FORESTRY LESSONS ON HOME WOODLANDS 9 



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 information. — 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 

 forest trees are profitable: (1) Poor soils. (2) Steep slopes. (3) 

 Eroding soils. (4) Rocky land. (5) Wet land. (6) Unused cor- 

 ners or waste places. 



Extent of woodlands in the locality: Proportion of crop land and 

 woodland. The total acres of woods on 10 to 20 representative farms 

 in the locality. 



Practical exercises. — From the data gathered in the survey con- 

 struct a chart showing the proportion of crop land and woodland, 

 the total crop acreage, and the total woodland acreage. Study the 

 places where you find trees growing and list such locations as in- 

 dicated in topics for study. What type of trees do you find com- 

 monly growing in each of these localities? What farms could profit- 

 ably plant forest trees'? What sort of trees should be planted in 

 case a young forest is established ? 



Correlations. — Drawing: Draw a map of a farm or of the school 

 district, locating the poor soils, steep slopes, eroding soils, rocky 

 land, wet land, unused corners or waste land, and mark on this map 

 the names of the trees that grow on these places or that could be 

 profitably grown thereon. 



Language: Write a report showing the advantages of using the 

 poor soils and waste lands for tree planting, giving examples from 

 the farms of the district if possible. 



Arithmetic: Problems showing comparative acreage of crop land 

 and woodland, and percentages of each, will be suggested in the 

 study of this lesson. 



Lesson III. ECONOMIC VALUE OF THE FOREST 



Problem. — To learn the value of a forest as conserver of soil 

 moisture, as protection against soil erosion, as a shelter against ex- 

 tremes of temperature, and as a means of increasing the farm income. 



Sources of information. — Farmers' Bulletins 358, 715, 745, 788, 

 1071, and 1117; Department Bulletin 481; Yearbook Separates 688 

 and 886; Forestry Misc. F-I. 



Illustrative material. — The best illustrative material will be found 

 in a field trip to the woods and field. Actual examples of the use of 

 the trees can be pointed out. If a field trip is not practicable, illus- 

 trations may be clipped from papers and magazines showing the 



