languages than is the case with us. In other 
words, the preparatory schools carry the stud- 
ents farther than do the corresponding 
schools of the United States. Such subjects 
as are usually studied by freshmen in our col- 
leges have already been covered by the Euro- 
pean student in the gymnasium, or the lycee. 
Judging from a confessedly superficial inves- 
tigation, it would appear that the curricula of 
the preparatory schools abroad are more sys- 
tematically organized and better arranged 
than are those in ours. 
The emphasis put on the modern languages 
is a natural result of local conditions in Eu- 
rope. The relatively small areas of all these 
countries and the close proximity of other na- 
opment of initialive, self-reliance and certain 
other qualities that we ag Americans particu- 
larly favor, the writer of this letter is not 
now prepared to express an opinion. It re- 
quires longer than a hasty visit to accumulate 
data sufficient to justify the formation of a 
judgment. But in common with most college 
bred Americans he can but repeat the axiom 
that the average educated European seems to 
have a familiarity with art, music, literature, 
and, though to a less extent, science, that is 
not found in the general run of American 
college graduates. Part of this is a matter 
of environment, but if we Americans could 
but combine with the acknowledged good 
features of our own system some of this 
ENTRANCE 
GATEWAY, 
AND ONE OF 
THE THREE 
MAIN BUILDINGS 
OF THE 
FRENCH 
FOREST 
SCHOOL, 
NANCY 
tions makes a working knowledge of at least 
one other language essential. That such 
equipment is a valuable asset cannot be gain- 
said. In Scandinavia, for example, the young 
forester is expected to know German and 
English, or French, as well as his own tongue. 
In France the requirements are less strict. In 
Switzerland practically every educated person 
speaks French and German fluently and often 
English and Italian as well. For the most 
part European children begin the study of 
foreign languages early, thereby gaining a 
distinct advantage over their American cous- 
ins. 
As to the general effect upon the student 
of continental methods of secondary school 
education, particularly as regards the devel- 
broader point of view on the finer sides of 
life, our whole national existence would be 
enriched. 
One last general observation: Whether the 
forest school should be a part of a large uni- 
versity or an independent academy has long 
been and still is a matter of active contro- 
versy in Europe. Usage differs in the several 
countries visited, but the tendency today 
seems to be, at any rate in the minds of many 
foresters, toward approval of affiliation with 
a large institution, at least for a part of the 
student’s period of study. Modern develop- 
ments in transportation have practically nulli- 
fied the argument that a forest school must 
be located directly in the forest. But it is 
hard to transform established institutions, 
(72) 
