A course in horticulture for senior high school

83 Pages·02.649 MB·English

by  Ferguson, Robert H

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*