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.

Our ability to perceive quality in nature begins, as in art, with the pretty. It expands through successive stages of the beautiful to values as yet uncaptured by language.

We realize the indivisibility of the earth - its soil, mountains, rivers, forests, climate, plants, and animals - and respect it collectively not only as a useful servant but as a living being, vastly less alive than ourselves in degree, but vastly greater than ourselves in time and space - a being that was old when the morning stars sang together, and when the last of us has been gathered unto his fathers, will still be young.

Is education possibly a process of trading awareness for things of lesser worth? The goose who trades his is soon a pile of feathers.

Land is not merely soil, it is a fountain of energy flowing through a circuit of soils, plants and animals.

...to any one for whom wild things are something more than a pleasant diversion, (conservation) constitutes one of the milestones in moral evolution.

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