192 THE HOME ORCHARD— APPLE, PEAR, QUINCE 



be propagated by mound layering already described in an earlier 

 chapter. The annual pruning consists chiefly of removing any 

 dead or diseased parts, thinning the head to allow the entrance of 

 enough sunlight and remove the branches which tend to rub 

 against each other. The general shape of the head should also be 

 controlled by the proper pruning of the outer branches. 



SURVEYS, PROJECTS, AND EXERCISES 



1. Orchard Exposures. — Send a few questions to each home of the region 

 to determine the size of orchard, direction of slope, height of ground above 

 surrounding land, kind of soil, killirig of blossoms by late spring frosts, etc. 



2. Tabulate the results and compare the exposure with the frost damage. 



3. Varieties of Apples and Pears. — Make up a list of these fruits grown in 

 your region and indicate which are considered most successful in the features 

 mentioned in this chapter. Classify the varieties according to time of ripen- 

 ing. 



4. Inter-cropping in young orchards should be made a special study for your 

 region. What crops are used? Which are best for the trees? How, long is 

 inter-cropping continued in young orchards? 



5. A project in inter-cropping may be conducted by each student in his 

 home orchard. Make plans and record forms to include each of the points to 

 be observed and reported. 



6. Orchard projects are rather long but they should be started. (1) Some 

 can deal with the starting of young orchards. (2) Others may include the 

 management of the home orchard for a year or two. (3) The rejuvenation of 

 old, neglected orchards are good projects. 



7. Harvesting, packing and marketing may be short projects pursued by 

 young people. 



8. Fruit Storage. — The above may be combined with winter storage of 

 apples and pears. Trials may be made to compare results of (1) marketing 

 from the orchard, and (2) storing and holding for winter prices. 



9. Scoring Fruit Exhibits. — Fruit growing projects are made more inter- 

 esting if the products are to be exhibited at school or some other central loca- 

 tion. Figure 91 shows some good features of exhibits. Autumn is usually the 

 best time for the show. 



Let all know what points are to be scored when the fruit is judged. Pub- 

 lish or otherwise announce the score cards to be used. The points are here given 

 by way of suggestion: Uniformity of exhibit, 20 points; size of fruit, 15; color, 

 15, form, 15; quality, 15; freedom from blemishes, 20; total 100 points. (See 

 School and Home Gardening chap. XXI.) 



10. Fruit Descriptions.— When apples and other fruits are available, stu- 

 dents should practice describing fruits. See plans and methods in Waugh's 

 "Systematic Pomology." Also see descriptions of six varieties of apples given 

 with figure 119. Secure typical specimens from homes and markets; Com- 

 pare different varieties as to form, cavity, basin, color, dots, skin, core, quality, 

 flavor, texture, use. Describe each in these points. 



QUESTIONS 



1. Describe a good location for an apple orchard (on your place if possible). 



2. What soils in your region (or elsewhere) are best suited for apples? For 



pears? 



3. Name varieties of apples for summer, for fall, and for winter, which are 



recommended for your region. 



