736 AMERICAN FORESTRY 



schools are giving only part of their time to the teaching of forestry, giving the 

 rest to state work, private business or the teaching of some other subject ; and 

 fifth, the men do not average as high grade, and so cannot do as good work, as 

 in the graduate schools because only the more energetic men elect the graduate 

 work. 



The men from the undergraduate schools are not only more poorly pre- 

 pared than the men from the graduate schools, but they are not well enough 

 grounded in their profession to be able to find work of a less technical nature 

 than that done by the graduates of the graduate schools, which will give them 

 equal salary or standing in their profession to that obtained by graduates of 

 other departments of the same institution. It may be assumed that the United 

 States Reclamation Service demands at least as high a standard in civil en- 

 gineering as the United States Forest Service demands in forestry, and yet 

 it is common for civil engineers from undergraduate schools to enter the Recla- 

 mation Service, while almost no men from our undergraduate forest schools 

 enter the Forest Service. 



Not only do the graduates from the undergraduate schools find it next to 

 impossible to enter the Forest Service, but they do not find satisfactory em- 

 ployment outside of the government. Owners of large tracts of land who wish 

 to employ foresters desire the best prepared men available and are willing to 

 pay for them. Owners of small tracts cannot afford to employ foresters for, 

 under present market conditions, it takes at least 10,000 acres to earn a salary 

 of |1,000 by improved management. 



There are three distinct lines of forestry' education that our undergraduate 

 institutions can and ought to take up. First, preparatory course for the gradu- 

 ate forestry schools; second, the training of agricultural students to properly 

 manage the timber land on the estates they will have charge of ; and third, ex- 

 tension work through the holding of short summer schools and in other ways 

 to train the farmers how to handle their wood lots and pasture land. 



The universities and colleges having agricultural courses should maintain 

 forestry departments to give the agriculture men training in the handling of 

 wood lands. No agricultural training is complete unless it includes the proper 

 management of such types of tiraberland as are found in connection with farms. 

 In the future the up-to-date farmer is going to manage this timberland just as 

 intelligently as he does his orchard or other cultivated land. He is not going 

 to use it as a reserve for hard times, as his father did, but it is going to have 

 a distinct place in his system of farm management. Since this is to be the case, 

 no agricultural education is complete unless the management of timber land 

 has been included. The college or university which has no agricultural depart- 

 ment has no more moral right to offer a course of this nature than our under- 

 graduate institutions have to offer a technical forestry course; simply because 

 such a course lacks eflBciency without the agriculture. 



Of course, the great majority of farmers do not attend an agricultural 

 college. They know little therefore about improved farm management or for- 

 estry unless it is carried to them. This is being done largely through the me- 



