A Survey of the Recreational Resources of the Colorado River Basin

Cover

Contents

Foreword

Introduction

Summary

The Colorado River Basin

Geology

Plant and Animal Life

Prehistory of Man

Recreational Benefits of Reservoirs

Potential Reservoirs

The Grand Canyon

Canyon Lands of Southeastern Utah

Dinosaur National Monument

Conservation of Recreational Resources

Life Zone Map

Bibliography

A Survey of the Recreational Resources of the Colorado River Basin

GRAZING A BASIN INDUSTRY THAT NEEDS STABILIZATION

More square miles in the Colorado River Basin are devoted to grazing than to any other industry. The land is ideally suited to this purpose, but was ruinously depleted in the early days by improper grazing methods and can be restored now only by adjusting the number of animals to the present carrying capacity of the land. The various administrative agencies now in charge of grazing in the basin know what has happened to the soil, water, and forage. They have worked out methods for putting grazing on a sound economic basis that could restore the range and at the same time bring prosperity and permanency to the grazing industry. But because use of the western range is governed by democratic processes and is dependent upon the will of the people, the administrative agencies can only go as far in the direction of restoration as public opinion will support them.

At present the average person is unaware of the existence of overgrazing and has even less knowledge of the profound destruction which it brings to the land. Therefore, public information presented by an interesting and effective program rather than as a dose of unpalatable medicine is fundamentally the solution of grazing problems.

PUBLIC INFORMATION AND MORE SUPPORT FOR CONSERVATION ARE FUNDAMENTAL NEEDS

The problem of determining the proper uses of the Colorado River Basin is largely one of conserving its basic soil and waters. The present economic-use pattern is a product of various natural conditions, and in general seems well adapted to the land. What is principally needed is the replacement of destructive methods by up-to-date methods with respect to existing land uses. Knowledge of how to do this is readily available, but the program cannot be carried out without public support. Therefore, a more effective program of public information is essential.

The public is uninformed regarding basic conservation issues largely because conservation education has lacked focus. Scattered, uncoordinated efforts are made in this direction by innumerable State and Federal agencies, and by private individuals, but never on a scale that has been adequate for a Nation of more than 140 million persons. The Fish and Wildlife Service has outlined the failure of past conservation efforts to meet the vital need of public understanding. It has indicated three major steps that are essential to an improvement of this situation, together with its own well-thought-out postwar plans for meeting its share of the education responsibility. Yet this agency is forced to admit, as would practically all others throughout the land, "that such efforts as the Fish and Wildlife Service has been able to make in this field are largely sporadic in character and occur as the result of the overwhelming interest in the program, or some part of it, on the part of the individuals in the Service." [90] Conservation education funds and enabling legislation never have been adequate for this or any other agency.

It is true that some progress in conservation has been made, but as previously emphasized, the deterioration of soils and waters and the destruction of recreation values continues. If these destructive processes had not been going on for more than 70 years there might still be time to let public education catch up without assistance—except for the fact that public realization of this kind of destruction seldom dawns until the emergency stage has been passed.

Adequate staffs and funds are needed for conservation education, now. Enough of the basic research in range management, soil conservation, and wildlife production has been accomplished to furnish a clear-cut initial restoration program. The basic knowledge already is in the hands of the technicians and administrators, and only needs to be made available to the general public to gain support. But acquainting the public with the facts will be a full-time job.

Re-education of land users away from some of the old-time destructive soil practices will require not only the special techniques and full-time energies of all conservation organizations, but considerable tact and some salesmanship, as well as the fervor that comes from a genuine conviction as to the urgency of the work. That good results really can come from an educational program based on such a point of view has been well demonstrated by the education-demonstration results achieved by the Soil Conservation Service and the Bureau of Indian Affairs.

The educational programs of the conservation agencies would include the introduction of a really fundamental conservation program into the schools.

In the past many of these efforts have been too limited in scope of material included, and too narrow in their appeal to take the next step and present the basic philosophy. In other words, children have been taught to appreciate birds or trees or flowers or something else without being given a basic understanding of the total interrelationships of each to the other and of all forms of life to the manner in which we manage the soil and waters of America. [91]

It would also be a function of the conservation agencies to stress existing conservation information and entertainment materials. At present, beautiful pictures of scenery or wildlife are too often shown in educational programs without any attempt to follow through with the basic information showing the fundamental reasons why a famous cactus forest is disappearing or why a certain wildlife species needs a particular feeding area if it is to survive. Experience in public education has shown that far from being tedious, this additional information, that gives point to the story, is eagerly accepted by the general public. However, the preparation of material containing this additional interest and critical focus is a full-time job for professional staffs.

There is no doubt that if such a conservation-education agency were established on an adequate basis, a very few years would bring a great increase in public support for the additional refuges, enlarged research staffs, new equipment, and the increased appropriations that are now so urgently, though for the most part fruitlessly, requested by the various conservation agencies.

To any suggestion that Federal agencies embark upon an accelerated program of "education," there usually arises an objection to "regimented thinking" or the dissemination of "propaganda." The cooperative public demonstration methods so successfully used by the Soil Conservation Service might indicate the general answer to this objection. In any event, the education or information program should be conceived not as an attempt to force public thought along certain lines, but rather as a duty on the part of the Government to acquaint all the people with the facts covering basic interrelations of soil, water, plants, animals, and recreation, and their importance to national prosperity and contentment. If a really adequate presentation of the facts is given, the public can be relied upon to support the necessary program of conservation.

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Last Modified: Mon, Sep 6 2004 10:00:00 pm PDT
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