390 JOURNAL OF FORESTRY 



and from several undergraduate schools. This condition can, of 

 course, be remedied, but I am speaking of the present situation. If 

 it could not, there would be little argument indeed herewith to con- 

 vince a man that he should spend one or two years more time and 

 money in order to win a Master's degree. The tendency of the 

 graduate schools is to meet the increasing competition of the under- 

 graduate institutions by emphasizing specialization and "advanced 

 work." If opportunities for research and specialization are necessary, 

 as in a small number of cases they are, the graduate schools are by all 

 means the logical place to afford them. But would not the graduate 

 schools better serve the cause of forestry education by turning out men 

 of broader training rather than of narrower, more highly-specialized 

 training? Given three or four years of college English, economics, 

 history, modern languages, psychology, public speaking and similar 

 "cultural courses," together with the elementary science, and the post- 

 graduate forester will be prepared to assimilate quickly and thoroughly 

 the higher sciences and the pure forestry in his one or two years of 

 intensive training. With such a training, coupled if possible with 

 some practical woods experience, gained in summer vacations or even 

 a full year out of school, the Master of Forestry should be capable 

 of making a first-rate forester and what is perhaps equally important, 

 a first-rate citizen. 



