Standardisation of Instruction. 361 



of gullies; c. Forcstation in the mountains; Karst; Alps; d. Hedges and 

 windbreaks : Trees and shrubs especially suitable for hedges and wind- 

 breaks; care of the hedges; hedges along railroads; hedges for protection 

 against fire ; e. Willow culture. Species of willow suitable for different 

 purposes; bark; baskets; f. Establishment of coppice forest; g. Planting 

 on cultivated fields, drained swamps, moors, and heaths; h. Planting in 

 the prairie region. Review of forestation in the prairie. 



Field work in artificial establishment of forests should consist of: The 

 laboratory study of seeds; cutting tests. Greenhouse study of the germi- 

 nation and early growth of several species of seedlings- Preparation of 

 nursery beds (actual work). Transplanting in nursery (actual work). 

 Seed spot sowing by various methods and in various sites (actual work). 

 Field planting on various sites and with various kinds of stock (actual 

 work). Preparation of plan for running a nursery of given capacity and 

 character in great detail. Preparation of a detailed planting plan for the 

 artificial reforestation of a specific tract. 



Forest Protection. 



In a number of schools no separate course in "Forest Protec- 

 tion" is given, but the different parts of the subject are handled 

 partly in connection with Silviculture and partly as special courses 

 like Forest Entomology, Diseases of Trees, etc. In whatever 

 connection Forest Protection may be taught the following topics 

 should be covered : 



Protection from fire; from injuries by grazing; from insects; 

 from injuries caused by herbaceous vegetation, fungi, and para- 

 sites; from injuries caused by mammals and birds; from injuries 

 caused by atmospheric agencies ; trespass. 



7. Protection front Fire. The importance of this subject can- 

 not be overstated. The discussions should include : 



a. Nature and behavior of forest fires : crown, surface, and 

 ground fires, b. Causes of forest fires, c. Damage by forest 

 fires, d. The prevention of forest fires: i. Educational work: 

 2. Development and equipment of forests for fire protection ; 3. 

 Organization of the forest force for fire protection ; 4. Fire plans. 

 Fighting forest fires. 



The student should be taught first the principles underlying the 

 nature of forest fires and their behavior under dififerent conditions. 

 Instruction should include the classification of fires, the form of 

 the fire area, the rapidity of burning, and the intensity of the fire 

 under different conditions. These conditions necessarily vary ac- 

 cording to the character and quantity of inflammable material, 

 the character of soil, and the conditions of the atmosphere. 



The different principles may be illustrated by charts and photo- 



