156 REPORT OF THE FORESTRY COMMITTEE 



and in public high schools, private schools, and academies of similar grade, it 

 should be taught as a part of United States history, physical and commercial 

 geography, botany, agriculture, and shop work. 



During the past decade text-books covering the above subjects touch more 

 and more upon the field of forestry and the part that the forest plays in the 

 development of the nation. We appreciate more keenly than in any previous time 

 the influence of the forest upon the economic, social and political development of 

 the country. Although there is still need for greater emphasis being placed upon 

 forestry in our primary and secondary schools, we believe that not a small part 

 of public opinion as relates to forestry and forest conservation has been due in 

 recent years to the indirect teaching of this subject in primary and secondary 

 schools. 



It is realized by the Sub-committee that most public school teachers are ill 

 prepared to effectively teach the subjects as herein prescribed in connection with 

 their other work. The present tendency, however, of incorporating more for- 

 estry in modern text-books for use in geography, civil government, economic 

 botany and other grammar and high school courses will be of great assistance 

 in giving our great body of public school students a better knowledge of forestry 

 and its place in our National progress. 



The following is an outline of subjects that can advantageously be taught 

 by grammar school and high school teachers in connection with work in other 

 subjects: 



Forestry Subjects That May be Taught in Connection With 

 Courses in Geography. 



A. The near-by forests: 



a. Distribution. 



b. Economic value — principal products. 



c. Their development and character. 



B. Forests of the State: 



a. Economic importance — principal products. 



b. Their relation to industries in the State. 



c. Forest ownership — State forests. 



C. Forests of the United States : 



a. Economic importance — principal products. 



b. Their relation to industries of the nation. 



c. Important forest regions. 



d. National forests. 



Forestry Subjects That May be Taught in Connection With 

 Courses in Civil Government. 



A. Forestry in its relation to National government : 



a. The use of land. 



b. Absolute forest land. 



c. Necessity for clearing agricultural land. 



d. Forest products in our industrial development. 



B. Lumbering as an industry: 



a. The importance of the lumber industry. 



b. How to maintain the lumber industry. 



c. The movement of the lumber industry. 



