Only the mountain has lived long enough to listen objectively to the howl of the wolf.

Conservation is getting nowhere because it is incompatible with our Abrahamic concept of land. We abuse land because we regard it as a commodity belonging to us. When we see land as a community to which we belong, we may begin to use it with love and respect. There is no other way for land to survive the impact of mechanized man, nor for us to reap from it the aesthetic harvest it is capable, under science, of contributing to culture

The problem, then, is how to bring about a striving for harmony with land among a people many of whom have forgotten there is any such thing as land, among whom education and culture have become almost synonymous with landlessness. This is the problem of conservation education.

Hydrologists have demonstrated that the meanderings of a creek are a necessary part of the hydrologic functioning. The flood plain belongs to the river. The ecologist sees clearly that for similar reasons we can get along with less channel improvement on Round River.

One of the penalties of an ecological education is that one lives alone in a world of wounds. Much of the damage inflicted on land is quite invisible to laymen. An ecologist must either harden his shell and make believe that the consequences of science are none of his business, or he must be the doctor who sees the marks of death in a community that believes itself well and does not want to be told otherwise.

There are some who can live without wild things and some who cannot.

Examine each question in terms of what is ethically and aesthetically right, as well as what is economically expedient.