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After induction, training began, simple in 

 character at first. One of the early procedures was 

 to have group meetings of rangers and supervisors 

 at which the new national forest manual, the Use Book, 

 containing the regulations and instructions, was 

 read and discussed in detail to be sure its provi 

 sions were uniformly understood. 



The next steps included meetings at which in 

 structions were given in the technical aspects of 

 the job, usually involving doing the various jobs 

 in field work. As these practices developed they 

 became real training schools in all phases of 

 national forest work. There were also correspon 

 dence courses. 



New ranger inductees and other beginners were 

 assigned to work under experienced men, as assis 

 tant rangers or in similar capacities. 



Preparation of work plans was another feature. 

 Plans were prepared by the men themselves which listed 

 all the jobs to be done on the ranger districts, the 

 time required for each, the frequency of recurring 

 jobs and similar features designed to systematize 

 the rangers 1 activities. One of the practices 



