EDUCATION IN FORESTRY. 31 



problem is the realization by industries of all sorts that the college trained men 

 are, after two or three years of practical work, vastly superior to so-called 

 graduates of the " school of experience." As a result of these conditions we have 

 both the supply (incoming students) and the demand (forest industries) look- 

 ing in the same direction. Our plan is to bring both supply and demand to- 

 gether to the improvement of the industries and the prolongation of our 

 national timber supply by eliminating or reducing waste by better manufacture 

 and more efficient distribution. 



These are the conditions we are trying to meet. Those of us who were 

 fortunate enough to attend the Madison conference realize that we are on the 

 verge of tremendous expansion along technical lines. There is need for men 

 who know about wood structure to take charge of timber preservation; to 

 recommend the use of different kinds of wood to architect and consumer. 

 Automobile, vehicle, and agricultural implement concerns need men who can 

 handle a dry kiln. Paper and pulp concerns are now realizing that the tech- 

 nical men far surpass the rule of thumb paper maker after a year's practical 

 training. It is axiomatic that, unless the industries drawing upon the forest 

 for their raw product can manufacture and sell their products at a profit, we 

 <-an not expect the practice of forestry by the private owner. Consequently, 

 the introduction of technical men into the industries, increasing the efficiency 

 <f manufacture, adding to the effectiveness and economy of distribution, is part 

 and parcel of the forest program and lays upon every school an obligation to 

 meet that condition according to the needs of its own district. 



This brings us to a further innovation which may seem heretical to some. 

 We believe that the field of forestry not only includes (1) the production of 

 the raw stock, (2) its utilization, or manufacture of the raw stock into its 

 lirst stage, but also if the production and manufacture of forest products are 

 to be carried on profitably, (3) they must be distributed with understanding 

 and economy by men who know lumber, its structure, qualities, method of 

 growth, distribution of species, etc. Consequently, we are looking forward to 

 the time when we at Syracuse will prepare men for lumber salesmanship in 

 order that such men, after an apprenticeship of 12 to 18 months with large 

 manufacturing and selling concerns, will be able to recommend the use of 

 wood whichNvill best serve, and be able to distribute it against steel, concrete, 

 beaver board, etc. If this be treason, make the most of it. Thus, to our 

 minds, the field of forestry includes silviculture, lumbering, utilization, courses 

 in paper and pulp manufacture, dry kiln engineering, etc., including courses 

 in preparing men for lumber salesmanship; nor should recreational forestry 

 and wild life specialization be omitted. In sum, any problem which pertains 

 to the nonagricultural areas of our country must be handled by the forester 

 and adequate training should be provided along all lines. So much for our 

 vision. 



After much thought and counsel with wood users, we believe that there is, 

 tirst, a need for as many men as we plan to turn out, and, secondly, that they 

 should be trained in colleges of forestry rather than in engineering schools to 

 serve as apprentices to forest industries at the end of four years. Their college 

 training will enable them to learn the practical phases of paper making, lumber 

 manufacture, seasoning or distribution of forest products, with far greater 

 rapidity and thoroughness. 



It is realized that four years is a short time in which to train men for a 

 profession combining both engineering and economics, as forestry does. (How- 

 ever, Sheffield Scientific School has but recently increased its requirements from 

 three to four years.) Our plan aims to give during the tirst two years a broad 



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