The Honorable Claiborne Pell

Room 325, Old Senate Office Bldg.
Washington, D. C. 20510

306 Upper Gulph Road Radnor, Pennsylvania June 19, 1970

Dear Senator Pell:

Thank you very much for your letter of May 22 regarding environmental education. I have studied bills S.3151, S.3809, and S.3237 and I would like to offer my opinions and suggestions. I am a senior at Brown University pursuing an independent concentration in Environmental Design Studies, analyzing and constructing theories in architecture and planning (which, incidentally, should be included in the list of environmental careers in S.3809). I worked on a slide presenation about ecology which has been shown in many Rhode Island schools and colleges, and I have worked for Ecology Action for Rhode Island. I recently appeared on a Channel 36 television show on the environment sponsored by the A.I.A. in Providence. I would be glad to take part in any conferences and councils in which I could voice my opinions on environmental education.

I believe that what must be made clear in legislation is that environmental education is primarily an attempt to change people's attitudes and goals, not their knowledge of facts. This point is implied by Sec. 104(a)(5) of S.3237, but references to "poor understanding" (S.3151, p. 1, line 8) and a need for "materials, data, and statistics" (S.3237, p. 4. line 24) are downright misleading. Decisions involving "the broadest possible public participation" (S.3237, p. 10 line 7) must be ethical not technical. This fact suggests both hopes and dangers. On one side, Americans could find in ecology some new goals to work for. We could find better things to do than simply getting rich quick and fighting Communism. For a new national commitment, the United States could try to build a healthy and stable environment. Hopefully, if people learned to cooperate with nature they might learn to act more thoughtfully toward each other. On the other hand, fussing about pollution could lead us to ignore social and political conflicts.

However, our environmental goals are not clear. It is not enough to clean up the world; we must plan a future and decide how we want to live. Conflicting viewpoints will arise. Thus environmental education must not consist in simply handing out information; it must stimulate discussion. Otherwise, "education" for particular goals could become a form

of political campaigning. Does "public support" (S.3237, p. 2,
line 22) mean votes? And whose value system will be imposed
by a review of government agencies (S.3237, p. 12, line 12)?

Below are some of the basic questions which must be debated. Each one is vitally related to environmental problems. One must ask:

1. Should we build new towns or expand old ones?

2.

Should we take advantage of short-term benefits at the risk of long-term costs, or vice-versa?

3. Should our ideals be basically capitalistic or socialistic?

4. Should communities be locally self-sufficient, sacrificing wealth, or tied to the national economy, sacrificing freedom?

5.

Should the U. S. economy depend on foreign resources, which depend on political situations, or not?

I think the country has chosen the wrong answers so far. It would be a pity if the alternatives were never even considered.

The points I have raised here could be discussed at great length. Please tell me if I could help you in any way to further environmental education. I appreciate your efforts and thank you for keeping me informed.

CFZ/mlk

Sincerely,

Charles F. Immermann

Charles F Zimmermann

We are interested in the Environmental Education Act, S.3151.
We are keenly interested in the statement issued by the
American Association of Museums concerning the use of museum
facilities to help educate the public on environmental
dangers. This seems to us to be a very logical growth of
the museums interests concerning community and environ-
mental problems.

I would respectfully request that the act be given sufficient
latitude to allow art museums to approach the problem of
communication on environmental problems in a creative manner.
For instance, we have been seriously considering an exhibition
here in St. Petersburg that would deal with three of our
crucial problems: 1, having to do with the elderly; 2, in
terms of race relationships; and 3, in terms of our environ-
ment. Basically on the latter, the ways and means by which
we can preserve the beauty of our surroundings without further
encroachment of urbanized life.

St. Petersburg is an ideal test place; and for this reason we
would welcome federal support in putting forth an exhibition
of this type, which would not only include photographic docu-
mentation of the city, but might also include a catalog with
specific writings dealing with the total problem of the com-
munity. Should the Environmental Education Act be passed,
we would like to stand in line with our application for our
project. Congratulations on your fine work, and looking
forward to hearing more about the act S.3151,

Sincerely,

Alan Du Bois

Assistant Director

46-880 0-70-25

ADB: al

FLORIDA

Hon. CLAIBORNE PELL,

325 Old Senate Office Building, Washington, D.C.

AUDUBON SOCIETY OF RHODE ISLAND,
Providence, R.I., June 24, 1970.

DEAR SENATOR PELL: It is our understanding that the Environmental Quality Education Bill-S. 3151-is currently before your Senate Sub-committee on Education. We are informed that hearings have been completed and the bill is now ready for action by the committee.

As the oldest and largest environmental education organization in Rhode Island, we would like you to know that we believe the provisions of S. 3151 for making environmental education available to students throughout the country may be one of the most important pieces of legislation considered by Congress for some time. We can speak from long experience in evaluating the job public school systems have done in this state and other New England states relative to environmental education over the past 25 years or more. To say that it has been inadequate would be a gross understatement. In most instances, it has been nonexistent for at least 50 years. It is quite likely that many of our environmental problems today are due at least in part to this blank in our educational process. Audubon Societies and other conservation organizations have for years attempted to fill the gap left in public education with various kinds of programs in public schools, outdoor educational activities at wildlife refuges, trailside museums, outdoor recrational centers, nature centers and other similar activities. Obviously, we have not been equal to the job but in performing it, we have gained considerable experience and knowledge. Assuming that S. 3151 will receive favorable consideration by the Congress, we hope to be able to make much of this experience and knowledge available to the public and private school systems and other educational institutions. From personal knowledge, I can attest that many other Audubon and similar environmental education organizations stand ready to offer the same services and facilities.

The principal obstacle for us in handling large numbers of youngsters and teacher trainees effectively in our own programs has been inability to obtain sufficient private financial support to hire staff equal to the volume of demand. It has been nearly as difficult to finance the construction of educational centers with commpletely private solicitation. While this oganization and the Massachusetts Audubon Society have for years carried out a more or less financially self-sustaining educational program in the school systems of Massachusetts and Rhode Island, increasingly tight public school budgets are making this less and less an effective approach. The quality of the work has never been questioned by any educator or educational institution. However, the anomaly of a public school system hiring an outside agency to do a job which it obviously should be doing itself makes it difficult to sell this kind of program to local school committees and finance committees. When budget cuts are inevitable, we, as outsiders in the system, are always the first to go. In order that you may have some idea of the type of program to which I refer, I enclose a brochure on the program we have been providing to the public school system in this state.

Your personal sponsorship of much of the recent progress and interest in marine research and development is ample evidence of your recognition of the value of basic environmental education for all people. I urge you to use all the considerable persuasive powers at your command to obtain favorable consideration of this most important legislation by the Congress.

Thank you for your time and attention.
Sincerely yours,

Enclosure.

ALFRED L. HAWKES, Executive Director.