4 BULLETIX 8 6 3, U. S. DEPARTMENT OF AGRICULTURE 



agriculture of the school. (3) There should 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 should super- 

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

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

 record should 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: (1) The renovation of a 

 farm woodland, (2) the replanting of a woodland and subsequent 

 care of the young trees, (3) the planting of forest trees on some erod- 

 ing lands or other waste ground on the farm. (4) mapping and 

 finding area of a forest tract. (5) cutting and marketing farm forest 

 products, (6) giving especial attention to the proper cutting of trees 

 and to the removal of the parts of the trees not marketed, and (7) 

 a study and survey of forest fires, insect enemies, and the diseases of 

 the common forest trees. 



Topic I. FOREST TREES AND FOREST TYPES 



Aim. — To teach students to recognize at sight the chief forest trees 

 of the locality. 



Sources of information. — Bulletins of the State foresters and State 

 colleges of agriculture on forest trees; Check List (Miscellaneous 

 Circular 92: forest-distribution map: forest-tree key and descrip- 

 tion of 100 important forest trees on pages 48 to 52. The Forest 

 Service, United States Department of Agriculture, Washington, 

 D. C, is ready to identify leaves, fruit, buds, and wood that puz- 

 zle 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. If this can not be done, pictures of typical 

 trees may be used. Blackboard sketches showing the forms of 

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



Guides to study. — Getting acquainted with the important kinds of 

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

 names. A few trees are known widely by the same common name, 

 but many are called by different names in various sections of the 

 country. The importance of botanical names for certain identifica- 

 tion. Distinguishing the different kinds or species of trees by some 

 well-marked characteristics of leaf, bark, fruit, seed, buds, or twig 

 arrangement. 



Conifers : Trees bearing cones, such as the pines, spruces, firs, hem- 

 locks, cedars, junipers, larches, and cypress. How do bald cypress 

 and the larches differ from the others? Distinguishing character- 

 istics of each group or genus, and something about its different mem- 

 bers or species, particularly those that occur locally. 



Hardwoods : Trees, most of which have wood harder than that of 

 the conifers and broad leaves which are deciduous, or are shed in the 



