Historic, archived document Do not assume content reflects current scientific knowledge, policies, or practices. ~y \_. ~ >~ a tem bare Ores Forestry for 4-H Clubs By Wilbur R. Mattoon, senior forester, Forest Service fye r and Erwin H. Shinn, senior agriculturist, Extension Service CONTENTS Page Hones tiygand fakin on wore iyi te dees coe ain Caen ele se Pee Sia rotons LOE eae s Came ne oe 1 SOURCES ZO tpltit OI a GIO Meee Ri a eee aerate eet A tee OR Se ee Saal nee 1 Tiers ferveatteiwv eye ran ea tse raltea Lise ce eae lnc ce ay esate (ita om a re ee wee 3 Communityrsunveya Tllustrative Material The proper use of illustrative material will arouse interest in the subject being discussed and greatly aid in presenting the information. A good collection ot illustrative material should be provided and kept available for use. Illustrations can sometimes be obtained from bulletins, books, and other publications. Pic- tures that show the relation in size of crown and trunk of a typical tree growing in the open and a tree growing in a close stand illustrate important facts. Drawings of the cross section of a tree trunk showing how the tree increases in size by a new ring of growth each year stimulate interest. Four-H Club members may collect leaf specimens of trees of the district and mount them on cardboard after pressing and drying the leaves. Samples of different kinds of wood obtained locally from trees of uniform size may be mounted on boards or in frames or racks. The various specimens of woods may be classified and mounted by groups, such as hardwoods, softwoods, or oaks, maples, and pines. Charts showing the rela- tive importance and uses of the most abundant woods should be made. Lantern slides showing important facts about forestry should be used in con- nection with certain topics. The Extension Service, United States Department of Agriculture, Washington, D. C., has available slide sets and film strips per- taining to forestry. Community Survey The best way to judge the interest of the local people in forestry is through a community survey in which 4-H Club members may assist in assembling impor- tant information about woodlands and forests in the locality. This first-hand knowledge of the community’s interest should be valuable in the local study of farm woodlands. The survey should be educational and planned to determine the kind of woodland, whether hardwood, conifer, or mixed type, and the impor- tant species of trees in the forest or woodlands. It is important to make records of their abundance, their use and commercial value, the leading rough timber products that have been sold, and the prices received. On a map of the township, perhaps one drawn by the 4-H Club members, the homes and farms of the different families should be indicated. The acreage of each farm, the number and location of the buildings, and a sketch of the wood- lands should be included. The Project The project method of study has gained wide recognition in recent years. There can be no doubt that the intelligent use of the project aids in motivation. An ad- vantage claimed for the project method is that it gives a better understanding of subject matter and develops a better plan of reasoning. It is generally agreed that instruction in agriculture should follow certain definite lines: (1) It should be seasonal. (2) It should be local in its interests and development. (3) It should meet the interest of the young people. (4) It should be practical. The project plan affords the best means of meeting these conditious, especially the practical. Through the 4-H Forestry or some other project the club member works out for himself the principles and theories he has been taught. The term “project” has been generally applied to instruction in agriculture below the college level. It includes each of the following requisites: (1) A plan for work at home covering a season more or less extended. (2) A problem more or less Vy, 4 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE new to the individual. (3) Agreement by the parents and club member to the plan. (4) A competent leader to supervise the work. (5) Detailed records of time, method, cost, and income honestly kept. (6) A written report based on the record to be submitted to the leader when the project is completed. The final ES Om 9 >) a D3 7 Nm) es s ash SEEN = v BO he SY Trae CPX 7 : a nets: a) NY ~ DYE SH ssh A 4 SS s a 2 > YU te SAS _ OD AY th F-370125 Ficure 2.—White oak leaf, flower, fruit, and winter bud: a, Pistillate or female flower; 4, staminate or male flower; c, winter bud. report may be in the form of a booklet. The term project or demonstration is also used extensively in 4-H Club work. Type of forestry project.—A project in forestry must, of necessity, be different from one in farm crops or animal production. The dio growth of forest trees, FORESTRY FOR 4—H CLUBS 5 covering more than one season, and other factors involved make it so. However, forest projects for a short period can be conducted and made of much value to the 4-H Club members and the community. Among the forestry projects that can be carried out, the following are suggested: (1) The renovation of a farm woodland, (2) replanting of a woodland and subsequent care of the young trees, (3) planting of forest trees on eroding lands or other waste ground on the farm, (4) mapping and finding the area of a forest tract, (5) cutting and marketing farm forest products, (6) giving especial attention to proper cutting of trees and to 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. The suggestions which follow will be helpful in developing such projects or others which the. local situation may offer. Forest Trees and Forest Lypes Aim.—To learn how to recognize at sight the chief forest trees of the locality. Sources of information.—Bulletins of the State departments of forestry and State colleges of agriculture on forest trees; United States Department of Agri- culture Miscellaneous Publication 217, which contains much about forest trees, and the forest-tree key and description of 100 important forest trees on pages 39 to 50. Your State forester and the Forest Service, United States Department of Agriculture, Washington, D. C., are ready to identify leaves, fruit, buds, and woods that are puzzling. Illustrative material—The best illustrative material on forest trees and types is to be found in the woods, where the different species may be seen and their char- acteristics studied. If it is impossible to go to the woods for material, pictures of typical trees may be used. Sketches showing the forms of different trees are easily made and should be used. Guides to study.—Get acquainted with the important kinds of forest trees in your locality. Learn their various common names and other names. A few trees are known widely by the same common name, but many are called by differ- ent names in various sections of the country. Consider the importance of botanical names for certain identification. Distinguish the different kinds or species of trees by some well-marked characteristics of leaf, bark, fruit, seed, buds, or twig arrangement. Conifers: These include trees bearing cones, such as the pines, spruces, firs, hemlocks, cedars, junipers, larches, and cypress. How do baldcypress and the larches differ from the others? Become familiar with distinguishing characteris- tics of each group or genus, and learn something about its different members or species, particularly those that occur locally. Hardwoods: These include trees most of which have wood harder than the wood of the conifers and broad leaves that are usually deciduous, or are shed in the fall. Learn the kinds of hardwood trees which are evergreen. Classify the hardwood trees by general groups, such as the oaks, maples, elms, and others, and identify as many different species of each as possible. Study kinds of trees which are associated in different forest types, such as the ridge type, slope or cove type, bottomland type, and swamp type. Observe locally the trees that are associated to make (1) coniferous forest type, (2) pure hardwood type, and (3) mixed hardwood and conifer type. Practical things to do.—Gather leaves and fruit of the important local forest trees, press in wrapping paper, fold and label with place and date (fig. 2). Study the shape and size of leaves; trace a leaf of each of the important kinds of trees, and label with name, place where found, and date. 247010°—41—2 6 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE N\. SYCam0re \ VM OW op lar > Yellow LITA 2 aN AG FCM IQUE FEA ORA FUGIILLT S7/CK OLY W/YV7C QS5/7 ea F-370126 Ficure 3.—Leaf outlines of a few important species or kinds of hardwood trees. (Reduced and not to uniform scale.) Group trees by kinds of fruit borne—nuts, keys, berries, cones, etc. Collect samples of winter buds from important local species, labeling with name of tree, place of collection, and date. FORESTRY FOR 4-H CLUBS 7 Make a study of winter buds, with drawings of buds and the twig arrange- ments. Collect blossoms from red and silver maples, willows, catalpa, American elm, oak, flowering dogwood, yellowpoplar or tuliptree, American basswood or linden, buckeye, and magnolia. Field 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 gain a first-hand knowledge of the trees as individuals, then as groups. The yellowpoplar writes its name plainly upon its square-cut leaf, but the boxelder has a leaf somewhat resembling that of the ash, though its seed is similar to the maple key (fig. 3). 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 typical leaf of each class? You will probably begin this study in the autumn, so before the leaves fall and your memory of them fails, press sample leaves eng either mount them or place them in paper folders, and label with name, place where found, and date (fig. 4). If the foliage of the black tupelo is reddening, that of the sweetgum will soon begin to change, and presently all the woods will be brilliantly colored. The autumn colors will help to identify your trees and beautify your herbarium. A few of the broadleaf trees and all the conifers except the larches and baldcypress are evergreen. Separate the conifers into the pines, spruces, cedars, or other cone bearers of your woods, and divide into as may species as you find. Make a table, and under the two heads—broadleaf trees and conifers—group the trees that you identify, with a short description of each. Fruit: While gathering leaves, bring in any fruit or seed found—the pulpy fruit, nuts, berries, pods, winged seed, and tufted seed of the broadleaf trees and the cones of the pomitcrs and add to your herbarium. Buds: As the leaves elle 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, [abel them as you did the leaves. Bark: The American sycamore or plane tree 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 American beech with the rough-and-ready coat of the shagbark hickory, and note the difference in barks of other kinds of trees. Branches: Each tree has its own way of branching, 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 pin oak are considerably alike, but what is the character of each tree? Draw a leafless elm Flowers: When spring comes and the buds are bursting, do not forget the flowers of the forest trees. They provide a “clock dial” for the advancing year. As they bloom in succession, bring in the blossoms of the willow, the maple, the American elm, and the eastern cottonwood, until you have gathered the last flower of June and seed are on the wing. While you are getting acquainted with your trees, you will learn that they prefer certain localities; you will find the willow by the stream, the yellowpoplar or tulip- tree 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 will discover that cer- tain trees “hobnob” together because of similar requirements of soil, mositure, and light. In this way you will learn to group your trees into forest types when you begin your practical work as the forester of your home woodland. ! The sections on field study in the sections on Forest Trees and Forest Types and Protective Effects of Woods were contributed by Miss Lucy Kellerhouse, formerly of the U. S. Forest Service. fo) MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Bg S-17835-C S-14758-C KicurE 4.—A, Forestry club members mounting specimens of leaves of forest trees. B, Collection of wood specimens made by a New England 4-H Club boy. Sketch the different types of trees in the district; make drawings or tracings of the different shaped leaves. Mount these drawings and file with other illustrative material. i ! I | : FORESTRY FOR 4-H CLUBS 8) Growth of Trees and Forests Aim.—To find out how trees and forests grow. Sources of information.—Farmers’ Bulletins 173, 1256, 1392, 1486, 1517, 1628, and 1671; Miscellaneous Publication 162. Illustrative material.—Potted seedlings, pots or boxes, and seeds of trees. A chart showing roots, stems, and leaves of a tree. A chart, or better an actual cross section of a tree stem, showing different parts such as annual rings, heart- wood, sapwood, bark, and cambium (fig. 5). Leaves mounted so that their structure can be studied. Branches showing bud and twig arrangement. Draw- ings showing shapes of crowns or tops of trees grown in the open and of those grown in close stands. KK | )) \\ | | tig ANNAN Xn KN ( me ] XS f/ LAA DZD A Wy S J — = a=2=— EN aie =< MREINZ e d F-370129 Figure 5.—How the tree trunk grows. All growth takes place in the cambium (a), lying between the inner bark and sapwood. This is a very thin layer of living ceils, which divide and subdivide, forming on the outside bark and on the inside wood. The inner bark (4), or last tissue, is soft and moist. Its function is to carry the food prepared in the leaves to all growing parts of the tree. By a gradual change the inner bark passes into outer bark (c), a corky layer composed of dry, dead cells. This serves to protect the living stem against evaporation and mechanical injury. The woody growth during one season is called an annual ring. In the spring the newly formed cells are thin-walled and spongy, while in midsummer and fall the walls of the cells become thicker and denser. This difference can be distinguished in many kinds of trees as light-colored spring wood and darker colored summer wood. Sapwood (d) is the lighter colored band of wood beneath the bark, often from 1 to 2 inches thick. It carries the sap from the roots to the leaves. Heartwood (e) is the result of a gradual change in the sapwood by which it becomes darker, heavier, and often more lasting. Most of the trees, but not all, form heartwood. Pith (f) is the soft tissue on the innermost part of the stem, about which the first woody growth takes place in the newly formed twig. From it extend the pith rays (g). These are flat vertical bands of tissue which connect the pith with the various layers of wood and the inner bark. They transfer and store up food. 10 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE F-47755 S-7520-C Kicure 6.—A, Trees which grow in close stands form clear trunks that make the best grades of products. This tree was left in clearing the land. B, By counting the annual rings of growth the age of a tree can be determined. The number of years it took the seedling to reach the point of the count should be added. FORESTRY FOR 4—H CLUBS ET Guides to 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 diameter; 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, heat, and food. How to find the age of trees by counting he ammnal rings (fig. 6). Trees in association—a sand. Iintinsnce of aes upon each other. Difference, if any, between shape of crowns of open-grown trees and those grown in closed stands. Influence of different light and soil-moisture supply. Effect of tree density (number of trees in a given area) upon growth of the individual tree. Natural death of trees in closed stands with advancing age. Understocked, well-stocked, and overstocked stands and the production of (a) saw timber and (b) cordwood per acre under each condition. Practical things to do.—Make the following tests 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. Forest Reprodu CLiON Aim.—To find out how trees reproduce themselves. Sources of information.—Farmers’ Bulletins 173, 1177; Miscellaneous Publica- tion 162. IMustrative material.—Make a collection of seed specimens of the kinds indi- cated under Guides to Study. Mount these seeds on cardboard or put them in wide-mouthed bottles. Clip pictures of young forest grewth. Guides to study.—Seeds: Learn the various devices of nature for dispersing the seed widely. Tree fruits (a) with wings, plumes, etc.; (b) pulpy fruits with hard seeds sought by birds; (c) rich nut kernels liked by rodents and birds, and often buried or otherwise saoned away; (d) light seeds which float on the surface or heavy seeds which roll along the bottom of streams. Species of trees whose seeds are carried by (a) wind (fig. 7), (b) water, or (c) birds and animals (fig. 8). Sprouts: Different species of trees which reproduce themselves 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 year when cutting is done upon the vigor and growth of sprouts. Influence of age of parent tree upon success of sprounting. Natural forest reproduction: Young growth (figs. 9 and 10). Conditions under which young growth starts in woodlands. A forest without young growth is like 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. Age groups of young growth: (a) Seedling, (4) small sapling, (c) large sapling, (dz) small pole. 12 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE FIGuRE /7.- ites CQAI2/DA —How the forest travels: By wind. Co/vfo/v7wood . 774 F-370131 I FORESTRY FOR 4—H CLUBS 13 BY ANIMALS 1/CKOLY WOA/lULT LUSTCIIIUT OA FIOPICY/OCUST SL CLS/177/7IO/7 BCCI? BY BIRDS CACC A (Si CST Y Yes ne ca BY WATER CVDILCSS LUPE/O OU/72 Cororwood WIHIOWS WMeao/es CIC = “THD” Wire (fa 5 S F-370130 Ficure 8.—How the-forest travels: By animals; by birds; by water. 247010°—41——3 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE F-273290 Ficure 9.—Woods with plenty of young growth to take the place of the larger trees when cut. F-247300 e 10.—When protected from fire and cut rightly, as here, southern pines reproduce themselves freely in openings with plenty of overhead light. FORESTRY FOR 4—H CLUBS IL) Forest Planting Aim.—To learn how to reforest land by direct seeding or planting seedlings. Sources of information.—Farmers’ Bulletins 1123, 1256, 1392, 1405, 1453, 1486, [AIDE Se MNO28 1664. 16/1 16935 181s Weatlets 155. 156.and: 159= Miscella- neous Publication 357; Technical Bulletin 492. Illustrative material—Obtain pictures showing different methods of planting seedlings in a farm forest or woodland; also pictures of important local trees and specimens of leaves; also fruit and bark, and keep available for study. Guides to study.—How to start a young forest by direct seeding or by trans- planting nursery-grown seedlings. Best results to be expected from seed collected locally. Sowing the seed in the place where the trees are wanted. Kinds of trees started this way; usually the species difficult to transplant on account of large, deep taproots, such as hickories, walnuts, some of the oaks, and some pines. Collecting the seed. Storing the seed over winter. Sections of the country (North) where seed sowing is best done in the spring and (South) where it may be done in the fall or early winter. Preparation of the soil and method of planting seed of different kinds. Care of growing seedlings. F-338850 Ficure 11.—4-H Club boysin Mississippi planting black locust seedlings on farm to grow a supply of durable fence posts. Planting seedlings grown in nursery beds. Preparation of nursery beds and sowing of seeds. Kinds of trees commonly raised in nursery beds. Age of seed- lings fit for planting. Need for transplanting seedlings in nursery prior to planting out in the woods or fields. Season of year for successful planting and method of planting. Injury or loss and how to avoid them. Regions where forest plantations are needed and commonly started. Purposes for which plantations are set out. Kinds of trees profitable in plantations. Pure and mixed plantations, and advantages of each. 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 multi- plying on dry banks. ; 16 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE . | | : | i a +] as if ) $i | re = | A i i i, F-356747 F-313010 S Ficure 12.—/, 4-H Club boy in southern Georgia and his trip-winning forest planting acre. B, , ( An 8-year-old planted stand of pines in southern Georgia; trees 18 to 25 feet in height and growing | ie now at the rate of nearly 2 cords per acre yearly. ) re ee : : : ae +1 Filling up large openings in the woods and improving existing woodlands by : oi | planting desirable species of trees. eq Utilizing poor soils and so-called waste places about the farm by planting ol quick-growing, useful kinds of trees—black locust for fence posts, pine and other TS species for use as treated fence posts (fig. 11). ay ——S —~ ~——-—_-— FORESTRY FOR 4-H CLUBS ley Trees about the farm and farmstead for shade, nut production, and ornamental purposes. Practical things to do.—Visit if possible a nearby section where forest trees are being planted. Talk with local farmers or foresters about the best methods to use in caring for young forests. Study the habits of growth of young trees of the community (fig. 12 4 and B). Make a list of the kinds of forest trees observed on the field trip, and classify the trees in order of their commercial importance. Learn to identify different local trees. Improving Woodlands by Cutting ‘Trees Aim.—To find out how to improve woodlands by cutting. Sources of information.—Farmers’ Bulletins 1177, 1256, 1486, 1517, and 1671; Leaflets 29, 30, 55, and 153; State foresters’ publications. Illustrative material—Charts or illustrations showing results of overcrowding and of proper thinning of forest trees. Pictures showing results of careless felling of trees. If possible, visit a forest where these results can be actually shown by S-13543-C Ficure 13.—Improving growth and value of young forests: 4-H Club boys thinning out the defective or crooked trees in an improvement cutting. (Florida.) observing rings on stumps or cutting into trees that have been thinned several years previously. In an even-aged group, note different sizes of trees of the same age as a result of differences in growing space. Guides to study.—How to cut the individual tree properly; why as little as possible of the tree’s stump should be left in the woods; careful felling of trees. What is likely to happen to trees injured by falling of others. aa" ws e ‘“~ ? 18 § MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE A \ | | | | | | | | | | | ] | | ' | | | | \ > + | | ‘Sees EASES = ae Py bree AA. =) we We? AN Abr Ar ER —— Sugar Maple WITTEN — eee ee eee ee tr F-370127 Ficure 14.—The growth and value of timber stands are increased by repeated thinning. The trees removed can generally be used or sold profitably for firewood, treated fence posts, or small timber: A, Before thinning pines. Fifteen overcrowded trees. B, Trees to be cut in thinning a stand of northern hardwoods (shaded trees to be cut). EE FORESTRY FOR 4—H CLUBS 19 Advantages of thinning overcrowded stands of forest trees. How fewer and fewer trees can grow on an acre as the trees increase in size. Available light supply for growth. Purpose of thinning to utilize timber that would otherwise die and go to waste. Also to stimulate the remaining trees to increased growth, which means increased value. How and why prune trees; advantages in doing so. Improvement of the woods by proper cutting, taking out (1) the mature trees, (2) broken, crooked, diseased trees, and (3) the slow growing and less valuable species (figs. 13 and 14). Most Peodicnde have many such trees crowding out the young, promising trees of the better kinds. Making woodlands yield a profit on the investment and increasing farm income and the selling value of the farm. Practical things to do——The facts brought out in this study should be verified by actual observation in trips to forests. Study first-hand the results of cutting practices. Locate a good project that shows the improvement of a forest plot by proper thinning, including the removal of diseased, defective, overcrowded, and dead trees, and undesirable species. The group may construct the charts mentioned under Illustrative material. Make drawings of trees showing development under adverse conditions and of others under proper conditions. Make a survey and write a report on the general practice of home forest im- provement in the district. Make a district or county map locating the farm forest areas and designating those under improvement. Draw an outline map of the State locating the farm- forest ares. Protecting Woodlands dim.—To learn how to determine causes and extent of injury to trees and methods of prevention. Sources of information.—Farmers’ Bulletins 117, 1169, 1177, 1586, 1643, 1726, and 1759; Leaflets 40, 68; Department Circular 243; State publications. The United States Department of Agriculture and the State agricultural colleges will be glad to give assistance by identifying and furnishing information concerning various forest insects. Illustrative material—Pictures of forest fires, burnt-over woodlands, forest rangers and their camps and equipment will make excellent illustrative material. Pictures of trees damaged by grazing, insects or fungi, samples of damaged wood, and samples of insecticides and materials used to prevent insects from damaging trees should also be used. Guides to study.—Fire, the arch enemy of the forest: It kills large numbers of the smaller trees and kills or weakens the vitality of the older trees; the humus layers over the ground are destroyed. The homes of animals and other wildlife are often ruined and their food destroyed. The loss of the protective covering exerts a marked effect in causing the soil to dry out and become hard, as a result of which the rain is shed 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 from this cause. Forest rangers employed by the State and Federal Governments for the adminis- tration and protection of the State and national forests. Private timberland owners protecting their lands in cooperative effort with the State and Federal Governments. What type of men are required for forest rangers, whose duties require them to live out of doors and ride or work in all kinds of weather? Each national forest divided into districts in charge of rangers. Fire-protection plans i if} h " he | 90 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Ficure 15.—It is good forest practice to keep livestock out of the woods (except in parts of the South) and everywhere to prevent fires. Trees, like other crops, require protection 4, Heavy grazing in a pasture contrasted with an untrampled and unbrowsed thrifty farm woods. B, 4-H Club boys establishing a firebreak on a club project. worked out in great detail for preventing, detecting, and fighting fires as soon as possible after they start. Fire-fighting equipment, such as lookout towers, telephone lines, and fire-fighting tool boxes at convenient points over the forest. Cleared and burned lines as firebreaks (fig. 15). Use of airplanes and radio. Protection for State forest lands by similarly organized methods. Federal cooperation with the various States, authorized by the Weeks Law, for the protec- tion of headwaters of navigable streams against fire. FORESTRY FOR 4—H CLUBS DANI oj The grazing of livestock: This practice has much the same effect in removing the protective covering and packing the ground hard as fire has. Cattle and horses browse off the tender young seedlings and tramp down the upper soil layers (fig. 15). Sheep and goats, particularly when closely herded, are very destructive to young seedlings. Hogs feed upon most kind of acorns and nuts, although by rooting up the leaf litter they sometimes favorably expose the mineral! soil for the quick germination of tree seeds. Hogs are very destructive to the seed or mast of the longleaf pine, and the young seedlings are killed in large numbers by animals stripping off the thick, sweet, spongy bark from the roots. Damage by insects: Leaf and inner bark-eating, twig cutting, bark- and wood- boring insects. Methods of checking spread of insect infestation by right methods of cutting. Fungi in forest trees as a source of the injury and death of many trees: Some trees less subject to attack than others. Importance of keeping woods in a healthy growing condition and rightly cut in order to combat the spread of fungous diseases. Practical things to do.—Make a trip through the district to see what damages occur in farm woodlands and what forest protection is practiced. Look for any disease or insect which is attacking any special group of trees. Find out by observation if farm woodlands are being grazed and make a note of any damage that is being done by livestock. Protective HLffects of Woodland Aim.—To find out how the forest or woods conserve soil moisture, check soil erosion, and modify temperature. Source of information—Farmers’ Bulletins 173, 1405, 1767, 1809, 1813; Cir- culars 19, 347, and 380; Miscellaneous Publications 162, 196, 247; Technical Bulletin 567. Illustrative material—tThe best illustrative material will be found in a trip to the woods and fields. Actual examples of the effect of the trees or woods can be pointed out. Ifa field trip is not practicable, illustrations may be clipped from papers and magazines showing erosion on unprotected hillsides and the use of trees as shelters in pastures and about farm buildings. Guides to study.—With an acquaintance formed with the different species of trees, it will be worth while to learn their value both individually and when associated in woodlands. Timber or wood products: Trees grouped according to their value for wood or timber. (This is expanded in Products from the Home Woodlands, p. 25). How a forest cover conserves the water from rainfall or melting snow (fig. 16). Flow of streams from open and from forested land; seepage and springs. Pro- tecting watersheds of city reservoirs and headwaters of large streams from erosion and floods. State and municipal forests. The 176,000,000 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 United States. How trees protect the soil against erosion and the formation of gullies on steep slopes (fig. 17). Examples of local hillsides and regions of the United States Woods as shelter against hot and dry or cold winds, for grain and fruit crops, livestock, and for protecting the farm home. The difference in temperature of the air in midsummer out in the open road or field and in the shade of a single tree or of woods. The difference in the same situations on a cold windy day in winter. Field study.—In an excursion to the hills and the fields boys and girls can learn, by actual observation, the bond between the forest and the river. 247010°—41—4 eet D2, MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Upon leaving the open and entering the cool shade of the woods they will note the forest floor—the undergrowth of young trees and shrubs, the ferns and moss, and the litter of fallen leaves. With a jackknife, or a trowel, they can dig beneath this cover into the mold of many years’ fallen leaves. The soil will be spongy and moist. What happens when rain falls or snow melts? Under the forest canopy it sinks into the spongy earth (fig. 16). : What becomes of the rain and snow that the forest has soaked up like a sponge? Find a spring. This is where the stored water is seeping out to feed the streams. The rainfall that has been held back in the hidden reserveir of the forest is here transformed into a steady supply of water for the pasture, the farm, the mill, and the city. F-34411 Ficure 16.—The forest floor: Dense growth of seedling and sapling trees covering and protecting the soil; leaves and twig litter on the ground beneath the trees; spongy layer of decomposed vegetable matter or humus, and the lower layer of soil interlaced with tree roots and rootlets; and the clay subsoil. Return to the open and dig into the soil on the unwooded slope. It will be found dry and hard. What happens when the rain falls or the snow melts on the open hillside? It is not held back and absorbed but rushes down the slope. In a heavy rain the streams rise rapidly. Perhaps the group will find a place where a bridge has been carried away in a freshet. Someone may tell of the destruction of a log bridge on the farm. What happens when the winter snow melts upon the unprotected mountain slopes and the spring rains swell therivers? (Figs. 17 and 18.) On the open hillside, places will be found where the soil, which has no roots to bind it, has been washed away by the rain, and on some steep slope there will be deep gullies dug into the ground. Where does the soil go that is washed down the slope? Into the stream. Perhaps the stream carries the silt into the water supply ofacity. If there is a river near, a sand bar may be found that has resulted from FORESTRY FOR 4—H CLUBS heads of streams. F-12234 Figure 17.—Effect of deforestation: Washing of soil and devastation of valuable farm lands at the F-42100 -Effect of deforestation: Sand bars in the stream channels. Millions of dollars are spent : yearly in dredging our rivers to keep them navigable. SS Fe ee ee a “eas Ja Ff ‘ Jie fr PS eg ee be BAY! * . T= =™ Csv page| a. ae fae) 24 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE sediment washed down from the hill country. What do muddy rivers mean to harbors near the coast? Who has seen the dredge at work scooping up the silt to keep the channel free? This means a vast expense to the country (fig. 16). The boy or girl who has noted these facts about woodland, soil, and stream will begin to see the relation which the forests of the country bear to the land. The examples of soil protection and clear streams, of erosion and flood damage that he or she finds in his own neighborhood, are intimations of the larger meaning of the Nation’s forests to farm land and industry and commerce. The home woodland is a part of Nature’s plan to aid man and his enterprise. Location and Extent of Farm Woodlands Aim.—To learn how to determine the location and area of land on the farm on which trees should be grown as a crop. Sources of information.—Leaflet 29, Farmers’ Bulletin 1117. Guides to study —Timber is a poor-land crop. Observe places about the farm which should be kept in forest trees and woods. Places where forest trees are profitable: (1) Poor soils. (2) Steep slopes. (3) Eroding soils. (4) Rocky land. (5) Wetland. (8) Unused corners or waste places. N a PN SS IBN Hillside (Wooded) oe 8) 8 0 8 pe ae . . e © «6.50 6- et ee a? Se eee eo | . 6 Q SO 8 oO BO ome) Ce am, B29 68 69 G2 0 O A iS) oy 47 4.7 47 7 y .~CWW NS iircere Ficure 19.—Rough, steep, and poor lands, and inaccessible parts of the farm may be used to increase farm income by growing trees in permanent woodlands. F-370128 Extent of woodlands in the locality: Proportion of cropland and woodland. i The total acres of woods on 10 to 20 representative farms in a locality. Practical things to do.—¥From the data gathered in the survey construct a chart showing the proportion of cropland and woodland, the total crop acreage, and the FORESTRY FOR 4-H CLUBS 29 total woodland acreage. Study the places where trees are growing and list such locations. List the kinds of trees commonly growing in each of these localities. Note farms that could profitably plant forest trees, and the kinds of trees that should be planted. 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 wasteland, and mark on this map the names of the trees that grow on these places or that could be profitably grown thereon (fig. 19). Write a report showing the advantages of using the poor soils and wastelands for tree planting, giving examples from the farms of the district if possible. Products From the Home Woodlands Aim.—To learn what products from the home forest to use for home and for the market. Sources of information.—Farmers’ Bulletins 1210, 1256, 1366, 1392, 1486, 1 664, 1756, and 1759; Leaflets 29 and 153; Miscellaneous Publications 106, 162, and 247. Illustrative material—Prepare a wall chart showing in tabulated form the vari- ous wood products. In each product column write the name of the tree or, better still, place a sample of the wood that furnished that product. Prepare another chart showing in like manner other forest products such as nuts, roots, bark, gum, and edible fruits, listing the trees from which the products are obtained. Any of the products from root, bark, gum, etc., will also make interesting and useful illustrative material. Guides to study.—Wood, in a rough state, is the principal farm-timber product. What kinds of wood are used for the following rough products: (1) Sawlogs; (2) poles and piling; (3) fence posts; (4) bolts, blocks, or billets for (2) cooperage, (8) implement handles, (c) wagon and automobile spokes, (¢) pulpwood; (5) cross ties; and (6) fuel wood? The sizes and other requirements for each of these various wood products, including the species which are best suited for them and bring highest prices on the market (fig. 20). Forest trees which produce nuts of commercial value, roots, bark, sugar, edible fruit, and crude turpentine. Lumber is manufactured from the woodland sawlogs. (How to measure sawed lumber is treated in the section on Measuring and Estimating Timber.) That work is ordinarily done by the sawmill man rather than by the farmer. Practical things to do—Make a study to determine the chief use of wood in the district. What other forest products are made or used here? What trees Ee Se ee ee eee eee ee eve Help Prevent Woods Fires BE SURE your match is out before throwing it away. DON’T throw away burning tobacco. CHOOSE a safe place and make your campfire small. PUT OUT your fire with water and then cover it with mineral earth. DON’T make large brush heaps. Choose a still day for burning and plow furrows to protect nearby woods. Be Careful With Fire | SS ees 2 ee —<—— i I ‘is SS ae 509g —F5- ; C, piling. F AGRICULTURE A, log; B, posts . dlands are cts trom farm wooc si oeesrinan ai MISC; PUBLICATION 93:95, URS.) DEPT sO Ficure 20.—Some produ 26 ~ PRR allied iT re 2 4) Wear ie fla Ve SF mS a a a a es wr - Pp Fh BAI (ST Bik | 2A RT ELIE IE SEP GS IA ee Pe ee — ee. —— . «oan ee ee — s oe ~~ cians nei on SS Mm a = i aie ~~ ~~, aaa nt ea - FORESTRY FOR 4-H CLUBS Dai F-24805 N. C. 879 ‘Frcure 21.—More products from farm woodlands: J, cross ties; and B, wood for pulpwood or fuel. furnish the greatest amount of wood? What kind of lumber is sawed in the dis- trict? What becomes of this lumber? If there are any wood-product factories in the district, arrange for a trip to study the various processes from the rough wood to the finished products. Make a list of the forest products under various headings and indicate what they are used for commercially. On the basis of local study determine what timber in the district is most valuable. An interesting study to make is the part forest products play in the construc- tion of machinery, transportation lines, airplanes, etc. Make a list of animals, birds, and other wildlife inhabiting the local farm woodlands. 28 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Measuring and Estimating Timber Aim.—To find out how to measure and estimate timber. Sources of information.—Farmers’ Bulletin 1210; publications of colleges of agriculture or State foresters; loose-leaf volume tables for most species of conifers, eastern hardwoods and western species, Forest Service; handy sets of log and reeds cnt isn PELE BL hag S~14747-C Ficure 22.—4-H Club member measuring the diameter of a white oak tree (outside the bark and at breast height) with a tape coverted to read diameters in inches. tree scale sticks (for northern trees apply to Federal Land Bank, Springfield, Mass.; for southern pines, to American Forestry Association, Washington, D. C.); rules for scaling logs on page 38. | FORESTRY FOR 4-H CLUBS 29 Illustrative material——Procure any good pictures showing how saw timber is measured and estimated. Tables for scaling logs. Guides to study —Measuring sawlogs; show how the diameter at the small end is found by measuring inside the bark along an average line or averaging two measurements at right angles. The diameter and length found, the approxi- mate lumber contents is found by referring to a copy of some log rule. Probably S-7516-C Figure 23.—Showing a 4-H Club boy how to measure the height of a tree or the number of 16-foot cuts with a cruiser’s, Biltmore, or tree scale stick. the most common rule in use is the Doyle, 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. The International log rule (for ¥-inch saw kerf) gives more nearly what small mills cut from logs. (See p. 38.) g 30 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Practical things to do.—Write an account of a method of scaling logs. Deter- mine scale and estimate the number of feet in a given sawlog. Determine how bolts and billets are measured. What constitutes a standard cord of wood? Look up information about allowances made for defects in sawlogs, bolts, or blocks, and in other material. 5 INCHES - INSIDE BARK TRUNKOF STANDING TREE AT BREAST HEIGHT 45 FEET HIGH F-370132 Ficure 24.—Estimating the saw timber in a tree by the use of a tree scale or cruiser’s stick: 4, If the stick is held horizontally against the trunk of the tree at a specified distance from the eye, the observer is able to read directly the diamter of the tree outside the bark. The standard is called the breast-high diameter, and is taken at a height of 414 feet above the average level of the ground. B, The stick is graduated so that, when held a specified distance from the eye of the observer who stands a specified distance from the tree, the observer can read the number of 16-foot-log lengths of the tree. The principle is that of two similar triangles. Estimate the timber in standing trees: Find approximately the contents in cords or board feet of lumber by measuring the diameter at breast height (4}4 feet above the ground), estimating or measuring the number of 16-foot log cuts in the tree, and by using the information given in Farmers’ Bulletin 1210 (figs. 22, 23, and 24). Estimate the timber in a whole tract. Apply the same method to all the trees on a measured one-tenth or one-quarter acre, thereby estimating the contents per acre. Record the measurements by different species on a simple blank form ruled in squares in two directions. FORESTRY FOR 4—H CLUBS 31 Using Farm Timber Aim.—To learn how to make the best use of farm timber. Sources of informetion.—Farmers’ Bulletins 744, 1177, 1210, 1660, and 1756; Leaflet 29; Department Circular 64; Circular 489; publications of State foresters and colleges of agriculture. Illustrative material—Again a field trip will furnish the best illustrative ma- terial. Note the height of the stumps where timber has been cut, the careless felling of trees causing injury to young trees, the tops and large limbs left in the forest. If field trips are not possible, pictures may be used to illustrate the points mentioned. a F-353330 Figure 25.—Wasteful cutting of pine trees for pulpwood: The clearest and best timber has been left to decay. It would have paid for the cutting of the trees. Two or three of the trees should have been left to grow and reseed the land. Guides to study —The right use of timber on the farm should begin at the time the tree is cut. Waste of good timber in the woods is entirely too common nowa- days when wood 1s high priced and getting scarcer. High stumps mean usually that the best timber in the tree 1s wasted (fig. 25). Often the timber left in high stumps would cover the costs of logging. Sawlogs can now be taken profitably from the tops which had to be left only a few years ago. Wherever possible the tops should be worked up into crossties, mine props, or firewood. By careless felling of trees much promising young timber is broken and destroyed. High grade and valuable timber should not be used in places about the farm where less valuable woods will answer the purpose. Sometimes choice white oak, worth $40 a thousand feet in the log for veneers, is split into fence posts, or black walnut is used for farm gates. Parents or neighbors should be able to suggest satisfactory substitutes for these purposes. are wa ) CV eA | Swe ry Sere ae he)” ee a ee | “ . ll 4 a ase a oa ce am an as > mms" '' ———— a wo: =a a i , f EEE EE ay” baa 4 ea os TE PD os AT? ae MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Small and young timber cut in making improvement thinnings in overcrowded stands can often be sold or used on the farm for posts, poles, or firewood, instead of being allowed to decay in the woods (fig. 26). Treating fence posts: Short-lived woods when soaked in hot and then cold creosote last from 10 to 20 years as fence posts. As the supply of long-lived woods, such as black locust, osage-orange, eastern red cedar, American chestnut mulberry, and catalpa becomes less, treated fence posts are being increasingly used. Almost all farms grow some common woods which take coal-tar creosote readily. Practical things to do—\n a field trip to the farm forests note what care is taken in felling trees, the disposition of limbs and tops, and the height of the stumps. Note examples of use of expensive wood where a cheaper wood might do. Note the high-priced timber in the district. Determine the common method of treating F39260-A Fictre 26.—Small pine logs from thinnings made to improve the growth and quality of the stand. fence posts in the neighborhood. Examine telephone and telegraph peles to see how they are treated. Make a list of good and bad examples of the use of farm timber. Make a report on the methods of cutting and handling timber on the farm, with especial reference to disposing of waste timber. Write a short account of the best methods for preserving timber used in posts, railroad ties, and other lumber. Measure the height of stumps in a tract of cut-over timber and calculate the amount of lumber wasted. If one hundred 7-foot walnut fence posts, averaging 5inches square, can be replaced by 100 locust or red cedar posts of the same size, calculate, on the basis of local prices, the amount saved by the substitution. If treating a softwood post with creosote costs 15 cents, but will make it last three times as long as one not treated, assuming average present local prices for labor in replacements and cost of untreated posts, what will be saved in 20 years in fencing a quarter section of land with posts spaced 12 feet apart: | FORESTRY FOR 4-H CLUBS 33 | Marketing Forest Products j Aim.—To learn where and how to market farm-forest products. | Sources of information.—Farmers’ Bulletins 1210, 1366, 1392, 1459, and 1664; ( Leaflet 29; bulletins of the State colleges of agriculture and State foresters. F—-369435 Ficure 27.—Poles and piling are bringing woodland owners more money per tree than most other products. Poles are in good demand. Those on the car are 4 to 5 inches top diameters and 16 feet in length. : F-16187-A p Ficure 28.—The best timber brings high prices and can usually be shipped for veneer or choice lumber. Several owners can join in marketing a carload or truckload. a 34 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Illustrative material—Timber price lists. Addresses of firms dealing in timber. Local prices for cordwood, posts, cross ties, and piling. Guides to study —Finding the best markets: Before timber is cut its approxi- mate 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 er billets, piling, posts, cross ties, and firewood generally sold? Advertising in the newspapers, consulting net ighbors who have recently sold timber, consulting State foresters and reliable experienced men. N. C. EXTENSION ing pees in the woods. 4-H Club boys in increasing r as a crop and completing forestry projects. The owner should protect himself by a simple form of written contract; much loss comes to sellers of timber products by iailure to observe this precaution and to have the agreement in proper written form. Selling standing timber: Selling for a stated sum by the acre, or a lump sum for the whole tract or “ boundary.’ < What to cut and what timber to keep growing in the woods; what timber to sell and what to use at home. Pol = are in strong demand for telephone and 27). Choice logs of certain ‘woods bring high prices and can be profitably shipped long distances by rail or water (fig. 26). Cooperative marketi ng of farm timber: Carlcad lots of logs, etc., the least amount that can profitabl y be shi ipped. Many wood shetie Ene een concerns buy direct from producers in carload lots. A farmer may not have sufficient white oak sawlogs or hickory spoke blocks to make shi ipment profitable. Practical things to do do-—Time mi ight well be spent trying to find out what timber is being sold from the local farm woodlands; who is buyi ng it; what stand- ing timber is sold; what cooperative shipping of timber is being done (fig. 29). transmission tise \ig. IQ Oe Ea MGEIN Ae Publications of the United States Department of Agriculture Relating to Forestry on Farm Woodlands Directions for Requesting These Publications Of the following list of publications, some are available free upon application; others can be had only by purchase. Changes in these lists occur almost daily. Therefore the best way is to write to the United States Department of Agriculture, Washington, D. C., for those you wish to get. The free publications will be sent to you, and you will be informed of those that are available only by purchase. Upon receipt of this information application should be made to the Superintendent of Documents, Government Printing Office, Washington, D. C., inclosing the money, preferably in the form of postal or express money order, although cash will be accepted. It is risky to send cash. Stamps will not be accepted. Farmers’ Bulletins 173. A Primer of Forestry, Part I. 5 cents. 744. The Preservative Treatment of Farm Timbers. 5 cents. 1087. Beautifying the Farmstead. 5 cents. 1123. Growing and Planting Hardwood Seedlings on the Farm. 5 cents. 1169. Insects Injurious to Deciduous Shade Trees and Their Control. 10 cents. 1177. Care and Improvement of the Farm Woods. 5 cents. 1208. Trees for Town and City Streets. 5 cents. 1210. Measuring and Marketing Farm Timber. 5 cents. 1256. Slash Pine. 10 cents. 1366. Production of Maple Sirup and Sugar. 5 cents. 1392. Black Walnut for Timber and Nuts. 5 cents. 1405. The Windbreak as a Farm Asset. 5 cents. 1453. Growing and Planting Coniferous Trees on the Farm. 5 cents. 1459. Selling Black Walnut Timber. 5 cents. 1477. Preventing Damage from Lyctus Powder-Post Beetles. 5 cents. 1481. Planting the Roadside. 5 cents. 1482. Trees for Roadside Planting. 5 cents. 1486. Longleaf Pine Primer. 5 cents. 1492. Arbor Day, Its Purpose and Observance. 5 cents. 1501. Nut-Tree Propagation. 5 cents. 1517. Loblolly Pine Primer. 5 cents. 1526. Clearing Land of Brush and Stumps. 5 cents. 1567. Propagation of Trees and Shrubs. 5 cents. 1582. Protection of Log Cabins, etc., from Injurious Insects. 5 cents. 1586. The Southern Pine Beetle. 5 cents. 1591. Transplanting Trees and Shrubs. 5 cents. 1628. Growing Black Locust Trees. 5 cents. 1643. Fire Safeguards for the Farm. 1660. The Use of Logs and Poles in Farm Construction. 5 cents. 1664. Christmas Trees as a Cash Crop for the Farm. 5 cents. 1671. Shortleaf Pine. 5 cents. 1680. Farmers in Northern States Grow Timber as Money Crop. 5 cents. 1693. Growing Christmas Holly on the Farm. 5 cents. 1726. Treatment and Care of Tree Wounds. 5 cents. 1756. Selection of Lumber for Farm and Home Building. 5 cents. 1759. Game Management on the Farm. 5 cents. 1767. Soil Defense in the Piedmont. 15 cents. 1794. Forest Farming. 5 cents. 1809. Soil Defense in the South. 10 cents. 1813. Prevention and Control of Gullies. 10 cents. 1826. Care of Ornamental Trees and Shrubs, 5 cents. 26 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Leaflets 29. The Farm Woods—A Savings Bank. 5 cents. 30. Cutting the Farm Woods ‘‘Profitwise.’” 5 cents. 40. Woods Burning in the South. 5 cents. 41. Good Naval Stores Practice. 5 cents. 44, Fires on Farms. 5 cents. 55. Small Trees Wasteful To Cut for Saw Timber. 5 cents. 57. Pulpwood Crops in the Northeast. 5 cents. 83. More Turpentine-Less Scar-Better Pine. 5 cents. 84. Planting Black Walnut. 5 cents. 86. Protect Hardwood Stands from Grazing. 5 cents. 153. How To Cut Southern Farm Timber for Steady Profit. 5 cents. 155. Growing Nursery Stock of Southern Pines. 5 cents. 156. Harvesting and Selling Seed of Southern Pines. 5 cents. 159. Planting Southern Pines. 5 cents. Miscellaneous Publications 106. Pine Tree Treasures. 5 cents. 162. Our Forests, What They Are and What They Mean to Us. 5 cents. 196. Floods and Accelerated Erosion in Northern Utah. 5 cents. 217. Forest Trees and Forest Regions of the United States. 15 cents. 247. Forests and Permanent Prosperity. 5 cents. 249. Careers in Forestry. 5 cents. 290. Work of the U. S. Forest Service. 10 cents. 357. Southern Pines Pay. 5 cents. Department Circulars 64. How Lumber is Graded. 19 cents. 243. Forest Fires in California: An Analytical Study. 15 cents. Circulars 19. Forests and Floods. 5 cents. 134. Suggestions for the Management of Spruce Stands in the Northeast. 10 cents. 347. Effect of cover on Surface Run-Off and Erosion in Loessial Uplands of Mississippi. 5 cents. 358. The Forest-Tax Problem and Its Solution Summarized. 5 cents. 380. Erosion Control on Mountain Roads. 10 cents. 431. Increasing Growth and Yield of Young Spruce Pulpwood Stands by Girdling Hardwoods. DS CeNes. 489. Selection, Installation, Finish, and Maintenance of Wood Floors for Dwellings. 5 cents. Technical Bulletin 567. Soil Erosion and Stream Flow on Range and Forest Lands of the Upper Rio Grande Watershed in Relation to Land Resources and Human Welfare. 15 cents. American Wood Series Nomenclature, Distribution and Growth, Supply, Production, Properties, Principal Uses. Maps of Botanical Range of Different Species (Forest Service). Volume Tables Loose Leaf Volume Tables for Most Species of Eastern Conifers and Eastern Hardwoods (Forest Service). State Forestry Departments Forty-four States have departments of forestry or equivalent State organizations, all of which publish more or less material on varied phases of forestry. Applications should be addressed to the State foresters at the following places: Alabama, State Commission of Forestry, Montgomery. Arkansas, Arkansas State Forestry Commission, Little Rock. California, State Board of Forestry, Sacramento. Colorado, Department of Forestry, Fort Collins. —— FORESTRY FOR 4-H CLUBS OW Connecticut, State Park and Forest Commission, Hartford. Delaware, Forest Conservation Commission, Dover. Florida, Florida Forest and Park Service, Tallahassee. Georgia, Department of Natural Resources, Atlanta. Idaho, State Board of Land Commissioners, Boise. Illinois, Department of Conservation, Springfield. Indiana, Department of Conservation, Indianapolis. Iowa, State Forestry Commission, Des Moines. Kansas, State Agricultural College, Manhattan. Kentucky, Conservation Department, Frankfort. Louisiana, Department of Conservation, New Orleans. Maine, State Forest Service, Augusta. Maryland, State Department of Forestry, Baltimore. Massachusetts, Department of Conservation, Boston. Michigan, Department of Conservation, Lansing. Minnesota, Department of Conservation, St. Paul. Mississippi, Mississippi Forest and Park Service, Jackson. Missouri, Missouri Conservation Commission, Jefferson City. Montana, State Forest Department, Missoula. Nebraska, University of Nebraska, Lincoln. Nevada, State of Nevada, Carson City. New Hampshire, Forestry and Recreation Department, Concord. New Jersey, Department of Conservation and Development, Trenton. New York, Conservation Department, Albany. North Carolina, Department of Conservation and Development, Raleigh. North Dakota, State School of Forestry, Bottineau. Ohio, Department of Forestry, Wooster. Oklahoma, Oklahoma Planning and Resources Board, Oklahoma City. Oregon, State Board of Forestry, Salem. Pennsylvania, Department of Forests and Waters, Harrisburg. Rhode Island, State Department of Agriculture and Conservation, Goddard Memoria! Park, East Greenwich, P. O. South Carolina, State Forestry Commission, Columbia. South Dakota, Department of Schools and Public Lands, Pierre. Tennessee, Department of Conservation, Nashville. Texas, Texas Forest Service, College Station. Vermont, Department of Conservation and Development, Montpelier. Virginia, Virginia Conservation Commission, University. Washington, Department of Conservation and Development, Olympia. West Virginia, Game and Fish Commission, Charleston. Wisconsin, State Conservation Commission, Madison. VY A Bee WPT LI TI Be are ea} sEin.~ LN BRAS STRAT — et eeeraey HD % 1 / at of the r a SSN aS A FY 5 Yor 28 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE Rules for Scaling Logs Tasie 1.—The contents of logs, in board feet, scaled by the International log rule (using saw cutting Diam- eter at top end | oflog | inside bark (inches) one-fourth-inch kerf). Length of log in feet Peri | Contents of log in board feet Diam- eter at top end of log inside bark (inches) a a rae: Key to Common Kind of Trees’ ' 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 characteristics which can be readily observed by those who have no special training in botany. Most of the terms used require no explanation. 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. Section Trees with needles or scalelike leaves, mostly evergreens, bearing cones.... I Trees with broad leaves: Leaves simple— Alternately attached to twigs— Wich: too thedledses atc y-t tron eet ae II dees neither toothed mor notched. 25...) 427 a III Opposite on twigs— Wwithstoothedsed oes ete wae a a ng ee IV Edgessneither toothed norm notched. = 252524. 2:-- ce Vv Leaves compound— Nite cma tel WwaaetaciedstOmtwiG Sys sacri cova: ee Scream Cds VI OppasitevonwwilStar sce gen Re a Guts cheyenne aes VII THE CONIFEROUS 3? TREES I. Trees with needle or scalelike leaves, mostly evergreen, bearing cones. A. Leaves needle-shaped: (1) Leaves clustered— (2) Leaves long, from | to 18 inches, 2 to 5 in a cluster. Cones large, with many thick, woody scales..... (Pinus) Pine. (6) 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 | ONnesOr MOLreescaSONS =. a (Larix) Larch.‘ (2) Leaves single— (a) Leaves scattered around twigs; falling off when dry or dead. Cones elongated with thin scales. Twigs roughened by leaf-scars. (x) Leaves stiff, often sharp pointed and more or less fOUTRSIGEC eer ee et ea (Picea) Spruce. (vy) Leaves soft, flat, rounded or notched at ends, the bases abruptly contracted into threadlike SUGIIS Maran ete mes ce eS tae (Tsuga) Hemlock. 2 This key and the following tree descriptions are by William H. Lamb, formerly Scientific assistant in dendrology, Forest Service. 3 Cone-bearing. ‘ The larches are peculiar in having single, scattered leaves on the new or terminal twigs produced each season. These should not be mistaken for the “‘single’”’ leaves borne throughout by other kinds of evergreens. 39 40 MISC, PUBLICATION 395, U. S. DEPT. OF AGRICULTURE A. Leaves needle-shaped—Continued. (2) Leaves single—Continued. (2) Leaves in two distinct rows, one on each side of the twig; falling off in late autumn or early winter. Cones small, ballelike ew set ee ee eet (Taxodium) Bald cypress. (c) Leaves often in two rows on the sides of the twigs of lower branches and mostly flat, 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 fal ling off in autumn, leaving spike- like coated 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 bali-like, with small, thick scales armed with a spurlike point; seed with very narrow, hard WING Sus cuk. on vein ea eve ere is aneurin eeanaye (Cupressus) Cypress. (2) Twigs flattened. (a) Cones elongated, with only a few thin scales; bent back on Branchesrs tos cee ee ee ee ee (Thuja) Arborvite. (2) Cones spherical, very small, berrylike, with thin scales armed with a tiny point; seeds with a broad, thin wing One two Sides.2 00 tees enone (Chameecyparis) Cedar. (c) Cones berrylike (showing indistinct outlines of, but no separation into, scaly parts). Leaves either short, scale- like, and sharp jointed, or much longer, needlelike, stand- ing out loosely, and attached in pairs or in threes on the EWIGS 2 Corre ehue ce oe (Juniperus) Juniper. THE BROADLEAF TREES Il. Leaves simple, alternate, lobed, and with toothed edges, or only with smooth or coarsely toothed edges A. Leaves deeply lobed, or with large notches. (1) Leaves as wide as they are long. Fruit, a swinging ball, 1 to 144 inches in diameter. (a) Leaves with finely toothed margins; star-shaped, the divi- sions pointed. Fruit, burlike balls, from which, when ripe, small, winged seeds may be shaken. Bark rough. (Liquidambar) Sweetgum. (6) Leaves with smooth margins, 3 to 5 inches long, pointed lobes, the space between the lobes rounded. Fruit, a rough ball, easily broken when ripe; composed of closely packed long, narrow seeds which have hairlike bristles at their lower ends and are attached to 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 sea (Platanus) American Sycamore or plane. (2) Leaves longer than wide. (a) Leaves large, with deep, roundtopped, or with pointed bristle tipped lobes, or only with coarse marginal teeth. Fruit, an acorn, resting in a separate cup. (Quercus) Oak. (6) Leaves small, with little sharp teeth on margin. Twigs bearing sharp thorns. Fruit small (like a little apple), spherical, with bony seeds........ (Crateegus) Hawthorn. FORESTRY FOR 4—H CLUBS A] B. Leaves one-sided (one side of leaf shorter at base than the other side). (1) Leaves large, oval, 5 to 10 inches long, heart-shaped. Fruit, a cluster of small, woody balls to '% inch in diameter, hanging from a nar- Tow, leatikesblade: ==... (Tilia) American Basswood or linden. (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 in diameter. (Celtis) Hackberry. (3) Leaves with straight lateral veins, oval; edges double toothed (lit- tle teeth on the larger ones). Fruit in clusters, dry, flat, with papery wings all around the seeds........ (Ulmus) American elm. C. Leaves even sided (both sides cf leaf the same length). (1) Leaves oval, evergreen, thick, with short needlelike teeth. Fruit, a brightpreds Derry.) tase rca a a eee (Ilex) American holly. (2) Leaves more or less elongated, deciduous, with one tooth at the end of each side vein. (a) Trees with smooth, bluish-gray bark, and long, pointed, chestnut-brown buds. Fruit, a small, three-cornered nut, in a spiny husk which splits open at the top into three | OMAR incl ees oe pi (Fagus) American beech. (4) Trees with 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) American chestnut. (3) Leaves very narrow, long, pointed, finely toothed. Small branches slender, usually tough. Fruit, a long cluster of little pods filled Withee COtCON ss (SECU) ia te Ss oe eee (Salix) Willow. (4) Leaves somewhat triangular in outline, broad at base, pointed, toothed. Buds of some species coated with aromatic gum. Branch- es coarse. Fruit, a long cluster of little pods filled with ‘‘cotton” (SECU SPR er nn tre ee ere ee eames (Populus) Poplar. (5) Leaves oval, pointed, with sawlike teeth. (a) Fruit a tiny scaly cone. (x) Bark of trunk and branches peeling off in thin papery sheets. Leaves double-toothed (little teeth on the large ones.) Fruit (“cones’’) borne singly, pendulous, scaly, falling apart when ripe, seeds with gauzelike wings on two GIG CS Rete tie er pe en aren a) (Betula) Birch. (y) Bark smooth or broken, but not peeling. Leaves with small teeth. ‘“‘Cones’’ several in a cluster on stiff, upright stems, hard, woody, not falling apart: seed with narrow wings on two sides. (Alnus) Alder. (4) Fruit, a berry; fleshy, edible. (x) Leaves large, 3-veined at base, often irregularly, deeply lobed; containing milky juice. Fruit similar in appearance to a blackberry. (Morus) Mulberry. Sick BABAR ~. = StL STY =e == 49 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE C. Leaves even sided—Continued. (5) Leaves oval—Continued. (6) Fruit, a berry—Continued. (y) Leaves small- or medium-sized, feather-veined; containing green juice; fruit (cherry or plum) with one hard-shelled, flattened or spherical seed. (4) Seed (“stone”) flattened. Fruit large and short-stemmed....(Prunus) Plum. (47) Seed spherical. Fruit small and_long- Stemined src) ee ee (Prunus) Cherry. III. Leaves simple, alternate, 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) Yellow poplar (tuliptree). (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-smelling. (Sassafras) Sassafras. B. Leaves without lobes. (1) Bruised twigs with peppery odor. (a) Leaves oval (evergreen in one species) or elongated, pointed, large. Flowers large, at ends of branches. Fruit cone- like, with a bright red seed in each division. (Magnolia) Magnolia. (2) Bruised twigs without peppery odor. (a) Leaves broader at top than at 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. Buds sbrown sands ai tay eee eee (Asimina) Papaw. (4) Leaves broadest at middle, oval, 3 to 10 inches long. (x) Fruit short-stalked, spherical, 1 to 14% inches in diameter; when ripe pale orange color, sur- rounded at 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) Tupelo (known also as gum). (c) Leaves rounded or heart-shaped, 3 to 5 inches across. Flowers pealike, pink, appearing before the leaves. Fruit, a dry flat pod, 24 to 3% inches long; in dense clusters on sides of branches; seeds, hard, small, oblong, VAEAINCH NON GC joc eee OT eng ee eee (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 mchestincdiameter. 4-544 hennee (Toxylon) Osageorange. FORESTRY FOR 4—H CLUBS 43 IV. Leaves simple, opposite, with lobe-toothed edges A. Leaves with large (often lobelike) teeth. Fruit in pairs, each part with a conspicuous, flat, very thin wing. Fruit matures in spring or in autumn, when it becomes dry and yellowish-brown................. (Acer) Maple. V. Leaves simple, opposite, edges neither toothed nor notched A. Leaves very large, heart-shaped long-pointed. Flowers showy, trumpet- like, in large upright clusters. Fruit, a long, cylindrical pod, 8 to 14 inches long, containing closely packed, flat, dry seeds, with fringed wings at each SINC yas mateo Nc ee kane oe ee agent ee, (Catalpa) Catalpa. B. Leaves rather small, oval, tapering at base and point. Flowers conspicuous, white (occasionally rosy), appearing with the expanding leaves. Fruit, a small cluster of two-seeded berries, turning red in autumn. (Cornus) Flowering dogwood. VI. Leaves compound, alternately attached to twigs A. Leaflets small, many, attached along two sides of a main stem. Fruit, a flat, bean, 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) Honeylocust. (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) Black locust. (6) Twigs stout, thornless. Leaflets oval, pointed. Flowers greenish, with violet odor. Pods large, flat, thick, with greenish jellylike pulp (poisonous) around the large, blackebrown seeds": 32... 2. =. (Gymnocladus) Coffeetree B. Leaflets large. Fruit, spherical, with a separable or inseparable husk, con- taining a hard-shelled nut. (1) Leaflets narrow at base becoming larger at outer end. Nut light- colored, smooth, in a husk which separates more or less completely IatOnOuIsparts Wheniipe 6.4... 4-902 en- a. (Hicoria) Hickory. (2) Leaflets broader at base, becoming narrower at 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- GUS" CROSS=PATEICIONS 5.0 ae (Juglans) Walnut. VIII. Leaves compound, opposite on twigs A. Leaflets arranged along two sides of a main leafstalk, with a leaflet at the end. (1) Leaflets generally 3 (sometimes 5), toothed only near the ends. Fruit, a cluster of dry, winged seeds, arranged in pairs like those lpia plea tien eer Ae ane a natty tess: (Acer) Boxelder.® (2) Leaflets generally more than 3 (3 to 11), and either not toothed or with small teeth. Fruit, a cluster of single-winged, dry, oar- Sia pedbescedS Gira. tee Mea eea ss, ail tee cis ee ata (Fraxinus) Ash. B. Leafiets (5 to 9) clustered at end of a main leaf-stem. Fruit, with a thick, warty or prickly husk, which separates into several parts containing a SIibya ROW MIU Cons tse eR ee, (#sculus) Buckeye. 5 Boxelder, a true maple, differs from the others in having compound leaves. ww — ay a fies 4 ry aor 64! jor pe a ae at PF = & Vat > -) Se PR t4 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE One Hundred Eastern Forest Trees ° Name 1. Eastern white pine (Pinus strobus) . 2. Jack pine (Pinus bank- siana). 10. Hite 12: Uy 14. We 18. 6 Kastern half of United States. . Red pine (Pinus resinosa). . . Pitch pine (Pinus rigida).. . Loblolly pine (Pinus teda) . . Shortleaf pine (Pinus echi- nata). . Spruce pine (Pinus glabra). . Virginia pine (Scrub pine) | (Pinus Virginiana). . Pond pine (Pinus rigida | serotina). Slash pine (Pinus caribaea). Longleaf pine (Pinus palus- tris). Tamarack or Eastern Larch (Larix laricina). White spruce (Picea glauca). Black spruce (Picea mart- ana). . Red spruce (Picea rubra). . . Eastern hemlock (Tsuga canadensis). Baldcypress (Taxodium dis- tichum). Balsam fir (Abies balsamea) . Distribution Northeastern and Lake States and Appalachian Mountains. Northern tree, best growth north of Lake Superior. Northern tree, associated with white pine. Northeastern and middle Atlantic States. Southeastern United States—Coastal plain, New Jersey to Texas. Middle Atlantic and South- ern States, with hard- wood trees. Piedmont uplands, New Jersey to Texas. Southeastern States....... Middle Atlantic States to Indiana. Southeastern States in Coastal Plain. Scattered. Southeastern and Gulf States, in poorly drained soils; uplands in Georgia, associated with longleaf | pine. South States. Northeastern and Lake States and in Canada to Alaska; best growth in Canada. Northeastern and Lake States and Canada. Northeastern and Lake States and in Canada to Alaska. Northeastern States, Can- ada, and Appalachian Mountains. Northern and Eastern States and in mountains to Georgia. South Atlantic and Gulf | States; in swamps. Northeastern and Lake States to southwest Vir- ginia. Atlantic and Gulf Characteristics Fine timber tree; leaves in clusters of 5, 3 to 5 inches long. Common on sandy soil; leaves in clusters of 2, 34 to 114 inches long. Leaves in clusters of 2, 5 to 6 inches long. Leaves in clusters of 3, 3 to 5 inches long. Leaves in clusters of 3, 6 to 9 inches long. (Cones 2) ton 3S diameter. Leaves in clusters of 2 and sometimes 3, 3 to 5 inches long. Cone small, 1 to 2 inches in diameter. inches in Leaves in clusters of 2, 114 to 3 inches long. Do. Leaves 6 to 8 inches long, tree simi- lar to pitch pine but cones remain closed for several years. Cone egg-shaped. Leaves in clusters of 2, sometimes 3, 8 to 12 inches long. Important turpentine tree. Leaves in clusters of 3, 8 to 18 inches long. Important turpentine tree. Leaves needle-shape, 34 to 114 inches long, in dense, brush-like clusters; falling off in winter. Leaves 14 to 34 inch long, arranged singly around the smooth twigs; whitish. Similar to white spruce, but twigs are minutely hairy; cones strongly attached. Similar to black spruce, but cones begin to fall when ripe. Leaves 44 to % inch long, attached by tiny leafstalks; cones 14 to 34 inch long. Leaves 14 to % inch long, falling off in winter; cones ball-like. Leaves 14 to 14 inches long; cones upright, falling to pieces when ripe. Most of these are important as commercial timber trees; a few however, are small sized and included because of their botanical importance and wide occurrence in mixture with timber trees, paricularly in second-growth forests. All of the trees in the United States are similarly described and additional information about our forests is given in U. S. Department of Agriculture Miscellaneous Publication 217, Forest Trees and Forest Regions of the United States. | FORESTRY FOR 4—H CLUBS 45 One Hundred Eastern Forest Trees—Continued Name 19s 20. 2A De. 23. Ds 25. 26. Site 325 So: 34. 35. . Chestnut oak Fraser fir (4dies frazeri)... Northern whitecedar (Thuja occidentalis). Atlantic white-cedar (Cha- maecy paris thyoides). Eastern redcedar (fun1- perus Virginiana). Sweetgum (Liguidambar styracifiua). American Sycamore; plane (Platanus occidentalis). White oak (Quercus alba). . Bur oak (Quercus macro- carpa). . Overcup oak (Quercus ly- rata). 28. Post oak (Quercus stellata) . (Quercus montana). . Northern red oak (Quercus borealis). Black oak (Quercus velu- tina). Pin oak (Quercus palustris). Southern red oak (Quercus rubra). Water oak (Quercus nigra) . Willow oak (Quercus phel- los). Distribution Characteristics High southern Appalachian Mountains. Northeastern and Lake States and eastern Can- ada, Swamps of eastern and Gulf Coast States. Eastern United States..... Central and Southeastern United States. Eastern United States..... Central and Northeastern United States to the Da- kotas, Texas. Southeastern United States. Eastern United States..... Northeastern United States Eastern United States... . Central and Southeastern States. Southeastern United States. Eastern United States..... Nebraska, and | Similar to balsam fir, except that the cones are covered with protruding scaly bracts. Leaves scale-like; cones 14 to 14 inch long, bent backward on twigs, which are flat. Cones ball-like; leaves somewhat re- sembling arborvite. Leaves scale-like, those on young shoots and seedlings awl-shaped and spreading; young’ cones changed into a firm berry. Leaves star-shape; fruit a bur-like ball suspended by a long stalk. Leaves broad and coarsely toothed; base of leafstalk inclosing a winter bud in peculiar manner; fruit a hard-surfaced, long-stalked ball. Leaves deeply lobed, not bristle- tipped; acorns ripening in one season. A white oak with fringe-edged acorn and larger leaves more deeply lobed. A white oak with acorns completely or almost covered by the thin cup. A white oak with leaves cut deeply above and below the middle lobes, suggesting a Maltese cross. | A white oak with leaves resembling and Appalachian Moun- | tains Common on ridges. | those of the chestnut, and with long, large, shallow-cupped acorns. .| Leaves deeply cut, with bristle-tip- ped points; acorns ripening in 2 seasons; large, with very shallow cups. An oak with thicker, large, glossy leaves which are more or less minutely woolly beneath; acorns with small cups, as deep or deeper than wide. A red oak with smaller leaves and smaller and _ shallower cupped striped acorns. A red oak with leaves very deeply cut, the upper central portion being very narrow and some- times slightly curved, and with dense, tawny-yellow wool be- neath. | A red oak: leaves not toothed, small, tapering from broad top-end to the base; sometimes 3-lobed. Small acorns with shallow cup. Much planted as street trees throughout South. A red oak with leaves resembling a smooth-edged willow or peach leaf. Much planted as street shade tree in Middle Atlantic and Southern States. f r~ Be eS P J | od PE Fs 46 MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE One Hundred Eastern Forest Trees—Continued Name 36. Live oak (Quercus virgini- ana). 37. American basswood; Amer- ican linden (Tilia glabra) 38. White basswood; Bee tree linden (Tilia heterophylla). 39. Hackberry (Celtis occtden- talis). (Ulmus 40. American’ elm americana). 41. Slippery elm (U/mus fulva). 42. Rock elm (U/mus thomasi11) 43. American holly (W/ex opaca). 44, American beech grandifolia). (Fagus 45. American chestnut (Cast- anea dentata). 46. Chinquapin (Castanea pu- mila). 47. Black willow (Salix nigra). .| 48. Balsam poplar (Populus balsamifera). 49. Eastern cottonwood (Pop- ulus deltoides). 50. Swamp cottonwood (Popu- | lus heterophylla). | Middle and Southern States. Distribution South Atlantic and Gulf States. Northeastern United States. Middle and South Atlantic States. Middle Atlantic States to the Dakotas, Kansas, and Missouri. Eastern United States..... Northeastern United States. Eastern United States..... Northeastern and Middle Atlantic States. Eastern United States..... | Northern United States... | Northeastern United States. South Atlantic and Gulf States. Characteristics An evergreen oak with narrow, smooth-bordered leaves which are turned under on the edge and pale- woolly beneath and glossy above; small, pointed acorns with long stalks. Leaves smooth, broadly heart-shaped with finely toothed edge; fruit a cluster of little woody balls sus- pended from the middle of a long narrow leaf-like bract. Similar to basswood except that the leaves are whitish (or minutely woolly) beneath. Leaves finely toothed, long pointed; fruit a long-stalked, single-seeded berry with very thin, sweetish flesh. Leaves sharply toothed; fruit flat, papery, about 1% inch long, fringed around with tiny hairs. Long leaves, very rough on the upper side; inner bark is slippery when chewed, and the flat fruits have a smooth edge. Differing from other elms in having fruit minutely hairy all over, and twigs with conspicuous, corky ridges. Evergreen tree, the leaves having spiny teeth, and fruit a bright red berry, remaining attached through the winter. Leaves with saw-tooth edge; fruit a light brown spine-covered bur con- taining a 3-cornered brown nut.. Long narrow leaves with sharp, for- ward-pointing teeth; fruit a spher- ical, spiny bur containing several brown nuts. Trees mostly killed by blight disease. Leaves smaller than chestnut and finely woolly beneath; but one nut in the spiny husk. Mostly known as a shrub, but reaches tree size. Leaves slender, long-pointed, and finely toothed. The largest of our eastern willows, difficult to dis- tinguish from other willows. Large leaves, very broad at base, toothed, whitish beneath, with round leafstalk. Leaves triangular, long-pointed. toothed, smooth, with flattened leafstalk. Heart-shaped leaves with roundleaf- stalk, minutely woolly on under- side when young; smooth later. FORESTRY FOR 4—H CLUBS 47 One Hundred Eastern Forest Trees—Continued Name Distribution il, 52, 53. 54. 55. 56. a 58. 59) 60. 61. 62. 63. 64. 65. 66. 67. 68. Quaking aspen (Populus tremuloides.) Bigtooth aspen (Populus grandidentata). Paper birch (Betula papy- rifera). Sweet birch (Betula lenta). . Yellow birch (Betula lutea). . Red mulberry (Morus ru- bra). American plum (Prunus americana). Pin cherry (Wild red cherry) (Prunus pennsylvanica). Common Chokecherry (Prunus virginiana). Black cherry (Prunus sero- tina). Yellowpoplar; tuliptree Liriodendron tulipifera). Sassafras (Sassafras varii- folium). Black tupelo (Nyssa sylvat- | ica). (Known also as black gum.) Swamp tupelo (Nyssa 1- flora). (Known also as swamp black gum.) Water tupelo (Nyssa aquati- ca). (Known also as tu- pelo gum). - Northern and Western United States. Northeastern United States. Northern United States..... Northeastern United States. Eastern United States and Rocky Mountain region to Utah and New Mexico. Eastern United States across northern United States, | south in Appalachian Mountains. BRO ers hace ha sorniie ee aS se Southern States........... Swamps of Southeastern Coastal States. Ogeche tupelo (Nyssa oge- | Swamps, South Carolina to che). (Known also as | ogeche gum.) Sweet bay (Magnolia vir- giniana). (Known also as sweet magnolia.) Cucumbertree acuminata). Florida. Coastal swamps. Southeast- ern and Gulf States. (Magnolia _ Eastern United States... ... Characteristics Leaves broad, finely toothed, leaf- stalks flat, longer than blades. Leaves broad, coarsely toothed, with flattened leafstalks. Leaves broad at base, finely toothed, fruit a papery cone which falls apart when ripe; white bark peel- ing off in thin sheets. Bark dark brown, hard and close, not peeling off in sheets; tiny scales of cones smooth, not mi- nutely hairy along edges as in yellow birch. Bark yellow-gray; tiny scales of the cones minutely hairy along edges. Leaves large, heart-shaped, sharply toothed; fruit red or black, black- berrylike. Leaves conspiculously veiny, pointed finely toothed; fruit red or yellow with short stalks; branches with spinelike twigs. Small tree. Smooth red-brown bark; leaves re- semble those of the peach; fruit bright red when ripe, long-stalked in clusters of 3 to 5. Fruit in a long cluster, ripe berries glossy black, bitterish, producing a puckering sensation in the mouth. Fruit resembles common. choke- cherry, but smaller and thin- fleshed. Leaves large, blunt or with deep notch at end; flowers large yellow; tuliplike; fruit a woody, upright cone. Leaves oval with one lobe like a “mitten,” or with a lobe on each side. Twigs and inner bark fra- grant. Large tree; leaves oval with smooth edge. Fruit an elongated black berry with seed but little flattened and scarcely ridged. Smal] tree; resembling black tupelo, but fruit, which also grows in pairs, has a flattened and ridged stone. Large tree; fruits produced singly, with a stalk longer than the fruit; stone of fruit sharp-edged or winged. Small tree; resembling water tupelo but fruits with stalks shorter than the fruit itself. Small flowers, white, fragrant. Leaves silky-white beneath. Leaves large, oval, smooth-bordered, pointed; flowers greenish yellow; fruit slender. ——— Sats oo) Sh ae ee Sn SH Pd \ TS) Ty Re _d Ss aaa a YY ar 48 69. 70. WP, TBS 74. UX 76. Hike 7. IQ: 80. 81. 82. MISC. PUBLICATION 395, U. S. DEPT. OF AGRICULTURE One Hundred Eastern Forest Trees—Continued Name Fraser magnolia (Magnolia fraser). Bigleaf magnolia (Magnolia macrophylla). . Common persimmon (D7io- spyros virginiana). Eastern redbud canadensis). (Cercis Osageorange (Toxylon pom- iferum). Sugar maple (Acer sac- charum). Silver maple (Acer sac- charinum). Red maple (Acer rubrum). . Boxelder (Acer negundo, in- cluding 6 varietal forms). Northern catalpa (Catalpa speciosa). Flowering dogwood (Cor- nus florida). Pagoda dogwood (Cornus alternifolia). Honeylocust (Gleditsia tri- acanthos). Black locust (Robinia pseudacacia). Distribution Eastern United except northern portion. Eastern United States (south and west of New York.) Native to Arkansas, eastern Oklahoma, and Texas, but widely planted throughout eastern United States. Eastern United States to Kansas and Oklahoma. Eastern United States..... | Throughout United States... South Central States, widely cultivated elsewhere. Eastern United States...... Northeastern States and Appalachian Mountains. Central States and Minne- sota to Texas. Widely cultivated elsewhere. Appalachian region, widely cultivated and _ natural- ized all over United States. States, | Characteristics Flowers white; leaves deeply lobed at base, forming “ears.” Flowers large, white; leaves very large, with “ears” at base, and white beneath. Largest leaved tree in North America (20 to 30 inches long). Leaves oval, smooth, with smooth margin; fruit orange colored, 1 to 114 inches in diameter, edible in late fall after frost. Leaves heart-shaped, smooth mar- gin: fruit a pealike pod in clusters of 4 to 8; flowers resembling a small rose-colored sweet pea. Glossy leaves with smooth edges; fruit a heavy ball, resembling an orange, 4 to 5 inches in diameter, milky juice. Leaves 3 to 5 lobed with large rounded teeth; fruit a pair of keys ripening in autumn. Yields maple sugar. Leaves deeply 5-lobed, with sharp irregular teeth; fruit ripening in spring before appearance of leaves. Yields maple sugar. Leaves 3 to 5 lobed, finely toothed; reddish fruit ripening n spring or early summer. Yields maple sugar. Leaves compound, the leaflets tooth- ed; fruit ripening in early summer and remaining on trees during winter. Leaves large, heart-shaped; fruit a long “pod”’ filled with flat seeds which are tufted at each end. A better shaped tree than common catalpa (Catalpa bignontoides). Leaves mostly clustered at ends of branches, with slightly wavy mar- gins; flowers white with four large bracts resembling petals. Leaves opposite. Leaves resembling those of flowering dogwood, but alternate in arrange- ment; white flowers without the four large petallike bracts. Leaves doubly-compound, the leaf- lets with slightly wavy margins; fruit a flat pod a foot or more in length, twisted when dry. Trees with large branching thorns. Leaves compound, leaflets with smooth margins; fruit a pod 3 to 4 inches long. Trees with pairs of short thorns at the base of leaves and twigs. Wood heavy and durable in the ground, 83. 84. 85. 86. 87. 88. 89. 90. 91. O27: 93: 94. 95 FORESTRY FOR 4—H CLUBS 49 One Hundred Eastern Forest Trees—Continued Name Kentucky coffeetree (Gym- nocladus diotcus). Pecan (Hicoria pecan)..... Bitternut hickory (Hicoria | cordiformtis). Water hickory (ficoria aquatica). Shagbark hickory (Hicoria ovata). Shellbark hickory (Hicoria laciniosa). Mockernut hickory (Hic- oria alba). (Known also as bigbud or white hickory.) Pignut hickory (Hicoria glabra). Black walnut (Juglans nigra). Butternut (Fuglans cinerea) White ash (Fraxinus amert- cana). Redash (Fraxinus pennsyl- vanica). Green ash (Fraxinus penn- sylvanica lanceolata). Distribution Mainly in Ohio and Missis- sippi Valley. Mississippi Valley......... Eastern United States...... Gulf States and Lower Mis- sissippi Valley. Eastern United States ex- clusive of southern coast- al region. Eastern United States, ex- clusive of New England. Fastern United States...... Eastern United States; west in the Rocky Mountain region. Characteristics Leaves doubly compound, the pointed leaflets with entire mar- gins; fruit a large, woody, wide pod, 6 to 10 inches long, 1% to 2 inches wide containing a greenish jelly, which is poisonous. Trees without thorns. Bud scales few, shell of nut thin, husk wing-ridged, with large cavi- ties; nuts elongated with sweet kernel. Nut broader than long, without angles, very thin shelled; bitter kernel, husk thin. Nut broad, with bitter kernel. Buds with many scales (all of the preceding hickories have buds with few scales); bark loosening from trees in shaggy strips. Leaves large; large, angled, thick- shelled nuts with thick husks split- ting to the base; bark shaggy. Leaves large, hairy; buds large, bud- scales many; bark closely fur- rowed, not separating from the trunk. Nut with thick husk, large, angled, thick-shelled. Leaves small, smooth; fruit abruptly tapering at base to thick stem (resembling a small fig); husk barely splitting at top end and usually retaining the nut. Leaves compound with