Nothing should be thrown in holes IMO except maybe some calcium in acid soils. Generally nutritional amendments should be worked into soil of entire area previous to planting based on a soil test. Most important thing is getting pH in proper range. Your cooperative extension is a reliable source for a soil test kit which involves sending a soil sample to a lab. Research I've seen shows that indeterminate growers such as peaches and J. plums will often grow more the first season with sup. N in a quick release form applied as suggested by Mr. B except I contend that you get same results w. organic as inorganic quick release. I consider fish emulsion pretty quick release. I prefer to use my own urine which is just a day or so slower than urea- it's a sin (in my private bible) to waste it and buy something that doesn't work any better. Dilute it well and water it in. Determinate growers (plants that get there main flush of growth in spring) like apples and pears generally don't benefit the first year from such applications but may store some of it for greater vigor the following spring. Plenty of soils are rich enough not to benefit from sup. N and when trees come into bearing I think slow release is the best source. Too often bearing age trees have too much vigor creating less flavored fruit.

They should teach spelling in this school.

I know this is a citrus forum, but I wanted to address the grafting comments. Grafting is used for many reasons depending on the fruit variety, it is not used to create a "frankintree" or "set a tree up to struggle for the rest of it's life". It is not some weird wish to" amputate" and "disfigure". Natural growth is not necessarily better in all situations. Grafting is a viable useful process done by people who do not wish to change nature but to help. Many of us in colder climes, only get good fruit as a result of the hardiness obtained from the rootstock, as well as the disease resistance. Up here most own root fruit trees perish, whereas grafted ones on hardy rootstock thrive for many years. Many "frankintrees", are done to save other heirloom varieties so, in a small space, an avid gardener can keep a collection of genetics from going extinct. Or, as people are now wanting to know where their fruit comes from, it allows those with small gardens a chance to grow more than one variety and have fruit for multiple home uses. My kudos to all those who have experimented with grafting and still are, they have made fruit growing for me possible. Here's to hoping they come up with a citrus able to withstand my cold temps, but I won't hold my breath.

I teach mostly freshmen at a public university. I have come to the conclusion that most of my students are mediocre intellectually (also, I don't teach the more gifted freshmen who test into the advanced composition class in the fall). Now, some of them seem to be better at science and math than English; they can solve a math problem with a definite answer, memorize for a test, but abstractions (ideas, ideologies, connections, parallels, analogues) and the ongoing intellectual curiosity that relies on analysis and synthesis and contextualization to explore them eludes them. And of course few actually read. The few (very few) that do read popular fiction. Most of my students are Hispanic in origin, varying in generations away from Mexico or other countries. Many are bilingual, which I actually think should be an asset to learning grammar (we only spoke English in my house; my Dad heard my grandmother speak Polish, but it was not encouraged in a family that wanted to assimilate in the 1940s); if one learns a different language, one has to learn the grammar, but they grew up speaking English and Spanish fluently. It's not like they went to school to be taught another language. Also, many of my students are Polish (Chicago holds the largest population of Poles next to Warsaw), and in contrast to my Dad's upbringing, many speak Polish at home, and even though they may have been born here, English is the second language. It is a challenge, and more so each year as the school takes in more underserved students who are more unprepared and need remediation. Some do show potential, but their background (as well their own internal struggles) often keeps them from achieving what they could do. And it's not just the minority students who are underserved; most of the students are struggling financially, and I've seen more who need to work full time to support themselves and their families. The traditional student who goes away for four years at age 18 and lives in the dorm and graduates in four years is more the minority. I could say more, but I've spent the last two days grading their first major project; I have so many papers to grade I cancelled class tomorrow (I gave them plenty to do in the interim) in order to get caught up. I do agree with some posters that basic writing techniques like cursive, civics, and grammar are no longer emphasized. Now, one can still learn them without the beat it into you/rote method I encountered, especially in Catholic school, but sometimes the new mediums to do so overwhelm the message,