738 



AMERICAN FORESTRY 



numerous are the kinds of machines in use by toy makers 

 that any minute description is impossible, and a fairly 

 complete list is difficult to compile. The scroll saw and 

 the lathe do much of the work, but many special tools 

 are in use. 



It may be stated as a general fact that American toy 

 makers use hardwoods and those in Europe prefer soft- 

 woods, like pine, fir, and spruce. Sleds, which are largely 

 of American make, are of maple, oak, birch, ash, hickory, 

 and of several other tough woods ; with pine or some 

 other softwood for the body, or the board which forms 

 the top. There is a class of toy animals covered with 

 felt, wool, cotton, or some other fibre, which may be 



mounted on wheels. These have been chiefly of Europea 

 make, and the wood, if concealed, is of poor grade, anu 

 it is often knotty even in the exposed parts. Toy wagons 

 of the larger sizes are of tough woods and are made to 

 stand considerable rough usage. The bodies are gen- 

 erally of pine, hemlock, cottonwood, or yellow poplar. 

 Toys do not demand expensive woods, except in certain 

 kinds where much use is expected, as with sleds and 

 wagons. Certain parts of rocking horses should be of 

 hardwood to give the requisite strength. The waste prob- 

 lem in toy making is not serious, because most of the 

 pieces used are small and what is not suitable in one 

 place may fit in another. 



Authors Note: The illustrations for this article were secured from various sources, but special credit for them is due to The 

 Gould Manufacturing Company, Oshkosh, Wisconsin; The American Manufacturing Company, Falconer, New York, and The 

 H. C. White Company, North Bennington, Vermont, all manufacturers of toys, to whom grateful acknowledgment is made. 



VOCATIONAL FORESTRY EDUCATION 



BY JAMES B. BERRY 



T)RIOR to the World War the vocational movement in 

 *- the United States had been slowly taking form. 

 School surveys in various parts of the country disclosed 

 the fact that 90 per cent or the children left the elemen- 

 tary school without preparation for any definite job. 

 Many of them entered what may be termed "blind-alley" 

 jobs places in the industrial world which offered neither 

 preparation nor hope for the future. 



But with the passage of the Vocational Education Act 

 (Smith-Hughes) in 1917, a new impetus was given vo- 

 cational education. 



The instruction work in vocational forestry under this 

 bill is divided between the fields of agriculture and of 

 trades and industry ; farm forestry and silvicultural sub- 

 jects being considered a part of agriculture, wood-work- 

 ing, paper and pulp, timber treatment and similar lines 

 being classed with trades and industry. For this reason 

 the two phases of forestry will be considered separately. 



In the field of agriculture the subject of farm forestry 

 enters as an integral part of the course of instruction in 

 vocational agriculture. During the past three years this 

 work has developed rapidly as a vocational department 

 of the high school, thousands of new departments being 

 established each year. The boy may select a woodlot 

 enterprise at the beginning of the school year during 

 which he has his instruction in farm forestry. As the 

 instruction progresses he develops his project study plan 

 and decides upon the various operations needed to put his 

 home enterprise into productive condition. He is then in a 

 position to go into the woodlot and carry out in practice 

 the provisions of his plan. It should be borne in mind 

 that the supervised practice is a teaching method 

 learning by doing to supplement the class-room instruc- 

 tion. Along the line of major enterprises in farm for- 

 estry there have been suggested the following: reor- 

 ganization of the farm woodlot on a productive basis : 

 the planting and management of waste lands; turpen- 

 tine production for the South ; maple syrup production 



for the North; basket willow growing; the production 

 of nursery stock. 



Minor enterprises are those which may be considered 

 supplemental to major enterprises. For example, the 

 treatment of fenceposts may form part of a fencing job 

 in connection with an animal enterprise. The following 

 minor enterprises are suggestive: the planting and care 

 of shade and roadside trees ; the preservative treatment 

 of fence posts; the planting of a windbreak about a 

 pasture or orchard; pruning and control measures for 

 tree pests. 



That the practice of forestry in the United States 

 will be promoted as a result of the vocational education 

 in agriculture must be admitted. To what extent, it is 

 difficult to foretell. The possibilities are very bright, 

 however. The obstacle to the progress of forestry has 

 been the hard-headed lumberman who had no interest 

 in forest production. Now there is an opportunity to 

 work with the coming generation and, through the 

 children, to reach the parents. This has been the key- 

 stone to success in agricultural education and will prove 

 of no less value in promoting the practice of forestry. 



Several forms of schools have been developed in con- 

 nection with education in the trades and industries ; name- 

 ly, 'he day industrial school, the part-time school, the 

 continuation school, and the evening school. Of these 

 the part-time and evening school types will prove most 

 adaptable to the industrial education in forestry. Under 

 the part-time system two boys hold the same position 

 working alternate days or weeks. The teacher is the in- 

 structor in the class-room and the supervisor in the mill. 

 The evening school is adapted to the needs of men al- 

 ready in industry who desire to prepare for advancement 

 in their vocation. In connection with the paper and pulp 

 industry either type of school may be developed, al- 

 though the part-time school will serve the needs or 

 boys of 14 to 18 years to better advantage than the 

 ovening school. In fact, many states now provide by 



