Principles in Preparing a Garden Physical Properties of the Plants

Design 1. Form is the physical habit of the plants growth. Most plants are rounded and more horizontal
Site Evaluation in shape. Rounded or horizontal shapes are less dramatic because they are expected. Vertical in
1. Light forms demand attention. Plants with strong lines make excellent structure elements.
2. Soil 2. Color
3. Moisture Warm Color- Yellow, orange and red are bright, lively and inviting.
4. Temperature Cool Color - Blue and violets are restful. They give depth.
5. Wind Color Combinations
6. Contour of the Land - Brighten a color by surrounding it with its complementary color.
7. Existing Elements - Brighten a color by surrounding it with neutrals or gray
- Decrease brightness with analogous color.
Design Principles - Color value can be lighten with darker backgrounds or foliage.
Unity - Darken a value with a lighter background
An elusive quality bringing aesthetics 3. Texture
and functionality as a whole. It is - Refers to the surface and quality of the plant.
achieved by successfully combining six - Fine textures gives depth or increases space
ingredients - Bolder textures stop the eye.
 Simplicity - For balance you need more fine textured plant to equal a bold one.
- Breed elegance
- Simple lines, forms, and functional design are always more interesting than complex, hard-to-digest designs. They are easier to focus.
- The most important factor for simplicity is repetition- allowing the eye to move through the land scape
 Variety
- Can be applied to form, color and texture
- Adds spice and allow the designer to control the mood of the design
- Prevents boredom while adding interests
 Emphasis
- Allows attention to important features
- Less important plantings take a subordinate role.
- Accent plants usually have a strong features.
 Balance
- Subconsciously, we look for balance in everything we view.
- Balance can be symmetrical or asymmetrical.
- Asymmetrical has elements with the same weight.
- Symmetrical elements are exact
- Balance is not only seen but felt. Color and texture can also influence balance.
- Balance is 3 dimensional. Balance can also apply to the depth of view. It must preserved between the foreground, middle ground and
background. If unbalanced one view will predominate.
 Sequence or Rhythm
- For the viewer’s eye to move over landscape in an early fashion, sequence must be established
- A progression of form texture or color should be gradual, abrupt changes create
 Scale – Is the relative size of an element or area.
 Proportion- is the relationship of the elements size to each other.

Seed Germination - Germination is the process of seeds developing into new plants
Seed Germination is the process by which a dormant seed begins to sprout and grow into a seedling under the right growing conditions.”
- a complex physiological process triggered by imbibition of water after possible dormancy mechanisms have been released by
appropriate triggers…rapid expansion growth of the embryo culminates in rupture of the covering layers and emergence of the
radicle…considered completion of germination.”
Influencing Factors
Several factors influence if, and how, seeds germinate. The most important factors are water availability, temperature and sunlight.
1. Water is crucial to seed germination. The seed must go through imbibition to activate root growth. However, too much water can
be a bad thing, as most gardeners know. When a plant is still growing underground, during root formation, it cannot use the sun to
make food like most grown plants do. It must rely on the stored food inside the seed, and oxygen from the environment to make
energy. If the soil is too soggy, there will not be enough oxygen and the plant will not thrive. Think about a person being kept
underwater.
- Some seeds germinate when it is cold, such as plants in northern environments.
2. Temperature
- Other seeds only germinate when the weather reaches spring temperatures, which is why we see so much plant growth in the spring
in temperate climates.
- Other seeds only germinate after extreme temperatures, such as after a fire in the grasslands

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 3. Sunlight
- Some seeds may require exposure to light or high temperatures (fire).
Seed Anatomy
Seed coat provides protection
Endosperm = food (STARCH)
Aleurone cells = store abundant protein

Cotyledon leaves
Epicotyl shoot
Radicle root
Process: Seed Germination
1. Imbibition
water uptake, softens inner tissues
causes swelling and seed coat rupture
more water uptake

2. Gibberelic Acid
Plant hormone (similar to steroids)
Dissolved & distributed by water
Gibberelic Acid
Arrives at aleurone cells
Activates certain genes
3. Transcription
Transportation
Translation
Amylase
4. Amylase accelerates hydrolysis of starch
5. Hydrated starch moves to the cotyledon and radicle to initiate growth.

PLANT PROPAGATION
It is the process of creating new plants from a variety of sources: seeds, cuttings, bulbs and other plant parts. Plant propagation can also refer
to the artificial or natural dispersal of plants.

 SEXUAL (Seed) - entails the recombination of genetic material, resulting in progeny that differ from each other and from their
parents. It is the union of the pollen and egg, drawing from the genes of two parents to create a new, third Sexual propagation
involves the floral parts of a plant. The advantages of sexual propagation are that it may be cheaper and quicker than other methods;
it may be the only way to obtain new varieties and hybrid vigor; in certain species, it is the only viable method for propagation; and
it is a way to avoid transmission of certain diseases
 ASEXUAL (Vegetative) - progeny are genetic copies of the parent plant (clones). It involves taking a part of one parent plant and
causing it to regenerate itself into a new plant. The resulting new plant is genetically identical its parent. Asexual propagation
involves the vegetative parts of a plant: stems, roots, or leaves. . It may be easier and faster in some species; it may be the only way
to perpetuate some cultivars; and it bypasses the juvenile characteristics of certain species.

Methods of Propagating Plants and Trees

 Propagation by Seeds - The most common and easy method of propagating plants is through seed propagation. However, in
propagating fruit trees, the use of seed is not advisable because of the varying characteristics of plant seedlings.
1. Seeds are used by plant breeders who need a large seedling population with different characteristics from which they select good
varieties.
2. Seeds are used by nursery men who need a large seedling population as rootstocks for certain outstanding varieties.

 Suckers - These refer to stems or shoots emerging from portions of plants or trees. Stems or roots that grow from a subterranean
portion of a plant. Strawberry plant is an example of this.
 Rhizomes -produce roots along their surface and develop new plants from buds on the upper side. An example of this is ginger.
 Runners - These are slim branches that grow from bases of stems running along the ground. Sugarcane and Pineapple are
propagated through underground runners or ratoons.
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  Germinating tissues - It come in contact with the damp surface of the sell. Example of this is begonia.
 Rootstock - Plants reproduce by division and separating some of its roots. Examples of these are orchids and other herbaceous
plants.
 Tubers - These are thickened stems, bearing buds or nodelike scars. Examples are sweet potato and yam.
 Bulbs - These are modified leaves folded around one another. Examples are garlic and onions.

Methods of Artificial Plant Propagation
Asexual plant propagation is an artificial method of propagating plants through which new plants are produced and multiplied by using the
parts and buds of selected mother plants.

 Cuttings - New plants are produced and multiplied by cutting and planting parts of the plant. The plant propagated is a “cutting.” The
different cuttings used are tubers. Stems, leaf, root and rootstock.
1. Tuber Cutting- Thickened portions of the leaf or stems are used in propagation
2. Stem Cutting- This is used in propagating annuals and perennials.
3. Leaf Cutting- To start a new plant, the blade leaf and petioles are used. Plants that develop germinal tissues from the leaves are propagated
by this method.
4. Root and Rootstock Cutting- Plants that tend to grow sucker sprouts from the roots can be propagated this way.

 Layering - A part or branch of the tree is introduced into the soil to develop roots while being fed by the parent plant.
 Marcotting – Also known as air layering. The rooting of aerial stems while attached to the parent plant.
1. Select a vigorous branch of a healthy tree you want to propagate.
2. Remove a ring of the bark below the node 3-5 centimeter long.
3. Scrape the cambium layer but not too deep into the wood to prevent healing before root formation takes place.
4. Wrap the cut surface with a moist, but not wet Sphagnum moss. If Sphagnum moss is not available, use moistened soil and wrap with
coconut husk.
5. Cover securely with plastic and tie around on both ends with a cotton twine to prevent the drying of the rooting medium. When using
wrapping material other than plastic, water the marcot regularly to prevent the drying and hardening of the soil.
6. When enough more grow, cut off the marcot just below the ball of Sphagnum moss or soil that holds the roots. For plants that root easily,
this can be as short as one month.
7. After cutting the marcot, place in a pot big enough to provide sufficient room for the roots to develop further. Cut off some portion of the
branch or leaves while the plant is developing its roots to allow it to grow well before transsplanting to the field.
8. Place in a cool and shady place to hasten recovery.

 Grafting - classified into cleft, side, whip or tongue, saddle, bark, and crown grafting. For fruit growers, cleft grafting is most commonly
used. A process in which the stem of one plant is inserted into another plant. Cleft grafting is used when grafting a new top of a tree
which is several years old. This is an artificial plant propagation through which a stem of one plant, called the "scion" (top portion), is
inserted into the rootstock of another plant, so that the two will unite and grow together as one plant. The scion and rootstock must be
compatible for them to unite permanently.
1. Select a clean, smooth limb between 2 to 3 cm in diameter and saw it off.
2. With a sharp narrow blade, split the stub through the middle, taking care to make a clean slit.
3. Cut two scions with three buds each and about 10 to 15 cm. Sharpen the lower end of each scion to form a long, evenly tapering wedge.
4. Open the cleft in the stub by forcing a chisel or any similar instrument into its center.
5. Insert the wedge-shaped end of a scion that its innermost bark lines against the innermost bark of the split stub.
6 Cover all cut surfaces immediately with soil. Let both scions grow from one to two years.

 Budding - This method makes use of a single bud as the scion instead of the stem bearing several buds. It is transferring the lateral bud
from the scion to the stock of the same family or genus. It is generally used on young plants or smaller branches of large plants where the
buds can be inserted into shoots l to 3 cm in diameter. The most common form of budding is shield, patch, and chip budding.
1. Pick well-developed buds from the terminal growth of a desired variety.
2. Clip off the leaves immediately to stop evaporation.
3. Select a smooth area and cut a T-shaped slit through the bark.
4. Insert the bud and cut a bud from the bud stalk with a shield-shaped piece of bark and a very thin layer of wood under the slit. Slip the
bud on the stock and shove it into position.
5. Tie the bud securely above and below with a soft cord and a plastic sheet or raffia.
6. If union has taken place after two weeks, out the raffia on the side away from the bud to prevent girdling. A living bud is greenish in
color, while a dead one is blackish.
7. Cut the stock smoothly when it reaches the height of 30 cm. Cover the surface with pine tar or house paint to prevent decay.

 Inarching - The scion is united with the rootstock while growing on their own root systems.In this method of propagation, the scion is
made to unite with the rootstock while growing on their own root systems. Inarching is usually done on branches where the scion stem is
of the same size as the rootstock
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 l. Select an actively growing rootstock and bring it to the branch you intend to march.
2. Cut a longitudinal slit half its thickness on the branch and make a similar cut on the scion. Then fit them together.
3. Tie firmly with a stringer cotton twine.
4. Cut the scion below the point of union, and the rootstock above the union when the two have been united. Make the first out about half the
thickness of the scion stem.
5. Make the second out after a week.
6. If the scion does not show any sign of wilting after the second cut, out it off completely.
7. Except for the regular watering of the rootstock, no other treatment is needed for inarched plants after they are tied together.

COMMON FARM TOOLS

TOOLS - A tool is any physical item that can be used to achieve a goal, especially if the item is not consumed in the process.
EQUIPMENT - the necessary items for a particular purpose. Farm tools, and equipment play very important role in agricultural crop
production. Their availability makes the work much easier and faster. However, even if one may have the most sophisticated tools and
implements, but does not know how to use them, they are useless. In order to do crop production operations successfully, one must have good
working knowledge of the tools, implements and equipment before using them.
Hand Tools - Hand tools are usually light and are used without the help of animals or machines. They are being used in performing farm
activities which involve small areas like school garden and home garden.
BOLO is used for cutting tall grasses and weeds and chopping branches of trees.
CROWBAR is used for digging big holes and for digging out big stones and stumps.
PICK-MATTOCK is used for digging canals, breaking hard topsoil and for digging up stones and tree stumps.
GRAB-HOE is used for breaking hard topsoil and pulverizing soil.
SPADE is used for removing trash or soil, digging canals or ditches and mixing soil media.
SHOVEL is used in removing trash, digging loose soil, moving soil from one place to another and for mixing soil media.
RAKE is used for cleaning the ground and leveling the topsoil.
SPADLING FORK is used for loosening the soil, digging out root crops and turning over the materials in a compost heap.
LIGHT HOE is used for loosening and leveling soil and digging out furrows for planting.
HAND TROWEL- is used for loosening the soil around the growing plants and putting small amount of manure fertilizer in the soil.
HAND CULTIVATOR is used for cultivating the garden plot by loosening the soil and removing weeds around the plant.
HAND FORK is used for inter row cultivation.
PRUNING SHEARS is for cutting branches of planting materials and unnecessary branches of plants.
AXE is for cutting bigger size post.
KNIFE is for cutting planting materials and for performing other operations in horticulture
SPRINKLERS for watering seedlings and young plants.
WATER PAILS for hauling water, manure and fertilizers.
SPRAYERS are for spraying insecticides, foliar fertilizers, fungicides and herbicides.
WHEEL BARROW is used for hauling trash, manures, fertilizers, planting materials another equipment.
SICKLE is a hand-held agricultural tool with a variously curved blade typically used for cutting weeds.
FARM EQUIPMENT - These are machineries used in crop production. They are used in land preparation and in transporting farm inputs
and products. These equipment need a highly skilled operator to use.
HAND TRACTOR is used to pull a plow and harrow in preparing a large area of land.
FOUR WHEEL TRACT is used to pull disc plow and disc harrow in preparing much bigger area of land.
WATER PUMPS are used to draw irrigation water from a source.

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GRASS CUTTER used to cut grass, as a lawn mower.
THRESHER used to separates grain from the plants by beating.
RICE HARVESTER used to make the harvesting process easier.
LAYOUT AND PREPARATION OF THE SOIL
There are important pointers to consider in preparing the soil for planting and setting the seedlings in the field. These are caused briefly in the
following paragraphs:
Preparation of the soil where fruit and forest trees are to be planted should be done with the same thoroughness as is done in preparation of a
vegetable garden. Plow the area. It is not good to set young trees in holes dug out of the soil.
If tree beds, young saplings, or seedling trees are to be used in starting an orchard or tree plantation, the soil should be prepared sufficiently to
allow the growth of the young trees without serious interference from grasses, weeds and other vegetative growth.
Generally, trees which start with competition from weeds and other growth bear inferior kinds of fruits. A tree farm layout is as important as
the preparation of the soil. The following are the most common systems used in planting fruit and tree crops:
THE SQUARE SYSTEM This method is widely used by most fruit and tree growers. In this system, the trees are distanced apart at right
angles to each other, with a tree in in the corner of each square.
THE QUINCUNX METHOD The square system is the most desirable method if fillers are to be used. However, with a permanent tree in
each
THE RECTANGULAR SYSTEM The square system may be modified by making the rows farther apart from east to west than north to south,
permitting the maximum access of sunlight to the trees. This is called the true alternative or rectangular system, as distinguished from the
square system.
THE HEXAGONAL OR TRIANGULAR SYSTEM This system brings the permanent trees in the adjacent row, not opposite the trees in the
first row adjourning, but opposite the center of the space between the trees.
PLANTING FRUIT TREES
DEEP-HOLE METHOD Make two holes as illustrated. The depth of the first hole depends upon the dryness of the surface soil. The depth
and size of the second hole depends upon the root system of the seedling. The illustration shows the proper position of the seedling in the
second hole. Only the best and fresh soil should come in contact with the system. Set the plant in the second hole at the correct depth. This
method of planting is applicable to arid areas where the subsoil is not hard and drained is good. Seedlings are set below the ground level to
protect them from the downward desiccation of surface soil during the summer months A variation of the deep-hole method is to make two
holes as illustrated a long way before planting to break the hard subsoil. Make a hole following the illustration. Soil to be placed at the center
of the hole should be the top soil. Subsoil should be used on both sides of the first hole. During the rainy season, plant seedling either by the
slit or dibbling method. This variation is applicable to areas with hard subsoil. The purpose of digging a hole as illustrated and filling it up
again afterwards is to break the hardness of the soil.
STIL METHOD Plunge a grub-hoe into the ground then lift the handle to create a slit in the soil. Pull the tool’s handle downward to make an
opening at the top of the soil. Place the tree seedling at the correct depth. Make sure that the hole is deep enough to cover the entire root
system. Plunge the grub-hoe two inches from the seedling and pull up the handle of the grub-hoe to close the slit. Make sure that the tool does
not come in contact with seedling. Close the last hole by firmly stamping on the soil with your foot. Be careful not to move and harm the
seedling as you close the hole.
TRENCH METHOD Drive a spade into the ground at an angle as shown in the illustration. Remove the soil. Drive the spade once more into
the soil opposite the first slit to make a V-shape trench. Place the tree seedling at the center of the hole and at the correct depth so as not to
harm the root system. Fill the hole with soil. Only the best and fresh soil should come in contact with the roots system of the seedling. Level
off the soil around the stem of the plant by stamping it carefully with your foot.

LAND PREPARATION and MANAGEMENT

Soil is the real home of most plants
Plants depend heavily on the soil for root anchorage and for essential food nutrients such as nitrogen, phosphorous, and potassium. They also
depend upon the soil foe water and mineral nutrients. Hence, the normal growth and development of plants are greatly affected by the system
of soil preparation. One of the important factors in the production of vegetable and fields crops is proper land or field preparation before seeds
are sown or seedling are transplanted. Proper land preparation ensures uniform and maximum stand in the fields. It also conserves soil
moisture for the proper growth and normal development of the crop. A loosen soil is good for growing vegetable crops and other farm crops.

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It can only be achieved with the use of appropriate hand-tools and equipment.
1. Tools used for digging small and big plots: crowbar, pick mattock, and grab hoe, spade, shovel, spading fork, light hoe, hand trowel
2. Tools for breaking and pulverizing the soil: plow and harrow.
3. Equipment for loading and transporting soil, fertilizer, harvested crops, and farm waste products: wheelbarrow, wooden box, water pail,
sledge and others.
Farm tools and equipment’s should be properly used and cared to prolong their usefulness, thus, saving on maintenance and capital costs.
Preparation of the Land
Cleaning – for seedbeds or field planting, prepare soil or land at least one or two weeks before planting. Clear the area or site by pulling out
weeds, grasses, and other obstacles to make land preparation easier. Hay, straw, grass clippings, leaves and trimmings od various crops may
be placed in the compost heap, rotted down, and later incorporated in the soil for better plant growth.
Plowing – this is usually the first and most important tillage operation in preparing the land. Plowing lays the foundation for good land
preparation for seedbed and field planting and makes future planting and other tillage operations easier. It is also a means of effective control
against weeds, insect pests, and diseases. The principal purpose of plowing are to pulverize the soil, aerate it, and make it more moisture-
retentive, thus, providing more favorable conditions for seed germination, growth and development of young plants, and making soil nutrients
available.
After the land has been cleaned of waste materials, plow the field to a depth of 15 to 20cm depending on the nature of tghe soil and the crop
to be planted.
Harrowing- further is needed to produce a fine and firm seedbed or field. Harrowing levels the soil, make it fine, compact it, and destroy weed
seedlings and grasses.
Organic and Inorganic Fertilizers
To produce a good quality of vegetables, fruits, root crops and other farm crops, the soil should be abundantly supplied with plant
food in a readily available form. It is especially important that the plant food contains al necessary nutrients in the right quantity. Generally,
there are ten elements of essential plant food taken from the soil, air and water in sufficient amounts. These elements are nitrogen (N),
phosphorus (P), and potassium (K) or NPK. These three are present in all kinds of soil but are often insufficient.
The aim of most farm crop growers in fertilizing their farmland is to supply these elements in the right proportion for the maximum
development of their crops.
There are two kinds of fertilizers,
- Organic Fertilizer
- Inorganic Fertilizer
Organic Fertilizer
Animal manure – it is especially valuable in farm crop production, in addition to the plant food they contains they supply a large amount of
organic matter to the soil.
- Their composition depends chiefly on the kind of manure (chicken, carabao, cow, or horse)
Green manure – Green growing plants that are plowed under instead of being harvested are considered green manure. The effect of green
manure on plant food already present in the soil is similar to that of animal manure.
Example of Leguminous plants that can be used for green manuring:
- Mongo, cowpea, peanuts, and soybeans
These crops give back to the soil the food they have taken from it during their growth. In the process of their decomposition, they also help
liberate some of the mineral elements of the soil and make them available to the succeeding crops.
Compost
Compost is an organic material consisting of very fine, thoroughly-rotted manure, plant parts and other organic matters. It contains mineral
elements needed for plant growth.
-It is prepared by piling up animal manure, crop residues, soil, lime or wood ashes in long, low piles, 1m wide, 4m long, and 1 1/2m high.
- The process by which compost is converted into forms available for plant use is called composting.
- Compost is applied to the soil as a fertilizing agent. It enriches the soil for the benefit of the standing crop and those that will follow.

Steps in Making a Compost Pile

There are various methods in making a compost pile. A step by step procedure is describe here:
1. Select and prepare a compost site. a well-drained area with an accessible water source is ideal. This area should be located at
the back part of the garden and should measure 1m wide and at least 4m long.
2. Gather and prepare compost materials. Farm wastes in the form of crop residues, grass trimmings and animal manures are in
abundance and almost all of these can be obtained for free. Rice straw, corn straw, green leaves, decayed leaves weeds, kitchen
refuse, poultry droppings and farmyard can be used as compost materials.
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 3. Dump or pile the materials. Pile a layer of grass, straw, and kitchen leftovers about 12 to 15cm thick to cover the selected area.
Pile the second layer composed of animal manures about to 5 to 8cm thick over the first layer. Spread and level the manure
thoroughly. Spread a layer of loam soil mixed with a little amount of lime or wood ash, at least 4 to 5cm thick over the layer of
manures. Sprinkle the compost pile with water to make it moist.
4. Provide breathers. To aerate the composting materials and to hasten their decomposition, place two or more hollow bamboo
poles with holes on their sides vertically through the middle of the compost pile about 1 to 1/2 m apart.
5. Provide moisture. Moisten the compost pile if it is too dry. Too much water is undesirable.
6. Provide covering. Cover the top of the pile with plastic material that can protect the composting materials from rain.
If the condition for decomposition are favorable, the compost will be ready for use three months after preparation.

Inorganic Fertilizer
Inorganic fertilizers are also called commercial fertilizers because they can be purchased from the local market. They are concentrated forms
of plant food which may be either complete or incomplete.
Complete fertilizer contains all the three elements of plant food -nitrogen, phosphorus and potassium (NPK)
Incomplete Fertilizer contains only one or two of these elements – N, P, K
Commercial fertilizers differ widely in the amount of plant food elements they contain. Different fertilizers are manufactured to meet
the demands of different farm crops and different soil types. Commercial fertilizers provide the plant with the same element used found in
animal manures yet their continued use will lead to disastrous results. It should be use as supplements but never as replacement for compost
and manures.
Application and Economic use of Fertilizers
-Proper application of fertilizers to the soil is one of the most important factors affecting crop response to fertilizer treatments. In applying
fertilizer it is necessary to know the kind of soil and c-crops to be fertilized.
-Compact soil, like clay, can be made less compact and porous through application of organic fertilizer.
-sandy soil, which is generally loose and poor, also needs organic matter to improve its capacity to hold more water.

Different methods of applying Fertilizer

There are three methods of applying fertilizer to the soil:
1. Band application. In this method, the fertilizers are placed in the soil mass near the place where the seeds or seedlings are to be
planted. When crops are planted on the hills, a little amount of fertilizer may be dropped in the planting holes, under or beside the
seed, and covered with soil. If organic fertilizer is to be used, care should be taken not to exceed the right amount of fertilizer
required per holes.
2. Broadcast Application. In this method, the fertilizer is scattered in the field in all directions by hand or machine. The fertilizer
applied is usually harrowed under the soil to avoid the loss of food elements in it. This practice is very popular when fertilizing big
tracts of land planted to vegetable crops, rice, or corn.
3. Foliar application or application of fertilizer by spraying on the leaves. This is the application of the right amount of mixed
liquid fertilizer and water, sprayed thoroughly on the leaves or foliage of the plants rather than on the soil.
4.
Weeding and Cultivation
Weeds are thieves! They take away food, water, and sunlight from the farm crops and reduce the farmer’s income by decreasing the yields.
They are harmful. Because they are carrier of insects, pests, and diseases which may be transmitted to certain crops. In some crops,
weeds become foreign materials which lower the value of the crops.
Types of Weeds and How to Control Them

 Annual Weed
 Biennial Weed
 Perennial Weed
 Annual weeds
1. These weeds reproduce only by seeds and complete their growth in one season.
2. The root system of these weeds is shallow.
3. Serious annual weeds that are commonly found in school and home gardens and in small and large farms are wild mustard, pigweed,
and crab grass.
These weeds can be controlled by preventing them from producing seeds.
Such preventive measures are pasturing farm animals, cultivation by hoeing, and reducing growth and development while the seeds are still
small.
 Biennial weeds
These weeds need two seasons to complete their life cycle. Usually they produce their seeds in the second season of their growth, after which
they die. Examples of biennial weeds are wild eggplant, goatbeards, mutha, and wild carrots.
Biennial weeds can be controlled by plowing, planting clean cultivated crops, spraying the weeds when they are 15 to 30 cm high, and pulling
the weeds when they are still small.

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  Perennial weeds
These weeds live more than two years. They require two or more seasons to reproduce both seeds and roots or underground stems.
Perennial weeds have a distinct characteristic. While the plants are reproducing the seed, they are also constantly spreading by means of
underground root systems. Some of our serious perennial weeds are talahib, quack grass, cogon, and morning glory. Perennial weeds growing
in small areas may be eradicated by means of the right kind of chemicals or herbicides for a specific kind of weed. 0n the other hand, large
areas overrun by an abundance of weeds should be burned and treated with weedicides.
Additional information
• Annual weeds germinate from seed each year and live for one growing season. Summer annuals germinate in the spring and die
back in the autumn. Winter annuals germinate in late summer or early autumn and die the following spring or summer.
• Biennial weeds have a 2-year life cycle. They germinate, emerge, and usually form a rosette (radial cluster of leaves close to the
ground, e.g. wild carrot) in the first year. The second year, the plant bolts (produces a flower stalk), flowers, sets seed, matures, then
dies.
• Perennials live 3 years or more.
Cultivation
Usually refers to the tillage operation on the soil around rows or plots of planted crops.The primary purposes of cultivation are to destroy
weeds and to loosen and roughen the
surface of the soil so that water will penetrate it readily.Another purpose of cultivation is to turn in organic matter or the remains of farm
products and other crop residues.Loosening and breaking up (tilling) of the soil. The soil around existing plants is cultivated (by hand using a
hoe, or by machine using a cultivator) to destroy weeds and promote growth by increasing soil aeration and water infiltration. Soil being
prepared for the planting of a crop is cultivated by a harrow or plow.
Water sources and Irrigation
Water sources and Irrigation Irrigation water can come from groundwater (extracted from springs or by using wells), from surface water
(withdrawn from rivers, lakes or reservoirs) or from non-conventional sources like treated wastewater, desalinated water, drainage water, or
fog collection. A special form of irrigation using surface water is spate irrigation, also called floodwater harvesting. In case of a flood (spate),
water is diverted to normally dry river beds (wadis) using a network of dams, gates and channels and spread over large areas. The moisture
stored in the soil will be used thereafter to grow crops. Spate irrigation areas are in particular located in semi-arid or arid, mountainous
regions. While floodwater harvesting belongs to the accepted irrigation methods, rainwater harvesting is usually not considered as a form of
irrigation. Rainwater harvesting is the collection of runoff water from roofs or unused land and the concentration of this. An abundance of
plant food in the soil is not a guarantee of a good harvest of farm crops. For the plant to use food, it must be in soluble form. The presence of
moisture in the soil makes plant food soluble. Soil moisture is essential to plants to replace water that is continually transpiring from their leaf
surfaces. If the water supply at the roots is cut off, the plants wilt. If this water shortage continues ; they eventually die. Plants that have an
abundant supply of water or moisture grow faster and healthier than those with less water supply. Hence, adequate moisture or water is
necessary to properly nourish the plants.
Irrigation
Irrigation Irrigation is the application of controlled amounts of water to plants at needed intervals, Irrigation helps grow agricultural crops,
maintain landscapes, and revegetate disturbed soils in dry areas and during periods of less then average rainfall. Irrigation also has other uses
in crop production, including frost protection suppressing weed growth in grain fields and preventing soil consolidation. ln contrast,
agriculture that relies only on direct rainfall is referred to as rain-fed or dry land farming.
Types of irrigation
Thereareseveralmethodsofirrigation.Theyvaryinhowthewaterissuppliedtotheplants.

 Surface Irrigation
 Micro-irrigation
 Drip irrigation
 Sprinkler irrigation
 Center pivot
 Irrigation by Lateral move
 Lawn sprinkler system
 Hose-end sprinkler
 Subirrigation
 Surface textile irrigation
Surface irrigation

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 Surface irrigation is the oldest form of irrigation and been in use for thousands of years. In surface (furrow, flood, or level basin)
irrigation systems, water moves across the surface of an agricultural lands, in an order to wet it and infiltrate into the soil.
Micro-irrigation
Micro-irrigation, sometimes called localized irrigation, low volume irrigation, or trickle irrigation is a system where water is distributed
under low pressure through a piped network, in a pre-determined pattern, and applied as a small discharge to each plant or adjacent to it.
Drip irrigation
Drip (or micro) irrigation, also known as trickle irrigation, functions as its name suggests. In this system water falls drop by drop just at
the position of roots.
Sprinkler irrigation
In sprinkler or overhead irrigation, water is piped to one or more central locations within the field and distributed by overhead high-
pressure sprinklers or guns. A system utilizing sprinklers, sprays, or guns mounted overhead on permanently installed risers is often
referred to as a solid-set irrigation system.
Center pivot
Center pivot irrigation is a form of sprinkler irrigation utilising several segments of pipe (usually galvanized steel or aluminium) joined
together and supported by trusses, mounted on wheeled towers with sprinklers positioned along its length. The system moves in a circular
pattern and is fed with water from the pivot point at the center of the arc.

Marriage in the Filipino Family

What is marriage?
A formal union, marriage is a social, and legal contract between two individuals that unites their lives legally, economically, and emotionally.
The contractual marriage agreement usually implies that the couple has legal obligations to each other throughout their lives or until they
decide to divorce.
What is marriage?
the state of being united to a person of the opposite sex as husband or wife in a consensual and contractual relationship recognized by law
the state of being united to a person of the same sex in a relationship like that of a traditional marriage [same-sex marriage] The contractual
marriage agreement usually implies that the couple has legal obligations to each other throughout their lives or until they decide to divorce.
What happens before marriage?
The Pre-wedding Activities
Pamamanhikan
Pamamanhikan
This is the event when the guy/groom’s family comes to the home of the girl/bride’s family with the purpose of “asking the girl’s parents’
permission to wed the affianced pair.”
A tradition that shows respect and honor for the girl’s parents before getting married.
Objectives of Pamamanhikan
Let them know is the current state. What they have done so far.
What are their life plans as a partner
Wedding plans and budget
What help do they need from their parents
Wedding preparation timelines
NINE MARRIAGE RITUALS IN THE PHILIPPINES
Pagtatapat (Proposal)
Filipino usually don't know how to pop the most awaited ”Will you marry me”? question. Couples usually assume they’re going to get
married someday. It is just a matter of ‘when’
“Let’s get married!” or Pakasal na tayo!
Rather than “Will you marry me”.
How many of your “girl” friends have been asked that question?
Singsing/Paghingi ng Kamay (Engagement Ring)
The giving of the ring symbolizes the deeper commitment of the couple. Engagement ring concept is a western influence. The local adaptation
is more of a practicality than colonial mentality
Dowry (bigay-kaya) to the future wife. Engagement ring is not usually diamond. Traditional/Sentimental Filipino families would offer a
treasured family heirloom as an engagement ring. It also symbolizes his family’s approval and her acceptance into their family.
Pamanhikan (The meeting of two families)

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Pamanhikan is a treasured Filipino heritage, which avoids the embarrasing situation of having both parents meet as strangers during the
wedding day. Meeting of families is often awkward. In the old days, the pamanhikan is hosted by the brides family as the groom and his
family visit them to formally ask their daughter’s hand in marriage.
Paninilbihan (Serving the Family)
Paninilbihan is a tradition wherein the soon-to-be-groom would perform chores to show his worth and responsibility to the bride’s family. In
the old days, the guy would chop wood (pagsibak ng kahoy) or fetch water (pag-igib ng tubig) for the girls family. Some would say it is a
dying tradition.
Pa-alam (Inform the family)
Pa-alam is a appreciated by the Filipino elders as a sign of respect.
Like the Grandparents, Aunts and Uncles of both parties. The spouse-to-be is introduced to them and formally telling them of the upcoming
and wedding and ask for their blessings. It is best to do this at a family gathering to save trips and to hand out the wedding invitations. The
soon-to-be-weds also visits their prospective ninongs and ninangs (principal sponsor/godparents) for their wedding.
And it is also customary to bring them a little something (pasalubong).
Dulog (Meeting the “Father”)
The term “dulog” literally means “approach”. This is the time for the soon-to-be-weds to approach their parish priest for a meeting. Dulog is
also called Pre-Nuptial interview. It is also a church requirement wherein the priest discusses with the couple of their duties and
responsibilities as husband and wife. It also serves as a purpose of finding and possible problems and to determine the couples readiness and
knowledge of the doctrine of a Catholic marriage.
Despedida de Soltera (Bachelorette party) is a send-off party hosted by her family held close to the wedding date in honor of the bride-to-be.
The groom and his family, the wedding entourage, close friends and relatives from both sides are all invited to meet and to get to know
another before the wedding day. It is also a formal introduction of both parties to each other.
Alay-Itlog kay Sta. Clara (Offering eggs to St. Claire)
St. Claire (Sta. Clara) has long been considered the patron saint of good weather. Clara means clear in spanish.
And where does the egg comes in to play?
Clara de huevo is spanish for egg white. Despite its pagan origins, marrying Catholic Pinoys offer eggs and prayers to the patron saint of
good weather that their wedding day would be rain-free. Eventhough, Rain showers on a wedding day is believed to bring bountiful blessings
to the newly weds, but others still prefer a clear and sunny wedding.
Kasal-Kumpisal (Confessions)
It is a moral obligation required by the Church of marrying Catholic couple days prior to the wedding to have their final confessions with a
priest. It also serves as a spiritual cleansing for the sins committed prior to the Sacrament of Marriage and a commitment and devotion to
one’s partner.

Are we qualified?
Legal capacity of the contracting parties who must be a male and a female, 18 years old and above without any impediment to get married.
Consent freely given in the presence of the solemnizing officer.
Authority of the solemnizing officer (only incumbent member of the judiciary; priest, rabbi, imam, or minister of any church or religious sect
duly authorized by his church or religious sect and registered with the civil registrar general; ship captain or airplane chief, military
commander of a unit to which a chaplain is assigned, in the absence of the latter, during a military operation only in marriages at the point of
death; and consul-general, consul or vice-consul only between Filipino citizens abroad are authorized by law to solemnize marriage).
Some officiating ministers or churches require the couple to present a Certificate of No Marriage Record (CENOMAR), on top of or together
with the marriage license and the authority of the solemnizing officer. The CENOMAR can be secured from the Philippine Statistics
Authority or its designated sub-offices and branches.
To the Public
NULL and VOID Marriage
Art. 35. The following marriages shall be void from the
beginning:
(1) Those contracted by any party below eighteen years of age even with the consent of parents or guardians;
(2) Those solemnized by any person not legally authorized to perform marriages unless such marriages were contracted with either or both
parties believing in good faith that the solemnizing officer had the legal authority to do so;
(3) Those solemnized without license, except those covered the preceding Chapter;
(4) Those bigamous or polygamous marriages not failing under
Article 41;
(5) Those contracted through mistake of one contracting party as to the identity of the other
Art. 35. The following marriages shall be void from the
beginning:
Art. 36. A marriage contracted by any party who, at the time of the celebration, was psychologically incapacitated to comply with the
essential marital obligations of marriage, shall likewise be void even if such incapacity becomes manifest only after its solemnization.
Art. 35. The following marriages shall be void from the
beginning:
Art. 37. Marriages between the following are incestuous and void from the beginning, whether relationship between the parties be legitimate
or illegitimate:
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(1) Between ascendants and descendants of any degree; and
(2) Between brothers and sisters, whether of the full or half blood. Between collateral blood relatives whether legitimate or illegitimate, up to
the fourth civil degree;
Between step-parents and step-children;
Between parents-in-law and children-in-law;
Between the adopting parent and the adopted child;
Between an adopted child and a legitimate child of the adopter;
Between adopted children of the same adopter; and
Between parties where one, with the intention to marry the other, killed that other person's spouse, or his or her own spouse.
Art. 45. A marriage may be annulled for any of the following causes, existing at the time of the marriage:
That the party in whose behalf it is sought to have the marriage annulled was eighteen years of age or over but below twenty-one, and the
marriage was solemnized without the consent of the parents, guardian or person having substitute parental authority over the party, in that
order, unless after attaining the age of twenty-one, such party freely cohabited with the other and both lived together as husband and wife;
That either party was of unsound mind, unless such party after coming to reason, freely cohabited with the other as husband and wife that
either party was afflicted with a sexually-transmissible disease found to be serious and appears to be incurable

Ball Peen Hammer – it has a round knob at the back of the hammer. It is used in metal work
Mallet – it is made of wood and it is used in driving chisels with wooden handles.
Claw Hammer – it is used in driving and pulling nails.
Auger bits – it is designed for boring holes in woods.
Spokeshave – it is used to plane convex and concave edges
Plane - it is used in reducing the thickness or width of a piece of wood and for smoothing surfaces
Chisels and gouges – it is used in cutting edge and carving of woods.
Keyhole saw – used in cutting circle shape in a wood.
Coping saw – used in cutting irregular shapes.
Hack saw – is used to cut metal.
Backsaw – it has stiff blades for more accurate work both on the bench and the vise.
Crosscut saw – it is designed in cutting across the grain. The shape of the teeth is similar to knife blades.
Rip saw – it is designed in sawing along the grain.
Rip saw – it is designed in sawing along the grain.
Clamp is used for gluing up large surfaces, edge to edge and for clamping parts together when assembling projects.
Bench Vise is used for holding a work of piece to allow work to be performed in it.
Sliding T Bevel - this tool can be set to lay out any angle.
Marking Gauge - it is used in laying out and marking the thickness and width of stock.
Try Square - is use for testing the squareness of two surfaces. Woodworking tool used to mark a line at 90 degrees to the edge of the wood or
finding "square".
Knife is used when you know that the marks will disappear.
Push Pull Steel Tape Rule - steel tape is assembled in a fixed casing and retracts automatically by spring.
Carpentry is the term commonly referring to technology and science of cutting, fitting, and assembling related materials in the construction of
boats, bridges and piers, or any other structure made from construction materials.
Woods Are by-product of trees which are used for carpentry projects.
Lumber - woods that came from trees, either softwood or hardwood.
Yard Lumber – prepared lumber for variety of uses. Select and common

11
Softwood – it comes from the evergreen or needle bearing trees. These are called conifers because many of them bear cones.
Hardwood – it comes from broad leafed (deciduous) trees that shed their leaves at the end of the season.
Select grade – is lumber of good appearance that can take different finishes such as stain, paint, and enamel.
Common grade – it is suitable for rough carpentry. It is not of finishing quality. (eg. Coco Lumber)
Sapwood – the part of the wood that is close to the bark
Heartwood – inner part of the wood which is made up of accumulated dead cells.
Cambium layer – a thin layer that divides the inner part of the wood and the bark.
Masonry is the art of building with stone, bricks, concrete blocks or similar materials.
It is the building of structures from individual units laid in and bound together by mortar.
Concrete – the artificial stone as a result of mixing sand, cement, gravel and water.
Mortar – mixture of cement, sand and water used for binding stones, bricks, etc. or for plastering.
Plaster – mixture applied wet to wall or ceilings and hardened to produce smooth surface.
Cement – a bonding agent that reacts with water to form a hard stone-like substance.
Cement – a bonding agent that reacts with water to form a hard stone-like substance.
Two types of Cement
Portland Cement (Approx 24Hrs Curing Period)
Pozzoland Cement (Approx 72Hrs Curing Period)
Plumb bob is used in guiding the vertical position in laying bricks
Water and Tube Level – use to establish level marks in laying out masonry works
Crandall – tool with pointed steel pikes used for dressing concrete.
Bolster – tool similar with chisel including its services
Spade – basic construction tool used in mixing concrete.
Float – tool with handle at the back usually made of wood.
Trowel – flat tool used for applying, spreading and shaping plaster or mortar to produce smooth finish.
CHB - is the most widely used masonry material for construction works.
Bricks – are manufactured from clay and other materials processed into workable consistency and molded to standard sizes.
Ashlars – carefully worked and joined stone blocks laid in parallel horizontal courses.
Rubble stone – irregular stones with good face for wall surface.
Aggregates - the material that is bound together into a conglomerated mass by cement and water to form concrete, mortar or plaster.
Fine – sand
Coarse – crushed rocks, gravel.
5’S
OH&S
VISION,MISSION,QUALITY POLICY

BODY MEASUREMENTS

Taking Body Measurements

12
Waist length – taken from the base of the back neck Shoulder – measured from one tip of the shoulder
down to the waistline. passing across the base of the neck to the other tip
of the shoulder.

Acrossback – taken horizontally at the center of the Front length – taken from the upper base of the
upper back part of the body between neck passing to the highest point of the bust down
the shoulder and bustline. to the waistline.

Bustline measurement–taken around the body by Chest – taken across the chest level between the
passing over the highest point of the bust. bustline and shoulder.

13
Apex height – taken from the base of the upper Apex distance – taken from one tip
neck down to the point of the bust. of the bust to the other tip of the bust.

Waistline measurement – taken Hipline measurement – taken around the biggest part
around the smallest part of the waist. of the buttocks.

Sleeve length – taken from the shoulder tip point Sleeve width – taken around the hemline of the sleeve.
down to desired length.

14
 Armhole – taken around the armpit. Skirt length – measured from the
waistline down to the desired length.

CENTRAL UNIVERSITY in MADRID

24 years old, physician
Went to Paris to acquire more knowledge in ophthalmology.
mother’s eye ailment
In Gay Paris (1885-1886)
MAXIMO VIOLA - A medical student live in Barcelona member of a rich family of San Miguel, Bulacan.
SEÑOR EUSEBIO COROMINAS - Editor of the newspaper La Publicidad. He made a sketch crayon of of Don Morayta.
DON MIGUEL MORAYTA - owner of La Publicidad and a stateman. An article on the Carolines Question controversial issue for
publication.
DR. LOUIS DE WECKERT - Leading French ophthalmologist. Rizal worked as his assistant from November 1885 to February 1886.
RIZAL’S FILIPINO FRIENDS
Children of Don Joaqin Pardo De Tavera - Escaped from Marianas and lived in France
1. Dr. Trinidad – physician and philologist
2. Dr. Felix physician, artist and sculptor
3. Paz – wife of Juan Luna
Rizal as Musician - No natural aptitude for music. He studied music because many of his schoolmates at the Ateneo were taking music
lessons. November 27, 1878 told Enrique Lete that he learned solfeggio, piano, voice culture in one month and half. Rizal came to play the
flute fairly well. He was a flutist in various impromptu reunions of Filipinos in Paris.
In Historic Heidelberg
 February 1, 1886 - he left Gay Paris from Germany.
 February 3, 1886- Rizal arrived in Heidelberg, a historic city in Germany famous for its old university and romantic
surroundings.He became popular among the Germans because they found out that he was good chess player.
 He joined them in chess games, drinking beer and saber duels
DR. OTTO BECKER - Rizal worked at the University Eye Hospital under the direction of Dr. Otto Becker, distinguished German
ophthalmologist.
PROF. WILHELM KUEHNE - Rizal attended lectures of Dr. Becker and Prof. WilhemKuehne.
To The Flowers of Heidelberg - He was fascinated by the blooming flowers along the Neckar River. The light blue flower called forget-
me-not. April 22, 1886 wrote a fine poem entitled A Las Flores de Heidelberg
PASTOR ULLMER AT WILHELMSFELD - Rizal spent a three month summer vacation at Wilhelmsfeld where he stayed at the Vicarage
of a protestant pastor, Dr. Karl Ulmer.
First Letter To Blumentritt - JULY 31, 1886 – Rizal wrote his first letter to Professor FERDINAND BLUMENTRITT. He is the Director of
the Ateneo of Leitmeritz, Austria. He is an Austrian ethnologist and he has an interest in the Philippine language. He became best friend
of Rizal. Rizal sent Aritmetica (arithmetic) book to Blumentritt which was published in two languages – Spanish & Tagalog by the University
of Santo Tomas Press in 1868.The author was Rufino Baltazar Hernandez.
In Leipzig And Dresden
 AUGUST 9, 1886 Rizal left Heidelberg
 AUGUST 14, 1886 – Rizal arrived in Leipzig
 He attended some lectures at the University of Leipzig on history and psychology.

15
 Prof. Friedrich Ratzel a famous historian
Dr. Hans Meyer - German anthropologist
Rizal found out that the cost of living in Leipzig was the cheapest in Europe so he stayed for 2 months and a half. On October 29, he went
to Dresden, where he met Dr. Adolph B. Meyer, the director of the Anthropological and Ethnological Museum.
(schiller'swilliam tell – rizal translated german to tagalog para maintindihanng mga Pilipino. Champion saswiss independence. He also
translated story of hans Andersen fairy tales for his nephews and niece because he knows the language german, Spanish, & other European
languages rizal worked as proofreader.)
RIZAL WELCOMED IN BERLIN’S SCIENTIFIC CIRCLES
Some scientists Rizal met are:
 DR. FEODOR JAGOR – German scientist, traveler and author of Travels in the Philippines.
 DR. RUDOLF VIRCHOW – famous German anthropologist
 DR. W. JOEST – German geographer.
 DR. KARL ERNEST SCHWEIGGER – famous German ophthalmologist.
Berlin
Five reasons why Rizal stayed in Berlin:
 To gain further knowledge of ophthalmology.
 To further his studies of science and language.
 To observe the economic and political conditions of the German nation.
 To associate with famous German scientists and scholars.
 To publish his novel, Noli Me Tangere
Rizal worked as an assistant in the clinic of Dr. Schweiggerat night, he attended lectures in the University of Berlin. He alsotook
private lessons in French under Madame Lucie Cerdole.
Rizal sent a letter to his sister, Trinidad, dated on March 11, 1886. In his letter, Rizal expressed his high regard and admiration
for German womanhood. Rizal said that German woman is serious, diligent, educated and friendly.
Some of the German customs Rizal admired:
 On Yuletide season, people will select a pine tree from the bushes and adorned it with lanterns, papers, lights, dolls,
candies, fruits, etc.
 Self - introduction to strangers in a social gathering.
 The winter of 1886 in Berlin was his darkest winter.
 He lived in poverty because no money arrived from Calamba and he was flat broke.
 The diamond ring was in the pawnshop.
 He could not pay his landlord and he was eating only one meal a day.
 His health broke down due to lack of proper nourishment.
RIZAL’S GRAND TOUR OF EUROPE WITH VIOLA
(1887)
 May 11, 1887- Rizal and Viola left Berlin by train
 Dresden- one of the best cities in Germany
 Prometheus Bound- painting wherein Rizal was deeply impressed
 Teschen (now Decin, Czechoslovakia)- next stopover after leaving Dresden
LEITMERITZ
 At 1:30pm of May 13, 1887- the train, with Rizal and Viola on board, arrived at the railroad station of Leitmeritz, Bohemia for the
first time, the two great scholars—Rizal and Blumentritt—met in person
 Professor Blumentritt- a kind-hearted, old Austrian professor
 May 13 to May 16, 1887- Rizal and Viola stayed in Leitmeritz
 Burgomaster- town mayor
 Tourist’s Club of Leitmeritz- which Blumentritt was the secretary; Rizal spoke extemporaneously in fluent Germany to the officers
and members
 Dr. Carlos Czepelak- renowned scientist of Europe
 Professor Robert Klutschak- an eminent naturalist
 May 16, 1887 at 9:45 AM- Rizal and Viola left Leitmeritz by train
PRAGUE
 Dr. Willkomm- professor of natural history in the University of Prague
 According to Viola, “nothing of importance happened” in this city
VIENNA
 May 20, 1887- Rizal and Viola arrived in the beautiful city of Vienna, capital of Austria-Hungary
 Vienna was truly the “Queen of Danube” because of its beautiful buildings, religious images, haunting waltzes and majestic charm
 Hotel Metropole- where Rizal and Viola stayed
 In Vienna, Rizal received his lost diamond stickpin

16
 Norfentals- one of the greatest Austrian novelists was favorably impressed by Rizal, and years later he spoke highly of Rizal,
“whose genius he so much admired.”
DANUBIAN VOYAGE TO LINTZ
 May 24, 1887- Rizal and Viola left Vienna on a river boat to see the beautiful sights of the Danube River
 Rizal particularly noticed that the passengers on the river boat were using paper napkins during the meals, which was a novelty to
him. Viola, commented that the paper napkins were “more hygienic and economical than cloth napkins”
FROM LINTZ TO RHEINFALL
 Munich- where Rizal and Viola sojourned for a short time to savor the famous Munich beer, reputed to be the best in Germany
 Nuremberg- one of the oldest cities of Germany
 The Cathedral of Ulm- the largest and tallest cathedral in all Germany
 From Ulm, they went to Stuttgart, Baden and then Rheinfall (Cascade of the Rhine). At Rheinfall, they saw the waterfall, “the most
beautiful waterfall of Europe”

CROSSING THE FRONTIER TO SWITZERLAND

 June 2 to 3, 1887- stayed at Schaffhausen, Switzerland
GENEVA
 This Swiss city is one of the most beautiful cities in Europe, visited by world tourists every year
 June 19, 1887- Rizal treated Viola to a blow-out. It was his 26th birthday
 Rizal and Viola spent fifteen delightful days in Geneva
 June 23, 1887- Viola and Rizal parted ways—Viola returned to Barcelona while Rizal continued the tour to Italy
 Exposition of the Philippines in Madrid, Spain- Rizal was outraged by this degradation of his fellow countrymen the Igorots of
Northern Luzon
RIZAL IN ITALY
 From Geneva Rizal went into Italy. He visited Turin, Milan, Venice, and Florence.
 June 27, 1887 – he reached Rome, “The City of the Ceasars”.
 He was thrilled by the sights and the memories of the Eternal City describing to Blumentritt, the “grandeur that was Rome”.
 June 29, 1887 – the Feast Day of Saint Peter and Saint Paul, Rizal visited for the first time the Vatican, “The City of the Popes” and
the “Capital of Christendom”
 He was deeply impressed by the magnificent edifices, particularly Saint Peter’s Church, the rare works of art, the vast Saint Peter’s
Square, the colorful Papal Guards and the atmosphere of religious devotion that pervaded the Vatican
Rizal's Trip to Hong Kong, Macau and Japan
Hounded by powerful enemies, Rizal was forced to leave his country for a second time in February 1888. He was then a full-grown man
of 27 years of age, a practicing physician, and a recognized man-of-letters.
Trip to Hong Kong
February 3, 1888
Rizal left Manila for Hong Kong on board the Zafiro.
February 7, 1888
Zafiro made a brief stopover at Amoy.
Rizal did not get off his ship at Amoy for three reasons:
(1) he was not feeling well
(2) it was raining hard
(3) he heard that the city was dirt
February 8, 1888
- Rizal arrived in Hong Kong
Victoria Hotel
- Rizal stayed while in Hong Kong. He was welcomed by some Filipino residents, including Jose Maria Basa, Balbino Mauricio, and
Manuel Yriarte .
Jose Maria Basa, Balbino Mauricio, and Manuel Yriarte
Rizal wrote to Blumentritt on
February 16, 1888,
“is a small, but very clean city.”
In Hong Kong, he studied the Chinese way of life including the language, drama, customs, social occasions, festivities and their religion.
Macau

17
He also visited Macau for two days where he toured the famous places such as pagodas, grotto, casino, theatre, and churches.
According to Rizal, the city of Macao is
small, low, and gloomy. There are many junks, sampans, but few steamers. It looks sad and is
almost dead.
February 18, 1888
Rizal, accompanied by Basa, boarded the ferry steamer, Kiu-Kiang for Macau.

 Don Juan Francisco Lecaros

Rizal and Basa stayed at his home while in Macau.

Rizal witnessed a Catholic possession, in which the devotees were dressed in blue and purple dresses and were carrying unlighted
candles.
February 20, 1888
Rizal and Basa returned to Hong Kong, again on board the ferry steamer Kiu Kiang.
Departure from Hong Kong
February 22, 1888
Rizal left Hong Kong on board the Oceanic, an American steamer, his destination was Japan.
Rizal’s cabin mate was a British Protestant missionary who called Rizal “
a good man”
Rizal in Japan

28 February 1888
Rizal, after days of travel, arrived at Yokohama.
He registered at the Grand Hotel. He was offered at once the Spanish Legation for his home.
In Japan, Rizal studied the habits and customs of the Japanese people, their language, theaters and commerce.
Grand Hotel - 1 March 1888
He checked out of the Grand Hotel and entrained for Tokyo and there lodged at the Tokyo Hotel.
4 March 1888
He wrote Blumentritt about the
honesty, courtesy, cleanliness and industry
of the Japanese people. However, he also expressed his disgust on the use of the man drawn jinrikisha
When he was in Tokyo he decided to study Japanese language including Japanese drama and self- defense. As usual activities in his tour
he visited art galleries, museums, libraries, shrines and parks.
7 March 1888
Rizal checked out of Grand Hotel and moved to the Spanish Legation where he was offered free board and lodging.

 Seiko Usui

15 March 1888
Rizal first saw O-Sei-san
The most colorful life in his memoirs in Japan was his romance with O-Sei-San as he wrote in his diary “O-Sei-San, Sayonara,
Sayonara! I have spent a happy golden month; I do not know if I can have another one like that in all my life…” The nostalgic romance
to O-Sei-San made him sad to depart Japan but his strong conviction to continue quest for the liberty and freedom of his fatherland.
7 April 1888
Rizal wrote his family and envisioned that in the future the Philippines would have more contact and relations with Japan.
13 April 1888
Rizal left Yokohama for San Francisco, on board the Belgic.

18
Competent Teachers: Effective Classroom Managers
Classroom management is the business of getting students to do what teachers want them to do.
1. Teachers can arrange desks to encourage collaboration as well as independent work.
2. Minimize traffic flow problems.
3. Make sure materials are readily available.
How to Manage the Classroom Well for Teaching and Learning Situations
1. Set rules and procedures that students are expected to follow.
2. Let students actively engage in the pursuit of knowledge.
3. Lead students to take responsibility for their learning.
4. Respect everyone.
Classroom Management Techniques
1. Management of Intruction
2. Management of Discipline
3. Management of Relationship
4. Management of Physical Environment
5. Management of Time
6. Management of Routine
Management of Instruction
- Refers to the smooth flow of the instructional processes.
1. Maintain smoothness of instruction and avoid jarring breaks within the activity flow.
2. Manage transition from one activity to another, from subject or from lesson to recess or give clear signals.
3. Maintain group focus during the lesson so that all students in the class stay involved in the lesson even if the teacher calls on only one
student.
4. Maintain a group focus during a seatwork by circulating to see how they are doing.
5. Develop withiness and be aware of student’s behavior at all time.
6. Develop overlapping skills and be prepared for all scenarios in the classroom.
Management of Discipline
- refers to the means of preventing misbehavior from occurring or the manner responding to behavioral problems in order to reduce their
recurrence in the future.
1. Start the year right with a clear, specific plan for introducing the student to classroom rules.
2. Set few cIass rules for the students to follow.
3. Create an atmosphere where there is respect to one another.
4. AppIy the principle of least intervention for routine classroom behavior problem.
5. Manage behavior problems through applied behavior analysis.
6. Prevent serious behavior problem and remove the causes of misbehavior.
7. Formally develop the desired behavior by teaching (not telling) the behavior.
Management of Relationship refers to emotional climate and communications affecting learning conditions.
1.Maintain positive climate characteristics which allow students to choose a variety of activities to achieve common goals.
2. DeveIop sense of interdependence, common bonds, defined group expectations and relationship qualities that enhance wholesome
emotional climate.
3. Develop communication characteristics that promote wholesome classroom relationship like positive constructive conversations aimed at
understanding on another’s point of view.
4. Render different forms of assistance by providing class meetings or students to have an opportunity to examine the ideas and feelings that
influence value judgement.
Management of Physical Environment refers to the organization of the learning environment, supplies, and materials.
1.Organize supplies and materials for activities that occur frequently in most readily available accessible place, and must be governed by the
simplest procedure.
2. Rules must go with territory and insist on respect for them. Expectations regarding beginning and end of class behavior must be clearly
expressed.
3. Avoid interruptions during class program.
4. Arrange the physical setting and maximize visibility and accessibility. Students’ desks are separated in rows facing toward the chalkboard
and away from the window.
5. Materials and equipment stations are available in sufficient quantitics and are located to minimize congestion in traffic lanes.
6. Bulletin boards and wall spaces are used to display student work and complement current class activities.
7. Set explicit procedures for getting materials from and returning them to designated classroom locations.
Management of Time
- Refers to the organization and use of allocated time in the classroom.
1.Make good use of all classroom time.
2. Start teaching at the beginning of the period and end on time.
3. Establish routine procedures.
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4. Minimize time spent on discipline and prevent interruptions.
5. Teach Iessons that are so interesting, engaging, and relevant to students interest.
6. Maintain momentum through, avoidance of interruptions or slowdown like phone calls knocks on the door and other disturbance.
Management of Routines
- Refers to the established activities or procedure that are repeatedly done.
1.Teach pupils to learn how to form various grouping and return to standard arrangement with minimum confusion.
2. Do not use the first few minutes of the class session to collect materials when students are potentially most alert in instruction.
3. "Overlapping” technique is used ‚for collection and distribution of materials. It refers to the teacher’s ability to attend to the task at hand
and at the same time prevent an extraneous situation from getting out of control.
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity e.g checking homework assignment, presentation of
new material, giving assignment, monitoring seatwork.
Competent Teachers: Good Community Link
Teacher is…
 a wide range of roles to support school and students success
 lead in a variety of ways and one of which is they can serve as leaders in the community where they belong.
 Teachers are sometimes content to let parents and families take the initiative in becoming involved in their children’s education.
Teachers must look at-ways in which the school can initiate this involvement. The school and the home share responsibility for
students’ learning; the relationship based on mutual respect to one another.
 Involvement of teachers with other organizations is used to broaden and deepen young people’s learning and to enable them to
achieve success in wider contexts. This work is carefully planned by school leaders to enhance school curriculum and develop the
perspectives of both students and teachers. Community links are fully embedded into the life and work of the school.
 Teachers interact with parents, with students and other teachers regularly, affecting the lives of their students daily. In addition to the
classes they teach, teachers find themselves involved in many community projects and serve the community at large as leaders. They
also regularly take positions within their barangay, communities of teachers, parent-teacher organizations and professional teacher
organizations.
 Teachers serve as not only educators, but also mentors and role models, especially in the community where they live and in the
modern world, where values such as respect, sharing, cooperation and involvement in the community.

Teachers should be guided with the Code of Ethics for Professional Teachers, Article III the Teacher and the Community which
states that:
SEC. 1. A teacher is a facilitator of learning and of the development of the youth; he shall, therefore, render the best service by providing an
environment conducive to such learning and growth.
SEC. 2. Every teacher shall provide leadership and initiative to actively participate in community movements for moral, social, educational,
economic, and civic betterment.
SEC. 3. Every teacher shall merit reasonable social recognition for which purpose he shall behave with honor and dignity at all times and
refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less elicit relations.
SEC. 4. Every teacher shall live for and with the community and shall, therefore, refrain from disparaging the community.
SEC. 5. Every teacher shall help the school keep the people in the community informed about the school's work and accomplishments as well
as its needs and problems.
SEC. 6. Every teacher is intellectual leader in the community, especially in the barangay, and shall welcome the opportunity to provide such
leadership when needed, to extend counseling services, as appropriate, and to actively be involved in matters affecting the welfare of the
people.
SEC. 7. Every teacher shall maintain harmonious and pleasant personal and official relations with other professionals, with government
officials, and with the people, individually or collectively.
SEC. 8. A teacher possesses freedom to attend church and worships as appropriate, but shall. Not use his positions and influence to proselyte
others. .
Involvement of Teacher in the Community
 A teacher can get the community involved by hosting activities for members of the community to participate. A bake sale or garage
sale would be open to the whole community. Student activities such as ball games or Spelling bees can be advertised to the public to
encourage involvement.
 Teachers can also work with local churches to set up mentoring programs for the members of community especially students who are
poor in reading or doing math. Teachers can also help in church activities like serving as commentators during mass.
 Another way to be engaged in the community is to get students’ families involve in school activities. A family that gets involved will
stay involved as long as the students are in the school. Family members will be more likely to help with activities that involve their
child.
 There are many ways that teachers can help build a sense of community especially with the parents of the students. Building a
network of communications will enhance the effort. Communication are in several forms. Today, teachers use Web pages to

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 communicate with students and parents. Teachers can post calendar of activities, assignments, rules, procedures, and more. Using
email, teachers can communicate with parents on a daily basis.
 Teachers can actively participate and be involved in community organization and centers such as Red Cross, Boys and Girls Scouts.
Their direct involvement in the leadership of the community organizations allows teachers to help change the lives of students
outside of the classroom.
 Teachers can take leadership roles for current political events affecting their lives, communities, and schools. When a bill dealing
with schools and teachers is presented in Congress, teachers mobilize the community to show their support for the bill.
 Links with the community provide experiences which support the curriculum and enhance students’ learning. Teachers should use
effectively local facilities and organizations when planning their lessons and learning activities. Such activities focus on developing a
wider awareness of the world beyond school and encourage young people to perceive and use community as a resource.
 All schools are a community. Some communities are effective environments while others are not. Teachers have the responsibility to
help the school to be an effective community.

CHAPTER 5
The Global Teachers: Knowledgeable of K to 12 Program of Various Countries
Basic Education is defined as the whole range of educational activities that are taking place in either informal or non-formal setting
with the goal of meeting the learner’s basic learning needs. It is afacet that no country will achieve rapid economic growth without investing
in education.
Basic education in developing countries is essential to build stable training partners with develop countries especially that quality
education is afforded to learners to become knowledgeable, skillful and competent ready for global economy.
The Present Basic Education Scenario in the Philippines
* The mandate of ensuring that no learner shall be left behind and that every Filipino child will have access to quality education gave away to
the enactment of kindergarten Education Act in 2012 and the Republic Act 10533 known as part of the basic education curricular and having
it mandatory, improves the students’ access to education.
* The Philippine Government believes that compulsory kindergarten better prepares learners who have active minds to the next level of
schooling.
* Enhanced Basic Education is popularly known as K to 12 started as a flagship reform strategy initiated also by the Department of Education
Secretary with the objective of producing more productive and responsible citizens fully equipped with the essential competencies, skills for
both lifelong learning and employment.
* The model Kindergarten, 6 years of elementary education, 4 years of junior high school, and 2 years of senior high school.
What are the Reasons for coming up with K to 12?
• The Philippines also had low performance in the Trends in International Mathematics and Science Study (TIMSS) as revealed in the
2003 and 2008 TIMSS.
• Another reason is the unpreparedness for employment, entrepreneurship or higher education of the Filipino High School graduates
because of the congested tenyear curriculum.
• The years in school are not enough for students to absorb the necessary knowledge and skills to pursue higher education.
• The Philippine is the only remaining country with a 10year basic education program. Graduates of the 12 education cycle has
potential to be globally competitive.
What is K to 12 Education Program?
• K to 12 is a term for the sum of primary and secondary education. It is used in countries like United States, Canada, Turkey,
Australia and now in the Philippines.
• The Expression is a shortening of Kindergarten (K) for 4-6 years old learners, through twelfth grade (12) for learners who are 17-19
years old.

How do K to 12 Programs of Various Countries Differ?

PHILIPPINES
In the Philippines, K to 12 Program covers the Kindergarten plus the 12 years of basic education (6 years of primary education) 4
years of Junior High School and 2 years of Senior High School.
The additional two years in senior High School aims to provide sufficient time for mastery of concepts and skills, to develop lifelong
learning skills and to prepare graduates for tertiary education, for mid-level skills and development, for employment and for entrepreneurship.
Salient Features of the K to 12 Program
• Universal Kindergarten or the mandated Kindergarten for 5 years old learners.
• Contextualization and enhancement by making the curriculum relevant to learners.
• Mastery of knowledge and skills is done by introducing simple concepts in spiral progression in subject areas like Mathematics and
Science.
• The two years of the Senior High School is a specialization based on the learners aptitude and interest.
• Completing the enhanced Basic Education from K/Kindergarten, Elementary Junior High School curriculum and the specialized
Senior High School Program, a Filipino Entrepreneurship.
BRUNEI DARUSSALAM
• Starts with one year primary education and then 6 years of elementary education. Students take and should pass the end-of-cycle
public examination before they progress to diversified secondary level.
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• Secondary level has 2 categories, General Secondary Education Program (2-3 years) and another 2-3 of Upper Secondary Education
where students are grouped according to their academic abilities, talents and interest.
• In the General Education Program, the students take four core subjects and three complimentary subjects and at least two elective
subjects with science as one required elective.
• Students ho excel academically can take secondary education in two years. Differentiated and specialized education responding to
the different capabilities and interest of the learners are the required secondary curriculum.
• Pre-school in Brunei is a playschool which aim to impart socio-emotional and personality development for young learners in n
informal preschool program.
CANADA
• They follow the K to 12 educational curriculum with secondary schooling or high school structure that varies within a province in
terms of inclusion of middle school or junior high school.
• By law, Canadians must be in school starting ages 5 or 6 and remain in school until ages between 16 and 18 depending on the
province of territory.
• All provinces and territory provide universal, free and until secondary schooling of 12 years with the exemption of Quebec where it
offers education until 11 years.
• Elementary school includes Grade 1-6 in regions where there are 2 years of middle school or junior high school, but those without
middle or junior high school have elementary until Grade 8. In Quebec, grade school is 6 years and their students proceed immediately to
High school.
• Secondary High school with middle school or junior high school, begins in Grade 7 to Grade 12.
• Post secondary education includes career college or vocational school, community college or university.
KOREA
• Their school system follows the 6-3-3-4 education ladder which is 6 years of elementary, 3 years of middle school and 3 years of
high school and 4 years of either junior college or university to complete higher education.
• High School are in two categories (1)General High School and (2)Vocational High School although there are limited numbers of
schools. Which offer both general and vocational training which s known as “Comprehensive High School”. Korean Kindergarten provides
nurturing learning environment through various pleasant activities and diverse teaching pedagogy. The Kindergarten or Early Childhood
curriculum includes physical , social, expression language and inquiry life areas.
• Elementary education in Korea is geared towards the acquisition of fundamentals necessary for a productive civic life through nine
principal subjects.
- Moral Education
- Korean Language
- Social Studies
- Arithmetic
- Natural Science
- Physical Education
- Music
- Fine Arts
- Physical Arts
• The Middle School curricular are a combination of 11 basic or required subjects, elective subjects and extra-curricular activities.
• Blending of education and readiness for occupation is reflected in the technical and vocational courses which are elective subjects.
Korean students may combine to high school and admission to High School depends upon the results of High School entrance examination.
MALAYSIA
• Malaysian education begins with Pre-school where the medium of instruction is both Malaysian and English. Preschools that use
Tamil or Chinese as medium of instruction also conduct teaching learning process using Bahasa Malaysia and English.
• They offer a 2 year optional preschool for learners ages 4-5. standards-based preschool curriculum for personality development of young
learners is being followed in Malaysia.
• Elementary education is 6 years with a requirement of passing the public examination as determining factor of the students readiness to
secondary or high school level.
• Malaysia has 2 level category for Secondary or High school. Lower Secondary (level 2) and Upper secondary (level 3)
• Lower secondary program offers general and undifferentiated curriculum for 2-3 years.
• In the upper secondary 2 years, students take subjects according to their appropriate streams (Arts, science, technical and Religious).
SINGAPORE
• Their educations begins with Kindergarten or Pre school at the age of 4-6 years old. In kindergarten, Although not compulsory, a 3-4 hour
provision of language development, literary skills basic number concepts, social skills, creative skills and appreciation of music and
movement is being provided to the young learners.
• Mother tongue is also part of the kinder curriculum, mother tongue language includes Chinese, Malay Tamil and Indian,
• Preschool is followed by 6 years of Primary Education. English language, Mathematics, Mother Tongue Language are the significant
subjects in the primary education curriculum.
• Primary school has two stages Foundation and Orientation stages.
• During Foundation Stage (Primary 1-4) students are provided with strong foundation in English, Mother Tounge and Mathematics.
• Orientation stage (Primary 5-6) is the stage where the students are taught Mathematics and Science appropriate to their level.
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• At the end of Primary 6, all students are assessed on their academic abilities through the primary School Leaving Examination (PSLE).
• At the secondary level. Students may either go to Special (secondary 1-4 years). Express (Secondary 1-4 years). Normal (Academic-
secondary 1-5 years) courses depending on the measured academic ability of the PSLE scores.
• These four steamed courses offer highly differentiated curriculum. Special and Express are four year courses which lead to Singapore-
Cambridge General Certificate of (GCE ‘O’) Education (Ordinary Level) examination.
• Students in the Normal (academic) course take academically based subjects while those in the GCE ‘O’ level examination at the end of 4 or
5 years of secondary education can qualify for junior College (2years), a Polytechnic (3 or 4 years) or a Pre-university center (3years)
• Only those who qualify after passing GCE “A’ level examination at the end of junior College 2, pre-university 3 or Polytechnic Year ¾ can
enroll in local university or to the National University of Singapore.
UNITED STATES
• The age of entry to compulsory education in the US varies according to the state, between 5-7 years old with 6 years old being the most
common as an entry age for Kindergarten.
• Kindergarten Certificate is awarded to allow learner’s entry to Elementary School/Primary Education.
• The Length of Primary education varies from 4 to 7 years depending on the States or Local practice. Certificate or diploma may also vary by
states/Districts for transition to Secondary School. Based on its length elementary education may be followed or not by a number of years
middle school education which is generally three years (Grades 4-6 5-7, 6-8)
• High School (Grades 7-12 or Grades 8-12) length program is 6 years depending upon the laws and policies of states and local districts.
• They are also mandatory subjects in almost all US high schools which include..
-Science (Biology, Chemistry, Physics)
-Mathematics (Algebra, Geometry, Trigonometry, Calculus, Statistics)
-English (Literature, Humanities, Composition, Oral Language)
-Social Sciences (History, Government, Economics) and Physical Education.

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