OUR EDUCATIONAL METHODS AND FORESTRY PROGRESS. 39 



board, as in a Latin idiom; and when we come to the development of a 

 highly cultivated mind, we must admit the existence of as great value 

 in the things that the child touches in his everyday life, out of which 

 he can develop powers of mind and heart, as can be found in any books 

 which deal with literature, philosophy, or psychology. 



My practical suggestion out of this is, that our best efforts shall be 

 expended in bringing into our primary schools some method of awaken- 

 ing an interest, and an enthusiasm in the investigation of the merits 

 and details of the forestry movement, and that we shall deal in a 

 simple way with the elements of forestry, that the philosophy and far- 

 reaching influence may follow in the wake of our processes. 



All honor to the men who are willing to make studies of science for 

 its own sake, but we must not lose sight of the fact that we are living 

 in this world, and that a life of usefulness is an important factor in 

 getting the largest measure of fruition from our undertakings; that 

 Avhile the greatest of all knowledge is the knowledge of God, in the 

 development of the highest type of manhood, we must recognize as of 

 infinite importance the solution of the problem of how to leave the earth 

 in better shape, to evolve and support a higher and nobler plan of living, 

 than heretofore existed. 



In the highest expression of loyalty to God, we must not lose sight of 

 service in giving utility to nature's facts and processes in promoting the 

 welfare of the human race. 

 Hon. Charles W. Garfield^ 



I'resident of The State Forestry Commission, Grand Rapids. 



