Jump to content

    If You  want access  to member only forums on FM, You will need to Sign-in or  Sign-Up now .

    This box will disappear once you are signed in as a member.

tribune article

Recommended Posts

Minnesota would get huge walk-in hunting program under bill
Doug Smith, Star Tribune

Published February 29, 2004 DOUG29

Minnesota hunters would get a huge 1.6 million acre walk-in hunting program under a proposal introduced at the Legislature last week.

That's more land than is in the state's popular wildlife management area system (about 1.3 million acres), the backbone of the state's public hunting land.

Private landowners who chose to participate would be paid by the state to allow public hunting on their lands. They would retain ownership of the land.

"It would open up a lot of land for hunting," said Rep. Tom Hackbarth, R-Cedar, sponsor of the legislation.

The cost: about $16 million yearly.

"Wow," said Tim Bremicker, Department of Natural Resources wildlife section chief, when told of the proposal.

The concept dwarfs a DNR walk-in pilot program pitched in 2002 because of hunter demand for more public hunting lands. Under that plan, the state would have leased 12,000 acres for four years at a cost of about $500,000. That proposal died from a lack of dollars.

Said Bremicker: "I'm pleased to see that folks recognize there's a real interest in a walk-in program, and that the appropriate way to try to get a program started is through a new source of funding."

Several other states, including North and South Dakota, have similar programs.

The walk-in idea is the latest addition to a bill that would dedicate 1/4 of 1 percent of the existing sales tax to natural resources. That would raise about $170 million. Thirty-eight percent -- about $64 million -- would go to fish and wildlife programs.

But under changes to the bill made last week by Hackbarth, chief author, about $16 million of that money would be spent on payments to private landowners "for fishing and hunting privileges."

The remaining $46 million would go for fish and wildlife habitat projects. A 15-member citizens' council would determine how the money is spent.

Parks, trails and zoos would get 27 percent of the $170 million, or about $46 million. A clean water program to restore the states impaired waters would get 35 percent -- nearly $60 million -- an increase over previous proposals


Link to comment
Share on other sites


Sounds great, I know other states have similar programs... lets just hope some politician or activist group doesnt put an end to it before it even has a chance.

Link to comment
Share on other sites

This could be great! I have hunted WIA's in other states and hunting was great. It does take good guidelines for what it takes to get paid. I have seen WIA's that had been cut just prior to hunting season, what good is that. I am all for it as long as they are leasing quality lands.

Will fish for work
Brian Rogers

Link to comment
Share on other sites

BDR, you hit it on the head, some tight rules on the quality would be necessary. No pasture land!!! Or tilled land! I've hunted in SoDak the last several years and we've made it a point to check out the Walk-in Areas. One was great, 320 acres of switchgrass, but a couple of others were tilled wheat stubble and the other was a pasture with buffalo roaming around in the pasture!!! I don't care if they only pay $1 an acre, if its unhuntable, its a waste of money! 16 million dollars would buy a lot of permanent hunting lands!

A second aspect that I don't like about the walk-in concept is that it encourages the idea of 'paying for hunting' here in Minnesota. Right now there is lots of land that you can get permission to hunt by knocking on doors. Once pay hunting starts, whether its walkin money or leasing, it will expand. If Farmer Jones sees his neighbor getting paid for allowing hunting, he'll want to get paid. Then some year funding for walkin stops, they'll still want to get paid by hunters hunting on their land. My final vote would be to spend the money on permanent Wildlife management areas.

Link to comment
Share on other sites

This topic is now closed to further replies.

  • Your Responses - Share & Have Fun :)

    • alexmoss8432
      or spammers lol 
    • alexmoss8432
      I usually listen to audio books 
    • BrianF
      Fished solo Sunday and Monday afternoon.  Began by targeting smallies, but couldn’t buy a fish which was odd because the conditions were juicy - calm, cool, cloudy, drizzly.   Frustrating to say the least!    Figured if I was gonna get skunked, then it might as well be swinging for the fence.  Switched to Muskies at 7:30 and got lucky as heck, putting three in the boat over the next two hours, including a porker 48”er.  Felt very content the rest of the evening.    Got back out on the water Monday afternoon under post-frontal high skies and was fortunate to trick this lonely blonde an hour into the day.  Missed another a short time later and had some follows before pulling the plug to head home.  Didn’t want to leave that’s for sure!  All East end fish caught casting btw and all released unharmed.   Water temp was 71. 
    • MasonDavis1
      I recently found an interesting thomas king essay topic on this site. God, I'm so glad that now I shouldn't waste time surfing the web. By the way, the rest of the topics from the list were also very interesting.
    • MasonDavis1
      The main keywords of this essay “can virtue be taught essay”. Plato presents Socrates’ views on the question of virtue and knowledge. It can be taught in many dialogues, including Meno. Socrates offers many arguments regarding virtue in this dialogue. These arguments cover how virtue is defined, and whether people can attain it. He discusses how virtue can be achieved, including whether one is born virtuous and whether it can be taught. This essay will address the question of whether virtue is possible to teach. Plato answered that virtue can't be taught. This essay will argue that Plato could have asked the questions differently and given him a different response. Particularly, I argue that Plato could have asked whether virtue can be learned rather than asking whether virtue is taught.   Meno asks Socrates whether virtue is possible to teach. The argument is then shifted to another question: what is knowledge? Meno then proposed an interesting paradox. One cannot find anything new. Either one already knows the answer, in which case it is unnecessary to search for it, or one doesn't know it and can't recognize it once it is found (Plato 1997: 80d-e. To put it another way, if one doesn't know what virtue (arete) is, he cannot search for it. Because he will not be able to recognize it when he finds it. Socrates proposes a solution to this problem, which is based upon the Pythagorean view on the immortal soul. The idea that the soul can reincarnate and be destroyed after death of the body is an example of this. It is clear that one cannot acquire new knowledge, but it is also obvious that we are constantly learning new things. Therefore, learning must be a matter recollection of past lives experiences and knowledge. Also, remembering is more important than teaching.   He demonstrated the Meno with a young boy from slavery who didn't seem to have any geometry knowledge. He was able to prove that the boy knew certain mathematical theorems by asking him questions.   Meno again asks his original question. He wants to know if virtue can be taught or if one is born with virtue. Socrates agrees to continue, but says they need to find common ground because neither one of them can define virtue at this moment. Meno agrees that virtue cannot be taught if it is not knowledge. If it is knowledge, it can be taught. Meno points out that it is only possible to teach something if you know what it is. It is unlikely that someone who doesn't know how to drive a car can teach another. Meno and Socrates agree that no one knows what "virtue" means and can therefore not be taught.   Socrates claims that virtue can be taught if we are able to learn from those who teach it (Plato 1997: 96c). Socrates asserts that there are teachers who can teach horsemanship, medicine, and other skills. These teachers are recognized by everyone as legitimate, but people disagree on whether they actually teach virtue. Thucydides was the father of two sons. Neither of them were considered to be virtuous. It is claimed that Thucydides taught his children many disciplines. However, it seems that he couldn't find a teacher who could teach virtue, even though he had teachers for other areas of life that he valued. Even though he was virtuous, he could not even teach it. Virtue is not a form knowledge. To make something knowledge, one must be able teach it to others. Socrates concluded that virtue cannot and should not be taught, and that there are no methods or means by which one can acquire virtue. Refer to: Virtue is simply "shown that it will come to us whenever it comes" (reference).   Plato might have received a different answer if he had asked the questions differently, according to my opinion. Plato could have asked whether virtue could learn, rather than asking whether virtue can ever be taught. To put it another way, asking if one can be taught something implies that the relationship between a student or teacher is involved. However, asking if something can be learnt means that the student (or someone with similar life experiences) is asking if a teacher has taught you geometry. To ask whether I learned geometry, it is to simply ask whether it was taught to me by a teacher or if I learned it myself from a book or some other source.   There are many ways to learn. To learn something one doesn't need a teacher. Learning can be done by studying virtue-filled people, even though they may not know it. A man might be learning virtue and his "teachers" could be virtuous even though they may not be living. Experience is another form of learning. Experience can be a great way to learn virtue. This would mean that the "teacher" is a combination of life experiences and reflective nature. Another form of learning exists. Even if he can't explain how he learned it or what he knows, a man can still learn. After someone has experienced a certain problem in their life, he may be able to detect that his relative is also experiencing the same issue. He can recognize it but cannot explain how. Another example is the musician or painter who has learned their craft and can perform well but cannot explain what it was.   The question of whether virtue can or cannot be taught is therefore a different and more narrow one than the question of whether virtue can actually be learned. Plato was right when he said that virtue can't be taught. It is likely that many people know of or have heard of people who can recite the "rules of virtue" but cannot put them into practice. This is a clear indication that virtue cannot be taught. As I mentioned, being virtuous is similar to being able to play a musical instrument, which is instinctual. It could be argued, for instance, that the ability to recognize when to help a friend, or when to give it to him, is something we instinctually know.   This means that, although virtue cannot be taught, it is possible to learn virtue. Plato suggested that virtue is inherent. This is true to a certain extent. Some people have an extraordinary capacity for virtues such as compassion, empathy, and the like. Since they were born. Others, however, seem to have a lack of moral consciousness. This seems to be a problem because virtue cannot exist without it. This does not mean that virtue cannot be learned, but that the foundation is inborn.   The same way we understand that it is possible to preach virtue but not practice it, so too can the reverse. People can improve their understanding of virtue and may find that they are more virtuous through reflective practice. As they get older, their perceptions of what it means to act in a virtuous manner change. Plato might have received a more positive answer if he had asked different questions (e.g., if he had asked if virtue could be learned instead of if virtue could be taught). Alternative sources: https://proessays.net/essays/analysis-of-class-and-virtue-essay-by-parenti
    • Thongtm
      I have used a Cutco for the past 5 years and its blade has performed flawlessly.   https://nhacaicacuoc.com/nap-tien-fb88/   Để biết về bí quyết rút tiền khách hàng có thể tham khảo bài viết: cách rút tiền fb88 https://nhacaicacuoc.com/rut-tien-fb88/ Xem thêm các bài viết khác tại: https://nhacaicacuoccom.blogspot.com/    
    • james_walleye
      Red, the moose was near birch island. As far as the lead bite goes....I had heard it was lights out a week ago. No doubt from what I've seen that before 9am you can get into a good bite. For me it's been poor after that. I'd be real curious if others are finding that as well. I have tried deeper areas as well and they weren't good after 9am for me either. 
    • delcecchi
      Good thing DNR is going mostly bucks only in the north....   Apparently all those deer I see along the road aren't enough
    • redlabguy
      That is great to see! Between Birch Point or Birch Island and Pine? Great to see wherever! Last one I saw was in Quetico umpteen years ago.   I’ve been wondering about lead core. I’m starting to find fish with lindy rigs (although I’ve started to use tungsten worm sinkers) or spinners with crawlers in 18-20’ near steep rocky shore.    Your wildlife shot reminded me of one I took about a month ago along 77. Thought I’d share it. not as cool as a moose, though!
    • Wanderer
      Looks like an appropriate assortment of right and left hand models. 😉
  • Create New...

Important Information

By using this site, you agree to our Terms of Use and Privacy Policy. We have placed cookies on your device to help make this website better. You can adjust your cookie settings, otherwise we'll assume you're okay to continue.