66 EDUCATION IN FORESTRY. 



help to stimulate investigative work in general and make for unity in secur- 

 ing legislation. Any further attempt to standardize forest research by division 

 of the field would be fruitless and inexpedient. 

 Respectfully submitted. 



R. T. FISHER, Chairman. 



R. C. HAWLEY. 



J. S. ILLICK. 



J. H. FOSTER. 



E. H. CLAPP. 



DISCUSSION. 



The discussion developed the % idea that in this country research in forestry is 

 really only just beginning, ancl that now that the machinery for carrying on 

 the work of education in forestry is coming to be perfected, an important op- 

 portunity for the forest schools lies in fostering research. Various opinions 

 exist as to how research in forestry should be divided. One argument is for 

 the Federal Government to investigate National problems ; the State, State prob- 

 lems ; and the schools, local problems. Opposed to this is the method commonly 

 followed in other lines of scientific research, where problems of fundamental 

 interest are considered to be quite as much the function of the colleges as of 

 the Government. 



The concensus of opinion of the conference appeared to be that as research 

 in forestry is so comprehensive in its scope, it would be better not to attempt 

 an arbitrary division of the field, but rather to encourage in every way possible 

 all the agencies prepared to engage in it. In the last analysis it is the investi- 

 gator that counts; the man rather than the agency through which he works. 

 The important point is that research is fostered by a congenial atmosphere. 

 Such surroundings are more likely to be found at educational institutions than 

 under Government bureaus, even though the Government may have better 

 facilities for providing physical equipment. In the course of time the universi- 

 ties will get the money so that investigators may have equipment and time for 

 their studies and be able to conduct them in an unhampered way. 



The opinion was expressed that a limited amount of teaching, particularly 

 of advanced students, was in many cases an advantage rather than a detriment 

 to the investigator, particularly where as in a school of applied science the 

 subjects being studied can be made to link up with the problems of industry. 

 From another standpoint the study of such problems is advantageous in that it 

 may lead to financial support being given to research work by commercial in- 

 terests which, so long as the grants are made without improper restrictions, is 

 an effective aid in the advancement of knowledge. 



