FORESTRY LESSONS ON HOME WOODLANDS. 9 



Buds : As the leaves fall, gather the bare branches and study the 

 winter buds that hold next year's leaves and flowers, from the big 

 bud that tips the horse-chestnut to the long, sharp bud of the beech. 

 Label them as you did the leaves. 



Bark: The sj^camore bark tells its own story, but do you know 

 the bark of the elm from that of the ash? Contrast the glove-fitting 

 bark of the beech with the rough-and-ready coat of the shagbark 

 hickory. 



Branches: Each tree has its own way of branching, though its 

 form is not always so definite as the red cedar spire. What is typi- 

 cal of the white oak bough? The leaves of the scarlet and the pin 

 oak are considerably alike, but what is the character of each tree? 

 Draw a leafless elm. 



Flowers: When spring comes and the buds are bursting, do not* 

 forget the flowers of the forest trees. They form a clock dial for the 

 advancing year. So as they bloom in succession, bring in the blos- 

 soms of the willow, the maple, the elm, and the cottonwood, until 

 you have gathered the last flower of June, and seed are on the wing. 



While you have been getting acquainted with your trees, you 

 have learned that they prefer certain localities; you have found the 

 willow by the stream, the yellow or tulip poplar in the valley, the 

 red oak on the higher ground, for one needs much moisture in its 

 soil while another will grow in a drier situation. You have dis- 

 covered that certain trees " hobnob " together because of similar re- 

 quirements for soil, moisture, and light. In this way you will learn 

 to group your trees into forest types when you begin your practical 

 work as the forester of your home woodland. 



Correlations. — Drawing: Sketch the different types of trees in 

 the district; make drawings or tracings of the different shaped 

 leaves. Mount these drawings and file with other illustrative ma- 

 terial. 



Language : An account of a field trip carefully written will make 

 a good English exercise. A tree booklet describing the different 

 types of trees, telling where they are found, some of their charac- 

 teristics and uses, illustrated by original drawings and neatly bound 

 with an attractive cover page, will furnish an excellent drill both 

 in language and in drawing. 



Lesson II. LOCATION AND EXTENT OF WOODLANDS. 



Problem. — To study places about the farm where trees can be 

 grown profitably. 



Sources of informantion. — Farmers' Bulletins 358, 745, 1071, and 

 1117; Department Bulletin 481. 



Topics for study. — Places about the farm where forest trees and 

 woods should be kept. Timber is a poor land crop. Places where 



