Environmental education is viewed from many perspectives in these replies. Overall there is a common concern shared by all; environmental education is not an isolated discipline. The primary bill before the committee, S. 3151, is designed to draw together existing knowledge to form a new foundation for education. Again and again in discussions and correspondence with experts in the field, I have found an emphasis on the need for not merely new knowledge, but for new attitudes and outlooks which will integrate existing knowledge across conventional disciplinary lines to focus on the many facets of specific environmental problems. New attitudes toward the very purposes of man on this planet will be required.

Environmental education, if it is to be fully effective, cannot be limited to the traditional study of nature and natural resources, but must also concern itself with the manmade environment and the balance between the two. The problems of our cities and rural area are intimately intertwined, as is the relationship of human endeavors to the natural environment.

Rachel Carson's theme of "reverence for life" is becoming less mystical and of more substance as our eyes are opened to havoc we have wrought under the guise of progress. A strong congressional commitment to an all-embracing program of environmental education will help us to find the new working definition of progress that is a prerequisite to the continued presence of life on this planet. Senator NELSON. On November 19, S. 3151 was introduced. This measure now has 24 cosponsors. It was drafted and first introduced in Congress by Congressman John Brademas. As chairman of the House Select Committee on Education, Mr. Brademas has held extensive hearings on the bill during March and April and May. If enacted the proposal would be a first step toward making every day a national environmental teach-in day. In general the act authorizes the Commissioner of Education to establish educational programs to encourage understanding of policies and support of activities designed to enhance environmental quality and maintain ecological balance.

Congress recognizes, of course, that the great surge about the deteriorating environment stands in sharp contrast to the lack of understanding and the inadequate resources, both human and physical, for educating citizens in this area.

The purpose of the Environmental Quality Education Act is to offer programs from the preschool to the senior citizen level available to all social and economic groups along with training programs for teachers and other personnel in private sectors.

Specifically, the Commissioner can fund proposals from institutions of higher learning and other public or private agencies for the development of environmental curricula for elementary and secondary, university, and adult community education programs.

These curriculums will necessarily deal with the important relationships between man, nature, and the man-made world. They will use the environment more as a teaching resource than it generally has been used in the past.

Preservice and inservice teacher training programs come under the authority of the act in a variety of ways: summer workshops, new courses of study, symposiums, seminars and conferences. I might say, Mr. Chairman, I would call to your attention-I have discussed it with the Commissioner of Education, who will be testifying in a few minutes that under subsection 3 at the bottom of page 3 the bill reads:

Making grants to institutions of higher education, local educational agencies, and other public and private organizations to provide presservice and inservice training programs on environmental quality and ecology-including courses of study, symposiums, and workshops, institutes, seminars, conferences for teach

ers, other educational personnel, public service personnel and community, business and industrial leaders and employees and governmental employees at State, Federal and local levels.

I believe very strongly, and I believe the Commissioner agrees with me, that it should be clear in here that this would authorize the Commissioner to give grants, stipends, tuition payments to grade school and high school teachers so that they may attend, for example, summer courses of say 3 months at an institution of higher learning to broaden their understanding of environmental education.

I think that is the intent of Congressman Brademas, I think that is the intent of the bill. But I am not sure that it is spelled out clearly enough. The Commissioner told me he would comment on it also when he testified.

If not, I would hope perhaps we could work out a perfecting amendment and submit it so that we are sure that a grade-school teacher can get an opportunity for some financial support for summer studies at institutions of higher education. I would consider that to be a very important objective in any environmental education act.

Senator PELL. When the amendment is submitted we will consider it, both in these hearings and in the executive session.

Senator NELSON. I would be glad to submit one or maybe the Commissioner would like to submit a clarification.

This act will also create an Advisory Committee on Environmental Education composed of 21 distinguished persons who are familiar with education, information media, and the problems of the environment. On May 6, I introduced S. 3809, the Environmental Careers Fellowship Act. The objective of that is to grant fellowships to students in various scientific disciplines who are attending or who are committed to attend and will attend institutions that have broad environmental educational programs with the objective of training these students for environmental careers. Mr. Chairman, that concludes marks on the two bills.

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Senator PELL. I thank you very much. I am particularly glad that these hearings are being held because Senator Nelson has long taken the lead in environmental problems long before it became synonomous with "Apple Pie" and "Motherhood."

He is to be congratulated by the whole community of our country as the drafter of this bill and as the organizer of Earth Day.

At this point in the record we will receive the statement of the junior Senator from Oregon, Mr. Packwood.

STATEMENT OF HON. ROBERT W. PACKWOOD, A U.S. SENATOR FROM THE STATE OF OREGON

Senator PACKWOOD. Mr. Chairman, we are considering here legislation that is absolutely essential if we are to squarely face the challenge of environmental deterioration. As you know, I cosponsored S. 3237, the bill introduced by Senator Goodell, the Environmental Reclamation Education Act of 1969.

It is significant that we have two proposals before this committee that reach to the very core of the problem facing us-education of a Nation about how to meet and conquer the enemies of pollution. The question is, "What is the best approach?"

One of the reasons I cosponsored the Goodell bill is that it named specific objectives and attacked the problems at a much higher level, For example, the program would be administered by the Secretary of Health, Education, and Welfare, and would involve, in the Advisory Council, many Cabinet and sub-Cabinet level officials. And here I would add that the Secretary of Agriculture, because of that Department's deep interest and involvement in our natural resources, should be included and indeed considered an important member of that Advisory Council. We are all familiar with the work being accomplished in the ecological and environmental areas by the Federal Extension Service and the cooperative extension services in the States in furthering education within the communities. S. 3237 would also establish regional centers for "community action and education."

However, whatever may be determined as the best method, I believe it is imperative that we do take positive action on legislation providing assistance to environmental education. There will be little gain if we merely appropriate money for research and construction, and legislate penalties, if we fail to meet the need of educating our people on this critically important subject.

Let my statement to this committee then be that regardless of what parts of the two proposals may be meshed together, I fully support the idea and urge immediate action on legislation to provide adequate assistance to environmental education at all levels. And I further believe that the subject of "population" cannot be separated from the whole topic of "environment" and so would support and urge adoption of the amendment offered by Senator Cranston to S. 3151.

Senator PELL. The next witness is Commissioner Allen, who I hope will extend our regrets to the Secretary. There are reports in the press that he is ill. I hope he is back soon.

Would you introduce the people with you?

STATEMENT OF HON. JAMES E. ALLEN, JR., COMMISSIONER OF EDUCATION; ACCOMPANIED BY DR. JOHN J. HANLON, ACTING ADMINISTRATOR, ENVIRONMENTAL HEALTH SERVICES; DR. ALBERT L. ALFORD, ASSISTANT COMMISSIONER FOR LEGISLATION; AND LOGAN SALLADA, SPECIAL ASSISTANT TO THE COMMISSIONER

Commissioner ALLEN. Thank you, Mr. Chairman, and Senator Nelson. May I present to the committee on my left Dr. Alford, Assistant Commissioner for Legislation, and on my right Mr. Logan Sallada, Special Assistant and who is heading a task force in the Office of Education on the Environmental Education, and Dr. John Hanlon, Executive Administrator of Environmental Health Services in HEW. Mr. Chairman, I would like the privilege, if it is all right with you, to submit my full testimony for the record and then to summarize it and move quickly to the question and answer period.

Senator PELL. Without objection, that will be done. (The prepared statement of Mr. Allen follows:)

Statement by

Honorable James E. Allen, Jr. Assistant Secretary for Education and

U.S. Commissioner of Education

Mr. Chairman and Members of the Subcommittee:

I welcome this opportunity to discuss the interests and activities of the United States Office of Education in environmental and ecological education, and to give my strong support to the purposes of S. 3151.

You, Mr. Chairman, and other members of the Senate are to be highly commended for the concern and leadership which you have shown with respect to the need for more intensive efforts to establish educational programs to encourage understanding of policies and support of activities designed to enhance environmental quality and maintain ecological balance.

As you know, the President has stated that--"The 1970's absolutely must be the years when America pays its debt to the past by reclaiming the purity of its air, its waters, and our living environment. It is literally now or never. Thus, the Administration is dedicated in full measure to saving and rehabilitating our fragile, threatened environment--on which our very sur

vival depends.

The Office of Education has a special responsibility in this regard, for one of the keys to survival is education. I would like to tell the subcommittee something of our activities and plans.

Soon after I took office as Commissioner of Education, my attention was particularly drawn to the growing seriousness of the pollution problem by a very excellent short film produced by a group of our summer interns. Entitled "Crisis in the Capital: When Will We Ever Learn?", this film portrayed dramatically the serious pollution problems in the District of Columbia area. This film increased my concern about what our schools and

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colleges were doing to educate our young people, and the public generally, to the tragedy of our deteriorating environment, and, more particularly, what the Office of Education was doing to encourage and promote efforts to educate for environmental improvement.

In order to have an answer to my question, I asked one of my young assistants, Mr. Logan Sallada, to chair a task force composed of staff members in the Office and to report to me on their findings.

As you might expect, the task force found the Office was supporting through its various funds a variety of programs, ranging from the most

elementary forms of traditional conservation education to new efforts in life

and earth sciences.

Their survey showed that one of the major sources of authority for the support of environmental-related activities was Title III of the Elementary and Secondary Education Act.

Although evaluations of the ESEA title III

conservation and outdoor education projects have not been completed, we do know that a number of these have emphasized the interrelationships and interdependencies of the elements of the environment and the changes resulting from man's activities. A list of those identified thus far is available for

the record.

Another major source of authority is Title I of the Higher Education Act. The Office had supported over $330,000 in projects which could reasonably be identified as making a contribution to a better understanding of our environment under this authority. These included in FY 1969, for example,

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