FORESTRY LESSONS ON HOME WOODLANDS 3 



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, 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 

 subject should follow certain definite lines: (1) It should be sea- 

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

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

 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 plan 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- 



