There is yet no ethic dealing with man's relation to land and to the animals and plants which grow upon it. Land, like Odysseus' slave-girls, is still property. The land-relation is still strictly economic, entailing privileges but not obligations.

Teach the student to see the land, understand what he sees, and enjoy what he understands.

Agricultural science is largely a race between the emergence of new pests and the emergence of new techniques for their control.

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.

I have purposely presented the land ethic as a product of social evolution because nothing so important as an ethic is ever 'written'… It evolves in the minds of a thinking community.

The wind that makes music in November corn is in a hurry. The stalks hum, the loose husks whisk skyward in half-playing swirls, and the wind hurries on.... A tree tries to argue, bare limbs waving, but there is no detaining the wind.

There are some who can live without wild things, and some who cannot. For us of the minority, the opportunity to see geese is more important than television, and the chance to find a pasque-flower is a right as inalienable as free speech.