CONSERVATION AND SCHOOLS 



By Margaret E. Adams 



To members of the Sol I and Water Con- 

 |servatlon Districts, "conservation" is a 

 tremendously Important phase of day-to 

 day life. To school people "conservation" 

 Is usually something far removed from day- 

 to-day life, and usually associated only with 

 agriculture. 



If we accept schools as the Institution 

 established historically in our country 

 to transmit knowledge to the youngsters, 

 then we must be concerned that "conserva- 

 tion education" Is not a basic facet of 

 every school's curriculum, 



Why? Because we live In a democracy where 

 the decisions are made at city, county, 

 state and national levels by votes of 

 our elected representatives. If the 

 representatives have no concept of the 

 vital nature of "conservation," how can 

 they vote Intelligently? Following the 

 "one-man-one-vote" trend It is obvious 

 that in the future decisions for rural 

 life are going to be made by city 

 dwellers. Isn't it vital then that 

 every prospective office holder has a 

 basic conservation education? 



"in the November-December Issue of 



Treasure Acres . Dr. Vi^i 1 1 dark defined 

 conservation as "the making of 

 Intelligent choices among the 

 competitive uses of resources." How 

 can we establish this kind of 

 "conservation education* in alt of 

 the schools of Montana? Let m« 

 suggest some approaches. 



I . We have to show sane concern 

 at every level of Montana 

 education. Every SW district 

 should make a project of 

 becoming professionally 

 acquainted with the school 

 leaders In the schools In all 

 of the communities In the 

 district. Make the school 

 people aware that you think 

 conservation education Is 

 Important. This is an easier 

 Job In small communities than 

 In large communities, but 

 remember where the concentra- 

 tion of potential voters Is 

 being educated! 



The Montana Sol I and Water 

 Conservation Districts should 

 set up some state level 

 committee to work with the 

 Department of Public Instru- 

 ction to make that office 

 ful ly aware of the concern 

 of SW Districts for state 

 leadership in conservation 

 education. For many years we 

 have had authorization for a 

 position of "conservation 

 education supervisor" In the 

 Department of Public 

 Instruction but funds for the 

 office have not been approprl* 

 ated. Every county representa- 

 tive and senator should know 

 that all of the members of SW 

 Districts think this funding 

 Is of primary importance, 



(Editors Note: Thi-s article wl 1 1 be 

 continued In the Sept, -Oct, Issue of 

 Treasure Acres when several more 

 excel lent approaches to conservation 

 education will be given by Miss Adams, 

 In the meantime let's get districts 

 going on Approach 11 above,— This 

 page sponsored by Ladies Auxiliary, 

 MASWCO) 



