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A course in horticulture for senior high school PDF

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A COURSE IN HORTICULTURE FOR SENIOR HIGH SCHOOL A Project Presented to the Faculty of the School of Education The University of Southern California In Partial Fulfillment of the Requirements for the Degree Master of Science in Education by Robert H. Ferguson June 1950 UMI Number: EP46299 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI EP46299 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 This project report, written under the direction of the candidate’s adviser and approved by him, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Master of Science in Education. January 15, 1951 Adviser Dean i i TABLE OP CONTENTS PAGE Preface to the Teacher . . ....................... ill Preface to the Student................................... v List of Figures........... vi CHAPTER 1. PLANNING: How to plan a garden. ............ 1 2. SOIL: How to prepare and use soi l................... 7 3. WATERING: How to water your garden................ . 13 4. CLIMATE: How to cooperate with the weather............18 5. PROPAGATION: How to start plants from seeds . . . . 21 6. GERMINATION: How to raise plants from cuttings, grafting, budding, and dividing............... 28 7. MAINTENANCE: How to care for your plants.............. 35 8. ANNUALS: How to grow annuals................ 40 9. PERENNIALS: How to grow perennials........... . . . 45 10. BULBS: How to grow bulbs. .......................50 11. SHRUBS AND TREES: How to beautify your garden with shrubs and trees ............................... 56 12. LAWNS: How to plant or maintain your lawn . . . . . 61 13. SPECIAL GARDENS: How to plan and maintain your own special garden . . . . . . . . . . . . 67 Reserve Shelf ........... -...................................72 Bibliography............................ 73 iii PREFACE TO THE TEACHER Perhaps the best approach to introduce this course is to quote from an article by Dr. Vernon Hodge1. Picking the important concepts from this article and putting them into such limited space is a difficult task. Thus it is recommended that the teacher read this article fully before proceeding with the enclosed works. Dr. Hodge points out in the beginning of his article that high school science courses are too narrow in scope, too technical in nature, and too highly specialized in content. He summarizes the situation: Modern educational theory insists that social implications inherent in the content of high school science be developed; the aims of science teaching, as stated by modern educational authorities, are in accord with this philosophy; there is a disparity between the modern educational theory which emphasizes social development and actual class practice which emphasizes factual and highly technical material. At the conclusion the articDe suggests a secondary science curriculum to cover the three main divisions: (1) The Ascent of Man; (2) Man's Relation to and His Control of His Natural Environment; (3) The Scientific Age: Nature in the Service of Mankind. The outline suggests that the work start with hypotheses of world formation together with a study of the heavenly bodies. -^Vernon Hodge: A Unified Science Curriculum. Science Education, Incorporated, New York, 1936. iv To quote further from Dr. Hodge’s article: Authorities appear to be in accord that the science curriculum of the secondary school should (a) provide a fused science sequence, (b) use the problems of man as the focal point, (c) Place emphasis on the social implications of the field, and (d) make possible an extended use of supplementary reading materials, class reports, .visual materials, .individual rates of progress, and other modern teaching devices. v PREFACE TO THE STUDENT You will find in this course problems of your own personal lives; problems that will aid you in improving your home environment. Solve these problems with your teacher and you will be better prepared to face the future as prospective home builders. Previous courses in natural science, for the most part, offered you knowledge for its own sake. Here is a course that has been make up of problems submitted by students like yourselves. It is, therefore, pointed directly at the solutions of your own problems. Aiming at action rather than mere knowledge, you will "learn to do" rather than "learn about". You will be educated through experience, each experience an ex­ periment involving a doing of something and an undergoing of its consequences. Following these activities will be helpful criticism and evaluation. From the contents of this course, you should find yourself well prepared to tackle your garden and make it a pleasant one. When you can take the cards which Nature deals you in any growing season -- a few high cards and a lot of low ones --- and play them so skillfully that you really make a killing with that hand, it’s a source of satisfaction.-^- iFleeta B. Woodroffe and Guy M, Neff: Gardening Guide Meredith Publishing Co., Des Moines, 194"5^ v i LIST OF FIGURES FIGURE PAGE 1. Planning Outdoor Areas ................................ 3 2. Enclosing a Compost Pile......................... 10 3. Your Soil's Water-holding Capacity . ................ 15 4. Using a Dibble.................. 26 5. Two Methods of Grafting. .............• • • 31 6. Spacing of Bulbs .................................. 52 7. Choosing a Grow Mixture, ........... 63 1 CHAPTER 1. PLANNING HOW TO PLAN A GARDEN A. MOTIVATION: Benefits that may result from conscientious planning of your garden* 1. WORK FREE: Proper planning may result in elimination of garden worries. 2. PRIVACY: Planting the right bushes in the right places will make your garden secluded. 3. FUN FOR EVERYONE: A badminton court, a corner barbeque, a playroom will make your garden an enjoyable place. 4. ECONOMICAL: Growing food will save you money as well as afford you pleasure. B. PRESENTATION: Suggestions on how to plan your garden for your own needs. - ■■ '* ■" \ 1. OUTDOOR AREAS: How to plan your outdoor living areas, a. Decide first on what you want your garden to do for you. b« Take a large piece of paper and mark it off in squares. c. Draw in’your house, garage, and boundaries, and then start working in other elements. d. Keep a child's playroom away from the bedrooms. e. Place the outdoor dining space fairly close to kitchen. (1) If this is impossible, use a garden cart to eliminate running back and forth* f. Avoid placing compost piles and clothes-lines in line with your terrace for entertaining. (1) Don't have a clothes drying space too far from laundry. g. See Figure 1 for sample of how to make your drawing• PLANTING ARRANGEMENTS; How to solve your special planting problems. a. Stay away from "smoke-screen" plantings along walls and beneath windows. (1) Don't shut out light and encourage spiders. (2) Use Venetian blinds to solve your privacy problems. b. Substitute ground-covers to eliminate mowing. (1) Plant low along some walls to soften right angle curve and hide bare foundations. OUTDOOR LIVING AREAS; How to plan for outdoor living. a. Place outdoor living areas at the rear of the house• (1) Have it open off the living room, den or dining room. b. Use paved surfaces or ground-covers instead of grass*

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