HomeMy WebLinkAboutA Survey and Nature Center Plan for the Cross County Land Town of Mamaroneck y
A
SURVEY
and
NATURE CENTER PLAN
for the
CROSS COUNTY LAND
TOWN OF MAMARONECK
MAMA.RONECK, NEW YORK
Prepared by
Nature Centers Division
NATIONAL AUDUBON SOCIETY
1130 Fifth Avenue, New York, N. Y. 10028
A
SURVEY AND NATURE CENTER PLAN
FOR THE
CROSS COUNTY LAND, TOWN OF MAMARONECK
MAMARONECK, NEW YORK
Prepared by
Nature Centers Division
NATIONAL AUDUBON SOCIETY
1130 Fifth Avenue, New York 28, N.Y.
i
TABLE OF CONTENTS
Page
Preface iii
PART I
A. INTRODUCTION l
A Nature Center Defined
Purpose, Objectives and Value of a
Nature Center
B. BACKGROUND INFORMATION AND DATA 5
The Area in Question
Geography
Cover
Wildlife
Land Uses
Problems and Drawbacks
ii
Page
PART II
C. A SUGGESTED PLAN FOR A NATURE AND CONSERVATION CENTER. . 10
The Plan in Brief
Suggested Organizational Structure
and Administration
Suggested Compatible and Non-Compatible Uses
Suggested Improvements
Equipment and Maintenance
Personnel and Staffing
Program Offering
Costs and Financing
Miscellaneous Considerations
Initial Two-Year Program
D. RECOMMENDATIONS 37
APPENDIXES 39
1
iii
Preface
ONE pressing need in swiftly urbanizing America is the pres-
s
ervation of open space and natural areas--areas where city and
suburban dwellers can easily and frequently establish and maintain
a close communion with nature and the natural things of the earth.
Man is, after all, a biological being, tied by countless physio-
logical and spiritual bonds to an environment that over the mil-
lennia of time has been essentially natural. Man, therefore, can
wrest himself from the natural world only at his own peril.
It is not enough, however, to have open space and non-devel-
oped lands or natural areas in themselves. To assure their long-
range integrity, they must be put to wise use, and good uses such
as education and enlightenment, as well as spiritual and esthetic
refreshment, are among some of the best and most prudent uses of
these areas.
ti Like other expanding urbanized towns, Mamaroneck needs open
space, wildlife sanctuaries and green islands of nature. It needs
them particularly for the intrinsic educational, scientific and
cultural values that they hold.
A nature center in the Town of Mamaroneck--in a region that
aspires to be a model residential American community-would be
indeed a highly significant natural asset to the physical charac-
ter of the city. Moreover, it could prove to be, in the long run,
iv
a priceless educational heritage to its ever-increasing popula-
tion.
This survey and plan, then, is one suggested approach to the
preservation and use of a strategically important natural area.
It embodies some fresh ideas, many tested proposals and a number
of practical recommendations on what should be sought, how plan-
ning should proceed, and how a nature and conservation project
can be developed in the community.
Joseph J. Shomon, Director
Nature Centers Division
National Audubon Society
January 6, 1963
w
1.
A. INTRODUCTION
This survey report and plan, covering a special land area in
the Town of Mamaroneck, has been prepared against the background
of several criteria: (1) the availability of resources, (2) the
needs of the community, and (3) a plan of approach to philosophy,
policy, development, programming and administration.
Since we will be referring herein frequently to the term
°°nature center,PO it is important that we define at the outset just
what we mean. It is also significant that we fully understand
the purpose, objectives and values of a nature center. Only in
this way can a proper value judgment be made on the one all-
important question: What is the best possible use that can be
made of this land in terms of the lon:-ran:e •ublic interest?
A Nature Center Defined
A nature and conservation center, for purposes of definition,
is an institutional device which brings land and people together
on intimate terms. It is a place where young people as well as
old are taught--under the inspiration and guidance of trained
interpreters--to see, hear and feel something of the natural
world about them. It is a place where people can develop the
kind of personal values and conscience they need in order to live
as better citizens. It is also a sanctuary for native plant and
2.
animal life. In short, it is a new concept of land for learning.
A nature center consists of three essential elements: land,
an interpretive building or buildings, and an educational program
based upon the land. The land should be undeveloped and planned
for maximum conservation education use. The building should be a
focal point where school children and other youth and educational
groups and visitors meet and are oriented. The program is one of
planned instruction using both the land and the building as teach-
ing tools. Instruction at the center is organized but informal.
Expert teachers guide school classes and other groups on organized
study trips. All trips are designed to tell an ecological and
conservation story. Visitors learn by doing and by direct, pur-
poseful, firsthand experience.
Purpose, Objectives and value of a Nature Center
The basic purpose of a nature center is to provide the com-
munity with a green island of nature where children and adults,
under competent direction and guidance, can learn about natural
resources, thereby developing an understanding and an interest in
the natural sciences, nature study and conservation. The main
objectives of a nature center can be grouped under four headings:
Educational
1. To increase knowledge and understanding of our natural
world and man's place in it.
3.
2. To develop sensitivity, awareness, appreciation and af-
fection toward nature, natural beauty and all natural
resources.
3. To develop a desire and thus a will, based upon under-
standing and appreciation, to protect the living and
non-living resources of the earth important to man, and
to use them wisely.
4. To provide an outdoor laboratory for schools for the en-
richment of their science and social studies curricula;
to provide an opportunity for classes to come to the
center and benefit from direct, firsthand study experi-
ences in the outdoors.
Scientific
1. To provide a reasonably natural area where science-minded
students may study physical features and the native fauna
and flora.
2. To have an area where the ecology of natural communities
can be recorded and studied.
3. To hold in perpetuity some representative samples of the
native landscape and biota.
4. To help provide a natural outdoor laboratory for the
stimulation of scientific curiosity, especially among
the young people.
4.
Cultural andSocip-Economic
1. To help train persons in awareness and basic skills and
thus add to their capacity for enjoyment.
2. To teach good outdoor manners and conduct and thus help
curb vandalism and juvenile delinquency.
3. To develop in young people and adults a sense of appreci-
ation, respect and reverence for all living things, thus
adding to man's moral character.
4. To promote better citizenship by stressing individual
responsibility.
5. To have some place where teenage school drop-outs can be
usefully employed or where their healthy interests can
be developed.
6. To provide visitors to the community with a natural area
for an interesting "show-me" trip.
Recreational
1. To make leisure time more productive and effective.
2. To help develop needed outdoor recreation skills.
3. To provide a place for the more re-creating type of out-
door pursuits.
5,
B. BACKGROUND INFORMATION AND DATA
The Area in Question
This survey report and plan of development embraces the area
in the Town of Mamaroneck, New York, known as the Cross County
Parkway Lands, which for brevity's sake will be referred to herein
as the Cross County Land. The land was once the right-of-way of
a proposed parkway, but plans for this project were abandoned and
the County of Westchester remained in possession of the land.
The Cross County Land has since been turned over to the Town of
Mamaroneck with the proviso that it come up with a plan for park
and recreational use within five years, or the land will revert
back to the county.
The Cross County Land in the Town extends as follows:
. ,°From the New Rochelle line in the area of the Bay-
berry development off of Pinebrook Boulevard to the
Mamaroneck Village line in the vicinity of Old White
Plains Road about 800 feet south of the entrance to
Saxon Woods park, covering a distance of about 1-2/3
miles and an area of 53.65 acres.
' The strip has an average width of 200 feet except
in the area north of Rockland Avenue between Woody
Lane and Winged Foot Drive, where for a distance of
about 1,000 feet the strip has an average width of
6.
about 600 feet. The strip is cut by two well-
travelled highways, Weaver Street and Fenimore Road,
and by four lightly-travelled streets, Highland Road,
Winged Foot Drive, Avon Road and Country Road.
t°The topography is irregular, with both steep
rock outcroppings and swampy areas, and the vegeta-
tion is heavy in most portions of the strip.
Formerly, a bridle path extended through most of
the strip and a trail remains in a fairly well-
defined state in the area from Highland Road to
Winged Foot Drive. The East branch of the Shel-
drake River crosses the strip from Soundview Woods
to Rockland Avenue."
Geography
The land in cuestion is slightly rolling and is marked in
places with rocky outcrops of granite. The area is definitely
glacial with gravel beds and moraines evident here and there. The
banks of the Sheldrake River obviously overflow in periods of
heavy rainfall, and over the years there has accumulated a deposit
of silt and mud along its banks.
Geographically speaking, the area has much to offer from the
standpoint of field studies in geology and general science.
7 .
Cover
The Cross County Land is almost entirely wooded. There is
evidence that some of the area was timbered, selectively, although
the strip has many large hardwood trees, not a few of which are
over-mature. Some few "wolf" trees exist, as do a number of old
snags which are on the verge of falling down.
The most important hardwood trees are white oak, red oak,
black oak, hickory, black birch, river birch, white ash, yellow
poplar, sweet gum and sour gum. One prize sassafras tree, some
17 inches diameter breast height, was noted east of the Sheldrake
River. There is a dearth of evergreens or conifers on the strip.
Several sections of the strip were apparently at one time in
fields or pasture. Hardwoods of the temporary type have come in
as a result. Some several areas of the strip are heavily over-
grown with scrub growth, poison ivy, Japanese honeysuckle, green-
briar and grapevines. An index of the trees, shrubs and vines of
the area is given in the Appendix.
Wildlife
Although the strip lands were examined at a time when most
birds were gone, it is perfectly apparent that the area supports
considerable wildlife. Flocks of doves were noted, and ring-
necked pheasants were seen and heard in a number of coverts.
Squirrels and rabbits are reasonably abundant. Some raccoon and
muskrat frequent the Sheldrake River and its drainage.
8.
From a wildlife management standpoint, mach can be done to
upgrade the wildlife potential of the area. Specific recommenda-
tions for habitat improvement are covered later under land improve-
ments.
Land Uses
Three land uses are apparent in the Cross County Land. The
area definitely serves as open space and as such is a buffer
strip between areas of residential development. The strip also
serves as a sanctuary for wildlife, even though the area has not
been officially designed as such by town ordinance. Thirdly, the
strip has modest present-day use as a recreation and nature study
area. These uses include bird watching, hiking, strolling and
limited nature study by Scouts, family groups and individuals.
Problems and Drawbacks
Several problems and drawbacks seem apparent in the preserva-
tion and wise use of the Cross County Land. These include:
1. Danger of woods fires.
•
2. moderate flooding of the Sheldrake River.
3. Peripheral dumping and residential encroachment.
4. Lack of proper supervision and control over the area,
resulting in littering, unauthorized removal of plant and
animal life and soil, tree defacing and general vandal-
ism.
9.
5. Difficulties posed in administrating and policing a long,
narrow strip of land.
Most, if not all, of the above drawbacks can be surmounted
if the recommendations contained in this report and plan are fol-
lowed. These will be mentioned later.
1^
C. A SUGGESTED PLAN FOR, A. NATURE AND CONSERVATION CENTER
Any plan for the preservation, development and wise use of
public land must take into account the needs of the community and
the definition of guidelines of action that will, in the long run,
serve the best public interest. In the plan that follows an at-
tempt has been made to assure the Town of Mamaroneck of the fol-
lowing:
•preservation of the integrity of the area.
•maximum educational use without destruction.
.a workable plan of action well within the means of the
community.
•development by priorities and stages.
•achievement of established standards of development, con-
trol, maintenance and programming.
The Plan in Brief
The Nature Centers Division believes that one of the best
uses that the Cross County Land can be put to is to designate the
area as a community nature center and wildlife sanctuary. It is
believed that the strip should be zoned into two areas--a central
area bordering Rockland Avenue, embracing some 20 acres, to be
designated as Zone I, and each of the two remaining wings as
Zone II (see Map #1) .
11.
It is believed. Zone I can best be developed as an intensive
education use area, involving in development the three main ele-
ments of a nature center. Zone II would be largely maintained as
a wildlife and nature sanctuary, with limited human uses.
A suggested list of compatible and non-compatible uses for
each zone is shown later in this plan.
It is recommended that the center facility herein prescribed
be operated as a single unit of land, that the area have one main
public entrance on Rockland Avenue, and that the use of the area
or center be restricted to the residents of the Town of Mamaroneck.
It is not recommended that the area be used for hard-use
recreation, camping, picnicking, rifle and pistol shooting or
practice, swimming, fishing and the like. Limited space, the
character of the area and the very nature of such activities
preclude their use.
To assure the integrity of the area, it is important that
only certain uses be considered, that maximum safeguards be em-
ployed to keep what is natural, that a practical organizational
structure be set up to administer the area and develop a program,
and that a minimum of facilities be constructed to take care of
visitors. All of these aspects of the plan will be treated sep-
arately by sections.
12.
Suggested Organizat .onal Structure and Administration
Organizationally speaking, three types of nature centers are
developing in America. One is the government-owned, government-
financed and operated facility. The Brookside Nature Center,
Wheaton, Md., and the Rock Creek Park Nature Center, Washington,
D.C., are examples of this type.
The second is the quasi-public type of facility where center
ownership and control rest in private hands but where some public
funds are used to meet annual costs. The Stamford (Conn.) Museum
and Nature Center operates in this manner. The use of public
funds to help operate private nature centers seems justified on
the grounds that the nature center program operates in the public
interest with many school groups using its facilities as part of
the overall educational program.
The third type of nature center is the wholly private facil-
ity, with land ownership, control, operation and financing under-
taken by a private organization, group or corporation. Examples
of this type are the four Audubon centers operated by the National
Audubon Society, the Kalamazoo Nature Center in Michigan, and the
Arizona-Sonora Desert Museum in Tucson (a type of outdoor nature
center) .
In the public nature center approach, which is the type be-
ing considered for the Cross County Land, the first step is to
clearly designate by ordinance the exact purpose and uses of the
13.
land concerned. Secondly, it should be decided just how and by
whom the area is to be administered, i.e., Town Recreation Commis-
sion, a newly-formed joint commission, a park district or a school
district.
It is strongly felt that the whole Cross County Land area
should be under a single control unit of government. This in-
cludes development, maintenance and control, and educational pro-
gramming.
ro-gramming.
In addition to the above, it is very strongly recommended
that an advisory council of at least six members be appointed to
help the governing body with the operation of the nature center.
The main functions of the council would be to serve as a liaison
group between the people and the governing body and to assist the
director of the nature center with such activities as special fund
drives, publicity, policy matters, budgetary review, etc. It is
suggested that council members be appointed from each of the two
villages and the unincorporated areas; also, that school, recrea-
tion, conservation and youth and service group interests be repre-
sented.
Suggested Compatible and Nan-Comatibl.e Uses
Zone 1
Compatible Uses: Nature study
Outdoor conservation education
14.
Solitary and group walks
Guided field tours
Nature classes and workshops
Teacher training in conservation
Leadership training in natural history
study
Bird walks
Research studies
Non-Compatible Uses: Camping
Gun practice
Fishing, hunting
Picnicking
Boating, canoeing
Horseback riding
Ice skating
Bicycling
Sledding
Zone II
Compatible Uses: Guided tours
Solitary and group walks
Bird watching
Nature study
Non-Compatible Uses: same as for Zone I
15.
Suggested improvements
A minimum of educational facilities, building structures and
land improvements are essential to the operation of a successful
nature center. Not all of these need to be developed or con-
structed at the same time. Priorities, therefore, can be assigned
each stage of development.
The following system of priorities is used by the Nature
Centers Division, National Audubon Society, in recommending the
development of a nature center:
Priority one (Pr-l) : developed within two years
Priority two (Pr-2) : developed from two to 5 years
Priority three (Pr-3) : developed after five years.
Facilities
Four main facilities ate recommended for Zone 1. They are
(1) a public entrance gateway and access road off of Rockland
Avenue; (2) a small parking lot for about 20 cars just inside the
property; (3) a system of nature trails along Sheldrake River and
into the wider sections of the central tract; and (4) a footbridge
over the Sheldrake River. Location of each of these facilities is
shown on Map #2.
Priorities suggested are:
Gateway and access road - Pr-1
Parking lot - Pr-1
16.
Nature trails - Pr-1
Footbridge - Pr-2
Building
One modest interpretive building is suggested for the area.
Suggested designs to choose from follow A strong recommendation
is made that a plan be selected which can be adapted to future
expansion.
The structure should have a low, one-story design and be
erected on a concrete foundation well above any possible flood
stage. It should have an adequate heating system, maximum wall
space for exhibits and displays, storage space, and adequate rest-
rooms accessible from both inside and outdoors.
The plans herein suggested are sound in layout and embody
most of the essential features necessary in an interpretive build-
ing. The interpretive building may be a Priority 2 item. If
Town funds cannot be readily found for the building, perhaps the
council which has been suggested could put on a special drive
for this building.
One additional small building is recommended in Zone I. This
is a small garage or storage house for tools and equipment. This
should be erected near the interpretive building but behind it.
This structure should be in the Priority 1 class.
17.
NATURE CENTER BUILDING
TENAFLY, NEW JERSEY
1,600 Square feet of Floor Space
PORCH OR SLAB
10'x 50'
UTIL.O
WORKROOM STORAGE 5'x g' TOILET TOILET
10'x 15' 10'x 13' 7'x 8' 10'x 8'
11 OFFICE ...,,...,
CRAFT & C DESK
HOBBY ROOM
12'x 15'
MEETING ROOM
CRAFT &
HOBBY ROOM
10'x15' 22'x 35'
Exhibits on walls
PORCH OR SLAB
10'x50'
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PLAN B
SUGGESTED DESIGN
- 1 for an
EDUCATION BUILDING
by the
NATURE CENTERS DIVISION t
NATIONAL AUDUBON SOCIETY •
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PLAN C
20.
Land Improvements
The more important forms of land improvements for the Cross
County Land include:
1. Fencing the 20-acre central area with an anchor or hurri-
cane fence. (Pr-2)
2. Begin border plantings of rhododendron and white pine.
(Pr-1) Such borderline plantings will in time add beauty
to the area and help discourage trespass of the two wings
of the strip which remain unfenced. See Appendix for a
suggested plan for this type of planting.
3. Sheldrake River should be cleaned of refuse, brush and
logs. Such cleaning out will also help reduce flooding.
(This could be a project for older Scout groups.) Brush
and logs should be stacked in brush piles for wildlife
away from the river (not burned) . (Pr-1)
4. All defaced trees should be treated and where necessary
wrapped with waterproofed paper to prevent insect damage
and disease. Stems of trees completely cut through (van-
• dalized) should be cut down at ground level and all parts
of the tree stacked onto brush piles. (Psychologically
speaking, it is a good idea to police up an area as
quickly as possible and keep it clean. Nothing engenders
cleanliness like cleanliness and sanitation itself.)
(Pr-1)
21.
5. Construct nature trails according to specifications.
They should be three feet wide with two additional feet
of clearance on either side. (Pr-1)
6. All dangerous tree snags should be cut down and piled
into wildlife brush and log shelters. Logs across trails
should be cut through, allowing for a seven-foot passage.
(Pr-1)
7. Foot trails should be developed in a leisurely, windi
pattern through the two winged sections of Zone 11.
(Pr-2)
8. Printed metal signs should be posted on treated posts
every 100 feet along the boundary of the entire Cross
County Land. Such signs should be printed in black on a
yellow background. The size 8"x10" has been found to be
satisfactory. (Pr-1)
A suggested inscription for the sign is:
1 TOWN NATURE CENTER AND WILDLIFE SANCTUARY 1
1 Animals and plants are fully
protected . No dumping, cutting,
digging, shooting or fires
permitted .
Help protect this area and keep it clean. 1
Use main entrance on Rockland Avenue.
1 TOWN OF MAMARONECK
22,
9. A wildflower section in the central zone can be developed
as a special area for native wildflowers, (This is a
good project for garden clubs to develop and maintain.)
(Pr-2)
10. Footbridge over the Sheldrake River should be constrUcta
and erected at some point where the banks are high and
not subject to flooding. A suggested location is shod.
on Map #2. (Pr-2)
11. A gateway entrance sign can be either an attractive,
large wood sign (routed out) or two smaller signs routed
out in concrete on the masonry gateposts. (Pr-i) A
suggested inscription for the former is:
NATURE CENTER AND WILDLIFE SANCTUARY
An outdoor education area dedicated to the
development of knowledge, understanding and
interest in natural history and sound
attitudes in nature and conservation.
All plants and animals are protected.
TOWN OF MAMARONECK
12. Other land improvements should include special food
plantings for wildlife, the planting of conifer clumps
(white pine) and the control of honeysuckle and poison
ivy. (Pr-►2) See Appendix for additional ideas and sug-
gestions on land improvements.
23.
Space precludes the giving of specifications for any of the
above. A suggested general location for most of these improve-
ments, however, is shown on Map #2. A competent director with
land management experience will be able to establish standards
for the majority of the land improvements cited or know where to
obtain particular information, such as from state and federal
natural resource agencies. Specifications for a limited number
of the land improvements suggested can be obtained by writing the
Nature Centers Division, National Audubon Society, in New York,,
EguiR! Lien and Maintenance
The following minimum working tools, equipment and supplies
need to 'be acquired to effect development-.
Power chain saw
Power lawn, mower, 24 inch
Refrigerator (1)
oil furnaces (1)
Furniture and display equipment and supplies for the inter-
pretive -education building
Carpenter tool kit
24.
Field working tools (shovels, picks, axes, brush hooks, grub
hoes, etc.)
Indian fire pumps (back, 3)
Fire tool boxes (2)
Band power saw (bench)
Mitre saw (bench)
Carpenter's work bench
Aquaria (indoor type, 3 with filters and air pumps)
Slide projector, 35mm
Movie projector, 16mm
Projection screen, 50x50
Maintenance
Proper maintenance of facilities and the land area is an
important function at all nature centers. This includes every-
thing from keeping the interpretive-education building clean and
tidy to the proper care of grounds, trails and the land in gen-
eral. This will require fulitime labor in addition to what serv-
ices the caretaker is able to provide.
Fire iloteetion provisions are essential for the center area
in question. Brush out old bridle paths to serve as fire lanes
and fire breaks. Organize a volunteer, local fire suppression
crew to check all fires quickly before they spread. Several
fire tool boxes should be spotted about the area to provide
25.
emergency hand fire suppression equipment. Adequate fire preven7
tion and su.:,ression measures should take to. 'riorit over all
other forms of develoement.
Personnel and Staffiaa
The employment of a paid, professional staff should begin
early in the developmental stages of the center. It is recom-
mended that this occur as soon as funds are available for initial
operations and programming.
Director-Teacher-Naturalist
This must be the key position at the center. Much of the
success or failure of the project will rest with this man. The
minimum here should be a college graduate with a major in biology,
zoology or natural resources conservation and with at least six
years of professional experience in outdoor interpretation, land
management and naturalist work. A person with an aptitude for
meeting people, teaching, public speaking, guiding and land man-
agement is highly desirable.
Caretaker
•.we.r••.*.r.nmee.s,o•Vou.a.
This should be a responsible person who lives andworks near
the property. He should be paid a reasonable wage for which he
should be asked to do various types of jobs, such as watchman,
fire guard, maintenance, janitor, wildlife warden, etc.
26.
Clerk-Stenographer
This should be a parttime position and could be filled by a
responsible woman who would serve as office manager in the inter-
pretive building, sales clerk, typist and general administrative
assistant to the director.
The question of volunteers is often raised in connection with
the staffing of a nature center. As a general rule, volunteer
help is not satisfactory in the long run, is of an erratic char-
acter and not dependable, and cannot be relied upon to do a com-
petent, professional job.
Program Offering,
The crux of any nature center facility is its outdoor edu-
cation program. Unless a center makes use of its total outdoor
natural resources environment for learning and enlightenment, it
might as well be just another routine outdoor area. An effective
nature center, then, is really an extension of the city or sub-
' urban classroom into the out-of-doors.
To achieve a favorable and enjoyable outdoor learning atmos-
phere, the director of the center must be not only a good teacher
but also must be skilled as an artist, showman and public rela-
tions expert. This means that the offerings at the center must
change with the seasons, be interesting, imaginative and, insofar
27.
as possible, closely coordinated with offerings in the surround-
ing schools.
Two of the most important questions every center director
must weigh carefully are, what to teach and how to teach.
What to Teach
Time and space do not permit a detailed explanation of
center educational programming. Suffice it to say that a policy
of teaching of natural history concepts and conservation prin-
ciples is the safest and soundest practice to follow. These
principles, including illustrations of how each can taught, are
covered in detail in the Appendix.
A nature center that relies heavily on the teaching of eco-
logical and conservation principles and stresses the importance
of proper personal attitudes is operating on safe ground. It is
said that attitudes stem from knowledge, and that knowledge begets
understanding, which in turn generates interest. When knowledge,
understanding and interest develop, then one sees the emergence
of good conservation attitudes: love, respect and reverence
toward life and things natural. Thus, when we have these atti-
tudes, we also begin to have a sense of responsibility toward
resources, toward property and the rights of fellow men. It is
here, in the area of character building, where the nature center
can make its greatest contribution to the community and society.
28.
How to Teach
The following pointers on the how of educational programming
should be kept in mind by staff personnel and, where possible,
closely followed:
1. Organize displays and exhibits in interpretive-education
building in an orderly fashion, e.g. , proceed from gen-
eral conservation to soil resources, water resources,
forest resources, wildlife, minerals, interrelation-
ships, etc.
2. Have school and other groups visit the center by appoint-
ment . Al]. naturalist-guided tours must be arranged well
in advance. Each teacher scheduled for a visit should
be provided with introductory information so that the
class will be prepared for the outdoor experience.
3. Limit groups to 20-25 per naturalist.
4. Acquaint visitors with the rules of the center and ask
all persons to stay on established trails and fire lanes.
Indiscriminate wandering through the property should not
be permitted.
5. Follow the six L's philosophy: look, listen, learn,
love, let alone ;vnd litter not.
6. Limit tours to 75 minutes per group.
7. Organize teenage work groups to help with simple main-
tenance, displays, etc.
29.
8. Concentrate on interesting, inexpensive displays rather
than heavy, permanent types of dioramas.
9. Present each teacher of a visiting group with a set of
follow-up materials for subsequent classroom work.
10. Have staff learn about different teaching techniques by
occasionally visiting other centers and attending con-
ferences on outdoor interpretation.
Educational programs at the center should not be limited to
school groups. All youth groups should be encouraged to visit
the area. Also, adult groups should be welcome and special of-
ferings can be arranged for them, particularly for senior citizens
and handicapped groups. In other words, the nature education
center should have something to offer all citizen groups in the
community.
Costs and Financing
The development and operation of the property as a nature
education center will entail two kinds of expenditures--capital
outlay costs and annual operating expenses.
In submitting the following cost figures, which are merely
suggestive, it should be made clear that the capital expenditures
do not include cost of the land and any existing improvements.
The cost figures cited represent allowances for both minimum de-
velopment and educational programming as well as for optimum
30.
operations. While the operation of any facility is possible
below what can be consideredairs such below-minimum effort is
not recommended. A facility that bears the name "Nature Center"
should be operated according to minimum standards (such as sug-
gested by the National Audubon Society) . Otherwise, both the
facility and the public suffer. The cost figures which follow
are conservative minimum and optimum costs and are based upon
current and known operating facilities in the United States.
31.
Initial Capital Outlay Cost*
Minimum Optimum
Program Program
Accurate boundary survey and posting. . . . . .$ 1,000 $ 1,300
Access road, parking lot and landscaping. . . . 2,000 3,000
Utilities development (lights, water,
sewerage) . . . . . . . . . . . . . . . . . . . 500 700
New interpretive building . . a e . . . . . 25,000 40,000
Storage house . . . . . . . . z m . a . . . 500 1,000
Furniture, displays and equipment for
interpretive building . . . . . . . . . . . . 1,000 3,000
Wildlife habitat improvement. . . . . . . 64 . 1,000 2,000
Development of fire lanes, trails, foot-
bridges, educational displays, signs, etc. . . . 2,000 3,000
Vehicles, power equipment and tools,
including forest fire protection, Indian
fire pumps, etc. 4,000 5,000
Miscellaneous and contingencies . . . . . . . 1,000
Totals . . . .$37,000 $60,000
*Does not include cost of land
32.
Annual Operating Costs
Minimum Optimum
Program Program
Personnel services:
Director-teacher-naturalist. . . . . . . .$ 7,500 $ 8,500
Caretaker. • . . . • • . . . • . a • . • . 3,000 3,000
Laborers�� (2) , one seasonal, one
fulltime 9 • • . . • • • • . . . • • • • • —a 5,000
Clerk-stenographer . . • • • . . . . . . • 1,500 3,600
Social security and other personnel
benefits 300 400
Utilities • • . . • . . • . . . . • . • . . • 600 800
Vehicle fuels, equipment maintenance 300 450
Maintenance and repair of trails, roads,
educational features and buildings 500 1,000
Telephone 100 150
Office and educational supplies 500 700
Insurance 200 300
Staff travel and expenses . • . • • . . . • 200 300
Miscellaneous and contingencies . . . . . • 500 700
Totals . . $15,200 $24,900
33.
Financing
No attempt is made here to dwell in detail on program fi-
nancing. An important point that needs to be made is that good
programs, no matter what their nature, cost money. A well-run
nature center, like a community park, museum, school or college,
requires adequate financing, or it suffers. A nature center
cannot be operated on a shoestring and be a creditable community
venture.
One possible way to augment heavy capital outlay funds is to
solicit donations from private citizens and business establish-
ments. A $40,000 building, for example, might be financed in
this manner.
Miscellaneous Considerations
Four final miscellaneous considerations need to be noted in
establishing a nature center on the Cross County Land. These are:
Peripheral Uses (satellite areas)
Aside from the nature center area property, identified with
certain compatible uses already outlined, a number of outdoor
recreation areas exist, and here certain other uses may be al-
lowed. Such enjoyable activities as horseback riding, picnicking,
overnight camping for Scouts, archery practice, sledding and
skiing seem perfectly compatible as peripheral uses outside the
center proper. Administration of such areas, however, should be
JAS.
outside the nature center organization, but the center can and
should plan and lead educational excursions to some of these
areas.
Control and Safeguards
Two types of control are needed at the nature center. One
is the orderly control of authorized visitors through the quiet
and unobtrusive enforcement of center rules and regulations, and
the other is control or safeguards against vandalism and delib-
erate encroachment by unauthorized trespass, dumping, parking and
development by legal means. All must be guarded against. Most
of the controls mentioned here can be achieved through careful
patrolling and police surveillance, fencing and posting, and
developing only one access area.
Future Expans ion
Every nature center should make allowances for future expan-
sion. This is particularly true so far as the interpretive build-
ing is concerned. Architectural plans should always be designed
so as to allow for some expansion, e.g. , adding a planetarium
wing to an existing building. There comes a time, however, when
every facility reaches a maximum carrying capacity of people.
When this point is approaching--and this could easily happen in
the Mamaroneck area--the director and the council members should
decide what the maximum daily capacity of the center should be
35.
and then, when the maximum point is reached, the center should be .
closed to further visitors.
Corax .it, Suprport
A publicly-operated nature center--as well as a privately-
owned facility--needs a wide base of community support if it is
to succeed. It cannot be overemphasized, therefore, that a wide
range of public and private groups be involved in the developing
phases of the center. It is axiomatic that the ;rester the com-
munity artici ation in lanni and develo mens the neater the
amity interests and sup_po t. For a creditable nature
center to succeed in the Mamaroneck area, regardless of organiza-
tional structure, it must take into account these important prin-
ciples of human group dynamics.
Initial 'dao-Year Program
Proper educational programming requires advance planning so
that when the center is open, all visiting groups can be properly
handled. Inasmuch as a great portion of the director's time in
the beginning will be spent on planning and on center develop-
ment, it would be a mistake to try to carry on a creditable edu-
cational program at the same time.
A center is like a highway or building. It must be reason-
ably finished before being put to use. Nothing is more discon-
certing--and discouraging--than to visit a half-completed facility
36.
where no adequate provisions exist to take care of visitors. It
is recommended, therefore, that the formal op. ng of such a
center in the Mhmaroneck area be delayed until the physical area
is ready for the publico This does not mean that an initial edu-
cational program cannot be undertaken immediately.
If such action is desired, then a teacher-naturalist-director
should be employed right away to handle class groups at the area
and to start getting teachers acquainted with the area. Such a
person should be provided with a small mobile van to visit
schools and to transport small groups to the center and to satel-
lite areas. Under this arrangement the incumbent could spend
about half his time teaching and guiding and the balance of his
time on helping with the center planning and development.
Such an initial two-year program could probably be carried
out on a budget of $18,600 for the two years, with a break-down
in figures as follows:
First Second
Year Year
Vehicle (new)* $ 2,500 $ --
Salary, teacher-naturalist 6,500 7,000
Vehicle operation 500 600
Educational materials 1.000 500
Totals $10,500 $8,100
*panel van
37.
J. RECOMMENDATIONS
{
The following recommendations are made to help promote the
logical development of a nature and conservation center for the
Cross County Land:
1. Formally prescribe the Cross County Land as a community
nature center and wildlife sanctuary by Town ordinance.
2. Place administration of the area under some existing uni
of town government or a new unit of government to be
formed.
3. Appoint a nature center council of at least six members
to help the Town develop and run the nature center.
4. Employ a director-teacher-naturalist from school funds
to begin an initial two-year program. Provide him with
an appropriate van and other minimum equipment with
which he can do a teaching job.
S. Have the new council begin getting plans for an inter-
pretive building and look into the possibilities of .
financing the same.
6. Establish and approve capital outlay and annual operat-
ing budgets.
7. Have new director spend half his time on outdoor teach-
ing and half on effecting plans for center development.
8. Post boundaries.
38.
9. Clean up present area, including river, and make rules
and regulations to prevent further abuses, by publicity,
public relations and law enforcement.
10. Rave new council establish priority goals in an effort
to effect the recommendations and suggestions contained
in this survey and plan.
11. Review the effectiveness of the center periodically by
comparing its activities and offerings with other simi-
lar nature centers in the country. After 3 or 4 years
of operation, call in the Nature Centers Division again,
this time to make an evaluation of the program and to
make additional recommendations.
39.
APPENDIXES
Page
A. Suggested principles of conservation to be
stressed and recommended methods of illustration . . . .A-1
B. Suggested tools to be used in outdoor teaching . . . . .A-12
C. Trees, shrubs and vines found on Cross County
Land . . . . . . . . . . . . . . . . . . . . . . . . .A-14
D. Suggested planting layout for boundary lines A-15
E. Maps: #1--Cross County Parkway Lands. . . . . . . . . A-16
#2--Site Development, Mamaroneck Nature
Center A-17
Al.-
APPENDIX A
SUGGESTED PRINCIPLES OF CONSERVATION TO BE STRESSED
AND RECOMMENDED METHODS OF ILLUSTRATION
The Nature Centers Division, National Audubon Society,
strongly recommends that full cognizance be given to the "what,
whys and wherefores" of the conservation education program at the
nature center. It is not enough to have all types of educational
features on display and in operation and not have a clear under-
standing of what it is that the nature center wishes to portray
and interpret. Specific information must be related to principles
and concepts; otherwise, one may leave the center with a pocketful
of information with no thread to tie it all together, The follow-
ing principles and their supporting ideas on interpretation and
illustration are worth keeping in mind:
General Conservation Princi.les and Educational Illustrations
• Principles
1. Conservation denotes more than wise natural resource use.
It includes the practice of wise resources management and
a way of life. In other words, it embraces a philosophy
of living as well as land practice.
2. Man gives meaning and importance to certain natural re-
sources, but he is also the greatest despoiler of all.
By good or bad practices or actions, man can slow down
or hasten resource use and exploitation; he can also
promote rehabilitation.
A-2.
3. The basic natural resources are soil, water, forests and
other plantlife, wildlife and natural organisms and min-
erals. Air and sunlight are also resources, as are
scenic landscapes and other esthetic attractions.
4. All resources are related and interdependent. Man cannot
survive without them.
5. The strength of the mind, body and spirit is rooted deep
in nature and the land. For America to remain a strong
and vigorous nation, it must have a bedrock of ample
natural resources.
Illustrations
1. Panel exhibits, encased, showing principles of conserva-
tion as outlined. Size: 5sxl0'xl' , glass front.
2. "Pathway to Conservation" exhibit, in interpretive build-
ing. Panel display in orientation room, illustrating
how conservation becomes a way of life, e.g. , knowledge
of natural resources leads to understanding--interest--
attitudes--appreciation--respect--reverence--a will to
protect and use wisely--actual conservation behavior and
action. (Get copy of Nature Centers Division Information-
Education Bulletin #2, "Planning a Nature Center," for
more details.)
3. Interrelationship exhibit, in interpretive building.
Panel glass exhibit shows interrelationship of man with
plants, animals, soil., water, minerals, air and sunlight.
4. Resources exhibit, in interpretive building. A. What is
a resource? B. ghat is a natural resource?
5. Interdependence exhibit, in interpretive building. Shows
habitat variety and interdependence of plants, animals,
soil and water.
6. Results of poor conservation practices exhibit. Illus-
trate soil erosion, water pollution, etc.
Ada.
Specific Resources Principles and Educational Illustrations
Soil Resources Principles
1. Soil is parent inorganic material, plus organic matter in
various stages of decomposition.
2. Soils develop slowly over the centuries. Once destroyed
they are difficult to rebuild or replace. (It is esti-
mated that it takes nature, under favorable conditions,
some 500 years to produce one inch of topsoil.)
3. Soil fertility depends on several factors: type of soil,
texture, organic matter, chemical content, etc.
4. Productive soils need organic matter.
5. Good soils are basic to a strong agricultural economy.
6. Erosion is soil waste. It can and should be stopped
wherever possible.
7. Planned land use promotes soil conservation.
Illustrations
1. Display a compartment box showing how soils form.
2. Soil profile exhibit showing different layers of soil
and their composition.
3. "Soil is Alive" exhibit. Fenced-off square yard of soil
shows variety of plant and animal life on one square
yard plot. Plants can be identified by using a cross
bar, with labels attached, above the plot, with strings
leading from each label to a peg beside the plant identi-
fied and described.
An indoor exhibit might consist of preserved insect and
plant specimens taken from a square yard of soil. A
chart can be used for descriptive purposes.
4. Soil samples. Glass or plastic cylinders showing types
of soils in the state. The samples might be placed beside
a map showing the area where each type of soil is found
in the state.
A-4.
S. Types of soil erosion. Exhibit showing gullet's, wind,
water and sheet erosion.
6. Demonstration of soil conservation. Set aside one or two
acres on a ridge. Denude half the area of trees, grass
and other plants. Leave remaining area intact. After
some erosion takes place on the unprotected area, a
dramatic comparison can be made.
7. Demonstration showing how a soil -testing kit is used.
8. Visit nearby farms to observe soil and water conserva-
tion practices that are employed on the land, or the lack
of it.
Water Resources Princi2les
1. Water is basic to all life.
2. Pure water is getting to be a scarce commodity.
3. Polluted water is a menace to animals and man. Only
vigorous pollution abatement can clean up our present
water supplies.
4. All water comes from the sea and eventually returns to
the sea.
5. Water is a source of hydro -electric power.
6. Water is a moving force, causing floods, landslides,
erosion, siltation.
7. Water is a great recreational resource.
8. mater should not be feared but respected.
9. There is enough water for our present needs, but it must
be harnessed, stored, kept clean and re -used wherever
possible.
Illustrations
1. Exhibit showing types of water pollution (in glass cylin-
ders) .
A-5.
2. Water uses display showing major water uses in the state
(recreational, home and industrial).
3. Exhibit showing water cycle.
4. Display showing effects of water erosion.
5. Chart showing how many gallons of pure water an average
family uses in a year, how many gallons it takes to grow
an acre of corn, etc.
6„ Chart showing percentage of water in a human, in an
apple, in a head of lettuce, etc.
7. Relief map of the state showing major rivers, impound-
ments and watersheds.
Forest Resources Principles
1. The largest and oldest living things in the world are
trees.
2. A tree is a unique plant.
3. A tree structurally is a replenishable resource.
4. A tree grows outward and terminally upward.
5. A forest is a plant and animal community dominated by
trees.
6. A tree is distinguished from a shrub in that it has one
trunk or stem and normally grows to be thirty or more
feet tall.
• 7. Forestry is the science of forest management.
8. Trees give us many products.
9. Forest cover on hills and mountains make a good water-
shed. They hold water and prevent rapid run-off.
10. Forests are a renewable natural resource. Careful timber
harvesting keeps the forests healthy.
11. The greatest enemies of the forests are insects, disease
and fire.
A-6.
12. Trees affect climate.
13. Forests are also the home of fish and wildlife and prom
vide places of esthetic beauty for man.
Illustrations
1. Multi-purpose observation platform in the woods.
2. Forest fire-fighting tools exhibit.
3. Forest succession and natural regeneration area. Clear
an area and let nature take charge for a few years.
Identify various stages of plant succession.
4. Timber harvest area of approximately five acres demon-
strating types of silvicultural practices.
5. Small forest nursery to show seeding and forest nursery
practice.
6. How a tree grows exhibit, showing water transpiration,
root pressure, growth, etc.
7. Pruning and thining area to show growth of trees (a proj-
ect for youngsters) .
8. Evergreen tree plantation (ten acres) area should be se-
lected by a district forester and managed by teenagers.
9. Cross section of tree stump. A sloping cut on top of
tree stump is made smooth and waterproofed. Markers tell
age of tree by annual rings and relate historic events
which took place during different age periods. Split
section of log placed nearby shows that wood grain is
caused by annual rings.
10. Forestry instruments and tools display. Exhibit features
tree culipers, log rule, increment borer, abney hand
level, tree planting tools, etc.
11. Shelter belt demonstration. Planting of willows on a
strip of wetland and pines on dry land to demonstrate
shelter belt protection on both wet and dry sites.
12. Cordwood display. This would be an actual cord of wood
stacked and labeled along a trail.
Fish and Wildlife Resources Principles
1. Wildlife denotes wild vertebrates.
2. All wild animals need water, food, cover and protection
to survive.
3. Predation is a natural phenomenon.
4. Plants and animals are integral parts of small or large
food chains.
5. Wildlife is a valuable renewable natural resource.
6. Wildlife responds quickly to suitable conditions of
water, food and plant cover.
7. Diversity of plant cover is generally conducive to wild
animal life.
8. Wild animals should not be feared but respected.
9. Captivity promotes domesticity. Wildlife should be left
wild wherever possible.
10. Game animals, birds and fish, when properly managed, can
provide man with wholesome sports of hunting and fishing.
11. Observance of game and fish laws and other wildlife reg-
ulations are basic to wildlife conservation.
Illustrations
1. Have a wildlife trail lead past bird houses, den trees,
hollow logs, wildlife shelters, feeders and food plots.
2. Designate several acres as a special bird sanctuary and
construct bird houses, bird baths and feeders for the
area.
3. Designate a fish-for-fun area.
4. Provide a reptile island. This can be a natural, small
island surrounded by a water moat and curved cement walls
(natural as possible) , or overhanging rocks cemented t& '
gether, accommodating native snakes and turtles."
A-8 .
5. Arrange an animal -baited area. This is a. useful device
for luring animals into an open area where they can be
observed or where.they can leave signs they were about.
5. Provide an aquarium. Small fresh water aquariums, dis-
playing all native fish and amphibia, can be extremely
educational.
i. Make an animal track. walk. Pave a walkway near the in-
terpretive building showing all types of wild animal
tracks imbedded in cement slabs. Numbers identify ani-
mals in nearby display case.
8. Chamber of skulls. A display area in the interpretive
building showing skulls of all native mammals, birds and
reptiles, including story of how identification is made
through the scientific study of skulls.
9. Water hole and photo blind. A baited area for use of
animals and: a nearby photographic blind.
10. Chart illustrating food chain.
11. Food for wildlife. Locate sites for food patches and
boarder plantings and plot them on a gaster plan map.
Engage teenagers to do the actual work.
Geolo aiinera�l Resources Princi,.es
1. A mineral is an inorganic substance occurring naturally
in the earth and having distinctive physical and chemi-
cal properties and a composition that can be expressed
in a chemical formula.. '
2. A rack differs from a mineral in that it is merely a
fragment of the earth's inorganic crust and seldom has
consi.stant physical and chemical properties. A rack,
therefore, is a grouping or a regrouping of one or more
minerals. L
3. Coal is not a minera'1 but an organic substance, commonly
.referred to as a fossil, fuel.
4. A knowledge of rocks and minerals and geology gives us a
picture of our prehistoric and historic pasta
A-9.
5. Minerals and fossil fuels occur in limited quantities.
Conservation entails careful and restricted methods of
extraction and use. Once used up, these materials are
gone forever.
6. Rocks are grouped into three main categories: igneous,
metamorphic and sedimentary.
Illustrations
1. Geology wall. A low stone wall with various rocks and
minerals cemented on top to show local occurrences. A
nearby trailside display identifies specimens.
2. Display showing how sedimentary, igneous and metamorphic
rocks are formed.
3. Display showing how glaciers and the ice ages have
changed the topography of the land.
4. Chart depicting the many different products made from
rocks and minerals.
5. Exhibits showing how mountains, valleys, lakes, meadows
and marshes are formed.
Other Educational Facilities and Illustrations
1. Insect display. Mounted specimens of species found in the
local area with charts depicting their life histories.
2. P`ingg ,
sof_ local soil erosion control grasses.
3. Elevated walkway. A foot bridge constructed on driven poles
can carry many people over a marsh or lagoon for observation
purposes without destruction to the habitat.
4. Botany pool. A 6'x15' pool can be cleaned out in a wet area
which would attract certain: aquatic plants while others are
planted for special studies. The plants might include water
lilies, cattails, pickerel weeds, arrow leaf and rushes, with
liverworts and other water-loving plants along the edge of the
pool.
5. Weather station. A complete weather station, in conjunction
A-10.
with the study of meteorology, can be an extremely useful
teaching tool. The United States Weather Bureau has estab-
lished cooperative weather stations in many parts of the
country with little or no cost to the individuals or groups
that assume responsibility for maintaining them. It is pos-
sible that the nature center might qualify for a similar
weather station.
6. Wilderness trail. Unlabeled trail into primitive natural
area for esthetic and spiritual walks.
7. "Five Sensessretljorshysically handicapped. A short,
black-topped trail especially designed for wheelchair patients,
the blind and other physically handicapped people.
8. Beehive. Traditional boxed indoor beehive with tube running
outdoors to permit ingress and egress of honey bees. Placed
in the interpretive building, with display exhibit telling
the story of the bee.
9.. Graftine demonstrations. Illustrates how trees can be propa-
gated and cross-bred to produce new species.
10. Herb garden. Consists of food seasoning and medicinal plants.
An herb garden can be a useful teaching aid for a home econ-
omics class.
11. _council Lim. A small assembly area composed of logs where
groups can meet outdoors for an orientation before the field
trip.
12. Observation platform. The platform can be used during the day
for bird observations and at night As a place to mount a tele-
scope for the study of the night sky.
13. Garden plots. Garden experiences teach youngsters basic
skills and the knowledge necessary for planting, caring and
propagation of indoor and outdoor plants.
14. Exhibite_EhLblattKusep2Lific features in the state.
These might include marshes, swamps, ponds,
kames deltas, etc.
15. Science laboratay. A room equipped with microscopes, soil
and mineral testing equipment and such material as is needed
for engaging in study projects which cannot be conveniently
carried out in the field. A laboratory would be a boon to
A-il.
science-talented youngsters who might desire to carry on their
particular science projects after school hours.
•
16. Science library. Contains reference and general books, field
guides, magazines and other written material pertaining to the
physical, biological sciences and conservation not available
in some schools.
4
A-12.
APPENDIX B
SUGGESTED TOOLS TO BE USED IN OUTDOOR TEACHING •
Every nature center should strive to follow well-established
patterns of effective outdoor teaching. The use of good teaching
tools is just as important as what to teach. The following
"teaching tools" are among the better methods found in use at
nature centers today:
Field trips:. This is the backbone of a nature center program, for
it is, after all, living nature with which a center program is
concerned. The center area should be large enough to offer di-
versified field trips. Occasionally, trips can be taken outside
the center to a fish hatchery, tree farm, federal wildlife refuge,
state parks etc.
School visits. This involves special programs for visiting classes
arranged on an appointment basis.
Staff visits. If some schools are not able to furnish buses for
their students to visit the center, it may be possible for the
center staff to present programs in the classrooms.
Live animals. A collection of small, live, native animals, such
as turtles, frogs, toads and insects, should be kept for observa-
tion purposes. Youngsters can be appointed as junior naturalists
who will have, among other responsibilities, the feeding and care
of the animals.
Loan material. This is for use of ac ool teachers who need cer-
tain material to complement a specific science— subject and who are
not too familiar with the area co be covered. The loan materials
might consist of collections of labeled rocks and minerals, charts,
portable dioramas, skins and pelts of mammals, life history of an
oyster, of a blue crab, labeled seaweed, etc.
Lectures and demonstrations. These are offered at the center.
The staff and guest lecturers participate.
A-13.
Educational films and slides. There are many excellent films and
slides available covering all aspects of natural history and con-
. servation. A small loan library can be established.
Special workshops. These should be planned particularly for
school teachers and youth leaders who wish to increase their
knowledge of natural history and conservation subjects.
Work areas. These are indoor areas provided with tables and tools
for taxidermy work, natural crafts, labeling collections, etc.
How clubs. Those who wish to share their particular nature
study or science interests with others so inclined can form
special clubs which meet regularly at the center.
Science round-table discussions. These are designed especially
for science-talented youth who wish to gain a better understanding
of the progress being made in all science fields. Guests scien-
tists can be invited to participate. Offered at the center.
Special programs for handicapp_d and retarded children. Special
programs can be arranged by center staff and volunteers to groups
in children's hospital wards and other institutions. Also, pro-
grams can be offered such groups at the center.
Afternoon, evening and weekend courses and other activities. These
are offered at the center to students who wish to follow their
special interests in natural history and conservation, either in
a group or individually after school hours.
•
A-14.
APPENDIX C
TREES, SHRUBS AND VINES FOUND ON CROSS COUNTY LAND
Trees
White oak Sweet gu Ailanthus
Red maple Yellow poplar American elm
Sassafras Black birch Chestnut
Shagbark hickory Grey birch Buternut
Black cherry American beech Sugar maple
Black locust Sycamore Norway maple
Wild apple Domestic apple Norway spruce
Sour gum Domestic cherry Black willow
White ash Blue beech Chestnut oak
Rock elm Pin oak Hemlock
Fire cherry Post oak Vhite pine
Pignut hickory Mulberry Red cedar
Black oak
Shrubs
Witch hazel Dogwood Sweetfern
Highbush blueberry Spicebush Privet
Crab apple Red osier dogwood Vibernum
Elderberry Sumac Pepperbush
Vines
Fox grape Greenbriar Japanese honey-
Poison ivy Virginia creeper suckle
• .1 •
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C. Buildingi D. SuperBird Feeder
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J. River Trail
R. Foot Bridge
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ROCKL AND AYEN•UEMAp t2
U.S. POSTAGE
CITIZEN'S GUIDE TO PAID
MAMARONECK, N.Y.
THE TOWN OF MAMARONECK PERMIT NO. 93
BULK RATE
MASTER PLAN
CITIZEN'S GUIDE TO
THE TOWN OF MAMARONECK
MASTER PLAN
The unincorporated area of the Town of Mamaroneck is one of West-
chester County's most attractive residential communities. Its land
is almost totally developed, allowing for a maximum population
growth of only some thirteen percent. Thus, if Mamaroneck could
successfully solve its current problems, all indications are that it
would be able to retain and enhance its desirable residential character.
In spite of its general excellence, however, the unincorporated area
of the Town of Mamaroneck exhibits a few minor "grey" areas
which, if unattended, could become sources of blight. One of the
important future concerns of the Town should be continued vigilance
to prevent the deterioration of its homes as they advance in age
and as they tend to become obsolescent.
PRIME PROBLEMS TO BE SOLVED
1. Providing adequate parking space.
2. Beautifying and improving its business areas.
3. Improving traffic flow.
4. Enhancing open spaces and recreation areas.
5. Maintaining the quality of older housing.
6. Preserving the community's "open" character by perpetuating
the open spaces now provided by its large private clubs.
7. Finding a satisfactory site for a Town Hall complex.
These problems are discussed and solutions thereto are set forth in
the detailed Master Plan report prepared by Raymond & May Asso-
ciates, professional planners, tinder the direction of the Mamaroneck-
Larchmont Joint Planning Committee, with the cooperation of
various municipal officials of both communities and interested citi-
zens. This report, the result of a two-year study, is available in the
Larchmont public library.
THE TOWN'S BUSINESS DISTRICTS
Continued improvement of the Town's business districts is essential,
not only to enable them to better provide the services its residents
need and want, but to prevent their having a blighting effect on
their surroundings. The Plan recommends additional parking spaces,
redesign of existing rights-of-wav and a redistribution of traffic flow
in the Myrtle Boulevard business and apartment area. Also recom-
mended is the adoption of a Property Maintenance Code which
would provide minimum acceptable standards for existing commer-
cial uses.
The Plan also recommends that the visual appearance of commercial
properties be improved and suggests some means for accomplishing
this objective.
TRAFFIC CIRCULATION
Several major street and traffic deficiencies have been identified,
including problems of access to and from the Thruway and the Vil-
lage of Larchmont, as well as inadequacies along Weaver Street.
The Plan recommends:
I. A Weaver Street improvement study, by New York State, to
determine the engineering feasibility of the possible road realign-
ments as shown on the Land Use Plan.
2. Consolidation of the Thruway access roads and a general im-
provement of traffic circulation in the Fifth Avenue -Myrtle
Boulevard -North Chatsworth Avenue area.
3. Elimination of sharp curves on Old White Plains Road.
4. A road connection for fire protection purposes between Fenimore
and Old White Plains Roads, possibly using a road through the
Winged Foot Country Club.
HOMES
The Plan is based on an ultimate total population of some 14,000
persons, as against a 1965 population of 12,357. The present one -
family residential pattern would remain unchanged, with the Plan
recommending against any extension of apartment zoning and the
retention of the openness resulting from the presence of the Bonnie
Briar an ingeTFoot Country -Chubs. -----
COMMUNITY FACILITIES
Open space and well-developed recreation areas are priceless com-
munity assets. The importance of such facilities to Mamaroneck
residents is shown by the continued increase in the number of super-
vised recreation programs,
Some of the Plan proposals are:
1. Premium River Preserve. Situated in the Village of Larchmont
and Town of Mamaroneck, this conservation area would preserve
between 20 and 25 acres of wetlands immediately to the south
of the Boston Post Road. It would also provide several small
active recreation facilities.
2. Bonnie Briar and Winged Foot Country Clubs
To protect the inestimable community asset offered by the open
space provided by these golf courses, the Town should establish
firm procedures for assuring their preservation in cooperation
with the County.
3. Hommocks Area
Development of this area should be co-ordinated with existing
development in Flint Park to avoid duplication of facilities.
4. Badger Sports Club
This private recreation area supplies many essential facilities. It
is proposed that this facility be considered for Town recreation
purposes, if and when the present use is terminated.
5. Prerniunt Point Conservation Area
The Town and Village should cooperate in the preservation of
existing publicy owned beach lands for conservation purposes.
The Plan also reports on Town schools, fire protection, water, sani.
tary sewers, and other municipal facilities. A new Town Hall is
recommended, to be situated at North Chatsworth Avenue and the
Thruway access road, to replace the overcrowded facility which the
Town now leases in the Village of Mamaroneck. The Town Hall
site could also include facilities for the Town Police and a main
Public Library.
IMPLEMENTATION OF PROPOSALS
The Plan discusses the Town's finances and describes in detail ways
of implementing its proposals. Many can be executed and paid for
-- bq tl3e Ceurrty x� ke t°atm-4r: n� moble aye-va io s r r�eial -aA-
programs shared by Federal and State governments.
HOW CAN CITIZENS HELP?
1. Read the full Plan report in the Larchmont library.
2. Use the opportunity to discuss, question, and express your
thoughts on all aspects of the Plan, at the public meetings which
will be held by the Planning Board before it will make its recom-
mendations to the Town Board.
3. Express your opinions to the officials who are responsible for
implementing the various proposals ( such as members of the
Town, Park or School Boards) .
The Planning Board can make recommendations only. The power
to carry them out rests with the Town Board and other implementing
agencies.
Whether the Town of Mamaroneck will remain as attractive to-
morrow as it is today is really up to you!
TOWN OF MAMARONECK
TOWN BOARD
Supervisor
Peter F. Kane
Councilmen
Vitalis L. Chalif
Raymond P. Faiola
Christine K. Helwig°
Anthony G. Quadrine*
PLANNING BOARD
Chairman
Fred L. Maggini°
Lee H. Bloom"
G. Norman Blair
Winfield James
Joseph J. Rigano
'Member Mamaroneck-Larchmont Joint Planning Committee
Raymond & May Associates, Planning Consultants.
U.S. POSTAGE
PAID
MAMARONECK, N.Y.
PERMIT NO. 93
Bulk Rate
Land Use
LOW DENSITY RESIDENTIAL
APARTMENTS
BUSINESS (includes offstreet parking)
MUNICIPAL OFFSTREET PARKING
PUBLIC PARKS, OPEN SPACE, CONSERVATION AREAS
AND GOVERNOR THOMAS E. DEWEY THRUWAY
E PRIVATE CLUBS, PARKS AND OPEN SPACE AREAS
® PUBLIC SCHOOLS
PUBLIC USES (town only -excluding parks )
OTHER PUBLIC AND SEMI-PUBLIC USES
Circulation
EXISTING PROPOSED
MAJOR STREET
COLLECTOR STREET
MINOR STREET
TURNAROUND
STREET CLOSING
LAND USE PLAN
TOWN OF MAMARONECK
WESTCHESTER COUNTY, NEW YORK
RAYMOND & MAY ASSOCIATES Planning Consultants
The preparation of this exhibit was financially aided through a Federal grant from the
Department of Housing and Urban Development, under the Urban Planning Assistance Program
for the New York Department of Commerce. It was financed in part by the State of New York.
1966
u
r�
o
aoo Boo QW
FEET
LAND USE PLAN
TOWN OF MAMARONECK
WESTCHESTER COUNTY, NEW YORK
RAYMOND & MAY ASSOCIATES Planning Consultants
The preparation of this exhibit was financially aided through a Federal grant from the
Department of Housing and Urban Development, under the Urban Planning Assistance Program
for the New York Department of Commerce. It was financed in part by the State of New York.
1966