UNITED STATES DEPARTMENT OF - nrs.fs.fed.us

. . . . .

UNITED STATES DEPARTMENT OF AGRICULTURE

DEPARTMENT BULLETM No. 863

FORESTRY LESSONS ON 'HOME WOODLANDS

WILBUR IL MATTOON, ErlcmBn Fernla. F m f Smirs

ALVIN DILL& F m w b Sprdalirl in Alriwllunl Edmlin, States Rehtiow Savim

CONTENTS

. . . . . . . . . . . . . . . . 1 he.. al ld.rmtLm . . . . . . . . . . . . . . z TbwSm., . . . . . . . . . . . . . . . . . z Olmstralir. Matd.1 . . . . . . . . . . . . . . . 3 Tb. Horn. Reid . . . . . . . . . . . . . . . S L m s m I. Forc.tTr-.andFora.tTrr. . . . . . . . . . . 4

U L u l i U r m d Ell.* -1 W d h ~ d d . . . . . . . . . I 111. Ecs-mic Value -1 ths F e d . . . . . . . . . . . . rn IV. Prdu.t.Fto. th. Horn. Far*‘, . . . . . . . . . . 12 V. U*ItPamTinbrr . . . . . . . . . . . . . I 4 n M*.-* ma s.limaio, T ~ ~ L U . . . . . . . . . 1 s

VII. Marioting Farm TirnS.. . . . . . . . . . . . . . I 7 . . . Vlll. Praoding thewood. . . . . . . . . . ; 11 IL Irmr~nos th. Home For..t b, C~tlimg . . . . . . . . 21 1 CrorlbaI Trees and FWOSII . . . . . . . . . . . 23 XI. Fore', Rep.&di.n . . . . . . . . . . . . . U

XIL Woodland. and Farm Man.g.mtnt . . . . . . . . . 111 S.rpl.mat . . . . . . . . . . . . . . . . . a1

WASHINGTON C O I ~ N X E N T PRINTING omcg

196

-

UNITED STATES DEPARTMENT OF AGRICULTURE

@ DEPARTMENT BULLETIN No. 863

Washington, D. C.

@. h u e d September 30,1920; revised February 13,1925

FORESTRY LESSONS ON HOME WOODLANDS By WILBUR R. MATTOON, Ezfension Fonester, Forest Service, and ALVIN DILLE,

formerly Speczalzst zn Agrzcultural Educatzon, States RelaRons Swuiee

CONTENTS

Page Inhodu~tion ............................... 1 S o m s ofmiormatlon ....................... 2

Page Les~onVI. Measuringand estimating timber. 15

VII. Marketins farm timber ............ 17 VIII. Pmteotmg the w<

IX. Improving the cutting ........................ 21

X. Qmwthoftree~~nd i~rest~....... 9.8 XI. Porest repmduuion .............. 25

XII. Woodlaadsand farmmanagement 18 Supplement .....

xds ............. 18 home iorest bv

INTRODUCTION

The right handling of the home forest has come to be a matter of recognized importance in farm management. Farming touches forestry at a number of different points. The farm requires timber for the building and repair of houses, barns, sheds, fences, and telephone lines. I t needs more or less wood for fuel, and i t should have some woodland also for protecting the soil against erosion on steep slopes, for shelter for growing crops and livestock against the hot, dry wmds of midsummer, the cold winds of winter, and likewise for the comfort of man and the home of game animals.

A farm without some woods is less attractive as a lace to live and usually less valuable than one with a t least a litt 7 e woodland and some forest trees scattered about. Thus woodlands have a place both in the management of the farm and in the development of

The 1essons"which follow present the subject of farm forestry from the standpoint of the important local kinds of forest trees und their uses, the ro er locatioi of woodlands on the farm, their eoonomio value to t R e ! arm, the d ierent farm timber products, measuring and marketing timber, utilizing timber rightly on the farm rotecting and improving woodlands, and planting young timber. A Lowledge of farm forestry, a plied along simple lines, should make farming more profitable. &ese lessons have been prepared to give to the

1

I 2 BULLE!CIN 863, U. S. DEPARTMENT OF AGRICULTURE

prganized school work in elementary agriculture additiond impetus

In forestT to provide material for imtmction that is within the range of e ementary upils, and to furnish a topic for home projects that may be workecfout rofitably to e v q community and with real educational value to t f e pupils themselves.

SOURCES OF INFORMATION

Practically aU the subject matter for class use and instructions for home rojects will be found in bulletins available, either free or at a smalfcost. Almost every State agricultural college has pub- lished one or more bulletins on some phase of forestry, and in most instances thesemay be had for the asking. Address the dean of the agricultural colle e

The Farmers' fklletins of the United States Department of Agri- culture referred to in this bulleti'n will cover many of the topics to be studied. Bulletins in this list will be sent free, so long as the sup ly lasts, to any resident of the United States, upon application to 6s Senator, Representative, or Delegate in Con ess, or to the O5ce of Publications, U. S. Department of Agricu p ture, Washing- ton, D. C. Because of the limited su ply, a plicants are urged to select only a few numbers, choosing t % ose w % ich are of special interest, and ordering but one copy of each. When the free suppl has been exhausted, a number are yet for sale b the superintenB ent of Documents, Government Printing Office, Gashington, D. C., a t 5 cents each. Other publications of this department are also for sale by the Superintendent of Documents, but these are more often technical bulletins and of interest to those only who wish to s~ecial- b e in the subject.

Frequently revised classified lists of de artment publications on different phases of agriculture, one of ?%ieh is on the subject of forestry, are issued by the Division of Agricultural Instruction, U. S. Department of Aariculture, for teachers use. The teacher will find that a number orthe textbooks on forestry are suited to his needs, and that some of the elementa textbooksmay be used by the pu ils.

In addition t o the ~armers%ulletins and other Department iu l - letins, the Forest Service issues a number of circulars on various phases of forestry which may be obtained hec t ly from that bureau.

THE SURVEY

One of the means by which the teacher may become informed about the forestry interests of the d~s%ct is a wpodlaud survey. The upils may assist in obtaining t b s information, but a first- handknowledge obtained by the teacher will be a valuable aid.

This survey should include the kind of woodland, whether hardwood, conifer, or mixed type, the important s ecies of trees in the forest stand, in res ect to their abundance an8 their use and commercial value, the?eading rough tlmber products that have been sold, and the prices received in the woods or shipping point. This information may be collected and tabulated.

A ma of the district may be rocured, or, if not available, one can be &awn on a lar e sheet b t i e pupils. On this map the homes and f m s of the are to g e located. Place signs, emblems, or

FORESTRY LESSONS ON HOME WOODLANDS 3

colored bits of paper to represent various facts from your tabula- tions; for exam le, colored circles to represent youn , middle age, P a or mature wood and, squares to represent timber pro uctg 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 0f.a ty ical tree growing in the open (limby) and a tree in a close stand $ong, 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 s ecimens of the trees of the district and mount same on cardboard a 'i' ter pressin and drying them. Collect samples of the wood of the trees of the Ecality 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 ma be classi&d and mounted into groups suoh as hardwoods and so 9 twoods, or oaks, maples, pines, etc. At least a small collection of suoh woods should be a part of the equi ment of every school. Charts showing the relative importance an uses of the most abundant woods should be made.

i Write to the Division of A icultural Instruction,U.S. Department

of Agriculture, ~a&ington,%. 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

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 for& project.-A project in forestry must of necessity 2 be of a much d erent type than a project in farm crops or ammal production. The slow growth of forest trees and other factors in-

4 BULLETIN 863, U. S. DEPAaTMENT OF AGRICULTURE

valved make i t a project coverin more than one season. However, forest projects can be condncte 2 and made of much value to the student and commnnit~. Among the forestry projects that can be carried out, the followmg 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 erodmg lands or other waste ground on the farm, map ing and finding area of a forest tract, cutting and marketing farm ! orest products, giving especial attention to the proper cuttmg of trees and to the removal of the parts of the trees not marketed, a study and survey of forest fires, insect enemies, and the diseases of the common forest trees.

Lesson I. FOREST TREES AND FOREST TYPES

ProVem.-To learn to know at sight the chief forest trees of the locality.

Sources of information.-Bulletins of the State colleges of agriculture and State foresters on forest trees; Forestry Bulletin 17; forest tree key and descri tion of 100 important forest trees on pages 4 M 8 of Su lement. &e Forest Service, U. S. Department of Agncul- ture, Vashington, D. C., is ready to identify leaves, fruit, buds, and wood that puzzle the young forester.

IZZustrative matmia1.-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 thls lesson.

Topics of study.-Getting ac uainted with the important kinds of forest trees in your localit . ~ i e i r various common names and other names. A few trees are L a w n widely by the same common name, but many are called by different names in various sections of the country. The importance of botanical namev for certain identification. Distinguishmg 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, juni ers, larches, and cy ress How do bald cypress and the larches di d" er from the others? Bistinguishlng charactenstics of each group or genus, and somethmg about its different members or species, particularly those tbat occur locally.

Hardwoods: Trees, most of which have wood harder than tbat of the conifers and broad leaves which are deciduous, or are shed in the fall. Kinds of hardwood trees which are evergreen. Group the hardwood treeq @to general grou s, such as the oaks, maples, elms, and others, and ldentlfy as many iifferent species of each as possible.

Hinds of trees which are associated together in different forest types, such as (a) ndge type, (b) slope or cove type, (e) bottom-land type, and (d) swamp type. What trees locdly are associated to make (a) coniferous forest type, (71) pure hardwood type, and (c) mixed hardwood and conifer type.

Practical ezercises.-Gathenng leaves and fruit of the important local forest trees; press in wrapping paper, folded and labeled with place and date.

FOREST"RY LESSONS ON H O M E WOODLANDS 5

Studying the shape and size of leaves; trace a leaf of each oE the im ortant kinds of trees, and label with name, place where foixnd, an 5 date.

FIG. 1.-White oak, a woodland tree of wide distribution and high value, representative of the pure hardwood type

Grouping trees by kinds of fruit borne-nuts, keys, berries, cones, etc.

Collect samples of winter buds from leading kinds of trees, label- ing with name of tree, place of collection, and date.

6 BULLETIN 863, U. S. DEPARTMENT O F AGBICUL'YURE

Study of winter buds, with drawings of buds and twig arrange- - - ment.

Collect tree blossoms from red and silver maples, willows, catal a, elm oak, dogwood, tulip poplar, basswood, buckeye, and magnofia.

F'ield study.'-Now to the woods, that you may come into personal touch with the forest trees of your own neighborhood.

Leaves: The leaf is the trade-mark of the trees. Gather the leaves, study and compare them to a h a first knowledge of the trees as individuals, then as groups. l%e tulip poplar wntes its name

1 The seot~ons on field study m k n s I and III wem contributed by Mlss Lucy Kdlerhouae, of the Forest Servlce.

I

BORESTRY LESSONS ON HOME WOODLANIB 7

plainly npon its square-cut leaf, but the boxelder has a leaf some what resembling the ash, though its seed is similar to the maple key. Wherein does the ash leaf differ from that of the locust or the hickory? The oaks are divided into the red and the white oaks. What is a t ical leaf of each class? %ou mill probably begin this study in the autumn, so before the

leaves fall and your memor of them fails press and either mount them or place in paper fol ers, and label with name, place where found, and date.

J' If the foliage of the black gum is now reddenin that of the red 8' gum will also soon begin to color, and presently a 1 the woods will

seem as if on h e . The autumn colors will he1 to identify your '1, trees and beautify your herbarium. A few of t e broadleaf trees and all the conifers except the larches and bald cy ress are evergreen. Separate the conifers into the pines, spruces, ce k' am, or other cone bearers of your woods, and divide into as many species as you End. Draw a dia ram, and under the two heads, broadleaf treas and conifers, grou t % e trees that youidentify, witha short descriptionof each.

Fruit: b i l e you are gathering leaves, bring in the fruit, o r seed, that you find-the pulpy fruit, nuts, berries, pods, winged seed, and tufted seed of the broadleaf trees and the cones of the conifers. and add to your herbarium.

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 sycamore 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 branch'ing, though its form is not always so definite as the red cedar spire. What is typical 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 s ring comes and the buds are bursting, do not forget the flowers o ? the forest trees. They form a clock dial for the advancing year. So, as they bloom in succession, bring in the blossoms of the willow, the ma le, the elm, and the cottonwood, until you have gathered the last !? ower of June, and seed are on the wing.

While you have been getting acquainted with your trees, you have learned that they refer certain localities. you have found the willow by the stream, t YI e yellow or tulip popfar 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 discovered that certain trees "hobnob," together because of similar requirements for soil, moisture, and light. In this way you will learn to group our trees into forest types when you begin your practiod work as t z e forester of your home woodland.

Correlations.-Drawing: Sketch the different ty es of trees in the district; make drawings or tracings of the gfferent shaped leaves. Mount these drawmgs and file with other illustrative material.

3110"-26t-2

8 BULLETIN 863, U. s. DEPARTMENT OF AGRICULTURE

Fro. 3.-Leal outlinas of a few important speois of fomt trees. (Reduced-not to unirorm scale)


Lan age: An amount of a field tri carefully written will make a goofiuEnglish exercise. A tree boo%et describing the different types of trees, telling where they are found, some of their characteristics and uses, illustrated by ori inal drawings and neatly bound with an attractive cover page, wllf furnish an excellent drill both in language and in drawing.

Lesson 11. LOCATION AND EXTENT OF WOODLANDS

Problem.-To study places about the famu where trees can be grown profitably.

Sources of information.-Farmers' Bulletins 358, 745, 1071, and 1117; Department Bulletin 481.

Topw for stud Places about the farm where forest trees and woods should be t"pt. Timber is a poor-land cro . Places where forest trees are rofitable: (1) Poor soils. (2) 8 teep slopes. (3) Eroding soils. (8 Rocky land. (5) Wet land. (6) Unused cor- ners or waste places.

Extent of voodlands 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.-&om the data gathered in the survey wn- struct a chart showing the roportion of cro land and woodland, B $ the total crop acreage, and t e total woodlan acreage. Study the

laces where you find trees owmg and list such locations as in- f;ioated in topics for study. %at type of trees do you find wm- monlggrowing in each of these localities? What farms could prafit- ably plant forest trees? What sort of trees should be planted in case a young forest is established8

Correlations.-Drawing: Draw a map of a farm or of the school district, locating the poor soils, steep slo as, erodmg so~ls,. rocky $ land, wet land, unused wruers or waste lan , and mark on thm map the names of the trees that grow on these places or that wuld be profitabiy grown thereon. ::

Language: Write a report showing the a d v ~ t a g e s of using the poor soils and waste lands for tree plantmg, g~vmg examples from the farms of the district if possible.

Arithmetic: Problems showing cornparatiye acreage of crop land and woodland, and percentages of each, wlll be suggested in the study of this lesson.

Lesson 111. ECONOMIC VALUE OF THE FOREST

Prob1ein.-To leasn the value of a forest as conserver ,of soil moisture as protection against soil erosipn, as a shelter aganst ex- tremes of temperature,, and as a means of increasing the farm income.

Sources of inford%on.-Farmers' Bulletins 358, 715, 745, 788, 1071, and 1117; De artment Bulletin 481; Yearbook Separates 688 and 886; Forestry disc. 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 tri is not practicable, illus- B trations may be clipped from papers an magazines showing the

10 BULLETIN 863, G. P. DEPAEtTMENT O F AGRICULTURE

erosion on unprotected killsides and the use of trees as shelters in pastures and about the farm buildings.

Topics o r study.--With an acquaintance formed with the different s ecies o f trees, i t d l be worth while to learn their value both as in- &Tiduel trees and asmciated together in 15-oocllands.

Timber or mood products: Trees, grouped according to their value for wood or timber. (This is expanded In Lesson IV.)

How a forest cover consewes the water from rainfall or melting snow.

Flow of streams from open and from forested land: see age and 1 springs. Protecting watersheds of city reservoirs and hea quarters of large streams from erosion and floods. State and municipal

FIG. $.-The forest Boor. Leeres and twig litter on the ground beneath the trees, spongy layer of de- composed vegetable matter or humus, this and the lower layer of soil interlaced with tree roots and rootlets, and the cl%y subsoil. Dense growth of seedling and sapling trees covering and protecting the soil

forests. The 150,000,000 acres of Government national forests held for protection of watersheds and streams and for a permanent timber supply. Private owners hold four-fifths of the total standing timber in the Cnited States.

How trees protect the soil against erosion and the formation of gullies on steep slopes. Examples of local hillsides and regions of the United States.

Effect of woods as shelter against hot drv winds and cold winds for growing grain and fruit crops, livestock, and the farm homr. The differe~kcc felt in teinperature of the air in ~nidsummcr out in the opcn roar1 n r fieltl and in the shade of a einglo tree or of woods. Thc same as experienced on a cold windy (la3? in winter.

F O R E S T R Y L E S S O N S O N H O M E W O O D L A N D S 11

Field study.-In an excursion with the teacher to the hills and fields the class can learn, by actual observation, the bond between the forest and the river.

As soon as the pupil leaves the open and enters the cool shade of the woods he will note the forest floor-the undergrowth of young trees and shrubs, the ferns and moss, and the litter of fallen leaves. With his jackknife, or a trowel, let him dig down beneath this cover into the mold of many years of fallen leaves. The soil will be spongy and moist. What happens when rain falls or snow melts? Under the shadow of the forest it sinks into the s ongy earth. (Fig. 4.)

What becomes of the'rain and snow that t g e forest has soaked up like a sponge? Find a spring. This is where the stored water is

FIG. 5.-Effect of deforestation. Washing of soil and devastion of valuable farm lands a t the heads of streams

seepin out to feed the streams. The rainfall that has been held back in the % idden reservoir of the forost is here transformed into a steady su ply of water for the pasture, the farm, the mill, and the city.

e e t the class now return to the open and dig into the soil on the unwooded slope. I t will be found dry and hard. What happens when the rain falls or the snow melts on the open hillside? I t is not held back and absorbed but rushes down the slope. In a heavy rain the streams rise rapidly. Pcrha s the class will find a bridge that has been carried away in a fres R et. Some one may tell of the log bridge on the farm that was destroyed. Then what happens when the winter snow melts upon the unprotected mountain slopes and the spring rains swell the rivers? (Figs. 5 and 6.)

12 BULL.EI"IK 863, U. S. DEPSRTlkIENT O F AGRICULTURE

While the class is on. the open hillside, places be found where the soil, n-hich has no roots to bind it, has been 11-ashcd away by the rain, and on some steep slope there mill be deep gullies dug into the ground.

Where does the soil go that is 1%-ashed down the slope? Into the st'rem. Perhaps the stream. carries the silt into the water supply of a city. If there is a river near, a sand bar may be found that has ~raslled down from the hill country. I n a t do muddy rivers mean to the harbors near the coast? R h o has seen a dredge at work scooping up the silt to keep the channel fres? Tnis means a vast expense to the country.

The pu il who has noted these facts about woodland, soil, and stream wil f begin to see the relation which the forests of our country bear to the 1%-ell-being ot the land. The little examples that he finds in his own neighborhood of soil protection and good streams, of

FIG. $.-Effect of deforestation. Sand bars in the stream charnels. M~lllons of dollars are spent yearly In dredging our rivers to keep them navigable

erosion and flood damage, are intimations of the larger meaning of the Nation's forests to farm la,nd and industry and commerce. His own home woodland is a part of nature's plan to aicl man and his enterprise.

Lesson IV. PRODUCTS FROM THE HOME FOREST

Probbm.-What products from the home forest can be utilized by the farm both for home use and for the market?

Sources of i.nforrnafion.-Farmerd Bulletins 516, 1071, 1117, and 1210; Department Bulletins 12,605, and 753; Yearbook Separate 779.

Illustrative mnterinl.-Prepare a wd1 chart sliowing in rt tabulated form the yrtrons mood products. I n cach product colr~mn mit,e t,he name of the tree or, better still, plaoc u sample ol the wood that furnished that product. Prepare another chart showing in liIre manner otlier timber producls surh 8s nuts, root,s. bnrlr, gum, and

FORES'IURY LESSONS ON HOME WOODLANDS 13

edible fruits, listing the trees the same as in above chart. Any of the products from root, bark, gum, etc., will also make interesting and useful illustrative material.

Topics for study-TVood, in a rough state, is the principal farm timber product. What kinds of wood are used for the following rou h products: (1) Saw logs; (2) poles and piling; (3) fence posts; (4) %olts, bloclrs, or billets for (a) cooperage, ( b ) implement handles, (c) wagon and automobile spokes, (d) pulp wood; (5) crossties; and (6) fuel wood. The sizes and other requirements for each of these various wood products, including the species of trees which are best suited and bring highest prices on the market.

Forest trees which produce nuts of commercial value; roots, bark, gum, and edible fruit. List of these products under each head and what they are used lor commercially.

BIG. 7.-High-grade saw logs and rough stave boards cut from m700dlands

Lumber is manufactured from the product of the woodland saw logs. (How to measure sawed lumber treated in Lesson VI.) That work is ordinarily done by the sawmill man rather than by the farmer.

Practical ezercises-Inat is the chief use of wood in the district? What other forest products arc made or used here? What trees furnish the greater amount of wood? What kind of lumber is sawed in the clistrict? What becomes of this lumber? If there are any wood product factories in the district arrange for a tri to the same and stucly the various processes from the rough woo$ to the finished products. What tirnbcr in the district is most valuable? Why? An interesting study to make is the part forest products play in the construction of machinery, transportation lines, airplanes, etc.

Correlations.-Geogra by: Trace the timber products of the district to their market. % a like manner locate the source of timber roducts brought into the district and trace their probable route. 8 n State map locate the timber areas and learn, d possible, the

14 BULLETIN 863, U. 6. DEPARTMENT OB AGRICULTURE

,important kinds of trees in each area. Locate the great lumber regions of the United States. From what ports are forest products of thc United Statcs cxportcd?

Arithmetic: Construct roblems in which the prices of timber products are used. Use, ifpossible, the value of the forest products, the price of timber land, and prices of the mlsoellaneous forest products.

Language: Make a study of the forest products of the district and write a report of your study. Another report of value will be that on the forest products that are imported into the district.

Lesson V. USING FARM TIMBER

ProMem.-To discover the right uses of fasm timber. Sources of in ormatwn Farmers' Bulletins 516, 744, 1023, 1071, 1 : .- 1117, 1177, an 1210, Department Bulletins 718 and 753; Forestry

Bulletins 80 and 144; publications of State foresters and colleges of agriculture.

Illustrative material.-A a h a field trip will furnish the bestillus- trative material ?or this Tesson. Note the height of the stum s where timber has been cut, the careless felling of trees causing $e- injuring of youn trees, the tops and large limbs left in the forest. f In the absence o a field trip, p~ctures may be shown illustrating the points mentioned above.

Topics for study.-The right using of timber on the farm should begin at the time the tree is cut. Waste of good timber in the woods is altogether too common nowadays, when wood is high-priced andgetting scarcer.

High stumps mean usually that the best qudit of the timber in the tree is wasted. Often the value of the timber Zft in high stumps is sufficient to pa for all the costs of lo ging Saw logs can now be taken profitab 9 y from the tops which % . ad to be left only a few years ago. Wherever possible the tops should be worked up into crossties, mine props, or firewood. B careless felling of trees much promising young tlmber is broken an destro ed

I

B High grade and valuable timber should not {e used in places about

the farm where less valuable woods will answer the purpose. Some- times choice, white oak worth $40 a thousand feet in the log for

walnut used for farm be found by children

rovement thinnings in on the farm for posts,

poles, or firewood, instead of bein allowed to decay in the woods. Treating of fence osts..~hortfived woods when soaked in hot and

then cold creosote g s t from 10 to 20 ears as fence posts. As the su ply of long-lived woods, such as b ack locust, Osage oran e, red

$ 9

ce ar, chestnut, mulberry, and catal a become scarce, treate fence 1 fi posts are being increasingly used. lmost all farms have some common woods growing, practicany all of which take coal-tar creosote readily.

Practical exercises.-In a field trip to the farm forests note what care is taken in felling trees, the disposition of limbs and to s, and the height of the stumps. What examples may be found wEere an

I


expensive wood is used that could be replaced by a chea er sub- stitute? What high-priced timber is found in the districtf What is the common method sf treating fence osts? How do tele hone

P P P and telegra h companies rotect their po es? What good an what bad examp e of the use of arm timber can you mention?

R Correlations.-Language: Make a written or an o rd report on the

methods of cutting and handling timber on the farm, with especial reference to dis osing of waste timber. Write a short account of the best metho J s used in the preservation of timber used in posts, railroad ties, and other lumber.

Arithmetic: Measure the height of stumps in a cut-over piece of timber and calculate the amount of lumber wasted. If one hundred 7-foot black walnut fence posts ayeraging 5 inches square in size can be replaced by 100 locust or red cedar posts of the same size, calcu-

F I G . 8.-Small pjne logs cut in improving the woods hg thinning

late, on the basis of local prices, the amount saved by the substitution. If creosoting a softwood post costs 15 cents each for treating but will make i t last three times as long as one not treated, assuming average present local prices for labor in replacements and cost of untreated

osts, what will be saved in 20 years in fencing a quarter section of rand with posts spaced 12 feet apart?

Lesson VI. MEASURING AND ESTIMATING TIMBER

Problem.-How shall timber be measured and estimated? Sources of infomation.-Farmers7 Bulletin 1210 ; colleges of agri-

culture or State foresters' publications; rule for scaling logs, Topics for study.-Measuring saw logs: Show how the Rage lameter 37.

a t the small end is found by measuring inside the bark along an average line, or two measurements taken at right angles and the two averaged. The diameter and length found, the approximate lum-

3110°-26t-3

16 BULLETIN 863, U. S. DEPARTMENT O F AGRICULTURE

ber contents is found by referring to a co y of some log rule; probably the most common rule in use is the goyle, although for small logs under 16 to 20 inches it is very inaccurate, because from one- third to one-half more lumber is usually sawed out than is indicated by the rule. (See Supplement, p. 37.)

How bolts and billets are measured. What makes a standard cord of wood?

Allowances made for defects in saw logs, bolts, or blocks, and in other material.

Estimating standing trees : ' Finding approximately the contents of standing trees in cords or board feet of lumber by measuring the diameter at breast height (4% feet above theground), estimating or measuring the number of 16-footlog cuts in the tree, and by theinformation given in Farmers7 Bulletin 1210. Find the merchant- able contents of the tree expressed in board feet.

Estimating whole woods: Applying the same method to all the trees on a measured one-tenth or one- quarter acre, and thereby estimating t h e contents per acre. Recording the measurements by different species on a simple blank form ruled in squares in two directions.

Practical exercises.-This lesson should be essentially one of practice. The class should measure logs according to the Doyle rule, standing trees by the use of

FIG. 9.-Measuring and estimating the saw timber in a volume tables for trees, and stand of short-leaf pine cordwood by dimensions of

the piles. A good exercise for the more advanced students is to make estimates on logs and standing trees and then by applying the Doyle rule or the volume table test the accuracy of the estimates. The ~ractical value of this lesson is in acquainting the pupils with com- paratively easy ways by which they can measure logs and cordwood and estimate the amount of lumber or cordwood in trees.

Correlations.-The operations mentioned in the practical exercises will afford abundant work in calculations and suggest a varied list of arithmetic problems.


Lesson VII. MARKETING FARM TIMBER

Problem.-How shall the farm timber be marketed to the best advantage.

Sources of information.-Farmers' Bulletins 1100 and 1210; bulletins of the State colleges of agriculture and State foresters.

Illustrative material.-Timber price lists. Addresses of firms deal- ing in timber. Local prices for cordwood, osts, crossties, and piling. R Topics for study.-Finding the best mar ets: Before timber is cut its approximate size and amount by species, and its disposal should be determined as definitely as possible. How to find buyers of cut- timber products. How are logs, bolts or billets, piling, posts, crossties, and firewood generally sold? Advertising in the newspapers, consulting neighbors who have recently sold timber, consulthg State foresters and reliable experienced men.

FIG. 10.-The best timber brings high prices and can usually be shipped for veneer or quarter-sawed lumber. Several owners can join in marketing a carload lot

The owner protecting himself by a simple form of written con- tract: Much loss comes to sellers of timber products by failure to observe this precaution and to have the agreement in proper written form.

Selling timber standing: Selling for a stated sum by the acre, or a lump sum for the whole tract or "boundary."

What to sell and what timber to keep growing in the woods; what timber to sell and what to use at home. Choice logs of certain woods bring high prices and can be profitably shipped long distances by rail or water.

Cooperative marketing of farm timber: Carload lots of logs, etc., the least amount that can Drofitablv be shipped. Manv wood manufacturing concerns buy direct fr&n p r ~ d ~ c & ~ in carload lots.


A farmer may not have suff~cient white-oak saw logs or hickory spoke blocks to pay to ship.

Practical exercises.-What timber is being sold in the district? Who is buying i t ? To what place is i t being shipped? What standing timber is sold in the district? What cooperative ship ing of timber do you find? Visit a wood yard and note methods o F handling the wood and get prices per cord on the different sizes of wood.

Correlations.-Abundant exercises in arithmetic will be suggested by the prices of timber and amounts sold. If a price list of timber and its products at the final market can be had, some interesting problems can be worked out by comparisons with local prices.

For a language exercise make a report on the various kinds of timber marketed, prices paid, methods of transportation, and markets.

FIG. 11.-Oak spoke blocks, piling, and cross ties ready for shipment

Lesson VHII. PROTECTING THE WOODS

Problem.-To learn the best methods of protecting woodlands, and to discover the kind and extent of in'ury or loss due to forest fires.

Sources of information.-Farmers' b ulle tins 173, 1 177, and 1 188 ; Forestry Circular 205; Department Bulletins 308 and 787; Year- book Se arate 548; State publications. The United States Depart- ment o ? Agriculture and the agricultural colleges will be glad to render assistance by identifying and furnishing information concern- ing various forest insects and plants.

Illustrative material.-Pictures of forest fires, burnt over woodlands, forest rangers, their camps and equipment, copies of the United States Forest Regulations, and charts for fire prevention will make excellent illustrative material. Pictures of trees damaged by insects or fungi, samples of damaged wood, samples of insecticides and materials used to prevent insects from damaging trees should also be used.

FOP~EST&Y LESSONS ON HOME WOODLANDS 19

Topics of study.-Fire, the arch enemy of the forest: It kills large numbers of the smaller trees and kills or weakens the vitalit of the older trees; the humus layers over the ground arc destroye< The loss of the protective covering exerts a marked effect in caus!ng the soil to dry out and become hard as a result of wh~ch the rain 1s shed off rapidly following dry weather, much as when it falls on a house roof. Trees in farm woodlands and city parks are often seen dying at the tops, most usually from this cause.

HELP PREVENT WOODS FIRES.

BE SURE your mateh is out before throwing it away. DON'T throw away burning tobacco. CHOOSE a safe place and make your camp 6re small. PUT OUT your fire with water and them cover it with

earth. DON'T make large brush heaps. Choose a still day for

burning and plow furrows to protect near-by woods. BE CAREFUL WITH FIRE.

Forest rangers employed by the States and Gopernment for the ad- ministration and protection of the State and national forests. What t e of men are required for forest rangers whose duties require them t%ve out of doors and ride or work in all kinds of weather? Each national forest divided into districts in charge of rangers. Fire-protective plans worked out in great detail for detecting and fighting fires as soon as possible after they start. Fire-fightin equi rnent, such as lookout peak and,towers, telephone l i e s , anf fire-ghting tool boxes at convement points over the forest. Airplanes and radio also have their uses.

Protection for State forest lands b similar1 organized methods. Federal cooperation with the various il tates autxorized by the Weeks law, for the protecting against !ke of headwaters of navigable streams.

The grazing of livestock has much the same effect in removin the protective covering and packing the ground hard. Cattle an8 horses hrowse off the tender young seedlings and tramp down the upper soil layers. Shee and goats are very destructive to young

?I seedlings, particularly w en closely herded. Hogs feed upon most kinds of acorns and nuts, although by rooting up the leaf litter they sometimes favorably expose the mineral soil for the quick germina- tion of tree seeds. Hogs are very destructive to the seed or mast of the long-leaf pine, and the oung seedlings are killed in large num- 4' bers by animals stripping o the thick, sweet, spongy bark from the roots.

Dam e by insects Leaf and inner bark-eating, twig-cutting, bark anywood-boring iisects. Methods of checking spread of insect infestation by right methods of cutting.

Fungi in forest trees as a source of the dyin and injury of many trees. Some trees more immune than others. fmportance of keeping

I 20 BULLETIN 863, U. S. DEPARTlldENT OF @RICULTURE

PREVENT FOREST FIRES Start camp fires only in safe places and extinguish them completely before leaving. Put out any fire discovered or report it to the nearest Forest Officer. The Laws provide heavy penalties for wilful or careless settin of forest fires. A reward w18 be paid for information leadhg to conviction of offenders.

Xm. 12.-One of the fire signs pmted w~dely m the national forests

FORESTRY LESSONS ON IXOME WOODLANDS 2 1

woods in a healthy growing condition and rightly cut in order to combat the spread of furl s diseases..

P~actical e%ereises.-xat damages to woodlands occur in t~he district? What forest protection in use in this locality? Do you find any disease or insect attacking any special group of trees? Are farm animals allowed to graze in farm woodlands? If so, what damages do you notice ?

Lesson IX. IMPROVING THE HOME FOREST BY CUTTING

Problem.-How to imurove the home forest bv Droner cut tin^. Sources of infomnatwn.~~armers ' Bulletins 107i, i l l ? , and 1177;

Forestrv Bulletins 92 and 96: Department Bulletins 11, 13. 139, and 308; Firestry Misc. R-3; State fbreslers' publications.

Illustrative matwd.-Charts or illustrations showing results of overcrowdimg and of proper thinning out of forest trees,. Pictures showing results of careless felling of trees. If possible, visit a forest where these results can be actually shown bv observlne rlnm on stumps or cutting into trees that h&e been several years4rev&usly thinned. In an even-a~ed group, note different sizes of trees of same age as result of differences rn growing space.

Topics for study.-Cutting the individual tree rightly; why as little as possible of the tree's stum and to should be left in the woods. careful felling of trees. &at is liagle to happen to trees injured by another falling?

Thinning out overcrowded stands of forest trees. How fewer and fewer trees can grow on an acre as the trees inerease in s!ze. Avail- able light s n p t y f fp grqwth. Purpose of thinning to utilize timber that would ot erwise d ~ e and go to w+e. Also to stimulate the remaining trees to increased growth,. which means increased value.

Improve the woods by proper cuttmg, takin out ( 1 ) the mature, ( 2 ) broken, crooked, diseased trees, and (3) the $ow-growing and less- valuable species of trees. Most woodlands have many such trees crowdimg out young, promising trees of the better kinds. Making woodlaiids yield a profit on the investment, increasing farm income and the sellimg value of the farni.

Practical exercises.-The facts taught in this lesson should be verified by actual observation in trips to forests. Study first hand the results mentioned in the lesson. A good ,project .would. be the improvement ,of a forest plat by proper thmning, includ~ng the removal of diseased, defective, overcrowded, and dead trees, and undesirable species.

Correlations.--The class in dray in,^ ma construct the charts mentioned under "Illustrative material. ~ z e y should also make draw-

"Bs of trees showing development under adverse conditions and of ot ers under proper conditions.

Language: A survey of the general practice of home forest +- provement of the district with a written report of the same ~ l l afford a very good exercise in language.

Geography; A distr~ct or county map locating the farm forest areas and desqpatmg those under improvement. A n outline map of the State locatmg the farm forest areas.

22 BULLETIN 863, U. S. DEPARTMENT OF AGRICULTURE

mc. 13.-'rhegrnlath~nd cnlue 01 p i n e m l n c r v w d by relrared rhlnnhr8a. Tldim\inmovod MI, pencr- ,dly 1* 1 1 4 <.r .old 1r~f iT~t1y lor f i n r < n l . Irened lenn sLr, or 9111~11 1 1 1 1 : k ~ (, RVIYIC lLlnnlnr t e n u t a . t t t B, TK .lul .tl2d air yea ihll.l.ll.l 51. 1wge: a:,<: ,:,"rev ,lt,.:L If ,r<c> 3!., . ld t:.v I0 b cut

FORESTRY ~ S S O N S ON HOME WOODLANDS 23

Lesson X. GROWTH OF TREES AND FORESTS

Pro6lem.-To learn how trees and forests grow. Sources of information.-Farmers' Bulletins 134, 173, and 1071;

Forestry Bulletin 92; De artment Bulletin 308. 8 Illustrative material.- otted seedlings, ots or boxes, and seeds P of trees. A chart showing roots, stem, and eaves of a tree. A chart,

or better, an actual cross section of a tree stem showing different parts of the stem, such as annual rings, heartwood, sapwood, bark, and cambium. Leaves mounted so that their structure can be studied. Branches showing bud and twig arrangement. Drawings showing shapes of crowns of trees grown in the opeq and grown in close stands.

I


Topics for study.-The life of a tree and why it is necessary to know something about how trees live.

The leaves, trunk, and roots, and function of each in the tree's existence. How the tree breathes and gets its food from the soil and air; what travels upward and what downward in the branches and stems. Structure of the leaf and different parts of the trunk.

How the branches lengthen and the tree trunk increases in size; the location, color, and structure of the living tissue or cambium layer. What are annual rings, heartwood, and sapwood?

Requirements for growth: Air, light, moisture, and heat. Trees in association-a stand. Influence of trees upon each other.

Difference, if any, between shape of crowns of open-grown trees ancl those grown in close stands. Influence of different light and soil- moisture supply.

FIG. 15.-Effect of light supply upon the form and comrnercial value of trees. A, Elm which grew up among other trees of the same height but since cut down. Clear trunks make valuable lumber. B, This elm grew standing in the open. Trees with short limby trunks are useful chiefly as firewood

Effect of tree density (number of trees in a given area) upon growth of the individual tree. Natural dying out of trees in close stands with advancing age. Understocked, well-stocked, and over- stocked stands and the production of (a) saw timber and (b) cordwood per acre under each condition.

Practical exercises.-Make the following testa to show requirements for growth: Place a potted forest tree seedling in the dark for a few days; withdraw moisture from one and supply moderate amounts of moisture and excess moisture to other seedlings; subject plants, if possible, to different degrees of heat. Note results. Erect a pole or 1 by 2 inch timber strip close beside a young, thrifty sapling pine or hardwood. At regular intervals of a week or month, mark on it the total height of the growing tree. Keep a record also of the dates and measured heights.

~ ~

25

Lesson XI. FOREST REPRODUCTION

Problem.-To learn how trees reproduce themselves. Sources of informtion.-Farmers' Bulletins 134, 173, 423, 788,

1071, 1123, 1177, 1256, and 1312; Forestr Bulletins 45, 121, and 244; Forestry Ciulars 45,81,99, and208; 8 epartrnent Bulletin 153.

lWustrative material.-Make a collection of seed specimens of the classesindicated under" Topics for study." Either mount these seeds on cardboard or put them in wide-mouth bottles. Clip pictures of young forest growth.

Topics for study.Seeds: The various devices of nature for dis- persin the seed widely. Tree fruits with (a) wings,

tlumes2 etc.; (6) uypy fruit with bony sccds sought by birds; (c) ric nut kernels likes by rodents and birds, and often buried or otherwise stored away; (d) light secdswhich float or roll along the bottom of streams.

ecies of trees whose seeds are (a) carried by wind, (6) water, or by and animals. (Fig. 16.)

Sprouts: Different species of trees which reproduce theaselves by means of sprouts from stumps. From what part or parts of the stump do sprouts arise? Species which sprout from surface or lateral roots. Influence of the season of the ear when cutting is done upon the vigor and growth of sprouts. ynfiuence of age of parent tree.upon success of sprouting.

Natural forest reproduction: Young growth. (Fig. 1 . Condi- tions under which you growth starts in woodlands. A forest without young growth is%e a community without children-it will die out. Need for large numbers of young trees for perpetuation of the forest. Competition and shading out of the weaker seedlings and saplings. .

How .the forest travels: (a) By wind; (b) by animals, birds, and water. (Fig. 16.)

Age grou s of young owth: (a) Seedling, (bj small saplmg, (e) large sapping, (d) s m a f ole

Starting a young forest %y direct seediig or transplanting nur- ''

sery-grown seedlings. Sowing the seed direct where the trees are wanted. Kinds of trees started cult to transplant on account of ories, walnuts, some of the oaks, Collectin the seed. Storing the country ?north) where seed sowing is best done in the spring and (south) where i t may be done in the fall or earl winter. Preparation of the soil and method of planting seed of difPerent kinds. Care of growing seedlii s

Planting seeflings grown in nursery beds. Preparation of nursery beds and sowlng of seeds. Hinds of trees commonly raised in nursery beds. Age of seedlings f i t for planting. Need for trans- lanting seedlings in nursery prior to lanting out in the woods or

ields. Season of year for successful &anting and method of plantin Sources of injury or loss, and means of combating. (Fig. 18.)

Segions where forest plantations are needed and commonly started. Purposes for which plantations are set out. Kinds of trees profitable inplantations. Pure and mixed plantations, and advantages of each.

26 BULLETIN 863, U. 6. DEPARTMENT OF AGRICULTURE

BY WIND

FORESTRY LESSONS ON HOME WOODIAND6 27

BY ANIMALS

H/c~o/Y'

Wa/nuf

BLLfferrnut

OQk

UOney/CUS?

Pen/mmn

Beech

BY BIRDS

Redcedar

Cher/y

BY WATER

FIU. 1B.-Aow the forest travels: By animals; by birds; by watei

28 B U L L E T I N 563, U. S. D E P A R T M E N T O F AGRICULTURE

Planting steep slopes and eroding soils with forest trees to check soil wastage and land destruction. Kinds of trees suitable for taking hold quickly and multiplying on such dry banks.

Filling up large openings in the woods and improving existing woodlands by planting desirable species of trees.

Utilizing poor soils ancl so-called waste places about the farm by planting quick-growing, useful kinds of trees: Black locust for fence posts, pine and other species for use as treated fence posts.

Trees about tho farm and farmstead for shade, nut production, and ornamental purposes.

PIG. 17.-Woods with plenty of young growth coming on to take tho place of the larger trecs when cut

Lesson XIH. WOODLANDS AND FARM MANAGEMENT

Pro6lem.-How may the home forest be best managed to make i t more valuable, to increase the farm income, and to make the farm more desirable ?

Sources of information.-Farmers' Bulletins 635, 745, 1071, 11 17, 1177, and f210: Department Bulletin 451.

Topics for study.-Review importance and value of woodlands to the farm. The uses of timber on the farm, and importance of having home-grown timber close a t hand.

Increasing the farm income by marketing the choice grades of lo s and other rough wood products not needed for home use.

koodlands making farms more desirable and salable than similar farms without timber. The actual value of the timber and the additional indirect or asthetic value because of attractiveness, a


El ace for the owner to recreate in, or a cover for small game. People

ave an inherent fondness for the woods. How the occurrence of woods makes the community a better one in which t o live.

Increasing or reducing the area in woods to the point of right proportion of cropland, pastureland, and woodland. The soundness of the farm policy of having permanent woodland on the farm. Proper area in permanent woodland. Kind of soil, topography, and amount of forest land in the locality, and their effect in determining the area of permanent woodland.

FIG. 18.-Forest plantations are mnde with small seedlings and no late1 watering or cultivation ala necessary. Fire and grazing stock must be evcluded

Waste or idle land, poor soils, steep slopes, wastes and gullies, rocky and wet lands (fig. 19) made profitable by growing timber.

Handling woodlands so as to keep them at the highest point of production. Overcutting and its ill effect upon the productive power of the forest. Owners to be satisfied with a permanent revenue from the woodland. Difference between a mine and a forest in respect to their producing power.

Woodlands as a source of permanent revenue on the farm. Dif- ferences between a timber tract containing thrifty young trees and one with only scattered old trees and much sod and shrubs. The forest capital-the stock of growing trees-must not be too heavily cut. Because of the desire for ready money, there is constant danger of this happening. The apparent returns may be increased for a few years, while the productive capacity of the forest is being reduced below the minimum limit. Thls point, below which the total amount of growing timber should not be allowed-to fall, is about one-

30 BULLETIN 863, U. S. DEP.4RTMENT O P AGRICULTURE

half the contents of a fully stocked stand at maturity. If the latter, for example, is 40 cords per acre, then the woods should never con- tain less than about 20 cords per acre as !he growing stock or basis

to secure the maximum production. This does not apply i?ze?hardwoods cut clean and renewed b sprouting. f Effect of the general rise in the value of a1 tmber products in its relation to desirability of holding woodlands and keepme them productive. How a forest tract may suppl tlmber for many vears and meanwhile increase in value an cf be worth more a t the end :fa long period.

Growing timber as a bank account upon which the owners ma draw repeatedly without diminishing the capital. A good form srty to be handed down to the children as an inheritance.

ma. 19.-Rowh, steep, and poor l e d 8 grid i?woessible parts bf the farm increaning farm inoome by powmg trees m permanent woodlends

the farm practice on. the care

SUPPLEMENT

PUBLICATIOSS OF THE TNlTED STATES DEPARTMENT OF ACRI- CULTI'RE RELATING TO FORESTRY ON FARM WOODLANDS

DIRECTIONS FOR REQUESTING THESE PUBLICATIONS

(a) For publications available for free distribution, application should be made to Dlrector Office of Publications, U. S. Department of Agriculture, Washington D. d. (b) For publications for sale, applkation should be made to the supeiintendent of Documents, Government Printmg Office, Wasbmgton, D. C., inclosing the money in the form of cash or money order (stamps not accepted).

The fallowing lists are subject to frequent changes as available supplies become exhausted and new publications are added:

PABMEBS' BULLETINS AVAILABLE POR FREE DISTRIBUTION

Basket Willow Culture. Preservative Treatment of Farm Timbers. Waste Land and Wasted Land on Farms. Machinery for Cutting Firewood. Making Woodlands Profitable in the Southern States. Cooperative Marketing of Woodland Products. Forestry and Farm Income. Growing and Planting Hardwood Seedlings on the Farm. Care and Improvement of the Farm Woods. The Southern Pine Beetle. Measuring and Marketing Farm Timber. Slash Pine. Tree Planting in the Great Plains Region. Production of Maple Sugar and Sirup. The Windbreak as a Farm Asset.

I OTEER DEPARTMENT PUBLICATIONS AVAILABLE FOR FREE DISTRIBUTION

Forestry Bulletin 111, Lightning in Relation to Forest Fires. Forestry Bulletln 114, Forestry Conditions in Louisiana. Department Bulletin 152 The Eastern Hemlock. Yearbook Separate 548, h r e Prevention and Control on the National Forests. Yearbook Separate 688, Farms, Forests, and Erosion. Depafiment Circular 211, Government Forest Work. Forestry Circular 205, Forest Fire Protection Under Weeks Law in Cooperation

with the States.

I FOR SALE BY THE SUPERINTENDENT O F DOCUMENTS r

Farmers' Bulletin 134, Tree Planting for Rural School Grounds. Price 5 cents. Farmers' Bulletin 173, Primer of Forestry, Part I. Price 5 eents. Farmers' Bulletin 358, Primer of Forestry, Part 11. Prioe 5 cent6. Farmers' Bulletin 423, Forest Nurseries for Schools. Prioe 5 cents. Farmers' Bulletin 582, Uses for Chestnut Timber Killed by the Bark Disease.

Pr~ce 5 oents. Forestry Bulletin 17, Check List of the Forest Trees of the United States. Price 15 cents.

Forestry Bulletin 36, The Woodsman's Handbook. Price 25 oents. Forestry Bulletin 58, The Red Gum. Prioe 15 oents. Forestry Bulletin 61, Terms Used in Forestry and Loggin Price 5 eents. Forestry Bulletin 92, Light in Relation to Tree Growth. $rice 10 oents.

31


Forestry Bulletin 96, Second Growth Hardwoods in Connecticut. Price 15 cents. Forestry Bulletin 104, Principles of Drying Lumber. Price 5 cents. Forestry Bulletin 117 Forest Fires. Price 10 cents. Forestry Circular 65, hTorway Spruce (Planting Leaflet). Price 5 cents. Forestry Circular 77, Cottonwood (Plantin Leaflet) Price 5 cents. Forestry Circular 92, Green Ash (Planting keaaet). 'price 5 cents. Forestry Circular 208, Extracting and Cleaning Forest Tree Seed. Price 5 cents. De~ar tment Bulletin 12. Uses of Commercial Woods of the United States. Beech.

Birrtle,, hlaple.;. Price 10 cet.ta. Drpnrrnwnt Bulldin 13, White Piue u:~der Forest \Iansge~nent. Price 15 cents. Drpnnmrut nullrtitl 53, The Bnlsanl Fir. Price 1U cents. Drl,arrmcnt nulleti~l 153, Forest P1nalir.g in rlw Eastern L'nitcd States. Price

I l l ." "*.."-. Department Bdletin 212, Observations on the Pathology of the Jack Pine. Price

5 cents. Department Bulletin 247, A Disease of Pines Caused Gy Cronartium Pyriforme.

Price 5 cents. Department Bulletin 272, The Southern Cypress. Price 20 cents. Department Bulletin 285, The Northern Hardwood Forest. Price 20 cents. Department Bulletin 299, The Ashes: Their Characteristics and Management.

Price 25 cents. Department Bulletin 481, Status and Value of Farm Woodlots in the Eastern

United States. Price 15 cents. Department Bulletin 544, The Red Spruce: Its Growth and Management.

Price 20 cents. Department Bulletin 605, Lumber Used in the Manufacture of Wooden Products.

Price 5 cents. Department Bulletin 638, Forestry and Community Development. Price 10

cents. Department Bulletin 683, Utilisation of Elm. Price 10 cents. Department Bulletin 718, Small Sawmills. Prioe 10 cents. Department Bulletin 753, Use of Wood for Fuel. Price 10 cents. Department Bulletin 787, Protection from the Locust Borer. Price 5 cents. Department Bulletin 1061, Longleaf Pine. Price 25 cents. Department Circular 64, How Lumber is Graded. Price 5 cents. Yearbook Separate 779, Farm Woodlands and the War. Price 5 cents.

STATE FORESTRY DEPARTMENTS

Thirty-three States have departtnents of forestry, all of which publish more or less material on varied phases of the subject. Applications should be ad- dressed to the State foresters at the following places:

Alabama, State Commission of Forestry, Montgomery. California, State Board of Forestry, Sacramento. Colorado, State Board of Forestry, Fort Collins. Connectiout, State Forester (under Agricultural Experiment Station), New

Haven. Idaho, Fire Warden System (under State Board of Laud Commissioners),

Boise. Illinois, State Forester, Urbana. Indlana, State Board of Forestry, Indianapolis. Iowa, State Forestry Comrn~ssioner, Des Moines. Kansas, State Agricultural College, Manhattan. Kentucky, Commissioner of Agnculture, Frankfort. Louisiana, Department of Conservation, New Orleans. Maine, Forest Commissioner, Augusta. Maryland, State Board of Forestry, Baltimore. Massachusetts, State Forester, Baton. Mich~gan, Public Domam Commission, Roscommon. Minnesota, State Forestry Board, St. Paul. Montana, State Board of Land Commissioners, Helena New Jersey, Department of Conservation and Development, Trenton. New York, Division of Lands and Forests, Albany. North Carolina, Geolo ical and Economic Survey, Chapel HiU. Ohio, Department of korestry, Waoster. Oregon, State Board of Forestry, Salem. Pennsylvania, Department of Forestry, Harnsburg. Rhode Island, Commissioner of Forestry, Chepachet.


South Dakota. Forest Supervisor, Custer. Tc~~l.essc.c, State Grul.,giEal Survey, y~-asl,villr. ' rcrn~, .Agrictiltursl and hlechauieal Collr.ge. Collese Statian. Vcrrnont. D+oartmeut of .isrrculture. \I<,ntv~'ber. Virginia,'~ta<e Forester, University. Washington, State Board of Forest Commissioners, Olympia. West Virginia, Forest, Game, and Fish Departme~~i, Philippi Wisconsin, State Conservat~on Comm~ss~on, MaA~son.

L or information regarding the advisability of using dmerent log seaies sea U. S. Dept. Agr., Farmers' BUl. 1210.

To find the numher of hoard feet in s log without urinp: the al,ore table acc>nli~ig to the Doyle rule: 1)rduct 1 inches froin the diar.~elcr of the smaller end, square one-fourth tlre remainder, and inultiply the product by the length in toat ... .""".

KEY TO COMMON KINDS OF TREES1

The following key is intended only as a guide in the identification of the more common kinds of trees. It is based on prominent, distinctive ohrtrscterihtics which can be readily observed by those who have no special training in bot,trlng. Most of the terms used require no explanation.

1 ~ h h k ~ y and the iollqwing tree desoriptions are by William H. Lamb, formarly soientia Mtant in Dendrology, Forest Servlee.

34 BULLETIN 863, U. S. DEPARTMENT OF AGRICULTURE .

To use the key, decide first, by an examination of the leaf, in which of the following seven sections your tree belongs; then turn to that section, and from the descriptions there given determine what kind of tree it is.

Seotfon Trees with needles or scalelike leaves, mostly evergreens, bearing cones..-..- I Trees with broad leaves:

Leaves simple- Alternately attached t o twig&

With toothed edges ..................................... I1 Edges neither toothed nor notched. ....................... I11

Opposite on twigs- Withtoothededges ...................................... I V Edges neither toothed nor notched ........................ V

Leaves componnd- Alternately attached to twigs ................................. VI Opposite on 6wigs ........................................... VII

THE CONIFEROUS* TREES

I. TREES WITR NEEDLE OR SCALELIKE LEAVES, MOSTLY EYEBUREEN, BEARING CONES

A. Leaves needle-shaped: (1) Leaves clustered-

(a) Leaves long, from 1 to 18 inches, 2 to 5 in a cluster. Cones large, with many thick woody scales-..-..(Pinus) Pine..

(b ) Leaves short (less than 2'inches long) in brushlike clusters of 12 to 40, falling off in late autumn or early winter. Cones very small, with thin scales, remaining on tree for one or more seasons.. ................ ..(Lark) Larch.$

(2) Leaves single-- ((I) Leaves scattered around twigs; falling off when dry or dead.

Cones elongated, with thin scales. Twigs roughened by leaf-scars.

(z) Leaves stiff, often sharppointed and more or less foursided.. .................. (Picea) Spruce.

(y) Leaves soft, flat, rounded, or notched at ends, the bases abruptly contracted into threadlike stems.. --. .- ._-. . -- --- ..- (Tsuga) Hemlock.

( 6 ) Leaves in two distinct rows, one on each side of the twig; falling off in late autumn or early winter. Cones small,

................... bail-like ..(Taxodium) Bald c ress (c) Leaves often i n two rows on the sides of the twigs offowe;

branches and mostly a t , those on upper branches stouter and arranged on the sides and tops of the twigs. Cones long, erect, produced only on upper side of topmost branches; the scales falling off in autumn, leaving spike- like central axes of the cones attached. ....... (Abies) Fir.

B. Leaves scalelike, pointed, overlapping, closely forming flat or four-sided twigs.

(1) Twigs four-sided. Cones spherical or ball-like, with small, thick scales armed with a spurlike point; seed with very narrow, hard w~ngs .................................... (Cupressns) Cypress.

(2) Twigs flattened. (a) Cones elongated, with only a few thin scales; bent back on

branches .......................... (Thuja) Arborvitse. (b) Canes spherioal very small, berrylike, with thin scales

armed with a i iny point; seeds with a broad, thin wing on two sides .................. (Cbamecyparis) Cedar.

(c) Cones berrylike (showing indistinct outlines of, but no separation into scaly parts). Leaves either short, seale- like, and sharpjbinted, or much longer, needlelike, standing out loosely, and attached in pairs or in threes on the twigs.. .......................... (Juniperus) Juniper.

' cone-bearing I Thelarches are pedlpii m havmg Single sosttered leaves on the new or termma1 tmgs odueed each

season. These should not be mtaken for &he "single'. leaves borne twouzhout by otherymds or ever. greens.

BORESTFLY LESSONS ON H O M E WOODLANDS

THEBROADLEAFTREES

11. LEAVES SIMPLE, ALTERNATE, LOBED. AND WITH TOOTHED EDGES, OR ONLY wrTa SMOOTH OR COARSELY TOOTXED EDGES

Leaves deeply lobed, or with large notches. (1) e v e s as wide as they are long. Fruit, a swinging ball, 1 to 1%

lnches in diameter. (a) Leaves with finely toothed margins; star-shaped, the di-

visions pointed. Fruit, burlike balls, from which, when ripe, small, winged seeds may be shaken. Bark rough.

(Liqu~dambar) Sweet gum. (b) Leaves with smooth margins, 3 to 5 inches long,

lobes, the space between the lobes rounded. #:$:% rough ball, easily brokenwhen ripe; composed of clheely packed, long, narrow seeds which have hairlike bristles a t their lower ends and are attached t o a bulletlike central part. Old bark of trunks and large limbs peeling off in thin, curled pieces, leaving pale inner bark

..... showing in irregular patches (Platanus) Sycamore. (2) Leaves longer than wide.

(a) Leaves large, with deep, roundtopped, or with pointed bristletipped lobes, or only with coarse marginal teeth. Fruit, an acorn, resting in a separable cup.

(Quercus) Oak. (b) Leaves small, with little sharp teeth on margin. Twigs

bearing sharp thorns. Fruit small (like a little apple), ...... spherical, with bony seeds (Cratagus) Hawthorn.

Leaves one-sided (one side of leaf shorter a t base than the other side).. (1) Leaves large, oval, 5 to 10 lnches long, heart-shaped. f iu l t , a

cluster of small, woody balls % to % inch in diameter, hanging from a narrow, leaflike blade ................ (Tilia) Basswood.

(2) Leaves 3-veined at base, with long, tapering points, which generally turn to one side; edges smooth, or with small teeth of uniform size, Fruit, a small berry about ?4 inch id diameter.

(Celtis) Hackberry. (3) Leaves with str&i&t lateral veins, oval; edges double toothed (little

teeth on the lhrger ones). Fruit in clusters, dry, flat, with papery wings all around the seeds ....................... (Ulmusy Elm.

Leaves even sided (both sides of leaf the same length). (1) Leaves ovd, evergreen, thick, with short needlelike teeth. Fruit,

a bright red berry ............................... (Ilex) Holly. (2) Leaves more or less elongated, deciduous, with one tooth at the end

of each s ~ d e vein. (a) Trees with smooth, bluish-gray bark, and long, pointed,

chestnut-brown buds. Fruit, asmall, three-oornered nut, in a spiny husk which splits open at the top into three parts- ............................... (Ragus) Beech.

(b) Trees witb ridged, grayish-brown bark. Fruit, large, spherical, covered with dense, needlelike spines; splits open from the top into 3 or 4 divisions, and containing several thin-shelled, chestnut-brown nuts.

(Castanea) Chestnut. (3) Leaves very narrow, long, ointed, finely toothed. Small branches

slender, usually tough. %Nit, a long cluster of llttle pods filled. with "cotton" (seeds) ......................... (Salix) Willow.

(4) Leaves somewhat triangular i n outline, broad at base, pointed, toothed. Buds of some species coated with aromatic gum. Branches coarse. Fruit, a long cluster of little pods filled witb "cotton" (seeds)--. ........................ (Populus) Poplar.

36 BULLETIN 853, U. S. D E P U M E N T OF AGRICULTURE

Leaves even sided-Continued. (5) Leaves oval,,pointed, with sawlike teeth.

(a) Fruit a tiny scaly cone. (2) Bark of trunk and branches peeling off in thin

papery sheets. Leaves double toothed (little teeth on the larger ones.) Fruit !"cones") borne singly, pendulous, scaly, falllng apart when ripe; seeds with gauzelike wings on .two

......................... sides (Betula) B~rch. ark smooth or broken but not peeling. , Leaves (') with s m l l teeth. 'adones" several in a cluster on stiff, upright stems, hard, woody, not falling apart; seed with narrow wings on two sides.

(Alnus) Alder. (h) Fn~i t , a berry; fleshy, edible.

(2) Leaves large, 3-veined at base, often irregularly, deeply lobed; containing milky juice. Fruit similar in appearance to a blackberry.

(Moros) Mulberry. (y) Leaves small OF medh~m sized, feather-veined;

containing green juice; fruit (cherry or plum) with one hardahelled, flattened or spherical seed.

($7 Beed ("stone") flattened. Fruit large and shortatemmed --.--(Prunus) Plum.

(i9 'Seed spherical. Fruit small and long- ......... stemmed.. (Prunus) Cherry.

111. LEAVES SIMPLE, A L T E R N A ~ , REGULARLY OR IRREGULARLY LOBED, EDGE NEITHER TOOTHED NOR NOTCHED

A. Leaves with deep lobes. (1) Leaves with blunt ends (appearing as if cut off), and with two,

pointed, side lobes. Flowers tuliplike. Fruit conelike, pointed, upright, composed of long, thin, overlapping, winged seeds. Bruised twigs have a peppery odor.. (Liriodendron) Tulip Poplar.

(2) Leaves with rounded ends; oval, often with a lobe on one side, making the leaf mitten-shaped,, or sometimes with a lobe on each side. Bruised twigs and inner bark of trunk sweet-6melling.

(Sassafras) Sassafras. B. Lesves without lobes.

(1) Bruised twigs with peppery odor. (a) Leaves oval (evergreen in one species) or elongated, pointed,

large. Flowers large, a t ends of branches. Fruit conelike, with a bright red seed in each division.

(Magnolia) Magnolia. (2) Bruised twigs without peppery odor.

(a) Leaves broader a t top than a t the base, 8 to 12 inches long. with very short leafstalk. Fruit fleshy, edible, elongated, 3 to 4 inches long, with thick, yellowish, smooth skin when ripe, and large, bony, flat seeds. Bud! brown and hairy ............................. (Ammma) Papaw.

(b) Leaves broadest a t middle, oval, 3 to 10 inches long. (2) Fruit short-stalked, spherical, 1 to 1% inches in

diameter; when ripe pale oorsge color, sur- rounded a t base with old flower-cup; very bitter, but edible after frost.

(Diospyros) Persimmon. (y) Fruit long-stalked, elongated or spherical, solitary

or in pairs, with thin flesh and a ridged stone or seed.. .............. (Nyssa) Gum or Tupelo.

(c) Leaves rounded or heart-shaped, 3 to 5 inches across. Flowers pealike, pink, appearing before the leaves. Fruit, a dry flat pod, 2% to 3% inches long; in dense clusters on sides of branches; seeds, hard, small, oblong,

inch long.. ...................... (Cercis) Redbud. (3) Bruised or cut twigs and leaves with milky juice.

(a) Leaves with narrow points. Twigs bearing thorns. Fruit large, orangelike, with smooth, uneven surface, 4 to 6 inches in diameter. ........... (Toxylon) Osage orange.

FORESTRY LESSONS O N HOME WOODLANDS

IV. LEAVES SIMPLE, OPPOSITE, WITH LOBE-TOOTHED EDGEE

A. Leaves with large (often lobelike) teeth. Fruit in pairs each part with a oonspicuous, flat, very thin wing. Fruit matures in spring or in autumn, when i t becomes dry and yellowia.ish-brown.. ............. (Acer) Maple.

A. Leaves very large, henti-shaped, long-pointed. Flo\\ers shorvy, trumpet- like,in lnrgc upright clu.<rers. Fruit, a long, cylindrical pod, 6 11, 1 I inches I,,ng, coutainir.~ closely packed, dat, dry seeds, with friuecd ?\ings-st earll ............................................. end (Latalpa) Vatalpa.

B. Leaves rather small, oval, tapering a t base and point. Flowers conspicuous, white (oooasionally rosy), appearing with the expanding leaves. Fruit, a small cluster of two-seeded berries, turning red in autumn.

(Cornus) Dogwood.

VI. LEAVES COMPOUND, ALTERNATELY ATT~CHED TO TWIGS

A. Leaflets small, many, attached along two sides of a main stem. Fruit, a flat, beau, dry or fleshy pod.

(1) Leaflets with small, wavy teeth. Pods flat, broad, long, often twisted, thin-skinned, with thick, cheesy, sweetish pulp about seeds. Trees with long, keen, branched thorns on the trunk.

(Gleditsia) Honey locust. (2) Leaflets not toothed.

(a) Twigs with pairs of short, keen thorns. Leaflets oblong, rounded at ends. Flowers showy white, in large clusters. Pods small, flat, thin, dry, with small seeds.

(Robinia) Blaok locust. (b) Twigs stout, thornless. Leaflets oval, pointed. Flowers

greenish, ~ i t h violet, odor. Pods large, flat, thick, with greenish, lellylike pulp (poisonous) around the large, black-brown seeds ........... (Gymnocladus) Coffee tree.

Fruit, spherical, with a separable or inseparable husk, con- rd-shelled nut.

eaflets narrow at base becoming l a r s r a t outer end. Nut light- colored, smooth, in a husk which separates more or less completely into four parts when ripe ................... (Hicoria) Hickory.

(2) Leaflets broader a t base, becoming narrower a t outer end. Nut dark rough, in a fleshy husk which is inseparable by natural divisions and turns black when old. Pith of twigs forms numer-

......................... ous cross-partitions. (Juglans) Walnut.

VII. LEAVES COMPOUND, OPPOSITE ON TWIGS

A. Leaflets arranged along two sides of a main leafstalk, with a leaflet a t the end.

(1) Leaflets gknerally 3 (sometimes 5), toothed only near the ends. Fruit, a cluster of dry, winged seeds, arranged in pairs like those

.................................... ' of maple (Aoer) Boxelder.' (2) Leaflets generally more than 3 (3 to l l ) , and either not toothed

or with small teeth. Fruit, a cluster of single-winged, dry, ......................... oar-shaped "seeds ". .,(Fraxiuu) Ash.

B. Ledets (5 to 9) clustered a t end of a rnaiqleaf-stem. Frult, with & thick, warty or pnckly husk, whlch separates into several parts, contalnlng a

.................................. shiny brown nut (Bsculus) Buckeye.

4 Boxelder, a true maple, dl8ers from the others in havim mmwund 1-ves.

38 BULLETIN 863, U. S. DEPARTMENT OF AQRICUL'PURE

ONE HUNDRED EASTERN FOREST TREES

Name / Dxtnbution* I Charseter~~tla

~~ ~~~ ~ ~

rcsinoio). ' ' ' white pine. long. 4. Pit& pine (Pinusrigido) .... North?e.stern and middle At- Leaves in clusters of 3, 8 to 5 inches

lantlc States. long. 6. ~oblotly pine (pinun lado). . Southeeatern Pnited states- Lesves in clusters of 3, 6 to 9 inch*

C e t a l plan, New Jemy long. Cone, 2 to3lnohesindismete~

8. Virginia pine JS""b p i e ) (Pin* drainionq)..

8. Pond plne (Pin= rsido aero- Ifno).

6. shortleaf pine ( m a w rchC ma).

7. spruce pine (Pinu8 globra)..

lo. slashpinp(Cubanpine) (Pi- nus eonboca). I

n. Longlesr pme (Pinun polur- Irir) .

lz. T m a m k or Larch (Lori2 laneino).

13. White spruee (Pieeo plouco) .

14. Blaekspmm (Pteaomonono)

to 'l'exas. ~ i d d l e ~ t i s n t i c a n d Southern

states wdhhnrdwoodtreas. ~ i e d d o n t uplands, New J e r w to Texas.

Southeastern States ..........

Leavesip elustersof 2md sametimes 3 3 to 5 znches long. Cone small, 1 t6 2 inches in diameter.

Leaws in dusters of 2, 1% to 3 Inches ,"-"

I mm,a Is. R , J I ~ C U ~ ( ~ : < u I Y ~ ~ o ) . . . .I N.rlhrs t r rn > t a w s . (.-in. .-,u~~urc l ! , . ~ *prue, t~u rcc r t r i~w:n

- 1 . lp~. l .~nl t~ \f U O C . # ~ - !a lsil whm! r ~ p . 16 Utnlcrk (Tfnpo mr.od.ralr) Sorlllcm an I Eer,.?rl Star.,' L.,\'es lo Y lnril lucz. $,lsched hg

~1.d11tr.:o#~n3o;.toi;.crcln. rins i?af:ldbs, nnea ' A 1 1 inch

Middle Atlantio States to In. diana.

Southeastarn Statesin Costal Plain. Scattered.

Sau theakm and GulIStates. in poorly drained soils; uplands in Georgia, associated with longleal pine.

South Atlantic and Gulf States.

Northemtern and LaBe States and in Canada to Ales; best growth in Canada.

Northestern and L&e States m d Csnade..

Northeastern and Lake States and in Canada to AlaF4a.

n. Southerncypress (Tmodizlm diatieazlm).

18. Balsam Rr (Abic8 bolsarnro)..

lo. Southern balssm fir (Abica jrorcn).

20. Northemwhitee~dar(Thujo occidcntalia).

Do.

Leaves6 to Sincheslong, troesimilar to pitch pine butronesremmclo~ed for several years. Cone sgg-shaped.

Leavesinolustersof Z.sometlmes3,S to 12 Inches long. ImWrtant turpen- pentine tree.

Laeves in e1ust.m of 3, 8 to 18 inches long. Important turpentine t*.

Leaves needle-shape, % to 1% Inches long, in dense, brush-like clusters; idling off in winter.

Leaves M to % inoh long, arranged singly mound the smooth twigs; wbitlSh.

Similar to white spruce, but twigs are mlput?iy hasy; cones strongly at-

21. Southern white oedar (Cha- moccyporia lhqoide8)

2-2. Red ceder (JufbWnzu air- ri*iona).

23. Red gum (Liquidombar alyracipua.)

24. Syomors (Plofanun oeei- dentalis).

'23. Bur oak (pvcrpvcrua macro- '

CL1Pp.).

n. overcup& (pur- grolo)

28. Post oak (Werrw slelloto).~

> w ~ m > i of e%tem and Guli (.I .,,St it,..<

Ewrern uoid dmr ij.........

,"C: T"ULeCOnr,,l>,,.e<d ;,.,a .. nmm

south Atlantic and Gulf States; in swam

ort the astern and%e states t~southwest Virginia.

a igh ~outhern Appd~ohian Mountains.

NortheasternendLake States and eastern Canada.

long. Leaves3 to %inoh long, falling off in

winter; cones ball-like. Leaves $4 to 1% inches long; cones up

right, fallin to pi- when ripe. Similar to b&am Rr, eacept that the

cones are covered wlth protruding su iy braotS.

Leaves scalalike; cones M to % inch long, bent backward on twigs, which -.-a*+

FORESTRY LESSONS ON HOME WOODIANDS 39

ONE HUNDRED EASTERN FOREST TREESContinued

Name / Distribution 1 Charaeteristic~

29. Chestnut oak (Qwrcu* mom law).

30. Red oak ( W w a borealis m o n m ) .

31. Black mk ( O " w u c l u t i m ) .

32. Pim 08.k (QWPE'LS pa lUs lrm) .~

33. Southern red or Spanish oak (Quncua &,a).

33. White basswood (lilts belmophylla) .

39. a a ~ k b e r r y ( C e l l i s ocei- d n u o l ~ ) .

40. Americsnelm (Ulrnua amnt- a m ) .

41. Slippery elm (UInzw Jubo) .

42. Cork elm (Ulmua rarernoaa).

c. ~ o i i y (nez o w ) ...........

44. Beeoh (PwwprandiJolia) ....

4s. Chestnut (Co~ianea d e m o ) .

18. Balsam poplar (Poplllur aal- samt/era).

49. Cottonwood ( P w a l w deb loidm),

Central and soutbeastern states.

S ~ ~ t h ~ s ~ t e r n United Stabs ...

Eastern United States .........

South Atlantic and Gulf states.

NortheasternUnited States ...

Middle and South Atiantio states.

Middle A t h t i o States to the DakotBS, Kansss, and Mi* SOU^.

Esstsrn United States ........

Northeastern United States ...

EaFtern United States .........

..... do .........................

Northeastern and Middle At- lantic states.

Middle and Southen! States ...

Eastern United States ........

Northern United Stater .......

... Northeastern United States

40 BULLETIN 863, U. S. DEPABTMENT OF AGRICULT(TRE

ONE HUNDRED EASTERN FOREST TREES-Continued

Name

so. Swamp wttonwwd (Pap* l w hderophglla).

51. Aspen ( P ~ l ~ ~ f r e m % l o i d a . )

52. large-twth aspen (Populus grandidmiala).

53. Paper biroh (Bdulo p o w - rifna).

M. Sweet bimh (Beltdo lmlal ...

55. Y~llowbirch (Bahla li~lao) ... 56. Red mulberry (Morur ru-

b ? ~ ) .

57. Wild plum (Prunzw omni- cone).

68. Wild red themy (P111nu1 pmnsgiuaniro).

69. Choke cherry (Prun%t air- giniono).

60. Blaek cherry (Prlmua sera- fino).

61. Yellow opier (Liriodmdron fuli&rn).

62. S ~ S F S ~ ~ S (Sa8salna8 onri- nole).

83. Blaokgum (Ny~aosgluolieo).

64. Swamp black gum (Nysaa bifioro).

65. Tu elo gum (Nytaa wuali- 4. goown also as aotton gum. Assoointed wlth 0YpreFS.

66. Sour tupelo gum (Nmo agcchc).

67. Sweetbay xcgnoliouirgini- ma). known also as sweet magnolia.

68. Cueumber-tree (Hagopnolia amminnfo).

69. Mwntain magnolia (Xog- noliofraacri).

70. Biglesf magnolis (Xwnalia m m q h y l l a ) .

71. Persimmon (Diaspyroa airgi- niono).

72. Redbud (Cneis eonade~s is ) .

73. Osage mange (Tmylon pomifamm).

74. Sugar maple (Acer roe- charam).

-8

U~atr~bntion

South Atlantioand Gullstates

Northernand Western United States.

Northeastern United States.

Northern United States .......

Northeastern United States ...

Eestorp United States ........

..... d o .......................

..... do .........................

..... do .........................

..... do ....................... ....

..... do ......................... do .........................

do do .........................


Southern states^-~..-.-.-.-~.

Swamps of Soi l theastard coastal states.

Swamps, South Carolina to Flonda.

constsl swamps, Southeast- ern and Gulf States.

Easternunited States .........

Southeastern States ...........

..... do .........................


do .........................

Netive to Arkansas. eastern O&lahoma, and Texas, but w~dely planted throughout eastern United States.

Emtern United States ........

Charactemtla

Heartshaped leaves with m m d lest- stalk, nunutely woolly on ~nderside when y o u ; rmwth later.

Leaves broad finelytoothed, leafstal'm h t , longer'than blades.

Leaves broad, coarsely tmthed, with httsned lesfstalks.

Leaves broad at base, finely toothed fruit a papem mne which falls apart when ripe; whlte bark peeling off in thmsheets.

Berk dark brown hard and dose, not peeling off in sheets; tiny sales of oones smooth not mmutely hairy along edges ssin yellow biroh.

Bark yellow-gray; tiny scales of the cones minutely bnimalong edges.

Leaves large hsart.shaped sharply twthed; f d i t red or bla;k, black- berrylike.

Leaves eonspieuomly veiny pointed, h e l y toothed; fmit red br yellow with short s t a b ' branches with spinelike twigs. SAnll tree.

Smooth red-brom b a r e leaves re- semble those of the peach: fruit bright red when ripe, long-stalked in clustsra of3 to5.

h i t in a long duster, ripe berries glossy black, bitteriah, prodtlcing 8 puckmng sensation in the mouth.

Fruit resembles choke oheny, but s d e r snd thin-fleshed.

Leaves large, blunt or with deep notoh at sod: flowers hrge yellow; tulip like; fruita wwdy, upright mne. ,

Leaves oval with one lobe like a "m~t. ten," or. with a lobe on each side. Twigs and inner bark fragrant.

Large tree; leaves oval with smooth edge, Fruit an elongated blaok her- ry wlth Seed but llttls httened and scsr~ely ridged.

Small tree. resembling b lad gom but fruit, whioh also wowsin puirs, bas a flattened and ridged stone.

Largetree. fmitsproducedsingly with a stalklbnger than the fruit. stbne of fruit sh-dged or winged:

Small tree; resembling tupelo gum but !"+its with stalks shorter thad the fr"lt itself.

Smalinowem,white,fr~gr~nt, h i v e s silky.whits beneath.

Leaves large, oval, smooth-bordered poi~ted. fiowem @h yellow; fmd slehder.

Flowers white; leaves deeply lobed at ham, forming "ears."

Flowerslsrge, white. leavesvemlarge with "ears" s t b&e, and white be: neath. Largest leaved tree m North Amarioe (21 to 30 inches long).

Leaves oval smooth with smooth margin; f&it orangeholored 1 to 1% inohes in diameter, edible i i l a t e fall siterfrost.

Leaves heartshaped smooth mergin: fruit a pealike po6 in clusters of 4 to 8' fiowers resembling a small rose- eolhed sweet pea.

Glossy leaves with smooth edges; fruit a heavy ball, resembling an orange 4 to 5 inches in diameter, milky juice.

Leava 3 to 5lobed withlargerounded teeth; fruit a p a of keys ripening in autumn. Yields maple sugar.

FORESmY LESSONS ON ROME WOODLANDS 41

ONE H U N D R E D E A S T E R N FOREST TREEGContinued

75. S11var maple (Accr am- chartnun).

... 76. Bed maple (Acci rubrum)

Name 1 Dhtributlona

77. Boxalder ( A m ncgundo in- oluding 6 varietal fo&s).

78. Hardy catalpa (Cofalpa spaiano).

character is ti^^

7% Dogwood (Cornuaj%orido) ...I

SO. Blue domwd (Cornus @&r- nilolia).

81, Honey locust (Oudilaia trioconthos).

I

Eastern United States ........

..... do .........................

Throughout United Sta tes....

South CenLre.1 States widely ouitivatod clsewherh.

Eastern United Stat rs. ........

Northeastern States and ~ p - palaohian Mountains.

Central Statm and Minnesota to Tam. widely ouiti- vated elsewhere.

Leaves deeply 5-lobed with sharp imasula. teeth. f rud ripening in 8 ring before ipperuanoe of leaves. Qields maplesugar.

Leaves 8 to 5 lobed finely toothed. reddish fruit r i p e n b i n s ring O; early summer. Yields mapL sugar.

LBaaesoomPpund theleaflets toothed. fruit ripenmg ih early summer and remaining on trees during winter. -

Leaveslar e, hea1tahaped;fruit along "Pod" d e d with Uatseeds which are tuned a t eaoh end. A better shaped tree than oommon catalpa (Cudpa bkmoaioides).

Leaves mostly dustered a t ends of branches w ~ t h slightly wavy mar. gins. flo&erbers white wlth four large bracis resembling petals. Leaves opposite.

Leaves resemblin those of flowering dogwood, but Stermte in mange. meat' white nowem without the four large betallike bracts.

Leaves doublYoomPound the leaflets a i t h slightly wavy -'gins; huit s fiat od a foot or mare m length twisgd when dry. T m w i d large branching thorns.

82. Black locust (Robinia1"eud- acacia).

83. Kentucky qffee-tree (Gym- naezodus drotcus).

84. Peean (Hicorio pecan) ........

85. Bitternut hickory (Hieorio coidiIormt8).

86. Wsterhiokoru(Hico6aoptu- tica).

87. Shagbark hickory (Hicoiio ouota).

88. Bi nut shagbmk hickory &ilmria 2ocmlosa).

89. Mockernut hickory (Hieario 0160).

90. Pignut hickory (Hirorio alabra).

91. Bl%ckwalnut (Jualam niyro)

82. Butternut (Jwlansoinera)..

93. White ash (R~arinus amaii- urn). .

Appalachien region, widely cultivated end naturalized ail over United States.

Majniy in Ohio and Missh- SIPPI Vdleys.

Missisippi Valley ............


Gulf States and Lower Mis- slssippi Valley.

Eastern Unitedstates .........

..... do .........................

..... do .........................

..... do .........................

Eastern United Gta tes .........

..... do ........................

..... do ........................

Leavqwmpo~d,le%nets wlth u n w t h marams; frud a od 3 to 4 inohes long. Trees wit% pairs of short thorns a t the base of leaves and twips. Wood heavy and durable m the ground.

Leaves doubly eompound the pointed leanets with %tire -'gins; fruit a large woody, w~depod 6 to loinohes long,'lM to 2 inches,w!de containing a greenish idly whleh is poisonous. Trees without thorns.

Bud scal!s few, shell of nut thin husk wu-r1d ed with largeoavitiej; nuts elongate1 wkth sweet kernel.

Nut broader thanlong, without angles, very thin shelled; bltter kernel, husk thin.

Nut broad, with bitter kernel.

Buds with many, scales (d l of $he pree~dimg hiokones h a ~ e buds w ~ t h ew sceled; b.uk lwsanlng from t ree

in shsggy strips. Leavesl+rge;iarge angled thick-shelled

nuts w ~ t h thiek huslrs sb~ittmg to the base; bark shaggy as in preoeding.

Leaves large hairy buds large bud- sosles ma& bard dosely furiowed not separ~t16gfrom the trunk. ~ u i with thick h u k , large, angled, t h i k - shelled.

Leaves.smd1, smooth; fruit abruptly tapenwat base to thick stem (resen- bllng a s m a fig)' husk barely ~plit . tins a t top end a i d usually retslning the nut.

Leaves oom~ound with toothed edges; sphedcsil fruit growing singly or in Pars; bark brown furrowed.

Leavesoompoz+d rbith toothed edges; frnit in hangid dusters of 3 to 5 p t e d and elongated, with visejd

aus when young. Velsety cush~on just above leal-s-r. bark gray and smwth on yonng t&.

Smwth twiga oppmite leaves corn- pound, leanets toothed 6r wavy on the margms and aler benesth. seed with,aplum , we8-rounded b o h a n d B wm% exgnding dmost . entmly from e end and borne m dense dusters. High-ground tree.


ONE HUNDRED EASTERN FOREST TREES--Continued

........ 8a. Red ash (Brm'nua pennayl- Esstern Unlted Sta tes aanico).

95. a r m ssh (Rrainw p a w ..... do ........................ Jub6nrca lonccoMa).

S5. Pumphash (R~mnuapr+ Southernstates ............... W O ) .

97. Blackash (Frolinwatgra) Northern aod Lake States .....

........... 63. Water ash (P~azinlw rora- Southeastern States liniana).

99. Ohio buckeye (Auculua Ohio and Mississippi Valleys.. globe)..

loo. Yellow buckeye (Aeaculua ..... do ........................ cdandro).