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-'" U \J J. ~ .~~: :" ~ est management by providing for. capital gains treat- ment for timber assets be retamed; and that the Internal Revenue Service seek greater. uniformity of interpr'etation of income tax regulations cOD;cer;ning what can be expensed and what must be capItalized. 3. That both state and federal authorities take vigorous and prompt action to revise ,inheritailce and estate tax laws to encourage .continUOUS forestry production. 4. That research and education on forest taxation be accelerated at both state and federal levels, and ~raining programs be established by state tax. com- f missions for officials concerned with forest assess~ ment. . 5. That intensive research be undertaken in d~- velopment of more scientific appraisal methods, ~ the legal aspects of using an m~ome approach. m determining true market value, m the preparation of model forest assessment guides for inclusion in state assessors manuals, and in related fields. 6. That industrial and other forest owners, tax officials, foresters, economists, lawyers, and others concerned with taxation work together more closely by keeping each other informed of the major con- siderations in their respective fields of endeavor. v. Forestry And Related Resouree Education Continuing constant improvement in education is an essential element in the accomplishment of the job ahead. A. For the Profession The vastly increased scope of forestry and the attendant enlargement of career opportunities in this and related fields of resource management ~~ve focused attention on the needs aud opportunities for professional education in these .areas! an~. have led a growing number of colleges and umverslties to offer .instruction at both undergraduate and graduate levels. Today, no fewer than 43. colleges and uni- versities are offering such instruction and are gradu- ating approximately 1,000 m.en .eac!, year as pra~- tieing foresters; 27 of these mstitutio~s have c~- cu1a which are accredited by the SocIety of Amen- can Foresters. However, the real .problem .of professional educa- tion in forestry is not on~ of mere number of grad.. uates. On the one hand there is need to educate men who will not only be qualified as resource man- agers and specialists in a technical sen~e; but who also will have a well-rounded educatIOnal back- ground and the capacity for leadersWp and continu- ing professional development. On ~e other hand there is need to insure that men WIth these back- grounds are placed strategically in private and public . forestry operations. The. extent a~d the cost. of . human and physical resources reqUIred to prOVIde .the needed type and breadth of professional educa- . tion are so high as to limit the number of institu- 24 - tions which may be qualified and prepared to par- ticipate in such a program. Moreover, the number of schools offering professional curricula substan- tially exceeds the present need, with the consequence that a considerable number of professionally trained foresters are engaged in forestry. work which could be done adequately by men with subprofessional training. What is urgently needed is to strengthen the existing facilities in those institutions of Wgher learning which are fully qualified to meet the re- quirements of truly professional education. Such education will involve'. (a) general instruction in for- est resource management, (b) continued develop- ment of specialized education, notably at the gradu- ate level, and (c) qualifying resource managers to give informed consideration to all of the resources of the forest areas wi~ which they are cQllcerned. Progress has been made in recent years in provid~ ing opportunities for continuing professional educa- tion to practicing foresters, specialists, and others engaged in the resource management field. A variety of conferences, seminars, short courses, and other educational devices desigIied to provide opportuni- ties for professional improvement is' now being of- fered, not only under college and university direc- tion but with appropriate industrial and other spon- sorsWp as well. . There is a definite. need to 'extend such offerings, so that practicing professionals may have the opportunity to keep abreast of develop- ments in their particular fields of interest. We recommend: 1. Continued efforts by all concerned to strength- en existing facilities for professional education in forestry at those institutions of higher learning which are fully qualified to meet the increasingly exacting requirements of the p'rofession. 2. That employing agencies recognize fully the importance of using broadly qualified professional . foresters in positions of general responsibility, and (by appropriate programs of apprenticeship, in- service training, and personnel advancement) pro- vide for full utilization of the capacity for service wWch professional education provides. B. Forestry Education for Other College Students Many college. students majoring in fields other than forestry need education in aspects. of forestry. televant to their own specialties. We recommend: 1. That agricultural curricula which prepare men for careers, such as county agent, agricultural teach- er, soil conservationist, or farm manager, include effective. . instruction (a) in managing woodlands separately or as a part of the total farm enterprise and (b) on .the role of woodlands in the farm economy. 2. That curricula in fields related to. forestry, such as wildlife, range, recreation, and watershed -- 25 -'.-"~'. ~,".u:...,K ., rll lrcw<"....'" ~%..~..x".,