Georgia Statewide Comprehensive Outdoor Recreation Plan: outdoor recreation research and education [June 1967]

Outdoor
Recreation Research
an,d Education

Outdoor Recreation Research Study #9
OUTDOOR RECREATION RESEARCH AND EDUCATION
James R. Champlin Assistant Professor of Recreation
Elizabeth D. Murphey Graduate Assistant in Recreation
A Publication of
Institute of Community and Area Development Department of Park and Recreation Administration
UNIVERSITY OF GEORGIA June, 1967
Prepared for the: STATE PLANNING BUREAU* Outdoor Recreation Planning Unit D. John Beck, Chief *Formerly Planning Division, Department of Industry and Trade (Preparation of this document was financed, in part, by the U. S. Department of the Interior, Bureau of Outdoor Recreation, from the Land and Water Conservation Fund.)

FOREWORD
The State of Georgia is surging ahead in many areas; education, agriculture, business, industry, and resource development. In addition to these aspects of growth it is significant to note that the state government is now working on the development of a State Comprehensive Outdoor Recreation Plan.
The Institute of Community and Area Development is proud to have the privilege of working with the State Planning Bureau in conducting preliminary studies for developemt of the state plan.
This study is one in the series of outdoor recreation studies being conducted by the University for the Bureau. The Institute is indebted to many individuals and organizations for their assistance and work involved in this project.
Particularly, appreciation is expressed to D. John Beck, Director of the Outdoor Recreation Planning Unit, State Planning Bureau and James C. McDonnell, Senior Planner, Outdoor Recreation Planning Unit, for their valuable assistance, guidance and direction in carrying out the study program.
J. W. Fanning Vice-President for Service University of Georgia

PREFACE
This study report is concerned with the subject of outdoor recreation research and education.
The research section of the report covers a definition of types of research needed in the recreation field and an assessment of the current status of recreation research efforts at both the national and state levels. The research studies that are cited in this report have been identified primarily by a survey of the annual reports of federal, state and local agencies engaged in the planning and research field; and secondarily by personal interviews with selected officials of these agencies.
The education section of the report is a discussion of both formalized professional preparation for the recreation field and education of the general public in respect to the development of a "recreation ethic."
The term outdoor recreation is used in this report to embrace a broad spectrum of activity related to this field. Activities such as conservation education, nature interpretation, resource development, and environmental quality and pollution are included within the scope of outdoor recreation.
Gratitude and appreciation are expressed to all of the individuals and organizations who contributed reference data for the development of this report.
iii

TABLE OF CONTENTS

PREFACE

iii

LIST OF TABLES

v

INTRODUCTI ON

Section

I. THE BREADTH OF RECREATION RESEARCH

6

Carrying Out the Task

6

Resource Management1s Role in Recreation Research

13

Use of Standards for Setting Goals

15

Current Status of Research in the Field of Outdoor

Recreat ion

17

Summary and Recommendations on Research

54

II. RECREATION EDUCATION

57

Public Education in the Techniques of Outdoor

Recreat ion

67

Public Information Programs

78

Education and Training of Professional Recreators

89

Summary and Recommendations on Education

113

General Conclusions: Research and Education

114

BI::ILI OGRAPHY

115

APPENDI X A

119

APPENDIX B

121

Iv

LIST OF TABLES

Table

Page

I. Was the Georgia Literature Received Adequate

for Your Purposes

80

2. Federal Agencies--Estimated Need for Full-

Time Outdoor Recreation Personnel in 1968

93

3. State Agencies--Estimated Need for Full-

Time Outdoor Recreation Personnel in 1968

94

4. Colleges and Universities--Estimated Need
for Full-Time Outdoor Recreation Personnel
in 1968
5. Recreation Curriculums and Related Courses

95 103-105

v

INTRODUCTI ON
"Exquirere Causas" ... research can generally be defined as a careful hunting for facts or truth; inquiry; investigation.
The concerted and tremendous effort being exerted in planning in the outdoor recreation field at the present time, in Georgia and throughout the nation, is predicated on the bel ief that a scientific approach is needed if we are ever going to be able to come close to meeting the recreational needs of our populace.
Any person who accepts the public trust impl icit in the position of a professional planner is morally bound to true up his practices with the findings of our best research efforts. However, it must be recognized that the greatest danger that besets the professional planner who engages in research, is that whilst absorbed in examining the details of trees, he may lose perspective of his professional forest, and what is worse, his orientation to the stars that give purpose and direction to his endeavors.
It behooves us then to examine the nature of research, the methods of research, and the goals of research that are desired by the professional planner in the field of outdoor recreation.
The methods of research, though endlessly different in their specific application, are fundamentally simple. Essentially they comprise four steps: (a) observation, (b) recording, organizing, and treating the observed data, (c) generalization to the formulation of a theory, (d) testing the new formulation with further observations. 1
___~ ~' Research Methods Applied to Health, Physical Education and Recreation, Revised Edition, American Association for Health, Physical Education, and Recreation, Washington, D. C., 1952.
-1-

The most recent, comprehensive, and basic reference work that can
be utilized as a tool for planning and research efforts, is the series of
ORRRC study reports consisting of twenty-seven volumes plus a summary
report. (Appendix A) This series of publications is commonly accepted
as the "basic reference" of recreation for the purposes of education,
planning, and research, even though it did not make its advent onto the
scene until 1962. By this time organized efforts to provide publ ic re-
creation had been underway for over a century and planning in respect
to open spaces, pa rks, and ma 11 sin lime t ropo 1 i tan'l a reas had been go i ng
on for nearly two centuries in this country.
After three years of research, the Outdoor Recreation Resources
Review Commission came to this conclusion--"More needs to be known about the values of outdoor recreation."2
As outdoor recreation increases in importance, it will need more land, but much of this land can be used, and will be demanded for other purposes. Yet there is 1 ittle research to provide basic information on its relative importance. More needs to be establ ished factually about the values of outdoor recreation to our society so that sounder decisions on allocation of resources for it can be made. More must be known about management techniques, so that the maximum social and economic benefit can be real ized for these resources." 3
The ORRR Commission further recommended that,
Each State, through a central agency, should develop a longrange plan for outdoor recreation, to provide adequate opportunities for the publ ie, to acquire additional areas where necessary, and to preserve outstanding natural sites. Local governments should give greater emphasis to the needs of their

2

, Outdoor Recreation for America, A report to the

President and to the Congress by the Outd6ar Recreation Resources

Review Commission, U. S. Government Printing Office, Washington 25,

D. C., 1962.

3Jbid.
-2-

citizens for outdoor recreation by considering it in all land-use planning, opening areas with recreation potential to use, and where necessary, acquiring new areas. States should seek to work out interstate arrangements where the recreation-seeking public overflows political boundaries. The Federal Governmeut should assist in meeting these interstate demand situations.
In recommending the creation of a Bureau of Outdoor Recreation in the U. S. Department of Interior, the Commission recommended that the Bureau,
act as a clearing house for information and guide, stimulate, and sponsor research as needed. A Research Advisory Committee consisting of professional people from government, academic I ife, and private business should be establ ished to advise the Bureau on its research activities.5
In order to adequately meet recreation needs, what is required is the support of thorough knowledge and extensive data--the product of research. At the present time, there is no systematic coordinated research program in outdoor recreation as there is in other fields which involve fewer people, acres, and dollars. In attempting to establish such a program, the Commission outl ines three categories of needed research.
"There are three related but distinct categories of recreation research that will require greater and continuing attention. 1t6 The categories are: 1. Data Collection, Inventory, and Factfinding,
2. Applied Management Research
3. Fundamental (Basic) Research
40utdoor Recreation for America, 1962.
-3-

I. Data Collection, Inventory, and Factfindinq
The need for current basic statistical information is fundamental. The Commission's inventory of nonurban designated public recreation areas, its National Recreation Survey, and its associated studies have provided much essential information. These constitute a frnmework upon which continuing research can build. Background data are needed to establish and maintain information on past and developing trends. Periodic inventories of the Nation's recreation resources and surveys of participation in major outdoor recreation activities must be made to reflect changing conditions and to provide the facts needed for sound planning.
2. Applied Management Research
There is a need for problem-solving research to establish general principles and techniques essential for efficient management. For example, what factors should be considered in establishing the carrying capacity of a recreation area? What are the problems of determining the "carrying capacity" of a high-density (Class I) area on the one hand and of a primitive (Class V) area at the other extreme?
What portion of the total need can be met in urban areas? Answers to questions of this type are needed before recreation development and acquisition programs can move forward with full efficiency. Applied research efforts in the social as well as in the biological and physical sciences will be required.
3. Fundamental Research
Still another kind of research is urgently needed-research aimed not directly at solving specific problems but at providing information on a wide range of topics, some relating directly, and others only indirectly, to recreation. Basic and comprehensive research efforts dealing with recreation values of all kinds are imperative. Where, for example, does recreation fit into the social values of our society? What, if any, are the substitutes for outdoor recreation?
The move to urban living over the last half century and the prospect that it will continue for the next represent one of the major currents of American life; much needs to be learned about the effects of this trend upon the future need for, and availability of adequate opportunities for outdoor recreation.
There is growing evidence that many decisions relating to resource use must in the final analysis be value judgements. Rather than obviating the need for research this makes it all the more necessary that the decision maker be provided with all possible factual information as a basis for judgement.
-4-

In short, it helps to remove value judgements from the realm of guesswork and increases the likelihood that the correct choice will be made.7
70utdoor Recreation for America, 1962, p. 184.
-5-

SECTION I
THE BREADTH OF RECREATION RESEARCH
Since research on outdoor recreation must cover a broad spectrum, the use of many talents will be required. Many areas of human behavior need to be considered, for an adequate understanding of outdoor recreation depends upon a study of people and their society as well as a study of natural resources and their use.
The investigation and understanding of outdoor recreation extend far beyond the realm of anyone specialized field. Much of the research yielding important insights might not at first appear to be II recreation research,1I since it is carried out by economists, sociologists, anthropologists, political scientists, demographers, psychologists, land-use specialists, and geographers, to mention only a few. Yet there is ample evidence that the types of research carried out by these and other disciplines could greatly increase knowledge of outdoor recreation and its values. Unfortunately, the analysis and interpretation of the research in these fields have only rarely been related to recreation. Thus, there is much factual material already available for recreation research if placed in the proper context. 8
CARRYING OUT THE TASK
One of the principal functions of the proposed Bureau of Outdoor Recreation should be to act as the central clearinghouse of information on outdoor recreation. Where there is a lack of knowledge, the Bureau should stimulate or sponsor research on a particular topic. Universities, nonprofit research organizations, or other Federal agencies could be called upon. The Commission has found them to be invaluable in its own research program.
With the Bureau .stimulating and coordinating their work in the field of outdoor recreation, the total effects of these efforts could be great. For instance, if one State is carrying out extensive research on a particular problem, the Bureau could encourage other States to turn their efforts to other topics.
In essence, a capable research potential currently exists in the Federal Government, the States, universities, and private business. What is needed is stimulation to turn the attention of these organizations to the problems of outdoor recreation and coordination of their efforts. This can be done. In initiating its own program, the Commission found that it stimulated research efforts far beyond those that
80utdoor Recreation for America, 1962, p. 187.
-6-

It was able to finance directly. The Bureau of Outdoor Recreation and its Research Advisory Committee can accomplish this on a broad and continuing basis. 9
In an effort to carry out the recommendations of the Commission.
the Bureau of Outdoor Recreation is developing a planned program of re-
search.
Daniel M. Ogden. Jr has said that,
In research, we are turning to the social sciences. Our 1964 survey of outdoor recreation research being conducted by Federal agencies revealed that it is heavily centered in the biological sciences, reflecting the primary assignments of the Bureau of of Sport Fisheries and Wildlife and the Forest Service. Most agencies reported incapacity to undertake research using the social sciences and urged the Bureau of Outdoor Recreation to do so.
Outdoor recreation, they agreed. is primarily human behavior, rather than a natural resource. like water or soil or forests. Demand for recreation. where and in what types; the value of recreation to people; and the economic, social, and psychological impact or consequences of recreation are what we need to know. Of course, the impact of people on resources should continue to receive careful attention.
Accordingly, the Bureau of Outdoor Recreation is now preparing a program of research in human outdoor recreation behavior using the social sciences. If we can win the necessary budgetary support, we believe that we can stimulate the necessary interest, training, and inquiry to enable us to determine with far greater reliability the wisest and best use of that portion of our natural resources we believe suitable for public use and enjoyment. 10
Thus, the 3ureau has attempted to define the "Universe" of outdoor
recreation research and to lay down guidelines for the organization of re-
search efforts. The Bureau espouses, in theory at least, the concept of
90utdoor Recreation for America, 1962, p. 187.
10Remarks by Daniel M. Ogden, Jr., Assistant Director for Planning and Research, Bureau of Outdoor Recreation, before the American Society for Public Administration, Washington, D. C., April 15, 1966.
-7-

organized partnership between federal and state agencies, educational institutions, private and non-profit research organizations in attempting to carry out the task.
-8-

IDENTIFICATION OF SUBJECT MATTER AREAS FOR RESEARCH
The BOR has identified seven major subject matter areas for research. While specifically developed for outdoor recreation, they are, nevertheless, applicable to general recreation research and have been so adapted. 1. The Users and Their Preferences
Deals with people and their motivation; their interests in and background, sex and age ratios, economic status, and education in relation to activities; methods for identifying and assessing changes of interests, people's demands and preferences and predicting their needs for recreation in the future; determination of the willingness of people to substitute one form or mixture of recreation activities for other forms or mixtures of recreation opportunities; factors that keep people from greater participation in recreation. 2. Effects of Recreation on People
Concern with the effects of recreation on people and, thereby, on society. Interested in the relation of the many types of recreation activities to the physical, mental, and spiritual well-being of people at different age levels and from different walks of lif.e; in scientific measurements of the social values of one form of recreation with another and in evaluating the possible harmful effects of various types of recreation on people.
3. Gettinq the Most Out of Recreation
Includes research to develop or improve methods of educating and informing people about recreation resources and enhancing their recreation experiences. Involves the evaluation of information techniques for
-9-

stimulating or easing the demand for specific kinds of recreation opportunities or shifting loads at .-ecreation areas. Deals with methods of instilling in recreationists an appreciation for recreation and the rights of others. Devises ways to help people learn how to engage in recreation with more skill. safety, and enjoyment.
4. Recreation Resources, Their Characteristics and Management
Deals with resources serving as a setting for, or functioning as an important part of the supply of recreation opportunities. Encompasses resource inventory techniques, the identification and evaluation of the characteristics of the various recreation resources which make them important to recreation and those which limit their use; includes studies designed to develop or improve techniques for managing these resources in the interest of recreation. Although results of studies in this category have broad management implications, the research is of a more basic nature and deals more with the individual resources than do the type of investigations listed in the next category.
5. Area Manaqement and Facilities Research
Includes research on methods of best handling the resources as found together on given areas for the development and management of specific recreation units. Provides guidelines for use in identifying areas of high recreation use potential and describing, for the benefit of administrators and decision-makers, recreation units or systems in terms of what they can provide and the numbers, types and locations of facilities needed to accomplish particular objectives. Include evaluation of physical factors governing how well the areas enable people to make the best use of their spare time. Gives attention to the sizes of the respective
-10-

areas and the mixtures of facilities or recreation opportunities needed for optimum use.
6. Economics of Recreation
Concern with methods of financing recreation and determining who pays for it and who directly benefits financially from it. Studies methods for allocating management responsibilities among agencies or individuals, making cost allocations in multiple use projects, evaluating and/or predicting the use and economic impacts of various types of recreation areas and facilities in different areas and at different seasons, now and in the future. Also included are analyses of income potential or risk of loss associated with various types of recreation businesses; effects on the economy of taking lands off the payroll; impacts of recreation developments as related to investment, income and employment afforded by developments; opportunities for adjustments in physical and human resources to take advantage of alternatives provided by recreation; the economic aspect of demand studies such as the demand for certain types of recreation activities.
7. Administration of Recreation Programs
Includes research designed to assist in making policies for allocating recreation management responsibilities among public, private, and municipal agencies. Involves political and legislative problems, studies of administration and organizational structure, and manpower and professional education needs.
THE NATURE OF RESEARCH Research--Systematic Inquiry for New Facts
-11-

Research is a high-hat word that scares many people. It needn't. It is rather simple. Essentially it is nothing but a state of mind--a friendly, welcoming attitude toward change, going out to look for a change instead of waiting for it to come. Research for practical men is an effort to do things bettor and not be caught asleep at the switch. The research state of mind can apply to anything; personal affairs or any kind of business, big or little. It is the problem-solving mind as contrasted with the let well enough alone mind. It is the composer mind instead of the fiddler mind. It is the tomorrow mind instead of the yesterday mind. 11
A joint committee from land Grant Colleges and the USDA recently defined research as 'the asking of carefully structured questions and the answering of those questions by precise measures of science.' The authors express the research orientation in terms of goals or targets to be achieved. Then, to achieve stated goals, they say, 'we must know the factors and relationships that govern changes in the targets. To ask and answer the questions for each of our goals is in fact what research really is. Thus without research, we would not know the alternative means to achieve our goals nor would we be able to identify the best means among the alternative .. And there is another major ro1e--to build a store of basic knowledge and methods of science that will enable us efficiently to answer the questions of the future.'
Keeping up with research currently under way is nearly impossible. It is fairly well coordinated within USDA among the Forest Service, Cooperative State Research Service and Economic Research Service. But the subject is new and some confusion exists, especially when one goes outside the Department.
Other Federal agencies also make research grants and conduct studies for which we may have no information. And then, there are State-financed projects, special contract assignments, commission or task force studies for special undertakings, and foundation and industrial research. The Bureau of Outdoor Recreation, working with the Science Information Exchange of the Smithsonian Institution, has tried to provide a clearinghouse for information about recreation research (,;cently comp1oted or'underway. 12
llCharles S. Kettering, Saturday Evening Post, Sept. 10, 1938, p. 33.
12Hugh A. Johnson, "Some Research Needs in Recreation," Proceedings, National Workshop on Cooperative Extension's Role in Outdoor Recreation, E. H. Regnier, Ch., 1967, pp. 138-142.
-12-

RESOURCE MANAGEMENT'S ROLE IN RECREATION RESEARCH
The provision of adequate recreation services today, requires a
comprehensive inter-disciplinary team approach. Landscape architects,
engineers resource managers, program directors, planners, etc. are all
necessarily involved in the provision of recreation services. Most of
the planning efforts being conducted in the field of recreation are
being conducted by professional IIplannersll per se; not by resource
managers or program director.s and all too often there is a lack of coordination or even an effective liaison between the "twain. 1I Part of the research being conducted is being done by planners; however,
for the most part this is limited to the categories of data collection
and applied research.
Fundamental or basic research activities fall primarily into the province of educational institutions of higher learning or to highly so-
phisticated private research organizations and foundations.
The pseudo-professional individual who is termed a IIrecreator,1I
a person who is employed as a practitioner in the field of providing recreation program services, is rarely involved in either the planning
or the research function basic to his field of service. The practitioner,
though, should have an important role to play in respect to research.
The Practitioner's Role in Recreation Research
Research cannot develop without the practitioner; yet the recreation practitioner tends to shun research. What is the vital role the practitioner plays? 1. To provide an audience for research. Studies bound and placed on a shelf get dusty and are of little value to anyone. The practitioner must demand of recreation periodical editors that they carry findings of studies written in a manner pertinent to operation; of conference planners that they provide for sessions
-13-

where research is not only presented but also discussed in relation to operations; of professional and service organizations that they disseminate findings through special publications, incorporate them in answers to inquiries, and utilize them in speeches and press releases.
2. To offer a " sounding board" and "practicability test." The practitioner has a responsibility to respond to the research which is being done; discuss implications of the findings for operations and the feasibility of incorporating what has been learned through research into on-going operations; reject studies of poor quality.
3. To furnish research problems. The practitioner has two impor-
tant tasks--l) to set forth problems confronting him and to discuss them with those seeking research topics; and 2) rather than going to "experience-wisdomll solely, which is obtained through correspondence and discussion with professional colleagues, to ask directly of both the researchers and those compiling and disseminating research information, 1I\"hat does research tell us about ?11
4. To cooperate in research projects. The obvious is to fill out questionnaires--But, the responsibility goes further than that--the practitioner must also register complaints when he receives poorly designed questionnaires or when the questionnaire appears to request much information not pertinent to the study or an undue amount of time in developing the data to answer the ques t i onna j- re.
The practitioner can be of invaluable help in discussing with the investigator a study to be undertaken or in progress and in serving on panels of experts to evaluate certain aspects of a study.
Another important aspect of cooperation is within his own department--training his staff to handle records and reports in a systematic. accurate way and to consider the form of his records so that the data may be used within his own department and with other departments in a comparative way.
Another facet is to grant a laboratory for basic research. It is desirable that research take place in an on-going operation. In order to do this there must be an understanding executive and staff and the investigator must be cognizant of the importance of maintaining the program for the participants.
5. To conduct operational research. The recreation agency can
be a small research center within itself; in fact, an lIa live agency will constantly be seeking new methods and procedures to give a better program. Action research and exploratory studies should be an integral part of every on-going operation. Such studies should be small in scope, directed toward a local problem. interesting to do. and not a burden. 13

13

, liThe Practi tioner's Role in Recreation Research," The

Research Letter, Vbl..; 1, Number 5. The National Institute of Recreation

Research of the National Recreation Association, January, 1965.

-14-

Another factor which is of concern to planning and research per-
sonnel is the problem of evolving adequate standards by which we can
measure the adequacy of the recreation product with some assurance of
a degree of validity.
USE OF STANDARDS FOR SETTING GOALS
"00 we measure up?lI This is the crucial question being asked by
and of many recreation executives today. A tool frequently used to an-
swer is that of the standard.
What is a standard? Standards are statements of desirable practices,
a level of performance for a given situation. Standards are an indirect
measure of effectiveness by scientific investigation, although results of
research may be utilized in establishing standards. The use of standards
is evaluation by comparison--comparing what is with what is accepted as
desirable; the extent to which good principles in program development
and administration have been followed.
Standards are developed with the average community in mind, but there is no average community. Hence, they can never be applied completely to any specific city without modifications made in light of the particular, or unique, conditions which exist there. Standards provide a point of reference, a norm, a measure of quality or quantity which may serve as a basis for the development of an intelligently conceived local plan. Some communities may look upon standards as maximal rather than minimal tools. When so viewed they can retard progress because these commun it i es have a tendency to say, "We mee t the national standards so there is no good reason why we should exert ourselves any further. 1I Standards are not absolutes, inflexible, and unchanging. They should be revised from time to time as conditions change and as the ideas, ideals, and
-15-

attitudes of people toward recreation change. 14 Many are the sets of standards that are available for use, and from
many different sources. However, there is very 1ittle reassurance that these standards have validity and reliability or that they have been arrived at by any scientific method of research.
140anford, Howard G., Creative Leadership in Recreation, Allyn &
Bacon, Boston, Massachusetts, 1964, pp. 372-3.
-16-

THE CURRENT STATUS OF RESEARCH
IN THE FIELD OF OUTDOOR RECREATION
Although research efforts have been short-l ived in this field of
endeavor, it is a prodigious task to identify and keep abreast of the
multitude of research and study reports, and the publications, that are
being developed and disseminated today. To provide a representative
sample, it would seem best to present citations of the major reference
source compendiums that are concerned with only one or a few aspects of
rec rea t ion.
The major sources of information then are:
1. 'IOutdoor Recreation Research, A Reference Catalog,1I published by the
U. S. Department of Interior in cooperation with The Science Informa-
tion Exchange of the Smithsonian Institution, 1966.
(A muchly expanded edition will be published in 1967.)
2. "Proceedings of the National Conference on Outdoor Recreation Research,1I
Ann Arbor Publishers, 1963. A sample of it's contents can be seen
by this abstract of its appendices:
Appendix A - Theses, Dissertations, and Special Projects and Studies by Betty van der Smissen
Appendix B - Bibliography of Selected Publications on Rural Recreation as a Business by Federal Extension Service, United States Department of Agriculture
Appendix C - Resumes of ORRRC Study Reports Indicating Research and the Recommended Future Research Programs by Bureau of Outdoor Recreation
Append ix D - Summa ry of F:)res t Rec reat ion Rcsea rch Appendix E - Summary of Recreation Research by Economic Research
Service Appendix F - Summary of Recreation Research at State Agricultural
E.~periment Stations Appendix G - Summary of Resource-oriented Recreation Research Projects
at the Universities and State Experiment Stations as of May 1963
-17-

3. The Oureau of Outdoor Recreation, U. S. Department of Interior, in
addition to its basic ORRRC study reports, has developed many individual and related studies during the last four years. Through its task of developing a National Outdoor Recreation Plan, and as a prerequisite to this, in having each state develop a comprehensive outdoor recreation plan--with their "back- up" studies, will provide access to a tremendous reservoir of research data.
4. The Office of Science and Technology, Executive Office of the President,
in its publication entitled, "A Ten-Year Program of Federal Water Resources Research," outlines a massive approach to water research efforts.
5. Resources for the Future, Inc., 1755 Massachusetts Ave., N. W., Wash-
ington 36, D. C., has conducted and published many excellent research studies on recreation, conservation, and natural resource topics. The organization has the wherewithal personnel-wise and and financially to contribute greatly to research efforts in the field of recreationa 6. The National Institute of Recreation Research of the National Recreation and Park Association is an example of what can be done by a professional service organization. To date, the institute has concentrated on compilation and analysis of research projects conducted by other organizations. And this points up a basic problem--that any organization of this type is unable to do its own extensive research because of a lack of financial resources. This problem could probably only be alleviated by the providing of Federal funds earmarked for research efforts in support of organizations of this type.
Other national organizations in the recreation field parrallel -18-

the efforts of the NRPA; for example: a) American Camping Association b) American Association of Health, Physical Education, and Recreation.
7. The University of Illinois has been working on a project to develop
an index to recreation 1iterature for the past three years. A 'Ipilot model" is available from Dr. Allen Sapora, Chairman, Department of Recreation and Park Administration, University of Illinois. 8. liThe Recreation and Park Yearbook," 1966, National Recreation and Park Association, published on a five year basis presents the results of a nation-wide inventory of the public recreation and park services of local, county, state, and Federal agencies. 9. I'A Bibl iography of Industrial Development Division Publ ications, Tenth Anniversary Edition," Engineering Experiment Station, Georgia Institute of Technology, Atlanta, Georgia, 1966. 10. liThe Economics of Conservation and Beauty, Proceedings of the 8th Annual Fontana Conservation Roundup," Fontana Village, May 17-19, 1967. 11. IISoutheast River Basins," A Report of the United States Study Commission, Southeast River Basins, 1963. Includes thirteen appendixes:
1) Savannah Basin 2) Ogeechee Basin 3) Al tamaha Basin
4) Sati lla-St. Marys Bas i ns
5) Suwannee Basin 6) Ochlockonee Basin
-19-

7) Apalachicola-Chattahoochee-Flint Basins 8) Choctawhatchee-Perdido Basins 9) Economics 10) Hydrology 11) Engineering and Cost 12) Planning 13) History and Organization of the Commission 12. Colleges and Universities throughout the nation are engaged in many graduate student studies. Theses and Dissertations are being written on many aspects of recreation at both the Master's degree level and at the Doctoral level. A listing of these studies is compiled by the National Recreation and Park Association's Research Department and published under the title: a) Research in Rccreation--Part I, Theses and Dissertations 1962-
1965 Supplement to the 1962 Edition. b) Research in Recreation--Part II, Surveys, Plans Studies, Re-
ports, Demonstration Projects, Master's Degree Problems, 1965. 13. Miscellanea: There are many individual research reports that pass
across the desk of recreation planners and researchers that are sometimes impossible to find in major listings of research projects. Listed below are some of these studies that have recently come to the attention of the author.
1) Extended Leisure and the Family, William J. Klousner, Profes-
sor of Sociology, University of Redlands, California (Mimeo, 1965).
-20-

2) The PI ay \~0r1 d of Camp i n9: Resea rch into the Soc ia 1 Mean i nq of Outdoor Recreation, William R. Burch, Jr., (Reprinted from The American Journal of Sociology, Vol. LXX, No.5, March,
1965). 3) The Economic Impact of the Braves on Atlanta: 1966, William
A. Schaffer et. al. (Industrial Management Center, Georgia
Institute of Technology, 1967)
4) Social Competence of Centenarians, Belle Boone Beard (Social
Science Research Institute, University of Georgia, 1967).
5) Bibliography on Research in Psychomotor Function, Physical Education, and Recreation for the Mentally Retarded, American Association for Health, Physical Education, and Recreation,
Washington, D. C., October, 1966.
6) Water Quality Criteria to Enhance Recreational Use of Surface Waters, Southeast Regional Bureau of Outdoor Recreation, mimeo,
1966. 7) Site Quality Factors Affecting User's Choice of Site for Water-
Oriented Recreation Experiences, an outline of a proposed Thesis,
Karl Munson, University of Illinois, December, 1966.
8) "Air Pollution: Rising Threat,lI Editorial Research Reports,
Helen B. Shaffer, April 26, 1967, pp. 303-320.
9) Final R?pol"t, Feasibility Study: Training and Demonstration Center: Georgia Tourist Industry, Hugh B. Masters, University of Georgia Center for Continuing Education, undated.
Noteworthy to comment upon is the result of a research conference
-21-

sponsored by the major national recreation organizations, and which includ-
ed participants from Colleges and Universities and Federal Agencies.
RECOMMENDATIONS FROM RESEARCH CONFERENCE
FOR FACILITATION OF RECREATION RESEARCH*
The Conference as a whole did not prepare a consensus statement of recommendations; however, a special committee was appointed to draft some recommendations based upon the opinions expressed during the Conference, and especially at the final session when recommendations for facilitation were discussed.
The recommendations are directed toward four major groupings concerned with recreation research. 1. College and university personnel in the field of recreation
are urged to: a. Establish formal research requirements for graduate
students when possible. b. Encourage capable graduate students to undertake the
thesis option, when a choice exists. c. Cooperate with personnel in other departments, such
as psychology or sociology, in interdisciplinary efforts. d. Cooperate with local recreation agencies in conducting action research studies aimed at the solution of local as well as state and national problems. e. Make effective use of existing research findings (both within the field of recreation and from allied disciplines) in their classes and in their publications. f. Provide field staff, on a consulting basis, to interpret to practitioners the results of pertinent research and assist them in utilizing such findings in their local situations. 2. Practitioners in the field of organized recreation service (administrators and supervisors in public or voluntary agencies) are urged to: a. Acquire the skills or general literacy with respect to research that are applicable to their on-the-job situations, or to improving their professional competence. b. Conduct meaningful research projects directly, or to make their departments available as research laboratories
'l'~(Note: "The National Conference on Recreation and Research," was held on November 7-10, 1965, Pennsylvania State University Park, Pennsylvania.)
-22-

for researchers from colleges, universities and other agencies.
3. Officers of professional recreation organizations are urged
to: a. Establish a national short course on appropriate re-
search methods and techniques, to be conducted primarily for practitioners. This might be organized on a district or regional basis. b. Develop an action handbook which would standardize terminology, identify topics and areas for needed research, recommend procedures and functions, and provide basic bibliographies. c. Undertake the regular publication of a research journal devoted to studies related to recreation. 4. Officials in appropriate governmental agencies are urged to: Designate a definite percentage of the funds provided under existing and future legislation (such as the federal Land and Water Conservation Fund) to support research leading to more effective utilization of the main protion of such funds. Other recommendations pertinent to several of the foregoing classifications-a. A mechanism or channel should be developed for identifying and publicizing worthy research topics. b. Current efforts at literature retrieval should be encouraged and expanded. c. Effective liaison should be established with appropriate agencies. To illustrate, the recreation services of the Science Information Exchange should be publicized, and researchers in recreation should register current projects with it. IS
CURRENT STATUS OF RESEARCH IN THE FIELD OF OUTDOOR RECREATION IN GEORGIA
COASTAL PLAINS ECONOMIC DEVELOPMENT COMMITTEE
The Coastal Plains Economic Development Committee is charged with
the responsibility of conducting study and research for potential economic
development in an area spanning three states and including 159 counties;
28 counties in South Carolina, 45 counties in North Carolina and 86 counties
in Georgia.

15~

, The Research Letter, Vol. 2, Number 2, The National In-

stitute of Recreation Research of the National Recreation and Park Associa-

tion, February, 1966.

-23-

The Southern Regional Education Board (SREB) has submitted a pro-
posal to the Economic Development Administration, under Section 5, Act
of 1965, for funding to carry out these research projects: Task Force Reports
A. A Survey of Research on Population, Labor Force, Employment Income and Private Investment
B. A Survey of Research on Education and Training C. A Review of Economic Research on Agriculture, Forestry and
Commerical Fishing D. A Survey of Literature on Recreation and the Travel Industry E. A Survey of Economic Research on the Location, Structure and
Potentials of Manufacturing and Services F. A Review of Planning and Economic Research on Transportation G. A Review of Planning and Economic Research on Power and Fuel,
Water, and Non-fuel minerals. H. A Survey of Research on Public Services and Facilities I. A Survey of Research on State and Local Taxes, and Public Finance
J. A Survey of the Literature on Foreign and Domestic Trade
K. A Survey of Area, State and Regional Planning and Development Organizations and Activities These reports upon completion, will serve as basic data resource
information for utilization and planning efforts by the CPEDC.
-24-

SOUTHEASTERN COOPERATIVE \~ILDLIFE DISEASE STUDY
Publications from Southeastern Cooperative Wildlife Disease Study (Fiscal Year 1965-1966)
Manuscripts Published
I. Marshall, C. M., Smith J. F., and Weber, A. J.: A Simple Technique for Removing Mandibles of Deer \~ithout Trophy Defacement. Transactions Eighteenth Annual Conference of Southeastern Association of Game and Fish Commissioners. (1964).
2. Maples, W. P., and Byrd, E. E.: Developmental Stages in the Life Cycle of Dasymetra conferta Nicoll 1911 (Trematoda: Plagiorchioidea) as Observed in the Snail Host. Jour. Parasite 51 (6) Supplement (1965): p. 23.
3. Byrd, E. E., and Maples, W. P.: The Intramolluscan Phase of the Life Cycle of Pneumatophilus leidyi Byrd & Denton, 1937 (Trematoda: Plagior-
chioidea). Jour. Parasite 51 (6) Supplement (1965): p. 23.
4. Prestwood, A. K., and Kellogg, F. E.: General Considerations on Parasitism Among Game Birds in the Southeastern United States. Proceedings, Second Southeastern Foreign Game Conference. (1965).
5. Prestwood, A. K., and Reid, W. M.: A New Species of Drepanidotaenia (Cestoda: Hymenolepididae) from the \'lild Turkey. Jour. Parasit. 51 (6) Supplement (1965): p. 21.
6. Provost, E. E., Pelton, M. R., and Kellogg, F. E.: The Effect of Acute Gamma Radiation Survival in Feral Rodents. IN Sacher, G. A. (ed.) Radiation Effects on Natural Populations. Argonn~ Illinois, pp. 35-39, 1966.
7. Maples, W. P., and Jordan, H. E.: A New H0st Record for Obeliscoides
cunicul i (Graybi II 1923) Graybi 11, 1924. Jour. Paras i t. 52 (I), 1966: p. 49.
8. Jordan, H. E., and Maples, W. P.: Third Record of Phaqicola Lonqa (Ransom 1920) Price 1952 (Trematoda: Heterophyidae) in dogs from the United States. Jour. Parasite 52 (2) 1966: p. 362.
9. Prestwood, A. K., and Reid, \1. M.: Drepanidotaenia watsoni sp.n. (Cestoda: Hymenolepididae) from the \~ild Turkey of Arkansas. Jour. Paras it. 52 (3) 1966: pp. 432-436.
-25-

Manuscripts Accepted For Publication
1. Kellogg, F. E., and Prestwood. A. K.: Parasites and Diseases Encountered in Foreign Game Birds During 1965. Proceedings. Third Southeastern Foreign Game Conference.
2. Maples, \I. P., Kellogg, F. E and 3yrd, E. E.: Nematode Parasites of Some Game Animals from the Southeastern Section of the United States. Jour. Parasite
3. Heard, R. \-J Jr., Kellogg. F. E., and Byrd. E. E.: Trematode Parasites of Some Game Animals from the Southeastern Section of the United States. Jour. Parasite
4. Prestwood. A. K Kellogg. F. E and Byrd, E. E.: Cestode and Acan-
thocephalan Parasites of Some Game Animals from the Southeastern Section of the United States. Jour. Parasite
Manuscripts Submitted For Publication
1. Hubbard, H. E., Story. L. F., and Marshall, C. M.: Isolation of Atypical Mycobacteria (Group II) from a White-Tailed Deer; A Reference to Possible Public Health Significance. Health Laboratory Science.
2. Provost, E. E., and Kellogg, F. E.: High Radioresistance to Acute
Gamma Radiation in Wild-Caught Cotton Rats.
Manuscripts Completed Or In Progress
1. Maples. W. P.: A Redescription of Eucyathostomun longesubulatum Mo 1in, 186 I
2. Maples, H. P.: Helminth Parasites of the Southeastern \-Jhite-Tailed Deer: A Check list.
3. Prestwood, A. K., and Kellogg, F. E.: Athesmia wehri (Trematoda: Dicrocoel idae) from the I iver of \n Id Turkey and Ruffed Grose.
4. Heard, R. W., Jr.: Parasites of the Clapper Rail, Rallus longirostris Boddaert. I. The Description of Levinseniella byrdi Spa nov. (Trematoda: Microphallidae).
5. Kellogg. F. E., and Provost, E. E.: Determination of a Cobalt 60 lD50 (30) for the Wild-Caught Cotton Rat (Siqmodon hispidus).
-26-

6. Kellogg. F. E. and Prestwood. A. K.: Helminth Parasite Burdens in Wild and Pen-Raised Bobwhite Quail.
ACTIVITIES SPONSORED BY SOUTHEASTERN COOPERATIVE WILDLIFE DISEASE STUDY (Fiscal Year 1965-1966)
1. In collaboration with the Georgia Game and Fish Commission. the SCWDS sponsored two white-tailed deer weighing stations, one each in Greene and Oglethorpe counties. October 30-November 20. 1965. This is a continuation of a program established to collect valuable information relative to differences in average weights of deer harvested and those stocked nine years previously.
2. The SCWDS sponsored an educational television program in cooperation with the University of Georgia Center for Continuing Education. This TV tape, available to all cooperating states, depicts a field trip which includes collection of deer specimens, necropsy, and laboratory procedures. January 11-12, 1966.
3. Dr. Roy C. Anderson, internationally known parasitologist from Ontario, Canada, consented to assist the SCWDS in attempting to identify an unknown larval parasite found among deer from various regions of the Southeast. \/hite-tailed deer specimens for this study were brought to the central laboratory by state biologists from North Carolina and South Carolina. A review of field procedures and consultation with Dr. Anderson were held for biologists from Louisiana, North Carolina, and South Carolina. January 18-22, 1966.
-27-

4. The SCWDS, in cooperation with the Department of Pathology and Parasi-
tology of the University of Georgia's School of Veterinary Medicine, sponsored electrophoretic studies of deer blood. Siood specimens were collected from ten experimental white-tailed deer at Louisiana State University. In addition, blood specimens have been taken from project deer in order to obtain base line information on the electrophoretic
pattern of deer blood.
MAJOR RESEARCH ACTIVITIES COMPLETED BY
SOUTHEASTERN COOPERATIVE WILDLIFE DISEASE STUDY
(Fiscal Year 1965-1966)
I. Wildlife Tularemia Surveillance (USDI Contract No. 14-16-0008-700)
2. PRELIMINARY STUDIES ON THE LIPID CONTENT OF BONE MARROW FROM NORMAL AND PARASITIZED DEER
MAJOR RESEARCH ACTIVITIES IN PROGRESS BY
SOUTHEASTERN COOPERATIVE WILDLIFE DISEASE STUDY
(Fiscal Year 1965-1966)
I. Study For Determining The Status Of White-Tailed Deer As Reservoirs
Of Cattle Fever Ticks (USDI Contract No. 14-16-0008-674) 2. White-Tailed Deer Parasite Study (USDI Contract No. 14-16-0008-702) 3. Survey And Research Program For Determining The Significance Of Helminth
Parasites For Wild, Pen-Raised And Imported Game Birds (USDI Contract
No. 14-16-0008-676) 4. Helminth Parasite Burdens of Pen-Raised and Wild Bobwhite Quail 5. Parasitism Among Wild Turkeys of Pocahontas C0unty, West Virginia 6. Parasites of Wild Turkeys 7. Parasites of Ruffed Grouse
-28-

8. Parasites of Clapper Rails (Marsh Hens) 9. Parasites of Exotic Birds--Tinamou
10. Wildlife Rabies Survei Ilance Investigation (USDI Contract No. 14-160008-701) Wildlife Ectoparasite Study The Wildlife Ectoparasite Study is being conducted in collabora-
tion with USDA, ARS, AHD, Regulatory Laboratories, Beltsville, Maryland. The Study is designed to survey and identify the ectoparasites which infest wildlife and to quickly detect any exotic ectoparasite, such as the tropical cattle fever tick, that may be introduced into a deer herd of the Southeast. Game and Fish personnel in each participating state are cooperating in the collection of ectoparasites from wild animals throughout the Southeast. Specimens are submitted to the SCWDS and subsequently forwarded to the USDA Regulatory Laboratories for identification.
-29-

THE SOUTHEASTERN WATER POLLUTION RESEARCH LABORATORY
The Southeastern Water Pollution Research Laboratory is located in Athens, Georgia, in the Research Park adjacent to the University campus.
In the Technical Services Oranch, Dr. R. D. Barbaro serves as Chief of the Recreation Water Quality Section. This agency is concerned with recreation use and recreation quality of water bodies. The main function of the Section is research as it is related to the development of, adoption, experimental testing, and refinement of recreation water quality standards and their control.
Research projects under way are: 1. Survey of water quality in selected recreation areas in 5 states;
Florida, Alabama. Mississippi, Tennessee and Georgia. The objective of the study is to relate water quality to recreation use and to identify and pinpoint problems areas. This is to be an active, continuous, on-going program. (Possible relationship to Epidemiological Studies.) 2. Marina Survey - To study the effect of locating marinas on lakes and inland waterways with the future, eventual extension of the study program to coastal areas. The project is concerned with the effect of fuel and combustion products on water quality; and with the bacteriological effect of boat concentrations. Other studies will deal with the development and removal of oil slicks on water and experimentation with their removal and demise by
-30-

either physical or chemical means. The recreation water quality research program of the Laboratory is still in its infancy stage; however, it has tremendous portent for the recreational quality of the environment.
-31-

GEORGIA TECHNICAL SERVICES PROGRAM The State Technical Services Act of 1965, created the organizational frnmework for the Georgia Technical Services Program to be administered by the State University System of Georgia. This five-year program is to, in effect, support federal legislation: P. L. 89-182. The program is basically geared to the Improvement of business and economic development and particularly oriented to the basic science (s) field. Its mission is to provide a data bank, a data retrieval system, dissemination of information and technical resource assistance. Planning and research, per se, are deemed functions that are "outs i dell of thi s framework of reference. I t seems obvi ous, however, that thorough and comprehensive analysis of stored data can identify data gaps and indicate needed research efforts. A preliminary survey that has been completed has identified personnel resources within the state, and the survey did categorize recreation personnel although in relationship to resource management rather than in other professional disciplines.
-32-

GEORGIA STATE PLANNING BUREAU
State Planning 3ureau (H. B. 106; Act No. 123) 1967 General Assembly The 1967 General Assembly enacted legislation which created a State
Planning and Programming Bureau as a separate unit of the Executive Department; transferring all functions,programs and personnel from the Planning Division of the Georgia Department of Industry and Trade to the new Bureau.
liThe purpose of the State Planning Bureau is to promote the orderly growth and development of Georgia through proper planning and pro-
gramming of the affairs of state government. 1I16
The most significant planning and study project presently involved in by the Bureau is the design of a total comprehensive state plan for development. The major elements of this project are:
1. A reconnaissance project to ascertain needs of the entire state, based upon regional and area needs.
2. A design for state-wide transportation planning.
3. Departmental program planning assistance for agencies of state
government.
4. State-wide development information utilizing a data bank and
data retrieval system for dissemination of information, to include data on all federal programs related to the State of Georgia.

16 ~~~

, The 1967 General Assembly and Legislation Af-

fecting Municipal Government, Georgia Municipal Association, 1967.

-33-

5. A regional pilot project on outdoor recreation relating
area needs, planning and programming to state needs as a whole. This pilot project to be conducted under the direction of the Northeast Georgia Area Planning and Development Commission. To this date, the work in development of the State Comprehensive Outdoor Recreation Plan has served the Bureau as a pioneer effort and as a prototype for the development of other elements of the State Comprehensive Plan. The work on the Outdoor Recreation Plan will culminate in a basic completed plan on December 31, 1967. Thereafter it will be a responsibility of the Outdoor Recreation Planning Unit of the Bureau to continually up-date the plan and to enter into subsidiary studies of a specialized nature that will provide additional basic data to upgrade the plan itself. In addition to the Comprehensive Outdoor Recreation Plan the Bureau in 1967 was involved in an Economic Feasibility Study of Cumberland Island to determine its potential as a recreation resource for development by the National Park Service. Future anticipated studies might include a study of the leisuretime characteristics of the Georgia populace and a comprehensive study of the utilization of the state's water resources. 17
17personal interview with Mr. D. John Beck, Chief, Outdoor Recreation Planning Unit, State Planning Bureau, May 25, 1967.
-34-

WATER RESOURCES CENTER GOERGIA INSTITUTE OF TECHNOLOGY
I INTROOUC TI ON
In July 1963, the Board of Regents of the University System of
Georgia authorized the establishment of the Water Resources Center to facilitate and coordinate a broad-based, campus-wide program of water resources education and research at the Georgia Institute of Technology.
In 1965 the Georgia General Assembly passed a law which designated the
Center as the State Agency to administer a program of water resources research under the provisions of the Water Resources Research Act of
1964 (Public Law 88-379). Thus, on May 3, 1965, the Center received the
first Annual Allotment under provisions of the Act, and since that time
the P. L. 88-379 program has been an important part of the Center's
research and training activities. Included in these activities, administered under the direction of a Joint Tech-Georgia Advisory Committee on
Water Resources Re~earch, is the Coordination of P. L. 88-379 projects which
are conducted at the University of Georgia, Athens, Georgia.
II. ANNUAL ALLOTMENT PROGRAM
The purpose of the Water Resources Research Act of 1964 is to
I'stimulate, sponsor, provide for, and supplement present programs for the conduct of research, investigations, experiments, and the training of scientists in the fields of water and of resources which affect water."
-35-

Section 100, Title I, of the Act provides for the payment of an Annual Allotment to each of the 51 institutes authorized under the Act. The amount of the Allotment in Fiscal Year 1966 was $87,500.
It follows from the language and the history of the Act that Congress looks upon the Allotment as a Federal contribution toward the support of a basic administrative organization and a minimal research program at each of the 51 institutes. Thus, it provides for the use of Federal funds to defray a portion of the direct cost of administrative planning, coordination, and direction, although the funds cannot be used to pay for so-called employee fringe benefits and indirect costs associated with research projects. Accordingly, in its administration of the Act, the Department of the Interior appropriately has stressed the "cooperat i ve" and "State-Federa I partnersh i pSi' objectives of the legislation.
During the period covered by the report (July I, 1965-0ecember 31, 1966) 20 projects were active. Eleven are Allotment (Section 100) projects and nine are Matching-Grant (Section 101) projects. Twelve are being conducted on the campus of the Georgia Institute of Technology and eight are being conducted on the University of Georgia campus. The Principal Investigators represent six different Schools plus the Engineering Experiment Station at Georgia Tech and five Schools or Departments at the University.
RESEARCH STUDY
I. The Monitoring of Integrated Light levels and Average Temperature of lakes, OWRR Project A-001-Ga. Principal Investigator, Richard
-36-

C. Birkebak (Ph.D., Mech, Engrg.) School of Mechanical Engineering, Georgia Institute of Technology. Project initiated May 1965; scheduled to be completed June 1967.
2. Absorption of Ions in Trace Concentrations on Soil and Silt Particles, OWRR Project A-002-Ga. Principal Investigator, G. G. Eichholz, (Ph.D., Physics), School of Nuclear Engineering, Georgia Institute of Technology. Project initiated May 1965; scheduled to be completed June, 1967.
3. A Method for Predicting the Effect of Pollutants on the Dynamic Oxygen Balance of a Water, OWRR Project A-003-Ga. Principal Investigator, William E. Gates (Ph.D., Sanitary Engrg.), School of Civil Engineering, Georgia Institute of Technology. Project initiated May, 1965; scheduled to be completed March, 1969.
4. Tracing Storm and Base Flow to Variable Source Areas on Forested Headwaters, OWRR Project A-004-Ga. Principal Investigator, John D. Hewlett (Ph.D., Forest Hydrology), School of Forestry, University of Georgia. project initiated May 1965; scheduled to be completed March, 1968.
5. Biological, Chemical and Physical Factors Controlling the Concentration of Manganese in the Hypolimnion of Impoundments, OWRR Project A-OOS-Ga. Principal Investigator, Robert S. Ingols (Ph.D., Sanitary Chemistry), Engineering Experiment Station, Georgia Institute of Technology. Project initiated May 1965; scheduled to be completed March, 1968.
6. The Artesian System in Georgia: Stratigraphy and Hydrology of the Ocala, OWRR Project A-006-Ga. Principal Investigator, Edward A. Stanley (Ph.D., Geology), Department of Geology, University of Georgia. Project initiated May, 1965; shceduled to be completed March, 1970.
7. Determination of the Content and Behavior of Specific Trace Cations in Ground and Surface Waters, and their Adjustment to Passage in or on Subsurface Geologic Formations of Contrasting Chemical and Mineralogic Compositions, OWRR Project A-007-Ga. Principal Investigator, Charles A. Salotti (Ph.D., Mineralogy), Department of Geology, University of Georgia. Project initiated May, 1965; completed June, 1966.
8. The Extraction of Potassium from Fresh and Saline Waters by' Clay Minerals, OWRR Project A-008-Ga. Principal Investigator, Charles E. Weaver (Ph.D., Mineralogy), Earth Sciences, School of Ceramic Engineering, Georgia Institute of Technology. Project initiated May, 1965; scheduled to be completed March, 1968.
9. Efficient Design and Utilization of Rainfall Networks, OWRR Project A-009-Ga. Principal Investigator, Willard M. Snyder (M.S., Civil Engrg.), School of Civil Engineering, Georgia Institute of Technology. Project initiated July, 1965; scheduled to be completed March, 1967.
-37-

10. Survey of the Nature and Magnitude of the Water Research Needs of the Textile Industry of Georgia, OWRR Project A-OIO-Ga. Principal -Investigator, William L. Hyden (Ph.D., Chemistry), School of Textile Engineering, Georgia Institute of Technology. Project initiated July, 1956; completed June, 1966.
11. Phosphorous Budgets of Lakes Sidney Lanier and Hartwell, Georgia, OWRR Project A-OIl-Ga. Principal Investigator, Donald C. Scott (Ph.D., Zoology), Department of Zoology, University of Georgia. Project initiated July, 1966; scheduled to be completed June, 1968.
I II. MATCHING-GRANT PROGRAM
Section 101, Title I, of the Act authorizes the use of Federal funds lito match on a dol lar-for-dol lar basis, funds from non-Federal sources . (for) projects which could not otherwise be undertaken. 11 Matching-grant proposals are judged on a competitive basis. Indirect costs, determined by an approved procedure, can be used as part of the nonFederal matching funds. A. Status reports--Matching-Grant projects
Six Matching-Grant projects were active during FY 1966. Two of these (B-003-Ga., Carstens; and B-OII-Ga., North) were initiated after the beginning of the fiscal year. One (B-004-Ga., Martin) was prematurely terminated at the end of the fiscal year because of Dr. Martinis going on sabbatical leave. Another (B-008-Ga., Eichholz) was initiated just before the end of the fiscal year with funds derived primarily from the cancellation of the second and third years of Dr. Martinis project. There new projects (B-007-Ga., Scott; a-012-Ga., Flege; and B-013-Ga., Collins) were initiated at the beginning of Fiscal Year 1967.
1. A Study of the Water Quality Gradients in Late Sidney Lanier, Georgia, OWRR Project B-002-Ga., Matching-Grant Agreement 14-01-0001-836.
-38-

Principal Investigator, Roger A. Barnhart (Ph.D., Wildlife Biology), School of Forestry, University of Georgia. Project initiated July, 1965; scheduled to be completed June, 1967.
2. Fresh \~ater Canals as a Barrier to Salt Hater Intrusion, OHRR Project 0-003-Ga., Matching-Grant Agreement 14-01-0001-849. Principal Investigator, M. R. Carstens (Ph.D., Hydraulic Engrg.), School of Civil Engineering, Georgia Institute of Technology. Project initiated October, 1965; scheduled to be completed September, 1966.
3. The Effect of a Permeable Bed on Sediment Motion, OWRR Project B-004-Ga., Matching-Grant Agreement 14-01-0001-835. Principal Investigator, C. S. Martin (Ph.D., Civil Engrg.), School of Civil Engineering, Georgia Institute of Technology. Project initiated July, 1965; completed June, 1966.
4. A Study of the Energy Flow through Selected Components of a Small Aquatic Ecosystem, OWRR Project B-007-Ga., Matchin~Grant Agreement 14-01-0001-1008. Principal Investigator, Donald C. Scott (Ph.D., Zoology), Department of Zoology, University of Georgia. Project initiated July, 1966; scheduled to be completed June, 1968.
5. Radiotracer Studies on Rapid Sand Filtration, OWRR Project B-008-Ga., Matching-Grant Agreement 14-01-0001-895, Principal Investigator, G. G. Eichholz (Ph.D., Physics), School of Nuclear Engineering, Georgia Institute of Technology. Project initiated May 1966; scheduled to be completed December, 1968.
6. Interrelations between River Basin Developments and Development of Metropol i tan Areas, O\,JRR Project B-009-Ga., Matching-Grant Agreement 14-01-0001-874, Principal Investigator, Guy J. Kelnhofer (M.A., Resources Planning), School of Architecture, Georgia Institute of Technology. Project initiated January, 1966; scheduled to be completed February, 1968.
7. The Demand and Price Structure for Water in a Humid Area, OHRR Project B-OII-Ga., Matching-Grant Agreement 14-01-0001-875, Principal Investigator, Ronald M. North (Ph.D., Agricultural Economics), Department of Agricultural Economics, University of Georgia. Project initiated January, 1966; scheduled to be completed February, 1969.
8. Determination, Evaluation, and Abatement of Color In Textile Plant Effluents, OI,JRR Project B-012-Ga., Matching-Grant Agreement 1401-0001-1009, Principal Investigator, R. K. Flege (M.S., Chemical Engineering), initiated July, 1966; scheduled to be completed June, 1968.
9. Water Law of Georgia, OWRR Project B-013-Ga., Matching-Grant Agreement 14-01-0001-1010, (Principal Investigator to be secured), Institute of Law and Government, University of Georgia. Project initiated July, 1966; scheduled to be completed June, 1967.
-39-

GEORGIA GAME AND FISH COMMISSION The state Game and Fish Commission is very active in research, including cooperative work with the Federal government through the Federal Aid in Fish and Wildlife Restoration Acts. Studies range from limnological questions through creel censuses. Data collected on major reservoirs are in great detail. An example of one ongoing study is that involving six major reservoirs in the state, representing north, middle and south portions. Information gathered Includes fishing pressure In hours, average length of trip per fisherman, number of fishermen, total fish caught by species, average weight of fish by species, species composition of total catch, annual average catch per hour by species, total fish checked by species, and comparable statistics for night fishing on some lakes. The Commission tabulates these data by fishery, and at the present they cover limited time periods. As the body of data grows, however, application of them to recreation planning could prove quite helpful. For example, they could be generalized to indicate the distribution of catch by species and lake by use of a single index number, which then could be used in conjunction with distributions of other recreation phenomena. There is much promise for recreation planning, however, in the amount and type of data on fisheries becoming available.
-40-

GEORGIA COOPERATIVE FISHERY UNIT
The Georgia Cooperative Fishery Unit was established on October 11, 1962. The Fishery Unit is located in the School of Forestry on the University of Georgia campus. It occupies three offices on the grollnd floor of the Forestry building and utilizes laboratory facilities of the Southeastern Water Quality laboratories and space in the Department of Zoology. A new laboratory and offices, located on the Wildlife and Fisheries area of the Whitehall Forest tract, will be available in the early part of 1967. The Unit's plastic pool field, which was prepared during the year, and ponds are also located at the site of this new laboratory. This new facility will have a seventy-five foot long wet laboratory, two office laboratories, a general laboratory, an environmental control room, shop and various storage rooms.
New offices will be completed and occupied in the new research wing of the Forestry Building complex during 1967. A fishery research laboratory will be completed at the same time.
Research Program
1. Research Study - "Some effects of antimycin in Southeastern waters." Objectives - To determine the effective concentration of antimycin required for partial and complete kills of farm pond fish and its residual qualities in waters found in the Southeast. To determine some of the effects of antimycin on the aquatic community. -41-

2. Research Study - I'Physical, chemical, and biological differences exhibited in impounded waters under two methods of water discharge." Objectives - To determine the extent to which nutrients are lost from impounded waters through surface and bottom water discharge.
3. Resea rch Study - "Trou t hab ita t study of se 1ec ted sites on two streams in Chattahoochee National Forest, Georgia. 1I Objectives - To determine the nature and magnitude of biological and physical differences between disturbed and undisturbed areas of two streams.
4. Research Study - "A study of water guality gradients in Lake Sidney
Lanier, Georgia. 11 Objectives - To determine the seasonal pattern of selected physical
and chemical measurements and how this pattern is related to the biology of Lake Sidney Lanier. 5. Research Study - I'Taxonomy and 1ife history of the Fl int River Bass. II Objectives - To determine the taxonomic position of the Flint River bass and to study various aspects of its life history.
-42-

PROJECT COG
(The Governor's Cummittee for Coordinating Opportunities in South Central Georgia--Established in 1966)
Many parts of our nation are in transition from a small farm economy to an industrial or large-scale I'agri-business" economy. South Central Georgia is one of those areas where the problems of transition are particularly acute because of the very long time involved in the change. Considerable energy and concerted effort must be expended on the part of local citizens as well as state and Federal agencies to insure that such transitions are successful. Project COG (Coordinating Opportunities in South Central Georgia) is the development of, and will result in, such coordinated energy and effort.
Project GOC includes an area of thirty-three counties. In addition, the counties span five active and capable planning and development commissions and four community action agencies. This provides a most important base for planning--one supported by strong grass roots activity of the people.
The Governor's Committee will be divided into functioning subcommittees, each one to be concerned with a particular type of problem--and each one containing active local and state leaders from both public and private sectors. There will be subcommittees on agriculture, industry and trade, small business opportunities, health, housing, education, job training and employment--in brief, every important function affecting the economic growth of the COG area.
In addition, representatives from all state, federal, and local government agencies and members of the local planning development commissions and community action agencies servIcing the COG area, will be formed into a Technical Advisory Group, to assist the Governor's Committee in the research and planning phases of program development. This Advisory Group will bring to the main committee expert knowledge of community needs, agency policies, availability of resources, and methods of resource procurement. 18
18~__~__ , Project COG, The Governor's Committee for Coordinating Opportunities in South Central Georgia, pamphlet, 1966.
-43-

UNIVERSITY OF GEORGIA
(INSTITUTE OF COMMUNITY AND AREA DEVELOPMENT)
During 1966 and 1967. the Institute of Community and Area Development has been engaged in conducting outdoor recreation research studies for the Georgia State Planning Bureau. Messieurs James R. Champlin and John R. Thompson have served as Coordinator and Associate Coordinator of this study project.
The study project has been financially supported by the State Planning Bureau and the Federal Bureau of Outdoor Recreation. under provisions of the Land and Water Conservation Fund Act of 1965.
Studies in this series are: 1. Environmental Resources for Outdoor Recreation 2. Socio-Economic Characteristics to 1980
3. Recreation Travel and Mobility
4. Trends in Outdoor Recreation Participation
5. Role of the Private Sector 6. Meeting the Recreational Needs of Urban Populations 7. Access and Quality of the Environment 8. Outdoor Recreation Research and Education 9. Meeting the Needs of the 111. Handicapped and Aged
10. Governmental Studies in Outdoor Recreation Other recreation studies completed or in process by the Institute are: 1. IIA Prospectus for Parks and Recreation: VJarner Robins and
Houston County." -44-

2. "Fallen-In Rocks--A Prospectus for Park Development." (Pre-
pared for the Altamaha Area Planning and Development Com-
mission.)
3. "Andersonvi lIe Historical Complex, A Prel iminary Development
Study." (Prepared for the ~"'est Central Georgia Planning and
Development Commission.)
4. Community Environmental Health Studies (A Series of Studies
being conducted in cooperation with the Georgia Department of
Pub 1i c Hea 1th. )
Travel Studies
(BUREAU OF BUSINESS AND ECONOMIC RESEARCH)
1. Keeling, William B., Travel Survey of Georgia. 1960-1961 (An Economic Study of Tourism and Recreation). Athens: Bureau of Business and Economic Research, University of Georgia, 1961. (Prepared for the Georgia Department of Industry and Trade.)
2. A Study of Visitors at Selected Georgia Resort Areas. Athens: Bureau of Business and Economic Research, University of Georgia.
3. Keeling, William 3., A Study of Out-of-State Requests for Travel Information from the State of Georgia, Travel Research Study No.1. Athens: Bureau of 3usiness and Economic Research, University of Georgia, 1963.
4. Keel ing, Hi 11 iam 3. and Polly \1. Hein, Tourism and Recreation Travel in Dahlonega and Lumpkin County, 1961. Athens: Bureau of Business and Economic Research, University of Georgia, 1962.
5. The Georgia Travel Story, 1963. Athens: Bureau of Business and Eco-
nomic Research, University of Georgia, 1963. (Prepared for the Georgia Department of Industry and Trade.)
6. Herman, Raymond O. and \Ji 11 iam 3. Keel ing, Economic Potentials of Stone Mountain Memorial Park. Athens: Bureau of Business and Economic Research, University of Georgia, 1964. (Prepared for the Stone Mountain Memorial Association.)
-45-

7. Pinson, Lawrence F., Tourism Development in the Central Savannah River Area. Athens: Bureau of Business and Economic Research and Institute of Community and Area Development, University of Georgia, 1964.
8. Thompson, John R., A Study of Tourism in the Altamaha Area. Athens:
Bureau of Business and Economic Research and Institute of Community and Area Development, University of Georgia, 1964. (Prepared for the Altamaha Area Planning and Development Commission.)
9. Thompson, John R., James R. Champlin, and Robert J. Hill, Fallen-In Rocks--A Prospectus for Park Development. Athens: Bureau of Business and Economic Research and Institute of Community and Area Development, University of Georgia, 1964 (Prepared as addendum to Altamaha area report. )
10. Keeling, William B., Development Concept for Stone Mountain Park. Athens: Bureau of Business and Economic Research, University of Georgia, 1965. (Prepared for the Stone Mountain Memorial Association.)
11. Hill, Robert S. and William B. Keeling, Andersonville Historical Complex, A Preliminary Development Study. Athens: Bureau of Business and Economic Research and Institute of Community and Area Development, University of Georgia, 1965. (Prepared for the West Central Georgia Area Planning and Development Commission.)
12. Keeling, William B., The Georgia Travel Industry, 1960-1963, Travel Research Study No.2. Athens: Bureau of Business and Economic Research, University of Georgia, 1965.
13. Keeling, William B., Tourism Development in the Georgia Mountains Area, Preliminary Study. Athens: Bureau of Business and Economic Research, University of Georgia, 1965. (Prepared for Georgia Mountains Planning and Development Commission, under the auspices of the Institute of Community and Area Development.)
14. Keeling, \Jilliam 3., The Georgia Travel Industry, 1960-1965, Travel Research Study No.4. Athens: Bureau of Business and Economic Research, University of Georgia, 1966.
15. Keelin3. William B., Tourism Development in the Coastal Plain Area, Preliminary Report. Athens: Bureau of Business and Economic Research and Institute of Community and Area Development, University of Georgia, 1966. (Prepared for the Coastal Plain Area Planning and Development Commission.)
16. Keel ing, Hi 11 iam B., Charles Clement, John Beck, and Polly H. Heln, Economic Impact of the Proposed Cumberland Island National Seashore, Travel Research Study No.5. Athens: Bureau of Business and Economic Research, University of Georgia, 1967. (Prepared for the National Park Service.)
-46-

17. Keel ing, Hi 11iam B., \1. \1ray Buchanan and Polly \1. Hein, Tourism Development in the Georgia Mountains Area, Travel Research and Institute of Community and Area Development, University of Georgia, 1967. (Prepared for the Georgia Mountains Planning and Development Commission.)
18. Keel ing, \.,ti 11iam a., 1iJ. \4ray Buchanan, and Polly \4. Hein, Tourism
Development in the Chattahoochee-Flint Area, Travel Research Study No.
7. Athens: Bureau of Business and Economic Research and Institute
of Community and Area Development, University of Georgia, 1967. (Prepared for the Chattahoochee-Flint Area Planning and Development Commission.)
-47-

AREA PLANNING AND DEVELOPMENT IN GOERGIA
There are presently seventeen area planning and development commissions in the state of Georgia. They are organized under the General Planning and Enabling Act of 1957, as amended in 1960 by the General Assembly to permit multi-county organizations with legal status.
The commissions are voluntary in nature and "advisory" in function. Although the commissions are legal entities, they are neither regulatory or legislative bodies, but exist for the purpose of cooperative area wide planning to achieve progress. 19
The Commissions Now Existing 1. Altamaha Area Planning & Development Commission 2. Atlanta Region Metropolitan Planning Commission
3. Central Savannah River Area Planning & Development Commission 4. Chattahoochee-Flint Area Planning & Development Commission 5. Coastal Area Planning & Development Commission 6. Coastal Plain Area Planning & Development Commission 7. Coosa Valley Area Planning & Development Commission 8. Georgia Mountains Planning & Development Commission 9. Georgia Southern Area Planning & Development Commission 10. Heart of Georgia Planning & Development Commission 11. Lower Chattahoochee Area Planning & Development Commission 12. Middle Georgia Area Planning & Development Commission
13. Northeast Georgia Area Planning & Development Commission
19_~_."..-_, Area Planning And Development in Georqia, Progress Report, Georgia Department of Industry and Trade, January, 1965.
-48-

14. Oconee Area Planning & Development Commission
15. Slash Pine Area Pianning & Development Commission
16. Southwest Georgia Area Planning & Development Commission
17. West Central Georgia Area Planning & Development Commission
Area Planning And Development Defined
Area planning and development is an organized approach by local leadership of working together across city and county boundaries on problems and opportunities of mutual concern. The area approach, through the recognition of similar characteristics and issues, provides a sense of identity and a feeling of kinship among members of the organization.
Area planning has as its objective the total development of an area's resources--economic, human and natural. Realization of this objective requires a continuing, long-range program.
Such a program encompasses an analysis of an area's makeup and determines its function as it relates to other similar areas and to the state. It also provides for the identification of an area's potential, and aids in preparing realistic projections for the future. Through assessment of an area's structure, function, potential and future, a Commission gains information which enables it to prepare an action program geared to the accomplishment of its goals.
In carrying out a stated goal, a Commission utilizes the talents and energies of and brings together in close cooperation many contrastive groups. Local, city, and county governments, state and federal agencies or departments, schools, and colleges, private industry and the general business community are a few of the varied groups to which a Commission will look for assistance and guidance. 20
The Commissions have proven to be tremendously successful and are
serving as examples of area-wide and regional planning to other sections
of the country. Each of the seventeen commissions have undertaken, are
now conducting, or will initiate many research studies to develop a
'~asic data ban~' to serve as a basis for comprehensive regional planning.
20Area Planning and Development in Georgia, January 1965. p. 3.
-49-

These studies usually culminate in printed reports; and other publications of a relevant nature are developed by the commissions.
It is a difficult task to attempt to catalogue these report studies, many of which have applicability to only the local commission area.
RECREATION STUDIES
The specific studies listed below are presently being conducted, are completed, or are to be initiated in the near future by the Area Planning & Development Commissions.
1. A Study of Tourism in the Altamaha Area (AAPDC-1964) 2. "Fallen-In Rocks'l--A Prospectus for Park Development (AAPDC-
1964) 3. Condensed Report of the U. S. Study Commission's Report on the
Altamaha River Basin (AAPDC-1964) 4. An Evaluation of Proposed Civic Center Sites in Marietta
(ARMPDC- 1959) 5. Public Land Reservations on Buford Reservoir (ARMPDC-1954) 6. Toward a Metropolitan Park System--Panola Park and Preserve
(ARMPDC-1953 )
7. Toward a Metropolitan Park System--Shallowford Park (ARMPDC-1953) 8. Toward a Metropolitan Park System--West Fulton Park (ARMPDC-1953)
9. Atlanta Metropolitan Region Comprehensive Plan/Nature Preserves #1 (ARMPDC 1963)
10. Open Land (ARMPDC-1964) 11. Georgia Law of Open Space (ARMPDC-1963) 12. Atlanta Metropolitan Region Comprehensive Plan/Open Spaces
#2 (ARMPDC-1964)
-50-

13. Tourism Development in the Central Savannah River Area (CSRAPDC-1964)
14. Tourism Development in the Chattahoochee-Flint Area (C-FAPDC1967)
15. Inventory of Outdoor Recreation Facilities in the Coastal Plain Area (CPAPDC-1966)
16. Development Plans for Mud Swamp in Lowndes County (CPAPDC-1966)
17. Development Plans for a Wildlife Management Area located near Moody Air Force Base in Lanier County (CPAPDC-1967-68)
18. Development Plans for Crystal Lake in Irwin County (CPAPDC-196768)
19. Tourism Development in the Coastal Plain Area (CPAPDA-1967)
20. Inventory of Tourist Attractions and Facilities (CVAPDC-1961)
21. Tourism Development in the Georgia Mountains Area (GNPDC-1967)
22. Tourism and Recreation Development Program for the Georgia Mountains Area (GMPDC-1967-68)
23. Lake Lanier Island Development Feasibility Study (1966-67)
24. Towns County Recreation Feasibility Study (GMPDC-EDA-1967-68)
25. Lake Lanier Watershed Area Water Pollution and Public Health Problems Study (GMPDC-1965-67)
26. Tourism Development in the Georgia Southern Area (GSAPDC-1967)
27. Conduct a detailed study of the area's water resources and develop a master plan for coordinating the various small watershed projects and Corps of Engineer's projects to produce maximum benefits (HOGAPDC-1967-68)
28. Development of a comprehensive area recreation plan (HOGAPDC1967-68)
29. Status Report on Natural Resources of the Region (MGAPDC-1967)
30. Sketch Transportation and Land Use Plan (MGAPDC-1967)
31. Comprehensive Recreational Plan (MGAPDC-1968)
32. Regional Water Resources Plan (MGAPDC-1969)
-51-

33. Regional Tourism Study (MGAPDC-l969)
34. Comprehensive Regional Development Plan (MGAPDC-197l)
35. Preliminary planning discussions to consider a Laurens Shoals Development Plan with Georgia Power Company and Oconee APDC (NEGAPDC-1966-68)
36. Northeast Georgia Area Development Map (NEGAPDC-1966)
37. Northeast Georgia Area Regional Pilot Study Project on Outdoor Recreation (NEGAPDC-1967-68)
38. Rendering of the Oconee Springs Recreation Site in Putnam County (OAPDC-1967)
39. Working with the Northeast Georgia Area Planning and Development Commission and Georgia Power Company to provide a comprehensive land development plan for the Laurens Shoals Project (OAPDC-1966-68)
40. Inventory of basic recreation data for state planning division (OAPDC-1966-67)
41. Designed and planned a community recreation building for the Bonner Park Area, Milledgeville-Saldwin County Recreation Authority (OAPDC-l967)
42. Tourism Resources in the Slash Pine Country (SPAPDC-1965)
43. Recreation Facilities Plan, Fitzgerald Urban Area Plan (SPAPDC1965)
44. Okefenokee Feature-4 pg. report (SPAPDC-1966)
45. Evaluation of Boat Ramp Sites (SPAPDC-l965-66)
46. Satilla River Development (SPAPDC-1966)
47. Lake Alma Proposal (SPAPDC-l966-67)
48. Inventory of Recreation Data for state planning division (1966-67)
49. Slash Pine and four other area commissions are cooperating in a project to make the Ocmulgee and Altamaha Rivers navigable for recreation purposes from Macan to the Coast (1966-67) Research on Stephen C. Foster State Park (SPAPDC-l967)
-52-

50. Tourist Audits (SWGAPDC-1965-67) 51. A Feasibility Study of "Glory Hdlel1 Cavern (SWGAPDC-1966) 52. Fired C(eek Reservoir Development Plan (S\~GAPDC-1965-67) 53. Thomasville-Thomas County Recreation Study (SWGAPDC-1965) 54. A Preliminary Development Study of the Andersonville Civil War
Complex (WCGAPDC-1965-66) Although the studies cited are specific and germane to the outdoor recreation planning field, it is evident that many of the other base studies being conducted by the Commissions are essential to comprehensive regional recreation planning. Land use studies, base maps, population studies, transportation and highway studies, zoning, and income studies, all provide essential basic data for recreation planning and for total, comprehensive regional planning.
-53-

SUMMARY AND RECOMMENDATIONS
This report has attempted to identify the major reference sources for locating research reports and to illustrate the types of data available by citing a representative sample of this material.
While the nation, as a whole, is surging ahead in outdoor recreation research the State of Georgia is still far behind many of the more progressive states in this research effort. Because of the necessity of starting nearly at the beginning Georgia (in 1966-68) has been forced into the position of concentrating its research efforts on a broad, comprehensive type of research coverage rather than proceeding in great depth in fundamental research studies.
It seems obvious from this study that; 1. The State Planning and Programming Bureau should be the focal
point for initiating and encouraging state research efforts. The Gureau should take the lead in coordination of research programming for state agencies, planning commissions and other organizations interested in research. The Bureau in addition to coordination and programming should provide guidance to other agencies in research design. 2. The State Recreation Commission should be responsible for research and studies pertaining to the local level of government, i.e., cities and counties.
3. The State Parks Department should be responsible for studies
pertaining to use of state parks. These might take the form of recreation user studies or studies of park management and
-54-

development. This department should develop a master-plan for the state park system and also master plans for each individual state park site. 4. The State Department of Public Health should be responsible for designing a total plan of recreation for all of the state institutions under its jurisdiction, e.g., mental hospitals, retardation centers, nursing homes or homes for the aged, etc.
5. Similarly, the State Department of Education and State Depart-
ment of Corrections should develop a total plan of recreation for all institutions under their supervision. 6. The State Highway Department should be responsible for research related to scenic highways, highway beautification and roadside rest parks.
7. The State Department of Industry and Trade, Tourist Division,
should be responsible for research pertaining to the tourist industry, travel studies, etc.
8. The State Commission on Aging should be responsible for research
studies and the development of a comprehensive recreation plan for the aged.
9. The State University System should be responsible for and engaged
in basic (fundamental) research studies; and in pilot projects or demonstration projects related to serving the entire state community.
In conclusion it should be pointed out that these agencies snould coordinate their effort in a research program that is inter-dependent and
-55-

working within the scope of a comprehensive state recreation plan. -56-

SECTION II
RECREATION EDUCATION
One basic problem which underlies all of our present day efforts in the field of recreation is the problem of education for the creative use of leisure time.
Organized efforts, of some type and of some degree, have been made during the last one hundred years to develop a "recreation ethic," that is a citizen1s appreciation of esthetic beauty, quality, spirit and creativeparticipation in a "way of life." At various times these efforts have been referred to as conservation education, outdoor education, maintenance of our natural resources and restoration of the quality of our natural environment.
Despite these efforts and although interest in recreation is in its zenith, particularly in the Itpolitical domain," there has been little success in the massive job of public recreation education. Outdoor education must be redefined in terms of personal use and, as far as possible, no talents should remain undiscovered or undeveloped. Recreation, the worthy use of leisure, must be redefined in quality terms and truly become an objective of education. Conservation education should be a vital part of all education and recreation programs, not only to preserve natural resources but to make possible outdoor recreation opportunities. If all citizens today and in the future are to have the opportunity and benefits of outdoor recreation, informed action must quickly be taken.
In order to acquire a better understanding of recreation and
-57-

conservation education and its implications to Georgians, it is necessary to deal with five broad aspects:
1. Education of the public in acceptance of outdoor recreation as a wise use of leisure, a departure from the traditional "work ethic";
2. Public education in the techniques of outdoor recreation activity pa r tic i pa t ion ;
3. Informing the public of recreation resources and opportunities
in Georgia; 4. Creating a better understanding by the general public of the
need and desirability for conserving natural resources, enhancing the outdoor environment, and displaying a responsible behavior toward recreation facilities once developed; and
5. Educating and training professional recreators and developing
inter-disciplinary coordination in the study of problems in outdoor recreation and use of leisure time. In essence, this problem of outdoor recreation education will affect not only the effectuation of the state outdoor recreation plan but the American "way of life" and the Georgian "way of life."
EDUCATION FOR OUTDOOR RECREATION
History. Recreation in the early United States was influenced by conflict between puritanism and the pioneer concept of democratic freedom. "From the Puritan ethic that recreation is sinful, the work of the devil, America transferred to the philosophy that recreation is permissible
-58-

but only after one has earned the right to such relaxation in the workplay cycle. 1121 The increases in leisure for all people and sedentary or
monotonous occupations have revealed the fact that recreation must pro-
vide some if the satisfactions of basic human needs not met elsewhere.
That leisure is increasing in America, and in Georgia, today requires
society to accept the role of educating individuals toward a new leisure
and recreation ethic.
When recreation is thought of as a complement to work, hence a need for all men, it will assume the stature it deserves. When it is recognized that our age is witnessing a humane and psychic disintegration, possibly more profound, possibly more world-wide than any previous age has known, and when it is realized that the cause of this can be laid at the door of the materialistic philosophy of life, then will creative recreation take on significance--possibly spiritual significance. Recreation can and even may become a way of life. 22
The ever increasing leisure time in the world today necessitates
a change from man's current work ethic to the conception that recreation
can be the basic integrating factor in life. Time spent in leisure can
be a major source of value, although it will still be dependent upon a
worthy work life and adequately meeting material needs. The values found
in leisure may be gained in release from the demands of work, but leisure's
fullest expression is based upon work fulfillment. The wise use of leisure
in recreational pursuits provides a balancing function for the coercions
and stresses of work. Recreation gives non-coercive release, relaxation,
21 Car 1son. R. E Deppe, T. R., Maclean, J. R., Recreation In American Life, Wadsworth Publishing Company, Belmont, California, 1964,
p. 57.
22Nash , Jay B., Philosophy of Recreation and Leisure, The C. V. Mosby Company, St. Louis, 1953, pp. 208, 209.
-59-

and freedom, and provides essential elements of creative self-realization that may not be present in work.
Modern society's partial loss of the work rationale, or purpose, and individuals' unreadiness to use their leisure time creatively have led to widespread misuse of leisure time, commercial exploitation of recreational illiteracy, and failure to fulfill leisure values. 23
The people of this state must be educated to the fact that recreation and leisure can be balancing and compensatory to stressful and earnest work. Recreation can even be integrated with work and thus contribute to a unity of life. "Recreation is one of the indispensable ethical goods, one of the basic value elements contributing to the welfare and good 1i fe of man. ,,24
Objectives. The aim of recreation is seen as the complement of work. Recreation and outdoor recreation education have need of definite objectives if this aim is to be realized. There are many objectives that could be set forth to accomplish this purpose. The following might serve as a pattern for a program to educate the public in acceptance of outdoor recreation as a wise use of leisure:
I. To acquaint man with the need for recreation 2. To provide man with knowledge of recreational opportunities and
facilities
3. To train the leaders for recreational activities
4. To teach man through proper leadership the skills necessary
23Miller, Norman P. and Robinson, Duane M., The Leisure Age, Wadsworth Publishing Company, Belmont, California, 1963, p. 157.
24Miller and Robinson, The Leisure Age, p. 187.
-60-

for using his leisure in a worthy manner

5. To develop good programs of recreation

6. To acquaint all groups responsible for leisure-time pursuits

with the need for providing adequately for all phases of the

recreation program (facilities, materials, and leadership).

Definition. The term recreation was coined by humanists who saw

the need for man's re-creation. As man became more and more aware of his

need for recreation, and as more and more leisure became apparent, the

term became defined as the program provided for man's leisure. However,

facilities and leadership for recreational activities do not insure man's

recreation. Man must be educated to the worthy use of leisure. He must

be made aware of the need for opportunities in recreation. He must be

provided facilities, leadership, and finances for recreation which are ne-

cessary for balanced living. The need is urgent for recreation education in order for man to adequately enjoy his leisure. 25

Recreation is considered to be the worthy use of leisure. At the

present time some sanction and respectability have been given to the use

of leisure and of play. Man is expected to use his leisure in such a

way that will benefit his personality and total development. When the

Commission on Secondary Education listed among its Cardinal Principles,

. . . II

the worthy use of leisure time,I' it set the stage for the play of

all as a responsibility for the schools as well as other agencies charged

with education responsibilities. Recreation, then, is the term given to

25Jenny, John H., Recreation Education, W. B. Saunders Company, Philadelphia, 1955, pp. 17, 18.
-61-

leisure activities, especially those activities chosen by an individual or others such as a designated leader with the purpose of improving the life and living of the person or group concerned. The activities are of a constructive nature; not time consuming, but time-using. They are healthful physically, mentally, and socially,
If recreation is lithe worthy use of leisure time,11 then recreation education is that phase of recreation which informs man how, where, and why he should use his leisure. Recreation education should teach all men in such a manner that they gain a wide variety of skills. Recreation education should assist man to enjoy his leisure in a manner which should enable him to live a full and balanced life.
Outdoor recreation education has a true place in the total education pattern. It is not another discipline with prescribed objectives like mathematics or science; it is simply a learning and leisure climate which offers special opportunities for acquiring new skills with which to enjoy a lifetime of creative recreation, for attaining attitudes and insights about the worthy use of leisure in the out-of-doors, and for developing a good conservation ethic concerning our human and natural resources.
Recreation includes the total field of governmental and agency services which have to do with supplying facilities, finances, leadership, and program activities for man's worthy use of leisure time. Recreation education informs man of his need for recreation and is concerned with the development of skills that will aid man in creatively using his hours of leisure. Outdoor recreation education informs man that activities
-62-

that are best learned and enjoyed in the out-of-doors should there be learned and enjoyed.
Developments and Their Implications. 26 There is a big job to be done in educating the public to outdoor recreation. For the young people of today the outdoors is not the familiar part of life it once was. It is necessary for most young people to learn about the outdoors without really experiencing it. Lately, however, Americans of all ages are showing an awakening interest in the out-of-doors as witnessed by the growing number of new books and magazines and the outdoor education emphasis in the public schools.
The schools have made a promising start with nature courses. However, there are not enough of them. Some state conservation departments have educational programs in the schools, including conservation workshops for teachers. Some school systems maintain camps and study groups. But the efforts are too few and expansion is needed.
The Cook County Forest Preserve District is a good example of an agency with stress on education. They have made extensive use of newspapers, radio, television to tell the public about their program. This Forest District works very closely with the Chicago schools in conservation education for the teachers.
Another means of education for the outdoors is through the nature center movement. By setting up natural areas in the midst of population
26__~~__~, Trends in American Living and Outdoor Recreation, A report to the President and to the Congress by the Outdoor Recreation Resources Review Commission, U. S. Government Printing Office, Washington 25, D. C., 1962, pp. 116-154.
-63-

areas, private groups are giving children the opportunity to learn first hand about elements of the outdoors. Other new developments that should be followed up are the school camping programs and the use of more outdoor facilities under the 12-month classroom idea. The youth hostel movement, that is so advanced in Europe, should get increased support here.
The National Park Service and some states have good interpretive programs, but they serve only a fraction of the need. Public and private forests and parks have a chance to do more than provide space for visitors. Managers of these areas could arrange for systematic nature walks, illustrated talks, movies, exhibits, and nature demonstrations. People who know what to look for in a forest or on a seashore are more likely to find interest and enjoyment. Trained park and forest personnel have a knowledge to share about the land, water and wildlife, and there is an increasing number of citizens who want to learn.
Another important development in education for outdoor recreation is the growth of organized groups that cover every remote sector of the outdoor recreation field. These groups include: the mountain clubs, wildlife groups, Doating associations, and other active organizations catering to lovers of wilderness and waters, caves and walking, bicycling and swimming, skin diving and bird watching. These special purpose groups have a powerful educational force. Their aid should be enlisted in developing education programs, involving such things as outdoor museums and exhibits. The American public can gain conservation and wildlife knowledge through such groups and thus increase their understanding and enjoyment.
-64-

Trends and Their Implication. 27 Twenty years from now there should be a greater participation in outdoor recreation pursuits if current trends in education in and for the outdoors continue. At present there is a favorable educational climate for outdoor education developing through social and economic changes.
1. The use of the outdoors by schools as a laboratory. Eight hundred school districts in approximately one-half of the states use camps for outdoor education experiences. More than a quarter of a million children have this experience each year and the number involved is increasing each year. Other outdoor settings are used by schools: school forests, school farms, school gardens, school sites, public lands, zoos, museums, and other available lands. In the future many of today's children will find expression for their outdoor interests from skills and knowledges acquired while in school.
2. The teaching of outdoor skills and sports in schools. Three million high school youth now receive some instruction in outdoor activities which lead to active participation in outdoor recreation. Programs of these kinds should experience rapid growth because of the growing need of education for free time. In the near future it is predicted that more than half of the nation's youth will receive special instruction in outdoor sports as a part of their educational experience.
3. The influence of school subjects. Outdoor interests and appreciations are developed through social studies, arts, science, and
27Trends in American Living and Outdoor Recreation, 1962, pp. 134-154.
-65-

literature. These disciplines with many implications for outdoor recreation involve nearly all secondary school youth. The ORRRC Report predicts that travel will be more extensive in the future as increasing numbers of people will be stimulated by the educational experiences to seek new places of natural beauty and historical significance.
4. Adult education. There has been a significant growth in the number of adult education programs in the past few decades. Approximately four million people are enrolled in adult education courses in the United States annually. In the future, adult education and recreation departments through the teaching of outdoor skills and by providing opportunities for participation in outdoor activities, such as family camping, will provide most of the instruction needed by adults who are interested in outdoor recreation.
5. School and college programs on a twelve-month basis. There
is a noticeable trend in the extension of school and college programs to a twelve-month basis. Florida was the first state to enact legislation in this direction. Many colleges and universities are establ ishing a three-semester or four-term plan which provides additional time and opportunity for outdoor recreation, particularily during the summer months.
6. Mass communication and new instructional devices. Radio,
television and the newspaper are being used more extensively by schools and colleges. The general public is also benefiting through these media. Newly stimulated interests in the outdoors through mass communication will give greater impetus to participation in many outdoor recreation activities.
-66-

7. Outdoor Education in colleges and universities.
Approximately fifty percent of the college students in the United States get some educational experiences in the outdoors through one or more of the following ways:
a. use of outdoors as a laboratory for subject matter courses, b. field experiences in camps, biological stations, and other
outdoor facilities as prerequisites to preparation in outdoor related professions and vocations, c. instruction in outdoor skills and recreation activities in health, physical education, and recreation courses, d. campus recreation, e. teacher and leadership preparation. (The trends and developments here mentioned are fully discussed and examples of each given in the reference referred to at the beginning of this topic.) One of the major implications of this topic indicates that the uses of outdoor recreation resources will need to be multiplied many times through the developments in education that are now taking place. One of the most significant phases of education's relationship to outdoor recreation is that most of those who seek recreation in the outdoors will use the available resources more wisely. The increasing concern of education for the creative and constructive use of leisure time should result in a greater emphasis on outdoor recreation in the future.
PUBLIC EDUCATION IN THE TECHNIQUES OF OUTDOOR RECREATION ACTIVITY PARTICIPATION
There is a dilemma today as related to the outdoors that is largely
-67-

a result of the lack of skills and knowledge to fully satisfy man's yearning for the freedom and pleasure that outdoor pursuits should provide. As man is able to realize a dream of having time and means to do things of his own choosing, he discovers that he lacks the knowledge and skills to do them. It is at this point that public education can bridge the gap between man's desires and needs for outdoor learning and living and their fulfillment.
Activities. Under the term outdoor recreation are placed the pursuits related to the use, enjoyment, and understanding of the out-of-doors. The desires for outdoor experiences, adventure, knowledge, and beauty are universal. It is these desires that outdoor recreation seeks to satisfy.
The findings of the Outdoor Recreation Resources Review Commission showed that driving and walking for pleasure, swimming, and picnicking lead the list of the outdoor activities in which Americans participate, and driving for pleasure is most popular of all. The ORRRC also found that about 90 percent of all Americans participated in some form of outdoor recreation in the summer of 1960. In total, they participated in one activity of another on 4.4 bil'ion separate occasions. 28
Outdoor recreation activities can be classified as sports or games, social recreation, or arts and crafts. However, a more logical classification is to base the activities' relationship to the natural environment as follows: 29
280utdoor Recreation for America, 1962, pp. 3-5. 29Carlson, Recreation In American Life, pp. 438-445.
-68-

A. Activities in natural science. Some people have a mild interest in the natural environment while others have a desire to learn all they can about the out-of-doors. This wide interest variance demands diversity in educational programs. To satisfy numerous interests. the following activities should be included in outdoor recreation programs:
1. Discovery and exploration. Trips for discovery and exploration are organized by recreation departments, schools, museums. nature centers, and youth agencies. The trips may be general in nature or may require specific techniques such as tree identification, cave exploration, star observation. geology, birds, or flowers. Forests, parks. zoos, sanctuaries, and botanic gardens offer many possibilities for trips to pursue natural science interests.
2. Collections. Nature provides many possibilities for facinating collections. Along with collecting goes the arrangement, display, study, and identification of things collected. However, education of the collector is a very important factor. In view of the diminishing of natural lands, collectors must observe strict conservation practices. Many things are best observed in their natural settings, and removing them leaves less to be enjoyed by those who follow. Every would-be collector must learn to ask himself, "What will be the effect of my taking this material? will my action detract from the enjoyment of others?" Some natural objects should never be collected; others may be taken sparingly; and still others, freely. Except in populous areas or restricted
-69-

areas, such as state or national parks, rocks and minerals, driftwood, nuts, berries, weeds, and insects may usually be collected. Nothing should be removed from private property without the owner's consent. The person whose collection consists of photographs he takes, sketches he makes, or notes he keeps may collect to his heart's content without injuring his environment.
3. Talks and Demonstrations. Talks, illustrated lectures,
and demonstrations by naturalists, travelers, and hobbyists provide another type of activity and many sound techniques of public education. lecture series, such as the Audubon Screen Tours, bring professional speakers on outdoor-related subjects. Story hours and movies for young children can include nature and outdoor life. Many fine stories and movies are available.
4. Care of animals. Keeping of pets is for the most part
a home-centered activity. For children who cannot have pets at home, pets at the recreation center offer joyous experiences, and opportunities for learning. A bird feeding station, turtle pond, or aquarium may be maintained almost anywhere. Keeping wild animals in captivity is inadvisable and cruel unless proper continued care is assured. Zoos occasionally lend traveling exhibits of living animals to park and playgrounds; some nature centers keep wild animals and allow children to share in responsibility for their care. Traveling barnyards, set up in neighborhoods for several days at a time, are valuable and popular with city children.
5. Observations and experimentation. Maintaining a weather
-70-

station and making daily observations, records, and predictions, is an activity suitable for the nature center, camp, or playground. Other enjoyable projects include: operating a small observatory of a nature trail; maintaining bird feeding stations and bird baths; experimenting with seeds and soil; or keeping a calendar on which are recorded dates of the appearances of seasonal bird visitors, flowering of plants, or activities of animals.
6. Nature games. The natural science program can be enliven-
ed by the introduction of games of various sorts. Outdoor scavenger hunts, treasure hunts, competitive games, and hiking games may all have natural science themes. Indoor games, such as twenty questions, quizzes, quiz boards, and flash cards also revolve around natural science. Observation games to games to provide fun on car trips are numerous.
7. Gardening. For co~tless people there is no form of re-
creation as satisfying as gardening. The joy of sharing in the miracle of growth, the healthful outdoor exercise, and the gratifications of harvestion combine to make gardening an exhilarating pleasure for young and old alike. There are numerous children's gardens sponsored by schools, youth organizations, park and recreation agencies, adult garden clubs, or combinations of these.
8. Farms and forests. Some communities have developed
forests and farm proJects to which children may come for a day or longer to work at various chores or just to observe and enjoy the outdoor experience. Especially important in Minnesota, Wis-
-71-

consin, and New England are community forests, some of which date back to colonial times. There were in 1956 about 3,100 community
forests, including 4.4 million acres of land. 30 9. Exhibits and displays. Nature centers and museums
usually have extensive natural science displays. Community centers, camps, and playgrounds may also set up exhibits. A 'IWhat Is It?" table, on which objects are placed until they can be identified, is a stimulus to learning. Collections and other interesting objects owned by individuals may be borrowed for temporary displays. Materials gathered on exploration trips, pictures, charts, electric boards, and diagrams that interpret the out-of-doors may all be utilized in exhibit areas or on bulletin boards.
10. Clubs and classes. Fostering a serious study of natural science, clubs and classes are organized as parts of many community recreation programs. Astronomy, ornithology, mineralogy, meterorology, geology, conservation, and paleontology are only a few of the subjects of interest. These groups, if composed of adults, may be entirely self-sufficient and self-led. Children's groups need the leadership and guidance of adults, often provided through recreation agencies.
11. Special events. Special events related to natural science include science fairs, pet shows, camping shows, camporees, zoo days, garden shows, hobby shows, and tours.

30

, Land, the Yearbook of Agriculture, 1958, Washington,

D. C., Department of Agriculture, 1959, p. 52.

-]2-

B. Outdoor-related arts and crafts. Arts and crafts related to the out-of-doors can contribute to the development of knowledge of nature, an awareness of natural beauty, and an appreciation of how man is linked to his environment.
1. Arts and crafts using native materials. Enjoyment of arts and crafts with native materials is enhanced immeasurably if the participant gathers the material himself. It is necessary, however, always to keep in mind the principles of conservation and to collect only what is permitted and what can be used. Through the process of locating, selecting, and preparing, the participant gains an understanding and respect for his medium that purchased material cannot inspire. Finding a bank of particularly finetextured clay or a piece of wood with outstanding grain and color can spur creative efforts. Common materials used are clay, wood, natural fibres, grasses, bark, seeds, nuts, cones, pine needles, cattails, rushes, honeysuckle, shells, driftwood, stones, and galls. Techniques used in transforming these objects into useful objects or works of art include ceramics, carving, jewelry making, weaving, and dyeing. Crafts with materials from the natural environment can help one understand the life of the Indian and the pioneer. Many recreation programs include Indian crafts, such as the making of head-dresses, tom-toms, and bow and arrows, and pioneer crafts, such as weaving and furniture making.
2. Constructing tools and equipment for use in other aspects of the outdoor program. Campers and hikers can enjoy
-73-

their own pack baskets, carrying cases. tlncan utensils, or even tents. Outdoor sports enthusiasts can make bows and arrows. fishing tackle, trout flies, and skiing equipment. Almost endless possibilities lie in making equipment used in the science programs: terraria and aquaria; bird feeding stations and bird baths; quiz boards and other self-testing devices; weather stations; insect nets; killing jars; mounting boards; and trailside exhibits and nature-trail labels.
3. Prints and casts of natural objects. Perishable materi-
als may be reproduced in various ways, the most common being the plaster of paris cast. The shapes of leaves may be preserved as attractive prints through such techniques as blue printing, ozalid printing, ink printing, and smoke printing.
C. Trips and outings. Trips and outings may be participated in by individuals. families, small organized groups, or scheduled touring groups. Scheduled tours are sometimes sponsored and conducted by youth organizations, churches, public recreation departments, or other agencies. Means of travel may be by foot, car, bicycle, horseback, plane, or boat, depending upon the interests and the physical and financial resources of the participants. Those who are too young or too old to undertake these ventures themselves, are the ones most responsive to organized offerings in this area of recreation.
Short trips, for a few hours or a day, made to nearby sanctuaries, arboretums. parks, zoos, farms. dairies. and other places of interest, are popular with camp, club, school center, and playground groups. The
-74-

chief purpose may be to see an area or to enjoy a cookout or a picnic. More lengthy trips may take the form of travel camping and
youth hosteling. For the physically fit, there are few experiences that can equal in pleasure a trip into a wild and roadless land, where there are no stores, no hotels, no television, no electricity, no agriculture, and no industries. All the food and equipment needed for the entire stay, be it two days or two months, must be taken in by the visitor. Such a trip is an exhilarating, never-to-be-forgotten experience. For those who hesitate to organize a trip themselves, there are many camps, conservation organizations, and private guides who are experienced in conducting backcountry trips. In children's camps, a wilderness trip is often the culminating experience of the summer.
D. Outdoor living. Outdoor living is simple housekeeping in the out-of-doors, such as engaged in on the family camping trip, the day camp, the overnight r.amp, the picnic, and the cookout. Community agencies may not only sponsor such activities but may offer instruction in the skills required of participants, such as outdoor cooking, fire building, construction and erection of shelters and simple camp furnishings, use of tools selection and care of gear, and the use of map and compass. Techniques of outdoor living are practiced in the 42 organized camps in Georgia and taught in 10 camping courses offered by Georgia colleges.
E. Outdoor-related sports. These activities should not require a high degree of organization or special playing fields, courts, or stadiums. Outdoor-related sports depend for their full enjoyment on natural
-75-

land or water areas and, for the most part, may be engaged in on an individual basis. The popularity of outdoor-related sports has boomed in recent years. Community recreation agencies have contributed to this growth by teaching skills required and by offering these sports as part of their recreation programs. The schools have also done a great deal of skill teaching. Public park and forest agencies have been put under great pressure to provide lands and waters to meet the demand.
1. \Jater sports and wintersports. Both water sports and winter sports depend heavily upon the adequacy of outdoor areas. These activities, either in the form of actual participation or spectator interest, appeal to all ages, and should be a part of a community's total recreation program.
2. Hunting and fishing. The providing of land and water for these popular sports is for the most part a public responsibility. In certain places community agencies offer instruction in casting and gun safety and organize fishing contests of various kinds.
3. Walking, climbing, and cycling. Mechanized travel has
reduced the amount of walking in the United States, and dangerous highways have discouraged cycling. Nonetheless, walking and cycling remain among the best forms of exercise and among the most pleasurable for the participant. Special hiking and cycling trails would do much to revive these activities. Clubs catering to hikers, mountain climbers, and cyclists are found in many schools and community recreation agencies. Significant contributions to these activities have been made by the Youth Hostels and regional mountain clubs,
-76-

such as the Sierra Club. 4. Wide-area games. Wide area games are those that require
a great deal of land. They may extend over several miles and require hours to complete. One of the newer games in orienteering, which combines cross-country running with the use of map and compass. Orienteering was introduced into this country from northern Europe and is now being promoted in many communities and camps. Treasure hunts and trailing games are other wide-area games.
Responsibility. The responsibility for education of the public in the techniques of outdoor recreation activities lies in the hands of many public and private agencies and institutions. The problem is not just to provide instruction but also to inform the public that the instruction is available. The next step is to inform the public as to where their skills and knowledges in outdoor recreation may be practiced.
Present trends indicate that increasing numbers of schools are expanding their physical education and recreation programs to include activities that have lasting value as leisure time pursuits. The transition from the learning of an outdoor skill to actual participation in the skills learned, can be provided in the schools and communities through clubs, recreation programs and youth organizations. Participation in most of the outdoor skills mentioned requires extensive outdoor recreation resources. The purpose of public education is to develop skills and attitudes that lead to considerate usage of these outdoor resources.
-77-

INFORMING THE PUBLIC OF RECREATION RESOURCES AND OPPORTUNITIES IN GEORGIA
Whatever term that may be utilized, public relations, promotion, or information dissemination attempting to inform the general populace of recreation opportunities within a state is a monumental task.
Perhaps the governmental agency that is doing the most extensive job of informing the public is the Tourist Division, State Department of Industry and Trade. They are producing and publishing high quality brochures in great numbers that are helping to advertise opportunities within the state. These publications are being distributed by answering correspondence requests for information, by agencies such as area planning and development commissions, by the travel serving agencies around the state, and by placing them in the Tourist Welcome Centers located on major highways and operated by this agency. The Tourist Welcome Centers, adjudged by personal visitation, seem to be tremendously successful as a source of public information dissemination. In addition, this agency sponsors state, regional, and national promotion of Georgia by newspaper and journal special supplements.
The Georgia State Park Department periodically publishes an excellent brochure of their state park resources and individual state park leaflets.
The Georgia Historical Commission publishes similar brochures and leaflets descriptive of our historical attractions.
Mr. Ben Fortson, Secretary of State, distributes information of an educational and recreational nature. Most requests for information, emanating from public school rooms around the state, seem to center
-78-

on this office as a source of information. The Georgia Game & Fish Commission publishes an excellent monthly
journal that reaches most of the fishermen, hunters, outdoor recreationists and conservationists in the state of Georgia. In addition, the Commission does an excellent job with several other informative pamphlets, game and fish laws, regulations and seasons, and with maps depicting the location and sites of recreational resources.
These are the primary state governmental agencies that are concerned with recreation information distribution to potential users. The biggest problems involved with this type of program appear to be:
1. A continual lack of adequate financial resources to do the job adequately.
2. Lack of an evaluation technique to assess the impact and adequacy of public information programs.
3. Need for determination of better and more effective methods
of reaching the public. 4. The compi lation of a IIPopular stylel' encyclopedia of recreation
opportunities in Georgia, rather than piecemeal appraches. The State Planning l3ureau might well be the agency that should tackle each of these problems areas and seek solutions through coordinative governmental and non-governmental action.
EVALUATION OF PUBLIC INFORMATION PROGRAMS
There seems to be a dearth of evaluative studies pertaining to analysis of the effectiveness of public information programs.
Undoubtedly the most obvious reasons for this are: I) individuals and organizations do not want to have their programs honestly evaluated--
-79-

which might bring about criticism of their program efficiency (although evaluation is a noble concept, no one wants to be evaluated), and 2) most "ou tside consultantll agencies shy away from the opportunity to do evaluative studies that might result in a report that would express negativism and be critical of organizations under scrutiny--which could damage the evaluating agencies lIimage" and destroy their potential effectiveness as an operating business (service) agency; and future relationships with the agencies whose program they have evaluated.
The mass media of communication, of course, do a type of evaluation by uti I izing " ra tingsll and " polls" based upon sampl ing surveys, however, the organizations differ in structure and purpose from public and voluntary organizations in the service program field.
To the best knowledge of this author, it seems doubtful that one of our largest national organizations (NATO) the National Association of Travel Organization has conducted any definite studies of this nature. In the State of Georgia the only study available is, "A Study of Out of State Requests for Travel Inofrmation From the State of Georgia," conducted by the Bureau of Business Research, University of Georgia, in 1960-61. 31
This study consisted of a randomly selected sample (one out of each eight) of individuals requesting information; 2,592 survey questionnaires were mailed to these individuals to procure information: 341 usable questionnaires, 13.15% of the mailing list, were returned to the Bureau.
31~ ~~, A Study of Out of State Requests for Travel Information
From the State of Georqia, Travel Research Study #1, Bureau of Business Research, University of Georgia, 1962.
-80-

Almost 90% of those who responded felt the literature they received

was adequate. An analysis of those who found the literature inadequate,

showed no distinct pattern other than a few requests for better camping

information. (See Table I)

This serves as one example of a type of study that could be done,

however, it should be pointed out that this study was limited in its scope

of participants and the number of repondents were rather small to be indica-

tive of validity. The inference might be drawn that a "biased" group

responded to the questionnaire; the great majority being those who were

pleased with the information prOVided and the small minority the dis-

sidents who were completely unhappy. Another section of the study dealing

with suggestions for improvements of the literature information provided

might also reflect that "the common man" has no idea of what really ought

to be inCluded in such literature.

The major value of this particular study probably lies in illustra-

ting that evaluative studies can and should be embarked upon in many new

realms of endeavor.

CREATING A BETTER OUTDOOR RECREATION AND CONSERVATION ETHIC

"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."

-Aldo leopold

I~ Sand County 32 Almanac"

32Udall, Stewart L., The Quiet Crisis, Holt, Renehart, and Winston, New York, 1963, pp. 190-191.
-81-

Table I
WAS THE GEORGIA LITERATURE RECEIVED ADEQUATE FOR YOUR PURPOSES?
Number and (Per Cent) of Respondents Stating Whether They Considered the Literature Received Adequate for Their Intended Purpose Classified by Trip Status

Vacation In Georgia

(%)

Yes

47 (88.7)

No

5 ( 9.4)

No Response 1 ( 1.9)

Total

53 (100.0)

Business Convention In Georgia In Georgia

4

3

2

6

3

Passing Through Georgia
(%)
99 (89.2) 5 ( 4.5) 7 ( 6.3)
I I 1 . ( 100 0)

No
Georg ia Tri p
(%)
148 (88. 1) 8 ( 4.8) 12 ( 7. 1)
168 (IOO.O)

Total
(%)
301 (88.2) 18 ( 5.3) 22 ( 6.5)
341 (100.0)

33A Study of Out of State Requests for Travel Information From the State of Georqia, 1962.

It is of the utmost importance that the natural, historical and
cultural values that are outdoor recreation resources by conserved and
in some cases preserved to provide enjoyment to present and future gen-
erations. As recreation pressures increase, it is a challenge to fur-
nlsh people with unspoiled sites and areas. If we simply transfer city
congestion and confusion to recreation areas, this challenge will not
have been met and recreation attractions will be severely damaged or
destroyed. Only through proper planning, development and education will
it be possible to integrate individuals in a relaxed and healthful manner
with an unspoiled outdoor environment.
In his address during the White House Conference on Natural Beauty.
May 25, 1965, President Lyndon B. Johnson made the following statements:
Natural beauty is not a luxury for the satisfied. It is not a pleasant frill or a superficial enjoyment. Natural beauty, as you and I conceive it, is the world that we live in. It is the environment in which we were born, and grow to maturity, and live our lives.
It Is more than a rich source of pleasure and recreation. It shapes our values. It molds our attitudes. It feeds our spirit, and it helps to make us the kind of men and women that we finally become. And the kind of men and women we finally become in turn makes this great Nation.
The technology which has given us everything from the computer to the teleprompter has created a hundred sources of blight. Poisons and chemicals pollute our air and our water. Automobiles litter our countryside. These and other waste products of progress are among the deadliest enemies that natural beauty has ever known.
This is not the consequence of the deliberate depredations of a few. Rather, it is the result of uncontrolled growth in building, uninformed by the need to protect nature, unchecked by the citizens whose world is being blighted.
This is why I have called for a new conservation: to restore as well as to protect--to bring beauty to the cities as well as to keep it in the countryside--to handle the waste
-83-

products of technology as well as the waste of natural resources. 34
As the President has pointed out, the worse obstacle to overcome
in developing a good conservation ethic, is the general lack of public
knowledge and public apathy toward the solution of problems that have
been acknowledged. In a democracy the private citizen dicides the fate
of a state, but the general public is not sufficiently informed to act
wisely and not sufficiently aroused to acquire the necessary information.
Hence the idea must be rejected that the mere presence of facts con-
ducive to good conservation and factors conducive to more and better out-
door recreation will suffice. The need is great to recuit the power of
education to examine the underlying principles and establish habit
patterns and understanding. It should be possible to teach average
people to appreciate the land and quality in outdoor recreation ex-
perience. If this can be done, the public can gain greater satisfaction
with less wear and tear on the land.
Marion Clawson and Jack Knetsch believe that quality in out-
door recreation can come through education:
It seems highly probable that people can be taught to appreciate quality in outdoor recreation just as they can be taught to appreciate good music, good art, good literature, as contrasted with poor. Not everyone, of course, will have the same tastes, nor will everyone acquire sensitivity to the same degree. Familiarity with the good, and explanation of why those with more experience rate it as good, can do much to build appreciation.
The designers, constructors, and managers of outdoor recreation areas have a responsibility they cannot escape, if
34\~hite House Conference on Natural Beauty, Report to the President, \~ashington, D. C., U. S. Government Printing Office, 1965.
-84-

they would. People use what they can; if good opportunities are available, they use these; but if only poor ones are available they use these too. If parks and recreation areas are well maintained, the average person will probably treat them better than if they are dirty and ill-kept. Examples may not be enough; education and even regulations may be necessary, at least for some. In sports, the need for rules and for umpires is universally recognized. Quality must be a concern of everyone interested In outdoor recreation. Often, but not invariably, provision of good quality recreation costs more than provision of poor quality; recreation management cannot escape the necessity of deciding what levels of quality are most economic, given the nature of the area, the financial resources available, and the demands of the users. 35
Outdoor recreation education is interrelated and basic to the de-
velopment and maintenance of high-quality experiences in outdoor recreation.
Personal satisfactions from recreation participation, are dependent upon
individual knowledge, understanding and appreciation of the out-of-doors.
Interpretive programs are important as a form of recreation itself and
as a basis for communicating outdoor recreation knowledge. Nature
and history interpretation should be instituted as major programs in
outdoor recreation settings. Such programs should be appropriately
funded, staffed, and provided with facilities by park and recreation a-
gencies. Public school systems should give more emphasis to curriculum
experiences in outdoor education, conservation education, and education
for leisure living.
Major efforts by government at all levels and by interested civic
organizations working closely together, should be directed toward the
beautification of Georgia1s communities, countryside, highways and streams.
35Clawson. Marion, and Knetsch, Jack Lo. Economics of Ourdoor Recreation. John Hopkins press, Baltimore. Md., 1966, pp. 166-167.
-85-

Beautification programs initiated by federal, regional, county and community groups, should be coordinated through state agencies.
Every effort should be made to halt the pollution of lakes and streams. Rigid controls must be enacted containing strong punitive measures for violators. These legislative controls must be enforced by municipal, county, regional, state and federal agencies. Recreation areas should be defended and protected against encroachments from incompatible uses, both public and private. Public agencies should use their regulatory powers to zone land and water areas for maximum recreational benefit, to maintain high quality, to ensure public safety, and to resolve conflicts between recreation and other uses and activities. Buffer zones adjoining prime recreation and scenic areas should be acquired to provide protection when encroachment or incompatibility of use threatens to reduce the quality of recreational benefits. Where recreation land must be taken for another public use, such as highway construction, this land should be replaced with other land of similar quality and comparable location.
A concerted effort should be made to protect and preserve outstanding historical and natural areas and sites before they are destroyed or rendered unattractive. These areas could be included within the state system as new recreational parks, historical parks or monuments. This concerted effort should involve close working relationships among state agencies, local governments and civic groups interested in historical preservation. Historical and natural areas of significance will become increasingly importnat as each year that passes makes it more difficult to secure these areas.
-86-

This all adds up to the urgent need to protect and acquire all land possible. Even within metropolitan areas there is still a large amount of rural landscape, much of it in private ownership. Every encouragement should be given local groups, through education, tax arrangements, and new codes and arrangements, to conserve these land resources and use them wisely.
Private lands for recreation will need to be made available in ever-increasing amounts. Commercial fishing and hunting areas, private camps, picnic spots, and scenic area can provide income to owners and services to the public.
Greater attention to the use of recreation space should in turn continue to stimulate attention to the use of leisure time outdoors. All the possibilities for learning new skills, for experimentation, for venturing into new worlds of nature and of history, for developing new kinds of social realtionships will be fostered just as far as we are able to provide the space for them.36
The manifest unity in nature and the universal interdependence of resources will inevitably assert a unifying influence on outdoor recreation and conservation education needs and activities. Education stimulates interest; interest motivates the desired results. Education must come first, and the others follow. In the manifold media for disseminating information--press, radio, television, schools, churches, etc.-lay the foundation for outdoor recreation and conservation by informing the self-governing public.
36Mead, Margaret, Trends in American Living and Outdoor Recreatior~ 1962, p. 23.
-87-

There are many established tests and means of measuring education illiteracy. Statistics and facts are available on individual and group mental ability, national health, agriculture production, population, etc. But no figures exist to show the extent of recreation illiteracy. Leaders and students of recreation assume that the percentage is high.
liThe challenge is to teach the individual and the group the arts of living along with the arts of making a living. 1I37 This recreation illiteracy, including outdoor recreation, is dangerous in that misinterpretation and misuse of outdoor recreation can lead to individual and social pathology as well as harm to many natural resources. All public and private groups, however, remotely concerned with outdoor recreation, must join forces to educate for outdoor recreation literacy. The teaching of skills, providing adequate space and facilities, and encouraging participation can produce future generations of educated individuals who know the richness of outdoor recreation living.
Our prospect will be what our actions make it. If we persist in waste, abuse, pollution, and dissipation of natural wealth, we have little hope. When eroded land, burned forests, silted reservoirs, dirty waters, dispossessed wildlife, unused minerals, soiled landscapes, and abandoned spaces become acknowledged for what they are, we many envisage the bright future that conservation and outdoor recreation can bring this nation.
37Brightbill, C. K., and Meyer, Harold D., Community Recreation, PrenticeHall, Inc., Englewood Cliffs, New Jersey, 1964, p. 72.
-88-

We can have abundance and an unspoiled environment if we are willing to pay the price. We must develop a land conscience that will inspire those daily acts of stewardship which will make America a more pleasant and more productive land. If enough people care enough about their continent to join in the fight for a balanced conservation program, this generation can proudly put its signature on the land. But this signature will not be meaningful unless we develop a land ethic. Only an ever-widening concept and higher ideal of conservation will enlist our finest impulses and move us to make the earth a better home both for ourselves and for those as yet unborn.38
EDUCATION AND TRAINING OF PROFESSIONAL RECREATORS
The beginning of professional preparation in recreation education is a comparatively recent development. Although the need for such a service was early recognized, nevertheless, the exigencies of life made it such that either man supplied that leadership himself, or it was left for the social service worker to provide. It was not until the formation of the Playground Association of America that physical educators such as Gulick and others recognized that professional preparation in recreation was different from that required of the physical educator. There are still those today who do not understand that such preparation is decidedly different. The official magazine of the Playground Association of America did a great deal to stimulate an interest in such professional preparation. The first attempt to prepare a course of study for leadership in recreation was accomplished by a committee under the leadership of the late Clark Hetherington. Joseph Lee wrote one of
38Udall, The Quiet Crisis, pp. 190-191.
-89-

the first books on recreation, Play in Education, and it is still an important piece of literature in the field of recreation.
In the late eighteen hundreds municipalities began to recognize their responsibility for recreational services and began to acquire facilities for recreational activities. Cities purchased land for parks, playgrounds were established, schools opened their facilities in the afternoons and evenings, playground and recreation associations were organized. These important events stimulated an interest in recreation. In the decade between 1930 and 1940 the number of full-time employed recreation leaders doubled. Colleges began to organize curricula for the professional preparation of recreation leaders. Although such courses were not major curricula they were supplemented by a graduate course organized and conducted by the National Recreation Association. Unfortunately, the depression of the thirties caused the association to discontinue its activities in the educational area. World War II with its world-wide activities in special services and recreational activities further stimulated colleges and universities to organize courses in recreation education. Today, according to the 1967 National Recreation and Park Association survey, there are over 117 Colleges and Universities offering park and/or recreation curriculums. 39 Twenty-two of the institutions of higher education with major programs, are located in the 12 southern states. Only two schools in Georgia have 4 year recreation major curriculums.
39~--:-_~~, "Colleges and Universities Offering Park and/or Recreation Curriculums," National Recreation and Park Association, Washington, D. C., 1967.
-90-

More persons with professional skills in the outdoor recreation field are needed in Georgia. In addition to people capable of doing research in recreation, well-trained management specialists are needed at both resource and activity oriented recreation areas. Major questions needing consideration are:
1. What is the extent and nature of job opportunities available in outdoor recreation in Georgia?
2. What skills are needed? 3. What educational programs are currently being provided? 4. What types of educational programs should be provided?
Job Opportunities. In recent years there has been an increasing demand for leaders in outdoor recreation. The pressing demand for leaders in outdoor recreation jobs is greater than available personnel. There is little information to indicate the specific job opportunities found in outdoor recreation in Georgia.
There is an apparent lack of information and studies pertaining to job opportunity in the field of recreation in Georgia. In the state of Indiana, the Indiana Park and Recreation Association conducted a personnel study in 1959 which indicated how many additional professional recreation leaders would be needed in the two succeeding years within Indiana. 40 The Maryland State Department of Forests and Parks conducted a similar study in 1963-64.
40Champlin, James R., A Survey of Park and Recreation Personnel, unpublished report, Indiana Park and Recreation Association. Indianapolis, Indiana. 1963-64.
-91-

The National Recreation and Park Association annually attempts to project personnel job needs, in sortof a cursory way. The ORRRC study too, attempted to assess personnel needs in the field of outdoor recreation and perhaps one of the more meaningful assessments was the attempt to do this in preparation for the National Conference on Professional Preparation of Recreation Personnel sponsored by BOR, at Syracuse, New York, In 1964. (See Tables 2, 3, and 4)
The study "Municipal Recreation in Georgia"41 and follow-up annual surveys by the Georgia Recreation Commission indicate that we have approximately 50-60 full-time public recreation departments in the state. These city and county departments have personnel staffing needs that can more than absorb all of our college recreation graduates in the state, from year to year. On a statewide, and on the national level we are running an ever growing deficit in respect to meeting professional personnel needs.
In addition to city and county needs, state governmental agencies such as the State Planning Bureau, the Recreation Commission, the State Park Department and the State Game and Fish Commission are constantly expanding their staff personnel and compounding the problem. Area Planning and Development Commissions are beginning to employ Resource Planners with the major emphasis of work on the recreational development aspect. Certainly each Commission should have a Recreation Resource Planner on thei r staff.

41

, Municipal Recreation in Georgia, Prepared by Georgia Re-

creation Commission and Georgia Municipal Association, Atlanta, Georgia, 1965.

-92-

All of the Federal Agencies, with jurisdiction in the state of Georgia, have embraced the "multiple-use concepti I of resources and have tended to employ staff personnel in some aspect of recreation leadership. The Southeastern regional office of BOR, U. S. Forest Service, Soil Conservation Service, et. al., are utilizing personnel in a recreation capacity irrespective of their official titles which might range from forester, manager, landscape architect to naturalists, public information specialists, or recreation planner.
Now that recreation is good, "body politic," the demand and need for professional recreation leadership is practically unlimited.
Several national studies have been made that can be applied with general accuracy to jobs available in any state.
An interesting look at jobs available in the outdoors was also done by Charles Nansen in Field and Stream. 42 It would be difficult to assume that all of the jobs outlines in this study are not directly related to outdoor recreation education. In 14 of the 19 jobs described, a college education is preferred or required. (See Appendix B)
More specific information concerning job opportunities in outdoor recreation was reported at the National Conference on Professional Education for Outdoor Recreation in 1964. Three reports given at this conference deal with needs for professionally educated personnel for outdoor recreation as reported by Federal and State agencies, by local agencies, and by private agencies.
42Nansen, Charles, "Outdoor Career Guide," Field and Stream, Vol. LXXI, No. 12, Apri 1, 1967, pp. 10, 11.
-93-

The report, "Numbers and Types of Professionals Needed In Outdoor
Recreation Leadership by Federal and State Agencies," is based on a very
thorough study and survey done by the Bureau of Outdoor Recreation. The
purpose of this study was to obtain data needed in developing the Bureau's
program of assistance to colleges and universities in the improvement
and promotion of professional education relating to outdoor recreation.
The objectives of the survey were to obtain information on (1) the number
and type of Federal and State employees in professional positions in
outdoor recreation in the calendar year 1963; (2) anticipated total pro-
fessional manpower needs in this field in calendar year 1968; and (3)
curricula and education programs. Agencies were asked to provide infor-
mation on the basis of broad functional work catagories rather than by
occupation or major field of education. This information is summarized
in the following three tables.
The findings of this comprehensive survey are too numerous to list
here. John Shanklin ends his report to the Conference with these general
conclusions:
The field of outdoor recreation is an amorphous, heterogeneous "thing." It is ill defined, but tremendously broad in scope, and cuts across many disciplines better recognized than outdoor recreation per se. It is dynamic--on the move!
Recreation leadership and management requires the knowledge and skills of many types and conbinations of professional personnel.
This survey, despite limitations of time, problems of definition and interpretation, and lack of solid bases for needs for professional manpower and education for outdoor recreat ion.
This study indicates a need among Federal and State agencies for approximately 50 percent more professional personnel in 1968 than we had in 1963. It provides educators with suggestions which may be useful in developing curricula to meet future
-94-

TABLE 2 FEDERAL AGENCIES43
ESTIMATED NEED FOR FULL-TIME OUTDOOR RECREATION PERSONNEL IN 1968

Functional Work
Categories
Admi nIstrat ive and supervisory
Extension, Informat ion and Interpretive
Teaching
Research
Operation, maintenance, and development
Planning
Others
Total

Personnel in
1963
848
121 5
428
2,034 696 357
4,439

Personnel in
1968
1, 103
145 5
875
3,145 1,250
5~
7,043

Percent of
Change
+ 30
+ 20 0
+104
+ 55 + 80
-+ 46
+ 57

43

, Proceedings of National Conference on Professional

Education~fo-r~O~u-t~d~oor Recreation, Syracuse, New York, July, 1964, p. 42.

-95-

TABLE 3 STATE AGENCIES44
ESTIMATED NEED FOR FULL-TIME OUTDOOR RECREATION PERSONNEL IN 1968

Functional \Jark
Categories
Administrative and supervisory
Extension, Information, and Interpretive
Teaching
Research
Operation, maintenance, and development
Planning
Others
Total

Personnel in 1963
949
183 8
412
3,148 265 396
5,361

Personnel in
1968
1,194
258 10
453
4,828 346 667
7,756

Percent of
Change
+ 26
+ 41 + 25 + 10
+ 53 + 31 + 68 + 46

44proceedings of National Conference on Professional Education for Outdoor Recreation, 1964, p. 43. --
-96-

TABLE 4 COLLEGES AND UNIVERSITIES45
ESTIMATED NEED FOR FULL-TIME OUTDOOR RECREATION PERSONNEL IN 1968

Functional Hork
CateQories
Administrative and supervi sory
Extension, i nforma t ion, and interpretive
Teachi ng
Research
Operation, maintenance, and development
Planning
Others
Total

Personnel in
1963
39
52 425 85
12 2
-2
617

Personnel in
1968
52
80 521 97
17 7 2 776

Percent of
Chanse
+ 33
+ 54
+ 23
+ 14
+ 42
+250 0
+ 26

45proceedinQs of National Conference on Professional Education for Outdoor Recreation, 196L}, p. 44.
-97-

manpower needs. And finally the experience gained in this survey should be most helpful in designing and carrying out more comprehensive studies which may be conducted in the future. 46
There is not a study available comparable to the Federal and State survey in the areas of local agenices and private agencies. However, the functional work categories employed in the Federal and State study also include the job opportunities in municipal and county outdoor recreation and private outdoor recreation.
Recreation as a career is relatively new across the land and in Georgia. The need in Georgia and elsewhere for people to fill outdoor recreation positions has been created by the complexity of our modern society and man's relative inability to provide his own leadership for outdoor recreation. Many opportunities in a wide variety of agencies provide job placement for young men and women with training in outdoor recreation. Salaries are commensurate with those in other professions with similar demands for training. There are many other advantages provided for the leader in outdoor recreation. The adventure of the outdoors, the enthusiasm of the participant, the voluntary nature of the activity, and the opportunity for leadership are to be considered by those seeking leadership training. Many positions will be created in the future and growth in the profession of outdoor recreation in Georgia seems assured, based on national trends and the resources of the state.
46Shanklin, John F., "Numbers and Types of Professionals Needed In Outdoor Recreation Leadership by Federal and State Agencies," Proceedings of the National Conference on Professional Education for Outdoor Recreation, OOR, t-Jashington, D. C., 1964, p. 59.
-98-

Skilts. 47 Special skills and competencies are needed by leaders in outdoor recreation. Many activities require special knowledges; from safety procedures to a field acquaintance with natural science. Opportunities for developing skills and competencies in professional recreation courses in Georgia are limited. The major objective of an institution prepari.ng leaders for outdoor recreation should be to produce professionals capable ofdeveloplng. presenting . and evaluation challenging recreation opportunities and educational experiences so that all people may find enjoyable, productive use of leisure hours for enriched living in the out-of-doors.
A highly skilled and competent recreation leader should become adept in three areas: General education, related areas of professional recreation education, and special professional education.
Skill and competencies in general education should include the following:
1. Understanding the biological and social sciences which conbute to an awareness of the changing social and physical environments and their effects on man and society.
2. Understanding and awareness of man as an individual and as a social being, including his needs. desires, and capabilities at all age levels and for a variety of physical and mental abilities.
3. Understanding and knowledge of the nature and function of groups
and individuals and the setting in which interaction takes place.

47

, Adapted from Professional Preparation in Health, Physical

Education and Recreation. MI1PER, ~Jashington, D. C., 1962, p. 87.

-99-

4. Understanding and appreciation of the historical view of man's achievement--social, intellectual, and artistic.
5. Understanding skill and practice in the basic tools of effective
communicative arts. Related areas which may provide competencies in the fundamental tools that are essential for recreation personnel include applied psychology, public relations, health and safety, and business. Specific understandings include the following: 1. Understanding human growth and development. 2. Understanding the processes of how man learns.
3. Understanding the principles and skills in the use of group
processes.
4. Ability to use the tools of public and h~man relations. 5. Knowledge of and skill in health and safety practices and
procedures with regard to recreation programs, facilities, and personnel.
6. Understanding business procedures related to the operation of
recreation programs and park services. The competencies of the area of special professional recreation education are concerned with the systematic body of knowledge basic to theory and skill in the recreation profession. 1. Understanding the concepts of leisure, the philosophies of
recreation, and the development of a personal and professional philosophy of recreation. 2. Knowledge of the nature, history, and development of the recreation movement, including factors influencing the origin
-100-

and the continuing progress of the movement.
3. Knowledge of the place, scope, and importance of recreation in
the community setting.
4. Knowledge and understanding of the inter-relationships and rela-
tionships to the recreation profession of social institutions such as government (local, state, federal), hospitals, business
and industry, schools, religious organizations, home and family,
armed services, youth-serving organizations--public and private,
institutions--penal, correctional, etc.
5. Appreciation of the roles of the leader and his function in
the guidance and counseling of the individual in social,
personal, and leisure concerns.
6. Personal experiences, practical application, and skill in the
following areas: aquatics, arts and crafts, camping and out-
door education, dance, dramatics, mantal and linguistic activl-
ties, music, service activities, social recreation, sports and
games, hobbies, special interests, and special events, with re-
spect to:
Scope (breadth of program) Possible rewards and values Methods of organization Resources Safety procedures and practices Acquisition, use and care of equipment Leadership needs and techniques Program planning and promotion Practical experiences
7. Knowledge of those principles which guide recreation program
development and execution in a variety of settings, including
-101-

playgrounds, parks, churches, community centers, hospitals, and camps, under the auspices of governmental, private, and voluntary agencies or organizations and schools. 8. Knowledge of the planning and operation of park and recreation land and facilities.
9. Ability to train, supervise, and utilize both volunteers, and
professionals. 10. Ability to interpret the role of the recreation profession to
colleagues, community groups, and participants in recreation programs. 11. Knowledge of professional service, and related recreation organizations--their development, structure, aims, objectives, services, values, and problems of inter-relationships. It is necessary for a leader in outdoor recreation to attain as many skills and competencies as possible. Without these tools there would be little instruction, inspiration, guidance, or evaluation.
Educational Programs. The school is the institution to which society turns for manpower in any field. A leisure centered society needs both professional and volunteer assistance in large numbers. This nation and the state of Georgia must depend upon the schools to prepare such personnel in outdoor recreation.
Not long ago only a few colleges provided curricula for professional preparation in recreation; now there are many. These institutions cannot graduate persons rapidly enough to meet the growing demand.
-102-

Outstanding institutions of higher learning in every part of the United States incorporate recreation in their curricula. These include tax supported and privately supported colleges and universities and junior or community colleges. The 1967 survey conducted by the National Recreation and Park Association lists 117 schools with professional preparation programs in recreation. These colleges are in the 39 states that replied to the national survey. Programs in these institutions are designed to serve candidates for bachelor's, master1s, and doctoral degrees. Preparation is available through various departments ranging from Physical Education and Education to Landscape Architecture and Forestry. Specialization is offered for those interested in public or community recreation, or some special phase such as administration, therapeutic, employee, or outdoor recreation. It is also possible for the student in most of these institutions to combine his preparation in recreation with such interests as physical education, rehabilitation, city planning, conservation, personnel management, religious education, social group work, and the like. Often the undergraduate preparation requires a minimum number of hours in supervised field experience along with the c1a:s:s work. Increasingly, scholarships at the undergraduate level and scholarships, fellowships, and assistantships for graduate study are available.
In a study of Georgia Institutions of Higher Education, the need is very evident within the state for more professional preparation in recreation and specifically in outdoor recreation.
Information concerning the 45 Georgia Institutions of Higher Educatton
-103-

was gathered from current catalogs of these schools. (See Table 5) Only two of the thirty senior colleges have a major in recreation. These institutions are Georgia Southern and the University of Georgia. The University of Georgia has an inter-disciplinary, inter-departmental program at both the undergraduate and graduate levels. In 1967-68, a doctoral program (Ed.D. in Recreation) will be offered by the Institution. Of the fifteen junior colleges surveyed, two have two-year sub-professional programs leading to a degree in recreation. These schools are: Abraham Baldwin with their program in Forest Technology, and Dekalb College with their program in Physical Education and Recreation. Abraham Baldwin is the only school that offers a two-year Associate Degree that incorporates the field of recreation. Many of the junior colleges offer one or two courses in recreation that would aid a student transferring into a recreation major program. Twenty of the thirty senior colleges are teaching professional recreation courses within physical education departments. These courses include: camping, community recreation, recreation leadership, social recreation, methods, organization and administration, elementary school activities, individual and dual sports, team sports, dance, aquatics, intramurals, and recreation activities.
Physical Education is the professional preparation program that supplies more personnel than any other major program for recreation. Fifteen of the thirty senior colleges in Georgia have physical education majors. Four out of the remaining fifteen schools offer a minor in physical education. Six of the fifteen junior colleges have a two-year sub-professional program leading to a degree in physical education.
-104-

School

TABLE 5

RECREATION CURRICULUMS AND RELATED COURSES

Georgia Institutions of Higher Education

Two Year

Phy. Phy.

Phy. Education Ed. Ed. Rec. Rec.

Type

Act. Requirement Maj. Min. Maj. Mi n.

Two-Year Professional
Program leading to a degree in Phy. Ed. & Rec.

Abraham Baldwin

Pub Ii c-Jun ior

x

Aqriculture Colleae

rn-p.d

Publ ie-Junior

And rew Co 11 eqe

co-ed

x

Pub 1ic-Jun ior

Columbus Colleqe

co-ed

x

Pub Ii c-Jun ior

Gainesville Jr. Cotleae

co-ed

x

Publ ie-Junior

Georaia Southwestern

co-ed

x

Public-Junior

Middle Georqia Colleqe

co-ed

x

Pub 1ic-Jun ior

South GeorQia Colleqe

co-ed

x

Pub 1ic-Jun ior

Brunswick Jr. Colleqe

co-ed

x

Pub Ii c-Jun ior

Deka Ib Co Ileqe

co-ed

x

Private-Jr.

Brewton-Parker ColleQe

co-ed

x

Private-Jr.

Emmanuel Colleqe

co-ed

x

Pri vate-Jr.

Norman Colleqe

co-ed

x

Private-Jr.

Reinhardt ColleQe

co-ed.

x

Private-Jr.

Truett McConnell College

co-ed

x

x

x

x (2)* x (2)* x (2)*

x (1 ),,:

(2)*

x

x

(J)*

J)~'(

TABLE 5 (continued)

Private-Jr.

Younq Harris College

co-cd

x

(2)~(

Albany State ColleCle

State-Senior co-ed

x

x

(3)~(

State-Senior

Arms tronq State Co lleae

co-ed

x

State-Senior

Fort Va llev St. Col.

co-ed

x

x

(5)*

State-Sen ior

Georaia Southern

co-ed

x

x

x

State-Senior

Georaia State ColleCle

co-ed

x

(4)'k

State-Senior

GeorClia Tech

co-ed

x

State-Senior

North Georgia College

co-ed

x

x

(7)*

Savannah State Colleqe

State-Senior co-ed

x

x

(6)~'(

State-Senior

University of Georqia

co-ed

x

x

x

State-Senior

Valdosta State Colleqe

co-ed

x

State-Senior

West Georqia ColleCle

co-ed

x

State-Senior

Women's Col. of Georgia

co-ed

x

x

(6)~(

Pr i vate-Sen i010-

Atlanta University

co-ed

x

Private-Senio

Agnes Scott Co lIege

'Women's

x

TABLE 5 (continued)

Auqus ta Co II eqe

Private-Senior

co-ed

x

Private-Senior

Berry Colleqe

co-ed

x

Private-Senior

Brenau Co II eqe Clark Colleqe

Women's

x

Pri va te-Sen i0 r

co-ed

x

Private-Senior

Emory University

co-ed

x

Pr ivate-Sen ior

LaGranqe Colleqe

co-ed

x

Pr i vate-Sen i or

Mercer Universitv

co-ed

x

Private-Senior

Morehouse Colleqe

co-ed

x

Private-Senior

Oq)ethorpe Co Ileqe

co-ed

x

Private-Senior

Paine Colleqe

co-ed

x

Private-Senior

Piedmont Colleqe

co-ed

x

Private-Senior

Shorter Colleqe

co-ed

x

Pr i vate-Sen ior

Spelman Colleqe

co-ed

x

Private-Senior

Ti ft College

co-ed

x

Pri vate-Sen ior

Toccoa Falls Institute

co-ed

x

Private-Senior

Weslevan Colleqe

co-ed

x

*Number of professional preparation oourses

(I h\-

(I h':

x

(5)*

x

( I))":

x (3)*

x x
x
0)":
x x x
X
x x x

(6)* (3)* {4h': (2h': (5)* (]),.: (4)* (7)'f: (3)-1: (4),': (4 )-1:

Forestry and landscape Architecture programs are beginning to supply more
recreation personnel.
All of the Georgia colleges studies require two years of physical
education activity courses. These programs develop skill as well as
understanding and knowledge of outdoor leisure pursuits. Through these
activity requirements, leadership in outdoor recreation is enhanced.
COlleges and universities across the country include recreation
in their services to the off-campus population. These services are as follows: 48
Community Service. Either through an extension division or through the Department of Recreation, the institution of higher learning frequently assists communities in developing recreation opportunities for the people.
Publications. Publications about various phases of recreation administration, programs and services, guides and directions are often a part of the college1s public service.
Correspondence Courses. Some institutions provide instruction in recreation through correspondence.
Extension Courses. Recreation courses are offered off campus. College credit is earned.
Institutes, Conferences, and Workshops. More and more refresher courses and training sessions are provided by colleges and universities. These enable professional recreators and volunteers to gain new knowledge and skills as well as sharpen old ones.
lecture Service. In some institutions, speakers are furnished for meetings, conferences, and other events.
The Institute of Community and Area Development at the University
of Georgia does an outstanding job in the area of community service. Many
48Brightbill and Meyer, Community Recreation, 1964, pp. 214-215.
-J08-

of their services are directly related to outdoor recreation, such as "A Developmental Study of Optimist Island," "Andersonville Historical Complex, A Preliminary Development Study," "A Ten Year Development Study of Optimist Park," etc. The above mentioned studies were done under the supervision of the Department of Park and Recreation Administration.
The studies of the Institute of Community and Area Development are printed and distributed. Brochures of seminars and institutes are also distributed.
The University of Georgia, Department of Park and Recreation Administration offers courses in Atlanta each quarter. These are in-service education courses and may be taken on either a credit or non-credit basis. Enrollees are eligible to receive academic credit for their course work which may be applied toward a degree program in Park and Recreation Administration. A similar program will soon be established in Macon, Georgia.
Seminars, workshops and institutes in Georgia are primarily sponsored by adult education or continuing education departments or centers. A seminar on outdoor recreation was held in 1965, sponsored by the Georgia Mountain Area Planning and Development Commission and the Institute of Community and Area Development. In May, 1967, a workshop on public recreational facilities was held at West Georgia College and sponsored by the Adult Education Department under Title I of the Higher Education Act. The reason for the small number of these in-service training opportunities in Georgia seems to lie in the lack of public demand. Government money is available and agencies and institutions are available,
-109-

but the public needs to be better informed of these facts and conscious of their outdoor recreation needs.
Colleges and universities have a growing responsibility for research, particularly in the graduate colleges. Research in matters pertaining to leisure and recreation are relatively untouched. Until recently, research in recreation has been largely of the survey type-adding up inventories, asking people's opinions, making interest studies. Research has not been developed sharply within the recreation profession because the demand has been largely for practitioners. Also, research in recreation has not been dignified enough to be a science. Research in many phases of recreation is just now beginning to emerge in a variety of ways. There is recreation research as it relates to community development, land economics, human behavior, and a host of other interests.
The need for more research, however, to give an accurate picture of what is happening, to help develop and confirm basic principles and concepts, and to help establish the foundation for sound policies is colossal. It is also a need which must be met mainly by the institutions of higher learning. Even before advances can be made in outdoor recreation research, much investigation will be necessary to establish appropriate methods and techniques, and to design research projects.
Important and essential as is the school in educating for leadership in outdoor recreation, in no sense does it have an exclusive responsibility. Therefore, its efforts bring the best results when they are interwoven with the efforts of other community institutions, agencies, and groups.
-110-

Many youth-membership organizations within the state of Georgia are doing a good job of leadership development in the field of outdoor recreation. Some of these organizations are: Boy Scouts of America, Boy's Clubs, Campfire Girls, 4-H Clubs, Girl Scouts, Girl's Clubs, Young Men's Christian Association, and Young Women's Christian Association.
Local governments within the state of Georgia have a responsibility to provide and often train good leadership for outdoor recreation areas and programs. The state government is also responsible for educational programs.
Agencies concerned with natural resources offer various educational services, including: Slides and films; radio and television; traveling exhibits; conservation workshops for adults and camps for children; lecture programs; and services to camps and schools. Various other state agencies conduct conferences, conventions, workshops, and training institutes for teachers and leaders in recreation.
Professional organizations with state groups within Georgia have definite responsibilities to promote leadership in outdoor recreation. Those organizations that belong to the Federation of National Professional Organizations for Recreation have the greatest responsibility. These organizations are: American Camping Association, American Association for Health, Physical Education and Recreation, Association of College Unions, National Industrial Recreation Association, and the National Recreation and Park Association. These associations sponsor workshops and institutes and are a source of information on professional matters. They have done outstanding work in promoting outdoor education and conferences on professional preparation of recreation personnel.
-111-

This decade is seeing the maturation of the recreation movement and its professional preparation programs. There is movement from emphasis on learning skills to the development of scientific insights into the problems of leisure, from face-to-face leadership to counseling, from administration to broad general community planning. Moreover, recreation programs in depth have been developing into well-defined areas of specialization. Heading the list of these areas is outdoor recreation.
-112-

SUMMARY AND RECOMMENTDATIONS
Only two educational institutions in the state offer a 4 year
professional education degree program. Only one institution offers a graduate education program in recreation. Despite this limitation the size of the "student major body" is woefully small and insufficient to meet the demands for qualified recreation personnel needed within the state.
This might partially be due to the fact that efforts to educate the general public to an understanding of the nature of recreation has not been successful to any great degree. The public is likewise unfamiliar with professional job opportunity within the field of recreation.
To counterbalance some of these deficiencies there should be:
1. More educational institutions offering 4 year undergraduate
degree programs in recreation--taught by qualified professional recreators. 2. More 2 year sub-professional programs of education at the college and junior college level to prepare program level personnel for employment.
3. Financial graduate assistance to encourage and abet graduate
education in recreation. 4. Development of higher standards of quality for personnel in the
professional leadership positions.
5. More intensive public information and education programs to
disseminate information and pursuade public opinion in support of recreation opportunity for the citizens of this fine state.
-113-

GENERAL CONCLUSIONS
Recreation research and education efforts are going to have to become more intensified and sophisticated in order to adequately meet the needs of the State of Georgia.
In order for this to be accomplished the State will have to do an improved job of providing coordination and aggressive, dynamic leadership to assume direction in the State's program.
To facilitate the development of improved research and education programs there needs to be increased financial support. All research projects and graduate education programs, in today1s world, have to be underwritten and subsidized by financial support from some source. This source might be state or federal agencies or private and non-profit organizations.
One of the big gaps at the present time is the lack of graduate assistantships for prospective students interested in the field of public recreation. Some assistance is available for students interested in recreation in mental retardation and vocational rehabilitation.
And finally, the State can accomplish this tremendous task if it is willing to provide the progressive, dedicated leadership for success; and to support the program with adequate resources to do the Job.
-114-

BIBLIOGRAPHY
Public Documents
U. S. Department of Agriculture. land. The Yearbook of Agriculture, 1958. Washington D. C., 1959.
U. S. Department of Agriculture. Outdoor Recreation in the National Forests. Bulletin # 301, \.Jashington D. C., 1965.
U. S. Department of Agriculture. The American Outdoors. Miscellaneous Publication # 1000, Washington D. C., 1965.
U. S. Department of the Interior. Parks for America. A Survey of Park and Related Resources in the Fifty States, and A Preliminary Plan. Washington D. C 1964.
U. S. Department of the Interior. Uuest for Quality. Conservation Yearbook # 1. \'Jash i ngton, D. C 1965.
U. S. Department of the Interior. The Population Challenge. Conservation Yearbook # 2, Washington, D. C., 1966.
United States Government Printing Office. White House Conference on Natural Beauty, Report to the President. Washington D. C 1965.
U. S. Outdoor Recreation Resources Review Commission. Outdoor Recreation for America. Summary Report and Volumes # 20, 22. Washington D. C. 1962.
Books
American Association for Health, Physical Education and Recreation. Research Methods Applied to Health, Physical Education and RecreatTOn: Washington D. C.: AAHPER, 1952
Brightbill, Charles K. Man and leisure. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1961.
Carlson, Reynold E., Theodore R. Deppe and Janet R. Maclean. Recreation in American life. Belmont, California: Wadsworth Publishing Company, Inc., 1964.
Clawson, Marion and Jack Knetsch. Economics of Outdoor Recreation. Baltimore, Maryland: John Hopkins Press, 1966
.-115-

Danford, H0ward G. Creative Leadership in Recreation. Boston, Mass.: Allen and Bacon, 1964.
Dimock, Hedley 5., Editor. The Administration of the Modern Camp. New York: Association Press, 1948.
Douglas, toJil1iam O. A Wilderness Bill of Rights. Boston, Mass.: Little Brown and Company, 1965.
Freeburg, William H. and Loren E. Taylor. Philosophy of Outdoor Education. Minneapolis, Minnesota: Burgess Publishing Company, 1961.
Freeburg, William H. and Loren E. Taylor. Programs in Outdoor Education. Minneapolis, Minnesota: Burgess Publishing Company, 1963.
Green, Arnold W. Recreation, Leisure, and Politics. New York: McGrawHill Book Company, 1964.
Jenny, John H. Recreation Education. Philadelphia, Pennsylvania: W. B. Saunders Company, 1955.
Meyer, Harold D. and Charles K. Brightbill. Community Recreation. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1964.
Miller, Norman P. and Duane M. Robinson. The Leisure Age. Belmont, California: Wadsworth Publishing Company, Inc., 1963.
Mitchell, Viola A. and Ida O. Crawford. Camp Counseling. Philadelphia, Pennsylvania: W. B. Saunders Company, 1961.
Nash, J. B. Philosophy of Recreation and Leisure. Dubuque, Iowa: William C. 8rown Company, Inc., 1953.
Parson, Ruben L. Conserving American Resources. Englewood CI iffs, New Jersey: Prentice-Hall, Inc., 1964.
Reiman, Lewis C. The Successful Camp. Ann Arbor, Michigan: University of Michigan Press, 1958.
Smith, Julian tJ. Outdoor Education for American Youth. Washington D. C.: American Association for Health, Physical Education and Recreation, 1957.
Smith, Julian W., Reynold E. Carlson, George W. Donaldson and Hugh B. Masters. Outdoor Education. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963.
Smith, Clodus R., Lloyd E. Partain and James R. Champlin. Rural Recreation for Profit. Danville, Illinois: Interstate Printers and Publishers, 1966.
-116-

Udall t Stewart L. The Quiet Crisis. New York: Rinehart and Winston t 1963.
Articles and Periodicals
Governor's Committee for Coordinating Opportunities in South Central Georgia. Project COG, pamphlet, 1966.
Kettering, Charles S. "Research, Systematic Inquiry for New Facts" Saturday Evening Post, September 10, 1938.
Nansen, Charles. 'IOutdoor Career Guide," Field and Stream, Vol. LXXI, No. I2, Ap r iI, 1967.
National Institute of Recreation Research, National Recreation Association. liThe Practitioner1s Role in Recreation Research," The Research Letter, Vol. I t No. 5t 1965.
National Institute of Recreation Research, National Recreation and Park Association t The Research Letter, Vol. 2, No.2, FebruarYt 1966.
Reports
American Association for Health, Physical Education and Recreation. Education In and For Outdoors. Hashington D. C., 1963.
American Association for Health t Physical Education and Recreaction. Professional Preparation in Health Education, Physical Education and---Recreation Education. \oJashington D. C., 1962.
American Camping Association. Resident Camps for Children-Present Status and Future Needs. Martinsville, Indiana t 1960.
Champlin, James R. A Survey of Parks and Recreation Personnel. (unpublished report)t Indianapolis, Indiana: Indiana Park and Recreation Association, 1963-64.
Georgia Center for Continuing Education. Proceedings, National Workshop on Cooperative Extension's Role in Outdoor Recreation. Athens, Georgia: University of Georgia, 1967.
Georgia Department of Industry and Trade. Area Planning and Development in Georgia. Progress report, Atlanta, Georgia, January, 1965.
Georgia Municipal Association. The 1967 General Assembly and Legislation Affecting Municipal Government. Atlanta, Georgia, 1967
.. 117-

Georgia Recreation Commission and Georgia Municipal Assoc.iation. Municipal Recreation in Georgia. Atlanta, Georgia, 1965.
Masters, Hugh B. Final Report-Feasibility Study Training and Demonstration Center-Georgia Tourist Industry. Athens, Georgia: University of Georgia, undated.
National Recreation and Park Association. Colleges and Universities Offering Park and/or Recreation Curriculums. Washington D. C., 1967.
Ogden, Daniel M. Jr., Assistant Director for Planning and Research, Bureau of Outdoor Recreation, Social Sciences Aspect of Outdoor Recreation Research. Speech before the American Society for Public Administration, Washington D. C., April 15, 1966.
University of Georgia Bureau of Business Research. A Study of Out of State Requests for Travel Information from the State of Georgia. Athens, Georgia, 1962.
United States Bureau of Outdoor Recreation. Proceedings of National Conference on Professional Education for Outdoor Recreation. Washington D. C., 1964.
Interviews
Mr. D. John Beck, Chief, Outdoor Recreation Planning Unit, State Planning Bureau, May 25, 1967.
Dr. R. D. Barbaro, Chief, Recreation Water Quality Section, Southeastern Water Pollution Research Laboratory, May 15, 1967.
Other Sources
Champlin, James R. A Syllabus on Outdoor Recreation. Athens, Georgia: Department of Park and Recreation Administration, University of Georgia, 1965.
Georgia Department of Industry and Trade, Tourist Division, Various publication. Atlanta.
Georgia Department of State Parks. Various publications.
Georgia Historical Commission. Various publications.
,,118-

APPENDIXES

APPENDIX A
ORRRC Study Reports
I. Public Outdoor Recreation Areas--Acreage, Use, Potential, 260 pages. 2. List of Public Outdoor Recreation Areas--1960, 190 pages. 3. Wilderness and Recreation--A Report on Resources, Values, and Problems,
340 pages. 4. Shoreline Recreation Resources of the United States, 150 pages. 5. The Quality of Outdoor Recreation: As Evidenced by User Satisfaction,
95 pages. 6. Hunting in the United States--Its Present and Future Role, 180 pages. 7. Sport Fishing--Today and Tomorrow, 130 pages. 8. Potential New Sites for Outdoor Recreation in the Northeast, 170 pages. 9. Alaska Outdoor Recreation Potential, 50 pages. 10. Water for Recreation--Values and Opportunities, 130 pages. II. Private Outdoor Recreation Facilities, 150 pages. 12. Financing Public Recreation Facilities, 100 pages. 13. Federal Agencies and Outdoor Recreation, 130 pages. 14. Directory of State Outdoor Recreation Administration, 195 pages. 15. Open Space Action, 60 pages. 16. Land Acquisition for Outdoor Recreation--Analysis of Selected Legal
Problems, 60 pages. 17. Multiple Use Of Land and Water Areas, 45 pages. 18. A Look Abroad: The Effect of Foreign Travel on Domestic Outdoor Recrea-
tion and a Brief Survey of Outdoor Recreation in Six Countries, 45 pages. 19. National Recreation Survey, 300 pages. 20. Participation in Outdoor Recreation: Factors Affecting Demand Among
American Adults, 100 pages.
~119-

21. The Future of Outdoor Recreation in Metropolitan Regions of the United States, 640 pages.
22. Trends in American Living and Outdoor Recreation, 315 pages. 23. Projections to the Years 1976 and 2000: Economic Growth, Population,
Labor Force and Leisure, and Transportation, 510 pages. 24. Economic Studies of Outdoor Recreation, 150 pages, 25. Publ ic Expenditures for Outdoor Recreation, 90 pages. 26. Prospective Demand for Outdoor Recreation, 150 pages. 27. Outdoor Recreation Literature: A Survey, 100 pages.
-120-

APPENDIX B
-121-

OUTDOOR CAREER GUIDE
By CHARLES NANSEN
Reprinted from the April 1967 issue of FIELD &STREAM
Copyrighted 1967 by Holt, Rinehart and Winston All rights reserved 383 Madison Avenue, New York, N. Y. 10017

OUTDOOR CAREER GUIDE
By CHARLES NANSEN

JOB TITLE
FISH OR GAME WARDEN, CONSERVATION OFFICER
WILDLIFE BIOLOGIST
I
WILDLIFE TECHNICIAN OR ASSISTANT
TECHNICAL WRITER OR EDITOR
FOREST RANGER

FIRE WARDEN

Does an outdoor oriented job appeal to you? If the answer is yes this report provides information for prospective outdoor careerists

YOUNG Curt Carpenter walked off the University of Houston campus in 1959 with a B.S. degree in his pocket, and went to work for the Texas Game and Fish Commission in Austin. Like many other graduates across the land, he had decided to build a career in the outdoors-in wildlife conservation to be exact. But unlike some of his contemporaries, Carpenter is still in that worthwhile field today.
After seven busy years on various assignments in Texas, Carpenter was offered a better position with the Department of Wildlife Conservation in neighboring Oklahoma. Today he is the popular editor of that state's magazine, OUtd001' Oklahoma. He also prepares news releases and travels widely as a "conservation evangelist," working with local radio stations, TV; and newspapers. He has many opportunities to go hunting and fishing in great outdoor country.
Does he enjoy it? "I can't possibly imagine doing anything else," is the way he puts it. "It's exciting and challenging. My days are never long enough."
Nowadays Carpenter has a wife, Jo

Ann, and three sons, and sometimes it seems that his profession is a family affair. Jo Ann enjoys the life immensely, too. "I think Curt and conservation were made for each other," she will tell you. "Once Curt briefly considered leaving the field for private industry, but I knew he was only kidding himself."
In many ways Carpenter is a typical, successful outdoor careerist. He is doing exactly what he wants to do. And he can look forward to bigger and better jobs in the future. In the years to come, there will be many more Carpenters because the field is rapidly expanding.
But in another sense, Carpenter's situation is not typical. There are pitfalls and disillusions in conservation work, and we might as well make that point clear right now. On almost the same date that Carpenter left the Houston campus, another student and Korean War veteran was receiving his B. S. degree (a twin-major in biology and journalism) from a southern university. This young man was also determined to pursue an outdoor career and after some valu-

OUTDOOR RECREATION SPECIALIST

CONSERVATION ADVISORS

CONSERVATION ADMINISTRATORS

I

STAFF AND DIVISION CHIEFS

ENGINEER (CIVIL, MECHANICAL, HYDROLOGICAL, ETC,)

AREA OR PARK MANAGER

REFUGE AND HATCHERY MANAGER

OUTDOOR WRITER, LECTURER
I
I
OUTDOOR PHOTOGRAPHERS
AND ARTISTS

PUBLIC RELATIONS SPECIALIST

AREA GUIDE OR NATURALIST

PREDATOR CONTROL AGENT
GAME & FISH PROPAGATORS AND BREEDERS
LAND MANAGEMENT SPECIALISTS

EDUCATION REQUIRED
High School Required College Preferred
College Required Graduate Work College Preferred

WHERE AVAILABLE
City or County State or Federal Private or Foundation
State or Federal Private or Foundation

High School Required College Preferred

State or Federal Private or Foundation

College Preferred High School Required High School Preferred

State or Federal Private or Foundation
State or Federal Private or Foundation City or County
City or County State or Federal Private or Foundation

College Preferred

City or County State or Federal Private or Foundation

College Preferred
College Preferred College Required Graduate Work College Preferred High School Required College Preferred
High School Required
College Preferred
College Preferred
College Preferred

Private or Foundation Freelance
State or Federal Private or Foundation City or County
State or Federal Private or Foundation Freelance
City or County State or Federal Private or Foundation
City or County State or Federal Private or Foundation
State or Federal Private or Foundation Freelance
State or Federal Private or Foundation Freelance
State or Federal Private or Foundation Freelance

High School Preferred

State or Federal Private or Foundation

High School Preferred

State or Federal

College Preferred College Preferred

State or Federal Private or Foundation Freelance
State or Federal Private or Foundation

APPROX. SALARY

CIVIL SERVICE APPROX. TOTAL . TEST REQUIRED? JOBS IN 1968

$4500-8500

YES

6500-7000

6000-9500

YES

5500

4500-8000

YES

5000-10,000

SOMETIMES

4500-8500

YES

4500-8000

SOMETIMES

9000 1500 5000 2500

6000-10,000

YES

7500-12,000

NO

6000-18,000

YES

7500-12,000

YES

6000-10,000

YES

5000-9000

SOMETIMES

4500-15,000

SOMETIMES

4500-15,000

SOMETIMES

6000-15,000

YES

4500-8000

SOMETIMES

4500-8000

YES

5000-10,000

SOMETIMES

6000-10,000

YES

7500 1000 2000 2500 5500 3000 2500 2500 2500 2000 1000 1500 2000

BRIEF JOB DESCRIPTION
Law Enforcement, Local Wildlife Management
Guide Management and Harvest of Fish and Game, Supervise Research Projects
Assist Biologists In Management and Research
Assemble and Publish Conservation Data
Patrol and Cruise Forest Lands

Forest Fire Prevention and Fire Control

Manage Public and

i

Private Land For

Multiple Use, Mostly

Recreation

Devise and Coordinate Conservation Programs

Direct Various Conservation Bureaus

Plan Conservation Construction and Reclamation
Administrate All Types of Conservation and Recreation Areas
Manage and Patrol Fish Hatcheries and Game Refuges
Outdoor Communications through News Media

Illustrate Outdoor Topics

Acquaint Public with Aims of Conservation Agencies
Visually Explain Outdoor Subjects
Regulate Undesirable Bird and Mammal Populations
Produce Game Birds and Fish For Stocking Purposes
Manage Land for Maximum Conservation

able newspaper experience he joined a state conservation agency. Again similar to Carpenter, his work was in conservation information and education. After a few years he gave the commission the first really sound information program it ever had. Then problems began to develop. As in too many other states, politics is more important than conservation if there happens to be a conflict. When it was proposed recently to build another huge dam across the last remaining free-flowing portion of a river in that particular state-a dam nobody needed and few wanted-public opposition began to grow. The young conservation careerist felt the same way and frequently said so in public. He might as well have written his resignation at the same time.
It happened that the chairman of the commission also had a financial interest in a private enterprise that would gain much from the construction of the dam. The fact that it would destroy one of the best trout streams in the East meant nothing to him. Pressure was applied and conservation lost a valuable and talented young man with a very bright future.
Still there are unlimited opportunities to work in the outdoors, and the field grows broader every day. There are jobs that require every conceivable type of skill and a few that require little skill at all. Some are routine and either research or library oriented; others would have to rank with the most thrilling, even the most dangerous jobs on earth. For instance, there is a team of biologists now tagging bull moose and elk while sitting in a boatswain's chair swinging from a helicopter. And another team of game technicians on loan to an African government are nuw capturing rhinos by shooting them with tranquilizing darts.
Today there is a need for experience in law enforcement and in animal husbandry, for farmers and X-ray technicians, for foresters, fisheries men, clerks, chemists, engineers, real estate appraisers, naturalists, and lecturers, for full-time employees as well as for part-time summer workers. Since more and more people are getting outdoors more often, there is also a growing need for outdoor recreation specialists.' According to Joe Linduska, Associate Director of the U.S. Bureau of Sport Fisheries and Wildlife, "Recreation is becoming of extremely great concern to all conservation agencies. We have even given thought to how recreation might fit into our National Wildlife Refuge system, without detracting from the basic principles for such areas-which is to furnish sanc-

tuary for wildlife, often for rare wildlife."
The best estimates show that about 55,000 are employed full time in the outdoors. Many more are engaged part time, and the number of both is expected to double before another decade passes. The three main employers are the Federal government, the various state conservation bureaus, and private industry.
Employment with the Federal government is not limited to the Bureau of Sport Fisheries and Wildlife, although that may be our main consideration here. Jobs are also available with the Bureau of Commercial Fisheries, the National Park Service, the Bureau of Indian Affairs, the Bureau of Land Management, the U.S. Forest Service, and U.S. Soil Conservation Service. Appointment to nearly all posts with these agencies requires passing a competitive Civil Service examination. Information on these examinations can be obtained from the U. S. Civil Service Commission offices in the nearest of the following cities: Washington D. C., Boston, New York, Philadelphia, Atlanta, Chicago, Dallas, St. Louis, Denver, Seattle, San Francisco, Honolulu, Anchorage. Or ask for copies of two pamphlets called "Working for the U.S.A." and "Futures in Federal Government."
All fifty states (as well as the Canadian provinces) employ officers to enforce hunting or fishing laws (they are variously called game wardens, game protectors, wildlife officers, and so forth), and specialists in propagation, conservation, study, and management of fish and game. Most of these positions also are awarded after Civil Service tests. But in too many states, particularly in the South, conservation jobs are awarded on the political spoils system. It is more a matter of who you know than what you know. Even in Ohio, which once had an excellent wildlife management program, politics has reared its ugly head again. New jobs go on the basis of political affiliation ~nd little money is left for a few worthwhile management programs. Job applicants are always wise to check this situation.
The states also hire foresters and park rangers. The names of state employing agencies differ, but a letter simply addressed to any state fish and game department, to the forestry or parks department will reach the right place. The offices of all fish and game departments are in the state capitals except for Pratt, Kansas; New Orleans, Louisiana; and Portland, Oregon.
Perhaps the most rapidly expand-

ing field for outdoor careerists is in private industry. Commercial shooting preserves and hunting clubs are hiring qualified wildlifers. Men are needed to handle, board, and train hunting dogs. Some arms and tackle companies employ researchers and managers for their game lands. Both Winchester and Remington employ a staff of conservation workers. One tackle company, Arbogast in Akron, employs a full-time wildlife biologist to investigate the behavior of fishes and to discover why they strike.
Even the U. S. Corps of Engineers and the strip-mining industry suddenly feel it is wise, politically, to hire a few wildlifers and recreation experts.
Also in this private-enterprise category would have to be the communicators-the outdoor writers, columnists, radio and TV broadcasters. Some of these work for magazines or newspapers; others are freelance or self-employed. Add also the personnel who work for such national organizations as the Wilderness Society, Ducks Unlimited, Trout Unlimited, National Wildlife Federation, National Audubon Society (which employs many field personnel), Wildlife Society, Wildlife Management Institute, Sierra Club.
It is very important to mention a
few basic points here about all outdoor careers, government or private enterprise. First, the more education you have, the better opportunity there is for a challenging job. College educations are necessary just to make application for certain posts. For many positions, good physical condition and stamina are important. All these facts cannot be emphasized enough for the young man who is looking ahead to a life outdoors.
Also these are not jobs in which to get rich. The reward is largely in the enjoyment, the dedication, and the freedom of being in the open at least part of the time. Compared to a newly graduated chemist or engineer, for example, fish or game biologists begin their careers with a state agency at a modest salary. Scales vary, but the average starting pay is around $6,000 per year with the chance to advance to $9,000 or so. Some wildlife biology posts may reach $15,000 or beyond, but these are uncommon. Unless you relish the work, that is not a great reward for the time spent studying and for the frequently hard, frustrating work afield.
Each year the U. S. Bureau of Sport Fisheries adds new men to its roster. Some are hired right out of college, on graduation; others leave state jobs for the greater scope and security of

Federal employment. Both state politics and the desire for advancement precipitate such changeovers. According to the director of the bureau, love of the outdoors, hunting, and fishing is helpful in working for that organization. But far more valuable is a thorough knowledge of fish and wildlife and their management.
Most career appointments with the bureau fall into the following classifications: refuge manager, fishery biologist, wildlife biologist, fish hatchery manager, animal control biologist, mammal control agent (really a predator hunter), U. S. game management agent (Federal game warden), U. S. game management agent (pilot), technical aid agent, and engineer. There are also clerical, administrative, and stenographic jobs to fill. Inquiries about any of these (and the titles are practically self-explanatory) should be addressed to the nearest office of the Bureau of Sport Fisheries and Wildlife, U. S. Dept. of Interior, in the following cities: Portland, Oregon 97208; Albuquerque, New Mexico 87103; Minneapolis, Minnesota 55408; Atlanta, Georgia 30323; Boston, Massachusetts 02111; Washington D. C. 20240.
There are some satisfying outdoor jobs in the National Park Service. Most of them offer opportunities to live and work amid scenes of the most exquisite natural beauty in the world. Job titles cover everything from park ranger to naturalist, icthyologist, engineer, and curator. Besides the regular, full-time Parks assignments, many summertime rangers are employed during the middle of the peak vacation season. Mostly these men greet tourists at visitol" centers, lead hikes, conduct campfire programs, and administer campgrounds. Inquiries on all Parks employment should go to the Personnel Director, National Park Service, U. S. Dept. of Interior, Washington D. C. 20240.
In many National Parks, nongovernment summertime jobs are available to college students and application for them should be made to the various concessionaires-such as the Yellowstone Park Co., Helena, Montana, for Yellowstone Park. They have such jobs available as fishing guide, boat operator, and horse wrangler. More than one college student has started with one of these somewhat menial jobs and used it as a springboard to a summer ranger's post.
The basic work week is an 8-hour day, 40-hour week, but in the field it always adds up to more. Quarters are furnished at isolated posts, with

some small deduction made for rental. New appointees are expected to pay their own transportation to the first job; after that the Government pays transportation costs for the whole family and household goods when an employee is transferred. Vacation leave is thirteen to twenty-six days a year, depending on length of service, plus thirteen days of sick leave may be accumulated each year. A good retirement plan, group life insurance, health benefits, and an incentive-award program all work in a Federal employee's favor.
It is only natural that there should be many applicants for the state game warden positions which become available every year. The life of a warden is generally a good one; he is necessarily a healthy, active, intelligent, enthusiastic man. In many states a county or area game warden is a jack-of-all-trades, although his main responsibility is law enforcement and education. The pay for this in some states is as low as $4,500 and elsewhere as high as $8,000. Some states require a college education for all new wardens, followed by several months of on-the-job training.
Many applicants see the game warden's job as a chance to go hunting and fishing all the time. But it never works out that way-not for very long. Too many nights will be spent watching lonely country roads for jacklighters, attending sportsmen's club meetings, teaching gun safety to groups of boys, checking anglers, and appearing in court. The best game wardens do not work 8-hour days; they are on call at all times.
This can also be a dangerous job. Although most wildlife law enforcement involves misdemeanors rather than felonies, a game warden contacts more armed persons (hunters) in any year's time than any other enforcement officer. In almost every state, game wardens have been killed in the line of duty.
Few people get more satisfaction from life than a game warden who really loves his work, even though the job is seldom easy. Such a man makes his own job. He practically lives in and works out of his car, which is a miniature quartermaster depot. More often than not it's crammed with writing pads, a sleeping bag, maps, binoculars, license blanks, hip boots, outboard motor, firearms, two-way radio, thermos of hot coffee, and maybe an old beagle that rides along for company. This man is in the public eye; lots of people know him so he must be a good example to other sportsmen. But his assigned territory, usually one county, is his own domain

and no boss breathes down his neck all day long.
How can you prepare for a job (or
for an examination) as game warden? First read all you can find on conservation and natural history. Know your own state's conservation problems. Improve your physical fitness. Two books now available may be of some help: Manual for the Conservation Officer, by Irving Isaacson, Legal Publications, Lewiston, Me.; and Wildlife Law Enforcement, by William F. Sigler, Wm. C. Brown Co., Dubuque, Iowa. Some of the correspondence school courses can also be helpful to the high school graduate.
Perhaps the most rapidly expanding area of the outdoor job field is communications. This field takes in writers, artists, photographers, and lecturers, both in and out of government employment. Every state employs conservation communicators; many newspapers and a few magazines and companies do; and some individuals are able to make a living in this field on their own, doing freelance work. For those interested in this growing field, a valuable handbook was published recently. The Outdoor Writers Instruction Manual is available for $3. from The Outdoor Writers Association of America, Outdoors Building; Columbia, Missouri.
There is great opportunity in the
so-called I & E (Information and Education) sections of fish and game departments for people who can write well or take pictures. And there
is a great demand for them if they
also have a solid background in some phase of scientific wildlife conservation. Specialists in this field might start at $5,000 and in a short time double that figure. But the person must have ability, energy, and originality-and he must produce. No other segment of the outdoor career field is more filled with individuals who only want to write, or think they want to write, but never really get around to it.
This is another area where educa-
tion is very important. But at the same time all the journalism and photography courses ever offered by the best schools will not make an outdoor writer or photographer. Great desire is necesary. So is the compulsion to sit down and keep writing--or filming.
The greatest potential for outdoor writers exists in American newspapers. Even though most of the stadium sports continue to decline in popularity as compared to the mushrooming interest in the outdoors, baseball and basketball produce enough exciting writers to make the coverage of these sports all out of

proportion to reader interest. A good, original outdoor journalist will have no trouble selling his product as a regular column to a newspaper.
FIELD & STREAM and several other magazines buy outdoor material from writers and photographers, although the total annual amount is only a fraction of the copy that newspapers and conservation agencies use. But it is the very best material. Some of it is produced by full-time freelancers (who have usually reached this status by gaining proficiency with other media) or by individuals also employed by newspapers or company public relations departments. A very few magazine staff positions are also available.
So far most of the emphasis in this article has been on outdoor jobs that require training, considerable skill, or experience. However, there are also many positions available for the man who has only his own enthusiasm and strength. These might be called the conservation "aide" jobs, some of which are quite challenging. Aides perform such important tasks as banding or marking wildlife, livetrapping and shipping animals, fighting forest fires, excavating potholes, working at deer checking stations, treating lakes with chemicals, building duck blinds on public hunting areas, seining or trapping rough fish, working at hatcheries, counting salmon, repairing boats or nets, and operating anything from airboats and cannon traps to bulldozers and treeplanters. Requests for information on these jobs should be addressed to the same state and Federal agencies mentioned earlier. Some of the aide jobs are salaried, others are hourly.
All right, suppose you have decided to make some phase of wildlife or conservation work your lifetime goal. What is the best college or university to attend? What should you study?
In the first place you should have been getting the best possible grades in high school. That means you can

pick your college rather than be forced to take what is left. But let's examine details.
Approximately seventy-five universities and colleges offer courses in ichthyology or fishery biology, although not all offer a major in the field. Potential outdoor workers should get a thorough foundation in undergraduate school in the following courses: zoology, botany, geology, agronomy, mathematics, physics, chemistry, social studies, and the humanities. The Sport Fishing Institute recommends that prospective fishery scientists postpone specialization in fishing science subjects to the graduate level of training and concentrate in undergraduate years on fundamental courses in the sciences, mathematics, social studies, and the humanities.
Graduate schools offer advanced courses, seminars, and research problems under experienced instructors. Cooperative units have been set up in several universities and colleges with the Bureau of Sport Fisheries and Wildlife and state conservation departments cooperating. Scholarships and research fellowships are available at several schools. For a list of institutions and professors offering fishery biology and related courses in United States colleges and universities, write Sport Fishing Institute, 413 Bond Building, Washington, D. C. 20005.
The following institutions offer course work in both game biology and game management, generally bulked together under the heading of "Wildlife Management": University of Alaska, University of Arizona, Auburn University, University of California, Colorado State University, University of Connecticut, Cornell University, University of Georgia, Humboldt State College of California, University of Idaho, Iowa State University, Louisiana State University, University of Maine, University of Massachusetts, Michigan State University, University of

Michigan, University of Minnesota,

University of Missouri, Montana

State University, Ohio State Univer-

sity, Oklahoma State University,

Oregon State University, Pennsyl-

vania State University, Purdue Uni-

versity, Southern Illinois University,

Texas A&M College, Utah State Uni-

versity, Virginia Polytechnic Insti-

tute, Washington State University,

West Virginia University, University

of Wisconsin, University of Wyo-

ming.

For the conservation writer, a few

universities offer special curricula

designed for technical journalists,

that is, journalists whose main work

will be the translation of technical

knowledge into attractive and easily

understood material. A university

may list this as "technical journal-

ism." Schools giving majors in this

curriculum include: Iowa State Uni-

versity, Oklahoma State University,

Kansas State University, Colorado

State University.

Some schools famous for offering

wildlife conservation studies and ex-

tensive training in journalism and

English are Cornell and the Univer-

sities of Michigan, Missouri, Califor-

nia, Minnesota, and Wisconsin.

From all the outdoor careers we

have mentioned will come tomor-

row's conservation leaders. And we

surely need a bumper crop of good,

capable ones. But even when a man

reaches the top with a comfortable

salary, his troubles do not disappear.

There are the same old politics and

politicians to cope with, the same

criticisms from people who do not

understand the importance of con-

servation. But there also are rich re-

wards for a vital job well done.

For anyone who genuinely loves

the outdoors there is no more satis-

fying career than one spent in behalf

of conservation.

~

OUTDOOR RECREATION RESEARCH STUDY STAFF

Coordinator

Associate Coordinator

James R. Champlin, Coordinator Department of Park and Recreation
Administration

John R. Thompson, Associate Professor of Marketing
College of Business Administration

Members

Charles D. Clement Albert L. Danielsen Donald R. Escarraz Charles F. Floyd
Louis F. Grout
R. James Heyl Robert E. Tri tt Augustus B. Turnbull, III

Professor of Finance Assistant Professor of Economics Associate Professor of Finance Assistant Professor of Bank and
Finance Instructor and Legal Research
Associate Assistant Professor of Geography Associate Professor of Marketing Assistant Professor

Graduate Assistants
Thomas W. Bigelow Roger R. Martinsen Colby H. Mosier Elizabeth D. Murphey