AN ABSTRACT OF THE THESIS OF
Frederick Allen Fowler for the Master of Science in Agricultural Education
Date Thesis is presented, May 3, 1963
A Suggested Farm Forestry Curriculum for Vocational
Agriculture
Title:
Redacted for Privacy
Abstract approved
The purpose of this study was to determine how farm
forestry might be included into Vocatjonal Agriculture programs in those communities where forestry plays a significant role in the local economy
forest instruction that
The various
were analyzed are
aspects
of
as follows:
the
importance of farm forestry to the local economy and the
number of teachers who recognize a need here by incorpora-
ting forest instruction into their curriculums; depart-
ments having access to forest land for instructional purposes; the average number of boys in each department and
the number of boys involved with forestry projects; total
number of hours of instructional time devoted to forest
Instruction; techniques and methods used in teaching farm
forestry; subject material taught in each of the four
years of secondary instruction; sources of information
used in teaching the subject and the reasons why some
teachers do not include instruction in forestry.
The related studies reviewed in connection with this
study revealed that:
material is used
(1) The same general body of subject
nation
wide; (2) Most forest instruction
on the secondary level centers around two areas--forest
management and forest products; (3) A large number of
practical field work experiences are included in most
curriculums; (Li) The laboratory or student centered ap-
proach to teaching is receiving rather universal
ppebl
in teaching forestry.
The findings of this study can be illustrated most
easily in tabular form and are presented thualy:
Out of
14 departments of Vocetional Agriculture
surveyed, 28 indicated that forestrywas an
important enterprise locally and 30 indicated
that forest instruction wee being included in
their curriculum.
Out of the 30 departments teaching farm forestry1
23 indicated that some type of forest land was
being used for practical field work instruction.
Thirteen
of the 23 indicated privately owned
land was being used.
The average number of boys enrolled in the departments surveyed wee S6 with an average of
three forestry projects in the Supervised Farming
Program per department.
Total number of hours devoted to instruction
ranged from an average of eight during the fresh-
man year to 16 during the senior year with 14
hours each for both sophomore and junior years.
There are at least eight methods used in teaching
farm forestry, of which the most important are:
lecture, field trip(s), and group discussion.
There are at least 1]. field trips used in Voca-
tional Agriculture forestry instruction, of which
the most important are:
timber cruising field
trip, tree planting, and a trip through a forest
nursery.
There is en increase in the complexity of subject
material as one approaches the senior year of instruction.
Public and private forestry organizations are
providing a tremendous amount of technical 1' or-
estry information that Vocational Agriculture
teachers may use.
The two most Important sources
of this information are the local county agent
and the U.S. Forest Service.
9.
From the material gathered through the questionnaire and the review of related literature a
course outline for the study of forestry In
Vocational Agriculture was developed.
This out-
line involved a total of 52 periods of classroom
instruction and field experiences across all four
years of the high school Vocational Agriculture
program.
A SUGGESTED FARN FORESTRY CTJRRICULUI4
FOR VOCATIONAL AGRICULTURE
by
FREDERICK ALLEN FOWLER
A PHESIS
submitted to
OREGON STATE UNIVERSITY
in pertiel fulfillment or
the requireinenta for the
degree of
MASTER OF SCIENCE
JUNE 1963
APPROVED:
Redacted for Privacy
In Cbsi'go of Major
Redacted for Privacy
Redacted for Privacy
Chairman o School Grduate Committia
Redacted for Privacy
bean of Gx'aivate48ohool
Date thesis is presented May 3, 1963
Trped by Betty J. Coxibs
ACKNOWLEIX
Acknowledgement Ia given to the many teaciira ot
Vocational Agriculture in Oregon end Washington who
willingly cooperated and supplied the basic information
upon Which this thesis is written,
Special acknowledg.uient is also accorded to Henry
TenPas and Phil Davis of the teacher training staff at
Oregon State University for theIr work in the supervision of this study.
TABLE OP CON
PAGE
9
I iTRODEJCTION
.
.
. . .
Statement of the Problem. .
Alma arid Purposes of this Study
Limitations of the Study. . .
Definitions .
.
.
a
a
a
a
a
,
a
a
a
a
a
a
. . . . . . . . .
a
REVIEW OF BELATED LITERAJRE . ,
*
Introducing the Subject Ares. . . .
Farm Forest Management. . . . . . .
1
a
a
2
3
a
a
. , . . .
. .
a
. . .
a
8
8
15
a a
a 27
Farm Forest Products Educatiori.
a 29
a a
a
a
Supplementary Information
Applying Curriculum Content to the Vari.ou
Years in Which Farm For.etry is Taught , . 30
Methods of Teaching Farm Forestry . . . .
33
a
a
a
CB PROCURES. .
a
a
a
a
. . .
.
a
a
a
. . . . . 38
38
a a .
a
a
a
a
a
a
. .
a
a
S
a
a
a
a
a
.
a
a
a
*
. . .
cd of Data Collection a
eatment of Data .
FLNDINGS a
a
a
a
a
a
a
a
39
a
a
a
a
40
a
a
Importance of Farm Forestry snd
4].
Number of Instructors Who Teach It . a
The Use of Forest Land for Instructions
142
.
Purposes
Forest Projects in the Supervised Farming
1414
.
Program. . .
1oura of Instructional Time Used in Teaching
146
.
Forestry . . *
, . . 18
Methods in Teaching Farm Forestry . a
Field Trips Used in Teaching Farm Forestry. * 51.
a a 53
Subject Areas Taught in Farm Forestry
Sources of Information Used in Teaching Farm
a
57
.
Fors3try a
Reasons £ or Some Instructors Not Teaching
60
a
a a a a a
Farm Forestry. a a a a
PROPOSED CJRSE OUTLIBE IN FARM FQRE8TR! a a
a 63
a a
a 63
The Course of Study a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
V.
a
.
Freshman Year,
Sophomore Year a a
Junior Year.
Senior Year.
a
a
a
a
a
S
a
a
a
a
a
a
a
a
a
a
a
a
63
a
a
a
a
a
a
a
a
a
a
a
a
614
,
a
a
a
a
a
a
a
a
S
S
65
a
a
a
a
a
a
a
a
a
a 67
a
a
a
hours 01' Instructional Tim. . . . . . . . a
Forestry Projects for the 3up.riaed Farming
Program.
.
a
a
a
a
a
a
Methods and Techniques of Teaching. . .
a
70
a
7,3
74
a
The Use of School Forests for Instructional
.
.......
.078
Sources of Further Information. .
Purposes
. . . . . . .
ThoUse of Field Trips..,
,
,.
. . .
.
. . .
Abbraviation, Legend and Addresses
Title of Publication Source.
VI.
SUMMARY, CONCLUSIONS AND RECONMENDATIONS
.
APPENDICES
. . . . . . . . .
a
a
a
a
*
.
. 80
.
80
82
. . . . 91
. . 91
a
a
s 97
Suxmnery . . . . . . . . . . . . . . . .
Conclusions .
a
a
a
a
a
a
a
a
. .
. .
Recommendations . . a
B IBLI OGRA PRY
.
76
.
.
.
. 99
. . . . . . . . 102
a
a
*
a
1014
LIST OF TABLES
PAGE
The Importance of Farm Forestry to the Local
Economy and the Number of Tasobora Who
Recognize a Need Bex'e by Incorporating
Forest Instruction into Their Curriculum.
141
.
Departments Raving Access to Forest Land
for Instructional Purposes. .
Number of Boys in Each Department mdi
Farm Forestry Instruction and Number
143
S
Boys Engaged in Forestry Projects
Hours of Instructional Time Devoted to Farm
. . . , . .
Forestry. . . , . .
. , ,
)1stbod Used in Teaching Farm Forestry .
.
The Number of Teachers Using Different Types
of Field Trips in Teaching Farm Forestry.
Subject ?Iatsrisl Taught in Each of the Four
Xears al a Vocational Agriculture Program
.i4
,
147
. .
149
.
e
Sources of Farm Forestry Information Used by
Agriculture Teachers.
. .
. . . . . . . .
Reasons for Certain Departments Surv.:
Teaching Farm Forestry.
61
A SUGGESTED FARM FORESTRY CURRICULUM
FOR VOCATIONAL AGRICULTtJRE
Chapter I
INTRODUCTION
The first settlers to the Northwest found one of the
World's greatest storehouses of socumuleted forest resources. Aa the settlers viewed their eeeiitngly nonending expanses of trees they could not help but iinagin. that the foreets would last forever. Because of the
feeling that the trees were so plentiful, the management
praoticos used by the settlers and people to follow them
for some time resulted in innn intancs in complete
devastation of the forests and forest lends.
and a half later we
A century
have only about 140% of the original
timber.
Through sustained yield production, management,
and modern logging techniques, the approximately 26 nihlion acres which now stand should adequately provide for
our future needs.
Only through the careful
manageu.nt techniques cur-
rently being stressed in our forest industry can Oregon
and Washington hope to continue to employ
their industrial wage earners.
over 60% of
If we are to progress
industrially, full use of our forest reserves must bi
encouraged.
The failure to
recognize this will prove
harmful not only to the forests themselves but also to
the reaidsnt
ot tbe8e states and their future prosperity.
The forest induatrias of the
3%
of the softwood lumber, 5O
Northwest, representing
of the plywood end 2% of
the hardboard production in the United States, are greatly
dapenderit upon the knowledg. of and attitude towards conservation measures.
It Is economically less wasteful to
have these forests supply raw materials upon which so
much of our industry depends than to have them ravaged by
fire and other elements of destruction of which man is
-
the primary cause.
The problem being faced Is one of managing and perpetuating the reserves that we now have.
important that people become aware
portance of our forests
It Is equally
of the tremendous inn-
and that they develop favorable
attitudes towards conservation and Its objectives.
In the schools can help
In this ares not only by developing constructive attiA sound educational program
tudes, but also by supplying the forest industry with
interested, competent people as employees.
STATEMENT OF THE PROBLEM
Farm forestry baa been an integral part of the Vocational Agriculture curriculums of some high schools in
Oregon and Washington for several years.
Because of the
vast expanse of forest land and the large number of young
people who pass out of high school into positions in
these forests, it has been found that in many departments,
instruction in faz'm fore atry is a valuable part of the
curriculum.
A broadened
employees of the area in
employment will in many
knowledge by
prospective forest
which they may ohoose to seek
instances better orient a student
and give him some of the technical
skills and
knowledge
with which he may attack some of the problems of this
profession and be perhaps better founded vocationally.
In the løst
few years some Vocational Agriculture
instructors have shown
a greater interest concerning the
material that should be taught.
The problem then is
"whet are the means through which a Vocational Agricul..
ture teacher can approach the subject of farm forestry
in his classes far maximum teaching advantage?"
AIMS AND PJRPOSES OF THIS STUDY
The primary aim oi thia paper is to develop a complete curriculum for teaching farm forestry to students
of Vocational Agriculture in those parts of Oregon and
Washington where the
teaching of such material is ap-
plicable to the secondary school and to
nity.
a given cou-
Specifically, it is hoped, that the following
problems can be solved:
What subject material in the area of forestry
should be taught to Vocational Agriculture
students.
What subject matetial should be taught in
aaoh r,f the years that Vocational Agriculture is
taught.
What methods and procedures can be
used to best
teaching advantage In this area.
How many total hours should be devoted to instructing in each subject area.
LIMITATIONS OF ThE STUDY
Because of the time factor Involved and the scope and
nature of this study, certain limitations will be made.
A
major limitation to this study is that of the information
gathering device.
A questionnaire was used
to
gather In-
formation from those departments surveyed which consisted
essentially of a checklist.
Checklists have inherent
weaknesses which must be realized if they are to be of any
value.
Program
possibilities rather than
actual sltua-
tions could easily result unless all variables are taken
into account when the checklist Is formulated. Long lists
unless completely objective end adequately defined could
reduce the reliability because:
1.
Bare titles with inadequate descriptive material
give little inforristiori upon which to meke sri
intellierit selec:tion.
2.
People often tee checkaists lightly
nd their
answers may not be truly repreertstive.
Only departments located
counties in which
irA Ore on eridwash5-ngtori
9OO,OOO or more was taken from the
forest land in 1959 will be ccr.isldered in this study.
Naturally, only the results obtained from those questionnaires returned can be studied.
The material to be
il1 be:
studied as to program content
Departments offering farm forest instruction
Instructional forests
Number of forestr
L.
.
supervised terming projects
Hours of instructionel time devoted to this ares
Methods of teachug
Field trips
Course content
6.
Sources of information
9.
Reasons for not teaching forestry
An explanation of results in each of these areas is
treated separately in chapter four of this study.
DEFINITIONS
1.
Farm Forestry - woodlnd
of the farm.
included sa an integral part
6
Conservation - Those 'wisa ue practices employed In
planning, preserv:Li
and protecting Larm wood-
lands.
Development - The cultural and tanagerial practices
employed In tUe estb1ishment and care of farm
woodlanc.
14.
Vocational Agriculture ?ror8ir. -
activity unuo
The total scope of
the oirecbon of tue cepartment
of Vocational 4grculture in a loCal high school.
Supervised
rr:ing
rorar1 - The farming activities
carriec on by the student of Vocational
ture; usuelly, but not x
cc
Agricul-
rily, on his home
farm unr the aueiision 01 hIs instructor and
parents.
Future Farmers of i.rierica - F.i.A. - The Future Farmers
of America is tha natonal orgcnization of, by,
and for farm boys studyI
Vocational Agriculture
in public secondary schools which operate under
provisions of the hational Vocational LLducatlon
Act.
ihe
is an intracurricular part of
ducation in rIculture of America.
It constitutes one of the most effective devices
throu;h participiting experiences.
for teacbI;
Instructional ?rora± - Le rnin txperlences provided
for the VocatIonal Agriculture student In the
Vocational
c1ssroom, laboratory, farm miehanios abop, field,
or on the home farm.
Naziuium Teaching Advantage - That situation which pro
vides the niost learning for the greatest number
of students.
Chapter II
REVIEW OF RELATED LITERATURE
Most of the infori,ietiori upon which this chapter is
based was drawn
from printed material received from vari-
ous schools of forestry and departments of vocational
education in the southeast, east, and midwest states.
Tb. author was unable to locate any information pertaining to the teaching of farm forestry that had been printed
in either Oregon or Washington.
For the purposes of simplification the materiel ha.
been organized
four areas are:
into four
areas in this chapter.
These
(].) introduction to the subject area;
(2) farm forest management;
(3) products obtained from
farm forests and, (Li) supplementary information.
Each of
these topics is discussed individually, omitting as much
repetition as possible between references.
INTRODUCING TIlE SUBJECT AREA
A thorough introduction into, the subject of forestry
is necessary as it is in any subject area for the purpose
of enhancing motivation and personal self-involvement on
the part of both students and teacher.
This initial in-
troduction must bring into the mind of its learner the
basic importance of the topic under discussion in relation
to the individual in his own setting, and to society as a
whole, before maximum effectiveness of
later instruction
can be realized.
The Redwood Region Conservation Council of Califor-
rils has organized a cu'rtculum outline for secondary fore
estry instruction which is very complete and is the moat
extensive outline secured by the author.U) For these
reasons this outline will provide the
of this chapter.
foundation for much
The introductory portion of this out-
line is as follows:
A.
The forest
Definition of a forest
Kinds of forests
13.
Fore ate, and man
1.
Man's dependence on forest
through
the ages
8.
Forests and ancient civilization
b
Forests in the Middle Ages
Forests during the Renaissance
Forests in the Colonial Period
Forests and the Industrial Revolution
1. Forests and modern civilization
g. Forests in the future
Forest values
a. Forest products
10
Manufactured wood products
Polls, piling, posts
(Li)
Pulp and paper products
Nave], stores
Pu.lwood
plastics, tanning mlterials, food, nuts, nursery stock,
charcoal, medicinal products, alcohol, othe
Forage for deetio animals
By-products:
Fish and game
b.
Water conservation
o.
Sail conservation
d.
Recreation
a.
Wildlife
Aisthetic, spiritual, and other values
Forest. and ntiona]. det.na.
Forest resource
Forest resources of the United States: past,
present, and potential; forest regions and
types
F'eat resources of other countries: past,
present, and potential; forest region. and
type a
Conservation of forest resources
D.
Forestry
The meaning of forestry: a science, art,
business, and public policy
Early forestry practices
European background and influences
14.
Forestry in the United States
5.
Branches or forestry
Ruatory or forests and forestry in the United
States; forestry legislation; the development
or forest policy
Pro-colonial period
Revolutionary and Post-Revolutionary pa:
Period of westward expansion
14.
Caoi
of the $renti.z'; the oonaer'ution
movement
Present situation
FUture outlook
Forests and forestry in Origon (Washington)
Forest areas, types, ownerships, and values
State forestry legislation; the Forest Piac
tices Act
Federal, state, and cønty forestry
their organizations and functions
a.
b
United States Forest Service
National Park Service
agencies,
12
o.
Bureau of Land Management
d.
Bureau of Indian Affairs
Oregon (Washington) Division of Forestry
Extension Forester, Oregon (Washington)
State University
t.
g.
County Forestry Departments
Professional end popular forest conservation
organizations
. Society of American Foresters
American Forestry Association
Western Forestry and Conservation Associ at ion
Other organizations
Private tor.st conservation organizations
Forest protective assoèistions
Foundation fez' American Resource Man.
ag.m.nt
West Coast Lumbermen's Arsocistion
American Forest Products Induatries
corpoz"ated.
a.
r.
G.
Pacific Logging Congress
Other organizations
Forest research organization
1. United States Forest Service Experiment
Stations
13
Research unit
Experimental forests
Forest products laboratory
2.
Oregon (Washington) State Experiment Sta.'
tions and Forests
Research
by universities and colleges
Private research
Western Pine Asaociation Research Lebo
story
Timber Engineering Coxnpan:
Company Research
This outline seems rather lengthy but still contains
a great deal of material that wuld be of importance if
included in an
introduction to this area. The problem
with length would involve both
the
loss of time which
could be used to better advantage for more instructions
purposes and the lose of motivation on th. part of the
etudeuta when the depth of the introductory subjects
surpassed their
interest level.
Like any subject material to be used in an individual
locality, th. instructor must choose among all of the data
to find the information that Xe applicable to his ettus
t ion.
The material that baa been organized by the RRCC
14
is aimed more at a general course in forestry to be
taught in high schools than it is specifically for Vocational Agriculture. There are certain diUerences betw.en the elms of a program as organized by these people
and those of a person attempting to apply this material
to Vocational Agriculture and these differences aet be
realIzed before maximum usefulness can be realized from
this Information.
The Minnesota State Division of Vocational Education
submitted a course outline, the introductory material of
which pieces a considerable emphasis on the continued
div.lopment o favorable attitudes towards the subject
area as a realization of timber crop potential is underetood.(14)
Continued education with continued moti-
vation is or
course necessary to maintain this favorable
attitude.
The Alabama Supervisory Stef
of Vocational Agri.
culture baa indicated in their publication, "Farm For-
est Facts," that thia instruction as well as all other
subjects taught in Vocational Agriculture
taught according to the needs
should be
and importance and In ac-
cordarice with the existing local conditiona.(l)
beli.ved that contInued emphasis
on this. thi'ee pci
when introducing farm tore atry will enhance
and student learning.
It is
motivation
15
Fred Winch, New York State xtenaion forester,
indicated that Vocational Agriculture students would
become more interested in a terra forestry program as a
part of their supervised farming projects if they bad a
more thorough knowledge of the importance of the farm
woodlot as en integral pert of the term, and if they were
familiar with their home farm woodlot conditions.(19) Re
suggests that practical field work should be included in
this first unit of orienting the students in the field of
forestry. lie auggests that fieldwork jobs such as tre.
identification and forest survey should be used in the
beginning exercises as a means of forming a more broad
baokgrind as well as initial motivation in the aubjea
area.
OREST MANAGEMENT
Some curriculum buildar5 ppaz'ently believe that
forest management should constitute nearly i00% of high
school forestry instruction. This statement is made
after reviewing seventeen different curriculums in this
subject area that have been organized by people from
various colleges, universities and divisions of voca
tione]. education across the country. Several of these
outlines have stressed only that material which the
author sees as applicable to the area of forest
tent.
Perhaps management should be the core of the
high school forestry instruction program but the author
believes thst at least one other important pkiase of for.
atry, that of forest products, should be tracluded
in
the
high school curriculum outline,
lacauae of the interest in and isipertance of forest
management ira
high
school forestry instruction, * great
omourat of' information baa been compiled in this area.
ellowing is an outlin, that baa bean organized by the
RRCC and seems to be the most comprehensiv, that the au.
thor baa locatad.(1)
t
tivi
LrsncI.a
of forest management
Land management
Timber management
R.ore.tion managoment
Watershed msnag.aent
Wildlife manscaent
?fultipl.-use mansg..ent
Problems of forest management
Federal and state regulations
Taxation
Public support
Small own.rabips
Timber management
The timber management plau
Cutting system
Silvicultural treatments
Thinning
Pruning
d.
Cc)
Burning
(d)
Liberation cutting
(a) Planting
Wildlife management
The role of animals in the forest
(2) Principles and objectives of wild-'
(1)
life management
Small game management
Big game management
Migratory bird management
Fish management
(3)
Problems of wildlife management
(LØ
Federal and state wildlife legis-'
is t ion
a.
Forest utilization
(1)
Logging
History of logging
Development of modern logging
techniques
18
Cc)
Logging processes
Felling, bucking and limb*
ing
Yarding
Loading
(It)
(2)
Hauling
Laws related to logging
Harvesting other forest crops
Pulpwood
Fuelwood
Posts, piling, poles, ties, ste.
Christmas trees
(a) Miscellaneous crop.
Forest mensuration
(1) Measurement of logs and other forest
Cd)
crops
Units of measurement, terms and
definitions
Scaling theory
Cc)
(2)
Log grades
Measurement of standing trees
Diameter and height measurements
Volume
Age and growth rate
19
(3)
Measurement of forests
Areas, types, boundaries
Stand composition, age classes
Cc) Application of sampling prin.
ciples
Cd)
(14)
Timber cruising
Valuation of forests and forest
crops
Forest surveys
Purposes of forest surveys
Types of forest surveys
U.S. land survey system
Forest protection
(5)
(1)
Forest fires
History arid significance in
this state
Causes of forest fires
(o) Fire prevention activities
Education
(d)
Legislation
Elimination of basai'ds
Presuppression activities
Preplarming
Fire organizations
Tra in trig pr ogi' ems
20
(a)
(14)
Forest fire plans
(S)
Cooperative action
Suppression
Fire fighting techniques
Fire behavior
Damage appraisal
(2)
Forest insects
(a) The role of insects in the tor'.
eat
Beneficial effects
Destructive effects
(b) The extent, kinds and appraisal
of damages caused by Zor.at in.'
sects
(o) The principle forest insects
of this state
Control of destructive insects
Forest diseases
The importance of, extent, end
(d)
(3)
damages of diseases
Kinds and causes of forest
diseases
Control and prevention of 1' oreat diseases
(d) Forest disease regulation
21
(14)
Protection from other destructive
agencies
(a)
Forest animals
Porcupines
Bears
Deer and livestock
Rodents
(b)
Natural phenomena
Wind
Rain, hail, ice, snow
Unfavorable temperature
(c)
h
Nan's activities
Growing the forest crop
(1)
Seeding and planting
Natural reproduction
Artificial reproduction
Reasons for planting
Choosing species
Seeds or seedlings
Seed collection, testing,
storing
The forest nursery
Planting techniques
Federal and state 000p
eration in planting
22
1.
I1arketing the forest product
Valuation of raw materials
Forest markets, types, locations
When and how to sell
Selling directly
B.
Selling through agents
Laboratory and fieldwork activities
1,
Identification and study ot local tree
species
2.
Design and layout of tree nuraerie
tica in seed handling, nursery operation an
planting
Study of tire behavior, fire fighting ticti.
niquea, tire planning, damage appraisal
Study of important injurious local ins.cta
and disease
Practice in scaling, log grading and timber
cruising
Forest surveying instruments, operation,
adjustn.nt,. uses
Forest maps
Aerial aurveya, photo interpretation
Practice in surveying, computing and
drafting
Because the RCC currculuxn Ic oranizad with the
redwood region of Cc1iforni
cfic1l:r n mind, there
are certain alterations which riu hi mtde for local
adaptability. In view of th 3om'wht rcent increas6 in
Chriatmas tree production in the United States, 1r. Bill
Moder of Cornell University hs indcctcd that a unit of
instruction cover5r tMs pha of forestry should be included in high school forestry in-truction in those areas
where Christmas tree production is sn important enterpriae(1S). !'r. Moder lnis outllnc su LeSted program
which he feels wIll b functicn1. n r'ost aress.
A.
Christmas tree farming
1. Classroom instructional jobs
a. Tree farm planning and planting
Choice of site
Size of tree farm
(14)
b.
Tree types
Planting rate and methods
Protection of the Christmas tree farm
Livestock grazing
Fire
Disease
(14)
c.
Insects and rodents
Pruning and shaping
2.
i.clu work
ruri.i
ob
1L
trees
Tbia program as set up allows one period for each job
to be taught in the classroom and two periods for the related practical field work jobs to be taught In the woods.
It Is felt that this number
or
periods is the minimum 1mm-
bar which a good instructional program should contain.
The suggested units and jobs are not planned for a specific number or periods. Th8 teacher should allow as much
timó for Instruction beyond the suggested minimum as the
situation in
the locality warrants.
14r. Dan
obInson of Oregon state
University has
stated that the primary objectives of farm forestry instruction in a Vocational Agriculture cepartment should
be to stimulate en interest by agriculture students in
the farm woodland enterprise as an integral part of the
farm economy, to provide basic training In techniques and
economic management practices
related to farm woodland,
and to introduce the student to sources of further infor-
mation and services related to farm forestry activity In
the atate.(17)
One point brought
out by
r. Robinson that should
receive further consideration in
the farm forestry course
of study Is that of economical farm woodlot management.
Before the final goals of vocational education can be
net, the quetiori of económica must be seriously conai.
dex'ad, taking into account all of the points upon which
economical management is founded.
Mr. Vsrn Burlison of the University ol' Idaho has
included in his high school curriculum a rather' eztensi'vi
look at the economics involved in farm forestry and has
included topics such as: management planning based on the
woodland inventory, the local markets available and the
resources of labor and equipment on the farm, and farm
forest record keeping including such topics aa the type
or information needed, recommended forms for records and
how to make use of the information obtained by record
keeping. (3)
Mr. Burlison believes that management of the fa
woodlot needs to be
integrated into the total farm eut.r
prise and the knowledge necessary f or farm woodlot msn
egement is no more intricate than the knowledge needed by
farmers in the management of other facets of their tarm
ing operation. Emphasis in forest education in Vocational
Agriculture should be placed on the small forest and wood
land types of trees because it will normally be on the
small scale that the students will be more likely to a
tempt to apply the learned material.
An outline of instruction prepared by the Minnesota
State Division of Vocational Education includes a unit
26
on forest management terminology to be taught at the begirrning.(114) The purpose behind including a unit on
terminology is to better acquaint the student with those
words or phrases that he may encounter in pursuing his
educational program in this eras and give him a more sound
basis upon which he may discuss and understand foreatri
topics.
Planning, which should rightfully constitute a large
amount of instructional time in any subject where one of
the primary objectives is establishment, has been included
as a rather large unit in the curriculum of ''orest Practices" as organized by the GeorgIa State Division of Vocational Educstion.(lO) This should be one of the first
topics of discussion when considering establishment in a
farming enterprise. There are foux' topics to consider
in this planning process of which the following are representative a:
Importance of a good forest program for the 1arm
What kind of land to use for farm woodlands
What kind of treea to grow
What methods to use in establishment
14.
Through a combination of t a various points th have
been brought out in connection ith farm forest managesent
curriculum outlines, one can see the expanse of informa-
tion that is related to this phase of forest education
27
and can better understand the teacher's job here.
FARM FOREST POICTS EWCATION
Moat of the emphasis in forestry education in Voca-'
productive entez'-'
the area of management.
tionel Agriculture is placed on the
prise and hence, emphasis lies in
Before a complete picture of forestry can be seen by the
student, a knowledge of the many processes and products
that arise from our forests is essential, The following
illustrates forest product education as it exists in the
institutions In which forest products play an Important
pert of forestry instruction.
The RRCC curriculum f or high school forestry in-'
stz'uction in the area of forest products is presented
thusly: (14)
Classroom activities
1.
ManufacturIng and marketing foz'et products
Lumber manufacture
(1)
The lumber Industry
Economic Importance
Bistorical bac1ground
(2)
The sawmill
(a)
Operation
The cold deck
The mill pond
28
The head saw
The r.s.aw
Th. edger
The trier
Th. green chain
The saw room
The power plant
The yard
The kilna
Th. planer
The storage sheds
(b)
Subsidiary op.rstiois
Lathe
Shingles and shake.
Wooden boxe3
Particle
(3)
boards
amber grades
Manufacture of other forest product..
Veneer end plywood
Pulp end paper products
lfardboaz'd
Marketing forest product.
Location o' markets
Agents of distribution
o. Supply and demand for forest products
29
Laboratory and field activities
Properties and uses of wood
Identification of important ccmercia1 wood.
Wood preservation
Tb. only material differing from this basic product.
outline is the inclusion of a section on cone harvesting
taught by Mr. J. Faz'ksr,(]2) and a section including the
use of wood as fuel by Mr. &u'liaon.(3)
8ULEMEN?AR INFORMATION
After considerable research in th. area of farm
forestry instruction for Vocational Agriculture stu.
dents, Mr. Al Miami concluded that: (16)
1.
There ii a body at forest practices which should
be taught through the public schools, both to
adults and to high school students.
Woodland owners or operator. (adults) and high
school students with practical experience op
portunities in forestry are in need of in.truc
tion in forest practices to higher average
levels of learning than are high school students
without these experienc, opportunities.
The level of learning reccmended tar adults in
the program of forest instruction ii not signi.
ficantly different from that r.eend.d for
high school students with practical experience
opportunitie a.
There is no significant difference in the number of forest practices which should be taught
to adults and the number which should be taught
to high school students.
Generally, forest practice instruction is not
provided at as high a level of learning in the
public school program for woodlot owners or
operators and high school students as recommended by forest authorities.
Because of the need for local adaptation of to,
to be taught In Vocational Agriculture, some of
foregoing material, which is s combination
lums across the United States, will not fit all situations. The teacher must be critical in selecting material for his curriculum and this area is rio ezception.
APPLYING CURRICULUM CONTENT TO TIlE VARI(JJS NEARS IN
WEICE FAEN PORESTEY j TAUGhT
Th, breakdown of subject matter according to the
years in which thie aubjeot is taught presents problems
which very few people have studied. The Department of
Vocational Education in Minnesota has organized yearly
course outline which is very complete and is th. only
printed material on this subject that was located by the
author. An outline of this plan is as foliows:(114)
A.
Seventh and eighth grades
Kiatory of woodlands
Farm woodlands in farm management
Foreet
and farm woods
1. Characteristics of a woodlot f ore at
,
Iow a tree grows
6, Baeic tree Identification
7. * woodlot project
8, Care and improvement of the woodlot
9.
Tree planting
Ninth grade
The band compass
Dlz'.ct measurement of horizontal Istanoe
Farm forest mapping
C.
Tenth grade
Calculation of areas
Inatrwnents used In woodlot measurement
Uee of woods tools
Unite of volume, measurement of wood produota
Junior and senIor years
Volume tables, stand and stock tables
Age of a woodlot forest
32
Estimating standing timber
1.
Growth studies of trees and stands
Log scaling
Uttlizat&on and marketing of farm woodlot
products
General materiel on conservation
Traditionally, Vocational Agriculture, at least in
Oregon, Ia taught on a central theme each of the four
years of Instruction in all topic areas. Each of these
themes represents another step In the development of
learning from initial introduction to eventual placement.
Thes. themes and their relation to a specific Vocational
Agriculture farm forestry enterprise are illustrated
thus ly:
Freshman - Selection:
The selection of a supervised
farming project in which a small
forest project Is used as a productive enterprise.
Sophomore - Production: The development of methods ax
procedures to increase output for
Increased immediate and future
returns.
agement:
The development of attitudes to-
wards economics as it relates to
33
means of managing the supervised
project.
nior
Establishment:
I].anning for end actually be-
corning established in en .cono
mica]. toreatz'y business.
TEACKING FABJ'l FORESTRI
The methods of teaching farm forestry sic
to those methods used in teaching other agrioul
subjects.
The laboratory and field-trip methods are used
to a greater extent than in acme
areas, especially in
those areas where farm forestry plays an important role
in the economy of the community.
The RRCC has again auppl.ed the most complete out-.
here and will be used a. a foundation to illustrate
related literature. (4)
A,
This outline is as follows:
Classroom activities
Study of source material., discussion
Collection and preparation of bulletin board
materials
Construction of model., diagrams, charts,
maps; making posters, writing essays
Experiments
Identification and classification of plants
collected in field
34
Outside speakers
7.
Additional audiovisual aids
1Ioving pictures
Film stripe
c
B.
Magazines
6.
Teats
9.
Individual, oral, and written z'eports
Field work
School forest
Cit7 park
Logging operations
Tree farms
Mills and factories
Activities on school grounds
Tree planting
6.
Public agencies
Equipment dealers
Tripe to other schools; presentation of
programs
On. teacher of Vooatonel Agriculture arranged for
every interested student to have a minimum of two sores
of woodland for his project.(12)
Consent was gained
from the parent. to set these projects up on a long term
basis.
There was a definite agreement that the boys
would receive any income that might be derived
rom the
use al good management practices while they were in the
Vocational Agriculture class.
Sc of the practices that this teacher used to pre
sent hi. farm forestry inetructton and that woz'lced in hi.
situation are as follows:
]..
Students were led to identity the spesif i.e pro-
blenia or jobs growing out of their individual
forestry projects.
An attempt was made to create a desire within
the individual to solve the problem..
The group analyzed problems to be studied by
breaking down different jobs into necessary
decisions.
Each decision
wa. considered and a possible
solution we. drawn by the
individual members.
Factors influencing the decision were named by
the individual..
Experiences of the group and records of farmers
were discussed.
Authoritative data was presented.
Definite conclusions were reached by each individual for his forestry plot.
Plans wire mad. to carry out the conclusions
reached.
36
A. a device for stimulating interest
and simpli.ty
the presentation of some management practices, a sixteen
sore plot of forest land was obtained where class groups
could work during class hours and field trips.
Each time
that a decision was reached, it was practiced in the school
forest.
the
This was carried on simultaneously with prsattoas
boys were doing at hcme.
There are many
methods that a teacher might employ
in teaching any subject and the advisability of using any
of these methods can only be determined after analysing
the local facilities for instruction, responsiveness of
the atudinta, aptness of the instructor in using a given
method and his ability to vary teaching procedures in
light of the existing conditions.
A method of teaching not yet discussed but having
considerable merit ia one that is used in ?lorida(9)
Each July a one week forestry training camp and for.
contest 1 conducted, drawing participants from chap
throughout the state. This camp is under the diz'iction
of the forest servXcs and is financed by various laz'g
wood-.using industries tku'oughout the
state.
The camp
is set up to give future farmers a block of inatruc
in practical forestry methods. Only two boys are allowed
to attend from each of the F.F.A. chapters throughout the
state, these boys being selected by past accomplishments
37
and future plans in forestry work. Awerda are given
during the various oontast8 that the boys are able to
participate in.
The major aim of this type or teaching method is
to further the interest end participation of youth in
the promotion of the beat practices in establishing and
managing farm woodlots and forestry areas. It is antis'
cipated that the proper care and management cl' a chapter
forest and efficient use of the farm woodlot will pro*
vide a maximum ot valuable experience, and will further
serve to promote added interest among parents, and other
farmers and citizens in the community.
35
C)iapter III
RESEARCE PROCEDUR
)IETEOD
DATA COLLECTION
The data for thIs study were obtained through the use
of a check list type questionnaire that was sent to oer
tein teachers of Vocational Agriculture in Oregon and
Washington. The basis upon which questionnaires were
sent wa determined by the fact that each department surveyed was located in a county in which the total income
from forestry and forest products for the year 1959,
totaled at least 900,000 dollax'a. Eight counties in Oregon encompassing 29 departments of Vocational Agriculture
end seven counties in Washington Including 31 agriculture
departments were surveyed, Those counties surveyed are
as follows: Oregon-- Clackamaa, Colwnbia, Curry, Lane,
Marion, I4ultnonah, Douglas and Ysmhill; Washington--
King, Pierce, $kagit, Spokane, Stevens, Thurston and
Yakima,
Of the sixty departments surveyed, fifty-tour or
re sent to them.
90% returned the questionnaires the
The basis upon which the proceeding chapters are written
is drawn from these 51 returned questionnaires.
39
rREATNENT
2!
DATA
The date that was collected on
1eoup of depart.
studied was concerned with these questions:
Ia farm forestry being taught?
What subject material in this area is being
taught?
What years in the tour year curriouluxi and for
how many hours az's certain phases of inatz'uction taught?
What methods are used in teaching the subje
or purpoaa of analysis and comparison between
data, tables wire set up. A standard check sheet was
used to rscoz'd number and type of response to each of
the sections of the questionnaire.
Chapter IV
FINII NGS
An anelysia of the term forestry curriculum of
those departments surveyed will be mad.. Responses to
each of the nine categories from the questionnaire
be presented in tabular form for more rapid analysis.
These tables will illustrate responses to such cati
goreis at information as: the importanc. of farm for.
.etry to the local economy, the number of teachers who
recognis. a need hare by incorporating forestry instruction into their curriculums, departments having access to
forest land for instructional purposer, average number
of boys in each department aurviyed and the numb.r o
boys engaged in forestry projects, hours of instruction.:
time devoted to forestry instruction, techniques and
methods used in teaching farm forestry, types of field
trips used in teaching this subject, subject material
taught in each of the four years of secondary instz'uction, sources of informatIon used in this aria and the
reasons for certain departments not teaching farm for
estry.
TABLE I
THE IMPORTANCE OF FARM FORESTRY TO THE LOCAL ECONOMY
AND THE NUMBER OF TEACHERS WHO RECOGNIZE A NEED HERE
5Y INCORPORATING FOREST INSTRUCTION INTO THEIR CURRICULUM
Ye8
Forestry is an important part of the
economy of the school
district
28
23
30
21
Farm forest instruction is iricorpo-.
rated into the Vocational Agriculture
CUrI'IOUlWn
THE IMPORTANCE OF FARM FORESTRY AND THE NUMBER OF
INSTRUCTORS WHO TEACH IT (TABLE I)
The assumption that farm forest instruction Is justi-.
fled in those departments surveyed has showed to be almost
o% fa].ee.
caused
The major reason for this was undoubtedly
y mslng the sampling technique county-wide instead
of using only local information, which would have been extremely difficult to gather.
Frrn the 5
questlo
questionnaires returned In which this
was marked, there were 30 responses upon
which
to draw references necessary for the proposed curriculum.
It can
e seen that there were two more responses by the
schools including farm fez eat instruction than there were
achoole who stated that farm forestry played a role in
the local economy signifioantly larg. enough to justify
instruction in this area.
It has undoubtedly been rec-
ognized in these two departments that because forestry
plays the number one economic role in both Oregon and
Washington, as far as total Income is cono.rned, instruc-
tion of son. typ. should be offered to the etuents.
Trees, being harvested as a crop and being grown as $
crop, are seen by many people as being agricultural in
nature, therefore we see a justification for including
this type of instruction in an agriculturally oriented
course.
Some forest instruction take. place in such
courses as general science and botany on th. high school
level, but the type of instruction in these courses is
more general in nature than specific as axe many phases
of Vocational Agriculture instrction
-
OF FOREST LAND FOR INSThUCTIONAL PURPOSES (TA8LE ii:
Of the 5L respondents to this part of the question-
naire, there were 23 who hay, forest land of some type
that is being used for instructIonal purposes.
This ap-
pears to be a very high igure when consideration is
given to the fact that only 30 of these schools teach
farm forestry. This means that about 77% of those achoc
143
TABLE II
DEPARTMENTS RAVING ACCESS TO FOREST LAN])
FOR INSTRUCTIONAL PURPOSES
Io. of departmenta
Type
Privately owned forest
........
School owned forest
Countyownedland
...............
2
Stete owned land
Forest Service land
....
teaching farm forestry use forest 'and for demonstrational
and practical
There are
experience.
essentially only five ways in which forest
land can be acquired for use by the Vocational Agrioul.
ture program. The first method as mentIoned in the
preceeding chart is through the use of school forest
land. Only those departments situated in areas where a
majority of
S
the income of the community comes from
the
sale of forest products will be able to justify spending
the time and money necessaxy for the upkeep of such a
forest plot. It is surprising that as many as five de'.
pertments in the survey area are able to utilize this
elaborate instructional device.
1
t14
Publicly owned land, whether at the federal, state
or county level, can
oftentimes be obtained for' instx'uc-
tional purposes, Within
these three levels of public
domain management, another five departments surveyed can
be included.
The greatest nunib8r or departments
in the
instructional
process
utilize
using forest land
private land.
This
type of land 13 undoubtedly more easily acquired, these
Is less red-tape and the use will be much less compli-
cated than will the
use of public lands.
This classifi-
cation includes 13 of the departments surveyed.
ORiST PPQJECTS IN T1E SUPERVISED FARMING PROGRAM
-
(TABLE
It can be seen that
the
.LL)
range of participants both
In forestry projects and In Vocational
general is very large.
survey,
forestry
In
Agriculture in
many areas Included
In the
projects as such have received very
little consideration in the past.
Most of the emphasis
In project selection was placed in field crop and livestock enterprises.
In the last few years, project
philosophies have changed somewhat end a broader attitude on the part of some Instructors towards project
selection ha
the supervised
into
farming program. This coupled with the
allowed fer: forestry projects to fit
TABLE III
NUKBER OF BOYS IN EACR DEPART1NT
IIDICATING FAR)1 FOREST INSTRUCTION
AND
?ER OF BOYS EAGED IN FORESTRY PROJECTS
Number of boys
Number of boys
with forestry projects
in agriculture
56
(average) . . . . . . . . . , . . . . . . , . . . . . . . . . . . .
20-112
(rang.
(av.rag.)
3 (rang.)
3
at that most Vocational Agriculture instructors in the
peat have finished
their college
academic pro
b
very little and often no knowledge in the field of for-
estry, leading them more towards field crop and ]iv.
stock supervised farming programs to the exclusion of
perhaps many good farm forestry projects, baa reduced
greatly the number of forestry projects in Vocational
Agriculture.
It is believed that then, will be a greater
number of Vocational Agriculture term tor.atry
programs
in th. near future.
It was found that six of th. departments teaching
farm forestry hawe no boys whatsoever involved with tOn.atz'y proj.ot.
It
uld appear hen, that the instruc-
tor in these departments has
r.00gnizsd
a need for this
146
type of instruction but has not practiced forest project
selection for a long enough period for any
of his boys to
work into this area.
In the opposing direction, three depaz'tinents 8
veyed have in excess of 10 boys involved in some sort of
forest projects. An extremely large portion of the local
economy in these comxmnities undoubtedly comes from the
forest industry and the instructor is probably will versed
in this area and has a well established program cl instruc
tion.
Both of these examples are extremes and lie in both
directions from the average three. This number and the
:*1*n7 examples that are grouped around it represent dif.
lerent proportions of the total number of Vocational
Agriculture students depending, of course, on th. number
of students in the various departments.
The greater number of the total boys who have pron this area, the greater the curriculum emphasis
should be, keeping with the approach to curriculum
that we "teach according to
what's in the cununity
1IJRS OF INSTRUCTIONAL TIME USE1) IN TEACRI
(TA
FORESTRY
ly)
it is readily apparent that
variation
;e between departments concerning the number of hours
47
TA
If OURS OF INSTRUCTI ONAL TINE DEVOTED TO PARN FORESTRY
Year of program
flours instructions
Freshman.......,........,....... 6(averag.) 1.24 (rang.)
Sophomore
Junior
S.nioz'
1L
.
(average) 2.60 (range)
............]14 (average) 3-Q (range)
...
:16 (average) 25O (range)
instruction which should be used in each of the 1'
years that forestry is taught. The average figures are
not a good indication in this case because of the ez
treme variation. The number of hours instruction will
depend, to a large degree, cxi the individuality o the
local cormiunity in which the material is to be taught.
8oma departments, in areas being a1nst totally forest
dominated, would naturally
include a gx.st.r portion of
the total instructional time in this subject a. compared
to a department located in a nearly totally field crop
ox' livestock ares. Vocational Agriculture is taught for
local applicability, so th. agricultural enterprise ot
the couiunity, including forestry, an, given aurriculu
time according to
community.
tber value
in the economy of the
148
The average number of hours indicated
in Table IV
is probably accurate for indicators of th. amount of
time spent in forestry when one year is ooiared with
another.
The maximum number of hours devoted to this
field in any eras year will moat generally occur during
the junior or senior years, with the least numbers during the freshman year.
FORESTRY (TABLE V
IEThODS
The methods used in teaching farm forestry era in
moat respects no different from those uaød to teach any
other phase of agricultural science.
The lecture ap-
proach to teaching is perhaps the moat universally accepted method of teaching.
Twenty-nine of the thirty
respondents who teach farm forestry are using the lecture method to some extent in their forest instruction.
The number of responses to the ield trip
approach
is rather pleasing with twenty-eight of the thirty people indicating that they use field trips. The appliestiori of the
"learning by doing" approach has
apparently
caught hold, at least in the phase of agricultural
science.
The interest ira field work as a part of the
instructional prograxu in forest instruction can be bet-
ter realized by recalling the large numbi' of departments who have forest
plots that are used
regularly in
49
TABLE V
NETRODS USED I
TEACBING FABN FORE8 TRY
I4ethod
Number using
Lecture
saa.s..a.a,..a., a..-....aa.,. *-.
tripe . . .
Group discussion
a a .. a a a a a a
Resource pez'.ons . . . . , . . . ,
Supervised study
aaaaa*a
Student reports
aa
Panel discussion
aa
Team teaching
a ., . a
a a a a.
aaaaaaaaa
a
aaas
....a. .
a,aaaaaaaaa.aa.aaa
ea a a a a a a a a a 2
*
aaaaaaa
a a. a a 23
..aa...
aaa*aaaaaa
aaaaaaaaaaaua
. . .
a a. a..... 29
........,..,aa....,
.a
aaaa
aa
thod
a
aaaa
a
1
16
aaaaa
. .
a a s a a a a a a. a.
'a.
conjunction with classroom teaching.
Group discussion of learned principles is also a
rather widely accepted method of teaching. It eeem
st
the number of respondents to this method would be gre
though than 23 out of 30 It would seem that lecture
and recitation or discussion would beer a higher rela
tionship to each other as total number of responses are
concerned.
Nest classes in agricultural acisno. seem to
handled on the lecture-recitation approach, but it might
be that this is a raise assumption in certain inetaric.s.
Perhaps supervised study or laboratory experiences are
being substituted here by some teacher..
Slightly over 50% of all respondents have mdi-
supervised study methods; these being used perhaps in conjunction with lecture and/or die
cussion techniques. There being no textbooks in Vocacited that they use
tional. Agriculture a. agriculture teachers see it, undoubtedly many z'efererce sources are being utilized for
these study sessions.
Fifty per cent of ill surveyed persons teaching
farm forestry have indicated that they use the student
report method of
instruction. There may be more then
this number when student speeches in preparation for
chapter public speaking contests are considered is
student reports. There are
probably many teaohera,
firmly attached to the
traditional approaches to teaching, who have never
really considered this method of teaching, a well as
th. next two to be discussed.
The use of panel discussions and team teaching
methods have not received the use in this teaching area
especially those who are very
that some of the more traditional approaches have re-
ceived
These are comparatively new teaching methods
and until they have been tried and given a chance to
work in more departments, in more varying situations,
their acceptance may not be rapid.
TABLE VI
TilE NUMBER OF TEACBERS USING DIFFEREN? TYPES
OF YIELD TRIPS IN TEACRING FARM FORESTRY
No. of teaob.re usi
Type of field trip
Timber cruising field trip .......
.
Tree planting ...........,.......-...,....
.
Trip through a forest nursery
Trip to appraise and take inventory .................... 9
....,....,.....
Trip through a sawmill
Log scaling . . . . . . . . . .
....... .. .
8
Trip to observe logging methods
5
Trip through a fiberboard plant
........... 2
Trip thrigh a plywood plant .
............ 2
Thinning and pruning demonstration
Trip to a cone drying plant
Fl
USED
FARM FORESTRY (TABLE VI)
The laboratory approach to teaching through the us.
of field trips appears to be quite ezteriaiv.ly uesd.
Table VI illustrates a rather large number of different
trips that a department might take, but these trips are
listed on a purely theoretical bssia because each
1
52
d.partaant can conceivably only take part in 8 certain num
bar of these trips and then only those in which driving
distances are practical. Many departments, of ooursi,
not have access to plants and firms such as fiberboard
and plywood uiills and cone drying plants.
As almost 77
of the department. teaching forestry have access to for
eat land most or the field work trips are more prac
Timber cruising and tree planting field trips
pear to be. the most popular of those listed, but even
than only about 50% of the departments teaching forestry
usa these trips. None of the trips listed carry an over
whelming number ol' subscribers. It would appear that as
yet this area of instruction has not besn used long
enough for the full merits and disadvantages of each type
of trip to have been universally acoipted.
Field trips other than those that can be taken in
the acboolus.d forest depend to a large degree upon d.
partm.ntal proximity to those places to be visited.
a certain forest products plant is operating in a given
community and is drawing employees fri that community
and if the agriculture teacher is following the pbilc
sophy thathe should "teach according to what's in the
community", it is more natural to expect him to take his
boys through this plant than it is for him to go int'
another area to visit a plant with no beme"cosnm*nit:
It might be puzzling to sonie people why so few re
Us have been made to the sawmill field trip. With
the large number of sawmills existing in many rural
reas, this type of field observation would seam to ot
ore opportunities for educational activity than is
cated by the respondents
Perhaps
india.
th. main reason hare
is that so many o' the smaller mills, which ar. more
umarous now, otter actually very little in the way at
instruction because of the
gypo" type operation and law
standard of equipment and milling operations.
There
are
actually very few large modern mills in operation.
8UJEC? ABEA$
uaii n PAR}1 FORESThY (TABLE VII)
There seems to be less total instruction in the
freshman year than any of the other three years in wbcb
Vocational Agriculture s normally taught. This point
was also made previously in relation to total hours of
instructional tin, in each of the four years.
Emphasis during the freshman year appears to be on
such subjects as tree identification and techniques of
tree planting. Nearly belt of the total subject ar
responses for the freshman year were for these two sub.
j.ct areas. Techniques of management, forest protection
and Christmas tree production have been given about equal
consideration during this y.sz', but the number at
TABLE VII
SUBJECT MATERIAL TAUGHT IN EACH OF THE FOUR
AtS
OF A VOCATIONAL AGRICULTURE PROGR.A?I
Subject area
Responses to various years in the pz'ogre
Prosh.
Soph.
Jr. Sr.
Tree Identification
9
114
8
10
Techniques of Tree Planting
9
1.3
10
9
10
7
9
Harvesting
1:
Techniques of Management
5
114
14
13
Specialty Forest Products
2
8
7
8
Wood Preservation
3
6
8
8
11
11
Forest Marketing
8
8
Forest Mechanization
a
56
Forest Occupations
a
5
10
Christmas Tree Production
8
10
7
Techniques OX Cruising and Sealing
TOTALS
6
12
11
98
105
Techniques of
Forest Protection
143
respondents to this level of teaching was low.
Lees than
20% teach these subjects at this level, making this figure
rather insignificant.
Other areas have been checked as
being taught during this year of instruction but the
55
incidence of the occuranco is so low that no discusato:
need follow here.
As the total number of hours instruction increi
from the freshman to the sophomore year, so baa the total
number of responses indicating more instructors teaching
rvre subject matter than during the previous year.
Emphasis during the second year is again high in tree
identifioatiou and management techniques.
Emphasis on
this last topic during this year contradicts the central
theme upon which many teachers operate during the junior
year - "management".
There are undoubtedly many teachers
in the ares of this survey ibo have never heard of this
theme type approach to teaching which indicated subject
emphasis during each of the rour years as:
selection,
production, management, and establishment.
Emphasis on the areas of tree planting, which wis
also important during the freshmen year, forest protection and techniques of harvesting is shown to be greater
during the sophomore year.
With the increased age arid
maturity of the students, more complex and abstract
topics can be dealt with effectively.
This is illu
trated in the table by the increased number of responses
in the various subject areas as the years in which the
material is taught progress.
The sequence in which ma-
terial is normally taught also affects this,
56
Specialty forest products, marketing, and Christmas
tree production have also received the attention of semi
teachers during the second year but again, the number of
responses in these areas ta not significant.
The sophomore year appears to be the year of peak
emphasis on three points. These phases are tree identi-
Lication, techniques of tree planting and techniques of
harvesting. It Ia during this year that the greatest
portion of formal instruction will be made in these subject areas,
The junior year Instructional emphasis appears to
be placed on such topics as: cruising and scaling, teob*
niques of management, wood preservation, forest proteotion and Christmas tree production. Since two periods
are allotted to agriculture, in many instances, during
the junior year, it seems rather odd that more emphasis
is not placed on the entire forestry program of inatruation. Perhaps the double period is not as widely used
during thIs year as some people believe.
As one would expect, the senior year forest program
includes material on forest occupations, tor.st mechani..
zatlon and marketing of forest products with emphasis
also being placid on specialty forest products and iod
preservation.
The senior year baa received
nre
responses in
connection with
nuniber of subject areas taught than
any of the other years. It can be seen then that the
the
trend, at least in this survey, is for an increasing
emphasis on forest instruction as tar as total subject
areas to be covered is concerned, as one moves from
freshman tosenior years,
SOURCES OP INFORMATION USED IN TEACHING FARM FORESTR(
(TABLE yj)
County agents or extension turin foresters are quite
important people as far as obtaining reference material
or serving as resource persons in the ares of forestry.
The county agent is relied upon tn many other instances
with respect to education in agriculture, but the county
or state farm forester can play a very important role in
the instructional program.
The U.S. Forest Service, as the extnzion people
just mentioned, are very prolific producers of printed
material which can be used for instructional purposes.
Quite a large portion of the material from thi8 source
is not written with reference to local area, such as muiy
of our weater
assooiatjos' material is.
This is a dis.
advantage of material from this source because as a gene
eral rule Vocational Agriculture is taught with respect
to local adaptability of learned principles and general
TABLE VIII
OURCES OF FARM FORESTRY INFORMATION USED Y AGRICULLVRE TEACHERS
Information ource
Type of information and number of responses
urce Printed
Fi1s &
Word of
Total
son
Material
Visuals
Mouth
Responses
County Agent of Farm Forester
15
20
1
9
45
Warden of Prot.otion District
7
1
1
2
U
Oregon (Wn.) Green Assn.
1
8
2
-
1].
US. Forest Service
Industrial Forestry Association
9
15
7
1
32
2
U
6
1
20
eStern Pine Association
West Coast Imberman's Aan.
Stat. Departm.nt of Education
School of Forestry
Soil Conservation Service
2
7
2
5
2
1
2
1
1
1
TreeFarers
State Forestry Deparent
1
-
1
1
-
14
71
22
Keep
TOTAL RESPONSES
11
-
-
1
7
4
2
1
-
1
1
59
information or information about another locality or seation of forest land may be faulty or misleading on the
local scene and may hinder rather than help local appli
cation.
The Industrial Forestry Association, Keep Oregon
(Washington) Green Association,
Western Pine Aasooiation,
and the West Coast Lumbermen's Association are other
groups in the
forest industry who are very prolific with
their usable reference materials.
Several other sources are mentioned and each on.
has received mention by one ox' more of the surveyed de.
partmenta, but som. of them have not been too active in
this area and consequently few instructors have had opportunitisa to see their materials, however many then
may be.
would be expected, the
formation sources lean heavily
A
There have been many
responses to type of in-
printed material.
hundreds of articles, pamphlets,
toward
books and other forms of printed literature which have
been easy to obtain, cheap and many times tree, and contain the type of materXal that is interesting, up to dat.
well illustrated, practical and in line with what tb
teacher wants to teach.
There is little doubt that print.d
material will continue to provide the basis and background
for teaching In all subject arees.
60
There seems to be wide acceptance of th. use of
source persona as a method of teaching. There have been
many responses indicating that resource persons are being
drawn from many different areas concerned with forestry,
expecially the extension people.
It is evident also that
protection district personnel are being drawn into the
classrooms as resource people.
A
with the other types of information, films end
visuals are obtainable from many sources, but the totøl
number of sources is smaller than either of the two informational types already mentioned. It would be auppoeed
that a large majority of the references in this area would
be found in the form of charts, posters, etc.
Word of mouth, as a maans.of acquiring instructional
formation,
seems not to be an extremely popular method.
The extension personnel again appear to be, as one would
expect, important here because of the proximity of this
source arid the many personal contacts that the teachers
of Vocational Agriculture have in the normal courae OX
their positions.
REASONS ?CR SONE INSTRUCTORS NOT TEAC}IING FARI'I FORESTRY
(TABLE IX)
The question "wy" was asked of those persons surveyed who indicated that they were not teaching farm
61
TABLE IX
1EASON8 FOR CERTAIN DEPARThENTS SURVED
NOT TEACHING FARI4 1ORESTRY
Reasons to:
caching this subject
No. of responses
No justification on the basis of total
income of the area coming from farm
torestz'y ...........................
Inautficlint b.ckground in subject area .... ...... ..
Insufficient community and student
interest
a
. 8
ø
Advice from advisory ccsinoil .........e....,a..,..e.a.a
forestry when a sizable portion of the income of the c
in which they were situated cam. from this enterprise.
was surprising to find that such a large number of depart
menta surveyed do not include this type of instruction in
their Vocational Agriculture programs until notice was
made of the reasons why this instruction was not taking
place.
The major reason for not teaching th.ts subject was
because the agriculture teacher felt that ther. was no
62
local economic basis for including it in the curriculum.
This might seem rather odd when one
coneidex's the rneena
by which these departments were chosen for io].uaion in
this survey; but when full consideration is given to the
rather marked line of demarcation between heavily forested
and extremely scantily forested areas in certain parts of
Oregon and Washington, especially on the east aide of the
can see how a
Cascade Mountains, then one
county could
conceivably have a large portion of the total county in.come
coming from the forest and still
Agriculture
have Vocational
departments in relatively uriforested areac.
Some teachers have indicated that their lack of
knowledge of the area of forestry has been the main z'eeson for
their not teaching this subject. Some of our
agriculture
teachers
leave
college without course work
or practice experience in the area of
forestry.
Insufficient conunurilty and student interest has
also received several checks as being the reason that some
departments
are not teaching this subject.
In a demo-
cratic aocety, such as the one in which we live, where
the taxpayers support the schools and govern to a certain
extent the instructions], content, then conmiunity inter-
ests must be
realized in the
the other departments
agriculture curricuiwn as in
of the school.
63
Chapter V
PROPOSED C OURSE OUTLINE IN FARM FORESTRY
TIlE COURSE OF STUDY
The material in the preceedirig chapter has provided
information for the teaching of farm forestry in a Voc.
tional Agriculture program. The purpose for the foregoing
section is to categorize and clarify the outline presented
earlier so that a clearer picture can be seen of the type
of curriculum that is suggested by the survey. Tb. subheadings that are presented are those of the author and
are included here merely for clarification of the type of
subject materiel that would most likely be included in an
organized, systematic program of instruction in this aria.
FRESENAI YEAR
A,
Introduction to arm forestry
Significance to the local economy
Significance to the national economy
3, Significance to watershed and wildlife
hours
management
!. Esthetic con ributions to modern life
B.
Tree identification
1. Important local ottwooda
2 hours
6)4
Dist
ng
az'aotariatios of the
sot twoods
3.
Uaee of local softwood species
Selection of species and site
3 hours
Christmas trees
2. Fox'.et reproduction
PrInciples of band planting
1 hour
1.
D.
SOPHOMORE YEAR
Identtication of all localil significant tre
B.
C.
D.
apeoiia
Christmas tree production
Buying young trees
Groundbreaklng and soil preparation
techniques
2 hours
lbou
Caring for the young trees
Techniques of tree planti
1 hour
Local soil types and tree growth reaction
Ecological considerations
Techniques of management
1.
Management for maximum Christmas
production
Culling
Thinning
o.
Pruning
14 hours
65
Management for maximum nursery productie
Thinning
Weeding
Irrigation
d. Soil preparation
o.
3 hours
Techniques of harvesting
Principles of multl.ple'us. management
8eleotive cutting
Planning for harvest
2 hours
Forest protection
1. Forest tire fighting and tire prevention
Fire behavior
Fire fighting techniques
Fire fighting equipment
2. The sate use 01' lire
Types and uses of epsoisity forest products
1 hour
Pulpwood
Fusiwood
Cascara
Conifer cones
5. Decorative gr.enery
14.
JUNIOR YEAR
A.
Techniques of tree planting
1. Principles of machtne planting
1/2 hour
66
2.
Airplane and helicopter planting
Techniques of cruising and scaling
2 hours
The land cruise as a measure of forest
volume
The us. of biltmore stick and hypsomel
Forest mathematics
computing board ieet
from standing and fallen timber
C.
Techniques of management
3 hours
Factors affecting the forest markets
Economical consideration in forest
production
Analysis of seats and returns for forestry
enterprises
D.
Forest protection
2 hours
Local insect and disease probleni
Control messurs for locally significant
insects and disease.
Specialty forest products
Shake end shingle
production
Fence post production
Piling and pal. production
Marketing forest products
1.
The various forms in which forest products
are marketed
Methods of handling forest products before
67
arid elwoute to market
atmas tre. production
oi
A.
1.
Thinning the stand
2
Pruning
3.
Choosing trees for sal.
14.
Correcting dafor'm.tiee
2 hour.
mR
Identification
2 hours
Wood identification - locally significant
species
Idøritificstion of the various wood products
Techniques of harvesting
4 hour.
Road and landing planning end construction
Felling,
bucking, and skidding
Cat and hi-lead berveating
Laws concerning harvesting
C.
Techniques of management
1 hour
Forest record keeping
Determining labor end equipment needs
D.
Wood preservation
1 hour'
Uses of preserved products
Types of pr.servativei
?lithoda of applying preservative.
Foriet protection
1 hour'
68
The various protection agencies locally
important and their work
2.
F.
Forest protection laws
Marketing forest products
Supply and demand
influences on products
movement
The local market aitustio
- markets and
price structure
G.
Forest mechanization
1.
What are the "tools of the trade"
2.
Using and maintaining special equipment
2 hours
Forest occupatirns
The various job possibilities
Entry qualifications
Professional possibilities
14.
Local needs
I. Forest products
1,
Lumber manufacture
2.
Veneer manufacture
3.
Ptilp and paper production
4.
Herdboard end fIberboard production
We must realize that this course Of study Is on. that
the author himself has constructed and is one that for his
needs appears to be satisfactory,
although any person
69
using this outline should keep one question in mind be
accepting it for us. in any locality other than that
the author, "Does it suit the needs l'or such a subject in
my own situation?" With this question
in
mind one should
consider these points:
2.
Is the major subject matter emphasis on those
phases of forestry that are most important
my community?
Is this quantity of forestry instruction needed
in my situation or should the tots
of
subject material be lessened or possibly
creased to meet the needs?
Am I prepared professionally to do a respectable
job in teaching this subject end if not,
and how may I prepare myself?
What methods and materials am I going to use
hers and where do I turn to get these?
hose points have been thoroughly considered
and an instructor's own position in regard to those points
baa been evaluated, then the propos.d course of study will
provide direction for the inclusion of fern forestry in
the curricu2w3 thet should allow for effective instruct:
and student learning.
flOURS
lNSTRUCTIOIAL T:
In tiachi:
y subject regardless of what it might
be, on. of the prime objectives of an instructor is to
stimulate the atud.rti to absorb at least the major prin.
ciplee concerned with that topic. With this in mind, it
may appear as it there is
riot enough time to do en adequate
job of teaching th. principles surrounding forestry it one
follows the time recoinnendationa offered in the course of
study presented earlier. In teaching forestry, as in
teaching all subjects, there is never quite enough tim, to
cover the material the way the instructor would like to.
With this in mind, a good teacher has to be very ffieien
in his instruction.
Tb. good teacher will tak, the pro-.
posed outline, draw his teaching plans in accordance with
his own needa covering those topics
ndioat.d and do a good
job of teaching the basic principles and still keep within
the tim. allotted in the course of study, allowing t or his
own modifications in accordance with local conditions.
It is ridiculous f or an instructor to plan his
classes such that he plans to cover 20 hours of mate:
in 20 class periods.
peninga as;
Allowing for such unplanned hap-
school assemblies, discussion of current
F.F.A. or project activities, and testing, an instruc-.
tor nay end up with possibly 114 or 1
of his original 20
71
hours able to work directly on subject naterie]..
this in mind, an
instructor should probably
plan approx
mately 15 extra hours in the four year period it he
going to use the proposed plan which consists of about
53 hours of instruction.
In the proposed plan no allowance baa been mad. for
a double period of instruction which normally occurs in
either the sophomore or junior year in many departments.
It should be noticed that most experiences involving
old work or other work in which a double period would
be advantageous, occur during either the sophomore or
junior years.
The freshman year is devoted main'y to
introducing the area and forming a foundation of elemen'.
tary principles upon which to base later instruction.
The sophomore and junior problems are of a more prat1cal
or manipulative
nature end asks the students to partici'.
pate in field work and laboratory- experiences.
year is
concerned with the "why" rather
Tb. senior
then the "how" of
forestry- problems and involves little field work ag in
the freshman year.
With these concepts of instruction
an instructor must make use of his double period
in the year in which it might be to his maximum advantage
in mind,
by including in it much of the more lengthy field or
laboratory work exercises.
such as:
If the more lengthy exercises
cruising and scaling,
tree planting or thinning
72
and pruning were done during the year with the double
period, then classroom activities and shorter and lees
ler&gtby trips could easily be taken care of during the
yarn of single period instruction. The main point here
is me,ke naxinwu use of the double period.
Ira regards to field work comes the qua ation, "What
time of year should forestry instruction coiner lnstruc
tion uring the freshman year makes little difference as
far as seasons are concerned except in cases where field
work such as tree identification is dssired. It is beet,
of course, that all field work be done either in the tall
or in the spring when the weather end growth coditiOna
are optimum rather than in the wintertime. An exercise
such as tree planting wil]. normally be in the wintertime,
though, during the dormant season. With either aopboor.
or junior groups it is most advantageous for instruction
to come during either rail or spring so that practical
field experiences will not be twarted or so that inetrue
tiaras), materials may be round.
During the serior year, unlike the othsre, it has
been found that the season makes little di!erenoe as tar
as student learning is concerned. With a fairly broad
background in this area and a mind that is mar. mature,
the senior should be able to grasp the material, end it
guided, apply it. Again, if field work should be
73
sired during the senior year, plans should be made fox'
including that pait of the instruction in either the
fall or the spring.
FORESTRY PROJECTS FOR TEE SUPERVISED PAR)!ING
Traditionally crop and livestock projects have been
the basis for the Vocational Agriculture program. In r.
cent year. certain other types of projects such as foz'
eetz'y have come into the program and it i. believed that
as more emphasis is placed on forestry as a recognized
subject in Vocational Agriculture, more forestry projects
ill be developed.
There are two major types of forestry projects that
can be carried as supervised farming projects, these be
ing Christmas tree and market Umber production. Because
it is extremely difficult f or a high school boy to be Zi
nencially abl, to 1ave a market timber project unless be
buys or manages a stand of trees, there will not be many
projects of this type; but Christmas trees offer project
possibilities for many boys. Young trees can be b
and planted in the freshman or sophomore year and it taken
oar, of properly, the boy wiUb. able to reap the profits
within a few years. A tremendous amount of ears mist go
into young trees IL they are to be used for Cbrtanas
trees end a great deal of management responsibility lies
714
here. Planning is an irpoztant srt of the boys learning
and good record keeping Is equslly ss v1uabie. When
these two elements, which the Instructor of Vocational
Agriculture has the responsIbility for teeching, are applied to the Christmas tree project, rstber sizable
return on the investment csn be rnlizcd. It is rather
disheartening for some of the boys when they can see no
dollar-return but just an Increase In total value each
November when the books are completed, so it should be
emphasized to them that when the harvest Is finally made,
probably late or after high scoc. when the fliOfl8 will
probably be more needed, theIr tot I ye:Iy Increase In
value will be available o ther.
There are improvenent projects thet wIll increase
the total value of the boys' forestry roecta In which
the Agriculture]. Conservation 7rorarn
res the expensos.
These projects should be explaIned to the boys so that
they may participate In the A.C.P. prograa.
:
METhODS A)
ECBNIQUES OF TEACHING
Every instructor hcs hi own needs that seem to
work beat for him. There era, however, certain approaches
to teaching which have rether unIvere. appeol and work
quite well on most subjects. It Is recllzed that with
some groups of students certain r:tho work better than
other's, depending a great deal upon the maturity of the
group being taught.
With maturity in mind, methods are
going to differ somewhat between the freshman arid senior
classes as baa been indicated earlier with regard to field
or laboratory work.
By virtue of their less mature out.
look, the younger boys wifl probably need a more concrete
learning atmosphere such as would be provided by labora
tory or field work exercises.
The lecture approach to teaching
is used with this
subject probably as extensively as all other methods com'
bind and it should be rioted that
good points if used correctly.
this method baa its
There are some phases Of
forest instruction which, if supplemented with adequate
visual material and other techniques, will be very et
feotive, perhaps more effective than any othrr approach.
Visual aids have much to offer in the way of aids
to teaching and many of these are readily available it
the instructor will only writ. f or them.
)lany tine charts
pictures, films, end pamphlets are produced by the large
wood..using industries end various public agencies which,
if used correctly, will serve as excellent aids.
To se
cure these an instructor should write to these places
inquiring as to the availability of such m.t.rial, arid
request any such material that they may have for distr'i.u,
buticri.
r4oat companies, in light of public relations
76
and advertising are quite willing to supply this material.
The opaque end overhead projectors which are available to most instructors are often not utilized fully in
the learning situation.
Many diagrams, pictures, charts,
or even printed dialog can be used with tremendous success on these tools,
One technique which is unique to Vocational Agrtcu3...
ture and can be used quite effectively in teaching forestry Is the use of references to the home farm or supervised farming program.
As a means of motivation there is
none other that Is as effective as teaching In conjunction with and in application on existing local farming
conditions.
Where the boys in a class have forested land
on the home farm or have forestry projects, motivation
In this area and consequent learning will bs bolstered
considerably.
THE USE
SCIQOL FORESTS FOR INSTRUCTIONAL PURPOSES
The use of forested land for teaching purposes is
another excellent technique In teaching forestry and it
has been shown earlier that some schools recognize this
by using such forests.
It is the feeling of the author that moat schools
located in areas where a predominant part of th. local
income comes from forestry, there is probably a piece
77
of land that is avai].able and suitable for use in the instructional program. When teaching such phases as pruning,
and thinning, or cruising end scaling, this aid would prove
to be invaluable, if used properly. Often forested land
Is owned by the school or by the city or by a farmer lo
ceted near the city that would be willing to let the dipartment use the land f or Instructional purposes.
Distance is a big factor to consider here and one
should be aware of travel time to and from the forested
ares. Unless working during a double period, class
periods are not long enough to allow any major work projects if the forested area Is located any distance from
the athool.
The size arid condition of the forest plot will be
determined in moat cases by what the instructor can get
to use. A plot of about five acres wld probably suit
the needs of instruction quite adequately Z or a period
of several years, this, of course, is entirely dependent
upon the condition of the vegetation on the land. An
optimum site would include trees ranging from seedlings
to second growth and would have acme brush and other
weedy species as well as some downed timber. This tsp.
of site would supply conditions whereby all phases of
forestry instruction could take p1906.
78
--
rBEu8E OFF:
A philosophy of education known as "learning by
dcng" surrounds much of the Vocational Agriculture pro
gram and provides the most sound basis for learning that
we bay.. Closely following as a learning philosophy
ght be one called leerning by seeing", for the sense
sight affords us the ability to visualize learning
ivities not possible to create in the classroom,
Ther. is no question that field trips ar. an excellent teaching devic, but there are many complications
involved hire.
A field trip that must be held to a one
hour tim. limit does not generally otter an instructor
an opportunity to mak. the experienc, meaningful, asp.
daily
it the place being visited is far from the school,
The double p.riod or the possIbility of baying extended
field trips for a full day or possibly on a Saturday are
alternative. to th. cramped one period trip.
There will
be times in forest instruction when the on. hour trip
necessary such as many of the trips that are taken to
the practice forest site, and when these tripe have to be
mad., it is important that considerable thought be done
before the trip so that the moat can be gained from it.
An adequate toilow."up is also necessary to insure maximum
learning.
Without this follow-up * great deal of learning
may be lest.
79
It may snetimea be found wise to take field tr
other classes, such as conservation or acian
Where to a certain extant both classes era attempting to
teach th. sam. principles, it wili often be more advan
tageous to the learning of the largest number oX' students
to take them together.
8oie of the types of field trips concerning oreetry
that an instructor might want to oonsid.z in any given
year are as tollowa*
A.
Practical field work trips
Trip to practice log scaling
Trip to practice pruning and thinning
Trip to practice cruising
to make forest appraisal
S. Trip to plant tree
Other good field trips
through a lumbar milling operatic]
throtagh a plywood or veneer plant
Trip throub a rlb.rboard plant
Trip through a paper producing plsr
Trip to observe a harvesting operation
Trip to observ. s fire protection unit in
operation
Tr
through a forest nurSery
80
to observe conservation measures
C..
ThEE ThFOENATIQ
Any study of this type is valuable to a certai
tent for some people but to be of most vs
airy that * list of further references be made to help
those who wish to look more deeply into the subject or as
in this area to find materials that will aid in the
teaching of the subject.
a tollowng list of publication. has been compiled
both by th. author and by the Oregon Wood1anda Publca'.
tions Council of the Oregon State Board of Forestry and
is presented hen, to help th. instructor that is planning
to teach forestry In Vocational Agriculture gather inf or
znaton from which to draw his teaching materials.
ABBREVIATION, LEGEND AND ADDRESSES
OSBF
Oregon State Board of Forestry
Box 2289, Salem, Oregon
8cs
USFS
Soil Conservation Service
209 W 5th Ave., Portland 4, Oregon
8. Forest Service
x 4137, Portland 8, Oregon
81
USDA
U.S. Department of Agricu1tu
Superintendent of Doc.nte
Washington 25, D.C.
Ezp. St..
Pacific NW Forest and Range Experiment
Station, Box 14059, Portland, Or.gon
WPA
Western Pine Association
eon Bldg., Portland
ORC
14, Oregon
Oregon Forest Research Center
Box 571, CorvsUia, Oregon
WES
Washington Stat. Extension Service
Pullman, Washington
OES
Oregon Stat. Extension
Se
Corvallis, Oregon
IES
Idaho Extension Service
Moscow, Idaho
&kF
Composed of #8, #9, and #10 *bcv.
Society of American Fcr.sters
1425 Mills Bldg., Washington 9, .c.
WSF
Washington State Division of Forestry
Box 110, Olympia, Washington
IFA
industrial Forestry Association
11410 SW Morrison, Portland 8, Oregon
FLB
Federal Land Bank of Spokane
Spokane, Washington
82
C ZC
Crown Zellerbach Corporation
Public Service Bldg., Portland 4,
Oregon
Oregon State Department of Education
8 slam, Oregon
WI??
Washington Institute of Forest Products
University of Washington
Seattle , Washington
University of Missouri
Agricultural Extension Service
Columbia, Missouri
AFPI
American Forest Products Industries, Inc.
1816 N Street NW, Washington 6, D.C.
Michigan Stiti University
Cooperative Extension Service
East Lansing, Miobtgsn
TITLE OF P18LICATION
A
Forest Management
SOURCE
Doag1aa.Fir Type
1. Your Trees a Crop, Douglai.Fiz' and
Associated Species
The Work of the Forest Manager
Management Practices as Related and
Influenced by Soils
Pruning Forest Trees Pays
Weeding Forest St&rd
0837
Sca
8C8
3C8
83
Thinning Quid. for Douglas-Fir Stands
7.
SCS
Economic Guide for Management of 2nd
Growth Douglas-Fir
8G8
8.
iLarvesting Douglas-Fir for )(aximwu Income
USFS
9.
Increasing Value and Volume of Forest Tries
USFS
10.
Commercial Thinning of Douglas-Fir in PNW
USFS
11.
Pr..commercial Thirmings
USDA
Yield of Douglas-Fir in Pacific )W
13. Better Yields Throb Wider Spacing
12.
114.
Managing the Small Forest
Forest Practice Policy for Columbia
River District
16. Lao Isseac on Siivi.culture
USFS
USFS
USDA
15.
17.
Measuring Trees
18.
Pruning Increases Forest Tree ua1ity
19.
Farm Woodland Management
Forest Management - Pondarou Pine Type
Your Treeaa Crop, Pondez'oas Pine and
Associated Species
Young Ponderosa Pine Management and Yields
Thinning Guide for Ponderose Pine
4. Yield of Even-Aged Stands of Pouderosa Pine
5. Lodgepole Pine Management Guides
6. Spacing Tables for Thinning Ponderosa Pine
7.
Log Grading Studies in Ponderosa Pine Region
CZC
OZS
USDA
WES
UN
WPA
SCS
SCS
USDA
USFS
USFS
ORC
Retore station
Weed and Brush Control
Forest Nur5eries and Seed Dealers
Row to Plant a Tree
Improving Survival or Old Field 8ff zig a
14.
. Raising Forest Seedlings at Heir's
6. Deer, Nouse and Reroreatation Tillamook
Burn
OES
USFS
Sc8
USFS
OES
ORG
ffeot of Ground Cover on Seedling
Germination
ORG
Spot Seeding Ponderosa and Jeltr.d Pine
Seeding Dates and Douglas-Fir Germination
Natural Regeneration on Staggered Settings
U. Western Hemlock Seed Germination
ORG
ORG
aRC
ORC
12.
Ponderoas Pine Seed Germination
ORC
13.
Direct Seeding of Western Red
Douglas-Fir - Spot Seeding
ORG
114.
Cedar
1. Aerial Seeding
Clearing Land of Brush and 8tumpa
ORG
ORG
USDA
Direct Forest Tree Seeding
WES
Grow Trees, Not Brusi
WES
Plant Your Trees Right
USDA
Hardwood ?ianagement
2.
Alder Thinning
8C8
Aspen in the Western States
8GB
Oregon Bardwoods
14.
Utilization of Bigl.a
S.
Silvicultural Characteristics of
6.
Volume Tables for Red Alder
ORC
7.
Northwest Hardwood Industry
ORC
8.
Seasoning axid Preservation of Oregon Whi ti
9.
E.
O
3.
Maple
d Alder
USFS
Oak Ties
ORC
Oregon lf*rdwood Plywood
ORC
Preservation of Tan 0
niber
10.
Seasoning
11.
Oregon Maple Log and Lumbar
12.
Red Alder Log and Lumber Grading
ORC
13.
14.
Basic Data for Oregon Hardwoods
ORC
Seasoning of Oregon Hardwoods
ORC
15.
Utilization of Oregon Hardwoods
ORG
and
Grading
01W
ORC
Forest Protection and Conservation
1.
Forest Protection in Oregon
2.
Woodland Protection
3.
Woodland Protection - Grazing
USFS
4.
Conservation Education in Oregon Schools
OSDE
08 ;
U8FS
Fire Prevention
Insects, Disease, Rodents, Animals
WEB
Forest Tree Diseases of Pacific NW
Principal Forest Insects in Pacific
W
USFS
Forest Tent Catapillar
USFS
4,
Western Pine Beetle
USFS
5.
The Mountain Pine Beetle
86
Fir Engraver Beetle
Decay Following Logging Injury to Hemlock,
Spruce, and True Firs
Dusky Footed Wood Rat
USF
USDA
QRC
)lid...eummer Baiting to Control Seed Eating
Manwiala
ORC
Shrews as Tree Seed Eaters in Douglas.Fir
Region
ORC
Conk Rot in Old Growth Douglas-Fir
ORC
Environmental Factors Af'ecting Spruce
Budworzn
ORC
Cone and Seed Insects of Western
Tree a
114.
Controlling Rodents and Other Small
Animal Pests
USDA
OES
Forest Soils, Erosion
1. Correlating Soils with Douglae-.Fir Site
Quality
2.
SC 8
Soil Interpretations f or Woodland
ConservatIon
Erosion Control in Woodlands
Management Practices as Related and
Influenced by Soils
SCS
Effect of Physical Soil Properties on
Douglas-Fir Sit. Quality
acs
87
6.
Factors Affecting Productivity in
Wtflazuette Basin fez' DouglasFir
Interpreting Sal]. Surveys for Use in
SC8
Growing Wood Crops
SCS
Correlation of Soil and Timber Sit. in
)ouglse-Fir in Southwest Washington
Guide for Porset Soil Examination in
Douglaa'Fiz' Region
Minor Forest Products
1. Management and ?4ark.tirig Floral Trade
Products
Caac*ra Bark Pz'oductiou and Other Crude
Drugs
Cone Buyers in Pacific Northwest
. Collecting ?orast Seed Cones in PNW
. Con. CollectIon, Extraction Storage
6. Minor Forest Products in Pacific NW
Christmas Trees
1. Christmas Ti'.. Production and Marketing
2. Christmas Tree Producers in Oregon
3. Christmas Ti'.. Stump Culture
A Christmas Tree Plantation
Li,.
5. Selecting a Good Area for Chris
in Pacific Northw.at
6. Cultural Prsctiees for GrowIng Obri
Tress in Pacific Northwest
3.
:.
SC3
Bxp. Ste
Exp. Ste.
053?
USFS
USFS
USFS
Tri..xt.
OES
SCS
SCS
US'S
U8
88
Regulatory Measures Affecting Harvest of
Christmas Trees
USFS
Christmas Tree Harvesting and Marketing
for PNW
U.S. Standards for Christmas Tree Grades
10. Christmas Trees, the Tradition and the
9
Trade
USFS
USWI
USDA
11. Dig1aa-Fir Site as a Basia for Selecting
Christmas Tree Lands
Exp. Sta,
12.
Raising, Christmas Trees for Profit
QES
13.
Shearing and Shaping Christmas Trees
)ISU
114.
Christmas Tree Harvesting and Marketing
f or Pacific NW Growers
15.
USFS
Selecting a Good Area f or Growing
Christmas Tries in Pacific NW
USFS
General Information
1.
Forest Consultants in PNW
2.
Markets for Forest Products in Oregon
3.
Trees to Know in Oroon
OES
14.
Small Woodlands Handbook
SCS
5.
Trees Against the Wind
8GB
6,
Guide to Regulations Affecting Harvest
and Marketing Forest Products
USFS
Oregon Forest Laws (Washington)
083?
Forest Practices Handbook
083?
89
9.
10.
How to Sal]. Timber
OBS
Measuring Trees
OES
Salt Treatment fox' Green Poets
12. Treated P±ne Posts Will Last
13. Loans on Forest Lands
11.
]i. Forest Statistics for PIW
0E8
OES
PLB
USFS
15.
Sinai]. Sawmill Operators Manual
USFS
16.
Building with Loge
USFS
17.
Federal Income Tax Tips for Sinai].
Timber Owners
16.
USFS
Preservative Treatment of Fence Po
and Timbers
USDA
USFS
20.
Volume Tables for Pacific NW Trees
Timber Sale Agreement Guides
U8FS
21.
LoggIng Farm Wood Crops
USDA
22.
Service Life of Treated and Untreated
19.
Fence Posts
Mark. tng ol' Farm Forest Products
(Western States)
2L. Managing the Small Forest
25. Trees and Tree Growth
26. Its a Tree Country
ORC
QES
USDA
USDA
AFPI
How You Can Become a Tree Farmer
WPA
28.
Harvesting Evergreen Brush and Ferns
WEB
29.
Building Woodland Roads
WEB
7.
Oregon, A Timber State
Trees and Gems
Twin Crops
The Story or Lumber
3,
34.
Growing Paper on Tree Farms
AFFI
czc
Public Forestry Assistance ror Small
Woodlands
3. Wby We Have Z4ultiple-Use Forest Man mint
Look at Your Timber Aaierica
Farm Forestry in Clackamaa County, Oregon
The Story or Pulp and Paper
us"
AFFI
USDA
QES
9].
Chapter VI
SUNI4ARY, CONCLUSIONS AND REC OM1ENDATIONS
This study was undertaken for the purpose of determining bow farm forestry might be included into Vocational Agriculture programs in those oonununities where
forestry plays a signifióarit role in the local economy.
It was felt by the author that the educational oppor
turilties offered by instruotion in this area were not
being fully utilized.
Then, were nine major topics selected for study in
this paper, these areas being:
1.
The importance of farm forestry to the local
economy and the number of teachers who recog
nize a need kre by incorporating forest in
atruotion into their curriculums
Departments having access to forest land for
instructional purposes
Average number of boys in each department and
the number of boys involved with forestry
projects
Thts]. number of hours of instructional time
devoted to forest instruction
92
Techniques end methods used in teaching farm
forestry
Types of field trips used in teaching farm
fore stry
Subject material taught in each of the four years
of secondary instruction
SOUrOes of information used in teaching the
subject
The reasons why sna teachers do not include
instruction in forestry
Research done in other parts of the country indicated
that groups of people across the nation were also int.r
ested in answering the same questions as the author,
Basic curriculums secured from the various peep].. having
worked in this area indicated several potnts to consider
in the formulation of a curriculum for Oregon and Waahing
ton for which this study was made. Those points indicated
weres
are is a rather universal body of subject m.
term]. nation-wide which has been found to be
important enough to include in basic curriculums
of farm forestry.
2. The two major areas of instructional con
forest xiianageuient and forest products.
There is
93
also a small body of material which is incld.d
n moat curriculums which might be called fazast
ngine ering.
There is a "learning by doing" philosophy auz'
rounding most instruction in this area,
Pr*cti-'
ca]. field work experiences are used almost uni..
versally to aid the instructional process.
The
need for practical forest demonstrations of
learned knowledge is rather universally accepted.
There Is a gradual shift in teaching methods in
this area from the lecture or teacher centered
approach to the discussion and laboratory
preach which is more student centered.
p
The means through which data was secured for
paper consisted of a check list questionnaire that
s.nt to sixty departments ol' Vocational Agriculture in
Oregon and Washington. There were fifty-tour of the
quøationnairea returned to the author.
The basis upon which questionnaires were sent was
determined by the total forestry income in 1959 from the
county in which any given Vocational Agriculture depart'.
ment was located.
Each department surveyed wan located
In a county in which at least $900,000 worth of natural
resourcee wee removed from th. land in the survey yea:
914
The tabulation of the questionnaires revealed the
following:
Over 50% of the questionnaires returned indicated that forestry was not a major industry
in the community to which the questionnaires
wire sent.
2.
All the teachers who tilt that forestry was
important to their local economy were including
instruction in this ares in their ourz'iculuas.
Over
75%
of those schools teaching farm forestry
use forest land for practical field work .xp.riIf101 a.
Of the forest lend used for field work, the
jority indicated the use of privately owned land.
Tb. average student enrollment in those departments surveyed was 56, with en average of three
tor.try supervised farming projects per department.
The total hours of instructional time devoted to
farm forestry in each of the four years rang.
from sri average of eight during th. freshman
year, to 14 during both the sophomore and junio:
years, and to 16 during the senior year.
Responses for the various teaching methods used
in teaching farm forestry indicated the following
methods in order of preference:
lecture, field
tripe, group discussion, resource persona, super.
vised study, student reports, panel disoussioni
and team teaching.
8.
Respona.. to the various type. of field exercise.
that an instructor and class might tak. indicated
a preference for taking trips
in which
certain
manipulative skills might be learned over those
trips where only knowledge of forest industry
operations is learned.
Responses to the many topics concerned with cur
riculuTn indicated that the theme approach to
curriculum construction where the broad areas:
selection, production,
management,
and eatab1iah.
znent guide instruction in each of the four areas
seems to have received consideration from many
teachers.
The course of study resulting from the
survey indicates a gradual deepening and increase
complexity of subject material as on. approach..
the senior year.
10.
A number of private industri.. and public ag.n
ciii are supplying a great amount of technical
nstion in the form of printed material,
films, and visuals.
Resource persona ar. also
available from these sources.
96
Several reasons were given by those instructors
that were not teaching farm forestry. By tar
the moat common was that no justification ceuld
be seen on the basis of the total income of the
area coming from fain ioreatry.
The various points on current instructional prsoti
lluatrated in Chapter IV of this study have been compiled
and placid in Chapter V in a course of study. The basic
headings for this plan were taken from the original survey
and will serve here only as a main topic guide.
The proposed course of study begins with a goner
oduotion of the student to forestry and, because
is exploratory, will include elinentary introductory
a that will not develop into any depth, this depth
being reserved for later years.
e sophomore year is devoted to essentially the saj
topics as the freshman year, with a few exceptions, but
the material is covered ira more depth. A large number
of hours (113 as compared to eight during the freshman
year) ox' instruction is given during this year.
a expected that during the junior year a greater
depth in material can be included becaus. of previously
covered material and also because of the increased level
of understanding and maturity of the students. In this
year a greater magnitude of technical topics are taught
9?
and a large amount of time is spent in field work
incas.
a
In the senior year the level of learning of the students should be such that the total scope of instruction
in forestry can be ooleted. Advanced forestry topics
such as economics of ncbanization and forestry vocations
are indicative of the types of material that can be included during this year.
CONCLUSIONS
In the light ci' this stud;
'chewing conclusion.
been reached:
There is a body of subject material in th. aria
of farm forestry whiob should be included in the
curriculums of aoe Vocational Agricultur. departments of Oregon and Washington. Tb. criteria
upon which it is decided that this materiel will
or will not be included in the curriculum will be
decided by local applicability.
2. Where a used is recognized by a teacher of Voca-
tional Agrirnihture for the inclusion of forestry
material in the aurricuiwn, this material is being taught. All instructors surveyed who indi
cated that forestry pl*yed en important role in
the economy of the community revealed that their
98
program. contained some foz'sst instructic
There is a need foz' forest land to be used for
practical field work experiences in connection
with classroom instruction. Instructional land
was used by 77% of thee. schools teaching
estly.
On the average, there is a rather small number
of boys in each department who hay, supervised
raing projects within the area of forestry.
This uumber is increasing as a broader outlook
on the selection of supervised farming program.
is taken by more Vocational Agricultur, teachers.
Th. total number of hours devoted to inetz'uc..
tional tb. in farm forestry increases from an
average of eight hours during the freshman year
to an average of 16 hours during the senior y
There az's many methods of teaching forestry. The
lecture, group discussion and field trip methods
re the most important.
Pi.ld trips have received great support in this
subject ares, The most important trips are those
to plant trees, cruise a plot of timber, and observe a forest nursery op.rst
There is an increase in the d
involvement in the subject area as the senior
99
year approaches. The freshmen are concerned
such problems as hand tre. planting whereas the
seniors are concerned with a more mature level
of thinking such as the topic of forest mechanization.
There is a vernendous scope of compant.a and
publicly owned op.ratons which supply technical
sources of information for use in teaching lam
forestry. Th two most important sources are
the local county agents end the tJ.8 Forest Service. Printed materiel is by tar the most used
t7pe of technical information supplied.
Thai's are good reasons why some instructors
not teaching farm forestry. The most important
reason le that not enough of the local economy
is dependent upon this industry to justify the
time spent in instruction.
B
OI4NENXATIONS
The following recommendations bssed on the oonclu
sona made in this study are:
Teechers of Vocational Agricult
of Oregon and Washington where
a portion of the local economy
in those parts
entry provides
ge enough to
100
justify instruction, should include in their cur.'
riculums subject material in the area of forestry.
2,
The eras of forestry should be approached in the
Vocational Agriculture curriculum the same as
other areas of crop aoience,
It is advisable that a plot of forested land be
used in conjunction with the instructional pro.'
gram. This plot need not be large or elaborate
but should provide conditia whereby learned
principles may be applied.
The teacher of Vocational Agriculture sb4
encourage forestry projects in conjunction with
thi supervised farming program. This encourage.'
mint should be in accordance with the importance
or need f or forestry programs on the ham. farm.
Subject material taught in the tour years of
forest Instruction should vary in depth and coin.'
plexity trt th. introductory approach during the
freshman year to the technical skills in manage.'
merit during the senior year.
Total hours devoted to instruction in the ar
of forestry should increase as th. senior year
approa che a.
methods of teaching this subject will depend
the individual instructor, each instructor
101
having his own methods which fox' him seem to work
best. The lecture, group discussion and field
trip methods are the most popular. Any given
method should be used when it is felt that more
learning will take place by it than by an alt.r
nate uetbod.
Teethere of' Vocational Agriculture who teach farm
forestry should utilize all available sources of
information so that a more effective ,job of
teaching may be done. Printed information will
be the most important hire although resource persome, films and other visuals can be used to
advantag, if used correctly.
102
BIBLI OGRA PRY
Alabama. University. Supervisory Staff of Voca
Farm forest facts for
tional Agriculture.
students at vocational agriculture. AubUi'n,
1956.
2.
4
p.
Ant loan Forest Products Industries, Inc.
manual for use in t aching forestry.
tion, 1959. 15 p.
Teachers
Washing.
Burlison, V. H. Extension Forester, Idah
letter. Moscow, November 9, 1961.
Clemens, Roger. Curriculum outline or high school
forestry logging and lumbering ineti'u*tion.
Santa Rosa, Redwood Region Conservation CoUncil,
1959.
195 p.
Cochran, G. H. State Supervisor of Agriculture Edu.
Personal letter. New York, Now York,
cation.
November 3, 1961.
Davis, Francis R. A course in general forestry.
4 p. (Califor*
Sacramento, East Wind.
1956.
nia. Redwood Region Conservation Council.
Vol. I
No. 2)
n, Donald P. A laboratory manual in farm
forestry. Minneapolis, Burgess, 1951. 70p.
Florida. Dept. of Agricultural Education. Bug.
geated teaching program for vocational agrA
culture. Gainaville, 1960. 209 p.
Florida forest service. Handbook*
estry for future farmers. Tallahassee.
ride.
79 p.
10.
State Dept. of Education.
Georgia.
ticee
for vocational agriculture.
1955.
115
est prsCm
Atlanta,
p.
Georgia. Vocational agriculture forestry clinic
report. Louisville, 1958. 80 p.
303
iton, C. P. Teacher of Vocational Agriculture.
Persona]. letter. Waresboro, Georgia, November 22, 1961.
Louaians. Alexander 8tat. Forest. A short course
in forestry for vocational agriculture teachers
in Louisiana. Alexander. 1959. 209 p.
14.
Dept. of Public Instruction. Course
study outline fox' term forestry. St. Paul,
1957. 6 p.
Moder, William N. An outline of I suggested p:
gram of content for teaching farm forestry
New York state. Masters thesis. New York,
Cornell University, 1951. 84 numbered leaves.
Minnesota.
Miami, Alfred 0. Graduate Student, Northern Michigan College. Personal letter. Marquette,
Michigan, October 26, 1961.
17.
Professor of Forestry, Oregon State
University. Personal interview. Corvallis,
Robinson, Dan.
Oregon, October 12, 1961.
Swanson, Gordon I. Teao.ng unit in torestr
8t. Paul, University of Minnesota Press, 1959.
26 p.
Winch, Fred. New York State Extension Forester.
Personal letter. New York, New York, October
214
12, 1961.
Wisconsin. Conservation Department. Laboratory
and field manual for vocational agriculture
instructors. Madison, 1960. 150 p.
Wisconsin. Cooperative Educational Planning Program. Guid. to conservation education in
Wisconsin schools. Madison, 1949. 96 p.
APPENDIX
104
November 7, 1961
Corvallis, Oregon
Dear ?lr.
I am making a study at instructional programs in
tarn tore atry as taught in Vocational Agriculture in
Oregon and Washington. With the results of this study
I am going to develop a suggested program of content
to meet instructional needs in fern forestry.
I turn to you for cooperation in answering the
enclosed questionnaire. aecaus. of your on-the-job
experience you can contribute valuable information to
snob a study.
A stamped, addressed envelope is enclosed tar
nvenience in returning the questionnaire.
I greatly appreciate the tim, you may devote to
checking th. questionnaire. Thank you for your
coop.ration
rely yours,
Fred A. Powler
Weatkiertord L77
Oregon State University
Corvallis, Oregon
FAF/bj C
Enclosure a
L
105
A survey of census of agriculture records indicates
that farm forestry plays an important part in the economy
of your county.
Ia this reflected in your school district?
Yes
No
Do you include farm forestry in your Vo. Ag. program?
Yes
It your answer to number two above was yes, please
answer questions under the heading A. li your answer was
no please answer questions under heading B.
!! A'1
Does your department own a school forest or have
access to forest land for instructional purposes?
one
_____School Forest
Other Forest Land (explain)
2. How many of the boys in your cepartment are engaged
in farm forestry projects?
How many students do you have in each class and
approximately how many hours of instructional time
is devoted to farm forestry in each of the years
that this topic is taught?
No. students
ñ'eahrnen
Sophomore
Junior
Senior
Hours Instruction
106
4.
Which of the following teaching tec}iniqu.a and
trips do you use in te thing farm forestry?
Lecture
_Trip to a sudmill
_Trip to a plywood plant
Trip to a fiberboard plant
Trip to a forest nursery
Trip to appraise or take
inventory
Timber cruising field trip
_Tz'ee planting field trip
_Log scaling field trip
_Other (explain)
Please indicate what you teach in each of the years
that farm !oreatry is taught in your department.
Student reports
Group discussion
Supex'vised study
Panel discussion
Field trips
Reaaurce persons
___Team teaching
Other (explain)
Froab.
Tree Identification
Techniques of Tree
Planting
Tecbnqu.a of Cruising
and Scaling
Techniques of
1arveeting
Techniques of
Management
Specialty Forest
Products
Wood Preservation
Forest Protection
Marketing of Forest
Products
Forest Mechanization
Other (explain)
Soph.
Jr.
107
which of the following have you found useful
inc. material and what type of material did you
Lv. from each?
H
'U.
r4
County agent and farm forester
District warden of protection
district
Keep Oregon (Washington) Green
Association
U.S. Forest Service
Industrial ?oz'.stz'y Asan,
Western Pine Aaaooiation
West Coast Lumbermen's Asan.
St.t. Dept. of Education
Other (explain)
"Be'
From the following, check the reasons or reasons for
your department not teaching farm forestry.
Advice from advisory council
Advice from local industry
No justification on th. basis of total income of
th. area coming from tarn forestry.
Insufficient
community and student intores
Insufficient background
Other (explain)
in subject
aria
108
0
State of California
C,
Department of Education
State Education Building
721 Capitol Avenue
Sacramento 114, California
November 17, 1961
Mr. Fred A. Fowler
Weetberfoi'd
1477
Oregon State University
Corvallis, Oregon
Dear Mr. Fowler:
Your recent letter addressed to the Chief of the
Bureau of Agricultural Education has been given to me for
a reply. In the north coast counties in California, the
redwood and fir lumber industry baa been quit. active
through the Redwood Region Conservation Cainoil In pro'
noting forestry classes in the area of high schools.
Som. of these have been exclusively occupational in
nature, preparing for entry in positions in industry.
Others have been related to vocational agriculture, since
farmers and ranchers produc. a considerable volume of saw
timber. Others have been quite general in nature.
In this promotion activity, the Redwood Region Con.'
servation Council produced, with the assistanc. of a foun
detion grant, a curriculum outline fox' "1igb School Forestry, Logging & Lumbering Inatz'uotion". I am sending
a copy of this to you together with an earlier bulletin,
which gives some information on forestry instruction.
Perhaps these may be helpful to you.
Yours very truly
SIDNEY E. MeGAW
Regional Supervisor
Bureau of Thdus trial Education
8E1'l: jml'
enca:
109
0
0
Northern Michigan College
Marquette, Michigan
October 26, 1961
Mr. hod A. Fowler
Weatherford 1477
Oregon State University
Corvallis, Oregon
Dear Mr. Fowler:
I just came upon your letter of the 10th of October and em
sorry to say I bad mialaid it somehow. Am very sorry
and hope what information I can give you will still be
of help to you.
The pertinent information concerning the results of my
dissertation can be found in The Az'icu1tura1 Education
t believe
1961.
Maazirie, Volume 33, No. 10,
this would give you most all of the information which
you might want concerning forest practices which are
Xil,
recommended to be taught to high school students and
to adults owning farm woodlands. Since I do have the
recommended practices and the percentage recommending
each practice in the summery in a table form, it should
give you much information.
I did riot make any course
outlines or teaching units for high school teaching
since it was somewhat out of the scope of my study.
If you should like to see the copy o
my disaertatic
I believe this could be arranged on an irit.rlibrary
loan basis from the Intez'library Loan Section, I4icbigin 8tat. University, ast Lansing at the Library
Building. I believe this would be sent in a microfilm however. The only advantage in obtaining the mi*
crofilm iu1d be to see the percentag. of Michigan
teachers using the various practices, and th. relative
homogeneity between reconinended and presently used
practices as shown by chi.square analysis.
110
-2if I wire to do the study over again, I would have a
much Liner breakdown of practices since many practic.s
really are a series of practices in my study. Since
it was aomawhat of a pioneer study in the area her'. in
the Nidwest, there no doubt is a lot more room for
related studies in. the Loz'eat practice ereae
hoping that this will give you some help, I remain
Sincerely. yours,
Alfred 0. iemi
1940 2eidhart St.
Narquette, Michigan
P.S. My abstract of thesis would not give enough
information to be of value, therefore am not
enlo8irAg a copy of same.