4 DEPARTMENT BULLETIN 863, U. S. DEPT. OF AGRICULTURE. 



The home-project plan affords the best means of meeting these con- 

 ditions, especially the practical side. The pupil is working out for 

 himself the principles and theories taught in the classroom. 



The term "home project," applied to instruction in elementary 

 and secondary agriculture, includes each of the following requisites : 

 (1) There must be a plant for work at home covering a season more 

 or less extended. (2) It must be a part of the instruction in agri- 

 culture of the school. (3) There must be a problem more or less 

 new to the pupil. (4) The parents and pupil should agree with the 

 teacher on the plan. (5) Some competent person must supervise the 

 home work. (6) Detailed records of time, method, cost, and income 

 must be honestly kept. (7) A written report based on the record 

 must be submitted to the teacher. This report may be in the form 

 of a booklet. 



Type of forestry project. — A project in forestry must of necessity 

 be of a much different type than a project in farm crops or animal 

 production. The slow growth of forest trees and other factors in- 

 volved make it a project covering more than one season. However, 

 forest projects can be conducted and made of much value to the 

 student and community. Among the forestry projects that can be 

 carried out, the following are suggested: The renovation of a farm 

 woodland, the replanting of a woodland and subsequent care of the 

 young trees, the planting of forest trees on some eroding lands or 

 other waste ground on the farm, mapping and finding area of a forest 

 tract, cutting and marketing farm forest products, giving especial 

 attention to the proper cutting of trees and to the removal of the 

 parts of the trees not marketed, a study and survey of forest fires, in- 

 sect enemies, and the diseases of the common forest trees. 



Lesson I. FOREST TREES AND FOREST TYPES. 



Problem. — To learn to know at sight the chief forest trees of the 

 locality. 



Sources of information. — Bulletins of the State colleges of agricul- 

 ture and State foresters on forest trees; Forestry Bulletin 17; forest 

 tree ke}^ and description of 100 important forest trees on pages 40^8 

 of Supplement. The Forest Service, U. S. Department of Agricul- 

 ture, Washington, D. C, is ready to identify leaves, fruit, buds, and 

 wood that puzzle the young forester. 



Illustrative material. — The best illustrative material for this lesson 

 is to be found in the woods, where the trees may be seen and their 

 characteristics studied. In case this can not be done, pictures of 

 typical trees may be used. Blackboard sketches showing the form 

 of different trees are easily made and should be used in this lesson. 



Topics of study. — Getting acquainted with the important kinds of 

 forest trees in your locality. Their various common names and other 



