“White-tailed deer are an endangered species.”

“Cutting trees destroys forests.”

“Forests do better when they are just left alone. Let nature manage them!”

These are just a few of the misconceptions that natural resources and youth specialist Sanford Smith hears from both children and adults. Smith believes that helping people better understand our forests and natural resources will enable them to make sound decisions that will eventually affect the landscape and economy of the state.

These decisions rest in the hands of many people. More than half of Pennsylvania is covered in forests, and three-quarters of those forests are privately owned. But even well-meaning forest landowners often base decisions on incomplete or inaccurate information. “That’s why kids are one of the most important audiences to reach with sound information,” Smith says. “Give them a balanced perspective now, so that when their time comes, they can make wise decisions.”

In 1997, Smith began an intensive effort to revamp the School of Forest Resources’ youth program. He started by identifying needs and helping to develop new 4-H curricula in forestry, wood products, wildlife, and water resources. “Many faculty in the school are involved in this effort,” says Smith, who credits the youth program’s success to the commitment of the school’s director, Larry Nielsen.

“In the 4-H forestry curriculum, we begin by teaching kids basic ideas about forests, like natural cycles, plant competition, tree growth, and wildlife,” Smith says. “Then we move into practical skills, like how to use a compass, measure and identify trees, read maps, and determine the age and growth patterns of trees. By the time the kids reach high school, they are discussing and evaluating issues in forestry and applying the knowledge they’ve learned.”

Although 4-H materials are designed for traditional 4-H clubs and school enrichment curricula, Pennsylvania’s Bureau of Forestry recently recommended the intermediate forestry book to Pennsylvania’s Envirothon Program. This competitive program, sponsored by government agencies, educates high school students about natural resources and
the environment. The State Conservation Commission purchased 1,000 copies of the book for Envirothon teachers across the state. Smith also initiated a new Envirothon Prep Program that trained kids and teachers to compete at the state level. In the future, kids will come from all over the state to strengthen their knowledge in forestry, water resources, and other environment-related topics as they prepare for the Envirothon.

To reach kids beyond 4-H, Smith and urban and community forester Bill Elmendorf developed materials such as “Planting Trees in Your Community Forest,” a booklet aimed at urban and community youth. The New Mexico Division of Forestry recently ordered 6,000 copies for their community replanting efforts following the spring’s wildfires.

“From the Woods,” a series of natural resources publications with full-color photo- graphs for 10- to 14-year-olds, covers topics such as making maple syrup, making hardwood lumber from logs, forest stewardship, and harvesting trees. “Adults seem to enjoy these easy-to-read publications as well,” Smith says. “It’s causing me to rethink the value of basic level information for beginners, no matter what their age.”

One way to reach kids is to reach teachers, leaders, and others who work with youth. Last summer, Smith helped initiate the Forest Resources Institute for Teachers, a four-day event that educates teachers about the basics of urban and community forestry, wildlife, water, and wood products. Teachers who attend can receive graduate college credits toward recertification and promotion.

This summer, 65 teachers signed up for the institute at four locations around the state. “Teachers often have little background in natural resources,” Smith notes. “One was shocked to learn that people actually cut trees to manage wildlife habitat. By the end of the course, the teacher clearly understood the importance of timber harvesting and tree cutting to wildlife management.”

Another effort, The School Forest Stewardship Program, is being piloted in nine schools in western Pennsylvania. Paul Brohn, an extension associate in northwestern Pennsylvania, is providing expertise and energy for this program, which aims to get “entire schools of people” interested in forest stewardship. “A lot of schools own forest- land,” Smith explains. “Often it’s just a little piece of land adjacent to the school, but they have no idea about the property’s history or how to manage it. We work with a committee of teachers and parents to write a plan for the property. We draw a map of the area, delineate stands of timber and wetlands, then lay out an educational trail, suggesting stops, educational activities, and ways to enhance the property.

“We haven’t always cared for the forest in the best way in Pennsylvania, but now we have the chance to apply forest science and enhance the forest ecosystem through proper management practices,” Smith says. “By encouraging everyone to think of youth as a critical audience for natural resources education efforts, we’re getting many new players involved in our programs.”

—Kim Dionis