REPORT OF THE COMMITTEE ON THE POSITION THAT 

 FORESTRY COURSES SHOULD TAKE AS CULTURAL 

 AND EDUCATIONAL DISCIPLINE. 



Presented to the Conference by Dr. P. P. CLAXTON. 



Statistics show that only about 2 per cent of our students of school age 

 carry their education to the point of a college degree. Since most of the edu- 

 cation in forestry to-day is confined to technical schools of college grade, agri- 

 cultural colleges, and the like, it is obvious that, if the great mass of people 

 are to know anything about forestry and its relation to human welfare, some 

 courses of study in the subject must be introduced into the graded schools. 

 Forest geography might be taught in the elementary schools, and if the Forest 

 Service would prepare a leaflet on this subject, most State superintendents- 

 could be induced to include the work in their schools. In the schools of 

 higher grade, forests in their relation to human welfare and the industries 

 could be studied, so that in time there would be formed in the minds of the 

 people an appreciation of the problem and a sympathetic interest in it. Edu- 

 cation of the public in the field of forestry is the only way in which any 

 constructive legislation can be accomplished. 



The needs of the situation in the schools can be met if material already in 

 existence is organized and assembled in such a way that it can be utilized by 

 teachers; this should be supplemented by a series of questions and sugges- 

 tions, so that teachers will be able to direct the attention of pupils in the right 

 ways. A closer coordination between schools teaching forestry subjects would 

 also be of great assistance. 



DISCUSSION. 



In the absence of Dr. C. D. .Tarvis, of the Bureau of Education, the fore- 

 going informal statement was made by Dr. P. P. Claxton, United States Com- 

 missioner of Education. Commenting upon this statement Dr. Claxton said 

 that it is the business of the Commissioner of Education to look forward into 

 the future and see what kinds of education will be needed. The duty of 

 schools is to train the citizens of the future. In time there will be need for 

 a large number of scientifically trained foresters. There is, therefore, a place 

 for education in forestry. From having so many ramifications in the field of 

 economics, it is essential for the well being of any country to have men trained 

 not only for the technical practice of the profession, but also able to handle 

 large questions of policy. 



There is also need that the public should have some general information 

 about what forestry is and what it seeks to accomplish. It is not necessary 

 that the great mass of people should know forestry technically, but they should 

 know enough about forestry and its relation to public welfare so that they 

 can understand and have feeling and sympathy for it. It is, therefore, desir- 

 able that forestry be introduced as a subject of study in the elementary schools. 



Dr. Claxton further suggested in connection with the technical aspect of 

 forestry education, that in his judgment it would be a good thing were the 

 committees of this conference continued, to give further study to this whole 

 subject. A useful precedent has been set in this way by the committees ap 

 pointed at a conference of highway and transportation engineers held in May. 

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