Independent Garden Center Review: Homestead Gardens

20 Sep

Homestead Gardens is beautiful.  The plants are all excellently maintained, inventory is kept up to day, the grounds are gorgeous, the different areas of the interior shop make you drool, and everything about it seems to shimmer.

The employees are helpful and reasonably knowledgeable.  (No one here knows what a loropetalum is, though!)

The garden center is simply huge, so they have room not only for more of everything but for more different kinds of things.  They even have a small section of very dwarf conifers, which will come in handy if I ever do get the train garden I’ve been promising my son built!  Their promotional sales are pretty good, too, bringing the prices down considerably.

The downsides are simple:  price and guarantee.  Homestead has a pathetic 30-day guarantee on their plants–even trees, which pretty much means I’d far rather get a tree fresh off the truck from Lowe’s.  It’s a matter of common sense.  The prices, too, are at the upper end of the spectrum for the area for most plants.  All that glitter has to be paid for somehow!  I wouldn’t mind the premium price if only a guarantee to match came with it.  As it is, while the plants appear to be in great shape, I’ve been burned elsewhere before.

Independent Garden Center review: Frank’s Garden Center, Bowie, MD

17 Sep

Frank’s is an interesting place.  The owner stocks what he likes, and to hell with the rest. Many of the plants are well cared for.  However, the owner does not often mark down plants that have seen better days.

He’s a bit of a crotchety fellow, and if he takes a shine to you, you’re all set.  If he doesn’t, well, he can make the experience very uncomfortable.  Fortunately for me, I’m shiny!

The selection of perennials and annuals is on the small side, but there are lots of shrubs and trees.  The price is moderate for an independent garden center in the region.  Perennials, as they so often are, are in the astronomical range–$15 each is a typical price.  They may be gallon containers, but really?  A $15 echinacea?

Some of the trees and shrubs are a little less “expected,” which is nice, and the price is lower than some.  I forgot to check the guarantee on the plants, though I will next time.  It’s worth it to poke around the far reaches of the center, but wear your mud boots!  The paths are not well kept.

And no, there’s no website.

All in all, it’s a place to keep in mind, but not my favorite for the area.

Blocking out a bed

16 Sep

Here’s my fantasy:  a garden bed that looks fabulous and interesting year-round, without necessarily tons of flowers all the time but with handsome foliage, contrasting shapes,  and well-graded sizes creating a sense of balance and an ineffable beauty even in the depths of winter.

How hard can it be?

I’m far from an expert.  Those are the folks who can conjure up a beautiful planting with the mere bat of an eyelash.  Most gardening books are utterly maddening to me because they’re written by people who know their plants so well that they can hardly remember what it’s like to struggle to put something attractive together.  This isn’t advice from a sage.  It’s advice from someone who sat, dazed and confused, in front of plant lists and catalogs many a time, unable to process exactly how all these pictures are supposed to come together to make a garden.

I used to sit down with lists of plants that I like and start planning from spring.  My the time I got to mid-summer, I was always out of room, and I would end up with a few odd flowers tucked here and there for late summer and fall color.  And hate it.

It was only after several years and much frustration that I realized my problem:  Like 95% of gardeners, I was doing it backwards!

Spring is the easiest season to plan for in any zone up to 8a, particularly, because of the ephemerals that obligingly blossom and disappear before the first big heatwave.  Any idiot with bag full of bulbs can make a spring garden pop.  Naturally, then, spring is the last season to plan–something to slip in between the other flowers while relying on bulbs planted under perennials that haven’t leafed out yet for the big punch.

So instead, I started with winter.  Winter interest consists of evergreens, interesting twigs and bark, and plants that keep interesting shapes after they die to the ground, like may grasses and Sedum “Autumn Joy.”

I’ve done this for everything I’ve designed over the past year and have been terrifically encouraged.  For now, I’ll stick with my streetside bed, which is my newest (not yet implemented) design, as my example.  It is 28′ wide and 8′ deep, and it’s the only full-sun space in my entire front yard, so I really want to get some bang for my buck.  On one side, it’s bordered by the driveway; on the other, by the property line.  The front touches the street, and at the back is a cement culvert to drain off rainwater.

The purpose of this bed is to screen the house and yard from the street.  We live at the end of a cul-de-sac, and about twice an hour, someone will drive down to the end, circle slowly, and drive away again.  A few people are probably lost.  The others are likely perusing the neighborhood; very few people know we’re back here, and when they discover our neighborhood, most visitors seem obsessed with the need to drive up and down the streets.  (Hey, so were we!  It’s a beautiful neighborhood, with houses that are very different from one another.)  These drive-bys at night get annoying, as headlights of turning cars can shine into the house.  I’m also hoping to discourage Bambi and his punk deer pals from raiding further into the yard.  Plus, my larger plans for the front yard involves a serious of garden rooms–and I can’t stand to see my only full sun space remain unplanted.

Over the next several days, I’m going to use this as an example of a straightforward way to design a bed–one that you can apply to almost any situation.

Today, I’m going to start at the beginning:  blocking out a bed the way I do it.

To block out a bed, first you determine its size and shape.  (Done!  See above.  This was easy; it was pretty much determined by the property shape here.)

Then, you decide on the general shape of the plantings.  This means the places for tall, rounded plants, evergreens, short plants, that sort of thing.  There are no details here.  It’s only a rough idea.

Because I wanted high screening behind and yet it came all the way up to the street, I decided to have four layers of heights of plants:  low, meaning a foot or less, near the road; medium, meaning 15″ to two feet; taller perennials, meaning two to three and a half feet; and finally a backbone of shrubs, from three to eight feet.  The only reason I can do this is because I can plant the shrubs near the edge of the bed, so that they grow over the concrete culvert that delineates the back of the bed.

To keep this from looking like a mishmash of plant “samples,” I need to make wide and narrow swaths of plants, the narrowest no less than 3′ wide.  This echoes the long line of the bed and makes the most of each planting.  Roughly, like this:

This is a really important point, one that’s easy to forget.  (I’ve forgotten it often enough to my sorrow!)  Impact from smaller plants comes from repetition.  If if something doesn’t cover at least five square feet, it’s going to have little weight in a mixed border of this type.  Every plant needs enough visual space to make an impact.  This means that either you should plant in swaths or you should leave blank area around specimen plantings for adequate appreciation.  If there are too many things competing for attention in a combined space, the result is chaos.

Now, for more preliminary work:

I didn’t what to my garden to be a sacrificial altar to the ravenous devils popularly called “deer,” and so I started with a list of deer-resistant plants.  I relied mainly on a list compiled by the master gardeners of Williamsburg, Virginia, since it’s near enough, and I supplemented that list with one from White Flower Farm.  Local lists are best:  Deer’s tastes appear to be regional, as I found to my woe when planting earlier things that no deer would touch in, say, Ohio, that they all thought was the finest gourmet food imaginable here.

I started out with a basic color plan for my bed.  I wanted as much of an emphasis on (evergreen, when possible) foliage color and texture as bloom, and for foliage, I wanted every major color–green, silver, chartreuse, and blue–in either brilliant contrast or complement.  For bloom color, I chose purple, pink, and white/cream, with punches of orange and yellow only very early in the season.

I decided I wanted a lot of evergreens (because of the border’s front-and-center place in my yard), and if much space was given to things I was growing for foliage, not bloom, then long bloom time on the plants I did choose for flowers would be crucial.  So I hunted down lists of plants that bloomed a long time, too.  I didn’t care if the plants were unusual or cool so much as bountiful and reliable!

“We’ve always considered public school ed our kids receive as supplemental to the ed we provide at home ….”

14 Sep

The full quote is here:

“We’ve always considered public school ed our kids receive as supplemental to the ed we provide at home so we don’t go crazy about it.”

And my reply, from the comments, is this:

So many people say this. My response?

IF YOUR CHILD ISN’T IN SCHOOL FOR AN EDUCATION, WHY IS HE THERE AT ALL?

Do we really need warehouses for children so badly that we’re willing to give away 6-7 hours of a child’s life, five days a week, in order to maintain the appearance of conformity? And this is quite aside from the homework!

Here’s a radical idea: Keep your kids out of institutional school. They will have more time with their families, more time for playing with friends, more time for independent leisure activities, more time for organized activities, and more time for learning. They will be more mature and responsible and, because they will not look near-exclusively to their peers to model behavior, will be better at getting along with people from a variety of backgrounds instead of just their own age group and clique within their neighborhood school.

Can’t work from home or give up a salary and homeschool your kids? Then see if you can form a part-day daycare. If you make enough money, a tutor or governess is also an option. Older kids can stay home by themselves for at least part of the day.

There is no reason that a child can’t cover all of “normal” Kindergarten in two hours a day, first grade in three, and second to fourth in four. Why restrict yourself to the pitiful standards of institutional schools, though? In five and a half hours a day, my seven-year-old does the usual core courses (reading at the 7th grade level, plus spelling, grammar, handwriting, and composition; algebra 1; science and real history, not social studies) and also has time for art, violin, piano, Bible, and three languages. And competitive gymnastics outside of school. He’s a smart kid, but there are plenty of other smart kids out there who could/should be doing as well or better but can’t.

Every child should have the opportunity to succeed. I’ve seen schools try to quash that in children from the moderately mentally retarded to the profoundly gifted. It doesn’t matter where you are–the learning should meet you where you need it. Instead, schools try to make the child fit the mold. That’ll never get the results that individual education gets.

Where do I begin (gardening!)?

13 Sep

*summons Love Story theme song*

So you buy a house.  It has a yard.  You have visions of year-round glory, brought to a fever pitch by glossy plant catalogs and trips to local nurseries.  Excitedly, you begin planting–and the next year, you realize that everything looks like a mess.

You’re not alone!  I’ve been there–more than once.  I grew up in Texas, Zone 8b, which has highly alkaline heavy clay despite the generous rainfall much of the year.  What worked there were the plants of my childhood, the ones I knew.  Then I moved to a high altitude, near-desert area of New Mexico–6a.  And let me tell you, there’s a world of difference between 8b and 6a, and an even bigger difference between a place that’s so muggy you can wring water from the air and somewhere that my house was actually air conditioned by something called a “swamp cooler,” with winds that would suck the moisture from a prickly pear.

Exactly one of the plants from my childhood did well there–one particular kind of yucca–and planting a flower meant dedicated trice-weekly watering for the next three months until it established.  The semi-wild character of the mountains was different, too, and I had to adapt my gardening style to match the environment.  In New Mexico, I planted plenty of full-sun perennials under the shade of large trees.  In the high desert, even four hours of sun is too much for many plants to handle.

This began my firmly Darwinian gardening stance–I water to establish plants, and I’ll toss a bit of iron about twice a year and I’ll fertilize once if I absolutely must, but for the most part, I just mulch and water when things are horribly dry and otherwise let the plants do their thing.

Then I moved to Maryland, zone 7, with a yard dominated by high shade, where I had to memorize a whole new set of plants and culture requirements.

You may be starting out because you just moved to a new area, or you may have lived in a similar region your entire life but have never gardened before.  In either case, the steps are the same.

Assess what you have.

Figure out the names of everything and what you should do to keep the plants in tip-top condition–or restore them to their former glory.

Note your cultural conditions.  How much sun do various areas of your yard get?  Are there particularly low or wet places?  Places where erosion is a problem?  What kind of soil do you have?  Do you have ravaging monsters deer to worry about?

Find inspiration.

Beyond the glossy catalogs, look closely at landscaping that you love, and take the opportunity to see other people’s gardens up close and personal when you can.  Magazine pictures can be inspirational, certainly, but for the finer details, local is better.

Figure out what you want in the broadest sense.

Do you want a play area for the kids?  An outdoor dining area?  A bird garden?  How much grass do you want to keep?

What kind of aesthetic do you want?  Formal clipped hedges?  The riot of color of an English garden?  A quiet, informal woodland space?

Draw a general plan.

Don’t draw what plant goes where–just figure out where your beds are going to be and how your yard is going to be divided into different spaces.

Tackle one space at a time.

Diffusing your attention diffuses the results, too.  Pick one area and go for it.  When it’s done, pick another.  Keep your unifying ideas clear in your mind as you move from area to another and make sure they flow one into the next.

Independence and homeschooling

13 Sep

The greatest strength as well as the greatest potential weakness of homeschooling is the role of the teacher.  Too many parents, in a desire to support their children, end up becoming a crutch.  In fourth grade, Mom sits next to Susie for every math problem, and by tenth, Mom is pulling out her hair because Susie still can’t come up with anything approximating a coherent research paper without her hand being held at every step.

Many more homeschooled students are driven, independent learners and self-starters.  They come up with original thoughts and pursue those thoughts with action.  They handle themselves with maturity and self-control.  They take responsibility for themselves and their futures in their school and far beyond.

The trick is to make sure your child is in the second group, not the first!  Some of this is personality.  Some children are born with a broad independent streak.  If I had been homeschooled, I would have taken my work into a corner, finished it in a couple of hours, and then gone and done my own thing for the rest of the day.  Some children are not made this way.  If I would hand-hold Danger Boy every second of the day, that would not be too much for him!

But whatever a students’ natural bent, all children  need to grow into independence.  So how to you get your reluctant child’s feet on the right path?

Step by step.  At first, that may be no more than “Finish these five questions in the time allotted.  I’ll be back when the timer rings to check on you.”  Eventually, your child should be able to work through the entire school day with your role limited to clarifying instructions and information and checking work.

Doesn’t sound exciting?  I don’t mean that you can’t still do great family projects.  You can, of course.  Nor do I mean that you can’t science experiments, field trips, and the like together.  However, the fastest way to learn the greatest amount of information is through work that can and should be studied independently before sparking our lively discussions and further research.

Every child needs a chance to develop her own thoughts about what she is learning based upon what she has previously learned.  Once she has made connections, these connections can be discussed and expanded upon.  Until the burden of learning is placed on the child, the child is less concerned about the information that she’s supposed to be processing and more concerned about pleasing the adult.  The child is playing a mind game, a guessing game, and the facts being studied are only incidental to the real objective, which is to get adult approval.

In contrast, the child with a mind actively engaged with learning will develop his ideas which can form the basis for a lively debate and will open up further avenues of thought and discussion.  She will be the actor in her learning instead of the passive recipient.

I believe in building independence in learning stage by stage. You look at where you are now and decide how you will reach the next stage whenever your child is ready for it, one tweak at a time.

Credit

The tools to reach each stage will be different for different children with different personalities–for example, for my ADHD Danger Boy, a timer is crucial, as are incremental tokens and various rewards.

I’ll discuss that more later.  For now, I’ll set up the stages as I use them.

Stage 1:

Our starting point!  Total dependence.  Everything is done together.  At this point, my only cares are reading, handwriting, and, to a lesser extent, math.  Do anything else?  Great.  But it doesn’t really matter.

Stage 2, by first grade:

The child reads independently at a low level.  Reading is partly independent and partly together.  Handwriting is largely independent.  Math is mostly teacher-led, with some independent worksheet and/or electronic flashcard work.  The child is at least one year ahead on mathematics at this point, since math and reading were the sole early focus.  History and science are added as read-aloud subjects, and so is learning to play an instrument.

At least 50% independent:

  • Reading
  • Handwriting

25% indpendent

  • Mathematics

Totally dependent

  • Science
  • History

Stage 3, by second grade:

The child reads independently at a fourth grade level and is at third to fourth grade level in math–due to an early emphasis, these skills are accelerated compared to the usual trajectory.  Composition is added, along with the first foreign language. Science and history are, at this point, mere exposure subjects.  The child is learning a framework of information from which real, sophisticated learning can occur later.

The following activities are at least 75% independent:

  • Reading
  • Grammar
  • Spelling
  • Handwriting
  • Science
  • History

50%+ independent:

  • Mathematics
  • Music

Largely dependent:

  • Foreign language
  • Composition

Stage 4, by 6th grade:

The child reads at or near a high school level and is beginning pre-algebra or algebra.  Art, as real drawing instruction, is added.  At this point, a student should become accustomed to taking tests beyond the occasional spelling test.

At least 80% independent:

  • Reading
  • Grammar
  • Spelling
  • Handwriting
  • Science
  • History
  • Mathematics
  • Music

70% independent:

  • Foreign language
  • Composition
  • Art

Stage 5, by 9th grade:

At this point, over 80% of everything a child does in daily work is independent.   Discussions, explanations, and grading are the only assistance needed.  The student begins working on long-term projects, keeping his own deadlines and maintaining a schedule to get things done on time.  Testing continues.

Danger Boy is at Stage 4 in everything but mathematics.  We’re working on providing a combination between support and incentive that will get him to that level of independence, too.

Some parents say, “I could never do that!  It’s battle enough to make Johnny do his work as it is!” let me assure you that the battles disappear when Johnny takes ownership of his learning.  Once a child fully takes on responsibility for his own learning, he begins to see learning as his own goal, not just that of his teachers…

…which is one of the greatest gifts that homeschooling can give any child!

The bug spray diet

12 Sep

I’ve lost two inches in my waist since July, and the reason is simple:

I once lived in New Mexico, a part of the country not known for its no-see-ums.  In fact, I believe I was bitten, on average, by perhaps one mosquito every year.  My oldest kiddo, Danger Boy, was about three when he was standing in the doorway of the house and watched with a kind of mild interest as a mosquito leisurely floated down to land on his arm.  Then it bit him, and he set up such a howl that I thought one of the mountain lions was trying to carry him away.

It took two years for him to get over his terror of anything that flew.  Carpenter bees would send him into sobbing hysterics.  Mud daubers elicited shrieks of terror.  There was even a brief moment of panic over a butterfly.  It was only slowly that he recovered the happy-go-lucky attitude of his toddlerhood when it came to things that buzzed as they flew.

We live in Maryland now, and, more specifically, we live near a swamp in Maryland.  Oh, some call it a river, but I am not fooled.  It is a swamp, plain and simple, and though it flows sluggishly between its banks most of the year, even at the best of times, there are many feet of stagnant water and mud near the banks.

Needless to say, we have mosquitoes.  We have the kind of mosquitoes that make people chain down small dogs so that they will not be kidnapped by swarms of bloodsuckers.  I have worked out a heirarchy of deliciousness when it comes to my family and that of our nearest neighbors, based upon who gets bitten when options are available.  I am thankful–if somewhat guiltily–that I seem to be the least delicious of all, but that doesn’t save me when I’m alone or when I’ve dutifully sprayed the kids (while quashing doubts about all the pesticides making them grow extra toes) and am the sole unexposed person.  So just about every day, unless it’s actively raining or windy, I have to put on bug spray, too.  Not the Family Care stuff, the perfumed imitation of real mosquito repellent.  At this time of the year, not even the Advanced stuff works–it’s just a tease.  No, it’s Deep Woods, or the best you can hope for is just delaying them down a bit.  Sort of like Death by a Thousand Bites in slow motion.

So I spray myself all over with Deep Woods (Off or Cutter, not that I care), and then until I take a shower, I don’t eat.  Everything around me seems to smell like the spray, which makes me queasy.  Worse, if I eat, everything I eat tastes like the spray.  Which makes my stomach even queasier.

So, until I get a shower, I don’t eat.  Which means that I’m losing the mom-chub that I’ve picked up since last November.  Which wouldn’t be a bad thing…except that being hungry and slightly queasy all the time is not my preferred method of weight loss.

But given the crazy things  many people try, I can imagine there might be a market for it.  I can see it now:  The Bug Spray Diet.  The Mosquito Repellent Cleanse.

Back off the idea, Hollywood.  I was here first.

Danger Boy’s curriculum, 2010-11

11 Sep

The school year is just starting up.  I’ll discuss everything is much greater detail as we go along, of course, but these are my picks for this year of homeschooling.

LANGUAGE ARTS

Various books, including more of Andrew Lang’s Fairy books, The Wind in the Willows, and many more.  We use no activities with literature except discussion.  I have been incredibly encouraged by how far Danger Boy has come in reading over the past year.  His speed and accuracy are much, much higher, and he’s beginning to absorb new vocabulary like a mature reader.  This had been worrying me as he was (is) moderately dyslexic, and he had no ability to learn new words from context clues just eight months ago.  He’s loving reading not only picture books and super-easy chapter books but real, substantial chapter books, too.

Pollard’s Intermediate Speller. I used to use Reading Workout, but while it was teaching Danger Boy specific spelling words just fine, it wasn’t doing well establishing patterns.  We tried Sequential Speller before that, but it was overwhelming.  I like where the Intermediate Speller “lets off,” so to speak.

Growing With Grammar 6. We did 2 last year, but it was too easy, so we skipped ahead.  This has been a good fit thus far, despite some frustration during the first two or three weeks.  Now, he flies through it.  Whatever grammar program you use, it should have sentence diagramming.

Classical Composition or Classical Writing.  We have been doing Classical Composition, but it’s teacher-intensive, and Danger Boy does much better with independent work, so we might shift over to Classical Writing.

Getty-Dubay Italic.  Right now, he’s copying in other subjects to practice his handwriting, which is not awful.  He’s doing translations from one of his Spanish textbooks as well as his AWANA verses.

MATHEMATICS

Harold Jacob’s Elementary Algebra. Math is the one last subject in which Danger Boy is routinely unfocused and difficult.  My stop-gap measure was to take away a bunch of electives until he behaved better.  I think my long-term approach will be that if he has not finished his work in one hour, he will be required to do 20 minutes of facts drills.  The problem isn’t the difficulty of the work but that he zones out during simple calculations.

HISTORY

Story of the World III and tons of supplemental books. Actually, we probably won’t get to III until spring, as we have so much else to read.

SCIENCE

God’s Design for Science, Apologia‘s General Science, tons of supplemental books, and perhaps Apologia’s Physical Science.  I’m not thrilled with Apologia’s high school books, but they are very much geared toward independent learning.  If Danger Boy can handle it, I’d prefer that he use Zumdahl‘s for his first real chemistry high school course (I got it used for $3) and BSCS Biology: A Molecular Approach for bio.

BIBLE

The Bible, of course.  International Children’s Version.  His looks like a treasure box.

LANGUAGES

Cambridge Latin, Unit 2 and maybe part of 3.  We had a setback over the summer when Danger Boy began cheating on his vocabulary flashcards using Full Recall.

Madrigal’s Magic Key to Spanish and tons of early-20th-c. Spanish readers (free on Google Books).  Madrigal’s is extremely user-friendly, even for kids, and provides a grounding for the readers.

My First Chinese Reader.  This is new to us.  Hopefully, we’ll get to it this year.

ARTS

Suzuki Violin, Level 1. STILL.

Bastien Piano Series, Primer.

Mark Kistler’s Draw Squad and Artistic Pursuits.

(If he were in public school, he would be in second grade.)

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