48 EDUCATION IN FORESTRY. 



30. Plant physiology. Absorption, nutrition, growth, and reproduction, with 

 special reference to woody plants. (E and C, II, 1.) 



31. Dendrology and forest distribution. Identification, classification, and 

 distribution of trees and shrubs, with special reference to those of commercial 

 importance. (E and C, II, 1.) 



32. Silvics Relation between trees and forests and their environment; life 

 history of the forest ; silvical characteristics of the more important timber trees 

 and types. (E and G, II, 2.) 



33. Plant pathology. Nature, cause, and control of plant diseases, with 

 special reference to diseases of trees. (E and G, III, 1.) 



34. Tree diseases and injuries. Detection, prevention, and eradication of 

 tree diseases and wood decay; relation between decay and such processes as 

 air drying, kiln drying, gluing, painting, creosoting, etc. ; effect of fire, insects, 

 lightning, wind, frost, etc., on trees and their products. (E and C, III, 2.) 



35. Wood technology. Gross and microscopic structure and physical, chemi- 

 cal, and mechanical properties of wood, with special reference to its identifi- 

 cation and uses, and including a consideration of defects. (E and C, III, 1 

 and 2.) 



36. Forest mensuration. Form and content of trees and logs, with special 

 reference to the measurement of standing timber and of logs, cordwood, and 

 other forest products. (E, III, 2; C, IV, 1.) 



37. Practice of forestry. Place of forestry in the life of a nation; elemen- 

 tary principles and practice of fire protection, silviculture, forest management, 

 forest organization, and forest administration. (E and C, IV, 1.) 



38. Lumbering and wood-using industries. Brief survey of the methods of 

 logging and milling in the principal forest regions of the United States, in- 

 cluding grading rules; consideration of the principal wood-using industries, 

 with special reference to their economic importance, woods used, and methods 

 of operation. (E and C, IV, 1 and 2.) 



39. Economics. General principles of economics, including production of 

 wealth, business organization, value and price, money and -banking, trade and 

 commerce, distribution, labor problems, transportation, public finance, etc. 

 (E and C, IV, 1 and 2.) 



40. Industrial organization and administration. Modern methods of indus- 

 trial organization, administration, and production, including such factors as 

 methods of planning work and insuring production, administrative reports, 

 time-keeping and cost-finding systems, plant location and arrangement, etc. 

 (E and C, IV, 2.) 



COMMENTS BY DEAN WINKENWERDER. 



In connection with the curricula I want to go on record with reference to the 

 following points : 



(a) I believe the committee should make a distinction between the type of 

 individual that will become primarily a research man (either in the Govern- 

 ment service or in the industries) and the type that will enter the industrial 

 field with a view to working into the administrative or business end of the 

 industry. This distinction can readily be made by adopting the elective system. 

 The demand for men trained in forest products will be many times greater 

 in the latter than in the former field. The curricula as presented are, to 

 my mind, arranged primarily for training research men. 



(b) The Elective System. The modern method in education is the elective 

 system. In technical courses such as these, a system that prescribes certain 

 fundamentals and ends with advanced, highly specialized work, admission to 

 which is guarded by carefully selected prerequisites, has many advantages. It 

 opens up a wide field for specialization in that it can be adjusted to meet any 

 specific needs ; yet keeps the curriculum simple and makes it easy to administer. 

 Fundamental courses will serve as general prerequisites and breadth of train- 

 ing. The prerequisites to the advanced courses will lend purpose and direction 

 to the work of the student and prevent him from dissipating his energies over 

 a large number of unrelated subjects. The final advanced courses, if properly 

 organized, will tie in the theoretical work with the actual work the graduate 

 will be called upon to do when he leaves the university. In courses acknowl- 

 edged by the committee to be merely suggestive and which will need to be 

 modified from time to time as we learn more specifically the nature of the 



