A KNOWLEDGE OF FORESTRY. 25& 



returns from the growth of a woody crop. Everyone who is familiar 

 with all phases of the work of the forest service iu this state must 

 surely agree that it has been demonstrated that posts and poles may 

 be grown from coniferous stock in economic quantities in our sand- 

 hills. Surely this is an achivement worthy of all praise and we may 

 pass over for the time being any discussions of the question as to 

 the possibility of the production in such plantations of real forest con- 

 ditions and forest products such as lumber . 



In conclusion it seems to be that those phases of forestry which 

 have to do with the artificial establishment of tree plantations and 

 the management of such crops to insure a sustained and valuable 

 yield of woody products are the most important aspects of the whole 

 forestry problem in a prairie and plains state such as Nebraska. We 

 should be taught how to plant trees; how to care for trees; how to 

 harvest trees' how to use woody products; how to sell wood, but most 

 of all, how to secure and maintain profitable woodland assets. The 

 proper methods of procedure in this matter can -only be determined 

 from a study of the successes and failures of the past and by the 

 careful condition of experiments from which the data may be secured 

 for the successful management of the Nebraska grove or woodlot. 

 Our motto should be: plant trees, utilize trees, sustain trees. Here, 

 students of aforstation, you may find many and varied original prob- 

 lems awaiting solution in order that our population may be richer,, 

 more comfortable and happier. — From "Daily Nebraskan." 



"A KNOWLEDGE OF FORESTRY AS A PART OF LIBERAL 



EDUCATION." 



Prof. W. T. Childs, Uiii, of Xebr. 



In 1889 Gifford Pinchot was a senior at Tale. One day a college 

 mate asked him (as students will) what he was going to do after 

 graduation. "I am going to study forestry." "What is that?" queried 

 the puzzled student. "That is the reason I am going to study it," 

 replied the man who later was to become the great exponent of the 

 conservation movement in America. 



Mark the fact. An upper classman in a great university, in the 

 "progressive" United States, in the nineteenth century, did not know 

 what forestry was. Because of these things, Gifford Pinchot deter- 

 mined to study the subject. He went to Europe. There were no 

 foresters or forest schools in America. He walked and talked with 

 the greatest of forest-masters, Sir Dietrich Brandis, studying the 

 best in Germany, in France, in Austria and later in India under the 

 guidance of that master. His schooling finished, he came back to 

 America to tell us what forestry is and point out our need of it. 



You who are seniors of the University of Nebraska in 1914 — you 

 who are about to take up the important job of being a citizen in the- 

 republic and pass for a man or woman of liberal education, do you; 

 know what forestry is? 



