ED 046 691

TITLE

INSTITUTIONPUB DATENOTEAVAILABLE FROM

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

SF 009 213

Report of a Conference on The College, The Communityand Conservation (Washington, D.C., May 22 -2P, 1067) .Conservation Foundation, Washington, D.C.May 67105The Conservation Foundation, 1717 MassachusettsAve., N.W., Washington, D.C. 20036 (S1.00)

EDRS Price MF-40.65 BC-S6.58*College Role, *Community Service Programs,Conference Reports, *Conservation Education,*Continuation Education, *Environmental EducationHigher Education Act, Title I

Summaries of papers and discussions at a conferenceof directors and administrators of college community service andcontinuing education projects related to conservation and fundedunder Title I of the 1965 Higher Education Act are presented. Thepapers summarized consider the following topics: methods of elicitingsupport of public and private sources of assistance in co-operativecommunity projects, obtaining congressional support, and the criticalinfluences in environmental decisions. General discussions oncommunity responses to Title I, university faculty and administrativeattitudes, and curricular materials including audio-visualpresentations are also summarized. Appendices provide a bibliographyof resource material, a guide to relevant U.S. Government directoriesand Federal Aid catalogues, brief summaries of some conservationrelated Title I projects, and a copy of Title I. (AL)

THE COLLEGE, THE COMMUNITY

AND CONSERVATION

U.S. DEPARTMENT OF HEALTH. EDUCATION& WELFARE

OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-

, CATION POSITION OR POLICY.

A Conference Report from The Conservation Foundation

THE CONSERVATION FOUNDATION is a non-profitorganization without endowment, chartered for thefollowing purposes: To promote knowledge of theearth's resourcesits waters, soils, minerals, plant andanimal life; to initiate research and education aboutthese resources and their relation to each other; toascertain the most effective methods of making themavailable and useful to people; to assess populationtrends and their effect upon environment; finally, toencourage human conduct to sustain and enrich lifeon earth.

Lti

Report of a Conference on

THE COLLEGE, THE COMMUNITY

AND CONSERVATION

Sponsored by

The Conservation Foundation1250 Connecticut Avenue, Washington, D. C. 20036

To appraise and assist promising new college anduniversity community service and continuing edu-cation programs in land-us planning and air, landand water conservation, with special reference toTitle I of the Higher Education Act of 1965

May 22-23, 1967Washington, D. C.

Price: $1.00

TABLE OF CONTENTS

NOTE: With the exception of opening remarks by Russell E.Train, which are reproduced in full, the statements of allspeakers and discussion participants have been summarizedby The Conservation Foundation for this report. The chrono-logical sequence of the conference has been followed exceptfor the "Summary of General Discussion Periods" (page 53),which is a composite drawn from several portions of theconference.

Page

CONFERENCE PARTICIPANTS 1

INTRODUCTION 7

Sydney Howe, Senior Associate, The ConservationFoundation, Conference Coordinator

NEEDED: INFORMED FORCES FOR ENVIRONMENTAL QUALITY 10Opening Remarks by Russell E. Train, President

The Conservation Foundation

PANEL: HOW DECISIONS ARE MADE ABOUT ENVIRONMENTS: THECRITICAL INFLUENCES 14

Moderated by Thomas W. Richards, Member, ArlingtonCounty (Virginia) Board

1. LOCAL GOVERNMENT 14Norman Beckman, Director, Office of Inter-governmental Relations and Urban ProgramCoordination, U.S. Dept. of Housing andUrban Development

2. PRIVATE ENTERPRISE 16John M. King, Director of Design and Environ-mental Studies, National Association of HomeBuilders

3. THE EFFECTIVE CITIZEN 19Mrs. Haskell Rosenblum, former board memberand National Water Chairman, League of WomenVoters of the U.S.

4. DISCUSSION 20

CONTINUING EDUCATION AND PUBLIC VALUESLuncheon Remarks by Jules Pagano, Director of Adult

Education Programs, U.S. Office of Education

PANEL: USING AND CULTIVATING THE HELP AT HAND: PUBLICAGENCY ASSISTANCE

Moderated by Frank Gregg, Vice President, TheConservation Foundation

1. FEDERAL AGENCIESWilliam J. Duddleson, Chief, Division of CouncilStudies (President's Council on Recreation and.Natural Beauty) U.S. Bureau of Outdoor Recreation

2. STATE AND REGIONAL AGENCIESCharles H. W. Foster, President, The NatureConservancy (former Commissioner of NaturalResources, Commonwealth of Massachusetts)

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31

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3. LOCAL GOVERNMENT 34Ronald M. Dick, Field Service Director, NationalAssociation of Counties

PANEL: USING AND CULTIVATING THE HELP AT HAND: NON-GOVERNMENTAL ASSISTANCE

Moderated by Frank Gregg and Marvin Zeldin, Directorof Information, The Conservation Foundation

1. COMMUNITY LEADERS, PROFESSIONALS ANDORGANIZATIONSAnn Satterthwaite, Associate in Planning,The Conservation Foundation

2. THE BUSINESS COMMUNITYJames G. Watt, Staff Associate for NaturalResources, Chamber of Commerce of the USA

3. NATIONAL ORGANIZATIONSJoseph W. Penfold, Conservation Director,The Izaak Walton League of America

36

36

38

40

4. THE UNIVERSITY ITSELF 43John W. Fanning, Vice President for Service,University of Georgia

5. DISCUSSION 46

Page

OBTAINING CONGRESSIONAL SUPPORT 50Luncheon Remarks by Robert J. Pitchell, Executive

Director, National University Extension Association

SUMMARY OF GENERAL DISCUSSION PERIODS

1. Community Responses to Title I 53

2. University Faculty and Administration Attitudes 56

3. Title I Budgeting and Project Development 57

4. Curriculum Materials 60

5. A Special Audio-visual Approach -- "The Big Squeeze" 62

CLOSING REMARKS 68Frank Gregg

APPENDICES

A. Bibliography of Resource Material Distributed orDisplayed at the Conference 70

B. "U.S. Government Directories and Federal AidCatalogs," a guide prepared for the conference byWilliam J. Duddleson 73

C. Brief Summaries of Title I and Related Projects ofInterest to the Conference 78

D. Title I of the Higher Education Act of 1965 96

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CONFERENCE PARTICIPANTS

John Adams, Title I Prog. Off.Community Services & Continuing Edu.U.S. Office of EducationRegional Office Building7th & D Streets, S. W.Washington, D. C. 20202

George E. AllenArea Extension AgentCourt HouseCumberland, Maryland 21502

Mrs. Richard W. BardwellCapital Community Citizens208 Lathrop StreetMadison, Wisconsin 53705

Floyd V. Barker, Extension Coor.Natural Resources, Morrill HallUniversity of New HampshireDurham, New Hamsphire 03824

Norman Beckman, DirectorOffice of IntergovernmentalRelations and Urban Program Coor.

U.S. Dept. of Housing & Urban Dev.Washington, D. C. 20410

Chester P. Bednar, Title I OfficerU.S. Office of EducationDept. of Health, Educe & WelfareWashington, D. C. 20201

W. Frank Blair, Prof. of ZoologyBox 7366 University StationUniversity of TexasAustin, Texas 78712

John M. Blake, Assoc. Dir.Continuing Education DivisionMerrill HallUniversity of MaineOrono, Maine 04473

8

Walter Bogan, Field CoordinatorScientists' Inst. for Public Infor.30 East 68th StreetNew York, New York 10021

Eurcelle A. BowlerThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036(Conference Registrar)

Ted BrowneDenver Research InstituteUniversity of DenverDenver, Colorado

Louis S. Clapper, ChiefConservation Education DivisionNational Wildlife Federation1412 16th Street, N. W.Washington, D. C. 20036

John M. Claunch, DeanSouthern Methodist UniversityDallas, Texas 75222

Charles A. Dambach, DirectorNatural Resources InstituteOhio State University1885 Neill AvenueColumbus, Ohio 43210

Paul Delker, Branch ChiefCommunity Serv. & Continuing Educ.U.S. Office of EducationRegional Office Building7th and D Stree\ts, S. W.Washington, D. C. 20202

Robert T. Dennis, Asst. Con. Dir.The Izaak Walton League of America719 13th Street, N. W.Washington, D. C. 20005

2

Ronald M. Dick, Field Service Rep.National Association of Counties1001 Conllecticut AvenueWashington, D. C. 20036

Stanley J. DrazekChairman, Title I Adv. CouncilUniversity of MarylendCollege Park, Maryland 20740

William J. Duddleson, ChiefDivision of Council StudiesBureau of Outdoor RecreationDepartment of the InteriorWashington, D. C. 20240

William H. Eddy, Jr.The Conservation FoundationBolton RoadHarvard, Massachusetts 01451

F. Robert Edman, DirectorConsulting Services Corp.690 North Robert StreetSt. Paul, Minn. 55101

Clifford E. Emanuelson, Assoc. Dir.Pinchot Institute for Conser. StudiesMilford, Pennsylvania 18337

Giordano Enrico, State Coor.Florida Board of RegentsP. 0. Box 1562Tallahassee, Fla. 32302

Robert L. Ewigleben, DeanAdministrative AffairsHumboldt State CollegeArcata, California 95521

John W. FanningVice President for ServicesUniversity of GeorgiaAthens, Georgia 30601

Eugene S. FarleyWilkes CollegeWilkes Barre, Pennsylyania 18703

Charles H.W. FosUtr, Pres.The Nature Conservancy1522 K Street, N.W.Washington, D. C. 20005

John C. Frey, DirectorLand and Water Resources108 Research Building #3University Park, Pennsylvania 16802

John W. Gates, DirectorDiv. of Adult Edu. & Comm. Serv.The University of WyomingLaramie, Wyoming 82070

Warren K. GieseDept. Head of Health and P. E.University of South CarolinaColumbia, South Carolina 29208

Lloyd Graven, InstructorGeneral Extension DivisionUniversity of MinnesotaMinneapolis, Minnesota 55455

Frank Gregg, Vice PresidentThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036

Frank W. Hagan, CoordinatorTitle I, Higher Education ActUniversity of MaineOrono, Maine 04473

George P. Hanna, Jr., Prof.Dept. of Civil EngineeringWater Resources CenterOhio State UniversityColumbus, Ohio 43210

Lynn M.F. Barnes,i Fxe. Dir.Amer. Soc. of Landscape Architects2000 K Street, N. W.Washington, D. C. 20006

Mrs. Lester G. HawkinsLand & Water Use ProjectLeague of Women Voters1200 17th Street, N. W.Washington, D. C. 20036

Raymond G. Hay, AssociateMarcou, O'Leary & Assoc.1735 K Street, N. W.Washington, D. C. 20036

Bernard F. Hillenbrand, Exe. Dir.National Association of Counties1001 Corneeticut AvenueWashington, D. C. 20036

Cecil Hoffman, StaffPresident's Council on Recrea-tion and Natural Beauty

Department of the InteriorWashington, D. C. 20240

Sydney Howe, Senior AssociateThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036(Conference Coordinator)

John D. Huss, Asst. DirectorFellowships and ManpowerOffice of Intergvt'l. RelationsDept. of Housing & Urban Develop.Washington, D. C. 20410

Walter E. Jeske, HeadEducational RelationsSoil Conservation ServiceU.S. Dept. of AgricultureWashington, D. C. 20250

Carl J. Johnson, Exe. Dir.Interstate Commission on thePotomac River Basin203 Transportation BuildingWashington, D. C. 20006

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Miss Anne KalesThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036(Conference Assistant)

John M. King, DirectorDesign & Environmental StudiesNational Assn. of Home Builders1625 L Street, N. W.Washington, D. C. 20036

Dana A. Little, DirectorPublic Affairs Research CenterBowdoin CollegeBrunswick, Maine 04011

Huey B. Long, Assoc. DirectorUrban Research CenterFlorida State University2323 So. Washington AvenueTitusville, Florida 32780

Charles B. Lord, CoordinatorTitle T, Higher Education ActCenter for Continuing EducationUniversity of GeorgiaAthens, Georgia 30601

William D. Lutes, Asst. DirectorTitle I Higher Education511 Nebraska HallUniversity of NebraskaLincoln, Nebraska 68508

Irene MacManus, Asst. EditorAmerican ForestsAmerican Forestry Association919 17th Street, N. W.Washington, D. C. 20006

Richard V. McCann, Exe. Dir.Higher Educa. Facilities Comm.45 Bromfield StreetBoston, Massachusetts 02108

4

James Y. McDonald, Title I Coot.Room 300 8, Admin. BuildingUniversity of KentuckyLexington, Kentucky 40506

John McKee, DirectorCenter for Resources StudiesBowdoin CollegeBrunswick, Maine 04011

Hugo V. Mailey, HeadInstitute of Regional AffairsWilkes CollegeWilkes Barre, Pennsylvania 18703

J. Paxton Marshall, Asst. Dir.Cooperative Extension ServiceUniversity of MarylandCollege Park, Maryland 20740

Robert B. Mitchell, Assoc. Dir.Kentucky Research FoundationUniversity of Kentucky301 Administration Building.Lexington, Kentucky 40506

William F. Murison, DirectorCenter for Comm. DevelopmentHumboldt State CollegeArcata, California 95521

John A. Naegele, HeadDept. of Environmental StudiesUniversity of Massachusetts240 Beaver StreetWaltham, Massachusetts 02154

John H. NoyosProf. of ForestryUniversity of MassachusettsAmherst, Massachusetts 01002

John C. O'Neill, Dir., Titie I116 Administration BuildingUniversity of Rhode IslandKingstor, R. I. 0 ven

Jules Pagano, DirectorAdult Education ProgramsRegional Office Building7th & D Streets, S. W.Washington, D. C. 20202

Patricia Patterson, Prog. Asst.Title I, Higher Education ActU. S. Office of EducationDept. of Health, Educa. & WelfareWashington, D. C. 20202

Joseph W. Penfold, Conservation Dir.The Izaik Walton League of America719 13th Street, N. W.Washington, D. C. 20005

Andre C. de PorryDirector of General ExtensionSchool of General StudiesUniversity of VirginiaCharlottesville, Va. 22203

Samuel Pratt, DeanFairleigh Dickinson univernityFlorham-Madison Campus285 Madison AvenueMadison, New Jersey 07940

Thomas W. Rirliards3838 North 25th StreetArlington, Virginia 22207

Reed C. Richardson, Dep. Dir.Bureau of Econo. & Business ResearchP. 0. Box 806, Foothill StationUniversity of UtahSalt Lake City, Utah 84112

James T. RobisonComm. Service & Continuing Educa.U.S. Office of EducationRegional Office Building7th & D Streets, S. W.Washington, D. C. 20202

David A. Rock, Acting DirectorGlen Helen OfficeAntioch CollegeYellow Springs, Ohio 45387

Mrs. Haskell RosenblumOverseas Education FundLeague of Women Voters1200 17th Street, N. W.Washington, D. C. 20036

E. R. RydenUniversity of MarylandCollege Park, Md. 20740

Charles L. Samuels, Rep.Title I State AdministratorWest Virginia UniversityMorgantown, W. Va. 26506

Miss Ann SatterthwaiteSenior AssociateThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036

Mrs. C. F. S. SharpeProg. Spec., Water ResourcesLeague of Women Voters1200 17th Street, N. W.Washington, D. C. 20036

Andrew J. W. ScheffeyAssociate ProfessorResource PolicyUniversity of MassachusettsAmherst, Massachusetts 01002

Richard Sheridan, Assoc. Prof.Dir., Water Resources ProjectDept. of History & GovernmentMontana State UniversityBozeman, Montana 59715

Theodore SidorExtension ResourcesOregon State UniversityCorvallis, Oregon 97331

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12

Harold Snyder, ChairmanBiolcgy DepartmentTaylor UniversityUpland, Indiana 46989

J. Russell SnyderDirector of Graduate StudiesFrostburg State CollegeFrostburg, Maryland 21533

Wayne Sommer, HeadConservation Educa. DevelopmentNatural Resources InstituteUniversity of MarylandCollege Park, Maryland 20740

Joseph J. Soporowski, Jr.Assoc. Extension SpecialistCollege of Agri. & Env. ScienceRutgers - The State UniversityNew Brunswick, N. J. 08903

Drexel Sprecher, Vice PresidentLeadership Resources, Inc.1750 Pennsylvania Avenue, N.W.Washington, D. C. 20006

Henry StrongHattie M. Strong Foundation1625 I Street, N. W.Washington, D. C. 20006

Richard A. Swavely, Asst. Dir.Regional AdministrationPennsylvania State UniversityMcKeesport, Pennsylvania 15132

William H. Tishler, Asst. Prof.Dept. of Landscape ArchitectureThe University of WisconsinMadison, Wisconsin 53706

Russell E. Train, PresidentThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036

6

Paul M. VanWegen, PresidentStony Brook Millstone Watershed Assn.P. 0. Box 171Pennington, New Jersey 08544

Gerald P. Vaughn, CoordinatorCommunity & Resource DevelopmentUniversity of DelawareNewark, Delaware 19711

Thomas R. WaggenerCollege of ForestryUniversity of WashingtonSeattle, Washington 98105

Robert C. WakefieldProfessor of Agro.University of Rhode IslandKingston, R. I. 02881

James G. Watt, Staff Assoc.Chamber of Commerce of the U.S.1615 H Street, N. W.Washington, D. C. 20006

Silas B. Weeks, Ext. EconomistMorrill HallUniversity of New HampshireDurham, New Hampshire 03824

J. Eugene Waden, Title I Prog. Off.Community Serv. & Continuing Educe.U.S. Office of Education7th and ID Streets, S. W.Washington, D. C. 20202

L. E. WestinState Title Comm. Serv. DirectorCommission for Higher Education555 Wabasha StreetSt. Paul, Minnesota 55101

Mrs. Margaret Bush WilsonAdministrator, Title IOff. of State & Regional PlanningJefferson. City, Missouri 65101

Lloyd W. WoodruffExtension SpecialistPublic AdministrationUniversity of CaliforniaDavis, California 95616

Marvin ZeldinDirector of InformationThe Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036

Gordon K. Zimmerman, Exe. Sec.National Association of Soil andWater Conservation Districts1025 Vermont Avenue, N. W.Washington, D. C. 20005

Sally A. Sinn°, Prog. AssistantU.S. Office of EducationDivision of Adult EducationDept. of Health, Educe. & WelfareWashington, D. C. 20201

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INTRODUCTION

Title I of the Higher Education Act of 1965 initiateda program of grants to colleges and universities "forthe purpose of assisting the people of the UnitedStates in the solution of community problems such ashousing, poverty, government, recreation, employment,youth opportunities, transportation, health and landuse." Since 1965 the U. S. Office of Education hasprovided $10 million annually to meet 75% of the costof some 1,160 "Title I" projects in community serviceand continuing education at more than 370 public andprivate institutions.

In 1966 The Conservation Foundation recognized TitleI as a high-leverage opportunity to provide citizensand local officials with knowledge of environmentalconditions and conservation action methods. Itappeared to us that a program with the potential ofreaching every junior college, community college,college and university--and of expanding the commun-ity service capacities of extension services--couldin time do more to extend community conservationaction than any other activity in sight.

With encouragement and cooperation from officials ofthe U. S. Office of Education, the National UniversityExtension Association, and the Adult Education Associ-ation of the U. S. A., the Foundation contacted admin-istrators and directors of approximaf-ely 30 Title Iprojects then known to be concerned with naturalresources and environmental conservation. We thusbecame familiar with the substance of a variety ofuniversity-based community projects which look verymuch like advance elements of a major new conservationforce (see Appendix C).

The Foundation's CF Letter for March'31, 1967, wasdevoted to these projects and their potentials. In

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response to several expressions of ner:d for communi-cation among those conducting Title I and relatedextension programs, we determined to hold the nationalconference reported herein.

Conference invitations went to all directors and admin-istrators of Title I projects in conservation fields,to the office in each state which governs use of TitleI funds by institutions of higher education, to theU. S. Office of Education's Title I advisory group,and to a few representatives of public and privateconservation agencies. Each invitation asked thatits recipient notify us of others who should beinvited, and many did so. Some 200 invitationswere extended, and 100 persons took part in theconference.

The Foundation offered to meet travel and other con-ference expenses, on a fifty-dollar-deductible basis,for participants whose institutions could not assistthem. Eight persons accepted this aid. The U. S.Office of Education authorized state offices presid-ing over Title I to use administrative funds forconference expenses.

The letter of invitation stated:

It is our conviction that there areexciting opportunities for cooperationamong leaders in college- and university-sponsored continuing education, profes-sionals in conservation, planning and design,and representatives of public and privateorganizations concerned with environmentalquality. This program will bring togetherleading authorities and practitioners incontinuing education and environmentalfields to familiarize each with thecompetence and resources of all.

The authorities did come. Their desire to know oneanother and to exchange knowledge and experiencegained in pursuing relatively new programs was a

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built-in "plus" for the conference. We believe thatthe following report is a faithful representation oftheir formal sessions together.

Two principal aspects of this two-day gathering arenot evident herein: first, the informal but intensepersonal exchange which filled the unscheduled momentsand second, the literature displays describing manyparticipants' projects in detail, which attractedmuch browsing and note-taking.

An evaluation of the conference, was prepared by Lead-ership Resources, Inc., of Washington, D. C., basedupon direct observation of the proceedings, upon con-versations with participants and our staff and uponquestionnaires completed by participants at the closeof the conference. A few copies of the evaluationreport Are available from The Conservation Foundationon a first-come basis.

While none of the speakers and discussants reportedherein would consider his treatment definitive, weare encouraged to believe that the participation ofeach--and the conference itself--will boost the effec-tiveness of a promising new public program.

The Foundation invites readers of this report to sug-gest further steps it might take in the same direction.We shall gladly assist those pursuing opportunitiesdiscussed in the conference.

Sydney Howe, Senior AssociateThe Conservation FoundationConference Coordinator

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NEEDED: INFORMED FORCESFOR ENVIRONMENTAL QUALITY

opening Remarks by Russell E. Train PresidentThe Conservation Foundation

It has been my lot to explore conservation educationneeds with educators on several occasions recently.Much of this exploration has been concerned withformal education.

It is an unfortunate fact that only a few exceptionalschools and teachers are really preparing young Amer-icans to appreciate and to influence in an intelligentfashion the physical environments in which they willspend their lives. A mere handful of higher educationcenters are producing environmental specialists whoare prepared to work hand-in-glove with other kindsof specialists and laymen. The physical environmentswe occupy, and the natural resources upon which lifedepends, are manageable only as complex, ever-changing,living systems, and only within close limits which menignore at great peril.

Our Foundation is undertaking several new initiativeswhich we hope will contribute substantially to environ-mental education in the area of formal curriculum. (I

shall be glad to discuss these with any of you duringthe coming two days.) These activities are geared tothe long haul, in the hope that perhaps two decadeshence our people and the professionals who serve themin environmental fields will be better equipped tocope with the physical world they inherit.

But perhaps even more pressing is the kind of educationthat we have come together to discuss here. It is en-tirely conceivable that the environmental inheritanceof those who live 20 years hence will be quite wretched.Therefore, we must accelerate now the application of

now-known and feasible conservation methods to themanagement of land, water and air. If we do not,the long-haul goals of conservation education mayprove truly "academic" in every sense of the word.

One hears much about today's environmental crises- -blighted cities, sprawling suburbs, degraded air andwater, diminished wilderness and wildlife, and severalmore--but really, if one examines the recent legisla-tive record in Washington and numerous state capitalsone finds a surprising array of.new authority, andsome funds, for public action directed to these ills.At the same time, there arcs obvious grounds for fearthat new programs for city renewal, open space pro-tection, pollution control and water conservation,among others, will go under-nourished.

And the principal nourishment must come from citizensand community officials who understand environmentalproblems, who appreciate the conservation tools athand, and commit themselves to action.

Unless those who would be served by clean water, livablecities, healthful recreation opportunities, and all therest--unless they (or at least many more among them)become informed, inspired afid active in these matters,we shall all receive a very small bang for our govern-ment buck; laws will go unenforced, and program goalswill be missed. Even the best government cannot effec-tively renew waterways, enforce pesticide controls orcreate new uses of land in the absence of informedcommunity support and participation from those affected.Thus, conservation remains a highly political animal.

Furthermore, it is those who know and those who carewho must act at all the pressure points of governmentto buttress and expand good programs and to cut dead-wood and duplication from wasteful ones.

And this is where you in university-based continuingeducation and community service and we in environmentalplanning and conservation come in.

A relatively small number of Americans constitute theconservation movement today (although it is growing

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rapidly) and its resources remain miserably inadequateto the environmental challenges we face. Conservationas a cause has often seemed to many reasonable peopleto represent a narrow, special interest viewpointassociated with emotional outcries against plunderingman. Today, we must broaden the conservation base.The environmental problems we face require nothingless than a commitment by our total society. You inour universities and colleges provide the knowledgeand the intellectual tools necessary to that commit-ment.

In fact, I consider you and literally thousands ofyour associates to be this nation's most promisingconservation agents. You represent a fresh spiritof broad community service, and new resources arebeing put at your disposal. You have a wealth offaculty competence to draw upon, and, as severalpersons here have demonstrated already, you arerather free to innovate.

:t think two additional factors are even more pertinent.First, people are ready for you. The citizens of NewYork State who a year ago voted four-to-one for a one-billion-dollar pollution control bond issue--the secondlargest state bond issue of any kind in the nation'shistory--were not simply conservationists. All kindsof people are worried about the quality of their envir-onments, and their worry commonly exceeds their knowl-edge of what to do about it. To be sure, you stillmust "sell" your programs and create situations forlearning and action which satisfy your public, but Ibelieve you start with strong motivation in your favor.

And secondly, the newly-concerned people I have beendescribing will listen to you. The university, as animpartial institution, can and must present the factsof environmental life responsibly. You also can de-fine alternative courses of community action in respon-se to environmental facts, and you can generate thetrained leaders who will define and implement actionprograms.

I have just come from a visit to the University ofCalifornia at Berkeley where I spoke on the role of

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foundations and universities in conservation. Istressed the opportunity for both to work togetherin the community. If Title I projects generate com-munity action on behalf of environmental quality,foundations -- particularly local foundations - -canhelp provide the necessary funds.

I also suggested that if universities are going todeal effectively with a wide range of complex com-munity problems, they are going to have to applyinterdisciplinary approaches to their solution. I

suspect that many universities are poorly equippedto meet this need.

Lastly, while at Berkeley I had an opportunity totalk with a number of students-about some of thesematters. Frankly, I think the students may be wayahead of us. They are impatient with the traditionalcompartments they find in the typical university cur-riculum. They are anxious for community involvements.

I hope that your discussion here will consider waysand means of using your students in Title I projects.If you miss this opportunity, you will be neglectingwhat is our single most important resource for thefuture.

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HOW DECISIONS ARE MADE ABOUT ENVIRONMENTS:

THE CRITICAL INFLUENCES

Summary of Panel Statements and Discussion Moderated by Thomas W.Pr, 1. 1

Richards Member Arlin ton Countz_iVirginia) Board:

1. Local Government, Norman Beckman, Director, Office of Inter-governmental Relations and Urban Program Coordination,U. S. Dept. of Housing and Urban Development

The Department of Housing and Urban Developmentrecognizes two principal problem areas for localgovernments: the problems of central cities (espe-cially those of low-income families) and problemsstemming from rapid urbanization.

Our universities have a long record of assistanceon problems of local governments. Examples of thisrecord are the Cooperative Extension Services, Bu-reaus of Municipal Research and Urban Extension(sponsored in part by the Ford Foundation).

Still on the horizon is the suggestion of our ownUndersecretary, Bob Wood, for a series of urbanobservatories. This would mean establishment ofa pattern of consistent research to be done by anumber of city universities throughout the countryto meet problems that the mayors of these communi-ties find to be most pressing. Research would beconducted in such a way that comparative resultsand analysis could be made in different situationsacross the country, but it would be directed toactual problems faced by municipal officials.

Local government is where most of the public fundsare collected and where most of them are spent. Itis very fragmented, but we are going to have to live

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with this and with traditional local "sovereignty,"because few local officials are willing to abdicatethis sovereignty. Yet, there are new developmentswhich will help deal with metropolitan areas inwhich local governments are not meeting metropoli-tan needs.

There is, for instance, the rise of the urban county.This unit of government commonly has the necessaryspace, is large, and has a broad tax base. Urbancounties do need more powers and less restrictions inorder to do the job. We have also seen an increasein inter-local contracting whereby loci governmentsdo thinas jointly: the councils of governments. Theseare both examples of improving local government machin-ery. We are going to have to continue to reduce re-strictions which keep local governments from helpingthemselves.

Local governments will be improved only if the federaland state governments are willing to help them. AmongHUD's programs having this objective are the "701"comprehensive metropolitan planning assistance and thetwo-thirds matching grants to the 50 or 60 councils ofelected officials that have sprung up in metropolitanregions of the country. Numerous regional planningrequirements accompany these*programs--especially inmass transit, water and sewer and open space. We havecoming up (funded by House action so far) a grant pro-gram to the states to provide technical assistanceservices to communities of less than 100,000 popula-tion.

Despite the many new ideas and programs, we have a longway to go. It will take a lot of political, profession-al and managerial talent just to make the present systemwork.

We hope to assist the evolution of regional governmentalmachinery--most likely along the lines of councils ofelected officials--that can supervise and provide poli-tical responsibility and backing for metropolitan plan-ning. The professional competence and skills of the

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planner need the public accountability and leader-ship that these councils can provide. We also needimproved metropolitan information and education ser-vices for citizens, greater participation by thosewho will be affected by government programs, andintegrated regional fiscal plans to help meetregional goals.

2. Private Enterprise, John M. King, Director of Design andEnvironmental Studies, National Association of HomeBuilders

There are four basic points that I wish to contributeto this discussion of environmental decision-making.

One - A reminder that the magnitude of private andpublic decisions affecting our environments that mustbe made in the near future is extraordinary, and thatthe rate of decision-making is rapidly increasing.

Two - A large proportion of decisions made by the pri-vate sector are influenced by public decisions andopinions.

Three - There is cause for optimism, I believe, inseeking greater concurrence of public and privateinterests, provided that there is extensive under-standing of motivations and objectives and a will-ingness to discuss differences.

Four - Title I community service programs offer atremendous opportunity for creating better under-standing and encouraging discussion between thepublic and private sectors.

The magnitude of environmental decisions to be madeis well-illustrated, although understated, in Presi-dent Johnson's 1965 Message to Congress on the cities;"Our new city dwellers will need homes and schools andpublic services. By 1975, we will need over 2 millionnew homes a year. We will need schools for 10 million

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additional children, welfare and health facilitiesfor 5 million more people over the age of 60, trans-portation facilities for the daily movement of 200million people, and more than 80 million automobiles..."

Historically the decisions that have had the greatestinfluence in shaping our phyciical environment havebeen decisions made at a local level; the decisionof a business to locate or expand; the decision ofa builder to develop land and build houses; and thedecision of a local government to extend sewer,water, and public services.

V.,e question, what motivates and influences thedecision makers at a local level is complex andelusive. As a step toward answering the question,I suggest that there are at least three basic con-cerns that are applicable to the decision makers ofthe private sector.

First, there is, I believe, a desire for accomplish-ment in terms of responsibility to the larger commu-nity--a moral or societal value that affects decisionsto a greater or lesser degree and is related to ahierarchy of individual and group values.

Second, there is the desire and need to satisfy indi-vidual and corporate goals through .the attainment ofprofit: profit to perservere and perpetuate; profitto re-invest, progress and grow; and profit to allowindividual and family identity, security and stimula-tion.

Third, there is a myriad of influences that induce orrequire, restrict or prevent, actions to be taken bydecision makers. Relating this to the private builderdeveloper, a partial listing of inter-related influencesmight include: alternative locations and costs of land;availability of sewer, water, power, schools, and otherpublic and private facilities and services; annexationpolicy; assessment practice; taxation; zoning and otherland controls; housing and building codes; capital toinvest; availability and terms of financing; labor and

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subcontract skills and costs; products that can beused; and so on and so on.

As a means of furthering their own interests and goals,segments of the private sector have established localorganizations, thereby adding to the network of commu-nity power structures that influence public opinionand government policy and plans. These organizationsinclude the bankers, lawyers, architects, firemen,apartment managers, labor, builders and, of course,the Chamber of Commerce joining together variousbusiness interests.

Now, it isn't likely that we could change the basicmotivations of the individual businessman--or forthat matter, the public official--even if we wantedto. And, it isn't likely that we could eradicateindividual and corporate profit goals, if we wantedto. It is likely that we can, and highly desirablethat we should, attempt to bring together all localdecision makers for the purpose of molding mutuallyconstructive influences that will be directed towardsolving environmental problems.

The process of bargaining, if it is to achieve meaning-ful results, requires mutual understanding of intents,goals, and positions. This is where the emphasis mustbe placed--the gaining of understanding at all levelsof decision making, and involving all individuals andgroups concerned with and involved in shaping ourenvironment.

We are continually finding that local community organ-izations and informal citizens' protest movements exertconsiderable influence over public plans and policiesin the area of environmental planning and design.Public bodies and officials are often unprepared tocope rationally with the uninformed and emotionaldemands of these groups.

If Title I fends are used to achieve better understand-ing and foster the mutual goals of public and privateinterests, they will make a real and lasting contribu-tion.

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I hope that many Title I community service programswill be directed toward bringing together all localinterests concerned with community development andgrowth, away from the battlefields of protest meet-ings, budget reviews, and zoning hearings. Then,the bargaining across the table will produce jointdecisions that will begin to fulfill our. aspirationsfor a better environment.

To stimulate the development of these programs, theNational Association of Home Builders, as one partof the private sector, will encourage the localcooperation of its membership throughout the country.

3. The Effective Citizen, Mrs. Haskell Rosenblum, Former BoardMember and National Water Chairman, League of WomenVoters of the U. S. A.

I'm not nearly as optimistic as the previous twopanelists. Most people are apathetic about mostissues and they are particularly indifferent toconservation. I do not anticipate that this situ-ation will ever be radically changed. But thisdoesn't mean that we cannot accomplish some goals.

Private citizens can be, and often are, aroused whenone particular thing catches their interest, and onthis they will get together and do a splendid job.But once that particular response has taken place,most of them lose interest and the force that tookaction is dissipated until some other crisis arises.

One reason for this lack of sustained interest is thatAmericans seem to spread themselves thinly and belongto many groups at the same time. They seem to pay themost attention to the groups which share their ownPoints of view. If a differing viewpoint is repre-sented they lose interest. This is an area of tremen-dous challenge to you educators. University peopleare particularly qualified to bring people of varyingpoints of view together in some kind of consensus-making situation.

ROSIBM11111111111

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The environmental decisions that must be made shouldbe made by citizens who will end up paying for them.Growing numbers of citizens are insisting upon hear-ing all the alternatives. There are many citizenorganizations which would be able to contribute toresponsible decision-making if they could only getthe facts. Here again resource people, educatorsand university people can meet this need by supply-ing facts.

A citizens' committee having a mutual concern orinterest can do a very important job of informingthe electorate by gathering, organizing and dis-seminating information, by getting on the telephonewhen time is a factor, or even simply by persuadingfellow citizens to turn out for a "yes" vote on theballot. But above all, do not expect instant successfrom such groups and do not expect perfection. Theyneed and welcome any guidance they can get.

4. Discussion

Richards: How can we elicit the sustained interestof community groups and citizens in environmentalquality problems? When such interest is evident itseems always to be a response to some crisis situa-tion.

Rosenblum: There are groups, such as the League ofWomen Voters, which do have a sustained interest inthese questions, but some of them often seem to havea fairly narrow viewpoint.

King: The groups that do have a sustained interestare what I like to call the like-minded groups. Moreimportant in environmental quality questions is theinterest of the non-like-minded groups, the ones withdiverse opinions, feelings and attitudes.

Beckman: As far as the government is concerned, thereal problem at the national level has been to getsomething on the books and funded. Once this stephas been made and a program has begun I think you

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will get sustained interest...at least at the nationallevel. I can cite air pollution and water pollutionas examples of what I'm trying to say.

Scheffey: I'd like to hear a little more about theurban observatories idea that Mr. Beckman mentioned.Might this be an answer to the whole problem of sus-tained interest?

Beckman: The idea behind the urban observatories isto bring the great resources of our universities, manyof which are located in the hearts of cities, to bearon the real problems of their own cities. It's reallyjust establishment of meaningful town-gown relation-ships.' What is unique about the idea is the possibil-ity of common problems being identified by a number ofcities and universities and being studied at the sametime. This would build a basis for comparative analy-ses and findings that could become generally applicable.It would mean much more than simply discovering how tosolve a particular problem in a particular city situa-tion.

Farley: The best place to find out more about theurban observatory idea is from Mayor Maier of Milwau-kee. I believe that he was its originator. Anotheraspect of the observatory idea is the probabilitythat the university will end up as the only neutralparty in its city. Today, a university often thinksits job is done when it has brought a variety ofgroups together to talk about a problem. The obser-vatory idea would prolong university involvement andprovide the neutral ground and sustained interest thatis lacking.

Weeks: We've heard quite a bit about the problems ofurban centers. I think some of these problems are dueto the fact that rural America is deteriorating, and tothe ext'nt that it deteriorates it passes its problemson to the cities. HUD for example requires a "regional"approach to problem solving, and this looks fine onpaper. But in examining rural areas I find that thisis a major, deterrent to improving our environment.This is true for three reasons: first, in rural areas

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there is seldom a political structure for the kindof area, i.e., regional, coordination which is calledfor in federal programs; second, there are no techni-cal personnel who can understand and deal with agencybureaucratic counterparts in terms of jargon and pro-cedures; and third, rural communities are used todealing with federal programs, essentially those ofthe U. S. Department of Agriculture, that have localcounty offices. HUD is administered by regional of-fices. These are rarely able to communicate bothwith people in rural areas and thus are unrealisticadministrative units if HUD desires its programs tobe understood and used in rural areas.

Beckman: I think what you have said leads to a largerquestion: do we have a national policy on population,on migration, on regional development? We do, to anextent, for we are putting a disproportionate amountof our resources into depressed areas. My own agencyactually gives funds more liberally to the smallercommunities--those under 50,000. Of course, a greatmany congressmen represent such districts. Also,part of HUD's and the administration's new legislationbefore congress this year is funding for non-metropoli-tan multi-county development districts. There is anincreasing recognition of the need to assist not onlygrowing metropolitan areas but also the more ruralareas that are experiencing population decline.

Blair: Getting back to the question of sustaininginterest, I think one reason we have been unsuccess-ful is because most of our college graduates are abso-lutely ignorant of anything pertinent to environment.There is a very good historical reason for this, parti-cularly in the field of biology. In the last twentyyears we've had enormously exciting break-throughs inthe so-called field of molecular biology. Forward-looking school boards, textbooks and students wouldnot be in the mainstream if they failed to concentrateon molecules--up to cells and no further. This meansthat our students come through standard courses inbiology knowing nothing about environment. I thinkthis is a very serious problem that we as educators

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must solve--getting environmental biology into thecurriculum, from grammar school through university-level courses.

Soporowski: I agree. At Rutgers we think there is abasic need for comprehensive training and understand-ing at the undergraduate level at least! Studentsmust learn about land, air, water, waste disposal andthe other intricacies of the environment before theygo on to specialize at the graduate level.

Bardwell: I agree with the statement that most people,laymen and professionals alike, need to know more aboutenvironment. It seems to me that the most importantquestion to be answered is how large the good communityshould be. I would like to know what HUD is doing andwhat the various universities with their test communi-ties, their urban observatories and other programs aredoing towards defining the ideal size for a specificcommunity. I don't think that we can solve the otherenvironmental problems until this question is answered.

Beckman: In order to answer that question I'd say weneeded about five or six times as much money as we nowhave for research. We have had a break-through inappropriations, and I think we're in for the beginningsof an institute on urban development. The closest we'vecome to defining the size of a community is some indica-tion that a minimum size for achieving any kind of pro-fessionalism and economy of scale would revolve aroundthe 50,000 population level. This of course varies withthe kind of service and the local situation, but any-thing less than that raises problems of inter-jurisdic-tional competition for scarce skills and causes agenerally higher per capita cost.

The urban observatory idea about which we've been talk-ing poses a unique opportunity for tackling questionssuch as this. We visualize a national network of obser-vatories which would have six distinctive features;they would:

1. serve as collection points for basic informa-tion on urban development,

2. conduct policy-oriented research on selectedmajor issues of concern to mayors and otherelected officials,

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3. make studies available to local officialsfacing policy decisions on such environ-mental matters as transportation, openspace, sewage and so on,

4. be staffed by professionals,5. be guided in categories of data collection

by the immediate and long-range policy con-cerns of municipal officials whose citiesthey are studying,

6. operate as a network, linked by commonagreement on the type of information tobe collected, with communication channelsto assure exchange of information of mutualconcern and interest.

But before we get such a network we'll need tremendousadditional funding and a greater willingness withinuniversity staffs to muddy their hands in the hardworld of city politics.

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CONTINUING EDUCATION AND PUBLIC VALUES

Luncheon Remarks by Jules Pagano, Director of AdultEducation Programs, U. S. Office of Education

Today I propose to take a look at the whole area ofuniversity lasources and the question of creatingthe kinds of environment that we feel are maximumpotential builders for human life.

In the last week I have clipped two interesting news-paper articles. One is about a protest group whichmoved in on Mayor Lindsay and demanded that he appointa consqrvation director. What had moved them to askfor a conservation director at a very high level--atleast at the level of the Department of Sanitation- -was that Pelham Bay Park was about to become a dump.And the first duty given to the conservation directorwas not one in education or development but one ofidentifying and saving irreplaceable natural areas.

The second article I clipped carried a quote by thepresent governor of California, who said, "A tree?-- Who needs one? If you've seen one you've seen 'emall." Well, in a literal sense he's absolutely right.But the important point is that here we have in thecity of New York a positive political action and inCalifornia a representative of the people taking aposition that ignores the impact of human develop-ment pressures on trees. We're certainly at a stagein this country that calls for compromise, for learn-ing to live with each other, and for learning to lookat resources and problems in new ways.

Perhaps we're all somewhat like the Boy Scouts whowere on a trip, and one said to the other, "Speakingfor myself, I know I'm trustworthy, and I know I'mloyal and I know I'm helpful, and I know I'm courte-ous, and I'm kind and obedient, I'm cheerful and I'mthrifty, I'm brave and I'm clean, but you know what,I'm lost!"

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I think all of us could identify very strongly withthat scout and recognize that we are truly lost inthis whole area of trying to find ways to effectivelyrelate the development of responsive environments tohuman growth and human development as we understandit, with all the pluralities and all the diversitiesin our society. This is a very crucial time, becauseour society's values--as listed by the boy scout--arebeing torn apart and re-defined and changed. We speakof this in terms of ecological gap, of cultural gap,and we make up other "gaps."

We don't have the process that effectively allows usto build the kind of society that not only acceptschange but relates change to human values as we allknow them. We're all caught in the development ofvalue systems as they come.

The Supreme Court has probably had the greatest effectupon our value systems in recent years with its deci-sion calling for "one-man-one-vote." This is a wholenew look at the role of the individual. A new kindof power is being given to the individual and therole he can play. The privacy question seems a verycrucial one, and more decisions are going to be madeconcerning it. These changes will affect educationin and for our cities and our towns and our homesand especially our family life in communities.

These are not matters of gerrymandering structure, butmatters of how we all inter-relate--how we can culti-vate processes which allow inter-action, how we canuse the resources that we have. I think you representa very significant movement, a new cooperation to useuniversity resources and federal matching funds in newways. The federal funds are allowing communities andinstitutions of higher learning to start meaningfuldialogues to produce problem-solving action.

P..oblem solving is the new phrase for what used to bewhatever you did in your, home town, or anywhere, whenyou had a get-together in search of a consensus orsolution. But now, solutions will no longer be simpleand they will not be permanent. They will always be

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in process, and we must have some sort of permanentprocess: a process by which community leadership fora given activity can continuously articulate againthe problems it is facing; a process by which a uni-versity, whether through a department of communitydevelopment, a department of conservation, an exten-sion arm or a continuing education arm, can reallybelong in a community and really have something tooffer; a process by which a university can learn asan institution as well as render service. These arethe kind of on-going processes that we are trying toestablish.

This means new peers in the community. It means thatuniversity representatives--faculty and staff--areequal peers with students and the clientele of townsand cities. For both sides this is a new kind ofrelationship. This is not simple. It is not author-itarian. These are the highest expectations we havein education, of quality education, of equals gatheredtogether for common solutions and understanding, knowl-edge and training.

Not long ago, Norbert Wiener, while talking about therole of us in education, and especially continuingeducation, said: "We can no longer afford technologi-cal break-throughs that do not consider the costimposed on the human system in which they operate.We need people with the courage and the perspectiveto repair the damages of the past, look ahead beforethe crises occur and seek creativity in a societythat measures up to the new and great expectations."

Our society has very high expectations. Witness themany articulate protests which occur every day andwhich concern a very wide variety of subjects. Wereally expect our society to function as it was sup-posed to according to what we were told the promiseof America would be. Each of us has made his contri-bution and does not understand why others cannot. Wehave a hard time seeing that there are flaws and mis-understandings and that there have been failures onthe part of the society to really serve all of society.

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We have successfully served 70% of our people. We'vemade the greatest break-throughs in technology in allof mankind's history.

There are great expectations in this period, and wewho are assembled here are involved in trying to ful-fill some of them, through the process of educationin human problems and community problems. We bring aperspective that has not been common in our societybefore. And you are on the spot because in the compe-tition for federal resources, you simply do not havethe most effective spokesmen. Defense, children'sneeds, health...all the great needs of human lifehave such spokesmen. But the greater aspects of mak-ing that human life meaningful somehow rest at thebottom of this nation's priority lists. Therefore,you need to articulate even better than anyone elsethe role you play and the crucial factors that con-cern you. I suggest this as a broad challenge foryou.

I think the whole question of education is more crucialthan ever before. The federal government will be look-ing at this as a process that ought to be effective ina way that no other process can. Here, we do not needresearch; that's not the problem it is in technologyor management. We have all the means at our disposalto do our job on both the private side and the publicside, so that the real problem comes in allowing peopleto understand alternatives, to have insights into theeffects of technology and into what is happening tothe city and to the land.

Much responsibility is placed upon the role of theuniversity in extension work, in community educationand in community development, whatever the nomencla-ture. The fact that you're out there and involved isthe most important. A process that leads to responsi-bility being taken by everybody concerned--includingthe university, the private groups, the associationsand individuals--is what we're all after.

I don't know what the direction will be in federal fund-ing. We could always talk about what would happen ifVietnam should stop. Certainly Title I is viewed and

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talked about as one of the new waya in which match-making federal resources can help to establish agreat process in every community and every university.In our planning we have considered what ought to bethe major emphasis, and we see that there should besome such program in every U. S. community. We haveenough institutions and enough human resources to dothis. The problem will be one of developing the man-agers who relate resources to needs and of developingthe clientele. There is no question that there isgoing to be a forward thrust. The period we're inright now will be the crucial period of proving thatit can be done--that we have the know-how.

Furthermore, we must be willing to experiment and tolook more at effectiveness than at efficiency. I sayeffectiveness because all of this could be done veryefficiently without involving either the universitiesor the private side. It could very well be done effi-ciently by operating as the military does. Military-type control over the northeast could meet the questionof air pollution, for example. But we do not do thisbecause we understand too well that it is not effectivein the long run. The solutions for our times will comewhen we find ways of allowing our public institutions- -the great institutions that are the backbone of thiscountry in terms of building human dignity, buildinghuman values and human beings, and that are above con-cern over technology and material values - -to becomeinvolved.

A very good example of the nation's failure to see theproper role of responsible and effective public insti-tutions is what we did with TV. We are now talkingabout a public TV because we did not understand 15 or20 years ago that there is a real role for public TV.There is nothing anti-capitalistic about public respon-sibility in those areas which are crucial to all thepeople.

The real values in our society are really public. Thechurches are all public--they have no profit motive.The institutions of higher education, the museums andthe foundations are all public. There's nothing irre-sponsible about their actions, and there's nothing

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anti-capitalist about them. So I suggest that in thisarea of developing the environments that we think weought to have, that people participate in decisions,pay for them and understand the risks they are taking.

There will be waste. It will take time. But, it willbe effective and it will last. There will be lessonsto build upon and great knowledge and great expertisewill be developed at the level where they are needed.And I suggest that you are involved in establishing anew concept of "waste." There is good kind of waste,one that allows people to experiment, to handle prob-lems and learn what they are doing and be willing tosay that they've made a goof and will try again. Thegreatest lessons we learn in life are learned throughfailures.

We do not expect every project to be a success. Wereally feel that every project is a success even ifyou're not doing anything exciting or new. We expectmost projects to contain some failures in terms of endresults or in terms of immediate results. But we dolook for success in the process that you are develop-ing, in the involvement of humans and of institutions.I have a strong feeling that the major lessons and in-sights will come from projects which seem at first tobe failures. Faced with the challenge of a failure,you really take a look at who you are and where you'regoing.

In the final analysis the federal government is a newkind of partner in all this business. You'll find usprimarily listening to you. All we're doing is start-ing the process in motion, and the feedback will becoming from you--the foundations, the counties andcities and from the institutions involved--to give usthe insights we need to further our role. We willmake mistakes, as everyone else will, but I do thinkthere is a real commitment on the part of the Officeof Education, HEW, and the present leadership inSecretary Gardner and Commissioner Howe to analyzemistakes so that we may learn to be successful.

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USING AND CULTIVATING THE HELP AT HAND:

PUBLIC AGENCY ASSISTANCE

Summary of Panel Statements and Discussion Moderated by FrankGregge_Vice President, The Conservation Foundation:

1. Federal Agencies, William J. Duddleson, Chief, Division ofCouncil Studies (President's Council on Recreationand Natural Beauty), U.S. Bureau of Outdoor Recreation

The "Directory of Directories and Catalogue ofCatalogues of the Federal Government"* lists .

several very basic documents which are importantto anyone interested in Federal assistanceprograms. Of these, perhaps the best and mostcomprehensive is the Office of Economic Opportunitycatalogue. In addition, many federal agenciesprovide information clearing-house services whichperiodically report developments in a specificfield across the country. For example, the Bureauof Outdoor Recreation's national quarterly"Outdoor Recreation Action" describes a great manyactivities at all levels of both the private andpublic sectors. You are all eligible to receive thispublication free.

We are all faced with the problem of sorting outa proliferation of material, programs and activities.Your congressmen and senators and their staffs canoften be helpful in this respect. In the conser-vation field one of the best sources of informationon what's happening on the Hill is the "ConservationReport" published weekly by the National WildlifeFederation. This is also available to you free ofcharge.

* Mr. Duddleson's euphemism for the listing ofFederal directories and catalogues which heprepared for the conference. See Appendix B.

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Turning to some of the programs themselves,perhaps you all know that the President's budgetfor FY 1967-68 includes $17 billion for grantprograms to state and local governments--a verysizeable chunk of the domestic budget. Some ofthe newest and most interesting of these programsare as follows:

1. The Model Cities program - authorizedlast year for administration by HUD.

2. Urban Waterfront Restoration programs -authorized two years ago and alsoadministered by HUD.

3. 701 Planning Grants - administered byHUD for metropolitan region wideplanning.

4. "New Town" Grants - another HUD programproviding federal assistance to developersof entire new communities.

5. Land and Water Conservation Fund program -Department of the Interior, making 50%grants for acquisition and development ofland for outdoor recreation purposes.

6. Open Space Land Grants - administered byBUD to assist communities in acquiring anddeveloping land for open-space uses and incarrying out urban beautification programs.

This is certainly not a complete list, but itillustrates the scope of programs directly affectingland use. Better federal programs, better coordina-tion, more imaginative packaging and adequatefinancing for programs such as these are dependentupon felt needs--needs expressed by local peopleand felt by federal administrators and members ofCongress. It might be exceedingly useful if someof the lessons you are learning through Titleprojects were transmitted directly to members ofCongress who can do most about improving the federalprograms.

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2. State and Regional Agencies, Charles H. W. Foster,President, The Nature Conservancy (formerCommissioner of Natural Resources, Commonwealthof Massachusetts)

Many different state and regional agencies canbe helpful to you in community service and con-tinuing education projects concerned withconservation. In addition to the obvious resourceagencies--forestry, parks and recreation, water,wildlife and fisheries--there are health andwelfare departments, public works departments and,of course, planning departments.

The services commonly offered by these agenciesare of four kinds: first, technical services,ranging from fundamental policy decisions totechnical field services; second, people-orientedaction services--providing help in solving humanenvironmental problems; third, financial assistance,for these agencies are the local administrators ofmany different kinds of grants-in-aid; and thefourth kind of service is one of public relationsfor community conservation programs, because mostprofessional resource people have a wide exposureto people--wide both geographically and withinfields of specialty and interest, and through thesecontacts they can often do a better job of publicrelations than you can yourself.

There are a few basic guidelines to follow whendealing with these public agency people. First ofall, in each state or region there is usually onekey man who is most knowledgeable about everythingthat is going on in the resource field. If he canbe identified quickly, wild goose-chases will beavoided when exploring avenues of assistance.Secondly, some kind of regular liaison should beset up in order to speed up the process of workingwith an agency or agencies. Be selective bothamong the agencies themselves and among the peoplewithin them. Lastly, be specific about what kindof assistance you need and try to be helpful inreturn.

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There is still quite a lot in the area of agencyrelationships and channels for information andassistance that needs refining. The governmentalmachinery itself should be streamlined--and fromthe bottom up. We need more effective linkage be-tween governmental agencies and citizens who arebeneficiaries of their programs. We need moreinitiatives at state and regional levels. We needcenters for services and materials in order tosort out the various conservation opportunities athand and keep all kinds of interested persons upto date in a growing number of fields. We needmore civilian involvement in environmental decision-making. We need less red tape in setting up regionalor interstate bodies. And lastly, we need to counter-act the growing trend towards isolation of universitiesfrom actions being taken by resource agencies.

Some of these needs will begin to be filled if youat the university level take the initiative toexpand involvement of your own personnel, eitherthrough extension services or direct individualparticipation, in agency activities and decision-making.

3. Local Government, Ronald Dick, Field Service Director,National Association of Counties*

The National Association of Counties has publishedseveral action guides concerned with local environ-mental problems, including water pollution and air

* Mr. Dick substituted at the Conference, on afew moments notice, for Bernard F. Hillenbrand,Executive Director of NACO. As Mr. Dick ex-plained to the Conference, Mr. Hillenbrand wascalled to an unexpected meeting with the Secretaryof the Interior regarding an environmental problemwhich has long disturbed him--the erection of highvoltage transmission lines on the Antietam Battle-field and across the Potomac River nearby.

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pollution (Community Action Programs for WaterPollution Control, Community Action Programs forAir Pollution Control). These are nominallyaddressed to county officials but are certainlyof value for anyone concerned with citizen educa-tion and community eevelopment.

These guides suggest answers to such fundamentalneeds of program planning securing enabling legis-lation, planning for projects, organizing withinexisting departments, finding financial and tech-nical assistance, financing at the local level,gaining and maintaining public support, staffingand, of course, bringing all these things togetherin a coordinated and effective program.

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USING AND CULTIVATING THE HELP AT HAND:

NON-GOVERNMENTAL ASSISTANCE

Summary_ of Panel Statements and Discussion Moderated by_FicankGregg, and Marvin Zeldin, Director of Information,The Conservation Foundation:

. Communit Leaders Professionals and Organizations, AnnSatterthwaite, Associate in Planning, The ConservationFoundation

Community leaders, professionals and organizationsare some of the most critical elements in anylocal, regional, state or federal action program.The leaders know hoy to move, the professionalshave the technical skills and the organizationshave a large labor supply.

Although theses groups can provide a tremendousresource for action, it must not be forgotten thatthey represent single-function agencies, eachinterested in self preservation and an improvedimage. The professionals are haunted by professional jealousy, the leaders by self-seeking, andthe organizations are trying to keep their ownhouses in peace.

It may be of value to suggest a few possible waysof reaching these groups and individuals throughTitle I programs and of making them interested,involved and effective in environmental problems.

First and foremost, conservation must be under-stood and taught as a political process. Thedynamics of this process must be appreciated ifaction in environmental fields is to be effective,and the case method of study is particularly well

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suited to such political process analysesSecondly, strategy orientation is needed to coun-ter the rather flatfooted and often martyredconservation activists. Recognize the self in-terests of these groups and try in some way tocapitalize upon them.

In addition to providing training in politicalprocesses, Title I can give instruction in scien-tific processes--ecological relationships, effectsof draining methods, changing water courses, im-pacts of insecticides, the functions of estuaries,etc. These are all things tiAt community leaders,professionals and organized groups, to say nothingof the avera9n citizen, often fail to appreciatebut which they must take into consideration if theyare to make intelligent environmental decisions.

As you know, Title I projects are not limited toclass instruction. Service centers, seminars,clinics, conferences, films and cooperative pro-grams are all being experimented with. Hereespecially, the give-and-take process betweencommunity leaders, professionals and organizationsand Title I projects is advantageous. These per-sons can learn a great deal while they are servingas instructors or leaders in local educationprograms.

Flexibility in the organization of a project, aswell as selectivity in leadership, are also impor-tant factors. A basic problem in conservation andenvironmental action is to change attitudes andbehavior, and this is often dependent less uponthe facts themselves than upon how they are pre-sented and who presents them.

To sum up, in the process of preparing a communityfor effective environmental action the leaders,professionals and organizations can provide, res-pectively, political muscle, technical skills anda supply of willing labor--all critical elementsin any action program. These groups may needinstruction and guidance in certain environmental

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matters, but they can also make importantcontributions to the preparation and executionof Title I projects.

2. The Business Community, James G. Watt, Staff Associatefor Natural Resources, Chamber of Commerce of the USA

How do you persuade the business community to joina program which would provide for managing theenvironment--air pollution, water pollution andland pollution control? Quite frankly, we like toclaim that we are good citizens: and we have atremendous record to point to. But the big moti-vation is Uncle Sam, who is beginning to makedemands, and we are responding because it's in ourown interest to be involved when controls areestablished.

These environmental programs require a jointeffort of the business community, the people,governments at all levels, and educational insti-tutions. The colleges and universities playseveral roles; they inform, they educate, and theyconduct research. I urge you not to exclude thebusiness community from your Title I projects for,if action is their objective, the business communitymust be involved. Its members are the doers andthey are the polluters. I assure you that they willwant to participate.

It is not enough just to say that a project willhave representation from the business community. I

think the right people in this case would be notthe top management but the middle management--theplant manager, the union leader, employee represen-tatives, etc. If you have a good local Chamber ofCommerce, use it. I'm embarrassed to admit thatnot all local chambers are good, but it's astarting point. Involve your local chambers, yourstate chambers, trade associations and individualbusiness groups.

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There are a few rather basic rules of thumb tofollow when approaching these people. First ofall, you must be careful to present yourselvesaccurately. I am speaking now in terms ofdefinitions of the word conservation. Conserva-tion has evolved through three phases:

1 - We originally had the preservationistswho wanted to preserve everything at anycost--and of course the businessman cannotparticipate in that type of movement.

2 - Then we had the regulation period wheneverything was to be regulated--and abusinessman needs his freedom.

3 - And now we are evolving into an informedand disciplined phase of management--wepropose to manage our resources and ourenvironment. If we can manage these re-sources, then we will have conservation- -we will preserve, we will utilize and wewill develop. With this definition thebusiness community can and will partici-pate.

My second bit of advice is pure common sense. Whencreating your advisory groups, don't overload themwith "bird watchers." Try to have real balance.

Thirdly, avoid sensationalism to attract attention.Use your facts and figures correctly and accurately.For, if you distort them for effect, you will losethe support of the business community.

Title I has a tremendously important role to play- -informing, educating, and perhaps being the communitycatalyst which brings separate groups into effectiveaction programs. The business community is anxiousto participate, in order to obtain your assistanceand to lend its assistance to you.

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3. National Organizations, Joseph W. Penfold, ConservationDirector, Izaak Walton League of America

Most international, national, regional, and stateconservation and conservation-interested organi-zations are listed in the Conservation Directorywhich is issued annually by the National WildlifeFederation. It may be obtained by sending $1.00to National Wildlife Federation, 1412 SixteenthStreet, N.W., Washington, D. C. 20036.

How do you contact these organizations? Mostof you probably know of those which have localunits or affiliates, and through them or othersources you can run down the state leadership.Make your contact by telephone, because citizensgroups' offices are notoriously bad correspondents.For any major project, I'd suggest that you alsoconsult the organization's national office, whichmay know of similar activity in other areas andmay be able to enlist assistance for you.

In dealing with citizen organizations, recognizefrom the start that you will be competing for thevolunteer members' free time. Recognize also thatsuch organizations have their own reasons for being,their own projects, and the distinct human trait ofbeing jealous of their own identity. Take the timeto get your own activity identified with theinterest and concern of the particular organization.Urge that the organization retain its own identityas a sponsor or cooperator in your project. If, inhelping with your program its members can know thatthey are promoting their own purposes and objectives,the extent and quality of their participation willbe greater.

Since I'm basically uncertain as to what Title Imeans, I can tell you what I hope it means. I

hope it means better interaction between the aca-demic community, which has the expertise, and the un-informed layman who is devoted to environmentalquality and is willing therefore to work to improve it.

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Frankly, I and my colleagues in the naturalresources field have dealt with too many univer-sity people who are so involved in "pure science"or so incarcerated in the ivory tower that theydo not care to delve into the frustrating andsometimes dirty mess of public affairs. Yourfacts, professional advice, and organizationalability are invaluable to the dedicated volunteer.

There is no question that the' layman conserva-tionist needs your help. Conversely, you will findthat he has much to contribute in the way of time,energy, and practical understanding of socialprocesses.

You may be interested in a couple of citizeneducation projects in which the Izaak Walton Leaguehas been involved. They might have been Title Iprojects. They indicate that citizen groups areconstantly involved in, will contribute to, and willsupport the kinds of activities discussed duringthis conference.

Last year, thirteen national organizations cooperatedwith the League in sponsoring seven Citizen Work-shops on Clean Waters for America. There were onenational and six regional conferences of up to twoand a half days duration to help citizen leadersacross the nation understand and help implementthe 1965 Water Quality Act. These resulted in inter-state, state, and intrastate efforts which can becharacterized only as "adult education" projects- -plus a "Citizen Guide to Action for Clean Water,"some 160,000 copies of which were exhausted in threeor four months.

A few details ought to be stressed, The sponsoringorganizations were diverse--The Izaak Walton League,The Conservation Foundation, American FisheriesSociety, Garden Club of America, General Federationof Women's Clubs, League of Women Voters EducationFund, National Association of Counties, NationalAssociation of Soil and Water Conservation Districts,National Audubon Society, National Council of State

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Garden Clubs, National Wildlife Federation, SportFishing Institute, The Wildlife Society, and theWildlife Management Institute.

Run through the list and you find two types oforganization. First, there are the laymen's groups--in this case, grown from different roots andproving that varied interests will work togethertoward common goals. Second, there are the profes-sional societies--the organizations of scientistsand resource administrators which constitute aworking bridge between the people and the publicagencies. As in other fields, laymen and professionalconservationists must work side by side or neitherwill prosper.

Perhaps we should have arranged Title I local follow-up to our regional program. But the major point Iwish to make is that these state and local groupsdid excellent jobs wholly on their own initiativebecause of deep concern about a problem. Think whatthey might have accomplished with formal and organizedsupport.

Let's turn now to the nearby Potomac, which istheoretically to hecnme a model of river basinning for the nation. Two years ago, concerned thatthe citizen wasn't being well enough informed as towhat the planners had in mind for his valley, anumber of organizations conceived the Citizens'Workshops on Potomac Basin Planning. Again, thesponsors were a number of diverse groups which mightnot ultimately agree on policy but showed a thirstfor substantive information.

Financing and staffing for the initial effort camefrom the sponsoring organizations. But the follow-up, again--and there has been excellent follow-upin many Potomac communities--has been a seat-of-the-pants affair. Follow-up financing has been largelyby small local donations or on a pay-if-you-comebasis.

But we already have a Title I resource educationproject in the Potomac Basin--Frostburg State College's

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George's Creek program--and for all I know it hasits roots in the basinwide workshop program. Atleast, the concept is similar.

What points am I trying to make?

-- Citizens are interested in conservationeducation for adults. And they are organized.

-- So are natural resources professionals.

-- They will work, together, with or withoutTitle I.

-- They need your help, and you need theirs.

-- Title I can provide the mechanism to improvegreatly the kinds of efforts I've described,to bring them to the local level, and toinitiate conservation education projects Ihaven't even thought of.

I am sure that all of us in national organizationswant to help in these important and exciting newopportunities. Try us and find out for sure.

4. The University Itself, John W. Fanning, Vice Presidentfor Services, University of Georgia

There are several ways to view the resources of auniversity as these may relate to any communityproblem, including that of environmental planningand conservation.

One point of view relates university resources toinstruction of undergraduate and graduate student3.All universities possess this responsibility andhave resources with which to discharge it.

Another point of view has to do with research oncommunity problems including that of environmentalplanning and conservation. Most universitiespossess this responsibility and have the resourceswith which to discharge it.

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The third point of view is that of public service.This is a responsibility of all land grant univer-sities, and many other universities accept it butnot all. I have reference here to the involvementof the university with its resources in aidingcommunities in the solution of their problems- -whatever they may be, and certainly one of theseis environmental planning and conservation.

The university which I represent has deeplycommitted its resources to a program embracing thefunctions of instruction, research and service.Its basic administrative organization recognizesits responsibilities in each of these three fieldsand has a vice president for instruction, a vicepresident for research and a vice president forservices.

This university as is true of all land grantuniversities and many others, therefore, has adeep commitment to service programs.

Perhaps our first question is "What are theresources of the university which should be usedand cultivated?" And the answer is "the faculty."Generally speaking, the scope of concern of univer-sity faculties is as broad as the scope of concernof their communities.

This faculty resource must be made available tohelp with the solution of real problems, through astrong university commitment to public service.And the university must organize itself for thepurpose.

At the University of Georgia we view staff parti-cipatipn in public service programs dealing withcommunity and other problems in three major ways,namely instruction, consultation, and studiesand research.

Instruction includes formal classes, both creditand nor:,- credit, off campus and on. It includesparticipation in conferences, seminars, workshopsand other instruction of organized groups.

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Our Continuing Education Center has the majorresponsibility in this area, but the CooperativeExtension Service, the Institute of Community andArea Development, the Institute of ContinuingLegal Education and the Institultr of Governmentalso have responsibilities.

Faculty participation 'n consultation generallystems from a need for specialized knowledge on aproblem which a group or community faces and it;usually short-term in nature. We have some full-timespecialists to provide this consultation. Otherspecialists are made from the instruction andresearch staff.

The Institute of Community and Area Develcnment ofthe University of Georgia has served as a point offocus on the concern of the University on communityand area problems. Its personnel are joint-staffedwith their departments of specialization. Itsoffice represents the University's total resources.

The university is called upon to conduct studiesand to provide factual information on many communityproblems. Faculty members participate by serving asproject leaders and organizing and conducting thefact finding. They make arrangements for and super-vise graduate student participation. They prepareall recommendations.

There are several ways of making faculty availablefor community service:

- - Full-time responsibility for service, on a12-months basis.

- - "Banking time," which gives credit for thetime a faculty member spends.in a serviceprogram. The hours involved go into a "bakeof time credited to the individual facultymember, to be raid for at a specified timein some agreed upon manner.

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- - "Release time," which means that a portionof the instructional or research obligationof the person is "purchased" or contractedfor service contributions.

- - "Joint-staffing," which sets aside a certainportion of the time of a faculty member on aregular basis for public service involvement.

- - "Extra compensation," in which the facultyis compensated at an agreed upon rate.

The office of the Vice President for Servicesrepresents our University in all matters relatingto service to communities, areas and groups, and itseeks aggressively to involve university resourceson problems affecting the people of Georgia.

5. Discussion

Gregg: Have any of you tried to develop coopera-tive projects in which you've brought in localprofessional people, not on the faculty of theuniversity but from taw. community, to participate?

Naegele: We've been quite successful in doingthis in Massachusetts. We appointed an advisorycouncil made up of people such as the chancellorof the University of Massachusetts, the conserva-tion editor of the Boston Globe, State Senator Ames,a representative of the Massachusetts AudubonSociety and several others. Then we got these fel-lows together and said, "This is our program. Whatdo you think of it?" And they gave us thoughtfulsuggestions and advice. This is a continuing advisorycouncil, and as our program develops I'm sure we willcall upon these people again and again--either as agroup or individually as things develop in theirparticular areas.

Wilson: We are thinking of setting up somethingsimilar to this for our Title I work in Missouri.I was wondering how you went about getting theirreactions. Did you have a program set up to beginwith?

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Sidor: On the matter of developing cooperationwith different groups and organizations, in Oregonwe've found that it is better to develop coopera-tion from individuals by identifying them as in-dividuals rather than as representatives of organi-zations.

Weeks: We've had the same experience in New Hamp-shire. We've found that if you use citizen groupsas sponsors or advisors, and their members come inas organization representatives, they have to defendtheir organization's viewpoints. But if you freethem from this obligation, saying, "We need yourpersonal help," the problem dissolves.

Penfold: This is an interesting situation. Beingan organization man perhaps I'm biased. I look atit this way, and I can use the Izaak Walton Leagueas an example. We have in the Washington areaperhaps a dozen chapters with a total membership ofsomething like 6,000 people. Now, I'm sure that insetting up a meeting, workshop or conference,picking individuals who could contribute with thelttast amount of friction would make for a niceIL:iendly affair. But, we are not trying to get atthese half dozen or so people that we have invitedto contribute directly. We are trying to get atall 6,000 of those people. An individual at amooting, even though his ideas may be good ones,will have little influence if he does not representa significant segment of the populace.

Warren: I'd like to address a question to Mr. Fanningabout problems within the university itself. Do pro-blems develop between academically-oriented portionsof the university and the Title Ioextension work be-cause the latter is not specifically academicallyoriented?

Fanning.: I think this is likely to happen in alluniversities, but it will usually be among individualsrather than large groups. Some people feel that theuniversity should not move into public service. Theythink the university's job is educating young people

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Naegele: Yes, we had some ideas, and theirreactions and responses led to some modificationsand eventually to our present program. You haveto start with something. If you set in p roomsurrounded by a glorified vacuum, nothing happens.

Allen: We've had a very interesting experiencewith professionals in our George's Creek, Maryland,project which is just getting started. In our in-ventory of the area we included personnel resourcesand discovered a great many professional peoplewhom we are now utilizing in a technical advisorycapacity. We are now planning a two-day course inthe comprehensive approach to problem solving, incooperation with these people.

Naegele: There seemed to be an assumption on thepart of a number of the speakers both today andyesterday that Title I is for action. I myselffeel a certain requirement to be something otherthan action-oriented. Is Title I an action programor is it an educational program? For example, wehave felt that we could not become involved in thesupport of a particular piece of legislation. Wefelt we could educate people in terms of the prosand cons of a bill and that we could lead people tojoining an action agency or group of their choice.But our becoming directly involved in supporting agiven bill would produce a precarious situation.

Watt: What I was thinking of in terms of an actionprogram was that the programs which you pull togeth-er, acting as the magnet pulling together differentsegments of the community, will result in some kindof action.

Adams: I'm from the Title I national office. Wethink of Title I as not a pure research program,not a fact-gathering program, but a community-informing program. Whether this results in somekind of action depends upon the community.

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and doing research. Many individuals in manyinstitutions believe this, but the barrier isgradually being broken down--and mostly byTitle I because of increased pressure from localgovernment to have service from the university.

Waggener: We've developed at the University ofWashington, at least internally, a strong commit-ment to move in this area, but we've run into abit of a problem. The state legislature reallycalls the shots. The university asked for fairlymodest sums for such things before Title I existed.We would have been far ahead on our program if we'dhad an extension arm to begin with. I wonder wherea university can turn in a situation such as this,when it lacks the support of the legislature.

Fanning: The University of Georgia was very luckyin this respect because we had a grant from theKellog Foundation to start our program of extensionwork. The universities that were fortunate enoughto get foundation or other outside support havefound that the programs have become so popular thatit is less difficult to get the once hard-to-findstate support. At the same time, we are findingthat more local governments appreciate the advantagesof extension services, particularly for traininglocal officials. Our own state governing board, aBoard of Regents, never allocated any money to usfor extension or public services until this year,when we got a modest sum. But we consider this atremendous breakthrough.

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OBTAINING CONGRESSIONAL SUPPORT

Luncheon Remarks by Robert J. Pitchell, ExecutiveDirector, Naticnal University Extension Association*

A word or two about NUEA. It was formed in 1915 andnow consists of 128 U.S. and foreign institutions ofhigher education, of which a majority have on-goingprograms in extension.

We are especially interested in the work of The Con-servation Foundation in this conference because oneof the most dynamic divisions in our association isthe Community Development Division. This group isextremely interested in the Title I program and com-munity development in general, and it can be countedon for a great deal of support.

Probably the most important aspect of the Titleprogram is the federal funds it has made available,and it is really up to you to see to it that theCongress continues to appropriate these funds. Howdo you get Congressional support?

From my experience in politics both as student andpractitioner on the Hill, I believe that there isno effective substitute for a strong program. Agood image and a strong program will get support.

1111.12MawaNW

* Title I appropriations happened to come up forcongressional action during the first day of theconference. Dr. Pitchell's remarks were given onshort notice, in response to Mr. Howe's requestthat he explain the legislation's status at thatpoint (not reported here) and discuss the politicsof supporting Title I.

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We've found that both the congressman and their staffsknow very little about Title I programs. We have notcompiled the supporting data adequately yet. We needto do much more in this field. It's one of the hard-est programs to develop good solid, perceptive, con-vincing statistics on because it is an incrementalprogram. The effectiveness is going to be in smallincrements, with no dramatic results overnight. That'sthe way the educational process works, and this is oneof the fundamental education programs. We have to livewith this and learn how to translate it into language,ideas and images that the congressmen and their staffscan appreciate.

As important as having a strong Title I program is thedevelopment and expression of strong grass roots sup-port for it. Congress will not listen as closely tothe words of a Washington representative of an associ-ation as it will to people who feel strongly enoughabout something to take the time and the effort tocommunicate with their congressman.

The higher the rank of the person communicating witha congressman, the better. When a university presidenttakes the time to come to Washington to talk with hissenator or congressman, he is clearly registering astrong feeling because he doesn't do it very often.Relying on a dean or assistant dean isn't nearly soeffective, as it becomes obvious that the importanceto the university is reduced.

Geographically distributed support is also important- -both within a state and nationwide. We must get allour friends and allies throughout the country involvedin this.

Everyone becomes important, either personally or tothe extent that he has access to someone of influence.Our most serious weakness so far is that we have fail-ed almost completely to bring municipal and countygovernment representatives into active support ofTitle I.

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Without timing and coordination, much effort can bewasted and many potential impacts lost. You mustfind out when your congressman or senator will bemaking decisions about education bills and get yourinformation to him beforehand. It is obviously use-less and a waste of his time and yours to approachhim at a time when he is considering something en-tirely unrelated to education like defense expendi-tures or foreign aid. National organizations suchas NUEA can be helpful to you in this important areaof timing and coordination.

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SUMMARY OF GENERAL DISCUSSION PERIODS,

1. Community Responses to Ti tle

Howe: A Title I project at the University of NewHampshire is seeking to inform members of officialtown conservation commissions concerning environ-mental quality issues and methods of tackling them.Would Mr. Barker, who directs the project, tell uswhat kind of reception your activities have had?

Barker: We think they've been effective. Of course,we've only been in operation since February, but,wehave made contact with all 66 of New Hampshire'smunicipal conservation commissions and they haveshown an interest. They have asked us to organizemeetings, regular meetings, as soon as possible, inmost cases inviting local planning boards and othergroups to sit in. The commissions want somebody topoint out just what they can do, how to get started,how to take an inventory of a community's naturalresources, types of maps to use, and other thingsalong these lines.

Howe: In a session sponsored by the Humboldt StateCollege Title I project two months ago in California,I was interested to find county officials discussingthe expected impact of a proposed national redwoodpark. They expressed a wish that some respected neu-tral force had been present three years ago to airplanning alternatives affecting economic stability,social welfare and land use. The issue was too hotfor any local group to handle. I'd like Bill Murisonto tell us a little more about this project if hewould.

Murison: The park issue was really tearing the com-munity apart, so much so that the interest in all otherissues suffered. There was no concern for local recre-ational facilities, for a better development of the

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local resource base, or for the rather crucial prob-lem of unemployment. And these problems were obvious.

With Title I there came an opportunity to see whatcould be done. It took about three months of justpedaling up and down an area about the size of Indi-ana, in which we are the only educational institution,telling people who we were and what we were and whatwe hoped to do. A great deal of suspicion was en-countered, primarily because people wondered how muchthis was going to cost them. When they were told itwould cost nothing they wondered what was in it forthem. And when we told them that there would be sub-stantial benefits in terms of technical help, planning,and so forth, for the betterment of whatever it wasthey were interested in, they began to listen.

We are now operating both as an information service- -by conferences, seminars, symposia and so forth--andmore pa.ticularly and more effectively through actualinvolvement with agencies, by sitting round the tablewith the Mayor and Council, by getting involved inthe Chamber of Commerce, by actually talking to agen-cies such as the Forest Service that are concernedwith our problems at other levels.

McDonald: Dr. Murison, have you had any contact withor cooperation from the Agricultural Extension peoplein the agency of state government that is responsiblefor community development, economic development andrelated functions?

Murison: No. This is a problem. There is a Califor-nia Extension office in the area which has been primar-ily interested in dealing with the problems of farmersand ranchers. Otherwise, it has not been too concern-ed with the larger problems of the community. ButCalifornia Extension as a whole has recognized thisproblem, this regional void if you will, and has of-fered to assist our program with its Title I money.You must remember that we are very isolated. We're400 miles north of San Francisco, and we do sufferfrom cultural, physical and informational isolation.If you're looking fcr suggestions as to how the

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conservation people can render service in such anarea, I would suggest that the Title I programs giveall the federal agencies a way of getting their feetwet. If were going to have a regional pattern underTitle I, with an office in San Francisco for example,I think that regional information and referral ser-vices would be useful. We need answers to such ques-tions as, "How does the Model Cities legislation effectus?" and "How does the Land and Water Conservation Fundhelp us?"

Woodruff: Our experiences with Title I at the Daviscampus of the University of California have been alittle different from Dr. Murison's. Our Title Igrant was given for a project which we labeled "theState Development Plan." This was done before theNovember 1966 election. The Office of Planning wasto give us the State Development Plan, and then wewould use our Title I money to get citizens involvedin discussion of the issues in the Plan.

As we began to prepare for the program the electionstook place, and we experienced a change-over in thestate, The director of the Office of Planning re-signed, and the State Development Plan never came out.So we had to shift gears and do something else.

The open space issue is one of the major issues inCalifornia today. But we had to get down on our handsand knees and plead with the new administration beforebeing allowed to see their confidential reports onmetropolitan open space planning. We have since con-densed these reports into a citizens' guide which isavailable from me or from the Western Center for Com-munity Education, which is part of the statewide office.

Edman: We have an interesting development in Minnesota.We have recently initiated a unique Metropolitan Coord-inating Council which has very strong powers. It reviewsevery federal grant project in metropolitan areas andevery state grant, including open-space. It reviewsand has veto power over the development plans of everydevelopment district and over municipal zoning thataffects more than one unit of government. It is astrong new concept.

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But with something this strong we need to do a jobof communication. We have recommended to the commis-sion that Title I projects through the next five orten years be as far as possible related to this job.I think we are beginning to work very well with ablending of the advisory committees of universitiesand the professionally-oriented metropolitan councilwhich I have described.

. Universit Facult and Administration Attitudes

Murison: One of our real problems at Humboldt hasbeen that of getting somebody to do this Title I com-munity service work, because this is non-professional,non-accredited, and kind of menial work. It is neitherone thing nor another; you're not community and you'renot academic. You're somewhere in the never never landbetween the two. It's not research and it's not ten-ured. This is a lesser problem now than it was in thevery beginning.

The community has never looked upon the college asbeing capable of rendering such services, and we'refinding it very challenging. I don't think thingswill ever be the same again in that area. Even thepresident of the college recognizes this as a legiti-mate area of activity. Somehow an aura of respecta-bility has finally come upon us.

Waggener: We have had a similar problem at the Uni-versity of Washington. How do you establish continu-ing education activities as legitimate functions withinthe college? How do you get faculty participation whenit isn't recognized as an academic undertaking?

Murison: I think the faculty participation will comeabout gradually. We've had much more success recently.For instance, we had a lake up north which was beingthreatened by a development company, and I was ableto get five faculty members to go on an all-day fieldtrip to the lake with the Board of Supervisors, apublic health man and local sports people to look the

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situation over. The knowledge of the faculty mem-bers--a political scientist, a game management man,a fisheries man, an oceanographer, and an economist- -added greatly to the discussion. The whole day costme $12.42 for lunches. This is the kind of coopera-tion we are beginning to get.

Farley: At Wilkes College we found it was first aquestion of getting the administration involved. Ifthey were supporting the project they would set up thestructure for faculty participation. If the adminis-tration is involved, it becomes simply a question ofreleasing the people who want to do community servicework through the structure which has been set up.

Howe: We have a few deans here who are obviously in-volved and committed in this field. Perhaps they canshed some light on the problem of mobilizing univer-sity resources for Title I projects.

Pratt: I think the situation in each college or uni-versity is so specific that it is difficult to giveany general advice. In one college a dean may notwant the burden of having to hire more faculty becausecommunity service consumes half the time of his staff.In another, the dean may consider this the way to givehis younger men some involvement in life, some action-oriented exposure, so he recruits supplementary person-nel.

One thing we must overcome is the familiar attitude ofthe faculty member who asks, "What are the things thatpay off in my profession?" At this point Title I workis not listed in faculty manuals for tenure, for pro-motion or for the other things that faculty membersrightfully seek. We are going to have to re-definethe goals of the university and its faculty so thatcommunity service activity is no longer given lowerstatus than teaching or research.

3. Title I Budgeting and Project Development

Malley: Money for research is not permitted underTitle I unless the research is a preliminary to the

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community action program. But, I have heard that youcan use certain Department of Defense funds as thecollege's matching 25 %. 1 understand that one insti-tution is doing this. I wonder if this is entirelycricket?

Delker: If they are doing it, they will be in trouble__-with the auditors. The legislation says specificallynon-federal funds.

Howe: On this question of research, I've been curiousabout a project being run by an economist named Wallaceat Berkeley, California. It involves land-use surveys,analyses of the way changes in land use might affectland and tax values in the county north Of San FranciscoBay. This would seem to be research, but apparentlyknowledgeable citizens are taking part in evaluationof data and are expected to apply what they learn toimprovement of county land and taxation policies.

Woodruff: I'm not connected with this project, but Idid talk to the auditor of the coordinating councilabout Wallace's project. Apparently, the project pro-posal had to be rewritten. I think the rationale be-hind the original proposal was that this wasn't reallybasic research, but rather the collection of data thatalready existed and that the integration of this datawas oriented toward an action program. We've mention-ed difficulties in getting faculty involvement in theseprojects, and I think that restriction of researchactivities contributes to the difficulty.

Long: We have an unusual situation at Florida Statethat some of you might be encouraged to try to dupli-cate. We have a Ford Foundation grant which allowsus to do our research, and then we use our Title Ifunds for our action projects.

Waggener: Along these same lines I'd like an answerto the problem of how to budget for projects which areobviously going to last for more than one year, whenTitle I funds are coming in annual increments? I'msure, for instance, that Dr. Murison considers hisprogram a continuing one.

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Murison: If we get the funds, it will continuesIt would be disastrous if we were suddenly cut offand this is one of our main concerns. How do weinsure that we continue to function? We are think-ing of asking that the Bov.rd of Trustees of the StateCollege of California make our activity a legitima':epart of the college program in the area. We are al-ready using students quite effectively in our wcrk,and there doesn't seem to be any reason why theyshouldn't get credit as well as experience from theoperation. I also think we might try to follow theline that Mr. Long suggested, of trying to get foun-dation support.

Scheffey: Dr. Murison, you mentioned that you areusing students in your work at Humboldt. I'd liketo hear more about that, and I wonder if any otherprojects are doing likewise.

Murison: We are writing recreational plans for citiesand towns in the area; we're trying to :push the ideaof fish protein concentrate plants, and we're doing avariety of other things--some of them resource-oriented,some people-oriented. I'm finding students of tremen-dous help to me in these matters. In the work-studyprograms we are using a great many students. We canbuy an awful lot of talent for just a few dollars thisway.

Malley: We've been using students at Wilkes Collegealso. They are mostly undergraduate students, politi-cal science majors. They have to be closely supervised,but they do commendable work. Getting funds for thisis no problem, and as a matter of fact it is a goodway of seeing what they actually learn in the class-room.

Long: At Florida State we've been using graduate stu-dents in various positions. They really seem to enjoythe work and find that it is valuable field experience.

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4. Curriculum Materials

howe: Do any of you have comments to make concern-ing the quality and supply of published materialsand other aids for continuing education concerningland-use planning and environmental conservation?

Dambach: We are very concerned about materials atOhio State. There is such a flood of material thatit appears overwhelming. We are interested in find-ing out whether or not it is really having an impact.We have initiated a study of conservation materialsto find out where they come from, how much is beingproduced, to whom it is distributed, what happensto it, and if the right things do not happen, why?Essentially what we've found is that there is anawful lot of junk. There are some very good mate-rials, but over-all it is far from reaching its mark.There is an enormous waste.

For example, much of the material prepared for schoolsis prepared without any consultation with an edi'.:or,is written by a professional for professionals, andwinds up being distributed to teachers who are sup-posed to teach fifth-graders. The immediate purposeof our study is to detlrrene whether or not it wouldbe wise to call a conference to consider how theagencies and others preparing materials could do amore effective job. We would include in such a con-ference the educators who are on the receiving end ofthis avalanche of material.

Long: One of the objectives of our program at FloridaState is to serve as a conduit between the universityand the community. I think it would help us if one ofthe many conservation organizations could serve as aconduit between us and the other organizations. Inother words, if we had a clearing house for conserva-tion materials, speakers lists, films and the like,we would each avoid going through much unfamiliarmaterial, often without success, in search of aparticular item.

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Pratt: At Fairleigh Dickinson, we avoided this prob-lem somewhat by creating our own program material.We started by calling a conference of nationally-recognized authorities in our problem area, air andwater pollution. Using a combination of Ampex andGeneral Electric video equipment, we filmed 40 hoursof this conference on video-tape. Then we had an ex-pert on air and an expert on water condense this intoone hour of air pollution tape and one hour of waterpollution tape.

In presenting a community program, we make arrange-ments with a local sponsor, be it the League of WomenVoters, a garden club, or the local air pollution of-ficr. The local sponsor will gather the audienceand form a panel of local persons concerned with theproblem. At the appointed time they all view our tapewith us.

The video-tape is a very versatile piece of equipment.We car quickly select from the one-hour tape thosesegments which are most pertinent to a particularcommunity. Or, we can run it straight through, orrun it for five minutes and then stop for discussionor comments from the panel. We have two monitors,and we've tried many different arrangements, such ashaving the audience looking straight ahead, or break-ing them into small groups with one group viewing themonitor in one direction and another group in another,with sub-discussion leaders.

Howe: About how much does this operation cost?

Pratt: We own the equipment and transport it bystation wagon. Depending on how far we go it runsabout $100 - $150 per individual program. The invest-ment for the eauipment is roughly $5,000, none of whichcame from our Title I funds.

We have also used other less expensive methods ofcreating our materials. For one project a sociologistand a motion film professor used Super-8 film with asound strip to make a 38-minute movie of a single wel-fare family. This film has had a very great impactand will probably be reproduced in additional copies

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and utilized by the state for training Welfare Boardworkers.

In another project we have used hallway automaticslide techniques which we have found effective insctting an audience up mentally before they enterthe room where a program will take place.

5. A Special Audio-Visual Approach -- "The Big Squeeze"

(On the evening of May 22, William Eddy, Jr., of TheConservation Foundation presented and discussed anexperimental slide-tape program which he has producedfor the purpose of stimulating civic discussion ofcommunity conservation problems.)

Eddy: There are an infinite number of ways of reach-ing people about environmental concepts. A varietyof ways not only in the medium of presentation--be ita pamphlet, public service radio commercial, film-stripor magazine advertisement--but also a variety of waysin terms of the method of approach.

As far as the method of approach is concerned, TheConservation Foundation has been experimenting witha very special kind of audio-visual technique to meetvery specific needs. In 1965, we went to work in Mas-sachusetts to compose a program that would arouse con-cern for what was happening to the urban and suburbanenvironment of Boston. What we wanted was a tool thatcould be put in the hands of local groups--garden clubs,Leagues of Women Voters, Kiwanis, etc., and especiallythe community conservation commissions.

We wanted a short program that would not dominate anentire evening but could serve as a springboard fordiscussion. This program would present general issuesin a way that would lead residents of a given communityto discuss specific occurences of the same issues asblights on their own surroundings.

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We consider,:d 16mm color movies, but found that theyare unneceElarily expensive and become outdated veryquickly. '.t ere is no flexibility after a film hasbeen complled. Changing a sound track or film isvery expensive, and environmental films become datedquickly-- w.Vthin six months or a year. We also consid-ered film strips, but we didn't like the visual effectproduced when the projector knob is turned, the pictureslides down, and the next one takes its place. Oftenthe commentary on a film strip appears as letteringacross the base of the picture or on a completelyseparate frame which is hard to read. It is a verystatic medium for school work, and young people don'tseem to respond to it at all.

So we settled for slides, but slides used in a ratherunusual way. Instead of putting a slide on a screen,then letting the screen go dark momentarily beforethe next one comes on, we decided to experiment a bitwith dissolving or fading one slide into another with-out interruption. Not only was this easier on theeyes, but it ultimately led to a more flexible medium,as I'll describe in a minute.

Our next task was to put a record and sound track onxe tape, with the tape also carrying inaudible impulseswhich would trigger the projector to change. It soundscomplicated. The equipment that we have is not yetsatisfactory. We are trying to develop a single unitcontaining a built-in synchronizer and a tape cartridge.

The materials cost for producing a 10- to 12-minuteprogram of 35mm slides and tape is about $35 or $40.The program offers a great deal of flexibility. Ifa slide becomes outdated, it's no trouble at all togo out and take another to replace it.

Our program, "The Big Squeeze," involves showing you95 slides in 11 minutes. That sounds unpleasant.Hopefully, it is not. There are places in which thescreen goes dark--there's no picture at all. This isintentional. People are not used to looking at a darkscreen while hearing a narration continue. We did thisto see if attention would be focused more sharply onwhat is being said, without the distraction of a picturevisible at the same moment.

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We designed this program for showing in Massachusetts.Often we find that by the time a meeting is over thegroup has forgotten about our program, but is reallyinvolved in its own community problems. Some havebecome angry about the program, but have subsequentlyjoined in discussing its subject matter, later forget-ting about the program completely.

(SHOWING OP "THE BIG SQUEEZE")

(Unirieri-We This sets conservation back about 50years. I ve been listening to this kind of stufffor 40 years and I don't think it's any good. Thescare tactics that I sense in this presentation willnot convince people that conservation is desirable.

(Unidentified): I would say just the reverse. Thisis very effective. I've seen this happen with collegestudents. There are aesthetic qualities in your pro-duction, and many college students are impressed withsuch a technique. The message, as you pointed out,isn't really everything. The technique and the moodand everything else, I think, are very effective. So,

I would disagree 100%.

(UndentA4: I can go to 1,000 places and see quitethe opposite of this. In other words, I think youhave picked the undesirable features of the environ-ment for your message, and these do not truly repre-sent the environment you're talking about.

Eddy: Supposing we had sat down for 11 minutes andlooked at a series of pictures that represent thebeautiful parts of America, along with a sound trackof America the Beauti.-1. Where would we be then?

pijdrigia . It would be much more effective.

(Unidentified): It's very difficult to analyze anyparticular program or communications device withoutknowing the audience viewing it. Most people that Ideal with would not be moved by this at all, becausethere's an underlying assumption that quiet nature,relatively undeveloped country, etc., have positivevalue. Most of the youngsters I deal with have not

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experienced this. They don't have a drive to experi-ence it. But that doesn't mean that they cannot beresponsive to a conservation message, if it's putforward in terms of their values and their experience.

Edgy: Is there an argument that, if they have notexperienced quiet undeveloped nature, that thereforethey should not be exposed to it?

(Unidentified): In that case you wouldn't use this.You would turn to America the Beautiful. You'd tryto create the value first and then come along withthis and say that the value we have just shown youis about to disappear.

(Unidentified': By way of a positive suggestion:instead of loading the narration with "use the land,use the land," instill a positive value like "use theland wisely." This might make it more acceptable.

(Unidentified): I agree--I think the show emphasizesthe negative and neglects the positive.

Eddy: OK. But should that be the function of thisprogram? In designing something to produce reactionin an audience or any group of people assembling fora meeting, do you get more mileage from presenting acontroversy such as this or from America the Beautiful?

Rock: I think you need the impact that this gives.You can't get it by emphasizing the good or the beau-tiful. That has to be the other part of the program.But you've got to have the contrast. Without alecontrast you don't have a presentation.

Eddy: Good point. We designed this thing for meetingsin Massachusetts. We find that by the time a meetingis over people have forgotten about the program butare really involved in their own community problems.Some get angry about the program, some say it isn'tthat bad, while others say no it's much worse. Butthe point is that an involvement usually evolves whichstems from the program but people forget about theprogram completely.

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jUnidentifiedl: In December 1965, the Virginia Out-door Recreation Department showed a film prepared byColonial Williamsburg called "A Time to Begin" to theGovernor's Conference on Natural Beauty. It was veryeffective and there was great demand for it throughoutVirginia. At the time I was staff associate to theMaryland Scenic Beauty Commission, and we arranged toshow it at the Maryland conference, too. Responseagain was very good. Everyone was thrilled; they wereready to act and they did. The difference between thetwo is that "A Time to Begin" had more balance, moreof the positive to show the wonderful things we wantto keep. I think if your showing had 20 or 30 percentmore of the positive, then the balance would be good.

Eddy: Yes, fine, but that film was 30 minutes long.There has been a greater demand for this program inMassachusetts than we could possibly meet. This in-dicates to me that there just isn't enough materialavailable in this line. Ours is not necessarily agood or successful program, but it's one of the onlyones available. There is lots of room for more experi-mentation in the audio-visual approach. There is aneec for an audio-visual technique which is gearedtoward conservation and which, like this program, isve:1T inexpensive to produce.

Howe: I'd like to know if Mr. Soporoweky thinks thereis something special in this technique. My guess wouldbe that he was bothered by the success of the moodcreated by this program. Perhaps his worry is thata good technique has been used to present what hebelieves is the wrong subject matter.

(VnIderittiGecij Well, the slide technique is effective.That is true. What I object to is the program'semotional kind of appeal.

Eddy: I don't feel that this medium should be usedfor just one kind of approach. I agree that there isa need for ecological approaches to these problemsalso, but I have here the program which I find drawsthe people in4:o the shop to begin with. Once theyare in, then there's time for the more sound, factualapproach.

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(Unidentifiedi: Let's get back to the technique. AsI understand it, this is a one-man show. You did thepictures, soundtrack, everything. If so, what is theavailability of it?

Addy: We are developing a single unit machine whichwill have a dissolving slide projector and cartridgetape, ail-in-one.

(Unidentified): Has anyone made available any seriesof stock programs for use with this technique?

Eddy: The Massachusetts Audubon Society is now con-sidering this. The Society may put together packagescontaining slides and a le tape soundtrack and makethese available to anyone wanting to use them.

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CLOSING REML1KS

Frank Gregg, Vice PresidentThe Conservation Foundation

I'd like to say on behalf of the Foundation that weappreciate the confidence that you have shown in usby coming here. I know it must have been puzzlingto some of you to ponder our motives and our objec-tivity and our capacity to be useful to you. Wethank you for your confidence, and we hope we havemerited it.

We have undertaken this conference because of our ownintense concern about the environment. It is our con-viction that an environment of dignity for the futurecan be articulated and can be fashioned only by thepeople themselves.

We sense that you may hold a key, over the course ofyears, to developing the capacity of the people ofthe United States to participate responsibly in fash-ioning the environment they want for themselves.

We appreciate the comments that you are making on thisconference and we will consider them carefully. Weappreciate the enthusiasm which you have shown forsome of the presentations made by our speakers andthe vigor of your discussions with each other. Ifyou've made any suggestions as to what we might doto help you do what needs to be done we appreciatethose. And we'll do whatever we appropriately canwithin the limitations of our budget, our competence(which is not unlimited) and your confidence.

It seems to us that among the most important elementsof human freedom is the opportunity to choose an en-vironment that will help each individual achieve hishighest aspirations. Our objective and yours is notan environment designed by all-knowing professionalsand fastened on the public by authoritarian govern-ment or by a tasteless mass. What we're after is

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diversity, innovation, change and choice--in whereand how to live and work and play--with clean air,clean water, space and decent housing as a floorthat should be available to every citizen. It isthe highest calling of conservation to preserveenvironmental options and environmental freedomsfor the future.

We've enjoyed this very much. We look forward toworking with you in the months and years ahead fora humane and healthy environment for our people.Thank you very much for coming.

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APPENDIX A

BIBLIOGRAPHY OF LITERATURE DISTRIBUTED OR DISPLAYED ATTHE CONFERENCE ON "THE COLLEGE, THE COMMUNITY AND CONSERVATION"

WASHINGTON, D. C., MAY 22-23, 1967

&&&&&&&&&&&64&&&&&&&&&&616cfc&St&&&&&&&&&&&&61)&64c6c&&&&&&&&&&&&&&&&&&&&&&&&&&&&6448t6vStac&ad

(See also separate bibliography of "U.S. GOVERNMENT DIRECTORIES ANDFEDERAL AID CATALOGS" prepared by panelist William J. Duddleson forConference distribution.)

ABC's OF COMMUNITY PLANNING. 1962. Community Planning Division,Sears, Roebuck and Co., Chicago, Illinois 60607. 250 (single copyfree).

ACTION EDUCATION. Title I Higher Education Act, Florida. FloridaBoard of Regents Office for Continuing Education, Tallahassee, Fla.

ACTION FOR CLEAN WATER. The Izaak Walton League of America, 1326Waukegan Road, Glenview, Illinois 60025.

AMERICA THE BEAUTIFUL. An address by Russell R. Train, September 6,1965. The Conservation Foundation, 1250 Connecticut Avenue, N.W.,Washington, D. C. 20036.

BEAUTY FOR AMERICA. Proceedings of the White House Conference onNatural Beauty, May 24-25, 1965. Superintendent of Documents, U.S.Government Printing Office, Washington, D. C. 20402. $2.75

CITIZEN ACTION FOR CLEAN WATER. Report on 1965 Bond Issue Campaignin New York State. Citizens Committee for Clean Water, Room 710,105 East 22nd Street, New York, N. Y. 10010.

A CITIZEN'S POTOMAC PLANNING GUIDE. The Conservation Foundation,1250 Connecticut Avenue, Washington, D. C. 20036.

CLEAN AIR FOR YOUR COMMUNITY. Superintendent of Documents, U.S.Government Printing Office, Washington, D. C. 20402. 25

COMMUNITY ACTION FOR OUTDOOR RECREATION AND CONSERVATION. 1965.Bureau of Communications, National Board, YWCA, 600 Lexington Avenue,New York, N. Y. 10022. $1.00

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COMMUNITY ACTION PROGRAM FOR WATER POLLUTION CONTROL. NationalAssociation of Counties/Research Foundation, 1001 ConnecticutAvenue, Washington, D. C. 20036.

CONSERVATION DIRECTORY. 1967. The National Wildlife Federation,1412 16th Street, N.W., Washington, D. C. 20036. $1.00

COUNTY ACTION FOR OUTDOOR RECREATION. 1964. National kssociationof Counties, 1001 Connecticut Avenue, Washington, D. C. 20036.Single copy 250, 10 or more 150 each.

A CRITICAL INDEX OF FILMS AND FILMSTRIPS IN CONSERVATION. 1967.The Conservation Foundation. Order from: O'Hare Books, 10 BartleyRoad, Flanders, N. J. 07836. $1.00

FOCUS ON CLEAN WATER. March 1966. Superintendent of Documents,U. S. Government. Printing Office, Washington, D. C. 20402. 150

HOW THE AMERICAN RIVER WAS "SAVED." Sunset Magazine October 1964.Distributed by County of Sacramento, California.

KNOW YOUR RIVER BASIN. 1958. Publication 256. League of WomenVoters of the United States, 1200 17th Street, N.W., Washington,D. C. 20036. 250

LAND AND WATER FOR TOMORROW. Training Community Leaders: A Hand-book. The League of Women Voters Education Fund, 1200 17th Street,N.W., Washington, D. C. 20036. Limited quantity at no cost.

MORE ATTRACTIVE COMMUNITIES FOR CALIFORNIA. 1960. California Road-side Council, Inc., 2636 Ocean Avenue, San Francisco, Cal. $1.00

OUTDOOR RECREATION FOR AMERICA. Report of the Outdoor RecreationResources Review Commission. January 1962. Superintendent of Docu-ments, U.S. Government Printing Office, Washington, D.C. 20402. $2.00

RESOURCES. Publication No. 24, Jamary 1967. Resources for theFuture, Inc., 1755 Massachusetts Avenue, N.W, Washington, D.C. 20036.

SIGNS OUT OF CONTROL. California Roadside Council, 2636 Ocean Avenue,San Francisco, California. 750

THIS LAND OF OURS. Community and Conservation Projects for Citizens,Alice Harvey Hubbard. MacMillan 1960.

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TIPS ON REACHING THE PUBLIC. 1962. Publication No. 277. Leagueof Women Voters of the United States, 1200 17th Street, N. W,,Washington, D. C. 20036. 250

THE UNITED STATES JAYCEE GOVERNMENTAL AFFAIRS MANUAL. The UnitedStates Jaycees, Box 7, Tulsa, Oklahoma 74102. $1.00

VITAL ISSUES: Conservation Commissions at the Local Level. Centerfor Information on America, Washington, Connecticut. 1 - 9 c.,pies350 each.

Prepared by The Conservation Foundation, 1250 Connecticut Avenue,Washington, D. C. 20036. May 18, 1967

79

APPENDIX B

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U.S. GOVERNMENT DIRECTORIES AND FEDERAL AID CATALOGS(Prepared for the Conference by William J. Duddleson)

4 4 4 4 4 4 * 4 4 s * 4 * 4 4 * 4 4 * *

This list describes some Federal Government directories, andsome general and specialized catalogs of Federal aid programs.Unless indicated otherwise, they are for sale by the Superin-

* tendent of Documents, U. S. Government Printing Office, Wash-ington, D. C. 20402.

* * * 4 4 * X-

U.S. GOVERNMENT DIRECTORIES

United States Government Organization Manual. The official hand-book of the Federal Government. Includes brief descriptions ofFederal agencies, their functions and organization--includingnames of principal officials and addresses of regional offices.Published annually by tho General Services Administration. The1966-67 edition contains 811 pages and costs $2. (The 1967-68edition, which will be current as of June 1, 1967, is scheduledfor publication July 15, 1967; it will contain about 824 pagesand also will cost $2.)

Congressional Directory. The official directory of the FederalGovernment for use by the Congress. In addition to informationabout the Congress, it lists the names of principal officials ofFederal agencies, including in many cases the names of agencyregional directors. Published annually under direction of JointCommittee on Printing. Closing date for 1967 edition (90th Con-gress, 1st Session) was February 28, 1967. 1,069 pages. $3.50regular edition; $5 thumb-index edition.

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Federal Aid Catalogs General *

Catalo of Federal Pro rams for Individual and CommunityImmen-ment. Describes some 260 programs of financial and technicalassistance to individuals, as well as state and local govern-ments. Explains purpose and eligibility requirements, tellswhere to apply, and lists available publications. Current as ofDecember 1965. 414 pages. Free. Information Center, Office ofEconomic Opportunity, 1200 19th Street, N.W., Washington, D. C.20506. (A revised and updated edition, current as of May 1967,is scheduled to be published by July 1967. Compiled by 0E0 incooperation with agencies which operate the 459 programs listed.About 700 pages. Free.)

Catalog of Federal Aids to State and Local Governments. Thisreports programs of assistance to public agencies--in more detailthan the 0E0 catalog. Prepared by Library of Congress for SenateSubcommittee on Intergovernmental Relations. The original catalog,published in 1964, has been updated by 1965 and 1966 supplements.The 1966 suprlement, current as of January 1966, includes a cumu-lative index covering all three volumes. The three volumes con-tain a total of 476 pages and all three are sold by the GovernmentPrinting Office for $1.20. (15, completely revised one-volume edi-tion, current as of January 1967, is scheduled for publicationbefore the end of 1967. Inquiries about availability of the 1967edition may be addressed to Subcommittee on IntergovernmentalRelations (Senator Edmund S. Muskie, Chairman), U.S. Senate,Senate Office Building, Washington, D. C. 20510.)

Handbook of Federal Aids to Communities. Emphasizes programs andinformation sources that can help community and regional economicdevelopment. Published by Economic Development Administration,Department of Commerce, in cooperation with other agencies. The1966 edition includes programs authorized by Congress through 1965.120 pages. 60 cents. For sale by Department of Commerce fieldoffices as well as the Government Printing Office.

*In post-Conference correspondence, New Hampshire Extension Econ-omist Silas B. Weeks urges an addition here;; Federal-State Pro-ajeloryloevelcraming Human and Community Resources, FederalExtension Service, U.S. Department of Agriculture. Order fromSuperintendent of Documents, Government Printing Office, Washing-ton, D. C. 20402. $1.50.

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Federal Programs for Individual and Community Advancement (Agri-culture Handbook No. 312). Emphasizes assistance available torural areas and small towns. 1966. 53 pages. Free. Office ofInformation, U.S. Dept. of Agriculture, Washington, D. C. 20250.

Federal Aids to Local Governments Service. This subscriptionservice is published in loose-leaf format and sold by the year.It describes and lists regional contacts of more than 100 Federalprograms designed to help local governments solve physical andsocial problems of urban areas. New programs and changes in exist-ing programs are reported to subscribers on new pages for insertionin loose-leaf binder. Service began in 1966. currently about 200pages. $20 a year to members of National League of Cities; $40 tonon-members. For sale by the National League of Cities InformationService, 1612 K Street, N.W., Washington, D. C. 20006.

National Association of Counties Federal Aid Service. County gov-ernments which subscribe to this service receive regular mailingsdescribing Federal aid programs. In addition, they are eligiblefor an inquiry answering service which identifies programs avail-able to the county and other counties already using the programs.Information is available from National Association of Counties,1001 Connecticut Avenue, Washington, D. C. 20036.

* * * * * * * * * * * * * * * * * * * *

* *

Federal Aid Catalogs (Specialized)* *

* In addition to the general catalogs such as those listed above, *

the Federal Government and others publish catalogs listing (1)* Federal aid programs in a limited field but administered by a *

number of agencies, and (2) all Federal aid programs adminis-* tered by a single department or agency. A few examples of both *

kinds are listed below.* *

* * * * * * * * * * * * * * * * * * * *

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Outdoor Recreation Program Catalogs

Federal Assistance in Outdoor Recreation. Briefly describes morethan 60 agencies' financial and technical aids to state and localgovernments, private organizations and individuals. Many of theprograms are directly related to natural beauty. Regional officecontacts are listed. Prepared by the Bureau of Outdoor Recreation,Department of the Interior, in cooperation with affected agencies.1966. 83 pages. 35 cents.

Federal Assistance for Recreation and Parks. Describes more than60 Federal programs of aid to local and state agencies and non-profit private organizations for projects related to parks, rec-reation, cultural programs, conservation, natural beauty, historicpreservation, and fish and wildlife. Lists regional offices ofFederal agencies. Loose-leaf format in binder. 1966. 178 pages.$20 to members of the National Recreation and Park Association;$35 to non-members. Sold by National Recreation and Park Associ-ation, 1700 Pennsylvania Ave., N.W., Washington, D. C. 20006.

Federal Outdoor Recreation Programs. Describes more than 260outdoor recreation and natural beauty-related programs of 94 Fed-eral agencies. In addition to programs of financial assistance,credit, and technical assistance, programs related to direct Fed-eral resource management, regulation, coordination, informationand education, training, and research are identified. Compiledby the Bureau of Outdoor Recreation in cooperation with theaffected agencies. Scheduled for publication in 1967. Approxi-mately 240 pages. Will be sold by the Superintendent of Documents.(Requests to be notified when this publication is available may beaddressed to the Office of Recreation Information, Bureau of OutdoorRecreation, Department of the Interior, Washington, D. C. 20240.)

Department Catalogs

Grants-In-Aid and Other Financial Assistance Programs Administeredby the U.S. Department of Hea1t112_,Education and Welfare. 1966.527 pages. $3.50. (A revised edition, current as of March 1967,is scheduled for publication by August 1967.)

Programs of the Department of Housing and Urban Development. 1966.22 pages. 20 cents.

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* * * * * * * * * * * * * * * * * * * *

* *

(Additional Federal aid catalogs published by Federal agencies,* by state agencies, and by others are 'listed in two bibZiogra- *

phies published by the Advisory Commission on Intergovernmental* Relations. Catalogs and Other Information Sources on Federal *

and State Aid Programs: A Selected Bibliography (June 1966),* and a December Z966 supplement. These are ava2Zable at no *

charge from the Commission, 1800 G St., N.W., Washington,* D. C. 20402.) *

* * * * * * * * * * * * * * * * * * *

84

APPENDIX C

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Brief summaries of Title I (Higher EducationAct of 1965) and related projects of

interest to the conference on

THE COLLEGE, THE COMMUNITY AND CONSERVATION

Washington, D. C.

May 22-23, 1967

Sponsored by

The Conservation Foundation1250 Connecticut AvenueWashington, D. C. 20036

This material is provided to help conferenceparticipants appreciate the nature and scopeof one another's activities. Much of theinformation herein is drawn from initialproposals anorearly project reports. Amend-ments and 'corrections are solicited.

©5

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BAYFIELD COMMUNITY DEVELOPMENT, University of Wisconsin,William H. Tishler, Project Director

The proposed Apostle Island National Lakeshore maydraw a million visitors a year to Bayfield County.The City of Bayfield will be the gateway to theApostle Islands. As such it faces rapid unplanneddevelopment unless appropriate community action canbe generated.

A Title I project has been funded to carry out acommunity design demonstration project in the cityof Bayfield and Bayfield County and to stimulatedevelopment planning. Professor William Tishler,Department of Landscape Architecture, Universityof Wisconsin will direct the project.

Other university specialists involved in the projectare Louis Berninger, horticulturist, George Ziegler,landscape architect, and Doug Yanggen, land useplanner. Students in the Department of LandscapeArchitecture will also participate. The project isdesigned to help the people of Bayfield analyze theircommunity and map out development plans for the future.The City of Bayfield will receive a majority of theattention, but all of Bayfield County will be studied.

A major goal of the project will be to demonstratethat communities can analyze their local resources,develop plans, and activate programs before the pres-sures of rapidly growing tourism lead to a honky-tonkcommunity. The project will not officially beginuntil July of this year, but specialists are alreadygathering data. A detailed plan for development ofthe area will complete the project. Publication ofthese plans is expected in early fall of 1968. (Sum-marized from project material.)

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COMMONWEALTH 99 - PROBLEMS OF REGIONAL PLANNING, University ofMassachusetts, J. A. Naegele, Project Director

Under the banner "Commonwealth 99", the University ofMassachusetts Department of Environmental Science hasinstituted Title I-supported "courses of study on en-vironmental and conservation problems and regionalplanning." Organizations, community officials andprivate citizens may ask to have these courses pre-sented in their own localities. Conservation ofair, water and urban environments have been the firsttopics covered. The following are brief descriptionsof some of the "Commonwealth 99" activities.

An evening program to explore the causes and effectsof air and water pollution in the Mystic Valley wasinitiated with the aid of the Mystic Valley CitizensAssociation.

At Waltham a 14-week course on "Air Pollution" isbeing given for representatives of several civicorganizations once a week for 2-hour sessions. Thiscourse will be followed by a similar course on "WaterPollution" and a course on "Population Stress andStructure."

The Oliver Wendell Holmes Association, The CivicCenter and Clearing House and the Boston Center forAdult Education have cooperated in conducting a pro-gram on "Our Urban Environment."

"Commonwealth 99", a brochure designed to stimulateinterest in the program--offering assistance in set-ting up a community education program and giving in-formation about the courses being offered at Waltham- -has been circulated to interested groups throughout thestate.

A 6-week summer session will be directed toward teacherswho intend to establish continuing education courses invarious communities in the Fall of 1967.

A newsletter, "Commonwealth 99 Reports," deals withcurrent information on community development planning,

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air and water pollution, community improvement andbeautification.

An Environmental Information Center has been estab-lished in the form of a reference library locatedin Boston.

Activities connected with a "Cleaner Air Week" inBoston resulted in the provision of approximately25 speakers for specific speaking engagements invarious communities as well as preparation of 8exhibits on air pollution in 8 community libraries.

A seminar for the Harvard Student Conservation Clubwill consider air pollution and community serviceopportunities for students.

A 2-hour symposium on air pollution is being preparedfor The Cultural Foundation to be presented at Winter-fest 1967.

(Annual cost of project $60,000.) (Summarized fromproject material.)

AIR POLLUTION COMMUNITY SERVICES, Rutgers University, New Jersey,Joseph J. Soporowski, Project Director

The following activities and accomplishments in thefield of air pollution have been made possible throughthe ,2itle I Grant to Rutgers University CooperativeExtension Service:

1. Workshop - Smoke Observation Program. A 5-daytraining course in the enforcement of local ordinancesusing the Rigelmann Scale as a standard. 2. Observa-tion Course for Municipal Police. A 4-hour coursedesigned to instruct municipal police in the fundamen-tals of air pollution. 3. Legal Aspects of Air Pollu-tion Seminar. A 1-day air pollution training programdesigned for the legal profession. 4. qtudy Programfor New Jersey State Legislators. A 2-day air pollu-tion training program specifically designed for state

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senators and assemblymen. 5. Study Program forElected Municipal Officials. A 1-day conference toprovide authoritative information about the air pollu-tion problem and its legal and administrative control,for implementation by elected local officials. 6. AirResources Management for Planners. One-day seminardesigned to emphasize the role of the planner in pre-ventive air pollution control. 7. Air Pollution Work-shop - Incinerator Training Program. A 2-day coursedesigned to familiarize local officials with stateincinerator requirements and a model ordinance foradoption by reference. 8. Air Pollution Workshop -Teachers Training Program. Two 3-hour sessions whichdescribe.the sources, effects, control and simpleexperiments of air pollution for integration by ele-mentary and high school teachers into their regularclassroom study. 9. Seminar on Air Pollution Control.A 12-hour educational program to familiarize the localinspector in the fundamentals of control. 10. AirPollution Grant Workshop. One-day program to informand instruct municipal officials in the feasibility,availability and preparation of state and federal airpollution grants. 11. Consulting service. Discussionsare held on a frequent basis with various level govern-mental officials regarding all aspects of their indi-vidual air resource programs.

12. General Information. a. An exhibit has been con-structed and is in great demand by the public. b. Edu-cation lectures are provided to action groups. c. Sev-eral pieces of literature have been prepared and dis-tributed to all libraries in the State of New Jersey.A mailing list is also being established for furtherdevelopment of the libraries as central local refer-ence sources. d. In cooperation with Rutgers andindependent radio and T.V. stations, education airpollution programs are presented as a public service.

(Annual cost of project $82,500.) (Prepared by projectdirector.)

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COMMUNITY RECREATIONAL OPPORTUNITIES, University of SouthCarolina, Warren K. Giese, Project Director

The project began with a comprehensive listing ofvolunteer and private organizations, individuals andpublic recreation departments which had demonstratedan interest in recreation as it may contribute to thelives of the citizens of South Carolina.

A sixteea-person advisory board appointed to discusspossible action programs defined areas of specificneed as follows:

I. Upgrade recreation personnel through seminars,workshops and in-service training activities. Twoseminars have been held for recreational personneland park administrators.

II. Promote various physical activities throughworkshops and by training of personnel competent toteach and promote organized recreational activities.A series of workshops, demonstrations and seminarsin the field of physical activity and safety insports have been held.

III. Promote a better understanding of recreationalprograms and activities for mentally retarded andorthopedically handicapped people of all ages throughworkshops and specifically designed projects.

IV. Begin a series of pilot programs throughout thestate to promote cultural recreational opportunitiesin art appreciation, music, music appreciation, choralgroups, drama and other activities considered culturalin nature. Several such projects have been initiated.

V. Establish a five-year plan for the development ofrecreation in the State of South Carolina.

(Annual cost of project $40,000.) (Summarized fromproject material.)

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LEADERSHIP TRAINING FOR TOWN CONSERVATION COMMISSIONS, Universityof New Hampshire, Floyd V. Harker, Project Director

In 1963 the New Hampshire General Court passed enabl-ing legislation for the establishment of town conser-vation commissions, and in 1966 the State RAD Camitteeencouraged establishment of county-wide beautifiletioncommittees.

In many cases, public-spirited citizens are now atwork in such organizations on difficult problems ofplanning and action to preserve, acquire, manage andenhance local natural resources.

The New Hampshire Cooperative Extension Service isundertaking to improve the preparation of these keycommunity leaders for %Immunity action programs. Thisproject is extending to such leaders the specializedtalents of the university and appropriate state andfederal agencies, developing demonstration programsand stimulating public awareness of natural resourceconservation needs.

This is a three-year project with a full-time staffposition. It will include preparation of informationleaflets and fact sheets, community workshops and sem-inars, university short courses and extension courses,as well as development of a program for educationaltelevision.

(Annual cost of project $16,900.) (Excerpted by CFfrom Office of Education project report.)

CENTER FOR COMMUNITY DEVELOPMENT, Humboldt State College, Cali-fornia, William Murison, Project Director

At California's Humboldt State College, the Center forCommunity Development, funded primarily through TitleI, was initiated last August. Staffed by a directorand associate director, the Center is designed to bringthe college into the community and the community intothe college.

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At the Center's March 10-11 seminar in local govern-ment, officials from five northwest California countiesheard faculty presentations and joined in discussionsconcerning their region's forest products industry, aredwood park's economic impaCt, regional welfare loads,local government revenues, county economic projections,intergovernmental relationships and land-use planning.

The Center has, in Dr. Murison's words: "helped othersto lay out parks, plan festivals, conduct music acti-vity days for elementary school children, run workshopsfor contractors and elementary school principalc, con-duct conferences on wood expor4*s, a symposium on Hum-boldt Bay, poetry readings for kids, open teen centers,initiate remedial educational programs, organize bookfairs, make better use of schools, maintain controlover fluctuating lake levels, decide on the validityof proposed oyster operations, enjoy folk music, planfor a trip to the city for rural children, take clas-sical pianists to remote rural areas, build boat. ramps,develop an appreciation for natural beauty, frame alocal ordinance concerning billboards, interest busi-ness climate and bring college and community closertogether. It has been a busy six months."

(Annual cost of project $78,000.) (Summarized fromproject material.)

THE MAINE COAST: DEVELOPMENT AND PRESERVATION, Bowdoin CollegeJohn McKee and Dana A. Little, Project Directors

Bowdoin College's project developed out of a photo-graphic exhibition entitled "As Maine Goes" depictingthe despoilment of Maine's coast through neglect,speculation and commercialization. Commissioned byBowdoin's Museum of Art, the exhibition opened in thespring of 1966, and the response encouraged Bowdointo seek funds under Title I to continue drawing publicattention to this problem area.

Aside from arranging showings of the "As Maine Goes"exhibition and distributing its illustrated catalog,

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Bowdoin sponsored a three-day symposium in October1966, drawing together authorities in economics, bio-logy, land-use planning and related fields. Influen-tial Maine citizens were invited to attend and takepart in the discussion. Copies of the proceedingshave been sent to all members of the state legislature,public and school libraries throughout the state, news-paper editors and any other persons or groups request-ing them. A second publication, presenting in illus-trated format the gist of the symposium, is now beingdistributed.

The impact of the project has been felt both in localaction and in legislation being considered in Augusta.Meanwhile, Bowdoin is seeking funds to undertake acomprehensive land-use planning program in conjunctiorwith the state planning office.

(Annual cost of project $61,000.) (Prepared by pro-ject directors.)

COMMUNITY DEVELOPMENT IN TOWNS AND SMALL CITIES, Oregon StateUniversity, Ted Sidor, Project Director

Two Community Development Agents have provided educa-tional assistance to towns and small cities under5,500 in population in three counties in the Willa-mette Valley. A similar program has been funded forone agent in five counties in Northeast Oregon andwill start in July, 1967.

Assistance rendered includes information and actionon (1) grant and loan programs (what is available?,how to apply?, who to contact?, and how to developcommunity interest?); (2) development of a "T.A.S.C."newsletter to inform community leaders of programsand successes of other communities; (3) developingcommunity improvement study committees; (4) develop-ing acquaintances and understanding of people andprograms of other agencies; (5) determining problemareas where educational programs would be beneficialto several communities.

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Problems have been identified and educational shortcourses have been held dealing with planning andzoning, budgeting, recreation, leader training,beautification, water and sewer programs and bondissue campaigns.

Direct assistance, based on requests, and in orderof greatest number are as follows: federal aid, parksand recreation, sewage development, municipal planning,leadership assistance, water, youth, employment, legalorganization, housing, business development, communitysurvey, library and urban renewal. (Prepared by pro-ject director.)

POTOMAC RIVER BASIN DEMONSTRATION PROJECT, Frostburg State College,Maryland, J. Russell Snyder, Project Director

This "Educational Research Program" is expected todemonstrate to other jurisdictions in the PotomacBasin methods of achieving local, state and nationalobjectives for the improvement and development of thtPotomac River Basin. The George's Creek Watershed inAllegany and Garrett Counties, Maryland, is to be thearea for this research and demonstration program.New theories of problem solving, using interdisciplin-ary approaches, will be tested.

Objectives are as follows:

1. to demonstrate how Potomac Basin residents can beeffectively involved in achieving multi-facetedand interrelated basin-management objectives;

2. to demonstrate that effective national or stateplans for the Potomac must be based on preciseand thorough knowledge of critical local resources,i.e., George's Creek;

3. to provide responsible authorities and local citi-zenry with alternative courses of action, withcosts and benefits determined, responsibilitiesidentified, and feasible cost sharing suggested;

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4. to identify the sources of technical and financialassistance;

5. to produce a "case study," which will be usefulto other jurisdictions in the Basin.

(Annual cost of project $64,000.) (Summarized fromproject material.)

NEW JERSEY CITIZENS AND POLLUTION CONTROL, Fairleigh DickinsonUniversity, New Jersey, Samuel Pratt, Project Director

"The New Jersey Citizen's Role in Pollution Control"is a traveling community program presented by Fair-leigh Dickinson University to alert the residents ofcommunities visited to the problems of air and waterpollution. The presentation consists of opening re-marks by a discussion leader, the screening of video-tapes on air and water pollution and a discussionsession. The causes, effects and control of pollutionare covered. The videotapes are from a conference on"The Demands of Pollution Control Legislation" heldat Fairleigh Dickinson in August 1966, in whichnational authorities in science, education, govern-ment and industry participated.

This traveling project is part of a program to informNew Jersey residents on various types of pollution(including visual, noise and odor pollution). Currentprojects include a survey on sensitivity to and con-cern about pollution, and two one-day orientation pro-grams on air and water pollution for leaders fromfifty municipalities throughout the state, to beoffered in June 1967.

A Title I project has also been initiated at FairleighDickinson to train community recreation leaders, whichit is hoped will lead to a recreation master plan com-bining physical facilities and recreation programs ineach community.

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Fairleigh Dickinson is also conducting a Title I pro-ject designed to increase citizen participation inlocal government. A Volunteers in Government Corpsis being created using Morris County as the demonstra-tion area.

(Annual cost of project $44,000.) (Summarized fromproject material.)

TITLE I PROJECTS IN KENTUCKY RELATING TO CONSERVATION, EasternKentucky University, James McDonald, Title I Coordin-ator, Kentucky

In the last year the Kentucky Title I program has fundedone project with a direct relationship to conservation.The project conducted at Eastern Kentucky University,Richmond, Kentucky, by Dr. Fred Darling and Dr. JamesMcChesney established a recreation consultant servicefor Eastern Kentucky. One of the project objectiveswas to assist local county and community leaders inthe establishment of public recreation programs. Inaddition, a series of three workshops were held at theEastern Kentucky University Campus for recreation lead-ers throughout Eastern Kentucky.

In the coming year our plans include the continuanceof the Eastern Kentucky University project togetherwith similar projects to be conducted at Morehead StateUniversity, Morehead, Kentucky, the University of Ken-tucky, Lexington, Kentucky, and the University of Louis-ville, Louisville, Kentucky. In addition, we are in theprocess of forming an informal organization of univer-sity faculty members interested in recreation. Thisorganization will have as its membership the key rec-reation educator from each of the state universitiesin Kentucky. In addition, it will have a rather broadlyrepresentative advisory council. It will divide thestate into regions for the purpose of coordinating allefforts at recreation education with private interestsand the state government. (Prepared by State Title Icoordinator.)

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STATE AND COUNTY PLANNING SEMINAR, Wilkes College, Wilkes Barre,Pennsylvania, Eugene S. Parley and Hugo Mailey

As described in its initial proposal, Wilkes Collegeplanned four seminars for county commissioners of fourcounties. The purpose was to interpret the goals ofthe State Planning Board for their region and therelationship of these goals to present county planningactivities. Problems which extend beyond county lineswere to receive particular attention.

One goal of the seminars was conceived as seeking regu-lar joint-planning meetings covering the four counties.The seminars were to be directed by the Institute ofRegional Affairs of Wilkes College.

(Annual cost of project $1,700.) (Excerpted by CFfrom Office of Education project report.)

AIR WATER AND SOLID WASTE POLLUTION CLINIC, Ohio State Univer-sity, George P. Hanna

As described in the initial proposal, a two-day clinicwas designed to familiarize municipal and other localadministrators with current aspects of air, water andsolid waste pollution abatement procedures. Emphasiswas to be placed on technical tools available, coor-dination 'of overall problems, and available means offinancing abatement and control programs. The programwould be directed toward intermediate urban communitiesof 10,000 to 100,000 population which lack planning andcounseling facilities available to larger urban areas.

The clinic was to involve a total of 12 hours of mate-rial presentation and discussion. The facilities andpersonnel of The Water Resources Center at Ohio Statewould be utilized, and participants would include citymanagers, councilmen, county commissioners, mayors andservice directors.

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(Annual cost of project $3,900.) (Excerpted by CFizom Office of Education project report.)

HIGHWAY SYSTEMS AND NATURAL BEAUTY, University of Washington,Seattle, Thomas R. Waggener, Project Director

The College of Forestry at the University of Washing-ton initiated a Title I project to bring informationon highway soil conditions and the use of vegetationin urban development to responsible officials, tech-nical personnel and community leaders. A series ofseminizzmi, discussions and short courses was plannedto explain soils and plant materials as they applyto highway, urban and suburban construction. Facultyand facilities of the College of Forestry, includingthe University of Washington's Arboretum, were to beused in the project.

(Annual cost of project $14,900.) (Excerpted by CFfrom Office of Education project report.)

LAND USE PLANNING IN THE URBAN FRINGE, University of Missouriat Columbia, Stirling Kyd, Project Director

As described in its initial proposal, the Universityof Missouri has developed a Title I project to assistelected and appointed officials and professional andtechnical personnel of urban fringe communities. Plansinclude courses and seminars combining geologic, engi-neering and economic aspects of urban fringe land-useproblems with respect to terrain analyses, growthpotential, planning for public services and alterna-tive taxing procedures.

Three courses are to be offered: (1) general UrbanFringe Philosophy, (2) Engineering Factors for UrbanFringe Planning, (3) Economic Aspects of Urban FringePlanning. Each was designed to cover 9 one-hour

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sessions (for elected officials) or 18 one-hoursessions (for professional and technical personnel).

(Annual cost of project $28,500.) (Excerpted by CFfrom Office of Education project report.)

CALIFORNIA OPEN SPACE PROGRAM, University of California at Davis,Lloyd Woodruff, Project Director

The University of California Extension, Davis Campus,has conducted a Title I project in the form of a one-day conference in cooperation with the State Officeof Planning and the University of California (Davis)Chancellor's Committee on Regional Planning. The ob-jective of the conference was to bring together openspace xperts, governmental officials, civic leadersand citizens of the Davis Extension Area to discussvarious aspects of the new (November, 1966) CaliforniaOpen Space Amendment. Over 300 people attended theconference and heard speakers and diucussions on thefollowing subjects:the importance of open space pro-grams; planning open space programs; the Open SpaceAmendment; key issues and ideas in the implementationof the amendment; and the politics of the situation.(Summarized from project material.)

LAND USE PATTERNS AND COMMUNITY TAXES, Kent State University,Ohio, James G. Coke, Project Director

A project conceived by the Center for Urban Regional-ism at Kent State University involves a study of com-munity land use patterns and the relation of these tothe tax base and demands for urban services. Informa-tion gained by the study is to help define sound plan-ning techniques. A series of conferences would beheld to disseminate this information to selectedindividuals in the communities concerned.

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The primary objective of the project is to inform andassist officials who are responsible for making land-use decisions.

(Annual cost of project $39,600.) (Excerpted by CFfrom Office of Education project report.)

OTHER TITLE I PROJECTS NOT EXPECTED TO BE REPRESENTED BY CONFER-ENCE PARTICIPANTS

Western Washington State College is conducting 23lecture/discussion sessions focusing on "The WaterDilemma" and "The Challenge of Regional Development."National and regional authorities on water and plan-ning have joined WWSC faculty members in conductingthe series, which is open to the general public.Contact: P.R. Feringer, Director, Continuing Studies,Western Washington state College, Bellingham, Washing-ton. (Annual cost of project $6,700.)

Iowa State University is conducting conferences andtraining programs for government officials and commun-ity leaders on problems of water pollution control andsanitation. Objectives are: (1) to improve facilitiesfor collection and treatment of municipal and indus-trial wastes, (2) to improve disposal systems for gar-bage and rubbish, and (3) enactment of a state plumb-ing code. Contact: Marvin A. Anderson, Dean, Univer-sity Extension, Iowa State University, Ames, Iowa.(Annual cost of project $8,600.)

The University of Michigan plans to initiate a projectwhich will provide information on environmental resourcesto Michigan communities. The results of the initial in-vestigatory phase will serve as a model for an indepen-dent study course on "Environmental Resource Problemsof the Urban Community" to be offered by the UniversityExtension Service. Contact: William Stapp, AssociateProfessor of Conservation, School of Natural Resources,University of Michigan, Ann Arbor, Michigan. (Annual

cost of project $59,900.)

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Iowa State University's Lepartment of Landscape Archi-tecture has initiated a project designed for volunteerand paid community planners and other interested per-sons. Nine instruction sessions are being held ateach of four sites on the basis of one session at eachsite each week. Contact: Thomas A. Barton, Head, Land-scape Architecture Department, Iowa State University,Ames, Iowa 50010. (Annual cost of project $23,000.)

A Southern Nethodist University project proposal pro-vides for a seminar on urban and regiong_ElAnntna forengineers, city and county planning officials, zoningand planning commission members and city administra-tive officials and councilmen in ten Dallas-Fort Worthregion counties. The one-week program is based on aneed for exchange of ideas among officials and laymenresponsible for planning and control of urban growth.Contact: LeVan Griffis, Director, Office of ResearchServices, Southern Methodist University, Dallas, Texas75222. (Annual cost of project $4,500.)

The University of :owe has planned a park and recrea-tion conference designed to give aid and direction toIowa county conservation boards and municipal park andrecreation departments in the development of parks andoutdoor recreation areas. The conference was designedto introduce new ideas, concepts and programs for rec-reational development. Contact: E.A. Scholer, DirectorRecreation Program, University of Iowa, Iowa City, Iowa.(Annual cost of project $2,150.)

A Newark (N.J.) College of Engineering project consistsof five one-day programs on water resources and_polla-tion control for public officials, engineers, managersof public utilities and treatment systems, industrialrepresentatives and interested citizen groups. A teamof government and private experts is covering the law,technology, planning, financing and administration ofwaste water treatment and re-use. Contact: ClarenceStephens, Director, Division of Continuing Studies,323 High Street, Newark, New Jersey 07102. (Annualcost of project $16,000.)

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The University of Maryland plans a beautificationdemonstration ro ect for small communities. Theproject will be carried out in the town of Mt.Savage, and a beautification handbook will be pre-pared for use in other small communities. Contact;,George E. Allen, Aroa Extension Agent, Court House,Cumberland, Maryland 21502.

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APPENDIX D

TITLE I ofPublic Law 89-329

89th Congress, H. R. 9567November 8, 1965

act 79 STAT. 1219

To strengthen the educational resources of our colleges and universities andto provide financial assistance for students In postsecondary and highereducation.

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Be it enacted by the Restate and House. of Representatives of theUnited State; of .i.saerica in Congress assembled, That this Act maybe cited as the "Higher Education Act of 1965".

TITLE ICOMMUNITY SERVICE AND CONTINUINe.EDUCATION PROGRAMS

APPROPRIATIONS AUTHORIZED

SEC. 101. For the purpose of assisting the people of the UnitedStates in the solution of community problems such as housing, poverty,government, recreation, employment, youth opportunities, transporta-tion, health, and land use by enabling the Commissioner to makegrants under this title to strengthen community service programs ofcolleges and universities, there are authorized to be appropriated$25,000,000 for the fiscal year ending June 30, 1966, and $50,000,000for the fiscal year ending June 30, 1967, and for the succeeding fiscalyear. For the fiscal year ending June 30, 1969, and the succeedingfiscal year, there may be appropriated, to enable the Commissioner tomake such grants, only such sums as the Congress may hereafterauthorize by law.

DEFINITION OF COMMUNITY SINIWICE PROGRAM

Sec. 102. For purposes of this title, the term "community serviceprogram" means an educational program. activity, or service, includ-ing a research program and a university extension or continuingeducation offering, which is designed to assist in the solution of com-munity.problems in rural, urban, or suburban areas, with .particularemphasis on urban and suburban problems, where the institutionoffering such program, activity, or service determines

(1) that the proposed program, activity, or service is not other-wise available, and

(2) that the conduct of the program or performance of theactivity or service is consistent with the institution's over-all edu-cational program and is of such a nature as is appropriate to theeffective utilization of the institution's special resources and thecompetencies of its faculty.

Where course offerings are involved, such courses must be universityextension or continuing education courses and must be

(A) fully acceptable toward an academic degree, or(B) of college level as determined by the institution offering

such courses.ALLOTMENTS TO STATES

SEC. 103. (a) Of the stuns appropriated pursuant to section 101 foreach fiscal year, the Commissioner shall allot $25,000 each to Guam,American Samoa the Commonwealth of Puerto Rico, and the VirginIsland and $100,000 to each of the other States, and he shall allot toeach State an amount which bears the same ratio to the remainder ofsuch sums as the population of the State bears to the population of allStates.

(b) The amount of any State's allotment under subsection (a) forany fiscal year which the Commissioner determines will not be requiredfor such fiscal year for carrying out the State plan (if any) approvedunder this title shell be available for reallotment from time to time, onsuch dates during such year as the Commissioner may fix, to otherStates in proportion to the original allotments to such States undersuch subsection for such year, but with such proportionate amount forany of such States being reduced to the extent it exceeds the sum theCommissioner estimates such State needs and will be able to use forsuch year for carrying out the State plan; and the total of such reduc-tions shall be similarly, reallotted among the States whose pmportion-ate amounts were not so reduced. Any amount reallotted to a Stateunder this subsection during a year from funds appropriated pursuantto section 101 shall be deemed part of its allotment under subsection (a)for such year.

(c) In accordance with regulations of the Commissioner, any Statemay file with him a request that a specified port ion of its allotmentunder this title be added to the allotment of mother State unde^ thistitle for the purpose of meeting a.portion of the Federal share f themost of providing community service programs under this title. If itis found by the Commissioner that the programs with respect to whichthe request is made would meet. needs of tlie State making the requestand that. use of the specified portion of such State's allotment, asrequested by it would assist in carrying out the purposes of this title,such portion of such State's allotment shall be added to the allotmentof the other State under this title to be used for the purpose referredto above.

(d) The population of a State and of all the States shall he deter-mined by the Commissioner on the basis of the most recent satisfactorydata available from the Department of Commerce.

USES OF ALL4YITED FUNDS

Sec. 104. A State's allotment under section 103 may he used, inaccordance with its State .plan approved under section 105(b), toprovide new, expanded, or improved community service programs.

STATE PLANS

SEC.100. (a) Any State desiring to receive its allotment of Federalfunds under this title shall designate or create a State agency or insti-tution which has special qualifications with respect to solving com-munity problems and which is broadly representative of institutionsof higher education in the State which are competent. to offer commu-nity service programs, and shall submit to the Commissioner throughthe agency or institution so designated a State plan. If a State desiresto designate for the purposes of this section an existing State agencyor institution which doss not meet these requirements, it may do so ifthe agency or institution takes such action as may be necessary toacquire such qualifications and assure participation of such institu-tions, or if it designates or creates a State advisory council whichmeets the requirements not met by the designated agency or institutionto consult with the designated agency or institution inthe preparationof as State plan. A State plan submitted under this title shall be insuch detail as the Commissioner deems necessary and shall

(1) provide that the agency or institution so designated orcreated shall be the sole agency for administration of the plan orfor supervision of the administration of the plan; and providethat such agency or institution shall consult with any Stateadvisory council required to be created by this section with respectto policy matters arising in the administration of such plan;

(2) set forth a comprehensive, coordinated, and statewide sys-tem of community service programs under which funds paid tothe State (including funds paid to an institution pursuant tosection 106(c)) under its allotments wider section 103 will beexpended solely for community service programs which have beenapproved by the agency or institution administering the plan;

(3) set forth the policies and procedures to be followed inallocating Federal funds to institutions of higher education in theState, which policies and procedures shall insure that due con-sideration will be given

(A) to the relative capacity and willingness of particularinstitutions of higher education (whether public or private)to provide effective community service programs;

(B) to the availability of and need for community serviceprograms among the population within the State and

(C) to the results of periodic evaluations of the programscarried out under this title in the light of information regard-ing current and anticipated community problems in theState;

(4) set forth policies and procedures designed to assure thatFederal funds made available tinder this title will be so used asnot to supplant State or local funds, or funds of institutions ofhigher education, but to sAoplernent and, to the extent practicable,to increase the amounts of such funds that would in the absenceof such Federal funds be made available for community serviceprograms;

(5) set forth such fiscal control and fund accounting proceduresas may be necessary to assure proper disbursement of and Recount-ing for Federal funds mid to the State (including such fundspaid by the State or by the Commissioner to institutions ofhigher education) under this this; and

(6) provide for making such reports in such form and contain-ing such information as the Commissioner may reasonably requireto carry out his functions under this title, and for keeping suchrecords and for affording such access thereto as the Commissionermay find necessary to assure the correctness end verification ofsuch reports.

(b) The Commissioner shall approve any State plan and any modi-fication thereof which complies with the provisions of subsection (a).

PAYMENTS

Sec. 106. (a) Except as provided in subsection (b), payment underthis title shall be made to those State nuencies and institutions whichadminister plans approved under section 105(b). Payments underthis title from a State's allotment with respect to the cost of develop-Mg and carrying out its State plan shall equal 75 per centum of suchcosts for the fiscal year ending June 30, 1966, 75 per centum of suchcosts dr the fiscal year ending June 30, :t967, and 50 per centum ofsuch costs for each of the three succeeding fiscal years, except that nopayments for any fiscal year shall be made to any State with respectto expenditures for developing and administering the State planwhich exceed 5 per centuni of the costs for that year for which pay-ment under this subsection may be muds to that State, or $25,000,whichever is the greater. In determining the cost of developing andcarrying out a State's plan, there shall be excluded any cost with respectto which payments were received under any other Federal program.

(b) No payments shall be made to any State from its allotments forany fiscal year unless and mitil the Commissioner finds that the institu-tions of higher education which will participate in carrying out theState plan for that year will together have available during that yearfor expenditure from non-Federal sources for college and universityextension and continuing education programs not less than the totalamount actually expendedy those institutions for college and univer-sity extension and continuing education programs from such sourcesduring the fiscal year ending June 30, 1065, plus an amount equal tonot lees than the non-Federal share of the costs with respect to whichpayment pursuant. to subsection (a) is sought.

(c) Payments to a State under this title may be made in install-ments and in advance or by way of reimbursement with necessaryadjustments on account of overpayments or underpayments, and theymay be paid directly to the State or to one or more participating insti-tutions of higher education designated for this purpose by the State,or to both.

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ADMINISTRATION OF STATE PLANS

SEC. 107. (a) The Commissioner shall not finally disapprove anyState plan submitted under this title, or any modification thereof,without first affording the State agency or institution submitting theplan reasonable notice and opportunity for a hearing.

(b) Whenever the Commissioner, after reasonable notice and oppor-tunity for hearing to the State agency or institution administering aState plan approved under section 103(b), finds that

(1) the State plan has been so changed that it no longer com-plies with the provisions of section 105(a), or

(2) in the administration of the plan there is a failure to com-ply substantially, with any such provision,

the Commissioner shall notify the State agency or institution that theState will not be regarded as eligible to participate in the programunder this title until he is satisfied that there is no longer any suchfailure to comply.

JUDICIAL REVIEW

SEC. 108. (a) If any State is dissatisfied with the Commissioner'sfinal action with respect to the approval of its State plan submittedunder section 105(a) or with his final action under section 107(b),such State may, within sixty days after notice of such action, file withthe United States court of appeals for the circuit in which the Stateis located a petition for review of that actiea. A copy of the petitionshall be forthwith transmitted by the clerk of the court to the Com-missioner. The Commissioner thereupon shall file in the court therecord of the proceedings on which he based his action, as provided insection 2112 of title 28, United States Code.

(b) The findings of fact by the Commissioner, if supported by sub-stantial evidence, shall be conclusive; but the court, for good causeshown, may remand the case to the Commissioner to take further evi-dence, and the Commissioner may thereupon make new or modifiedfindings of fact and may modify his previous action, and shall certifyto the court the record of the further proceedings. Such new or modi-fied findings of fact shall likewise be conclusive if supported by sub-stantial evidence.

(c) The court shall have jurisdiction to affirm the action of theCommissioner or to set it aside, in whole or in part. The judgmentof the court shall be subject to review by the Supreme Court of theUnited Staten upon certiorari or certification as provided in section1254 of title 28, United States Code.

NATIONAL ADVISORY COUNCIL/. ON EXTENSION AND CONTINUING EDUCATION

SEC. 109. (a) The President shall, within ninety days of enactmentof this title, appoint a National Advisory Council on Extension andContinuing Education (hereafter referred to as the "Advisory Coun-cil"), consisting of the Commissioner, who shall be Chairman, onerepresentative each of the Departments of Agriculture, Commerce,Defense, Labor, Interior, State, and Housing and Urban Development,and the Office of Economic Opportunity, and of such other Federalagencies having extension education responsibilities as the Presidentmay designate, and twelve members appointed, for staggered termsand without regard to the civil service laws, by the President. Suchtwelve members shall, to the extent possibleonclude persons knowl-edgeable in the fields of extension and continuing education, State andlocal official!), and other persons having special knowledge, experience,or qualification with respect to community problems, and personsrepresentative of the general public. The Advisory Council shall meet

at the call of the Chairman but not less often than twice a year.(b) The Advisory Council shall advise the Commissioner in the

preparation of general regulations and with respect to policy mattersarising in the administration of this title, including policies and pro-cedures governing the approval of State plans under section 105(b),and policies to eliminate duplication and to effectuate the coordinationof programs under this title and other programs offering extension orcontinuing educat ion activities and services.

(c) The Advisory Council shall review the administration and effec-tiveness of all federally supported extension and continuing educationprograms, including community service programs, make recommenda-tions with respect thereto, and make annual reports commencing onMarch 81,1987, of its findings and recommendations ( including recom-mendations for changes in the provisions of this title and other Federallaws relating to extension and continuing education activities) to theSecretary and to the President. The President shall transmit eachsuch report to the Congress together with his comments andrecommendations.

(d) Members of the Advisory Council who are not regular full-time employees of the United States shall, while serving on the busi-ness of the Council, be entitled to receive compensation at rates fixedby the Secretary, but not exceeding $100 per day, including traveltime; and, while so serving away from their homes or regular placesof business, members may be allowed travel expenses, including perdiem in lieu of subsistence, as authorized by section 5 of the Admin-istrative Expenses Act of 1946 (5 U.S.C. 736-2) for persons in theGovernment service employed intermittently.

(e) The Secretary shall engage such technical assistance as may berequired to carry out the functions of the Advisory Council, and theSecretary shall, in addition, make available to the Advisory Councilsuch secretarial, clerical, and other assistance and such pertinentdata prepared by the Department of Health, Education, and Welfareas it may require to carry out its functions.

(f) In carrying out its functions pursuant to this section, theAdvisory Council may utilize the services and facilities of any agencyof the Federal Government, in accordance with agreements betweenthe Secretary and the head of such agency.

RELATIONSHIP TO OTHER PROGRAMS

SEC. 110. Nothing in this title shall modify authorities under theAct of February 23, 1917 (Smith-Hughes Vocational EducationAct), as amended (20 U.S.C. 11 -15 16 -28); the Vocational Educa-tion Act of 1948, as amended (20 U.S.C. 15i-15m, 150-15q, 15aa-15jj,and 16aaa-15 ggg) , the Vocational Education Act of 1963 (20 U.S.C.35-35n) ; title VIII of the Housing Act of 1964 (Public Law 88-860) ; or the Act of May 8, 1914 (Smith-Lever Act), as amended(7 U.S.C. 341-348).

LIMITATION

Sec. 111. No grant may be made under this title for any educationalprogram, activity, or service related to sectarian instruction or religiousworship, or provided by a school or department of divinity. For pur-poses of this section, the term "school or department. of divinity" meansan institution or a department or branch of an institution whose pro-gram is specifically for the education of students to prepare them tobecome ministers of religion or to enter upon some other religiousvocation, or to prepare them to teach theological subjects.

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SOME OTHER CONSERVATION FOUNDATION PUBLICATIONS*

CF Letter -- Periodic report on environmental issues. Published by CF about 12 timesa year. Free.

Concepts of Conservation -- Guide to discussion of some fundamental problems ofresource use. Published by CF for teachers, organization discussion leaders. Singlecopy free; bulk rates on request.

Bulletin on Conservation Education -- Published by CF for teachers, three times .ayear. Describes conservation education programs, new visual aids. Free.

America The Beautiful, Challenge To Youth, and The Role of Foundations and Universitiesin Conservation -- Texts of addresses by CF President Russell E. Train. Free.

Three Approaches To Environmental Resource Analysis, by Landscape Architecture ResearchOffi:e, Graduate School of Design, Harvard University, 1967. Sponsored, published by,and available from CF. $2.00.

A Critical Index of Films and Filmstrips in Conservation -- Lists films, filmstripsrecommended by CF on various aspects of conservation, 1967. Available only fromO'Hare Books, Ten Bartley Road, Flanders, N.J. 07836. $1.00.

A Citizen's Potomac Planning Guide -- Description of federal and state planning for thePotomac River Basin, with suggestions for citizen participation. 1965. Free.

Comments on a Brief Reconnaissance of Resource Use, Progress and Conservation Needs inSome Latin American Countries, by CF Secretary William Vogt. Free.

La .Conservacion Human En El Centro America -- Summary of 1966 conference held inGuatemala. (In Spanish.) Free.

The Conservationists' View of Conservation - Needs for Research and Education, by CFPresident Russell E. Train. Reprint from The Science Teacher, April, 1967. Free.

U.S. Rivers: Can Their Natural Values Be Restored and Their Economic Values Retained?-- by CF Senior Associate Sydney Howe. Vital Issues, Vol. XVI, No. 2, 1966. Availableonly from Center for Information on America, Washington, Conn. 06793. 35$.

The Unity of Ecology, by CF Vice President F. Fraser Darling. Reprint from November,1963, Advancement of Science. Free.

Conservation and Ecological Theory, by CF Vice President F. Fraser Darling. Reprintfrom Journal of Ecology 52 (Suppl.), 39-45. Free.

Future Environments of North America, edited by F. Fraser Darling and John P. Milton.Natural History Press, 1966. $12.50.

Alaska -- A Challenge in Conservation, by Richard A. Cooley. University of WisconsinPress, 1966. $5.50.

Pockets of Hope, by Martha Munzer. Alfred A. Knopf, 1967. $4.50.

Planning Our Town, by Martha Munzer. Alfred A. Knopf, 1964. $3.95.

Pesticides and The Living Landscape, by Robert L. Rudd. University of Wisconsin Press,1964. $6.50.

Politics and Conservation -- The Decline of the Alaska Salmon, by Richard A. Cooley.Harper and Pow, 1963. $5.00.

Our crowded Planet: Essays on The Pressures of Population, edited by Fairfield Osborn.Doubleday & Co., 1962. $3.95.

Natural Resources -- Quality and Quantity, edited by S. V. Ciriacy-Wantrup and James J.Parsons. University of California Press, Berkeley, 1967. $6.50.

Environmental Studies series -- Four volumes edited by Lynton K. Caldwell. Published byand available only from Institute of Public Administration, Indiana University,Bloomington, Indiana. 1967.

Pesticides and Stream Insects, by John Dimond. Published by Maine Forest Service andCF. 1967. Free.

Aquatic Insects and DDT Forest Spraying in Maine, by John Richard Gorham. Publishedby Maine Forest Service and CF, 1961. Free.

* -- Includes CF's own publications and publications resulting from CF-sponsored studies,seminars, conferences, etc. For free items, write Tha Conservation Foundation,1250 Connecticut Avenue, N.W., Washington, D.C. 20036.

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