personal communications; Korstian 

 1969). 



North Carolina State was next to 

 develop a research forest. In 1934, 

 J. V. Hofmann negotiated the 

 purchase of the 83,000-acre 

 (33,590-ha) White Oak Pocosin 

 (later renamed the Hofmann 

 Forest) for the North Carolina 

 Forestry Foundation, which he had 

 established in 1929. Thus began a 

 large-scale demonstration and 

 research program of forest 

 development on a self-sustaining 

 basis that became a model for 

 private enterprise holding wetland 

 muck and mineral soil properties in 

 the South Atlantic Coastal Plain 

 (Miller 1970; Ellwood, personal 

 communication). 



Farther south in this same year, 

 George Aull, a land economist at 

 Clemson College (now University), 

 set up the Clemson Land Use 

 Area, which has since become the 

 Clemson Experimental Forest. The 

 initial area of 29,665 acres (12,005 

 ha) was made up of cutover forest 

 and worn-out cotton farms in the 

 red clay South Carolina "up 

 country" surrounding the college. 

 By the end of the 1930's, some 

 15,000 acres (6,070 ha) had been 

 tied down with trees. A major 

 recreational lake had been 

 developed, along with fish ponds, 

 trails, and camp and other 

 recreational sites. 



Today 17,051 acres (6,900 ha) 

 remain under management by the 



College of Forest and Recreation 

 Resources. There are 39 research 

 projects located on the forest. 

 Since 1976, a large-scale 

 management systems research 

 project on a replicated design has 

 been going forward. This study 

 compares inputs and responses of 

 forests managed for protection 

 versus those managed for 

 commercial timber production or 

 multiple-use objectives. 



The 50 years of empirical research 

 provided much of the basis for 

 management guidelines for forestry 

 in the upper Piedmont and Blue 

 Ridge foothills (Sorrels 1984; 

 McGregor et al., personal 

 communications). 



Duerr and Vaux (1953) took note 

 of these and other early empirical 

 studies — particularly in the 

 economic dimension. They 

 credited forestry schools in the 

 South and some parts of the East 

 with making the greatest progress 

 up to that time in farm forestry 

 management and profitability 

 demonstrations on permanent 

 experimental-forest properties. 



A major and unique research- 

 related university role and 

 contribution was the training of 

 research scientists. Shortages 

 turned up early. The Clapp Report 

 of 1926-28 pointed up a need for 

 more researchers in forestry. A 

 1938 survey of forestry research by 

 the National Research Council 

 identified 442 full-time researchers, 



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