64 EDUCATION IN FORESTRY. 



followed up by concrete, living illustrations. This is particularly the case in 

 forestry. A demonstration talks all the time. 



Projects are in turn a higher development than isolated demonstrations. In 

 the former a carefully thought-out plan of action is followed up until results 

 are secured. For example, thinning might be demonstrated in a single wood- 

 lot of pure, evenaged composition, but a thinning project covering all the 

 phases of thinning in a certain type would be much more effective. It would 

 include not only marking for thinning, but actually making the cutting and 

 marketing the product. 



SUMMABY OF RECOMMENDATIONS. 



In view of the need of making extensive work in forestry more effective, it 

 is recommended 



1. That all agricultural colleges and agricultural high schools be urged to 

 give thorough courses in forestry to the end that woodland owners may be 

 better prepared to care for their holdings, that the general public may better 

 understand our problems, and in particular, that county agents and others 

 charged with rural leadership may appreciate the important r61e of the forest 

 in our national economy. At the present time rural leadership is almost wholly 

 in the hands of tillage land experts who think the land should only be used 

 for two purposes, cultivation or pasture. 



2. Every woodland State should have at least one extension specialist to 

 advise with the county agents. Ultimately there should be a forester in each 

 wooded county. 



3. A special committee of this conference or the Society of American Forest- 

 ers should be appointed to (a) outline reading courses; (&) secure a wider 

 hearing in rural leadership circles for forestry ; (c) report progress annually 

 in the Journal of Forestry. 



O. M. BUTLEE, 



A. K. CHITTENDEN, 



E. O. SIEEKE, 



K. W. WOODWARD, chairman. 



DISCUSSION. 



Prof. Woodward said that he was impressed by the fact that certain funda- 

 mental ideas have not yet been sufficiently impressed upon the general public. 

 The average man does not realize that wood is a necessity, and further that 

 it is a comparatively restricted crop and that the supply is limited. The 

 question is how to create a recognition of the facts that will constitute a basis 

 for action. 



Mr. T. S. Woolsey, jr., thought that to get forestry understood by the public 

 generally we must go deeper and begin in the schools. In France forestry is 

 understood much better than it is here. They have reached the conclusion that 

 to have it understood by all the citizens, the study of forestry must start in 

 the schools. Can we not profit by their example? 



The possibility of forwarding forestry through the agency of the farm 

 bureau was discussed by several speakers, who all agreed that in this way 

 points of contact could be established with the woodland owner and the wood 

 user better perhaps than in any other way. But it requires trained men to 

 do this work. What is needed is personal contact by the right sort of man, 

 working in conjunction with the county agent, and backed in his work by 

 the culminative effect of rightly directed publicity. It seemed to be the con- 

 sensus of opinion that in many States the farm bureau organization, working 

 in cooperation with the State college, and preferably having a forester on the 

 staff, could accomplish more in this way than if the extension work were to be 

 undertaken by the State forester, whose attention is more likely to be centered 

 on administrative and protective duties. An alternative plan that has promise 

 is the method of appointing foresters in charge of local districts. 



