FORESTRY IN NATURE STUDY. 



Spring Term. 



Draw and color pictures of blossoms. Take trips into the woods; study the 

 ground under the trees and note the structure of this forest floor; the thick 

 canopy of leaves above ; the long, clean trunks ; how closely together the branches 

 grow; how dark and cool it is in the forest. The forest as a whole. Begin 

 to list time when seed of each species is ripened. (Farmers' "Bulletin 173, 

 Farmers' Bulletin 134, pp. 24-26, and Farmers' Bulletin 358, pp. 35-37. Year- 

 book Separate 329.) 



FIFTH GRADE. 

 Fall Term. 



Begin study of the life of the tree. First the three parts crown, trunk, and 

 roots. Show the picture of the whole tree, of the root system, of the trunk. 

 Observe the roots of an upturned tree in the neighborhood, if possible, or note 

 root growth exposed by the cutting away of an embankment. Explain the 

 office performed by each part in collecting, digesting, distributing, and assimi- 

 lating food, and in other functions of the tree's life. Tell how sap ceases to 

 flow as winter approaches, and its effect on the foliage and growth of the tree. 

 Reproduction; how pollen is distributed. Cut seeds open and examine their 

 structure. Continue listing time of seed ripening. (Farmer's Bulletins 173 

 and 134, pp. 21^31.) 



Winter Term. 



The structure and growth of the tree. The annual rings of growth. The 

 inactive, strong heartwood; the weaker, active sapwood. Th'e inner and outer 

 bark and their functions in the life of the tree. Food ascends in sapwood, is 

 digested in the leaves, and descends on the inner side of the inner bark. The 

 medullary rays and their use. Show pictures of cross-sections of trees and, if 

 possible, cross-sections of the trees themselves. Explain " grain " of different 

 woods. Show Hough's "American Woods." Take these subjects up in connec- 

 tion with woodworking. Start the class keeping records of when the different 

 trees perform their various life functions; in late winter record when the buds 

 begin to swell. These observations should be kept up for an entire year. Apply 

 to the U. S. Forest Service, Washington, D. C., for instructions and blanks for 

 recording these phenological observations. (Farmers' Bulletin 173.) 



Spring Term. 



How the tree breathes. Transpiration : Invert a glass, as a bell jar, over an 

 active plant; the moisture will condense on the glass. Trees in bloom. Ob- 

 serve them in yards, on streets, in parks and woods. Study flowers of the wil- 

 lows, horse chestnut, black locust, linden, maple, common hazel, cottonwood. 

 Fertilization ; reproduction ; reproduction by sprouts. Record the time of burst- 

 ing of buds, of blossoming, leafing out, ripening of fruit, etc., and recommend 

 that the work be continued after school has closed for the summer. (Farmers' 

 Bulletin 173. Forest Service Circular 96.) 



SIXTH GRADE. 

 Fall Term. 



Resume observing time of performance of functions of tree life and collect 

 data recorded by pupils during vacation. Record time of ripening and falling 

 of seeds, change in color of leaves, etc. Growth and distribution of seed. Have 

 a collection made of seeds of the various trees in the locality, and placed in 

 cabinet. (Forest Service Bulletin 29.) 



Winter Term. 



The tree in winter. Box elder and scarlet oak in their winter condition: 

 pines and pine forests; pine forests and forests of deciduous trees compared. 



nini,-st ninc.c< t-n+n fhn rrrfir\Ae> vrrinfcm ic an irtonl tima fnr spoinp- things in thf* forest. 



