354 
The PrinGiples of Forestri/. 
for a similav purpose. Thus advantages would be concentrated, 
advantages whicli must otherwise be sought for far and wide. 
I know by my own experience that great ignorance exists 
upon the most trifling matters relating to forestry, and no 
teacher who appreciates his task will have the least difficulty in 
finding in these woods at any season of the year ample material 
for instruction. There is no need whatever, as I have already 
stated, for the professor to exercise control over the operations. 
The scope of the lectures, to be perfect, must include a full 
and practical course on reproduction ; the impregnation of seed ; 
the preparation of seed, the sowing of seed, and the early 
treatment of young plants ; the transplanting and preparation 
for planting out ; the whole course of planting and after- 
treatment until the period of final realisation ; the difference ot 
treatment between trees planted for commerce and for orna- 
ment, or for shelter and specimen purposes. 
It must also include a complete and comprehensive course 
on the diseases of trees and plants — the remedies and prevention. 
Land-agency subjects, especially as they bear on forestry, must 
be clearly set forth in practical, not legal, phraseology, so that 
the untrained mind may receive it. 
The natural sciences, especially descriptive botany, vegetable 
physiology, zoology, entomology, &c., should be lectured upon in 
a clear and concise manner ; confining the course as far as 
possible, as time would be limited, strictly to their bearing upon 
the special object in view. I mention this because there is 
always a tendency, when dealing with wide and comprehensive 
subjects, to treat them too fully and more exhaustively than 
time permits. This is natural to the teacher who loves his 
subject, and the avoidance of it approaches almost to an art. 
It must be borne in mind that no such course can be com- 
plete. The student will terminate his studies with but little 
more than a veneer, but with a mind so far trained and cultivated 
as to be susceptible of those facts and natural laws that govern 
Nature's plan. The spirit of observation will have been gene- 
rated, and a knowledge of true forestxy will eventually result. 
I have always found this a difficulty when sending out 
j'oung men into the practical world. They ai-e diffident of their 
own powers, and mistrustful, and do not readily realise the fact 
that experience alone can complete the work which the teacher 
has only commenced. 
The end and aim of this proposed special course of teaching, 
by whatever means cari'ied out, will be to improve our present 
woodlands, and to increase the area by wise and judicious plant- 
ing of land now waste or unremnnerative. I have shown that 
