FEDERAL AID FOR TEACHING FORESTRY 



179 



In the field of raw materials there is 

 line, on the one side of which paper 

 stock has been largely developed at the 

 expense of all else ; on the other side 

 there is now a small area where raw 

 materials are treated for useful prod- 

 ucts only, but with an ultimate view to 

 the making of paper stock ; I refer to 

 the extraction of waste pine wood for 



turpentine and rosin and of chestnut 

 wood for tannin. These latter will 

 soon enter the field of paper making. 



It is, therefore, of great importance 

 that the whole industry should look into 

 its raw materials and processes to see 

 if there are not still many undiscovered 

 sources of economy and productive 

 wealth. 



FEDERAL AID FOR TEACHING FORESTRY 



By PROF. SAMUEL B, GREEN, Unlrersity of Minnesota 



IT IS the work of the real statesman 

 to concentrate the enthusiasm of the 

 present moment into the actuality of 

 the thing done for the future. The en- 

 thusiasm of the moment cannot last. 

 The present enthusiasm for forestry 

 cannot be expected to continue for 

 many years in its present vigorous 

 form. This enthusiasm has been creat- 

 ed largely by, and is largely responsible, 

 also, for the creation of the present 

 grand and effective work that is being 

 done by the United States Forest Serv- 

 ice. I would not for a moment belittle 

 the value of the United States Forest 

 Service, for, like the accomplished and 

 devoted man at its head, it has for a 

 number of years been a great source of 

 inspiration to all engaged in forestry 

 work. On the other hand, this federal 

 work must be supplemented by a strong, 

 well-grounded public interest, or it can- 

 not accomplish the greatest good. This 

 must be done in each state. In its last 

 analysis forestry is largely a business, 

 and must stand on a business basis. In 

 comparatively few, if any, of the states 

 has it reached this stage of develop- 

 ment. Great reforms are most quickly 

 made permanent and helpful by edu- 

 cating the young.' There is no question 

 but that we shall continue to educate 

 lumbermen and others of mature years 

 in forestry matters ; but the foundation 



5 



of the forest wealth of the future should 

 be found in the establishment of first- 

 class forest schools, and we need at 

 least one school of this kind in every 

 state and territory in the Union. It is 

 probably best that these schools should 

 be connected with the agricultural col- 

 leges, since these institutions are well 

 fitted for taking up a work of this kind. 

 It seems to me that an especially fitting 

 use of public funds is for the promotion 

 of some line of endeavor making for 

 the permanency of the state as a whole. 

 That forestry and the conservation of 

 natural resources represent such a work 

 should be evident. 



The request for a congressional ap- 

 propriation for the teaching of forestry 

 is not a raid upon the public treasury, 

 but is an endeavor to insure the wel- 

 fare of the future of this country, and 

 is something that should commend it- 

 self to every statesman. My idea is 

 that appropriations for an object of this 

 kind should be so made as to encourage 

 the states to do something for them- 

 selves. On this account, H. R. 9219, a 

 bill now before Congress and known as 

 the Davis Forestry Bill, provides that 

 the appropriation of $5,000 by the Na- 

 tional Government for the support of 

 forestry instruction and experimenta- 

 tion in the schools and colleges bene- 

 fited thereby is conditioned upon the 



