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What is a Forest Preserve District? By Robert G. Mahnke Since forest preserve districts play a major role in providing public open space for the people of the State of Illinois, everyone should become better acquainted with the forest preserve district system. Only through a thorough understanding of forest preserve districts can one begin to appreciate their uniqueness. To begin looking into what forest preserve districts offer, one must first clarify some misconceptions that have evolved over the years. Forest preserves are not simply areas of forested lands set aside and totally protected as the title would lead one to believe. This is a common misconception. True, protection and preservation of forested lands is an important part of what forest preserve districts are all about but there is much more. Forest preserve districts also provide many recreational and educational facilities to meet regional needs. Although forest preserve districts do maintain certain recreational facilities, it is important to realize that they are not simply county park agencies as found in many states. Even though boundaries of most districts are contiguous with county boundaries and their governing boards are made up of county board members, forest preserve districts remain special districts with separate taxing capabilities. Districts operate according to their own statutes and maintain their own facilities. Each district has its own organizational structure and management philosophy. This is unlike most county park agencies which are operated as a department of county governments. If forest preserve districts are not just agencies to protect forested areas and they are not county park systems, then what are they? This gets back to the original question. By reviewing the historical background, legal aspects, and fundamental philosophies which created forest preserve districts, one gets a better understanding of what they are all about. HISTORICAL BACKGROUND Starting in 1901, a small group of citizens known then as the "Special Park Commission" became concerned with the environmental quality and recreational needs of Cook County. Their specific concerns dealt with the potential value of the outlying areas to provide facilities for public fishing and picnicking. They realized these areas, if lost, could never be replaced. In 1903, a second group was established known as the "Outer Belt Park Commission". Their purpose was to create an outer belt of parks and boulevards encircling the City of Chicago. This group did not want to use the term "Park" or "Outer Park" in order to avoid the impression of creating a double taxing body for park purposes. As a result, they developed the title "Forest Preserve District." Three attempts were made by various groups to pass legislation which would allow for the creation of a forest preserve district system in Illinois. In 1905, the Outer Belt Park Commission made an attempt and failed when the Act was declared unconstitutional. In 1909, a subsequent legislative bill was also declared unconstitutional. Success came on June 27, 1913 when the Forest Preserve District Act was approved by the Illinois State Legislature. Cook County then organized the first forest preserve district in the state on November 30, 1914, and the forest preserve district system was established.
Presently, there are 13 forest preserve districts in the State of Illinois, the most recent addition being Ogle County Forest Preserve District, created in December, 1980. A recent survey indicated the 13 forest preserve districts have acquired more than 112,000 acres of preserves which are now being developed, maintained and protected. In addition, many of the districts lease additional acres and make them available for public use. LEGAL ASPECTS
A strict legal definition of forest preserve districts would indicate they are basically municipal corporations which operate and function much like any other municipal corporation in the State of Illinois. Many
Illinois Parks and Recreation 17 March/April 1981 forest preserve district procedures must be spelled out in ordinance form because ot certain requirements of the Forest Preserve Act (Ill. Rev. Stat., Act 96 1/2). Most other municipal corporations do not have this requirement. Another distinction of importance is the somewhat confusing makeup of the board of commissioners of any forest preserve district. A forest preserve district is a municipal corporation and, even though it may cover the same area as a county in most instances, it is not a subdivision of the state like a county. Where the forest preserve district covers the same area as the county, the county board members constitute the governing board. Board members wear separate hats when functioning as forest preserve commissioners. This is very important to understand. In forest preserve districts created with boundaries which are not contiguous with the boundaries of any county, city, village, incorporated town, or sanitary district, a board of commissioners consisting of one president and four commissioners is appointed by the presiding officer of the county board of that county. Champaign County Forest Preserve District and Ogle County Forest Preserve District have such appointed boards. A forest preserve district is formed in much the same way that other municipal corporations are formed. A district can be organized whenever any area of contiguous territory lying wholly within a single county contains one or more natural forests and one or more cities, towns or villages and at least 500 legal voters. Voters petition the court for an election, proper notice is given, and an election is held. If a majority of voters favor its creation, a district is formed. It is important to note the Forest Preserve Act makes no provision for the dissolution of a forest preserve district. Other special districts such as conservation districts have provisions for dissolution. In addition, any forest preserve districts have the power "to acquire transferred without state legislative approval. FUNDAMENTAL PHILOSOPHIES Fundamentally, forest preserve districts have been established and are operated following a liberal interpretation of the basic Forest Preserve Statutes of the State of Illinois. The most significant passage found in these statutes relating to policy clearly states that forest preserve districts have the power; "to acquire and hold lands containing natural forests; land connecting such forests or lands capable of being reforested; for the purpose of protecting and preserving the flora, fauna and scenic beauties within such district, and to restore, restock, protect, and preserve the natural forests and said lands, together with their flora and fauna, as nearly as may be in their natural stand and condition, for the purpose of the education, pleasure and recreation of the public." The foregoing passage has, and will continue to be of overriding importance in the formulation of any forest preserve policy. Each district may establish its own interpretation of this fundamental philosophy providing services in three main areas of conservation, education and recreation. Forest preserve districts are mandated to preserve and protect lands of significant natural beauty with natural flora and fauna. Assuring the preservation of these elements requires the selection of appropriate areas, the understanding of external impact factors and implementation of appropriate conservation practices. The commitment forest preserve districts have towards preservation and conservation is the most significant factor that separates their operations from those of county park systems. Realizing the values of these properties as educational resources, forest preserve districts attempt to provide necessary facilities for environmental education and public interpretation. Many districts have developed environmental education centers, nature trails, newsletters and public programs as well as having assisted in providing staff to conduct quality interpretive programs. With the passage of time pre-
Illinois Parks and Recreation 18 March/April 1981 serves become more valuable as educational resources. As a result, districts are constantly striving to develop programs and facilities to increase public awareness and appreciation of these precious resources. Forest preserve districts have carefully defined the recreational facilities to be provided. In all cases, recreational facilities of any type should blend well with the natural surroundings. Access areas primarily include drinking water, modest comfort stations, picnic areas and appropriate vehicular control. Open fields, trails, access to rivers and lakes, and occasional camping areas are typical of acceptable recreational facilities. Careful consideration is given to requests for any new recreational facilities, making sure they are consistent with regional needs.
SUMMARY In summation, a forest preserve district is a regional open space agency charged with the responsibility of acquiring, developing and maintaining properties for the specific purpose of protecting and preserving the natural resources located on the property. In doing so they have further statutory responsibility to provide education and recreation facilities for the public. As man's ingenuity and resourcefulness has only one limit, resources, the dilemma forest preserve districts constantly face is to provide a balance between preservation and appropriate public use. What is a forest preserve district? In a nutshell, it is one example of society's attempt to preserve, utilize and understand its heritage of land and nature. Classification of DOC lands proposed The following article was excerpted from Outdoor Highlights; (The Department of Conservation, 1979) by Marilyn Campbell, Editorial Staff member for outdoor recreation areas. Legislation will be submitted to the Illinois General Assembly this spring to set up a new classification of properties belonging to the Illinois Department of Conservation. This re-classification will place 210 sites into one of ten categories, including natural areas, parks, historic sites, memorials, fish and wildlife areas, forests, recreation areas, trails, boat access areas and support facilities. Why is such legislation necessary? Under present statutes, state parks, nature preserves and forests are the only properties for which management directives are spelled out. In the past, some sites have been classified in categories for which they are not suited. Hopefully, under the new system proposed by the Division of Planning of the DOC, visitors to state-owned sites would be able to tell simply by the name what facilities and activities would be found there. The 210 DOC sites contain 294,664 acres. The categories, number of areas, and total acreage per category are as follows: 27 Natural Areas, 7,040 acres; 23 State Parks, 50,456 acres; 25 Historic Sites, 4,068 acres; 13 State Memorials, 235 acres; 65 Fish and Wildlife areas, 168,028 acres; 4 State Forests, 14,917 acres; 21 State Recreation Areas, 39,029 acres; 3 State Trails, 8,466 acres; 13 Boat Access Areas, 850 acres; and 16 Support Facilities, 1,575 acres. STATE NATURAL AREAS are established to protect, preserve and perpetuate habitats containing rare or endangered plant and animal species, and land and water areas which possess inherent natural conditions of exceptional scientific or educational value. A Natural Area may include within its boundaries a dedicated Nature Preserve and a buffer zone for recreational use. Natural Areas include such communities as prairies, upland and floodplain forests, bogs, natural lakes or other areas which show little or no alteration from human activity. Outstanding geological formations or significant fossil formations might also be included. In general, management of Natural Areas will be focused on preserving and perpetuating resources of exceptional scientific and educational value. Because of the scarcity and fragility of Natural Areas, it will be necessary to limit the number of visitors and the kinds of activities to be carried out. Limited facilities may be maintained in buffer zones. STATE PARKS are established to protect areas of exceptional scenic and natural character and to provide for the use and enjoyment of these areas in such Illinois Parks and Recreation 19 March/April 1981 manner as to increase public appreciation and understanding of them. These areas may, of course, include historical, archaeological, or geologic values of state-wide significance. Park lands should be large enough to handle recreational needs for a large visitor population, at the same time protecting significant ecological habitats for wildlife and plants. Primary consideration should be to natural values, with recreational activities limited to those which are compatible with the natural character and features of the parks. STATE HISTORIC SITES are established to preserve, restore and interpret cultures, buildings, sites and objects which are of state or natural historical significance. An in-depth look at Historic Sites will be forthcoming in a future issue of IPR Magazine. STATE MEMORIALS are established to commemorate events, persons, and places which are of state or national significance. In contrast to State Historic Sites, State Memorials merely memorialize moments in Illinois history. They are monuments testifying to the historical significance of the location, event, or tracts of land, preserving sites which need not be authentic locations or contain original structures. FISH AND WILDLIFE AREAS are established to set aside land and water for optimum production and conservation of fish and wildlife, as well as provide hunting, fishing, trapping, wildlife observation, and other recreational use. These areas are diverse in nature, and allow for management of water levels and land use to enhance fish and wildlife populations. Areas which have little natural potential can be developed for higher production through artificial means. Such areas are important because they complement local and federal wildlife programs, especially unprotected areas along migration routes. Visitor use will be adapted to each area's capabilities, and in no instance shall overuse be allowed to reduce fish and wildlife populations below acceptable levels. The number of visitors and the kinds of recreation they will enjoy will be in keeping with the primary purpose of the area. During hunting seasons, for example, it may be necessary to limit or exclude hiking, birdwatching, and other activities. STATE FORESTS are set aside to perpetuate examples of native Illinois forests, to demonstrate proper forest management practices, to provide for forest research, education, and a variety of outdoor recreational pursuits. Forests should be managed for timber production, wildlife improvement, and water quality with watershed protection. Harvest of timber and wildlife should be consistent with sound forest management practices. Interpretive activities will focus on the relationship between man and the forest. Camping, picnicking, hunting and some trail activities will be permitted so long as they remain compatible with forest ecology. STATE RECREATION AREAS are provided to give a variety of recreational opportunities to a large number of visitors each year. In contrast to State Parks or Natural Areas, the SRA may or may not contain any outstanding natural or scenic features. They may be developed on strip-mined or disturbed lands, and may contain man-made reservoirs. Recreation areas should be able to withstand heavy use from large numbers of people. Erosion control and reforestation may be carried out to upgrade the quality of the areas. Recreation areas should include all-weather roads, modern sanitary facilities, camping area, concessions, and provide for various activities such as swimming, boating, hiking, fishing, and more. STATE TRAILS are the least numerous of all DOC properties, and likely to remain few in number due to problems of acquisition, development, and control of linear properties. Ideally, trails should pass through a variety of plant communities—prairies or meadows, forests, etc. At present, they incorporate canals, sections of levees, abandoned railroad rights-of-way, or abandoned roads. Access to trails in several points is a necessity, and wayside picnic areas, restrooms, or campsites are highly desirable. Most trails are utilized for hiking, canoeing, bicycling, and passive recreation such as birdwatching. The use of trails by motorized vehicles will require an environmental assessment. Management should be directed at preserving and maintaining the high quality recreational corridor of suitable length in its natural state and assuring that the user has a safe and informative experience. Management practices may include the manipulation of native vegetation for access and to improve the scenic values. In addition, standards for streamside protection, including those for water quality and protection of scenic qualities, are desired and shall be implemented whenever practical to assure perpetuation of a high quality recreational experience. In general, visitor use will be limited by the traffic the trail will bear and still retain its natural values. BOAT ACCESS AREAS are established for the purpose of providing and maintaining public boat-launching ramps on lakes and rivers which are suitable for water-based outdoor recreation. Such areas are usually chosen according to topography and their accessibility to users. Access areas are not intended to provide a broad range of activities, but are more functional than recreational in nature. Parking and picnicking facilities are included, but areas are established primarily as places to change from land to water transportation. SUPPORT FACILITIES include fish hatcheries, game farms, tree nurseries, conservation training centers and storage and office facilities. While recreation is not a major objective of these DOC lands, it may be included on a limited basis if space is available and activities do not conflict with service operations. There are presently two fish hatcheries, two tree nurseries, and three game farms supplying resources for state-owned lands. If the proposed reclassification guidelines are enacted, they should insure proper use and development of our public lands in Illinois. Each area could be utilized to its full potential, yet those fragile or highly sensitive areas would be protected from development and degradation. In the DOC's own words, "the proposed designations are an attempt to place each site in its proper perspective based upon a clear rationale for present and future land management." Illinois Parks and Recreation 20 March/April 1981 A TEAMS COURSE Experience By Peg Prosche ... It starts with quizzical looks and some laughs. Then one body falls backward off a five foot stump onto 16 outstretched arms. The fun has just begun . . .
We're talking about a "Teams Course," an innovative recreation program, located at Oaklane Center (Northbrook Park District). Our Teams Course is a series of challenging obstacles completed through group cooperation and effort. The events are constructed as naturally as possible in the foliage of a wooded area. Telephone poles, logs, cable, and planks compose the course on a ground of wood chips. The reason for this program? The experience of a Teams Course enhances feelings of trust and cooperation with others, as well as awareness of personal potential. As a group tackles the course, claims of "no way" and "it can't be done" are soon replaced by grins of accomplishment. The course will bring any group closer together and build confidence, and in the natural setting of a wooded environment, the experience is enhanced. The idea of building a Teams Course at Oaklane Center was presented to the Northbrook Park District in the fall of 1978 by Bill and Dee Ruetsche. The Ruetsches were familiar with similar courses, and explained the need for this type of program in a public agency as opposed to a private agency. The existing courses were owned by private agencies located in remote areas, and limited public participation. In addition, Oaklane's Team Course could be a cornerstone for several offshoot Outdoor Adventure programs which the Park District was hoping to expand. The Recreation staff was enthusiastic, as Oaklane Center housed the perfect location: an adjacent forest preserve, easy access to major roads, and a professional staff to control the project. After slide presentations, reports to the Board, and personal visits to other courses, the program was approved. All systems go.
Construction began in the summer of 1979. A construction budget of $1400 was initially projected to be recovered by user fees in three years. Profit, if any, would be used only for upkeep of the course. Labor was supplied through the Parks Department. The three men assigned to the project were given the basic drawings and construction materials, such as a three foot wooden spool, manila rope, and an assortment of telephone poles. For two months they used their skill and imagination to produce a sturdy and well-designed course. Naturally, we needed instructors to lead the groups. All our publicity had gone out and response was positive. We developed a two-day instructor certification course, taught by Bill or Dee Ruetsche. To date, we have over sixty certified leaders. These are the most enthusiastic and down to earth people you would ever hope to meet. The instructors' personalities and attitudes are what have made our course so successful. Each instructor puts together a special series of obstacles depending on the needs of the particular group and groups are led through the course in the same way. A minimum of three hours to experience the course is recommended. Fees are low, $10 per hour for an instructor, and $1 per person (used only for upkeep and initial construction cost of the course). Groups may range from eight to twelve persons and two groups may use the course simultaneously. Each event may take from ten minutes to half an hour to complete. Illinois Parks and Recreation 21 March/April 1981
Teamwork helps on the "Triangle". There are 16 total events, listed in progressing degree or difficulty:
Trust Fall Pictures are worth a thousand words when trying to explain how the course works and the benefits derived. The first event is the Trust Fall, with each person taking turns falling off a stump. The group moves on to the Incomplete Bridge, a problem-solving event to get over a ditch using only two planks. They progress, crawling past each other in a Culvert Pipe, and then go belly-first over a six foot high suspended wooden spool. Hands grasp and grab for reassurance, which is always there. These events may sound dangerous, yet emphasis is placed throughout the experience on spotting techniques and safety. Accidents? Only skinned knees and pulled muscles. After swinging on a ten foot rope, and walking blindfolded on a 3/8" cable, the group is ready for The Wall. The hardest event, involving the most spotting, stretching, and group trust, is our 14 foot wall. Everyone completes the wall. One of the most important goals the group must accomplish during their "experience" is for everyone to complete every event. It is the group's responsibility. When the course is completed, the group relaxes in a circle for a "processing" period. The instructor encourages participants to voice their reactions at what they just experienced. This culminates their adventure. Then, everyone leaves laughing, new friendships made and a few bruises to tend. Only ground events have been completed to date. Since the project has been successful financially, some money is available for expansion. We will be building a high zip wire, burma bridge, and rope ladder in the trees this spring. The course is not without vandalism, but we have been lucky with only minor replacement necessary. Local youth groups now have used the course, and are less likely to vandalize. The Teams Course these past nine months has brought in over 76 groups (1214 satisfied customers). We sometimes add the forest preserve, adjacent to the course, as an additional learning experience for outdoor skills. Any camping, climbing, or outdoor program offered through the Northbrook Park District begins with a Teams Course experience. The benefits of the course lead to an enriching total outdoor experience. Summer staff and full-time staff use the course, not to mention the local police and fire department officials. Other groups have included scouts, special populations, high school students, educators, church groups, and even birthday parties. The course may be used year round.
Fun, adventure, trust, cooperation, challenge, success . . . the special magic that happens when a group discovers that they have all the resources needed to overcome seemingly impossible tasks. . . the self-respect of one's own role in achieving the solution . . . the ability to work with respect with others toward a common goal . . . joy in one's physical self no matter what size . . . feeling a part of the natural world . . . these are some of the goals of a Teams Course experience. Isn't it about time your group got involved? Peg Prosche is the Director for Oaklane Community Center, Northbrook Park District, where she has been employed for four years. She received her B.S. in Community Recreation from Eastern Illinois University in 1976. She is currently involved in several outdoor adventure organizations which parallel her involvement with the Teams Course. The author wishes to express her gratitude to the Ruetsches for all their time and effort put toward the Oaklane Center Teams Course. Illinois Parks and Recreation 22 March/April 1981 Interpreter on Wheels Mike Reddy's day as a park interpreter begins with kids. He greets them by the busload, takes them on guided tours of the Interpretive Center, then heads out on the trail for some "hands-on" learning experiences. Nothing unusual about that in itself—hundreds of naturalists do it every week of the school year. But do they do it on wheels? A few years ago, a sandlot football game turned into a tragedy for Mike and he began a new and very different lifestyle as a quadraplegic. Initially, it was hard for him to ask others for help in doing things which were once routine. But Mike was a determined young man, and he worked hard to become more self-sufficient. Loving the outdoors all his life, Mike had prepared for a career in landscaping, and had nearly completed his Associate Degree at the time of his accident. During his on-the-job training through the local community college, Mike had worked at Forest Glen Preserve, an 1800-acre park then being developed by the Vermillion County Conservation District. Little did he know that the turn of events which would change his life so drastically would one day lead back there. In 1977, through a cooperative program with the Department for Vocational Rehabilitation, Mike had the opportunity to return to Forest Glen as a trainee on the Naturalist staff. His initial duties included typing, scheduling school visits, field trips, and other activities, and handling hunter registrations at another district facility. He also worked weekends at the Interpretive Center, where he answered questions about wildlife, trees, and other things of interest to park visitors. When a fellow staff member left for another position, Mike wheeled up to fill in—and has been at it every since. Most of his school groups come for two or three hour visits, and he greets them at the exhibit-filled interpretive center. Here, he gives students introductory information, and lets them wander about and watches as they go excitedly from one thing to another. Then he prepares to answer the myriad of questions which will follow. While Mike did not take specific college training to be a naturalist, he is extremely well-versed in nature lore and wildlife habits. He is a voracious reader, and is constantly gleaning information from others. Whenever fellow naturalists run across something unusual, it is brought in and shared with Mike and any resident trainee as well. His landscaping background is beneficial, and he shares his knowledge freely with co-workers. Students of all ages come to Forest Glen—from preschoolers in the local Headstart program, to biology classes from the nearby community college. For the youngsters, there are animal homes to admire. Mike points out squirrel nests, chipmunk holes, an old log where a skunk has denned, and perhaps a cardinal nest or woodpecker hole. In spring, wildflowers are abundant, and he wheels along the Beech-Grove trail pointing out Trillium, Jack-in-the-Pulpit, and Dutchman's-breeches. This time, his group may be an ecology class from the college or even a garden club. The Beech-Grove trail is paved for use by the handicapped and senior citizens, and passes through one of the finest forest areas in Illinois. The one-third mile trail is included in the Russell M. Duffin Nature Preserve. Mike delights in pointing out the towering Tulip trees, American Beech, and Sugar Maples. With younger groups in tow, he talks of plants used for foods and medicines, and of the old-time sugar maple camps. Youngsters are encouraged to smell leaves of Sassafras and Spicebush, or rub a leaf of Jewelweed on itchy skin. For classes studying pioneer life, he supervises candle-dipping and other activities. During the busy weeks of spring and autumn, Mike handles up to 5,000 youngsters who visit Forest Glen with their classroom teachers each year. Summer brings nine weeks of day camp for elementary school children. These campers spend two days and an overnight in the parks, where they enjoy a variety of educational and recreational activities. Here Mike works with groups playing nature games or telling stories while other staff members prepare for meals, fishing trips, hayrides, and other things on the crowded agenda. Kids are naturally attracted to Mike, and they accept him immediately as they do any other staff member. When he is on the trail, it is often hard to spot him, for he is usually surrounded on all sides by excited and talkative youngsters.
Teachers often comment that seeing Mike at work is a good experience for their children, since he obviously is successful at his job in spite of his physical limitations. He is probably one of a handful of handicapped interpreters in the country working in an outdoor setting on a daily basis. When the snow flies, all the staff head for elementary schools over the county two or three days each week for Visiting Naturalist programs. They visit each school, giving a series of conservation programs to classes throughout the day. Where school facilities permit, Mike goes along as part of the teaching team. As he says, there is never a dull moment! Nature, it is said, is a great healer. For Mike Reddy, the love of the outdoors and the wonders of the natural world have brought happiness in a rewarding job. His love of working with children and his easy-going, optimistic disposition have helped him overcome tremendous odds. Mike's life revolves around his work—what more could an employer ask of anyone? Illinois Parks and Recreation 23 March/April 1981 Urbana Nature Center — A Community Effort by Marilyn Campbell The Anita Purves Nature Center in Urbana is a good example of how park districts, school districts, and other agencies can cooperate for the mutual good of community residents. Dedicated in June, 1979, the center is the culmination of efforts by local citizens and cooperating organizations to bring environmental education "into its own" in Urbana. According to Ruth Gladding, Environmental Program Coordinator, the nature center became a reality because, (1) there were local people who were interested in outdoor education, (2) the schools were receptive to the need for environmental awareness, and (3) there was a facility close to town—Busey Woods—which was accessible. The road to the Anita Purves Nature Center was not short and swift, but required several years of work, planning, and interaction by many people and agencies. Busey Woods was privately owned until the mid-sixties, when—after much negotiation and compromise—it was deeded to the University of Illinois. The university subsequently leased the 63-acre area to the Urbana Park District in the early 1970's on a renewable, long-term lease. Busey Woods is a floodplain oak-hickory forest, with many successional fields. Even though it is surrounded by residential areas, it harbors a large variety of plants and wildlife, making it a convenient "outdoor classroom."
Among those interested in preserving Busey Woods and in environmental awareness is the Natural Areas Study Group. This group had its beginnings nearly two decades ago, when Anita Purves was among its original members. They initially met to learn more about their environment, and to identify native plants and animals on weekly field trips. From this beginning evolved an interest in teaching school children, and the origin of a Nature Guides program. Volunteers from the Natural Areas Study Group served as guides for Brownfield Woods (also owned by the University of Illinois,) and later at Busey Woods, interpreting nature for school classes. One of those considered a "very fine naturalist" was Anita Purves. She was also actively "selling" the importance of environmental awareness to the Urbana Park District as a member of their Citizen's Advisory Committee.
Things started to fall into place for environmental education when the Urbana Park District acquired the phased-out Thornburn School, and began collecting a museum tax which allowed the hiring of a full-time program coordinator. One room in the school became the first Environmental Awareness Center, and the volunteer Nature Guides now had a meeting place and were integrated into the Thornburn program. In 1975, a memorial fund was set up following the untimely death of Anita Purves. Only 35 years of age, she had, nonetheless, helped sow the seeds for a successful environmental awareness program in Urbana. The Urbana Park District began seeking funds for a nature center, and the resulting $170,000 building was built with memorial funds, monies received from a federal BOR grant through the Illinois DOC, and park district bond funds. The Anita Purves Nature Center contains 3,000 sq. ft., and includes a large classroom with a movable wall, a library, exhibit area, office and storage space. It was designed to accept an active solar heating system, and presently utilizes two roof panels for powering a solar hot water heater. The exhibit area is nicely done, and Illinois Parks and Recreation 24 March/April 1981 features several creative panels which are both informational and attractive. A special grant allowed the park district to hire an artist for one year in the center, resulting in many unusual and interesting displays. The local chapter of the Isaac Walton League of America cooperated in landscaping the building. From early October through November, and from March through May, 250 to 300 children per week visit the nature center. Fifteen volunteer guides serve one-half day each week to conduct the nature hikes. Ms. Cladding credits the nature guides with handling more than 90% of the center's present school program. Staff members handle other activities, including school holiday workshops and Sunday afternoon programs for families. They are assisted by members of the Champaign County Audubon Society. After-school and Saturday sessions for children are also taught by nature center personnel. These involve field trips, nature study, outdoor skills, and other recreational activities. Family-oriented activities such as night hikes, star-gazing, wildflower and bird walks are offered as seasonal events. The center currently serves around 3,500 visitors annually. Because of its close proximity to the University of Illinois, the park district has been able to offer some cooperative programs with the university's Institute of Environmental Studies. Some park district programs pre-dated the nature center, of course, and many are held at other district facilities. The garden program at Meadowbrook Park is but one example. Families in the community rent plots, and receive instruction in organic methods of gardening. No chemical pesticides may be used, and workshops are held which help inform renters on composting, biological pest control, planting, and related subjects such as canning methods. The Anita Purves Nature Center is now the information center for all kinds of environmental-related programs, and registration for the garden program and other activities is handled by Ms. Cladding. The center is open to the public each afternoon the year around, except Mondays and major holidays. When asked if the center's programming will be expanded in the future, Ms. Cladding indicates that it will depend on income. "We are looking for additional funding sources in order to expand our program of public education," she says. This spring, the staff hopes to offer 16-week sessions for school children after school and on Saturdays, where they will be able to undertake long-term studies similar to science club projects, but with an emphasis on the environment. Another goal is to coordinate a progression of nature experiences for elementary levels, so that as a child visits the center in each grade, new learning can be built upon previous environmental awareness. The interest and cooperation of local residents and volunteers, school officials, park district officials, university personnel, and board members of all agencies was necessary to make Urbana's environmental education facility and program a reality. The Anita Purves Nature Center is a symbol of community cooperation, and should serve as a model for other cities to emulate. Illinois Parks and Rocrwtlon 25 March/April 1981 |
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