Another committee, appointed in 1908 to enquire into prospects of afforestation in Ireland, reported in favor of acquiring 300,000 acres of wood and 700,000 acres of unplanted land, dwelling especially on the benefit to be secured by providing employment and a check upon emigration of the rural population. Instead of acting upon this proposition the government directed the Royal Commission on Coast Erosion, which had issued its first report in 1907, to suspend its inquiry into the inroads of the sea and apply themselves to the inquiry as to “whether in connection with unclaimed lands or otherwise it is desirable to make an experiment in afforestation as a means of increasing employment during periods of depression, and how, and by whom such experiment should be conducted.”
In 1909, the Royal Commission on Afforestation and Coast Erosion reported at length, proposing the reforestation by a special Commission of nine million acres of waste land at a rate of 75,000 or 150,000 acres a year to be acquired by purchase—an elaborate plan, which so far has remained without result.
The government, although various committees have recommended it, has remained also callous in respect to educational policy, except that, in 1904, the Commissioners of Woods and Forests instituted a school (one instructor) in the Forest of Dean for the education of woodsmen and foremen.
As illustrative of the government’s peculiar attitude to forest policy in general, we may note a curious anachronism, namely the act of 1894, which relieves railway companies from liability for damage from locomotive fires, if they can prove that they have exercised all care, although traction engines cannot offer this excuse.
The first attempt to secure educational facilities dates to 1884 when a chair of forestry was established in the Royal Engineering College at Cooper’s Hill, an institution designed to prepare for service in India purely. Through private subscriptions, another chair of forestry was instituted in 1887 at the University of Edinburgh, and several agricultural colleges, notably that of Cirencester, as well as the Universities of Cambridge and Oxford, had made provisions for teaching the subject in a way, but outside of Cooper’s Hill no adequate education in forestry was obtainable in Great Britain, until 1905.
In 1905, the forest department in Cooper’s Hill was transferred to Oxford, the three years’ course—one year to be spent in the forests of Germany or other countries—being as before designed mainly for aspirants to the Indian forest service. Now, besides Oxford, some nine other institutions offer courses in forestry—the reason for this educational development being difficult to imagine.
The name of Sir William Schlich, a German forester, and for some time the head of the Indian forest department now in charge of this school, is most prominently connected with the reform movement.
Altogether forest management and silvicultural practice are still nearly unknown in England, and, until within a few years, the useful idea of working plans had not yet penetrated the minds of owners of estates. This apathy is, no doubt, in part due to the fact that the government is in the hands of the nobility, who prefer to keep their “shooting ranges”, and do not see even a financial advantage from turning them into forest as long as they can derive a rent of from 10 to 40 cents per acre for shooting privileges.