REPORTS OF THE PANEL CHAIRMEN 665 



The ultimate reality is what we see at ground level as we walk or 

 drive. It is effect we are dealing with to a degree, illusion and 

 the perception of this is missed when our planning apparatus is used. 



How do we stimulate communities to look at themselves? Many 

 of us were very heartened by the provision in the new housing bill 

 for grants to cities for tree planting and townscape action. 



This should be great for the cities. But why not a similar program 

 for the countryside? 



Landscape grants could have terrific leverage. Our countrysides 

 are full of opportunities to be seized the brook by the side of the 

 road, for example, that you don't see because of the second growth. 

 Cost-sharing grants for such things as plantings and scenic clearings 

 can stimulate communities to take a fresh new look at themselves, 

 and to build this process into their basic planning machinery. But a 

 big job of technical assistance needs to be done. 



There are many tools and programs ready to be used, but in coordi- 

 nating them we have something of an inverted pyramid. The bur- 

 den of seeking out and tying together all of the many Federal and 

 State assistance programs falls most heavily on the groups least 

 equipped for the job the local governments. They need help. 



One way might be to set up interagcncy task forces which in a series 

 of demonstration projects could go to particular areas and show how 

 all these many programs can be dovetailed together. 



At the very least, there needs to be a much more vigorous clearing- 

 house operation. Over these past two days we have heard of a lot of 

 exciting precedents, new procedures that work. But how many local 

 officials and groups are aware of these? Getting this hard nuts- 

 and-bolts information across is one of the most evangelical things 

 we can do. 



Education 



The CHAIRMAN, Mr. BRANDWEIN. Education is a verb masquerad- 

 ing as a noun. To become educated we act; we participate; we 

 change. When we educate we conserve men, women, children, as 

 well as environments. To conserve beauty of any kind, in any form, 

 children, men, and women must experience it; be educated in an 

 environment of beauty; have easy and perennial access to it; learn 

 in it ; that is, live in it. 



When we educate we ask in effect : How shall we live, and to what 

 end? We seek not only purpose, we seek experience in search 



