3 
may well be based upon this group of flowers. Farmers' Bulletin 195, Annual 
Flowering Plants, will serve well as a manual for these lessons, as it gives 
general directions for the home garden as well as descriptions of the most 
common plants. 
The amount of time given to potting plants will depend upon facilities for 
the work and for their subsequent care and management. The classes are few 
in which some practice can not be had in potting plants either for the home 
or for the school. 
The consideration of herbaceous and woody perennials will depend greatly 
upon what is to be done in connection with home-grown ornamentation. In 
the limited time available it will be advisable to pay particular attention to 
some class of plants which are especially well adapted to the community 
rather than attempt to cover the whole field. For example, in sections where 
roses do well the time may be spent largely upon roses. In such a case Farmers' 
Bulletin 750, Roses for the Home, may be made the basis for the lessons given. 
Bulbs constitute another group of very interesting plants which should be 
given considerable attention if there is time. They should be studied as 
material for bedding purposes in connection with the home grounds. 
In the ordinary high-school course there will be little time or place for a 
consideration of such special phases of gardening as rock gardens and water 
gardens. Time,' however, should be taken for a discussion of window boxes 
because there is an opportunity to make application of the information at the 
school. 
A general consideration of methods and materials forms the basis for the 
chief factor in home floriculture — the home flower garden. Most of that which 
is discussed in the lessons suggested may be applied in a practical way to 
the home garden. Whether the students are each conducting a home flower- 
garden project or not, the classroom discussion may be conducted from the 
project point of view as if each were to make a practical application. The 
study outline given in connection with the home project is suggestive of how 
the subject may be taken up in the classroom. 
Use of reference material. — It is unfortunate that none of the books on 
floriculture has been written to meet the needs of secondary students. The 
teacher may make good use, however, of popular books and magazines by using 
discretion in making individual assignments. The class may not have time to 
consider special phases of the subject, but there is plenty of reference material 
to which a student who has a special interest in a particular subject may be 
assigned for special study and report. 
Use of illustrative material. — The teacher should draw upon neighboring 
gardens as far as possible for material to be brought into the classroom. 
If they can be arranged, field trips to well-planned gardens and to neighboring 
greenhouses will be profitable. The teacher may make good use of well-illus- 
trated magazines and seed catalogues in connection with all phases of the 
study. In working out garden plans the blackboard should be used extensively 
and ideal plans worked out in permanent chart form. 
PRACTICUMS AND PROJECTS. 
The amount of practical horticulture to be done at the school will depend 
upon time and equipment. The school having a greenhouse and a flower 
garden will have little difficulty in making application of all phases of the 
subject. By utilizing surrounding gardens and connecting the school work 
with the home work of the students the following exercises may be conducted 
without greenhouse or garden at the school: 
