9 
Sequence of subject matter. — In following a logical sequence the home 
grounds should be considered first as a whole with reference to the picture 
they present in the landscape. It should be made clear that the principles of 
landscape art as applied to the home grounds are the same as those applied 
to larger areas ; that the chief aim is to secure a pleasing picture, one that 
will harmonize with its surroundings and at the same time be in accordance 
with home comfort and efficiency. It is important also to consider the picture 
that will be presented from the home as well as the one which it will present. 
A most important idea to be brought out at this time is the independence of 
good landscaping in the country and for the farm home to that worked out for 
the city. It is also important to consider the general and local nature of the 
country. Forms suited to mountain sections or wooded areas will not harmonize 
with the natural surroundings of the prairies and plains. It is well to study 
and plan the ideal ; but if the lessons are to have value in the community there 
must be adaptation to local conditions; hence the need of studying the com- 
munity and of utilizing whatever local literature may be obtained. 
After the whole picture is considered it should be analyzed and a study made 
of its component parts. Although the house forms the center of the picture 
and should be given first consideration in the general plan, there is not time 
nor place in an agricultural course for a detailed study of house plans. The 
problem of most of the students will be to plan their landscaping to houses 
already built rather than to plan houses to fit the landscape. Nevertheless, 
the importance of proper location of the houses and good lines in its architec- 
ture should be emphasized. The place of walks, drives, and beds in the plan 
may be considered next, with as much time as possible devoted to a consid- 
eration of their construction and management. Although few of the students 
may have opportunity to plan and plant the whole of the home grounds, a 
majority of the class may have the privilege of planting and caring for a 
lawn or of setting out and caring for some trees, shrubs, or vines. One 
lesson may be devoted to lawns, using Farmers' Bulletin 494, Lawn Soils 
and Lawns, as a guide. As evergreens and deciduous trees have a different 
place in the landscape and must be managed in a different way, it will be 
desirable to consider them separately. Under each group should be considered 
their place on the home grounds, the kinds adapted to local conditions, and 
their planting and care in detail. Special attention should be given to methods 
of pruning adapted to shade trees and ornamentals, as the students doubtless 
will have derived their notions of pruning from lessons on pruning fruit trees. 
Lessons on modern tree surgery will fit in well here, if time permits. Shrubs 
and vines may be considered in the same way as the trees. After the students 
have become familiar with the most important materials to be used in the 
community, they are ready to study and discuss such special problems as 
hedges, shelters, and windbreaks in which these materials will be used. They 
are ready also to consider materials and plans suitable for both temporary and 
permanent effects in all features of the home grounds. 
School grounds. — The improvement of school grounds should have the in- 
terest of every rural school. The agricultural class of the high school should 
be in a position not only to do something for their own school, but also to aid the 
elementary rural schools of their neighborhood. If the school ground needs 
improvement the class ought not to look further for class practice in such 
work. Inasmuch as the improvement of the school grounds is merely an 
adaptation of principles which apply to the home grounds, after the lessons 
on the improvement of the home grounds have been completed one or more 
lesson periods may be well spent in such adaptation. 
