EDUCATION 509 



stimulated under title IV, section 401, of the Elementary and 

 Secondary Education Act of 1965. 



Miss WARD. The section about which my panel has asked 

 me to speak is concerned with education in the rather broad 

 sense; Dr. Eiseley will be concerned with education in its academic 

 sense later. But I think we would all like to begin taking up once 

 again the remarks of Secretary Celebrezze, which are, "If there is not 

 a well-informed, vigorous, and articulate public opinion in this field 

 then nothing is going to happen." One of our starting points is, I 

 think, to recognize that both in my country, in Europe, and in the 

 United States, the chief problem facing an environment of beauty is 

 the fact that the uncontrolled forces at work now don't produce it. 

 It really is as simple as that. We would not, in fact, have to bother 

 with this problem if the forces naturally at work in our society were 

 producing what we want. Instead these forces are producing again 

 and again what we don't want. 



It, therefore, does inevitably follow that citizen opinion in free so- 

 cieties is absolutely of the essence of the problem. We, therefore, 

 have a number of quite specific proposals in this field, and a number 

 of rather broader questions which apply to these proposals or stem 

 from them. 



The specific questions and the specific recommendations nearly 

 all concern getting more information, because, the field is new. A 

 great deal is known in a dispersed fashion, but not known consecu- 

 tively and consistently. We therefore would like to see a number of 

 task forces set up with specific responsibilities to get before the citizen 

 what the possibilities and what the problems are. 



For instance, we would like to propose that a task force consider 

 what kind of community models can be laid before the citizens, of 

 homes, of schools, of local areas; one might go further and say whole 

 city sections. 



If I may cite an example from England, the report on traffic 

 in towns which was completed under the leadership of Professor 

 Buchanan is a most brilliant attempt to put before the citizen what 

 a more beautiful and a more convenient city layout would look like 

 and what it would cost. We feel that in this field of community 

 models, people only see what they see; they don't know what they 

 could see if the situation had been altered by purpose and direction. 



We would like to see a task force set up to consider what could be 

 done here. 



