8 
consideration of such classes of plants as hardy, annuals, potting and bedding 
plants, herbaceous and woody perennials, and bulbs. In sections where any 
phase of horticulture is especially important and where time and equipment 
are available the general course in horticulture may be divided into a number 
of special courses such as plant propagation, vegetable gardening, fruit grow- 
ing, home floriculture, and home-ground ornamentation. In certain suburban 
sections the latter two courses or a combination of them have been made a 
prominent feature of the high-school curriculum in agriculture. 
Correlations and cooperation. — If the students have not had lessons which 
consider how plants grow, it w T ill be necessary to give some preliminary les- 
sons upon the subject. If a course in botany is given, it will no doubt cover 
some of the elements of plant physiology. This course also should do something 
to arouse interest in native flora, a knowledge of which will prove very useful 
in home-ground ornamentation. In any study of ornamental plants, oppor- 
tunity will be found for an application of what may have been learned of 
classification. In fact, if there is proper cooperation between the teacher of 
agriculture and the teacher of botany, much of the botany may be applied in 
home-ground ornamentation. Likewise, an excellent opportunity to correlate 
this phase of horticulture with the teaching of art is afforded. Wherever a 
teacher of art is employed, her cooperation should be sought in considering 
the plans of the ultimate picture which the home grounds will present. The 
drawing of plans should be correlated with both free-hand and mechanical 
drawing. If elementary surveying is made a part of a course in rural engineer- 
ing, opportunity may be given students who have a surveying problem in their 
landscape work to take part in the instruction and practice given. If such a 
plan is impractical, it may be possible to have the agricultural engineering 
students lay off the land in the school or home projects. 
CLASSROOM INSTRUCTION. 
Use of reference material. — Although no elementary text intended for a 
secondary course in this subject is available, there are a number of popular 
books upon the home-ground and one or two elementary texts in landscape 
gardening, which may be used to good advantage as references. These texts 
may be supplemented by bulletins. If but a few lessons are to be devoted to 
the subject, Farmers' Bulletin 185, Beautifying the Home Grounds, may be 
used as a basis of instruction. Some of the State colleges and departments of 
horticulture have issued well-illustrated popular bulletins on the subjects. 
These publications will prove very helpful in making application to local con- 
ditions. Catalogues of reliable nurserymen and seed companies should be 
drawn upon for illustrations and descriptions of plants, shrubs, and trees. 
Use of illustrative material. — Well-illustrated magazines on country life may 
be used to develop ideals in regard to the home grounds and to visualize the 
ideals set forth in the class. Care should be taken to use mostly those illustra- 
tions which portray homes within the reach of the patrons of the school and 
the community in which it is located. Sets of lantern slides will prove of 
special value in showing the good and contrasting it with the bad in home- 
ground landscape art. The blackboard should be used freely in working out 
plans before the students. It is often possible to secure copies of ideal plans 
from State colleges and departments of horticulture and to get cooperation in 
criticizing plans and suggesting improvements. Field trips should be taken for 
a critical study of home grounds convenient to the school. A trip to a nursery 
where ornamental plants and shade trees are propagated will be well worth 
while in connection with a study of types and varieties suited to local con- 
ditions. 
