54 EDUCATION IN FORESTRY. 



MINOR PROJECTS. 



The treatment of fence posts. 



The treatment of shingles and construction timbers. 



Woodland planting in the reclamation of eroded fields. 



Tree planting in the holding of stream banks. 



Clearing land of stumps. 



Establishment of a shelter belt. 



The planting of roadside trees. 



The pruning arid care of shade trees. 



The control of tree pests. 



Trial planting of introduced trees. 



Estimating the volume of standing timber. 



Manufacturing wood with the farm-saw outfit. 



A major project consists of a definite woodland problem" involving a num- 

 ber of operations extending over a period of one or several years and offering 

 opportunity for increased wood (of by-products) production. A minor project 

 is a farm job involving woodland products and connected with, and a part of, 

 a major project in field crops, animal production, woodland forestry, orchard- 

 ing, or farm management. No considerable length of time is required in its 

 execution, nor is there any question of seasonal sequence or cash returns. 

 Often, indeed, the minor project is termed an " improvement " project, since 

 the object is the betterment of farm conditions. 



The size of the woodland is more or less fixed by farm conditions, varying 

 from a few acres to 40 or more acres, and may not be modified to any great 

 extent. An area of from 5 to 10 acres will usually be as much as the average 

 boy can attend to, since his projects in field crops and animal production will, 

 in all probability, be continued through this year also. In case the woodland 

 is larger than is desired and, in addition, includes situations possessing agri- 

 cultural value, the project should be limited to those portions which are adapted 

 solely to the growing of wood. Accurate data are essential in the reorganiza- 

 tion of the woodland, and this fact should limit the boy to an area consistent 

 with thorough work. Other projects will vary with farm practices, market 

 conditions, and trade customs. The project in turpentine orcharding should 

 cover a crop, since this is in the recognized unit of the industry. The produc- 

 tion of nursery stock may involve a very limited area (one-quarter to one-half 

 acre) at the beginning, but provision should be made for an area of 15 or 20 

 acres to become available as needed. The same is true of the willow holt, the 

 high cost of cuttings in the establishment of the holt limiting the boy to a 

 small area. 



Little can be said regarding the extent of the minor projects since much de- 

 pends upon the requirements of the major projects and farm conditions. Par- 

 ticularly is this true of projects involving the clearing of land, the treatment 

 of posts and farm timbers, the establishment of shelter-belts, the planting of 

 roadside trees, and the pruning and care of shade trees. 



Classroom instruction, as embodied in the course of study, is based upon a 

 critical analysis of the projects of poss'ble interest to the community and con- 

 sists of a discussion of the scientific principles which underlie the practice of 

 woodland forestry. General rules must be given a local application in the 

 management of community woodlands; impracticable theories must be elimi- 

 nated. In his project study the boy works out the further application of his 

 technical knowledge to the specific needs of his woodland projects. It is essen- 

 tial, therefore, that the teacher, in the preparation of a course of study for a 

 community, have definite knowledge of local conditions ami keep clearly in 

 mind the controllable factors of wood production. Unless he has had consid- 

 erable experience in woodland management, he is in a position to derive as 

 much benefit from the project as does the boy himself. 



