The 60s and 70s: an era of educational growth

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Fred Wetzel  (left with Broun, right)
led The Summer Institute in 1969



Over the next decade guided field trips evolved to provide options beyond a one-day visit. In the 1969-70 Annual Report, Joseph Taylor highlights The Summer Institute, an ecology course for inner city students designed to “get interests aroused so that they would know something other than the city streets,” Taylor wrote. Directed by Fred Wetzel (pictured at right) and held for 12 days during late June, students spent two nights at the shelters, hiked more than ten miles each day, and fished at the Nagy ponds.

It would be in 1971 when demand finally exceeded staff resources, and a collection of tape recorded walks were provided to groups who could not reserve a guided walk.

Nagy that year stressed a strong belief in the importance of on-site programs.

“We feel we can do a much better job at the sanctuary, where they can observe nature in action,” Alex Nagy wrote to the membership.

Jim Brett assumes responsibility for
education programming in 1971.

That year Jim Brett joined the staff, and assumed responsibility for education programming. A professionally trained educator, Brett placed strong emphasis on preparation, focused learning within a number of natural history topics, and the importance of recruiting expert volunteers to share responsibilities. In 1972 Brett wrote,

“The days of small education instruction at Hawk Mountain are drawing to a close, unless we make some pronounced changes in our education set-up.”  

To that end, he developed pre-visit tips, study guides, and other materials that later evolved into the first Teacher’s Guide to Hawk Mountain, and he paid close attention to best practices in education programs.

More than a decade following the early insight from Jim Brett, Hawk Mountain saw considerable increase in staff and the development of a formal education program, as well as the overall growth in the stature of Hawk Mountain. The education department prepared lessons and materials, developed natural history courses for
adult groups and school teachers, and observed an increase in summer and winter group visits.