In contrast to the gloomy environmental predictions and scenarios that have characterized ecological thinking in the past, restoration ecology is an enterprise with the potential for optimism. We have no other choice but to attempt restoration ecology - it is an essential ongoing learning process intricately linked with our survival on this planet. As such, it provides a relevant and exciting context for educational programs.

Ecological awareness is attainable in many ways. What is most necessary is nature. One needs to go to nature to acquire a sense of the interrelatedness of all things. The ultimate experiences in nature are identification experiences; observing that natural objects and events are interrelated, and seeing oneself as an essential part of this interrelatedness. Through these experiences we realize that the interests of nature are our own interests. This is the heart of the new ecological consciousness. How can our young people acquire this kind of ecological consciousness when most of this time most of them are completely out of touch with natural areas and ecological processes? Although today's world offers young people many choices and opportunities, their experience with natural areas and ecological processes is very limited.

I am establishing nature-study projects at several schools in my region. The goal of the program is to create tangible environmental resources on school sites, in the form of restoration projects where possible: interpretive native-plant display gardens in small spaces, and ecological landscapes in larger spaces. Using existing environmental-education curriculum materials, these plantings will provide hands-on experience by allowing students to actively participate in environmental problem-solving.

If you are interested in initiating restoration projects or native-plant projects on school sites, first form a project committee consisting on teachers, students, staff, and parents at each interested school. The committees will plan, establish, develop. and support restoration projects at their respective schools. Help each participating school develop and initial curriculum library. Connect your project with projects of other local environmental organizations that have related kinds of concerns and agenda. Share resources, materials, and fundraising strategies with them.

Develop a landscape approach that makes the best sense given the school site and available resources. Teachers and staff are often unaware of unused and neglected land at their schools. Many of these areas are just never noticed by teachers. Those who do notice them usually do not recognize their ecological significance, or their value as potential outdoor classrooms. In most cases, a simple walk around the school grounds with teachers and staff to point out these unused resources is all it takes to generate enthusiasm for a native-plant project. Some schools already have many existing natural features which can be used in environmental-education activities.

A great educational exercise for starting a restoration project is to do a site survey and evaluation of these resources. This could include vegetation mapping, soil analysis, wildlife inventories, hydrologic assessments and listing past and current impacts of nearby land-use practices and developments. Similar study of local, relatively undisturbed natural areas should be conducted concurrently for contrast, as well as for ideas on how the school site might be ecologically restored or improved.

If the school site doesn't offer any significantly large areas for restoration projects or ecological landscaping, smaller areas can be developed using native plants to create interesting interpretive displays. For example, try displaying some of the endangered plants from your region to introduce the notions of rarity, endangerment, and the conservation of biodiversity; display dominant species of typical plant communities of your area to convey the plant-community concept; display plants according to families to study botanical taxonomy; display plants used by Native Americans and early settlers in your area - ethnobotany; display plants with unique adaptations - biogeography and evolution; display plants that attract and depend upon certain wildlife - coevolution, life cycles and symbiosis.

Many teachers think that they lack an adequate background for teaching a nature-based curriculum. Excellent environmental-education curricula have been developed and tested; there is no need for teachers to think that they have to develop their own. Many of these materials have been developed for particular grade levels. Even without books, teachers need not think they are incapable of teaching environmental education. Restoration ecology projects demand a multifaceted approach, and teachers will be surprised to find out that much of their existing knowledge can be significantly applied. Those who know least about environmental education, but who are willing to learn along with their students, stand a good chance of becoming excellent outdoor educators.

An outdoor-education specialist might be employed to conduct inservice workshops with a teaching staff. Here are some suggested workshop topics:

• Explore the various ways we experience nature and wilderness (or wild things - plants, landscapes, animals, etc.)
• Define ecological restoration and conservation biology. Describe the ethical foundations for implementing restoration projects. How do processes of valuation regarding nature and/or wild things influence our ethics? What is the conservation ethic? How can it be taught?
• Develop techniques to assess student attitudes toward natural areas and ecological processes. Collect data on student experience with nature. Create methods for interpreting the data.
• Survey and analyze local environmental problems and issues. Coordinate appropriate school-based activities that attempt to solve these problems. Integrate existing environmental lessons and activities into this effort.

Don't expect an outdoor nature-study area to be funded with state-allocated funds for education - public schools are usually broke. Many of our schools simply do not have enough money to do what they are mandated to do. They are short of staff and materials. And there is usually a large wish list of things that need to be done. You will need to raise funds another way. Usually, parent-teacher associations raise funds throughout the year for different projects; local businesses, clubs, municipal departments, and other organizations will either provide funds or donate space, materials, and services for fundraising events. Another possibility is to find a nonprofit organizations that is willing to adopt your program, and to help you write proposals for funds to foundations, private corporations, and government agencies.

Do not be stymied by bureaucracy, Some schools and school districts will have a lot of problems with any changes you propose for public-school properties. Risk management has become a major concern in our age of lawsuits. School and district administrators have to be especially careful. Be patient.

Don Waxman runs an environmental design and planning business in Petaluma, California. He is acting chairperson of a nonprofit group, Petaluma Tree People, that organizes community tree-planting events on private and public properties. He can be contacted at 2805 Eastman Lane, Petaluma, CA 94952 707/778-8529

Reprinted from the Spring 1990 issue of "Whole Earth Review - Helping Nature Heal"; Published quarterly by Point, a California nonprofit corporation; Editorial office: 27 Gate Five Road, Sausalito, CA 94965. Reprinted with permission. (Editor's note: Get a copy of this excellent magazine for access to resources for restoration, including more on environmental education.)