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exercising mainly its (1) educational functions; by restrictive measures or 

 indirect control, exercising (2) police functions; and by direct control, i.e., 

 (oj ownership and management by its own agents. 



First, we have to discuss educational measures, taxation and tariff du- 

 ties, bounties, and other aids in promotion of private industry. 



The educational function of the state is now recognized as one of the 

 most prominent and beneficial in all civilized nations, although the degree 

 and generality of its application still vary. 



We believe that finally, in each country, it will be considered a part of 

 proper forest policy for some public institution of learning to furnish 

 instruction in forestry. 



The only danger is that multiplication in number rather than increase 

 in efficiency of a few such institutions will be the rule of the day, when the 

 fever sets in. 



In the European forestry literature a lively discussion has continued 

 for years as to whether the higher education in forestry should be given at 

 separate special academies or lorestry schools, or whether these should be 

 connected with universities. There are advantages and disadvantages in 

 either arrangement ; but the better facilities which can be had at a univer- 

 sity, with its concentrated intellectual and laboratory apparatus, give the 

 preference to the latter. 



Besides the establishment of schools, there are other means open for 

 the state to exercise its educational functions. The endowment of scholar- 

 ships, especially travelling scholarships, has been of greatest value in in- 

 creasing capacity and intelligence for promoting communal interests. 



Next, no more efficient means of education in practical arts which, 

 like forestry and agriculture, rely still largely on empirics, can be devised 

 than the establishment of experiment stations. 



If, as has been practically conceded, experimentation in agricultural 

 lines is best done by state institutions, this is still more true in forestry 

 lines, on account of the time element involved in most forestry experiments. 

 In agriculture the answer to an enquiry may be often secured in inexpens- 

 ive ways, and may be given in one season ; while in forestry, years of pa- 

 tient waiting and observation, wholesale methods of measurements, large 

 areas, and a large number of cases, are required to permit generalization. 



The advantage of connecting such experiment stations with institu- 

 tions of learning needs hardly an argument ; the mutual increase of educa- 

 tional facilities and opportunities is patent. These educational means can, 

 of course, be extended by proper methods of publication of results, by or- 

 ganization of meetings for their discussion, by so-called university exten- 

 sion, and, finally, by the promotion of associations which have for their ob- 

 ject the increase of application of knowledge in the actual forestry prac- 

 tice. Such associations give opportunity of impressing and driving home 



