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Show could restore the range and at the same time bring prosperity and permanency to the grazing industry. But because use of the western range is governed by democratic processes and is dependent upon the will of the people, the administrative agencies can only go as far in the direction of restoration as public opinion will support them. At present the average person is unaware of the existence of overgrazing and has even less knowledge of the profound destruction which it brings to the land. Therefore, public information- presented by an interesting and effective program rather than as a dose of unpalatable medicine- is fundamentally the solution of grazing problems. PUBLIC INFORMATION AND MORE SUPPORT FOR CONSERVATION ARE FUNDAMENTAL NEEDS The problem of determining the proper uses of the Colorado River Basin is largely one of conserving its basic soil and waters. The present economic- use pattern is a product of various natural conditions, and in general seems well adapted to the land. What is principally needed is the replacement of destructive methods by up- to- date methods with respect to existing land uses. Knowledge of how to do this is readily available, but the program cannot be carried out without public support. Therefore, a more effective program of public information is essential. The public is uninformed regarding basic conservation issues largely because conservation education has lacked focus. Scattered, uncoordinated efforts are made in this direction by innumerable State and Federal agencies, and by private individuals, but never on a scale that has been adequate for a Nation of more than 140 million persons. The Fish and Wildlife Service has outlined the failure of past conservation efforts to meet the vital need of public understanding. It has indicated three major steps that are essential to an improvement of this situation, together with its own well- thought- out postwar plans for meeting its share of the education responsibility. Yet this agency is forced to admit, as would practically all others throughout the land, " that such efforts as the Fish and Wildlife Service has been able to make in this field are largely sporadic in character and occur as the result of the overwhelming interest in the program, or some part of it, on the part of the individuals in the Service." 90 Conservation education funds and enabling legislation never have been adequate for this or any other agency. It is true that some progress in conservation has been made, but as previously emphasized, the deterioration of soils and waters and the destruction of recreation values continues. If these destructive processes had not been going on for more than 70 years there might still be time to let public education catch up without assistance- except for the fact that public realization of this kind of destruction seldom dawns until the emergency stage has been passed. Adequate staffs and funds are needed for conservation education, now. Enough of the basic research in range management, soil conservation, and wildlife production has been accomplished to furnish a clear- cut initial restoration program. The basic knowledge already is in the hands of the technicians and administrators, and only needs to be made available to the general public to gain support. But acquainting the public with the facts will be a full- time job. Re- education of land users away from some of the old- time destructive soil practices will require not only the special techniques and full- time energies of all conservation organizations, but considerable tact and some salesmanship, as well as the fervor that comes from a genuine conviction as to the urgency of the work. That good results really can come from an educational program based on such a point of view has been well demonstrated by the education- demonstration results achieved by the Soil Conservation Service and the Bureau of Indian Affairs. The educational programs of the conservation agencies would include the introduction of a really fundamental conservation program into the schools. In the past many of these efforts have been too limited in scope of material included, and too narrow in their appeal to take the next step and present the basic philosophy. In other words, children have been taught to appreciate birds or trees or flowers or something else without being given a basic understanding of the total interrelationships of each to the other 90 Gabrielson, 1945a, p. 209. 77 |