38 Forest Fires and their Prevention. 



to each particular class. So far there is no auxiliary reader on the sub- 

 ject of Forestry, or even on the more general and comprehensive subject 

 of Conservation. There is room for a book of this character, and it is 

 to be hoped that one will shortly be provided. Such a book should set 

 forth in simple language the fundamental principles of Conservation 

 and then show how these are related to the economics of everyday life. 



2. In his circular "Forestry in the Public Schools" (Circular 130, 

 Forest Service, U. S. Department of Agriculture), Prof. Hugo A. 

 Winkenwerder advocates and outlines plans for the study of Forestry 

 in connection Avith studies Avhich are already being taught. He states 

 that the object of this circular is to indicate to teachers Avho are inter- 

 ested the courses in which Forestry deserves a place and to assist them 

 in choosing the proper subject-matter. A description of the location, 

 extent, and character of the forests of the locality in which the teaching 

 is done, of the State, and of the country as a whole, should form part 

 of the study of geography as taught in all the common or secondary 

 schools of I^J'orth Carolina. Their economic value as sources of useful 

 products, for conservation of water, for protection, and their influence 

 on erosion and soil protection, as well as their fcsthetie value, should be 

 brought out as well as the necessity of forest protection, especially 

 for protecting them from fire. Nature study, where it is taught, 

 opens the way for some elementary forestry ; in fact, the study 

 of the trees, the shrubs, and the seedlings found in the woods is the most 

 attractive foi-m of nature study, and develops very rapidly the habit of 

 observation, which is the chief object aimed at in all such training.* 



In the High Schools, along with United States History, can be 

 taught the importance of the forests to our development, the growth of 

 the forestry movement, and of the National Forest Policy. The pro- 

 tection of forest property and the policies relating to public lands 

 should form a part of the course in Civics. A course in physical geog- 

 raphy is not complete without considering the relation of forests to 

 climate; the influence of forests upon water and soil conditions; the 

 relation of forests to erosion, and to reclamation. Commercial geog- 

 raphy must include the importance of forests as a national resource, the 

 distribution of forests, the products of the forest and the influence of 

 forestry on commerce. It is impossible to enumerate the opportunities 

 which the forest offers to teachers of botany. 



In the farm-life schools and others of a similar nature practical for- 

 estry should be one of the important studies, and the school-farm should 



*A special circular, "Forestry in Nature Study," issued by the U. S. Department of Agriculture, 

 gives outlines of instruction in this subject for all terms and grades in the public schools. 



