Forestry Education. 135 



9. Means of Advancing Forestry Science. 



During the century the means of increasing knowledge 

 in forestry matters have grown in all directions, schools, 

 associations, journals and prolific literature attesting 

 the complete establishment of the profession and prac- 

 tice. 



The master schools which began to take shape at the 

 end of the last century and a number of which were 

 found in the beginning of the century as private institu- 

 tions were usually either of short duration or were 

 changed into state institutions: they became either 

 "middle schools" for the lower service, or else acad- 

 emies. For the higher education the chairs of forestry 

 at the universities continued to do service, as at Heidel- 

 berg, Giessen, Leipzig, Berlin, etc., but as these were 

 mostly occupied by Cameralists (although Hartig in 

 1811 filled a chair at Berlin), and were intended for the 

 benefit of such rather than of professional foresters, 

 the education of the latter was somewhat neglected. 

 Most of the existing institutions had their beginnings in 

 private schools. Both these and the state schools passed 

 through many changes. The first high class forest^ 

 academy was established directly by the state at Berlin, 

 1821, in connection with the university, where Pfeil was 

 the only professor, the other subjects being taught by 

 other university professors. The fact that a demonstra- 

 tion forest was not easily accessible in the absence of 

 railroads, and perhaps the friction between Pfeil and 

 Hartig brought about a transfer to !N'eustadt-Ebers- 

 walde, in 1830, with two professors till 1851, when a 

 third professor was added (now 16 with 8 assistants!). 

 At the same time the lectures at Berlin under Hartig 

 continued until 1837. 



