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Ou15LJ~ - 6 - 36. in fact and in principles of policy. This may have to be approached in a series of steps, moving only as fast as the people are ready for it. My own experience tells me that educational devices are the most effective in making adjustme nts. ~, For example, one first step might be to lay down some broad comprehensive water policies (objectives, purposes, and gu iding principles), such as those of California, Oregon, and \lvashington. A second step might be the enactme nt of a recordation act for all wells and springs, such as that of California. This w.ould help provide facts and a way to verify them. A third step might be the strengthening and unification of local soil and water conservation districts. All might have water management functions. A fourth step might be the adoption of either the correlative rights or appropriation system or some combination of these and pro- vide adm inistrative machinery for enforcement. In one system there is sharing or common uses, wh ile in the other there are exclusive uses. A fifth step might be to unify all water administrative devices in Colorado, so as to assure the most efficient management. 0, In this sort of progressive approach, it might be well to keep in mind that Nebraska is the only adjacent state which doesn't yet have the appropriation system for ground water. Ground water is too important in Colorado to approach its management in other than scientific ways. The scientific way is more satisfactory in the long run. But it does not have to be applied all at once and with full inte ns ity. Educat ion through participation of local people offers the best chance of success. ----- OTHER .REFERENCES: Yang-Cheng Shih, American Vvater Resources Law, Vol. I and n, Bookman Associates, Inc., New York, 1956. ., Vvater Resources Law, Vol. 3, U. S. Printing Office, 1950. Water Resources and the Law, supra, University of Michigan. Constitution of the United States, Revised and Annotated (Corwin), 1952.