REPORT OF THE COMMITTEE ON THE CHARACTER AND 

 EXTENT OF RESEARCH BY SCHOOLS OF FORESTRY 

 AND DEPARTMENTS OF FORESTRY IN COLLEGES AND 

 UNIVERSITIES. 



The agencies engaged in research contributory to forestry have recently been 

 clearly defined by John C. Merriam, 1 of the National Research Council. His 

 classification is as follows: (1) Research of practical application in engineer- 

 ing laboratories; (2) governmental bureaus and laboratories; (3) research 

 foundations; (4) museums and allied institutions ; (5) educational institutions. 



In this collective development of research, schools and departments of for- 

 estry should bear a substantial part. Where the scope of the curriculum and 

 the extent of equipment will permit, forest schools are especially fitted for this 

 kind of work. Their administration is permanent, comparatively unchanging, 

 and favorable to the necessary initiative and freedom in investigators. More- 

 over, the training of professional foresters, particularly in postgraduate grades, 

 will profit by the inclusion of opportunity for research, both as an educational 

 influence and a means to specialization. 



It is important, however, to correlate the functions of the forest schools 

 with those of the other agencies in the same or similar fields, particularly the 

 Forest Service. The Forest Service is probably best qualified to undertake 

 problems having a general or interstate bearing, while the schools are often 

 better fitted to solve questions of a local or comparatively specific nature. 



Fundamental problems, such as those dealing with the laws of growth, are 

 best handled where the qualified men and a favorable directing policy exist. 

 This combination may be found either in a Federal bureau or in educational 

 institutions. The development of general science indicates that universities 

 on the whole are the more favorable places for successful research.' Exact 

 division of the field, however, is not possible or wise. 



To develop the necessary correlation of work, both exchange of informa- 

 tion on projects proposed or under way and actual cooperation are desirable. 

 The basis of cooperation may well include the following items: Agreement 

 upon a particular project and the working plan for carrying it out; control 

 of execution; division of financial responsibility; and understanding as to 

 rights and manner of publication. 



It should be the function of some central body such' as the Forest Service or 

 the National Research Council to advise and consult frequently with the schools 

 so as to avoid duplication and with the definite purpose of strengthening the 

 hands of competent men who are working under difficulties. Such action would 



1 The Function of Educational Institutions in Development of Research. Jdhn C. 

 Merriam. Reprint from University of California Chronicle, April, 1920. 



2 Mr. E. H. Clapp of the committee, desires it to be recorded that his experience 

 " leads to the belief that, other things equal, most favorable conditions for research 

 permit investigators to devote their entire time to it, and that investigators In any 

 institution where this is not possible labor under a corresponding handicap." 



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