Miss HENDERSON. It is not a membership organization. It is a group that has also been going like the union (IUCN) since 1948. It is a group of people working on different environmental problems. I am in education, we have a lawyer who did a conference on the law and the environment this fall. We have a couple of international ecologists who ran meetings on the ecological aspects of international development a year ago. We have planners, and those who work in citizen programs of various sorts and so on.

Mr. MEEDS. How is it supported?

Miss HENDERSON. By private foundations and some individuals. The only Government money, I believe, at the moment, is an HEW grant for air pollution.

Mr. MEEDS. Were you present the other day when Margaret Mead testified? In looking at your testimony, I assume you were?

Miss HENDERSON. I was there at the end of it. I wasn't there through all of it.

Mr. MEEDS. I asked her a question which I am going to repeat very generally to you. I am just tremendously excited about all the interest we have in environment today. But somehow I have the feeling that this interest is a-I called it a middle-class ethic and I don't think she liked that terminology, but I am going to use it again because I like it.

I have the feeling that the drive for environment today is primarily a middle-class ethic and that we are overlooking or downgrading the very urgent problems of our cities and the very brutal environmental problems which exist there and we are thinking about conserving forests and cleaning up lakes and streams and all of these things. But we are not concentrating on rats, garbage in hallways, and all of the problems that beset our core cities.

Miss HENDERSON. I personally believe this latter concentration is vital.

Mr. MEEDS. My question is: Can we make this bill something which will also carry that concern and begin to respond to it or am I talking about another problem which maybe we ought to be dealing with in other legislation?

Miss HENDERSON. It is my personal belief that one has to look at the total environment. Since 70 percent or more of our citizens live in the city and more will in the near future, we are really obliged to look at the problem of the city almost first and foremost and look at the interplay between the rural areas and the city. We must look at the city environment and this immediately involves us in the interplay between man and nature and also technology.

I don't see how we can get out of this.

Mr. MEEDS. I certainly agree with you. What I am really doing is kind of earnestly soliciting from all the witnesses I have had an opportunity to question, methods that we can better get this message across with this bill or some other legislation.

Miss HENDERSON. I suppose that perhaps you have to actively state it. I think the bill needs to make a reference to the fact that the kind of poverty areas we have in cities are, in fact, ecologically bad as well as all the other ways they are bad and that one needs to make this clear.

I think it is true, it is harder to get people in poverty to recognize that what we are saying is relevant to them as well as to us.

Mr. MEEDS. My concern over this arose from a number of letters which I received from the students at Western Washington College, who were writing on another piece of legislation, but who seemed to have only the idea that the ecology and the environment was their ability to walk out their back door into the forests.

This was in relation, incidentally, to another matter in which I was actually questioning whether the ghetto youth of this Nation were getting a fair shake in the whole buildup on environmental problems. They just completely ignored it. It troubled me greatly, because it seems to me that the ghetto youth have as much right to a good environment as do the college students who want to walk out the back door and into the forests. We all want to do that.

Miss HENDERSON. I think their need is more pressing and we ought to acknowledge that.

Mr. MEEDS. Thank you very much.

Mr. BRADEMAS. Thank you, Miss Henderson. We appreciate your helping us.

Mr. BRADEMAS. Our final witness this morning is Dr. Casey E. Westell, Jr. I am very pleased to call on a distinguished member of this subcommittee, Mr. Meeds, to present Dr. Westell.

Mr. MEEDS. Mr. Chairman, I present Dr. Westell not from personal knowledge, but from recommendations of some very close personal friends who have recommended him highly, and having looked over his background, I can see why.

Dr. Westell this morning testifies on behalf of the American Forest Products Industries. These are industries which manufacture lumber, plywood, pulp, paper, and utilize a good share of the wood products and wood in the United States, both soft and hardwood, and I think probably a group which has as great a stake in the challenge of environment as any other group.

Dr. Westell comes to the committee this morning with a great deal of experience in this field. Dr. Westell, we are very happy to welcome you here.

STATEMENT OF DR. CASEY E. WESTELL, JR., GENERAL MANAGER, WOODLANDS PACKAGING CORPORATION OF AMERICA, FILER CITY, MICH.; ACCOMPANIED BY RALPH D. HODGES, JR., VICE PRESIDENT AND GENERAL MANAGER, NATIONAL FOREST PRODUCTS ASSOCIATION

Dr. WESTELL. Thank you.

Mr. Chairman and members of the subcommittee, with me is Mr. Ralph D. Hodges, Jr., vice president and general manager of the National Forest Products Association.

It is a distinct pleasure to be with you today to testify on H.R. 14753, the Environmental Quality Education Act. In the time allotted to me I will summarize the full statement I have prepared for insertion. in the hearing record.

My name is Casey E. Westell, Jr. My occupation is general woodlands manager for Packaging Corp. of America, and my headquarters is in Filer City, Mich. Professionally, I am an ecologist.

I am appearing on behalf of the Forest Industries Council which is a policy-coordinating organization on resource matters for the

American Forest Institute, the American Paper Institute, the American Plywood Association, the American Pulpwood Association, and the National Forest Products Association. Together these organizations represent every facet of industrial forest management and forest manufacture in this country.

Since leaving military service at the end of World War II, I have been directly concerned with matters of forest ecology and environment. My degrees, including doctor of philosophy in Forest and Wildlife Ecology, are from the University of Michigan. Currently, I am a member of the cabinet-level council on Environmental Quality of the State of Michigan, a third-term member of the McIntire-Stennis Cooperative Forestry Research Advisory Committee of the USDA, and was a member of the committee which outlined the reorganization of the Michigan Department of Natural Resources.

Essentially, my testimony embraces four major points:

First, a challenge that the integrity of ecology as a science be maintained in programs, curricula and information emanating from this legislation. Our industry sees important benefits to be derived from a universal infusion of our citizens with the environmental facts of life. Education is needed to dispel the incredible ignorance and halfknowledge that exists even among our otherwise educated people.

It is vital, if we are to extricate ourselves from the many serious environmental and pollution problems that beset us. It is necessary, if our legislators are to have sufficient understanding to enact laws that will enable man to protect himself from himself. It is essential, if man is to improve his relationship with his environment in an orderly and rational manner rather than destructively as the result of the amateurish and emotional machinations of, perhaps well-meaning, but environmentally illiterate people.

Yet, all of our environmental efforts-whether they are within the scope of this legislation or otherwise-must be based on a solid foundation of the available technical and scientific knowledge. With this knowledge, we believe, an informed public will give its support and approval to solutions to our national problems of pollution and to the wise use of our natural resources.

In my own case, as an industrial forest manager responsible for over 210,000 acres of timberland that support thousands of jobs in processing and for manufacture, it is essential that I be among those most sensitive to changes in the environment. The Nation's foresters and other personnel-many of whom are professionally trained experts in ecology-are the stewards of the millions of acres of industrial and Government forests. One-third of our Nation is forested.

The "Paul Bunyan Syndrome" of irresponsible loggers and exploited forests is a part of history, repugnant to our ideals and contradictory to our profession and contemporary practices. The art of silviculture (producing and caring for a forest) today has infinitely more basis in scientific method and technology-and its practitioners have more professionalism than ever before.

Yet the application of new scientific methods of forest management in this country, we believe, has been handicapped because of lack of understanding and knowledge on the part of many of our citizens.

For example, my statement refers to a number of widely believed myths and misconceptions on just the limited subject of redwood

trees. The task of our industry functioning in the midst of environmental illiteracy can be extremely difficult, and on occasion, impossible. Some of us believe that in our present society and educational system, our yougsters know all about sex before they get to the birds and bees, and too many never do get to the flowers and trees.

The second part of my testimony deals with a number of educational projects and activities initiated and administered over the past 25 years by forest products companies and associations. Programs are continuing in conjunction with local schools, school districts, State education systems, colleges, universities, local units of government, conservation groups and women's organizations.

I call your attention to them for they are quite wide ranging. They include field study trips; various types of tours of private industrial forests, plant operations and logging camps; teacher training centers, workshops and seminars; and multitudes of printed, audio, and visual educational materials and teaching aids.

For obvious reasons, most of these educational activities have taken place in forested areas of the country. This is changing, and a beginning has been made in introducing some of these activities to urban areas. I feel very strongly about the importance of ecology in the urban areas, and the 'demonstration forest idea is one such project which could be transplanted anywhere in the country where there are existing tree farms. A few acres of timberland or even a large available field where a miniature forest could be developed would help, provided suitable sponsors and technological assistance were readily available.

Ideally, a demonstration forest could provide extensive educational experiences for all age groups, including demonstrations of proper silvicultural practices from the gerination of the seeds to final harvest. For example, it would be possible to show how thinning improves a timber stand; how trees are identified; how insects and diseases affect trees; the ecological life of a forest that might include its function. as a watershed, a habitat for wildlife, its relationship with a stream or lake; and basic instruction in meteorology and soil science.

A unique, urban demonstration forest is now in its 2d year in Los Angeles. It occupies land bordering the Hollywood Freeway and several lots owned by Universal Studios, one of its sponsors. Other sponsors are the forest product industry, Los Angeles City and county schools and the Los Angeles County forestry department.

In Michigan we have a dynamic program of school forests and professional foresters have been guiding the program for years. My third point is in regard to the language of the bill. While its purposes are clear and constructive, we suggest several improvements. We would recommend that section 2 be amended by the inclusion of a subsection (c) which would spell out in clearly defined language the objectives of the legislation. The terms "environmental quality" and "ecological balance," while perhaps convenient shorthand labels, are too subjective and open to too many interpretations to be useful.

Section 5 only broadly establishes the qualifications for members of the critically important Advisory Committee on Environmental Quality Education. The language in the bill :

persons familiar with education, information media, and the relationship of man as producer, consumer, and citizen to his environment and the Nation's ecology.

Should be amended to show the qualifications of each of the various members so that the advice of the committee will merit the highest possible respect and attention.

I have served as a member of the McIntire-Stennis Cooperative Forestry Research Advisory Committee since its formation in 1962. My experience there compels me to commend that portion of the enabling act which prescribes the composition and authority of the advisory committee.

Specifically, the act establishes the representation by agencies and interest groups and spells out a balance. The greater breadth of the legislation you are considering, would seem to require that the act specify that the Secretary of Health, Education, and Welfare appoint members from the specified categories that fit the objectives of the bill. We, for instance, would like to see representation for:

First, primary industries directly concerned with land use, such as agriculture, forestry, mining, petroleum, and grazing;

Second, other manufacturing industries whose operations directly involve important environmental considerations such as automotive, chemicals, paper, food processing, and metallurgy;

Third, antipollution agencies of Federal, State, county, and municipal govrenments, including the Public Health Service;

Fourth, educational institutions, the media, consumers, and the general public, with the chairman being selected from this group; Fifth, housing specialists and urban and rural planners.

Such a distribution of influence among these several categories would assure that programs would be focused upon common, attainable objectives without regard to special interests. Also this would keep the programs in touch with the realities of technology and economics.

Recommendations of the best-qualified persons to be appointed to the advisory committee should be solicited by the Secretary from among the groups cited. The committee should be given specific authority in relation to the Commissioner because of the unique aspects of Federal involvement in curriculums.

Public Law 87-788, which established the McIntire-Stennis Advisory Committee for federally assisted forestry research at land grant colleges, and Public Law 91-211, which created the Advisory Council for federally assisted mental health programs, are excellent examples of legislative description of the membership and duties of advisory councils. An environmental quality education advisory committee formed along these lines would go a long way toward assuring maximum acceptance of the concepts of this legislation and cooperation with citizen, educational, manufacturing and other organizations. Mr. Chairman, the forest products industries are, as I have indicated, deeply involved with environmental quality and ecological balance. We are agriculturists on a grand scale concerned with crops taking 50 years and more to mature. We are manufacturers concerned with the environmental consequences of our processes. Additionally, we make substantial material contributions through our forest management activities and our products to the general standard of living, which must be considered a fundamental aspect of our national environment.