Siandardization of Instruction. 393 



in their work in the woods. Thus it is very desirable that a 

 student should know how to ride and handle horses, to handle 

 boats, and to shoot. In connection with their work in the lumber 

 woods, students should have an opportunity to learn to handle an 

 axe, and accustom themselves to the life of the woods. A know- 

 ledge of commissary work, camp cooking and camp hygiene are 

 all important. Institutions should consir'er the possible aid they 

 can give the students along these lines. All of this, however, 

 should be supplemental to the curriculum rather than a part of 

 the regular educational work of the school. 



Method of Teaching. 



Teaching in forest schools should first of all aim to stimulate 

 the capacity for logical thinking and train and discipline the 

 analytical faculties rather than merely test the assimilative ca- 

 pacity and memory of students. To accomplish this, it is de- 

 sirable to limit the number of lectures and increase the indepen- 

 dent work of the students by critical analysis of phenomena 

 observed in the woods and laboratory, and by demonstration of 

 large amount of material with necessary explanations. The 

 lectures should not compete with the textbook. They should be 

 a necessary supplement and expansion of the book. The lectures 

 must to a large extent be devoted to explaining the difficulties 

 which the students encounter in their practical work, and serve as 

 a guidance towards future work, and not be merely a repetition of 

 information which can be readily secured from textbooks. Under 

 such conditions, the importance of practical, or laborator}^ and 

 field work becomes self-evident. 



It should also not be overlooked that only during the academic 

 time most students have better opportunity of becoming ac- 

 quainted with the literature on their subject, and hence as much 

 as possible use of this literature beyond the mere textbook should 

 be encouraged. 



While the committee lays a great deal of emphasis on the need 

 of practical work of the student under the immediate guidance of 

 the instructor, the proper balance between class and field work in 

 its opinion should not be overlooked. 



Training in forestry involves no new principles of education. 

 It finds a close analogy in civil and mining engineering. In both 



