FIFTH NATIONAL CONSERVATION CONGRESS 149 



the work of the committee and its final report were confined to formulating the 

 standards and fequirements for advanced professional training. Secondary 

 forestry education was briefly discussed, but no definite action was taken by the 

 conference. The committee was continued by the conference with the power to 

 call meetings at its discretion. This committee, however, has not been called 

 together since the last general conference in December, 1911. 



Early in May, 1913, a Sub-committee on Forestry Education was appointed 

 by the Forestry Committee of the National Conservation Congress, to present a 

 report at the October meeting. ThisTcport is the result of the Sub-committee's 

 work on the topic selected. 



Based upon criticisms and suggestions received from members of the Sub- 

 committee and from others interested in forestry education, it was deemed best 

 to confine the investigation this year to the third subject assigned by the Com- 

 mittee, namely, "Ranger Schools and Short Courses for Woodsmen and Farmers 

 and the Teaching of Forestry in the Public Schools," but modified to the slightly 

 more comprehensive term, "Secondary Forestry Education in the United States."* 

 ' This subject was believed to be the one of most immediate interest in forestry 

 education in this country and the one that could be most fully investigated and 

 most completely covered in the short time before the meeting of the Congress. 

 Furthermore, it would be of great value to the Committee of the Conference of 

 Forest Schools in preparing a report on this subject to submit to a future 

 Conference. 



Although the great importance of public education in forest conservation 

 and the field occupied by National, State and local forestry associations, popular 

 forestry journals, public lecture courses and field demonstrations by National, 

 State and private foresters is fully appreciated by the Sub-committee, this subject 

 is left untouched in the report. The other subjects assigned by the Committee 

 must also remain for some future report. 



THE DEVELOPMENT OF SECONDAEY FOKESTRY EDUCATION IN THE 



UNITED STATES. 



IT is impossible at the present time to draw a hard and fast line in this country 

 between the various grades of training in forestry. The Conference of Forest 

 Schools not only recognized the need of at least the four grades already noted, 

 but recognized that the grades which do not include a substantial general educa- 

 tion and a well-arranged course in all branches of technical forestry, must be 

 considered as secondary. The Conference placed itself on record in reference to 

 professional training in forestry in the following wordsf : 



"The educational requirements for training in professional forestry should 

 be at least equal to those for the other learned professions, such as civil and 

 mechanical engineering, law, medicine, etc. At the conference the need of a 



* In this report the term "Secondary Forestry Education" embraces all training in 

 forestry that falls' short of full professional training as defined by the Conference of Forest 



Schools. ,r . ,, 



t Forestry Quarterly, Vol. X, pp. 343 and 344. 



