operative Forestry Research Advisory Committeesince its ment, conservation groups and women'sorganizations. formation in 1962. My experience there compels me to I call your attention to them for they arequite wide commend that portion of the enabling act whichprescribes of the composition and authority of the advisorycommittee. ranging. They include field study trips; various types by tours of private industrial forests,plant operations and Specifically, the act establishes the representation workshops and agencies and interest groups and spells out a balance.The logging camps; teacher training centers, considering seminars; and multitudes of printed, audio, and visual iii-edu- greater breadth of the legislation you are 104 but foresters calculate there may be more redwoods nowthan would seem to require that the act specify thatthe secre- when man began to utilize them. Many believe they are the old- tary of health, education, andwelfare appoint members est living thing on earth, but they are the fourtholdest known from the specified categories that fit theobjectives of the species of tree in California. rvlany believe that redwoodsliving bill. We, for instance, would like to see representationfor: today were here "when Christ walked the earth," but the greatest with land age so far determined by an actual countof the growth rings is First, primary industries directly concerned just over 2,200, the conclusion of a half century of sarnp:ingand use, such as agriculture, forestry,mining, petroleum, and studies shows less than three percent of the old growth trees are grazing; over one thousand years old, and the lifespanmaximum is nor- Second, other manufacturing ind TAries whose opera- mally from five hundred to eight hundred years. Manybelieve tions directly involve important environmentalconsidera- the forest products industry cares only about cutting down trees, food process- but many of the majestic groves of superlativeredwoods in 29 tions such as automotive, chemicals, paper, State parks and the new Redwood National Parkin California ing, and metallurgy; were either donated by privateredwood companies or were set Third, antipollution agencies of federal, state, county, aside from cutting in cooperation with the Save-the-Redwoods and municipal governments, including thePublic Health League and the State of California while the companiescontinued to pay the taxes on the land for decades.Many believe that nat- Service; ural growth trees are somehow special, but under thescientific Fourth, educational institutions, the media, consumers, management practices of privately owned producing forests, new and the general public, with the chairmanbeing selected young-growth redwoods may equal the height of the maturegiants from this group; in less thati a man's lifetime. Fifth, housing specialists and urban and rural planners. I would submit, gentlemen, that if theforegoing opinions were Such a distribution of influence among theseseveral put in the form of a quiz, hardly one person in onehundred could come up with the right answers.... categories would assure that programs would befocused Exceptionally few graduates of our public, and privateschools upon common, attainable objectiveswithout regard to today have even a minimum appreciation orunderstanding of the special interests. Also this would keep the programsin basic facts of the ecological web of life and man's placein it. So touch with the realities of technology and economics. long as man does not possess these facts, he willcontinue to defy be and to destroy nature. He will not even havesufficient knowledge Recommendations of the best-qualified persons to to enact appropriate laws to protect himself fromhimself. ... appointed to the advisory committee should besolicited by the secretary from among the groupscited. The com- Should Representatives of Industry beIncluded mittee should be given specific authority in relation to thc commissioner because of the unique aspects offed- on the Advisory Committee? eral involyLment in curriculums. Mr. Brademas. I noted you gave particularattention Public Law 87-788, which established the McIntire- in your statement, Dr. Westell, to thecomposition of the Stennis advisory committee for federally assistedforestry that you 91-211, advisory council contemplated in the bill and research at land grant colleges, and Public Law suggested that there should be spelled outrepresentation which created the advisory council for federally assisted for the several primary industries in theUnited States. mental health programs, are excellent examples oflegisla- be rep- tive description of the membership and duties ofadvisory How would you decide which industries ought to advisory resented? All of them? councils. An environmental quality education Dr. Westell. I can't give you a clearcutidea on all in- committee formed along these lines would go a long way is that toward assuring maximum acceptance of the concepts of dustries that should be represented. Our feeling the primary onesagriculture, forestry,and others re- this legislation and cooperation with citizen, educational, garding our natural resources and thenma-mfacturing manufacturing and other organizations. ... The forest products industries are pleasedthat we have should receive some recognition. and Whether this is one individual or two, Iwouldn't be been given the opportunity to share our information prepared to say at this time except that wefeel strongly ideas with you here today. that these areas have real contributions tomake to the Thank you. teaching of ecology and environmental sciences.They should be called upon formally by such legislation tomake Portion of the Statement of Dr. Casey E.Westell, latest know- Cor- these contributions, to make sure that the Jr, General Woodlands Manager, Packaging ledge, technology, and practice is beinginfused into the pork:tion of America curriculums, if this is the route the legislation will take. Potential progress in forestry, particularly in our publiclyowned Mr. Brademas. It is, I think, somewhat merecompli- timber lands and in the application of new scientificmethods of cated, On a commonsense basis, we ought to stay away forest management in this country, we believe, hasbeen handi- from your own industry for a minute, to tryto be more capped because of lack of understanding andknowledge on the part of many of our citizens. Not a few of thoseopposed to more completely objective about it. You take mining,which is progressive forest management are Members of Congress,and, a primary industry.Unless you have a 100-man advisory therefore, obliged to make decisions on laws affecting ourforest council, in which case it gets rather cumbersome,whom resources. do you put on it? Do you put themineowners or the mine, Allow me to illustrate how the task of our industry function- member of the ing in a setting of environmental illiteracy can be extremelydiffi- mill, and smelter workers, or do you put a cult, and on occasion, impossible. United Mine Workers on? Perhaps, nowhere has public misunderstanding been greater Dr. Westell. I don't think that is quitethe problem; than in connection with the redwood trees. Manybelieve they rather, it is to get someone competent inmining. He could grow only in Northern California, but theyactually thrive on five indirectly, or continents. Many believe redwoods are in danger ofdisappearing, be itean employee of the industry directly, or 105 he could be a professional person that works with the in- professor in the university or an employee in the industry dustry. He could bc a professor from a university. But shouldn't have that impact on my professional conduct. the idea is that the practice, the technology, and the phil- If it does, itis reprehensible and the man is not truly osophy of mining and all the other things that go along a professional. So I would ask you to examine the ap- with it are somehow considered formally in the teaching pointments on that basis and go, for instancc, now to the of environment. It is an extractive industry, but they have McIntire-Stennis group, which has seven industrial ap- enlightenment in the area of conservation and have had pointees and seven from public life. There have been no for years. conflicts. I simply say, "Look at it, talk to the people in- Mr. Brademas. I am afraid you really got me down the volved, talk to the USDA and cee whether there has been wrong path with that point of view. I was quiteinterested serious conflict."It has been (4.ate gratifying to me. I in your [written] statement ... that"Previously, industry think that here is the first time in my career where I can advisory groups were established, altered, abolished, and get up at professional meetings, at industrial and public considered at the whim of the administrative agencies. meetings and say, "McIntire-Stennis is really getting its They were so handled that they constituted a rubberstamp money's worth for the people in this country and deserves for agency plans." your support." From my observation around this town, that is 100 per- It is something of a paradox, asking for more money, cent wrong; it is the other way around and that is caus- more taxes; however, I am confident that the money is ing profound apprehension in this country right now. I being spent properly. am not talking here particularly about forestry,about Mr. Brademas. I appreciate what you are saying. I don't which I really don't know very much at all. Mr. Meeds is want to be disagreeable about it, but the difference be- very well informed on that. You can take a wholevariety tween you and me is I believe in original siu. All you have of regulatory agencies in the United States and I think to do is pick up the paper about a week Of so ago, and that what is causing as much concern on the part of so look at the jobs taken by former members of the Interstate many people in this country is that the regulatory agencies Commerce Commission. Where do you think they go to have been captured by die industries that they are sup- work, for the American Forest Products Industry? They posed to regulate. go to work for the buslines, they go to work for the truck- Anybody that doesn't know Washington, D.C., doesn't ing lines, they go to work for the railroads. know the first thing about the American political system. That is not a syndrome calculated te inspire confidence You could rattle off almost every major economic activity in me in the integrity of these regulatory commissions and in the country and make that point. the same point could be made with respect to the Federal I am not going to bother to name names here this morn- Communications Commission. Everybody knowsthat ing, but you can't pick up a newspaper in this town these around this town. days, without seeing more evidence of the validity of this I am not saying anything that ought to be the most proposition. So I am not singling out forestry for any astonishingI don't want to badgcr you about thifl. All particular criticism in this respect, but I guess what really I am saying is that I think it would be the kiss of death to fills me with the most profound apprehension is turning this legislation if it appeared that in an effort to educate the public policymaking control in a program of this sort Americans about the dangers to our environment, we over to those whose record has, in part, been responsible were to stack the advisory council with persons who for our needed programs along this line. could not unfairly be represented as being captives of That isn't to say that I don't think we ought to open some of the major economic activi-ies in the United States our eyes and ears to whatever views andinformation may that had, by virtue of their failure to adopt more ecologic- be able to be afforded by a particular industry. But I ally sound practices, led to this burgeoning crisis in the *really grow apprehensive at the kind of suggestion that United States and the enormous sense of public outrage. you make here, to be very blunt about it. I think you can understand my point of view, even if We write an environmental education program and then you don't agree with it. we turn it over to the polluters. I don't understand that. Dr. Westeli. You are the professional 11 this. Can't you Dr. Westell. I can't speak for all segments of the in- conceive of a structure, of a balance that would preclude dustry and I am certainly not going to defend all of the this possibility as it has in, say, the McIntire-Stennis? other areas you have introduced here. But if this advisory Mr. Brademas. Yes, I think your point is very well taken committee appointment was to a competent, dedicated, there, Dr. Westell. I would not want to lead you to think and proven professional, there isn't any professional that for one minute that I would be opposed to representation I know that can be controlled in the professional matters from industry on such an advisory council. I don't think by his employer.. that would be fair either. All I do want to get across is Mr. Brademas. There isn't? I think we have to be very careful, not only to be as pure Dr. Westell. Not in professional competency. I am a as we can be, but to appear to be pure, if we aregoing to manager, and I am subject to the pressures or to the in- have public confidence in the integrity of the programs structions of my superiors in the conduct of the business. that are authorized under this bill. So I like to think that But my employer doesn't dictate my professional conduct. we are not quite that far apart as our colloquy might in- He never has in 15 years and never will. dicate. But your suggestions have been most stimulating My point is simply this: I am approaching the problem and interesting. academically on a professional basis. Whether I am a ... t 106

(Whereupon, at10:50 a.m.the subcommittee ad- Thank you very much, indeed, Dr. Westell. Thank you 1.(r, reconvene on Saturday, April 11,1970, in very much, sir. We appreciate yourtestifying before us. journi:d, The subcommittee is adjourned. We will meet tomorrow New York City.) morning in New York City.

118 107

DAY 8

House of Representatives, SelectSubcommittee on Education April 11, 1970 New York, New York

subconunittee interviewed a wide varietyof witnesses, On Day 8, one of the two sessionsheld in New York City, the elementary teacher, and a state-levelenvironmental education administrator. including a sanitationman, an attorney, an deva- City's Uniformed Sanitationtnen'sUnion, drew a vivid word-picture of the John DeLury, President of New York of the city streets" must cope everyday. He stating litter and garbage problemswith which his "practical ecologists the fo.:l that individuals are noteducated to take personalresponsibility in re- blamed at least part of the problem on cannot do the job if individuals ducing their own output of pollutants.Money for sanitation equipment and manpower continue to generate garbage at a increasingrate, the Land," explaining the barriers tolegal David Sive, a Sierra Club attorney,presented an article, "The Law and problems. He used as an illustrationthe "Scenic Hudson" case, inwhich several action in the area of environmental Edison's construction of a powerplant at private environmental groups soughtwithout success to block Consolidated Storm King Mountain on the HudsonRiver. bill give Arlene Weisberg, a teacher at theWave Hill Center for EnvironmentalStudies in the Bronx, asked that the training and immediate disseminationof experimental versions ofmaterials. We special priority to intensive teacher She described the work of the WaveHill Center cannot wait for "finished"tnaterials and long-term training programs. in both these areas. Education, also emphasized the need Edward Ambry, director of the NewJersey State Council for Environmental materials. He described thedevelopment work that has already beendone by for rapid dissemination of available for years and stressed the tt:..edfor col- outdoor, conservation and environmentaleducators who have been in the field information about this work. Ratherthan "re-inventing the wheel," weshould lecting, evaluating, and disseminating Environmental Education. build from this base. Ambry alsooutlined a proposal for a National Center on

York City today for The subcommittee met at 9:30 a.m.,pursuant to re- We are very pleased to be in New further consideration of the bill H.R. 14713,the Environ- cess, in room 305, FederalBuilding, 26 Federal Plaza, New York, N.Y., Hon. JohnBrademas (chairman of mental Quality Education Act.. .. the subcommittee) presiding. Scheuer, and Reid. [The Chairman here gave abrief explanation of the Present: Representatives 13rademas, then introduced Mr. Scheuer, who Staff members present: Maureen Orth,consultant; Ar- purposes of the bill. He spoke briefly on the evolution of thebill, and Mr. Reid, lene Horowitz, staff assistant. Mr. Brademas. The SelectSubcommittee on Education who made a few introductory::comments.] order. of the House of Rei:fesentatives will come to ri 108

Introduction of John DeLury, President,The hete. They occupy 742,582 residential dwellings. Daily they are joined by another two million people coming from Uniformed Sanitationmen's Association the suburban bedrooms around the city to make their liv- Mr. Brademas. Our first witness this morning isMr. ing here. Two million automobiles find their way into John DeLury, president of the Sanitationmen's Associa- Manhattan cach clay. tion. I will call on Mr. Scheuer at this point. This population living, working, and consuming here, Mr. Scheuer. I want to thank Mr. DeLury for coming York generates more than 10,000 tons of garbage a day. They here today. Mr. DeLury is one of the men in New abandon 60,000 cars on our streets whicn they no longer City who have perhaps critical responsibility for oururban environment, how the city looks and feels, and how it re- want. Our 6,000 miles of streets are, for many, their litter baskets and garbage cans. lates to the individual. How does the city cope? What does the administration He is a man of enormous responsibility. He is a man do to prevent the people from choking on their own swill who works under tremendous pressure for the thousands and being asphyxiated by the gas fumes of their own cars? of men whom he represents in the top policymaking activi- $353 millionisthe cost. That's the current annual ties in which he is engaged. I think it is an indication of budget for the Environmental Protection Administration. his civic concern artremendous involvement as a civic More than half that amount goes for sanitation services. leader in every aspect of the welfare of New York City That makes possible the daily employment of 14,000 peo- that he has chosen to come out here today. ple, of whom 10,500 are sanitationnif:r. They are the men So I want to thank him and welcome him and alsothank hey are the men the very impressive group of delegates from his union who go into the 6,000 miles of se whom he has brought along to share the privilege of lis- who go to the doors of each of th 42,582 dwellings. tening to him this morning. They are the ones who collect the 10,000 tons of garbage So thank you very much, Mr. DeLury, for corning. a day and they clean the 12,000 curb-miles in the city. Mr. DeLury. Thank you for your kind words, Jim. They use 3,047 trucks of all types. The cost of this Mr. Chairman, on behalf of the 10,500 membersof equipment is $60 million. the Uniformed Sanitationmen's Association,Istrongly They dispose of this waste in eight huge incinerators, support H.R. 14753, and urge its immediate adoption. four landfills, and eight marine stations, using cranes, It seems as if America is waking up to the damage be- bulldozers, 40-yard trucks, conveyors, barges, and tugs ing done everywhereto the air, water, and soil. I hope whose costs exceed $30 million. that this new interest will be sustainedthat itwill not That's the city's effort. In addition, another 2,500 tons be a passing fad for the students, the media, and politi- of garbage, waste, and construction debris collected pri- cians. I am disturbed by the effort to find scapegoats, one- vately are disposed of by the city each day. shot cures, and sure-shot gimmicks. But that won't clean The end is not in sight. Each year sees an escalation in up our physical environment. It will only add to thpol- waste generation of nine percent. And this is the situation lution in the air. throughout the country. A leading business magazine re- The faddists can always find another fad, but we sani- cently estimated the cost of waste removal to be $5 bil- tation men, the practical ecologists of the city streets, must lion a year nationally, with a cost increase of 20 percent stay with the almost impossible job of striving to keep the a year. (Forbes magazine, Jan. 15, 1970, page 18.) capital city of the world clean. I have endorsed H.R. 14753 because it points to a cry- Anti-litter Education ing needthe need to educate the peopleand because it Yesmore money is needed from all sourceslocal, provides the money to educate in this specific area. state, and federal. More capital equipment is required, But in addition, the people have a role; they can and The Urban Priority have to help. !1.R. 14753 can provide the means of edu- I have endorsed H.R. 14753 on the assumption that cating people so they will help. money for the required educational programswill be avail- People, not some impersonal corporation, are the street able in the first instance to the cities of our country. litterers. People abandon their cars and scatter garbage The cities are where the people are. on the city streets. If this pollution can becurbed at the The cities are where the air pollution is. source, then our city will be cleaner and the nation's cities The cities are where the congestion, slums, rats, ver- will be cleaner. min, dirt and decay are. Education must begin in the schools with the kids. The New York, the city I know best, cannot now cope with adults must be reached through television, radio, and the the pollution of its streets and its garbage problem, in spite press. There must be booklets, clean-up drt,,es, stay-clean of its budgetary allocation. drives. No one-shot gimmicks, but sustained effort and Yes, additional funds for additional manpower and constant education are needed. equipment are clearly necessary. And yet without an edu. H.R. 14753 can mark the -if this education cated citizenry more money won't buy the needed results. and re-education until finally we pride of neigh- Our city is a polluted city. A.pollution of our stre:ts borhood and we see dignity cleanliness. is a lasting impressioiwith which visitors leave. Is this One final thought. This type of education is also needed inevitable? Is it a nece.,,ary byproduct of our size, density with those who supply our daily needs. Much has already and congestion? Almost eight million human beings live been written about the responsibilities of the utility com- 1120 109 panics and the oil companies. I need not developthis point All of these things have disappeared. further. But our newspapers, a primary source of educa- Mr. Scheuer. You can do the hand-flush under the tion, are ironically enough in the forefront of those who parked cars? tax our public resources. Mr. DeLury. Yes, sir. Take our Sunday papers in New York as aninstance. Mr. Brademas. I would hope, Mr.DeLury, at least in The table which follows shows the cost of removingonly the light of the extraordinary amount of money that must two Sunday papersthe Times and theNews. That costs be spent in a great city like thisthat must be wentfor the city a staggering $13,260,000or 7.8 percentof our removal of garbage and refusethat at least in time one total sanitation budget. of the great values in the kind of environmental education I am not suggesting that the Times andNews not pub- program that we contemplate in thisbill would be that lish Sunday editions. That would he likesaying religion you would reduce the cost to thecity of collecting the has to go. I am suggesting that those whocontribute to garbage, because you w^uld, as you have already suggest- the burdens should pay the costs, at least in part. ed, educate the ci o practices that would be far Mr. Chairman, there are no total answers.We must less demanding on theLy's resources. seek and find partial ones. Your billis a partial answer with profound consequences. That's why I urgeits passage. Garbage Disposal: How and Where? If there is anything we can do, to insure that end,it will Mr. DeLury. Mr. Chairman, it must get more expen- hl?, done. [Applause.] sive. Although it is not within the scope of this subcommittee, our major problem is our union says three years When Garbage Became Important the city says five yearsyou arc in a congressional dis- Mr. Brademas. Thank you, Mr. DeLury, for a most trict herein San Francisco, Philadelphia, a year and a useful statement. I am particularly ir-nressedby your half or two years. characterization of the sanitationmen.,sthe practical Where are we going to put it in five years? ecologists of the city streets. It is a very telling phrase. I hear you saying, 10, 20, 30 years ahead. We don't Let me ask you this question. What can youtell us about have the time. what kind of efforts are made in the cityof New York to Where are we going to put it, assuming we can collect it in the street, all the garbage that's vomited out? Where provide educationin your elementary and secondary schools about pollution control, natural resources conser- are we going to take it? Put it to sea? Mr. Reid. If the chairman would yield. vation and environmental problems, generally? too, Mr. Mr. DeLury. Nothing at the present time.About six Mr. DeLury. Westchester has a problem, years ago, we had in theDepartment of Sanitation a unit Congressman. of professional sanitationmen and officers to gointo the Mr. Reid. A kind of serious one. I wanted to ask you school and talk to the children. That has beeneliminated. about two specific suggestions ecologists are very interested V'e had motion pictures to show the childreninthe in. One is [about] the recycling and utilization of certain schools. That's all gone by the board. Nothingis being material after processing, such as is bcing done in Israel. The other question I wanted to ask you is: What are done. Garbage was not important in this town, Mr.Chairman, the possibilities of compacting garbage with the new tech- until we had a strike in February 1968 and then all of a niques? I gather you have even got a home compacting sudden everyone realized the impact of garbage on the unit at this point. I don't know the cost. community and from that time they have been getting to Mr. DeLury. I don't know the cost either.They have realize that sanitation is a primary function of the Depart . triedit throughout the world. The only place where ment of Sanitation. know they do anything with it is in Japan and they con-. 6,000 men struct homes with the packages. It may amaze you. Ten years ago we had Edu- who went out in,o the streets manually to sweepand clean I know that part of your Department of Health, the streets. We have less than 400. Includedin that 400 cation, and WelfareI have met with them and they were are those who operate the powerbroom. suggesting that they compact it, take it out into the middle City is of the ocean and drop it. Now a power mechanical broom in New York thinking in like me needing an additional head. You can't get tothe But we are thinking of a total picture and curb to clean it because New York City is thelargest time and I am going with you, 10, 20, 30, 40, and50 sides of the street, years. The ocean is finable. garage in the world, parking on both There is only one way to destroy garbage and that's double parking and triple parking. We can't clean it with that mechanical equipment. by proper incineration with high B.t.u. unit of heat What we actually needand I have been saying this will completely dispose of it at 3,200°, 3,300°, 3,400° again and againis for men to be out mechanicallywith of heat. in All of these gimmicks I have heard since I have hadthe the broom and with that pushwagon we have to get wood and clean it. honor of representing this union, even to making And another thing we used to do that no longer wedo: alcohol out of the garbage, even to taking paper back and Where it's a lot of heavy debris that you can't get in and reclaiming paper, reprocessing paper. It all failed, it all sweep it out, we used to hand-flush itcomewith a hose fell by the roadside. and flush under it and force it out so we could get that. Take all the abandoned cars. I am talking about 60,000 121 110

cars we took off the roads, off the streetsof New York stitute, I know, his real brain trust. City last year, and next year it will be 80,000. I would ask for your unanimous consent for anarticle Mr. Reid. What suggestions do you have Mr. DeLury by Mr. Sive, entitled "The Law and the Land," tobe because I think you made a very thoughtful statement printed in its entirety before his oral testimony. hereto answer your own question of where do we put Mr. Brademas. Without objection, it will be included. it? What new techniques were brought in whichwould (The article mentioned above follows: ) be helpful? in THE LAW AND THE LAND* Mr. DeLury. Modern incinerators such as they have By David Sive Scotland. I believe they have a plant in Germany, andthis Every great social movement turns to the courts as well as to is only one way. the legislatures. In the decade just ended, our courtsattimes as Mr. Reid. This is the high temperature? much as and perhaps more than our legislattreesled in the evolution of the particulars of meaningful civilrights and racial Mr. DeLury. Right. equality. The executive and legislative declarations of war on poverty were quickly followed by the birth and rapidgrowth of Anti-incineration Pressures a field of law unknown in the preceding decade"povertylaw." Now, yJu have a major problem there. There isn't a Now the environmental crisis has spurred the great newpolitical and social movement nf the 70's. The liveable environment move- politician in New York City that is going to stand up to ment will be the man of which the child called theconservation the pressures that's brought upon him by his local con- movement is the father. It has begun to move into the courtsand stituency when they say, "Let's put a site here." create a new body of law, the name and identity ofwhich has Jim, up in Hunts Point when they wanted to put a been established within thelast twelve monthsenvironmental law. marine disposal unit there or incinerator, the community Consequently, there are some important and obvious questions rebelled. which merii: examination outside the traditional law journals. For Where are we going to put it? They will not allow it in example, what role will be played in the development of this new any part of their areas and,politically people being as body of law by the individual citizen and the citizens' groups rep- they areand I can't blame them for itthey have to be resenting the numerically overwhelming and, hopefully, not-too- silent majority? What special problems must be met? What novel re-elected and they are not going to fly in the face of their issues must be litigated so that new doctrines of environmental local constituents. law can develop? What is the relationship of the litigation process This problem must be handled by Washington, thefed- to the political process? eral government, because it is harder to get out a man Environmental lawise3sentially the law prescribing there- that's elected by 50 states than a man that's elected in a spective rights of two classes of contestants in our lands, waters, and air. The identity of ue contestant seldom varies;itis the local election like New York City, White Plains, or West- general public opposing a particular disposition of resour::es chester. the citizens of a city or village to be bisected by a road, of a Mr. Leid. Of the amount of garbage you mentioned that river valley to he..ve its crowning scenic glory cut away, or of a you collectI 0,000 tons plus the 2,000collected private- whole nation fearing a Silent Spring. The identity of the second lyhow much of that is incinerated and how much of it contestant varies according to the nature of the proposeddisposi- tion. It may be a utility or manufacturing company seeking ali- has to be placed in some form of landfill or taken outto cense from a government agency.It may be the government the ocean? agency itself. Mr. DeLury. Six thousand tons per day goes intothe In the cases in which the respective claims to andrights in resources have been litigated, the representativeof the general incinerator of which 2,000 to 2,500 tons reverts back to public has most often been either an ad hoc citizens' group, what we call residue, the unburnable, and [is] taken to formed for the purpose of the particular contest, or one or more landfills or waterfront disposal places and taken out and of the major national or regional conservation organizations,fore- dumped. most of which have been the Sierra Club and theNational Audu- Sixty percent that's collected goes to the incinerator, bon Society. of which 35 percent or more then reverts back to theland- fills and the waterfront disposal places. Unequal Contest The contest is substantially unequal. The corporation or government agency has virtually unlimited resourcesof money and Brademas. Thank you very much, Mr. DeLury, for all that money can buylawyers, expert witnesses,printing, mod- your support. els, charts and other exhibits, and all of the multitudinousgoods . , and services that go into a major lawsuit, Theconservationist [The next witness was J. G. Harrar, president of the group must recruit and organize largely from volunteers.It must appropriate from a deficit budget or conduct house-to-house cam- Rockefeller Foundation. He offered a brief statement and paigns to raise small sums from large numbers of people.This answered questions.] latter process, involving the use of neighborhood committees and all the other accepted techniques, is not essentially different from fund raising for construction of a new hospital or church wing. Introduction of David Sive, Attorney, Sierra Furds are needed for expert witnesses in cases inwhich the Club services cannot be secured free. If the hearing or trial is any con-- Mr. Brademas. The Chair recognizes Congressman siderable distance from the residence or office of suchwitnesses, Scheuer to present our next witness. travel expenses mount quickly. The fact that the witness may be Mr. Scheuer. It is a great pleasure f-)r me torecognize perhaps thenation's most distinguished environmental *Reprinted with permission from the Journal (Vol. 8, No. 4, Jan- lawyer, David Sive. I want particularly to welcomeWalter uary-February 1970), published by the Division of Higher Edu- and Teddy Sive who have accompanied their dadand con- cation. United Church Board for Homeland Ministries. :122 hindrances to the required to testify on a date not chosen by him,but chosen by life, are not only not indispensable, but positive the court or administrative agency before which hetestifies, may elevation of mankind. also prevent rendition of services wholly withoutcompensation. While the society of Thoreau was not "affluent," ourscertainly The attorneys representing the conservationorganization must is, at least in that by applying to our social andeconomic organi- be willing and able to contribute most or allof their time and zation some small fraction of the intelligence weapply to going skills to the litigation. Of all the significant casesthus far brought, to the moon, we can provide every personwith all the necessities some of which are still pending, in nonetothe knowledge of the and some of the comforts of life. writerhave the attorneys received more than asmall fraction Beyond those necessities and "necessary"comforts, we must of their fair compensation. ln cases in which theissues are ex- make a choice of goals, and perhaps thechoice should at least clusively legal, with no important factual issues tobe tried, the sometimes be to elevate, rather than fatten,mankind. Scenic Hud- task is generally manageable. This 1 3 because thework schedule is son and the Sierra Club haveinterpreted the mandate of the Court controlled by the attorney. He may devoteevenings or weekends of Appeals to require a sophisticatedanalysis of the nature and or daytime hours when other matters are at alull. In cases in degrees of scenic beauty. Their position has been that scenicbeauty which issues of fact are to be tried, there is no wayfor the at- can be objectively analyzed, and degreesof beauty stated. torney to avoid the out-of-pocket loss of fees oncommercial matters which he must turn away. Therefore, itbecomes impossible for the conservation organization's attorneys to servecompletely Analyzing Degree of Beauty Both Scenic Hudson and the Sierra Clubdid analyze the degree without compensation. of several experts on scenic Several factors aid the conservationists. Therecruitment of ex- of beauty. They produced testimony pert witnesses who may testify for little or nocompensation is beauty, including Professor Charles W. Eliot,II,of Harvard: aided by the fact that universities and university towns areal- Charles Callison, Executive Vice Presidentof the National Audu- dden and explosive in- bon Society; Professor Vincent Scully(History of Art), of Yale: ways conservationists' strongholds. The the Sierra aid". All volvement of studentsinour environmental crisisto becli- and David Brower, Executive Director of of skilled of them testifitd that Storm King and the Hudson atStorm King maxed by the April "teach-ins".--is providing a fund beauty, but the supreme river and dedicated researchers, field investigators, proofreaders, typ- were not simply places of scenic ists, and messengers. scenery in eaSttern United States. The environmental revolution is now sweeping thelaw schools. Mr. Callison called the Hudson at StormKing "the most beau- societies. Since tifulstretch of river scenery inthe United States." Professor Many have highly organized environmental law lyrical. He described much of the inequality of the conservationists'lawyer versus his Scully's description was perhaps the most corporater government adversary is in theavailability of young Storm King Mountain as follows: associates to do the long hours of legal research, lawstudents, if lt rises like a brown bear out of theriver, a dome of living organized, can be of great help. A good second- or third-yearlaw granite, swelling with anhnal power. It is notpicturesque in the student is almost equal in legal research to a youngpracticing softer sense of the word but awesome, aprimitive bodintent of attorney. the energies of the earth. It makes thecharacter of wild nature physically visible in monumental form. As such itstrongly reminds Novel Legal Issue: Beauty Versus Utility me of some of the naturalformations which mark sacred sites in court other in Greece and signal the presence of theGods. ... What are the problems of the conservationists Hudson at Storm King than the basic inequality of financial resources?One is the sheer Each of the several experts classified the novelty of some of the issues to be tried before the courtsor ad- as equal in scenic beauty andmagnificence to many of our national ministrative agencies. In an increasing number of cases,starting parks. with that of the proposed Consolidated Edison powerplant at The beauty of the mountain and the .surrounding area has not the issueis been seriously disputed by the Company,although Con Edison Storm King Mountain (the Scenic Hudson case), of degrees of scenic beauty versus utility. The two must be weighed tinder alegal for- has not accepted the conservationists' analysis which provide's that beauty. The Company's principal point has been that theproject mula provided by a statute or a court ruling most the protection of natural beauty is to be given dueconsideration. would not mar the beauty cE the mountain, because from be seen. The issue In the Scenic Hudson case, the basic statutoryformula is in the angles at most season:4 of the year it would not Federal Power Act governing the grant or denial of theapplica- of the precise visibility of the proje.A works wasthe subject of many hundreds of pages of conflictingtestimony. tion which requires that the project: Club, that the con- "be such as in the judgment of the commissionwill be best The claims of Scenic Hudson and the Sierra developing struction of the project and of the attendantfacilities would seri- adapted to a comprehensive plan for improving or the surrounding a waterway or waterwaysfor the use or benefit of interstate ously damage the value of the mountain and improvement and utilization of area as objects of natural beauty, arcnot based solely, however, or foreign commerce, for the the project works. They have water power development, and forother beneficial public upon the degree of visibility of raised thq issue of the effect of the project upontheitegrity of uses, including reereational purposes. .. ." plan" was stated in the mountain itself. This point, the"integrity of the mountain," The place of beauty in a "comprehensive another of the Sierra Club wP",- a now-historical sentence in theopinion of the Court of Appeals was made in the testimony of which reversed the original grant of a license toconstruct the nesses, Richard Pough. His point,essentially, was that the ulti- Storm King Project. After pointing out the errors ofthe Com- mate value of scenic beauty is itsimpression on and in the minds mission inits granting the license to ConsolidatedEdison, and of ene rersons who perceive it. receiveadditionalevi- Even though much of the project works may be camouflaged 7equiring new proceedingsinorder to other devices, dence, the Court described the fundamental questionswhich the by paint, plantings, artificially roughened rock, and it said: if those who perceive the mountain and the surrounding area un- renewed hearings were to examine. They must, the "include as a basic concern the preservationof natural beauty derstand that lie rhountain is subordinated to the project, in mind that, in our end result is appreciation and admirationof engineering works, and of national historic shrines, keeping of the mountain. affluent society, the cost of a project isonly one of several and not of the works of the Creator The point is summarized in the following extractfrom the Sierra factors to be considered." The intervenors opposed to the Project, primarilythe Scenic Club's principal brief: Club, relied upon "It is the character and 'integrity ofthe Mountain' and the Hudson Preservation Conference and the Sierra mind in determining the this statemer: of principle of the beginning of theadoption of a surrounding areas that must be borne in extent to which the Project, and all that goeswith it, will mar the different philosophy in our developing law of natural resources. If its mean- Thoreau phrased it this way a century ago: natutal beauty of Storm King and its environment. ing is changed, in the eyes of thqse whobehold it,its supreme spirit of . .. New Most of the luxuries and many of theso-called comforts of value as a preserver and emboditrent ot the 1 12

inits York . . .to a whole nation, particularly the vast millions Review of Administrative Decisions greatest metropolitan area, is forever lost. In that event, no com- The second jurisdictional problem which can be indicated here . bination of orders of this Commission, funds of the Applicant, and without involvement in discussion suitable only for law reviews, skill of its eminent landscape architects, can be any more success- is that of the reviewability by courts of administrative rules and ful in putting the earth rocks and trees of Storm King back to- determinations. Itis an interesting irony of history that in the gether again, than were 'all the king's horses and all the king's Thirties and early Fortiesthe New Deal periodthe persons and men' inthe case of Humpty Dumpty. Painting concrete green groups fighting for broad reviewability of wlrninistrative decisions cannot deceive its beholders into believing that itis the handker- were primarily right of center. They looked to the court to stem chief of the Lord, or, if it can, this Commission should not, in the the tides of social and economic reform being effected by the absence of some overwhelming economic necessity, direct such National Labor Relations Board, the Securities and Exchange deception." Commission, and other New Deal agencies. "Big government" In increasing numbers of cases under the same or similar statu- was evil to those on the right; it was salvation to those on the left. tory and court criteria as in Storm King, courts will have tobal- In large part, the struggles of the conservationists and environ- ance cost against beauty, to determine what reallycontributes to methalists are now struggles against big government. Virtually "the elevation of mankind." every important project that would appropriate for a special use any resource which the conservationists seek to preserve, by representing what they hope is a large majority just awakening from silence, involves approval or actual construction by a government "Standing in Court": Who Can agency. Unless some mechanism exists for review by an agency Represent the Public Interest? of Qovernment whose orientation and training is general, conser- A second historic legal problem for conservationists, thatof vationists feel that "i-rally every river, mountain, plain, and city "standing in court," is probably a thing of the past. The basic will be appropriate, the Fedecal Power Commist.lon, the Army Storm King ruling, that "those who by their activities and conduct Corps of Engineers, the Atomic Energy Commission, or some have exhibited a special interest in [the] areas..." of "the aes- other administrative agency whose purposes and raison d'etre are thetic, conservational and recreational ispects of power develop- parochial. ment," has been followed in several other important cases. These The Army Engineers' conviction that dams solve all problems include those in which a federal district court has enjoined a in modern times, if not in the days of Noah's troubleshas been $200,000,000 expressway to be built in the Hudson River valley. documented. The Federal Power Commission's world is that of The broadening of standing in the conservation cases is alsoonly power. More kilowatts are, to them, synonymous with progress; one aspect of a lawyer movement of the lawupholding the stand- and to oppose progress as defined by utility companies is to oppose ing of groups of persons with non-pecuniary interests in Federal the principles upon which our nation was founded. Communications Commission cases and the reapportionment cases. Reviewability of administrative decisions by courts has two as- In the FCC cases, by far the most significant is thedecision of pects: First,is review provided for? Second, what is the scope then Circuit Judge Burger, now Chief Justice of the Supreme of review? Some of the determinations of many federal agencies Court, in the "United Church of Christ" case, in which he rejected such as the Federal Power Commission and the Interstate Com- a challenge by the FCC to the standingof a group of citizens of merce Commissionare specifically made reviewable by statute. Mississippi who complained that a radio station was guilty of But review of many agencies' rulings is not specifically provided racially discriminatory programming. for in the statutes creating them. Included in the second category Of course, for success in court a conservationist group must are the Army Engineers, agencies of the Departmentof Agricul- have more than standing. The court must have jurisdiction of the ture and Department of the Interior, and others whose powers of subject matter and, most important, there must be something sub- appropriation of resources are vast, even frightening. The line stantively illegal about the project under attack. drawn between the agencies whose determinations are specifically reviewable and those not specifically reviewable is a line drawn by accidents or patterns of history which have no relationship whatsoever to the size or importance of the projects or other Problems of Court Jurisdiction actions which are the subjects of the determirltions. Any meaningful discussion of jurisdiction of the subject mat- Moreover, the kinds of decisions specificL,Ilyreviewable are ter necessarily involves a greater number of technicalquestions of mostly those which determine privaterights, sucas those to great subtlety. Onlyfew basic points can be inade here, the first build a power plant or to prospect for gold on the public domain. of which concerns sovereign immunity. The doctrine ofsovereign It is an interesting aspect of our laws, and perhaps of our scales inummity--that the sovereign United States or any one of the of values, that the rightso appeal from a determination of a fifty sovereign states may not be sued unless it specifically con- zoning board as to whether children may erect a tree house or a sents to suitis, to some degree, a cross we may stillbear from family add an upstairs toilet to their home, by both the applicant the days when the law said that, "The King can do nowrong." and the opponent, are clearly and precisely drawn; but the rights That was, of course, simply another way for the KILT to assert of a whole community or group of communities to secure court his chief claim to immortality by ruling: L'Etat, c'est rnoi. review of a determination by a road-building agency to literally The rule of sovereign immunity, precisely because of itsin- destroy them are not at all clear! herent injustice and its basic contradiction of our consent ofthe Fortunately foconservationists, the rule emerging from recent governed theoryour belief that the mo *. just and beneficientof Supreme Court and lower federal court decisions requires re- all sovereigns has granted us "certain Ulalienable rights," among jection of any contention of non-reviewability unless reviewis which are "life, liberty and the pursuit of happiness"has had specifically forbidden by the terms of the law creating the agency large sections cut out by both statutes and judicial rulings. Some or unless that is the necessary and clear direction fromthe law's shreds of it still remain, however, and when lawyers for a govern- legislative history. mental agency or for a utility company granted certain govern- The more grave problem is that of the scope of review. It is mental powers such as that of condemnation, seek to avoidthe the all-but-universal rule of court review of the rulings of ad- substantive question of whether their projects are substantively miAistrative agencies that the scope of review is very narrow. The legal or illegal, they pick up one of the shreds of the sovereign court may not retry the issues. Only if the administrative decision immunity doctrine. has no rational basis or no real evidence to support it,or for Whether any such shreds remain in a case in which a court some error of law, may the court reverse it. Thisrule places a has tried the issue of the substantive legality of a projectand hard c'nough burden on the litigant in the ordinary case where found certain integ`ral aspects of itillegal,is a question at this there/is a limited record of clearly identifiable papers and pro- moment before the Second Circuit Court of Appeals inthe Hud- ceedings upon which the administrative decision was based, and son River Expressway case, and which maybe before the Supreme only one or a small number of aeency personnel investigated and Court before the summer of 1970. determined the matter. 124 1 1 3

the root Without some error of law, itis an almost impossible burden It is dumped, and we are not going to get to upon the citizens' group litigating the factual issueswhen the of our environmental problem bysirnply forcing more project is vast. The record of administrative action literallyfills duties on people or court cascs orother ways in which I rooms with papers of every kind and description.The number and would try to use my lawyer's arts. identity of persons who worked on the matter are unclear,and We must change the ways peoplelook at the land and the agency vigorously defends its own determination.To this should be added such problems as the limited means of the citi- the manner in which they live. zens' committee; the remarkable talent of most administrators We must somehow convince peoplethat roadsides and and their biologists, engineers, and other professionalsand arti- campgrounds and city streets are to betreated as their sanz to mask thc answer to the simplest ofquestions ih gobblede- own living r3onis,and this can only be done throutTh edu- gook and erase from the dictionaries the words "yes"and "no." think One can understand the reaction of most people to thefirst pro- cational programs of the nature of those which I posals to fight the project; a feeling of the utter powerlessnessof can come out cf this legislation. a citizen against the vast monolithic governmentand its creeping Now just to give you a few examples of the limitations concrete! of law and the imposition of duties.I think they are par- The beginnings of an answer to the scope of review problem ticularly important in connection with the key problem may lie in the Storm King Case in which it has beenheld that agencies have a duty to ascertain all of the relevant facts, and not we have, which I think wasalluded to by the gentleman stand by blandly calling balls and strikes on the competingparties. that preceded me. That is the basic problem as to whether we gear our na- Action in the Political Arena tional force and energy and our wholecivilization toward An aroused younger generation, seeing i; tbe wedding and not simply a multiplication of goods and services, towardin- the divorce or warrin,7 ot man and nature the same righteousness creasing the cross national product; and thc most funda- they see in meaningful civil rights and racial justice, can push mental educational and political job we have in die en- courts and legislatures to resolve this and other basicenviron- mental problems. Moreover, court decisions interpreting laws can vironment is to direct ourselves toward something different be overruled by changing the statutes. from the simple multiplication of goods. It may seem as In the final analysis, it is the political process which mustshape though this is what all us conservationists say and per- environmental law. Vast numbers of statutes on federal, state, haps a somewhat hackneyed and triteobservation, but and local levels are required to define peoples' substantiverights in this all that I do is go back to one of the gods and one intheir lands, air and waters. The substantive illegality of a project under attack must be found in a statute or in some modi- of the founders of our environmental movementwhom fied common law rule not yet general)/ promulgated by our many of us are going back to for manyother lessons these courts. Many thoughtful teachei'.5 and students oflaw are at- days, and that is Thoreau. And, if I may just use this oc- tempting to refine theories of The existence of an environmental casionand I think he is worthy of quotation before a right per se, based upon present constitutional provisions or on congressional committee, even 120 years after 7'e wrote existing common law rules. Thus far, no court has decreed such a right. The primary hope for such a right is in ourlegislatures. Walden[for] just one quote which I think is thc heart of our environmental andeducational problem: that is that Mr. Schener. Let me say that Mr. Sive isperhaps the "rncst of the luxuries"and I quote fromWalden"and many of the so-called comfortsof life are not only not founder of the environmental law movement as we know indispensable but positive hindrances to the elevation of it in our nation today. He was counsel to the SierraClub at the time they pressed the monumental andhistoric Con mankind." Edison case in which Federal CirCuit Judge Paul R. Hays, who taught Dave and myself labor law at Columbia Law School, decided in a monumental case that federal agen- The Responsibility ot People to the Land cies have a duty to intervene to seek out the truth, to seek Now if I may he somewhat romantic, let us say I would out the public interest, to find all the relevantfacts, and, certainly believe that the function of your committee as as Mr. Sive stated in his article, "not standby blandly call- well as that perhaps of all congressional committees is to ing balls and strikes on the compedng parties." prcmote the _1evation of mankind, and I think we have (Discussion off the record.) now begun to learn that theelevation of mankind is not have simply promoted by increasing the number of physical Mr. Scheuer. Dave, it is a pleasure and a joy to in- you here today. luxuries and the so-called comforts of life, and that deed some of them may be positive hindrances to this ele- Mr. Sive. Turning to the problem of environmentaledu- vation. cation, I can go to as recently as 35 minutes agowhere I And this again can only bc accomplished byeducational passed along, coming here, Sickletown Road inRockland programs which turn the minds of menand women and County, and there is the root of our environmental prob- children to have a certain ethic and a certain reeling about lem. land and resources and a certain reaction to the beauty Here is a road that goes through a still unspoiled area of land. of Rockland County in which I live. It wouldbe the most And here perhaps one other observation which may lovely lane, lovely place for any person to live and take seem somewhat basic and, again,somewhat romantic, I a walk along the land. would like to make, now that we are concentrating a great But what is it? It is a garbage dumpgarbagedumped deal on national goals and national aims, and we are also by individuals, by the town of Orangetown, byvarious concentrating on the evironment. persons who don't want to paywhat we have to pay in Well, I have long believed that there is a very definite Rockland County, to a private purveyor of garbage. relationship between what is within the land in terms of its 1 2ke, 114

gineers in dams, dikes, causeways andlittle else, much of resources and its naturalbeauty and the duty and respon- land. And if our nation which is documented now, and wedon't have this inter- sibility of people who are in that disciplinary approach and that I think canbe compelled is onc which is blcssedwith the greatest of resources and Environmental Quality Act is the greatest of natural wondersand the greatest areas of if my construction of the natural beauty, from the Placewhere I once tried to lead correct. Mr. Scheuer in late April Inthe center of the Adirondack . . . wilderness to the Grand Canyon andthe Smokey and Resources have I think some Consumer Products vs. irreplaceable Cascade Mountains, then Certainly we Mr.Scheuer. Mr. Sive, I want to thank youfor your highcr duty to fashion spinekind of ethic, some kind of marvelous testimony. I am only going toask one question. principle by which we treat thisland 'with these resources You gave us a very beautiful andmoving quote from and combine that withthe technical advancement and Thoreau. What do you think, as aleader in perhaps the technical knowledge we Nve. environmental consumer movement, ought tobe our edu- That is what I thinkthi5 environmental bill must do. attack on the kind of attitudes of people and, un- cation attack or political grass-roots It must change the mind5 4nd galloping GNP and consumerism youmentioned? til we do that, much ofo'hat we may accomplish through housewife that when be of little avail. Because How do we convince the average laws and court decision5 may she buys an electric hair dryer orelectric toothbrush, an it doesn't really do many of usmuch good to, let us say, think would fit in object electric carving knifeall of which I save the face of StormJ

product we usc, Mr. Brademas. You have been mosthelpful in your If we can go through each and every much. from a toenail clipper to a box ofKleenex, and try to commentary and statement. Thank you very inventory thosc, then I think wc canbegin to convince Mr. Sive Thank you very much, sir. people that you are not really goinp_ tolose much. Introduction of Mrs. ArleneVVeisberg, . . . Teacher, Wave Hill Center forEnvironmental and the Poor Studies The Environmental Movement Mr.Brademas. The Chair would like to observethat There is one other problem related tothisa very basic witnesses schedul.:d. We would like to much and which may we have four more one again--which troubles me very conclude this mornim, if possible. well be again the subject of studyby groups that would Weisberg. Mrs. Weis-- is the relationship of the The next witness is Mrs. Arlene be funded by this act, and that berg, please go right ahead. environmental movement to the ghetto,to the inner city, Weisberg. I who have not achieved Mrs. Weisberg. My name is Mrs. Arlene to the groups of the population am employed by the NewYork City Board of Education the affluence which enables us to turn tother things. to answer this at Public School 46 in district1 0, in the Bronx. I am pres- Mr. Scheuer. May I add, I want you ently on leave of absence as a masterteacher for the question having in mind that some of usliberal congress- environmental studies pro- criticized for our concern about the en- Wave Hill-Lehman College men have been gram. vironment. We have been lacused ofcopping out of the members of the corn- civil rights strug- I wish to thank Mr. Brademas, the improved education struggk, improved --,-;ttee, and the gentlemen at the hearingfor inviting me gle, improved urban life struggle. to speak on behalf of theEnvironmental Quality Educa- How do wc answer this? How do weconvince the black they have as much a tion Act (H.R. 14753) and Puerto Rican Americans that I think that we are ail agreedthat environmental edu- concern in this limitedplanet, this spaceship, as we do that it goes to the catis-in is education for survival. If we do notinstitute a and that it isn't a cop-out but rather crash program to teach our childrenthe ecological facts heart and core of their problem? of life, we may not be aroundlong enough to worry about any other educational issues. Mr. Sive. There are two answers.One is a theory of need, are is a theory, that Tf-tchers, though well aware of this great mine which still has to be studied but still hesitant to step into an area for which thereis little or no if we take the total of our sum ofgoods and services and distribute them and we lop off a bit prescribed curriculum and few materials on theelementary we more equitably school level. However, the world may come to anend be- like the aluminum beer cans alongthe road which con- elevation, then I think fore a satisfactory environmentalcurriculum is developed tribute nothing toward anybody's of various boards sufficient to distribute to those whohave not and implemented to meet the standards there is of education and local school boards. shared in the affluence. training and I am convinced of that, although I amnot an econo- There is a great need for intensive teacher that. for provision of experimental materials now. mist, and I would like people to study How is it possible to make waterpollution vital to a Second, I think itis correct that generally speaking for have been fortunate seven-year-old? How do we communicate the urgency those groups of the population who change and for positive action? A teacherstanding in front enough, by simple historical accident,to perhaps have pollution is not the of getting out of the ghetto of a classroom and "teaching" water gone beyond the problern answer. and I can say here I would just goback one or two gene- environment, to only physically and If the child is to become aware of his rations in my own family historyit is see himself as an individualacted upon by the environ- I think figuratively when yousolve that problem of the matters such ment and in turn acting uponthe environment; if the day-to-day necessities, that you can turn to child is to realize his own potential as achange-agent, a as the environment and thepreservation of natural beauty. valuable and necessary different kind of classroom is necessary. If that is so, then all the more The Wave Hill-Lehman College program indistrict 10, and urgent is the saving of thisfor those who have not confident, within not too Bronx, funded by the FordFo,mdation is experimenting yet done that, because if, as I am with environmental education with theemphasis upon the long a time there can be this greaterjustice in the dis- based upon now "discovery method." Many of our methods are tribution of goods and if 10, 20, or 30 years the theories of John Dewey, Maria Montes: Susan the Grand Canyon or the Adirondacks or a King of the who will only Isaacs, and Jean Piaget and the models of si Mountainif that is then gone, then those British infant schools. We believe that a childbecomes share in the affluence a few years from nowif we really through experimen. that, I think, aware of his place in the environment devote ourselves to it wit! t1,2.ver know it, and tation with the materials of the environment.The class- would be the ultimate tragedy. be experi- this problem of re- room must provide many materials that can I think that is one of the answc:s to mented upon and, most importantly, "used up." It isironic lating the environment& matters to g-coupstd the popula- and they should in our that in our modern culture of disposable everything tion who still don't share as much «.3 "ho deposit, no return" bottles, children's workbooks can- society's affluence. not be written in because they must be used overand .. over again. 127 116

Our staff has organized field trips for classes to come to Wave Thc classroom setup must allow for the development Hill with their teachers and parent volunteers. We have twenty- of the skills to observe, to question, to explore, to be eight acres of beautiful natural area to explore and enjoy. We have aware of problems, and to try possible solutions. ten different areas of investigation prepared for the teachers, com- Mr. Brademas. 1 wonder, Mrs. Weisberg, if you would plete with motivational activities, guide sheets and follow-up sug- not mind if I were to interrupt you and we will just put gestions. We have assembled the manipulative materials necessary for the investigations. Yet we must substantially limit the number the rest of your statement in as if read and that would of classes who can come because of inadequate toilet facilities, enable us to ask you questions about some recommenda- lunch facilities and personnel for supervision.Itisfrustrating tions you may have. Will that be agreeable with you? to have to say no to interested teachers and eagerchildren because Mrs. Weisberg. Fine. we lack the money to utilize our facilities to theirfull potential. It is doubly frustrating because our program has been successful Mr. Bradaras.Because Mr. Reid and I have both read and inviting enough to arouse interest in other geographic areas. through your statement. Fortunately some curricula have already been tried and have (Remainder of statement of Mrs. Arlene Weisberg to proven successful although there is always room forimprovement. be inserted at this point.) The most immediate need is for the appropriation of funds, as soon as possible, to develop the curricula and to putthem into effect as soon as possible in the classrooms. STATEMENT OF MRS. ARLENE WEISBERG, BRONX Programs, like our own seeded by Foundations like Ford and TEACHER, MASTER TEACHERS PROGRAM, WAVE Old Dominion, will die out before they are full grown without the HILL CENTER FOR ENVIRONMENTAL STUDIES necessary financial help from the FederalGovernment, so well A child who has had the responsibility for planning or main- provided for in this bill. taining an aquarium in the classroom may be better equipped to solved understand the problem of water pollution in terms of his own I am optimistic that our environmental problems can be if money is appropriated on the local levelinall communities exp.:riences. right now fc4 teacher training and for materials. In this way, In order for the child to understand today's environmental prob- children, to lems, air pollution, water pollution, waste pollution, noise pollu- we will be using our greatest natural resource, our tioi;, he must first understand the interrelationship of things, of assist in their own growing awareness of the problems we all face. himself and all of nature. Education must be presented not as a set of separate subjects but rather as an integrated approach to Teacher Workshops in Environmental Exploration everyday living. A small group of children want to keep a gerbil in the class- Mr. Brademas. One of the questions I would put to you room. This activity involves building a cage, finding outwhen and is with respect to your comment that you have been able what to feed him, his habits, etc. This one activity involves mathe- to conduct teacher workshops and to try out your ideas in matical measurements, following instructions,reading,science, the classrooms. When you say teacher workshops, did you working with tools and money values. The classroom emphasis is not broker, down into math, science, reading and arts and crafts mean workshops that are conducted at WaveHill for but the integrated emphasis is upon how to solve the problem teachers in other schools in the city or for your own of housing a gerbil. The child who perceives a problem and works teachers? In other words, whom are you serving and to through to a solution learns to value himself and to value his what end? What happens at these workshops? place inthe environment. Any degradation of the environment becomes a degradation of himself. We do not want to raise a Mrs. Weisberg. At present we are serving 24 teachers generation of young people who think of themselves as separate in district 10 and about five teachers from district 12 in entities, as apart and distinct from the environment and who think the Bronx, nothing of disposing of their litter along streets and public high- They attend workshops through the spring once a week ways. Many children in the inner-city are "turned-off" from school. and there will be an intensive training program in July One of the strongest arguments has been that school has no rele- for four weeks which will be from 9:00 to 4:00, in the vance to the outside world. The discovery method uses thatwhich methods of exploration of the environment and using the interests the child, that which is relevant to him, his immediate materials of the environment for classroom study. environment. In the process of exploring the immediate environ- Mr. Reid. Could you elaborate on those methods a ment, the child begins to form judgments. Some things in the environment are undesirable. How can we improve the unde- little? sirable elements or prevent them from occurring in the future? The Mrs. Weisberg. Well, I can give you some examples. child who has been encouraged to experiment and fail and try Mr. Reid. We had a gerbil in here, but I was thinking something else, will have the courage and self-assurance to be- Mrs. Weisberg. We had the teachers experiment with come a change agent in his environment. actual materials, the kinds of things the children might Because of the forward-thinking of the administrators inDis- trict1, especially Dr. Charles Shapp, the District Superintendent, find and bring into the classroom and explore all the pos- and the directors at Wave Hill, we have been able to conduct sible potentials of these materials, such as shells, rocks, teacher workshops and to try out our ideas in the classrooms. It pendulums, plants, things of that sort. has been most gratifying to visit the classrooms and see children Also we have taken our teachers out on the Wave Hill enthusiasically involved with the problems of waste pollution in their school, to see groups of youngsters actively experimenting grounds to explore the possibilities of the kind of study with the effects of air pollution and water pollution. However, you can do when you take a class outside. our small efforts seem inadequate when the vastness and com- We feel if we get the teacher through the process of plexity of the environmental problem is considered doing these things, the teacher will be better able to com- Many teachers and administrators are extremely interested in municate to the children the kinds of possibilities inherent any programs dealing with the environment. Wave Hill has been visited by principals, coordinators and teachers from all over the in certain materials. city and the eastern seaboard, who want to share in the results Mr. Brademas. There is no program supported by the of our efforts. We are enthused about our successes and would state of New York. I take it, aimed directly atenviron- like very much to branch out into other areas of the city, but mental education. we are unable to do so because of limited finances, personneland rs. Weisberg. Not as far as I know. We are besieged physical facilities. 117

what by teachers and administrators from otherdistricts who thing of a magnet for others to come and find out you are up to? want us to handle and service theirdistricts, but we are inter- personnel. Mrs. Weisberg. There is a tremendous amount of very limited as to funds and est in .the city. All that is lacking isdirection, funding, materials and personnel to get this thing going. Variety in Curriculum Materiais Mr. Brademas. That's all? Mr. Brademas. Where do you get yourmaterials, cur- Mrs. Weisberg. That's all. riculum materials? Do you develop themyourselves? Mr. Brademas. Thank you very much, Mrs.Weisberg. Mrs. Weisberg. Yes, we do. Webelieve that much of This has been most helpful to us and I am delighted to see the curriculum will come from the childhimself, rather that you are pioneering in the field to whichthis bill is prescribed cur- than going into the classroom with the directed. riculum. We get many of our clues fromthe children. Our first job in the classroom is toprovide many ma- Introduction of Dr. Edward J. Ambry,Direct- terials, many interesting and provocativematerials, and Council for Environ- from the kind of materials the childrenexperiment with or, New Jersey State and pick up we can see where thechildren's interest li mental Education and do our planning from there. Our next witness is Dr. Edward J.Ambry, director of Mr. Brademas. Just two other quickquestions. Do you the New Jersey State Council for EnvironmentalEduca- get from the U.S. Office of Education anyof the teaching tion. Dr. Ambry, we are pleased to have youwith us. materials that have been developed for usein the over I would like to sugeest, if you have noobjection, that 100 environmental programs that havebeen funded in you might summarize some ofthe opening pages of your of the Element- statement and then move ahead togive us some of your schools across the country under title III that would ary and SecondaryEducation Act? immediate concerns and recommendations, if Mrs. Weisberg. From the Office ofEducation and In- be agreeable. formation. We have sent for materials that areavailable. Dr. kmbry. Yes, sir. Since time does notpermit the We have sent for many materials and wemaintain a sort reading of my prepared testimony, I will attempt to pre- of research center at Wave Hill and we mayhave materi- sent a digest....I hope I am qualified to speak, having als from the Office of Education andInformation. been in the field of outdoor education andenvironmental Mr. Brademas. The reason I ask thequestion is the education since 1939 and having had a longhistory of federal government does support programs notunlike what might be terrned leadership in this field,only to re- what you do, and it might be helpful ifit were possible gret...that educational leaders who have contributed for school systems across the country totake advantage long, dedicated careers to environmentaleducation have and learn from what has been used elsewhere. somehow missed the mark. Mrs. We'sberg. Except that I find many of thematerials We have failed to move the establishment.We have on wildlife and conservationand fish hatcheries and stuff failed to even make a dent in thecurriculum. of that sort we are not able to use to a very greatextent Then my statement points out Wave Hill andother in the elementary schools. experimental projects across the country, literallyhundreds The great need is for materials on thelevel of the ele- of school districts that have gone into the theoryof en- mentary school child, something thatmakes him aware vironmental education and have curriculum materialsof first of all of his immediate environment andthen gives varying degrees of authenticity, and that somehow we him the impetus to push out into exploring thelarger en- have not been able to marshal enough forces and man- vironment. power to create from thcse someviable models. I would like to take exception to one statementthat What I have stated is that if we are to moveinto more was made a few moments ago. federal funding, that we certainly not neglectlooking at what we have already accomplished, and in oneplace I state that I hope we "don't invent thewheel again." The Ghetto Child and EnvironmentalEducation Mr. Brademas. Yes, please. Mrs. Weisberg. About the ghetto child. Oneof our large DIRECTOR within STATEMENT OF EDWARD J. AMBRY, PH.D., aims is to make the ghetto child a change agent NEW JERSEY STATE COUNCIL FORENVIRONMENTAL his own environment, not to wait for somebodyfrom the EDUCATION outside to come in and say these things must becleaned First, I want to congratulate Congressmen Brademas,Scheuer, child is able to re- Reid and Hansen for introducing and supporting H.R.14753 dur- up or changed or wait until the ghetto ing the first session of the 91st Congress and for theirsustained move himself from theghetto environment, but rather to efforts during this series of hearings. I would like toextend these have him see the possibilities right nowwhile he is in the congratulations to Congressmen Vanik, Yatron, Rodino,Rosen- elementary school and have him feel the power that he thal, Dulski and Roe for joining with theaforementioned Con- eventually can become a change agent in the ghetto en- gressmen in the introduction of anidentical bill H.R. 15934 in the 2nd session of the 91st Congress. These billswill surely gain vironment. additional support. Secondly, I wish to express mypersonal ap- Mr. Brademas. You feeland this is my finalquestion preciation for having been invited to testify before this SelectSub- Mrs. Weisberg, that what you are doing issomething committee on Education. that has commanded the attention of teachers inother Thirty-one years ago, in1939, while attending college, I ac- of the camps schools in the city? That is to say, you seem to be some- -- cepted a summer camp counselor position at one 1 1 8

hundred environmental education centers; but no program was sponsored byLifeMagazine. The late Dr. Lloyd B. Sharp, Execu- tive Director of these camps, and probably the most noted pro- initiated to disseminate to the rest of the Nation's teachers the ponent of a movement in education identified as "outdoor edu- teaching methods and curriculum materials developed at these cation," opened up the eyes of this city-bred, young, energetic, innovative centers.... about-to-be educator. He, through his philosophy of education, In addition to Title Ill curriculum materials there areother has been a driving force for thousands of other educators across excellent, materials which should be gathered and evaluated. For this nation and, indeed, around the world. example:People and Their Environment, A New Concept in Conservation Education,was produced by the South Carolina Departmcnt of Education in cooperation with Dr. Matthew J. Outdoor Education Brennan and Dr. Paul F. Brandwein of the Pinchot Institute for The most significant experiment and research in the field of Conservation Studies;Education for Survival, A Conservation -outdoor education," which has come to be known over the past Curriculum for Grades 1-3,was developed by the Madison, New ten or twelve years as "environmental education," wasconducted Jersey Public Schools in cooperation with the New Jersey Conser- by Dr. Sharp and the New York City Board of Education when ;vation Foundation; the Education Develooment Center, Cam- several classes from Junior High School 118 in Manhattan and bridge, Massachusetts, has produced a social science oriented cur- Public School 147 in Queens participated in a three week environ- riculum entitled Man: ACourse of Study;and the Madison Town- mentally oriented experimental program at a camp in New Jer- ship, N.J., school district has developed a K-6 course of study sey in June 1947. The results of this experiment,published under which emphasizes the areas of science, language arts, health and showed, on al- thc title,Extending Education Through Camping, art. most every test administered to these youngsters and to a con- I recommend that H.R. 14753 incorporate a provision for a trol group who remained in their city classroom during the same central coordinating unit somewhere, to serve as a clearinghouse. three weeks, that the camp group achieved a highcr level. Inci- In fact, I would go further and call for the establishmentof such dentally, a recent publication, entitledCity to Country, Outdoor a clearinghouse from funds which might, even now,be available Education for New York City,which recommends environmental to the U.S. Commissioner of Education in the newly enacted and outdoor education programs for New York City school Elementary and Secondary Education Act amendments which pro- pupils, fails to mention the 1947 program to which I have just vide the Commissioner with 15% of the total appropriation to be referred even though the research report on this experiment is used at his discretion, or from other funds available under Title used as a standard text in many college and university outdoor education courses throughout the country. Sincethe1930's hundreds of outdoor-conservation-environmental education programs have been developed in school sys- Evaluation of Environmental Curricula considerable 2. Pilot Projects called for in the Act .. might not be the tems in almost every state. During the past four years is that we emphasis on this type of educational program has been generated same type funded through Title III ESEA. My concern through Federal funds made ,vailable under the Elementary and don't repeat the same process of funding almost identical pro- Secondary Education Act of 1965 andits subsequent amen& jects. If we can achieve what has been suggested in (1) above, ments, In May 1968 there were 110 environmental programs it would be logical then to fund projects to test the curriculum ma- sponsored by local school systems supported by this act. terials in a variety of selected situations throughout the country. Why, you might ask, should I be presenting this historical in- This applies to elementary, secondary, adult, college and uni- formation? I'll answer my own question by stating that much has versity, and community action curriculum materials. been accomplished and thereis ample evidence to support this 3. Evaluation of the effectiveness of curriculums is indicated.... opinion. And then, I hasten to add that the accomplishments are I recommend State Departments of Education be included as pos- scattered, fragmented, unorganized, and almost in complete iso- sible contract agents. My reason for requesting that this be spelled lation from what many educators and others consider the major out is my concern about college and university involvement. As thrusts in education yesterday, today, and perhaps tomorrow. things stand now, it is difficult for higher education personnel to Somehow, those educational leaders who have contributed long, identify with environmental educationitisoutside the main dedicated careers to environmental education have missed the stream of tht, higher education hierarchyit is outside of the ac- mark. We have failed to move the establishment. We have failed cepted "reward system" for promotion and salaryadjustment. Unless the college community recognizes the importance of the to make a dent in the curriculum. atall it At this point in time, with enough solid experimentation behind task required to erase environmentalilliteracy levels us, with the environmental problems crashing down around us, would appear to me that little help will be forthcoming from this with the country's already stressed air, land, and water resources, section. with our highly urbanized and industrial society, and with the very quality of man's life at stake there is no room for further groping, Suggestions on Priorities, Technical no room for failure in our attempts to providemeaningful, relevant environmental education to young people and adultsin the Assistance, and Funding The grants and projects required to carry out all of the items United States. ... 4. H.R. 14753 the "Environmental Quality Education Act" is cer- indicated [in Section 3 of the Bill] will have to be placed in some order of priority. An are necessary. Perhaps assigning percentages tainly a step in the dir,!.etion which is urgently needed. ... There are some immediate concerns I'd like to share with this of appropriations to each item will achieve this... . Committee and others. They stack up something like this: 6. . . .in the section defining application procedures and authority to make grants I agree with everything but suggest that ... the State Departments of Education role be strengthened. The Need for Pissemination and Coordination 8. Technical assistance from other local, State, and Federal 1. The Act calls for curriculum development and dissemina- agencies will be a must if this Act is to achieve its objectives. It tion. ... In my opinion,this is needed. However, we really can- would strengthen this Act if each state was requested to establish not wait for the enactment of this bill. What we needright now a Technical Advisory Committee similar to PresidentNixon's is a method of retrieving and collecting all the curriculum ma- Cabinet Committee on Environmental Quality or his Council terials developed through the more than one hundred Title III on Environmental Quality. environmental education projects which were and still are oper- In New Jerseya Master Plan for Environnzental Educationhas ating.... This need waspointed out in the August 1969 Citizen been presented to the N.J. Commissioner on Education, Dr. Carl Advisory Commitee on Environmental QualityReport tothe L. Marburger. It calls for the establishment of such a committee. President and to the President's Council on Environmental Quali- Dr. Marburger is in the process of establishing a Technical Ad- ty.I quote from page 13 of this report: visory Committee and is implementing theMaster Plan.This plan For our youth in school, Title III of the Elementary and includes a proposed Environmental Quality Education Act which Secondary Education Act enabled the establishment of over one volicipate will be considered by the New Jersey legislature.... 1 19

9. I have a concern about funding. After witnessing the dropout Mr. Brademas. Now by that you feel that thc state de- of Title III projects after Federal support expired I would rec- partments of education should receive the applications ommend that this Act include a plan for a graduated 1ocr4 or State support .base over a five year funding periodgraduated from local school systems and pass on them? from 100% Federal support to an 80%, 60%, 40%, 20% Federal Dr. Ambry. I think I might go that far, yes. support base in each ensuing year. Mr. Brademas. That distresses me very much. How many Dr. Ambrys are there in the state departmentsof A National Center on Environmental Education education in the United States? 10. Whenever this nation is faced with a crisis there has always Dr. Ambry. I think there are more now than there were emerged a national center charged with the responsibility of lead- two or three years ago. ing the nation through its critical period. I think we are in an environmental cducation crisis period and recommend this Act in- Mr. Brademas. That's a safe statement. clude a provision for establishing a National Center on Environ- Dr. Ambry. I am feeling more dependent on them re- mental Education as an independent agency or as a sub-division cently since the title III shifted to the state level. I begin of the National Institute on Education which President Nixon to .see emergina in many of the states a little more con- recommended in his March 3, 1970 speech entitled, "American cern, a little more input and a little more contactwith Education Message from the President." This Center should be what is going on. staffed to: (a) serve as a national clearinghouse; In the past, under title III, several projects were funded (b) review and edit curriculunt materials being developed without the state departments of education knowing they throughout the country and prepare this for inclusion into the were coming into existence, only to the distressof finding ERIC system; out from a local school district or school board thatit (c) work with industry, labor, volunteer organizations, community action groups, government agencies, in opening up com- had submitted a proposal. munications among all of these independent groups; I would like to see some kind of plug-in at the state (d) produce teacher training films for national use; level. (e) develop other multi-media materialsfilms, TV tapes, Mr. Brademas. The reason I am dubious of your sug- cassettes, displays, teaching kits, and suggest new technology gestion is because it goes of course far beyond the en- for improved teaching in the field of environmental education; (f) provide the U.S. Office of Education with a continuous vironmental education bill. assessment and planning unit regarding needs, trends and pro- Would there were Carl Marhurgers in every state de- grams in this vital area; partment of education of the union. But that is not the (g) establish a dissemination capability including work with way the world is, as I am sure you know, and I was one mass-medi:. in the production of TV presentations, news stories, and, in general, improve communications; of those who was not only opposed but militantly op- (Ii)design and fieldtest new programs utilizing a multi- posed to giving control over title III projects to the states, disciplinary approach to environmental education; although at the same time I was a strong supporter of (i) develop curriculum models for general adult audiences, increasing funds for title V of ESEA in order to make community planners, public officials and members of the busi- civilizt..I state departments of education, most of which ness and industrial community; planned. (j) refine present evaluation methods and instruments al:-eady you can say for the record are pretty poorly available and develop new ones; At any rate I appreciate your suggestion which I think (k) provide teacher training in environmental education uti- we ought to do to some degree, to strengthenthe role of lizing established outdoor laboratories and field-tested K-12 pro- the state agencies in the field of environmental education. grams. I suppose it would be true to say, and on this you Such a Center could operate one or more regional curriculum laboratories and serve as the coordinating agency for all efforts might comment, that very few states provide any sub- in environmental education. stantial monies earmarked for environmental education. Again, let me express my appreciation to this committee for Dr. Ambry. Yes; this is true and this is probably behind providing me the opportunity to testify in support of the "En- my suggestion. By building it early enough intothe game, vironmental Quality Education Act". ... they may bc forced to do this and in the master plan for New Jersey that I just submitted to you, we are calling Strengthening the Role of the for a $500,000 act to be passed by the legislature of New State Departments of Education jerseyit is also called the Environmental Quality Edu- Mr. Brademas. Thank you very much, Dr. Ambry cation Act in New Jerseywhich would give the kinds of funds you are calling for. ... especiallyin respect to your specific recomendations. Do you have any comment on the locating of the specific Mr. Brademas. I would like to commend you and the authority for the bill in the office of the commissioner of governor of New Jersey on that kind ofenterprise.I education? would like to see that replicated across the country. Dr. Ambry. Yes, in my testimony I say I agree with all of the statements except one. I am a little concerned that The importance of Follow-up to Teacher Training we are not strengthening. . .the local 50 state depart- What about teacher training? From your own position ments of education. It seems to me in the wording of the what do you think we can do? What do you think ought bill you call for the U.S. commissioner of education to to be done in the way of training school teachers inthis receive proposals and then to inform the local state de- field? partments of education. Dr. Ambry. ... [There could be] two or three words I would like to see some statements in the bill to allow added to one section of the act where you are calling for the state departments of education a stronger role in de- workshops so there would be some support for followup termining what might be funded. consultancies and followup activities. 4 :04 120

I have been in this game long enough toknow, if you Mr. Bradernas. Thank you very much. Your testimony get a group of teachers together and youinject them with has been very helpful. Mr. Reid? environmental education techniques and know-howand they then disappear off the scene to gointo a workshop on drug abuse and anotherworkshop the following week Schoolbuses Going in the Other Direction on sex education, all ofthese injections and techniques Mr. Reid. What are the problems as you see them in don't seem to have a lasting follow-throughin working the classroom with the teacher and the studentand they with teachers over a long period of time. I am notin favor are somewhat differentin environmentaleducation? of sponsoring short-term workshops. What are the difficulties? What are the special kinds Mr. Brademas. That's a very telling idea. Do yousup- of things that need to be done in order to motivate the port adult community workshops anddiscussion centers student, if necessary, to get him involved, show him rele- to develop interest in the community? vance and so on? Dr. Ambry. Yes; we are doing that in Jersey.In this way Dr. Ambry. I had a friend who said someday he will we get the necessary communityinvolvement in the prob- wake up and find all the schoolbuses going in the other lems associated with environmental quality. Wedon't get direction and then we will have environmental education. any place without community support. I don't think, as stated by Mrs. Weisberg, thatthis will work only in the classroom. I think you have tohave ac- The Lack of Concern of the Colleges andUniversities tivities outside the classroom. I don't rule out the use of Mr. Brr. nas. My last question concernssomething mass media and television throughwhich we cau evolve you have ,.:.Iihed on, cooperationof the school system some new techniques in the classroomalso. and universities in the state, in helping themstrengthen We are preparing a teaching unit on thermalpollution theircapacityforoffering environmentalcoursesvia in New Jersey. We have flown by helicopter over some teacher training or curriculum development. Does Prince- of the polluted metropolitan areas, we have prepared a ton help the school systems of NewJersey or not? film loop, and we have some video tapes. A teacher could, Dr. Ambry. Well, you picked on the one thatdoes. in five one and a quarter hour sessions by pretesting the Princeton very definitely does. We have about 40colleges youngsters on Monday and posttesting onFriday after- in the state of New Jersey and very few of themknow noon, use this unit to develop in these youngsters an un- what we are talking about on environmental education.I derstanding at fourth-grade level, of environmental ther- have taken a dig at the colleges in my testimony. I am not mal pollution. We hope to develop this unitfor the eighth- digging at the kind of things that were said before,the grade level and the twelfth-grade level. kind of environmental science studies to develop an ap- There are some teaching units that could bedeveloped proach to the monumental problem we have. Ithink you for all classroom levels but I think they would have tobe will get university support here. But what I am saying, tied into field trips such as Mr. DeLury and othershave in the prepared testhnony, is that for the averagecollege mentioned. professor, when we are talking about environmentaledu- Mr. Reid. tank you very much. cation, talking about getting out and workingwith the Mr. Brad: s. I would like to say in my ownjudgment youngsters and schools, the universities and colleges are what you 1- been doing in the state of New Jersey is simply not plugged into this area of concern. at least in t what I hope this bill would encourageand First of all in college circlesand I have been inthem stimulate i-, I make possible for other states and com- for 20 yearsthere is a reward, a gradation system.It munities acss the country to do. ... is linked to a specially and it behooves you to stayin your Dr. Ami ry. Thank you. specialty and it doesn't behoove you to get out intothe [The committee adjourned at 12:20 p.m. afterhearing community and work with educators and people. the testimony of the last two witnesses for the day,Joseph So I am not sure, as you call in your bill forcolleges Monserrat, president of the Board of Education of New and universities across the country to vie for this money, York City, and Neil Fabricant, general counsel for the that you can count on their support. Environmental Protection Administration.] 121

DAY 9 House of Representatives, Select Subcommittee on Education Washington, D.C. April 15, 1970

The subcommittee returned to Washington for its ninth day of hearings. John W. Macy, Jr., president of theCorpora- tion for Public Broadcasting, and Peter S. Hunt, head of a management consulting firm, testified during this session. Macy described the many-faceted potential of public broadcasting as a vehicle for environmental education. He particularly emphasized the capacity of educational television for reaching broad segments of the population, and pointed out that radio, too, offers an important medium of wide appeal. Public broadcasting is exceptionally suited to making an impact on what has been called the "implicit curriculum" the whole system of values that the child picks up outside of school. "Sesame Street" is an outstanding example of an attempt to turn the "countereducative" qualities of the implicit curriculum into learning supportive of the school curriculum. Such programming also plays an important change agent role as it affects both the school curriculum and commercial broadcast programming. Hunt commented on various managerial and structural components of the bill, pointing out that the design of the organization for implementing the bill would be critical in determining whether the goals were achieved. Hunt noted that environmental problems are extremely sensitive to time: the cost of solving them will increase exponentially over time as long as action is delayed. For some problems, a point of no return may be reached, after which no amount of expenditure will solve them. Thus, it is crucial that the organization permit "rapid, aggressive decision-making." To stream- line the organization for such efficiency, Hunt suggested decreasing the size of the advisory committee, moving the administering agency to a location of "higher congressional visibility" under the president's Council on Environmental Quality, and attacking both general public education and reform of the K-12 curriculum simultaneously. At the request of the subcommittee, Hunt had also prepared a budget proposal, which was entered in the record.

The subcommittee met at 10 a.m., pursuant to recess, assistant staff director; Maureen Orth, consultant; Arlene in room 2175, Rayburn House Office Building, Hon. John Horowitz, staff assistant; Toni Immerman, clerk. Brademas (chairman of the subcommittee) presiding. Mr. Brademas. The subcommittee will come to order for Present: Representatives Brademas, Bell, and Hansen. further consideration of H.R. 14753, the Environmental Staff members present: Jack G. Duncan, counsel; Marty Quality Education Act. LaVor, minority legislative coordinator; Ronald L. Katz, 122

separable part of the ecologic systcm and that our con- Introduction of John W. Macy, Jr., President, tinued existence is directly tied to that system'scontinued Corporation for Public Broadcasting functioning. The first witness this morning is John W.Macy, Jr., This is an enormous mission. It isprecisely the typc president of the Corporation for Public BroadcastingCo., uniquely suit- I am of mission for which public broadcasting is former chairman of the Civil Service Commission. ed. very pleased to welcome Mr.Macy here today and look The broad scope of educational effort we aretalking forward to your testimony. about must take place at every level of theeducational Mr. Macy. Thank you very much, Mr. Chairman.I am enterprise. Public telnision is geared to such aneffort. honored to have the opportunity to testify before youin We are peculiarly organized to reach thepublic with pro- the company of so many others who areinterested in this grams of a general nature, and to zeroin on target au- legislation.... diences with specifics to "atch and hold almost any par- If I read your proposal cov-ectly, you are not recom- ticular interest sector. mending that we simply keep on doing moreof what we There is opportunity to reach everyone onpublic brcad- have been doing. As I understand yourproposal, itis casting, from toddlers to senior citizens, andin addition, aimed at finding new ways of bringing theenvironment we have provenwith such singular successsas 'Sesame (what is around us), ecology (the way itall works), and Street" and "Mister Rogers' Neighborhooe., 'that we can man (who is the mostdisruptive factor in the ecologic/ not only reachbut teach targetaudiences. And yet surely, environmental picture) into personal, working focus. if we are to effect a changed outlook---thenthis is just the In other words, this bill wouldfoster new approaches direction we must take. to making ecology a part of everyindividual's awareness We are deeply involved in education fromthe pre-school patterns. As a long-range goal,oniy this kind of altered level in the home, to classroom teaching inelementary, human outlook will do. secondary and higher education institutions, tocontinuing education in the community at large. We reach people The Role of Public Broadcasting in all geographic areas and at every economiclevel. A re- I am very much interested in the waysthat public broad- cent survey taken by the Louis Harrisorganization indi- casting can interact with your educationalefforts to im- cates that about 24 million people watchpublic television prove the quality of the environment. each week. In addition, recent findings showthat nearly The aims of this bill conform to the concernsexpressed six million children watch "Sesame Street" eachday. in a resolution passed by the NationalAssociation of Ed- ucational Broadcasters at their meeting oflast November. Direct Citizen Participation in Programming This group represented all facets ofthe public broadcast- Because of its public service objectives, theCorporation ing community, including station managers,educators, and for Public Broadcasting has a strong commitment togiving program specialists. Thisresolution ead the citizen a direct role in the programming andrelated public activities of public broadcasting. We are concerned primarily with the need for greater Advisory awareness and commitment to resolving theimportant issues con- In June 1969, the Corporation formed an cerned with the natural environment and with the man-made con- Committee of National Organizations to advise the cor- ditions which jeopardize it.... poration on present and potential programming,with special emphasis on determining subject priorities and op- Let me review br:efly the purposes of yourbill, cer- portunities for direct citizen participation in public affairs tainly not to refresh your memory, but to make clearerthe programming. The advisory committee now has 26 mem- optimistic assessment I have made of the role that Ifeel ber organizations who meet regularly with me and the public broadcasting can play. toevaluatespecificprogramming Your bill proposes to develop our understanding and corporationstaff ideas. ... hone our awareness of the environmental andecological The corporation is committed to providingopportuni- situation; to disseminate new materials and information ties for the citizen to become an active, effectivepartici- for use throughout the nation; to provide for community pant in the development of publicbroadcasting, and es- education programs that bring adults into the environ- pecially in producing programs on such vital issues as en- mental action picture on the plus side of the scales... vironmental improvement. The possibility of involvement The specific tasks involved can be summed upbriefly under the Environmental Quality Education Act would by saying that we must (1) build an awarenessof how by our en- advance this commitment through the extraordinary op- we and our technology affect and are affected portunity to explore the almost limitless potential of broad- vironment; (2) instill a concern for man's responsibility cast programs concerning environmentalproblems. to re-establish balanced relationships among allforms oi life within the closed earth system; and (3) developthe motivation and training that will enable us to acquire and Other Capabilities of Public Broadcasting spread the knowledge and skills that will helpsolve our Another highly complementaryfunctionofpublic environmental problems and prevent their recurrence. broadcasting in the overall environmental education effort environment In short, no matter from which angle ofenvironmental is its ability to produce programs about the abuse we attack it, our central problem is to create d on a continuing, rather than on acrisis-to-crisis basis. citizenry with a clear understanding that man is anin- As we envision it now, we would investigatefirst on the I 34 123 very broad level, and then focus on various aspects asthey and which are waiting there to claim their attention and relate to air, water and land. commitment as they leave. Too often these values are We would plan to show the situation as it exists today completely at odds with what they are asked to accept urban and rural, east and west, affluent and deprived. We in the classroom, so they simply turn off and tune out while would attempt to discover how it got that way, and we they are in school. would explore options for changealternative futures, if This other world of values is sometimes referred to as you will. These would include that ofletting the deteriora- countereducation. In public broadcasting, we do not think tion continue on its present course. These are the types this state of affairs need continue to be so. We are plan- of programs, generally speaking, that we feel would serve ning to use these same mediadauce, drama, films, and to further the three goals of EEE [environmental/ecolo- hard rock musicas classroom purveyors of the environ- gical education]. mental condition. We intend to surprise the students by We have noted that many witnesses before this sub- adopting their language and telling them that school isn't committee have stressed the importance of developing an an intellectual desert, unrelated to their lives; school can interdisciplinary curriculum for environmental education. be where it'sat. Bring the environment home to the This is an approach which the public broadcasting com- youngster first; the grammar can come later. munity recognizes as essential if people are to be made Our approach then hgs been to start immediate, active truly aware of the interrelatedness of the ecological sys- exploration of the broadcasting opportunities inherent in tem. It is an approach we are already building into our the emerging EEE goals of the Office of Education, devel- programming. oping programming for teacher training, manpower edu- Public television's coverage of Earth Day, April 22, cation, public affairs, and cultural programsall in the is an example of what I mean. The Corporadon for Public furtherance of environmental quality. Broadcasting has provided National Educational Tele- We heartily support H.R. 14753 and we intend to con- vision with funds for its all-day broadcast devoted to Earth tinue our own efforts along the comprehensive lines set Day. Both live coverage and regular programs will focus forth in your bill as we understand them. on questions about the environment and the forces that Again, I thank you for allowing me to speak to this threaten man and his environment. important question. I want to thank you for this trail- NET's Earth Day plans are an excellent study in the blazing opporunity. I will be glad to answer any questions flexibility of public bioadcasting and its ability to handle you may have. "interrelatedness," not just as a subject matter but as a way of presenting a t ubject. NET will begin theday with Proposed Mass Media Programs live coverage of activities in the East. Participants will for Environmental Education range from Senator Muskie and RalphNader to the cast Mr. Brademas. Thank you, Mr. Macy, for your valu- of "Hair," which will be seen performing from a moving able statement. garbage truck. Viewers will move with us from the Decla- I have several questions to put to you. First, you will ration of Independence in Philadelphia to the Washington recall that in the bill we specifically authorized grants for rally on the Mall, then to New York for a citizen march preparation and distribution of materials suitable for use down Fifth Avenue and a scrubdown of 14th Street. by mass media in dealing with the environment and ecolo- From 4 to 6 p.m., Earth Day will tie in with regular gy, in large measure because we are aware of thekinds programming forchildren."SesameStreet,""Mister ofcontributionstheCorporationforPublicBroad- Rogers' Neighborhood," and "What's New?" will all deal casting and educational television have generally already with ecological themes, demonstrating how the subject indicated they can make in helping educate the public in matter can take on the flavor of its audience's interests and a wide variety of important areas, capabilities. Therefore, I wonder if you could tell us what kinds of I won't lengthen this testimony by recounting with you institutional arrangements would be helpful for pursuing the remainder of our Earth Day coverage plans, but I environmental education through using the media. urge you to be with us as much as possiblethroughout Mr. Macy.First, Mr. Chairman, let me say that I feel that day. If yon join us, you will see special plays, live the language in section 3 (a) (5) of the bill does provide coverage of the San Joaquin Valley survival walk, a spec- the necessary authority to involve the corporation and ial edition of "Book Beat" focusing on "Since Silent public broadcasting in environmental education. Spring," among other features. Secondly, the institution approach which we have been pursuing has been modeled somewhat after our success "Implicit Curriculum" on PTV story, "The Children's Television Workshop." There remains one very important contribution that We are in the process of developing a model organiza- public broadcasting is peculiarly equipped to make in the tion which would conduct the necessary research and test- field of environmental education. Educators have labeled ing and then supervise the development of broadcasting as "implicit cu-riculum" that whole system of values that programs, not only in television but in radio as well. ... the child picks up outside of schoolvalues that spring So it would be our expectation, assuming available re- from a world of hard )ock music, drama, dance, and film, sources from both public and private sOurces,that we things that really grab youngsters, things they, feel they would move in the direction of establishing such an insti- are expected to leave at the school door when they enter, tution which would have asits fundament a!goals the 124

development of broadcasting of a general nature for a being used in the classroom. It is a program which is based national audience, supplemented by local broadcasting on very comprehensive and penetrating research to explore oriented directly to environmental problems in a specific the existing idiom that attracts and holds the attention of community. young children. So there is animation and there is fast I make this latter point because I have the conviction music and there is a quick treatment of subjects. that citizen participation and involvement in programs of We feel that this has already demonstated a learning correction must be locally based and locally motivated. I value in that the pre-school children who are watching believe each community is different and its set of problems this program in measurable terms with respect to learning are affected by the total environment of thatcommunity. numbers and letters have advanced at a much more rapid Because public broadcasting puts such a heavy em- rate than those pre-schoolers who are not exposed to those phasis and such an affirmative reflection on the local sta- programs. tion, it would be our belief that we should endeavor to With respect to the environment, as I indicated in my support local 'activities designed to meet the needs in the statement, on Earth Day, there will be a special treat- communities. ment of the environment, not only in "Sesame Street," but The second area of purpose would be to provide broad- in other children's programming as well. And the program casting curriculum materials in the ecological area, built people at the Children's Television Workshop, which pro- on an expertise linear base. We haven't gone farenough duces "Sesame Street," feel that in many ways what they to say yet what the school age group would be, and Idon't arr; doing every day is by way of environmental education, think it is too important that we tr;o localize this at an because they are endeavoring to create an awareness and age level or bracket. a sense of values for the youngstersobserving those pro- Accompanying that program, obviously, there will be grams in terms of the world around them, so that he need for teacher training. We don't believe a great deal doesn't grow up in isolation and that poverty is not his has been done yet in the use of the media for teacher lifetime lot. training. We would hope that we could utilize the urgency As far as injecting some of the implicit curricultna into in this field to embark upon some constructive work in classroom programming, that is already occurring in some the field for teacher training. of the programs that are developed for delivery by public The third area or purpose would be manpower training. broadcasting stations into the classroom. Where that is We share the conviction of many others that if we are done, it has to be done in conjunction with the local school truly to launch an attack on the improvement of the en- systems, because we have 22,000 in this country. There vironment, it will necessitate new skills and the creation isn't a great deal of uniformity, and it depends a great of new jobs which have not existed previously. Here, too, deal on the attitude of the existing school system, upon the media can be effective in the teaching of those skills, the system and curriculum creators and the teachers themin the understanding and awareness of those jobs. selves, as to how much of this can be done. So this is the scope that we have in mind. It would be I feel this is very important. That in this environmental our objective to have such an enterprise financed jointly educational effort that those in education be brought along by public and private funds, just as the Children's Tele- with it; that they see the opportunity to really provide vision Workshop iF funded by the federal government some new meaning and I think some new color to teach- through the Office of Education and by private entities, ing by relating it to the environmental situation. the Ford Foundation, the Carnegie Corporation and our I feel that in the institution I have described, we would own corporation. try to find and try to create a home for creative educators, as well as others who can use the media creatively. Current Public Broadcasting Activities Mr. Brademas. I appreciate that, and I was especially in Env!fonmental Education glad, Mr. Macy, to see you tie in, and again in your statement talk about the need for new attitudes, the need for .. referred to what Mr. Brademas. I noted that . you new materials and the need for new methods of teaching you described as "implicit curriculum," which makes an innovation. I think you have caught the central purpose impact on the learning of children. I wonder, having used that phrase, if you could tell us, first, if you do anything of this bill. in the "Sesame Street" series in order to make a dent in the consciousness of the pre-school youngsters about the environmental problem; and, second, related to that ques- Importance of Pre-school Education tion, I note that... you saythat in public broadcasting Mr. Hansen. On the question of programs, such as you are planning to use the media as "classroom purvey- "Sesame Street"and I know you have covered this some- ors of the environmental condition." You say you are what in response to the chairman's questionwhat en- "planning." I wonder if there is anything you want to vironmental component do you anticipate incorporating elaborate on that? In other words, I am trying to get at into programs aimed primarily at the pre-school child? the extent to which you are already in the business of I might say that a number of witnesses who have testi- taking advantage of the implicit curriculum. fied in these hearings have emphasized the importance of Mr. Macy. We believe we are already pursuing this, and educational efforts as early as possible in the life of the in many ways this is reflected in "Sesame Street." "Sesame child. So I think, the rather remarkable results that we Street" beamed into the home is aiso, interestingly enough, have seen from "Sesame Street" suggests that more at- / 0t 125 tention might be given to these very youngchildren in environmental area. toward the world Mr. Hansen. Yes, I am -Aware of the supportthat has helping to develop the kinds of attitudes From what you tell us here, they live in. come from private television. research has apparently any real success that we candemonstrate in Mr. Macy, That is very true. Some recent of its evidenced that a large part of the learningexperience now educational television would be multiplied in terms to school. So the pre-school total impact because of the likelihoodthatit may be occurs before the child goes incorporated in the content of the com- experience is tremendously important indetermining the picked up youngster's future capability, and sincethe pre-school mercial television programming. background, is now Mr. Macy. I feel that it v ill. I think this is anoptimistic child, regardless of his economic where there is a variety watching television 30 to 50 hours aweek, that becomes note, and I think in our society, becomes his exposure to of competing means for delivery, that thiscompetition his window on the world, that the viewer the environment. will be healthy in delivering a valued product to As far as the components of presentation areconcerned, and the listener. is that it is desirable Mr. Hansen. Thank you very much for your statement. the experience in "Sesame Street" much, in- to give the youngsters knowledgeof the elements in the Mr. Brademas. Mr. Macy, thank you very particularly indeed, and we shall try to tune in as soon aspossible On world around him. These programs are be doing across the country tended for the child of a disadvantagedbackground. some of the mograms you will next week. The research has shown that the youngstersin the leadership in this ghetto or the rural poor live in a kindof environmental iso- Mr. Macy. Thank you again for your lation, and they don't appreciate theelements that con- field. stitute their world, so that this is a meansof using that window on the world to show them whatexists. Introduction of Peter S. Hunt, Peter HuntAs- I recall that in the very first programthere was a very and where the milk sociates Consulting Firm good, fast-moving treatment of milk Mr.Brademas. Our next witness is Mr. Peter S.Hum. came from and the importanceof it in a diet. There have Please pro- of avoiding lit- Mr. Hunt, we are glad to have you w1th us. been little episodes about the importance ceed, sir. ter, and the a3pects of trashcollection. There has been members of reference to air Mr. Hunt. Thank you, Mr. Chairman and by subtle and educational approaches the subcommittee. and water pollution and the need forpurity. My name is Peter Hunt, and I run asmall consulting All of this was done with also an eyefor entertainment. focus on this has been a com- firm that was formed some thcee years ago to This has been the great achievement; the problems of our physicalenvironment. 'zy.ty personal bination of education and entertainment. background includes management consulting inthe fields . . of systems analysis, planning,programming and budget- ing, cost benefit analysis and some six yearsof marketing Impact on Commercial Television and finance in one of the country'slargest corporations. Mr. Hansen. To what extent may weexpect some of I hold an MBA from Columbia and anundergraduate de- the leadership that you have beenfurnishing in this area, gree in the biologicalsciences. some of the results of yourpioneering efforts to be fol- Since my experience in education is limited tothe role lowed by commercial television? Canthe objectives you of student, I would like to focusthe majority of my com- have outlined be accomplished bycommercial television? ments on the proposed managerial conceptsand structure Mr. Macy. Yes, I think already we areseeing the im- of this bill. In essence, the composition,dimensions, and pact of "Sesame Street" onchildren's programming on the operating procedures of the organization areexpected to commercial networks. I pointed outyesterday in my ap- bring the purposes of this legislation toreality. Although pearance before the CommerceSubcommittee on Com- it may sound self-serving, I amconvioced that an inap- munications that all three networkshave hired new vice propriately designed organization wouldneedlessly frus- presidentsforchildren's programming since"Sesame t:ate the attainment oi the bill'sgoals. In short, it would Street" went on the air in November. take longer and cost more than necessary to dothe job. . Chairman Burch of the FCC said helooked at the public for broadcasters broadcasting as setting a kind of standard Management of the Program that in many ways would be a moreeffective means for mechan- increased regu- would ...like to direct my comments to the improving commercial programming than isms and proposed structure forimplementing the intent lation. of this bill. The problems we areattempting to correct are Let me add, lest I be misunderstood,the commercial extremely sensitive to time. The costs of anyspecified broadcasters have been very supportiveof everything that time and indeed we have been doing inpublic broadcasting. result tend to increase exponentially over and people are may pass a point of no returnwhere correction becomes Washington is full of fight promoters impossible. We cannot bring back the passengerpigeon. trying to promote a fight betweencommercial and public bring back Lake broadcasting. It just doesn't exist. Infact, a great deal of It is extinct. We should not attempt to private networks, and I expect Erie since we could buy so much more with therequired our support has come from resources if we spent them on otherlakes and rivers. we would find waysof working with them in this whole

3 126

In light of this high sensitivity to the passage oftime, dinate with the educational aspects than by having a re- the managing organization of this programshould be de- sponsible organization as a cohort. signed for rapid aggressive decision-making. Truc, the probability of making mistakes with a fast-acting groupis Priority Ranking of Target Groups higher than with the slower moving traditional structures. My next point concerns the strategy of emphasis for But it is my intuitive feeling that the costof these in- the various audiences outlined in the bill. To me, the most evitable errors will be more than offset by thesocial and critical group or educational segment is the general public, economic costs that will attend the deferred decisionsof specifically the adult population that is currently outside a slow and deliberate organization. the formal channels of education. To reach them is of An advisory committee of 21 membersis far too large prime importance: first, because their attitudes and de- to handle the duties of managing this program.To be ef- cisions will dominate for the next 15 to 20 critical years; fective within a workable time frame, policydecisions and second, because without their support curriculum changes grant approvals are going to have to be made on aday-to- in the kindergarten-through-12 education system are im- day basis, without waiting for the approval of achairman possible. You may be able to develop the best educational and 20 part-time peers. program possible, but it will not be installed atthe local In line with this, I recommend that all dutiesof the level unless the adult population themselves realize the advisory committee be placed in a full-time team ofthree need for such changes. program directors; that in theselection of these directors, I recognize that this adult group is the most difficult no preference be given to peoplewith either scientific or group to reach, and are the most resistant tochange. But educational backgrounds, but that the qualification be this, coupled with their pivotal position, just makes it those of a general executive wl.o has a personal'convic- doubly important that they receive the dominant focus tion as to the importance of the job; further, thatthese of effort during the first five years of the program. If this directors he appointed for statutory, rotating three-year public educational program can be successfully mounted terms. not only will there be spilhover benefits to the other seg- In addition, I suggest that the size of the advisory comments of business leaders, government employees and so mittee be reduced to ten people from a mix of unrelated on, but these other groups will find, in therising level of fields and their functions be limited to reviewing perform- public knowledge and sensitivity, inducement to educate ance of the program and advising thedirectors on a quar- themselves. terly basis. At least four of these committee advisers should Simultaneously, with the initiation of a public education he under 35 years old. progiam, I suggest that work be started on acurriculum The location and managerial level of the operathig or- change program for kindergarten through 12. The design, ganization also seems inappropriate to the job. As out- development, testing and evaluation of such a program lined in the bill, they would be submerged well down in will, I am informed, take a minimum of five years before the bowels of the bureaucracy under the advisory com- it is ready to come out of the lab for dissemination. With mittee, the commissioner of education, the secretary of this development being paralleled by a public education HEW, the president, and remote from the Congress. program, one would hope that the state and local school Concomitant with this subordinate level comes anin- boards would be prepared to accept it when it is ready for creasingly larger burden of dampening paperworkjusti- implementation, some five years hence. fied by their multiple superiors, as a method of keeping In conclusion, I would like to thank the subcommittee the juniors under control. These checks and counterchecks for both introducing this extiemely important legislation of paperwork, in effect, are likely to put the operating and permitting me the opportunity of appearing before group out of action by increasing their responsetime to you. I would be happy to answer any question on either requests for aid and frustrating applicants. Theinevitable this statement or on either of my two previously submit- result of a drop in applications for grants would be to ted comments to this bill. either step down the program for an apparent lack of in- Mr. Brademas. Thank you very much, Mr. Hunt. That terest, or internalize the actual educational work within is a most valuable and concrete discussion of some of the the group which was designed to manage and promote the principle issues represented by this legislation. program. To avoid these problems of internalization or paperwork kill, I suggest that the operation be taken out of the Office of Education and placed at a level of higher con- Is Curriculum Change Possible Before gressional visibility. Specifically, in the Office of the Presi- Adult Education Is Accomplished? dent allied to the new Council on Environmental Quality. There is a point you make with which I have a little Further, I suggest that a report of its annual activities difficulty. You suggest, in terms of priorities in the bill, be appended to the environmental quality reportrequired you would give more attention at the outset toadult edu- in title II of Public Law 91-190. This shift would, I be- cation. lieve, help increase the prominence of the organization Yet, we have had other witnesses who have taken just and reinforce the seriousness of the problem with both the reverse position, and I suppose what we would try to the president and the Congress. It also occurs to me that do, in putting the bill together, is make an effort to do both, for it seems to me difficult to put all of your eggs into the Council on Environmental Quality was instructed to of the utilize an interdisciplinary approach. How better to coor- onen basket. When you say without the support teo 127 adult community, curriculum changes in the kindergarten- 5-year budget through- 12 education system are impossible, I am not sure (In thousands of dollars) 1 that that is the case. Element I 3 4 5 I suppose one might say if you have the strong oppo- Operations: sition of the adult community, you would have trouble, Advisory board 7 10 10 10 10 Secretary 8 8 8 8 8 but don't you believe it would be accurate to say that polls Direk.tors 120 120 130 130 130 were taken around the country to determine whether or Staff 505 704 704 672 570 not adults would be willing to support "Sesame Street" Secretary 128 136 136 136 136 or Headstart, or a wide variety of changes that have been Supplies and miscellaneous 60 .80 90 90 90 made in the American curriculum, both in substance and Total' 829 1,0581,078 1,046 944 in ways of teaching, if I am getting my point through? GRANTS AND EXTERNAL EXPENSES Mr. Hunt. Well, in reference to "Sesame Street," this is just one vehicle of school education, and it is passive. In Formal curriculum education: essence, it can be turned off if one wants to. Children see Kindergarten to 7th 680 1,180 1,180 8902,090 it voluntarily. 8th to 12th 6801,1801,180 8902,090 College grants= 100 450 500 700 700 In the case of Headstart programs, these were directed Public education 3,0007,0009,000 12,000 15,000 at specific groups, not the general public and not the entire Special programs 100 200 educational system. And I think in the case of Headstart Consultirg services 20 40 40 40 40 programs, these were well accepted by the audience that Total 4.4809.850 11,900 14,620 20,120 they were addressed to. So I see a difference here, sir. Grand total 5,308 10,908 12,978 15,666 21,064 Mr. Brademas. I guess all I am saying is that if one 'Excludes space and utilities. takes the position that you have got to educate the adult =Excludes capital grants. community before you can really move ahead in the school system in any suggested way, it seems to me to be an oversimplification of the problem. I don't know that you would really quarrel with what I am saying, but I think you have Could you comment why you have taken and set forth got to move ahead on both fronts. these particular figures? Mr. Hunt. I think another thing that is important is Mr. Hunt. Well, I started off. ...with the primary areas the lag time. If you start educating in kindergarten at all of emphasis from the standpoint of formal education cur- before those environment-oriented children reach a point riculum, coilege curriculum education and the extra special of making decisions, you have 20 years. The lag time is programs that I don't feel are necessary at this point: edu- there, and these are critical years. cathig community and business leaders. I feel that is an obligation they can pick up themselves. Mr. Brademas. I thoroughly agree. I think I appreciate Mr. Brademas. You feel that this is an obligation they what you are saying. can carry out for themselves? Mr. Hunt. Yes, I do, and I feel if the public was educated enigh they would find it in their best interests. A Proposal for Organizata, ..udget Mr. Brademas. I am not as enthusiastic as you are Iwonder, Mr. Hunt, if you could elaborate for us a little about that. I just don't see local business and industrial on your proposed budget, [see below] because as you leaders clamoring all over themselves to educate them- are aware Mr. Hansen and I and the other sponsors of selves about these matters, and.I would say the same about this bill have not written any dollar figures into the bill, state and local officials. partly because we wanted to hear from authorities in this The part I was getting at in this bill is to help make field and develop some judgment as to what was needed. environmental education accessible to leaders of this kind [The budget proposed by Mr. Hunt follows.] at the community level. Otherwise how are they going to educate themselves unless they happen to turn on one of John Macy's television programs? 5-YEAR OPERATIONAL MANPOWER PLAN Mr. Hunt. Well, these are the spillover benefits I am talking about. If public television programs and environ- Year mental book societies are established, they would have Element 1 g 3 4 5 Advisory board 7 10 10 10 10 the opportunity of joining those. Directors 3 3 3 3 3 To get on with this, I have broken it down ... into a Formal curriculum education 1 1 1 1 1 number of subordinate tasks. For the development of the K-7 3 3 3 3 -, curriculum, there are six areas: urban, northeast, south- 8-12 3 3 3 3 2 3 Pacific.Specificcurriculums College grants 1 3 3 3 east,central,mountain, Public education 5 7 7 5 5 would be developed for each educational system that Special programs 1 1 would relate to the students and would show them how to Administrative support 5 5 5 5 5 use their local environment as a field laboratory. Total professional 28 35 35 34 32 Secretarial 17 18 18 18 18 On the basis of that, I went through the manpower planning schedule from the standpoint of people involved, Grand total 45 53 53 52 50 again placing the heaviest emphasis on formal curriculum

_1;39 128 education and public education, as far as thenumber of general public and letting them know that a problem does professional staff members that would be involved. exist. professionals After that comb . in essence, thc educational process, Then, as you may note, it runs from 28 following that attitudinal changes, and after that some to S'7. over a five-year period. 1 amquite sure that more than that might be .2ffectively used. I am not set onthose changes in the behavior. . .. figures. I would say, if anything, theydescribed a minimum position. Use of a Variety of Educational Channels In the budgetary area, I went through andcosted it out Mr. Brademas. Mr. Hansen? on the basis, first of the amountof dollars that executives Mr. Hansen. Thank you, Mr. Chairman. Weappreciate and professionals of this nature wouldbe expected to the thought you have obviously given to the matterof spend on an annual basis, including the travel expenses. working out a detailed blueprint that would implement in- As I rememb.::r, the generalprofessional would run at this legislation. It has been some of the most helpful about $28,000 to $32,000 a year. Thatis what it would formation in this area that we have had during the course cost to keep them effective. ThenI added what I felt was of the hearings. an adequate staffing of,secretaries, and so forth, to back My question relates to the role that you think the non- them up. educational institution or organization might play in this The grants and external expenses are over90 percent of effort. As I look at your proposal, much of the effort is the five-year program. being channeled through the formal educational system. I am very tenuous on thc formal curriculumeducation. I am a little unclear on the extent to which the public Dr. John Swazy arid Eugene Ruth fromTeachers College education function will be carried out by the regular edu- in New York workea out a budget for acurriculum change cational institutions or by others. model, and this was used from K through8 and 9 through I am thinking specifically of the local conservation 12. In total, I believe that digests about$6 million over groups who may have some particularknowledge and tal- the five-year period each, $12 million in total. ent, and certainly the interest, that may be able to carry One place I am on thin ice is thispublic education out some of the educational programscontemplated by budget. I didn't have the opportunity of goingthrough de- this bill. tailed cost analysis, as far as what it costs tomount mu- Mr. Hunt. Well, sir, from the standpoint of the public seum shows, how many shouldbe run, what was the cost education market for the adult education that is outside of televison program, and so forth. So, ifanything, that the channels, there are a number of vehicles and media is the weakest element, the $3, $7, $9, $12, and$15 mil- that can be used. We have not only the local conservation organization, you have museums, you have television, you lion. I scaled enough overtime to show I feltit should be a have a suggestion that was made last weeka reading so- continuing effort, and as we learn more aboutenviron- ciety, you have the store front museum, you have fairsthat mental problems, it would require more money toeducate could move around. There are a number of vehiclesthat the public as to the nature of those problems. could be used, and I would certainly hope thatthe local Mr. Brademas. T1- -t budget, I take it,reflects your conservation organizations would be involved in this or earlier statement that you felt much more priorityshould perhaps would sponsor some. be given to the pubhc education than to theprovision of I think their participation is necessary.After all, there courses through the school system? is a great inventory of knowledge and concern in th Mr. Hunt. Correct, sir. On the other hand, asI stated groups, and they should be included to everyextent I lq- in the testimony, it will take five years just todevelop the sible. curriculum material. In six or seven years, I would see I would be distressed if the problem of thepublic edu- the normal curriculum education becoming far more ex- cation were the sensitizing vehicle. If we only chose one pensive as it went into dissemination. That iswhen it is vehicle it would be a disastrous mistake. out of There are people in this country who don't own tele- really going to cost the dollars. It is unfortunately back- the timespan of this five-year budget, vision sets and might not have the basic educational Mr. Brademas. This is about $65 million overfive years, ground to understand the problems if they were ontele- if I calculate what you have come up with. vision. So I think the strategy for publiceducation is one of Mr. Hunt. Yes, sir. would Mr. Brademas.This is most helpful to us, and I just moving on as many grants as we can find which have one other q testion. I-low is it possible to put somuch include the conservation organizations. Certainly, ifthey had a specific local prob- money into the public education hy wayof distinction with were running short of funds and the elementary and secondary school systemif you argue, lem they were working on, I think they should be eligible schooi system be- for grants of some sort. in part, that you can't do more in the exclude them in cause you don't have the curricularmaterials? I don't mean to imply I would like to Would you not run into that sameproblem so far as any way. providing adult education programs is concerned? . . . Mr. Hunt. Well, I see the adult education programsas Mr, Brademas. . Yourtestimony has been very help- sort of a sequential pattern of events, atleast sequential ful, particularly because you obviously have taken agood objectives. The first one is the problem ofsensitizing the deal of time and gone to a great deal of effort to put to- .,

_ 0 129 gether a proposed budget, which no one else has done for dealing with environmental education be placed under the us. auspices of an autonomous, non-profit public institute or I know Mr. Hansen and I are most grateful to you. corporationa National Center for Environmental Edu- cation. This, he suggested, could draw on both federal [The Chair next introduced John Lumley, assistant and private funds and would act as a rallying point for executivesecretaryforlegislationand federalrela- all the various agencies involved in improving environ- tions, National Education Association (NEA), who was mental understanding.] accompanied by Donald Hawkins, director of Project Mr. Brademas. We are now adjourned. Man's Environment of the NEA. Lumley proposed that (Whereupon, at 11:30 a.m. the subcommittee was ad- the preparation of educational and informational materials journed, subject to call of the Chair.) 130

DAY 10

House of Representatives,Select Subcommittee on Education April 21, 7970 Washington, D.C.

education, and two of his assistants in theU.S. Office of Education pre- James E. Allen, Jr., commissioner of the tenth day of the hearings. The de- sented the Nixon administration's viewsof the bill during extensive testimony on and these administration representatives wasdramatic and highly charged, un- bate between the subcommittee members and executive power in fed- derlining not only party difierences but also thecontinuing tug-of-war between congressional eral government. that, though they were in completeaccord with the aims of the bill, they Allen stated the administration's position Allen described in detail the many en- did not need any "additional authority to carryout the purposes of H.R. 14753." of Education (USOE) and the NationalScience Foundation were cur- vironmental education activities that the Office Elementary and Secondary Edu- rently conducting under already existing grantsof authority from Congress, such as the cation Act's (ESEA) title III and theHigher Education Act's ' tlEA) title I. Congressman Reid pointed out that the claim of "no need ;f7radditional authority" was a "rathertraditional remark but nothing gets done. .. ." heard around here. ... Thefact is that everybody thinks they have the authority without action and ques- Brademas and other subcummittee memberscriticized the administration for its rhetoric for handling the goals sought by the bill. Henoted the inadequate tiOned the adequacy of the present USOE capacities weaknes.,es in setting funding priorities. scope of USOE's authority, itsrecord of inadequate achievements, and its The intended scope of the bill, accorr" 7 to bothBrademas and Reid, is much broader than currentUSOE programs programming and planning, attewpts to reach awide variety of target allow. The bill provides for overall, cunerent outside formal educational institu- groups, and calls for multipleapproaches, including funding of private organizations tions. As for the ability of USOE to handleenvironmental education, based on the record ofachievement of the current programs ,,:nder which it isdealing with the area, Brademas made a scathingcriticism of the "success" claimed for ESEA title III programs, as well as thoseconducted under HEA title I. Finally, Congressman Meeds expressed dire concern overthe administration's "redirection" of moniespw,,ided by Congress for one program into other programs. that the problem really is a budgetary onea needfor addi- Throughout, Commissioner Allen held to his position of the sub- tional funds or reallocation of existingmoniesrather than a matter of increasing authority. At the request committee, he supplied "ball park" budgetfigures for the bill.

The subcommittee met at 10 a.m., pursuant to recess, aid L. Katz, assistant staff director; Maureen Orth, con- in room 2175, Rayburn House Office Building,Hon. John sultant; Toni Immerman, clerk; Arlene Horowitz, staff Brademas (chairman of the subcommittee)presiding. ass;stant; and Marty LaVor, minority legislative coor- Present: Representatives Brademas, Meeds,Reid, Bell, dinator. and Hansen. order. Staff members present: Jack G. Duncan, counsel;RI Mr. Brademas. The subcommittee will come to 131

The Office had supported over 5330,000 in projectswhich lritrodurtion of Dr. James E. Allen, Jr., Com- could reasonably be identified as making a contribution missioner of Education to a better understanding of our environment underthis We are very pleased to have as our first witness this authority. These included in fiscal year 1969, for example, morning Commissioner of Education, Assistant Secretary grants to Bowdoin College to produce a film oncommunity of Health, Education, and Welfare for Education, the land use in Maine; to Boston Architectural Center for a Honorable Dr. James E. Allen, Jr.... study of environmental design in community planning; Commissioner Allen. Thank you, Mr. Chairman. ... and to New Mexico State University for a citizens con- I welcome this opportunity on the eve of Earth Day ference on %ater resources. 1970 to discuss the interests and activities of the U.S. In addition to these programs, monies provided from Office of Education in environmental and ecological edu- other Office of Education programs, such as teacher train- cation, and to give my strong support to the purposes of development, [T]his administration is dedicated in full ing, manpower development, curriculum H.R. 14753. ... and graduate study have included projects related to en- measure to saving and rehabilitating our fragile,threat- vironmental education. ... ened environment, on which our very survival depends. In February I sent a special message to chief state The Office of Education has a special responsibility in school officers suggesting specific activitiesfor the en- this regard, for one of the keys to survival is education. I couragement of environmental education which they might would like to tell the subcommittee something of our ac- undertake at the state and local levels, including the de- tivities and plans. velopment of comprehensive state plans.. .. In response Soon after I took office as commissioner of education, to these actions, we have received numerous letters,... my attention was particularly drawn tothe growing seri- telephone calls, and visits from educators and local ad- ousness of the pollution problem by anexcellent film pro- ministrators expressing strong support of our position and duced by a group of our summer interns. interest in participating in activities planned by the Office. Entitled Crisis in the Capital: When Will We Ever I have been pleased to note how far some statesCalif- Learn? ...this film portrayed dramatically the serious ornia, New Jersey, Pennsylvania, and South Carolina, for pollution problems in the District of Columbia area. This examplehave gone on their own to develop state pro- film increased my concern about what our schools and grams in environmental education. colleges were doing to educate our young people andthe Although we did not have much latitude with fiscal public generally, to the tragedy of our deteriorating en- year 1970 funds, we have redirected monieswherever pos- vironment, and, more particularly, what the Office of sible into projects in support of environmental education. Education was doing to encourage and promote efforts The research training program initiated a new effort to to educate for environmental improvement. design innovative training programs for educational re- In order to have an answer to my question, Iasked searchers, developers, disseminators, and evaluators to one of my young assistants, Mr.Logan Sallada, to chair members in the Office and- work on high-priority educational programs. We have a task force composed of staff sent out requests for proposals which encourage thede- to report to me on their findings. AndI find that Mr. sign and implementation of training programs in a number Sallada represents not only the Office, but also the young of substantive areas, including environmental education. people across our country who are interestedin this sub- in ject. It is they who have brought to our attention, prob- We anticipate that a few such proposals will be funded situation and fiscal year 1970 and that others will be funded for opera- ably more than any other group, the current tion in fiscal year 1971. the need for doing something about it. We are also negotiating with the Corporation for Public Current Office of Education Activities Broadcasting for the production of an important educational TV program in environmental education. Details in Environmental Education $2 the Office of this project, into which we shall be putting over As you might expect, the task force found million, will be announced soon. was supporting through itsvarious funds a variety of programs, ranging from the mostelementary forms of We have set aside $200,000 of EPDA funds for the traditional conservation education to exciting new efforts partial support of a number of teacher "teach-ins" this These teach-ins in life and earth sciences. summer to be held around the country. Their survey showed that a major source ofauthority will be designed to encourage schools and school systems to include environmental studies in theircurriculums for which provided support in the area of environment was would be title III of the Elementary and SecondaryEducation Act. grades K through 12. The short-term objective Under this title more than $4 million has been devoted to to partially integrate this intoexisting subjects or to conservation and outdoor education projects, including establish new courses. Participants would include teachers, approximately 100 environmental and outdoor education curriculum development specialists, administrators, and centers. As you know, federal funds undertitle III are students. The Office of Education plans to support costs provided only for a period of three years; therefore,I for planning, materials, and consultants. State departments was pleased to learn that a recentcheck of a sample of of education, local school districts, and other groups would projects initiated with title III funds indicatedthat about provide participant support costs. The Office of Education half will be continued with state and local funds. hopes to partially support approximately 40 local teach-ins Another source is title I of the HigherEducation Act. and seven regional teach-ins. 132_

We are sponsoring a major conference in August on pendent summer study at colleges and universities which supplement the offerings generally availableinhigh schoolscience the challenges of environmental/ecological education in courses. the schools of America. At the undergraduate level, institutes and short courses for col- The Office of Education and the Department of the lege teachers, particularly in the subject matter fields of ecology and urban economics, provideinstruction for college teachers Interior, through its National Park Service, are entering primarily involved with the instruction of undergraduate science into a cooperative agreement to make optimal use of the courses. The Undergraduate Research Participation program has cultural and natural resources available through the De- for 12 years provided support for independent study and research partment of the Interior's national environmental educa- for undergraduate majors in science. Grants in this program in- tion landmark program. clude studies of pesticides and their degradation in soil, phos- phates, temperature-salinity tolerances, atmospheric polluton and We are beginning now to plan for our participation in estuarine processes. the 1972 United Nations International Environmental An important outgrowth of the Undergraduate Research Par- Year. ticipation program is the student initiated and managed research project which the Foundation has supported at the California In- stitute of Technology. National Science Foundation Programs This project involved a number of students from several col- in Environmental Education leges and universities who designed and carried out a series of co- Turning outside the Department of Health, Education, ordinated research projects on environmental problems. The suc- and Welfare, I would point out the contributions the Na- cess of this and similar efforts has resulted in a new program being established to support problem-oriented research training tional Science Foundation is making to environmental projects for students which will include particular attention to the education under its broad authority to support research impact of the social sciences in this area. and education in the sciences. The Foundation is cur- At the graduate level, support has ranged from the support of rently financing a broad range of activities in environ- post-doctoral fellows and graduate fellowships and traineeships mental education. Furthermore, with a focus in its fiscal in study and research in the environmental sciences to special projects for advanced training in biological pest controls to seminars year 1971 budget on problem-oriented activities,environ- and field training to consider advanced ecological questions at the mental programs will receive additional emphasis. graduate and post-doctoral levels. I would like to include as a part of my testimony at this The Foundation, under its Public Understanding of Science pro- point an enumeration of some of the specific National Sci- gram, has also -supported projects to acquaint the public with the ence Foundation programs in this field. scientific aspects of problems associated with the preservation of environmental quality. (The programs mentioned above follow:) Commissioner Allen. Our current efforts, significant as NSF ACTIVITIES WHI CH SU PP ORT ENVIRONMENTAL EDUCATION they are, are but the start of what must be a prolonged and consistent drive to improve the world in which we NSF has for a number of years directly and specifically sup- live. I believe there is much more we need to do to stimu- ported education in the environmental sciences. The activities supported have included all types of science education activities and late and assist the education institutions in the nation to all levels of the education spectrum. The import of these grants meet the challenge of educating for environmental quality has been both to upgrade the knowledge of those individualswho and ecological balance. ... are following careers in teaching about ourenvironment and to improve the quality of the materials ot instruction used. At the pre-college level an increasing emphasis has been placed Appraisal of Office of Education Capabilities on the improvement of the competence of teachers Mthis im- in EnvironmemL,, cihic-tine without the riot portant area. In FY 1970, -summer institutes provided for updating I am advised by my staff, Mr. Chairman, that we do not and upgrading the subject-matter knowledge of approximately 1,850 secondary school teachers in subject matter specifically per- need additional authority to carry out the purposes of taining to environmental quality; for example, of the 58 grants H.R. 14753. awarded for study in the biological sciences, over one-third were The bill relies primarily on curriculum development as specifically related to the study of environmental quality. a tool for increasing public understanding, and under- Similarly, in the in-service institute program and the coopera- standing of the }oung people in our schools. Where addi- tive college-school science program, there has been a steady increase over the past two to four years in projects which are con . tional curriculum development is required, we believe that cerned with environmental studies. These programs are focused existing authority is sufficient under the Cooperative Re- on specific regions or localities and the instructional programs are search Act, the EPDA, to fund any such projects and to by design relevant to the particular local setting arid existing disseminate curricular materials. problems. The central theme of 12 in-service institutes to be con- Additionally, we have broad authority under section 303 ducted this fall will be "Man and the Environmenr. Still on the pre-college level, but with broadened applicability, of the Vocational Education Act of 1963 to provide both the Course Content Improvement Program has a number of ac- dissemination of materials to communications media and tive grants which pertain to environmental quality. Two examples technical assistance to state agencies, local educational can be cited: Environmental Studies for Urban Use (American agencies and institutions of higher education seeking to Geological Institute) and Atmospheric Pollution Study Group (State University of New York at Albany). A number of pro- establish programs in this area. posals are now under consideration which will explore new ap- Also, as I have indicated, other agencies of the federal proaches to giving facts about our environment and the develop- government, such as Interior and the National Science ment of an understanding of the importance of man's correcting R,undation, have authority to conduct environmental edu- past mishandling of his environment and planning for preservation and control of our natural heritage. cation programs. This approach also is found in a number of projects for super- I am nevertheless grateful for the leadership this sub- ior secondary school students which involve research and inde- committee has taken by the introduction of H.R. 14753 41.,4 133 and for the attention you are focusing on the urgentneed only to be advised later on, wait a minute, you are not supposed to be going up there and telling them,telling to encourage increased educationalactivities with respect Even if to understanding the current plight of ourenvironment those fellows, that you are really for those bills. quality and you are, you have got to clear thosethings with the Budget and the need to educate for environmental Bureau, because obviously they know a lot more about ?cological balance. opportunity, and education than you authorities and you in education. Mr. Chairman, I thank you for this I call also your attention to the fact that although your I will be glad to answer any questions you may pose. counselors tell you, to quote your statement, that"the bill relies primarily on curriculum development as atool Lack of Support by the Nixon Administration for increasing public understanding"I don'tknow who Mr.Brademas. Thank you very much, Mr. Secretary, your counselors are, Mr. Secretary,but they have not read for your statement....[I have] no questions in my own this bill, because if you take a look at the bill, youwill mind of your own personal commitment to theidea, and that the bill contains educa- see that there is a series of measures of the need for federal support of environmental of which curriculum development is but one. tion, but I do have profound misgivingsabout the sup- months in this field. Now I think we invited you to testify a couple of port given by the administration to efforts ago, and there might havebeen opportunity during that distress to me period of time for somebody in your Office ofEducation I want to suggest it is a cause of great to read the bill before coming up here and making astate- to see once again in the field of muchneeded education legislation, it appears all we are getting from the admini- ment like that. stration is rhetoric, high-sounding prose, but noaction, and no flesh at all on the bones of thecontention that Inadequacies of ESEA Title Ill Programs right. They I also call your attention to a report of theCitizens "we mean business." They mean business all chaired mean business for the Bureau of theBudget, but no busi- Athisory Committee on Environmental Quality, by Lawrence S. Rockefeller, whom as you knowhas been ness for the urgent need of education. the Now, I think it is particularly distressing on the eve long established as a man with deep concern about who out-of-doors in particular; and I call your attention tothe of Earth Day, that the officials of this government, which I should have primaryresponsibilityforpolicyineducation, passage in that report dated August 1969 this sub- have thought members of your staff wouldhave brought should not find it possible to be able to come to environmental educa- committee and tell us after all of these wonderfulspeeches to your attention on the subject of give its sup- tion; and I think you will find that what the reportof that this administration is indeed willing to this distinguished advisory committee says about the state port to a modest proposal, verymodest proposal to pro- give us of title III of Elementary and Secondary EducationAct, vide support for environmental education--just to that it is completely out of line with what yourtestimony that. ought to be on the has said to us here today, and you note[in] your state- To give you some idea, I think it I thal major source of authority public record, the lack of responsibility on the partof the ment that a stir administration in this field. Let me tell of the which provided in the area of environment was in- title III of the Elementary and Secondary EducationAct. experiences we had in this subcommittee. I peisonally will vited Russell Train, the distinguished member of the De- I don't think that is an accurate statement. If you partment of the Interior, to testify on thisbill, and he de- look at page 13 of the Rockefeller Report ofAugust 1969, clined, although I should have thought that someone in you will note, and I quote: that position might have had some passing interest of With respect to Title III of ESEA. w;.ich they indicateenabks what we are up to in this respect. After he declined, he the establishment of over one huldredenvironmental education sent his Whit, House ft:How up here to be briefed on the centers, no program was initiated to disseminate to the rettof the bill, and the White House fellow left, stated he was en- nation's teachers, the teaching met:lot! s and curriculummaterials thusiastic about the bill, thought it was a good idea, and developed at these centers. then the Department of the Interior called us. We did not call them, and they asked to be scheduled They go on to point out in this document some pro- to testify on this bill, and, indeed, the undersecretary was found reservajons about leanin t. on title III,ESEA, a scheduled to testify, but at 4 o'clock yesterday afternoon, major source of authority for ,.trvironmentaleducation. we received a phone call saying no one would testify,and They say, and again I quote from theRockefeller re- no explanation was given: and yet I havebefore me, Mr. port: Secretary, a letter dated January 21, 1970, signed by Today, after speaking of Title JU programs, today,after nearly the deputy assistant of the Department of the Interior four years of experience, there islIss source that cantell one what stating he hoped the ball would be enacted soon. specifically has been produced inthese Title III projects, what specific curriculum material or Ip.aching techniques areworth Now, apparently the Budget Bureau had not gotten to preserving, no report on which emironmental projects havebeen this gentleman, and he found himself awash in the flows successful. of Washington, D.C. ...[I]t reminds me of the situation in which my good friend, also, Libby Coots found her- And why not? self when she came up and testifiedin favor of the They go on to warn that with respect to the actwhich Brademas, Reid, Scheuer, Hansen education program, Congress took to give titleIFresponsibility, to take away j45 134 from the Office of Education, and to put it in thehands I remember that the administration witness came up of the 50 states, that this also is going to compoundthe here, and he opposed the Drug Abuse Education Bill, difficulty of using title III. They make similarcomplaints which was designed to do in the drug fiehl as this environ- about the titie I of the Higher Education Act, whichis the mental bin is designed to do in this field. The administra- continuing education program, noting that few programs tion witness said they did not want this bill, because they under title I of Higher Education Act of 1965, havebeen already had the authority to do these things, and we designed for the needs of central city residents. asked how much money they were .putting into it. I could go on. Mr. Secretary, but 11 have hit you pretty Mr. Meeds. I think about $600,000. hard, and I ought to give you an opportunity torespond Mr: Brademas. Well, we -Passed that bill over the ob- jections of the administration, 294 to 0, which I hope sets to some of these concerns. ... Commissioner Allen. Well, I think, Mr. Chairman, that a precedent for the environmental education bill. your comment about our statementthat no additional Commissioner Allen. I might point out we have added authority is needed, and, therefore, this bill is not neces- some $3 million to our EPDA funds since thisbill was sary in order to do something, is wrong,because whether considered. we have this legislation OT not, we are in aposition and Mr. Meeds. Will the Chairman yield. plan indeed to take advantage of the existing legislation. Mr. Brademas. I yield. We have to move ahead in the environmental education M. Meeds. Your statement says, "Although we did not field. have much latitude with fiscal year 1970 funds, we have Our problem is a budgetary one, not lack of authority. redirected monies wherever possible into projeots in sup- Title III and other titles in the various legislation that we port of environmental education." I hope this does not administer give us broad authority to encourage and stimu- set a precedent, or I hope what you do in the drugabuse late the educational community in the country to devote educational field does not set a precedent of what you their funds to environmental projects, and we intend to do in the environmental education field. Now, some of do so. the programs which the Office of Education cut back were As a matter of fact, I will submit for the record a col- programs which I think were essential, so if you aregoing lection of the projects that are carried out under title III out and stealing more money from other programs to put that are related to environmental education, and I think in an environmental education program, it seems to me they will be an impressive one. we have gotten nowhere. Mr. Brademas. Who made that judgment, that they are Commissioner Allen. These matters of rea: ig impressive, Mr. Secretary? We have been told precisely abuse, an have very high priority, and itis a J.11 mirt the opposite, that they are not at all impressive, and that question of how you take the limited amount of money they are being phased out. I have been told a little about you have, to see to it that this money is spent toachieve thc at:tilde toward their effectiveness. In other words, all the most good in these various priorities. of the tAperts tell us exactly the reverse. The experts on It is a difficult problem to get money out of a very tight environmental education have not come in here singing budget, but I am saying to you that I don't intend to take the praises of title III projects. money away from other important thingsifit will be Commissioner Allen. I think the significant point is that harmful to those things; but there are always ways in things are being done, and I hope as a result of our ex- which we can stimulate, through, the research program hortations to the states that more will be done in this re- and through other projects that we administer', increased gard. attention to the educational process. I am promising to I would only emphasize again, that I intend, as the see that is doue. .commissioner of education, to carry out the promises as I have indicated in these messages, to see toit that all Mr. Brademas. I think it is a matter of choosing to put of the resources that can be used to encourage and help the money into these important programs, and the country the states and localities and institutions of higher educa- will be a lot better off. tion to revise thLir curriculums and center on environ- I have more questions, but Mr. Reid has to go to another mental projects will be brought to bear, regardless of meeting. whether the authority is granted by this bill or not. Mr. Reid. Thank you, Mr. Chairman, and Mr. Secre- I think the fine thing that is expressed in this billis an tary, I want to welcome you here this morning, and to indication of the bipartisan support and strong support thank you for your thoughtful testimony.... Ithink the of the Congress in seeing to it that education doesplay record should show that President Nixon has taken a very its role in this regard, but I just reiterate it is our feeling large and important initiative to focus national attention that we have the authority within the existing legislation on reclaiming the environment. I am one of those who would like to see much greater resources put back of that to move forward. commitment, but I think it would be unfair not to say Is the Act Necessary? that the administration has broken new ground, and it is Mr. Brademas. I am interested in the statement that you in that spirit that I would like to have a brief colloquy. have the authority, because the analog we had with the administration with respect to the Drug Abuse Education Need for a Coordinated Federal Effort Bill is of course quite telling. First, though, Mr. Secretary, [in] the bill, the purposes 146 135 strike me as being somewhat broader than some of the should try to remove the budgetary roadblock. Philosophi- cally, I cannot find very much difference between the ap- initial testimony.. ..I think the thought in back of the bill is to develop a coherent effort at the federal level that proach of this bill, and what I believe and hope is the ap- will be supportive in regard to educational efforts across proach of the administration. Their assessment seems to the board, not just elementary schools, but throughadult be in accordance with this. education, and to deal with effective testing and dissemina- Commissioner Allen. Yes, and as I indicated, I recog- tion of material that is relevant. I, too, have talkedwith nize that this bill is a strong bipartisan expression ofthe Russell Train, who is doing an outstanding job in this Congress concerning an interest in seeing to it that the area, but one of the things they havefound is that there education system is, and that education progrpAns are, fo- has been very little coherence, and he isjust beginning cused in this area. I am sure that I speak for the admini- with the statements from the departments to evenidenti- stration, and certainly 1 speak for myself, in saying that fy responsibility of the different departmentsin this area, I appreciate this approach to the backing that theCon- and the things they are doing concerning theenvironment. gress is providing. Accordingly, I will ask you first, do we not need an All I am saying is that, based on the information I have overall coherent program in this area, because, sofar as and on the reviews we have made of existing legislation, I know, no one is pulling all elements of theenvironment we do not find any need forfurther authority to move together as it relates to education, and further, asthe ahead in this field. Frankly, if I find that we do need au- Chairman has pointed out, so far as I know, there has thority at any moment, I will insist that we come back been no pulling together with regard to titleIII of the to the Congress with an appropriate request. efforts that we have. We have had testimonysaying noth- Mr. Reid. Well, I appreciate the pertinence of that re- ing as yet has been published, and it is plain that sofar mark in the spirit that it is given, but I must also say it is it has not been coordinated, and in some cases it hasbeen a rather traditional remark heard aroundhere from time thinks only evaluated. to time in years past. The fact is that everybody Commissiomer Allen. Let me say that in the four or five they have the authority but nothing much gets done, and paragraphs you read in the bill, the word "curriculum" or given the way programs do seem to get launched, there "courses of study" is in every one of them, so itcertainly is a need for this coherent bill, and major funding backof cannot be said that this is not a major orcentral part of it, and agreement from the White House. I believe that this bill. While I recognize that the bill has a verybroad it is necessary to do something in a major way, and I ,Approach, certainly the production of goodmaterials, think it would be very useful to pursue this with your help, training teachers in the use of these materials, andevaluat- and I will endeavor to have a few quiet conversations. ing these materials are a central part of thebill's approach. I do not believe that I could be wrong insaying that. The 1971 Environmental Education Budget I would also say that I am sure it is the intention ofthe Mr. Meeds. I would like to apologize to the commis- Environmental Quality Council to provide thiscoherent sioner for my earlier outburst. As you can see, I am a little and coordinated program that we need fromgovernment bit distressed in this area of funding, and I hope youwill in this arcla. I am sure it will be done, and I am sure that accept my apology. I was a little bit pointed. it is the intention of Mr. Train and the counsel to do so. I would like to ask what funds specifically have been He has called upon us in my office toplay this role in earmarked in the fiscal year 1971 budget requests for en- respect to education, to coordinate theeducational aspects vironmental education, and under which acts specifically? on the environment,which we are planning to do. I think Commissioner Allen. Well, principally, it is a coopera- that the steps we are taking, and the plansalready under- tive research program. We have asked for a new amount way, are very consistent with the purposesof this bill. set aside in titleIII, which gives the commissioner of Mr. Reid. Relative, Mr. Secretary, to titleIII, has any- education a certain amount of money for that. Let me body assessed tilat, evaluated it as to the workthat has submit for the record a complete listing of these items. been done? I do not have them all here. Commissioner Allen. This is now being done by our task (The material mentioned above follows:) force that I spoke of .. . Mr. Reid. Mr. Secretary, I think that thebill is needed, EXTENSION OF REMARKS ON EARMARKING OF BUDGET FUNDS FOR and I think there is clear support from around the country, ENVIRONMENTAL EDUCATION and there is a broad interest in it. In my judgment, a quiet As you undoubtedly know, the Fiscal Year 1971 budget was talk with the White House, a little encouragement of the funds Bureau of the Budget would be helpful. It seems to me the prepared before I assumed office as Commissioner. Thus, no were specificallytagged as "environmental education"inthe bill is on all fours with the president's efforts to do some- budget. thing for the environment. Consistent with yourleadership, I am attempting to use my authority wherever possible to en- this is a piece of legislation that will give you an overall courage use of funds under existing discretionary programsfor environmental education. planning authority in this area, and it would be extremely The Fiscal Year 1971 program budget is currently in the final relevant. We would appreciate your submitting that re- stages of preparation and I am unable at this time totell you port. exactly which authorities will provide funds for this purpose and Let me state further, I do not believe the administration in what amounts. I can say, however, that our current plans call does not want to do a great deal, and to that extent, we for a minimum of $4,000,000. 147 136

In addition I might indicate at this time that I intend to ask which is also important. I hope you will pardon me, but for an additional $15,000,000 under existing authoritiesspecifi- this sounds like a replay of the old record we had with cally for environmental education in the Fiscal Year 1972budget. regard to drug abuse education. Will you submit for the record what specific requests Mr. Meeds. Let's direct our attention to theEPDA are being made within ihe budget, or suggestedbudget of program which provides funds forteacher training, per- the administration for fiscal 1971 and 1972, if you have sonnel training. Will you get a little morespecific? 'Do that, specifically for environmental education? any of you people thereknow if any specific funds are CommissicnerAllem We will in the 1971 budget. We being earmarked for environmental education with EPDA are just beginning planning for 1972, of course. in your budget request? Mr. Meeds. I am sure. I think that is all. Mr. Alford. We have $200,000 requested fortraining Mr. Brademas. Mr. Bell. purposes from EPDA funds. Mr. Meeds. Is this over and above other fundsrequested Should Environmental Education in EPDA, are we going to get into the same thing wedid raising the be a Budgetary Priority? with the drug abuse education thing, in not Mr. Bell. Thank you, Mr. Chairman. Welcome to the total amount, so you take it from some other program, committee, Mr. Secretary. It is a pleasure to see you here. $200,000? of I want to say at the outset that I am not just sure what Mr. Alford. Of course, we have to await final action my final position will be on this bill, but at the present I the Congress on the 1971 appropriations; but todate, of course, with the. House action, EPDA hasreceived addi- tend to favor it. in it looks like a necessary bit of legislation. I am, how- tional sums of money for 1971, so we would assume ever, sometimes amused by my good friends andcolleagues these cases it could be over and above, but that is depend- on the other side of the aisle, who proceed to say very ing on the final outcome. Mr. Meeds. But you see, MI. Alford, Mr.Commis- blandly that we must have these things, that this is very sioner, I am not at this point asking what the Congressis important legislation. doing. I am asking what the administration is suggesting. Yes, we are concerned about this. The budget is a very Mr. Alford. We have requested more funds. serious problem, but we need more money for agricul- Mr. Meeds. Specifically had you asked for morefunds tural programs, educational programs, poverty programs, foreign aid, and for drug abuse. on environmental education? Commissioner Allen. No, not in the 1971 1.:Jeget, but Saying this does not solve these problems. We have a budgetary problem, which I think the secretary very much ,n the 1971 budget part of theadditional fund.; we will recognizes. 1 think the secretary is for this bill, and I receive will be devoted to environmental education. Meeds. So we are all really getting back into the am not putting words in your mouth, but I think he is also same type of thing, as we did with regard tothe Drug concerned about the budget. Abuse Education Act, and which I complained ofearlier. We have a financial problem. If you want to say, "Let's We are going to set new priorities within theexisting forget about the budget, let's spend more money for every- have thing," that sounds very good, and you may get some funds, and I will point out to you that for years we votes. But I do not think it will solve the problems, and been trying to get some funds for a vocationaleducation program, which many of us think also is veryimportant. I believe we have to establish priorities, and perhups this I think for the first time this year the administrationhas should be one. is I just wanted to say I think it is necessary to have more asked for funds for that. What you are really telling me money, but I think we have to be responsible also. Thank you are going to take $200,000 from someother program, which the Congress also feels is important, and put it in you. this environmental education matter. Mr. Brademas. Mr. Hansen. I am suggesting that what the administrationought to Mr. Hansen. Thank you, Mr. Chairman. May I join be doing is coming up here and supporting the bill, abill. my colleagues in extending a welcome to you? ... You do not have to support our bill, but with someaffirm- ative suggestions on new emphases in the field of environ- Present Scope of Authority mental education, ask for authority under which we could of the Office of Education appropriate some funds. As with the drug abuse education I think it is safe to say that within this existing authori- matter, I am sure we can appropriate someadditional ty we are moving forward, and we are doing more than funds for those programs, because they are highpriority has been done in past years in this area. I just have one programs, and we have a national consensus nowthat or two questions with respect to someof the broader pur- they are national priority programs. It seems to me that poses of the bill, to which Mr. Reid madereference. the administration ought to be in a position of leadership The bill includes in its authority that of stimulating here, and taking this national consensus and utilizing it to programs of environmental educationoutside the regular the end that Mr. Reid suggested. We should be placing institutions. One of the main purposes of the bill is to try new emphasis on this program, providing rowfunds for to encourage noneducational institutions, private organiza- this program, so that we really can come out with an en- tions, to become involved in this educational process. As vironmental education program, which does not have to, nearly as I can determine that authority does not exist I will soften my wovi, borrow from some other program under the specific acts to which you made reference in 148 137 your testimony, or does it? Mr. Hansen. Thank you again for your very helpful Commissioner Allen. Something can be done through testimony. the cooperative education program, but if you mean by some agencies outside of the traditionaleducation practice, education television, for example, we are taking steps, Sources of Funds for New Programs as I have indicated, to help through thecooperation of the Corporation for Public Broadcasting, and to develop M. Brademas. Mr. Secretary, I have a few more ques- programs for the public use, stimulating the public,help- tions to put to you, one of Vlich has to do with my lines ing to improve the environment in fighting pollution, and of questioning and the colloquy that you had with Mr. to give educational understanding of the problems that Meeds. ...[H]e expressed his concern about the posture exist. that the Off 2e of Education has been taking with respect At least that is one illustration of what can be done to meeting pressures for funding a variety of programs outside, if you will. I do not agree that is necessarily out- out of existing legislative authority, and Ibelieve I am side, but it is one of the agencies other than regular school right in saying that this is the position you have taken or college educational facilities. with respect to the drug abuse field. Mr. Hansen. You think there is an important role that You have turned elsewhere to get the money forthat, can be played by the noneducationalinstitution, the private and some of us have been trying for some weeks now to define the mystery of where you are getting the money for organization, in this area of environmental quality edu- hard time cation? your Right to Read program. We have had a Commissioner Allen. I do very much. As a matter of understanding that, and we have been told, I guess, that fact, I think one of the things we must bear in mind about some of the resources for that will comefrom the addi- education is that it is no longer something that is a 9:00 tional funds for title m, and title II of ESEA, butthe to 3:00, five day a week, ten months of the year enter- administration told us it did not want us to vote on it. prise. It must include all parts of our society. It seems to Now, not having voted on it, you are going to reachinto me that the private sector as well as the public need to that till and use the money from elsewhere for that,which consider ways in which they can be of help in this regard. is I think kind of a fascinating metaphysics, not to say The business and labor groups, industry, the media, all politics; and what concerns mt. is that if you take the line segments of our society can join in attacking thisprob- that in response to every pardsan effort in Congress to lern. Under our own piece of legislationtitle lU, which move ahead, to meet some urgent needin educationsuch I mentioned a while agothis legislation encouragesbring- as in prescnool education, orright to read, or drug abuse, ing into cooperation with the public school system, the or environmental educationyou aregoing to reach in and noneducational organizations: museums, libraries, and take money from some other programlike theEducation Professional Development Act, or title I, or title III of other groups not usually thought of as a part of the school by Con- system. I think what the role of the school ought tobe is ESEA. which were programs initially intended that it ought to be heard. The role of the educator is to gress to be supported under thoselegislative authorities bring into play along with him these noneducational agen- you are going to keep dipping intothat pot, and you are never going to have anything left forthe programs that cies, so that we will enlarge the potential for attacking Congress intended be supported. That is, I take it that this problem. Mr. Hansen. I have one final question. Although you this is a problem of which you were unaware, is that correct? indicate for the most part the authority provided by this about bill is not needed to move forward with many of the en- Commissioner Allen. I am very much concerned vironmental educational programs, and that you are con- it. I can assure you I have not been one who hasbeen shy templating action being taken under title III and other about asking for adequate funds for the supportof education. Anybody that knows the background of my career titles, I do not see anything in your testimony or your re- knows I have been pushing in that direction, but once sponses that indicates there is anything in this bill thatis it is inconsistent or in conflict with administration objectives the matter is settled as to what the budget is, then in this area. Is that correct? my reponsibility to try to see to itthat the priorities that Commissioner Allen. No, I do not find any aspects of we have determined upon, andthat the Congress has urged upoil us, are financed as well as is possible,within this bill in terms of its purposes, the kinds of programs that do you suggest, that are inconsistent with whatI want to do, the funds that are available, and we shall continue to and what I believe we can do. that. Mr. Hansen. I will just make this final observation. I It is not a question that all of these things areof great think in view of the strong support that has been devel- urgency, and will require looking intodown the road for oped thus far from a variety of forces across the country, substantially more money. I indicated when I announced and the great interest in the Congress in this legislation, the reading goal last fall that this would be a year of plan- it is fair to say it will pass, and as it does pass and is imple- ning. This was not the year when we would be putting mented, I am confident that we can count on thefull co- a lot of big money into thatproject, because we need to opertion of your office and of the administrationin develop plans on how to spend the money, and that has carrying out the objectives on which I think we do have been going on; and I hope before long I shall be able to very substantial agreement. present to the administration a proposal for a more sub- Commissioner Allen. You certainly can, yes, sir. stantial support of that goal. 145 138

Budgetary Recommendations for the Act As I understand it, you are the director of the taskforce Mr. Brademas. You have talked about money.Could on the environmental/ecological education? having looked at the pro- Mr. Sallada. I am chairman. you give us your judgment, have? posed bill, could you give us your judgment onwhat would Mr. Brademas. How much of a staff do you talking Mr. Sallada. We have a staff of about three people,di- be a reasonable amount of money? I am not now education about the current fiscal problems, but whatwould be a rectly, and then we have six to nine cooperative reasonable amount of money to ft.nd the programs con- students that work for us, and we have two full-time con- period? sultants who joined us three weeks ago. templated under this bill, say over a five-year budget do you Commissioner Allen. Well, I think I would like to con- Mr. Brademas. What kind of an annual sider that and send it to you, because that is a verybig have? thought Mr. Sallada. Basically, as far as the budget,it is not a question, and one which will require more careful budget for than I can give just at this point. Let medevelop a ball budget, for it is just salaries. There is no direct that effort. park figure that might be useful to the committee. deal Mr. Brademas. I would be glad if youwould, because Mr. Brademas. So you really do not have a great the ad- of money. I have been privately advised one of the reasons I referred ministration is unwilling to give support to thislegislation The reason I raised this, is that once again, is that the Budget Bureau thinks if we try towrite this to the report of the Citizens AdvisoryCommittee chaired the terms by Mr. Rockefeller, which indicated two yearsagoand bill into law, that we will try to run away within this is August 1969, that reportthe committee recom- of the amount of money that we would want toauthorize. in the That in all candor is not our intention. We aretrying to mended that an environmental unit be established ought to Office of Education, and in response, anexisting staff write a sensible and sound bill, and I think it assigned be significant that we did not write any dollarfigure into member was given the title of coordinator, and with a pre- an impressive list ofresponsibilities, however, lacking a this bill because we did not want to come in supportive staff, the coordinator has been unable to ful- judgment. We have had one witness who has given us aproposed fill these responsibilities. budget, which would be for the several programs con- I suggest to you with the kind of staff that youjust out- templated in the bill, for over a five-year period, $5 mil- lined, and the growing interest in this field in theUnited lion in the first year, about $11 million in thesecond, States today, you are not able to do very much. You are fourth, going to be swamped. about $13 million in the next, and $151/2 in the I think one and in the fifth it would he $21 million, which would mean Mr. Sa Hada. We are apparently swamped. about $65 million over a period of five years. I do not of the points that should be made forthe record is that think that can be regarded as a grandiose figure. I am not we are currently, through theefforts of the task force, assessing what the needs are as far as the staffis con- saying that is the one which I am wedded to, but this trying not is a figure that has been suggested to us by someone who cerned in this area. At the same time we are has done a great deal of thinking about this problem, and to create another bureaucratic unit withinthe Office of that would average out at about $13 million a year. Education that sets itself off separately from other educational programs. Commissioner Allen. Did he break it down how he the task would spend that? I think the commissioner's intent in setting up pleased force was to review and assess the state ofthe programs Mr. Brademas. Mr. Secretary, I would be very could to make available to you this document,because it has in the Office of Education, and how those programs been very carefully thought out by a very able personin be better utilized for the problems of environmentaledu- this field, and it might be of some assistance to you. I cation. That is exactly what the task force is doing at this time. would be interested also in getting your figures in regard from each to that matter. The members of the task force were assigned of the bureaus to have direct liaison with thebureau chief, Commissioner Allen. I will be most happy to send in a pleasure of ball park figure to you. the associate commissioners, to serve at the (The figures referred to follow:) the commissioner\ and to carry out that mandate, because, as you know, environmentaleducation not only involves Fiscal year: environmental research, it also involves the whole aspect 1971 $12,000,000 of manpower training. All of these programs and the cur- 1972 15,000,000 rent legislation are now being reviewedand assessed for 1973 25,000,000 35,000,000 a report to the commissioner to begiven to him on July 1. 1974 this 1975 40,000,000 As for our direction in the future, we do not know at time. Task Force on Environmental Education Mr.Brademas.In your estimate, you would say with Mr. Brademas. Now, I would be interested also in Mr. respect to training, this involves the area of manpower Sallada, he is with you here today, and in getting some in- training. I do not know if I would agree with that, because formation about just what his task force on environ- if we are talking, as this bill in large measure is addressed mental/ecological education is planning to do, how much to, about the question of generating support for elementary money you have in your budget for thatparticular shop. and secondary grade school courses in environmentaledt, 150 139 cation, we are talking about the training of elementary lished nine months or so ago. You now tell us that we can and secondary school teachers, who are not normally look forward to getting an interim report. trained in this country under the Manpower Training Act, Mr. Sallada. Again, the task force was only formed on nor are they trained under theVocational Training Act, February 9. That came to our attention only within the and I have a hard time to believe that you people under- last month. stand what we are talking about. Mr. Brademas. Let me ask you this question,which now Mr. Sallada. I did not mean to imply the manpower gets more to the substance. You havebeen working in effort is related to your bill, but rather itis one of the this ecological field for a time. What would youregard efforts, the manpower efforts, that we are looking at as as the kind of considerations thatought to go into deter- a part of the task force. mining whether a title III or title I ESEA project should Mr. Brademas. What kind of projects are presently be approved for environmental studies? What are the ob- funded by the Office of Education for teacher training at jectives of that criteria that you would think ought to be the elementary and secondary school level in environ- built into any kind of environmental programs in the ele- mental studies, if any? mentary and secondary school programs? Mr. Sallada. No, not currently. Mr. Sallada. I think it is critical that any effort we make Mr. Brademas. That again comes back to whatMr. in elementary and secondary education include the kinds Meeds was talking about to you about the Drug Abuse of structures where students are able to benefit from an Education Bill. interdisciplinary approach in learning environmental edu- You tell us you have all of this authority to dothese cation. things, but when we ask you what you are doing, the I think it is one of the great problems right now in edu- answer is nothing. cation, with regard to the training that the students get, Mr. Sallada. Sir, I do not think that isquite fair. The and the teacher efforts are becoming increasingly frag- task force was formed on February 9, and we arejust be- mented. I think the other opportunity that is required is ginning to form a plan as far as the Office ofEducation one where we go beyond the concept of the fourwalls is concerned. We are not doing anything other than what that the students are confined to, and they shouldhave I have described so far, and with regard toenvironmental flexibility to be able to get out into the environment and education, nothing was done prior to this administration. see the interrelationships of the totalenvironment in our Mr. Brademas. I have no excuse for the prior admini- ecological systems in order to understand it.I think that stration, and I am glad to be just as critical of them, ex- iscritical. A third thing is related to understanding. It cept the world is a different world in 1970from what it is very important that teachers be trained to enable them was in 1969, and the impression that Ihave is that that to impart this kind of education that combines the out- message has not gotten throughdowntown. We keep get- doors as well as the conventional type of education, one ting the same old stale answers up here. that has curriculum that stimulates the mind to see the inner relationships of our ecological systems, and the Title Ill Guidelines systems that we live in, the air and water, the functions What kind of guidelines do you plan to have to judge of our body. It would be important that that kind of flexi- whether you want to fund the title III project in thisfield, bility of education be involved, and this would be in title considering also the fact that now you have to work III and pre-school. through the states? Mr. Brademas. Mr. Sallada, I think that is very helpful, Mr. Sallada. As far as the guidelines for title III,again, and in my judgment you have done a splendid job in de- all I can say is that we are waiting for an interim report scribing the purposes of the bill that we are considering. of May 15, a final report of July 1, and we wouldhope in that effort, in the short range, we would come up and State Activities In Environmental Education develop those guidelines. Mr. Secretary, you said with respect to the environ- We are currently at the stage of setting aside funds and mental studies, one of your hopes, if I read you right, was planning for the evaluation of the title III programs. They to encourage the states to take a more active partin this are now collecting, and they havecollected, most of the respect in supporting environmental studies. Has any sur- materials related to the title III programs, and they are vey been made to show what the states aredoing, and setting aside funds. I was informed by Tom Burns and what we are now doing called environmental studies? Commissioner White that the plans are to be announced, Commissioner Allen. Well, we requested that they be- about the study of all the title III programs. gin immediately to develop plans and submit their plans to Mr. Bradernas. Have you read the Rockefeller com- us to give us some kind of indication of whatthey are do- mittee report? ing, and these plans are now coming in.... Mr. Sallada. Yes; I have. I am aware of that section I think that, at least from the reports that are coming that you cited about the failure of the title III programs in, virtually every state is beginning to turn its attention to give proper dissemination of those programs,and I to this increasingly. New York state, for example,has set think that is an inherent weakness in that title. As for the up its own special division or unit ofenvironmental edu- task force, we would agree with that statement. cation. Mr. Brademas. I was just wondering why you waited I do not want to leave the impression here that theedu- this long to be about it, in view that that report waspub- cation community throughout this country is just sitting :Tad 140 waiting for somebody in Washington to tell them what to You take the pre-school program. How many states did do. They are moving. They have the same kinds of con- a thing about the pre-school education inthis country, un- cerns being expressed in the states and localitiesthat are tilthefederal government passed Headstart? Thisis expressed here in Washington, and a lot of itis going where some of the initiative of these program happily runs, on. We intend through our taskforce, Mr. Sallada's office, and seems to come from, and here is where it seems thc to keep abreast of the progress they are making', andthe initiative for environmental education corncs from. . activities that are underway there, and we hope to dis- They are not doing anythine about this in the state of seminate the best of these practices. Indiana. I will tell you that. So I appreciate the point you There is not anything being done that is adequate, and make, but I will come back by way of concluding my own will not be adequate in my judgment for some time Until questions and comments to what you said, Mr. Secretary. the country itself is awake to the fact that this mustbe To quote you, you said, "This is a life and death matter." a life and death matter. I believe the kindof steps that That is what you just told us. If it is a life and death mat- this committee is taking, the steps we are taking in the ter, I do not understand why the Nixon administration Office of Education and elsewhere in the administration does not endorse this. and the government, will all help arouse the country to Commissioner Allen. I might say in connection with their duty in this regard, but it is going to take a lot of some of the programs adopted in the last few years in edu- effort through all parts of our government, not merely cation, it is true the federal government took a lead, but at the national level. I would say some of us from the states, I being one, were on the task force that promoted these programs.So, oftentimes the pressures do come back in the states to boost Mr. Brademas. ...Mr. Secretary, this is one point that I would like to make. You talk about the fact thatall of the federal government to take action. the concern is not at the national level. That again is a Mr. Brademas. If every state had a chief officer like standard response we hear, but I call to your attention James Allen, I would be delighted. Well, you have been the drug abuse bill again. very kind to put up with our questionsthis morning, and Now, it may be true that people across the country are we appreciate your coming to give your testimony very concerned. I have no doubt about that, but it is also, true much. Your testimony is certainly very much appreciated that when you are listening to administration witnesses, by the committee. such as have come before our subcommittee last year Commissioner Allen. Thank you, Mr. Chairman. on the Drug Abuse Education Bill, and they wereunable Mr. Sa Hada. Thank you. to tell us what the state departments of education Were [The next witness was John Osman, staff director of doing in regard to drug abuse education, because You the urban policy conference program at the Brookings In- had not bothered to take a survey of what they were do- stitution. Mr. Osman described their conference program, ing, and we were all concerned about it. We also find in in which Brookings brings together leading scientists in the our state, Mr. Secretary, New York, that the law5 are environmental field and policy-makers from the public and being violated in the state of New York, in that this is private sectors. A major characteristic of these confer- mandatory under New York state law for any public ences, he said, is the use of mathematicalmodels in fore- school that receives state aid to offer courses in drug abuse casting and problem-solving. education; and we had clear testimony of this fact that this The final witness for the day was Adrian S. Fisher, dean law, this mandate, is not being followed. So that while of Georgetown University Law School and a representative there may be concern across the country, and the states, of the Association of American Law Schools. Following that concern does not seem in many respects to be fol- Mr. Fisher's testimony, the subcommittee was adjourned lowed through. at 12:30 p.m., subject to the call of the Chair.] 141

DAY 11

House of Representatives, Select Subcommittee onEducation New York, New York April 24, 1970

The subcommittee convened for a second time inNew York City for its first meeting following theEarth Day activities of April 22nd, 1970. Social responsibilityand economic interests were the foci of discussionduring the testimony of three witnessesa university president, a representativeof a major public utility, and a financial expert. James Hester, president of New York University, was askedby the subcommittee what his institution wasdoing to support the eco-activism of its students.Of particular interest was the response of theuniversity's financial policy- makers to student demands that investments reflectenvironmental quality priorities. Hester argued that auniversity's finance committee cannot act as a social policy committee,making moral judgments about "what is right and wrongin a society." The primary social valuewhich must guide university investment 'policies is theproduction of income furthering education and research. New York StateSenator Paterson, who sat in on the hearings during this session, suggested that it was unfair to ask individual institutions tomake economic sacrifices for ideological reasons in our competitive system. It should be a matter of nationalpolicy, rather than individual responsibility, to curtailinvestment in socially and environmentally irresponsible economic ventures. The social responsibilities of public power companies werethe central focus of the subcommittee's debate overJohn T. Conway's testimony. Conway, representing theConsolidated Edison Company of New York, reminded thesubcommittee that his company is legally bound to meetthe power needs of nine million people. It is these people, notthe power companies, who create the demands and resultantpollution. Thus, education of the general public is of primeimport- ance in solving environmentalproblems. Congressman Scheuer questioned Conwaysharply on the nature of the corn- ; pony's own attempts to "educate" the publicthrough mass media advertising, asking why there were so manyads than reminding citizens of the environmental costs of usingelec- encouraging increased use of electrical appliances rather of human t trical power. Conway pointed out the great advantagesof using electric powergreater efficiency in the use labor, improvement in the conditions of living, and greateropportunities for humans to live with dignity. He illustrated this by comparing workers in this country to those in somedeveloping countries, where many laborers are still little more than "beasts of burden." Joe G. Moore, a financial expert employed by Union Securitiesof Eastman Dillon, elaborated on theideaof "trade-offs." Moore opened his testimony with the statement,"Environmental utilization is primarily a choice between competing alternatives." He then discussed the problems of weighing,measuring, evaluating, and selecting from among various alternatives and their expected environmental results. Heargued that economics can play an important role in an integrated approach to environmental problems becauseit possesses an important toolcost-benefit analysis for assigning values for the purpose of comparing alternatives.Howe Ver, he also pointed out the dangers of relying completely on economic analysis in solving environmental problems.

153 142

The subcommittee met at 9:30 a.m., pursuant to re- a right to exercise a social judgment onthe part of the uni- cess, in room 305, Federal Building,25 Federal Plaza, versity about investments. Their social obligationisto New York City, N.Y., Hon. James H. Scheuer presiding. support the university. If you start makingmoral judg- Present: Representatives Scheuer and Reid. ments and you restrict income for educational purposes, Staff members present: Arlene Horowitz, majority staff you are exercising a judgment of what isright and wrong assistant; Will Henderson, assistant minority clerk. in a society rather than what is the most productive use Mr. Scheuer. The Select Subcommittee on Education of the endowment to support education. will come to order. Mr. Scheuer. We are making moral judgments every [The committee began with a brief statement by the day of the week a thousand times a day. Honorable Robert Abrams, Bronx borough president, Dr. Hester. But these men consider themselves to be and then heard testimony from two students who helped exnerts in finance and they use that expertisejust as they plan Fordhan2 University's Earth Day, Kevin ltfcGrath For you, to try to produce maximum investment and Rory Callahan. McGrath and Callahan expressed the inccme from private investment. They do not decide to sense of frustration and impotence on the partof young limi- that function to support their particular social values. people in their attempts to influence the establishment on It rnht bincorsistent with what the :Ancients or the faculty beli,eve. There is no consensus in the university that environmental matters.] we will ive up income in order to promotesuch and such a. cat, .c. Introduction of Dr. James Hester, President Mr. Satemer. ILi not asking the university, Mr.Presi- of New York University dent, to give up income. Mr. Scheuer. . . . We are veryhappy to wdcome this Dr. Hester. I am explaining to you what their philoso- morning Dr. James Hester, the president of New York phy is. Un iversity. Mr. Seli-ner. I am not suggesting that their philosophy . .. ought to that eiry sacrifice incomes in order to make [Hester presented a prepared statement, in which he a social iuiit. expressed New York University's commitment to environ- Dr. Hester. But as soon as you substitute anymoral mental studies ond described its efforts to support students judgment for you economic judgment active in this area. During questioning by the subcom- Mr. Scheuen B-ut these can be econornic judgments. I n2ittee he expanded on these topics, stressing the need for think it is frequently true that, if corporations pay more legislation to guide the people in changing their practices. attention to the community and societal results of their The subcommittee questioned him in detail about the product, they will make more money. complexities of university investment policies and their Corporations are notoriously the worst judges of what relationship to environmental solutions.] is good for them anyway. Corporations throughout our history have been blind not only to the societalimpact Social Responsibilities and Investment Policies of what they are doing, but have been blind to their own of the University profitmaking potential. Corporations as a group fought Dr. Hester. Our finance committee has not undertakenminimum wages. Banks as a group fought the Federal to act as a social policy committee. Its policy up to this Deposit Insurance Corporation a decade or two ago. Now time has been that its function is to provide maximum they are happy to pay money to advertise [it] on radio and funds for the university and it has not undertaken to ex- television. They fought wages and hours. amine each of the companies it invests in from a social The medical profession fought subsidy of publichealth. as well as an income-producing point of view. Now it takes them generally a decade or two to find out This has not been its function. that what they fought was in the general interest of so- Mr. Scheuer. Do you think this should be its function? ciety and was within their own financial best interests, too. Dr. Hester. I don't know. I think if the universities are I find that a very narrow view of going to survive, they are going to have to be supported financially as effectively as possible. If we are going to start diverting income for social rea- Legislation vs. Economic Pressure sons, then our education is going to suffer and this is a for Social Responsibility very complex quesiton as you know. Senator [Basil A.] Paterson. Let me make one com- I am just reporting to you what the present policy of ment on that. I believe what we are asking ofindividual our finance committee is. It is charged under the law to corporations or even in this case of an individualeducation receive gifts for the university and to invest them as pro- institution is unreal. We are asking them to put themselves ductively as possible. in the position of disregardingand I will grantthat you It is not charged under the law to exercise a social func- are right, in the long run it is intheir own worst interests tion in this area. but if we don't make it a competitively realistic approach they can't do it. Their legal responsibility as I undezstand itand I And what I am suggesting is for us to say to NewYork believe itis correctis to invest the endowment of the University, to their trustees, that you shouldinvest in the university in such a way as to produce the economic kind of enterprises that are not going to furthercontribute support of the institution. They do not believe theyhave to timAizeznise of our environment, then wehave to say no- 154 143 body can, not just them, but nobody else. And I believe the people of New York with respect to the problems of that it is up to us as government to do that. If we say that environment. He countered the common criticism that itis a right of every citizen to be free from the environ- environmental activism is a "cop-out," detracting from mental hazards that are being created, then we say to concern for racism, war, and poverty by saying such issues everybody, "You have no right to be contributing to the are inseparable from the problem of environmentaldeteri- detrioration of our atmosphere," and that's the only way oration. He suggested a constitutional amendment to in- that the trustees of NYU or the trustees or the board of clude an "environmental bill of rights"a guarantee that directors of any corporation are going to be able to com- every .citizen has an inalienable right to an unimpaired pete. physical environment. The subcommittee next heard from Richard A. Madi- Dr. Hester. I believe the corperations can adopt re- gan, executive director of the Wave Hill Center for En- straint and many of them are, but if you want effectively vironmental Studies. Mr. .'adigan summarized the activi- to control the polluting capacity of industry you have to ties of the center, includi, ylucadonal programs, teacher impose it on a uniform basis so it affects them all alike training programs, and the.enter's sponsorship of Earth not so you don't unfairly penalize one company and not Day in the Bronx. Mr. Madqan's testimony was followed affect his competitor with restraint. by that of seven students from Stuyvesant High School in I am simply reporting to you, simply from the stand- New York City: David Mageor, Evan Giller, Steve Nadel, point of investment policy, what they consider to be the Paul Gegner, Steven Bass, Peter Arno, and Mark Schweit- facts. zer. The students presented a "High SchoolEcology-Re- This question is raised by students who would like to lated Curriculum" they had prepared as a follow-up of control the portfolio. The legal responsibility is in the Earth Day activities. hands of the trustees. The students would like to impose After hearing from the students, the subcommittee re- their social values on the portfolio. cessed for lunch and then reconvened for an afternoon The primary social value we serve is education and we session.] wouldn't invest in an enterprise that was exploiting human beings in some illegal way. We obviously wouldn't invest Introduction of John T. Conway, Executive in an enterprise that was deliberately engaging in segre- Assistant to Chairman of the Board, Consoli- gation. But the standard they follow is that they can invest dated Edison Company of New York, Inc. in any legal companies, legally engaged in business enter- Mr. Scheuer. We are very happy to have you ht fe, Mr. prise in the United States, with the maximum return, to John T. Conway, executive assistant to the chairman of support the highest possible salaries for faculty members, the board of Consolidated Edison of New York. the best education for students. Mr. Conway. Thank you, Mr. Chairman. Mr. Scheuer. I think that's extremely simplistic and a For the record I am John Conway, executive to the sanctimoninous and dishonest statement of the alternatives chairman of Abe board of Con Edison, and former execu- facing them. If you are a large investor in General Motors, tive director of the Joint Committee on Atomic Energy, it is not valid to say that, because you choose to vote your and if it please the committee I request that my statement proxy to place on the General Motors board of directors and attachment be introduced into the record as if read. a representative of the environmental interest, which is Mr. Scheuer. There being no objection, so ordered. It a public interest, it is not a good thing for General Motors. will be introduced in the record at this point. Mr. Conway. Yes. I thank you. Well, we are getting a little off the subject but I consider their mole's-eye view of their role to be a myopic (Mr. Conway's prepared statement follows:) one, an unresponsive one and a definite failure of leader- STATEMENT OF JOHN T. CoNwAy, ExEconvE ASSISTANT TO ship. Maybe at some point you and I could talk about CHAIRMAN OF THE BOARD, CONSOLIDATED EDISON the possibility of sitting down and chatting with them COMPANY OF NEW YORK, INC. about a broader point of view on their role as investors of your fiduciary funds. On behalf of Con Edison, I wish to say that we are in favor Dr. Hester. I would be delighted to. of this bill and its objectives. We agree with the statement of Mr. Scheuer. And we are all impressed with the mar- Congressman Scheuer that "many of our environmental problems are the results of ignorance" and believe itis desirable that the velous work of NYU, the great role it plays in the educa- United States Commissioner of Education be authorized to es- tion of hundreds of thousands of New Yorkers, and none tablish educational programs to encourage understanding of poli- of us would want to do anything to diminish your funds cies and support of activities designed to enhance environmental to do your great work. ... quality and maintain ecological bonds, which is the stated purpose Thank you very much for coming today. We were glad of H.R. 14753.... As the electric utility company privileged to serve this area. to have your testimony. Con Edison feels a heavy responsibility to meet the needs of the nine million persons residing within the 625 square mile area it services, at the lowest cost possible with a minimum impact on [FollowingDr.Hester'stestimony,Congressman the environment. We are required by law to meet the demands for Scheuer introduced Senator Basil A. Paterson, Democratic electricity placed upon us; demands which currently are growing designee for Lieutenant Governor of New York. Senator at approximately 375,000 kilowatts per year. Paterson addressed himself to the special urgency felt by Under present technology and technology foreseeable in the 144 (executive director of the Joint future, there is no way of producing large amountsof electricity a number of years was required by modern society without some effect onthe environ- Committee on Atomic Energy and, as such, he is a highly ment. It is important, however, that theadverse effects be kept professional and highly skilled Capitol Hill hand. There- to a minimum and Con Edisonis dedicated to that objective. fore I take your words very, very seriously. However, the problem of pollution is not only aproblem of elec- Mr. Conway. Thank you, sir. tric generation any more than itis solely a problem of any spe- John. cific industry. In the final analysis,itis an individual problem Mr. Scheuer. And I appreciate your support, since each of us in one way or another causespollution of one Mr. Conway. Thank you, sir. be successful in clean- sort or another. It is imperative if we are to Mr. Scheuer. ..,I would like to ask you just one or ing up our environment that every individual in hisdaily life con- utilities in general scientiously conducts his activities in such a way as to cause a two simple questions about the policy of minimum impairment to the environment.I proper environmental of stimulating demand for their product. education is made available to all Americans beginning atthe ...IY]ou say, very rightfully, under present technology primary school level and continuing on throughsecondary and and technology foreseeable in the futurethere is no way higher learning, a major step forward will be made insecuring of producing large amounts of electricityrequired by the necessary cooperation of all citizens. modern society without some effect on the environment. Con Edison has undertaken a program to informthe public of environmental actions it has taken in helping to improve the en- Mr. Conway. That's correct. vironment in the New York City area. ... Mr. Scheuer. What you are sayingis in effect what a We recognize, however, that a much broadereducational pro- number of us have been saying, thatthere is no known gram is necessary covering not onlythe electric utility industry, either by but all industry and all individuals. This type ofeducational pro- technology that we can produce electric power gram with the objectives set forth in H.R.14753 cannot be ac- the fossil fuels or by atomic energy thatdoesn't have some complished by industry alone, but must get down into the very negative environmental impact. fabric of our educational system. Mr. Conway. That's correct. If we are to successfully solve the ever-increasingpollution but Mr. Scheuer. Now this being true, isit in the public in- problem brought on by modern society, there is no question in institutional ad- that we must all have an increasing awareness of ourenvironment terest for utilities as a group to engage and man's ability to live in that environment. Therewould ap- vertising with taxpayers' dollars, sincethey are tax de- pear to be no question but that weshould begin at the primary ductible, encouraging more use of electricity, encourag- school level and carry through into the universities, aneducation- ing the electric toothbrush, the hair drierand meatcutter al program to help teach our youth how best to live on this earth. and all nonessential gadgetries in which we aresubmerging I-T.R. 14753 would be a major step in that direction. ... ourselves? Mr. Conway. I would like to make someadditional Mr. Conway. Yes, let me answer as I seeit, from the personal comments in support of your bill. point of view of my company and how wehandle adver- In connection with my present occupation and my for- tisement, mer employment, I have had theopportunity on a num- Number one, we do advertise. We do notspend, how- ber of occasions to visit universities and other schools ever, more money onadvertisement than we do on re- around the country and I have been impressed by thein- search, which in other sections of the countryapparently terest of the students and their desire to take anactive part is the case. An electric utility company,and I believe in trying to improve their environment, and to understand justifiably, can spend money on advertisement tothe bene- their environment. fit of the consumer and I will give youthe example of I am also impressed and somewhat disheartenedby Con Edison. what I feel to be the ignorance I find among thestudents, Con Edison reaches its so-calledpeakpeak demand and this even includes students in engineering schools,of on its servicesinthe summertime somewhere between the knowledge of ecology and some of the other sciences the hours of 3:00 and 4:30 in thelate afternoon. Last that go into the making up of the overall study of ecology. year, for example, in the worstday we had in the summer, Therefore it would seem to me highly desirable that some we had a demand put upon uswhich was the highest in attempt be made to help educate these students who are the history of our company, in theneighborhood of 7.3 so interested and who do so desire to make acontribution million kilowatts of power demand. By seven oreight in this field.... o'clock that evening and into the nightthe demand fell off I think there has been a tendency over the years to put to less than one half of that. federal money into more advanced fields of knowledge We find that the demand upon usis growing at about which benefit a very small segment of the studentbody. 375,300 kilowatts per year. We must putin new capacity A bill like this, I think, would assist on a muchbroader to meet that peakload. In some partsof the country they base of helping to advance the educationalqualifications have a heavy industrial basealuminumproduction, for of the students in our country. That's one additional rea- examplewhich continues 24 hours aday. We do not son I would like for this bill to pass. have an industrial baseload in this area.Therefore we Mr. Scheuer, I am prepared to respond to anyquestions have a heavy investment in capitalequipment to meet the you may have on the basis of that statementand the state- peak demand which lasts only afew hours each day. ment I submitted for the record. When I talk about capital equipment,I talk about $200 to $300 millioninvestment for a facility. That facility Advertising by Power Companies must be paid for during thelife of it; it must be amortized. Mr. Scheuer. John, I appreciate your testimony very The consumer in the final analysis paysfor the cost of much. I want to state for the record that Mr. Conwayfor that particular facility. 125.6 145

Advertising to z.twourage Non-Peak much power as we are going to prod, and we are going -,-rk out some way Load Use ofPoi.oer to stop at this level and you have to Now if we can get our night load up a little closer to of apportioning its use." That decisi I think has to be our peak, and if we can get ourwinter load up a little made by the citizens themselves, Or-ating through the legislature, operating through the bc. politic. But itis closer to our pealr-try to even it outthen the unit cost _ upon the utilities, of the power becomes less. Otherwise the electricity that's something I don't believe should be being used during that short period of time must carry because I think it would be arrogant them to assume the brunt, if you will, in paying for the whole plant. that responsibility. We advertise electric heating, because that helps bring Mr. Scheuer. You are sort of kick a dead horse. I believe that if the homes am not saying utilities should tell peoplnot to buy electric up our winter load. But we also toothbrushes, but they should cetise ard desist urging them are not heated by electricity, they mustbe heated by some-2 thing else. They have to be heated, for example, by oil. to buy an electric toothbrush, and the,night have sort of Mr. Scheuer. A fossil fuel of some sort. Smokey the Bear kind of advertising F. 'dying, "You know, Mr. Conway. Some fossil fuel and, if youtake individ- additional electricity costs us in dollar [terms and in social ual burners per house, the actual amount of heat energy terms and think about it. Do you realAy neec. it?" Ob- that's being obtainedthe B.t.u. per pound of fuel burned viously you can't tell people you are -not going to deliver will be less than if you can do it all in a large efficient the power. But it seems to me you are putting the worst boiler. It is more efficient to do it in a single boiler. So possible face on it. we think we can justify going toelectric heat insofar as Mr.Conway.Right. I have been taking it to the ex- the overall environmental impact on the area is concerned. treme. We believe it is helping the problems of the environment. Scheuer. Reductio ad absurdum. Similiarly in lighting. We had an advertising program Mr.Conway.Yes. to "light a light, stop a thief." We entered intothat ad- Mr. Scheuer. How about some institaitional advertising vertising campaign on the request of the city. This was an telling people what you say . . 7that there is no foresee- idea that originated with the city and from all reports it able technology where electricity will.ot produce nega- did help in cutting down on crime. Again, this is off-peak tive environmental fallout and just sayiag, "Go easy." load. As long as our peakloads are in the summer, you The liquor companies say it. They say, "If you drive, will not see our company advertising for air conditioning. don't drink; if you drink, don't drive." And they are say- Now that is our answer--justification if you willfor ing to people, in effect, under certain conditions desist advertising our product. from using our product. Mr.Conway.Right. I have two comments. Con Edison Mr. Scheuer. How can you urge the selective and pin- does not participateininstitutiona/advertisingsince point use of additional electricity to coincide to your off- Charles Luce took over. peak hours? Aren't you simply encouraging the use of Mr. Scheuer. Right. It could even be humorous, like, more electricity, sort of scattershot across the24 hours, which in effect is going to require you to increase your "Look what this is going to do to us. Stop, look, and plant, increase the environmental fallout? listen." Mr.Conway.Mr., Congressman, there are some in the Mr. Conway. If you listen to advertising specialists company who have advocated a policy alongthis line. and I am not oneand our sales force, they claim to be In my mind, for example, I question the use of electric very effective in how they can pinpoint aparticular pat- windows in a car. It is easier for me to turn a handle tern. To pinpoint, we give special rates on electric heat- around. It is much more efficient for me [indicating]. ing, to make it economically worthwhile for the individual party or individual consumer to purchase equipment to Mr. Scheuer. Now wait a minute, John. Off the record. use electricity during a given period of time. (Discussion off the record.) So that's one way you can offer electricity and pinpoint for getting off-peak loads. Electric Toothbrushes and Other Things Mr. Scheuer. Could you list some of the items you would consider sort of nonessential in the larger uses of f- Advertising to Discourage Over-Consumption of Electrical Power electricity? I have been asked several times when I am out on the Mr.Conway.In my own mind the electric toothbrush campus, "Shouldn't you be advertising forpeople to cut which I don't use personally, but my dentist tells back on their use of power and telling people not to use air ought to use thembut I would prefer in this New York conditioning?" Well, by law electric utility companies are area there would be a cutback in the use of aircondition- required to meet the demads put upon them and there's ing in the summertime. no question of the demand going up; we aredoubling it However, I find it very difficult to go out and tell some- nationally every ten years; somewhere, sometime we have bodi who has to stay in this city during the summer and to stop that geometric progression. Maybe the time is can't go up to the Catskills or Adirondacks, or anywhere either here or getting close. else, that he can't have this type of comfort. I would like In answer, however, I think it would be the height of to see less use of it in the summer because that'swhen arrogance for a utility to tell consumersthat they should we have our problems in our particular area. not be using any more of their product, "that this is as But in the case of, as I say, electric heating orlights, .5 7 146

making, what national powers would youadvocate, at least we feel we can justify it. Ifind that lighting by electricity, increase, policies that would be for example, helps the students in their reading.We are to slow down the rate of consistent with our democratic way oflife? warned constantly by doctors and eye expertsthat students I can't know should have better lighting when they arereading. Mr. Conway. That's a tough one and how about whether I could come up with a solution Mr. Scheuer. We are all agreed on that. But policies. the nonessential uses, the electric hairbrush orthe electric Mr. Scheuer. Education policies and regulatory Mr. Conway. Yes. The point is, I sayI wouldn't be able meatcutter? solution I believe that would meet or Mr. Conway. No, I would not think that's anessential to come up with a receive the acceptance of everyone. use. I don't have it in myhouse. On the other hand, it is that we have argued by those who are advocating the use ofthis, usually I think there is no question in the matter product, that got to find solutions starting inthe regional areas first, they are the manufacturers of a particular because I think it's easier to work on thatbasis. But I it is essential for the housewife. national of electricity think in a final analysis we will have to come to a If ye.0 took the incremental additional use basis for making decisions. How we wish to growin those that these would cause, it would be fairlyde minirnus. going to place fairly areas, what type of power facilities we are However, the use of electricity has been going up at and where we are going to place them. rapid rate, much faster than populatica. procedure in which we industrial, It means setting up a regulatory Mr. Scheuer. What's the component? Is it have to put in one body the capability ofanalyzing the homes, air conditioning? here it's air con- pros and cons as to one form offuel versus another, one Mr. Conway. In our particular area site versus another and ditioning, basically. Mr. Scheuer. One form of energy,don't you mean, ver- Mr. Scheuer. Business or homes? studies after sus another rather than fuel? Mr. Conway. Both. When doing some Mr. Conway. Right. I have to get energy,and from Charles Luce became chairman of Con Ed, we wentback going to get that energy projections of this company energy I have to decide how I'm ten years to see what were the and which fuel to use. for 1969. Surprisingly for this last summer,if you go which quite accurately. We are going to have to decide as to our streams, back ten years ago they were projecting it streams, which rivers we want to savefor recreation, for That was the projected growth. have We have fishing, for what kind of fishing, for commerce; we We have now projected for the next ten years. to be selective on this because we cannot useall of our laid out a plan now; we hope to meet thatprojection. We commission, the facilities, all of our assets for every purpose. have disseminated it to the public service We do this constantly on a zoningbasis in the cities. governor, and the mayor. We say weforesee this as being In the cities as they get more crowded we startzoning the demand on us the next ten yearsproviding nothing in- the point of elec- and then the counties begin to zone. We are at terferes to stop the orderly progression of the use in the national area and no question, we aremoving into tricity in the New York area. the interational area. We have to do whatthe large cities We also set forth how we plan to meetthis growth. For of land of new office and small cities do--zone, not only in the use example, in New York City, the amount but also in the use of fuels and the use of energy. space in the next four or five yearsthat is either under construction or committed will require theequivalent of slightly over one million kilowatts of additionalelectricity. Reservations About Discouraging That's the equivalent of one new, large-size nuclear power Increased Power Consumption offices Mr. Scheuer. Are there any national policies,either edu- plant, just to meet the increased demands by new dampen going into New York City. That's a significantincrease. cational policies or regulatory policies, that would Yet our rate of increase is not going upin the 630- somewhat the increase in the rate at which we are con- odd square miles we serve as fast as inother parts of the suming power? Mr. Conway. Well, let me say this.It concerns and I country. the use of Puerto Rico, for example, is doubling everyfive years; think it should concern us, the demands upon when you talk with the people in PuertoRico who have electric power. the responsibility of meeting that increasedemand it is I see on the other hand some of thethings that go with they have of trying to find new sites the inability to have power and problemsinherent in lack a tremendous problem of India, in parts of and build new facilities. of electricity. For example, in parts The normal construction of a new fossilplant, we figure Pakistan and even some of the remote areasof Russia will take five years from the time we decideto go ahead I spent three weeks in the remoteSiberian areas of Rus- until it comes into operation. Nuclear plants runabout sia-- seven years to construct.Our new pump storage at Corn- Mr. Scheuer. When did you do that, John? Mr Conway. I did this about a yearand half ago when wall plant is taking us more than ten years. fusion; they When you add the regulatory reviews, youhave to plan there were some hearings in Novosibirsk on far in advance. As I say, I don't envy theauthority in had scientists from all over the worldand Dr. Gerard Tape Puerto Rico that has that responsibility. headed up the U.S. delegation and invited me to accom- pany himat the time T wasstill on the Joint Commit- tee. When you see in some ofthese remote areas the National Zoning and the Mr. Scheuer. If you had total power overdecision- problems they have of not having enough energy 58 147 effect on the people who have to workI have seen in it. India when they were building the Tarapur nuclear reactor Personally I was brought up at a time when, as a boy, women were making the equivalent of oneand two cents when I left the room I turned the lights off. If 1 didn't, a day carrying rock on their head to moverock out of the my father used to say, "Are you working forthe electric area. You see these people [who are]hardly more than company?" beasts of burden. But we have to teach people to do that, not to waste Mr. Scheuer. You seem, John, again to have a realtal- electricity, because every time we leave lights on when ent for going with unerring instinct to reductioad absur- we are not using them really we are wasting anational dum. We have the Women's Liberation Movement in this asset. We are wasting the fuel that produced the elec- country that would prevent that kind oflimitation to tricity, whether it is coal, oil, or nuclear. electric power. Mr. Scheuer. And polluting the environment. Mr. Conway. Recently, I was at ColumbiaLaw School Mr. Conway. And polluting the environment. Don't debating this question with some conservationists. We waste energy. were in a beautiful room likethis, well lighted, air con- Mr. Scheuer. Right. I understand Lyndon Johnson used ditioned, with -n6 windows. Years ago it was different. to turn off the light bulbs in the White House to enhance We went during the summer, to try to make up timeafter the environment. World War II in the old Columbia Lawbuilding. Mr. Conway. Right. Mr. Scheuer. You find they didn't have anelevator. Mr. Scheuer. Is there anything else you can think of in Mr. Conway. That didn't bother me,because I was in terms of a national policy? better shape then than I am now but the windowshad to Mr. Conway. I think your bill here is helpful along that be left open because of the hot, heavy Augustdays of line. I think your bill would improve the educational level New York and we had no air conditioning. The dirtand by teaching people at the primary and secondary level noise came in. and carrying on through to adulthood about their environ- Which would I prefer? No question which is morepleas- ment and how to improve their environment. ant for a student. Is it essential tostudy with air condi- From the point of view of the electric utility company tioning and in a quiet well lit building atColumbia Law this would be highly desirable, for the youth and the School? Maybe some of us would have been betterlawyers public to understand how power is produced. With a better if we had the same. I don't know. understanding it is going tn be easier for us to meet the But I personally do not believe we are atthat stage in demands put upon us and, if we find a place or site for the U.S. today where we have to stop additional usesof a plant, they will better understand what alternatives we electricity, because I still believe and I say thiswithout have. having the available facts, that the alternatives are less So I think a bill like you have sponsored here would desirable. be highly desirable along that line. Now we are getting, we have to get to thepoint 'where Mr, Schener. John, let me ask you two questions. The we can't keep doubling our electricproduction every ten first one is impossible, the second one may be possible. years. FPC chairman John Nassikas,in his testimony in How do you teach teenagers to turn off the light? Congress, stated we are going to have to build anaddi- Mr. Conway. You have to stay on them constantly and tional one billion kilowatts installed capacity by 1990. We be right behind them. Usually you turn it off for them. will have power plants all over the place and no placefor Mr. Seheuer. I have two teenagers and subteenagers and you and me to stand if the UnitedStates continues indefi- they look at me like I am creepy: "You don't have to turn nitely to double its demand every ten years. off the light in Metropolitan Washington." We have to level off at some place. What thatpoint is Mr. Conway. I have that with the telephone. I tell them, I don't know. I don't think we are at it inthis country as "You don't have to be constantly using the telephone." yet. We may be coming very close. Teaching Technicians to "Turn Oft the Lights" How to Diminish Power Consumption Mr. Scheuer. Secondly, how do you educate technicians? Mr. Scheyer. Well, I am simply asking youand I don't You are a very first-class technician, professional es- want to press it if I can't get an answer.Are there any pecially in the field of engineering. How do you educate national policies you can think of, either legislative oredu- engineers who are educated specialists. There are hy- cation policies for consumer action, different consumer draulic, mechanical engineers; there are electrical en- patterns that would dampen or diminishsomewhat the gineers. They aren't even educated as engineers. They rate at which we are increasing ourconsumption of elec- are educated in degrees of engineering specialties. tric power? How do you educate engineers and architects and the Mr. Conway. Yes, sir, I think there are waysof having professionals who create the capital plant of our country, the same results by getting more energy per unit, ofB.t.u., the bridges, the highways, the roads, the industrial sys- of fuel consume& In a single apartmentbuilding, for ex- tems, to be sensitive to the environmental fallout ofthose ample, instead of each and every one of us having our systems that they are ,designing and to include in their own individual unit, it is moreefficient to have a central design, without mandate of lawand you know the law air-conditioning unit, to have controls in each apartment, is not all that effective; it can only do minimally what to educate people to turn it off when it is notbeing used, can be done much better at earlierstageshow do you to try to use the power of electricity onlywhen you need get the technicians who are designing the facilities,the _I 59 148 plant, to include in their cost-benefit analysis as well as man to cross the bridge and pick up the other side and in their design what ought to be put in, what will enhance he's usually willing to do this. the total product from the environmental point of view I am concerned a great deal I think on the other side of and minimize whatever environmental fallout must nec- it, the liberal arts student and the lawyertheir inability essarily ilow? to cross the other way and understand the technical sci- I know that a road has to have some negative environ- entific f ;Ad. We really have to have both sides understand mental impact, a bridge does, a housing project does un- the other. lessitis unusually creatively designed, a powerhouse. I think we can teach engineers and I think they are Now, how do we buiid into the program engineers and learning, they have been learning. But on the other hand technicians who are sensitive to the fallout they are pro- I find that many of those who are well motivatedand ducing? I have said this up at Columbia Law Schoolthe lawyer Mr. Conway. I think the point you make is very well who wants to get in there and v-ants.to correct things too taken and the question is rightly asked. often is ignorant. He says, "I want to stop thermal pol- When I was in school studying I was basically a me- lution of the water, this is wrong and we have to stop it." chanical engineer, but I did have to take courses in elec- We may recommend and we may draft laws that can and trical and civil engineering, but we had no course in the will eliminate or prevent the thermal pollution of the field of ecology. water. But it may cause worse effects, unintentional effects If anyone had used the word, I don't think I would have if we really don't understand the technical, scientific facts understood what it was. We had no attention directed of life. along that line. In fact engineers in the early days gave In my limited experience in this field, I find it has been little or no attention to what we would today call beau- more difficult for me to get the nontechnical man to un- tification. derstand the technical facts than vice versa. Mr. Scheuer. Of course, the word "ecology," has noth- But there is a problem both ways. ing to do with beautification. Essentially it comes from the Mr. Scheuer. Well, John, you have left us with a ray Greek, "oikos," which means the house we live in.It's of hope. Thank you very, very much for your testimony. the housekeeping concept and its sphere is our home. Mr. Conway. Thank you. Mr. Conway. We have seen, at least in the electric utility Mr. Scheuer. Thank you very much. field the last ten, twenty years, an evolution in the education of engineers and technicians. We try to have them be [The next witness was Dr. Thomas Vinci, Assistant more than just technical experts or to approachproblems Professor of Education, Fordham University. He submitted just solely from a technical point of view. a prepared statement for the record.] We began to recognize the need for powerplants to blend into the area and to be more pleasing to the eye. Introduction of Joe G. Moore, Jr., Vice Presi- We now take into consideration esthetics and that's been dent, Eastman Dillon, Union Securities, Inc. an educational process. Mr. Scheuer. .. Mr. JoeMoore is vice president of We are now at the stage and already past the stage Eastman Dillon and Company. I met Mr. Moore in San where environmental considerations have to be taught Francisco a few months ago where he made a notable con- and understood. We should start at the primary school tribution to the UNESCO conference on environment, level.... and I asked him if he would be willing to testify when When you get down to it, the proper study of ecology we had our hearing on this bill. is really a moral question. At school and even at home the He has graciously consented to do so. We are very children should be taught ethics and morality and, as the happy that you are here. student moves along, by the time he goes into law or any Mr. Moore. My name is Joe G. Moore, Jr., andI am professional field, he has been taught over the years stand- vice president in municipal finance for Eastman Dillon, ards of ethics, which really is how you live with your neigh- Union Securities and Company, New York. I appear here bor. Really, when you get down to it I would suggest that today as an interested citizen and former commissioner in the final analysis that is what it isit is ethics and of the Federal Water Quality Administration. morality. I assume this statement can be put in the record. Mr. Scheuer. "How do you conserve your house?" as Mr. Scheuer. Yes, your statement will be printed atthis the Greeks put it. point in the record in its entirety prior to yourtestimony. Mr. Conway. Very good. Mr. Moore. Yes. Mr. Scheuer. Well, how do we get that into the engin- (Mr. Moore's prepared statement follows:) eering schools? Mr. Conway. I was an engineer as an undergraduate STATEMENT BY JoE C. MOORE, JR., VICE PRE5f.DENT,MUNICIPAL but I left it right after I graduated from school. So I have FINANCE, EASTN" .N DILLON, UNION SECURITIES &CO. been more of a lawyer than I have an engineer. But in defense of engineers, my experience has been that once they get the idea, an engineer or a scientist is more adapt- What I say here today represents my own personal views and able to this way of thinking tnn others. In C. P. Snow's elaborates opinions I have expressed in private correspondence on concept of two cultures, I find it's easier for thetechnical several occasions. 6-0 149

to quantify or evaluate, is receiving increasing recognition. Choosing Among Competing Alternatives Here we identify another educational need to which H.R. 14753 Environmental utilization is primarily a choice between compet- is addressed, educational programs in our elementary and second- ing alternatives. Various uses result in both valuable end products ary schools and for the public generally as well as forspecial in- and impairment of the environment. Hardly any natural resource terest groups. "Environment" and "ecology" are today very popu- can be used without some damage to the environment.Tradition- lar words; those who can discuss them with apparent knowledge ally,there has not always been a weighing of the detriments are on the side of the angels: These words are notalways fully against the advantages. Where there has been a real, conscious at- understood by the experts and even the experts can't always agree tempt to measure and weigh these elements, environmentaldetri- on the best course for "environmental" or "ecological"protection. ments have been given such low values that the return from ex- We as a people face difficult decisions. Some choices may well ploitation has in the past outweighed the potential environmental require restraint in our affluent way of life. We may have to damage. ... forego some luxuries. How well prepared are we as a people to Since I am now associated with the investment banking com- make the hard :ces if the "best" choice means a lower standard munity, I will comment on the role of economics and public fi- of living or a wrher cost? Since both the costs and the conse- nance in . an integrated approach tothe study of environmental quences fall ultimately on the people, we will need mostof all problems. One of the major considerations often lacking from an enlightened citizenry. presentations of major public policy issues is comprehensive dis- I have a great deal of faith in the ordinary citizen of this country cussion of costs or financing alternatives. Costs more often receive to control his own destiny. Despite the fears of big government attention than do means of financing. Today, however, the socio- and big business and outward chaos that sometimes surround and political decisions are increasingly impacted by cost and financing seem to engulf us, I believe the people of this countrystill can considerations. Proposed solutions do not get much attention with- decide the issues which affect the course of their livesprovided out cost questions being raised. Advocacy of various solutions they are given adequate facts upon which to base a judgment. I'm silould include cost and financing analyses. willing to abide by those decisions after the facts are available. With increasingly sensitive appreciation for the quality of our Often, however, government fails to provide the factsit has, environment and because scarcity of an undefiled environment en- or distorts those facts to its own ends, or refuses tohelp discover hances its value, in the choices between natural resources utili- other facts that should be a vailable to the citizen's decision mak- zation and environmental damage the scales are currently often ing. I do not believe that a governmental agency can better de- tippci against resource use. The real controversy now centers on cide for people than people can decide for themselves how itis those natural resources already damagedwhether they should be they should live. I do believe government has a responsibility to restored, if so, how? and who should pay restoration costs. How make its expertise available to its citizens or foster the develop- can land ravaged by surface mining be recovered and atwhose ment of the expertise it feels is needed for its citizens to meet expense? How can the adverse effects of acid drainage from aban- the challenges they face. Our children, more than we, will be doned surface and subsurface mines into our water courses be affected by what we do to the environment. They will need know- halted and who should pay? How can the quality andesthetics ledge we did not and do not possess. To begin now to accelerate of our water-courses be regained and who should pay? How can the development of that knowledge is none too soon. we reduce the massive discharge ofpollutants to the air we breathe All of us can bemoan the poor quality of our environment. arising from our own industrial and domestic activity and who only, as the public generally understands the should pay? You will note that these questions require analysis, We can change it i.e. some feasible means for correcting the situation;evaluation, issues and supports the chosen solutions. i.e. some yardstick for measuring the cost; and choice, i.e. a selection of the means by which payment shall be made. These de- [After a brief discussion of the problems of interdisci- terminations and their successful implementation require a wide plinary organization in universities, Moore and the sub- range of talentstechnological,economic, and socio-political. committee examined the potential usefulness of cost-bene- Ideal technological solutions are slow in being effectively applied unless they have adequate political backing. Acceptable scientific fit analysis in solving environmental problems.] remedies with strong political support will fail unless the economic bill is paid. Non-Measurable Costs and Benefits Cost alone should not be determinative, however, i.e., neither Mr. Moore. One of the things that concerns me about the economist nor the public finance expert should be permitted financing and- cost and economics is that we have a ten- to make the ultimate choice based exclusively on the application of his expertisejust as the choice should not be left to the in- dency to want to reduce things to pluses and minuses and dustrialist, the biologist, the wildlife expert or the conservationist. add up the columns and determine it comes out plus or Nor should those involved in costs and financing be allowed to minus. Cost-benefit analyses can only measure things that tabulate the costs and benefits utilizing only tangible or assessible are capable of being measured, and there are somethings factors. Cost-benefitting is not yet an exact science. Public finance experts tend to want all factors reduced to mathematical terms. in the environmental field that can't be measured in the Stress on computer capability tends to promote the idea that all traditional sense. questions can be reduced to precise terms and the "Correct" or Mr. Scheuer. Can you give us a list of things that can't "proper" answers or decisions factored by formula. Such an as- be measured? sumption might be valid if the world were populated by machines Mr. Moore. All right. What value is a water course just rather than people. Here again, there is a risk of economic and financial oversimplification. for the people who walk beside it but don't water ski or Furthermore, values are fluidnot static, and economists are swim? They don't want it to smell bad. It could be severe- sometimes slow to recognize new values. Since man's values and ly polluted but it might not be obvious to those walking needs change, what is "uneconomic" or "too costly" today maybe along the bank. economic or "cheap" tomorrow. Economics is relative and even economists aren't always aware of the relationships and their There has to be an understanding of things other than changes. People today will pay a much higher "cost" or forego those that can be measured or added up or subtracted in much more economic benefit to protect the environment thanthey terms of arriving at a cost-benefit analysis. And reallyall would a decade ago. One of the traditionally accepted usesof of us should have the right to pay more than the cost water has been dilution of untreated wastes and of waterways has might be, if we want something more than the cost, that been as transporters of untreated wastes. These uses no longer enjoy substantial support. An "esthetic" use of water, very difficult is to say, cost should not necessarily be the determining 150 emphasis to a factor when it comes to environmentalconsiderations. the question is: Have we given too much If we want to pay more and get a betterenvironment, given value, as opposed to another value? I think it is possible to cost-benefit some environmental questions solong I think we should pay morebe allowed to pay more first time you do it you will leave and get a better environment than L coldarithmetical cal- as you understand the culation might justify. something out. The danger with cost-benefit analysis is And I think one of the areas in which we havebeen that people who use it decide that it is perfect, andit unable to fully advise the people in this country isin the tends to become fixed in their minds as the yardstick they area of what the costs are. Idon't think the average citi- use when they measure values. zen has any grasp of the relative costsof different quali- Mr.Seheuer, Look. At best it can be a rule of thumb, ties as they might affect him and the way helives and more of a rule of thumb, than thehalf-baked measures his way of life. I think there is acontribution that can be we use now. about costs and fi- Mr. Moore. And in terms of the econometricmodel you made by those who know something describe, there is probably not adequate hardware to get nances and so on. a given result but that's no reason not to try todevelop the software, because by the time you take the bugs out of the software the hardware will be perfected. For most Computerized Econometric Models regions of the country there ought to be an econometric Mr. Seheuer. . . .Couldn't we provide our decision- model. makers with more sophisticated measures onwhich to make those choices? You talked about cost-benefit before. Webuild a large- An Environmental Rating of Cities scale housing project. We build a road program.We build installation. We build for Municipal Bond Investors a dam. We build an atomic energy Mr. Seheuer. Could you see the possibility that in some a utility on the EastRiver. going to future time in rating the municipal bonds of Grand Island, We know that each one of these things are Nebraska, or Little Rock, Arkansas, or New York, that .. . the most of which can have environmental fallout, Dun & Bradstreet and Moody's and Standard & Poor's be expressed in dollar terms, some of which can't. Do you envisage that we can build aneconometric would include in their ratingin putting, evaluating, ap- the praising the credit of a citythat they would include in model of a region or perhaps of a major portion of their appraisal of the bonds or long term debt of that city country or of a country or of theentire nation itself or build not only bow the city is running its short,middle and long conceivably the planet, whereby if they decide to term debt management, but also how it ismanaging its a steel mill or a smelter on aparticular point in the Ruhr environmental problem? . . Valley and you put in the computer all theinformation It is clearly going to affect the people who live there, about the kind of fuel, the hours, the volume, the seasons the tax base and the residential plan and thebusiness of the year, there would be a printout of that computer that's going to feed off the residential plan. that would give you the environmental fallout fromthe whole Ruhr perhaps passing over half a dozen national Could you see a connection between how the city is boundaries, air pollution, water pollution, noise, and the treating its problems of air pollution, water pollution, gar- be pro- bage disposal, with the way you rate its bond tomorrow? works? Or if a particular automobile is going to Moore. I must say that's the first time I have heard . [can] know a certain Mr. duced, 350 horsepower,. . we of off amount of pollution [will be produced]?Or a road pro- that idea, Congressman, so my reaction will be sort gram is contemplated, what isgoing to be the environ- the top of my head. mental fallout on the national community andthe com- , .. I can see a time arriving for what you mention,but I munity where that plant is being located? when Could not a computerized econometric modelgive us think it will have to be by stages. I can see a time a far more sophisticatedappraisal of the cost-benefit we for a peripheral city the bonding house would say, "Look, are gaining from this and thetrade-offs we are making there's no real justification for you to take this debt on as without knowing we are making than our mostsophisti- a peripheral city. This project shouldbe part of a major cated executives can make now, flying by the seatof their metropolitan area." I suspect you might come to this over flying on these decisions? time in that manner. pants,' which is the way they are would Mr.Moore. I think itis possible. With my remarks One of the things that is of concernand I imply that you prefer not to name citiesbut one of the thingsthat is of about cost-benefiting, I did not mean to r:f some cities should not ultimately try to cost-benefit theother environ- concern obviously is the present condition mental factors into the construction of physicalfacilities. by virtue of their past history of having failed to take in the care of environmental considerations. There was a time when we did not assign a value trying to lakes for exampleyou were talking about thereservoir Mr. Scheuer. This is exactly the point I am we did not initially assign abenefit to the recreation as- make. analyzing, and at- Mr. Moore. Yes, and by virtue of their failure totake pects. That's included now. We are in'the past, they now tempting to develop the sophisticationto analyze the care of environmental conditions benefit that arises from the recreation use of areservoir. find themselves in difficulty financially because theydo not There is a technology being developed fc>rassigning have the economic or property base upon which to support values to benefits that were not heretoforeconsidered, and their needs. 6 9 151

Mr. Sckeuer. If you would name a few cities you would to outsiders. make the front page of the News and the Times tomorrow Mr. Scheuer. On their ability to attract topflight executives. morning. Mr. Moore. Yes. The type of people they want toat- Mr. Moore. I have seen what happens to those who environment, so name cities. tract will not look at the wrong kind of Mr. Scheuer. I know; but this is precisely the point I they are looking at the political subdivisions to seewhether am making. Just as you could namecities that cannot or not they are keeping up withtheir environmental re- meet their environmental problems today because ofwhat sponsibilities. they did or didn't do ten years ago, couldn't you see an Here again, this requires an educational processdevel- effect on the tax rating structures of these cities by what oped over a period of time, so there is education and ac- they are doing today because of the way they treat their ceptance for what you are trying to do forthe environ- environment? What will happen? Because this will affect ment. their ability to pay. I have enjoyed being here. Mr. Moore. Yes. Some would say they can look at the Mr. Scheuer. I can't thank you enough for yourtesti- performance of a city in the environmental arena, and mony. It's been very, very stimulating.Very grateful to judge how the city is living up to its obligations in other you. activities. Are you looking at the cheapest way they can Mr. Moore. Thank you. get by in relation to economic development? I believe busi- Mr. Scheuer. The subcommittee stands adjourned. ness is looking in the other direction inthe country be- (Whereupon,at 2:45p.m.,the subcommittee ad- cause I think people arc convinced whatthey do with the journed.) environment locally will have an impact on their image

163 152

DAY 12 MORNING

House of Representatives, Select Subcommittee onEducation San Francisco, California May 1, 1970

For the last two days of hearings, the subcommittee met onthe West Coast. During its day-long session in San Fran- cisco, a wide variety of viewpoints were brought out in thetestimony. The subcommittee heard from an economist, a Sierra Club representative, and anadvertising expert during its morning session, and an editor, anecologist, a philosopher, and two students in the afternoon, Kenneth Boulding, professor of economics at the Universityof Colorado, decried the "merely moralistic attitude" toward pollution. All human activities produce both "goods" and"bads." We have "bads" because we want the "goods." The problem is not solved by doing away with both, but ratherby choosing solutions which give us the "goods"while minimizing the "bads." In order to do this, we must build social structuresand a social consciousness encouraging activities which produce more "goods" than "bads." At present, oureconomic measures (such as Gross National Product) on which we base public policies, do notgive us an adequate picture of the economy's welfare aspects.We must build into these information sources, and into the rest of the decision-making process,means for making choices which are environmentally sound, leading to production of more "goods" than"bads." Peggy Wayburn, a member of the Sierra Club and also vice president ofthe advisory committee on conservation education of the California State Board of Education, described the activitiesof the Sierra Club in educating the general public about conservation issues and made several specific suggestionsfor improving the bill. She particularly stressed the need for going beyond traditional, formal educational institutionsand the urgency of general public edu- cationthere is not time enough to wait for an entire generation of youngsters to passthrough environmental education programs in the schools. The next two witnesses emphasized the need for radical, fundamentalchanges in American society and expressed strong reservations about the federal government's capacitiesfor bringing this about. Jerry /Wander, director of Friends of the Earth and part-owner of an advertising firm, questioned the willingnessof those in power (including both politicians and federal bureaucrats) to fund programs seeking to change the verystructuressocial, economic, and political which gave them their power in the first place. He pointed out thetendency of established powers, both in government and in business, to "co-opt" radical reform progratns,and, in the process, take all substance and impact out of them. As an example, he described advertising by public utilities, in which thecompanies proclaim "all the wonderful things they are doing to save the environment." They "assure" the people that they aretaking care of the problems while, in reality, their "solution" to environmental problems is nothing more than apublic relations campaign. Stewart Brand, editor of the Whole Earth Catalog, supported in even stronger termsthe reservations of Mander about government "interference" in the environmental movement. Helisted a limited number of very specific areas in which government activity might not "poison" attempts to restoreand improve environmental quality. Congress-. man Brademas, with evident perturbation, questionedwhat he called this "superduper free enterpriseattitude," asking Brand if he had fully considered its implications. In Brademas'view, the absence of governmental intervention would leave us even more at the mercy of the big polluters than w4eArcnow. A0 153

The subcommittee met pursuant to notice at the Mor- Dr. Boulding. Thank you very much, Mr. Chairman. rison Auditorium, California Academy of Sciences, Gold- I appreciate this opportunity very much to testify to this en Gate Park, San Francisco, Calif., Hon.John Brademas distinguished subcommittee. I should say this year rep- presiding. resents my 21st birthday as an American. Present: Reprc 'atatives Brademas, Reid, andHansen. Mr. Brademas. H appy birthday. .esent: Jack G. Duncan, counsel; Maur- Dr. Boulding. The ecological crisis which is reflected Staff members activity around Earth Week inApril cen Orth, spec.,consultant; and Marty L. LaVor, mi- intheintense nority legislative coordinator. 1970 is perhaps more a reflection of a change in man's Mr. Brademas. The Select Subcommittee on Education awareness of himself and his environment thanof any and Labor of the House of Representatives will come to immediate change in the environment itself.Itissig- order for the purpose of further consideration of H.R. nificant that the intense interest in the environment this 14753 of the Environmental Quality Education Act. year has been generated not by any dramatic ecological The chairman wants to express on behalf of himself and crisis, such as the Dust Bowl and the dust storms of 1934, his colleagues how very pleased we are to be in the state which produced the Soil Conservation Service, but rather of California and in this particular location. by a sudden increase in awareness on the part of consider- The purpose of our hearings today is to give further able numbers of concerned people, about the dangers of consideration to legislation that has been introduced in the course the human race is taking and the possibility the House of Representatives by the gentlrman from New of ecological disasters in the future. York, Congressman Ogden Reid, who is with ushere today, and the gentleman from Idaho, CongressmanOrval The Basic Problem: Production of Bads with Goods Hansen, who is here as well, by Congressman James The threat to the environment is created by the fact Scheuer of New York, and by myself. that virtually all human activity produces both goods and badsthat is, negative goodsin processes of joint pro- [The subcommittee first heard from the Honorable Jef- duction. fery Cohelan, congressman from California.Cohelan, Hence, unless there are elements in the structure and in endorsing the bill, proposed that environmental edu- organization of society to correct these processes, the in- cation courses be required for all students, and, to this creased production of goods, which is what we mean by end, suggested oflering a direct incentive to schools which economic development, almost inevitably produces like- institute such a curriculum. Cohelan entered intothe wise an increased production of bads. record an article entitled "The Lack of Reverence for If we want to increase agricultural productivity; we Nature" by Cleman 1VicCarthy, reprinted from The Wash- have to put artificial fertilizers on the soil, which runs ington Post.] off into the rivers and makes themas ecologists say eutrophic; that is, good for algae but bad for humans. Mr. Brademas. The Cbair would . . .like to express If we want the freedom, mobility and social equality its gratitude and the gratitude of the subcommittee to all which is a product of the automobileand I have to make officials in the California Academy of Sciences for having the awful confession that I like driving my carwe are made it possible for us to meet at Golden Gate Park. also going to produce a large amount of atmosphericpol- For the benefit of those who come to sit in on these lution. If we want the possibly illusory sense of security hearings, the Chair would like to say that we plan to con which a large military establishment gives us, we must also duct these hearings until about one o'clock, then break fo: face a positive probability of nuclear war and the almost lunch and then we will resume in the afternoon. We shall irretrievable ecological disaster which this would produce. begin at about 2:30 with a panel of students and faculty Even the present excitement about the environment from universities and schools in the Bay Area. has produced a certain amount of nonsenseacadamic nonsensealong with the wisdom which might be in- Introduction of Kenneth E. Boulding, Econo- formative. mist, University of Colorado Our next witness is Dr. Kenneth Boulding. Dr. Bould- Reducing the Bads ing is professor of economics and [a program] director of The intelligent response to these problems is to set up the Institute of Behavioral Science at the University of a social structure and organization whichwill encourage Colorado. He is, as well, the president of the Peace Re- those forms of human activity and processes of produc- search Society of the Association for the Study of the tion which produce more goods and[less] bads and Economy, and in 1968 was president of the American which particularly produce those badsif we have to Economic Association. produce themwhich have a short length of life and so Members ofthis subcommittee are familiar with Dr. quickly disappear, for one of the nice things is that bads Boulding and with the many contributions that he has do depreciate. made from his vantage point as a distinguished economist This can be done in many ways, through the tax sys- in the consideration of some of the important social and tem, for instance, by taxing the production of bads, public issues that face our country and we are particularly through such devices as effluent taxes and taxes on auto- pleased, Dr. Boulding, to welcome you to our subcommit- mobiles, graduated according to the amount of pollution tee this morning. Go right ahead, sir. they produce. 3(6,5 154

It can be done also by what we mightcall counter-or- problems as essentially insoluble and hopeless and hence ganization, through the development ofgovernmental re- to retreat into a kind of ecologicaleschatology, which search, through watchdog organizations which cande- preaches and bemoans and sits around to wait for thein- tect and restrain pollution, and so on.You might call evitable end. this the instin itionalizing of Mr. Nader. [Laughter.] This is not only nonsense but dangerous nonsense. The history of the last great ecological crisis, that of the 1930s, which resulted in the Soil ConservationAct The Importance of and Hope of 1936, shows that once people are aware of anecological for Environmental Education situation they do in fact do something about it. These structures and organizations, however,will not of the Now, if you really wanted to see an ecological crisis be created unless there is wide public awareness you should have been in Chicago in1934 as I was when nature of the issues. This can bedone most effectively the dust of Kansas and Nebraska piled up in the streets through the educational system. bill as a. like snow. It was highly visible. It is for this reason that I regard the present The soil of this continent is almost certainly in much very important contribution tothe long-run solution of which may better shape than it was in the 1930s, thanks to the cre- these problems, problems of a gravity indeed ation of what is essentially an educational agency in the even involve the whole question ofhuman survival. that Earth Soil Conservation Service. The kind of education that we The danger of the kind of public excitement need for the present ecological crisis is, of course, more Week has produced is that itis temporary. People are diffuse and perhaps vrder to organize than that needed aroused at the moment but soon revert into theirordinary for soil _conservation. patterns. Just as it is constant dropping that wears away N_Attlidieless, the historical experience points up that the stone, so it is persistent education andorganization wise resource management is essentially an educational whichisthe most effective means of long-run social problem and the remarkable success of the Soil Conserva- change. organi- tion Service in achieving a technologicaltransformation I believe this bill would create in our society an in :_'-'41--_crican agricuilutre indicates that there are stronz zation producing, as it were, a bias towards human sur- the prob- vival and a better society. This may producemuch more reasons to suppose that these problemseven effect in the long-run than more dramatic but essentially lems of todayare soluble. temporary excitements. This bill, if it is passed and funded,will provide ade- mand for environmental quality education. Thisdemand The Danger of Unfulfilled Expectations may easily simply be inflationary,however, if there is not The bill that is before this committee shouldreceive a potentially elastic supply. Not evenCongress can buy widespread support from all those who are concerned things that are not on the market, and the wise congress- with the problems of the environment. Nevertheless,it is man will certainly look into thisquestion before voting perhaps not inappropriate to utter a certain wordof for the bill. warning, for with the best will in the world, the political Fortunately one can have a good deal of optimism on processlike other processes of productionoccasionally this point. The environmental enthusiasm of this yearhas produces more bads than goods. created an enormous interest in these problemsin the The experience with President Johnson'sInternational whole academic community in this country. There arelarge Education Act has sensitized the academic community to numbers of people raring to go and who are heldback acts of Congress which arouse great expectationsand then only by the absence of an effective demand. are not funded. Furthermore, there are a number of organizations which The impact of the International EducationAct, indeed, are already in existence which areskilled in the kind of on education and research in theinternational system has activities which this act would require and whocould been little short of disastrous. It aroused great expecta- easily devote capacity and skills to this problem. tions which were not fulfilled and these expectations,fur- The Social Science Education ConsortiumthatI am thermore, led to a certain drying up of prlvate sourcesof associated withfor instance, has already done a great funds so that the end result is that the whole fieldof in- deal of work in the form of curriculum in the socialsci- ternational systems research has suffered a severesetback ences, and constitutes a fund ofexperience and skills precisely at the moment when it is one of the most nec- which can easily be brought to bear on this problem. essary fields of research andeducation if we are to avoid Other organizations, such as the Joint Council onEco- the ecological disaster of war and the ultimateecological nomic Education, are excellently equipped to providethe disaster of nuclear war. services which the act is going to call forandthere are I would personally like to see a recognitionin the pres- many others; I only mentioned the two thatI am familiar ent bill that the present international systemis the most with. likely cause of ecological disaster for the human race and I have every confidence, therefore, that the act would perhaps some provision which would makeamends for produce a creative response in the academic community. the disastrous consequences of the previous International Education Act. The Feasibility of Ecological Solutions I would, of course, not wish to see the presentbill There is a dangerous tendency among somemembers jeopardized by any attempts to broaden it to the point even of the academic community to regardenvironmental where it could not succeed. Nevertheless, I would like to 0 . 155

Senator. In other words, members of Con- Dr. Boulding. I agree with the draw this matter to the attention of the the problem is not stopping theincrease of knowledge, for gress. ... instance, or its practical application,but of directing this I feel that the experience with theInternational Edu- the sponsors of the along the right linesthat is, it is aquestion of what tech- cation Act should be in the minds of nology and how we are going todirect our research, par- present bill, for if this bill also arousesgreat expecta- activities, toward tions which are not fulfilled and ifit leads to the aban- ticularly our research and development foundations and in- the discovery of those technologieswhich, as I suggested, donment of this field by the private bads. stitutions, the end result could easily be negative.It would have produced more goods and less I think we have to go on tofurther knowledge and even be most unfortunate if a bill which promises somuch good knowledge, but we do have to count should turn out to have these adverse consequences. more technological Dr. Boulding, all the costs and this we haven'tbeen ready to do, and this Mr. Brademas. Thank yoa very much, requirement requires better organization. for a most provocative statement. Iwould just like to say attitude to pollution is bad. International Education Act because, I think a merely moralistic one word about the This is nonsense. That is, we don'thave pollution because as you know, I was the sponsorof that bill in Congress wicked corporations, but we and the chairman of the special taskforce which read the of wicked people, even of unhappiness that have pollution because we wantthe goodies and so the bill and I share with you a profound baddies come along with it. Congress has not appropriated a dime for the program Mr. Reid. since President Johnson signed it into lawin October of Mr. Bradetnas. Thank you very much. 1966. ... Controlling the Bads Mr. Reid. Thank you, Mr. Chairman,and thank you, GNP vs. Environmental Quality Professor Boulding, for your verythoughtful comments. Let me ask you this question, ProfessorBoulding: about taxing the bads, A coupie of weeks ago a storyappeared in the New What would you suggest specifically Dale in which making corporations responsive tothe environment? York Sunday Times Magazine by Edmund Dr. Boulding. Well, yes, I think agreat deal can be Mr. Dalethe economics reporter forthe Timessaid, if we can identify the bads commenting on the environmental issue, thatit was a false done through the tax system and value them. That's thedifficulty, that they are hard to dichotomy to oppose technological progress tothe pro- this problem over the tection of the environment because, hesaid, whether we identify. I have been struck with increase in the GNP last three or four years, in the sensethat when we come like it or not, we are going to have an atmosphereor particularly thestudy in this country, and I wonder if you couldgive us some to things like the economist on this of the earth, of the total systemwereally are involved comment from your vantage point as an in the natural sciences whole question, on the relationship between anincreased here with an enormous area even advancing technology, and the that we don't know much about. gross national product, Mr. Reid. On the other hand,the gross picture can problem of protecting the quality of ourenvironment. if you take lead out of Is it necessary for us to choose one orthe other? Would easily be identified, specifically you expand a little bit on yourbads versus goods analysis? gasoline? Dr. Boulding. Yes, thank you. I thinkthe gross national Dr. Boulding. Right. Mr. Reid. But when you getinto nuclear powerplants product is a very inadequate measure ofwhat you might [applause], the question and I think the which I prefer not to see built ... call welfare aspects of economic activity that a corporation or power- national income statistics do needprovisions to account is how to effectively mandate that is, we deduct plant must not be permitted todo anything that seriously for this environmental depreciation: harms the environment? the depreciation of capital from the grossnational product really two problems here: in order to get the net national product;but we ought to Dr. Boulding. Well, there are One is the problem oflongevity of the bads versus the deduct more in the sense of what wouldbe necessary to radioactive pollution that overcome theseenvironmental deteriorations, in which goods. This is the danger of wouldn't look as good as it does stays around. If the pollutantswould o away somewhere case I think the economy else, it would be all rightbutthey don't. If pollutants now. this, in the GNP stay around in the earth, thenthe longer lasting ones are But there is a misleading element in I think thereis_a strong casefor itself, which I think is quite serious because,if the social very dangerous indeed. prohibitions. A prohibition is. . anextension of the tax and economic indexes are misleading,often it is very easy of the armory of legis- to base false policies on them. system and, obviously, this is part lation. I would strongly urge that we makethe economists take to tax, however, is our- another look at this and I am afraidthat the profession All that we really are going selves, and we have to pay theprice for this. If this means hasn't been doing it. doubling the cost of electric power,there are going to be Mr. Braille/um. I would press mypoint a little further. assumption on the part I note that Senator Muskie, who as youknow is a great squawks. There is a considerable said in New of many people who are beingnaive, that we can clear up champion of pollution control measures, pollution without any cost to anybody.That isn't so. York that we could not, say, return tothe view of "Let's that we ought to try and harness go back to the plow," but Effects of Controls on Rich and Poor technology to help protect the environment. The other problem is to be sure thatthe cost doesn't Do you have any comment on that? 16' 7 156 fall on the poor. There is a grave danger that the obvious projections is that they are all wrongI 'think almost solution of environmental problems is to allow the rich without exceptionand I hope this one will not be true, to go on polluting and prevent the poor from doing it. either. Part of our very pressure on the environment today is Mr. Cohelan. Well, I think whether itis 20 million a result of the fact that the mass of the people now can or even considerably less, there is a tremendous growth in enjoy many of the things which were previously the privi- terms of the ... resourcerequirement; ... may I ask how lege of a very small part of the population. We have to you approach the problem on population? Many of our be very careful that we don't go back on something which scholars and thinkers in the field are talking about zero is very dear to all our hearts. growth; what is your attitude toward that? The distributive aspect of environmental regulation al- Dr. Boulding. Well, of course, in the United States the ways has to be taken into accounL. You can even argue outlook is optimistic, in that the fertility [rate] has been that the results of the last two environmental crises had declining very rapidly in the last ten years; if it continues some adverse effects on the poor. The first, under Teddy to decline at this rate, which it probably won't, we will Rooseveltand they come along about every 30 years, be in sight of a stationary population by the end of the it seemswas the one that created the national forests c,mtury, but, as I say, this could be wrong. and so on; it may have had an adverse effect on the poor If this goes on we may not be able to do much about in the sense that it prevented them from moving into the it. I have my own solution to this problem, but nobody is Rocky Mountains; the national parks and national forests taking it seriously. I have my green stamps plan for popu- had some effect in keeping the Door people out of the 'lation where everybody gets 110 green stamps, which en- mountains. Even soil conservation in the 1930s, as I ap- titles you to one legal child. We don't 1A-9nt the govern- praise it, had some impact in driv'mg the poor people out ment breathing down our necks in the beaToom, which is of agriculture. If now we try to solve the present problem Lightly something private. by a tax on automobiles used tic' subsidize public trans- On the other hand, we may have to face some kind of portation, the rich will continue driving the cars and the 5ocial regulation and, of course, the problain is how do poor will have to ride the buswhich I won't like at all. you have social control without intolerable intervention in I would much rather be rich. individual liberties. That, of course,is a problem you But particularly we must trace these distributional ef- gentlemen face all the time. fects. Mr. Cohelan. Thank you. Mr. Brademas. Mr. Hansen. A Capital Budget for Resources Mr. Bradenias. Mr. Cohelan. International Aspects of Pollution Mr. Cohelan. I am wondering, to exploit your profes- Mr. Hansen. Thank you, Mr. Chairman, and Dr. Bould- sional capacity, Dr. Boulding, if we could explore the posing, for the most useful contribution you made. You have sibility of developing a capital budget where we could made some reference in your statement to the international put in or show some national depreciation; would this be dimensions ot the problems of polluting the environment. a good first step to dramatize the arrangements? Obviously, pollution does not know national boundaries Dr. Boulding. I would very much like to see an attempt and in any long-range effective solution it has to involve at this. I think it is quite difficult in the sense of the great cooperation across the national boundaries. uncertainties, such as the impact of human knowledge Let me ask you two questions with respect to the inter- which obviously has to be part of the capital budget; up national aspects of the problem: to now, for the last 200 years, the increase in human First of all, to what extent are we ahead or behind other knowledge has more than counteracted the using up of parts of the world in this awakening that we have just resources in the sense that we have created new resources experienced to the nature of the threat? And, what insti- through the advent of human knowledge, but this cannot tutions or mechanisms do you see that are promising as go on forever. the basis of the kind of cooperative international effort Some4dramatic assessment of the limitation of this, I that will be needed to preserve the quality of the air, of think, would be very desirable at the moment. the water, of the world that we live in? Dr. Boulding. Well, with regard to the first question, Population Problems and Controls the only part of the world that I think is very much Mr. Cohelan. One other question, Dr. Boulding. The aroused about these problems is Western Europe. The Corps of Engineers has done a study that I think says in socialist countries have oniy just become aware of them the year 2020 in this magnificent Bay Areathe land of and I notice that the Russians have been all excited about my birththere will be 20 million people. Now, if this it this year. I think they have had even worse ecological projection is trueand on the basis of the present growth disasters than we have had and one of the things in this rate it appears to be true, it appears to be moving in that whole area is that socialism is no answer to anything; look directionwhat do we do about the energies to support what the Russians have done to the Caspian Sea, they this kind of population? messed it up completely; the Volga is a disaster and they Dr. Boulding. Well, one way to prevent this is to create plowed up plains that they shouldn't have, and all sorts water shortages. If California didn't have such a beauti- of things they have done. The other socialist countries ful water plan you wouldn't face all these environmental have met disasters also but they are beginning to be aware problems. Well, the one thing I learned about population of this. 168 157

testimony has been most Now, I am struck, when I go back to my native country are grateful to you for that. Your the eloquent and we want to wish you a happy 21st birthday of England, by the extraordinary improvement over third decade in citi- last ten years. Now, I am a native of Liverpooland it as an American, as you co into your was a filthy city. If you thinkenvironments today are bad, zenship. you should have seen what I had tosmell as a child in Mr. Reid. Anc many, many happy returns in thefuture. Liverpool; but today it is;.'e:y much better, which sug- Mr. Brademas. Thank you very much, Dr.Boulding. gests that these things can beimproved. Actually the We will take a brief recess. British have an easier problem in. ..that coal is easier . . . to clean up than the pollution of aninversion, for in- (Following the recess, the Chair read some excerpts stance, such as we have in Los Angeles.But they have from a letter by the Honorable Jesse Unruh, which was en- done certainly a great deal about it. tered into the wcord. Donald W. Aitken, director ofthe On the matter of international organization, I would john Muir Institute and professor o- ohysics atStanford like to see the United Nations in this area. I am hopeful University Then testified briefly.] that the United Nations conference on this subject in1972 will produce a United Nations organization inthis field. Sierra This is very badly needed because, as you say,pollution Introduction of Mrs. Peggy Wayburn, knows no national boundaries at all. Club Our pollution does go out over theAtlantic and most Mr. Brademas. Our next witness is the representativeof of it disappears before it gets to Europebut things like the Sierra Club. ...We are pleased to welcome as a wit- radioactive pollution or DDT pollution require aninter- ness on behalf of the SierraClub, NITS . Peggy Wayburn. We are pleased to see you. Go ri.dait ahead. national oganization. Brademas, Mr. Hansen. Thank you very much. Mrs. Wayburn. Thank you very. murh, Mr. and members of the committee; _ am veryhappy to be here. Religious Aspects of EnvironmentalConcerns the Sierra Mr. Brademas. I have just one other question,Dr. The reason I have been asked to .stify for Club is twofold: Boulding. One of the witnesses on this legislation was itself and, Professor Joseph Sitt ler, of the University of Chicago, and First, I have been very active in the club .. theadvisory he told me that he is writing a book which willhaw, he second, I have served as vice chairman of . title of Theology of Ecology, which istrying to draw committee on conservation education for the California religious thought of the increase of State Board of Education. I have been vice chairmanof some implications for existence. awareness of environmental problems.I know that you this committee for the three years it has been in well, and I So I have been working firsthand andstruggling with a reflected on some of those relationships as lot of these problems that we have just been talkingabout. wonder if you have any comment on that development? and I think Dr. Boulding, Well, I think this isultimately, certainly, I have to agree that it is rather remarkable think one can almost say a the- very disgraceful that a state likeCalifornia has not been an ethical problem and I conservation ological problem in the wide sense of the word,in the able to find any money to implement the of the meaning of the education programs which we have very carefully,and sense that it involves the nature after a great deal of agony, come up with. I will beglad universe and of the whole human enterprise. This is a very profound change in man'simage of him- to answer questions on that later. self in the sense that up to now he hasalways lived, and he has been expanding, in what seemedlike an almost in- Activities of the Sierra Club finite earth. This presentation is thejuncture where we I would just briefly like to speak about theSierra Club suddenly realize that the earth is a small spaceshipand and what it has done in the field of education.Whenever lifetime. When I start this kind of testimony, I come to thefact that the that it is closed. This happened in my needs was a boy inschool, there were still white spaces on the club has so many members in it now that that fact globe with nobody there. Now therearen't any. to be mentioned. Now we have been on the other side of the moon.One Mr. Reid. You have a few members right here onthis panel. of the results of the space enterpriseis to make us very founded lonely because it is clear that this is the onlydecent bit Mrs. Wayburn. I appreciate that. The club was and that we bet- about 75 years ago here in the Bay Area and wehad 182 of real estate in this part of the universe charter members. Today membership is approaching100,- ter look after it! which is appro- 000 people. Now, the traditional religious concept environment, priate to this problem is the conceptof stewardship, that Our major concern has always been the as I am sure you know;first it was the Sierra Nevada, then man is the steward of the earthand all of which it con- it be- tainswhich, of course, is a very important concept in the it was throughout the rest of the country and then Christian tradition and also in easternreligions. I think came the whole problem of man'stotal environment. We have, since our founding, been publishingeduca- this is an-almost universal religious concept. make religious tional materials, trying to reach the public, trying to This is one that has to form the ethical and people aware of what has been happening to theenviron- basis of the spaceship earth. bu, as you Mr. Brademas. Well, I know, Dr.Boulding, you have ment. Our publications beginnings were small, contributed enormously to the dialogue on thisissue. We know, our publication effort has become very large. 158

We have always been corncerned about formal educa- We have this sort ofwell, it's a gap between reality tion. We have never actually had the mcans to go into this and myth. We have a reality of a disintegrating environ- on a professional basis, simply because we are a volunteer ment, of everything around us. We can't escape it. We organization. I thought it xvms worth noting that the club haveit here in San Francisco today. We've got smog does have one small textbook on conservation education, around ussomething that we just thought would never and I would like to enteras part of the record of this happen, but here it is. This is a reality and we can't get hearing. Itis a book caffe7d Tiow to Teach Wilderness away from it. Co,7rvation, and it was published a long time before ecoJogy and envirotanent b=ame such popular subjects. Stewardship: Garbage and Natural Resources This, incidentally, was prepared by a teacher member of We also have in San Francisco the realityand the the club and was published by the San Francisco chapter. mythof what we do with our garbage. This is a vevy There has been a good deal of conservation education interesting sort of a problem and I think it is part of this effort within the club on a local community basis. whole thing that faceus.. We have for centuries been By the way, I would just like to mention that this term shuffling our garbage around. Traditionally in America, "conservation education" is,I think, a sort of confusing we move it from one place to another. We have never one.I much prefer the defmitionof "environmental really gotten rid of it. quality education," and I think itis worth noting that So here in San Francisco we have tried to come up with the.advisory committee here in California has a great deal a solution of what we would do with our mounting gar- of discussion on this matter of semantics and what term bage. So we decided to ship it up to the mountain counties best describes the kind of education we're talking about. after using up our local fill areas. When that turned out to I would like to use the two terms interchangeably, simply be too expensive, why, we decided to ship it south to the because it is sort of a standard reference, the "conserva- peninsula and fill a few canyons down there. tion education" tag. This is part of this whole gap between reality and myth. The Sierra Club would first like to commend all of you For we are not coming to grips with the situation; we who have introduced this bill, H.R. 14753. We think it simply don't have enough canyons to accommodate our is a major step; we think it is very hopeful that Congress garbage ad infinitum. We can't shuffle our garbage about is getting into this scene which is so terribly important. forever; we have to meet head on the problem that we We congratulate you on precipitating this action. It is long have too much undisposable waste; and this is a new, overdue and we strongly support and endorse the prin- hard concept. This is a reality that is going to possibly ciples which are spelled out in this bill. be the end of us all unless we can meet it in terms of At the same time, we do feel that the bill as it is pres- what it is. ently drafted is not succinct enough, does not define the We are further subscribing to the myth that we can problem strongly enough nor broadly enough and does use our natural resources on an open-end basis. I think not go far enough in its specifics to really meet theneeds it is high time that we stopped and looked at this again that are facing all of us now in understanding the cause because we cannot use our natural resources on an open- of our environmental problems. end basis. They are not going to be there long enough. We have to re-examine some of our myths and come up Urgency of the Environmental Problem with a recognition of the fact that we've got to change our ways. This kind of thing should be articulated and made . . . [W]e have recognized that we need strong conservation education in our schools. We have had a great deal a subject of your bill. As you have pointed out in your of study and we have spent a lot of time in the past three bill, part of our problem is a lack of understanding. years, and yet we still don't have anything, simplybecause Another major parl of our problem is a lack of respon- our legislature did not come up with a bill withteeth in it. sibility. Now, this has been touched on briefly by earlier We did not have a bill for adequate funding, spelling out witnesses who spoke of the stewardship of the earth and what could be done with adequate funding. We speak here I think "stewardship" is a good word. So is "responsibili- from sad experience in our own state and we are urging ty," and I would hope that this kind of a bill would spell you in your bill to come to grips more definitelywith the out the fact that understanding and responsibility must specifics and we have certain suggestions along this line. go hand in hand in any approach to meeting our environ- I would like to refer back to the launching of the first mental problems. Sputnik in the 1950s when there was a sudden alarm on the part of everybody in educational circles in this country. Environmental Curriculum, Kindergarten to Adults We had a great educational gap and it was recognized as One part of the bill which we feelis excellent and a crisis. We decided that we would reform our wholeedu- which has not been mentioned this morning is the fact cational approach and we did so. that you do propose to reach the community lr e71;ab- I think that the crisis today is far, far greater than it fishing educational programs for the adults in the com- was at the time of the first Sputnik. We have amuch munity. We think this is essential. more profound educational gap. It is a much moredanger- We don't think there is time to wait for a whole gene- ous one. I think we must respond to the crisistoday even ration of schoolchildren to be apprised of the facts of life. as we did then, in terms of crash programs. Now,this We think it is very important that we reach out into the crisis has to be articulated and we have to try to really community now and make available to people some good understand the problems that face us. crash program on the ecological crisis. 159

We understand that P- cessarily tho drafting of this kind diverted the fines from our motor vehicles department little vague so that it will allow into driver education. of bill is often purr.: the for various interp7-- ILS, but we do think that there By the same token we would like to propose that soutline of proposed curriculums. funding for your bill could well come from the fines levied should be a more ;11Q.. think This has already be,LrInched on b: previous witnesses. against polluters by the federal government. We There is no qInectivrsi but that the whole environmental there should be strict enforcement of the regulationswhich concept, the wholeicam of understanding theenvironment, we now have and we have a possibility here topick up is part and parcacof -xerli subject in our schools. Itshould some of the funding which is so essential. be so presented. We would also suggest that there could be exploration Incidentally, akmg fht.m2 lines I think it is important to in the field of taxing the users of natural resourcesfrom understand that olic-zhoolchildren are not as dumb as the U.S. public lands in order to get funding for an en- we somehow think.- 3e to think they are. They are vironmental education program. aware that when we 1-amir our Americanhistory, we gloss We believe that funding will be critical in many of the over what we have: ut 7t! with our natural resources,and states. I don't think that strings should be tiect onthe ini- it doesn't fool the riiid;.1 think it is high time that our tial funding of this act because there are too many states American history pid the straight facts ofwhat we that are poor and too many states that don'tunderstand. have done, not cut' -.ur soil but to our timber and to I think that there should be available an initialfunding our various other ,oicilTes. This should be part of the which can get this thing off the ground and thereafterthere can be matching funds or somekind of thing worked out environmental educariTaal curriculums. areas We urge that this^mriculum begin with kindergarten, to keep the programs going; but there are too many and continue all the Nay through highereducation. In where nothing will happen without- federal funding. California, we have --een studying what is being donein I would like to just note in passing thatthe conserva- various schools because we do have, incidentally, a lot tion education work here in California hasbeen done of teachers who are doing a tremendous job inputting over through ESEA federal funding. The work of thecommit- this whole idea. These teachers start inkindergarten, and tee and the consultant of the committee werepaid for out in first grade, and very .successfully get through to thekids of the funds. So, as far as we have gonehere in California we have Tgone on federalfunding. Although we have what ecology is all about. in So we feel this is an area in the curriculumthat's got something like the fifth largest gross national product to have a little more :definition in yourbill. There have the world, we still turn to the federal government. that are not When you have a poor state, I don't think we can ex- to be guidelines to help some of the states conservation education aware of what can be done. ... pect 3t to come up with a going program. Furthermore, I thinkthere is a very good chance here to hold out a carrot to people to getthem going. Nature of the Adviscrry Committee Everybody wants money, and here is a chance toreach I think that your mommission is necessarily going to people who are not aware of the magnitude ofthe prob- have to have certain-powers in order to get this thing off lem, to get them interested and to get them involved.... the ground. Somebody has got to do it. There is not going Mr. Brademas. Thank you very much, Mrs.Wayburn, to be spontaneous tninbustion all over the country.There for a most helpful statement. I don't reallyhave any ques- are too many states:- where people are not awarereally tions to put to you, just a couple of observationsof what of what is taking pin..e. So I think that ...you've got to you have said when youalluded to the Sputnik and the have a good working commission of people who know role that it played in helping persuade Congressand the what the score is _and who can get this thing going. president to get behind the National DefenseEducation I know this is a ffifficult thing to do, but wewould hope Act of 1958. that somehow wording can go into the bill tothe effect I thought we might emulate that precedentin that, may- that these have to be working environmentalists, if you be, we should have called this the NationalDefense and will, and that the presence or absence of thedegrees Environmental Act and thereby generate alittle more sup- with all due respect to the degreesis not going to be an port in tha I hope nobody takesthat seriously. essential qualification for the people who serve on the commission. It's got to be people primarily who under- Implications of Terminology stand what the problem is. The other point that I would like to make,because it seems to me fundatmental to the idea behindthe legisla- Methods of Funclusw tion in the minds of those of us who put it together,is We believe that fundirig is one of the most crucial parts that we deliberately did not call it a Conservation Educa- of the proposed act. Of course, from our ownexperience tion Act, we deliberately did not call it a Wilderness Edu- here in California we have a very strong feeling about this. cation Act or a Nature Education Act, but chose the word We know that money can be found for this kind of thing "environmental"as we might as well have used "ecolo- when people want to find the money. gical"as an adjective to describe the purpose of the As an example.. °Ho California we have $16million in legislation because we wanted to indicate that we were our driver's educatiora futxd which seemslike a tidy little concerned with far more than the out-of-doors, but that amount. Thi has beak gotten from fines from people who we were concerned with man andhis relationship to all have broken the speed limit on our highways. We have Iiving thingsman, as it were, as part of nature. 160

I take it from what you have said that youwould not sir. I wonder, Mr. Mander, because Mr. Reid must leave quarrel with that kind of an approach? in 30 minutes and we have two more witnesses, if you Mrs. Wayburn. Well, as i said, I subscribe tothis totally. would give us a summary. Go right ahead, sir. I think that this has great advantage because itlifts this Mr. Mander. I will try to skip things, but it may take legislation out of what can be a dyed-in-the-wool tradi- me longer to summarize than just to skip. tional field. That just can't do the job. Mr. Brademas. Go right ahead. Mr. Brademas. We are in agreement then.Mr. Reid. Mr. Mander. Mr. Chairman, members of the subcom- Mr. Reid. Thank you very much, Mrs. Wayburn.I want mittee, thank you for this opportunity to comment on the to thank you for your testimony, which hasbeen excel- proposed bill. lent and for your pioneering work and the work ofnational I assume I've been asked here today because I am a importance of the Sierra Club and to tell you how valu- director of Friends of the Earth, but also because I am able we have found it and how important it has been to an advertising man with some observations to make about helping change the national direction. the media. I couldn't agree with you more that we need a program Inn y event, the bulk of my observations are going to and recognition that the environment needsbasic help be about the media and will take up an area of educa- now. I happen to be one ofthose who believes that we tional significance which is not in the bill, and perhaps should not only end the war but we should not widen it. should be. ... Mr. Brademas. Mr. Hansen. But first let me say that. . .I support the ideas and Mr. Hansen. Thank you, Mr. Chairman. I wish to ex- direction you have taken. However, I do worry mightily press our deep appreciation for your help thismorning. It that it may all come to nil, even if it should pass Congress is evident that you have not only read the bill very care- and be turned over to Mr. Nixon for implementation. I fully, but that you have made a detailed analysis of it worry particularly that in the end, millions will have been and have given us some extremely helpful suggestions that spent and nothing will have changed; that we will have will be of assistance when we prepare the final draft. educated people to want and perhaps achieve some clean rivers, say, but life styles won't have chart ted, and we will The Role of Educators continue to live in a state of war between technology and I would only like to ask your comment on one aspect the natural system; turning off gas jets while the whole of the bill. I would be interested in having your comment house is burning down. on the relative role or roles that theeducational institutions, the traditional educational institutions and the non- Will the Federal Bureaucracy Permit educational institutions, private organizations, may play Needed Radical Reforms? in implementing the objectives of this biD? The goal of any ecological education program should Mrs. Wayburn. Well, I would strongly commend the obviously concern fundamental solutions, but I am con- idea of going beyond the traditional educational institu- cerned that educational programs which, for their funds, tionswith all respect for these institutions. I have found are required to get through afederal bureaucratic maze from my own personal experience, in working on the con- will not be likely to be ones which present fundamental, servation education advisory committee, that there tends that is, radical, solutions. For example, as apractical mat- to be a kind of ingrown development where certainideas ter, even if this bill passed gloriously, could anapplicant are subscribed to and it is just too hard to get offthe dime ever really get federal funds for a program to, say,study and change the direction. I think we need fresh ideas, fresh design, and teach an economic and political system based approaches, and I think that there is a tremendous re- on simple subsistence? source in organizations and individualsoutside the edu- We all know that the only societies which are living in cational field. They can fill a very great need. harmony with nature are those which are subsistence so- I should mention that I think our biggest hurdle in all cieties but can we really believe that federal money would of this is to reach the teacher and to make the teacher un- go to promoting such societies aspossible alternatives to derstand the magnitude of the crisis that faces us. Once our own? Or, in another vein, would anapplicant be able the teacher understaudsand this has happened over and to obtain funds for programs which advocated reducing over againhe or she will cooperate and even gobeyond gross national product? what is presented to them. They will get the classes excited Most conservationists agree, at least many, many do, and involved and participating and that, of course, is our on the need for a no-growth economy, or onethat is micro- ultimate goal. dynamic while being macrostaticwhich is a euphemism Mr. Hansen. Thank you very much. but I wonder what would happen to a federal adminis- Mr. Brademas. Thank you very much, Mrs. Wayburn. trator who funded a project to educate people to that idea. We much appreciate you being with us today. After all, implied in the no-growth idea is a drastic reallocation of already available resources among classes IntroductionofJerryMander,Di rector, of people currently on the outswhich is not whatyou'd Friends of the Earth call classical capitalismand any administrator who fund- Mr. Brademas. Our next witness is Mr. Jerry Mander, ed such a project might be the next object of the impeach- president of Freeman, Mander & Gossage Advertising. ment fad. We are pleased to have you with us. Go right ahead, While I am aware that members of this subcommittee 161

might like to see that sort of diversity represented in the might call a department of humilities; a curriculum which handling of the funds from this bill, I don't see anything would be the opposite of the sort of curriculums that black in the bill which assures it. And I am not optimistic that studies departments have lately been introducine, whose the present administrationor any likely ones in the near goals are to help some people experience their potency future---have the knowledge or would find it politically for the first time. Humilities courses would strive for a feasible to finance and administer educational projects greater feeling of impotency, respecting the limits of our which have a chance to teach people about solutions which man-invented technological solutions. promise to alter the economic and political structure which And more significant than "training teachers" to teach gave them power. ecology, would be the granting of visiting professorships for Micronesian out-islanders, or Eskimos, or other peoples already familiar with the realities of island economies Man's Role on iarth: Manager or Participant? and limiter!z,sources, and techniques for living in har- What I fear will happen instead is the sort of thing that mony with Lilem. happened to me when I was discussing an idea with the If we agree that earth is an island in space, separated Ford Foundation for an educational program of my own by insurmountable distances from any planets which might device. While dismissing my own projectan environ- have similar resources and accoutrements, then the tech- s s mental advertising foundationas hopelessly naive, this niques that need developing are techniques for surviving Ford man began to describe the foundation's primary ef- on islandswhere the seriousness ofcutting down a coco- forts, which were in the education of young children to- nut tree is fully understoodand where anindustry bas- ward a basic understanding of how to "better manage the ing itself upon cutting and selling more and more coco- environment." nut trees or fish or breadfruit is, simply, outlawed. I asked him what we were going to do until those chil- I hope that there is a means of building into thisother- dren grew up and saved us, which slowed him down a little wise very significant bill some protcction for projectsand bit, and then I commented that I thought that that sort notions which have the promise of basic solutions; some of educationmanaging the envi-onmentwould do far protection against the editing out of ideas by political ap- more harm than good. pointees. The point is: We are already managing the environment and that is why we are in the mess we are; it is a further example, borrowing a page from the Women's Liberation Ecological Hazards of Advertising Movement, of what let's call human chauvinism. It is true So much for my worries about the administration of the enough that we could manage the environment better than bill. Now, for my remaining time, I would like to discuss an educational aspect of society that is,unfortunately, at t we have been, and I suppose infairness that is what he meant, but who says we should be in charge of thething least as significant as universities and institutions, and that at all? is advertising. Nobody knows the details of how life on earth hap- I would like to put forth the proposition that the way pened, or can fully appreciate the immensity of the design people behave and what they believe in today's America and the variety of life forms, but still we are accustomed is at least as influenced by advertising impressions as by to think of ourselves as the end result of it all; thefinal what they are taught in schools. This is especially true, flowering of the process. It hardly matters whether one of course, of people who do not have much of an edu- believes that we were given dominion over other living cation with which to put advertising into a context but it is also true of most of usof all of us. Y1 things, or we just took it, but in any event our excuse is that we've got brains and can use machines, giving us There is no way of avoiding ads today; they are every- some kind of de facto royalty status. where, and they influence us concerning life styles, status, And so we remove ourselves from the processes that standards of taste and behavior, and whatever is new. formed all the other living things and forget that the fabric They are, like it or not, the place where we gain many is all connected and we are just a thread of it, and wonder of our perceptions about the world, whether positive or why it's all unraveling. The reason is that one life form negative. None of this might seem pertinent, but let me wehave begun unstitching things here and there, creat- point out that, God save us, advertising men have dis- ing, weavingwise, an ecological disaster. covered ecology. Obviously, the only solution is to sit there like all the At first, I thought it was a good thing that hundreds othei little stitches and take things as they come; but we of ads began to appear from all kinds of companies, soul- are so far from that now, so far fromit, that what kind of searching about their own products and stating all the won- government-administered educational program could find derful things they were doing to save the environment. it politically feasible to re-educate us to the notion that we But as my late partner, Howard Gossage, was fond of are made of the samechemical composition as a triton pointing out, advertising people have an inordinate fascin- mollusk and are as much an accident of genetic mutation ation with "image." They assume that by seeming a certain way, the world will come flocking around tearing at tas it isand have no greaterrights of intervention in natural processes than it does? their clothes. Gossage preferred the word "identity" to It is far more important in my judgment, forexample, "image"having to do with the way one really iswhich that such a bill as this assures financinginstead offor a made him a lonely man in the advertising business. 1/1,11t one time, the difference may not have been all s university department of natural resourcesfor what we 162

that important except for the psychic good health of ad- 3. We need more powerplants to fill our growing vertising people. But at this point in history, the way I per- needsatomic oncs, and they're safe as apple pie. ceive it right now, the difference may be more like life (Southern California Edison, by the way, actually had the gall to blandly state in an ad two months and death, and may foredoom any other educational ef- pollution at fort that's made. ago that nuclear powerplants cause no With the sudden, immense outpouring of words from all. They simply ignored thermal pollution and radia- business and industry concerning all the wonderful things tion.) they are doing, technologically-wise, to solve the pollution 4. They need a rate raise to finance the research problemmost of these words being expressed in ads and the new construction. it's worth having looked closely at what's being said and, I had thought I had already reached the pinnacle of my of course, it's all image and no identity. own shame and disgust concerningutility advertising Most of the industry still sees pollution and environ- what they are doing advertising at all if they are a public ment questions as more of a public relationsand adver- utilitywhen I came across an old Congressional Record tising problemin other words, an image problemthan by chance and found in it a speech by Senator Metcalf they do-anything fundamental about the way they are do- which somehow has gone unnoticed by the press and by ing business. conservationists. Listen to this: Shell Oil Company, for example, recently ran a four- Senator Metcalf pointed out that during 1969, public ad series showing: utilities spent nearly $300 million on advertising, more 1. how they saved the lives of a lot of fish by not than eight times what they spend on researchall the polluting things as much as they had been; while proclaiming in the ads how much antipollution re- 2. how they are feeding starving millions by pro- search is going on. Metcalf also pointed out that about a ducing more and better pesticides (which on the fourth of all power companies in this country actually did other hand are killing the fish they just saved); no research at all, while spending millions inadvertising 3. how they overcame a lovely little Connecticut to talk about research and to sell us all on using more elec- town's fears that their new gas station would prove trical power at the same time as they tell us there's a a blight because it would replace anumber of love- power shortage. ly trees; by showing the townspeople that the station If advertising dollars are going to be spent on utilities, would itself be a lovely gas station; and one would thinkconsidering this so-called powershort- 4. came out against littering. age which makes introduction of polluting nuclearplants I'm sure that the president of that companyfeels he "inevitable" in the words of Newsweekthat the ads is a conservationist I.:3r this position because untilrecently would be appeals to use less power. it was unusual for an oil company to even mention pollu- I am prepared to make the case that this $300 million tion or ugliness. I would not be surprised if he became the in advertising spent by the power companieswhich by industry's spokesman on protecting the environment. the way is about a third of the entire federal antipollution Now that there is public good will in conservation, now budget in Mr. Nixon's budget messagecombined with that it's a hot topic, it's "good business to think of the en- the millions from oil companies, chemical companies, auto vironmental implications of industrial action," as a major companies, industrial associations, the newly burgeoning chemical company executive recently suggested. antipollution industries, and so onabout a billion dollars Times altogether this year, I would guess, much of it talking Another example: a recent copy of the New York about how everything's going to be all right, justdon't carried a Pan American Airways ad which announced thingsis actually the "latest breakthrough" in relieving airport congestion. you worry, industry is taking care of number producing a net loss in this 2o-called war on pollution. I was ready to be told they had reduced their total It's called "co-optation" in other circles and I believe, of flights, or scrapped the Boeing 747, or canceled their fairly certainly, that it's operative here, perhaps not delib- SST orders. But it turned out that what they had done was tobuild erately but in effect. a second terminal at KennedyAirport in New York, so they could handle up to twice as many passengerswith Information Pollution less congestion inside. Getting the planes onto theground Ifear that all the recent government rhetoric,magni- without bumping each other is another matter and getting fied by industrial assurances, might have the net(.4fect into New York City from the airport, somehow, was of encouraging a society already dazzled bytechnol..,,D somebody's else's problem. They were doing their bit. to be further assured that technologyis solving the prob- lempeople want so much to be assuredand so it's back Power Companies' Advertising versus Research to the television set. And we've all seen more than our share of power com- Perhaps even worse than the fact that the ads are mis- pany ads. Usually they bring us oneof four urgent mes- leading, or even lying in many instances, is the factthat they divert the reader from a morecentral understanding sages: society 1. Use more electricity. about what's really going on. That technological 2. The folks at your neighborhood power company is beginning to reach its limits, and expansionismis go- are working overtime todevelop new and creative ing to end, and endless consumption is going to end, and means for winning the war onpollution. we're all of us going to begin adopting techniques of so- 174 163 cieties who live on islands and for whom a finite system with respect to the bill as written, the idea hereis to speak of basic solutions and basic understanding ofenviron- is given. and The ads are even destroying the word"ecology" and mental problems; to speak of consumption patterns perhaps all understanding of the concept with it. life styles and waste; to create an understandingin the advocating a general public which could help make it less susceptible A few weeks ago, P.G.&E. ran a headline fashion "balance between ecology and energy." to glamour appeals; and to attempt to put out of But ecology is not a thing that is balanced against any- the importance of "newer, faster, bigger" and "more, more, thing else. The word describes a science of theinterrelat- more." edness of everything. Energy is a detail which only man The attempt here would be to develop a real under- has decided to make a fuss over. That iswhat must be standing of ecologya basic acquaintance with the fact remembered and it is getting increasingly hard to do so that man is just one small part of the natural system with false, and no greater rights than any other growingthing in it, and with this immense outpouring of diversionary, order of things. deadening information. no rights whatever to intrude in the natural While industry is spending a billion dollarsputting out An understanding of what it means to live on an island. this stuff, as nearly as I can determine,conservation or- We would like to see industrial innovations considered to guilty until proven innocent, instead of vice versa. ganizations are spending roughly $200,000 to attempt funds offset it and to accomplish other urgent educational mes- 3. The third area of desperately needed avertising sages concerning one issue oranother. That is, roughly is the issue-oriented advertising. two hundredths of one percent ofthe industrial budget. When a timber supply act hits Congress, or an Alaska That much money to educate people to wbat theindustrial pipeline lobby, someone has got to speak out for the wild- educate people erness that has no voice of its own, and ifit is to succeed ads are leaving out, or saying falsely, or to campaign proved it could, so that they'll not be lulled into falsesecurity. as the anti-Grand Canyon dam This is an educational struggle whichis taking place for the Sierra Clubit must be done with the same right now, today, and without some kind ofimmense out- modern tools used by industry to tell everyone everything pouring of counterinformation from conservation groups, is going to be all right. I am very much afraid that the ecology fad willbe even Right now, any conservation organization which does shorter than anticipated. People will relax and think every- take an ad runs the risk of having done to it what hap- thing's all right. We will have lost their attention. pened to the Sierra Clublosing its tax-deductible status. So, at the moment, even with money, organizations are effectively prevented from stating an alternative point of Funds to Combat Information Pollution educational im- view. If you agree with me that there is an As I say these things, I am aware that all of my con- pact to advertising which is directand immediate, and ask you cerns, as voiced in the first half of this paper, areequally considering industry's behavior, critical, I would the administering of to include provision in the bill to financeconservation or- r perhaps even more applicable to follow- educational advertising funds. What if they went to an ganizations in their efforts to use advertising in the industrial foundation, for example, making thingsstill ing three educational ways: Friends of the Earth, worse? 1, Fairness doctrine advertising. Having said all this, I must also say I have extremely in concert with other groups, has begunproceedings to edu- against cigarette ambiguous feelings about whether or not fundamental apply the results of fairness doctrine case cational messages could be employed in a federallyfi- advertising, to advertising of polluting industries.If we would be succeed, as I believe we will, all radio andtelevision sta- nanced ad program, or whether the only talk organiza- about littering and clean air. tions will be required to provide a conservation Much of an effective program, after all, would beagainst tion with time in which they may present a counter mes- the behavior of government itself. I will have tolive with sage to an ad. that ambiguity, I suppose, and hope for the best. If an automobile company runs a one minute spotad- I thought it worth bringiag up in any eventbecause vertising its new model, Friends of the Earth couldindi- i:, not cognizant of adver- cate what the implications of the annualstyle change are, any educational program the raw material tising spending will be rowing against a very strong tide. or talk about the pollution from cars, or And, I do know that if conservation organizations had that went into building it, or the problem of disposing at their disposal just one percent of the moneyindustry of it, and the roads needed to run it on. had for advertising its reassurances, I believe alarge part When a Standard Oil ad appears for itsF-310, calling history" we will of the country could be educated to understandthe dif- it "the greatest automotive advance in ference between ecological messages and what Tom Turner be able to put it in perspective by showing thatit repre- has called "ecopornography." And it could be done now. sents only a five-percent pollutionimprovement, leaving Thank you. I am sorry that I didn't cut as much as I 95 percent to go. And talking about oilspills, and so on. But even with free air time, and free agencywork had planned to, but I got all excited. [Laughter and ap- there are dozens of ad agencies willing to doitstill, plause.] hundreds of thousands of dollars areneeded to actrsally Mr. Brademas. That is all right. film and produce such spots, and we don'thave the money. Mr. Mander. But I read it faster. 2. General educational advertising.As I stated earlier, Mr. Brademas. It was an xcellent statement, Mr. Man- 164 dcr. Because Mr. Reid must go to Alcatraz, I believe we the Congressional Record upon receiving them. will let him ask his questions at this point. Mr. Mander. I think I will do that and I think I can get a lot of advertising people to go along with that. Professional Responsibilities of Advertising Mr. Brademas. Mr. Reid, as some of you are unaware, Mr.Reid. Thank you, Mr. Mander, for a very thought- is the former publisher of the New York Herald Tribune, ful statement, for a very coherent summary of your view. the local journal. [Laughter]. More seriously, I think what you just said made sense. I have several questions following your most interesting There is no question but that the power companies put paper, Mr. Mander: first of all, with respect to what Mr. out ads urging people to buy more air conditioning and Reid was just talking to you about, namely, what are the then come along and say that they can't provide the power advertisers in the country doing? Isit really reasonable without increasing the rates. Then the phone company to expectin spite of your observation that a number of urges everybody to get three phones in their houses and advertising executives have suggested coining to work for then complains that the rates are inadequate for equipment you because of their awareness of your concern about the to handle the phones. ecological issueis it really reasonable to expect that the I take it, your suggestion for advertising does make advertising executives of the land are going to, as it were, sense because some of the best pollutists are not neces- turn on their clients? Why should they suddenly begin sarily the best conservationists. living as saints rather than sinners? Iwould ask you in advertising as to whether you have Mr. Mander. Well, if it is reasonable to say that society taken serious steps with your advertisers to urge them to is in a crisis situation and everyone is affected equally by follow your prescription, or whether you urged the local what may be the eventual demise of the whole systernif neswpapers not to accept advertising because it does vio- that urgency could be conveyed to the advertising people lence to the truth on environment? I would say itis reasonable to expect that they would Mr. Mander. Well, to answer the second part first, no, react very well, because they are fairly intelligent. I haven't urged local newspapers or other local media not Mr. Brademas. Itis not their intelligence,it'stheir to, although [some people have] begun an effort to do that. character I am questioning. Mr. Reid. How about the association of advertisers? Mr. Mander. But in the present state of things, judging Have they taken any steps by my own bouncing off of the industrial advertisers as- Mr. Mander. No. I did make a speech to an association sociation, I am prepared to say it is not reasonable to ex- of industrial advertisers on this subject at one point, in pect much response in the matter. which I also mentioned that I thought advertising is one I didn't get to answering the first part of Mr. Reid's of the industries that is going to have a rapidly declining remarks concerning what we are doing with our own growth rate for all the reasons that I have stated here clients. I started with the premise that itis possible to and I expected these remarks to cause a lot of contro- persuade your clients to face up to the facts and to turn versy. them around and to get them to really deal with it as they Instead they didn't cause any at all. In fact, people were actually perceive it themselves, personally. very bored by them as near as I could tell and there was no I have had only moderate success with that, I will say. [one] taking [them] seriouslyatall, which discouraged I would say we have one or two clients who are at present me greatly.. still engaged in polluting activities, and despite threats of On the other hand, on a more optimistic note, I have denouncing them publicly, resigning the account and such had in the last three months over 100 job applications things as thatwhich is what we inevitably will dothey from major executives and extremely talented radio-tele- haven't come around as well as I hoped and I find it dis- vision production people in the advertising business, will- couraging. ing to take half salaries or one-third salaries, quit their I think it is a slow process and the more we can edu- jobswhich are in some cases very, very big jobsand cate them personally, the better chance we have; but I come to work if we did these ads, if there was the money am not as optimistic about that as I used to be. to run them someplace, and there was a way of countering Mr. Brademas. Is there, for instance, any effort being this campaign. made within the trade association of advertisers in the For that reason 1 proposed this idea to the Ford Foun- United Statesthat is advertising, public relations associ- dation, of an advertising foundation which could deal with ationsis there any effort to study in a systematic way, the these kinds of subjects. applications of the newly concerned about the environ- Mr. Reid. Well, I think your suggestions are excellent ment for the advertising, public relations business in the and I believe that newspapers haye a responsibility to United States? make sure that advertising is accurate in the same way In other words, have any of those trade associations put that we tried to establish in the federal government's together special committees or study groups to look into Truth-in-Lending Act. this problem for each industry? I hope that you will write explicitly to the newspapers Mr. Mander. Well, I would say that industry associa- throughout California and urge them to apply the tests tions are certainly very, very concerned about this. that the best newspapers generally dowhere the ad is Mr. Brademas. No, I mean the demonstrably true and not deceptive. I would appreciate Mr. Mander. The advertising associations themselves? receiving your letter and hearing from you. I would be Mr. Brademas. Yes. appreciative of your response and I would enter this into Mr. Mander. Besides general exhortations to get in- 165 volved in public problems and the importance of adver- of information in the news columns of which we have had tising men being involved and sprucing up their image a tremendous amount already. themselves, I would say, no, there hasn't been what I So I did have in mind a thing, which I don'tknow is would call a serious recognition by the industry associa- possible, or even achievable or practical, but what Idid tions and there hasn't been any serious thought, that I have in mind was actual funding for conservationorgani- have noticed, given to the possibilities that advertising, zations eager to take on the possibility of usingadvertis- in fact, may be heading for serious trouble, although there ing as an educational form. have been a lot of individualsas I have mentioned, an Mr. Brademas. Thank you very much. Mr.Hansen. extraordinary number of individualsconcerned. Mr. Hansen. Thank you, Mr. Chairman. Weappreciate Basically, advertising has been tied to the notion of ex- your very provocative statement. panding economy and it is practically antithetical to ad- Mr. Mander. Thank you. vertising thinking to be considering the possibility of less. Mr. Brademas. You really touched in your last state- Controlling Advertising By Taxation ment upon my point. I'd take seriously the concern of ad- Mr. Hansen. ...I think you have properly indentified vertising men about the ecological crisis if I could find some desirable goals in an attempt toachieve kind of a that at least they would be willing to get together and balance that will at least give the average person some consider the development of a set of standards to which reasonable opportunities to make a value judgment on they, as advertising men, would be willing to commit some of the issues. themselves before they agree to undertake accounts for I think it is fair to say that it is probably notlikely that their clients and they would say, for instance, "We will we are going to be prepared toallocate the kind of re- not take on an account for a client who pollutes, who sources that you point out that are properlygoing to be does not take into consideration the impact on the en- necessary to achieve this kind of basic fairness. vironment of their economic activities." So let me ask for your comment on anothertechnique Now, I take it you are telling me that we are nowhere that I have not heard mentioned. This may be very revo- near 'thatage of adopting standards at this point? lutionary and it probably will bring the wrath down on Mr. Mander. Yes. I would say we are nowhere near many of us, but it seems to me it ought to beexplored: that. Do you think ... inview of the enormous amounts that are being spent on the kind of advertisingthat you make Educational Advertising reference to... nowis a good time to examine our tax Mr. Brademas. I also was impressed by your statement laws for the purpose of determining some new limitations which is, I take it, fundamentvi fundamental to every on the scope of corporateadvertising that could qualify thing that you said, that any c...chre3i ional program thatis as a legitimate business deduction? not cognizant of advertising cpendingwould be rowing Mr. Mander. I think that would be splendid. Thatis a against a very strong tide; I think you are exactly right and revolutionary suggestion, one that I subscribe to. 1 think, moreover, that your plea for thefairness doctrine Yes. I think if there could be controls overI mean being applied to industry, the concern aboutissue-oriented if there was some effective way of preventing industry by ads and, in particular, your plea that generaleducation way of taxingtaxing anadvertising budget over a cer- adverlising help create a real understanding of what we tain amount, let's say, or providing an ombudsmanwho mean by ecologyI think those are verywell taken points, could tax advertising which is questionable or hasthe Mr. Mander, and I strongly applaud themindeed. effect of presenting a point of view in society for which It is the last of those three that I think wehad in mind it doesn't have an opportunity to defend itselfthat we when we wrote into the bill authorization forfunds to be might make the whole competition between the ecology used in the preparation of materials for useby the mass message and the advertising-publicrelationseffort,to media in getting across the concern about theenviron- soften it, a much more equal effort. ment. Do you have any more specific suggestions onhow But there is a very immediate kind of tax problem,and that proposed section could be used? I did make a very brief reference in mystatementbut Mr. Mander. I took it by the phrase "massmedia" that not as part of the prepared textwhichis that we still what was implied in that section of thebill was funds have the situation whereby conservation organizations, which you say a newspaper could use to investigate, todo in fact any other tax deductible organization is effectively investigative reporting or scientific reporting, of onekind prevented from doing this work, which is far more shock- or another. ing to me than the fact that an industry can present its What I am speaking about today is actualadvertising, message. simply because I think the mental set of societyin general, Industry can present its message and write it off as a as you now have it, readsadvertising in a somewhat dif- business expense, but the Sierra Club or Friends of the ferent mood or frame of mind than it doesinvestigative Earth or any other conservation organization which wishes legislation reporting. to oppose some project seriously, if it involves They know thatit is going to be hardfor me to ar- in any way at all, runs the very serious risk of findingit- ticulate thisbut I think in some ways they are more self out of business because we may be violating the IRS willing to accept things that are stated formally in anad conditions against tax-deductible organizations spending especially by a so-called do-good organizationasbeing a lot of money on influencing legislation. true and pertinent than, more and more, agreater glut So industry can find it easy to be lobbying or influenc-. A 1 166

only set say something about that. ButI think it can be estab- ing legislation, whereas organizations which are economic up for the public good andhave no motive or desire to lished that growth as a panaceagrowth in an definitely society, based on economic growth as something of an make a gain out of it, are effectively and very absolute, God-given, organic process that people need to prevented from doing it. respond tois nonsense, in my judgment, is not at all re- The Sierra Club was seriously hamperedby that action and Friends of the Earth, which was formed as anactivist quired. de- As we see by looking at others, the Micronesianisland- conservation organization, set itself up without a tax with, I find their lives ex- duction deliberately so that it could take onpublic ques- ers whom I spent some time tions but, as a result, it prevented a tremendousamount tremely satisfying, and the notion of expansion and growth of donation money from coming in so that in a waythe is literally meaningless and of no importance. strikes So I am mainly interested in undermining the commit- organizations acting in the public interest have two goal at all. against them as they start, because the fact that theydon't ment to growth as any kind of a reasonable Mr. Brademas. Well, I appreciate that.I thoroughly have any money to do the message bit. saying that it was the So I would. I agree entirely with yoursuggestion. I agree with you. I think I am right in think I would like to study that, in fact, and maybe even distinguished scientist from California, Dr. MurrayGell- propose some possible solution to what you areoutlining. man, who won the Nobel Prize afew months ago, who If industry would be prevented from writing as adeduc- said something to the effect that the mark of a truly civil- tion, if P.G.&E. could not write as an advertising deduc- ized society it is capacity to forego undertaking enterprises tion, its ads trying to sell the public on nuclear power as a of which it is technologically capable. [Applause.] nonpolluting power source, it might not do quite so many Mr. Mander. Like the SST. I think the phrase is"guilty and it might be easier to have an equal argumentabout until proven innocent." Mr. Brademas. Well, thank you very much for coming, the merits of the issue as it actually is.... sir, and I hope you will let us be in touch with you further. Simplicity versus Technology Mr. Mander. By all means. Mr. Hansen. Thank you very much. Mr. Brademas. Mr. Mander, I just have oneother ques- Introduction of Stewart Brand, Editor of the tion, and this isI was struck in your testimony by sev- Whole Earth Catalog eral references to what I took to be in your ownmind an Mr. Brademas. Our final witness in our morningsession earlier happier time when people lived in the forestsand is Mr. Stewart Brand 1. '-o edits and publishes the Whole simple subsistence economies on the Micronesian Islands Earth Catalog. or Alaska in igloos, and I have just twoquestions here. Now, Mr. Brand, we are glad to see you. We are aware One is, while I am sympathetic to your suggestionthat of your catalog. We read about you in thepowerful New we ought to consider in systematic waysthe impact on the York Times and we are glad to w.come you. environment of various forms of interventionand one Mr. Brand. My statement is brief. I am delighted by witness suggested that we might set up ecological models the spirit behind your Environmental Quality Education by using an island, and others suggested that youcould Act, H.R. 14753, and depressed by every measure in it. harness a computer in which you could put invariables and then you could make an intelligent judgmentof what would be the impact ecologically on a variety offorms The Hazards of Federal Aid of interventionbut I am only expressing the hopethat Iam a former ecology student and I can reportthat you are not suggesting it is really possiblefor us to return ecology as a science is pretty boring. Definitely not for to some state of nature where there is joyousdancing in everyone. the wheat fields and progressive kindergartens.Although Ecology as a movement, as a religion, is tremendously that would be very pleasant, is that really possible at this exciting and everyone can get a piece of the fervor. How- poisoned stage of the game? ever, this voluntary mass education could be You understand the thrust of my question I thke it? by federal help, as highly-intentioned, overspecialized ap- Mr. Mander. No. I think it is not possible underthe plication of fertilizers and pesticides has damaged other conditions at the moment. I myself am not a Luddite al- natural growth processes. though what I am interested in doing is making sure the In my experience the whole apparatus ofapplication, Luddites have a say, simply because there is tremendous approval, and funding commonly introduces a dishonesty truth in the fact that there are other levels of satisfaction into an operation that can never be eradicated; and if the in the world beyond acquisition of material wealth and operation is educational, dishonesty is the death of it. continuing devotion to economic and technological growth. I see that the bill provides for preparinginformation But I am also interested in articulating, in as extreme a specifically for mass media use. Involvement of govern- way as possiblesimply because itdoesn't get articulated ment with mass communications in this 1nannerstrikes often enoughthe notion that growth and technological me as dangerous as rejoining church and state. development and absolute commitment to technology as If federal funds are to be spent on environmental mat- a solution of problems is simply aninaccurate way of ters, let them go to: proceeding. 1. The space program, which has given us the anti- There may be a technological solution to oneproblem environmental prespective to see our planet whole and or anotherI know Stewart Brand,I think, will have to alive and in hazard. 178 167

2. The World Game of Buckminster Fuller's. This com- because they are the guys who lose someof their time. puter operation is planned to perform for theearth as Mr. Brademas.That doesn't upset you, does it? NASA computers did for Apollo 13inventory resources, Mr. Brand. I don't know. This whole questionof the assess damage, compare alternative futures, selectthe most relationship of communication system and government promising, constantly. is the hottest one going. This will be going for years. 3. Contingency planning for environmentaldisasters Mr. Brademas. I am not quarrelingwith you about that, comparable to long-range planning in the military. but 1 am trying to pin you down as to yourimplications 4. A wet NASA to investigate the sea and treat it like on your contention that, I take, you aresaying, just let Antarctica, as a fragile, transnational environment. Use of the networks and manufacturers and advertisingagencies the oceans must be governed from a strictly environmental have control of the whole shebang; who isspeaking up standpoint by an international body with a great deal for the public interest? more power to act than the U.N. has. Mr. Brand. Well, the public can speak for itself. 5. Rehabilitation for ecological disaster areas such as Mr. Brademas. Who speaks up for the public interest? Lake Erie and the Appalachian strip mine country. Mr. Brand. Well, you see, I am just trying to be as use- 6. Ecology action type groups, but only for services ren- ful a witness as I can. [This is] the first operational ex- dered. Do not fund them, do not tax them, do not pass laws perience that I have had. I learned a lot of stuff in the about them. When they perform a service to government schools and then had to go to unlearn it and relearn it my such as investigation of environmental crimes, pay them way so that I can feel good with it. for the information. That's happened with ecology; it has happenedin other had is that 7.Faow-up reports by independent groups of federal things. The other operational experience I have actions affecting the environment. Do this as abuilt-in all too often federal funds have come in as kindof a poi- part of initial funding. Appropriations for a dam or a war son from on high or afar intothe local operation where would include money to go to the National Science Foun- they don't bear real relation to the local situation.And dation Or the Audubon Society or whoever to study the this dishonesty bitboy, you lose every time. environmental effects of the project and report on them. Jerry's point on the taxation question is a good one. I realize that practically none of the above arethe The first one to apply for exemption wouldbe the big province of the Education Subcommittee. JohnHolt has companies, with the pollution ads. suggested that if we tried to teach infatits to talk, they Mr. Brademas, Well, I hear what you aresaying and would never learn. I suspect it is the same withecology. I don't think that I am in disagreementwith the spirit It must be learned--it is being learned. If you try to teach that motivates you, but I thinkand we arejust, each of it to people you will only teach them to hate it. Let itbe. us, expressing our own judgmentherethat the implica- [Applause.] tions of your statement, if taken seriously,...would be welcomed with open arms by the polluting industry. don't The Hazards of Private Enterprise ...I take it from your statement here that you FCC Mr. Brademas. Thank you very much. I amdelighted want .. the federal governmenteither through the through by the spirit behind your testimony anddepressed by every in the case that we have been talking about, or sentence in it. [Laughter.] Because, if I read youright, encouraging education about the wholesriectrum of en- you really want to leave things toindustry to pollute and vironmental issuesto be involved. I don't think that is really what you had in mind. Now, we have had witnesses testify herethis morning you have heard themwarningand showing instances on For example, you say that you don't want the govern- for a minute to .. inthe man- how a polluting industry won't hesitate ment involved with mass communications . x dollars into adver- possible. ... put millions, hundreds of millions ner which this bill might make that Now, if one were to take that superduper freeenterprise tising to get its point of view across and to suggest attitude which your testimony suggests, youwould leave the polluting industry is doing a splendid jobof coping the mass mcdia in this country still moreunder the power with pollution. ful economic control of the industries thatpollute. Now, the purpose of the legislation we areconsidering I would remind you that it is onlybecause of the im- is at least to be able, in a modest way, to begineducating Communi- people about some of the dangers ofpollution and other position of the fairness doctrine by the Federal that cations Commission that we now find some spot commer- attacks upon the environment. So I am not quite sure cials on television in this country that attackcigarette I appreciate the thrust of yourtestimony. smoking as being injurious to health, whereas prior tothat ... I agreewith your vibrations but not with your pre- tl-e. cigarette manuf9rturers had a complete monopoly. scriptions. We are very grateful to you. [Applause.] think, We are very grateful to Mr. Brand and to allof our Now, I cite this only as one instance in which, I going to adjourn your readily colorful rhetoricis dangerous. You don't other witnesses this morning and we are point? now for a little over an hourbefore we return around 2:30 really mean that, do you? Do you understand my subcommittee is ad- Mr. Brand. I believe so and I am not surethat fairness for the student-faculty panel. The networks, journed. doctrine hurts the right guy. By insisting that 2:30 for example, give equal time to, you know,the other ads, (The hearing adjourned at 1:30 to be resumed at we will say, who gets hurt is mostdirectly the networks P.m.) 168

DAY 12 AFTERNOON

House of Representatives, Select Subcommittee onEducation San Francisco, California May 1, 1970

The afternoon session of the San Francisco hearings consisted oftestimony from a panel of students and faculty from the University of California at Berkeley. Dr. Arnold Schultz, professor of forestry and conservation, wasthe opening witness. Ile contrasted the idea of "ecosystems management" with "environmentalcontrol." He defined "environment" as everything which is outside aman's skin. In this sense, "environment" is much too broad a concept with which towork; the concept "ecosystem" is much more limited and useful. He decried thetendency to view the environment as an ideal state which hasbeen befouled by man. The environment is, rather, a set of constraints within which manmust operate. Hence, it is never a question of controlling the environment, but instead, a matter of managing(working with the constraints imposed by environment) ecosystems (limited portions of the total environment). "Who should educate whom regarding what?" was the questionposed by James Pepper, a graduate student in landscape architecture. Pepper's answer was thatthe "guilty" are the ones who must be educated. It is not"the public" who are to blame for the state of the environment. It is the leadersthemselves, both governmental and corporate, who have failed to forestall environmental deterioration. Though it has had manyopportunities to do so in the past, Congress has consistently failed to pass laws regulating the environmentallydetrimental activities of industry. Thus, it is perhaps Congress, most of all, which needs educating. Pepper and Ruthann Corwin, a student of philosophy andphysiology, both made a number of specific suggestions for hnproving the bill by adding clearer guidelines for itsimplementors to follow. Pepper recommended more precise delineation of the standards of commitment to be met by recipients offunds and the kinds of programs to be funded. Corwin suggested that, in order to guide the implementors, the billshould indicate models of types of programs to be funded; she described three interdisciplinary models withwhich she was familiar. She also stressed the importance of funding programs of "less structured" groups, even though it is moredifficult to assure follow-through and results from these groups. Michael Scriven, professor of philosophy, drew on his academicexperience as a moral philosopher as well as his practical experience with the problems of precollegiateeducation to make two major points. His first was that we can not have environmental education withoutgetting into "hot" political and moral questionswhich manycommuni- ties and schools are reticent to do. There are two prerequisites tointelligent handling of moral problems: we must learn to clarify the moral issues and then to recognize and managemoral conflicts through open consideration of the implications of various value positions. Our schools have prepared citizens verypoorly to do either of those things. Scriven's second major point concerned the practical problems ofimplementing environmental education programs on a broad scale. He pointed out that good, complex ideas are noteasily diffused to others unless they are "packaged" in some concrete, easily transportable form. Thus, thedevelopment of materials for environmental education is extremelyim- portant if nationwide impact is the goal. 169

Mr. Brademas. Th, ,,,J-mrnittecwill resume con- The handbook was edited by Garrett. ... sideration of H.R. 14753 this afternoon. In 1969, just last fall,I initiated and taught another We shall have a panel di .:ussion of the witnesses who new course, this time for undergraduates. This is the popu- have been scheduled: Dr. Arnold Schultz, professor of lar interdepartmental study course entitled "Man and His forestry and conservation, University of California in EnvironmentCrises and Conflicts." It has had up to Berkeley; Dr. Michael Scriven, professor of philosophy 525 students per quarter, from freshmen to graduates, and at the same university; James Pepper, a graduate student represented by nearly every discipline on campus. ... at the department of landscape architecture, and Ruth Now, I would like to make some brief comments on Corwin, an undergraduate student, also of Berkeley. the bill. If this bill passes, it will serve an excellent pur- The Chair would like to suggest that these witnesses pose. However, as itis now written, I see a number of be kind enough to come forward and take seats and that, weak emphases and fuzzy thoughts which, if not modified, if each of them will be good enough to summarize his pre- may ultimately get the whole program off on thc wrong pared statementthe entire text of the prepared state- foot. ments will be inserted as if read in the hearingsand that procedure, I think, will afford us more opportunity to put The Necessity of Management questions to you. Unless there is some other order of I shall outline [several points] here. .. Firstof all, thc testimony, we can begin with Dr. Schultz. focus on management: to achieve or maintain any desired Who is Dr. Schultzyou, sir? Then, I takeit Dr. quality of environment, control or regulation must be af- Scriven is not yet here? fected. This requires knowledge about management. But Dr. Schultz. No. environment itself cannot be mantlged, only systems can Mr. Brademas. Mr. Pepper? be managedin this case the ecosystem. M. Pepper. Yes. The idea is that "environment" is too vague a termand Mr. Brademas. And Miss Corwin? one reason why environmentalquality has deteriorated in Miss Corwin. Yes. the last half century is that the science which dealswith Mr. Brademas. Would that be satisfactory? environmentnamely ecologyhas traditionally abhorred Dr. Schultz. Very good. the idea of management. However, if you think about it, Mr. Brademas. Dr. Schultz, if you would go ahead, sir, any time you take some overt action to correctsomething and, as I suggested, if you could summarize for us your or to do something, it is management; andthe ecologists statement because we have your statement and we can and the "balance of nature" people in the past and even read it as you move along. Earth Day people of the present think in terms of "leave it alone," but we know now that we just cannot leave it Introduction of Arnold Schultz, Ecologist and alone. In fact, to leave it alone is a form of managementif Professor of Forestry we think in terms of managementno matterhow objec- Dr. Schultz. Very good. Thank you, Mr. Chairman. tionable the term may be to us. I think this would be at I am an ecologist. I have been a practicing ecologist. least pedagogically preferable to a term "environment" teaching, research and consultingfor 30 years. Some of which now is a vague term. my later remarks will reflect this background. I think Mr. I put the ecologists' word or term "balance of nature" Brand, who talked about being bored by ecology, didn't, in the same category as the economist's "free competitive of course, take a course from me. [Laughter.] market." The physicist has an analogous construct which I have a bachelor's degree in zoology from the Univer- sums them all up perfectly: "the perfect gas." [Laughter.] sity of Minnesota and a master of science degree in Today's rhetoric perpetuates the notion of "environ- ecology, also from Minnesota, and my Ph.D. was in plant ment" as an ideal, which because of man's activity is be- ecology from the University of Nebraska. ... coming less and less so. I think it better to consider en- My research has been on both sides of the environ- vironment the other way aroundas a constraint to man's mental quality issue. In the early years I studied fire. and activity. chemical, biological and mechanical methods of manipu- Now, I am not suggesting that the words be changed lating vegetation. Since 1958 I have been studying entire in the bill to accommodate this philosophy. I realize that ecosystemsthe arctic tundra, the coastal pygmy forest environment and ecological balance are now ordinary con- and high mountain meadows. cepts, useful for conveying the general concern. But as Now, not to continue on with more of my qualifica- scientific or managerial concepts around which to develop tions but rather to indicate some of the things that we sound education programs they are horribly deficient and have already started at Berkeley in the way of environmental quality education; one of these things that I have completely inappropriate. been involved in since 1964, I have taught a coursea graduate level coursewhich is called natural resource Delimiting Controlled and ecosystem, but I prefer to call it ecosystemology. And this Uncontrolled Environments was the first course of its kind in the UnitedStates. Now, as to environment, my reason for defining environ- Now, one of the students that took my first class was ment as a constraint, rather than something that should be Garrett De Bell and I have perhaps the first handbook, managed or controlled or something that is out there de- The Environmental Handbook, that came off the press. teriorating because of man's activity, [is that] everything 170

This is all It doesn't make any difference,really, whether the agent, .. from man's skin on out is environment. is the wind, which we environment and the farthest reaches of the universe can- the active agent initiating a process, We can't do anything about can't do anything about, or if it;s fii who doVz, some- not possibly be controlled. about it thing by accident or man who doessomething by willful itin fact, we don't want to, we don't worry [S]o what exists now is nature; otherwise we but there is some point between man's skinand a dis- design. ... of "our system," get into trouble figuring out howfa i.. back we have to go tance from there that we think in terms before we even can find nature. "our ecosystem" or home or whatever you wantto call ought to be. itour immediate environment, we call itandthisis Artificial science is concerned with what Goals and purposes are involved.The strategy of the arti- what needs to be managed, this is what we areconcerned is involved in . . . boundary is ficial sciences is mostly synthesis. Synthesis about and all that [is] mtside of that in creative work, what truly should be called environment.This is some- design, management, policy formulation, and in all decision-making. Artificialsciences include en- thing that we do not need to control. administration, edu- So that part that is measured right at thecertain boun- gineering, law, architecture, business given, a cation. I think of ecosystem management as anartificial dary of a system is actually a constraint, or a profession fixed constraint under which we have to actand this is science. I think of ecosystem management as a about the only f,:asible way I know of how tohandle the which we must develop. framework which can So ecology is a natural science tothe extent that it de- problem and to formulate it into a scribes the system as it is under theconstraints of all be put across at any levz.1. the ecologist, is satis- I haven't tried it at the elementarylevel, but I think natural laws. But no one, least of all fied with the world as it is. It must bechanged to some- perhaps it can be done there, too. times, to tolerable So this puts more emphasis on ecosystemitself than on thing elseto what existed in earlier morning also limits, to a more conservative use and so on. environment. Some of the testimony this present state, we brought in that same concept of the ecosystem. Even when we are satisfied with the choose to apply some overt action tokeep it that way and this is management. Anyway you want toslice it, this is Systems and Purpose conceptually all the an artificial science. The greatest advantage in packing So I think we have a hangup here onthis distinction manipulate things into the ecosystem isthis: teach analysis can between artificial and natural sciences in the way we Now all the tools and strategies of systems sciences, what- be brought into play. Such methods assimulation, oper- ecology, in the way we teach environmental ations research, decision and game theory,network and ever you want to call it. powerful and have flow theory, topology and others are Generalists ..in business admini- The Need for and Practicality of found application in many fields . inter- stration, economics, architecture, and elsewhere.So these Now I want to say a word about multi- versus methods are likewise appropriate for studyingand man- versus intra-disciplinarystudies. The word "interdisciplinary" is sortof an "in" thing in aging ecosystems. in which this A system is an organization with a purpose.This re- education today and there are several ways systemthe ecosystem we can be brought about. lates the system to some larger education now, I am are talking aboutandit should be recognized that the One way would bethis is in and technology not talking aboutinterdiscplinary researchin practice carth is polluted as it is because science disciplines together were obsessed withmechanismsfinding out why things this means to get people from various happenedwithout a thought of goals. to teach their particularbag of ideas to the same student. deemed worthy of Professors sometimes get together theidea beforehand and The "what for" questions were not specialities into an in- science and the schools perpetuated theblunder. bring these ideas from the separate thinking in terms tegrated package and subject thestudent to it. So in all our sciences we have be'-: specialty con- of mechanismswhat makes things '_and we haven't More often they individually toss the of what for, which has aiways been cepts up into the air, and asthey come down, the student ever asked the question integrating him- relegated to poets and philosophers. grabs an armful of confetti and does the system study, self. So the philosophy of holism, along with the only way both synthesis and analysis, are necessarycomponents of This is not a caricature. This is the way, the educational programs that ought to beenvisaged by we can think at presentabout the interdisciplinary ap- all disciplines this bill. proach. It takes a new language common to before the real goal is effected. The realgoal is the production of a multidisciplinarian, a person who canhandle The Nature of Nature the way en- competently more than one discipline. Now, another thing that bothered me is generalist vironment and science and nature are thoughtof. Now, this brings up the argument about the includes the and the specialist. There would be no argumentexcept that Nature to me is what exists right now. It aspirations of becoming special- oil rig platforms in Santa Barbara Channel,the Delta- we go to school with the The ists. I think it has been with us for centuries. Mendota Canal and Lake Erie in its present splendor. school student strategy of natural science is mostly analysis;its output is The question every grade school or high observed asks himself at some time is "What do I want tobe?" If descriptive and it records invariants among all simply because he events and states them as natural laws. he turAffit to be a generalist, this is .11111 171

is necessary to give the explana- could not makc up his mind about what course to pursue. go down no further than Our educated society has built up a stigmaagainst this. tion we want. something This gives more time for studyingoutward-di: ected re- Employers, while t':ey like people who know the political and about everything, me\ ertheless use expertise as acriterion lationships from biological subsystems to economic and social subactivities. for hiring. education program So even environmental quality education musttake So it is conceivable that a thorough addressed to environmental quality couldalter some basic these matters into prr7ount. Obviously we need some gen- I would prefer to eralists. At eleme=ry and high school levels,students precepts such as the building block one. does not say "should" rather than"could." have not yet put the blinders on. So unlearning is rigor. There are have to be done. The problnm really is, first,in training Another thing that would be affected two opposing views. We can'treally have a good outgoing the teachers who a-;:e in charge of the school programs of the rigor. and, one step further back, in training theorganizers of generalist program without sacrificing some I don't know whether you need to worrytoo much about the teacher training programs. the two things At step two is where we despvaately needmultidiscipli- rigor or put too much emphasis on it, but don't go together too well; however, it maybe formulated narians, people with a holistic philosophy who are not con- and we can talk about vinced that all can be solved with technology nor con- at a certain level of organization action. this with suitable rigor. I think that sumsit up pretty well. vinced that all can be solved with political much, Dr. Schultz. Specialists are for the most part too hungup withintra- Mr. Brademas. Thank you very discipline loyalties, too immersed in their ownlanguage, too narrow in their outlook to behelpful in organizing a training program. This isevidenced by the difficulties we Introduction of James Pepper,Graduate Stu- have at Berkeley in developing a 1,road-gaugedgraduate dent in Landscape Architecture program. Ithink we will next call on Mr. Pepper and putthe So my conclusion is that we have really veryfew people questions to all of you together. who at the outset can put such a programtogether or can Mr.Pepper. Isee the problem as whoshould educate properly evaluate project proposalsand . . .the idea whom regarding what. I think the firsthalf of my paper, of specialists specializing or making a singlediscipline out which addresses the source of theproblem, is vital to how of environmental science is folly. I have alittle different we go about answering it. Iwill try to summarize, as brief- way of looking at that. ly as I can, the points contained in thisportion of my I think that we can turn out specialistsin generaliza- paper. tions; in other words, people who dogeneralize but spec- ialize in it; in other words, they are trained togeneralize rather than just happen to take a potpourriof courses Who Is Guilty? and become generalists. The first point that I feel must bestraightened out relates to who is to blame: who is to really beeducated re- An Unorthodox View of CurriculumBuilding garding inadequacies that have brought aboutthe so-called Then there is one final point that I wantmake to and environmental crisis. quality edu- I notice today that legislation andgovernmental and that is the relationship of the environmental being the cation to other curricula. industrial publications address the public as there is a possi- guilty party. I believe this is the height ofhypocrisy, and As I said in my preliminary remarks, the leadership of bility that thisthe education programresulting from this that along with addressing the public, added on or stuck into both government and industry must assumetheir respon- might be just thought of as being in the the school curriculum; but I think it has to gofurther than sibility. I should even hope that this could appear that, mainly because I visualize that thegeneralists' train- legislation specifically, because leadershipis certainly a ing will have to leave out some things. major part of the problem. biologist. At pres- My second point addresses environmentallegislation. For example, a student wants to be a familiar with the legis- ent he has to take chemistry beforehe can become a bi- For the past decade I have become ologist; maybe he has to take somephysics before he can lation that has been proposed regardingecological inven- tories, environmental management, andgeneral environ- take a course in chemistry. defeated, which to me Tuis is the building-blockmethod, where you have to mental matters; they have all been take some of the things at the lowerlevel of organization means that the Congressitself is sorely in need of edu- before you can understand thoseabove. I think this is cation. This problem is not a new one. Thishas been ques- wrong. tioned since the '20s. As I recall, at theUNESCO con- It seems to me that what we should dois start at the December, LaMont Cole, perceptive level, simply what objects andrelations we ap- ference in San Francisco last an ecologist, produced adocument that originated with prehend. twenties saying that they Then if we need an explanation, thatis, if we are in- the Ford Motor Company in the terested in mechanismsthat is, if we areinterested in would not market a pollution-free internalcombustion engine until government made them. mechanisms or inward-directed phenomenawe cantake guilty parties the time to drop down one level and go tochemistry or to As far as I am concerned there are two physics, if necessary, or to nuclear particles,but we shoutil overnment and corporate leadership. 172

Some Requirements for Environmental Education as set forth in section 3, item 1. The description reads as Lyinon Caldwell, a protessor of government from Con- follows: gressman Brademas' home state, prepared an excellent paper for that UNESCO conference, addressing the sub- Institutes of higher education and other public or private agen- ject of governmental organizational adequacy for managing cies, institutions or organizations. thc environment. I trust that this is environmental educa- Now, this appears to me to exclude no one. In order to tion. Environmental problems are not the result of malfunc- avoid pork barreling, this bill must limit grants to specific tion of natural ecosystems, but are the impact of the limit- areas of endeavor. I favor grant-funding priorities be ed objectives of our own social, economic, and political given to persons and organizations who have previously been involvedinthe commitment tointerdisciplinary policies. Environmental education is not a simple matter. study and research and to people who presently have a It not only requires a functional knowledge of natural and commitment to meaningful environmental education. social systems, but also the very difficult and emotionally And a word of caution: large research organizations charged area of intentional cultural change. To be ef- and major educational institutions will find it hard to re- fective in this area will not be easy, but this, too, is en- sist the temptation of "environmentaling up" old research vironmental education. Now, I believe this has been the one point which has proposals with the addition of a social scientist or "en- been overlooked in the testimony that I heard this morn- vironmental somethingist." ing, and that is, that it is the people that are going to I think itis imperative that thisis understood and have to change the cultural system. The natural system that, if the legislation is passed, the grant selection com- continues "doing its own thing." mittee must be aware of this. If we are not prepared to accept the challenge to assure Furthermore, these institutions absorb capital all too a qualitative future for our species we are sorely missing easily. I understand that you undoubtedly will have limited the boat. capital to begin with and I would suggest places that could To develop a theme of Professor Schultz a little fur- generate programs rather than be swallowed in ratholes ther, environment is everything that is outside or external of present research funding. to the organism or object of study. Education directed Therefore, I propose that grants should favor student at this phenomenon would necessarily be holistic or all and citizen-initiated projects and elementary and second- encompassing in its subject matter. ary education programs which aremultidisciplinary and This presents a dichotomy in the present form of edu- problem solving in structure. cation. This holistic education cannot be taught using I think the insertion of "problem solving" is imperative the techniques of the present specialists or compartment- someplace within the legislation so we are no longer ad- alists and by that very nature, our present education is un- dressing ourselves to some abstract, but some operational- intentionally antienvironmental. Adding new curriculums functional concept that Dr. Schultz has alluded to. is not the solution. I am sure that a total revolution in Special attention should be given to interdisciplinary education, and nothing less, will be required to achieve Ph.D. students who will provide us with sorely needed environmental quality. environmental generalists or managers. Now let me address my remarks specifically to the pro- I would like to add another comment regarding grant- visions of your legislation. I will read from this point on ees. I think I would find myself unable toendorse legisla- and make your job, Mr. Reporter, a little easier. tion that permitted funds to go to corporate enterprises I am a proponent of environmental education and en- that presently are spending five times as much money for dorse the legislation in question, but with both general advertising as they are for research and developmnt. Gov- and specific criticism. Much of this bill is vagueperhaps ernment would be extremely guilty of misuse of taxpayers' legislative language has this characteristic, but for an in- money if this were carried out. formed public the bill is simply too unspecific. In some respects it is also misleading. Frequent use is made of the phrase: Educating Congreqs and the Public The provision of section 3, item 4, stressing adult education especially impresses me. I should like to add that .to establish educational programs to eucourage understanding of policies and support of activities designed to enhance en- we might start with an adult environmental education vironmental quality and maintain ecological balance. workshop for the members of Congress and especially for the administration. Even if the terms "environment" and "ecology" have This workshop would serve not only to indicate their serious limitations for any functional policy, it will un- seriousness regarding environmental matters, but if these doubtedly have to suffice for want of more appropriate sessions were carried on mass media, the uninformed and accepted terms. Perhaps Dr. Schultz's ecosysternology public could receive the dual benefit of their own educa- is the concept to discuss. tion and a realistic assessment of the knowledgeability of their elected representatives. Recommendations on Grant-making Perhaps this is an unattainable dream of mine, but this Now to specific criticism: my first specific criticism of might be the feedback that is needed to bring the system the provisions concerns the description of eligible grantees into balance. 18 ol 173

The provision of section 3, item 5, which deals with the public through the use of mass media as proposedin the use of mass media for environmental education is the the legislation. A public informed on the results of its best provision of the legislation ifand perhaps a big "if" investments would be in a far better position to support and only if, the content chosen is compatible with the or reject policy. magnitude of the problem. I believe that in testimony this morning, especially Mr. The Scope of Environmental Education Brand's, concern over governmental intervention in media A final criticism is directed at the failure of the act to was discussed. I share the uneasinessin this matter, and provide even a vague definition of environmental educa- I would caution you that, if mass media are used, let it be tion. Without a general statement regarding the congres- significanta significant mass media campaign. sional interpretation of environmental education, great A mass media public relations campaign of environ- problems could easily arise. mental enhancement would push, us over the brink. Edu- Learning how to operate a spacecraft is certainly en- cation implies the assimilation of new concepts or ideas, vironmental education. I believe you must be explicit or not the reinforcement of presently heldbeliefs. we will end up with still another NASAsubsidiary. This Another important point is, that you may have to de- we can do without. velop programs that may make it tough for some present The environment I have addressed my comments tois institutions to survive. I am not specifically addressing this the environment of this planetthe environment which to government or industry, but ourinstitutions must be- did not and never should require its most advanced species come flexible because the natural systemsthat we oper- to wear artificial breathing apparatus or consume enor- ate within just don't have the resilience tosustain our mous quantities of corrective chemicals in order tosurvive present cultural institutions. biologically. In closing, I must remind you that extensive environ- Composition of the Advisory Committee mental education for this country is a tall order. It is not My second specific criticismit sounds like I have a just another field of study but indeed may be our only hope lot of themdeals with the all-important advisory com- for survival. It will require a fundamental change in the mittee as per the provisions of section 5, item 5(b). American ethic. determine the We can no longer afford to accommodate only our- The composition of this committee will selves. Professor Scriven, in an excellent paper he pre- success and effectiveness of thelegislation more than any pared for the UNESCO conference, warns us, . and I other single factor. The present legislationcalls for a 22- member advisory committee. This figure appears to be too quote: well-qualified citizens generous and I believe that a dozen We are about to enter a rather dangerous phase in the develop- would be sufficient to conduct the seriousbusiness out- ment of environmental education. It is about to become fashion- lined in the legislation. able. The composition of this committee is critical andsimply cannot be a who's who on theadministration's list of Thank you very much. benevolent good guys, a trend that I believe shouldbe Mr. Brademas. Thank you very much. halted immediately, and I, personally, see no need for a Rockefeller, a grand social matron or a Nobel laureate on this commission. This is what wasalluded to in testi- Introduction of Ruthann Corwin, Philosophy mony this morning, and I concur that the era of patronage and Physiology Student must pass. Mr.Brademas. Miss Ruthann Corwin. I believe that membership encompassing [a] natural and Miss Corwin. I am a little disappointed in the fact that social scientist, political economist, citizen environmental there are only two of you here because it seems that much activist, student and educator,. . .representing primary of the testimony that you have been hearing this morning and secondary and higher education, . . .would in my could be learned from a great deal as to all people com- mind, provide the necessary balance for such a committee. menting on what they think and All members should be selected not on the basis oftheir Mr. Brademas. We can't be every place. That is part area of specialization but for anoverview or holistic per- of our problem. spective in their respective field or area of concern. There Miss Corwin. I know; yes. is simply nothing worse than getting highly specialized I wrote some very specific suggestions on different sec- people together to talk about something general. tions and so forth. I realize that one thing I neglected to do is put down all my credentials to make this official and Evaluation Procedures so forth. I am also extremely interested in an interpretationof I will mention that I have a B.A. in philosophy from the provisions of section 5, item 5(a). Theprovision to Berkeleybecause I .am listed as .an undergraduatebut a B.A. in philosophy and a B.A. in physiologycoming up "evaluate programs and projects carried out under this the act and disseminate the results of suchevaluations" does next month and I am a member of the Department of not specify to whom the evaluationwill be disseminated Interior SCOPE Council and I have been getting a lot of and how or in what form this is to bedone. In the interests interesting feedback on what the government is doing. of an informed public, why not presentthe evaluation to At Berkeley I have been involved in faculty-student P5 I 74 committees to try to form a graduate environmental pro- would be the experience of implementing a decision that one's effectiveness. gram and I am on the graduate student committee. . .. one has made, and of evaluating I would suggest that thc above elements of education, especially those that are not now emphasized in educa- Education of the General Public tion, be criteria for the evaluation of projects to be grant- and of Policy-makers One question that comes to mind in analysis ofthis ed funds under this bill. I do not believe the bill is spe- education cific enough, and I am concerned that without guidelines bill is that of the goal of environmental quality of this sort, funding will go to traditional programs withthat we have in mind. One g-)al is clearly spelled outin section 2 (a) and (b)that of educating citizens and out sufficient emphasis on the interdisciplinaryapproach school children to the understanding of policies and sup- and the necessary values and experience. port of activities. Anothcr goal that the framers of this legislationmight Holistic Approaches to Education want to include is that of educating peoplewho can draft For example, all school education from primary to the policies and initiate thc activities, that is, trulyinter- graduate might be given grants for those programs which disciplinary people with a profound understanding ofthc eliminated the traditional curricular approach of dividing interrelationships of many fields and sufficient expertise knowledge into specific subjects when teaching general to appreciate the material of these fieldsin order to be knowledge. This might cover all of primary and most of able to come up with solutions to the complex environ- secondary education, and most survey, core, and intro- mental problems. ductory courses in college. We have very few of these people in the world today, The approach we have grown up under, in which wc and the nature of our educational system is notdesigned had English, history, math, social studies, science, and so to produce a well-educated generalist. It is notenough to forth, is antithetical to the holistic spirit of environmental train the educators; we must have a way that those who education in which we must learn the relations of all think knowledge. A unified approach might have the added teach the teachers can obtain the education that we benefit of solving the problems of alienation and lack of is necessary. relevancy which students complain of, if students know how each bit of knowledge is related to the next and learn Criteria for Good Environmental Education Programs should topics with a framework that allows them to see each sub- I consider that a true environmental education ject in context of its application. be aimed at the vision to sce the world as a whole and all I am tempted to insert a dirgression on why I 'lever facets of a problem in their relation to each other, and learned trigonometry until very recently, that is, when I the ability to work cooperatively with others. discovered I needed itbut I am sure everyone of us can In a world of limited resources, as we are coming to come up with examples of that sort. appreciate, we will have to learn to work with each other A few examples of unifying approaches: one isthe to establish equitable distributions, or wewill perish fight- Tussrnan idea, tricd at Berkeley, where students study ing over scarce goods. Also with the complexity of en- one topic, such as a period in history, from thepoints of vironmental problems, one person cannot know all, and under- view of all relevant disciplines. This is not environmentally must work together with others to get complete oriented, but the idea is sound. standing of a situation. Another example is the education of Horatio in the With these I would include the values of flexibilityin novel The Empire City by Paul Goodman, where the being willing to try new approaches and honesty inad- precocious hero wanders around the city of New York mitting one's lack of knowledge. It is crucial to our sur- learning to read from the newspapers and gaining all the vival that no one pretend that he has information which knowledge of the city--economics, psychology, trades, he does not, and that no one be so ego-involved with any physical environment, social structures, and soforth one course of action that he cannot abandonit for a bet- through observation and interaction with the peopleof ter one. the city, even choosing for himself teachers in characters The holistic approach and the above values of co- whom he wishes to emulate. Later in the book, one of operation, flexibility, and honesty can be embodied in tra- Horatio's teachers describes a regular program ofedu- ditional elements of education such as the ability to define cation of this sort: problems and the boundaries of our knowledge, to evaluate facts and deal with value judgments inorder to come A school where you never go into a school. There's no building, to decisions, and to decide on methods by whichdecisions no special subjects to learn and no teacher. . . . You see, if dimension of from the beginnmg they put you in a building and separate you can be implemented, but we must add the from the world you are supposed to study, then they have to an appreciation of the knowledge of manyfields, so that bring the things back inside again and that's the teacher; and one understands the social and technicalpossibilities, with since he can't bring it all in, he makes a convenient selection, and deeper experience of one specific subject in order to un- those are the subjects. derstand the problems of research and the reliability of data. Supposing you don't start that waya few pages on The last element of education I will mention is also he throws in a teacher and a few principles and a thousand crucial to a true environmental education, for it makes ob- and one lesson plans "in order that the teachers may have vious the world with which one has to deal, and that a storehouse of ideas to draw from. Nowthe way to get 1 SG 175

I would say that the majority of my educational experi- that is to experiment with a pilot group . . . but there's a sample to give you the taste." ence in environmental issues has not comc fromUniversity I'd like to read them all because they are quite mar- of California at Berkeley, but from the Frcc University of velous, but I'll just read onc fragment: Berkeley, Ecology Action, the Ecology Center, numerous conservation groups including Active Conservation Tac- May fifth. Going uptown wc start out early with a gameof sub- tics, the student group at Berkeley, thc Sierra Club, and way tag. Subway tag is a game wherethree try to catch three on othcrs, and many ad hoc groups, including a great num- the trains and stations. They can get off anywhere andride two ber of my friends. stations north or one south. (Special rules for express and local Aside from the reasons just mentioned on whyeduca- stops.) Let them find mit by asking for informationwhere they 1 institutions appears to be more can cross over between northbound andsouthbound without pay- tion outside the traditic ing another fare. The aim is to study the accuracy of such ran- relevant, I might add for your consideration thethought dom informants. Who misleads you and why, do youthink? How that the values of working together, of beingflexible and do the trainmen and the passengers put up withsuch a game honest, cannot be taught very well in a system which places when everybody is rather sleepy in the morning? This is thesouth- emphasis on competiion in the form of grades,degrees, bound rush hour: Note the sentiment of going against the crowd: the Harder? Easier? Size up the train schedules. Play about one hour honors, and whatnot, and whose structure leads to and arrive at Columbia.. .. A session of mathematics on theside- individual getting ahead and achieving security and de- walk outside the subway. Statistics of the passerby in different fending it at the expense of others. This is even more true classifications; how many of what will come next? Which pre- of industry. I would like to see in the bill languagewhich dictions were faulty and why? would exclude grants from going to ?rivate profit corporation training programs, but would include definitcly For the last example, I would like to be able to pre- nonprofit corporations. sent a core course proposal that we have beenworking on hope that the bill will incorporate provisions which for the graduate program in environmental studiesat will make sure that money will go toward these less- Berkeley, as something that is going to happen. However, structured groups. The suggestion has been made to this the ones I have here are only suggestions, and I must em- committee of a minigrant for these groups. I don't see phasize that, because they are not as complete as they why, if their ideas are sound enoughthat is, embody should be and we are still working on getting such a pro- elements of education like those I discussed beforethey gram definitely accepted. can't have rnaxigrants like any institution. One thing that I would like to point out is that the 1 would suggest rather, and this is the last time I will preliminary recommendation from the students, which in- use this prefix, miniforms. It has beenpointed out to me cludes other environmental education elements than just that the groups that get the money are those who already the core course, calls for one core course which integrates have at least enough to fund someone to write a grant the material proposed to go into several core courses by proposal, which, under the system of pages and pages of the faculty. Dr. Schultz, one of my fellow panelists to- forms and itemization down to the last postage stamp, is day, presented the unified core course approach entitled quite a feat. "An Alternative 'Core-Course' Proposal." I would say, if the program sounds good, fund it, and The student generally feels he has a much better un- then keep very close tabs on its progress, and if you are derstanding of the needs for a holistic approach than most not satisfied that the people are coming up with what they faculty. have claimed, take the money away. I have chosen the above three examples, the Tussman Perhaps the difficulty is in the followup, which is why idea, Paul Goodman's suggestions, and the corv, course government agencies requii e such impeccablecredentials proposal as ideas which I believe embody many of the and detailed forms to get a grantthen they won't have to elements of ...environmental education, specifically that follow up closely to see whether the money is being mis- which deals with an approach which integrates many fac- used or not. I would rather see many very experimental tors of a single problem. For the sectionof the bill dealing and noninstitutionalized groups get the go ahead to try with school education, I would suggest that guidelines be their programs, outlined in suffie.ent structural and phillo- incorporated that emphasize this sort of project, as op- sophical detail, and then have the money withdrawn from posed to funding courses in ecology to become just an- half when they don't come through, than see it all go to other subject in the curriculum. traditional institutions where there is very little further contact (annual reports)to see if they are following Informal Education through, and where the programs might not provide the Although I have left this topic for last, it is not what innovative, intetdisciplinary education we would like to 1 consider 'east important. In fact, I have found from my see. own experience that educationgained outside traditional educational institutionsis more relevant, not just for adults, but for schoolchildren and college studentsthat Summary: Needed Revisions in Bill is why I have tried to suggest broader school programs In summary, I will just outline the suggestions I have above, which include actual decision-making andactions, made above for ,:hanges in the bill which I believe will along with an integrated approach to knowledge,which make it more responsive to those trying to achieve true might have the benefit of making education more interest- environmental educations: ing and less alienated. 17I. A broad definition of environment to be added for 176 administrative guideline. Could be included in section 1, but to oppose concrete actions based on these principles.] after line 4. E..c:rvi)ody is for trees but not if it means that we are 2. The addition of section 2 (c) after section 2 (b) goiug iLax [the] New York Times [heavily].... Every- on educating environmental generaliststhose whowill body is for trees if it doesn't mean that we pass a bill out- recommend policies and actions, and train the teachers, lawing paper towels, which is what we should do, except once they have received an interdisciplinaryeducation. for medicinal purposes. .. .Everybody is for trees until Under "Uses of funds", section 3, add (6), making grants it turns out that that means that [we must give up a] free- which will fund such educations. way. . . 3. The incorporation of some sort of elements of an [In environmental education,] specific connections .. . environmental education guideline to the administrators have to be made ... withother areas of the curriculum, for the approval of applications, like those which I have particularly and clearly with the economics curriculum. ... suggested, which will make sure that the programs ap- [W]e need to step up considerably political education, proved will lead to the kind of education we want to en- meaning education not only in political philosophy but courage. This guideline should probably go under section also in the implementation and decision[s] about political 4(a)(2) and section 5(a)(3). action, which, of course, has to begin with action on the 4. To go under section 5 as tasks for the advisory com- campus with respect to the things which students are in- mittee: volved with. (a) Making changes in the traditional methods of review and It's [also] got to be tied into ... sexeducation ...[and] deciding on grants so that forms could be simpler. continuing education ... [and] moraleducation. ... There (b) Setting up methods of following up on programs and taking funding away if necessary, so that the initial funding procedures is no ecology action without [a] morality background. need not be so stringent. There is no way that you can justify. ..interfering with lc) Making sure that the non-institutional groups can get fund- other peoplewhich is what you [do with ecological ac- ed. List prototypes in the bill if need be to assure adn,inistrative tion] ...unless you can say, "I am doing it because of follow-through: Ecology Action; Ecology Centers; Free Univer- the following arguments. I recognize the rights of others to sities; Sierra Club, and other traditional conservation groups; ad hoc environmental groups; ad hoc educational groups. do things in their own way, but.. .." This is the whole moral background. 5. Advisory committee suggestion. . . . mylast suggestion. I thought I would pick up what fellow panelists have said, my fellow panelists, and this is that the advisory Mr. Brademas. Thank you verymuch,Professor committeethe nature of the advisory committee in ac- Scriven. Indeed I thank all of you. In my judgment your cordance to what I readthis is going to be very import- statements have been among the most valuable that we ant. The people on the committee are going to be very have had because you have turned on some of the funda- important. mental issues of the introduction of a bill, that the intro- I know from contact and experience that it is the col- duction of a bill of this kind will raise. lege students now, the undergraduates and gradua -s who are doing the pushing, at least in most of the schools across Environmental Education Canna! the countrythey are doing the pushing in getting this Meet A l Reform Needs kind of a program established and they seem to know the I also am very much appreciative and sympathize with direction as to who they should have and the students ..that I think runs through the statements of should have a say on who goes on the advisory board or the motif . most of you that. .. we are notdoing enough and it is they should be on the committee themselves. ... not fundamental enough and the legislation does not con- Thank you. template a thorough enough revision or reform, or, in- Mr. Brademas. Thank you very much. Mr. Scriven. deed, a revolution in some of the existing patferns of education in the United States. Irtroduction of Dr. Michael Scriven, Profes- I simply want to say that I am not at all unsympathetic sor of Philosophy with what you are saying, except that in our line of work Dr. Scriven. I would like to speak to ycu as somebody perhaps unlike a good deal of what all of you are saying, who has been involved in the last six years in an attempt and I say this only descriptivelywe are incrementalists. to revolutionize the K-I2 social, studies curriculumnot Now, we can't really put in a bill and change every- as a professor but as somebody who decided a number thing in 24 hoursnor indeed in 24 monthsso that my of years ago that we are in pretty bad shape in the high questions, I hope you will appreciate, are put to you in school curriculum and [has been] trying to do the ,iarne light of that observation. sort of thing that we did with thc physics program after Just following on what Professor Scriven just said, I Sputnik. must say, I think he makes a very good point inindeed, ..I have been c.n the board of directors [of the Social all of you made the pointthat ... if you are tobe ... as Science Education C.,-.1ortium] now for six years and effective in this area as one would like to be, you [must] we . . . have spenttle:.:ttire time at the national level touch on economics and morals and sex and the natural trying to get . . . curriculum innovations in the needed sciences and history and all the rest of it.[However], areas created and then implemented. politicallyand I premise this by saying that if you say [Professor Scriven -then commented on the common that unless we do all those things there is no point in tendency of people to approve of high principles in general getting into this line of workthen we ought to fold up :188 177 shop right away. because in my judgment, itis just not possible, given the way in which wc make decisions in a Professor Scriven. What we arc doing to sonic extent, country of 20 million people, itis not possible for any is responsive to your problem. We arc giving you sonic one of us as an individual mcrnber of a 435-member sort of general thoughts about the background, the aca- House of Representatives to push a button and make all demic background, and in my business, the implementa- these things happen that fast. tion game. So I am just unburdening myself of that initial observa- It is not going to affect your bill immediately, but you are thinking about the problems that come up with it.I tion. am not suggesting that you should try to include all the Now, if I could put a few questions to each of you that things now, but only that you should face the fact that, to occurred to me as you were speaking, and I hope Mr. get it to swim, it will need to be tied to these other things Hansen will join me in any point, because there are just getting it into the curriculum when it gets down to the two of us here schoolhouses, the control that voting is going to take and Mr. Hansen. Yes. hooking it onto other things because your curriculums are the most rigid objects in the nonlegislative world and Clarifying Terms they are not going to be moved by good ideas, they are Mr. Brademas. You were, Professor Schultz, concerned not going to be moved by good policy. about the phrase which is suggested in thc title of the bill, So it is just a thought rather than a suggestion for im- "preserving environment and maintaining ecological bal- mediate criticism. ances"that these are textbook or textbookish cliches M. Brademas. Well, indeed, one of thc problems and you were then saying that as scientific or managerial as most of you have suggestedis, how do you get new concepts around which to develop sound education pro- ideas into the educational system? grams, they are horribly deficient and completely inap- Now, one can say, "Well, the present educational sys- propriate. tem is outrageous"; but that, of course, doesn't solve the Now, you are an authority in this field, why don't you problem because it is here and, at least, it is my own view come up with some language that you think would,in your that one ought to not ignore this given reality and, where judgment, be more satisfactory? possiblesince it does make a great impact on the lives Dr. Schultz. Yes. My point on this is that in any kind of people for good or illsee how we can help make it of business enterprise or what have you, you set a goal more effective, at least in respect to the problem we are and then you attempt to achieve it, and I think this is talking about here today. what we ought to be doing with what .. some people I wonder, therefore, if any of you would care te com- would call environment and what I pref: to call our eco- ment on the kinds of curriculums that you could foresee system. being offered, [especially in] elementary and secondary We should set a goal on what we want, what this system schools. should do, and then we manage for it. Now, maybe eco- Do you have any suggestions along that line? logical balancewhatever that meanswould be our Miss Corwin. Well, when I gave the examples, I was goal, but my point is that whatever this goal is, we should trying to suggest that approach; for example, well, it seem., manage for it. sort of obvious with just the games that we have been Ecological balance is a sort of a trap, anyway, because playing in Berkeley, where the money is, that's where peo- it depends on what kind of spatial scale we are talking ple go. about, just for balance. So I don't like the tf:rm at all. It If you are going to make money availuble to projects is a nice thing for an elementary school to use in order and stipulate that they ought to be interdisciplinary in to describe it, but this may not be the kind of thing we nature, then people will come up with interdisciplinary want to include a name for. projects for primary schools. ... Mr. Brademas. You have not answered my question. Professor Scriven. You see, it is so generalized that, if We have to write a billwe don't have to write a bill, you are short of money, you simply have to look for the but assuming we are, trying to write a billwe've got to things that have to go to 50,000 schools and the trouble put some knowledge in it. with that is, of course, not that it is noncurricularwhich What I am trying to get from you is some knowledge may be a very good thing about itbut because it is non- that is more appropriate than the admittedly deficient lan- curricular, you can't package it up and transmit it. guage that is in it. It seems to me that you might want a mix of some of these studies, but I think you ought to go to the subsidiz- Dr. Schultz. When I said that I deliberately did not ing, to the support of a case study materials book. want to rephrase it,itis because there are some terms Now, that sort of thing can ,atch on very fast, not like environment that everybody understands and I admit much doctrine but a case study of the paper towel; a case that everybody understands ecological balance, but when study of the New Y ork Times as a consumer of newsprint; we really come to prepare a program, a program thatis a case study of half a dozen things not put into very tough going to be sound, that you can work with in a managerial language, but simply making the connections. capacity, you know, that you can study and also solve Now, if you run up a thing like that, you print it cheap- problems in, then I think you have to have a more rigorous ly and rerun it every time you get a big order of it, you thing. can get into an awful lot of schools. Then the biology 18 178

without We will be grateful for any specificguidance that you teacher can use it, half a dozen teachers can use it can furnish to us when we get tothe point of drafting ac- losing their identity. really catches on tual language which will eventually cnd upin thc statute In my experience, the fast move that books. The discussion illustrates the difficultyof our task, happens to be centered around these relativelymulti-use that are fairly materials. I don't know how you write languagelike that. that is one of idcntifying some kind of goals going to say specific but, at the same time, leaving the kind offlexibility Mr. Brademas. Mr. Pepper, were you and room within there can be real innovativeand creative something? Mr. Pepper. I might add that too many youngpeople action in implementing the bill. today have become reactive. If they have newideas when they get home from school, they getpooh-poohed by the Pre-school Environmental Education inquisitive nature of young Let me focus on one aspect of the educational process parents. This destruction of the of the people, I think, is also partly due tothis rigid compart- that has not yet been touched upon in the course mentalized primary education and it takesuntil you get to hearings herc today and gct what response any of you care college to realize that it all doesn't fittogether. Then you to make. reactionary typc of I refer to the very early years, so-calledpre-school years. get rock throv, 'ng and other extreme Much of the time of our chairman and someof us on our behavior. looking for all kinds of committee over the last several months has beendevoted I would suppose that you are in this area of pre- suggestions, and I suggest you put provisionsin all fed- to the development of new legislation erally financed education legislation thatthe nature of the school programs. environ- We have been impressed , cmphasis that many textbooks that are used must favor holistic or specialists have placed on the pre-school years as the most mental education. important in terms of the intellectual development of the Teachers child. Educating Elementary and Secondary Now, if the goals of this kind of educativeeffortsen- Bradernas. Well, now, you raise anotherpaint that vironmental qualitative educationare vali 1, thenthere seems to me to be an important onealso and that is the who after all presumably should be some environmental education com- whole question of the training of teachers, ponent in pre-school programs. are going to be offeringthese materials. So I would ask the question for any of you torespond: Assuming the availability of teaching materials,how effort and secondary school teach- what role do you think that this kind of educational can we help get at elementary should play to kindergarten and pre-kindergartenyears? ers? Professor Scriven. . ..I was on the valuation staff of Mr. Pepper. Well, the elementary andsecondary school looking in this country Headstart and I was concerned with it recently in teachers that are being produced today at these things. are in colleges anduniversities undergoing -apid changes .in efforts internally in the ...[I] we think about environmental education . and they are being exposed to the terms of ... whatanalytical schemes [students] can learn, universities to get a more holistic type of education. we are likely to be disappointed;but we can move in So we are undoubtedly in somerevolutionary phase of another directionand it may be a very goodopportunity evolving some more generalized elementary andsecondary to try just thatand that isexpanding the child's range school teachers. of values, expanding the child's range ofinterests, enjoy- As far as specific programs, I couldn'toffer any specific ments, pleasures, by exposure andsupplementary dis- kind of suggestion outside of a course like the oneoffered cussion in talking about explanations and so onnotin by Dr. Schultz. the hope that all the explanations willstick, but in the Dr. Schultz. Yes. Yet it is very interestingthat of all hope that there will be a shift in the set oflearning and the students that I have ha, I have had some 25different contro.,ing attitudes in later years.... departments represented in my graduatecoursewhich You might easily see the child follow it upin later years. indicates to me at least that it is of wide interestbut not I think my response, Mr. Hau:sen, is thedirection should a single student from thecollege of education. be there in modifying his set cif-values so.thatile develops There is something, there has beensomething, wrong have dean interest in nature, an interestin his environment and here that people from the college of education evaluating his follow-up in terms of his later choices. manded that students have to have one singlesolid major this is off the so that, when they gointo high school or elementary Mr. Pepper. Not being a child educator, subject well. top of my head, but it seems to me thatthe expectations school education, they can teach at least one of his future. This is the problem in the interdisciplinaryfield. There of a young child are a very important part dominvit thing If he is introduced at a very early ,-ge to alarge number is a feeling here that there should be this dependence and, then, even though theteacher talks about the of artifacts and he develops a hir'f-i degree of "Well, the che,ni- onI don't want to use techAr 'ogybut onthe products environment in general, yet he may say, raise his level of ex- cal aspect is still the most importantone." of a highly productive ,yste-.: pectation in futurc! It uiight be well to address the pre-school educatio:1 lo a more back-to-earthorienta- Mr. Hanser Mr. Chairman, let meecho the chairman's tion. expression of appreciation. I think there were somevery stimulating suggestions on this bill. 1 79

Miss Corwin. Arc you thinking in terms of pre-school My only plea is for any help that you can give us in thc programs that are taking the children awayfrom their way of suggested language that would make it possible for parents and putting them into some other situation? the nontraditional institution, that would make it possible, Mr. Hansen. I think it would probably encompass two for example, for something like the College of Southern types of programs: the modified expanded Headstart pro- Idaho that has the same chance to participate as Harvard grams where children are in a center, butwhere services or the University of California. are also rendered to the children in theirhomes. Mr. Brademas. Now you have gone too far. [Laughter.] Miss Corwin. Well, it seems to me the best way to af- Miss Corwin. Well,I really didn't mcan colleges by fect the children, the young childrenthe very young nontraditional institutions. No matter how small they are, childrenis through action-type things rather than ex- the colleges and universities are still operating on the same planations and so forth. And, of course, the best way to set of values, competition and so forth. I don't mean in- do that in the second case is, you know, to educate the stitutions at all; you can call it an ad hoc group. . . parents and then come to the children. My suggestio-r -ording the bill was that you ac- But the kinds of things which I think were very effec- tually list protol_ pt. these sorts of groups as examples, tive with children are that the teachers in their own lives as administrative guioelines; because then, if a group wants I guess it applies across the board and applies to you, to get funded, that way they will be able to say, "Well, gentlemen, and applies to us herein a way that you act look here in the billit says, for example, a group like in your own life, you are acting in ways that show that Ecology Action, which can get this and list the description you have a concern for the environmentand for the world as an example of the kind of group that can be fund- around you in the things that you do instead of just go- ed." ing on assuming that, whatever you do is OK and what . . .[Another example is] the Free University. . . . you can get away with is OK and thechildren then will [T]hese are really marvelous ways of getting an education pick this up. This is sort of clear. because they are not free in the sense that there is no ex- For example, my statement I typc, in single space de- pense, but they are free in the sense that there is no compe- liberately because I use less paper that way and if I had tition, there are no grades, there are no scholarships or time to type a stencil, I would have mimeographed it and anything like that. You just go and you take the courses used both sides of the paper. If you people want to do it in with the teacher. You just drop it and you take another Congress, make sure it is on both sides and single spaced one, whatever you like. I had a very marvelousecology and explain why, and all the rest of the suggestions that course, one of the first ones I took in the FreeUniversity you would like to list would I am sure come fromthat. before ecology became well known; and we hiked with a Mr. Brademas. The suggestion has been made. gentleman up to Sonura Pass and, as we went up each Miss Corwin. But, of course, the way we act in our own level through Sonora Pass, this gentleman pointed out the lives, that is the way the children will react. Just by doing level and the relationship to each level as we went up. these little things, then, when they ask you why or tell you This individual had done his thecis work on the biotic why you know, you tell them. If they don't ask and they communities of the hillsides outside San Diego. That's the really perceive that you have comprehension, that the first time I understood the word "ecology." things that you do affect the world around you, you are It is this kind of thing; if you specifically say in the bill going to make yourself responsible to the world around prototypes of the kinds of things that get the money, those you. would have to be guidelines administered in the program. I know that my parents are like this. As far as littering, Mr. Hansen. Again, I concur with what you are saying, my parents did not have that kind ofattitude. I would that any groupif they get together and come up with an never dream of littering because they had theattitude th:t idea that deserves to be explored and developed--should the world is clean now and it is something that is against have the opportunity to make thc proposal and receive my inner being, it is something I learned so very young. some assistance. This kind of thing can be done at all levels and certainly The problem in drafting legislation, you see,isto government is a good place to start it. That will come back identify the goal sufficiently but, at the same time, provide to the children. a fairly wide area within whichentirely new ideas may be developed. Professor Scriven. Well, there are two specific things Encouragement of Nontraditional Institutions ti at I really think your committee might do, Mr.Chair- Mr. Hansen. Let me just ask one further questionof man, just because of your general obligations: Miss Corwin relative to your suggestion, with which I One is to really throw out the Office of Education ap- fully agree if I understand it, that we make every attempt plication forms. They are the worst in the world, not just to provide an opportunity for what youcall the nontra- in the United States but they lead the world by far. ditional institutions to participate in the programs and it You probably have heard that kind of comment before, would be established in this legislation. but I will say that I don't consider myself stupid but I Now, if I interpret your comments correctly, then I found myself unable to complete the forms required to share your criticismof a system wherein those members get postgraduate scholarships for one of my students, even who are on the board and make the selections receive the after they had called me up art-..! said, "We will give it to lion's shares for programs that are funded by the federal you; it's already awarded; all you have to do isfill the government. 191form in." 180

Well, I still couldn't do it,I mean in a period of some Professor Scriven. I would be happy to volunteer my weeks. services in helping in that. But I think if you are, going in particular to Mr. Han- A4r. Hansen. Thank you very much to all of you. Thank sen's question, where he is looking for bringing in some of you, Mr. Chairman. the groups that are not trained in grantsmanship,itis Mr. Brademas. Well, I reiterate, Dr. Scriven, Mr. Pep- terribly important to do that. I get scared off easily.... per, Miss Corwin, and Dr. Schultz, I appreciate your con- But as a sccond point, I am against the university ex- tributions and indeed the contribution of all witnesses in tending this sort of degree, including the Southern Idaho San Francisco. College, because it would be an unfair advantage for them Tomorrow the subcommittee will be in Los Angeles. since they still have an environment. [Laughter.] We thank you once again for the hospitality that has been Mr. Hansen. Well, we will try to hang onto it as long extended to us by Dr. Lindsey and by the California as we can. Academy of Sciences in allowing us to have our hearings . . . [W]e would like to have a one-page application here. form and I think that certainly could be improved and per- The subcommittee is adjourned. haps that might be one of the goals in implementing this (Whereupon, at 4:46 p.m., the subcommittee was ad- bill, if we can get a very short form so that anyone can journed.) understand it and put down an idea and have the opportunit'i 181

DAY 13 House of Representatives, Select Subcommittee on Education Los Angeles, California May 2, 1970

The final session of the subcommittee's hearings was held in LosAngeles. Among others, a journalist and a community action program administrator gave testimony. Gladwin Hill, national environmental correspondent for The New York Times, discussed therole of newspapers in public education about environmental issues. He pointed out that the mass media are themain channels of education outside formal educational institutions. He expressed concern that some of the wording ofthe bill might stir up mis- giving about federal "propaganda" and control of the news. It is essential thatthe government provide information, but it must take care it is objective and factual. Hill proposed several waysfor the federal government to disseminate information to the news media through information centers,through handbooks, and through symposia. When the committee queried him about ways of ,:ontrolling nzisleadingadvertising by polluters, Hill described two major methods employed by newspapers. One control is the "sifting out," by newspapersthemselves, of misleading advertisements before they are ever published. The other is counter-balancing corporateadvertising through news and commentary. Ted Watkins, project administrator of the Watts Community Action.Committee, declined to testify in his official capacity, due to the government regulation forbidding organizationsfunded by priv.lte non-profit foundations to influence legislation. In his capacity as an individual citizen, however,he brought the viewpoint of the minorities and ghetto hthabitants before the subcommittee. He asked two major questions of acuterelevance to environmental solutions. First, who is going to have to make the sacrifices necessary toimproving environmental quality? Watkins cited the specific example of population control: how does this affect minority p-oupsliving in a system of majority rule? Second, Wat- kins asked how we can teach conservation to youngsters who are surroundedby so little worth saving. Watkins emphasized the importance of tying action programs to environmentaleducation in stating, "To teac:these kids about the beautiful things to save when there is nothing in that community tosaveit seems to me like you're further frustrating them."

The subcommittee met at 10 a.m., in room 8120, Fed- Mr. Brademas. The Select Subcommittee on Education eral Building, Hon. John Brademas (chairman of the sub- of the Committee onduca o n and Labor of the House committee) presiding. of Representative.s, will come to order. Present: Representatives. Brademas, Bell, Reid, and For the purpose of further consideration of the bill H.R. Hansen. 14753, the Environmental Quality Education Act, we are Staff members present: Jack G. Duncan, counsel; Maur- meetin2 here. een Orth, consultant; Marty LaVor, minority legislative The Chair wants to ;tate at the outset how very pleased coordinator. J93we are to be here in California and in the Los Angeles 182 area for the purpose of hearing witnesses onthis signi- sort of treatment it gives to sewage. Most people have no ficant piece of legislation. idea of the amount of chemical treatment it is now neces- The subcommittee is particularly pleased to be able sary in most communities to give to drinking water to to welcome here today, or to invite to welcome us here make it safe and palatable. Most people who help pollute today, our distinguished colleague, one of the outstanding the atmosphere with their automobile couldn't tell you members of the Committee on Education and Labor, your the three main chemical categories of exhaust emissions own representative in Congress and onewho has won the or the statutory limits now in effect on these exhaust regard of members of this committee and of the House of emissions. Most people, I would venture, couldn't tell you Representatives on both sides of the political aisle, Con- within one billion the population of the world or its rate gressman Alphonzo Bell, of the 28th Districtof California. of increase, although this is a matter of critical importance. Mr. Bell. Thank you very much, Mr. Chairman. These and thousands of other facts about environmental Chairman Brademas, I want to commend you for your problems arc going to be as vital for citizens to know as leadership in bringing these hearings out here. Greater anything beyond the multiplication table and the ability Metropolitan Los Angeles is on the front line in the in- to read and write. The urgent need for this knowledge im- creasingly urgent national baule against pollution. Prob- plies one of the greatest educational efforts of all time, lems involving loss of control of the environment here, which I am sure is the motivation behind your bill. This particularly our smog, have troubled us for almost a effort will need to use every available channel of com- quarter of a century. munication, par -1arly the educational system and the Local citizens have come to expect public officials to mass media. ... talk about pollution. They do not have great confidence that public officials will do anythi ig about it. Perhaps for Government Provision of Objective Information that reason,itis especially Useful for the House Select for Use by the Mass Media Subcommittee on Education to hold one of its hearitm The mass media will be the main channel of educating here to take testimony on the pending Environmental people outside of school and college structures. News- Quality Education Act. papers, broadcasting stations, and magazines certainly can am pleased to be a cosponsor of thisbill.... use some stimulation and information. Thank you, Mr. Chairman. My opinion and that ot others in the news business Mr. Brademas. Thank you very much, Mr. Bell. is that any sizable newspaper or major broadcasting station needs a full-time environmental specialist today just [The first witness of the day was Rudolph J. H. Shafer, as much as it needs a man in city hall, on thepolice beat, a consultant on conservation education, Bureau ofEle- or sports. mentary and Secondary Education, California State De- That is far from the case, today. partment of Public Instruction. Mr. Shafer offered a brief I would guess, as far as I know, in the field of news- review of California environmental education programs, papers, out of a ccuple of thousand daily newspapers in and stressed the need to secure state support and state this country, there are probably not more than a dozen interaction in any program resulting from the bill. He or two that have a full-time environmental reporter.That offered for entry into the record of the hearings a report limited extent of coverage may give an idea of the prob- by the Conservation Education Advisory Committee to the lem that confronts you in just educating the media with California State Board of Education. Excerpts from this which you hope to educate the public. report may be found in Appendix E of this book. Your bill bothers me a little on one point that I trust The subcommittee next heard from a panel of students, is a matter of semantics. That is where it says grants including Nick Brestoff, director of the Students' Environ- should be made, "for preparation and distribution of ma- mental Confederation of California; Ora Citron, director terials suitable for use by mass media in dealing with of the Southern California Environmental Coalition; Kim the environment and ecology," unquote. To some people Marienthal, founder of Attack Contamination Today, a in the mass media, that might conjure up pictures of gov- high school group; and Ron Eber, co-chairmen of Stu- ernmental agencies cranking out prefabricated news ma- dents' Environmental Confederation of CaliforWal terial to be developed into publication or broadcasts, raising the old b gey of government propaganda. No one Introduction of Gladwin IlI, National En- should lose sight of the fact that while rehabilitation of vironmental Correspondent, New York Times the environment is, like motherhood, something everyone

Mr. Brademas. . . The next witness is Mr. GlLdwin is in favor of, nearly every phase of this rehabilitation has Hill,national environmental correspondent, The New aspects that are political and controversial. York Times. Nevertheless, there is a vast body of factual informa- Mr. Hill. The job of rehabilitating our environment, I tion that needs to be conveyed to people about environ- think, is one that can be done only thiough mass action mental problems before they will be in a position to even with mass support and that implies mass familiarity with start arguing intelligently about them. That area of factual the int,ricate details of environmental problems. information, just as antiseptic and clinical and objective The degree of public ignorance today is appalling. En- as census information, is the sort of material on which vironmental quality begins at home and most people have any federal agency would be well advised to concentrate plant is, let alone what as far asIthe mass media are concerned, if the agency does no idea of where their local sewage , i not want to find itself in the midst of the same kind of sonic of your specific concrete suggestions such as tempest that has arisen over sex education. of the information center for the media and the symposium Some sort of active publishing or distribution of objec- and handbook information. tive information might be found workable, but I can think In essence, it seems to me what you are suggesting for of several other means that could be utilized as well. the media is something not unlike what has been suggested for teachers of environmental studies, especially at the Information Dissemination via Information elementary and secondary school level where there might Centers, Handbooks, and Symposia be symposia or institutes, as they have come to be called, One would be the development of an information center for teachers. voluntarily for environ- It has also been suggested that, in Washington, at the on which the media could call U.S. Off....e of Education in the Dc.partment ofor the mental data as individual organizations want it to. That section that would deal with environmental education would lift the stigma of propaganda being planted. And there be a central repository of teaching materials which thcrc is a great need for a recourseresourcelike that, could be made available to school systems all over the today. Another useful device would be the background media United States or to private nonprofit organizations of the handbook. One reason the public has gotten a very de- kind represented by some of our witnesses here earlier tailed account of the Apollo program is because early in that might wish to undertake support of such studies. Angeles, Is thatdid I misstate what you have in mind? the game North American Aviation here in Los Mr. 11111. No; that is what I had in mind and the thing in collaboration with other major contractors, turned out could be enlarged as much as you want it. I would not be a very well-p:oduced, well-indexed,looseleaf background factbook. distributed to writers and editors, that couldbe frightened at the idea of a large building in Washington updated periodically. And this was done, I would note. with some sort of an agency acting as an information center on this vital area. without getting into any of the controversial areas of the It could be enlarged even beyond the media, to the Apollo program. Another device which has been used successfully on a point where citizens could go. I am very conscious of the be used fact that we have, as a nation, some tremendously momen- small scaleand I do not know why it should not tous decisions before us in the years immediately ahead a lot more in educating themedia on public problems is the symposium, a national or regional gathering towhich things on what we are going to do about population, the selected executive editors and reporters or, for that mat- internal combustion engineand unless decisions, need- less to say, are backed, supported by and involve a great ter, any other professional categoriesof peopleeduca- iding of peo- tors or people in governmenta meeting towhich they mass of public understanding, the underst are invited at which topnotch expertsbrief them on the ple in general, they are not going te be valid, they arc not latest information in a field and there is an opportunity for going to stand up. extensive two-way discussion. Mr. Brademas. Well, I appreciate that. An example of this is a thing that theAmerican Cancer Society does almost annually. They hold sessionsof from one to several days around the countrywhere there are Counterbalancing Advertisingf lolluters concentrations of cancer experts and cancer research. They Mr. Brademas. Mr. Hansen. regularly come to Los Angeles. And qualified reporters, Mr. Hansen. Mr. Chairman, let me also express my science editors, national and local, sit in on as many of appreciation for what I think are some very helpful spe- these sessions, going from place to place, as they want cific recommendations concerning the implementationof to, so you have sort of a revolving group. Youhit the large this bill. I would only raise a question, that grew outof media as well as the small or, at least, you give them an our hearings yesterday, tosolicit your comment. opportunity. This isa very relatively inexpensive sort Some of the witnesses in Salt-Francisco madereference of operation. The reporters pay their own expenses. The to educational problems that are beingundertaken by main cost is that of organizing the sessions. These tours, many of the corporationsthrough advertisements in the I know, have contributed greatly to media understanding mass media, calling attention tothe contributions they are and public understanding of the Facts of cancer. There is making in cleaning up the environment. Many of theob- no reason why the same format could notbe adapted to servations made by the witnesses who addressedthem- the even more important realm of environmental prob- selves to the subject were to the effect that muchof the lems at a minimum expense to taxpayers. But I do not material in the advertisements is misleading andinaccu- close the door on any means of disseminatinginformation. rate and designed apparently primarily toclean up the We will need every means we have to really come to grips image of the corporation. In our discussion, wefocused with this critical problem of environmental degradation. attention on the responsibility of the media itselfand advertising agenciesin trying to develop some kindof basic standards that might be applied. I would begrateful Parallels between Dissemination Programs for your comments on this problem, if you thinkitis a for Teachers and for Journalists problem, and on what you think the newspapers and the Mr. Bradernas. Thank you very much, Mr. Hill. It is media generally can do to help contribute to the dissemi- a most useful statement and I amparticularly struck by nation of accurate, balanced information to the public. P 184 believe that. I think it is quite clear on the recordthat a Mr. Hill. Well,I do not think that, generically, you have always lot of industries do lie. I should havethought that one of have a different problem here from what you made to the public had with corporations tendinQ to puttheir best foot for- the contributions that Ralph Nader has always done that, is to point out that the claims made by manyof the auto- ward or advertise their wares. They have the safety in advertising. They have never told youabout the labor mobile producers in the United States about stuff that was of their cars and so on quite obviously,by virtue of the troubles or the financial troubles or the passed a law behind the facade and so it has alwaysbeen up to the fact that so many of them, after the Conuess the financial requiring certain safety standards, had to turnthem back; media to bring out both sides, reallyon that the revelations with respect to a number ofthe rep- page, to tell the story oftheir financial pros and cons and deal with things resentatives made by American pharmaceuticalmanufac- vicissitudes and, on the news pages, to turers about the drugs that theyproduce have been, like labor troubles and that sort of thing. clear that they I think this can be carried overinto this area. I can't have made clear that, have made it very they are gilding the have been lying to the American peopleabout what their foresee big corporationscertainly, drugs could do and could not do. lily, right at this moment, a lot of themIcan't see them this field but I do becoming really mendacious about the businessbecause I do not pretend to be an expert in if they should, not really think you meant that,did you? it would be very bad public relations; but Mr. Hill. No. I was thinking more inthe framework of there are two areas where it can be hit. Spec'ically what One is, most sizable, sophisticated newspapersare quite Mr. Hansen's question about advertising. advertising. In I was thinking is that a big advertising agency isgoing to discriminating about sifting out misleading outright misstate- The New York Times, for instance, somebodycan't even think severa' times before they put an ment in an ad where it is conspicuous. say that they have thelargest, the biggest sale of fur coats dcal with is along in history unless they can affidavit it. So youwould get I think the big problem we have to the line of what you were saying;that the biggest prob- into exaggeration, that way. expressed specifically on And then, your other safety valve isputting the things lem is the big lie which is not which is our a given piece of paper, at agien time. To me, the big lie in proper perspective in the news columns, putting out either di- constant struggle all the tir..e, and I think ... we are up that American industry has been huge job ahead in rectly or indirectly, consciously orsubconsciouslydoing to it in principle but wc just have a that it is exerting itself on terms of volume. it for some timeis the notion this field of pollution control. It's like the Edison, Company down herein Los Ala- Board just came mitos has struggled for years to get rid of objectionsabout The National Industrial Conference stuff coming out of there. Well, the stuff comes out up with a figure thatindustrial outlays on pollution con- th trols for last year, 248 majorcorporations, which pretty at the rate of somewhere between500,000 and one mil- million. Well, that lion cubic feet a minute and that much volumeof any- well covers your big oneswas $300 thing is just almost impossible to deal with,but ways can is ridiculous. be found. Mr. Brademas. Perfectly. They are finding the only way you dealwith a thing Mr. Hill. You take that and relateit to gross national like that, you can't treat anything that comes at you one product, you relate it to value addedby manufacturing or any other economic yardstickand it is ridiculous. It is no million cubic feet a minute; you've got tochange-where has to be spot- you start in the beginning by putting in afuel that is not effort at all. And that is something that so obnoxious. lighted, and we intend to do it. the informa- Mr. Brademas. I agree verystrongly with what you We will have to narrow things down on time. tional side the same way. And that issomething that, at said but I cannot resist being contentious one more and talking I do not at all agree with you thatadvertisers in this coun- least on the Times, we are worrying about with respect to which rep- about, conferring about the planning about allthe time try refuse to advertise products in a way resentations aremisreprLsentations aremade. is how do we get this story across in the most, prominent advertising that is meaningful? How do we cover thebases? At the Yesterday, we heard from a mrselves too thin and agency head here and he made veryclear that most ad- rxne time, how do we not svrcad which I mean people confuse people? vertisers in the United Statesby that the media who are professional advertisingagencies or professional I think it is about the biggest challenge have, there is no have ever had. I mean, it makes covering a warrelatively public reh lions agenciesdo not really than a war; standard, there is no code by which theymake an ethical simple because this a huge thing, far bigger the client's prod- it is going to go on as far as we can see ahead. judgment on the issue of whether or not uct is an honest product or not.They just. do not. They /mage advertise the product. T he "Big Lie": Industry's Anti-pollution Mr. Reid. If the chairman would yield, atthat point Mr. Brademas. Mr. Hill, just followingwhat you have said, I cannot forbear making one otherpoint. I guess I Mr. Brademas. Yes. really do notthough I find nr,self in agreementwith most of what you have saidI do notreally find myself Responsibilities of Newspapsrs in in agreement with your last point withrespect to, if I Exposing the "Big Lie" Mr. Reid (continuing). I would add tothat. .. two understood you correctly, to the lack ofmendaciousness as a , on the part of, to quote you, manyindustries; I do not things.9nefdbI think there are certain industries, 185 wholepowerplant industry being one, the oil industry Mr. Watkins. That is right, sir. anotherwho frankly are claimin2 that they are doing Mr. Brademas. Pleased to see you here, sir, and go right something about pollution when, in fact, they are not and ahead. in some cases are making it worse. (The letter referred to follows: ) The question that I would raise here is: should the major newspapers now take a look at what you call the WATTS LABOR COMMUNITy ACTION COMMITTEE, oversimplification and the big lie? April 29, 1970 Hon. JOHN BRADEMAs, When an airplane manufacturer says they are retro- Chairman, Select Subcommittee on Education, Committee on Edu- fitting jet engines and have solved, to some degree, the cation and Labor, Washington, i).C. pollution problem by removing soot but, in fact, what they DEAR CONGPESSMAN BRADEMAs: I am sorry to advise you that I am unable to testify before your Committee at the present tirne. have done is break it up into particles you cannot see As Project Administrator of the Watts Labor Community Action which will now stay in the air for four to five years and, Committee, I do not want to jeopardize one of our critical funding therefore, they have actually made the problem perhaps resourcesnamely, private foundations. worse, I wonder if newspapers now have a responsibility The Tax Reform Act of 1969, page 29, section 49-45 D and E. to look a little bit back of this question of when they makes it illegal for any organization receiving support from private foundations to,in any way, influence legislation or legislative rather glibly say they are building a safer car or that power bodies. I am sure that the, Subcommittee members are very much is going to be clean or whatever they may say. aware of this legislation and can appreciate the need for my de- Mr. Hill. Oh, ;1i)solutely, I would agree with you there clining to participate in these hearings. and I would not dis;:gree with you at all onagain, I was If, however, the committee has any questions to ask me as a private individual, I will of course be happy to cooperate. thinking in terms of, you know, really specific missta"- TED WATKINS, ments but the Project A chninistrator Mr. Brademas. No; I am not talking about robbery in broad daylight, at noon. I am just talking about what is Mr. Watkins. Well, I guess after most of the things that very often standard operating procedure. I do not think I have listened to back here in the room, I begin to won- we are in disagreement, Mr. Hill. der when they really start applying to a community like Mr. Reid. No. Watts. Mr. Brademas. I want just to conclude our questioning On the educational part, to tell kids in a school in a of you here by expressing our appreciation both to you community like Watts about saving environment and the for the pioneering work that you have done as a journalist needs for conservation and all these things and knowing in the entire environmental field and pay a tribute to The the conditions of the schools that they will be taught these New York Times, because The New York Times helps set things in, it seems to me to be a frustrating and fruitless the pace for journalism in this countryand on your great effort. newspaper, out on the frontier, honefully, you are going There are three schools that I know of in Watts start- to induce others to following your leadership. ing from the elementary school which has a pile of junk Mr. Reid. I might just add that I share that view, from behind it. That's similar to me like the thing that hap- what I know of your pieces in the Times. But also I make pened in England when the mountain came over on the some plea to you that there are some trends abroad in the school and destroyed the students. That school is an ele- land that are worrying and I think the Times and other mentary school on which to begin. great papers have got particular responsibility to keep The next school down there is a school:down the street, telling the truth irrespective of whether reporters' notes a little further, which is a junior high schoolwhich is are seized or particularly as some of the networks are now backed up by industry. being frightened, so I hope that, if anything, you will con- And the high school, which is Jordan High School, is fin m? your leadership and make it more explicit. A lot another school up the street further, that is also, on the rides on both your accuracy and the courage. east side of it, completely backed up by junkyards and Mr. Hill. Well, thank you. We certainly will try to. industry. Mr. Brademas. Thank you, Mr. Hill. I don't know how a kid can think in terms of the kind Mr. Reid. Thank you, Mr. Hill. of environment we are talking about when from the elementary school until he graduates from high school, he is placed with the junkyards and the trash. Introduction of Ted Watkins, Watts Labor I can understand, looking out this window, what you Community Action Committee are talking about when you say, "environment." Mr. Brademas. The next witness is Ted Watkins, of the Watts Labor Community Action Committee. The Chair would like to ask unanimous consent that Environmental Programs in Watts there be read into rle; record, prior to Mr. Watkins' state- One of the things that we did in Watts was, back in ment, the text of a lettei dated April 29, 1970, to the 1966, we started what we call a conservation corps pro- Chair from Mr. Watkins, in which hc makes clear that he gram, a Community Conservation Corps. istestifying not as project administrator of the Watts Since that time, we have planted some 10,000 trees in Labor Community Committee but as a private in- Watts. We have built 11 vest pocket playgrounds in the dividual. community and we have taken land that was the right-of- Is that accurate, Mr. Watkins? way land for the power and water company and it was 'a

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parks available for kids seven to 15 years old, so wefelt that blight in the community and changed it into strips of August of 1965 and growing flowers and vegetables under those powerline the basic problem in being in Watts when there was youth out there mains. came, that the basic problem out We have an educational institution up inSaugus where on streets, from seven to15, were the first kids to throw we're taking kids out of Wattsas a matter offact, 300 the bricks and as a result of that, a numberof others be- of them a weekand they go up there and learnvocational gan to get engaged. education five days and four nights a week; and wefelt We involved ourselves in the CommunityConservation kids Corps program, starting out one program for300 which that the only way we could make an impact on these bricks and put is that we had to get them out of the environment ofWatts. ended up with 3,000 kids, We removed So other things that we have done in the same areais rakes, hoes, shovels, and spades in their hands andbegan that in 1967, we tc6k 2,600 kids up to CampRoberts, to clean up that community. 300 miles away from Watts, and went through the summer We began to find out who owned vacantlots in the of 1967 giving them that experience away from the com- community and found out that the city and the county munity and out in the wilderness; and also on the hottest owned most of the vacant lots because they hadbeen taken desert, I guess, in the whole world, is that Camp Roberts over for taxes and we changed those vacantlots into vest place, but the kids enjoyed it. For the first time in their pocket playgrounds where young kids living on the streets lives they've been out of Watts and out of those housing didn't have to walk ten, fifteen blocks across a coupleof projects. railroad tracks in order to get to a playground. This began to involve the community inthe supervision and the upkeep of those playgrounds. Minorities and Population Control those kids to Camp There are a couple of things that I have heard herealso In 1967, like I said, when we took because it Roberts, again, the playgrounds were closed.We were that I would like to make some comments on, faced with a growing resentment on the parts ofthe kids begins to be a question of who is going to be sacrificed. of having Detroit getting a bigger recordthan they had, When I heard the name of Stephanie Mills mentioned thing left for us to do was to try here, the first thing I hear is the question ofpopulation so we felt that the only explosion and who is going to begin to cut back on the the experiment of removing the kids completely from that population when in my instance, theI have always been hot asphalt and so forth and we took them to camp. None of the institutions have involved themselvesin taught it's the majority rule in this country and if you're when they began to have in a minority group, the only way you ever becomeequal any of that kind of thing except to that majority is by continuing to explode, asfar as the summer crash monies to do it. population is concerned. So in that case, I'd like toknow what the rules are when we're going to begin to level this Teaching Conservation Where There's thing out that we can have a rule that says that for every Nothing to Conserve household, there are so many kids, two to a family or Environment. Like I say, when you'retalking to us something like that, when this kind of a majority rule about it, in one instance, people who can appearbefore still exists as far as democratic form of government is con- this board have had all of the benefits of theenvironment cerned. of a community like this. And then, when the problem of themhaving to locate Community Action Groups a junkyard, for instanceand manyof the people who One of the other things that I am very muchconcerned own those blights in ourcommunity live in communities with and that is that this law, I think, inorder to have like thisthen, the only thing for them to dois throw the inthem in. One of the largest junk dealers inthe community its full effect, has to be oriented not only toward there be- stitutions but also toward communityaction groups, be- lives here in Westwood but his junkyard is over we've done the things that hind this elementary school. cause I guess the only reason The educational we have done in Watts is because noneof the institutions I think these are parts of the problem. process is going to have to take placenot only in the school would do them and neither would the that the budget Mr. Reid. Could you expand on that? level but I think there has to be some way Mr. Watkins. Well, in the first place, when westarted has to be tied with some way of improvingthe environment found that of where you are teaching that education. out, for instance, in the summer of 1965, we things to save kids were placed out on the sidewalks and thisis happen- To teach these kids about the beautiful ing in all of the cities in the United States, with gatesof when there is nothing in that community tosaveit seems to rne like you're further frustrating them. schoolyards closed. Everybody seemed to go off some- do, Mr. Watkins, place and leave these kids on the street. Federalagencies Mr. Brademas. I appreciate, as we all had geared programs not to problems in thecommunity your statement. but basically to somebody's criterion of what they felt was I believe I am correct in saying that you werequoted needed. We started a program, in 1966, of how toinvolve recently in Esquire magazine in a piece to theeffect that yourself with the youth in the community, whobasically it is pretty difficult for blacks to getdeeply interested in the problems of the environment because ofthe kinds of have the problem. here to- Headstart project was in effect but nobodytouched kids problems that you have been discussing with us seven years old to 15 becausethem were no federal funds day. 1_98 187

earlier witnesses, Mr. Brademas. Mr. Watkins, thank you,again. We are I would simply observe that one of our giving in Watts and Dr. Margaret Mead, the anthropologist,said that it will awate of the fine leadership you are be difficult:n effect, she cchoed what youhave suggested we are very grateful to you forhaving come. when she said that it will, in her judgment, bedifficult to Mr. Watkins. Thank you. get people concerned about how ourcountry is going to sensi- [The final witnefses before the subcommittee wereMarc /ook 50 years from now if people in 1970 are not Envirooment- tized to the fact or aware of the fact that wehave got a McGinnes of the Santa Barbara Community people who are al Council; Dr. John Mohr, professor ofRio logical Sci- lot of poor people and hungry people and California; Mr. Leslie in poverty and are discriminated againstin our society, ences at the University of Southern the new Reid of the Los Angeles chapter of the SierraClub; and right now. And she spread the hope, as do I, that Angeles Poly- concern about ecology and theenvironment and the shape Mrs. Leslie Reid, a biology teacher at Los of our society half a century from now willlead us to be technic High School.] problems here and now Mr. Brademas. The Chair wants to reiteratehis appre- more deeply concerned about having that face us. ciation to our colleague, Congressman Bell, for I hopeI assume from what you said that we arenot made arrangements for us to conduct thesehearings in the district that he so ably represents and,indeed, to express in disagreement on that. appreciation to all of the witnesses who haveappeared Mr. Watkins. No, I do not think we are. yesterday and Mr. Brademas. Mr. Reid. before our subcommittee, in San Francisco Mr. Reid. I would just obsevve in relationto that col- here today in Los Angeles. urged the This is our last day of hearings on theEnvironmental loquy that both Mr. Brademas ,nd I have long much implementation of the Kerner report, and the majorchange Quality Education Act and the Chair hopes very that with the support of members of thissubcommittee and put forth in the Kerner studies is anabolition _of racism and the in this country. I think unless we do something inthis area other members of the House of Representatives something in terms of en- Senate, we shall succeed in writing into law a billwhich I at the same time that we do hope will not only be valuable instimulating education vironment, that it will have less meaning. So I share your what I think concern; and in our interest in theenvironment, we must about the environment but will also symbolize neglected for hun- all of us hope is a deepened sense of theprofound import- not forget the other areas that we have future of our country and dreds of years. ance of the environment to the I would certainly like to compliment you on the program of mankind. We are adjourned. that you mentioned for Watts, theimportance of reaching the subcommittee ad- the seven to 15 year olds. (Whereupon,at 2:49 p.m., journed.) . . .

.1 99 APPENDICES

n 190

Appendix A THE ENVIRONMENTAL EDUCATION BILL

H.R. 14753, 91st Congress, First Session

A BILL To authorize the United States Commissioner of Edu- mentary, secondary, college, and adult education programs cation to establish educational programs to encourage un- involved in pilot projects described in paragraph 1(b). derstanding of policies and support of activities designed to (3) Making grants to institutions of higher education, local enhance environmental quality and maintain ecological bal- educational agencies, and other public or private organizations ance. to provide preservice and inservice training programs or environmental quality and ecology (including courses of study, symposiums, and workshops, institutes, seminars, conferences) Be it enacted by the Senate and House of Representatives for teachers, other educational personnel, public sei vice per- of the United States of Ainerica in Congress assembled, That sonnel, and community, business and industrial leaders and this Act may be cited as the "Environmental Quality Educa- employees, and government employees at State, Federal, and tion Act". local levels. STATEMENTS OF FINDINGS AND PURPOSE (4) Making grants to local education, municipal, and State Sec. 2 (a) The Congress of the United States finds that agencies and other public and private nonprofit organizations the deterioration of the quality of the Nation's environment quality and and of its ecological balance is in part due to poor understand- for community education on environmental ing by citizens of the Nation's environment and of the need ecology, especially for adults. for ecological balance; that presently there do not exist ade- (5) Making grants for preparation and distribution of ma- quate resources of educating citizens in these areas, and that terials suitable for use by mass media in dealing with the en- concerted efforts in educating citizens about environmental vironment and ecology. quality and ecological balance are therefore necessary. (b) It is the purpose of this Act to encourage and support APPROVAL OF APPLICATIONS the development of new and improved curriculums to en- Sec. 4. (a) Financial assistance for a project under this Act courage understanding of policies, and support ofactivities may be made only upon application at such time or times, in designed to enhance environmental quality and maintain eco- such manner, and containing or accompanied by such infor- logical balance; to demonF'xate the use of such curriculums in mation as the Commissioner deems necessary, and only if such model educational programs and to evaluate the effectiveness application thereof; to disseminate curricular materials and information (1) provides that the activities and services for which for use in\ educational programs throughout the Nation; to assistance under this title is sought will be administered provide training programs for teachers, other educational per- by or under the supervision of the applicant; sonnel, public service personnel, and community and industrial (2) sets forth a program for carrying out the purposes business leaders and employees, and government employees set forth in section 3 and provides for such methods of at State. Federal, and local levels; to provide for community administration as are necessary for the proper and education programs on preserving and enhancing environ- operation of such programs; mental quality and maintaining ecological balance. (3) sets forth policies and procedures which assure that Federal funds made available under this Act for any USES OF FUNDS fiscal year will be so used as to supplement and, to the Sec. 3. (a) From the sums appropriated, the United States extent practical, increase the level of funds that would, Commissioner of Education, hereinafter referred to in this in the absence of such Federal funds, be made available Act as the "Commissioner". shall assist in educating the public by the applicant for the purposes described in section 3, on the problems of environmental quality and ecological bal- and in no case supplant sua funds; ance by: (4) provides for such fiscal control and fund account<---- (1) Making grants to or entering into contracts with insti- ing procedures as may be necessary to assure proper dis- tutions of higher education and other public or private agen- bursement of and accounting for Federai funds paid to cies, institutions, or organizations for: the applicant under this title; aft.d---- (a) Projects for the development of curriculums to (5) provides for making an annual report and such encourage preserving and enhancing environmental quali- other reports, in such form and containing such infor- ty and maintaining ecological balance. mation, as the Commissioner may reasonably require and (b) Pilot projects designed to demonstrate and test for keeping such records, and for affording such access the effectiveness of the curriculums described in clause thereto as the Commissioner may find necessary to as- (a) whether developed with assistance under this Act sure the correctness and verification of such reports. or otherwise. (b) Applications from local educational agencies for fi- (c) In the case of applicants who have conducted pilot nancial assistance under this Act may be approved by the projects under clause (b), projects for the dissemination Commissioner only if the State educational agency has been of curricular materials and other information regarding notified of the application and been given the opportunity to the environment and ecology. offer recommendations. (2) Undertaking directly or through contract or other ar- (c) Amendments of applications shall, except as the Com- rangements with institutions of higher education or other missioner may otherwise provide by or pursuant to regulation, public or priv;tte agencies, institutions, or organizations, eval- be subject to approval in the same manner as original appli- uations of the effectiveness of curriculums tested in use in ele- cations. 4r-vr-A:1ti 191

not exceeding $100 per day.including travel time; and while ADVISORY COMMITTEE ON ENVIRONMENTAL QUALITY regular places of busi- EDUCATION so serving away from their homes or Education, and Welfare ness, they may be allowed travel expenses,including per diem Sec. 5. (a) The Secretary of Health, in lieu of subsistence, as authorized by section5703 of title shall appoint an Advisory Committee onEnvironmental Quali- the Government ty Education which shall 5 of the United States Code for persons in (1) advise the Secretary concerning theadministr; don service employed intermittently. of, preparation of, general regulations for, andoperation this Act; TECHNICAL ASSISTANCE of, programs supported with assistance under Cabinet (2) make recomendations regarding theallocation of Sec. 6. 'Vie Secretary, in cooperation with other various purposes set Officers with relevant jurisdiction, shall, upon request,render the funds under this Act among the public and forth in section 3 and the criteria forestablishing priori- technical assistance to local educational agencies. ties in deciding which applications to approve,including private nonprofit organizations, private profitmakingorgani- criteria designed to achieve an appropriategeographi- zations, institutions of higher learning, agencies oflocal, State, and Federal Government and other agencies deemedby the cal distribution of approved projects throughout all re- environ- gions of the Nation; Secretary to play a role in preserving and enhancing recommendations mental quality and maintaining ecologicalbalance. The techni- (3) review applications and make recipient agency thereon; cal assistance shall be designed to enable the (4) review the administration and operationof pro- to carry on education programswhich (1) deal with environ- jects and prograins under this Act, includingthe effec- mental quality and ecology and (2) deal withenvironmental tiveness of such projects and programs in meetingthe and ecological problems pertinent to the recipient agency. purposes for which they are establishedand operated, make recommendations with respect thereto, andmake PAYMENTS annual reports of V.ndings and recommendations (in- Sec. 7. Payments under this Act may bemade in install- cluding recommeno.ins for improvements in this Act) ments and in advance or by wayof reimbursement, with nec- to the Secretary for transmittal to the Congress;and essary adjustments on account of overpayments orunderpay- (5) evaluate programs and projects carried outunder ments. this Act and disseminate the results of such evaluations. Environmental Quality ADMINISTRATION (b) The Advisory Committee on Sec.8.In administe, ing the provisions of this Act,the Education shall be appointed by theSecretary without re- Secretary. is authorized to udlize the services andfaciPties of gard to the civil service laws and shall consistof twenty-one any agency of the Federal Governmentand of any other pub- members. The Secretary shall appoint one member asChair- lic or private agency or institution in accordancewith appro- man. The Committee shall consistof persons familiar with priate agreements, and to pay for such serviceseither in ad- relationship of man as education, information media, and the vance or by way of reimbursement, as maybe agreed upon. producer, consumer, and citizen to hisenvironment and the Nation's ecology. The Committee shall meet at the callof AUTHORIZATION of the Chairman or of the Secretary. uthorized to be appropriated for the (c) Members of the Advisory Committeeshall, while serv- Sec. 9. There is Committee, be entitled fiscal year ending Jur30, 1970, for carrying out the pur- ing on the business of the Advisory Is as Congress may deem necessary. to receive compensation at rates fixedby the Secretary, but poses of this Act such 192

Appendix B THE ENVIRONMENTAL EDUCATION ACT

Public Law 97-576, 97st Congress,Hi?. 18260, October 30, 1970

AN ACT and urban and rural planning to the total human environment. To authorize the United States Commissionerof Education (b) (1) The Commissioner shall carry out a program of to establish education programs to encourageunderstanding making grants to, and contracts with, institutions of higher of policies, and support of activities, designed toenhance education, State and local educational agencies, regional edu- environmental quality and maintain ecological balance. cational research organizations, and other public and private Be it enacted by the Senate and House of Representatives agencies, organizations, and institutions (including libraries of the United Suites of America in Congress assembled, That and museums) to support research, demonstration, and pilot this Act may be cited as the "Environmental Education Act". projects designed to educate the public on the problems of environmental quality and ecological balance, except that no STATEMENT OF FINDINGS AND PURPOSE grant may be made other than to a nonprofit agency, organi- Sec. 2. (a) The Congress of the United Statesfinds that zation or institution. the deterioration of the qua'ty of the Nation's environment (2) Funds appropriated for grants and contracts under and of its ecological balanc.t. poses a serious threat to the this section shall be available for such activities as strength and vitality of the people of the Nation and is in part (A) the development oi curricula (including interdis- due to poor understanding of the Nation's environment and of ciplinary curricula) in the preservation and enhancement the need for ecological balance; that presently there do not of environmental quality and ecological balance; exist adequate resources for educating and informing citizens (B) dissemination of information relating to such cur- in these areas, and that concerted efforts in educatingcitizens ricula and to environmental education, generally; about environmental quality and ecological balance are there- (C) in the case of grants to State and local educa- fore necessary. tional agencies, for the support of environmental edu- (b) It is the purpose of this Act to encourage and support cation programs at the elementary and secondary edu- the development of new and improved curricula tzi encourage cation levels; understanding of policies, and support of activities designed (D) preservice and inservice training programs and to enhance environmental quality and maintainecological projects (including fellowship programs, institutes, work- balance; to demonstrate the use of such curricula in model shops, symposiums, and seminars) for educational per- educational programs and to evaluate the effectiveness there- sonnel to prepare them to teach in subject matter areas of; to provide support for the initiation and maintenanceof associated with environmental quality and ecology, and programs in environmental education at theelementary and for public service personnel, government employees, and secondary levels; to disseminate curricular materials and other business, labor, and industrial leaders and employees; information for use in educational programs throughout the (E) planning of outdoor ecological study centers; Nation; to provide training programs for teachers, other edu- (F) community education programs on tmvironmental cational personnel, public service personnel, and community, quality, including special programs for adults; and labor, and industrial and business leaders and employees, and (G) pre-Páration and distribution of materials suitable government employees at State, Federal, andlocal levels; to for use by the mass media in dealing with the environ- provide for community education programs on preserving ment and ecology. and enhancing environmental quality and maintaining eco- In addition to the activities specified in the first sentence of logical balance; and to provide for the preparation and dis- this paragraph, such funds may be used for projects designed tribution of materials by mass media in deiding with the en- to demonstrate, test, and evaluate the effectiveness of any vironment and ecology. such activities, whether or not assisted under this section. (3) (A) Financial assistance under this subsection may be made available only upon application to the Commissioner. ENVIRONMENTAL EDUCATION Applications under this subsection shall be submitted at such Sec. 3. (a) (1) There is established, within theOffice of time, in such form, and containing such information as the Elucation, an office of environmental education (referred to Secretary sh.if prescribe by regulation and shall be approved in this section as the "office") which, under the supervision only if it-- of the Commissioner, through regulations promulgated by (i) provides that the activities and services for which the Secretary, shall be responsible for (A) theadministration assistance is sought will be administered by, or under the of the program authorized by subsection (b) and(B) the supervision of, the applicant; coordination of activities of the Office of Education which (ii) describes a program for carrying out one or more are related to environmental education. Theoffice shall be of the purposes set forth in the first sentence of para- headed by a Director who shall be compensated at a rate not graph (2) which holds promise of making a substantial to exceed that prescribed for grade GS-17 in section 5332 contribution toward attaining the purposes of this section; of title 5, United States Code. (iii)sets forth such policies and procedures as will (2) For the purposes of this Act, the term "environmental insure adequate evaluation of the activities intended to education" means the educational process dealing with man's be carried out under the application; relationship with his natural and manmade surroundings, and (iv)sets forth policies and procedures which assure includes the relation of population, pollution, resource allo- that Federal funds made available under this Act for cation and depletion, conservation, transportation, technology, cyarytscal year will be so used as to supplement and, to 193

the extent practical, increase the level of funds that TECHNICAL ASSISTANCE would, in the absence of such Federal funds, be made Sec. 4. The Secretary of Health. Education, and Welfare, available by the applicant for the purposes described in in cooperation with the heads of other agencies with relevant section ..mdin no case supplant such funds. jurisdiction, shall, insofar as practicable upon rcquers?;.render (v) provides for such fiscal control and fund account- technical assistance to local educational agencies, public and ing procedures as may be necessary to assure proper dis- private nonprofit organizations, institutions of higher edu- bursement of and accounting for Federal funds paid to cation, agencies of local, State, and Federal governments and the applicant under this title; and other agencies deemed by the Secretary to play a role in pre. (vi) provides for making an annual report and such serving and enhancing environmental quality and maintain- other reports, in such form and containing such informa . ing ecological balance. The technical assistance shall be de- don, as the Commissioner may reasonably require and signed to enable the recipient agency to carry on education for keeping such records, and for according such access programs which are related to environmental quality and eco- thereto as the Commissioner may find necessary to as- logical balance. sure the correctness and verification of such reports. SMAI.L GRANTS (B) Applications from local educational agencies for finan- Sec. 5. (a) In addition to the grants authorized under sec- cial assistance under this Act may be approved by the Com- tion 3, the Commissioner, from the sums appropriated, shall missioner only if the State educational agency has been no- have the authority to make grants, in sums not to exceed tified of the application and been given the opportunity to $10,000 annually, to nonprofit organizations such as citizens' offer recommendations. groups, volunteer organizations working in the environmental (C) Amendments of applications shall, except as the Sec- field, and other public and private nonprofit agencies. insti- retary may otherwise provide by or pursuant toregulation, tutions, or organizations for conducting courses, workshops. be subject to approval in the same manner as original appli- seminars, symposiums, institutes, and conferences, especially cations. for adult and community groups (other than the group fund- (4) Federal assistance to any program or project under this ed). section, other than those involving curriculum developnient, (b) Priority shallbe given to those proposals demonstrat- dissemination of curricular materials, and evaluation, shall ing innovative approaches to environmental education. not exceed 80 per centum of the cost of such programfor (c) For the purposes of this section, the Commissioner the first fiscal year of its operation, including costs of admin- shall require evidence that the interested organization or group istration, unless the Commissioner determines pursuant to shall have been in existence one year prior to the submission regulations adopted and promulgated by the Secretary es- of a proposal for Federal funds and that it shall submit an tablishing objective criteria for such determinations, that as- annual report on Federal funds expended. sistance in excess of such percentages is required in further- (d) Proposals submitted by organizations and groups under ance of the purposes of this section. TheFederal share for this section shall be limited to the essential information re- the second year shall not exceed 60 per centum, and for the quired to evaluate them, unless the organization or group shall third year 40 per centum. Non-Federal contributions may be volunteer additional information. in cash or kind, fairly evaluated, including but not .0!mited to ADMINISTRATION plant, equipment, and services. Sec.6. In administering the provisions of this Act, the Sec. 3. (c) (1) There is hereby established an Advisory Commissioner is authorized to utilize the services and facili- Council on Environmental Education consisting of twenty- ties of any agency of the Federal Government and of any one members appointed by the Secretary.The Secretary shall other public or private agency or institution in accordance appoint one member as Chairman. The Council shall consist with appropriate agreements, and to pay for such services of persons appointed from the public and private sector with either in advance or by way of reimbursement, as may be due regard to their fitness, knowledge, and experience in mat- agreed upon. The Commissioner shall publish annually a list ters of, but not limited to, academic, scientific, medical, legal, and description of projects supported under this Act and shall resource conservation and production, urban and regional distribute such list and description to interested educational planning, and information media activities as they relate to institutions, citizens' groups, conservation organizations, and our society and affect our environment, and shallgive due other organizations and individuals involved in enhancing en- consideration to geographical representation in the appoint- vironmental quality and maintaining ecological balance. ment of such members; Provided, however, That the Council shall consist of not less than three ecologists and three stu- AUTHORIZATION dents. Sec, 7. There is authorized to be appropriated $5,000,000 (2) The Council shall for the fiscal year ending June 30, 1971, $15,000,000 for the (A) advise the Commissioner and the office concern- fiscal year ending June 30, 1972, and $25,000,000 for the ing the administration of, preparation of general regula- fiscal year ending June 30, 1973, for carrying out the pur- tions for, and operation of programs assisted under this poses of this Act. section; Approved October 30, 1970. (B) make recommendations to the office with respect to the allocation of funds appropriated pursuant to sub- LEGISLATIVE HISTORY: section (d; among the purposes set forth in paragraph HOUSE REPORT No. 91-1362 (Comm. on Education and (2) of subsection (b) and the criteria to be used in ap- Labor), proving applications, which criteria shall insure an ap- SENATE REPORT No. 91-1164 (Comm. on Labor and propriate geographical distribution of approved programs Public Welfare). and projects throughout the Nation; CONGRESSIONAL RECORD, Vol. 116 (1970): (C) develop criteria for the review of applications and Aug. 3, considered and passed House. their disposition; and Sept. 21, considered and passed Senate, amended. (D) evaluate programs and projects assisted under this Oct. 13, House concurred in Senate amendments with an amendment; Senate concurred in House amendment. section and disseminate the results thereof. 204 194

Appendix C THE UNIVERSITIES AND ENVIRONMENTALQUALITY

THE UN IVERSITIES AND EN V1R ONMENTAL QUALITY-COM- cation and research directed toward people's need and desire inpleasant surroundings. The historical MITM EN T TO PROBLEM FOCUSED EDUCATIONA R EPORT TO for satisfying life THE PRESIDENT'S ENVIRON MENTAL QUALITYCOUNCIL BY examples of schools of agriculture and schools of public health JOHN S. STEINHART AND STACIE CHERNIACK, OFFICE OF illustrate that such efforts are far from unprecedented. Ini- tially such a program would cost approximately twenty mil- SC IEN C E AND TECHNOLOGY, EXECUTIVE OFFICE OF THE lion dollars, some of which eould be transferred from exist- PRESIDENT, SE PTEMBER 1969 ing programs. We recommend further that initial funding be HIGHLIGHTS AND RECOMMENDATIONS done by an ad hoc group drawn from the interested mission Coacern for the serious and complex problems of environ- agencies and the National Science Foundation and operate mental degradation is constantly growing. All eltments of our under the policy guidance of the President's Environmental society share these apprehensions about the future. At the Council. same time our national wealth, resources, andtechnological Intruduction abilities should permit the nation to choose from an incredi- We, as individual people. are immersed in our environment. ble variety of future options for the quality of our environ- We can change it but we can never escape it. We perceiveit ment :tnd the kind of life we live in it. most often as physical and biological surroundingsand, some- The colleges and universities of tne nation constitute a what less well, as cultural and social surroundings. The grow- powerful institutional resource for education, research and ing public cco,cern about the degradation of our physical en- open discussion of our problems and opportunities. At prc.- vil.onment and the hazards to our biological environmentis ent, except for the prophets of environmental disaster, little obvious and will not be detailed further. Prophets of environ- of this open discussion of our future environmental alterna- mental disaster on every hand are quite ready to conduct us tives seems to take place at the colleges and universities. collectively or individually through a house of horrors of There is a national shortage of broadly trained professionals possibilities for the immediate or not very distant future. to deal with environmental problems. This report is a study Many of the outcries of the young and of the minority groups of a few of the vigorous multidisciplinary programs at uni- relate to the environment and the quality of life as compared versities. The aim was to discover what kinds of programs with what these groups intuitively feel are the possibilities have been tried, which ones have been successful, and how for this country at this time. That the concern is much more the federal government might encourage the promising efforts. widespread can be ascertained from the response of the stable Extensive discussions were held with faculty, students, ad- middle part of society to such issues as the Santa Barbara oil ministrators and interested peopli; from outside universities spill, transportation of dangerous materials, or the use of about multidisciplinary environmehtal programs. Detailed on- pesticides. site studies were made of six programs. We found that there A very serious risk is that we may follow some few of the do exist some very exciting and promising programs. Many traditionally-mindedengineersandequateenvironmental of these programs face opposition within the university and quality with pollution abatement. If pollution were brought alllack a suitable funding mechanism. We conclude that under control and clean air and clean water became a reality two features are essential for such probletn focused programs it is doubtful that the malaise about the quality of life would to be successful, (although they alone cannot guarantee suc- disappear. In any case, a program based only upon taboos cess): a program stating that "thou shalt notpollute"has very I. Substantial or complete control of the faculty re- limited appeal among all the alternative futures that may pos- wara structure and sibly await us. We have intervened in the environment whether 2. Freedom to be innovative in introducing course ma- we wished to or not and our only real hopeslie in deciding terial, educational programs, work study programs, and how it is we wish to live and inquiring whether we can achieve curriculum requirements for degrees. it or not.... We found the student participants in these programs to be To end and reverse the degradation of our physical and enthusiastic and absorbed in their work. An unexpected find- biological environment, to identify the alternative future oping was that more than half the students in such problem fo- tions open to our society, and to define the common ele- cused programs have held jobs for some years and have re- ments of the kind of life to which our society aspireswill returned to the university to seek out these multidisciplinary quire strenuous efforts by all the people and institutions of the programs because their earlier university education did not American society. This report is a brief but intensive study satisfy their requirements. It is our feeling that problem fo- of the contributions that can be made by one of these institu- cused grograms of the sort we examined provide the oppor- tionsthe colleges and universities of the United States. tunity many students seek for an education relevant to so- Education has always played a central role in the Ameri- ciety's problems, yet thoroughly professional. can dream, and the many and varied uses wehave made of We found that federal funds being expended at universi- our universities illustrate society'sfaith in education. Of all ties for environmental problems do not encourage problem subjects, itis easiest to get firm and solid opinions concern- focused multidisciplinary education and may even discourage ing the education of the young from all members of society. .he establishment of such programs.. .. [Wlehave concluded It should be noted that within the next few years more than that new directions arc iequired. fifty percent of the nation's young people will attend colleges We have therefore recommended that the FederalGovern- and universities at some time. If we are truly concernedabout ment assist in the formation at colleges anduniversities of the quality of environment and quality of life this concern Schocls of the Human Environment answering the above cri- must be illustrated and participated in by oureducational system. teria. Their common purpose should be problem focused edu- n ;:, 1.) 195

Itis patently obvious, but bears repeating; that the prob- Also strong are the numerous special institutes and centers lems and opportunities related to our environment in a grow- that have got started in spite of the resistance of the depart- ing and increasingly technological society are multidisciplinary ments. When we propose to start up a broad-spectrum, syn- as viewed from the traditional dksection of knowledge, en- thesizing effort like environmental studies we run full-tilt into gineering, and action into academic disciplines. Many of our these vested interests. most serious problems have arisen because riarrowly con- "We also bang ourselves against the clan-spirit of the tra- ceived technological improvements have failed tc take account ditional faculty groupings. Humanists, social scientists, natural of side effects, deleterious or otherwise, which inevitably ac- scientists, and professionals like lawyers and engineers may company a widespread technological change in society. The fight like cats within the clan, but they close ranks and hitch question then, for universities,is how to pursue multidis- up their kRts when someone questions their loyalties.Environ- ciplinary education, multidisciplinary research, and a wide mental studies have to involve many of these clans, which are ranging discussion of our human problems irrespective of not used to combining in the way required. If we suggest, disciplinary boundaries or professional descriptions. In a way, as I do, that some of thern--notably the humanistsmaybe the use of the word "multidisciplinary" betrays the history of utterly transformed by such combinations we alarm the timid the problem. We are talking about the approach to and the and anger the Tories among them. solution for problems and not about the scientific disciplines "But the greatest hazard in our path is inherent in Lyndon which can bring to the problem some important knowledge Johnson's acid query 'Therefore, what?' which he threw at or evidence. a group of professors who had just briefedhim on the Middle Eastern situation. The political interest in the environment Problem Focused Activi:y at Universities demands proposals for actionon all time scales, from the In popular discussion of how to solve our environmental immediate assault on pollution problems and other festering problems. the space program or, less frequently, the success sores of today, to the long-terro reconstruction ofsociety in of our efforts to solve technical problems during Wor' ' War a better relation with environment. At present we arenot II are cited as models. For the universities neither ch. these equipped to make such proposals. We are not action-oriented. examples is particularly relevant; the World War Il efforts and on every campus there is a dead-weight of, opinion that were conducted under a suspension of the university "rules"in regards action-oriented programs as hostile to the academic which everything was put aside in favor of this consuming life.... effort with the idea that normalcy would return when the war "It must also stress the incompetence of the established was finished, as indeed it did for the most part.The space disciplines to tackle society's real problem. What we mean program has been primarily an effort of the Federal Govern- by a discipline is an agreed tested body of methodusually ment and industry with important, although modest,contri- analyticalthat we bring to bear on problems of our own butions from theuniversities. More appropriate examples choosing. The essence of our thinking is that we cannot tackle of ways that universities may contribute to the solution of so- problems that don't fit the competence of our own discipline. ciety's problems may be found in the areas of agriculture It's true that we constantly try to enlarge that competence. and public health. Although these problems are somewhat Confronted with a new problem, we spare no effort to improve simpler than the complex problems surrounding the environ- our methods. But if we don't succeed, we don't tackle the ment and the quality of life, these efforts, persisting forfifty probleni, and we tend to condemn colleagues who try." to one hundred years, are more nearly comparable tothe kinds of problems we face in environmental quality. The THE DESIGN OE THE STT1DY schools of agriculture, established under the Land Grant Col- What has been tried? lege Act of 1862, have been successful in terms of their ori- It is not the function of the Federal Government to order ginal purpose beyond anyone's wildest dreams. The schools of the universities to undertake specific programs. It is idle to agriculture together with the agricultural experiment stations pretend, however, that federal funding policies do not play and the county agricultural agent program have increased ag- a very large role in what happens, and equally,what does not ricultural productivity to the point where it, too, is a prob- happen at universities. The response to various funding pro- lem. The gains in public health to which the university schools grams of the government in defense, space and a variety of of public health and medicine made important contributions other areas have caused universities to erect a wide variety are too well known to require recapitulation. What is per- of institutes, ct.n'-_.rs, and programs to respond to the avail- haps most impressive is that these units of universities have able funds. In most cases these institutes have been largely always had reputations of being second rate intellectual ef- paper structures and their impact on theuniversities and, es- forts, and, like all prophecies, repetition of such statements pecially, on the students and the public discussion of the is- is self-fulfilling. That they succeeded in spite of this is a re- sues surrounding the work has been neglig;ble. Curriculum, markable accomplishment. The common feature of both of faculty rewards, and most of the research has been controlled these efforts is that they are problem focused. within the departments representing the narrow academic It will not be easy to begin new problem focused programs disciplines. These departments grow narrower and more num- at universities, despite the need for trained professionals and erous year by year as the advance of modernscience results the seriousness of the problems. Dr. F. Kenneth Hare, Profes- in increasing specialization. These institutes and centers con- snr of Geography at the University of Toronto and former trast strongly with the history of agriculture and public health President of the University of British Columbia, commented in which curriculum, faculty, and research were centered in on thest'' difficulties in an open letter: schools that were nearly autonomous. "Let me start, then, with the question of environmental This study set out to examine the range of institutional ar- studies in a modern University. We all know the conservative rangements that have been tried in dealing with environmental quality of such places, where nothing can easily be done for problems and to determine, as nearly as possible, which kinds either the first or the last time. The statuy quo is defended in of arrangements have proven to be successful. We return at depth by the vested interests of a large number of able peo- the end of the report to inquire how the government funding ple. Among these interests are those of the traditional de- policies effect university work in the environmental area. It partments and the largely analytical disciplines they profess. is important that funds made available to work on environ- 211R 196 mental quality problems be supportive of those efforts likely In the discussion and recommendations that follow we have to result in success, and equally important thatthey are not tried, by talking directly to students in environmental pro- wasted on the kinds of efforts that have already proven to be grams, to determine their reaction to these programs and to unsuccessful. The urgent and long term needs to examine obtain some idea whether, in addition to being effective, these the quality of our environment and identify what alternative programs answer the deep and justifiable wish of the students futures may be open to us suggest that a vigorous program to help in the solution of our problems. comparable in vision to the Land Grant College Act would Finally, we tried to examine the present participation of the be extremely important if there were any chance whatever government through its agencies or individuals in the inter- of success. change with the universitiesfaculty and studentsin con- Society, through its government, does not deal in academic sideration of these environn.iental problems. The leavening disciplines.It deals in problems and opportunities. Society effect of students and others participating in the government has a right to expect, as a part of the educational process, dis- has been aptly demonstrated by the Executive Intern and cussion of the prominent issues, problems and opportunities White House Fellow programs. The contribution federal offi- of the day, and training of professionals who can deal with cials could make to the educational process of faculty and these problems on a professional level. A second function of students at universities through brief participation there should the universities is a prominent role in the long range public not be overlooked, and the rejuvenation of a man from an discussion of alternative futures. Many of our government operating agency worn down by long work on persistent and policies, now commonplace, have originated in academic dis- diffieuli problems should stimulate the agencies involved. cussions of an earlier generation. Yet, except for the doom- sayers, discussion of possible future environments among the [The i;tvestigators conducted a mail survey of more than world's academic community is surprisingly muted. We do 2000 colleges and universities, 7'notn which they selected about not have offered to us the variety of alternatives whiah may 200 for more detailed examinations. Subsequently. they talked be possible, and from which sociel, and its elected represen- to faculty and/ or administrators in multidisciplinary pregrams tatives can select pieces to become part of our policy and in over 30 of these schools and made site visits to six of them. national goals. The recent establishment of the President's In addition, they talked at length with officials from the fed- Committee on National Goals is,in part, a recognition of eral government who were concerned with multidisciplinary this shortcoming. The increasing concern of the younger gen- programs.] eration for the future quality of life in America suggests that the universities could play a very important, perhaps even a RESULTS OF THE STUDY crucial part in 3uch a wide ranging public discussion. Thus Institutional arrangements we certainly ought to inquirc as to whetherFederal funding At almost every university and at most colleges there are policies could encourage this discussion forward and as a an incredible number and variety ofinterdisciplinary insti- minimum ask that Federal funding policies do not discourage tutes, centers, and programs on almost every subjectof human such discussion. interest. At one major university we counted 157 such free- standing institutes and centers, and at another niaior univer- Criteria for evaluation sity 126. While the rosters of these institutes and centers are What is it we expect of universities? Can education be all frequently impressive, in reality they most often focus around things to all people? How can one maintain rigorous stand- one or two men with an idea and an interestwhich gave birth ards? The universities can never respond to a crisis! An in- to the center. Most of these institutes and centershave in terdisciplinary education will sacrifice rigor! These questions common that they satisfy neither one of thecriteria men- and statements, whether from faculty, students, or ordinary tioned abovethat is, they have no influence over the faculty citizens, commonly occur. Rather than try to answer them reward structure and little or no influence over curriculum. on intuitive grounds we set out to examine some institutions Research done under the auspices of institutes or centers is with on-going programs related to the environment and of most frequently done within existing departmentsand itis multidisciplinary contenttoinquire how wellthey have only the sum of research that is interdisciplinary because each orked. individual project is divided into the disciplines and pursued It became obvious early in the study that two criteria were independently. This widespread pervasive experience with of significant interest when examining the on-going programs the "paste-on" institutes is unimpressive, and itis clear that related to the environment: this kind of institutional arrangement simply does not work (1) The degree to which the program, center or other at universities if one wishes to educate newprofessionals, to structure porticipated ,n the faculty reward structure involve students with the topical material, and to have free- including appointment of factthy, promotion, salary, ten- ranging discussion across disniplinary boundaries take place. ure, and other benefits afforded faculty members. Of the six programs we eAarnined in detail, two of them (2) The degree to which the program, center, or what- had their origins in city planning and urban studiesefforts. ever participated in the generation of curricula, degree two of them had their origins in sanitary engineeringand, to requiretnents and new Or innovative approaches to edu- a lesser degree, civil engineering, oneoriginated from a com- cation for these multidisciplinary problems. bination of biology, engineering and public health interests, If a program had no influence over either of these areas we and one grew from diverse sources mostly in engineering. found it to be ineffective and powerless within the university. These programs baying their origins in engineering still ex- Its contribution to education and public discussion was very hibited a strong attachment to the engineering schools and limited even though significant research might have been done had as their principal features strong science and engineering by faculty members. We also examined the relationship of together with operations research and systems analysis efforts. such programs to real world problems (through work-study Pro'grams originating in urban studies contained a much larger programs or other mechanisms) and the degree of partici- element of social science involvement extending well beyond pation by students educationally, in research, and in the form- economics into psychology, sociology, and other areas. Sev- eral of the programs were connected with schools of public ulation of policy for the program, . 207 197

this is a strength of the ideas and the vigor of the participants. health and medical schools, although in most cases These programs and efforts are problemfocused efforts somewhat uneasy relationship at present and noprofessional and methodology focus of medical people seem to be directly involved withthe pro- as contrasted with the discipline most university departments. This hasdeep and comprehen- gram on a continuing basis. There wereminor contributions for the ulti- to some programs from professionalschools of public ad- sive implications for education, for faculty, and mate goals of the educational institutionsthemselves. It is a ministration, law, and industrial relations. Most of the pro- We gram leaders hoped for further involvementand indicated mistake, however, to think that they are unprecedented. have already cited as examples the schools ofpublic health some enthusiasm on the part of theprofessional schools. Lack analogies to of funds was most often cited as the reason that the arrange- and the schools of agriculture. There are other ments had not proceeded further. A disturbing note wasthe be drawn to the professional schools of business,medicine, of and law. At the universities we examined, the programsfo- lack of humanists with these programs. Since perception but within our environment is dependent sostrongly on our ideas of cused on a broad range of environmental matters, this general frameworksomewhat vague andall-embracing aesthetics, social aspirations, and beliefs, it seems important around the interests that humanists be involved in consideration ofthe environ- centers of intellectual activity grew up need and hoped and abilities of the people who were there.This is appro- ment. Again, many program directors felt this priate and it would be a mistake to try and moldall these to add humanists at a later date.Particularly when other hope of countries are considered, it is essential that humanists bein- institutions toward some particular purpose. Any eventual success in solving our problems inenvironmental volved because foreign cultures frequently do not regard focused do. quality requires a great variety of specific problem their environment in the same way that Western cultures style of activity. The institutions at which suchefforts are The formal institutional structures of these six programs institutional differed considerably: one was a Center, one an Institute, one mounted may require somewhat different specific had no name but arrangements. We came to conclude onlythat problem fo- was a Program, one was a Department, one cused efforts have an appropriate place in education,that the was centered around a department, andthe least effective one that the members places we visited were vigorous and promising, and had no name but included a center and involved two criteria mentioncd above are essentialfor any hope of of several departments. What all of the effective programs success even though they cannot guaranteeit. shared were the two features mentioned above; theyhad sub- opportunity to ex- hiring and In the course of our study we had an stantial influence' or'complete control over faculty amine a Teport by Eric Jan tsch of the OECDentitled "The subsequent promotion and rewards, and considerable flexi- prepared flexi- Emergint Role of the University." This study was bility in introducing new course work and curricula, ald during a year-long stay at the Massachusetts Instituteof ble degree programs for students working in theproblem Technology and represents considerable study and conver- areas. In most cases they also hadthe direct interest of one We found who fre- sation about the future of American universities. of the more senior administrators of the university this study to be particularly thought-provokingand agree quently had helped foster the program and who almostalways institutional ar- tradi- with many of its conclusions. In terms of helped to provide both resor,=es and protection from rangements. the following comments byJantsch are indica- tionally minded faculty members. of the by at least tive of what we felt to reflect the motivation and aims It seemed obvious to us, and was mentioned best programs we have seen in operation: one of the program directors,that possession of their own change as in the faculty and cur- "We are living in a world of change, voluntary resources and considerable influence well as change brought about by mounting pressuresoutside riculum areas made for a more harmonious relationshipwith university. our control. Gradually, we arelearning to distinguish between the traditional departments and schools of the them. We engineer change voluntarily bypursuing growth When the programwas in competition for the scarce re- targets along lines of policy and action whichtend to rigidfy sources of the university, thetraditional departments were social focused pro- and thereby preserve the structures inherent in our frequently arrayed in opposition to the problem systems and their institutions. We do not,in general, really grams or institutes. The departments ofthe traditional dis- However, the very na- There were try to change the systems themselves. ciplines did not actively support these programs. ture of our conservative, linear actionfor change puts in- individual participants from the departments interestedin and sometimes with creasing pressure for structural change on the systems, and actively participating in the programs, in particular, on institutional patterns. part of their salary paid by the program andsometimes not. such pres- these par- "We are baffled by the sudden appearance of But there was almost a sense of conspiracy among sures for change in the educational system,by student unrest, ticipants as if problem oriented programs were somehow at and by the notion that the current type ofeducation may no odds with the purposes of their discipline departments. longer be relevant. We are confused by thedegrading side- The physical plant provided for most of theseefforts, ex- in the generally effects of technology on the systems of human living, cept for that one which was a department, were cities as well as within the natural environment.And we are makeshift and somewhat inferior and frequently scattered ridden with doubts about the effectiveness ofdecisionmaking widely over the university campus. This was noted as trouble- processes dominated by short-rangeand linear thinking and some. As many of the program directors pointedout, multi- scientists and fact about the piecemeal and passive way in which disciplinary efforts thrived best if the participants were in engineers respond to them. Through its threefunctionsedu- brought together on a regular basis so that they became ac- at cation, research, and servicethe university is deeplyaffected customed to conversing with one another. One program by all of these pressures f or change. To live with them, toab- a major university had providedextensive quarters for its multidisciplinary effort but the program was sufficiently new sorb them and even make use of them, requires a new purpose and a new structure for the university. that we did not elect to examine itin detail. No doubt the substantiated newness of the programs has, in some cases,prohibited any "Throughout this paper, the belief is held and in some that the disruptive forces threatening theuniversityand, in- efforts to provide more suitable accommodation deed, society itselfmay be expected to act ascohesive forces central location. That the programs remain as vigorous as have been introduced, they are without central accommodations is atribute to the once a number of structural changes 208 198 both within the university and in its relationships withsociety dustry, or in other service activities. This contact seems es- surrounding pecially valuable and ought to be encouraged by any such at large and with the various elements of the in as community. programs that are initiated. Outside people who came "It is necessary to deal with causes, not with symptoms. instructors from time to time seemed also to be useful. In one The general concern over the university, and aboveall the such program the mayor of a major city was coming to learn students' concern cannot be resolved with patchwork and as weil as teach in the program. compromising, shock-absorbing strategies. These are no clear- Those faculty associated with the problem focused pro- cut problems to be solvedthe classical single-track and se- grams numbered more engineers among theirmembers than quential problem-solving approach itself becomes meaning- any other collection of professionals, althoughthere were bi- less today. This may come as a cultural shock to our prag- ologists, physicians, economists and other socialscientists, matic and efficient society, valuing nothing higher than 'know- and a sprinkling of professional people such as lawyers in some programs. In our opinion most ofthese people were how'." extremely able. Many of them are among the leaders in their Faculty field. In some cases this could be ascertained by their aca- We talked to a great many faculty members at the six uni- demic standing in their disciplines at the time they elected versities we visited and a good many others in Washington. to engage more strongly in problem focused work.In other It became obvious that there was a fundamental difference cases the evidences were practical ones. For example, one man in career goals between those associated with problem orient- was actively pursuing game theory as amethod of discovered programs and the more traditional faculty devoted to dis- ing how different groups in the society thought government ciplines. One man with particular technical preparation may policy was made. The ev-dence of his ability in the field was choose to devote himself to the uncovering of new knowledge that an incredible variety of city and local government agen- in the traditional academic mold and the improvement of his cies (and 26 foreign countries) have attempted to hire him discipline while another man with precisely the same prepara- as an advisor. He now has .to decline mostsuch invitations tion may devote himself to a broad problem area. This dif- because he simply does not have time to pursue his own work ference of attitude is institutionalized in a traditional aca- nor his interests in educating his students.Other similar ex- demic department so that, even though individual members amples could be cited. The programs that had been going may have interests in problem areas, the sumof the depart- for some length of time seemed to attract considerable project ment has a strong vested interest in preserving the study of support from industry and government atstate and local the discipline, the improvement of methodology, and the pur- levels. This is direct market place evidence of the success of suit of new knowledge wherever it may lead. these programs. It would be a mistake however to attempt to Basic research is not a continuous process but z.ather a run programs permanently on specific project supportif, as continuous succession of choices. Will I follow this direction we believe, the society as a whole has an interestin the edu- or some other direction? A problem focused man willtake cational aspect c.nd the free discussion aspect which are not that direction which he expects, rightly or wrongly, will lead served by the short term problem focus usually supported by closer to the solution of problems in which he is interested, industry and local governments. whereas the man devoted to the uncovering of new know- Problem focused work is admittedly difficult. It requires ledge will take that direction which he f/' most interesting. multidisciplinary efforts or, as one student put, "a-disciplin- As scientific knowledge accumulate- disciplines ary." A number of impediments were proposed to us from fractionate into ever narrower ialtjesthe time to time by discipline oriented faculty. For example, it institutionalized differences betv ,e ,,..ndamental was suggested that faculty will work acrossdisciplinary lines attitudes become clearer and molt.,.,. ,,Alable than ever. on projects it ,,,oney is available. While it is true that intimes Several faculty members we met emphasized this basic dif- of tight money supply faculty may look eagerly toward any ference in career goals. When problem focused programs were monies that are available, it is not true that r-ae can simply clearly separated institutionally from those with discipline bring members of different disciplines together and imme- goals the faculties got along better, talked more freely to- diately expect successful joint efforts. The most successful gether, and even worked together on some specific topics. efforts were among men who had spent some considerable The uneasy relationship which exists between the two goals time working together. is clear from hiring practices. If the chairman of a discipline Those trained to different disciplines develop a collection oriented department is faced with the choice of two men, of technical terms, ways of approaching problems, and ana- one with a problem focus and, considerable experience, and lytical tools which differ more in description than in sub- the other with a narrow disciplinary orientation and much stance. In the most successful programs a common language accomplishment in basic research in his specialty, the chair- had developed after some length of time..However the lan- man will invariably choose the latter. guage problem was solved, it was not solved instantaneously The traditional rewards:of the academic profession have by bringing together a variety of disciplines. After a core been most commonly given to those with a discipline orien- group has developed a common language it is mucheasier tation and perhaps this is appropriate. We found that the to bring in an occasional visitor from some relevant discipline faculty with a problem focus were not especially concerned who can, in effect, have the proceedings of the group trans- about this kind of academic standing and reward structure; lated for him until such time as he understands how they but for obvious reasons they were conscious of the university communicate with one another. The students who participate reward structure including appointment, promotion, tenure, in such programs have less difficulty since they begin with a and salary levels. There may well be some men who would multidisciplinary approach. like to pursue both kinds of activity; however we are skeptical Another common allegation was that the faculty would get that either activity can survive unless it has a corps of dedi- out of date in such a program. There is some evidence thatin cated people clearly identified with it and who recognize one the case of the schools of public health some faculty did fall or the other as their home base. behind the advances of relevant disciplinary fields. One can- Many of the faculty members associated with these problem not guarantee that this will not recur. We can only state that focused programs have had experience in government, in in- we f 4 participants in these environmental quality pro- 199 grams fully up to date with developments in the disciplines of a high paying job. Instead, they have found that what is with which we were familiar. In areas such as systems re- most important to them is to divert the world from what they search, game theory, and computer techniques the faculty see as a path toward certr.doom. That, in the student's were developing new methods. In any case, there is no rea- view, the accepted academ.t. disciplines have not met this son why, ...ven satisfactory institutional separation between need is evidenced by the findings of 3r. Benson Snyder, a the people dedicated to problem solving and those dedicated psychiatrist at MIT. He has reported that a large fraction of to basic, research, a peaceful interaction cannot take place in the very brightest graduate students admitted to a scientific which both groups stay up to date and are stimulated by education either drop out or are much dissatisfied with edu- each other. This kind of symbiotic relationship was developing cation goals. From performance data and in-depth interviews at several of the institutions we visited. he concludes that these are not only among the brightest stu- Finally, several famous members of the scientific elite have dents but constitute those with the greatest depth of concern suggested that there is not a supply of able people willing about society's problems.... to engage in activities of this kind. We have simply not found If the universities could overcome their innate censerva- this to be true. There are far more penp'e willing to engage tism by creating curricula which the students would find more in this activity than can find support either to teach, do re- relevant to the problems existing in the world outside the uni- search, or work on problem focused activity related to en- versities, then it is possible that a good deal of unrest on the legitimate vironmental quality. Itisinteresting to note that we have campus would vanish. At least the students with a received several unsolicited resumes from young scientists concern toward their education would find that theuniver- at three of our leading universities who have heard of our sity would indeed allow them to go into fields of deep social summer study and wish to be brought to notice ofthese concern. We found evidence of this at all the campuses we programs where they might secure jobs in the area.The visited. Almost all the students with whom we spoke were resumes of these young men suggest that they are among products at the undergraduate level (and many at the Mast- the very brightest available from physics, molecular biology ers level) of a strict academic discipline. Eachof them has and other fields. expressed a degree of dissatisfaction with his narrow discip- In summary the faculty seems well qualified. The supply line training. They were enthusiastic about the programs in is abundant for an expansion of ten times or a hundred times which they were participating and expressed concern at the the present level of activity. What is lacking is an institutional lack of such programs at other colleges and universities in willingness to try and, most of all, there is a shortage of money the United States. None of these students worried about fu- with which to start. We will ceturn to this subject in the find- ture careers. In many instances they voiced the desire to teach ings and recommendations. at the university level in programs of this kind. It is of particular interest that a majority of the students Students with whom we spoke ha-d had some experience in the "real One of the myths, often repeated when discussing inter- world." Some had returned to the university after as long disciplinary programs, is that if students do net have the as fifteen years. At one such university with a programin city proper disciplinary training they will not be preparedfor ca- and regional planning, a new PhD student this fall will be reers awaiting them in the "real world." The studentswith the former Model Cities director of the neighboring large city whom we spoke disagreed. As stated in the Cox report on the who will be entering the program at the age of 50. These Columbia disturbances: experienced students expressed little concern over their fu- "The simple tact is that a constantly growing proportion ture. They had been working on society's problems and had of the best students does not Irsok forward to careers molded come back after a realization that they needed problem- along the established lines ot professional or business suc- oriented training. They felt, to a large extent, that their dis.. cess. The point can be proved statistically, but it is enough to ciplinary training had been inadequate in preparing them illustrate it by reference to the tremendous interest in social to deal with problems outside the university. service work and the Peace Corps and conversely to the diffi- In many cases students provide the cohesion for the group culties established business firms and the professional advisors which the faculty are unable to contribute. The programs in now face in recruiting." which the students had a strong voice in direction and goals The world to which the PhD student is headed is one con- seemed to work the best. It was the students that were truly cerned with problems, and not organized along disciplinary inter-disciplinary. With their problem oriented viewpoint they lines. There is a variety of jobs awaiting such a problem ori- provide an important channel of communication between the ented student. For example, there are numerous government participating faculty members. Because it is the students' goal agencies currently faced with an alarming lack of trained in- to receive a true multidisciplinary, problem oriented educa- dividuals, who can competently deal with problems of the en- tion, they often demand there be a maximum amount of in- vironment. At best, we have managers trained in a discipline teraction between faculty and students and faculty among and with a tendency to view all problems that come under themselves. the auspices of their agencies in terms of that discipline. There It was only if the program functioned as a degree grant- will always be agencies and industries interested in hiring peo- ing institution that the student gained the maximum benefit. ple to solve problems. The Vice Presidents for Research of The problems of such a Center when it existed only to sup- major corporations told us that they desperately need people plement that student's education in an academic discipline with broad training in the environment. What better source were severe. The students at a large Western private school of manpower, than those who have trained for just this pur- with an urban oriented program complained that oftentimes pose? they were not able to devote the amount of time they wished It is even possible that this is a moot question. For more to programs of their Institute. This was because many of and more today, we find that students are less interested in them, especially the Masters students for whom no degree is the material values than their parents. We have spawned a granted, were required to take courses to satisfy the estab- generation with a "social conscience." Unlike their parents, lished curriculum of their discipline at the same time that their generation was raised without the devil of depression in they were participating in programs of the Institute. Because constant watch. Many are not concerned with the security of the program's flexibility, which included lack of deadlines Pin 200 and examinations, the studeNts were forced to devote more lines. One student remarked that the value she found in tak- time to those courses required in their disciplines whichhave ing courses in other disciplines was that she was learning how such deadlines. Any benefits from participation in such an to communicate with those people still lodged in disciplines. Institute will almost certainly be negated if the student is In no case did we find students who felt themselves unable forced to place his work at the Institute at the end of his list to compete in these disciplinary courses. Itis through this of academic priorities. contact that the students become truly interdisciplinary. Since Of the three major roles of the universityeducation, re- they had become used to participating in courses across the search, and the on-going discussion of problemsit is cer- academic spectrum, they had much less difficulty than the tainly the education of students with problem oriented train- faculty attached to the programs in communicating across dis- ing which is one of the most valuable results of a program ciplinary lines. concerned with environmental quality. The fear that a stu- There was some evidence that courses offered by such pro- dent trained in such a program will be amateur rather than grams are taught differently from those offered in the tradi- a professional is not echoed by the studentsthemselves. These tional academic disciplines. Seminars and workshops were students, especially those with extended work experience, the common course structuring. But much more so than in know thatitis not necssarily true that a generalist equals the traditional disciplines. the seminars tended more toward an amateur. The students expressed confidencein themselves group interaction and "T group" experiences. It was a feel- and in their ability to find jobs after they had completed their ing expressed Many times by the students that they had little , university education. They were excited about their programs. patience with faculty members who made rare appearances at the Center. To the extent that research was a part of their training the students welcomed it. But they stressed that they Curriculum did not want a faculty member involved in the Center who There is strong evidence in our findings that the programs was primarily interested in his own individual researchand which have control over their curriculum are the most suc- who spent most of his time on it. A faculty member heading cessful. The optimal arrangement is one in which the program western or center offers a degree to its participatingstudents. When an undergraduate program in the urban area at a this is the case students will not find it necessary to satisfy private university felt that the pressure on him was much the academic requirements in a department in addition to any more than he had experienced in any other academic situation. which may be attached to the program. Some of the pro- The students demanded that he be present sometimes just grams did offer their own degrees. Others overcame theprob- as a sounding board for their ideas. He felt that many faculty lem by making use of the committee or individually planned members haLi a fear of this interaction and thus shied away degree. Thus, the students were able to devote their time to from participation in such vigorous programs. interdisciplinary programs concerned with the environment. In particu;ar, the students should have some practical ex- An Environmental Quality Program should have a mech- perience in working out the problems of the "real world." anism through which courses may be created and added to Whether it be in an urban semester program, a work-study the curriculum of the students. It is neither necessary, nor de- program, this is experience that will be invaluable to the stu- sirable, that the students' entire curriculum be offered under dent once he has finished his studies. The university will al- the auspices of the program. We are, after all, looking for ways, to a certain extent, be insulated from society outside its interdisciplinary programs and the students should take ad- boundaries, Only through the instigation of such work-study vantage of the wide range of courses offered throughout the programs will students be allowed the experience of actual university. However, it will not be entirely answered by those problem solving. courses already in existence. Many of the programs offered core seminars as the basis upon which the studentbuilt his THE ROLE OF FEDERAL FUNDING curriculum. In one case, these core seminars served as a In considering the role of federal funding in environmental meeting ground for interaction between students and faculty. quality programs itis important tho *he Federal Govern- There was no subject matter attached to the seminar until ment, and specifically ,mcerned with prob- the faculty and students together decided what it should be. lems of the environmen. allAI, ,he trap of funding In all of the other programs students and faculty were free disasters and withholding money from those programs with to create courses which they felt nccessary for their education. the greatest chances for success. A common complaint we Whether or not a degree was offered, the students were heard at all the universities we visited was that there was a allowed a wide range of freedom in deciding upon their cur- general lack of funds availa ble for such wide ranging inter- riculum within the programs. In the cases where degrees were disciplinary programs. What the heads of most of these insti- offered, students were encouraged to tailormake their own tutes found themselves doing was going through a process curriculum, usually in conjunction with a faculty adviser. of genteel lying and cheating in order to get money for their One student at a small eastern school commented that never programs. Often times,it was necessary to emasculate the in his educational experience did he feel, as he felt now, that programs in order to suit the specifications for federal fund- his individual desires and talents were taken into considera- ing. tion in formation of his degree program. It was at this same We have not attempted a detailed study and analysis of the school that the students commented as a group on the ab- Federal Government's past efforts to fund interdisciplinary sence of competition within the department. Theyexplained research and education. Such study has been made by Dr. that the range of problems dealing with the environment D. E. Cunningham under the auspices of NASA. . . .His was so large that there was no reason forthem to compete findings have helped shape our conclusions and recommenda- either for thesis topics or for jobs afterwards. They were ex- tions. cited by the individual freedom allowed them in the pursuit The most common method of funding is through individual of their education. research grants or project grants. What the Federal Govern- As students often pointed out, absence of set requirements ment is in effect doing is encouraging the creation of "paper allowed them to take a wide range of courses throughout the institutes." The money, usually in the form of project grants, university, thus giving them contact with the various discip- is awarded to the institute and each professor quickly takes 211 201 his share and returns to his department for his ir re- method,' of tt.,/,.11.ng am_esea_7chIlls would oot be cr.,1thrlt: earch. After a certiin length of time the professor maybe ing funding r wculd provide the prep=ation -rte,., expected to return with a neat paper of research results. This methods of ttHng. eotirse Matt iais. and faculty free :me can hardly be considered as a satisfactorymodel for inter- to prepare innovations. disciplinary research, and there is certainly no provision for Student funding should not be ignored. The Federal Gov- the training of qualified individuals who will deal with en- ernment and many industries are desperatdy in need of the vironment or for the on-going discussion of environmental people who will be trained by the program. It may well be problems. In essence, the funding patterns are not demand- that these people are as valuable to society as thosc in the ing of any commitment by the institutions. Any interdisci- medical sciences and perhaps the Federal Government should plinary work which exists today is largely a result of sheer will provide similar incentives and support for them. One common on the parts of the participating individuals. thread we found among the students inallthe programs Another result of such funding patterns is that there is a was that a majority of them returned to these programsafter lack of continuity, of research and of training. Once the pro- an extended amount of time of outsideprofessional ex- ject has been completed the faculty members working on it perience. Many of themhadwivesandchildrenand disband the group and seek new funding for new projects. were giving up lucrative jobs in order to return tothe uni- Thus, the faculty members receive an excellent training on versity. The Federal Government should consider funding how to fill out federal funding applications. support for such people. Continuing and re-educationof such One myth which has been built into the system of federal experienced people isin the best interest of society. Cur- funding is that research and training can be adequately sep- rently the amount of money they receive on training grants arated. Especially in these interdisciplinary areas this is just cannot adequately support them and their families. We do not the case. There have been a few training grants for in- not want to pre-select out those people who havevaluable dividual students who wish to pursue particular projects. But experience to contribute to the program. This is, in effect, how can they be trained in the area of environmental quality what is happening when we offer a graduate student with a if there is no one on the faculty of the university to train wife and two children three thousand dollars a year. It is them? These training grants force the student to identify not necessary that such student support be only grants and himself with a particular academic discipline and often times loans. The work part of the work-study program could enable he is diverted from his original purpose and the purpose for students in problem-oriented programs to earn much of their which the training grant was awarded. own way. The funding patterns as they exist today do not seem to promote an interaction between the funding agencies and the FINDINGS AND RECOMMENDATIONS universitiesan interaction which could prove to be reward- We conclude from the above that the prohlems are serious, ing for both. The students could receive valuable experience that faculty and students are available for some new and ima- through contacts and work with agency officials. Especially ginative efforts, and that present federal funding policy works if a program is to be problem focused students should be in opposition to funding the kinds of efforts that seem to be exposed to the problems with which the Federal Government successful. is faced. Further, many agency officials could benefit from We recommend that the Federal Government support for- the new ideas which come out of the interdiscplinary pro- matior. of Schools of the Human Environment at colleges and grams in environmental quality. univer rties. These programs should be expected to vary in There is a broad need for programmatic support for these their emphasis from university to university and from region environmental quality programs. The Federal Government to region. Their common purpose, however, should be prob- must attempt to select those programs which have the great- lem-focused education and reseatch directed toward people est chance of success. According to our findings, this would their need and desire for a satisfying life in pleasant sur- mean that the Federal Government should look for programs roundings. Such schools or prog:ams can begin the task of which have a strong hand in the faculty reward structure and providing trained professionals to work on environmental over student curriculum. In addition, the agencies intending problems, help to donne what is possible and how to get it, to do the funding would be wise to look for a strong admini- and provide opportunities for the justifiable desire of many strator with some ovetall responsibility for the program. It young people to devote their attention to environmentalprob- is usually through the presence of such an administrator that lems. the program has managed to establish itself within the uni- The Federal Government cannot start these efforts alone. versity qalciure. Colleges and universities should exhibit their commitment to The Government could play an important role in the insti- environmental programs with people and funds. In particular tution of these programs by contributing seed money for the we recommend that such programs meet thefollowg cri- hiring of faculty and for planning of new programs. Once teria: the program has been in existence for a specified length of (a) Substantial or complete control of the faculty rewaid time this money could be replaced by money from the uni- structure and versity. But money, which is so desperately needed for the (b) a relatively free hand to be innovative in introducing institution of any such institute or program, will most likely course material, educational programs, work-study programs have to come from the Federal Government since most uni- and curriculum requirements for degrees. versities cannot provide initial funding. If the program has (c) The focus of environmental programs should be ex- a good faculty and a good plan of action, and if it can begin pected to vary from institution to Mstitution and the funding to attract students, then this is the recipe by which state and agencies should ascertain only that thereis problem focus private sources will begin to divert money into the program. to the activity (whether technological forecasting, pollution It might also be wise for the Federal Government to estab- abatement, urban planning, long range society planning, or lish some policy regarding educational innovations in such a number of other continuing problems). programs. Some educational money should be applied to these 1. We recommend that funding programs include at least new interdisciplinary areas for experimentation with new the following items (but not necessarily be limited to them): L'Ia2

Continuing corefundingforthe programasa be $50,000 or more for a one or two year .,,ruriou:. Thus we recommend that approximately twenty million dollars be de- whole. . (b) Seed money for faculty salaries.... voted to this program at the outset. Because certain aspects (c) Seed money for educational innovation.. .. of the program should diminish in cost after the initial grants 2. We recommend that work-study programs for both fac- it is not likely that these funds need grow at a substantial rate ulty and students be a prominent part of environmental pro- in the filst few years. It is our firm opinion that the govern- grams. In the effective programs currently underwayit was ment would get more return for its money in programs of this obvious that the real life experiences of both faculty and sort than they now get from some of the existing training students played an important part in their contributions to grants and contract research.. .. the programs and to the educational experiences of them- Therefore the recommended twenty million dollars does selves arid others. Since we are concerned with real-iife prob- not need to be entirely new money. A crude estimate is that lems it seems obv)ous,,and was borne out by our study, that about one half would be new money and about one half could work-study programs are extremely useful. They are useful be diverted from existing funds expanded under titles related to the students as part of their education, to the faculty, in to the .environment. renewing their contacts with the actual problems, and should Funding procedures should involve those agencies with a be of considerable use to the government by bringing in vigor- mission for Troblems of the environment. They should cer- ous faculty and students for short periods andreturning their tainly include the Departments of Interior; Transporation; own officials to the university both as students and asteachers. Housing and Urban Development; Health, Education, and 3. Student educational support is essential as a part of en- Welfare; Commerce; and Agriculture. The National Science vironrneMal programs.... Foundation should fund programs that are not specifically a 4. Recommended funding levels. We have felt that the part of any agency responsibility but show promise for the interest and the able professionals are available to expand future. The agencies mentioned have been notoriously ineffec- the presently effective efforts by ten to a hundred times. We five (with a few exceptions) in funding institutional arrange- conclude that somewhere between ten and twenty major uni- ments at universities. We therefore recommend funds be as- versities have programs sufficiently far enough along to be signed by these agencies to this program and that some senior ready for funding. The cost of such a program depending people from these agencies be brought together under the on size and extent would range from two hundred thousand policy guidance of thePresident's Environmental Quality to about eight hundred thousand dollars per year including Council with representatives of NSF, NASA, or DOD to all the features mentioned above. In addition, we recommend take a lead role in the initial funding in a common effort planning grant support for some of the two hundred or more embracing all the agencies. Eventually all the agency members universities who,have expressed vigorous interest in this area should return to their own agencies to constitute a Bureau that are not suficiently far along to offer a definite and fund- of Institutional Funding operating directly under the Secre- able program. Such planning grant support probably should tary of the Department. .. 203

Appendix D A STATE MODEL ENVIRONMENTALEDUCATION PROGRAM FOR REGION II, U.S.O.E. (Excerpts)

5. Achieve a balance between population and resources which will permit high standards of living and wide CHAPTER II-NEW JERSEY RESOURCES AND FACILITIES sharing of life amenities. Beyond question, New Jersey is the ideal location for a 6. Enhance the quality of renewable resources and ap- regional model demonstration program and laboratory in en- proach the maximum attainable recycling of depletable vironmental education. Having 941.8 people per square mile, resources." It is felt that the focus of the New Jersey objectives, which itisthe most densely populated state in the Union. The as fol- northeastern section of the state is geographically the center contribute to the achievment of national goals,is of a population density of 15 million people living within a lows: radius of 60 miles and including parts of New Jersey,New To enable industry, education, government, other groups York, Connecticut, and Pennsylvania. In addition to being and individuals to work cooperatively, and to pool their resources in: the most urbanized state in the country, it is also the most in- I. Creating environmentally literate citizens who: dustrialized. Because of these two factors New Jersey can interdependence withthe aptly be termed a microcosm of the present and future prob- (a) Understandtheir lems facing the entire nation. environment Furthermore, New Jersey has shown national leadership (b) Accept responsibility for environment in the field of environmental ecological education and is able (c) Are knowledgeable of environmental problems to provide a network of qualified environmental educators, (d) Actively participate in the solution of environ- established teaching and training facilities, and diverse learn- mental problems ing environments. Finally, the state has unique and compre- (e) Contribute to prevention of future environ- hensive representation of those powerful vectors of potenfial mental problems change, viz, business and industry, for within its borders lie II. Increasing the usage and diversity of educating environ- from farming and ex- ments a spectrum of these interests ranging III. Providing leadership for research and development, tractive mining, space research and development, to the re- professional and non-professional training, and cur- fining of fossil fuels. In this setting, it is imperative that the state mount aviable riculum change program of environmental education. To thisend, the State IV. Development of a procedure for the permanent coor- Department of Education has developed. during the past three dination of the educational activities of public and pri- years, a New Jersey Plan for EnvironmentalEducation. vate organizations, agencies, groups and individuals. Knowing that New Jersey must move ahead, the State Com- To achieve these objectives, the proposed plan will be im- missioner of Eat ;cation, Dr. Carl L. Marburger, has endorsed plemented through three components: a Technical Advisory the Plan. If the Plan is implemented, it can serve as a model Committee; an Environmental Education Model Center; and for the other states and particularly for Region II of the a structure of Operational Models. United States Office of Education. On March 25, 1970 Dr. Marburger proposed, in a letter to Dr. James E. Allen, Jr., CHAPTER IV flktT1VF EFFORT U.S. Commissioner of Education, that New Jersey serve as a If environmental ecological education is to be the educa- National Center for Environmental Education. In recent tion for the survival ol the United States and the World com- meetings with personnel in Dr. Allen's officeithas been munity, it must be developed in all sectors of the population. determined that one state in each of the ten regions estab- This chapter deals with the total effort needed to expand lished by the U.S.O.E. might develop a model program for its present isolated programs into a statewide matrix which will particular region. Therefore, it is proposed that New Jersey serve the needs of New Jersey and also serve as amodel pro- be established asthe demonstration model statefor Re- gram for Region II, U.S.O.E., and the Nation. gion II... . To achieve the objectives outlined in Chapter III, a model program will be developed to carry out the necessary re- CHAPTER III-OBJECTIVES search, development, and implementation of a variety of The intent of the proposed New Jersey Environmental Ed- activities providing for a unified, coordinated, viable design ucation Model Center of Region II, U.S. Office of Education for change from the status quo to an acceptable program of is to contribute to the following national goals: action which will produce the desired changes in attitude, and 1."Fulfill the responsibilities of each generation as heritage trustees of the environment of succeeding generations. use of the environment, as well as provide a worthy for future generations. 2. Assure for all Americans safe, healthful, productive representative and esthetically and culturally pleasing surroundings. The appointment of a high level, broadly 3. Attain the widest range of beneficial uses of the en- Technical Advisory Committee which will serve, in a sense, vironment without degradation of health or safety or as a board of directors for the model center is thekey to the entire enterprise. This committee will be the vehicle through other undesirable or unintended consequences. which communications will be expanded and will allow for 4. To preserve historic, cultural and natural aspects of of our national heritage and maintainwhenever possible an an open exchange of problems confronting many sectors environment which supports diversity and variety of in- government, industry, and education. Legal problems, factual studies, long-range plans, projec- dividual choice. 214 204

tions for future development, economic forecasts and the wide between business/industry and education. range of information necessary for decisionmaking are pro- Translation of industry's data, planning and technology duced by agencies and groups represented on the Committee. into relevant curriculum materials. A major task of the Technical Advisory Committee and Preparation and training of environmental ecological the staff of the Model Center will be the pooling of informa- specialists for business and industry. tior .;ts evaluation and subsequent conversion to courses of Conferences, seminars, and symposia on environmental study. These courses of study and adjunct curriculum mate- affairs for all levels of management. rials will be disseminated and made available to public and Elementary and secondary education needed private schools, institutions of higher education, public semi- Teachers, schooladministrators, and school board nars, and news media. The Center will also providecurriculum members who understand the societal significance of models and materials for industrial, business and intragovern- environmental ecological education. mental technical training sessions. In-service training programs and facilities which will Teaching materials and training devices are being devel- offer teachers exposure and practice with experimental oped and tested throughout the country. The Center will col- ecological curriculum materials, teaching aids, instruc- lect, for its reference library, much of the material developed tional techniques, and educating environments, other by governmental agencies, industry, Title III projects, local, than the classroom and school building. county and state school departments. The staff and consult- Curriculum materials which are attractive to teachers ants will evaluate this material and disseminate their findings because they are relevant and immediately adaptable to to appropriate audiences. As a clearinghouse, the Center will existing curricula and are attractive to student; because carry a heavy responsibility for dissemination. they are relevant and replete with direct, often self-guid- The Center will sponsor leadership training seminars for ing learning experiences. business, government and school administrators, teachers, Vocational high school training in environmentally re- commuity groups, environmental-interest organizations and lated occupations. associations and others. These programs may be conducted A central servicing agency able to provide environ- at the Center or by contractual arrangement at one of the sub- mental ecological information, consultation, curriculum centers, industrial training facility, college or university. materials and multi-media teaching aids. Exchange of information with other sta:4r.ls and territories Higher education needed in Region II will be accomplished through conferences, news- A well organized and stimulating required environ- ktters, staff exchange, fellowship training programs and dis- mental ecological studies ccurse for each college student. semination of model curriculum materials and media. New interdisciplinary majors at the undergraduate and The Center will designate several of the sub-centers to graduate levels. achieve particular objectives. Two sub-centers, which presently Expansion of independent studies programs and en- conduct in-service teacher training environmental ecological couragement of individual projects related to environ- education programs, will be designated as the extension facil- mental quality. ity to plan and conduct a series of workshops, seminars and Environmental technician training for students of two training sessions. Other sub-centers will be identified as cur- year community colleges. riculum development and testing stations, working in coop- Continuing education and refresher courses on en- eration with the staffs of the Model Center and the other vironmental issues and processes for graduates working sub-centers to allow for maximum communication, evalua- in the fields of bu.' oeerinn. law, medicine, gov- tion and implementation. e; nment, etc. Community College Manpower trai p- ogi ue Conferences, seminars and symposia on environment developed as part of the total state plan with the Center serv- for diverse groups of faculty members to facilitate the ing as a coordinating and dissemination facility. exchange of ideas and to sensitize these key individuals. The above major thrusts of the Technical Advisory Com- Adult education needed mittee through the Center staff and the network of sub-centers Survey-type and specific course offerings on environ- will be organized to meet the common and specific environmental subjects. mental needs of various sectors of society. Preparation of adult educators to teach such courses. ...[Tlhe following is a brinf list of the major sectors of Use of local community busjness leaders, environ- concern together wito their mor e.critical individual require- mental specialists, and governmental officials as educa- ments. tional resources. General public needed Development of more sophisteated curriculum ma- Public forums on current environmental problems of terials and teaching aids for adult:level courses. community, state and nation. Active involvement of the adult sec-or of a community Local radio and television programs that educate, not in its local environmental problems :to effectuate change. titillate. Governmental agencies needed Informative news journalism. Active leadership and cooperatkm of governmental Environmental ecological training sessions and con- agencies, industry, business and .-ducation to insure en- ferences for journalists, television producers, radio pro- vironmental quality. grammers and other media specialists. Astute planning and developr/nt and management A central source of rthable infounation on environ- of open unused property. mental issues and programs. Seminars and conferences to aisseminate basic eco- An awareness on the part of the -general public that it logical knowledge which relatess466 the impact of various can and must effectively act regarcEng environmentalis- technologies on environmental qtaaity. sues. Interagency cooperation with other sectors of the pop- Business and industry needed ulation in the development and conversion of source A viabk working relationship and creative exchange materials to viable curriculum. . 2 15 205

MASTER PLAN FOR ENVIRONMENTAL School Superintendents Association EDUCATION (Excerpts) Secondary School Principals Association Elementary School Principals Association The New Jersey State Council for Environmental Educa- Classroom Teachers Association tion, funded through the Elementary and Secondary Educa- Private and Parochial Schools tion Act of 1965, is administered by the Newark, New Jer- Association for Supervision and Curriculum Develop- sey, Board of Education. Established inSeptember, 1967, the ment Title III Environmental Education Projects Council was formed to achieve the following six objectives: following 1. Develop an evaluation instrument for EnvironmentalEd- The other ten members would be drawn from the ucation Programs. sources: 2.Inventoryall Environmental and Outdoor Education Parents programs and s:tes in New Jersey. College Students 3. Assess existing Title III projects in Environmental and Secondary Students Outdoor Education. Board of Chosen Freeholders 4. Determine whether inner city youth are being served, Federated Boards of Education 5. Increase public awareness of the value of Environmental Municipal Conservation Commissions Education. League of Municipal Governments 6. Develop a Master Plan for Environmental Education in County Park Commissions New Jersey.. Citizen Service Organizations The primary objective of the master plan is to create, in Private Foundations the most rapid and efficient way possible, an environmentally Business literate citizenrya citizenry who understand their interde- Churches pendence with and responsibility for the total environment, News Media and which posesses the knowledge and concern to solve exist- Labor ancf Industry Soil Conservation Districts ing problems and to prevent future ones. In the process, the Ed- master plan seeks to foster the greater use of the numerous The Technical Advisory Committee on Environmental learning environments which exist outside every textbook ucation should address itself to the following: cover and schoolroom wall, and thereby to offer eachcitizen a. Review, with the Commissionerof Education, per- the deep satisfaction which comes from really sensing and sonnel in existing educational agencies on boththe state- understanding the daily flow of life around him. wide and local levels and recommend effective means for their overall coordination. We propose: (1) establishment of a Department of Educa- b. Recommend more effective means for utilizi, fion Technical Advisory Committee on Environmental Edu- personnel resources available within the educat,nal cation; (2) encouragement of local school district Concerned munity. (Soil conservadon service. Agriculture Exte,sioil onEnvironmentalEducation;(3) Agents, etc.) CitizensCommittees c. Identify those personnel in theeducational com- strengthening the network of Environmental Education Cen- changes ters; and (-support for the proposed legislation included in munity who are responsible for major curriculum this master plan. ... at the state and local levels. d. Devise a means for effectively coordinating the capabilities of education agencies with those of business, civic DEPARTMENT oF EDUCATION TECHNICAL groups and federal agencies based in the state. ADVISORY COMMITTEE oN e. Identify the amount and allocationof those financial ENVIRONMENTAL EDUCATION (ExCERPTS) resources of the state and federal government nowallo- . .. cated to existing environmental education centers; con- A Technical Advisory Committee on Environmental Edu- sider the need for new or improved fiscal arrangements. cation should be established with its primary mission to advise regional the Commissioner of Education on the implementation of a f. Consider the establishment of additional state-wide environmental education program of action. environmental education centers and environmental edu- cationresearch and curriculum development centers It would serve the Commissioner of Eck:cation by gathering throughout the state and devise appropriatelegislation for vitalinformation, reviewing Education Department efforts related to environmental education, and recommending a their establishment and continuation. data re- g. Identify and assess the capabilitiesof other environ- course of action based on the master plan and other mental resources and agencies within the stateand rec- sulting from its deliberations. ommend means for their coordinatedutilization. For ex- This Committee should consist of twenty members. They ample, county park systems, municipal conservation com- will be appointed by the Commissioner of Echication for three missions, representatives of local and county natural re- year terms. source agencies. Ten members would be appointed from such groups as: Federal-State finan- State Department of Education h. Keep abreast of new sources cf cial assistance programs. State Department of Higher Education levels to State Department of Conservation and Economic De- i. Review existing education programs at all determine their present effectiveness and futurepotential velopment for creating an environmentally literatecitizenry; recom- State Department of Health materi- State Department of Transportation mend a system to insure the constant flow of new als into the school curricula. State Department of Agriculture technologies RutgersThe State University j. Assess new and changing educational Other New Jersey Colleges and Universities for their potential use in environmental education pro- County Superintendents of Schools grams. 218 206

k. Consider the establishment of a permanentEduca- door centers. Use should be made of the Environmental Study tion Department Environmental Education Division to Areas newly established under the direction of the Secretary of carry out the recommendations of theTechnical Advisory the Interior, Walter Hickel, by the National Park Service. Committee and the Commissioner of Education. Urban districts should utilize the "vest pocket" parks and 1. Devise a managerial plan and organizationalstruc- other surrounding small open space areas available in their ture for actuating a comprehensivestate-wide environ- commun ities. mental education program for all educationalinstitutions; 3. An improved means of transmitting to schools informa- determine a feasible timetable for this effort. tion available in many state agencies, about environmental The Technical Advisory Committee on EnvironmentalEd- problems, should be developed. Many studies, reports, maps, ucation should prepare reports on its findings to besubmitted plans and other data developed by various state ager.cies could to the Commissioner of Education at regular intervals(month- become important, integral parts of the school curriculum ly or bimonthly). . if a method of continuous communication could be developed.

ELEMENTARY AND SECONDARY EDUCATION ADULT EDUCATION COURSES DiSciasion Discussion It has been ascertained through a statewide survey,that It is particularly important that the adult sector which con- approximately 200 of the existing 596 school districts are in- trols the life of the community be reached. Environmental volved in some type of Environmental Education program. quality is a social problem whch adults must be given the The scope and extent of these programs varyconsiderably opportunity to learn more about if they are to exert effective among the school districts. Some programs areof an isolated leadership. Although the nta:N media have the ability to bring type, a one-exposure approach, and usually are terminal. problems to the attention of the public, they cannot be ex- Others are of longer duration and incorporate manygrade pected to provide fundamental knowledge of environmental levels which use schoolsites, parks, local fields and woodlands, principles and processes which citizens must apply in their solid and liquid waste disposal plants, town meetings, news- problem solving efforts. There is, therefore, a need at the com- paper stories, and many other community resourcesin their munity level for an adult oriented survey course on the en- environmental education studies. If school students, the future vironmenta course which begins with general principles and voting citizens, are to become involved as effective monitors which progresses, through the use of local examples, to a con- and change agents of their environment, then the schools must sideratiou of the specific environmental issues of nation, state, provide more than a peripheral acquaintance with environ- and community. mental prolems. The school curriculum must be modified. Recommendations Recommendations 1. At a minimum, one survey course on the problems of 1. The primary concern should be to make the school per- the environment should be part of every adult education pro- sonnel more aware of the seriousness of current and future gram. In the design and conduct of the course, useshould environmental problems and of education's role in the restora- be made of members of the community who, either by vo- tion of environmental quality. This task would be accomp- cation or avocation, are involved in environmental affairs, for iished through a combination of workshops, conferences and example: members of the municipal planning boards, and film/slide presentations involving teachers, supervisors, ad- conservation commissions; representatives of local businesses ministrators, and others. and citizen action groups; resource specialists of federal and 2. An important aspect of a modified curriculum would be state government. Such personnel might be employed effec- the application of student learnings from environmental edu- tively as teachers or guest lecturers for the course. cation experiences to the solution of real environmental pmb- 2. If response to the survey course is favorable, it is rec- lems. Through field experiences with problem areas in the ommended that additional courses of a more detailed and community or region, students could be involved with the specific nature, such as community planning, pollution abate- source of the problem, its consequences and itspossible solu- ment, and general ecology, be designed and offered, either tion. For example, a new type of homework could be assigned through the adult education program or through the: exten- in which youth would involve parents and other adults in col- sion and community service divisions of neighboring insti- lecting data related to a local environmental problem leading tutions of higher learning. to suggestions for its solution. Young people, working with 3. Adult Education administrators and staff should examine Municipal Conservation Commissions and local Planning all course offerings in the adult education program and sug- and Health Boards could have first hand experiences not gest that the use of environmental issues be incorporated as available through theusualschool curriculum.Students appropriate. could measure pollution of air and water, predict the life ex- pectancy of existing solid waste disposal areas, conduct land- EDUCATION OF THE GENERAL PUBLIC use surveys, study the history and designof zoning, health Discussion and conservation ordinances, evaluate present and predict Our society is dependent upon the mass media for much future water-resource needs, and engage in many other real- of its information, and the media represent one of the most life educational ventures. effective and economical means of bringing environmental The degree of direct in.;olvement with a problem will be issues to the attention of the vast body politic. Continuous determined by the level of the school group in terms of aca- and reliable coverage of such issues is an important compon- demic achievement, grade, and reasonable proximity to the ent of any overall plan to increase the public's awareness, problem area. Field trips should include visits to industrial knowledge, and willingness to act in the interest of environ- complexes, sewage treatment plants, pollued streams and mental quality. lakes, farmlands where insecticides are either used or not There are, of course, other productive methods of reaching used, as well as the traditional residence experiences at out- the,gleral public. Local sponsorship r)f public forums, edu- ,,2 207 cational displays, and similar special events are a proven way the current problems, and their solutions. Inevitably,these of fostering public interest and support. Another example is citizens will want to insure that the school curriculum is rele- the film, "Later, perhaps," produced by the New Jersey State vant to the world that young people face, and will face. Council for Environmental Education. Highlighting the State's Municipal Conservation Commissions, recommended by pressing environmental problems, the film reveals that at least legislation enacted in 1968. are being formed throughout the some schools, through curriculum revision and the useof state. Kindred groups, such as Survival, Inc., Friends of the innovative teaching methods, are engaged in an effort to teach Earth, and other environmentally related organizations, have their students about man's dependence upon and responsibility directed attention toward environmental education programs for the environment. The film finally suggests that the audi- in the schools. ence examine the programs of their ownschool systems for environmental content. Recommendation The means are immaterial, but the general public mustbe The Commissioner of Education should urge each school made knowledgeable if itis to understand and support the district to create a Concerned Citizens Committee on Environ- efforts of government and industry to restore environmental mental Education. This committee would serve as liaison be- quality. tween environmentally related organizations, such as those mentioned above, as well as local established governmental Recommendations agencies, and the local schools. This committee would also 1. The Technical Advisory Committee on Environmental assist the school district in the study of local problems and Education should consider the development of a comprehen- in the development cf pertinent curriculum matelial.-. It would sive state-level public education program, to keep the public report regularly to the Superintendent of Schools,Board of continually informed of the environmental problems of state Education, or a designated administrative staff member. Local and community, and to foster increased citizen participation businessmen, representatives of labor, government, industry, in the solution of such problems. This dissemination effort medicine, the clergy, conservation commission, school person- could include such vehicles as forums, lectures, magazines, nel, and others who are ira position to contribute services newspapers, films, radio and television programs. The New and advice for those planning programs in er.vironmental Jersey Public Broadcasting Authority, launched in January, education should be invited to serve on the Concerned Citizens 1970, might be particularly valuable in this respect, Committee. 2. The Commissioner of Education and the Technical Ad- visory Committee should eucourage the development of local HI.GHER EDOCATION public education programs. There is an infinite number of Dis-ussion ways a local public education program could be conducted College and university students have become increasingly and it is worthwhile to mention a few. concerned aboutthe environment. The nationalteach-in Locul ze.wspapers should be urged to cover environmenti-J (scheduled for April 22, 1970) will mark the beginning of a possibly even carry a weekly or bi-weekly column period of intense examination of environmental quality by the drocc :o the environment. student body. There is little evidence, however, to show that displays should be constructed and placed in our inEtitutions of higher education are responding tothe local business establishments and public buildings. challenge of the environment in any planned manner, either Evening forums on local issues should be organized and the undergraduate or graduate level. speakers recruited from the ranks of local and county gov- In 1968 the New Jersey State Council for Environmental ernment, business, county and local based governmental re- Education appointed an ad hoc committee to review this situ- source agencies, schools and colleges, civic and other groups. ation in the colleges and universities of the state. Generally, Walking and driving tours of the local region should be it found that environmental understandings and issues are developed to acquaint citizens with the environmental chal- not being incorporated into general education and specialized lenges and opportunities extant within their home communi- curricula. When environmental quality was discussed, it was ties. These tours, conducted on a bi-weekly or monthly basis, usually restricted to a few specialized and technical courses. would identify specific environmental problems as well as An inter-disciplinary treatment of the subject was found to follow through on their elimination. be a rarity. While the ad hoc committee recognized the tv:ed 3. Hopefully, these facets of a pubfic education program for highly specialized couises of study,it stated that there would lead to corrective action on two fronts: to urge the was a compelling need for a pre-professional and liberal arts general public to maintain awareness of environmental is- program that would inform students of one of society's most sues and the course of their alleviation; and to spur the con- pressing problems. tributors to local pollution and other forms of environmental At Glassboro, Trenton and Montclair State Colleges, gradu- detrioration, not the least of whom is the general public it- ate programs have been established to prepare teachers as en- self, to initiate and maintain measures eradicating the environmental education specialists. The initial programs were vironmental problems lest further despoilation occurs. made possible by the Education Professions Development Act, which provided stipend support for experienced and pros- LOCAL CONCERNED CITIZENS COMMITTEE pective teachers and institutional assistance for each of the Discussion three colleges. This cooperative program has produced ap- As citizens become alerted to and concerned about the proximately forty graduates who have a master's degree in problems associated with the environmental crisis, they will Conservation and Outdoor Education. Presently, seventy stu- demand greater participation in the decision-making process dents are enrolled in similar, but non-federally supported effecting solutions to these problems. programs. These citizens will also want to know what is being taught For nearly twelve years, teacher education students at the in the schools relative to environmental problems. Theywill state colleges have spent five days in residence at the New naturally want young people 4.o move into adulthood with a Jersey State School of Conservation in Branchville. Attend- thorough understanding of the causes and consequences of ance at the school was made a graduation requirementin 218 208

1957 by action of the State Board of Education. Whenthe 2. Each institution of higher learning should establish a Board of Higher Education assumed control of the statecol- faculty-student committee on environmental education. The leges, this requirement was made optional.Presently, only purpose of the committee will he to explore and recommend students from Glassboro and Trenton State Collegespartici- desirable modifications of present course offerings acid to de- pate in the program. In addition,during their junior year velop new courses at the introductory and intermediate levels. practicum experience, Glassboro students are given an op- The establishment of interdisciplinary courses on the environ- portunity to work with and observe youngsters at the Corr- ment should be especially encouraged. servation and Environmental Science Center at Brown'sMills. The faculty-student committeer, should promote and facili- Several Scate Colleges and Rutgers (the StateUniversity) have tate independent study programs and similar course struc- offered in-service conservation and environmental education tures in which students would be able to work with local plan- courses and workshops at variouslocations throughout the ning boards, health boards, conservation commissions, and state. These courses are designed to acquaint teacherswith similar entities. Such courses would not only be of tremendous environmental problems and to assist in curriculum develop- assistance to local communities but would furnish students ment. with ityraluable experience and perspective. Recommendations 1. The colleges, community colleges, junior colleges,and 3. Offerings at community and junior colleges should be universities of the state should re-examine their existing state- expanded to include environmental education courses as a ments of educational objectives to insure thatthe concept of general or liberal education requirement, and also as terminal harmony betveen man and environment is in some way ex- vocational training programs to prepare students as technici- pressed as an e:sential goal. ans to work in the emerging field of environmental quality. ...

219 209

Appendix E A REPORT TO THE CALIFORNIASTATE BOARD OF EDUCATION BY THE CONSERVATION EDUCATIONADVISORY COMMITTEE (Excerpts)

STATE OF CALWORNIA, Since the fall of 1967, the Committee has beenholding DEPARTMENT OF EDUCATION, regular monthly meetings. Early sessions were devoted to Sacramento, Calif., August 6, 1969 gathering materials and reviewing the current status of con- CALIFORNIA STATE BOARD OF EDUCATION, servation education in California. During the past six months Sacramento, Calif. the Committee has been diligently putting their thoughts and DEAR BOARD MEMBERS: Throughout Our State andnation findings into writings in the hope that the recommendations there is a growing public awareness of the serious environ- we make will be of value to you in yourservice to the chil- mental and resource use problems facing mankind today.The dren and citizens of California. informed citizen expects his educational institutions to equip Membership of the Committee has changed during the develop period of our deliberations. Of the originalmembership, only youth with the knowledge and attitudes necessary to entire time. The solufions to these problems. Dr. Samuel Wood was able to serve for the A modern philosophy of conservation is founded upon en- present Committee wishes to express itsappreciation to these vironmental tmity. The problems of uncontrolled growth and former members who made a contribution to the final report development are problems of both the city and countryside. now before you: The productivity of our forests and farms can no longerbe David Hurford separated from the productivity and liveability of our cities Paul McCloskey the downgrading of part of the environment inevitablyaffects Casper Weinberger the total upon which all life on the planet depends.Conser- Rodney Heft vation requires the rational use of the physical environment The Committee as it now stands represents a wide spectrum to promote the highest quality of living for this andfuture of conservation interests and has, over the past months,de- generations. Conservation education must be dedicated to veloped into a coordinated, working team well suited toits achieving an environmental quality in which the individual task. can make the highest and wisest use of his talentsand poten- Two pieces of legislation enacted after the Committee was project. tialities. activated greatly increased the importance of our An informed public working for the commonenviron- Senate Bill 1, signed into law in 1968, requires thatadopted mental good through its democratic institutions at alleduca- courses of study shall provide for instructionin "protection tional, private interest and professional levels canbreak the and conservation of resources" and "man'srelationships to chain of destructive land use, restore the land which hasbeen his human and natural environment" in appropriate grade abused and build balance and beauty into our cities of thefu- levels and subject areas, grades one through twelve(Educa- Section 8503,8551-c, 8571-b). Senate Bill 206, also ture. tion Code An educational program designed to build suchattitudes passed in the 1968 session, established in theDepartment of of stewardship toward maintaining the quality of our com- Education a Conservation Education Service to encourageand mon environment enabling citizens to usewisely, not destroy, assist school districts in developing and maintaining conserva- Superin- the resources at their disposal may be defined asconservation tion education programs. The bill also authorized the education. The Conservation Education Advisory Commit- tendent of Public Instruction, upon the recommendation ofthe tee to the State Board of Education wasestablished to deter- Conservation Education Service, to make planning grants to California and local districts to help them develop conservationeducation mine the status of conservation education in (Education Code363.5, to make such recommendations as theyconsider appropriate. programs suitedto local needs The following report details the work of theCommittee and 6011.5). Unfortunately, no funds were provided for the serv- contains recommIndations for the consideration ofthe Calif- ices authorized by Senate Bill 206. Senate Bill1392 was in- session ornia State Board of Education. troduced by Senator Moscone in the 1969 legislative bu 's.the bill died In your charge to the Committee, which is foundin the to appropriate $125,000 for this purpose. Appendix, you requested that these specific areas bestudied in the Senate Finance Committee. and private in detail: The resources of education, public agencies, 1. Teacher training at both the undergraduate andin- conservation organizations must be unified and directed toward improving conservation education programsoffered to service levels. human 2. Cooperation with governmental, industrial andpri- pupils in the schools of California. Both financial and printed materi- resources in generous quantities will beneeded if we are to vate organizations to provide worthwhile their als, films, field trips and other resources for teacher and heIp children develop an attitude of stewardship toward student use. environment and its resources. 3. The conservation content of State adopted text- Considering the aIternativesthe loss of naturalbeauty, depletion of resources, and even the loss of the ability ofthe books 4. The role of the State Department of Education and environment to support lifea major effort is clearly in order. Resources Agency in Conservation Education. The problem is great and the time is short. Let us act now 5. Recommended school conservationeducation pro- while there is yet time. The Committee respectfully recom- grams in grades one through twelve. mends that members of the State Board of Education care- 220 210 fully study the following report and take action toimplement SECTION 1 I I.THE SCHOOL PROGRAM the recommendations itcontains. GENERAL CONSIDERATIONS Sincerely, education program JACK DAVIDSON,Chairman, The basic goal of any conservation Advisory Committee on Conservation Education. should be the development in students of anunderstanding of their environment and a feeling of personalresponsibility for maintaining its quality. Unfortunatelypeople often speak of conservation as something others should bedoing, when SECTION ILBASIC PHILOSOPHY AND really it is something everyone must practice if we are to con- DEFINITION OF TERMS tinue living on earth with any degree of healthand comfort. One of the shortcomings of past conservationeducation CONSERVATION EDUCATION programs was that the emphasis wasplaced on resources and We define conservation education as the meansof achiev- problems far removed from the student. Thefarmer caring ing an educational philosophy that will helpeach student de- for his soil, the forester carefully managingthe forest were, velop a healthy attitude of personalresponsibility toward his and still are, important concepts to whichchildren must be environment and its resources, and to providehim with the exposed, but what of the student's immediateenvironment concepts, the knowledge and skills needed tocontribute val- and his personal relationship to it? idly to the decision-making process on issuesinvolving the For more than 90 percent of allCalifornians, "immediate environment and its resources. In all gradelevels, environ- environment" means an urban area. Thus, to betruly relevant mental facts should be taught as theyrelate to each other, to the majority of our citizens, astudy of conservation must not as isolated bits of information.Children should become include consideration of urban as well as ruralecology. As aware of the interrelated natureof living processes. Conserva- children develop, their interests and awarenesses growfrom tion is not an isolated subject and, therefore, cannotbe dealt the immediate environment of the bassinet tothe home, the with in a vacuum. It deals with the scientificand long-term community, the State, the Nation, the world, and finallythe management of biological systems forhuman benefit. Con- universe. A child's conservation conscienceshould likewise servation education requires understanding of allenviron- develop as a part of this ever-expanding sphere ofinterest mental and socio-economic systems and theirrelationships. and knowledge. He should be shown each stepof the way Forest management and related land use, forexample, can how he personally relates to his own environment sothat he then be placed on a sound and enduring basis so that man can might learn to put his own ecological house in orderbefore both use and retain his rich heritage of natural resources. going forth to save the universe. The Committee recognizes that the enlightened conserva- Another shortcoming of past conservation education pro- be created grams was the all too commonpractice of studying resources tion conscience we are seeking to develop cannot example, soil, water, ani- by a single course offering, butmust be developed progres- as if they existed separately. For sively throughout the entire school experience. State law now mals, and plants, were studied as if each existed in a vacuum. inter- requiresconservationinstructioningrades one through Seldom did earlier conservation studies deal with the twelve. We would further suggest that anunderstanding of relationships of resources or with the interdependencies be- the interrelationships of nature be included inpre-school and tween man and the resources. If children areto develop ade- headstart programs whenever possible. Itis also important quate conservation consciences, theirknowledge about the in vocational train- world must include awareness and understanding ofecological that conservation instruction be carried on these ing schools and colleges. Although the majorsubject areas in relationships and the effect of human activities upon which conservation concepts would be stressedwould be the relationships. isbasically natural and social sciences, the possibilties forintegration into The Committee recognizes that conservation other subject areas should be fully exploited. a social concept. Decisionsregarding man's use of the en- This discussion of conservation education presupposes an vironment must be based on economic feasibility,social ac- of the great- ceptability and political reality. The findings of theso-called informed teacher. The committee recognizes one information and knowledge est problems in the field of conservationeducation today is pure sciences provide needed the teacher who has little or no knowledge of thefield. There- about the world, but decisions concerning actions toprotect, training to be the utilize, and preserve the environment and its resources are a fore, we consider preservice and inservice social sciences cornerstone of any effort to upgrade conservationeducation. function of society and must be studied in the forward to an elec- and humanities curriculum. Because of thepossibility of con- The recommendations made here look political matters, extreme torate that will dedicate its efforts tohealing the scarred land, troversy in dealing with social and and preserving care should be used in developingconservation education pro- protecting our great natural beauty, enhancing the classroom a "soap the amenity of neighborhoods and buildingbalance and beauty grams to avoid the danger of making into the cities of the future. box" for any point of view. Massive educational programs for teachers andstudents, In general, then, school programs mustprovide conserva- assault on our tion experiences in many subject areas throughoutthe entire equal in weight to the present and projected would hope resources and the quality of our environment,is the purpose school curriculum and in every grade level. We of this report. There is little time remaining tosolve these that each graduating student will have a thoroughgrounding problems. This committee sees no miracle panacea nortech- in basic ecology, resource technology and the socialsciences nological breakthrough on the horizon. An informedpublic as they relate to resource andenvironmental problems upon working for the common environmental goodthrough its which to base a personal conservation ethic. Theseexperi- democratic institutions, while there is yet time, canbe the ences must deal with the environmentin an integrated way only answer. Our society, our governmental structure, our and must be as relevant to modern urban dwellers asto only rural students. Varied programs to meet the needs of avaried environment, our community values and ambitions are significance in as good as we, the members ofthat society, choose to make population must be designed. Of particular them. a good conservation education program is theutilization of 22, 211 the environment outside the classroom. Such experience need Inadditiontotheinclusionof conservationconcepts not always be of an extended "field or study trip" nature to throughout the regular school program, a special course at the be of value. Neighborhood nature study walks and short trips secondary level to tie all of the various concepts together to study a local conservation problem such as a polluted should be required for all students. stream, a badly eroded hillside, a smoking factory, or an area Concepts and knowledge from a great variety of subject of urban blight can be most effective. Good examples of wise- areas should be utilized in developing conservationeducation use resource development and management should alsobe units, guides, and other teaching material. The State Depart- sought out and studied. ment of Education, colleges and universities, county and dis- An extended outdoor study experience can also be a very trict personnel should provide the expertise required to de- effective part of a total conservation education program, par- velop such materials. A good program should include instruc- ticularly when it is closely related to the ongoing classroom tion about the basic principles and techniques of resource activities. Such an outdoor program, among other benefits, management and environmental control which will enable provides children with an ecological baseline or point of ref- people to initiate and support wise environmental manage- erence which they will find necessary in evaluating the various ment activities. A close working relationship between edu- environments which man has modified. Resident outdoor cators and persons in positions of responsibility in resource schools and other field study experiences should ideally in- utilization alid management is essential in devising educational clude study of mountain, seashore, desert, agricultural, and programs to secure these understandings. urban environments. Existing programs of this type should be expanded and new ones encouraged with financial assistance CONSERVATION EDUCATION FRAMEWORK from the state. A natural study area on a local school site A good conservation education program should be based can be a most effective conservation teaching device.A num- on a conceptual framework or set of guidelines. With the in- ber of school districts are establishing such areas, and it is creasing wealth of knowledge available today, imparting only hoped that this trend will continue. Ideally such areas should information to students is both impractical and impossible. be included in the master architectural and landscaping plan Effective instructional programs in any field must deal with of a school. major ideas, principles and concepts. Thisisparticularly Finally, an effort must be made to enable children to prac- true in the field of conservation. Concepts provide scope and tice conservation throughout the entire educational process. sequence, while facts and information can be chosen to suit The most elaborate and expensive program imaginable is local situations. Instructional materials can pinpoint oppor- valueless unless it creates the desired behavior patterns in tunities for teaching conservation at various grade levels and children. Some suggestions to build such behaviot patterns in various subject areas. are: A state-recommended framework or set of guidelines should Encourage children not to waste food, supplies or other be developed by professional educators based on the conceptS materials. listed in the Handbook on California's Natural Resources. Encourage children to help keep their immediate en- The Advisory Committee on Conservation Education should vironment (school, home, neighborhood)clean,neat be retained to advise these professional educators and revievy and attractive. the work as it progresses. Help students to discover if they might be a source of environmental pollution. If so, discuss remedies. MATERIALS AND FACILITIES Encourage student organizations to participate in local The State Department of Education through the Conser- environmental improvement or conservation programs. vation Education Service should provide leadership in de- Encourage students to contact industry, government veloping conservation materials which are factual, current, agencies, and private conservation organizations for in- easy to use, and adaptable to local situations. The materials formation on specific conservation problems. would include films, books, pamphlets, pictures, charts, post- Encourage high school or junior college science stu- ers, curriculum kits and modules. The Departmentshould also dents to act as guides for nature study field trips for ele- investigate and disseminate information about new techno- mentary students. logical teaching devices suitable for use in this field. Special efforts are needed to improve conservation education pro- DEVELOPMENT OF THE LOCAL PROGRAM grams at the junior and senior high school levels. Frequently A good school program in conservation must be integrated opportunities for instruction in various course areas such as in all appropriate subject areas in the curriculum at all grade science, economics, and political science are overlooked. As levels. The sciences can provide factual knowledge to help a result, few students graduate with an awarenessof their the pupil understand the complexities of the natural world, relationship to the total environment or of their responsibili- while the social sciences can provide the means to understand ties for its care. Hopefully, as conservation instruction is mai- the political, social, and economic aspects of conservation. proved and upgraded at the elementary school level, there A study of the social sciences also helps the pupil understand will be a corresponding improvement at the secondary level. the democratic processes through which individuals can work All school districts should be assisted as needed in the es- together to preserve and enhance their environment. An ex- tablishment of planned, permanent outdoor study areas (a) cellent curriculum must integrate the ideas and concepts from on school grounds, (b) elsewhere in the district orcommuni- the various subject areas in such a way as to help each pupil ty where and when opportunity exists. The community center fully understand and appreciate man's interrelationships and type of school construction should be studied and used wher- dependence on the material world. Other curricular areas ever possible. Under this concept, several local agencies co- such as practical arts, mathematics and language arts offer operate in the planning and construction of a multipurpose conservation teaching possibilties. In particular, the humani- community facility which includes a city park, library, school, ties should be utilized to sharpen the child's natural aware- city offices and other facilities. Such an arrangement permits ness for beauty so that he may seek to preserve and perhaps better utilization of the building and grounds than possible create beauty in the natural and urban environments. when each agency builds separate installations. A nature studY

222. 212 area which could serve both schools and the community recommended that other courses in the preservice curriculum could be included in such a community center. The use of include the conservation concept where appropriate. local, state, and national parks and environmental study areas At least one upper division conservation course designed to should also be encouraged. tie together and summarize conservation concepts gained in earlier courses should be required for all teacher trainees. The FUNDING course should include a description of the resource base avail- Funding is one of the most critical problems facing school able to mankind, the manner of its rational use, the alterations districts in developing and implementing sound conservation which occur as it is used, the limits of acceptability of these education programs. Many of the best features of good pro- changes, the economics of resource management and the for- grams such as outdoor laboratories, field study trips, and resi- mulation of public policy. The study of the conflicts between dent outdoor schools, are difficult to finance under present uses and the resolution of these conflicts should form a major school fiscal conditions. Funds are also necessary for inservice segment of the course. These topics should be treated in a training programs. general rather than a highly technical manner. A portion of Most districts find that the State contribution plus revenue the course content should be devoted to instruction in the raised from record high property taxes are often not enough techniques of teaching conservation, the preparation of cur- to provide even an adequate program. It is beyond the scope ricula in this field, and a knowledge of available materials and of this Committee to recommend remedies for this situation, resources. ... Due to thewide acceptance of the elementary but it is agreed that all programsincluding conservption-- outdoor school program each elementary teactner trainee suffer from this condition. should be required to spend one week working in a resident Funds for building resident outdoor education schools au- outdoor school as a Dart of his practice teaching assignment. thorized by Section 7951 of the State Education 'de, rit.ght In order to proviue a thorough grounding in the principles be supplied through the issuance of State revenueonds. The of conservation, it will be necessary to utilize the expertise of bonds could be retired throuph funds collected from school several fields in developing such a course. For example a districtsfor participation inoutdoor education prog-ams. knowledge of the resource base involves a knowledge of geol- Such schools could be located on public lands and be operated ogy, soil, water, air, vegetation, and wildlife. The techniques within the rules and regulations of the public agency con- for the utilization of this base include the areas of agricul- cerned. It is estimated that approximately twenty years would ture, mineral technology, forestry and various related indust- be required to pay for such a school facility. rial processes. The aesthetic and amenity values of the re- Local districts should be permitted to obtain additional source base and the economic, political, legal mechanisms local funds to establish and operate outdoor schools if the through which people respond to their environment and its community so desires. Legislation enabling school boards to resources involve the social sciences and the humanities. levy an outdoor school tax override or to submit such a Specialists in the education field will be needed to provide proposition to the voters should be passed by the legislature. instruction in specific methods of teaching conservation.

PERSONNEL INSERVICE EDUCATION The cooperation and active support of school administra- The Committee recommends that a massive inservice edu- tors is essential in developing successful conservation educa- cational program be established to enable teachers to meet tion programs. It is important that they be included in any their obligations in the field of conservation education. These plans for implementing conservation education in local school classes should cover the subject matter of conservation de- districts. Their enthusiasm and support as educational leaders scribed above. Some of this material could be covered in field is essential to the success of any plans or programs. They courses; either in traveling classes or at camp locations. It is must have the skill and knowledge to guide and support local important to use the natural environment whenever possible. endeavors, and must accept responsibility for providing lead- The use of well-produced films, television tapes, and other ership in this important curricular area. materials would also be of great value in such an effort and The key person in any conservation education program is should be produced at the state level. the classroom teacher. In order to help them meet their re- The teachers most in need of conservation education instuc- sponsibilities we must: tion are those who have little or no interest or knowledge of Convince them that they are indeed the key to a suc- the subject. A real effort should be made to reach these peo- cessful program. ple. AU too often the only people who take conservation edu- Equip them with the skills and knowledge they will cation courses are those who already know quite a bit about need to do the job. the subject and are doing at least an adequate job of teaching Provide them with the materials, equipment, and facil- it. ities they must have. Other points to be considered in planning an inservice class are: SECTION IV.-----TRAINING OF TEACHERS IN The program should be geared to the curriculum the CONSERVATION participants will be using. The time and location must be convenient to partici- PRESERVICE EDUCATION pants. The training of teachers is basic to any effort to upgrade All materials and facilities should be on hand for all conservation education. The goal in training the teacher in class sessions. conservation should be the development of a well educated, sensitive, articulate person who can present all sides of con- Incentives in the form of salary point credits, release time servation issues in their proper ecological and social context or pay should be provided. The Department of Education for, in the broadest sense, all knowledge is related to conser- Conservation Education Service, county offices, governmental 4 vation. This implies that a general education rather than a agencies, industry and private conservative agencies should specialized undergraduate program isdesirable.Itisalso 6-la..Ve leadership support and assistance for these programs. 213

OTHER CONSIDERATIONS to be utilized. The need for college level instruction in conservation for Most of this material is suitable primarily for teacher and students in all disciplines is necessary. These people will, as upper-grade use. However, some groupsnotably the Audu- a group and individually, exert great influence on society bon Societyproduce broad spectrum material aimed at spe- throughout their careers and therefore must be aware of the cific grade levels as well as for adult use. It appears that there need for conservation. is room for development of more materials and programs on The Committee strongly urges colleges and universities to the primary levels by most conservation organizations. continue and intensify research in the field of environmental Along with these organizations there are a number of in- problems. dividuals and groups in professions related to conservation Junior colleges throughout California have a vital role to who are interested in the educational aspect. Included are play in conservation in providing general survey courses for architects, landscape architects, biologists, scientists of many a great number of students and in training resourcetechnici- disciplines, artists and naturalists. Several dedicated volunteers ans.Itis recommended that these two obligations be re- are doinE, .,,tanding conservation work with their local viewed regularly and that improvements be made when and school distrids. There is a good deal of interest in this kind where indicated. of volunteer effort among other individuals throughout the The Committee recommends that the short intersession state and deved volunteers ..:an make a major contribution. courses offered on many state college campuses be used for Youth groum. 'minding c urch groups, frequently include teacher inservice training in conservation. conservation activi6e^; among their programs. Outings, tree- The Committee recommends that industry, governmental planting programs. and clean-up trips, often involve local agencies and private conservation groups assist in summer school children. The, c is art opportunity here for these groups conservation education workshops for teachers. and the schools to work togutherto the benefit of all con- The Committee recommends that colleges and universitics cerned. offer environmental education for the public in general and Other community conservation educational facilities include for school teachers in particular through evening courses, junior museums. nature museums, and arboretums, which are seminars, lectures, summer courses and workshops, exten- supported by interested citizens. Some schools take maximum sion courses, and correspondence course.. These can provide advantage of theseacilities holding classes in the museum. an effective means of reaching many people,particularly using available eqtgetnent anerdisplays. Others are overlooking adults, for whom regular classroom instruction during the this kind of opportuarity. academic years is not available. To sum up briefly, there is a wealth of materialvalid and The language of SB 1 implies that there are many conser- important materialbeing peoduced by private conservation vation teaching possibilitiesin a great many subject areas organizations. There are also many interested youth a nd com- throughout the elementary and secondary school curriculum munity groups and individuals who can contribute time and which should be utilized. The committee wishes to be sure know-how to conservation education. The question is how best that this point is not lost on institutions of higher education. to utilize the material and talent available. In a survey prepared for this committee, it was determined that at least 26 areas of study offered in colleges and uni- Proposed materials center versities certified for teacher training in California offered A central library and repository of conservation education courses which could be of value in providing a teacher trainee materials from private conservation groups, from industry, with background material in conservation. These subject areas from professional, scientific and governmental sources should included economics, political science, life sciences, business be established at the state level. This would fill a great need administration, forestry and even philosophy. Clearly concepts by gathering together all the available "extra-curricular" con- of conservation can and should be included in the content servation material. Such a repository would also serve as the of many college level courses offered to prospective teachers. master source for regional conservation education centers. Nor should such instruction be limited to teacher trainees. In setting up such a library, new methods of data processing, new library procedures, and new ways todistribute material All of society can benefit from an emphasis of this nature, should all be explored and utilized with imagination. The as graduates so instructed assume positions ofleadership in material included should be national as well as local. It should the community. be comprehensive, including audio and visual as well as graphic. It should be screened, evaluated for validity, pertin- SECTION V.THE ROLE OF THE COMMUNITY IN ence, objectivity and usefulness. Sources should, of course, CONSERVATION EDUCATION be identified. The best use of the material should be analyze(' and described and should be reviewed periodically. A. PRIVATE CONSERVATION ASSOCIATION Broad subjects such as "water" could include everything Reflecting a growing public awareness of environmental from Save-the-Bay pamphlets to a P.G. & E. brochure on problems, a variety of private organizations are involved in the rivers, from the Soil Conservation Society booklets to the current conservation effort. They can make a major contribu- National Wildlife Federation publications. Local water prob- tion to conservation education. lems could then be studied in a broader context. These organizations can be divided roughly into (1) mem- Such a library could also serve as a conservation education bership groups; (2) community groups; (3) youth groups. activities bureaupublishing a schedule of available speakers, Each group has a special emphasis and stresses a particular films, field trips, meetings and conferences, at regular inter- point of view. Each of these groups publishes material of one vals. kind or another which reflects their particular interest. Some A strong effort should be made to interest a major -national have money to distribute their material and are in -.. the busi- foundation in fanding this library.. .. ness of doing so, but most have meager funds, publish primarily for their own membership and are hard put to supply B. ROLE OF BUSINESN AND INDUSTRY IN CONSERVATION their material upon request or even for payment. Nonetheless, EDUCATION there is a great wealth of conservation education material here The widiu ub1ic awareness of conservation and en- 224 214 vironmental issues and the general acceptance of the so-called within the patterns of today's schools. Once this idea is es- spaceship earth theory, have effectively dramatized the choices talished as a workable premise, a minimum amount of regu- to be made in the intelligent management and utilization of lation should be imposed so that an informal and innovative our resources, from air and water to farmland and forests. approach to information dissemination may evolve. A large number of companies, particularly those inre- Many teachers now in the classroom are often unaware source-oriented industries, have shown definite and growing of the variety of sources of information available to them, interest inalleducationalprocesses,fromkindergarten and all too frequently they overload the sources they do know through the graduate study level. Many have offered active about with repetitious or misdirected inquiries. Such practices assistance in both delegated manpower and materials. result in a great waste of time and money. Conversely, in- In another portion of this report the point is made that a dustry frequently must fumble.ith a series of inquiries be- good conservation education course for teachers should in- fore it can analyze the situation and develop usable materials clude a study of the relationships of resources to economics and services for educators. and other social factors, as well as to the policies and con- The permanent Statewide Ae isory Committee on conserva- flicts in human relationships. These conflicts directly involve tion education as proposed i !ction VII should be estab- the use and management of resources. lished without delay and should include as an early priority Therefore, private resource-based enterprise must be in- establishing guidelines which pe:mit the classroom teacher volved in conservation educationwhich we agree includes to work more effectively with industry obtaining worthwhile environmental education, and which we agree must begin with information, materials and services. A similar broad and non- the conservation of the individual and his cultureif itis limiting arrangement should be set up and kept current to give to remain viable. the business and industrial communities a basic insight into The environmental deterioration we are facing is caused the needs of teachers. by the demands of people. More people, demanding to go more places, to have more things, to enjoy moreleisure in more different wayshave produced the richest, and most C. THE RoLE OF RESOURCES-ORIENTED GOVERNMENT AGENCIES prosperous. but potentially the most catastrophic civilization IN THE SUPPORT OF CONSERVATION EDUCATION in terms of environmental destruction the world has ever While the statutory authority to provide statewide leadership known. in conservation education lies with the Department of Edu- We are at a critical balance now and the choices we must cation, the Resources Agency of California, along with fed- make grow increasingly important. The conservation educa- eral resources-oriented agencies operating in.California, should tion program of the future must be based on the question of seek to provide technical support to educators, drawing upon choiceschoices between that which we must have,that the expertise of the people in these agencies. There exists an which we would like to have, and that which must sometimes, agreement of cooperation between the Resources Agenry of however reluctantly, be judged something we do not need California and the State Department of Education, signeu first in 1963 and then reaffirmed by a new agreement on July 5, atall. Private enterprise must furnish honest and comprehensive information regarding these choices if intelligent de- 1967 which clearly delineates these responsibilities. To extend cisions are to be made. the quality of such assistance and to coordinate activities with Conservation education becomes, then, not a floating bur- the various agencies of the United States government in den to be assigned to a junior executive with a little time on California, there has been organized a State-Federal Resources his hands, but an item of abiding interest to the major e.xecu- Information and Education Officers Council which has been tive who must maintain balances now, and plan for operation meeting since December, 1967. Membership on the council as far into the future as reasonably foreseen. includes, from the State Resources Agency, representatives Conservation education deals with the entire environment. of the Departments of Conservation, Parks and Recreation, The basis for sound judgments must be widened to include Fish and Game, Water Resources and the Water Resources economic and use criteria, as well as the more obvious and Control Board; and the State Department of Agriculture. currently popular facets of recreation and aesthetics. From the federal agencies there are representatives of the The Department of Education should regard business and following organizations: Army Corps of Engineers, Fish and industry as willing allies and helpers inthe conservation Wildlife Service, Forest Service, Bureau of Land Manage- effort. The Conservation Education Service should, as a mat- ment, Soil Conservation Service, National Park Service and ter of course, establish and maintain communication in depth the Bureau of Reclamation. In addition to the representatives between itself and the industrial community through respon- of Federal and State resource agencies, a representative of sible organizations representing both California and national the California Department of Education regularly attends industry. As proposed in Section VII, the permanent State- the meetings and participates in the work of the group as an wide Advisory Committee will have the industrial representa- ex officio member of the council. tion, essential for such communication. As the various agencies recognize the increasing importance of their role in conservation education, it is expected that the Communication demand for services and materials will increase and therefore The customary time lag between the development of new the agencies will have to increase their budgets for these industrial processes and techniques as well as discoveries in functions. materials or applications, and their eventual appearance in Through interagency cooperation and with the direction textbooks and classroom must be shortened drastically or and assistance of the Department of Education, duplications eliminated. and materials and services can be eliminated and the net effort The communication established between the Department will be a much more efficient and effective program. of Education and business and industry through the conservation education consultant's offize must be a two-way street State and Federal agencies so that educators may have at least a chance to indicate what Public agencies at the state and federal levels, particularly they need and want from industry and industry a chance to those managing large areas of public lands, such as the U.S. put the requested incormation in usable form that willfit Forest Service, National Park Service, U.S. Bureau of Land 225 2'

Management and the State Department of Parks and Recre- support from the Congress for their activities in the educa- ation, State Division of Forestry and State Lands Commission tional field. should prepare informational material designed to inform The Committee recommends that the California Resources educators and students of the value of public lands asedu- Agency coordinate all of its activities in the conservation edu cational resources for field trips, and outdoor education cen- cation field through the office of the Chief of Conservation ters, and make land available for this purpose. For example, Education. The person assigned to this position should work the California Department of Parks and Recreation andthe closely with the conservation education consultant in the De- Department of Education could jointly construct and operate partment of Education. resident outdoor schools at various locations in Stateparks The Committee believes that the State-Federal Resources throughout California. The Department of Education could Education and Information Council should be augmented as be responsible for the educational staff and instructional pro- needed and continue its work of coordinating the efforts of the gram, while the Department of Parks andRecreation would various agencies. and that the Department of Education con- supply information, interpretive services, and operatethe phy- tinue to cooperate with this group through its conservation sical plant facilties. A unit cost to cover operating expenses education consultant. for the facilities and permit loan repaymentwould be set up, and school districts would be permitted to send students SECTION VI.CONSERVATION EDUCATION upon payment of the establishedweekly unit cost.Initial MATERIALS u.lvelopment funds for facilities could be provided by sale of revenue bonds. The conservation instruction mandate containedin Senate Similar programs, similarly financed, could be developed Bill 1, has vastly increased the already critical needfor high with all federal and state agencies operating in California to quality graded conservation education materials for all levels make outdoor areas under their control readily available for and all areas of the education system of California. The needs outdoor education purposes. for quality curriculum materials are magnified by (1) inade- Study kits emphasizing the methods and techniques ofthe quate teacher preparation and consequent lowlevel of inter- historian could be developed by agencies managing historical est in conservation; (2) diversity and difficultyof locating facilities. For example, a kit containing facsimile documents, sources of graded materials; (3) the time anddollar costs pictures, drawings and other materials could be preparedfor of gathering materials; (4) the competition of other require- Sutters Fort. Questions could be prepared which could be ans- ments and interests; (5) the limited knowledge and interestin wered by careful study of the materials in the kit and avisit conservation of most leading authors in most fields; (6) the to the Fort. Conflicting or unrelatedinformation could be in- failure of some conservation-oriented authors to linktheir troduced to provide students with an opportunity tomake conservation interests with their major academic discipline; judgments based on a careful study of available information. (7) the failure of the Curriculum Commission to include con- Field trip procedures and policies differ widely among the servation in its specifications and to utilize conservationists various school districts. The lack of uniform proceduresin in textbook evaluation; and (8) the approach of Senate Bill 1 making reservations, and pupil preparation creates problems which is based upon integration of conservation..:ducation for resources management personnel offering fieldtrips.It with other disciplines rather than treating it as adiscrete ele- is proposed that the Conservation Education Serviceof the ment in the curriculum. These considerations create aneed Department of Education develop a set of guidelines for for the inclusion of conservation concepts and content in pupil-teacher planning and conduct on field trips which could most of the textbooks used in the State and pose atleast as be printed and distributed by the Department of Education. many and as serious problems for authors asfor classroom A simple guide suggesting pre-visit studies, on-siteinvesti- teachers and administrators. gations, and follow up actis/ities for teacher-use should be To assist in correction of these conditions three studies were available for all field study areas used by students. It is sug- made of the availability and quality of conservationeducation gested that the Conservation Education Service prepare an materials used in or available to California schools and teach- outline for the development of such a guide to assist manage- ers. These studies are: ment personnel in preparing material locally. One or two "An Analysis of State Adopted Textbooks Relative to sample guides could be developed jointly to serve as examples. Conservation Education Information" (completed June Local resource management personnel should be helped to 1967) examine their educational activities to determine if they are "An Analysis of Audio-Visual Materials Relative to making the most effective use of their personnel. It is sug- Conservation Education" (Produced by the Los Angeles gested that teacher training and curriculum consultation, for City Schools under contract with the California Depart- example, is a better use of resource personnel time than con- ment of Education. January, 1969) ducting student tours when the students are inadequately pre- "Evaluated Bibliography of Free and Inexpensive pared or supervised. Conser:ation Publications" (Produced by Los Angeles The California Department of Parks and Recreation is County Schools under contract with the California De- developing a mobile unit to help students gain a better under- partment of Education. May, 1969) standing of California history. It is proposed that the Depart- This report is based on these studies plus a study of the ment of Education offer all possible assistance on this project. Continuing liaison between the Department of Education materials evaluated. and all federal and state land management agencies is necessary and should be maintained. Financing and staffingof TEXTBOOKS public resource agencies and the Department of Education to Basic textbooks are the most seriously deficient of all cur- meet the increased demands for educational assistance that riculum materials in conservation concepts and content. This can be expected as a result of the conservationrequirements is completely expectable because: of the Education Code should be provided by the Legislature The Curriculum Commission criteria do not include for state agencies. Federal agencies should receive budgetary conservation elements. 22G Most authors hv.little or no knowledge of tinterest cators and is still very limited. As a result i .,:r is relatively in conservation. little quality graded material in conservation lilable for use Many conservatym-oriented authors failto connect below the secondary level and virtually none f r the k, rider- this interest with their major discipline, particularl,if garten and pre-kindergarten levels where the)undations for they are in the humanities, social sciences, or physical a conservation ethic must be laid. sciences. The Committee recommends that the Stat:4oard of Edu- Some conservati:in-oriented authors deliberately ab- cation through the Conservation Education S.re take action stain from inclusion of any conservation elements and to encourage producers and suppliers of curric-ifummaterials interrelations with other fields on the grounds that such to develop quality graded materials for the p _:-kinde rgar ten materials are either out of place or dilute the major sub- to intermediate levels. Such action might be 1- :yth directby ject content of their books. publicity concerning th: need and by revision A Curriculum Some conservation-oriented authors include conserva- Commission and other evaluative panels' critu-ria----and indi- tion elements in their books but carefully avoid use of rectly by the State Department of Education and/or the Ad- the term which causes the value of the conservation ma- visory Committee. terials to be lost to all but strongly involved and experienced teachers. CONSERVATION AND THE HUMAN! TIES In most science texts investigations, problems, and projects Humanities curriculum materials tend to bv the most de- are even more deficient in conservationsignificance than the ficient in conservation emphasis and those useit in the social instructional text portions of the books. Several books osten- sciences only somewhat less so. This ix due to the traditional sibly directed toward enlightening pupils about man's environ- isolation of the humanities and social sciences from any con- ment devote an inordinate amount of time to outer space. sideration of the natural environment and the. environmental Man's active environment will quite likely include at least related physical, earth, and life sciences. Similar deficiencies a considerable portion of the solar system some day, but that occur in curriculum material used in the physical. earth and time is in the future and mast people know far too little about life sciences which have traditionally disregarded the inter- their present environment to live in and use it properly. There- relationships and interaction of these fields with the humani- fore, units in outer space should be continued but scaled down ties and social sciences. to a less dominant portion of textbooks that are supposed to The Board and Department of Education h:the responsi- be oriented to man's earth environment. Illustrations with bility to acquaint authors and publishers of anecessity for conservation value are lacking in most books, and captions including references to conservation and to the interrelation- are even more deficient in pointing up the conservational as- ships and interaction of these several fields in all curriculum pects of illustrations which contain such content. The poor materials. Such action might include: quality of illustrations in some texts [and the] failure to connect illustrations only because itis [not] usually done com- Obtaining support of the State Department of Educa- pound the illustrative deficiencies of textbooks with regard to tion for authors' workshops and other activities under its auspices. conservation. Actively enlisting the cooperation of the institutions of In order to in some measure correct these deficiencies, the higher education in California to present courses, work- Committee recommends that the State Board of Education shops, institutes, exhibits, and other activities for educa- require that: The Curriculum Commission criteria include the in- tors and authors. tegration of conservation concepts and content inall Including these elements in Curriculum Commission basic and supplementary textbooks in appropriate dis- and other, evaluative panel criteria. ciplines with use of the term "conservation" in such contexts. AUDIO-VISUAL MATERIALS Authors and publishers be adequately informed of this Among audio-visual materials with conservation education criterion. value, too little has been done to develop and utilize media The conservation education consultant to the State materials such as three-dimensional models, simulation models, Department of Education and members of the Conser- stereo-photographs, nuliti-media and multi-screen and audio vation Education Advisory Committee or conservation- materials with conservation value. ists approved by the Committee be included on panels of Producers of audio-viSual materials should be encouraged .consultants for evaluation of textbooks. It should also by direct and indirect means to make fuller utilization of these be noted that the services of the California Resources technological innovations in producing materials suitable for Agency are available for consoltation on the technical conservation instruction. aspects of resource management. Instructions to ev aluators include criteria on illustra- RESOURCE ECOLOGY EMPHASIS tions and captions. When available curriculum materials contain conservation concepts and content their approach and concept of the term CURRICULUM MATERIALS tends to be narrow and mechanistic. Conservation is too often Curriculum materials for conservation are the most defi- presented as either the simple application of science via tech- cient at the elementary and intermediate grades because of nology, as nothing more than resource use, or as a purely eco- the widespread attitude, among conservationists as well as nomic problem. This leads to inadequate consideration of others, that conservation is an "adult" field reserved for the cause-effect relationships; disregard of the fact that actions mature, highly trained specialist in science, technology, or oc- which are beneficial in the short run are sometimes harmful casionally economics. Awareness of the need to begin to build over longer periods of time; slighting or rernpletelyignoring conservation knowledge, understandings, appreciations, and the interrelations, interactions, and interdependence of man habits at the earliest possible age has only recently been rec- and his resources. The consequence of this is that the ecology ognized by more than a handful of conservationists and edu- of resources is passed over or ignored completely.

e-,1 4: I 2 17

USE OF THE TERM CONSERVATION riculum Commission and other evaluative panels should re- Presentation of conservation concepts and content is often quire correction of such errors just as they require correction so vague that only an experienced andconservation-oriented of content errors in other fields. teacher can recognize them. Evaluators of curriculum materi- Board shoulden- als adopted or recommended by the State FREE AND INEXPENSIVE MATERIALS sure that conservation concepts and content are clearly pre- Supplementary texts, audio-visual materials. and free and in- sentedand identifiedas such. Evaluation panels should include expensive materials as a whole present conservation concepts conservationists approved by the Conservation Advisory Com- and content more effectively than do most textbooks in thelife mittee in order to implement this recommendation. Producers and social science fields. Unfortunately a large proportionof of free and inexponsive materials and other items not subject the free and inexpensive materials are ephemeral in that sup- to statewide review should be encouraged through theDe- plies are exhausted and replaced by new items long before partment of Education Conservation Service to present con- their value has ended. This creates problems for potenthil servation concepts and content clearly with use of the term users of materials and therefore inhibits effectiveteaching of in appropriate contexts. Such material should be reviewed conservation. Producers of such materials should be aware and updated periodically. of these problems and should seek to produce materialsof FACTUAL AND CONCEPTUAL ACCURACY sufficient quality and in sufficient quantity to permit their use approach and concept appear too (7ften. These in educational programs over a reasonable period of time. Errors Of Suppliers of free and inexpensive materials are widely dis- include presenting as strong possibility or even established and fact th ,- (a) man can control nature (b)that scienceand persed and highly specialized. This makes it very difficult technology can provide all of the needed solutions to conser- costly for the classroom teacher to locate needed materials. vation problems (c) that resource use constitutes conserva- A series of conservation materials centers as recommended tion and (d) that change and progress are identical. The Cur- in Section V would help to remedy this situation.. .. 2 19

SUBJECT INDEX

Abortion. See Population, control of growth of failure of scientists to arouse, 57 Adaptability, human, 50, 51 growth and extent of, in U.S., 17, 20. 41. 44, 80, 81, 108, Administration of the Act. See Environmental Quality Edu- 154 cation Bill, administration of lack of public, 58, 59, 97 Adult education long-term maintenance of, 77-78, 154 materials for, 53 necessity of increasing worldwide, 79 need for, 59 need to educate engineers and technicians, 147-48 objectives of, 128 origins of present concerns, 1-2, 83, 84, 153 research on, 55 versus concern for other social problems, 83 See also Targets of environmental education, adults ways of stimulating, 83 Advertising Beauty, versus utility, 111-12 by utility companies, 34, 38, 145, 162, 164 Behavioral science. See Social science conflicts between profits and ethics, 164 Biosphere constructive uses of, 163, 164 change in, 94-95 environmental education and, 161-66 nature of, 94-95 expenditures on, 162, 163 Birth control. See Population, control of growth of false and diversionary, 162-63, 184 Boston Children's Museum, MATCH Boxes, 102 to encourage more consumption, 34, 38 British infant schools, 116 See also Mass media Brookings Institution, 140 Advisory Committee on Environmental Quality Education, Budgets, proposed. See Funding for environmental education 17, 59, 173, 176 Bureaucracy composition of, 16-17, 19, 40, 42, 62, 72, 78, 103-105, 126, as barrier to efficient administration of the Act, 126 as barrier to needed reforms, 160 159, 173 dan- danger of domination by business interests, 105 See also Bureau of the Budget; Governmental action, Advisory Council on Environmental Education. See Advisory gers of Committee on Environmental Quality Education Bureau of the Budget, as barrier to environmental efforts, American Cancer Society, 183 133, 135, 138 American Civil Liberties Union, 38 Business interests American Geological Institute, 132 advertising to increase consumption, 144-45, 162, 164 American Institute of Architects (AIA), 69-70, 71, 73 in conflict with public interest, 105, 110, 142, 167 Antarctica, international cooperation in, 84 responsibility for environmental action, 109, 143 California Antioch College, 30 curriculum materials developed by American Institute of Architects new outlooks of younE, 70, 71 Architects in, 71 responsibiiity for improving urban environment, 70, 71, 74 environmental education needs and efforts, 157-58 Artists, nature and role of, 25-26, 27, 28, 100 State Board of Education, 157, 182 Atmospheric Pollution Study Group, 132 Carnegie Corporation, 124 Attitudes. See Values and attitudes Causes of environmental problems Audubon Society, 98, 110 failure to apply existing knowledge, 55, 57, 58 Automobiles, remedies for pollution from, 20 fragmentation in problem solving, 56, 57, 96. See also Knowledge, fragmentation of Awareness of environmental problems inadequacies of social processes, 58, 77, 152, 171, 172 among youth, 80, 83 also as a fad, 20, 43-44, 49, 108. See alsoEnvironmental edu- inadequate technical knowledge, 18-19, 39, 58. See cation, as a fad Knowledge as an objective of education, 17-18,54, 102, 124 lack of awarenest... See Awareness of environmental prob- as a purpose of the Bill, 18 lems 22 0

population growth. See Population, growth of social science as. See Social science technological explosion, See Technology, as cause of en- system analysis, 170 vironmental problems technical aspects of, 103 values and attitudes, 20, 22-24, 25-26. 28, 30, 43, 48, 49, values and attitudes, 176, 178. See also Values and atti- 58, 66, 77, 148, 172. See also Values and attitudes tudes, in environmental education Change agents, training of, 55 Cooperative Research Act, 132 Children's Television Workshop, 123. 124 Corporation :or Public Broadcasting, 122, 131, 137 Churches. See Religion Advisory Committee of National Organizations, 122 Citizens Advisory Committee on Environmental Quality, 58, Cost-benefit analysis, 6, 74, 82, 149-151 133, 138. See ctlso Rockefeller Report difficulties and shortcomings of, 149, 153 Citizens Committee on Natural Resources. 98 goods and bads, production of, 153 City problems. See Urban problems Costs of environmental improvement, 153 Commissioner of Education. See U.S. Commissioner of Edu- who bears the costs, 149, 155-56 cation lack of information on, 149 Communication Council on Environmental Quality, President's, 19, 45, 89 as a goal of education, 50, 51 proposal to place Act under jurisdiction of, 126 relationship to environmental problems, 51 purpose of, 135 See also Interdisciplinary issues Countereducation. See Values and attitudes, in "implicit cur- Community riculum" action programs, 45, 186 Curriculun-i development. See Materials, development of participation in public broadcasting, 122 Data collection and processing, 185-86. See also Computers; personnel Environmental models involvement of, 30, 49, 50, 52 Decision-making education of, 53, 78, 127 computers and, 82 Community Conservation Corps, Watts program, 185, 186 locus of major environmental, 55 "Communiversity," 52 See also Cost-benefit analysis; Content of environmental Computers education, deeisioning skills as aid in studying environmental problems, 81, 82, 87,101 Dembar Educational Research Services, 57 as aid in studying systems, 101 Demonstration projects. See Model projects See also Environmental models, computers and Developing countries Conservation movement attitudes toward environmental issues in, 81 and economic growth, 55 need for increasing electric power, 146-47 concerns of, 54-55 Disadvantaged children contrasted with new "environmentalism," 54-55 environmental education for, 35, 75, 185-87 Conservation of natural resources. See Resources through television, 125 Conservation education, compared with environmental edu- Headstart program and, 127, 179 cation, 54-55, 158, 159 Discovery method, 115-16 Conservation Education Association, 63 Dissemination of environmental education materials and pro- Conservation Foundation, 58, 100, 102 grams. See Materials, dissemination of; Model projects, Conservation organizations dissemination of information about difficulties in protecting public interest, 110-11 "Dominion" over Earth. See Man and nature, man's "do- See also Audubon Society; Conservation Education Asso- minion" over Earth ciation;ConservationFoundation;EcologyAction; Drug Abuse Education Act, 62, 134, 136, 139, 140 International Union for Conservation of Nature and Earth Day (April 22, 1970), 17, 29, 30, 41, 43, 44, 71, 80, Natural Resources; Izaak Walton League; National Wild- 123, 124, 153, 154 life Federation; Sierra Club Ecological crises, soil erosion of 1930s, 154 Consolidated Edison Company, 111, 113, 143-44 Ecological laboratories advertising to increase electricity consumption, 144-45, 146 examples of, 84 Consulting Engineers Council, 71-73 islands as, 83 Consumerism. See Standard of living Ecological Society of America, 95 Content of environmental education, 10 Ecologists aesthetic, 26-27 inclusion in advisory groups, 19 as single-purpose curriculum, 53 need and demand for, 18, 19, 35 based on local problems, 42, 50, 66 on Advisory Committee, 62 decisioning skills, 174 supply of, 18-19 ecosystem management cOncepts, 169-170 training of, 18-19, 33, 83 from business and public administration, 51 Ecology from literature, 24 as a point of view, 19, 48 humanities, 91 as a religion, 166 in public broadcasting, 122-23, 137 as focus of the curriculum, 50 in science educat; on, 31 as holistic approach to iroblem-solving, 18, 22, 32, 48 in social studies, 31 meaning of, 3, 18, 19. 22, 50, 69, 170 interdisciplinary, 50-51, 56, 63, 66, 122-23, 172, 174, 178 Ecology Action, 175, 1"9 examples of, 174-75 Ecology clubs, 42, 43 See also Holism; Interdisciplinary issues Economic growth man/environment relationships, c conflict with environmental goals, 25, 34, 55, 155 population/resources ratio, 60 conservation movement and, 55, 160 devotion to, 24, 88, 91 social aspects of, 89, 176 2 2 21

See also Standard of living; Materialism; GNP purposes of, 10 Economics of environmental improvement. See Cost-benefit improving coping skills, 55, 66, 97, 117, 174, 186 analysis; Costs of environmental improvement; Economic increasing public awareness, 17-18, 31,54,77-78,122. growth; Standard of living 124, 154 "Ecopornography," 163 promoting holistic problem-solving, 18.49,56, 66.88, Ecosystem. See Systems 171, 172, 174-75 48, 49.54- Education changing values and attitudes, 31, 33, 41, 44, as a cause of environmental problems, 66 55, 80, 88, 100, 123, 124, 148, 161. See also Values as a solution to environmental problems, 9-11, 23, 30, 56, and attitudes 77-78, 102-103, 137, 154 creating well-informed citizenry, 41, 56, 66, 88, 94, 122. barriers to change in, 95 144, 149 faults in the United States system, 38-39 training of environmental specialists, 31, 33, 52, 55, 56, objectives of, 50, 88 66, 83, 89. See (P.,' Specialists, environmental, training reform needs, 33-34, 44, 58 of See also Content of environmental education; Ecology; See also Environmental education; Universities Funding for environmental education; Implementation of Educational reform, comprehensive environmental education by; Outdoor education; Targets environmental education as a vehicle for, 66, 100, 176-77 of environmental education; Universities need for, 38-39, 94, 158, 172 Environmental Education (journal), 57 role of Environmental Quality Education Bill in accom- Environmental Education Act, excerpts from. 16, 17. See also plishing, 43, 67-68 Environmental Quality Education Bill Educational Development Center (EDC), 66, 68, 102 Environmental education centers Educational Resources Information Center (ERIC), 63 advanced, 60-61 Education Professions Development Act (EPDA), 131, 134, Job Corps centers as, 60 136, 137 purposes of, 55 Ekistics. See Planning role in implementing national environmental education pro- Electric power grams, 59 demand for, 143, 144-45, 146-47 suggestions for activities of, 78 pollution and, 20 See also Ecological laboratories; National Center for En- Elementary and Secondary Education Act (ESEA) of 1965, vironmental Education (proposed) 137, 139 Environmentalimprovement, economicadvantageof,to criticisms of, 58, 60, 61, 133 cities, 150-51. See also Costs of environmental improvement dissemination of information about title III projects under, Environmental law 59, 61, 117, 118, 135, 139 as a new body of law, 110, 113 evaluation of title III projects under, 59, 61, 134, 135, 139 review of administrative decisions, 112-13 title HI projects produced tinder, 58-59, 135 sovereign immunity, 112 title III of, as authority for Office of Education environ- "standing in court," 112 mental education efforts, 131, 134, 137 Environmental models, 78-79, 95, 150 Engineers islinds as, 78, 96, 161 decreasing supply of, 72, 74 computers and, 82, 95-96. See also Computers role in solving environmental problems, 72, 73, 74 simulation of the planet, 82 Environment Environmental problems definition of, 2-3, 54-55, 69, 91, 159, 169-170 as a fad. See Awareness of environmentalproblems, as a man-made structures as part of. See Man-made environ- fad ment as middle-class concern, 84 social, 51 as public relations problems, 19 Environmental education danger of unfulfilled expectations, 154 as a fad, 63, 94. See also Awareness of environmental prob- geographical extent of, 49 lems, as a fad international aspects of, 34, 67, 79, 80, 83-84, 85, 102, 154, as a required course, 53-54 156-57 as essential part of general education. See General educa- interrelationships with other social problems, 31-32, 48, 50, tion in the U.S. 55, 81, 84-85, 155-56, 187. See also Interdisciplinaryis- community action and, 186 sues; Minorities; Poor people; Urban problems compared with conservation education, 54-55 nature of, 2-3, 4, 17, 20, 26, 50, 149 courses and programs in, 42, 103 need for conceptual framework for, 87, 101 elementary and secondary, 62, 66, 95, 124 of cities. See Urban problems non-school, 31, 73, 185-86 responsibility for universities, 37, 50-51 consumers, 60 See also Environmental education, international exam- industry, 60 ples of; U.S. Office of Education, current activities of political and industrial leadership, 171 curriculum materials for. See Materials social science role in solving. See Social science definition of, 54, 66, 67, 90-91, 100 urgency of, 20, 40, 81, 125-26, 158 development of materials for. See Materials development of model projects for. See Model projects See also Awareness of environmental problems; Causes of extent of, in U.S., 9-10, 52 environmentalproblems;Solutionstoenvironmental international examples of, 58, 62, 102 problems national strategy for, 55 Environmental Quality Council, President's. See Council on Environmental Quality out-of-school, 30, 120 231 222

Environmental Quality Education Bill GNP (Gross National Product), shortcomings as measure of administration of, 45, 125-26, 127-28, 160-61 welfare, 155. See also Economic growth; Materialism; Stan- advisory committee (section 5). See Advisory Committee dard of living on Environmental Quality Education Goods and bads, production of. See Cost-benefit analysis application procedures under (section 4), 40, 59, 86-87, 88, Governmental action, 7-9 90, 175, 176, 179-180 appropriate level for, 59-60. 62, 63, 97, 118, 119, 139-140, appropriations for (section 7),17. See also Educational 146,159. See alsoStatedepartments of education; reform,comprehensive,environmentaleducationas States vehicle for; Funding for environmenta/ education dangers of, 160-61, 166-67 excerpts from, 16-17 difficulties of coordinating levels of government, 55 hearings on, 2, 11 effectiveness of,in solving environmental problems, 41, meaning of "environmental" in, 159-160, 173, 177 160-61, 166-67 need for additional authcnity provided by, 61-62, 132, 134, harmful to environment, 112-13 135, 136, 137, 139 necessity of, 89, 142-43, 146, 165-66, 167 need for strengthening, 158 need for departmental coordination, 135 need for the Act (section 1), 175-76 private action and, 37-38 purposes of (section 2), 16, 18, 40, 56, 103, 122, 135, 136, suggestions for, 40, 153-54, 163 138, 139, 176 to regulate advertising, 38. See also Advertising sponsors of, 17 Gross National Product. See GNP suggested changes in, 36, 39-40, 42, 90,159. See also Headstart. See Disadvantaged children specific sections of Bill above and below Higher education. See Universities support for, in Congress, 137 Higher Education Act support for, by Nixon administration, 135 as source of authority for Office of Education environ- lack of, 133, 140, 160 mental education programs, 131 technical assistance (section 6), 59, 60 criticisms of, 134 uses of funds under (section 3), 39, 42, 59, 70, 97, 163, Holism 165, 172-73, 176 ecology and, 18 See also Environmental Education Act taught as part of curriculum, 116, 174 Environmental Studies for Urban Uses, 132 versus discipline-based approach, 56 EPDA. See Education Professions Development Act See also Content of environmental education, interdisci- ERIC. See Educational Resources Information Center plinary; Environmental problems, interrelationship with ESEA. See Elementary and Secondary Education Act other social problems Evaluation of materials and programs. See Materials, evalua- Hunger tion of; Model projects, evaluation of as an environmental problem, 85 Experiential learning, 30, 31, 35, 115-16, 120, 179 population growth and, 81 Fad, environmental concern as. See Awareness of environ- Implementation of environmental education by mental problems, as a fad; Environmental education, as a artists, 26-27, 28, 100 fad business, labor, industry, 137, 175 Family Planning. See Population, control of growth of churches. See Religion, role of churches in environmental Federal Communications Commission (FCC), 125 education Ford Foundation, 115, 124, 161, 164 community groups, 30, 86, 97, 172, 186 Foresta Institute of Ocean and Mountain Studies, 31 "critical masses," 55 Forest Industries Council, 102 easily disseminated packaged materials, 177 Forest management, 103 educators, 24, 137 Fragmentation of knowledge and efforts. See Causes of en- "establishment" institutions, 57, 78, 79 vironmental problems, fragmentation in problem-solving federal government, 55 Friends of the Earth, 160, 163, 166 local governments, 55, 56 Frontier Thesis. See Turner (Frederick Jackson)frontier mass media, 56, 122, 124, 137, 163, 173, 182 thesis modification of existing courses, 21-22, 54, 95 Funding for environmental education museums, 85, 137 criteria for selecting fund recipients, 60, 82, 89, 90, 172, non-school institutions, 31, 39, 45, 78, 82, 128, 137, 160, 175 175, 179 minigrants, 86-87 non-traditional approaches, 78, 137 priorities in national budget, 136, 137 private groups, 57, 69-70, 72, 97-98, 128, 137 proposed budgets, 61, 73, 427-28, 138 state governments, 55, 56, 59, 60, 133-34 reallocation of existing USOE funds, 134, 135, 136, 137 students, 30, 37, 40, 43, 172 sources of, 40, 124, 135, 136, 137, 159 variety of groups, 24, 39, 45, 78, 82, 128, 137, 172, 182 state and local participation in, 60 universities, 52-53, 56, 68, 90, 120, 137 under the Act, 40, 60 See also Governmental action uses of ESEA funds, 137, 159 Implicit curriculum. See Values and attitudes, in "implicit Garbage disposal, 109-110, 158 curriculum" Garbage men. See San itationmen Individual General education in the U.S. responsibility, 96-97, 108, 144 environmental education as part of, 58 rights, 72, 112-13 required courses and, 53-54 versus social action, 32, 37-38 traditional content of, 51-52 welfare versus social welfare, 72, 80 Generation gap, 26, 35, 78, 80 See also Governmental action; Social change 232 223

Institute for Environmental Studies, University of Wisconsin, counterbalancing polluters' advertising, 38, 165-66, 183-85. 90 See also Advertising Interdisciplinary issues fear of governmental control of, 38, 182-83 communication problems, 22, 57 materials for, 59 content of environmental education and. SeeContent of provision of objective information for, 182-83 environmental education, interdisciplinary public broadcasting failure of scientists to take interdisciplinary view, 57 and teacher training, 124 failure to integrate concepts from different disciplines, 170 citizen participation in programming, 122, 124 lack of funds for interdisciplinary work, 57 environmental education content in. 122-23. 124 need for generalists, 170-71 extent and nature of audience, 122 problem-focused learning, 42, 52, 53, 89, 172 impact on commercial television, 125 solutions to environmental problems, 20, 50, 101, 114 "implicit curriculum" and. See Values and attitudes, in team efforts, 101, 174 "implicit curriculum" university organization, 37, 49, 52, 88, 89, 90, 101 materials for, 123-24 See also Environmental problems, interrelationships with pre-school, 124-25 other social problems; Holism role in environmental education, 122. See also Imple- Interior. Department of, 133. See also National Park Service mentation of environmental education by International See also Children's Television Workshop; Corporation for aspects of environmental problems. SeeDeveloping coun- Public Broadcasting; Implementation of environmental tries; Environmental problems, international aspects of education by, mass media; National Educational Tele- examples of environmental education. See Environmental vision; "Sesame Street" education, international examples of Materialism, 28,34,100,113,114. See also Economic International Education Fict, 154-55 growth; GNP; Life Styles; Standard of living International Biological Program (IIBP), 96 Materials International Union for Conservation of Nature and Natural audiovisual, 42 Resources, 66, 67, 100 clearinghouse for, 118 Islands descriptions of existing, 66-67 as ecological training centers, 83 development of. 59, 126, 128, 177-78 asenvironmentalmodels.SeeEnvironmentalmodels, by American Institute of Architects, 70, 71 islands as by National Science Foundation projects, 132 Izaak Walton League, 98 by teachers, 63, 117 Job Corps, 60 by universities, 52-53, 55, 56, 68 Joint Council on Economic Education, 154 deficiencies of existing, 56, 66, 117 Knowledge dissemination of, 59, 63, 77-78, 133, 177 as capital resource, 156 evaluation of, 56, 59, 118, 133 failure to apply, 55, 57, 58 lack of, 52-53, 100, 115 fragmentation of, into separate disciplines, 18, 36, 37, 57 mass media, 59, 123-24 lack of general public, 66, 183, 184 produced under title III, ESEA. See Elementary and Sec- lack of scientific and technological, 4, 39, 44, 49, 58, 72 ondary Education Act of 1965 needed improvements in, 6 teacher training and, 54, 59, 62 Law. See Environmental law use of existing, 42, 66, 118 League of Women Voters, 97-98 McIntire-Stennis advisory committee, 104-105 environmental education activities of, 97 Minigrants, 86-87 Life styles, 32, 37-38, 41-42, 80, 100 Minorities experimentation with, 91, 102 attitudes toward environmental issues, 186-87 simple living, 79, 160, 166 See also Disadvantaged children; Poor people; Urban prob- See also Standard of living; Values and attitudes lems Littering, 32, 108-109 Model projects Man: A Course of Study, 66, 102 descriptions of existing, 30, 31, 115-16 Man and nature development of, 56, 59 interrelatedness, 54-55 dissemination of information about, 59 man as a part of nature, 23, 55, 79 evaluation of, 59 man's destruction of nature, 26 non-school, 85, 97-98, 122-24, 157-58, 185-86 man's "dominion" over Earth, 23-24, 41, 87, 157,161 Models of the environment. See Environmental models man in conflict with nature, 23 Modernization, 50, 51 man's use of nature, 23, 24, 169 Monitoring of the environment, 85 natural law, 25 Montgomery County (Maryland), outdoor education pro- need for humility, 16 gram, 30 stewardship, 158 Multidisciplinary issues. See Interdisciplinary issues See also Religion; Values and attitudes Multidisciplinary program, definition of, 56 Man-made environment Multi-process program, definition of, 56 as part of total environment, 69,159 Museums, role in environmental education, 85 as significant focus of concern, 69, 81,84 National Association of Educational Broadcasters, 122 See also Urban problems National Audubon Society. See Audubon Society Manpower training, 124, 138 National Center (Commission) for Environmental Education Manpower Training Act, 139 (proposed), 55, 119, 129 Mass Media National Council of Churches, 24 233 224

National Defense Education Act (NDEA), 60, 62 family size, 21 National Education Association (NEA), 129 individual rights and. 24, 156 National Educational Television, 123 legislation for, 36, 42 National environmental education program (proposed), 55- minorities and, 186 monetary incentives, 21 56 National goals. See.National priorities religious views on, 24-25 National Institute of Education (proposed), 68 stamp plan, 156 National Park Service, 30, 132 growth National priorities, 8 as cause of environmental problems, 3-4, 19, 20-21, 36, competition among, 40, 56, 84-85, 136 77 national budget and, 92, 136 dynamics of, 36, 50, 51 problem of setting, 136 growth rate, 20-21, 36, 156 zero, 21, 24.See alsoZero Population Growth process of setting, 88 ratio between resources and, 20, 60, 79 See alsoFunding for environmental education, sources of National Science Foundation (NSF), 89 See alsoHunger and materials development, 56, 68 Princeton University, 120 environmental education activities of, 132 Priorities, national.SeeNational priorities Interdisciplinary issues study grants, 31 Problem-focused learning.See Problem-solving skills, as goal of education, 50, 53 Nati Wildlife Federation, 98 Natural Resources Council of America, 58 Professionals, environmental.SeeEnvironmental education, purposes of; Specialists, environmental; Targetsof environ- NDEA.SeeNational Defense Education Act NEA.SeeNational Education Association mental education New Jersey Project Man's Environment, 129 college and university involvement in environmental educa- PTV (public television).SeeMass media, public broadcasting tion in, 120 Public broadcasting.SeeMass media, public broadcasting environmental education activities of state of, 118, 119, 120 Public Broadcasting Corporation, 59 State Council for Environmental Education, 117 Public relations, as solution to environmental problems, 19, State School of Conservation, 60 162 New York City Redwood trees, common misconceptions about, 104 environmental problems of. 108, 109-110 Relevance use of electricity in, 146 as focus on problem-solving, 53 New York University, 142, 143 in non-school education, 175 NSF.SeeNational Science Foundation of interdisciplinary learning, 174 Nuclear war, 81, 83 to social problems, 48, 49, 50 Numerous children, apologies for, 21, 22 Religion Office of Education (U.S.).SeeU.S. Office of Education ecumenical movement and environmental problems, 87 Outdoor education, 30 environment and, 22, 23-24, 25, 157 ESEA and, 131 population control and, 24-25 history of, 118 role of churches in environmental education, 24, 45, 87 research on, 118 See alsoMan and nature: Values and attitudes Outdoor laboratories.SeeEcological laboratories Research, educational, need for, 55 Pacific Gas and Electric Company (P.G. & E.), 163, 166 Resources Pan American Airways, 162 conservation of, 51, 80 Personnel for environmental education, supply of, 154 damage to natural, 149 Pesticides, 18, 56, 60 multiple uses of, 51 Philadelphia, curriculum materials developed by American natural and human, 54-55 Institute of Architects in, 70 ratio of population to, 20, 60, 79 Rockefeller Report (August 1969), 133, 138, 139.See also Pilot projects.SeeModel projects Pinchot Institute for Conservation Studies, 58 Citizens Advisory Committee on Environmental Quality Planning, 86.See alsoUrban problems, planning Rural problems, 86 Politicians Sanitationmen education of, about environmental issues, 78, 171 as environmental educators, 109 interdisciplinary approach of, 57, 91 as practical ecologists, 108, 109 Scenic Hudson case.SeeStorm King case Pollution Teacher training, schools of educa- aesthetic, 25-26 Schools of education.See industrial expenditures for control of, 184 tion population growth and, 19, 20 Scientists' responsibility for environmental problems, 57 standard of living and, 20 Scientists' Institute for Public Information, 80 urban, 108-110 Select Subcommittee on Technology in the Human Environ- Poor people ment, 57 effects of environmental controls on, 155 Senate Subcommittee on Inter-Governmental Relations, 56 stake in quality environment, 115, 186-87 "Sesame Street," 122, 124, 125, 127 Population Sex education, 40, 176 control of growth of, 5, 21, 37, 55, 100 Shell Oil Company, 162 abortion, 21 Sierra Club, 110, 111-12, 113, 157-58, 160, 163, 166, 175 attitudes toward, 21, 186 Simulations.SeeEnvironmental models birth control, 21 Single-purpose curriculum.SeeContent of environmental family planning, 21 education 115

adults, 40, 55, 59, 73, 82, 126-27, 158 Social change as environmental solution, 89,172 all levels, 122, 144 nature of, 48, 57 business leaders, 127, 171 role of government in. See Governmental action community leaders, 55, 127 See also Social institut:: ns Congress, 171 disadvantaged children, 75 Social institutions inadequacies of, 5, 7' 48, 51, 57, 77 in inner city, 95 /, 77, 153-54 elementary pupils, 23, 55, 63, 69, 173, 186-87 needed changes in, environmental specialists, 18-19, 52, 56, 69-70, 72, 75, 83, Social science as integral part of environmentaleducation, 69 124. See also Specialists, environmental as content of environmentaleducation, 63, 67 government personnel, 55 importance of, in solving environmental problems,34, 66 kindergarten through higher education, 159 Social Science Education Consortium, 154, 176 policymakers, 174 Social scientists, as stimulators of environmental concern,57 pre-school children, 23, 63, 69, 124-25, 178-79 Soil Conservation Service, 154 public, 31, 51-52, 72, 75, 108, 122, 127 Solutions to environmental problems, 5-7 secondary pupils, 55, 63, 172, 186-87 changing values and attitudes. See Economic growth;Life teachers, 55, 59, 124. See also Teacher training styles; Standard of living; Values and attitudes university students, 56 complexity of, 7 urban dwellers, 75, 108, 125, 185 ecosystem management, 169, 177 voters, 88, 89, 98, 122 education. See Education, as a solution toenvironmental Taxation role of tax-deductible organizations, 165, 166 problems effects of, on social system, 155-56, 186 tax incentives, 153, 165 Teach-ins feasibility of, 154 April 22, 1970, Environmental Teach-in. See Earth Day nature of, 77-78, 87-88, 154 non-technological, 37-38, 43, 89, 172 for teacher training, 131 tax incentives, 153, 165 Teacher training technological, 43, 79, 89, 147 activities of National Science Foundation in, 132 See also Costs of environmental improvement interdisciplinary, 178 Southern California Edison, 162 mass media and, 124 South Carolina Conservation CurriculumImprovement Proj- materials and, 42, 53, 59, 62, 115 required courses for, 42, 54 ect, 59 Southern New Jersey Center for EnvironmentalEducation, 60 role of universities in, 56 schools of education, 90 Specialists, environmental training of, 51, 52, 55, 89 workshops, 116, 119-120 See also Ecologists; Targets of environmentaleducation, See also Education Professions Development Act Technical assistance, in implementation of the Act, 59,60 environmental specialists Standard of living Technology as cause of environmentalproblems, 4, 5-6, 26, 32, 57, 77 need to limit, 20, 41, 55, 149, 161 problems, 43, 79, 89, 147 weighing consumer utility against environmentaldamage, as solution to environmental 114-15, 145-46 benefits of, 146-47 See also Economic growth; GNP; Life styles;Materialism development of ecologically sound, 5-6, 79, 155 State departments of education religion and, 87 resources, population, and, 79 need for strengthening, 119 role in administering the Act, 119 side effects of, 18, 72, 88, 89, 144, 153 values and, 25, 43 States Television, educational. See Mass media, publicbroadcasting role of, in implementing federal programs, 59,60, 86-87, Textbooks. See Materials 133-34 Education USOE survey of environmental educationactivities in, 131 Title III, ESEA. See Elementary and Secondary See also State departments of education Act of 1965 Storm King case, 111-12, 113, 114 Trade-offs. See Cost-benefit analysis Truth-in-Lending Act, 164 Stress. See Adaptability, human Turner (Frederick Jackson) frontier thesis, 22 Students SeeUniversities,undergraduate as stiMulators of educationalreform, 57 Undergraduate education. education assumptions about, 49-50 Francisco), 20, involvement in educational process, 30, 50 UNESCO Conference on Environment (San involvement with environmental problems, 37 37, 45 Uniformed Sanitationmen's Association, 108 role in educational reform, 48 United Nations Conference on the Environment(1972), 84 See also Youth (1972), Stuyvesant High School (New York City), 143 United Nations International Environmental Year System analysis, 101, 170. See also Ecology;Holism 132 United Nations Subcommittee on Conservation Education,58 Systems Universities ecology and, 18 capabilities for environmental educationleadership, 90, ecosystems, 51 118, 120, 172 definition of, 3, 169-170 community involvement with. See Community,personnel interdependencein, 18, 22, 161 development of curriculum materials by. SeeMaterials, input-output, 95-96 development of Targets of environmental education, 10 'If'0 226

excessive specialization and cornpartmentalization in, 36-37, need for additional authority, 61-62, 132, 134, 136 73 organization of, 59-60 faults of, 36, 39 responsibilities under the Act, 59-60 free, 179 role in improving environmental education, 58, 59, 137 interdisciplinary programs in, 49-51, 89 task force on environmental education, 131, 138, 139, 140 international, 86 Values and attitudes, 4-5 investment policies, 142-43 aesthetic, 26-27 National Science Foundation activities in, 132 as basis of environmental problems, 43, 148, 155 organization of, 36, 37, 49, 52, 88 as determinants of man's use of nature, 23, 25, 91,172 provisions in the Bill for support of, 56 communication and, 51 reform of, 37, 48, 49, 51, 52, 88-89 compartmentalization of, 25-26 role in environmental education, 57, 91 competition and cooperation, 175 role in solving environmental problems, 50, 87-88, 89 "ecological conscience," 54 schools of education. See Teacher training,schools of educational system as perpetuator of existing, 100 education education and, 22-23, 30 undergraduate education, purpose of, 53 fundamental changes in, need for, 25, 37, 41, 43, 48, 55, See also Wisconsin, University of, at Green Bay 57, 80, 91-92, 100 Urban problems in "implicit curriculum," 123, 124 aesthetic, 27, 35 reflected in national priorities. See National priorities architecture, 69-70 traditional American, 22, 26 as a part of environmental problems, 85, 108 See also Causes of environmental problems, values andatti- inner-city, 81 tudes; Economic growth; Man and nature; Religion; interdependence of urban and rural areas, 86 Standard -4-Eiving; Technology, values and materials combining study of environmental and, 132 Vocational Ec Imatinn Act of 1963, 132 neglected for environmental problems, 81, 84. See also "Watchdog" organizations, 40, 154 Disadvantaged children; Minorities Walden, 113 planning, 35 Watts Labor Community Action Committee, 185 pollution. See Pollution, urban Wave Hill-I Ati,- an College, euwilunmental studies program, See also Environmental improvement, economic advantages 115-16, 143 of. to cities Whole Earth Catalog, 166 U.S. Ai Corps of Engineers, 112, 156 Wisconsin, Univf,rsity of, at Greerr_Bay, 47, 48-51, 56 U.S. Comnissioner of Education, 58, 59 description of four theme colleges, 51 as administrator of the Act, 45 description (.,,f undergraduate program, 50-51 responsibilities under the Act, 16, 59 rationale of UWGB Plan, 49-50 See also Allen, James E., Jr. uniqueness of, 51, 52 U.S. Forest Service, 60 World Council of Churches, 87 U.S. Office of Education (USOE) Youth

, as administrator of the Act, 46, 126 attitudes of, 26, 27 current activities of, in environmental education, 131-32, awareness of environmental problems among,80, 83, 89 139 role of, in solving environmental problems, 78 existing sources of authority for environmental education, See also Students 131, 132, 137 Youth Conservation Corps, 35 failure to fully support the Bill, 133 Zero Population Growth, 35-36 funds for environmental education, 134, 135, 136, 137 Zoning for natural resources use, 146

21:16 227

NAME INDEX

Abrams, Robert, 142 Fuller, Buckminster, 167 Aitken, Donald W., 157 Galifianakis, Congressman Nick, 99 Aldrich, James L., 66-69, 101, 102 Geffner, Paul, 143 Alford, Albert L., 136 Gellmon, Murray, 25, 166 Allen, James E., Jr., 57, 131-140 Gil ler, Evan, 143 Goodman, Paul, 174 Allen, Rex Whittaker, 69-70, 74 Gossage, Howard, 161 Ambry, Edward J., 117-120 Hamilton, Bryce, 38, 40-42, 43 Arno, Peter., 143 Hansen, Congressman Orval, 15, 17, 21, 22, 24, 28, 29, 30, Augustine, Saint, 24 121, Bass, Steven, 143 34, 43, 44, 60, 63, 64, 65, 69, 76, 85, 86, 91, 92, 117, Bell, Congressman Alphonzo, 29, 32-34, 65, 76, 82, 83, 84, 124, 125, 128, 130, 136, 137, 153, 156, 160, 164, 177, 178, 121, 130, 136, 181, 182 179, 180, 181, 183 Benedict, Saint, 24 Hardin, Garrett, 89 Bennis, Warren, 88 Harrar, J. G., 110 Boulding, Kenneth E., 22, 153-57 Hawkins, Donald, 129 Bradernas, Congressman John (As chairman of the subcom- Hayes, Denis, 38-40, 43-44, 45, 46 mittee, Congressman Brademas contributed throughout the Henderson, Martha, 58, 100-102 hearings.) Henderson, Will, 142 Brand, Stewart, 166-67 Hersey, John, 81 Brennan, Matthew J., 58-64 Hester, James, 142-43 Brestoff, Nick, 182 Hill, Gladwin, 182-85 Buxbaum, Karen, 30-35, 44 Hodges, Ralph D., Jr., 102 Holt, John, 167 Callahan, Rory, 142 Horowitz, Arlene, 15, 29, 65, 76, 93, 99, 107, 121, 130, 142 Cant lon, John, 94-97 Hunt, Peter S., 125-28 Cherniack, Stacie, 87, 89, 92 Immerman, Toni, 15, 29, 65, 76, 93, 99, 121, 130 Citron, Ora, 182 Katz, Ronald C., 15, 29, 65, 76, 93, 99, 121, 130 Clapper, Louis S., 98 Know land, Bill, 30, 32, 33, 34-35 Clusen, Mrs. Donald, 97-98 Landgrebe, Congressman Earl, 76, 93, 96-97 Cohelan, Congressman Jeffrey, 153, 156 LaVor, Marty, 15, 29, 65, 76, 93, 99, 121, 130, 153, 181 Cole, La Mont, 18-22, 24 Collins, Congressman James M., 76, 85 Leopold, Aldo, 54 Conway, John T., 143-48 Lumley, John, 129 Corwin, Ruthann, 173-76, 177, 179 Macy, John W., Jr., 122-25, 127 Culver, Taylor, 69, 71, 74-75 Madigan, Richard A., 143 De Bell, Garrett, 35-38, 45, 169 Mageor, David, 143 DeLury, John, 108-110 Mander, Jerry, 160-66 Dingell, Congressman John, 19 Marienthal, Kim, 182 Dubos, Rene, 23, 24, 40 Mayer, Jean, 81 Duncan, Jack G., 15, 29, 65, 76, 93, 99, 121, 130, 153,181 McGinnes, Marc, 187 McGrath, Kevin, 142 Dustin, Thomas, 98 McLeish, Archibald, 89 Eber, Ron, 182 Mead, Margaret, 77-87, 95, 102, 187 Ehrlich, Paul, 42, 57 Meeds, Congressman Lloyd, 29, 35, 76, 84, 85, 99, 102,130, Fabricant, Neil, 120 Fisher, Adrian S., 140 134, 135, 136, 137, 139 Francis of Assisi, Saint, 24 Metcalf, Senator Lee, 162 Frankenthaler, Helen, 25 Megel, Carl J., 75

4.1:113 228

Mohr, John, 187 Scheuer_ Congressman James, 15, 17, 20, 21, 22, 2-1=-25, 28, Monserrat, Joseph, 120 29, F*.0, 32, 34, 36, 37, 38, 43, 45-46, 65, 74, 75, 76, 81, 82, Moore, Joe G., Jr., 148-151 84, S5, 10'7, 108, 109, 110, 112, 114-15, 117, 142, 143, Motherwell, Robert, 25-28, 43 144, 145, 146, 147, 148, 149-151 Muskie, Senator Edmund, 20, 28, 57, 123. 155 Schlesinger, William H., 30, 31 Nadel, Steve, 143 Schoenfeld, Clay, 54-58 Nader, Ralph, 123, 184 Schultz, Arnold, 169-171, 177, 178 Nixon, Richard M. Schweitzer, Mark, 143 Scriven, Michael, 176, 177, 178, 179, 180 views on environmental education in message of Shafer, Rudolph J.H., 182 February 11, 1970, 17 Sittler, Joseph, 22-25, 27, 43, 157 support for environmental education by administration of Sive, David, 110-15 See Environmental Quality Education Bill, support for, Smith, Spencer, 98 by Nixon administration Sowers, William, 71-74 Elvis, 98 Orth, Maureen, 15, 29, 65, 76, 93, 99, 107, 121, 130, 153, Steiger. Congressman William, 47. 53, 54, 57, 61, 63, 64, 93, 181 99 Osman, John, 140 Steinhart, John S., 52, 87-92 Paterson, Senator Basil A., 142-43 Thoreau, Henry David, Ill, 113. 114 Pepper, James, 171-73., 178 Train. Russell, 133, 135 Pratt, James, 69, 70, 71 Tydings, Senator Joseph, 21, 36 Reid, Leslie, 187 Unruh., Jesse, 157 Reid, Mrs. Leslie, 187 Vinci.. Thomas, 148 Reid, Congressman Ogden, 17, 76, 80, 81. 107, 109-110, 116, Wathars, Ted, 185-87 117, 120, 130, 134, 135, 142, 153, 155. 157, 160, 164, 181, Wa3i:yurn, Peggy, 157-160 184, 185, 186 Weidner, Edward W., 47-54, 57, 58 Rienow, Robert and Leona Train, 42 Weislinerg, Arlene, 115-17 Rockefeller, Lawrence S., 58, 133 Westell, Casey E., 102-106 Sallada, Logan H., 131, 138, 139, 140 White, Lynn, Jr., 23, 24