DOCUMENT' RESUME

ED 071 565 HE 003 616

TITLE Environmental Education Massachusetts..1972Assessment with Recommendations..

INSTITUTION Massachusetts Advisory Committee on ConservationEducation, Lincoln.. Environmental Education TaskForce.

SPONS AGENCY Office :of Education (DREW) , Washington, D.c..Officeof Environmental Education..

PUB DATE Oct 72NOTE 33p..

EDRS PRICE MF -$0.65 BC -$3.29DESCRIPTORS Educational Planning; *Environmental-Education;

*Environmental.Research; *Higher-Education;*Secondary Education; *Statewide Planning

ABSTRACTThis document presents the first report of the Task

Force on Environmental Education in,Massachusetts.,The Task Force wascharged with 3 priorities during .its first-year.of operation;.(1).-toassess all aspects of environmental education programs currently inprogress at all educational-levels within the'Commonwealth;_(2) todetermine the environmental educationtneeds within the Commonwealthand to establish .priorities within those: needs;_ (3) to present aproposal for an on-going state planning syntem for environmentaleducation..The prime recommendation of the_Task Force:is that aquasi. - public organization be immediately established to catalyze andfocus the private and public.environmental education. effort in theCommonwealth.:Specifically, a public trust organization named Trustfor Environmental Education CEMIST-43q is recommended. .As ofpublication date of this report: the legal prccesses-of establishing

.TRDST-EE had already begun..0ther recommendations that would stemfrom the organization of TRUST-;EE include elementary and secondaryschool objectives; higher education objectives; public-non-schooleducation objectives; and governmental agencies and environmentaleducation objectives. _(ES)

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ENVIRONMENTAL EDUCATIONIN MASSACHUSETTS

U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.OUCEO EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOUCATION POSITION OR POLICY

CHARLES E. ROTHGAMMAS

HARRY A. S. READEXM:UTITE 1111:113TARY

MASSACHUSETTS ADVISORY COMMITTEE ON CONSERVATION EDUCATION

ENVIRONMENTAL EDUCATION TASK FORCEMASSACHUSETTS AUDUBON SOCIETY

LINCOLN. MASSACHUSETTS 01773

TEL. (017) 289.9500

November 1972

'Dear Friends of Environmental Educations

The Task Force on Environmental Education is happy toenclose a copy of our first assessment and recommendationsfor environmental education in the Commonwealth. If youare among those who answered our questionnaire, we hopeyou will recognize some of your inputs.

We are'very anxious to get your responses to ourrecommendations. Where do you feel we have missed theboat? To what have we given too much/too little emphasis?Do you have some thoughts on implemention? Please forwardyour thoughta to me, Harry Read, to.the above address.

You will notice a lack of appendices in the documentalthough they are referred to. This is an economy. Any-one who wants the appendices may request the in mimeo form.

A further note of interest is that we have moved aheadwith our prime recommendations and have begun the legalprocesses of establishing a Trust for Environmental Educa-tion to work for implementation of our recommendations oncethe Task Force has completed its work in June.

If you have any other questions, please feel free towrite or call me, or Chairman Charles E. Roth also at theAudubon Society.

Enc.

Sincerely,

s

Harry A. S. ReadExecutive Secretary

FUNDED UNDER P1.91.516 ENVIRONMENTAL EDUCATION ACT OF IWO

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ENVIRONMENTAL EDUCATION INMASSACHUSETTS1972 ASSESSMENT WITHRECOMMENDATIONS

Submitted to:

HIS EXCELLENCY, FRANCIS W. SARGENTGOVERNOR OF THE COMMONWEALTH OFMASSACHUSETTS

by:

The Massachusetts Advisory Committee onConservation Education's Task Force forEnvironmental EducationCharles E. Roth, ChairmanWarren M. Lir.le, Executive SecretaryFunded by a Grant under P. L. 91-516 EnvironmentalEducation Act of 1970

Under the Auspices of:The Office of Environmental EducationOffice of Education

U. S. Department of Health, Education and WelfareWashington, D. C. 20202

Lincoln, Massachusetts 01773October, 1972

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MASSACHUSETTS ADVISORY COMMITTEEON CONSERVATION EDUCATION

John W. Brainerd Professor of Biology, Springfield CollegeJoseph W. Brine, Jr. President, Brine Tree Surgery, Inc.

Bryant R. Chaplin Editor and Publisher of "Campfire Chatter", NorthAmerican Family Camping Association

Joseph P. Freitus Director Environmental. Education, Lincoln-SudburyRegional High School

Raymond L Gehling, Jr. Senior Supervisor of Environmental Education,Massachusetts Department of Education

Warren M. Little Director of Education, The New England Aquarium andforma Executive Secretary of the EnvironmentalEducation Task Force

Norton H. Nickerson Associate Professor, Biology Department, TuftsUniversity

William B. Nutting Professor of Zoology, University of MassachusettsArnold D. Rhodes Head, School of Forestry and Wildlife Management,

University of MassachusettsJohn W. Rogers Rockland Superintendent of SchoolsCharles E. Roth Director of Education, Massachusetts Audubon Society

Frances Sherburne Secretary, Massachusetts Association of ConservationDistricts

Frank L Sullivan Assistant Professor, Biology Department, State College atSalem

J. Kenneth Taylor Professor, Science Department, State College at WestfieldLaurence W. Zuelke Landscape Architect, Architects Collaborative

ENVIRONMENTAL EDUCATION TASKFORCE MEMBERS ANDTHEIR AFFILIATIONS

Mrs. Augusta Bailey Vice-Chairman, Boston Conservation Commission andfounder Roxbury-Dorchester Beautification Association.Mrs. Bailey is representative of inner city communityaction groups and a black viewpoint.

Dr. Max Bogart Associate Commissioner for Curriculum and Instruction,Massachusetts Department of Education. Dr. Bogart isrepresentative of the state elementary and secondaryschooling structure.

Miss Kathleen Boles (r), member of the Massachusetts EducationCommissioner's Youth Advisory Council. A Saugus HighSchool student, Miss Boles is representative of highschool youth.

Dr. John Bremer Academic Dean of Newton College of the Sacred Heartand former Director of Philadelphia's Parkway Program.Dr. Bremer is representative of private colleges and theopen classroom approach to education.

Dr. Dayton Carritt (r), former Director, Institute for Man and Environment,University of Massachusetts. An oceanographer byprofession, Dr. Carritt is representative of the interests ofthe state university.

Dr. Elizabeth Cirino Professor of Biology, Bridgewater State College and anofficial of the Massachusetts Teacher's Association. Dr.Cirino is representative of the state college system and theM.T.A.

Mr. Matthew M. Connolly, Jr. Director of Conservation Services, Department of NaturalResources and former Assistant to the Commissioner forResearch and Planning. Mr. Connolly is representative ofthe interests of the Massachusetts Department of NaturalResources.

Mr. Chandler Gifford, Jr. Gifford and Company. Mr. Gifford is active inthe field of environmental education and is ourrepresentative of business and industry.

Mr. George Hamilton, Jr. 'Director of the Environmental Center, BerkshireCommunity College. Mr. Hamilton is representative ofcommunity college interests.

Mr. James R. Howard Former Director of the Education Cooperative (EDCO),a multi - community educational cooperative originallyestablished under Title III, ESEA. Mr. Howard isrepresentative of urban-suburban educational innovationand a black viewpoint.

Mr. John H. B. Irving (r), former Director of Education Division, WGBHEducational Foundation. Mr. Irving is representative ofthe communications media interest.

Mr. James Laughlin Secretary-Treasurer, State Labor Council, A.F.L- C.I.O.Mr. Laughlin is representative of organized labor interests

*Dr. Warren M. Little Director Of Education, the New England Aquarium andformer Executive Secretary of the EnvironmentalEducation Task Force. Dr. Little is representative ofprivate school interests and those of private educationalorganizations.

Mr. Roger Marshall Architect. Mr. Marshall is past chairman of theMassachu:etts Conservation Council and an official of theNew England Chapter of the Sierra Club. He isrepresentative of the interests of private environmentalorganizations.

Mr. Patrick Mogan Education Director, Lowell Model Cities Program andformer Assistant Superintendent, Lowell Public Schools.Mr. Mogan is representative of educational administratorsand inner city educational interests.

Rep. James Moseley Massachusetts General Court (R). Prick to his election,Rep. Moseley was Trust Officer for the Fund For ThePreservation of Natural Areas and Wildlife. He isrepresentative of both legislative and foundation interests.

*Dr. Norton H. Nickerson Associate Professor of Biology, Tufts University and 1stVice President, Massachusetts Association of ConservationCommissions. Dr. Nickerson is representative of theinterests of the conservation commissions and privateeducational institutions.

Mr. John F. Nolan President, Massachusetts College of Arts. Mr. Nolan isrepresentative of state colleges.

*Mr. Charles E. Roth Director of Education, Massachusetts Audubon Societyand Chairman, Massachusetts Advisory Committee forConservation Education and Massachusetts Task Force onEnvironmental Education. Mr. Roth is representative ofthe interests of private conservation organizations andelementary and secondary teachers.

*Miss Frances Sherburn, Executive Assistant, Massachusetts Audubon Society andChairman, Middlesex Conservation District. As Secretaryof the Mass. Association of Conservation Districts, MissSherburne is representative of those interests and ofprivate conservation organizations.

Miss Sydney Turner Assistant to the Governor for Program PolicyDevelopment. Miss Turner is representative of college ageyouth.

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Rep. Robert Wetmore

*Mr. Laurence Zuelke

ACKNOWLEDGEMENTS

A study of this magnitude could not have been completedwithout a great deal of assistance from many many peoplewho contributed their time to the less dramatic, butextremely important, jobs which must be accomplished inorder to produce a complete and comprehensive picture ofthe current status of environmental education in theCommonwealth.

On the federal level, cur gratitude goes to Miss SylviaWright of the Office of Environmental Education for herideas and suggestions and helpiul liaison with theWashington office during the grant period.Within the Commonwealth, our thanks go to Dr. CharlesH. W. Foster, Secretary of Environmental Affairs, and Dr.Joseph M. Cronin, Secretary of Educational Affairs, fortheir active interest in the Task Force and their coverletters for surveying purposes. The MassachusettsDepartment of Education was also very helpful inallowing the Task Force the services of Raymond LGehling, Senior Supervisor of Environmental Educationwithin the Division of Curriculum Services, and for theaddress labels done for us by the Department's Divisionof Research and Development. Thanks also go to theMassachusetts College of Art, Mr. John Nolan, President,for the use of their facilities to conduct an all day meeting_of the Task Force in January. .

Many private organizations provided invaluable assistance.The Massachusetts Audubon Society, which madeavailable a home for the Task Force's paid staff andsupplied the Task Force itself with a meeting place, alsoprovided many intangible benefits. The staff of theHatheway School of Education, particularly Mrs. PollyBraman, Miss Miriam Dickey, Mrs. Margaret McDaniel,Mrs. Ellen Shaw, Mrs. Doris Twohey, Mrs. Joan Irish andMiss Marge Smith all provided services when needed thatmade the operation that much smoother. Otherorganizations which were very helpful include theMassachusetts Association of Conservation Commissions,which supplied space in its newsletter to request assistancefrom commissions in following up the surveyquestionnaire, as well as address labels and a cover letterfor the assessment of the Commissions, The Stop and

Massachusetts General Court (D). Rep. Wetmore is amember of the House Committee on Natural Resourcesand has sponsored legislation both in the area of naturalresources and environmental education. He isrepresentative of both legislative interests and publicconcern.

Landscape Architect, Architects Collaborative. Mr. Zuelkeis a private consultant on environmental planning and amember of many environmental education groups. Mr.Zuelke is representative of environmental design interests.

* indicates members of the Massachusetts AdvisoryCommittee for Conservation Education

r resigned during year

Shop Foundation should also be acknowledged for itscontribution, which allowed Task Force members to meeton an informal basis to form personal relationships whichare important in the development of an efficient teameffort.

We also wish to express our gratitude to all of the manyvolunteers who put in countless hours of their time onsuch tedious tasks as making up lists, collating, foldingand stuffing questionnaires, following them up andcollecting the results of the over 5,300 survey instrumentspbt out to schools, colleges and organizations within theCommonwealth. Special mention must go to theGovernor's Youth Task Force on the Environment, andthe students in the Environmental Education Center atthe Berkshire Community College, for help in tabulatingthe results of the questionnaires. Our thanks also go tothe thousands of people who took the time to fill out andreturn the questionnaires.Finally, we ow,; a great debt to a group of dedicatedcitizens who put an enormous amount of time and energyinto their efforts on behalf of the Task Force. Such finepeople as Mrs. Virginia Risse, Dr. Henry Russell. MissTheresa Gall, Mr. Andrew Safran, Mrs. Margaret Clementsand Miss Cheryl Doucette were of great value to the TaskForce, and their efforts are most gratefully acknowledged.In conclusion, the Task Force wishes to take note of thecapable secretarial work done by Mrs. Mary D'Antonio,who worked long and hard at meeting deadlines,organizing volunteer help and keeping everyone busy andcheerful throughout the year.

W.M.L.

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ENVIRONMENTAL EDUCATION INMASSACHUSETTS:

AN EVALUATION WITH RECOMMENDATIONSFOR ACTION

1971-1972 REPORT OF THEMASSACHUSETTS TASK FORCE ONENVIRONMENTAL EDUCATION

TABLE OF CONTENTS

PageReport Recipient and Authorship.. . . iMassachusetts Advisory Committee on ConservationEducation

Environmental Education Task Force Members ..

Acknowledgements iiiiTable of Contents 1

Foreword 2

Preface 3Comprehensive Summary of Task ForceRecommendations ......... ,, .... ................ 5

Description of Assessment Study 17Analysis of Data and Recommendations:

Report of Committee on Elementary and SecondarySchooling 19

2. Report of Committee on Higher Schooling ...... 21

3. Report of Committee on Continuing Education(Public non-school education) 23

A. Museums, Zoos, Etc 23B. Conservation Commissions and Land Trusts 23C. Media , 23

4. Report of Committee'on State and FederalAgencies .......... . ........ 25

5. Report of Committee on the Development of aState Planning System . ,.......,.. ........,., . 27

Other Task Force ActiVities 28

APPENDIX I: Task Force CommitteesAPPENDIX II: Cover Letters for Questionnaires .....APPENDIX III: Survey Instruments and Summary of

Results

APPENDIX IV: Volunteer Letters ..APPENDIX V: Information on TRUST-EEAPPENDIX VI: Information on Open Space and

Recreation Management Course

The appendixes are not included in this booklet but maybe obtained upon request.

FOREWORD

On May 5, 1961, the Governor signed an Act whichestablished the position of Conservation EducationSupervisor within the Commonwealth's Department ofEducation. Shortly thereafter, The Board of Educationappointed the .Massachusetts Advisory Committee onConservation Education (MACCE) to advise theSupervisor of Conservation Education and the Commis-sioner of Education. Since that time, the MACCECommittee has been responsible for a number of confer-ences and reports, including recommendations to theSpecial Commission relative to improving and extendingeducational facilities in the Commonwealth, which isinformally known as the Willis-Harrington Commission.The MACCE Committee has also offered assistance fromtime to time to the Department of Natural Resources inconnection with review of sites for the development or astate environmental center.

In May of 1970, the MACCE Committee established asub-committee to begin work on the Commonwealth'sCommitment to Environmental Education. The sub-committee spent the summer and ensuing year puttingtogether the first efforts towards a State Plan. In Octoberof 1970, the Environmental Education Act (Pi.. 91-516)was signed into law by President Nixon. The Act requiredthat all states have a State Plan by the end of 1972.In April of 1971, the MACCE Committee voted to submita proposal under the [Environmental Education Act formoney to set up a Ti k Force more broadly based than theCommittee, and with some paid personnel to carry on thework already accomplished by the MACCE sub-committee.The proposal was one of six state planning grants fundedand the Task Force met in September of 1971 to startwork in earnest on an environmental education plan forthe Commonwealth.

The Task Force was charged with three priorities duringits first yea of operation:Its first job was to assess all aspects of environmentaleducation programs currently in progress at all educationallevels within the Commonwealth. Of particular interestwere those programs which involve the participant directlyin explorations of natural and man-made environmentsand those which provide action to resolve environmentalprograms.

A second priority was to determine the environmentaleducation needs within the Commonwealth and toestablish priorities within those needs. Since prioritieschange with changing times and a plan can be obsoletewhen written, a proposal for an on-going state planningsystem was a third priority and a Trust for EnvironmentalEducationTRUST-EEhas been developed forconsideration. Such plans or planning systems are requiredin all of the 50 States if they are to receive further federalfunds for environmental education in the future.Both the Massachusetts Advisory Committee on Con-servation Education and its Environmental Education TaskForce have put in a considerable amount of time andeffort in achieving the three objectives. The Task Forcehas pulled together a great deal of material into a

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coherent report which explains not only the current stateof environmental education within the Commonwealth,but also defines the needs as seen by educators, federaland state agencies, and public and private organintionsfrom all over the state. These needs have been set up interms of priorities for implementation by the Common-wealth. The planning system, in the form of a trustinstrument and operating procedures for the Trustees, hasalso been spelled out in detail.

Environmental education has been called "Education thatcannot wait". The MACCE Committee and its Task Forceare to be complimented in taking the first important stepsin the development of a plan for the Commitment of theCommonwealth in this all-important area of education.It is now up to the State to continue an evaluation ofthese priorities and implement the proposals, as time iscrucial in the development of environmentally literatecitizens.

PREFACE

To a great many people environmental educat:un is arelatively new term. Evolved from earlier concepts suchas conservation education, resource-use education, andoutdoor education, environmental education includes manybasic ideas from its predecessors, but is more inclusive. Itfocuses more fully on man as an organism interacting withenvironment and is more fully concerned with urban-suburban life styles, while retaining complete awareness ofrural activities and primary resource production.

Environmental education perceives man as the focus ofboth environmental and human degradation and restoration,and stresses understanding of the fundamental nature andbehavior of human organisms as expressed by their day loday living on this planet.

Fundamental to environmental education is recognition ofman as an integral part of the complex ecosystem ofplanet Earth. Man is seen as part of nature. Human toolsand structures are also seen as natural in the same waythat coral rock is a natural product of the coral polyp andthe nest mounds of ants and termites are a natural resultof their activities. Environmental education is as concernedwith the man -made surroundings as with the other aspectsof the ecosystem.

While many animal species are largely pre-programmed tofit their roles in the ecosystem, man, as a cultural animal,is largely free of such pre-programming. Man must learnhis role or perish. Thus, environmental education isactively concerned with helping students develop skills forperceiving man-environment relationships and analyzingthe many factors that may lead to negative inter-actions.It is further concerned with developing the primary skillsfor framing and implementing long term solutions andinculcating the will to undertake them.

Environmental education is concerned with both improve-ment of environment and improvement of education.

Both goals are achievable through interaction of the twocomponentsenvironment and education. Education isused in a broader sense than mere schooling; it means allof the learning experiences offered by our diverse society.In the phrasing of Paul Brandwein, it is defined as"experience in search of meaning".

Environmental education looks to all segments of societyto cooperate in instruction, not only those individualsformally designated as "teachers". Learners need to getthe bulk of their facts and impressions as close to thebasic sources as possible for truly meaningful learning totake place. In environmental education, the communityand the larger world are seen as the basic texts, with booksand other media as supplementary material.

Needed are teachers whose primary capacity is to helplearners ask the right questions and to help ;earnersdevelop the skills needed to search out sound andreasonably comprehensive answers. Of secondary im-portance is the teacher's ability to deliver "right" answers.

This is because environmental education is concernedwith helping students develop skills for perceiving man-environment relationships and analyzing the many and

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diverse factors that attend man-environment problems insearch of solutions that they are willing to help implement.

It strives for an open-Mindedness that lets us put asidecurrent options for better ones. It has little interest inmerely giving training in pre-conceived solutions toenvironmental issues.

Environmental education is committed to the concept thatlearning is a life-long process and that few people are tooold to learn. We live in a dynamic society characterizedby change. Much of what people over thirty learned informal schooling is factually obsolete. Adults mustcontinue to actively address themselves to keeping abreastof a changing world, if for no other reason than to avoidwhat Alvin Toffier has termed "future shock". Theeducators, Postman and Weingartner point up theproblems in the following words: 1

"The tendency seems to be for most 'educational'systems, from patterns of training in 'primitive' tribalsocieties to school systems in technological societies, tofall imperceptively into a role devoted to the conservationof old ideas, concepts, attitude, skills and perceptions. Thishappens largely because of the unconsciously held beliefthat these old ways of thinking and doing are necessary tothe survival of the group. And that is largely true, IF thegroup inhabits an environment in which change occursvery very slowly, or not at all. Survival in a stableenvironment depends almost entirely on remembering thestrategies for survival that have developed in the past,and so the conservation and transmission of these becomesthe primary mission of education. But a paradoxicalsituation develops when change becomes the primarycharacteristics of the environment. Then the task turnsinside out survival in a rapidly changing environmentdepends almost -.ntirely upon being able to identify whichof the old concepts are relevant to the demands imposedby the new threats to survival, and which are not. Thena new educational task becomes critical: getting the groupto unlearn (to 'forget') the irrelevant concept as a priorcondition to learning. What we are saying is that selectiveforgetting is necessary to survival".

Thus, environmental education must encompass thelearning process for the whole life cycle of man. It beginswith the social interactions of the pre-schooler, encompassesthe range of formal schooling and continues with the manynon-schooling educational aspect of one world, includingsuch things as mass media, museums, organizations andoccupations. No segment of environmental education byitself is sufficient. All are somewhat interlocking andmutually reinforcing. Properly orchestrated, the varioussegments of our broad educational system have thepotential of developing an environmentally literatecitizenry with a long term future on this planet. In thecurrent state of fragmentation of effort, the planetary

1 Neil Postman and Charles Weingartner Teaching asa Subversive Activity,Dell, 1969

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future for the human species as we know it is far lessbright. Without intending to be either melodramatic orprophets of doom, it can be said with considerableconfidence that long term survival of our culture in a trulyviable manner is dependent upon development andimplementation in the very near future of a broad-based,integrated system of environmental education, at all levels,both within and outside the traditional system of schooling.

We will know when we have established such a systembecause behavior towards environment will be changingpositively. Only by such behavorial changes can weevaluate our progess. Our goal is the establishment ofa universal environmental literacy.

Environmental literacy is awareness of the basic principlesthat govern the manenvironment inter-relationships. It isfurthermore, possession of the skills that permit andencourage life-long learning about those manenvironmentinter-relationships.

Just as the possession of language literacy does not assurethat the literate person will read great books, environ-mental literacy does not assure that the learner will live ahigher quality, environmentally sane yet humanlysatisfying life. In either case, however, the odds that suchthings will happen are greatly increased.

The necessity of environmental literacy becomes apparentwhen it is realized that all of us are involved daily inactivities that affect the nature and quality of our environ-ment. In turn, our environment is affecting us on a day today basis.

You may well ask how we recognize an environmentallyliterate citizen. Just how do they behave? The followingis a description of the ideal environmentally literate personas defined by Roth.2 It may not be achievable, but it is agoal to strive for.

"An environmentally literate citizen.1. should be able to recognize environmental problems

when they arise. This means he must acquire a basicunderstanding of the fundamental inter-relationshipsamong men and the biogeochemical environments.Without such understanding, he cannot perceivepotential breakdowns in the system resulting fromtechnologies and population density-dependent factors-breakdowns that reduce the quality of life and whichcould ultimately affect the ability of the biosphere tosustain life.

2. must think before acting, examining as many facets ofan environmental issue as possible before taking insaction position.

3. rejects short-term gain when they threaten long-rangebenefits. He recognizes that environmental problemsare easier to prevent or arrest than to reverse.

4. takes action to correct environmental imbalancesthrough such approaches as:

2 Beyond The ClassroomUsing the Urban Environmentas an Instructional Medium by Miriam E. Dickey andCharles E. Roth. Massachusetts Audubon Society 1972.

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a. altering his consumer and work practices to makethem ecologically sound

b. expressing his concerns and opinions to appropriateofficials

c. suggesting and/or writing and supporting appropri-ate legislation

d. initiating and/or participating in group action andencouraging others to identify and take action onenvironmental issues

e. supporting appropriate organizations with time and/or money

5. continues to gather information about environmentalissues throughout his life, recognizing that knowledgeand skills once acquired cannot be expected to serve alifetime in our rapidly changing world: yesterday'ssolutions may not fit today's problems.

6. is humanethat is, recognizing the ecological inter-relationships of all living things, he extends theconcepts of humaneness to all life, Striving forreduction to a minimum of cruelty and callousness toall living things.

7. must treat public property and the private property ofothers with the same respect and stewardship heextends to his own most revered property.

3. has a keen sense of stewardship, maintaining andimproving the ability of his home area to sustain andenhance the quality of life. He recognizes a need touse the environment fully, but also an obligation topass it on to the future withas little damage and as.much improvement as possible.

9. demonstrates a willingness to curtail some individualprivileges and even rights to certain resources for thelong-range public good.

10. consciously limits the size of the family he engendersconsistent with the limited resources of the biosphere.

11. works to maintain diversity in the total environment-both natural and man-made.

12. is continually examining and re-examining the values ofhis culture in tern of new knowledge about man andhis resources. He then seeks to change values andassumptions that are creating man-environmentinteractions disruptive to optimum development ofhuman potential and the integrity of the ecosystem."

It is the hope of the Environmental Education Task Forcethat Massachusetts will firmly embrace the goal ofenvironmental literacy for all its citizens and will moveswiftly and firmly towards implementation of a majorityof the recommendations of this report.The recent United Nations Conference of the HumanEnvironment at Stockholm has strongly emphasized theseriousness of our current human and environmentaldilemmas. To rebuild a viable planet, we must begin atour own doorstep. Environmental education is truly"Education That Cannot Wait".

COMPREHENSIVE SUMMARY OFTASK FORCE RECOMMENDATIONS

In preparing this section of recommendations for actionin environmental education, we have drawn notonly upon data gathered from the current study, but onearlier planning work by the Massachusetts AdvisoryCommittee on Conservation Education. Establishment ofpriority levels drew heavily upon the results of the study,but also relied upon viewpoints gleaned from rev'ew ofcurrent literature on environmental education. The TaskForce has attempted to project ahead over the next decadein its recommendations, indicating both what can andought to be done promptly as well as indicating directionsfor sustained effort in the years ahead.Our prime recommendation is that A QUASI-PUBLICORGANIZATION BE IMMEDIATELY ESTABLISHEDTO CATALYZE AND FOCUS THE PRIVATE ANDPUBLIC ENVIRONMENTAL EDUCATION EFFORTIN THE COMMONWEALTH. Without such an organiz-ation, the other recommendations of this Task Force run ahigh risk of non-implementation.Several alternative structures for such an organization havebeen explored with the assistance of a law firm. Eachalternative was screened according to the followingcriteria:

t. Is it of sufficient breadth and scope to plan effectivelyfor the environmental education needs of Massachusetts?

b.ls it capable of readily blending funding from publicand private sources? (Without such blending, it isunlikely that sufficient financial resources could beassembled to meet the needs. Such blending of fundsis difficult at best, and is generally impossible within astrictly governmental framework).

c. Is it tax exempt and capable of attracting privatephilanthropy, bequests, foundation and governmentalfunds?

d.Is it capable of organizational flexibility to meet chang-ing problems and opportunities?

The result of our explorations is that a public trustorganization best meets our criteria. Such a trust is alsoeasily and relatively quickly implemented. A trust wouldbe able to work with governmental agencies, but also beable to make some headway in spite of occasionalgovernmental austerity programs or bureaucratic road-blocks. A trust, with a small catalytic staff, can be quitefree to coordinate and stimulate the cooperative staffingand funding of projects from a host of public and privateagencies with a minimum of bureaucratic and academicjealousies. Such cooperation and coordination of a varietyof talents is essential to achievement of maximum result.;on a significant scale from always limited funds andtalents.

This Task Force has gone beyond initial study. It has hadall the necessary legal papers prcpared to implement therecommendarion. The following is all that is currentlyneeded:

1. installment of its Trustees2. initial funding of the basic staff

3. a basic acceptance of this structure as the best answer toenvironmental education planning and implementationfor Massachusetts.

Once functioning, the organization would:work closely with education, governmental agencies,community action groups, industry, and other groupsand individuals to open new and productive channelsof communication and cooperation

.unction as an environmental education clearing houseand develop and maintain a communication system ableto assemble, review and disseminate ideas in the field

instigate the design and testing of new materials andapproaches

determine annual priorities of environmental educationneeds and catalyze the talent and funds for developingprograms to meet the needs

assist school systems or groups of schools in preparingproposals for funding locally developed environmentalpiograms which accomplish overall state and federalobjectives for the area. This would apply to othergroups as well, and would include follow-up to assist inimplementing the programs

explore new technologies for improved instruction.

It is proposed that the trust be named Trust for Environ-mental Education or TRUST-EE for short. The trustinstrument and operating procedures are to be found inAppendix V.Since any plan, such as initiate.: by this report, ispartially obsolete by the time it reaches the public, there isa compelling need for an ongoing planning procedure andsystem, representing all key eicents of society. A quasi-.public body, such as TRUST-EE seems ideal for such anongoing planning task. The trust approach further permitsthe stimulation of the implementation of the plans, apoint where many pia ring systems fail. A further benefitof a trust is that when its usefulness is over at somefuture date, it is more easily dissolved than a public agency.We strongly recommend that TRUST-EE be madeoperational by January 1, 1973.The rest of the recommendations of this report comprisean initial working plan for environmental education inMassachusetts. They constitute a baseline for anyenvironmental education planning system. They shouldhelp shorten the time lag Laween organization of aplanning system and effective anion.Effective broadscale environmental education is longoverdue. Each delay contributes to the magnitude of theproblems to be overcome. Should our prirhe recommenda-tion not be implemented, we hope that appropriateagencies in the state will implement such recommendationsas fall within their area of responsibility.The recommendations are divided into several generallyseparate but inter-related categoriesElementary and

Secondary, Higher Schooling, Public Non-SchoolEducation, Governmental Agencies, and General.

Each category begins with a statement of broadobjectives.

Following the objectives are statements of generalactions needed to achieve the objectives. .

Subsumed under the general actions are specificsuggestions where appropriate.

First level priorities are indicated by UPPER CASELETTERS.

ELEMENTARY AND SECONDARYSCHOOLING OBJECTIVES

A. Development of widespread environmentally literatecitizenry throughout all levels of our society, that is,citizens who:

a. understand their interdependence with the physicaland social environments

b. accept responsibility for their role in the environment

c. are knowledgeable of current environmental issues

d.actively participate in the solution of environmentalproblems

e. contribute to the prevention of future environmentalproblems where possible.

B. Establishment, in practice, of environmental educationas a fundamental focus of basic education in our schools.

C. Development and implementation of curriculumapproaches and materials in environmental understand-ing throughout the school system, from pre-school tohigh school, based on a holistic, inquiry-orientedapproach, that will develop in children the motivationand competencies to acquire learning skills and personaland group reponsibility toward the social and naturalenvironment.

To achieve these objectives we need:

1. INCREASED AWARENESS AND UNDERSTAND-ING ON THE PART OF TEACHERS, SCHOOLADMINISTRATORS, AND SCHOOL COMMITTEEMEMBERS, OF THE FUNDAMENTAL SOCIETALSIGNIFICANCE OF BASIC ENVIRONMENTALLITERACY AND THE ROLE SCHOOLS MUSTPLAY TO ACHIEVE IT.

Toward this end we recommend:

The establishment of a structure within the Massachu-setts Department of Education to regularly andadequately inform the educational leadership ofapproaches to environmental education and keep themposted on advances in the field. This easily falls withinthe mandate of the Supervisor of ConservationEducation mandated by Chapter 15 of the GeneralLaw; Section 4A as of 1961. This law has never beenproperly implemented.

Thorough review, updating, and adequate funding ofthe legislative act that established the position ofSupervisor of Conservation Education. The wording ofthis act was comprehensive, but the finances toimplement it have never been forthcoming. (Seerecommendations for an Environmental Education Actunder General Recommendations)

That teachers organizations in the state be encouragedto set up active environmental education committeesthat will keep their membership aware and informed inthis field through their publications, meetings andworkshops.

The creation of one or more short films on the nature ofenvironmental education for viewing by school

7

committees and administrators, as well as parentassociations and other interested groups.

The-introduction of environmental education in thepreservice training of teachers and administrators. (SeeHigher Schooling section).

2. IMPROVED DISSEMINATION OF EXISTINGENVIRONMENTAL EDUCATION CURRICULUMMATERIALS, DEVELOPMENT OF NEW, BASIC-ALLY INTERDISCIPLINARY MATERIALS TOEXAMINE VALUE SYSTEMS AND IMPROVE THEQUALITY OF ENVIRONMENTAL EDUCATION ATTHE LOCAL AND REGIONAL 1.EVEL

Toward this end we recommend:

The development of a regional system of environmentaleducation curriculum materials centers which teacherscould reach with relative ease. To date only two suchcenters exist, one at Massachusetts AudubonScitiety inLincoln; the other in the Westfield Public SchoolSystem. Both were initiated under Title III ESEAfunds. Existing curriculum centers in other fields couldbe expanded to include environmental education;existing libraries, public or collegiate, could alsoundertake expansion in this Iine.The development of guidelines for such centers withfunds legislated to reimburse the cost of operating suchfacilities as meet the guidelines.

That guidelines for developing localized environmentaleducation curriculum materials be created and published.

That funds be made available to stimulate developmentof materials according to the guidelines.That the Massachusetts Department of Education, incooperation with environmental curriculum materialscenter; regularly review the newest curriculum materialnationally, and issue periodic annotated bibliographiesof the best materials and curriculum approaches.

Widespread establishment of community environmentaleducation task forces composed of educators and com-munity residents to establish local environmentaleducation programs and work for their full implemen-tation. A list of qualified consultants should be preparedto whom such task forces could turn for advice.

3. NEW PATTERNS OF IN-SERVICE TRAINING OFTEACHERS THROUGH WHICH THEY CAN GAINSKILLS AND KNOWLEDGE ABOUT THEAPPROACHES AND CONTENTS OF ENVIRON-MENTAL EDUCATION IN WAYS EASILYTRANSLATED TO ACTION IN THEIR CLASS-ROOMS.

TEACHER INVOLVEMENT IN DEVELOPINGLOCAL CURRICULUM MATERIALS WOULDPERMIT LEARNING THROUGH PARTICIPATIONAND RESULT IN PRODUCTS IMMEDIATELYUSEFUL FOR TEACHING.

It

Toward this end we recommend that:

A task force, composed of experienced in-servicetrainers, administrators and teacher organizations, be setup to explore existing viable patterns of in-servicetraining, and from such exploration to recommend oreor more useful existing or suggested new approachesfor in-service training in this field. This task forceshould submit ;ts findings no later than September of1973.

The legislature establish a five-year crash program toupgrade environmental education in the schools whichwould, among other things, subsidize in-service trainingwhich meets the recommendations of the previouslysuggested Task Force. A feasible approach would be toreimburse part of the costs to a teacher who hassucce:cfully completed such training. Such a programwould be administered through the MassachusettsDepartment of Education.Guidelines be developed for required minimumcompetencies of environmental literacy for all teachersand similar minimum competencies for anyone desig-nated as an environmental education specialist,coordinator, consultant, etc. Such guidelines wouldestablish. de facto, baselines for in-service training andalso pre-service training programs.

4. DEVELOPMENT OF IN-SERVICE ORIENTATIONTO ENVIRONMENTAL EDUCATION FOR EDU-CATIONAL ADMINISTRATORS.

Toward this end we recommend:

Design and implementation of a series of trainingsessions to give administrators an experiential involve-ment with environmental education as it affects theadministration of schools. The objective of such sessionswould be to develop in administrators a sense of theecology of schools and how this affects learning. Fromsuch a sense may arise the desire to assure a majorenvironmental thrust to the programs they administer,from janitorial to instructional levels.Immediate cooperation with professional conferences ofadministrators to inject programs of environmentaleducation into these conferences on a consistent basis.

5. Pre - service teacher training that assures that all futureteachers will have a basic environmental literacy and atleast basic instructional competencies for developingsimilar literacy in children under their influence.

6. Exploration of new patterns of school organizationwhich will permit a freeing up of much time-bindingrestrictions and thus more active involvement ofstudents is activities beyond the four walls of thetraditional classroom.

7. New transportation system, or systems of fundingcurrent transportation to simplify and reduce the localcosts of getting groups of students from schools to themany environmental study areas existing around thestate.

8. Environmental technician training in high schoolvocational training.

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--.411-" -1.1--......

9. Development of environmental study areas or outdoorclassrooms on schoolgrounds or very nearby. Thiswould include development of roof-top gardens,playground-corner areas and similar projects in cities,as well as more natural areas in town and country.

10. Cooperation with the members of the New EnglandCamping Association in developing camps for year-round use as environmental study areas on a day orresident use basis, comparable to programs now offeredby the Cape Cod National Seashore.

HIGHER SCHOOLING OBJECTIVES-

A.Improvement of environmental literacy for all studentsthrough multi-disciplinary general education courses

B. Education and training of environmental specialists atall levels, from technician to researcher

C. Provision for expert advice and assistance on gatheringdata and creating solutions to environmental problemsfor government and the general public

D. Distribution of sound environmental information to thepublic and key decision makers

E. Continuing programs of research, disciplinary and trans-disciplinary, into environmental problems

F. Knowledge and ability to teach about and with theenvironment at all levels of the teaching profession.

To achieve these objectives we need:

11.A MAJOR REVISION OF THE BASIC ACADEMIC-REWARD SYSTEM, THAT WILL PERMIT,ENCOURAGE, AND REWARD COOPERATIVEINTER-DISCIPLINARY RESEARCH ANDTEACHING, AT LEAST WITHIN THE STATECOLLEGE AND UNIVERSITY LEVEL.

Toward this end we recommend:That the Secretary of Educational Affairs, th Chancellorof Higher Education and selected people of theirchoosing, meet regularly to develop and establish afair and equitable salary and professional advancementsystem that recognizes the value of and greaterdifficulty of interdisciplinary research and teachingeffort.

12. WELL ORGANIZED AND STIMULATINGENVIRONMENTAL ECOLOGICAL STUDIESCOURSES, OR PREFERABLY AN INTERDISCI-PLINARY COURSE AVAILABLE TO ALLCOLLEGE STUDENTS AS PART OF THEIR BASICGENERAL EDUCATION.

Toward this end we recommend:That a Task Force of college educators be assembled toreview existing courses of a similar nature across thecountry and then draft a set of guidelines andrecommended curriculum patterns from whichindividual colleges could select, and adopt or adapt, forimplementation.

That such a study be conducted under the auspices ofThe Chancellor of Higher Education but include, inaddition to the state higher education system, allprivate institutions that would be willing to participate.Examination for adoption or adaptation of the Man andEnvironment T.V. course developed by the consortiumof Junior Colleges under the leadership of Miami-DadeJunior College. This course, or its equivalent, offeredin an open college system, could be a viable, less costlylong run approach to a general education course.

13.WITHIN THE TRAINING PROGRAMS OFCAREERS WITH HIGH ENVIRONMENTAL

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DAMAGE POTENTIAL, SUCH AS ENGINEERINGAND BUSINESS-INDUSTRIAL MANAGEMENT,COURSES AND SEMINARS ESTABLISHING BASICENVIRONMENTAL LITERACY BE IMPLEMENT-ED WITHOUT DELAY.Though closely related to the previous recommendation,we give this last recommendation separate identity toemphasize the need to assure environmental literacyamong personnel in the high environmental damagerisk careers. Every effort must be put forth to developthe highest degree of environmental literacy amongpeople training for these fields.

14. DEVELOPMENT OF PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION PROGRAMSTHAT ADEQUATELY PREPARE TEACHERS TOINSTRUCT ABOUT AND WITH THE NATURALAND SOCIAL ENVIRONMENT. SUCH PRO-GRAMS MUST EMPHASIZE VALUES DEVELOP-MENT AND CLARIFICATION AS WELL ASCONCEPTUAL UNDERSTANDING.

Toward this end we recommend that:A Task Force be empaneled to develop guidelines fora basic program of environmental education for allpotential teachers and school administrators, to includeapproaches to instruction as well as general content.Legislation be drafted that will grant only temporarycertification to teachers lacking such training after1978.

Legislation be drafted to provide incentive grants tocolleges to develop such pre-service training programswithin the next five years.Given the shortage of people qualified to teachenvironmental education approaches, state colleges anduniversities should be encouraged, through theChancellor of Higher Education, to share instructors ona rotating basis such that a given course can beoffered at four institutions within a two-year period.Each public institution of higher education that trainsteachers should be encouraged professionally andfinancially to develop a basic library collection ofenvironmental education materials.Each pre-service teacher training program shoulddesignate and utilize environmental study areas, bothnatural and man-managed, in the training of itsstu dents.

One public institution be selected to develop anadvanced program of environmental education throughthe Ph.D level in order to develop the coordinators,supervisors, and future trainers in this field.Formalized relationships be developed with a broadrange of organizations, such as museums, aquaria,Audubon Society, conservation commissions andplanning boards that can give prospective teacherssome practical opportunities for both learning throughdirect environmental experience and leading othersthrough such experiences.

15. Expansion of independent studies programs inenvironmental studies along with encouragement ofindividual and small research group projects related toenvironmental concerns. Such programs need to bebrought into the mainstream of collegiate educationrather than floating uncertainly at the fringes.We recommend that colleges establish student-facultygroups to establish the necessary procedures to broadenand accredit such activitiesWe recommend liaison with government and privategroups to establish viable intern programs wherestudents involved in independent and small groupstudy could both learn and contribute valuable dataand assistance.

16. Re-direction and expansion of Cooperative ExtensionPrograms within the Land Grant University to provideseminars, courses and workshops on environmental..psues and procedures for people working in business,;engineering, law, medicine, government and localcommunity agencies.

17. Creation of an Environmental Careers OpportunityAssessment center as a cooperative venture betweenthe Board of Higher Education and the Department ofLabor. This center to provide guidance on the need for -location and expansion of environmental career trainingprograms at all levels, from technician to researcher,within the higher education system of the Common-wealth.

18. Conferences, seminars, and symposia on the environ-ment for diverse groups of faculty members tofacilitate the exchange of ideas and to sensitize thesekey individuals to environmental concerns and the roleof these in their teaching, w3,atever their specialty.

19. Establishment of an inter-institutional guide toconsultarrc in environmental studies willing to workcooperatively with communities on solving environ-mental issues.

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PUBLIC NON-SCHOOLEDUCATION OBJECTIVES

A. To provide a wide range of opportunities for personaland group involvement in activities to improve thequality of environment, both physical, social andpsy:hological

B. To provide regular sources of reliable information onenvironmental issues to alert the public, inform themof alternatives and to update them on developments

C. To develop social structures for developing environ-mentally literate life styles (life styles that are humanlysuccessful and ecologically sound)

D. To develop skills for individual and group action inimproving the quality of life and environment.

To achieve these objectives we need:

20. A COUNCIL OF YOUTH ORGANIZATIONS TOEXPLORE ENVIRONMENTAL PROGRAM IDEASAND ACTIVITIES THAT WILL APPEAL TOYOUNG PEOPLE.

Toward this end we recommend that:A conference of the major youth organizations becalled to establish such a council and work towards aproposal for initial funds for a coordinator to servethe council and work toward implementation of itsideas. The concept proven, the groups should be ableto provide continued support for the position byannual assessments based upon membership.

21. TRAINING PROGRAMS FOR INSTRUCTORS INSUCH RECREATIONAL ACTIVITIES AS BOAT-ING, HUNTING AND FISHING, CAMPING,SNOWMOBILING, ETC. ON THE ENVIRON-MENTAL IMPACT OF THEIR ACTIVITY ANDDEVELOPMENT OF APPROPRIATE "ENVIRONMENTAL MANNERS".

Toward this end we recommend that:There be further legislation mandating licensing forthe operation of all recreational vehicles, such licensingto demand sucessful completion of a short course onthe safety procedures and environmental impact andrequisite necessary "environmental manners".The appropriate State Agencies develop guidelines forsuch courses and a program for training and licensingpeople to give such courses, and a process for periodicreview of the training programs.Courses for the public be provided on a free enterprisebasis; e.g., as with present driver training programs.

22. NEW VOLUNTEER ENVIRONMENTAL SERVICEPROGRAMS INVOLVING HUMAN ANDNATURAL RESOURCES. (FOR EDUCATIONTHROUGH PERSONAL INVOLVEMENT AT ALLAGES.)

Toward this end we recommend that:TRUST-EE work with existing groups such as

11

Neighborhood Youth Corps, The Teacher Corp,Economic Opportunity Councils, Senior Citizenorganizations, and the like, to develop a listing ofrealistic environmental projects that could be under-taken within the framework of their existing programs.Programs of internship be developed with public andprivate environmental organizations to utilize thetalents and training of college age people seekingprictical experience.' This requires deliberate planningfor, and at least minimal funding for supervision.Projects accomplished should easily offset the basiccosts.Training programs for Environmental Aides beorganized to assist teachers and youth leaders, utilizinghousewives and retired people.Each community establish environmental quality base-lines and develop a regular periodic updating programto determine in what areas environmental quality isimproving or declining.Development of training programs for individuals whowould like to work with and on Town ConservationCommissions in the regular collection of townenvironmental data upon which policy and action canbe made.

23. INCREASED ENVIRONMENTAL INTERPRETA-TION AT MUSEUMS, AQUARIA, ZOOS, NATURECENTERS, INDUSTRIES, GOVERNMENT PARKS,PUBLIC LANDS AND PRIVATE LANDS OPEN TOTHE PUBLIC.

Toward this end we recommend that:Legislation be created to mandate and financeinterpretation through personnel and media on allstate owned public lands. Such interpretation to relateto the public the unique features and quality of thesite that make it land to be held in public trust. Suchinterpretation could be provided either directly by theresponsible agency or by contracting to organizationswith special expertise in the interpretation field.A Governors' Award program be established, perhapswith the cooperation of TRUST-EE, to recognizeannually outstanding achievement in environmentalinterpretation to the public by both governmentagencies and private groups.TRUST-EE work with representatives of industry todevelop more industrial interpretive programs thatindividuals and groups could visit to learn about thenature of particular industrial process, from rawmaterials to final waste disposal, and the impact ofproducts on the environmental system.TRUST-EE undertake a series of conferences withpersonnel of museums, zoos and nature centers in thestate for developing the staffing, financing andlogistics of developing and sharing more environmentaldisplays and programs in their institutions, in line withthe recommendations of The Association of AmericanMuseum's Task Force on the Environment.

24. IMPROVED MEANS OF GETTING RELIABLEINFORMATION ON ENVIRONMENTAL ISSUESAND PRACTICES TO THE PUBLIC AT LARGE.

Toward this end we recommend:Increased environmental reporting on a regular basison radio and television news shows and special reports.We particularly encourage the giving of under-lyingecological background principles that relate to thenews item.The expansion of the existing Cooperative ExtensionProgram framework into the environmental field,particularly in the areas of consumer purchasing,household management and recreation.Establishment of a centralized environmental data bankwith a computer retrieval system and a program tosupply answers to people who phone in questions andvisit in person. Such a center could also prepare databriefings for media personnel on current environmentalcontroversies, so they could provide more objectiveand informed reporting. Such a centralized data bankcould be a joint venture between major universitiesand state government. In addition to providing data tothe public, it would naturally provide data forgovernment decision-making on environmental issues.Although initially expensive, it could have untoldbenefits in processing information on environmentalimpact of many proposals.

Such a center might be developed at one of the formercounty youth schools, such as the Lyman School inWestboro. The existing buildings would provide afacility for both the computer and retrieval systemand the satellite system for basic users of the datai.e., planners, educators and media personnel.

Development of a cooperative relationship betweenTown Conservation Commissions and Town or SchoolLibraries tl create local data centers of information onthe environment of a town, including reports, maps,historical information, etc. Development of guidelinesfor such data centers could be worked out jointly bythe Association of Conservation Commissions and theMassachusetts Library Association.

That communities, particularly in cities, should beencouraged to develop volunteer operated drop-incenters for dissemination of information on environ-mental affairs such as: local centers for recyclingmaterials, information on ecologically destructiveproducts and packaging, local environmental issuesand other information of direct use to informedcitizens. All volunteers would be trained in the art ofwhere to get sound information on problems and howto admit ignorance of issues gracefully. Guidelines forsuch drop-in, phone-in centers could be developed byan ad hoc task force composed of private organiza-tions with experience in this activity, librarians, andgovernment personnel. Funds for the basic overheadfor such centers, i.e., phone, desk, might be providedby local Conservation Commissions or by annual fundraising.

25. MORE CONFERENCES, SEMINARS, AND SYM-POSIA ON ENVIRONMENTAL AFFAIRS FOR ALL

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LEVELS OF MANAGEMENT, PRIVATE ANDPUBLIC.

Toward this end we recommend:That grants be sought by higher education institutionsand private environmental education organizations todo the necessary front end design work for manage-ment training programs on the environment that willattract managers and truly be useful to them. Operationof such programs should be possible on a regular feebasis. Pressure to attend such programs can begenerated through stockholders and public pressure aswell as a sense of corporate and governmentalresponsibility.

26. Increased course offerings on environmental affairs fromcommunity colleges, extension programs and privateadult education organizations. Along with this goes aneed for development of more sophisticated curriculummaterials, approaches and teaching aids for adult levelcourses.

27. Education for ecologically sound, yet rewarding, use ofincreased leisure time. This could be done throughT.V. specials featuring lesser known recreationalpursuits. More stress in newspaper leisure time sectionsof such activities. T.V. spot ads for environmentalvolunteer activities.

28. Environmental training sessions and conferences forjournalists, television producers, radio programs andother media specialists to help improve the depth andquality of their public products.

29. A program to assure truthful advertising of productsdesigned to improve the environment so that thepotential user knows exactly what the product does anddoes not do. Strict penalties for manfacturers thatmake false claims about a product's impact on theenvironment.

30. Establishment of community environmental educationtask forces composed of teachers and communityresidents to establish a community environmentaleducation program for all ages. Develop a list ofconsultants who could provide technical assistance tosuch task forces.

31. Preparatinn and distribution of regularly annotatedbibliographies on the environment to encourage schooland community libraries to increase their collections inthis field.

32. Development of a program of support and encourage-ment of art forms such as music, art, drama andarchitecture that create an atmosphere of environmentalsanity.

33. A citizens group, like Action for Children's Tele-vision, be encouraged to bring constructive pressure onthe television industry to increase their efforts topositive ends and to reduce or eliminate those pro-gramming and advertising features that covertlyencourage environmental degradation.

34. An extensive system of training leaders of youthgroups, both volunteer and professional, be establishedto assure their environmental literacy and basic skillsin conducting activities dealing with environmentwithin the framework of their organization.

35.A series of guidelines and advisory services in landmanagement for those organizations that own andoperate lands for youth programs be prepared. Suotlands provide both opportunity for creative action andpositive or negative learning experiences about landmanagement responsibility.

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GOVERNMENTAL AGENCIES ANDENVIRONMEIV.,',L EDUCATIONOBJECTIVES

A. To develop full awareness among key employees of theenvironmental impact potential of governmentalprograms

B. Development of inter-agency awareness of environmen-tal policies and regulations in order to avoid conflictsand duplication

C. Development of a systematic dissemination system forgetting agency developed policy and environmentalinformation to other agencies and the general public

D. Greater participation in environmental educationcurriculum development in conjunction with teachers,collegiate educators and private consultants.

To obtain these objectives we need:

36. DEVELOPMENT AND IMPLEMENTATION ATTHE CABINET LEVEL A MECHANISM FOR EX-CHANGING AND DISTRIBUTING ENVIRON-MENTAL POLICIES AND REGULATIONS TO THEKEY OFFICES INVOLVED ON A REGULARONGOING BASIS.

37. DEVELOPMENT AND IMPLEMENTATION, BYDEPARTMENTS WITH ENVIRONMENTAL IM-PACTS, OF A REGULAR PROGRAM OF EM-PLOYEE INSERVICE TRAINING TO UPDATEUNDERSTANDING OF ENVIRONMENTALFUNDAMENTALS AND CURRENT ISSUES.

This will require:

Increased funding to hire or contract the trainers.

A work plan that permits release time for theseminars, workshops, etc.

Establishment of a multi-agency training center wheresuch programs could be conducted at minimum outlayof funds. Such a center could also be used for otherkinds of inservice training programs for governmentemployees.

38. CREATION OF A STATEWIDE ENVIRONMEN-TAL DATA COLLECTION AND DISSEMINATIONCENTER.

To achieve this we recommend:A central facility to house a computer center andoffices of representatives of a variety of agencies. Sucha site could well be one of the training schools beingabandoned, such as the Lyman School in Westboro.(See also #24)A study center where government agencies and collegeand private researchers could use and review data.

An environmental information dissemination centerthat develops news releases, newsletter article; casehistory packets for curriculum use, and other devicesfor getting information to the public and educationalinstitutions.

14

An office to provide information to agencies of townand city government seeking information on localenvironmental issues and impact of proposed projects.

A legislators' environmental information aid office. Tothis office, legislators could direct inquiries fortechnical data and information of environmental issues.

A consortium of colleges, universities, and agenciesthat would help collect and sort data, program thedata, and process the information on a wide range ofenvironmental topics, ranging from health to land use.

A training and interpretation program to help peopleuse the center and understand the printouts theyreceive. In time, such a data center could be connectedto local terminals throughout the state for more rapidaccess to the system.

39. EXPLORE CREATION OF LETTERS OF COOPER-ATIVE AGREEMENT WITH TRUST-EE FORCATALYSING ACTION IN ENVIRONMENTALEDUCATION IN LINE WITH THE RECOMMEN-DATIONS OF THIS REPORT.

40. STRENGTHENING AND EXPANSION OFENVIRONMENTAL EDUCATION BY THE TWOKEY SECRETARIESEDUCATIONAL AFFAIRSAND ENVIRONMENTAL AFFAIRS.

Toward this end we recommend:Development and operation of a structure within theDepartmeht of Education to:a. Keep school people in the Commonwealth up to

date on programs and practices of environmentaleducation around the state, including both curricu-lum and administration patterns

b. Coordinate and insure an environmental componentin the other relevant programs of the Depart-ment of Education

c. Coordinate and develop criteria for spending portionsof federal and staff funds in the area of environ-mental education, this to be done cooperatively withTRUST-EE where possible to maximize theavailable funds

d.Provide technical assistance to schools desiring helpin developing environmental education programs

e. Work with other government agencies wanting todevelop environmental education materials

f. Review community developed environmentaleducation plans and give guidance and assistancetoward .their development and implementation

g. Advise the Board of Higher Education on needs fortraining of teachers to provide environmentaleducation

h.Conduct and assist with in-service training programsof environmental education

!

i. Help schools develop .environmental study areasnearby or on the school she and work with theSchool Building Assistance Bureau to developfunding for schools who will develop such areas

j. Help develop a pattern of regional environmentaleducation curriculum materials centers

k. Develop departmental legislation recommendationsto help strengthen environmental education in theCommonwealth.

Establishment of an Environmental Education Com-mittee under the Chancellor of Higher Education tomake a regular assessment of environmental man-power needs and assessment of the higher educationsystems capacity to meet these needs with regularreports of recommendations for program improvements.This committee would also regularly assess programsof teacher training and their efficacy in developingenvironmentally literate teachers with skills to developsuch literacy in others. Such a committee would alsobe involved in aspects of other recommendationsunder Higher Schooling. Some members of such acommittee would also serve on the AdvisoryCommittee of TRUST-EE.

41. Establishment of a structure within the areas ofresponsibility of the Secretary of EnvironmentalAffairs that would have responsibility for coordinatingand implementing environmental education andinformation for all the resources oriented agencies.

Such a structure would be basically responsible for:

arranging for interpretation on public lands

developing and operating the environmental databank

disseminating sound environmental information tothe public through mass media

providing technical assistance on developingenvironmental seminars and inservice training forgovernmental personnel

developing and maintaining an environmentalmanagement training center for governmentalpersonnel and others.

42. TRUSTEE and State and Federal agencies shoulddevelop, disseminate and regularly update a guidebookof all sources of federal and state funds applicable tothe area of environment and environmental education.Such a listing could also include foundations with aknown background of supporting environmentalprojects.

43. Development of a pollution monitoring grid acrossthe Commonwealth as a cooperative effort betweenhigh schools, colleges and resource agencies. The grid,established by agencies, would establish monitoringstations. Participating instructors would be certified intechniques and would train students for these tech-niques. Data which deviated from legal norms forpollution would be immediately transmitted to theresponsible agency. Agency personnel could then check

15

the discrepant site themselves to verify the illegalpollution and take necessary action. Such a grid ofvolunteer students would increase the efficiency ofenvironmental monitoring and reduction of pollution.

44. Development of greater use of college students andfaculty to explore and report on particular problemsand alternate solutions faced by agencies with aresource responsibility.

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GENERAL RECOMMENDATIONS FORENVIRONMENTAL EDUCATION

45. DEVELOPMENT OF AN ENVIRONMENTALEDUCATION ACT FOR THE COMMONWEALTHOF MASSACHUSETTS.

Such an Act should include:

Declaration of the goal of universal environmentalliteracy

Statement of the Commonwealth's obligation toassure full opportunity for achieving such literacyand legal mandate to various departments to commitpart of their time and resources to environmentaleducation at various levels.

Establishment of state funding commitments invarious areas of environmental education such as:

a. environmental data and information disseminationcenter

b. regular inservice training of key personnel inagencies with environmental responsibilities

c.support of basic administrative costs of acoordinating catalytic agency or organizationsuch as TRUST-EE

d. a structure in Department of Education to conductactivities as listed in the Governmental Agenciessection

e. program of rapid updating of inservice teachersin the area of environmental education

f. development of environmental manpower trainingprograms

g. minimum percent of federal funds to educationwithin the State that must be committeed toenvironmental education.

46. DEVELOPMENT OF A STATEWIDE CATALOGOF PUBLIC AND PRIVATE ORGANIZATIONLANDS FOR USE AS ENVIRONMENTAL STUDYAREAS, TO BE FOLLOWED BY A REPORTRECOMMENDING SITES TO RECEIVE POSSIBLEFUNDING FOR REGIONAL USE ON A LARGERSCALE.

Such a study might well be undertaken through theexisting network of Conservation Districts and theprinting funded by them. The final reports would besold at cost, and the publicity on the availability ofthe catalog would be done cooperatively through manygroups. An alternate sponsor of such a catalog mightbe the Association of Conservation Commissions.

47.Creation of legislation mandating observance of oneday as Earth Day within Earth Week each year. Onthis day, regular school activities to be suspended fromgrades 4 up for environmental improvement activitiesin school and community. Legislation also to urgeweek long focus of the environment in all appropriatecurriculum areas during Earth Week.

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48. A Council of Industries for Environmental Educationshould be established to provide a forum for discussionof industry's role in this field and ;uter of exchangeof ideas and technical assistance in developingenvironmental education materials and programs, bothwithin industry and to the public. Industry, as well asgovernment, needs in-service seminars and workshopson environmental impact and technology; such acouncil could help develop such training programs andgive a seal of approval, or at least evaluation, to suchprograms developed by groups outside of industry.

49. A similar Council of Labor Organizations for Environ-mental Education to develop programs and materials tokeep workers apprised of the basics of environmentalhealth and other environmental impact issues thataffect the average worker.

DESCRIPTION OF THE TASK FORCE STUDY

PURPOSE

This study had three objectives: 1) to assess all aspects ofEnvironmental Education programs currently in progressat all educationals levels within the Commonwealth, aswell as those needs as perceived by educators, in bothformal and nonformal educational settings. Also askedwere state and federal agency personnel and individualsinvolved in continuing education, conservation com-missions and land trusts and the media; 2) to determinethe needs for improving the status and level of environ-mental education within the Commonwealth and rankthem in terms of priorities: 3) to propose a state planningsystem which would act as a flexible conduit for federal,state and private funds to assist in the implementation ofthe established priority of needs.

For planning purposes, the study was envisaged as a twoyear program, dtith the first year's activities based uponthe three objectives stated above, and the second yearbased upon further investigation and clarification of theneeds and priorities and the actual setting up and fundingof TRUST-EE

PROCEDURES

FORMATION OF TASK FORCE COMMITTEES

At the first meeting of the Task Force in September of1971, the members selected a plan for categorizingelements of environmental education and the work of theTask Force. Working committees were then set upaccording to those categories and members expressed theircommittee preferences. In actually setting up the com-mittee; Task Force members were assigned according totheir first choice wherever possible. (For committeeassignments see Appendix I).The following committees were agreed upon:1. Elementary and Secondary Education including all

public, private, and parochial schools from kindergartenthrough high school (In this report the word educationin the committees name has been changed to schooling).

2. Higher Education including all pt blic and privatecolleges and universities (In this report the committeename has been changed to Higher Schooling).

3. Continuing Educationincluding museums, zoos,aquariums, sportsmen's clubs, conservation commissions,youth groups, land trust organizations, the news media,business and industry. (In this report the committeename was changed to Public Nonschool Education).

4.Federal and State Agenciesincluding all that have amajor impact on environmental affairs.

5. Organizational Planning Committee--established towork on the development of the state planning systemi.e., the Trust for Environmental Education and itsstructure. This committee also functioned as a steeringcommittee.

SURVEY SAMPLE SELECTION

For the survey of environmental education in the Com-

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monwealth and a statement of the needs, the followingpopulations were used:

1.All public, private and parochial kindergartens,elementary and secondary schools in the Commonwealthas recorded by the Research and Development Office ofthe Department of Education in the listings of January,1972.

2. All public institutions of higher education and allprivate colleges and institutions as listed by the Officeof the Board of Higher Education for the Common-wealth and the Massachusetts Section of the UnitedStates Directory of Institutions of Higher Education(stings as of January, 1972.

3. a. All Massachusetts aquaria and zoos and a sample ofmuseums based on size compiled by Task Forcevolunteers from a number of source listings as ofMarch, 1972

b. All sportsmen's clubs as listed with the Massachu-setts Department of Fish and Game as of March,1972.

c. Newspapers, TV Stations and Radio Stations aslisted with the Massachusetts Audubon Society andWGBH-TV.

d. All conservation commissions as listed with theMassachusens Association of Conservation Com-missions as of March, 1972.

e. A sample of land trust and watershed organizationscompiled by the Massachusetts Audubon Society andupdated through March of 1972.

4. All' federal and state agencies within the Common-wealth as compiled by the Governors Youth Task Forceon the Environment as of December, 1971.

METHODS OF DATA COLLECTIONThe Task Force debated the question of whether or not tocomputerize the questionnaire to simplify data retrieval.Upon advice of a knowledgeable Task Force member, itwas decided not to attempt computerization because of therelatively small sizes of the various populations to besurveyed.

Each committee met monthly to plan with the ExecutiveSecretary. Each committee was responsible for developingits own survey instrument, establishing its suspense dates,and determining the methods of follow up and analysisof results.

The bulk of the work in producing the questionnaires,collating them, stuffing and stamping, as well as thefollow up activities was done by the Task Force staff anda set of loyal volunteers who noted the publicity of theTask Force and expressed a desire to help. In addition tooffice volunteers, the follow-up work was handled throughthe development of a network of volunteers from all overthe State developed through word of mouth, personalcontacts through Task Force members, newspaperpublicity and requests for help published in the News-letters distributed monthly by the Massachusetts AudubonSociety and the Massachusetts Association of ConservationCommissions.

Office volunteers compiled lists of schools and collegeswith close proximity of other volunteers throughout thestate and these lists were sent out to volunteers withinstructions as to how to visit or telephone collegepersonnel and principals who had received the highereducation and elementary and secondary school question.naires. The federal ar.d state agency follow-up washandled by the Governor's Youth Task Force volunteerswho also conducted their work primarily by telephone.Becat.se of the lateness in getting out the continuingeducation questionnaires, no effort was made to conduct afollow-up, which accounts for the relatively low numberof returns.

A second questionnaire was mailed out only to those whorequested them. No complete second mailing was madebecause of a time factor and the lack of enough volunteersto take care of the mechanics of getting such a mailingOut.

Although response dates were established on all question-naires in order to receive the returns as soon as possible,the cutoff dates were not adhered to in tabulating thedata. All information was used up until the latest datepossible to establish a larger percentage of accuracy.

NATURE OF SAMPLE

Table I shows the nature of the sample used in surveyingthe current status of environmental education in the Com-monwealth. The total returned is greater than the totaltabulated because some questionnaires were returned afterthe cutoff date established by each committee.

TABLE INATURE OF SAMPLE

School/OrganizationTaal

MailedTotalReid

%Reed Tabulated

Totali

%Ta lid

Elementary andSecondary Schools 3127b 1069 33.7% 1057 33.3%Higher Education 120 75 62.5% 75 62.5%Federal Agencies 56 31` 55.4% 31 55.4%State Agencies 200 104a 49.0% 104 49.0%Newspapers 301 18 6% 18 6% aAM/FM RadioStations 68 19 28.0% 15 22.1%TV Stations 12 5 41.7% 5 41.7%Museums, Zoos, etc. 306 48 15.7% 38 12.1 %eSportsmen's Clubs 367 12 3% 11 3%ConservationCommissions 300 72 24.0% 52 17.3%Land Trusts 50 8 16.0% 8 16.0%

a. As of cut-off dates established by each committee

bIncludes all public, private and parochial schoolsc. An adjusted number. 22 questionnaires were recuined

representing 31 agencies. (See Report of Committee onState & Federal agencies)

d.An adjusted number. 74 questionnaires were returnedrepresenting 104 agencies. (See Report of Committee onState & Federal agencies)

e. Low percentages on newspapers, museums, sportsmen'sclubs, conservation commissions and land trusts can beattributed to a lack of follow-up before a cut-off datehad to be established and a final tabulation made.

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No real effort was made to obtain a gographical spreadon the returns of any of the questionnaires. At the elemen-tary and secondary level, 250 of the 350 communities inthe Commonwealth, or 71.2% did return a questionnaire,giving the Task Force at least some idea of what is goingon in school systems throughout the Commonwealth. Thereturns from higher educational institutions, conservationcommissions, land trusts, sportsmen's clubs and the mediawere Lisa geographically well distributed.

SUMMARY AND CONCLUSIONS

The Task Force divided into five committees, each of whichconcentrated on one of the four phases of the survey, or onthe state planning instrument. Questionnaires weredeveloped and put out with a follow-up procedure handledby a broad based group of volunteers.The Task Force was encouraged with the response, andconcluded that:

1. There is a great deal being done in environmentaleducation in the Commonwealth, although it is stillscattered and primarily due to individual efforts, ratherthan an overall program.

2.In many cases, it is safe to assume that those schools andinstitutions which did not answer the questionnaire werethose without tiny formal or non-formal environmentaleducation programs.

1 Further evaluation of the continuing education organiz-ations needs to be carried out in the near future toobtain a more accurate picture of environmentaleducation being carried out in that area.

REPORT OF THE COMMITTEE ONELEMENTARY AND SECONDARY PUBLIC,PRIVATE AND PAROCHIAL SCHOOLS

To determine basically current organization rind activity inthe field of elementary and secondary education, aquestionnaire and cover letter was sent to 3,172 Massachusetts schoolsvirtually all schools that fall within thecategory. Replies were received from 1,073, a totalresponse of 33.8%. Of those replies received, 86.4% werefrom public schools and 13.4% came from private andparochial schools. Replies were received from 70% of thecities and towns of the srate.

A description of the questionnaire, an analysis of the re-turns and our evaluation of the answers to the questionnairefollows. Finally, our recommendations for an initialcourse of action to stimulate the proper growth of aprogram for the teaching of environmental studies withinthe Elementary, Private and Parochial school system isstated.

1. DESCRIPTION OF THE QUESTIONNAIRE (SeeAppendix III for a copy of the actual document)

1. Demographic Data2. Standing of Environmental Education Within School3.Time and Population Factors4.Texts5. Supplementary Materials and Services6. Field Work and Outdoor Education7. Needs

Demographic Data pertains to the school's grade levels,enrollment and position of the person answering thequestionnaire.

Statue of Environmental Education Within School relatesprincipally to questions regarding the type of programwhich exists, the status of the program in the schoolcurricula and background of teachers.

Time and Population Factor' concerns a series ofquestions which tell us how much time is alloted to theprogram and how many students and teachers are involved.

TextsThe titles of a series of texts in the areas ofHealth Education, Science and Social Studies, coveringgrades K-12 were listed. Those receiving the questionnairewere asked to check what texts they were using.

Supplementary Material' and Service" A list of kits,games and other aids were listed and the person answeringwas asked to check off what he was using. They were alsoasked if they used teacher aides or volunteers from theircommunity.

Field Work and Outdoor Education The questions inthis category refer to amount of time spent in field work,type of areas used, and cost of field work to both schooland pupil.

Need"Sixteen categories pertaining to immediate needsin the area of environmental education were listed. Weasked that they be ranked in order of greatest need.

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2. ANALYSIS OF RETURNS

SUN' of Environmental Education Within School

Approximately 21% of those answering stated thatenvironmental education has been integrated into theschool curricula; 26% expect it to be integrated at a laterdate.

Many schools include environmental zudies as part ofanother subject being taught. Approximately 60% ofthose questioned teach the subject in more than onesubject area. The predominant subject areas in which it isbeing taught are: General Science-53%, Social Studies46%, Biology and Earth Science-28%. Only 6schools, of those queried, teach environmental studies as aspecific course.

Environmental education, under whatever conditions it isbeing handled, is being taught in 47% of the cases byteachers of Biology and General Science, 15% by SocialStudies teachers and 14% by teachers of Earth Sciences.An additional 22% were teaching Environmental Educa-tion under circumstances which require individualexplanation.

Sixty-seven percent (67%) of those answering thequestion regarding extra-curricula activity in this area ofstudy, do not forsee such activity developing in the future.

3. TIME AND POPULATION FACTORS

Interesting!), enough, out of 964 schools replying, 30% ofthe schools have taught environmental education for 1.2years, 25% for 2-3 years, 22% for over 5 years. Only15% have taught it for less than 1 year and 8% between4.5 years.

On the basis of a school year, it is evident that mostschools.devote time to this subject in two ways: 47% forless than one - quaver of the year and 28% for the fullyear. Half year and quarter year periods are utilized muchless. However, the number of hours (classroom time) perweek given to the subject of environmental studies isunder two hours in over 56% of 537 answers, with therest retty well spread within a 2 to 5 hour period. Alsoof interest is the fact that the course is taught in 35% ofthe cases in the fall, and in almost 50% of the cases duringthe spring term, but only 10% offer it in the winter.Approximately 5% offer a summer program in Environ-mental Education.

The breakdown denoting the number of pupils to teachersbears mentioning. There are not enough teachers toadequately handle the number of students involved. Forexample, 337 schools out of 816 answering this questionare using less than six teachers to teach the subject. Outof 781 answering, over 55% of the schools teach theprogram to between 100 and 1000 pupils.

4. TEXTS

Four text titles were given under the headings of science

and social science. Each person answering the question-naire wr.s asked to check which title (s) they used, and ifnone were used, they were to state what they were using.This question wag divided into 2 categories: (1) gradesK-6, (2) grades 7-12. Out of 346 answers in the sciencesectior, of grades K-6, 43% said they used the "Conceptsin Science" text. Beyond this the texts were pretty welldivided among the other titles suggested, but, in allcategoric; roughly 46% of those answering used a textof their own choice.

5. SUPPLEMENTARY MATERIALS AND SERVICES

The types of supplementary materials used in the forms ofkits and games were almost equally divided among thevarious mentioned. When asked if any teacher volunteersor paid aides from the local community were used, only142 said "yes", while 487 said "no".

6. FIELD WORK AND OUTDOOR EDUCATION

Significantly enough, 36% of those answering thisquestion spend no time in the field, and 55% spend10-25% of their time in field work. Most of it is spentaround the school grounds or in local town forests andparks. Interestingly enough, out of 688 answering, 57%have outdoor classroom facilities right around their school,while approximately 43% do not. We would not haveguessed this to be the case, considering the averagelocation of most schools, but we do not know what someof those answering consider sufficient "outdoor facilities".Nevertheless, 58% consider the facilities around theirschool to be adequate. Thirty-four percent (34%) saythey have 1-5 acres for this purpose, while 25% say theyhave between 10-25 acresamazing!

In respect to overnight camping programs, only 101 outof 732 responding (13%) conduct such programs and inmost cases less than 100 children from any one school areinvolved. However, out of 79 answers to the question onthe cost to the school, over 50 said it costs the schoolnothing; the children paying their own way. In almost60% of the cases, it costs the students under $10.00 forup to four nights. In most cases, schools take trips ofeither 2 or 4 nights duration, and the peak of activity isreached in the sixth grade.

SUMMARY AND RECOMMENDATIONS

Because of the rapid destruction of much of our environ-ment and life suppon systems, widespread concern forenvironmental safety and awareness is a recent develop-ment. Consequently, society is not presently prepared tocope with many of the urgent problems which thissituation demands. As a result of our survey, and becauseof our immediate concern for environmental literacy, wefeel that prompt attention should be paid to the needsdescribed in our recommendations, ranked according topriority:

1. ENVIRONMENT AND NUTRITION

Because of the relationship which exists between environ-ment and nutrition and because the ability of a child tolearn is directly related to the quality of nutrition, a

20

mechanism, plus adequate fund; must be provided toinsure the continuing education of personnel who prepareand administer food service in public, private andparochial school systems.

2. MEETING THE NEED FOR TRAINED TEACHERS

Because of the shortage of teachers trained in environ-mental education, a mechanism must be developed withinhigher education for the training of a teacher cadredisciplined in environmental learning.

3.RETRAINING PERSONNEL IN ENVIRONMENTALUNDERSTANDING

That provisions be developed for training of superinten-dents, administrators, supervisors, and teachers in public,private and parochial schools in environmental literacyand awareness by means of seminars and institutes.

4. EVALUATION OF TEXTS AND TEACHING AIDSFOR ENVIRONMENTAL EDUCATION

That the State Department of Education make a carefulreview and evaluation of current environmental textbooksand curriculum literature, and have available a recom-mended list of such texts for use in public, private, andparochial school systems.

5. CURRICULUM

That provision be made for the acquisition and develop-ment of new and current curricula in enviromnentallearning for use in the urban, suburban, and rural schoolsystems.

6. SUPPLEMENTARY ENVIRONMENTALRESOURCES AND AGENCIES

That public, private, and parochial schools draw upon thecommunity environmental talent to assist them in bring-ing about a total environmental awareness. For example,qualified volunteer teachers or professionals with expertisein environmental problems.

RESPECTFULLY SUBMITTED:

Chandler Gifford }Co-ChairmenJames HowardKathleen BolesElizabeth Cirino

REPORT OF THE COMMITTEE ONHIGHER SCHOOLING

HIGHLIGHTS OF FINDINGS

One hundred twenty (120) questionnaires were mailedout. There were seventy-five (75) responses, a sixty-threepercent (63%) -return. Fifty-two (52) of the seventy-five (75) institutions responding have course offering orprograms in environmental education.The most common need cited is for increased funding.Thirty (30) of the fifty-two (52) institutions withenvironmental offerings ranked monetary needs as theirnumber one priority. We did not ask exactly how suchfunds might be used. By inference, most demand existsfor adequate support personnel and supply monies, aconclusion borne out by the findings that the secondpriority is for teaching materials and laboratory equip-ment; e.g., curriculum guides and laboratory units forupgrading environmental courses.Most of the schools had either one-man or poorly staffedEnvironmental Departments. In many case; environ-mental courses were offered from a traditional Departmentsuch as Biology, Chemistry, Engineering, Social Science,Physics, and combinations of the above, and were eitherlow or totally lacking in reward structure and budgetaccess.

Further high priority needs, in order, are: audio-visualofferings, television offerings, a central servicing agencyfor environmental education, technician training courses,in-service co uses, more elective environmental courseofferings, greater flexibility in scheduling, outdoor areasfor outdoor classroom and laboratories.

RECOMMENDATIONS

Enjoyment of life by every human being requiresrestoration and maintenance of a quality environment. Weconsider our top priority to be eat of funding environ-mental education, to provide a marked increase inprograms, courses and widespread dissemination ofliterature and other media relative to present and potentialenvironmental crises.

Beyond, actual funding, the most obvious need is a centralbody to recommend and allocate funds. We recommendthat this body be in the form of a Trust, or be a continua-tion or modification of the present Governor's Task Forceon Environmental Education. This Trust or Task Forceshould be so positioned as to be able to work with otherestablished Governor's Task Forces, and be a quasi-governmental autonomous coordinating body, bothdrawing support from and contributing to relatedactivities of both Secretaryships of Environmental Affairsand Education.In order to achieve a sound ecologically based environ-mental concern by everyone for his or her surroundings,it is our recommendation that all teacher-trainingprograms contain such course opportunities for newteacher-graduates at all levels of higher learning. Sincecareers in environmental affairs will play a major part insustaining citizen interests in such activities, an Informa-

21

tion-Education unit should be established, preferably bythe Trust recommended above, to keep institutions, citizensand governmental agencies fully apprised of potentialpositions, legislative requirements (such as those imposedby NEPA and its possible state equivalent) andeducational opportunities throughout the Commonwealth.As an example of the kind of activity which thisrecommended Trust or Task Force could immediatelyundertake, we call attention to the course "Man andEnvironment". Development of this modular coursereceived financial support from the United States Office ofEducation; the course is described in the publication'Environmental Education in the Community College",American Association of Junior Colleges, Washington,D.C., made possible by contributions from privatefoundations. This course has been implemented atBerkshire Community College, and will be greatlyexpanded in a national effort during 1973.It could be widely implemented as a Freshman collegecourse in Massachusetts. There are modular materials,including a text and media, to facilitate immediate usage.We recommend that appropriate measures be taken tomake this course available in more colleges by theimmediate initiation of workshops.The present freeze on all environmentally-oriented statepositions is a serious deterrent to our recommendationsaimed at upgrading environmental quality. Although asevere austerity program has merit, it will inevitably resultin further environmental degradation at this time. Westrongly recommend a concerned effort to free up allpossible state appointments.

Massachusetts has been severely criticized by many whorepresent Federal environmental control agencies for notdoing its part in coping with environmental crises. Toqualify for continued governmental funding, we recom-mend that the state demonstrate a willingness to share thecost of protecting its environment, which, after all, is thelife-support system of its people.

Further recommendations by the Committee on HigherSchooling include:

1. Expansion of independent studies program in environ-mental education .2nd encouragement of individual andsmall group projects related to environmental quality.

2. Environmental technician training programs, particular-ly in the two year community colleges, if the need forsuch programs is warranted.

3.Conferences, seminars and symposiums on the environ-ment for diverse groups of faculty members to facilitatethe exchange of ideas and to sensitize these veryindividuals to environmental concerns.

4. Establishment of environmental information centers atinstitutions of higher schooling where students, facultyand community members can turn to locate data onindividuals who can advise them on environmentalissues of concern.

5. Refresher courses in environmental education offered by

1

institutions of higher education for graduates workingin fields of business, engineering, law, Medicine,government, etc.

RESPECTFULLY SUBMITTED,

George Hamilton, ChairmanNorton Nickerson, Co-chairmanJohn NolanDayton Carritt

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REPORT OF THE COMMITTEE ONCONTINUING EDUCATION

Various sources of Continuing Education were contactedby questionnaires. One form was sent to Aquariums,Zoos, Museums and Sportsmen's Clubs; a second form wassent to Conservation Commissions and land trustorganizations; a third to the News Media. (Radio, TVand Newspapers). Due to limitations of time andpersonnel, a survey of the industrial complex was notattempted. There were 147 replies, up to and includingApril 26th, from the 1;549 questionnaires mailed out.

1. AQUARIUMS, ZOOS, MUSEUMS, SPORTSMEN'SCLUBS

Forty replies were returned from the 793 questionnairessent which represents 5% of the population sampled. A 4to 1 ratio of those returned indicated that they haveprogram offerings to the public with approximately one-half providing speakers, films and static exhibits. Morethan one-third provided classes, guided and self-guidednature walks and live exhibits. The static exhibits areprimarily based on water and air pollution.One-half maintain bulletin boards and a 3 to 1 ratiomaintain libraries open to .the public.One-third provided educational programs for theiremployees, hiring personnel from within and outside oftheir own agency. These programs range in frequencyfrom 2 daily to an occasional film showing, and fromunder 4 to over 12 hours per month.The needs as expressed, indicated that qualified personnelto organize and operate programs have first priority,followed by need for audio-visual materials and a centralservicing agency.

A majority recognized environmental education as a goal,but lack personnel to activate programs.

CONCLUSIONS AND RECOMMENDATIONSAn awareness of Environmental Education is evident, andinitial steps are being taken to provide programs withinthe limits of funds and personnel.It is recommended that a central servicing agency beformed to provide qualified personnel to assist organiza-tions requesting such help.

2. CONSERVATION COMMISSIONS ANDLAND TRUST ORGANIZATIONS

Sixty two replies were returned from the 375 question-naires sent, which represents 16.5% of the populationsampled. The chief methods of informing the publicwere by news releases, citizen's hearings and meetings.Other means were by special news letter and librarydisplays.

Approximately one-third prepared specific guides con-cerning lands acquired. More than one-half have engagedin projects to establish environmental education in thelocal schools. Assistance in developing school grounds,publicizing available curriculum materials, purchasinglibrary books, and sponsoring award programs were themeans most frequently employed.

23

One-third of those reporting have a member or committeeresponsible for environmental education.

The majority considered the promotion of environmentaleducation as one of their responsibilities.

Central servicing and training programs were regarded asprimary needs in the preparation of an environmentaleducational program with time and funds also essential.

CONCLUSIONS AND RECOMMENDATIONS

Nearly four-fifths are actually informing the public oftheir environmental projects, while only about one-halfare in touch with the schools.It is recommended that a central servicing agency andtraining programs for commission members be organized.(toward this end see section titled Other Task ForceActivities).

3. MEDIA

Forty five replies were returned out of a total of 381questionnaires sent, which represents 11.8% of thepopulation sampled. One-third maintain a staff memberwhose primary responsibility was awareness of environ-mental issues, while two-thirds present one or moreregular features to the public, a dozen of which areweekly.

One TV station presented a series granting 1 collegecredit.

Two-thirds perceived air and water pollution as majorenvironmental issues of the future with population andsolid waste also as vital concerns.

Lack of time, staff, funds and material were the chieflimiting factors in promoting environmental education.A majority of those reporting recognized the importanceof continuing public information.

CONCLUSIONS AND RECOMMENDATIONS

The media as a whole appears to be cognizant of their rolein the environmental education of the public at large.It is recommended that the media, through a centralagency, be supplied with pertinent material while theysupply the time and/or space for its presentation.

SUMMARY AND OVERALLRECOMMENDATIONS

In overall summary, the fact the returns representapproximately 10% of those queried would seem toindicate that a major campaign is needed to persuade theother 90% that environmental issues are a full communityconcern.

Of those reporting, the need for staff, time, funds andmaterials and a central agency were indicated as of equalimportance in summary.

The results seem to indicate that there is a substantialneed among these organizations for a central servicing

agency which could be provided by the TRUST-EE,acting as a clearing house for information, professionalleadership, materials and possibly some funding. Furthersurvey and research are needed for a more completeevaluation of community environmental education.

OVERALL RECOMMENDATIONS

The committee feels that the following goals should beestablished throughout the Commonwealth:

1. A recognized system of access to reliable informationon environmental issues and programs should be set upand maintained.

2. Citizens of the Commonwealth should be educated foran ecologically sound yet rewarding use of theirincreasing leisure time.

With these goals in mind, we feel that top priority shouldbe given to the following recommendations:

A central servicing agency be set up and maintained tocoordinate activities and develop training programs.

Support and encouragement of art forms such as music,drama, and architecture that create an atmosphere ofenvironmental security.

Increased course offerings on environmental affairs fromextension programs and private adult educationorganizations.

Teachers be trained to give such courses.

Broader utilization of community human resources suchas environmental specialists, and governmentalofficials as educational resources in both formal andnon-formal education.

Environmental training sessions and conferences forjournalists, television producers, radio programs andother media specialists to help improve the depth andquality of their public products.

The Committee recommends further that:

More sophisticated environmental curriculumapproaches, materials and teaching aids be developedfor adult education courses.

More community organizations become involved inenvironmental education through the exploration oflocal environmental issues.

Environmental interpretations at museums, zoos, naturecenters, aquaria, government parks and parklands beincreased.

Centrally located drop-in centers in communities beset up to disseminate information on local environ-mental issues as well as such subjects as recycling,ecological disruptive products and packaging, and otherfacts of direct use to the concerned citizen.

Truthful advertising of products be designed anddeveloped to improve the environment so that theconsumer knows exactly what the product does anddoes not do.

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RESPECTFULLY SUBMITTED,

John IrvingCo-Chairmen

Frances Sherburne

Augusta BaileyJohn BremerJames LaugUinPatrick Mogan

REPORT OF THE COMMITTEE ONSTATE AND FEDERAL AGENCIES

The committee charged with the identification of Stateand Federal agencies and agency divisions having environ-mental education programs contacted 268 such agenciesover a three month period. Every agency, or agencydivision, was contacted by questionnaire.Some points should be made at the outset regarding thesample and the methods used to code it:1.The selection of those agencies used in the sample was

made by the committee and included any agencies thatthe committee felt might have an environmentaleducation program.

2.The results of the sample are as follows:Federal: Number sent (total) 56

Number received 22 questionnaires repre-senting 31 agencies

Percentage 55%

State: Number sent (total)Number received

Percentage

21274 questionnaires repre-

senting 104 agencies49%

NOTE: Questionnaires were frequently sent to severaldivisions within one agency. In this case, how-ever, we often received only one questionnairebackrepresenting all the other divisions. Thiswas taken into account in computing the per-centages above the total number sent repre-sents all agencies and divisions, and the per-centage represents the adjusted number ofresponses received.

3. The main objective of this committee was not to findout if environmental education existed in any or all ofthese agencies, but to discover to what degree itexisted.

4.0f those agencies receiving questionnaires, we shall, inthis report, deal only with those indicating involve-ment in environmental education in the followingcategories:1. Large degree of involvement2. Some degree of involvement3.The least degree of involvement

5. For the purpose of this report, we have separated thereview of the federal and state agencies.

STATE AGENCIESTotal number of questionnaires received: 74 (unadjusted)

Large degree of involvement 11

Some degree of involvement 16Least degree of involvement 16No involvement 31

TOTAL: 74

Observations:From the total number of questionnaires received - 74 - ,the following observations were made:1. Thos agencies having an environmental education

program directed to the general public 40

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2. Level of dissemination of environmental educationinformation:

16% at state and national level only84% greatest dissemination at community and

regional level

3. Speakers were the most widely used method of trainingand teaching aid in environmental education programs.Conferences, films and newspapers were used frequently.

4. Thirteen of the 74 agencies were involved with one ormore other agencies in an environmental educationprogram.

5. Eighteen agencies are currently developing materials ortechniques for instruction in environmental education.

6. Those agencies conducting environmental education pro-grams for their employees 29% (22)These agencies use both personnel within and outside oftheir agency. Nine of these agencies are currentlydeveloping materials or techniques for instruction inenvironmental education for their own employees.

Concrete needs, suggestions and recommendations:1. Many agencies cited lack of funding and personnel as

major problems in their activities in environmentaleducation.

2. Many agencies expressed needs for the following:a. Public education regarding various polluting agents

in the envnironment that produce brain or neuro-logical damage relating to developmental disabilities,i.e., lead paint, mercury, mosquito control programs,etc.

b. Legal procedures, i.e., citizen-complaint procedures,agency complaint procedures, household ecologymeasures, etc.

c. Information on state regulation agencies theirindividual duties, capabilities, and the laws for whichthey are responsible.

d. Honest information concerning popular answers toenvironmental questions and problems, i.e., effects ofrecycling, etc.

e. Guidance regarding pesticide use.f. Campaign to promote use of Mass Transit.

3. Need for employees of state and federal agencies tohave knowledge of programs and regulations in otheragencies in order to avoid conflicts and duplications.

4. Need for conferences and re-education programsregarding specific interests as well as general environ-mental education for employees of various agencies.

5. Need for in-service teacher workshops on environmentaleducation.

6. Need to develop nature trails and camping areas, andprograms making use of them.

7. Need for an environmental education center to coordi-nate all efforts and answer requests, etc.

8. Need for programs to foster awareness of environmentalissues and how they relate to the particular areas of

involvement of individual employees and departmentsin all areas of government and other agencies.

9. Need fulltime environmental specialists to constantlyupdate information and programs.

FEDERAL AGENCIESTotal number of questionnaires received: 22 (unadjusted)

Large degree of involvement 9Some degree of involvement 6Least degree of involvement 7

TOTAL: 22

Observations:From the total number of questionnaires received 22--the following observations were made:1. Those agencies having an environmental education

program directed to the general public 11

2. Level of dissemination of environmental educationinformation:

National levelInternational

61

State and Community 6No dissemination 11

Note: The Office of Environmental Affairs of the Dept.of State developed a program for EnvironmentalEducation and Training for the United NationsConference on the Human Environment held inStockholm, Sweden.

3.Speuers were the most widely used method of trainingand teaching aid in environmental education programs.Films, classroom lectures, conferences, newspapers andtelevision were used frequently.

4.Six of the 22 agencies were involved with one or moreother agencies in an environmental education program.

5. Eight agencies are currently developing materials ortechniques for instruction in environmental education.

6. Those federal agencies conducting environmentaleducation programs for their employees 49 % (9)These agencies use personnel from both within andoutside of their own agency. Most use classroomlectures, inhouse publications, conferences and trainingprograms to conduct training. Most conduct thistraining as needed by their employees and not on aregular basis. Six of these federal agencies are current-ly developing or have developed materials of techniquesfor instruction in environmental education for their ownemployees.

Concrete needs, suggestions and recommendations:1. Need more technical awareness of various protection

laws i.e., what to do when an oil spill occurs, how toprevent oil spills, proper disposal of solid waste fromsmall crafts, use of pollution abatement techniques,use and disposal of pesticides, etc.

2. Great need for an Environmental Education Act onthe State level.

3. Need greater use of already existing "packageprograms".

4. The public needs to be given more information regard-ing influences of the environment on their health,individually and on their own community.

26

5. Public needs to be motivated to act on existing bodiesto help preserve their own health status.

6. Employees of federal and state agencies need continuedtraining in methods for developing environmentalinformation and for motivating other governmentalagencies to action.

7. Need total involvement in environmental educationthrough all school systems, teachers colleges, anduniversities, as well as teacher workshops whereincredit for taking such courses would be granted.

8. Agencies expressed a need to further instruct theiremployees on ways of analyzing impacts of man'sactions on environmental conditions and on the long-term availability of natural resources.

9. Need an updating of information for students seekingenvironmental information, i.e., bicycle commuting.

10. Greater need to orient employees toward the responsi-bility of being a citizen.

Summary

It should be noted that the committee was not surprisedover the apparent lack of environmental education, and, inparticular, the lack of formal environmental educationprograms in the state and federal agencies. However, thequestionnaire did serve as a focus on those agencies witha more structured environmental education program.

This committee feels that there is a consciousness withinthe state and federal agencies about environmentaleducation, but, as with all or most state and federalprograms, a lack of funds.

Therefore, the Committee on State and Federal Agencieswould make the following recommendations:

1. A workable definition of environmental educationmust be developed. It is recognized that thisdefinition may differ between federalstate, primaryand secondarycontinuing education, etc.

2. There should be a mechanism set up to do the follow-ing:

a. identify all sources of federal and state fundsapplicable to the area of environment, in particular,environmental education.

b. review and make recommendations on all existingenvironmental education programs at the state level.

c. review and make recommendations (clearinghouse)on all state proposals to be sent to the federalgovernment lot funding.

d. serve as a data bank from which agencies could drawupon information pertaining to environmentaleducation as well as benefit from the "packageprograms" already in existence.

e. develop the feasibility of a program by whichagencies at both the state and federal level coulddraw upon the professional expertise existing inother agencies to do employee training in environ-mental education.

f. investigate the possibility of one overall environmentaleducation program for all agenciesconducive tosharing of personnel, resources, information, etc.

3. Such a mechanism should be quasi-governmental and

should have input from the Secretaries of Environment,Education, and Administration and Finance.

4. Increase training in methods for developing environ-mental information and for motivating other govern-mental agencies to action.

5. Increase input to state agencies from elementary andsecondary, higher education, and continuing educationareas.

6. This committee cannot emphasize strongly enough itsrecommendation tha: hose individuals or themechanism set up to implement the recommendations ofthis Task Force guard against setting up still anotherlayer of "bureaucracy" to administer environmentaleducation programs.

ADDITIONAL NEEDS:

Development of interpretive centers at camping areasand programs making use of them.Training program for training personnel forinterpretive centers.

Review of what facilities will be available atinterpretive centers in 'terms of nature trails, libraries,displays and interpretive personnel.

Determine whether Department of NaturalResources should develop an environmental informationand education center for such training or whether theeducation element should be handled by the StateDepartment of Education or contracted our to someprivate organization or organizations.

Coordination with Federal programs such as theNational Parks on development of interpretiveareas. For example, the development of an"Outdoor Museum" in Concord, using the whole townover a broad spectrum of time and history, rather thana static display of single houses or set of houses (e.g.Old Sturbridge VillageWilliamsburg).Review of all state centers as to what should bebasic and/or unique to all.

RESPECTFULLY SUBMITTED

Sydney TurnerCo-Chairmen

Laurence ZuelkeMatthew ConnollyJames Moseley

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REPORT OF THE COMMITTEE ON THEDEVELOPMENT OF A STATEPLANNING SYSTEM

Prior to the formation of the Task Force, the MACCECommittee on the development of a State Plan arrived ata number of conclusions as a result of their deliberations.These were:

1. No organization, public or private, existed that was ofsufficient breadth and scope to plan effectively forenvironmental education needs in Massachusetts.

2. Funding for environmental education requires theblending of governmental, foundation, and privatesources of money. This goal is difficult, if not impossi-ble, to achieve through normal governmental channels.

3. A super-agency or bureau would tend to concentratethe states talents in the field instead of leaving themdispersed among many varying constituencies. Theseconstituencies are a valuable, if not vital part of theeffectiveness of the various talents.

4. Coordination and cooperation by a variety of talentsare needed to achieve maximum results from alwayslimited funds and talents.

5. There are a vast number of environmental educationneeds within the Commonwealth. They cannot all bemet at once, though they are all worthy. Priorities mustbe established.

6. Priorities change with changing times. Aplan isobsolete when written. An on-going planning system isneeded for environmental education.

With these conclusion in mind, the MACCE Committee,set as one of its goals the design and implementation ofa quasi-governmental planning and coordinating systemfor environmental education, which would serve our stateand provide a model for others who perceived similarneeds".

A start towards the development of a quasi-governmentalplanning, coordinating and funding organization, in theform of a Trust for Environmental Education, was de-signed in a draft form.Upon the funding of the grant to further develop thestate plans, a committee was formed to further refine theplans and procedures for TRUST-EE. The committee metwith Mrs. Marion Freemont-Smith of Choate, Hall andStewart, who acted as the Task Forces legal counsel in thedevelopment of the documents. With Mrs. Freemont-Smith's advice and assistance, a trust instrument wasdeveloped and "Operating procedures for the Trustees ofTRUST-EE" were formulated. In addition, the necessarystatements required on the form for clearance by theInternal Revenue Service were prepared. Copies of theTrust Document and the Operating Procedures can befound in Appendix V.

RESPECTFULLY SUBMITTED,

Max Bogart

Warren M. LittleRoger Marshall, ChairmanCharles E. RothRobert Wetmore

k

OTHER TASK FORCE ACTIVITIES

OPEN SPACE AND RECREATION MANAGEMENTCOURSE

In addition to working in committees on developingassessment instruments, surveying target groups, andcompiling results with recommendations, members of theTask Force carried out a number of other activities at therequest of state agencies or educational institutions.Perhaps the most significant role which the Task Forceplayed was in the planning, implementation and evaluationof an Open Space and Recreation Management Course forthe Institute of Governmental Services at the Universityof Massachusetts.

In January, 1972, the Task Force received a request fromDr. Arthur W. Eve, the Associate Director of theInstitute for Governmental Services at the University ofMassachusetts in Amherst. Dr. Eve wished to knowwhether the Task Force would be willing to be involvedin the design, implementation and evaluation of Leader-ship Training workshops in Recreation and Open SpaceManagement for a wide range of local governmentofficials. A verbal agreement was reached, and the detailsoutlined in further communication in April. Funds wereprovided by the Institute from a grant obtained under theIntergovernmental Personnel Act of 1970. Mrs. Nancy W.Anderson was hired to coordinate the project for the TaskForce.

A series of eight (8) two and one-half hour sessions weredesigned for an eight week period from May 9th throughJune 27th. The meetings were held at Tufts University inMedford, Massachusetts, on Tuesday evenings, free ofcharge. A Certificate of Participation was presented tothose completing six out of the eight sessions.

Subjects explored included: The Ecology of Open Spaceand Recreation; Town Planning for Open Space andRecreation; the use of the Law in preserving open space;Regional and City Planning; Flood-Plain/WetlandsZoning and Management; State and Federal Funding forOpen Space, Conservation and Recreation.

Over ninety people from twenty-one communities andthe State Departments of Community Affairs and NaturalResources signed up to take the course. Attendanceaveraged around sixty per class. A formal evaluation ofthe course has not been completed at the time of thiswriting. (See Appendix VI)

In addition to the course, MACCE members who werealso members of the Task Force continued to work withthe Department of Natural Resources in determining asite for the States first environmental interpretive center.Meetings were held and three onsite evaluations ofsuggested locations were made. Recommendations weresubmitted in writing to the Department of NaturalResources.

Further activities of the Task Force included disseminatinginformation on its work through meetings, speakingengagements and radio appearances by both the Chairmanand the Executive Secretary. During the process ofdeveloping environmental education proposals for

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submisssion to USOE for funding in Spring 1972, theExecutive Secretary and particularly the Chairman spentconsiderable amounts of time advising people on thetechnical requirements of P.L. 91-516 and also on thepotential merits of projects in line with our then currentassessment of environment education needs. Such advicewas not limited to persons and groups in Massachusetts.Work of this nature was carried on with representatives ofevery New England state.

Fini

WHAT GOOD IS A HOUSE WHEN THERE IS NOTOLERABLE PLANET TO PUT IT ON?

H. D. Thoreau

Designed by Design Research UnitMassachusetts College of Art