FORESTRY LESSONS ON HOME WOODLANDS. 3 



This survey should include the kind of woodland, whether hard- 

 wood, conifer, or mixed type, the important species of trees in the 

 forest stand, in respect to their abundance and their use and com- 

 mercial value, the leading rough timber products that have been 

 sold, and the prices received in the woods or shipping point. This 

 information may be collected and tabulated. 



A map of the district may be procured, or, if not available, one can 

 be drawn on a large sheet by the pupils. On this map the homes and 

 farms of the pupils are to be located. Place signs, emblems, or 

 colored bits of paper to represent various facts from your tabula- 

 tions; for example, colored circles to represent young, middle age, 

 or mature woodland, squares to represent timber products sold, etc. 

 Additional facts may be placed on this map, taking especial note of 

 the acreage per farm, interest in taking care of standing timber, etc. 



ILLUSTRATIVE MATERIAL. 



Construct a chart showing the relation in size of crown and trunk 

 of a typical tree growing in the open (limby) and a tree in a close 

 stand (long, smooth trunk). Illustrate by a diagram the maximum 

 wood production per acre and quality production of good timber, 

 by a crowded stand of trees and a thinned stand formerly containing 

 more trees per acre. 



Make drawings of the cross section of a tree trunk showing how 

 the tree increases by a new ring of growth each year. Collect leaf 

 specimens of the trees of the district and mount same on cardboard 

 after pressing and drying them. Collect samples of the wood of the 

 trees of the locality of approximately uniform size and mount them 

 on boards, or hang them in frames or racks especially constructed. 



If possible, obtain like specimens of the woods of other localities. 

 These samples may be classified and mounted into groups such as 

 hardwoods and softwoods, or oaks, maples, pines, etc. At least a 

 small collection of such woods should be a part of the equipment of 

 every school. Charts showing the relative importance and uses of 

 the most abundant woods should be made. 



Write to the Division of Agricultural Instruction, States Relations 

 Service, U. S. Department of Agriculture, Washington, D. C., for 

 list of lantern-slide sets with lecture syllabi on the different phases 

 of forestry. These sets of slides are loaned to teachers free of charge. 



THE HOME PROJECT. 



It is agreed by teachers of agriculture that instruction in that sub- 

 ject should follow certain definite lines: (1) It should be seasonal. 

 (2) It should be local in its interests and development. (3) It 

 should meet the interests of the pupils. (4) It should be practical. 



