40 TRANSACTIONS OF ROYAL SCOTTISH AREORICULTURAL SOCIETY. 



lectures a day in addition to tlie field work of the first course 

 men. The staff breaks down entirely, however, when we come 

 to consider the supervision of the very important practical work 

 of the higher course men which must go hand in hand with their 

 lectures. It is absolutely essential that this work should be 

 personally supervised by the lecturer, an impossibility when he 

 will have the first course men on his hand at the same time. If 

 I am asked why one of the courses should not be given in the 

 summer session, the reply is that the summer session is far too 

 short to deliver either of the courses adequately. I propose that 

 the summer session shall be devoted to practical work in the 

 woods by both junior and senior students, but they will not be 

 working together nor visiting the same woods, since what the 

 juniors are being shown the seniors will have already seen. 

 Further remarks under this head are unnecessary, I think, to 

 show what is required if we are to educate men qualified to hold 

 our degree in forestry. 



2. The Forestry Museum. Thanks to the initiative and energy 

 of my predecessor, this University is in possession of a forestry 

 museum which can compare favourably with any that I have 

 seen in the British Isles. I do not suppose that he for one 

 moment considered that he had all the specimens he wanted to 

 illustrate his lectures, but for a first course in forestry, and it 

 was for this that he made his museum, it is an excellent one. 



We have now to give the higher course in forestry, and are 

 faced with the question of making large additions to the 

 museum. There will be no difficulty I think in this, so far 

 as the specimens wanted are concerned. The difficulty occurs 

 when we consider the present space available. It will be quite 

 inadequate. I think I may claim that I have made a close 

 study of museums of the kind we are considering, and one of 

 the first necessities of a museum to my mind is, to so arrange 

 the exhibits that it may be possible for the student to examine 

 those of a class together, and not find all sorts of different 

 classes of objects mixed up in a promiscuous manner. With 

 the former system the museum can assist greatly in education. 

 In the latter, it only remains a weariness to the flesh, and sends 

 one away tired and muddled with the variety of different objects 

 we have been endeavouring to fix our attention upon at one 

 and the same time. We have seen the space devoted to 

 forestry museums on the Continent. I shall hope to approach 



