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.a science whose adherents were to spend theirtime in the study of the minute forms of life. 84 King offered a similarTRUE PLACES 99 appraisal of the changing paradigm of American natural science.Late in hiscareer, he chastised modern scientists who lost sight of the broad implica-tions of their work and did little to connect their science to the moralimprovement of American society.85Roosevelt and King had good reason to criticize laboratory specialization,but they misunderstood the changing direction of natural science.Twenti-eth-century natural scientists like Marshall were willing to let the partrepresent the whole.They reached beyond their specific technical expertiseto see science in expansive terms.Such practice required an understandingof small details.As a trained forester, Marshall saw humans in the sameway he interpreted trees successful and ever-improving organisms withina natural order.From this position, the goal of natural science becamestraightforward: instruct citizens how to fulfill their potential.In response to this expanding emphasis on practical research, pioneeringprograms like Sheffield and Harvard University s Lawrence Scientific Schoolwere joined by new scientific institutions springing up in state universitiesacross the country, including Wisconsin, Illinois, California, New York, andMichigan.Without the growing pains associated with the first generation ofprograms in America, these schools expanded quickly.In an age of develop-ment, engineering became the major of choice, and finding better ways toadvance industrial methods was the most popular topic of study.86 As the nextwave of advanced trained scientists gradually assumed control of America sindustrial engine, Robert Woodward, Dean of Science at Columbia, concludedthat there was never a time when talent, energy, and enterprise in youngmen was so much in demand.men who can study aright the mightyquestions of industrial and social economy now confronting us. 87The forestry school at Syracuse University emerged from this new phaseof American scientific growth.The school was founded in 1911 to producebetter managers for the state s timbered resources.Several generations of cut-and-run logging operations devastated the recreational, aesthetic,and ecological value of New York timber, including, of course, the forestedlands of the Adirondacks.Even when faced with evidence of abusive loggingpractices, however, most state officials believed that leaving forests un-touched ran counter to the conventional wisdom of forest management.In this view, keeping the Adirondack Preserve forever wild wasted valu-able commercial resources.Their assumption was that the nonscientificforestry of the past contributed to mistakes in timber management.Badpolicies jeopardized forest health, not misuse.Twentieth-century foresters,properly trained at schools like Syracuse, insisted that with proper trainingthey could effectively manage state forests.88Marshall s Syracuse education, then, was informed by the recent trendsand philosophies of scientific forestry.He studied forest pathology, timberassessment, and the grading of logs for market.He spent much of his time100 ROBERT MARSHALL AND THE REDEFINITION OF PROGRESS studying the small details of scientific conservation.His forestry projectsincluded measuring to the tenth of an inch the diameter of pine trees and crawling over acres of ground on my hands and knees to count thenumber of seedlings germinating after a timber harvest.Although hefocused on the microelements of scientific forestry, he never lost sight ofthe macro preservation picture.Marshall did not alter the goals of scientificforestry or challenge the methods of forest management, but he did attemptto put the field to different use.89 He recognized the value of trees as timberproducts but would never see trees solely in terms of human economics.Nature was critical to human satisfaction, and as a result, forestry must beforward thinking.Marshall s brand of forestry stood at the foundation of apolitical and scientific plan designed to meet the future needs of the nation,including the demands for liberty, equal opportunity, and economic devel-opment.Marshall recognized that foresters were to develop resources andprevent waste, but they were to do so, he insisted, for the benefit of all [ Pobierz całość w formacie PDF ]
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.a science whose adherents were to spend theirtime in the study of the minute forms of life. 84 King offered a similarTRUE PLACES 99 appraisal of the changing paradigm of American natural science.Late in hiscareer, he chastised modern scientists who lost sight of the broad implica-tions of their work and did little to connect their science to the moralimprovement of American society.85Roosevelt and King had good reason to criticize laboratory specialization,but they misunderstood the changing direction of natural science.Twenti-eth-century natural scientists like Marshall were willing to let the partrepresent the whole.They reached beyond their specific technical expertiseto see science in expansive terms.Such practice required an understandingof small details.As a trained forester, Marshall saw humans in the sameway he interpreted trees successful and ever-improving organisms withina natural order.From this position, the goal of natural science becamestraightforward: instruct citizens how to fulfill their potential.In response to this expanding emphasis on practical research, pioneeringprograms like Sheffield and Harvard University s Lawrence Scientific Schoolwere joined by new scientific institutions springing up in state universitiesacross the country, including Wisconsin, Illinois, California, New York, andMichigan.Without the growing pains associated with the first generation ofprograms in America, these schools expanded quickly.In an age of develop-ment, engineering became the major of choice, and finding better ways toadvance industrial methods was the most popular topic of study.86 As the nextwave of advanced trained scientists gradually assumed control of America sindustrial engine, Robert Woodward, Dean of Science at Columbia, concludedthat there was never a time when talent, energy, and enterprise in youngmen was so much in demand.men who can study aright the mightyquestions of industrial and social economy now confronting us. 87The forestry school at Syracuse University emerged from this new phaseof American scientific growth.The school was founded in 1911 to producebetter managers for the state s timbered resources.Several generations of cut-and-run logging operations devastated the recreational, aesthetic,and ecological value of New York timber, including, of course, the forestedlands of the Adirondacks.Even when faced with evidence of abusive loggingpractices, however, most state officials believed that leaving forests un-touched ran counter to the conventional wisdom of forest management.In this view, keeping the Adirondack Preserve forever wild wasted valu-able commercial resources.Their assumption was that the nonscientificforestry of the past contributed to mistakes in timber management.Badpolicies jeopardized forest health, not misuse.Twentieth-century foresters,properly trained at schools like Syracuse, insisted that with proper trainingthey could effectively manage state forests.88Marshall s Syracuse education, then, was informed by the recent trendsand philosophies of scientific forestry.He studied forest pathology, timberassessment, and the grading of logs for market.He spent much of his time100 ROBERT MARSHALL AND THE REDEFINITION OF PROGRESS studying the small details of scientific conservation.His forestry projectsincluded measuring to the tenth of an inch the diameter of pine trees and crawling over acres of ground on my hands and knees to count thenumber of seedlings germinating after a timber harvest.Although hefocused on the microelements of scientific forestry, he never lost sight ofthe macro preservation picture.Marshall did not alter the goals of scientificforestry or challenge the methods of forest management, but he did attemptto put the field to different use.89 He recognized the value of trees as timberproducts but would never see trees solely in terms of human economics.Nature was critical to human satisfaction, and as a result, forestry must beforward thinking.Marshall s brand of forestry stood at the foundation of apolitical and scientific plan designed to meet the future needs of the nation,including the demands for liberty, equal opportunity, and economic devel-opment.Marshall recognized that foresters were to develop resources andprevent waste, but they were to do so, he insisted, for the benefit of all [ Pobierz całość w formacie PDF ]