SECONDARY FORESTRY EDUCATION IN THE UNITED STATES 



By the SUB-COMMITTBE ON FORBST SCHOOI, EDUCATION. 



Chairman, J. W. Toumey, New Haven, Conn. 



Walter Muleord, Ithaca, N. Y. Geo. S. Long, Tacoma, Wash. 



C. H. Shattuck, Moscow, Idaho. W. B. GreELEy, Washington, D. C. 



Presented by Prof. J. W. Tourney, Monday evening, November 17, 1913. 



INTRODUCTION. 



THE first attempt in this country to standardize forestry education was in 

 December, 1909, when, through the initiative of Gifford Pinchot, a con- 

 ference of forest schools and departments of forestry in American educa- 

 tional institutions was called at Washington, D. C, to consider the scope, grade 

 and length of curriculum that would afiford the best training for foresters of the 

 various grades. A committee was appointed, consisting of H. S. Graves, Chair- 

 man; B. E. Fernow, R. F. Fisher, Gifford Pinchot and Filibert Roth, to prepare 

 and report upon a plan looking forward to the standardization of forestry 

 education in this country. 



In December, 1911, a second conference was_,called to consider the report 

 of this committee. Sixteen of the more important forest schools and departments 

 of forestry in American educational institutions were represented at this con- 

 ference. The provisional plan prepared by the committee was discussed in 

 detail and action taken on such important questions as requirements for admit- 

 tance, courses to be included in the curriculum, and the number of hours in each 

 course. 



The committee was authorized to prepare a final report embodying the 

 conclusions reached at the conference and the action taken. This report was 

 published in the Forestry Quarterly for September, 1912. 



It was believed by the committee and the representatives of the institutions 

 present that at least four different grades of training in forestry should be 

 recognized. These grades as published in the report of the committee are as 

 follows* : 



1. Advanced professional training, to include not only a substantial general 

 education but also a well-rounded course in all branches of technical forestry. 



2. Instruction for forest rangers, requiring merely a common school educa- 

 tion, and conducted mainly along thoroughly practical lines. 



3. General instruction in forestry supplementary to a course in agriculture, 

 and designed to assist owners in the handling of their own woodlands. 



4. General course in conservation and forestry designed for those who wish, 

 as a part of their general education, to have some information on the economic 

 problems involved. 



Although these various grades of training were recognized by the conference, 

 * Forestry Quarterly, Vol. X, p. 348. 



