interest to a study of ornamental and flowering plants. If the students have 
not had botany, it will be necessary to devote several lessons to a consideration 
of how plants grow and how man may aid plants in growing. One or two 
lessons by way of review of these subjects will be of value if the students 
have taken botany in a previous year. It is very satisfactory for the students 
to have botany and horticulture in the same year if the teachers of the two 
subjects work together, and the work should be so planned that much of the 
botany may be applied directly to horticulture. A greater interest will be 
maintained in botany if the lessons are based upon concrete experiences with 
plants and applied in a practical way. Greenhouses and gardens are main- 
tained at some of the larger and more progressive high schools for use in the 
teaching of botany. 
Seasonal sequence. — Whenever any extensive course is given, and especially 
if it is to be accompanied by practical work, an effort should be made to 
make the work seasonal. In sections where students may work outside 
throughout the year or at schools in northern sections which have a green- 
house, seasonal sequence is not so important, although some seasonal problems 
are met with. In most sections, however, it is better to consider the planting of 
bulbs in the fall and at the same time secure soil and other material for 
inside work. During the winter months work may be done in some forms of 
propagation, in potting plants, preparing window boxes, and in making plans 
and preparations for spring garden work. As most of the work and interests 
center in the garden in the spring and summer, the lessons in floriculture should 
come at that period if they are to be confined to any one time in the year. 
Seasonal sequence will depend upon local conditions and may not be incon- 
sistent with a logical presentation. 
CLASSROOM INSTRUCTION. 
A logical sequence. — As suggested, a logical beginning for a study of any 
phase of plant production is a consideration of the structure and functions of 
the plant. After the students have learned something as to how plants grow, 
then they may consider how man may aid plants in growing. A consideration 
of this subject naturally will be subdivided into a general treatment of how 
man may aid plants in their requirements for food, water, air, light, and 
proper temperature. Special emphasis should be placed upon those factors 
of the environment which man may modify to the greatest extent with plants 
out of doors, viz., the soil, water, and other plants and annuals. In considering 
soils for flowering plants, special attention should be given the ideal types of 
soil needed and the requirements for modifying local soils toward the ideal. 
Special attention should be given the making of bedding and potting soils. 
In all sections the value of the compost heap and the use of natural manures 
should be emphasized, while the importance of commercial fertilizers will 
depend upon local conditions. Special attention should be given irrigation and 
drainage. 
Although the different groups and varieties of plants will offer special 
problems in regard to the treatment of insects and disease, the students should 
be made to understand at this time in a general way how man may protect 
plants from these pests. They should know the general classification of both 
groups in respect to methods of treatment and become familiar with the com- 
mon spray formulas and have a knowledge of their practical application. 
After a general consideration of plant culture the students should be ready 
for a more detailed study of the groups of flowering plants. In most sections 
greatest emphasis should be given hardy annuals and their care and manage- 
ment. Where but two or three lessons are to be devoted to the subject, they 
