314 THE POPULAR SCIENCE MONTHLY. 



forest botany in particular, with anatomy of plants, vegetable physi- 

 ology and pathology, and botanical excursions ; microscopy ; zoology, 

 with especial study of forest insects, preparations, and excursions : to 

 all of which 840 hours are allotted. 2. Mathematics. Geodesy ; inter- 

 est and rent account ; wood-measuring ; surveying and leveling exer- 

 cises ; j^lan-drawing exercises : 440 hours. 3. Economical Sciences. 

 Public economy and linances : 48 hours. Whole time allotted to 

 " Fundamental Sciences," 1,328 hours. In the " Principal Sciences " are 

 included Avhat relate especially to forests, their cultivation, protection, 

 technics in various branches, legal and customary usages, etc., with 

 forest excursions : to all of which 980 hours are allotted. In the "Sec- 

 ondary Sciences " are jurisprudence (civil and criminal law, constitu- 

 tional rights, etc.), construction of roads, and shooting exercises : to 

 which 340 hours are given. Of the total, 2,648 hours of instruction, 

 50 i^er cent, are given to the "fundamental," 37 per cent, to the "prin- 

 cipal," and 13 per cent, to the "secondary" sciences. The average 

 time of lessons, counting the five semesters as including ninety-three 

 weeks, is 28 '5 hours per week, or 4'9 hours per day. From this it will 

 be seen that nearly five hours are given to lectures each day. Nearly 

 as much more time is expected to be given to study, making almost 

 ten hours of daily work for the students. If we compare this with 

 the average time during Avhich the students in our colleges are em- 

 ployed, it will be seen that a course of instruction at one of these for- 

 est academies is more than equivalent, in the amount of work done, to 

 an ordinary college course. 



The forest schools, as at present existing, may be divided into 

 three classes, according as they are forest schools strictly and inde- 

 pendently that is, schools situated in the forest as well as teaching the 

 art of forest management or as they form only a part of the general 

 course of instruction at the university or polytechnic school ; or as, 

 again, they are united with agricultural schools, and the attempt is 

 made to teach forestry and agriculture together. There has been of 

 late years a good deal of discussion, in Germany especially, as to 

 which of these arrangements is to be preferred. The academies at 

 Keustadt-Eberswalde, Miinden, Eisenach, and at Nancy, in France, are 

 examples of the first class. Those at Giessen, at the Polytechnic School 

 at Ziirich and the projected arrangement at the university of Munich, 

 are examples of the second class ; while the establishments at Ilohen- 

 heim, Vienna, St. Petersburg, and Stockholm, are examj^les of the 

 third class. 



On behalf of the first class it is urged that when the academy is 

 located in the forest there will be greater facilities for the practical 

 study of all that relates to the growth of trees, their influence upon 

 climate, and the like. On behalf of a connection of the forest acade- 

 mies with the universities and polytechnic schools or with schools 

 of agriculture, it is urged that this would be an economical arrange- 



