The regular courses of a graduate forest school usually cover a period of two years. They should fit a student for nearly every phase of professional work in forestry, and should give him a sound preparation not merely for practical work in the woods, but also for the broader work of forest organization in the Government Service in the United States and in the Philippines, and in the service of the States; for handling large tracts of private forest lands; for expert work in the employ of lumbermen and other forest owners; for public speaking and writing; for teaching; and for scientific research.
Every well equipped forest school will have a working library of books, pamphlets, and lumber journals published here and abroad, an herbarium at least of native trees and shrubs and of the more important forest herbs, together with a collection of forest tree fruits and seeds, and specimens of domestic and foreign timbers. Exhibits showing the uses of woods and the various forms of tools used in lumbering, as well as the apparatus for laboratory work and surveying, and forest instruments for work in the field, are often of great value to the student.
What should a young man learn at a forest school? Doubtless there will be some variation of opinion as to the exact course of study which will best fit him for the work of a Forester in the United States. The following list expresses the best judgment on the subject I have been able to form:
Dendrology:
The first step in forestry is to become acquainted with the various kinds of trees. The coming Forester must learn to identify the woody plants of the United States, both in summer and in winter. He must understand their shapes and outward structures, and where they are found, and he must begin his knowledge of the individual habits of growth and life which distinguish the trees which are important in forestry.
Forest Physiography:
Trees grow in the soil. It is important to know something of the origin of soils and their properties and values, and of the principal soil types, with special reference to their effect upon plant distribution and welfare. The origin, nature, value, and conservation of humus, that most essential ingredient of the forest floor; the field methods of mapping soil types; the rock types most important in their relation to soils, how they are made up, how they make soil, and where they occur—something should be learned of all this. Finally, under this head, the student ought to get a usable knowledge of the physiographic regions of the United States, their boundaries, geologic structure, topography, drainage, and soils,—all this naturally with special reference to the relation between these basic facts and the forest.
Silviculture:
Silviculture is the art of caring for forests, and therefore the backbone of forestry. It is based upon Silvics, which is the knowledge of the habits or behavior of trees in their relations to light, heat, and moisture, to the air and soil, and to each other. It is the facts embraced in Silvics which explain the composition, character, and form of the forest; the success or failure of tree species in competition with each other; the distribution of trees and of forests; the development of each tree in height, diameter, and volume; its form and length of life; the methods of its reproduction; and the effect of all these upon the nature and the evolution of the city of trees, and upon forest types and their life histories.
This is knowledge the Forester can not do without. Silvics is the foundation of his professional capacity, and as a student he can better afford to scamp any part of his training rather than this. A man may be a poor Forester who knows Silvics, but no man can be a good Forester who does not.