Industry Research 
Southern forest industries and other private organizations 
have likewise spent substantial funds for forestry research 
and development projects, although the results of much of 
this work have not been publicized. Nevertheless, both di- 
rect research by the forest industries and studies conducted 
in cooperation with State and Federal research organizations 
have added significantly to the pool of knowledge on forest 
establishment, protection, management, and utilization. 
Also, the related efforts of equipment manufacturing compa- 
nies have led to large increases in productivity in timber 
harvesting and processing of woodpulp, paper and board, 
lumber, wood panels, and other wood products. 
Research in the field of tree improvement has been of par- 
ticular importance in industrial forestry research in the 
South. For example, in 1985 there were 24 industry mem- 
bers of the North Carolina State University—industry—State 
cooperative genetics project, and many companies were also 
involved in similar projects in Florida and Texas. 
Just a few examples of the numerous research projects con- 
ducted by scientists who have worked in the South have 
been cited above and elsewhere in this report. Clearly, the 
great progress in southern forestry in the past half century 
can be attributed in part to the efforts of research 
scientists working in both public and private forestry 
organizations. 
In looking at the results of research in the 
South, it is evident that the great progress 
in southern forestry and the development of 
the forest industries in the past half century 
can be attributed in part to the efforts of 
research scientists working in both public 
and private organizations. 
Forestry Education and Extension 
Protecting, regenerating, and managing the southern forests 
required trained foresters. The first southern school for for- 
esters started in 1898 near Asheville, NC, under the direc- 
tion of Carl Schenck. Over the next several decades, other 
schools began to offer a forestry curriculum: the University 
of Georgia began courses in 1906, Louisiana State Univer- 
sity in 1924, and North Carolina State University in 1929, 
with Duke University and the University of Florida follow- 
ing in the 1930’s. 
The New Deal in the 1930’s prompted a dramatic rise in the 
number of forestry students, as the Civilian Conservation 
Corps and other agencies hired personnel trained in conser- 
vation work. During the Second World War, professional 
training was limited; but after the war ended, thousands of 
veterans returned to the classroom, and forestry school en- 
rollments were high for a number of years. These high en- 
rollments stimulated the growth of new schools and new 
programs. Within 2 years after the war’s end, Auburn 
University, Clemson College, Louisiana Polytechnic Insti- 
tute, Mississippi State University, Oklahoma State Univer- 
sity, the University of the South, Stephen F. Austin State 
University, and the Virginia Polytechnic Institute all estab- 
lished forestry school programs. 
By 1985, there were 16 universities in the South with pro- 
fessional forestry education programs, including the 12 land- 
grant colleges and universities that have been associated with 
agricultural experiment stations under provisions of the 
Hatch Act of 1887. There were also 14 public institutions 
offering forestry technician training. 
Since 1934, it is estimated that southern forestry depart- 
ments or schools have granted more than 18,000 professional 
degrees in forestry. More than 11,000 of these graduates 
accepted forestry positions in the South, along with several 
thousand technicians in forestry and forest engineering. 
Graduates in other disciplines such as wildlife and range 
management, recreation, soil science, and computer technol- 
ogy also have been employed by both public and industrial 
organizations having responsibilities in land and resource 
management. 
Role of Extension Programs 
Forestry extension programs have also played an important 
role at land-grant universities by serving as a link between 
university faculties and users of information and new tech- 
nology in agriculture and forestry. The Smith—Lever Act of 
1914 provided for a cooperative system, including the U.S. 
Department of Agriculture, State land-grant colleges and 
universities, and county extension services, to extend results 
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