FIFTH NATIONAL CONSERVATION CONGRESS 163 



I. Silviculture (500). 



(Natural history of the forest; composition of forests, economic constitu- 

 tion of the forest; methods of treatment and tending of forest crops; artificial 

 formation, regeneration of forest crops and protection of forests.) 



II. Forest utilization (250). 



(Harvesting and conversion of wood; utilization of minor forest products; 

 organization of labor and modes of sale and disposal of wood and other produce. ) 



III. Working plans (35). 



(Forest mensuration, preliminary explanations, preliminary work, the work- 

 ing-plan, the working-plan report, and the control of working-plans.) 



IV. Surveying, drawing and estimating (300). 



(Freehand drawing, geometrical drawing, surveying — lecture- room course 



and field-work course; — general principles of estimating and preparation of 

 complete estimates.) 



V. Engineering (300). 



(Building materials, building, road-making, bridges, transport of timber, 

 wells, water and river-bank works, demarcation.) 



VI. Botany (400). 



(Introductory course, external and internal morphology, special morphology 

 and outlines of classification; physiology including forest ecology; vegetable 

 pathology and economic botany.) 



VII. Mathematics (300). 



(Arithmetic, algebra, trigonometry, mensuration as applied to forestry, 

 statics.) 



VIII. Law (200). 



(General law, forest law, criminal law as applied to the protection of forests 

 and their produce in transit, the forest service.) 



IX. Zoology (150). 



(Elementary biology; systematic review of the animal kingdom; demonstra- 

 tions and object lessons in the anatomy and life habits of animals and the breed- 

 ing of insects; collection and preservation of specimens.) 



X. Forest accounts and procedure (150). 



(Cash accounts, general principles of book-keeping by single entry, forest 

 produce and yield returns, general procedure.) 



XI. Physical efficiency (200). 



During the last year of the course students specialize in selected subjects. 

 The cold and dry seasons are devoted to practical work in the forests. 



The Sub-committee fully appreciates that ranger schools in other countries, 

 when they are for the most part under government control, cannot be taken as 

 models for similar schools in the United States. We believe, however, that the 

 fundamentals as worked out after years of experience are useful in organizing 

 similar schools in this country. 



Ranger Schools in the United States 

 Ten American institutions (See Table III) have organized ranger schools 

 or else have established ranger courses to fit men for secondary positions in 



