eocument resume - eric · management, *vocational agriculture. developed ty a technical education...

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INS7ITUTICNPUB DATENOTEAVAILABLE FFCN

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ABSTRACT

EOCUMENT RESUME

VT 012 344

Crnamental Horticulture Technology; Suggested 2-YearPost High School Curriculums.rivision of Vocational and Technical Education, EAVa.70215p.Superintendent cf Documents, U.S. GovernmentPrinting Office, Washington, D.C. 20402(HE5.281:81017 $1.75)

EDRS Price MF -$1.O0 HC Not Available from EDES.*Curriculum Guides, Floriculture, Landscaping,Nurseries (Horticulture), Nursery Workers(Horticulture), Off Farm Agricultural Occupations,*Ornamental Horticulture, *Ornamental HorticultureCccupation, Post Secondary Education, TurfManagement, *Vocational Agriculture

Developed ty a technical education specialist, thisguide is designed to aid school administrators in planning anddeveloping 2-year post-high school programs or evaluating existingprograms in ornamental horticulture technology. In addition togeneral information on the program, contents include course outlineswith examples cf tests and references, technical educationprocedures, and laboratory layouts with equipment and costs and landrequirements for five subject areas: (1) floriculture, (2) landscapedevelopment, (3) nursery operation, (4) turfgrass management, and (5)

arboriculture. A selected list of scientific, trade, and technicalsocieties concerned with the technology is appended. The suggestedprogram may he modified to meet local, state and regional needs. (AW)

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UI h logy

-qukgested 2-Year (Post +ligh School Curriculumt

DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of1964 states: "No person in the United States shall, on the ground of race,color, or national origin, be excluded from participation in, be denied thebenefits of, or be subjected to discrimination under any program or activityreceiving Federal financial assistance." Therefore, the Technical Educationprogram, like every program or activity receiving financial assistance fromthe U.S. Department of Health, Education, and Welfare, must be operatedin compliance with this law.

00U.S. OEPARTMENT OF HEALTH, EDUCATION

& WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON OROFIGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF ED1.1-CATION POSITION OR POLICY.

ORNAMENTAL HORTICULTURE

TECHNOLOGYSuggested 2-Year Post High School Curriculums

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREELLIOT L. RICHARDSON, Secretary

OFFICE 'OF EDUCATIONTERREL H. BELL, Acting Commissioner of Education

ARTHUR LEE HARDWICK, Associate CommissionerDivision of Vocational and Technical Education

0E-81017

Superintendent of Documents Catalog No. HE 5.281:81017

For sale by the Superintendent of Documents, U.S. Government Printing OfficeWashington, D.C. 20402 - Price $1.76

FOREWORD

A DVANCEMENTS in technology have caused great changes in horticul-iature as a business enterprise, as a service, and as an applied science.Some of the mast significant changes have resulted from using new equip-ment, concepts, and methods to control plant growth and to improve theindustry's products and services. These developments and the legislationof mid-1960's to promote the "beautification" of the Nation have directedattention toward personnel shortages, especially skilled technicians, in thehorticultural industry.

This guide was prepared to aid the States in planning and developing2-year post high si..hool programs in ornamental horticulture technology,or in evaluating existing programs. Although the indicated level of instruc-tion is post high school, the sequence of course work may well start atany grade level where students have the prerequisite background andunderstanding.

It includes suggested curriculums for five options : floriculture, landscapedevelopment, nursery operation, turfgrass management, and aboriculture.It also includes suggested course outlines with examples of texts and refer-ences ; a sequence of technical education procedures ; laboratory layoutswith equipment and costs ; a discussion of the library and its use, facultyand students services, and land requirements ; and a selected list of scien-tific, trade, and technical societies concerned with the technology.

This guide was developed by Walter J. Brooking, technical educationspecialist in the Program Development Branch of the Division of Vocationalahs.1 Technical Education, U.S, Office of Education. The basic materials wereprepared by the State University of New York Agricultural and TechnicalCollege at Farmingdale, pursuant to a contract with the Office of Education.

Many useful suggestions were received from special consultants and advi-sers, owners of businesses, employees in the horticultural industry, andadministrators and teachers in schools of technology. Although all sugges-tions could not be incorporated, each was considered carefully in the lightof the publication's intended use. In view of this, it shwild not be inferredthat the suggested curriculums are completely endorsed by any one institu-tion, agency, or person. They are plans for a program ; plans to be modifiedby administrators and their advisers to meet local, State, and regional needs.

ARTHUR LEE HARDWICKAssociate Commissioner for

Adult, Vocational, andTechnical Education

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ACKNOWLEDGMENTSTHE U.S. OFFICE OF EDUCATION, Division of Vocational and Tech-& nical Education, recognizes the valuable contributions made in the

detailed review of this publication by the following persons:

Thomas T. Adams, Ten Oaks Nursery & Gardens, Inc., Clarksville, Md.Olaf J. Andersen, Vice President, Trees of Houston, 2438 South Boule-

vard, Houston, Tex.R. L. Andrews, Landscape Architect, Assistant to Executive Director,

National Capital Housing Authority, 1729 New York Avenue, NW.,Washington, D.C.

Vincent K. Bailey, Bailey Nurseries, Inc., 1325 Bailey Road, St. Paul,Minn.

F. Raymond Brush, Secretary, American Association of Nurserymen,Inc., 835 Southern Building, Washington, D.C.

Robert Colby, Superintendent, Montefiore Cemetery, Pinelawn Avenue,Farmingdale, N.Y.

Harold Davidson, Associate Professor of Horticulture, Michigan StateUniversity, East Lansing.

Homer K. Dodge, Homer K. Dodge Associates, 24 Union Avenue, Fram-ingham, Mass.

Norman H. Foote, Chairman, Division of Agriculture, State Universityof New York Agricultural and Technical College, Farmingdale.

James Manka, Superintendent, Inwood Country Club, Spruce Road,Liwood, N.Y.

Hubert B. Owens, Chairman, Division of Landscape Architecture,University o C Georgia, Athens.

Freeman Parr, Parr, and Hansen, Post Office Box 186, Hicksville, N.Y.Donald F. Pollitt, President, Donald F. Pollitt, Inc., Landscape Design-

ers and Contractors, 1379 Cedar Swamp Road, Brooksville, GlenHead, N.Y.

Harry Raben, Garden World, Inc., Francis Lewis Boulevard and 46thAvenue, Flushing, N.Y.

Edward Roberts, Jr., Vice President, Golf Course Superintendent ofAmerica, 334 Shumpike Road, Chatham, N.J.

Joseph F. Roeseli, Chairman, Department of Ornamental Horticulture,State University of New York Agricultural and Technical College,Farmingdale.

Max Schling, 675 Fifth Avenue, New York, N.Y.L. R. Shields, Golf Course Superintendent, Woodmont Country Club,

1201 Rockville Pike, Rockville, Md.Henry Skinner, National Arboretum, Washington, D.C.Paul E. Tilford, Executive Secretary, National Arborist Association,

Inc., 616 Southern Building, Washington, D.C.John Walker, Society of American Florists and Ornamental Horticul-

turists, Sheraton Park Hotel, Washington, D.C.William C. Warlick, Forsyth Technical Institute, Horticulture Depart-

ment, 2100 Link Road, Winston-Salem, N.C.Wilbur Wright, Director of Parks, Monroe County Park System, Roch-

ester, N.Y.

The Office of Education also appreciates the constructive criticism re-ceived from administrators and staff members of the following institutions:

Arizona Western CollegeYuma, Ariz.

Abraham Baldwin AgriculturalCollege

Tifton, Ga.

Danville Junior CollegeDanville, Ill.

Ratcliffe Hicks School ofAgriculture

University of ConnecticutStorrs, Conn.

Mount San Antonio CollegeWalnut, Calif.

State Board of VocationalEducation and Rehabilitation

(Division of Agriculture Education)Springfield, Ill.

State Board of Vocationaland Adult Education

Madison, Wis.

State Department of EducationMontgomery, Ala.

State Department of EducationSacramento, Calif.

State Department of EducationTallahassee, Fla.

State University of New YorkAgricultural and TechnicalCollege

Cobleskill, N.Y.

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CONTENTSPage

FOREWORD iiiACKNOWLEDGMENTSTHE ORNAMENTAL HORTICULTURE PROGRAM 1

Typical Employment Opportunities 3General Considerations 4Floriculture 7Landscape DevelopmentNursery Operation 7Turfgrass Management 8Arboriculture 8Faculty 9Student Selection and Serv5ces 10Advisory Committees and Cervices 12Laboratory Equipment and Facilities 13Library 14Textbooks, References, and Visual Aids 15Scientific and Technical Societies 16

THE CURRICULUMS 17Floriculture Curriculum Outline 17Landscape Development Curriculum Outline 18Nursery Management Curriculum Outline 19Turfgrass Management Curriculum Outline 20Arboriculture Curriculum Outline ..... _____ 21Brief Description of Courses 22Curriculum Content and Relationships 25Suggested Continuing Study 28

COURSE OUTLINES 29Technical Specialty Courses 30

Drainage and Irrigation 30Floral Design 34Floricultu 36Flower Shop Operation 38Greenhouse Operations I 40Greenhouse Operations II 42Herbaceous Plants I 48Herbaceous Plants II 51Horticultural Applications 54Horticultural and Turfgrass Equipment . 59House and Conservatory Plants I _ 63House and Conservatory Plants II 66Indoor Landscaping 70Landscape Construction 73Landscape Gardening 77Landscape Plans I 79Landscape Plans II 82Municipal Arboriculture 85Nursery Operation I 88Nursery Operation II 90Nursery Operation III 92Plant Propagation 94

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Planting Plans I 96Planting Plans II 99Shade Tree Problems 104Training Ornamental and Fruit Plants 107Tree Pruning and Repair 109Turfgrass Culture 112Turfgrass for Golf Courses 118Turfgrass Management I 121Turfgrass Management II 126Woody Plants I 131Woody Plants II 134Woody Plants III 136

Mathematic' and Science Courses 138Mathematics 138Botany 140Chemistry 148Entomology and Plant Disease Control 151Horticultural Science 153Horticultural Soils 155Plant Pathology 157

Auxiliary and Supporting Technical Courses 162Arborist Business 162Landscape Contracts and Specifications 164Landscape Surveying 167Salesmanship 170Technical Reporting 172

General Courses 175Business Organization and Management 175Communication Skills 178General and Industrial Economics 181

FACILITIES, EQUIPMENT, AND COSTS 184General Planning of Facilities 184Land Requirements _ 186Laboratory Facilities and Equipment 186Cost of Facilities and Equipment 191Basic Curriculum Cost 192

Audio and Visual Aid Equipment 192Horticultural Soils Course Equipment 192Horticultural Applications Course Equipment 192Woody and Herbaceous Plants Course Equipment__ 193Floriculture Curriculum Equipment _ 193Landscape Development CurriculumLandscape Plans Course. 193Landscape Construction Course Equipment _. 194Landscape Surveying Course Equipment 194Nursery Curriculum Equipment 195Turfgrass Curriculum Equipment and Tools 196Laboratory Equipment 196Golf Course-9 Hole 196Arboriculture Curriculum Equipment 196

Hortkulture Complex With All Five Curriculums _____ _____ 198

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BIBLIOGRAPHY 199APPENDIX

Selected mist of Professional and Technical Societies and Organi-zations Concerned with Ornamental Horticulture and its Applica-tion. 203

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THE ORNAMENTAL HORTICULTURE PROGRAMORNAMENTAL HORTICULTURE, or the

cultivation and use of plants and flowers tocontrol, beautify, and improve man's environ-ment, is an old practice. It has become a multi-billion dollar industry in this Nation whichserves many and employs several thousand per-sons.

Recently there has been grea.cer awarenessand growing interest in substantially increasingthe use of plants, flowers, turf, and shrubs forthe beautification of municipal properties,urban areas generally, and the countryside.Growing emphasis on environmental improve-ment indicates this awareness and is only oneof many factors which has created a shortageof the skilled personnel required to produce,plant, care for, and to distribute the materialsused for horticultural purposes.

Modern technology has caused great changesin the propagation, culture, packaging, storing,care, and distribution of flowers, shrubs, turf-grass, and trees. New varieties of plants im-prove in beauty and adapability. New materials

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for containerized growth, storage, and distri-bution reduce cost and improve service to cus-tomers. Modern applications of the science ofchemical plant growth control, such as fertiliz-ers, growth stimulators, or depressants, defoli-ants and many others, are an important part ofthe horticultural producer's activities. Chemi-cals to kill or control weeds, molds, insects,plant parasites, and animals that feed on plantsor affect their growth have been developed to avery sophisticated technological requirementfor efficient and economical horticultural pro-duction. Special equipment and techniques arerequired for the use of these chemicals.

New machinery and sophisticated automaticwatering, temperature and light controlling de-vices have been developed for the greenhouseand horticultural industry, and represent yetanother facet of the technological impact on theindustry.

All of these technical developments havebrought about great changes in the horticul-tural field and cause a growing need for highly

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Figure 3.The systematic use of flowers, shrubs, trees, and grass to beautify and influence man's environment is an ancient art.Ornamental horticulture students learn that modern technology makes greet changes in that art.

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skilled technicians to cope with the increasinglycomplex scientific aspects of the industry. Thefollowing description of the major branches ofornamental horticulture will clarify the subjectand provide a basis for the terms used through-out this publication.

Ornamental horticulture is the production offlowers and foliages of all kinds both indoorsand out ; and the consequent grading, arrange-ment, distribution, and marketing have becomea sizable industry known as floriculture. Cutflowers are used by more and more people. Pot-ted flowers and foliage are appreciated and usedwidely.

Shade, specimen, and ornamental trees areincreasingly valued and guarded by the public.Removal of shade trees arouses the concern ofresidents, even if some of the trees have grownold and dangerous. This branch of the service,arboriculture, has come to mean not only thecultivation of trees and shrubs in a broadsense ; but planting, transplanting, fertilization,insect and disease control, pruning, bracing,cabling, cavity work, and general care. Arbori-culture has developed into a highly specialized

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field of importance and is, like floriculture, apart of ornamental horticulture.

It has been estimated that turf (with all pha-ses of its production and management) may be-come the most valuable crop produced in theEastern United States. A good lawn is becom-ing necessary to homeowners, and much moneyis spent establishing and maintaining goodhome lawns. Lawn seed production is a largeand specialized business which requires specialtechnical knowledge, skills, and aptitudes, Grasscover by sodding is a common practice. Theturf is grown and the entire mat of plants androots (sod) are transplanted quickly to areasrequiring a lawn. Sod production for these turfareas requires much knowledge and ability andis an important and growing part of ornamentalhorticulture known as turfgrass management.

The production of hardy ornamental plantsfor the landscape is an important part of orna-mental horticulture known as nursery opera-tion. The successful nurseryman must be able topropagate and grow profitably the many differ-ent species and varieties required or desirablefor planting in the home or public landscape.

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Figure 2.Since floriculture is a large business in the horticultural industry, horticultural students learn how to manage and operatesuch an enterprise. In addition, they study the scientific culture of flowers in greenhouses and outdoors just as these students are doing.

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The garden center or roadside market whereplants are held temporarily for sale to whole-sale or retail customers is another type of nur-sery activity.

Construction of private and public buildings,parks and parkways has increased the need forthe services of the expert in landscape develop-ment. A trained landscape man is prepared tobuild and maintain lawns, plant and cultivatetrees, shrubs, flowers, and other plants ; and toplan and construct landscape features includingwalks, paths, small pools, and walls. In addition,pruning, spraying, feeding of plants, and gen-eral outdoor maintenance work related to thisarea require the services of a competent land-scape man. Ofter this work is done on a con-tractual basis.

Employment opportunities for qualified orna-mental horticulture technicians are plentiful,but many of the jobs go unfilled each year. The

young person who prepares for a career in thisheld has almost unlimited opportunities. Greatshortages exist for golf course superintendents,grounds superintendents for schools, colleges,parks, industrial plants, cemeteries, municipali-ties, constriction contractors, highway depart-ments, and many others. A partial list of thepositions filled by experienced and competenttechnicians in the ornamental horticulture fieldfollows.

Typical Employment OpportunitiesArboretum SuperintendentArboristRedding Plant GrowerCemetery SuperintendentCommercial Sod GrowerCustom Spray OperatorFloral DesignerFlower Shop Manager

.;

Figure 3.The propagation, planting, growth, and care of trees is a part of horticulture, known as arboriculture,

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Foliage Plant SpecialistForeman, Landscape CompanyGarden Center ManagerGolf Course Construction ContractorGolf Course Construction ForemanGreenhouse ManagerGreenhouse Manager for Public and/or

Private GardensGreenhouse Technician for Research

or Teaching ProgramsGreenskeeperGrounds SuperintendentGrounds SupervisorHerbaceous Plant SpecialistHorticulturistIndoor Plant DesignerIndoor Plant InstallerIrrigation Equipment InstallerIrrigation Equipment SalesmanLandscape Construction ForemanLandscape ConsultantLandscape ContractorLandscape DesignerLandscape I ispectorLandscape Maintenance BusinessLandscape NurserymanLandscape Planting ForemanNursery SuperintendentNursery SupervisorPark Superintendent

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Parkway ForemanParkway SupervisorPlant PropagatorPot Plant GrowerPrivate Estate GardenerRetail FloristRetail NurserymanSalesman for Horticultural EquipmentSalesman for Horticultural SuppliesSalesman for Landscape ServicesSalesman for PlantsSuperintendent, Golf CourseTurf ConsultantTurf Maintenance BusinessTurf Research TechnicianTurf SalesmanTurf Supply SalesmanWholesale FloristWholesale NurserymanWoody Plant Specialist

General ConsiderationsThis suggested program guide is designed to

provide an intensive 2-year full-time programof study beyond high school for students ofornamental horticulture. The course work isdesigned to provide depth of understanding and

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Figure 4.Turfgrass culture for golf courses, lawns, grounds, parks, and highways is another specialized part of ornamental horticul-ture. It is a growing and increasingly technical speciality which offers good employment opportunities for students such as these.

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some skill proficiency in the technical require-ments for occupations in the broad field of orna-mental horticulture in the United States.

The program is planned to prepare a compe-tent technician in one of the five branches ofornamental horticulture (floriculture, arboricul-ture, turf grass management, nursery operationor landscape development) in a program requir-ing 2 academic years and the summer betweenthe first and second years.

It is an intensive, college level program andbecause of the limitation of time and thebreadth of the field instruction must be highlyefficient. Teaching methods must be stream-lined in order to convey maximum informationto students in a minimum amount of timeand to improve their skills and competencies.Laboratory courses must be well-planned,implemented, and coordinated with classroomwork so that each laboratory experience yieldsmaximum understanding and improves theskills of the student. Courses in the curriculumcan no longer be taught as isolated units butmust be carefully integrated into a smoothlyprogressing program, organized and taught bya closely knit staff to insure proper timing ofspecific subject coverage.

The objective of the program recommendedin this guide is to produce a competent orna-mental horticultural technician in one of thefive optional fields. The technician must be ca-pable of working and communicating directlywith engineers, scientists, managers, and pro-duction personnel in his specialized work; ofsatisfactorily performing work for his employerand of growing into positions of increasing re-sponsibility. The graduate technician alsoshould be an active, well-informed member ofsociety.

A curriculum which, when mastered, will pro-duce the type of graduate described earliermust be carefully designed. Each course mustbe planned to develop the student's knowledgeand skills in that particular area and must bedirectly integrated into the curriculum. Eachcourse contributes uniquely to the sequence ofcourses specially planned to produce a compe-tent technician.

Because technicians are employed in varied,numerous, and often specialized situations, theadequately trained ornamental horticulturetechnician must have attained certain abilities,

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scientific knowledge, and technical skills. Thesehave been broadly defined as follows :1

1. Proficiency in the application of scientificprinciples in the general areas of biology andchemistry that are pertinent to the individual'stechnical field in ornamental horticulture.

2. Facility with mathematics ; ability to usealgebra and trigonometry as tools as requiredby the technology in performing the many ap-plications to ornamental horticulture ; and someunderstanding of, though probably not facilitywith, higher mathematics.

3. An understanding of the materials, prin-ciples, techniques, and processes commonly usedin ornamental horticulture technology.

4. An extensive knowledge of the field ofspecialization with competency in applying theknowledge in various activities. The degree ofcompetency and the depth of understandingshould be sufficient to establish rapport with allpeople in the field of ornamental horticultureand enable the graduate to perform a variety ofdetailed technical work. This requires individ-ual judgment, initiative, and resourcefulness.

5. Communication skills that include the abil-ity to interpret, analyze, and transmit facts andideas graphically, orally, and in writing.

The ornamental horticulture technician willuse the foregoing abilities, knowledge, and skillsas he performs several (but usually not all)of the following general activities:2

1. Applies knowledge of science, mathe-matics, and horticulture in rendering directtechnical assistance to biological scientists,landscape architects, business enterprises, plantpropagators, horticulturists, plant breeders,highway departments, housing authorities, pub-lic agencies, municipalities, and other govern-mental units.

2. Designs, develops, or plans modification ofexisting gardens, grounds, estates, golf courses,nurseries, floral arrangements, parks, exhibitareas, and other horticultural features.

3. Plans, supervises, or assists in installationof complex horticultural projects such as pools,walls, walks, irrigation systems, patios, outdoor

1 U.S. Department of Health, Education, and Welfare, Office ofEducation. Occupational Criteria and Preparatory Curriculum Pat-terns in Technical Education Programs. OE-80015. Washington:U.S. Government Printing Office, Superintendent of Documents, 1962,p. 5.

2 Ibid.

Figure 5.Shrubs, bushes, and perennial horticultural materials, such as the rhododendron shown here, are the nurseryman's business.A nursery operation program at the post high school technical level requires sufficient land and facilities to propagate perennials eachyear, and to grow some of them through the fourth or fifth year at least.

living rooms, roads, bridle paths, play areas,and other such features.

4. Advises and recommends regarding theoperation, repair, and maintenance of horticul-tural enterprises such as public parks, memorialparks, arboretums, playgrounds, golf courses,highways, cemeteries, home grounds, publicgrounds, estates, and educational institutions.

5. Plans production or operations as a mem-ber of the management unit responsible for effi-cient use of manpower, materials, money, andequipment in mass production of horticulturalcrops such as trees, shrubs, flowers, and turf.

6. Advises, plans, and estimates costs as afield representative of a manufacturer or dis-tributor of technical horticultural equipment,services, or products.

7. Accepts responsibility for performancetests of plants and equipment used in orna-mental horticulture and prepares appropriatetechnical reports for his superiors.

8. Prepares or interprets drawings andsketches and writes detailed specifications or

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procedures for work related to ornamental hor-ticulture.

9. Selects, compiles, and uses technical infor-mation from references, standards, handbooks,biological and horticultural procedural outlines,technical digests, and research findings.

10. Analyzes and interprets information fromtrials, tests, research, and experiences of othersand makes evaluations upon which technicaldecisions can be made.

11. Analyzes and interprets technical horti-cultural problems that involve independent de-cisions. Judgment requires substantive experi-ence in the horticultural field in addition to sci-entific principles and technical know-how.

12. Deals with a variety of technical prob-lems involving many factors and variableswhich require an understanding of several tech-nical fields. This versatility is a. characteristicthat relates to breadth of applied scientific,technical, and horticultural understanding.

Some of the preceding 12 activities arebroadly inclusive while others describe func-

Figure 6. Floriculture, turfgrass culture, and nursery operation programs all need cold-frame and greenhouse propagation facilities.The facilities shown here are only a part of thosq available to students in the post high school program of ornamental horticu'ture atthe State University of New York Agricultural and Technical College at Farmingdale, Long Island, N. Y.

tions which are quite specific. They neither ex-clude nor include functions or activities thatmight be considered the special prerogatives ofrecognized professional or skilled workergroups. The horticultural technician must be fa-miliar with the work of the professional as wellas the skilled craftsman. Few if any techniciansperform all 12 but the work of all horticulturaltechnicians requires some combination of them.

The materials in this guide have been organ-ized to provide five optional curriculums to allowfor adaptations so that other options such ashorticultural merchandising and golf coursemanagement can be developed, Unless the totalprogram in an institution is very large the op-tions should be selected and provided by theadministration of the school to best meet theneeds of the community which it serves. It is notrecommended to attempt to provide all five cur-riculums where some might be chosen by onlya few students and result in classes being toosmall to be economically supportable.

FloricultureThe floriculture curriculum involves the busi-

ness of growing and selling flowers, foliage, andrelated materials. It is directed toward employ-

ment with florists, in planning, growing, design-ing, managing, and selling floral products andservices. The purpose is not to prepare forsingle or limited skills but for multiple respon-sibility occupations which require an under-standing of flower culture and merchandising.

Landscape DevelopmentThe landscape curriculum focuses on prepar-

ing the student for employment in the broadfield of landscape planning and construction.Despite the many good publications available onthe subject, homeowners seek the advice oftrained horticulturists when contemplating acomplete or partial landscaping project. Atrained landscape man is prepared to build andmaintain lawns, plant and cultivate trees,shrubs, flowers, and other plants ; and plan andconstruct landscape features including walks,paths, small pools, and walls. In addition, prun-ing, spraying, feeding, and other kinds of treework require the services of competent land-scape men.

Nursery OperationThe nursery curriculum deals with the pro-

duction, harvesting, and sale of ornamental

trees and shrubs. A person entering the field ofornamental horticulture, besides having a loveof plants, must be able to propagate, grow tocommercial size, harvest, and profitably sellmany different species and varieties of woodyplants. He must not only learn the names ofmany species and varieties but must also beable to identify them.

Besides the production or wholesale nurserythere are nurseries specializing in the variousphases of the retail business such as mail ordermerchandising, retail sales yards and gardencenters. A garden center is a retail businessspecializing in the sale of plants and lawn andgarden materials such as fertilizer, pesticides,lawnmowers, lawn and deck furniture, and otherproducts related to garden living. Landscapenursery or landscape contracting is covered un-der the landscape option above.

Turfgrass ManagementThe turf grass management curriculum pre-

pares students for such positions as golf course

construction and maintenance foreman, golfcourse superintendent, cemetery, park, andgrounds supervisors. Instruction in addition tothe basic horticultural cou 7ses include coursesin turf maintenance as a business, turfgrassproblems, horticultural and turf equipment,landscape plans, landscape construction, andtopographical mapping.

ArboricultureThe arboriculture curriculum prepares stu-

dents for such positions as foremen and sales-men for arboriculture firms ; foremen and su-perintendents of estates, parks, State highways,college campuses, and other public grounds ;manager or owner of z. service organization forthe practice of arboriculture. Instruction in-cludes, in addition to the basic horticulturalcourses, study and practice in propagation,planting, transplanting, pruning, cabling, brac-ing, fertilization, and protection of trees frominsects and diseases.

A 2-year ornamental horticulture curriculum

,

Figure 7.Landscape development is being studied by these ornamental horticulture students. In this speciality, students learn todevelop models and plans for use of horticultural materials, and to place and care for them through the initial planting stage,

8

must concentrate on primary needs if it is toprepare individuals for responsible technical po-sitions. It must be essentially pragmatic in itsapproach and must involve a high order of spe-cialization.

The curriculums suggested in this guide havebeen designed to provide maximum technicalinstruction in the time that is scheduled. Tothose who are not familiar with this type ofeducational service (or with the goals and inter-ests of students who elect it) the technicalprogram often appears to be inordinately rigidand restrictive. While modifications of this pro-gram may be necessary to meet specific localneeds, it is recommended that the basic struc-ture, content, and level of the curriculum bemaintained in planning new programs or mod-ifying existing ones.

A curriculum in technical education usuallyhas five subject matter divisions, namely: (1)specialized technical courses in the technology(2) auxiliary or supporting technical courses(3) mathematics courses (4) science courses,and (5) general education courses. The tech-nical subjects provide application of scientificprinciples. For this reason, mathematics andscience courses must be coordinated carefullywith technical courses Lt all stages of the pro-gram. This coordination is accomplished byscheduling mathematics, science, and technicalcourses concurrently during the first two terms.This curriculum principle will be illustrated atseveral points. It has been found that studentswho enter a technical program do so because ofthe depth in the field of specialization that theprogram provides. Many students who elect thistype of educational program will bring to it agood background of general study.

FacultyThe effectiveness of an ornamental horticul-

ture curriculum depends largely upon the com-petence and enthusiasm of the teaching staff.The specialized nature of the curriculum re-quires that the teachers, in addition to beinggood instructors, have special competenciesbased on proficiency in technical subject mat-ter. It is important also that all members of thefaculty and administration understand the edu-cational philosophy, goals, and unique require-ments that characterize this kind of education.

To be most effective, members of the faculty

9

responsible for this program must have inter-ests and capabilities which transcend their areaof specialization. All of the faculty membersshould be well oriented in the rEquirements forstudy in ornamental horticulture and its appli-cations so that they may use horticultural ex-amples and subject matter as supporting ma-terial when they teach their respective courses.For example, if the communications courses areto be of maximum value, the communicationsteacher should be familiar with the communi-cations problems and demands placed on orna-mental horticulture personnel. Without such abackground the communications course workmay not offer the support that is needed in thetotal program of education for the ornamentalhorticulture technician.

A minimum of three, and usually four, full-time equivalent faculty members are requiredto teach the technical specialty courses in anyornamental horticulture technology curriculumoption. Bear in mind, however, that enteringclasses of 20 to 30 students can be taughtin lectures but may require two or three sec-tions of 10 for laboratory work. One instructorusually is recognized as the head of the pro-gram. He must be technically competent in allphases of the technology and be able to providethe leadership and coordination needed forexcellence in the program. Other instructorsshould preferably be full-time faculty mem-bers. The department head and at least oneinstructor must be employed during the firstyear of operation of the program, and all four(and perhaps more) will be needed during thesecond and subsequent years.

In addition to the staff which teaches thetechnical specialty courses it is obvious thatprovision must be made for faculty to teach thecommunication skills, technical reporting, math-ematics, basic science, and general courses inthe curriculum. Sufficient staff to teach thesecourses to the agricultural equipment techni-cians may already be in the institution but caremust be taken to provide sufficient teachingcapacity in these subjects without overloadingthe staff.

Obtaining competent ornamental horticultureinstructors may be difficult because very fewinstitutions have programs to prepare teachersof ornamental horticulture. The demand isgrowing faster than the supply.

The land-grant colleges, especially thosewhich have accepted graduates of 2-year orna-mental horticulture programs may be a sourceof teachers. Another source of faculty is toprovide inservice training for interested andpartially qualified teachers. Some vocational ag-riculture teachers have become very successfulornamental horticulture instructors and othersare being prepared by inservice training. Teach-ers with farm backgrounds bring some helpfulpreparatory knowledge to an inservice trainingprogram. There is so much to ornamental horti-culture that a good teacher is not easily pre-pared on the job unless he has a strong educa-tional background in botany or agriculture andthe motivation to qualify as an ornamentalhorticulture teacher.

A few graduates of 2-year agricultural andtechnical college technician programs are be-coming good teachers of ornamental horticul-ture, especially after they have had occupationalexperience in the field; and have continued theirformal study by increasing the depth of theirscientific and technical subjects, and obtainingprofessional status in pedagogical preparation.

Persons who have been in business in somephase of ornamental horticulture or haveworked in the field bring practical experience aspotential teachers but often they need instruc-tion and practice to meet the rigors of teachingor dealing with young people. If the departmentof ornamental horticulture is large enough, aperson with this background can be used as atechnical assistant with the help of the otherteachers and a helpful and understanding ad-ministration which provides an inservice train-ing program.

When teaching loadz for ornamental horti-culture courses are determined, considerationshould be given to the number of contact hours.These teachers must devote a large amount oftime to preparation for laboratory sessionsthe development of special instructional aids,assisting students with individual projects,and reviewing reportsin addition to theusual teaching responsibilities. An effectiveteaching load should usually be 15 and not morethan 20 contact hours per week. The use of atrained but nonteaching laboratory assistant toprepare set-up and teaching materials, and toperform other routine tasks for the teachers,

10

may increase the total effectiveness of theteaching staff.

Class size in general should be limited to ap-proximately 20, or multiples of 10. This limita-tion will make it possible to have two laboratorysections of 10 members each for each classgroup. Assigning more than 10 to the laboratorywill limit the learning situation and should beavoided.

Student Selection and ServicesThe importance of properly enrolling quali-

fied and adequately prepared students in suffi-cient numbers to fill each beginning class in anytechnician educating program cannot be over-emphasized. If too few students are enrolled thewhole program will be uneconomical, and oftenwill lead to poor morale of both the students andthe instructional staff.

Enrollment of a majority of a beginning classof students who are not qualified to start in atechnician program will require the teachingstaff to lower the level of their course materialand thus to graduate students who lack theneeded preparation for attractive employment.This practice disillusions both the graduatesand employers, and if continued year after yearit will cause the program to fail. To enrollclasses of unprepared students also wastes thebest capabilities of the faculty and leads to lowmorale through lack of challenge and oppor-tunity to utilize their teaching abilities.

If a few unprepared students are permittedto enroll in a class where the majority areequally prepared, they almost certainly will failbecause the rigor and intensity of the programat its proper level does not leave sufficient timefor unprepared students to make up deficienciesand master the curriculum at the same time.

This curriculum is designed for high schoolgraduates who have particular abilities and in-terests in ornamental horticulture. Students en-tering the program should have completed 1year of algebra, 1 year of geometry, 1 year ofbiology, and 1 year of chemistry, or theirequivalent.

There are many attractive opportunities forwomen in the field of ornamental horticulture.Women have interests and abilities which lendthemselves to many phases of plant care, cul-ture, floral design, and merchandising. Thesecapabilities should be encouraged so that

Figure 8.Landscape development technicians must have work experience in constructing ornamental horticultural plans, using stone,wood, concrete, and other landscape construction materials.

women with an interest in horticultural workcan become technicians in these highly special-ized fields of applied science.

Student selection should be made on the basisof the individual's high school scholastic record,an interview in which the student expresses amotivating interest in succeeding in the pro-gram, and evidence of physical capability toperform all required work and activities. Manyinstitutions use tests to help in student selec-tion. Selection should be based on all availableinformation regarding the student, and finalacceptance should be governed by the judgmentof the school that the student probably cansucceed in the program.

Students who enter technical programsshould have relatively similar capabilities andshould exhibit some evidence of maturity andseriousness of purpose ; otherwise the programmay not be able to achieve its objectives. Curi-osity, the ability to reason, and strong motiva-tion are characteristics of most student tech-nicians. The amount of material to be studiedand the principles to be mastered require stu-

11

dents who are well prepared in formal coursematerial and have the ambition, desire, and thewill to master a difficult program and to developtheir capabilities to the limit.

The ability levels of those who do and thosewho do not meet these requirements will varygreatly as will their motivation toward the pro-gram. Motivation alone is not enough to insurea student's success in a technical program. Ifapplicants do not have the necessary communi-cation (language) skills, mathematics, or sci-ence preparation they should be required tocompensate for these deficiencies and meet theentry requirements before being enrolled in theprogram. In many cases this pretechnical pre-paratory study should be offered at the schoolwhere the applicant will enter the technicalprogram.

Many institutions which offer programsfor educating technicians provide pretechnical3

8 U.S. Department of Health, Education, and Welfare. Office ofEducation. Pretechnical Post High School Programs. A SuggestedGuide. OE- 80049. Washington: U.S. Government Printing Office,Superintendent of Documents. 1067.

programs up to a full year's duration to givepromising but underprepared students the op-portunity to enter a technical program of theirchoice with a good probability of successfullycompleting it. A pretechnical program helpsto solve student recruitment problems, assureshigh-quality graduates by starting with ade-quately prepared students, and gives promisingstudents an opportunity to educate themselvesto meet the Nation's urgent needs fortechnicians.

Effective guidance and counseling are essen-tial. The student should be aided in selectingeducational and occupational objectives con-sistent with his interests and aptitudes. When-ever possible, standardized and special testsshould be used to assist in student selection,placement and guidance. A student should beadvised to revise his educational objectives ifit becomes apparent that he is more suited toanother program, either because he lacks inter-est in ornamental horticulture or lacks thescholastic ability to progress satisfactorily inthe curriculum.

It is suggested that to develop each studentto his fullest, each incoming student should beassigned to a faculty member who will act as thestudent's advisor for the duration of his pro-gram. Each instructor should consider thisa vital part of his job. It takes time, but yieldsrich rewards. The faculty member must ofnecessity go out of his way at times to be mosteffective in assisting his students. Should per-sonalities not be compatible, reassignmentsshould be made. Every student should have ateacher-counselor who exhibits a personal inter-est in his educational progress and problems.

Ornamental horticulture graduates must beable to produce. They must be given broad andintensive experience in their class and labora-tory work. In addition to the classroom andlaboratory learning and practice, some kind ofactual experience on the job is vital. This maybe provided by caring for the campus, gardens,nursery, greenhouses, and related facilities be-longing to the school, or by obtaining employ-ment in the industry. Under some systems,students get horticultural work for the summerbetween the first and second years and at peakseasonal periods. Thus floriculture studentswould work for a florist and nursery studentsin a nursery. It is important that students work

12

in the broad field of ornamental horticulture,where they get on-the-job occupational experi-ence that will enrich the second year of formalinstruction. Employment experience assists thestudent to obtain employment after graduation.To employ student technicians is of great benefitto the employer because he can thus get sea-sonal employees and also get acquainted withstudents he might wish to employ permanentlyafter they graduate.

Many graduates from high school vocationalagriculture departments are good candidatesfor post high school ornamental horticulturestudy. They have had some education abouthow things grow and they may also have hadsome good occupational experience. In additionthey may know how to do the work.

A department of ornamental horticulture willdevelop a good reputation if its graduates canreadily produce on the job. Students may workin cooperative programs which permit themto work a spring quarter, or semester, or in thefall instead of a summer.

Advisory Committees and ServicesThe success of technician education programs

depends, to a great extent, on the formal andinformal support of advisory committees. Whenan institution decides to consider the advis-ability of initiating a particular technologicalprogram, the chief administrator or dean shouldappoint the advisory committee.

The special advisory committee for the orna-mental horticulture program should be com-prised of representatives of employers andpublic employment services, scientific or tech-nical societies and associations in the field, andknowledgeable civic leaders who meet with andadvise the specialists on the school's staff. Suchmembers serve without pay as interested citi-zens. They enjoy no legal status but provideinvaluable assistance. The committee normallyconsists of about 12 members (but may varyfrom 6 to 20), who generally serve for a 1- to2-year period. The head of the institution or thedepartment head of the technology usually ischairman. It should be remembered that suchpeople are always busy; therefore, meetingsshould be called only when committee actioncan best handle a specific task or problem.

The committee assists in surveying and de-fining the need for the technicians ; the knowl-

edge and skills they will require; employmentopportunities ; available student population;curriculum, faculty, laboratory facilities, andi..duipment ; cost and financing of the program.When the studies indicate that a programshould be initiated, the committee's help inplanning and implementing it is invaluable.

Frequently the committee gives substantialhelp to school administrators in obtaining localfunds and securing State and Federal supportfor the program. When the graduates seek em-ployment, the committee aids in placing themin jobs and in evaluating their performance.These evaluations often will result in minormodifications which more closely relate theprogram to employment requirements.

Figure 9.Facilities for ornamental horticulture technology programs should be large enough to provide work experience for allstudents. They should be similar to those in the industry and havemodern technological equipment such as the automatic flowerwatering devices shown above.

The advisory committee can use this guide,designed primarily for planning and develop-ing full-time preparatory programs in posthigh school institutions, as a starting pointmodifying it to meet local needs. The programcan also form the basis for courses to meet therequirements of employed adults who wishto upgrade or update their skills and technicalcapabilities. In this way the school administra-tion, with the help of the committee and special

13

consultants, can effectively initiate the neededprogram, quickly develop it to a high levelof excellence, and maintain its timeliness.

It is strongly recommended that an advisorycommittee be provided for on,amental horti-culture. Members should be appointed for fixedterms, but at staggered intervals to maintaincontinuity. A fixed period of time makes it easyto replace a member if he becomes too busy oris otherwise unable to serve.

Laboratory Equipmentand Facilities

Laboratories and equipment for teachinghorticulture technology programs must meethigh standards of quality since the objectivesand the strength of the programs lie in provid-ing valid laboratory experience, basic in nature,broad in variety, and intensive in practicalexperience. Well-equipped laboratories with suf-ficient facilities for all students to perform thelaboratory work are required for these courses.The training program should include experi-ences which illustrate the function and applica-tion of a wide variety of plants, material,equipment, devices, units, and systems.

Variety and quality of equipment and facili-ties are more important than quantity. Labora-tory equipment and facilities are a major ele-ment of the cost of such a program but theyare indispensable if the training objectives areto be met.

Sufficient, good land acreage with water forirrigation is necessary. Fertile soil for annuals,gardens, nursery, trees, turf, and practice inlandscape development must be available. Overa period of time valuable teaching materialscan be developed in the form of gardens de-signed in the classroom and executed in thelaboratory. An extensive nursery will be anatural result following propagation practice inthe laboratory. If a campus is available, plantmaterials can be added for study. The campusmight even be developed as an ornamentalhorticulture laboratory utilizing a variety ofmaterials, even possibly including differentexamples of street trees and grasses.

Greenhouse and head house facilities arerequired for any program in ornamental horti-culture and they must be available when theprogram begins.

Facilities and equipment are discussed in

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I 4, j lekellfr

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14 dtr*PlIft. !...".111111

Figure 10.Students in ornamental horticulture programs can contribute significantly to the appearance of school grounds, but anygain in educational experience is incidental. Therefore, this kind of activity must not be considered a major part of the program.

detail in the section "Facilities, Equipment andCosts."

LibraryDynamic developments causing rapid changes

in technological scientific applications and prac-tice make it imperative that the student of anytechnology learn to use a library. Therefore,instruction for students in technologies shouldbe library oriented so they learn the use of thelibrary and form the habit of using it as alearning tool. This helps to develop the pro-fessional attitude in the student and furtherassists him to depend on libraries as a meansof keeping abreast of the new developments ina rapidly changing technology. The growth andsuccess of the graduate technician in his workwill depend in large measure on his abilityto keep abreast of changes in his field.

Instructors of all courses should constantlykeep the student aware of the extent to whicha library contains useful information whichcan be helpful and is a part of the study in

14

his curriculum. Planned assignments of libraryprojects calling for the student to go to thelibrary and prepare reports. on pertinent sub-jects in his courses enable him to understandthe resources available in libraries and howthey relate to his technology.'

The content of a library must adequatelyprovide the literature containing the knowledgeencompassed by all subjects in a curriculumand extending somewhat beyond the degreeof complexity or depth encountered in class-room activities. Literature dealing with highlyspecialized aspects of a subject may be acquiredas needed or may be borrowed by the librarianfrom more comprehensive "hraries.

The teaching staff and the library staff shouldactively cooperate with one another. The teach-ing staff must cooperate with the library staffon materials to be acquired and should be re-sponsible for the final selection of the materials

4 U.S. Department of Health. Education, and Welfare. Office ofEducation. Criteria for Technician Education, A Suggcaled Guide.

OE-SOO:di. Washington: U.S. Government Printing Office, Superin-tendent of Documents, 11168.

-

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'r( -- ii 7ft''. ! 1 i i .

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Figure 11.--Ornamental horticulture laboratories must include al; the instruments and apparatus necessary for studying the scientificprinciples of the technology. These horticultural students are studying botany ir, a wellequipped laboratory.

that support their technical courses. They musttake the initiative in recommending new librarycontent to keep it current, pertinent, and use-ful. The library should contain, in additionto reference books on all important aspects ofornamental horticulture, current magazines per-taining to ornamental horticulture, bulletins,and information from the local extension serv-ice and a wealth of trade and commercial liter-ature. The library staff should periodicallysupply the teaching staff with a list of recentacquisitions complete with call numbers. Tech-nical and trade journals should either be cir-culated to the teaching staff or placed in a staffreserved area for a short time before they aremade available for general library use.

Textbooks, References,and Visual Aids

Textbooks, references, and visual aids for

15

teaching any technology must constantly berevi,?.tved and supplemented in light of (1) therapid developments of new knowledge in thefield, and (2) the results of res, larch in methodsof teaching and developing basic concepts in thephysical sciences and mathematics. This isespecially true in ornamental horticulture. Thedevelopment of whole new areas of theoreticaland applied scientific knowledge demands newtextbooks, new references, new material inscientific and technical journals, and new visualaid materials.

New textbooks will reflect new methods ofteaching scientific principles and applicationsas fast as current educational research becomesapplicable. It is, therefore, mandatory that in-structors constantly review new texts, refer-ences, and visual aid materials as they becomeavailable and adopt them when they are animprovement over those suggested here orthose being used.

The suggested texts and references have beencarefully selected. From the lists presented itshould be possible to select suitable texts. Thisdoes not mean that unlisted books are unsuit-able. There are, no doubt, excellent ones whichhave not been included only because of lack offamiliarity with them.

Before a department head or instructor un-dertakes a program in ornamental horticulturetechnology, or any course contained in thecurriculum, he should familiarize himself withthe texts and references listed here and anynew ones available. He will then be able toselect the text which best serves his particularneeds.

Visual aids can be of great help in manyteaching programs. The suggested aids havebeen selected from an extensive list and repre-sent those considered most suitable at the timethe curriculum was prepared. Again, many havebeen omitted because the variety and extentof the materials make an all-inclusive listingprohibitive. From those listed and others avail-able and pertinent, an instructor may selectthe visual aids which meet his teachingobjectives.

Scientific and Technical SocietiesScientific and technical societies s and trade

associations are an important source of instruc-tional materials and other benefits for teachersand students. Such societies provide, throughtheir publications and meetings, reports andcontinuing dis-ussion of new concepts, proc-esses, techniques, and equipment in the physi-cal sciences and related technologies. Theirpresentation and interpretation of scientific andtechnical discoveries explain the relationship ofthe theoretical scientist's work to the appliedscience practitioner's requirements. They areinvaluable aids in keeping abreast of new devel-opments in a particular phase of science.

Less conspicuous, but extremely important,is the support which societies may give (1) inhelping to develop evidence of need for a train-ing program, (2) in helping to promote theprogram, (3) in enlisting members' support forthe program, (4) in helping to provide work

5 U.S. Department of Health, Education, and Welfare, Office ofEducation. Scientific and Technical Societiea Pertinent to the Educa-tion of Techniciana. 0E-80037. Washington: U.S. Government Print-ing Office, Superintendent of Documents, 1965.

16

experience for students, and (5) in helpingwith the placement of graduates.

Associations and societies nay supply re-source people to speak to classes. They also mayserve as hosts on field trips when studentgroups explore specific phases of the industry.

Instructors should be encouraged to becomeactive members in these societies so that theymay learn quickly of new technological develop-ments. Membership will also enable them tomeet people in the community who are activelyinterested in the field. Some educational insti-tutions pay all, or part, of the costs of mem-bership dues and attendance at local or nationalmeetings in order to encourage staff participa-tion in selected societies.

Early in their studies students should berequired to become acquainted with the liter-ature and services of scientific, technical, andengineering societies. They should also be en-couraged to join those which offer student-affiliate memberships.

The following is a selected list of societiesand associations which relate to ornamentalhorticulture:*

American Association of Botanical Gardensand Arboretums

American Forestry AssociationAmerican Institute of Park Executives, Inc.American Rose SocietyAmerican Society for Horticultural ScienceAssociated Landscape ArchitectsHolly Society of AmericaInternational Shade Tree ConferenceNational Arborist AssociationNational Landscape Nurserymen's Assoc.Society of American FloristsAmerican Association of Nurserymen, Inc.American Horticultural SocietyAmerican Rhododendron SocietyAmerican Seed Trade AssociationAmerican Society of Landscape ArchitectsAssociated Landscape ContractorsInternational Plant Propagator's SocietyMen's Garden Clubs of AmericaNational Association of GardenersNational Parks AssociationSociety of American ForestersWomen's National Farm and Garden Association

*NOTE: See appendix for a brief description ofeach of these organizations as of 1967.

First Semester

ChemistryCommunication SkillsMathematicsHorticultural SoilsHorticultural ApplicationsBotany

Total

THE CURRICULUMS

Floriculture Curriculum Outline

Second SemesterTechnical ReportingFloricultureHerbaceous Plants IWoody Plants IHorticultural ScienceEntomology and Plant Disease Control

Total

Summer SessionOccupational experience and studies to meet special requirementsof State or institution ; approximately 12 weeks of full-timepractice in floriculture on the job, or as provided by the college.

Hours Per Week

ClassLabora-

toryOutsideStudy Total

3 3 6 123 0 6 93 0 6 92 2 4 81 3 2 63 3 6 12

15 11 30 56

2 2 4 81 6 2 91 2 2 52 2 4 82 6 4 123 3 6 12

11 21 22 54

Third SemesterFloral Design 1 3 2 6Greenhouse Operations I 2 6 4 12Herbaceous Plants II 1 3 2 6House & Conservatory Plants I 2 2 4 8General and Industrial Economics 3 3 6 12

Total _ 12 17 24 53

Fourth SemesterFlower Shop Operation 2 6 4 12Greenhouse Operations II 2 6 4 12House & Conservatory Plants II 1 2 2 5Salesmanship 3 0 6 9Indoor Landscaping 1 2 2 5Business Organization & Management 3 0 6 9

Total 12 16 24 52

17

Landscape Development Curriculum Outline

First Semester


Total

Second SemesterTechnical ReportingLandscape GardeningHerbaceous Plants IWoody Plants IHorticultural ScienceEntomology and Plant Disease C( atrol

Total

Summer SessionOccupational experience and studies to meet special requirementsof State or institution ; approximately 12 weeks of full-timepractice in landscape development, on the job, or as providedby the college.

Hour Per Week

ClassLab, ra-

toryOutsideStudy Total

3 3 6 123 0 6 93 0 6 92 2 4 81 3 2 63 3 6 12

15 11 30 56

2 2 4 81 6 2 91 2 2 52 2 4 82 6 4 123 3 6 12

11 21 22 54

Third SemesterLandscape Plans I 1 6 6 13Landscape Contracts and Specifications 2 0 4 6Turfgrass Culture 2 2 4 8Herbaceous Plants II 1 3 2 6Woody Plants II 2 2 4 8General and Industrial Economics 3 0 6 9

Total _ 11 13 26 50

Fourth SemesterLandscape Plans II 1 9 6 16Landscape Construction 1 3 2 6*landscape Surveying 1 4 2 7Woody Plants III 2 2 4 8Salesmanship 3 0 6 9Business Organization & Management 3 0 6 9

Total IT 18 26 55

18

Nursery Management Curriculum Outline

Hours Per WeekFirst Semester


Total

Second SemesterTechnical. ReportingNursery Operation 1Herbaceous Plants IWoody Plants IHorticultural ScienceEntomology and Plant Disease Control

Total

Summer SessionOccupational experience and studies to meet special requirementsof State or institution ; approximately 12 weeks of full-timepractice in nursery management, on the job, or as provided by thecollege.

ClassLabora-

toryOrtsideSvudy Total

3 3 6 123 0 6 93 0 6 92 2 4 81 3 2 63 3 6 12

15 11 30 56

2 2 4 81 6 2 91 2 2 52 2 4 82 6 4 123 3 6 12

11 21 22 54

Third SemesterNursery Operation II 3 3 6 12Planting Plans I 1 3 6 10Plant Propagation 3 3 6 12Woody Plants II 2 2 4 8General and Industrial Economics 3 0 6 9

Total 12 11 28 51

Fourth SemesterNursery Operation III 2 3 4 9Planting Plans II 1 6 4 11Landscape Surveying 1 4 2 7Woody Plants III 2 2 4 8Salesmanship 3 0 6 9Business Organization & Management 3 0 6 9

Total _ 12 15 28 53

19

Turfgrass Management Curriculum Outline

First Semester Class

Hours Per Week

TotalLabora-

toryOutsideStudy

Chemistry 3 3 6 12Communication Skills 3 0 6 9Mathematics 3 0 6 9Horticultural Soils 2 2 4 8Horticultural Applications 1 3 2 6Botany 3 3 6 12

Total 15 11 N 56

Second SemesterTechnical Reporting 2 2 4 8Turfgrass Culture 2 2 4 8Herbaceous Plants I 1 2 2 5Woody Plants I 2 2 4 8Turfgrass Management I 1 6 2 9Entomology and Plant Disease Control 3 3 6 12

Total 11 17 22 50

Summer SessionOccupational experience and studies to meet special requirementsof State or institution ; approximately 12 weeks of full-timepractice in turf management, on the job, or as provided by thecollege.

Third SemesterTree Pruning and RepairLandscape Plans IHorticultural and Turfgrass EquipmentLandscape Contracts and SpecificationsGeneral and Industrial EconomicsTurfgrass Management II

Total

Fourth SemesterTurfgrass for Golf CoursesDrainage and IrrigationLandscape Construction _

SalesmanshipBusiness Organization & ManagementLandscape Surveying

Total .

20

1 3 2 61 6 6 132 3 4 92 0 4 63 0 6 92 3 4 9

11 15 26 52

2 3 4 92 3 4 91 3 2 63 0 6 93 0 6 91 4 2 7

12 13 24 49

Arboriculture Curriculum Outline

First SemesterClass

Hours Per Week

TotalLabors-

toryOttsideStudy

Chemistry 3 3 6 12Communication Skills 3 0 6 9Mathematics 3 0 6 9Horticultural Soils 2 2 4 8Horticultural Applications 1 3 2 6Botany 3 3 6 12

Total 15 11 30 56

Second SemesterTechnical Reporting 2 2 4 8Tree Pruning and Repair 1 3 2 6Turfgrass Culture 2 2 4 8Woody Plants I 2 2 4 8Horticultural Science 0. 6 4 12Entomology and Plant Disease Control 3 3 6 12

Total 12 18 24 54

Summer SessionOccupational experience and studies to meet special requirementsof State or institution; approximately 12 weeks of full-timepractice in arboriculture, on the job, or as provided by the college.

Third SemesterTraining Ornamental and Fruit PlantsHorticultural and Turfgrass Equipment _____________ _______________

Landscape Contracts and SpecificationsPlant PathologyWoody Plants IIGeneral and Industrial Economics .

Total

Fourth SemesterMunicipal ArboricultureBusiness Organization & ManagementShade Tree ProblemsArborist BusinessWoody Plants IIISalesmanship

Total

21

2 3 4 92 3 4 92 0 4 63 3 6 122 2 4 83 0 6 9

14 11 28 53

2 4 4 103 0 6 92 4 4 101 3 2 62 2 4 83 0 6 9

13 13 26 52

Brief Descriptions of Courses

FIRST SEMESTER

ChemistryThe fundamental laws of chemistry, includ-ing atomic structure, chemical bonds, reac-tions, solutions, ionization, and pH.

Communication SkillsDesigned to promote greater competencein reading, writing, talking, and listening.Use of communication skills in interper-sonal relationships is emphasized.

MathematicsA unified mathematics program offeringthe principles of algebra, trigonometry, settheory ; the use of the slide rule ; and anintroduction to applied electronic dataprocessing.

Horticultural SoilsThe study of soil texture, structure, organicmatter, and plant nutrients as they are re-lated to the use of lime, fertilizers, ma-nures, peats, and soil conditioners to raisehorticultural soils to high levels of produc-tion.

Horticultural ApplicationsAn orientation course to provide fieldexperience in the various phases of horti-culture. Tools, materials, procedures, tech-niques, and standards of workmanship aredescribed and demonstrated, and then thestudents perform and practice.

BotanyTo provide an elementary understandingof the fundamentals of plant anatomy,morphology, physiology, taxonomy, repro-duction, genetics, and pathology.

SECOND SEMESTER

Technical ReportingA study of effective ways of presentingtechnical information. The student learnshow to use graphs, drawings, sketches. andoutlines for various types cf oral andwritten reports.

22

FloricultureThis course gives every Audent the oppor-tunity to apply and explore plant cultureunder glass and outdoors. The course em-phasizes laboratory experience and inten-sive instruction to provide knowledge,skills, and criteria for judgment in plantproduction.

Landscape GardeningA course in landscape development andappreciation. Elementary drawing and theprinciples of art for creative design aretaught, applying in lettering, freehand,and perspective drawing. Field practice ingarden improvement and operation isincluded.

Nursery Operation IAn introduction to techniques and prac-tices used in the commercial production ofherbaceous perennials, ground covers, de-ciduous shrubs and trees, conifers, andbroadleaf evergreens. Greenhouse andnursery procedures and practices areemphasized.

Turfgrass CultureThe course begins with the soil requiredfor different kinds of turf and continuesintensive study of successive steps frompropagation through seed bearing; and in-cludes methods of identification of turfspecies at all stages of development. Pestidentification, prevention, and control arestudied in detail.

Tree Pruning and RepairA basic course for students majoring inarboriculture, including pruning and treerepair principles and techniques. Climbingand rope work are practiced as laboratoryexperience.

Herbaceous PlantsClassification, identification, and generalculture of perennials, bulbs, and roses com-monly used in garden planting.

Woody Plants IAn introductory study of woody plantsgrown in nurseries for landscape purposesand, secondarily, of those found in arbore-

turns, woodlands, and fields within the Stateand adjacent States. Emphasis is on de-ciduous shrubs and small trees, theiridentification, culture, uses, flowers andfruits, and ecological relationships.

Horticultural ScienceTechniques and procedures are used tomodify, complement, and supplement thetotal plant environment so the horticul-turist may propagate, produce, and main-tain plants and plantings. Laboratoryexercises are designed to develop specificskills dealing with plant growing, trans-planting, and pruning.

Turfgrass Management IA course utilizing and extending theelementary information and techniqueslearned in Turfgrass Culture. Laboratorysessions should largely be practice in con-structing and maintaining specialized turfareas.

Entomology and Plant Disease ControlA study of the nature, structure, growth,habits, and injurious effects of insects andrelated forms. The identification of com-mon plant pests, diseases transmitted byinsects and their injuries to plants. Insectand disease control measures and applica-tion equipment are also studied.

THIRD SEMESTER

Floral DesignApplication of principles in the art of floraldesign as to form, styles, and composi-tion. Students design floral arrangements,wreaths, sprays, baskets, bouquets, wed-ding flowers, and corsages in the laboratory.

Greenhouse OperationsA study of locations and conditions mostfavorable for the production of cut flowersand pot plants. Wholesale and retail flowerestablishments are also studied.

Herbaceous Plants IIA continuation of Herbaceous Plants I,with emphasis on annual and biennialflowers, and fall flowering perennials. Land-

23

scape use of herbaceous plants is studiedand design and growth of flower bordersis practiced.

Woody Plants IIA continuation of Woody Plants I, cover-ing additional deciduous shrubs and trees.Emphasis is placed on broadleaved andnarrowleaved evergreens.

House and Conservatory Plants IA course in identification, culture, andpropagation of florist pot plants, conser-vatory plants and plants of economic im-portance. Includes principles and construc-tion of terrariums and dish gardens.

General and Industrial EconomicsA study of general economic principles,and an analysis of the factors involvedin management of personal finances andmethods of cost control in a businessenterprise.

Plant PathologyA study of plant pests and diseases, meth-ods of control, and chemicals and equip-ment used.

Landscape Plans IA study of the theory and principles oflandscape design applied to selected land-scape problems. In the laboratory prelim-inary sketches and final presentationdrawings are made in plan, elevation, andperspective.

Landscape Contracts and SpecificationsA study of landscape, nursery, and turfcost finding, contract and specificationstructure, and methods of estimating land-scape and construction costs. Calculatingareas and volumes and estimating plantquantities for horticultural projects isemphasized.

Nursery Operation IIA study of commercial stock production,emphasizing plant growth patterns andplant responses in relation to soils, water,fertility, planting techniques and spacing,top and root pruning.

Planting Plans IA course in planting design of small homegrounds. On-the-job sketching and planpresentations as done by nurseries arepracticed.

Plant PropagationDesigned to tPach the student to recognizeand explore various techniques and facili-ties used in the propagation of plantsgrown by commercial nurserymen. Exact-ing techniques are examined and reproduc-tion appliLd in the sexual and asexual ofornamental plants.

Horticultural and Turfgrass EquipmentA study of the operation and maintenanceof motive power used in various horti-cultural enterprises.

Turfgrass Management IIA study of business procedures used byprofessional turfgrass growers, includingcost accounting, time study, record keeping,and w.aluation of equipment and materials.

Training Ornamental and Fruit PlantsA continuation of Tree Pruning and Re-pair, with emphasis on training and prun-ing ornamental and fruit plants, tree repair,and tree surgery.

FOURTH SEMESTER

Flower Shop OperationA study of the importance of flower shoplocation and the management and opera-tion of a shop. The art of making corsages,pieces for special occasions, and arrang-ing flowers for the home, church, hotel,and public buildings is studied and prac-ticed.

Greenhouse Operations IIA continuation of Greenhouse OperationsI, emphasizing the study of florist crops,modern technical applications, and environ-mental elements to be controlled in produc-ing cut flowers and pot plants under glass.

House and Conservatory Plants IIA continuation of House and ConservatoryPlants I, with particular emphasis on the

24

study of plants used for indoor decoration.Indoor lighting, its use and effects on plantgrowth also are studied.

SalesmanshipA study in creative selling and the develop-ment of the sales personality. The classifi-cation and use of buying motives, analysisof customer types, and organization of thesales effort are studied.

Indoor LandscapingA study of the use of ornamental plant lifein homes and public buildings. In thelaboratory students draw plans for roominteriors, showing plants and their valueto the indoor decorating scheme.

Business Organization and ManagementA study of the business universe. Owner-ship, risk, and risk bearing, finance and thefinancial system, marketing and transpor-tation are studied.

Landscape Plans IIA continuation of Landscape Plans I, withprogressively difficult problems. Emphasisis placed on basic details of landscape archi-tectural construction. Grading, construc-tion, planting, and staking plans are alsostudied and performed as a part of thelaboratory work.

Landscape ConstructionA study in the selection and use of con-struction materials for steps, walks, seats,walls, fences, and other landscape features.

Woody Plants IIIAn advanced study of the plants previouslyconsidered, especially of named varieties orcultivars, the lesser known trees, shrubs,vines, and ground covers. Designed to pro-vide an understanding of plant peculiar-ities and requirements and to teach howto evaluate woody plants for landscapepurposes.

Nursery Operation IIIA continuation of the study of commercialplant production, dealing with programingplant production and nursery land use, asrelated to nursery layout in sections and

blocks. Cost finding techniques, and estab-lishing price and profits are studied andequated.

Planting Plans IIA continuation of Planting Plans I, withprogressively difficult problems and addedstudies in sketching and perspectivedrawing.

Turfgrass for Golf CoursesA course in problems in the design andoperation of golf courses and other largeturf areas. Detailed analysis of problemsand preparation of graphic solutions arerequired of all students. Field trips andstudy of data in technical journals areused to expand the scope of the course.

Drainage and IrrigationA study of various types of drainage andirrigation systems, including materials andequipment, their cost, upkez.L., and design,and application of watering systems.

Lcaidscape SurveyingAn elementary study of and practice in theuse of various surveying instruments nec-essary to measure land, plot topographicalareas, and determine levels of elevation.

Municipal ArboricultureA study of the organization and manage-ment of the work done by municipal depart-ments concerned with the care of trees.Street tree planning, pluiting, selection,and care are emphasized.

Shade Tree ProblemsA course in the diagnosis and treatmentof tree ills ; study of the principles andtechniques used to protect trees fromdisease and damage, common insects, di-seases, and standard control practices.

Arborist BusinessA study of the commercial arboriculturebusiness. The course includes: an analysisof factors essential to the operation of asuccessful tree-care business ; study oforganization, personnel management, busi-ness methods, ethics, promotional methods,cost estimating, and cost of operations ;

25

visits to local arborists' establishments ;and meetings with successful arborists.

Curriculum Contentand Relationships

Functional competence in a broad field suchas ornamental horticulture has at least threecomponents around which the curriculum mustbe designed:

1. The training should prepare the graduateto be a productive employee in an entry leveljob.

2. The broad technical training, togetherwith a reasonable amount of experience, shouldenable the graduate to advance to positionsof increasing responsibility.

3. The foundations provided by the trainingmust be broad enough so that the graduatecan do further study within his field (readingof journals and new tests, formal course work).The curriculums in this guide have been de-signed to meet these requirements.

A 2-year ornamental horticulture technologyprogram has certain unique requirements thatinfluence the content and organization of thecurriculum for each option. Some requirementsare imposed by the occupational functions thatgraduates are expected to perform ; some re-sult from the trade's emphasis on particularareas of ornamental horticulture ; some may beincidental to the need for content that maxi-mizes the effectiveness of teachers who havespecial competencies ; and others result fromthe limited time available to produce a compe-tent technician in such a new field. This guide:effects th;3e basic requirements: functionalutility, units of instruction in specialized tech-nical subjects, and provisions for teachingprinciples by application.

The sequence of courses in 2-year technicalcurriculums is as important as course contentif the limited time is to be used effectively. Ingeneral, the subject matter is carefully coordi-nated in groups of concurrent courses to providethe student with basic principles which broadenhis scope of understanding in the many areasof ornamental horticulture. This is in sharpcontrast to the arrangement of the usual pro-fessional curriculum in which basic and some-what unrelated courses make up the first part

of the study program and specialization isdeferred to subsequent terms,

The relationship between laboratory time andclass lecture or discussion and study time is ofgreat importance in a technical education cur-riculum, The necessary theory, skills, tech-niques, understanding of appliez.". principles, andknowledge of processes and equipment couldbe taught in the laboratory without theclassroom theory. The converse is not true.Laboratory experience, skills, know-how andcapability, which are characteristic attributesof technicians, cannot be acquired in classroomswithout coordinated laboratory classes. How-ever, organized and related ideas, concepts, andfactual information can be taught in "theory"classes by demonstration and other visualaids, use of selected texts and references, andrequired assignments and systematic outsidestudy on the part of students. Group teachingusually makes more efficient use of the instruc-tor's time in a "theory" class than in a labora-tory and emphasizes development of thestudent's, skills in obtaining knowledge fromprinted sources. Thus, there must be a specialrelationship between the amount of the scien-tific and technical specialty taught in the"theory" classes and that taught in thelaboratory.

Each curriculum provides a substantial ap-portionment of time to laboratory hours inornamental horticulture during the first twosemesters because introductory and elementarylaboratory skills and knowledge of growingplants, and of tools, processes, materials, de-vices, and good laboratory practice can (andshould) be learned early. Elementary laboratorywork can be started without much underlyingtheory. As the underlying theory is developedand understood, it can be incorporated intothe laboratory work. The laboratory then be-comes a significant experience for teachingeach subject in greater depth.

In technical curriculums it is important thatspecialized technical course work be introducedin the first semester. Deferring this introduc-tion, even for one term, imposes serious limi-tations on the effectiveness of the curriculum.Several advantages occur from an early intro-duction to the technical specialty:

1. The student enrolled in ornamental horti-culture starts his training immediately in this

26

speciality. If the first semester consists entirelyof general subjectsmathematics, English,social studiesstudents often lose interest.

2. By introducing the technical specialty inthe first semester it is possible to achievegreater depth of understanding in specializedsubjects in the later stages of the 2-yearprogram.

3. The student sees the relationship betweenthe general education courses and the orna-mental horticulture course work.

Safety and careful workmanship must be acentral theme throughout the course of studybecause the technician's work often involvespotential dangers. With careful work proce-dures, an understanding of the equipment, andnormal safety practices, accidents on the jobcan be avoided. In addition to protecting humanlife, practice of careful workmanship will pro-tect delicate plants and the expensive equipmentused by the horticulturist.

The course outlines in this guide are shortand descriptive. The individual instructor willhave to prepare complete courses of study andarrange the curriculum material to suit hisparticular teaching program. Suggested labo-ratory layouts and equipment found in the 'Fa-ciiities, Equipment, and Costs" section mayhelp in organizing the program. The subjectsof specialization are introduced in the firstsemester in close correlation with other subjectmatter.

During the first semester Horticultural Soilsand Horticultural Applications introduce tech-nical information and experiences fundamentalto all horticulture, and particularly applicableto any of the five options offered here. Botanyintroduces the basic biological science whichunderlies the technical speciality early in thefirst semester. Students begin to learn the appli-cation of botanical principles to their field ofspecial interest. The course in HorticulturalApplications emphasizes the relationship be-tween the basic science and horticulturalspecialization.

Chemistry prcvides a basis for understandingthe fundamental processes in the growth andhealth of plants, and teaches the underlyingprinciples of chemical behavior necessary tounderstand the use of fertilizers, pesticides,and other agricultural chemicals so importantto the horticulturalist.

Mathematics in the first semester supportsand adds depth to the chemistry course. Theobjective of the course is to provide studentswith an understanding of the various scientific,technical, or business applications in ornamentalhorticultural operations.

The first semester courses are the same forall five options. Thus students have a chanceto discover their interests and change curric-ulums (if more than one is offered) after con-sultation with the faculty. The first semesterin a coPege level program is a critical periodin the life of all students, so content and in-struction should be carefully planned and exe-cuted. Students will need maximum encourage-ment from each instructor to help them becomeadjusted to the rigors of the program. Thosewho find the study demands greater thanexpected should receive special attention.

The second semester introduces the studentto horticultural courses which prepare himfor the specialized courses offered during thesecond year.

The occupational experience gained in thesummer session is most important because itprovides the student an opportunity for obser-vation and the application of skills learned inthe first year. During the summer session, thefaculty should keep in close contact with thestudent worker and his employer. Progressreports from students add depth to the workexperience.

Study of agricultural chemicals, fertilizers,pesticides, and herbicides used in the field ofornamental horticulture are incorporated inthe several course outlines where pertinent.This provides the individual instructor somelatitude for varying his emphasis to suit geo-graphical sections and the field of specialization.Instructors should be alert to the new agri-cultural chemicals and add these to the coursecontent when appropriate.

The second year courses in all of the optionsprovide further depth in understanding andapplying scientific principles as well as a higherdegree of specialization. The extensive labo-ratory work for the technical specialty coursesprovides the experiences and learning environ-ment to develop and exercise special techniques,methods, practices, and procedures which iden-tify the field of specialization. Special problemsand projects which require the application of

27

what has been learned in previous courses area part of the second year technical specialtycourses.

The Social Science courses are desig ied tobroaden the student's concepts and perceptionof the society in which he lives and will beemployed. These courses include broad economicand industrial concepts, and sufficient emphasison corporate structure and economics to enablethe student to comprehend the terminology andrecognize the motives, methods, objectives, andadministrative procedures of employers. Closecorrelation of concurrent courses continue tobe stressed in the third and fourth semestercourses.

Communication Skills emphasize the mechan-ics of reading, writing, listening, speaking, andreporting early in the curriculum. These skillsare reinforced by Technical Reporting in thesecond semester. Instructors in technicalcourses should set increasingly high standardsof clarity, text, and neatness for student workin reporting. Freedom to report on ornamentalhorticulture subjects of their own choosing mayadd reality and extra motivation. In a 2-yearprogram the standards of reporting should ap-proach those required by business organiza-tions. At the same time instructors shouldencourage individual style and initiative byallowing as much freedom as possible in re-porting, consistent with established schoolstandards.

The course outlines included in this guideare concise and comprehensive, intended asguides rather than as specific plans of instruc-tion to be covered in an inflexible order orsequence. They represent a judgment on therelative importance of each instructional unit,especially where time estimates are shown forthe divisions within each course. It is expectedthat the principles outlined in these courses willbe supplemented with Horticultural Applica-tions whenever applicable. Field trips addgreatly to the effectiveness of the instruction ifthey are carefully planned in advance so thatthe processes observed relate to the unit beingstudied at the time of the trip.

Outside study assignments are a significantpart of the student's total program. In this cur-riculum, 2 hours of outside study have beensuggested for each hour of scheduled class time.During the first semester, a typical weekly work

schedule would total 56 hours : class time, 15hours ; outside study, 30 hours ; laboratory, 11hours. This is a full schedule but not an exces-sive one for this type of program.

No examinations have been scheduled in thesemester outlines which are designed for 16weeks. However, a 17-week semester is assumedto provide time for examinations. The primaryobjectives of examinations are to evaluate thestudent's knowledge and allow him the oppor-tunity for a periodic comprehensive review ofthe course material. Results of examinationsalso may point out weaknesses in teaching tech-niques or subject units.

Although this guide is intended for programplanning and development in post high schoolinstitutions, it can be adapted to suit the needsof several kinds of schools. The level of instruc-tion represents a consensus on the proficiencylevel required for success in horticultural occu-pations where manpower is in short supply andwill perhaps become acute in the future.

The program is not intended to make theindividual proficient in all of the duties he mightbe asked to perform because proficiency in workof a highly specialized nature comes with prac-tice and experience. It is impossible to forecastthe exact requirements and to predict accu-rately the course needs or rate of change inrequirements for ornamental horticulture. Em-ployers generally recognize that recent grad-uates need a year or more of work experienceto orient themselves to their responsibilitiesand role in an organization. Furthermore, theproductive graduate technician in ornamentalhorticulture will continue to study throughouthis career in an effort to realize his full poten-tial.

Suggested Continuing StudyA 2-year curriculum must concentrate on

providing the necessary mathematics, science,and related knowledge and skills in the techni-cal specialty if it is to produce graduates whocan qualify for employment.

28

Obviously a 2-year program in ornamentalhorticulture cannot cover in depth all of thesubjects which are pertinent to the technology;important related subjects N ay only be touchedupon at that time. In addition the graduate mayobtain work in an area so new that adequatecoverage in the training program has not yetbeen developed.

For these reasons some form of continuingstudy for graduates of ornamental horticulturetechnology programs is therefore desirable. Byreading the current literature related to orna-mental horticulture, by scientific and technicalsociety activity, and by study on his job, thestudent can keep abreast of the technical devel-opments in his special field. However, suchstudy tends to build on the organized technolog-ical base provided by the curriculum he fol-lowed. Formal continuation of supplementarycourses provides the most efficient and practicalmeans for the graduate technician to add im-portant related areas of knowledge and skillto broaden the base of his initial education.Formal study offers the advantages of syste-matically arranged subject matter and class dis-cussion. The courses may be scheduled forevening or after work hours on Saturday.

Some employed technicians may enroll in bot-any, mathematics, accounting, business, andother formal courses offered in evening pro-grams at community colleges and technicalinstitutes.

Continued study through extension courses,or informal study might include the followingsubjects:Any of the courses or subjects shown in the options

which the student did not studyAgricultural chemicals and their use (advanced study)Botany (advanced)Business managementChemistry (advanced)Cost accountingGenetics applied to plant propagation or development

of new varieties of plantsIndustrial supervision and human relationsInstrumentation and automatic control

COURSE OUTLINES

The course outlines suggest the contentwhich might be taught in the curriculum andprovide; practical and attainable coverage of thefield. The units of instruction have been re-viewed by instructors in ornamental horticul-ture programs and by representatives ofemployers who require the services of skilledornamental horticulturists.

Some modification of content is expected tomeet the needs defined by local advisory com-mittees and to use effectively the special in-terests and capabilities of teaching staffs.However, the implied level, quality, and com-pleteness of the program should not be com-promised.

At the end of each course is a list of textsand references. These lists should be analmdfor content and pertinency, and current edi-tions should be substituted and new booksadded. The information needed for courses inornamental horticulture curriculums, particu-larly the technical specialty courses, is seldomavailable in one textbook; hence several arelisted. The lists could be augmented consider-ably with current materials from manufactur-ers, trade journals, technical societies, andsuppliers of apparatus and services in the op-tion studied.

29

A list of suggested visual aids i 3 offered formany courses. A visual aid should Le used whenpertinent, and when its use serves as an effec-tive teaching method. Instructors should avoidthe excessive use of films to replace well pre-pared lecturers and demonstrations.

Undoubtedly, the experienced instructorwill use charts, slides, models, samples, andspecimens liberally to illustrate special techni-cal aspects of the subject. These aids are usu-ally accumulated by the experienced instructorfrom previous laboratory or lectth,.. prepara-tions and should be updated when new develop-ments occur.

The laboratory sessions suggested in the cur-riculum outlines and the course descriptions arenot necessarily intended to be single sessions,but rather the total hours of laboratory sessionsper week. The sessions should be scheduled inreasonable and effective increments. For ex-ample, a 6-hour laboratory period might bescheduled as three 2-hour sessions or two 3-hoursessions per week, or other divisions of labora-tory time that seem appropriate may be ar-ranged according to classroom instruction andthe season or time of year.

Technical Specialty Courses

DRAINAGE AND IRRIGATIONHours Required

Class, 2 ; Laboratory, 3

Course DescriptionThis course is concerned with the develop-

ment of turfgrass ; emphasis is on drainage andirrigation principles and water requirements.

The efficiencies of various irrigation conceptsare discussed as they pertain to terrain, soils,climate, and the plants being grown. Watersources, availability, and storage are taughtalong with pressure requirements and means ofconveyance. When and how to irrigate and rateof application are discussed in relation to soilsand terrain. The legal aspects of irrigation,which vary throughout the country, are exam-ined. General guides are presented so that stu-dents will be aware of local regulations andunderstand the significance of these regulations.

The relief of waterlogged soils is covered indetail. Surface and subsurface techniques areexplained and demonstrated ; social and eco-nomic aspects of the use of water are empha-sized.

Major Divisions

I. Introduction and Scope of Irri-gation

DrainageIrrigationPumpsSources of Power

II.III.IV.V.

Class Hours

29

1155

Total 32

Units of InstructionI. Introduction and Scope of Irrigation

A. History1. The beginning2. Egypt3. China4. Spain5. Mexico6. United States

B. Importance of irrigationC. DefinitionD. Methods of accomplishmentE. Frequency, rate and intensity of applica-

tionF. ScopeG. Economics

30

II. DrainageA. Effects of poor drainage

1. Reduces time of area usage2. Shortens growing time of grass3. Freezing causes_ honeycombing and

heaving4. Causes shallow root systems5. Destroys soil structure6. Encourages soil acidity7. Reduce action of beneficial soil orga-

nisms8. Prevents leaching of toxic dissolved

saltsB. Factors determining drainage require-

ments1. Wet, soggy soil and ponds2. Presence of moisture tolerant grasses

and other plants3. Baker soils when dry4. Honeycombed frozen soil5. Blue or mottled subsoil6. Shallow row; system7. Weak, thin turf8. Presence of mosses

C. Factors affecting surface drainage1. Standing water2. Compaction3. Poor contouring4. Aquatic plant life5. Algae and mosses6. Offcolor or yellow plants as indicators

D. Subsurface drainage1. Continuously wet soils2. Systems

a. Tile linesb. Open trenchesc. Subsoil plowing or knifing

E. Tile systems1. Regular

a. Gridironb Herringbonec. Random

2. Interceptinga. Foot of slopesb. Along slopes

F. Installation of tile systems1. System choice2. Tile spacing3. Depth4. Grade

5. Alinement6. Outlets, joints and openings7. Backfill material8. Plan of location and design

G. Other methods of drainage1. Open ditches and swales2. Catch basins and sink soles3. Mole drains

H. Surface drainage of greens and tees1. Poor contouring2. Compaction3. Impervious subsoil4. Seepage5. Poor location of shrub and tree vege-

tation6. Broad and gradual contour changes

(at least 1%)7. Drain away from concentrated traffic8. Reconstruction often required (expen-

sive)I. Underdrainage of greens and tees

1. Consider when constructing each greenand tee

2. Minimum tile size 4"3. Minimum depth 24"-30"4. Slope trench sides in subgrade5. Backfill with porous material (cinders)

to 8"-10" surface6. Space 10'-25'7. Remove water beyond green or tee area

to a ditch, creek, or catch basin8. U.S.G.A. Green Section method (out-

lined in Turf Management, by H. B.Musser)

J. Drainage corrections on establishedgreens and tees1. Correct diagnosis2. Choice of method

K. Fairway drainage1. Similar to greens2. Area size problems usually localized

(because of)3. When entire fairway is involved (often

corrected by simplest system)L. Drainage of traps

1. Design of trap contotra2. Tile drains

III. IrrigationA. Functions

1. Solvent and carrier2. Digestion of raw materials

81

3. Regulation of rate of food manufactur-ing

4. Equalization of temperature5. Development and activity of organisms

B. Quantities necessary1. Requirements of various grasses2. Soil and weather conditions3. Sod density4. Height of mowing cut5. Depth of roots

C. Soil conditions affecting availability andretention1. Capillary satisfaction

a. Sandy soil 3/4"-1" water soaks to adepth of 6" into soil

b. Loam soil 1"-13/4" water soaks to adepth of 6" into soil

c. Clay soil 13/4"-21/2" water soaks toa depth of 6" into soil

2. Lossesa. Runoffb. Percolationc. Evaporation

D. Determination of water requirements1. Fixed standard (none)2. Requirements (variable)3. Available data on temperature and

rainfall4. Average rainfall and time between

rainfalls5. Wind velocities6. Clear or overcast7. Humidity8. Applicable systems

E. Irrigation systems1. Sprinkler type2. Surface flooding3. Subsurface flooding

F. Sprinkler systems1. Adequate water supply2. Suitable pressure (pump)3. Transmission lines4. Equipment for distribution

G. Sources of water1. Municipal systems2. Wells3. Lakes, ponds, and streams

H. Pressure equipment1. Centrifugal pumps2. Displacement pumps3. Turbine pumps

I. Pipe lines1. Volume2. Head pressure3. Friction losses4. Materials

a. Metalb. Plastic

5. Layout of systemJ. Sprinkler heads

1. Fixed2. Whirling3. Slow-revolving (impact)4. Capacity of head

a. Size of nozzleb. Type of nozzlec. Water pressure (at nozzle)

K. Types of systems1. Surface lines (manual)2. Underground (rotating, pop-up, and

combinations)a. Semiautomaticb. Completely automaticc. Quick-coupler (snap valves)

L. Planning the system1. Complete plan on paper by professional2. Minimum length of piping, fittings and

headsM. Surface flooding

1. Limitations2. Applications

N. Subsurface irrigation1. Limited to adaptable soil conditions2. Applications

0. Water management1. New seedings and vegetative plantings

a. Fine sprayb. Control to avoid soil washingc. Avoid saturation of soil

2. Watering greens and teesa. Quantityb. Frequency and ratec. Effect on diseased. Time of wateringe. Prevention of wiltf. Prevention of winter dryingg. Other seasonal factors

3. Watering fairwaysa. Similarity to greens and teesb. Grass species a determining factorc. Seasonal adjustmentsd. Soil quality and surface drainagee. Water and fertilizer relationships

82

IV. PumpsA. Types of pumps

1. Displacement2. Centrifugal3. Turbine

B. Pump characteristicsC. Power requirements

1. Foot pounds per second2. Horsepower

D. Pumping liftsE. Friction lossF. Efficiency of pumping plants

V. Sources of PowerA. Considerations

1. Horsepower2. Dependability3. Availability and cost of energy4. Initial cost5. Depreciation6. Portability7. Maintenance8. Simplicity of operation9. Quality of labor required

B. Electric motors1. Choice of phase

a. Single phaseb. Three phase

2. Speed3. Service costs

a. Low energy and continuous useb. High energy and short time usec. Kilowatt hour cost

C. Internal combustion engines1. General types

a. Gasolineb. Diesel

2. Costsa. Initialb. Operating

3. Efficiencya. Less than 71/2 h.p.b. More than 71/2 h.p.

Recommended Laboratory Projects-48 hours

I. Plan and construct a shallow tile drain-age system using clay tile or compressedasphalt composition material (15 hours).

II. Plan and install a subsurface sprinklerirrigation system with various types of

sprinkler heads and couplings (18 Texts and Referenceshours). ISRAELSEN and HANSEN. Irrigation Principles and Prac-

III. Provide the students with the opportu- tices.

nity to work with various types of pumps mussER. Turf Management.

(9 hours).IV. Take field trips to a golf course and sod Instructional Aids

farm to study drainage and irrigation Demonstrations of equipmentfacilities (6 hours). Slides, 35 mm.

33

FLORAL DESIGN

Hours RequiredClass, 1; Laboratory, 3

Course DescriptionThis course introduces the basic principles of

floral design ; the art of arranging flowers forthe home and flower shows ; commercial designsfor personal adornment, arrangements for thesick, and for other uses or occasions.

Major DivisionsClass Hours

I. Introduction 1

II. The Art of Floral Arrange-ments 3

III. VasesPottery and Contain-ers . 2

IV. Flower Holders and Uses 1

V. Basic Principles in Desgin 4VI. Flowers and Their Lasting

Qualities 1

VII. Dried and Winter A 'range-ments 3

VIII. The Corsage and Boutonniere 1

Total 16

Units of InstructionI. Introduction

A. Floral art and modern livingB. Flowers in the homeC. Flower compositions on the show tableD. Instructor's part in the courseE. How the student's grade is determined

II. The Art of Floral ArrangementsA. Basic designsB. TriangleC. HorizontalD. Line arrangements

F.44r4,_

' woo

z]

4

Figure 12.Facilities for a floral design course should have ample work space. The materials and accessories for designing, making,and displaying floral pieces should be comparable to those used by modern florists so that a student can work as if he were an employee.

34

E. JapaneseF. Mass-Victorian arrangements

III. VasesPottery and ContainersA. Selection of vasesB. Practicability, water holding capability

and stabilityC. Pottery, glass, pewter, wood, silver, brass,

copper, and plasticD. Household utensils, cups, teapot, tea ket-

tle, and serving dishes

IV. Flower HoldersA. Metal dome typesbirdcageB. NeedlepinpointC. Plastic holdersD. Art clipsposey clay and tapeE. Oasis, snowpack, vermiculite, shredded

styrofoam

V. Basic Principles in DesignA. Harmony, balance, focusB. Proportions, dimensionsC. Composition

VI. Flowers and Their Lasting QualitiesA. Age and stage of developmentB. Time of harvestC. Conditioning, warm water, refrigerationD. Flower preservativesE. Temperature and drafts

VII. Dried and Winter ArrangementsA. Dried wild flowers and weedsB. Seed pods of flower and woody plantsC. Forced twigs of shrubs and fruitsD. Foliage, fruit, nuts, gourds, and corn

VIII. The Corsage and BoutonniereA. Formal, street wear, noveltiesB. Selection of flowersC. Ribbons and accessoriesD. Lasting qualities

35

E. Packaging, deliveriesF. A man's flower

Recommended Laboratory Piojects-48 hours

At each laboratory session the student willhave a definite assignment. He will design va-rious arrangements using fresh flowers andgreens. After this he will then have a chance tocre-.te arrangements and develop his own floralartistry. Competition in flower shows affords avery rewarding experience. Laboratory workshould include the design and preparation of:

I.II.

IX.

X.XI.

A symmetrical arrangement -(3 hours).An asymmetrical arrangement

(9 hours).A line arrangement (6 hours).A Victorian arrangement (3 hours).A table centerpiece (6 hours).A Thanksgiving centerpiece (6 hours).A Christmas centerpiece (3 hours).Evergreen Christmas decorations

(3 hours).A winter arrangement using dried

materials (3 hours).An informal corsage (3 hours).A formal corsage (3 hours).

Texts and ReferencesBERRALL. A History of Flower Arrangement.LIESVELD. The Retail Florist.SQUIRES. The Art of Drying Plants and Flowers.THOMPSON. The Driftwood Book.WILSON. Color in. Flower Arrangement.Instructional AidsGreenhousesPlastic c:tructuresDisplay windowFlower refrigeratorKudachrome slidesProjector and screenCommercial journalsCatalogs

FLORICULTURE


Course DescriptionThis course provides an opportunity for each

student to develop initiative and acquire knowl-edge, skills, and judgment in producing flowersby formal study and greenhouse laboratory ex-ercises in growing flowers under glass, in plas-tic structures, and outdoors.

Students become familiar with the most re-cent and efficient methods for planning andevaluating production of potted plants and cutflowers, with the profit motive as the underly-ing criterion.

Major Divisions

I. IntroductionIL Methods of Watering

III. Temperature ControlIV. Use of Equipment _

V. Soil PreparationVI. Handling of Seedlings

VII. Planning a Schedule for Bed-ding Plants 2

VIII. Field Culture of Azaleas andGladioli 3

Total 16

Class Hours122222


A. Operation of greenhousesB. Use of cold framesC. Storage facilities for tools, machinery, and

fertilizersII. Methods of Watering

A. Watering potsB. HoseC. E-FlowmaticD. Gates systemE. Injection methodF. MistingG. Water supply considerations

III. Temperature ControlA. Type of ventilationB. ManualC. MechanicalD. AdjustmentsE. Cooling methodsF. Cold frame

36

IV. Use of EquipmentA. RototillerB. Greenhouse sprayersC. Soil sterilizersD. Soil shredders

V. Soil PreparationA. Soil testB. ConditioningC. Organic additionsD. FertilizerE. Sterilizing

VI. Handling of SeedlingsA. Pricking offB. Flats, market packsC. Clay, jiffy potsD. Soil mixtures and blendsE. Number of plants per unit

VII. Planning a Schedule for Bedding PlantsA. Sowing dateB. Quantity of seedC. Schedule transplanting dateD. Schedule time of bloomE. Marketing

VIII. Field Culture of Azaleas and GladioliA. Soil preparationB. Soil fertility factorsC. Distance of plantingD. Labeling, inventoryE. Weed killersF. Summer careG. Pinching and pruningH. Insect control


I. Practice different methods of watering(8 hours).

II. Evaluate moisture content in soil(2 hours).

III. Open and close ventilators (4 hours).IV. Maintain humidity by syringing and

misting (2 hours).V. Amend and mix soil (4 hours).

VI. Sterilize soil (2 hours).VII. Fill market packs (8 hours).

VIII. Sow seeds of bedding plants (4 hours).IX. Prick off seedlings (4 hours).X. Pot transplants into 21/4," to 4" pots

(4 hours).XI. Place plants on raised benches

(2 hours).

XII. Pinch plants as needed (4 hours).XIII. Prepare soil and field for azalea plants

(4 hours).XIV. Plant azaleas (4 hours).XV. Prepare field for planting gladioli

(4 hours).XVI. Plant gladioli (4 hours).

37

Texts and ReferencesBALL. The Ball Red Book.

Instructional AidsFieldsGreenhouseGrowing facilities

FLOWER SHOP OPERATION


Course DescriptionThis course, a continuation of Floral Design,

introduces the retail florist business. It includesan analysis of the development management,operation, and sidelines. Students learn the gen-eral principles of commercial floral designsthrough practice.


I. Population and NeighboringBusiness Establishments__ 2

II. Retail Grower and RetailFlorist

III. LocationIV. OwnershipV. Utilities

VI. Qualifications and Owner-Manager

Designing and Sales Help .

DeliveriesWedding FlowersDecorationsFuneral DesignsFlower ArrangementsFlowering and Green PlantsSidelines 1

Personnel and Factors Af-fecting Morale 1

Total 32

VII.VIII.

IX.X.

XI.XII.

XIII.XIV.XV.

2232

22232332

Units of InstructionI. Population and Neighboring Business Estab-

lishmentsA. Size of city and populationB. Urban or ruralC. Economy of peopleD. Residential or industrialE. Other business establishments

II. Retail Grower and Retail FloristA. GreenhousesB. Flower shop and the sales areaC. Production for retail onlyD. Selection of cropsE. The retail florist shop

III. LocationA. City, main avenue, or side street

38

B. Shopping centerC. Hotels and transportation centersD. UrbanE. Rural, roadside

IV. OwnershipA. RentalB. Rental with option to buyC. Outright purchaseD. Starting a new establishmentE. Name, surname after flower or townF. Partnership or corporationG. Legal counsel, appraisal, certified public

accountantH. City and town ordinances

V. UtilitiesA. HeatingB. Air conditioningC. WaterD. Lighting

VI. Qualifications and Owner-ManagerA. Ability, floral art and designingB. SalesC. Management of personnelD. Buying and inventoryE. Business and office procedure

VII. Designing and Sales HelpA. Male and femaleB. Experience related to salaryC. Appearance and personalityD. Compatability

VIII. DeliveriesA. Truck or station wagonB. Color and letteringC. Delivery boys and driversD. Receipts (cash-on-delivery or other pay-

ment plan)E. Special deliveries

IX. Wedding FlowersA. Recommendations and selectionB. Bride's bouquetC. Maid of honor and bridesmaidsD. Flower girl or boyE. Mother's and father's flowersF. BoutonnieresG. Delivery to home or churchH. Billing (deposit, charge, or cash-on-deliv-

ery)

X. DecorationsA. Church, home, or hotelB. Public functions, stage or ballroom

C. Banquet tableD. Bar Mitzvah.E. Props and backgroundF. Cut flowers, plants and/or greensG. Rental of floral pieces

XL Funeral DesignsA. Values and reasonsB. Types of designC. Standing piecesD. Baskets and spraysE. Casket coversF. Oasis and aguapicksG. Card or messageH. Funeral directors

XII. Flower ArrangementsA. Hospital (illness or maternity)B. HomeC. Novelty, holiday or giftD. Table flowersE. Holders and fillersF. Wrapping and delivery

XIII. Flowering and Green PlantsA. Green plants the year roundB. Dish gardens and plantersC. Flowering and holiday plantsD. Selection and buying of stockE. Care of plants and cultural directions

XIV. SidelinesA. Greeting cardsB. Books on floral arrangementC. Tropical fish and aquariumsD. Pottery, vases and flower holdersE. Seeds and bulbs

XV. Personnel and Factors Affecting MoraleA. Authority and supervisionB. Personal conductC. Hours, regular and weekendsD. Group insuranceE. Paid vacationsF. Incentive bonuses


Each student has a definite assignment ateach laboratory session. He designs arrange-ments and floral pieces for all occasions, createsarrangements, and develops floral artistry. Heuses fresh flowers and greens, as well as driedflowers that last. Attendance at flower shows

39

and demonstrations broadens the student'sknowledge.

I. Design floral gifts, including:A. A hospital arrangement (6 hours).B. A baby novelty (3 hours).C. A birthday arrangement (3 hours).D. An anniversary arrangement (3 hours).E. A novelty arrangement (3 hours).F. A bread and butter arrangement

(3 hours).II. Design flowers for personal adornment, in-

cluding:A. A nosegay and boutonniere (3 hours).B. Orchid corsages (6 hours).C. A wristlet of roses (3 hours).D. Novelty corsages for St. Patrick's Day or

St. Valentine's Day (6 hours).III. Design wedding flowers

A. Design an arm bouquet (3 hours).B. Design a cascade bouquet on a holder

(6 hours).C. A cascade bouquet tied (6 hours).D. A colonial bouquet (3 hours).E. A crescent bouquet (3 hours).F. A prayer book bouquet (3 hours).

IV. Design floral tributes for a funeral, includ-ing:

A. A spray (6 hours).B. A wreath (3 hours).C. A pillow (3 hours).D. A cross (3 hours).E. A heart (3 hours).F. A basket (6 hours).G. A casket cover (6 hours).H. Standing baskets (3 hours).

Texts and ReferencesBALL. The Ball Red Book.BERRALL. A History of Flower Arrangement.LAURIE, KIPLINGER, and NELSON. Commercial Flower

Forcing.LIESVELD. The Retail Florist.WILSON. Color in Flower Arrangement.Trade Publications:

Florist and Nursery Exchange.Florists' Review.Growers' Talks.

Instructional AidsKodachrome slidesPictures of designs

GREENHOUSE OPERATIONS I

Hours RequiredClass, 2 ; Laboratory, 6

Course DescriptionA study of the status of the flower growing

industry, including recent expansion and futurepossibilities. This course focuses on the develop-ment of the industry, locations, plans, facilities,marketing and statistics vital to the modernproducer of cut flowers and plants grown underglass. The laboratory exercises provide practicein growing flowers and plants in a greenhouse.


I. Development of the FlowerGrowing Industry 2

II. Selecting a Location and theImportance of a Master Plan 9

III. Greenhouse and Other PlantGrowing Structures __ 6

IV. Methods of Heating, Fuels, Re-frigeration, and Sterilization 7

V. Statistics on National and Re-gional Cut Flowers andPlant Production

VI. Marketing and Transportation35

Total 32

Units of InstructionI. Development of the Flower Growing Industry

A. Statistics of the growth of the industryB. Population trends and changesC. Economics and the flower buying public

II. Selecting a Location and the Importance ofa Master Plan

A. Climatic environment and its influence onplant growth

B. Cost of land, appraisal and legal adviceC. Available transportation systems and

their importanceD. Planning facilities

1. Land2. Master plan for buildings3. Roads and parking4. Future expansion

E. Labor market1. Agricultural and industrial2. Skilled and unskilled

40

F. Taxation and its influence on productioncost

G. Water supply1. Public2. Private

III. Greenhouse and Other Plant GrowingStructures

A. Unit arrangement1. Single unit2. Ridge3. Furrow style

B. Type of construction1. Iron2. Semisteel3. Aluminum

C. Plastic Greenhouses1. Polyethylene2. Weatherable mylar3. Rigid plastics (filon, corrulux)

D. Benches1. Ground V-bottom2. Raised concrete3. Transits4. Redwood5. Wire mesh

E. Hot beds and cold framesIV. Methods of Heating, Fuels, Refrigeration

and SterilizationA. Boilers-section, tubularB. Steam, hot water and hot airC. Radiation iron heating

1. Coils2. Fin-type radiation3. Blowers

D. Fuels1. Oil2. Coal3. Gas

E. Storage Refrigeration1. Air2. Water-cooled compressors

F. Steam boiler or portable boiler for sterili-zation

V. Statistics for National and Regional CutFlower and Plant Production

A. U.S. Department of Commerce census ofagriculture

B. Surveys by national and regional tradeassociations

C. Market reports1. State2. Trade journals

VI. Marketing and TransportationA. Major m arkets along eastern seaboardB. MidwestC. South and WestD. Shipping containers

1. Packaging2. Hampers3. Corrugated boxes4. Wooden boxes

E. Condition of product1. Dry2. In water3. Iced

F. Transportation cost1. Railroad2. Truck3. Air

G. Shipments1. Direct to consumer2. Bonded wholesale commission merchant3. Retail florist


I. Prepare greenhouse soil (9 hours).II. Sterilize greenhouse soil (6 hours).

III. Seed greenhouse crops (3 hours).

41

IV. Make cuttings (6 hours).V. Pot and transplant (18 hours).VI. Support and stake greenhouse crops

(6 hours).VII. Harvest greenhouse crops (18 hours).

VIII. Ventilate greenhouses (3 hours).IX. Control heat in greenhouses (3 hours).X. Water greenhouse crops (18 hours).

XL Syringe greenhouse crops (3 hours).XII. Glaze and paint greenhouse (3 hours).

Texts and ReferencesBALL. The Ball Red Book.LAURIE, KIPLINGER, and NELSON. Commercial Flower

Forcing. Flower and Plant Production in the Green-house.

LAURIE and RIES. Floriculture Fundamentals and Prac-tices.

POST. Florist Crop Production.Trade Publications:

Florist and Nursery Exchange.Florists' Review.Growers' Talks.New York State Flower rowers' Bulletin.

Instructional AidsKodachrome slidesChartsGreenhouse plans

GREENHOUSE OPERATIONS II

Hours RequiredClub, 2; Laboratory, 6

Course DescriptionThis course is a continuation of Greenhouse

Operations I. Study of commercial flower pro-duction under glass (greenhouse), plastichouses, and out-of-doors ; cultural and technicalrequirements ; modern production methods andapplications. Extensive laboratory practice isprovided in the various operations in green-house plant production.

Major Divisions

Cut Flower Production _

Commercial Rose (Rosa hy-brida) Production

Chrysanthemum (Chrysan-themum morifolium) CutFlower Production

Carnation (Dianthus caryo-phyllus) Cut Flower Pro-duction

Snapdragon (Antirrhinummajus) Cut Flower Pro-duction

Stocks (Matthiola Ncana)Cut Flower Production

Sweet Pea (Lathyrus odora-tus) Cut Flower Production

Gardenia (Gardenia grandi-flora) Cut Flower Pro-duction

Production of Potted Flow-ering Plants

Units of InstructionI. Cut Flower Production

A. Cost of production1. Labor2. Overhead expenses

B. Selection of crop to be grown1. Suitable facilities2. Commercial value

II. Commercial Rose (Rosa hybrida)Production

A. Propagation1. Cuttings

Class Hours1

3

3

3

2

1

1

1

17Total 32

42

2. Grafting3. Budding4. Stock plants

B. Buying young plants1. Started buds2. Dormant buds3. Grade

C. Soil preparation1. Soil type2. Organic matter3. Sterilizing4. Fertility

D. Planting and benching1. Depth2. Distance apart3. Support4. Humidity5. Soil moisture

E. Development of plant structure1. Pinching2. Pruning3. Cutting of flowers

F. Cropping and harvesting1. Season2. Demand3. Prices4. Timing

G. Grading and bunching1. Stem length2. Condition of flower3. Insect injury4. Number in unit5. Roll or flat pack

H. Shipping and marketing1. Type of container (box)2. Wrapping for temperature control3. Moisture control4. Transportation5. Wholesale commission market6. Direct to retailer

I. General culture1. Watering

a. Manuallyb. Injectionc. Gates systemd. Mist

2. Soil nutritiona. Soil testingb. Dry fertilizerc. Liquid fertilizerd. Organic mulchese. Methods of application

J. Insect and disease control1. Sanitation and disease prevention2. Insecticides

a. Sprayingb. Fumigation

K. Resting, cutback and mulches1. Complete dormancy

a. Withhold waterb. Cutbackc. Remove all leavesd. Time required

2. Gradual cutbacka. Cue for harvestb. Control soil moisturec. Advantagesd. Time required

3. Mulchesa. Manuresb. Peanut shellsc. Corncobs

III. Chrysanthemum (Chrysanthemum morifo-lium) Cut Flower Production

A. Varieties and response groups1. Color2. Size3. Types4. Commercial values5. Bud initiation to bloom6. Timing of production

B. Young plant production1. Disease-free stock2. Cultured stock and cuttings3. Mother block4. Lights and temperatures5. Rooting media6. Mist

C. Planting and benching1. Distance apart (standard)2. Distance apart (pompoms)3. Marker or spacer4. Water

D. Timing and crop control1. Time pinching

a. Response groupb. Hard pinchc. Soft pinchd. Lightse. Shadef. Year-round production

2. Bud selectiona. Crown budb. Terminal bud

43

3. Control of number of stems and flowersper planta. Pruningb. Disbranchingc. Disbudding

E. Harvesting, shipping, and marketing1. Maturity of flowers

a. Standardb. Pompomsc. Moisture

2. Grading and bunchinga. Sizeb. Quality of flowersc. Number per unitd. Weight gradinge. Automationf. Condition;ng

3. Methods of packing and shippinga. Corrugated boxb. Wooden hamperc. Assorted colors and gradesd. Truck, rail, air freight

4. Marketinga. Wholesale commission marketb. Retail floristc. Chain food and department stores

F. General culture1. Watering, fertilizing

a. Manualb. vV r boyc. Gai,es systemd. Soil testinge. Dry or liquid feedingf. Methods

2. Temperature controla. Ventilationb. Shading or greenhousec. Moisture content in greenhoused. Heat

3. Insect and disease controla. Sprayingb. Fumigationc. Roguing

4. Soil requirementa. Typeb. Organicc. Sterilizingd. Testinge. Additives

IV. Carnation (Dianthus caryophyllus) CutFlower Production

A. Popularity

1. Introduction2. Types and varieties3. Wholesale and retail values

B. Acquiring young plants1. Seed2. Cuttings3. Mother block4. Rooting media5. Misting system6. Shade7. Buy from specialist

C. Soil preparation1. Testing of soil2. Addition of organic matter3. Sterilizing as steam and chemical4. Correct nutrient requirements

D. Planting and benching1. Raised bench2. Ground bed3. Distance4. Marker

E. Timing and cropping1. Season of planting2. Pinching3. 2-year plants

F. Watering and fertilizing1. Manual2. Semiautomatic3. Water boy4. Dry or liquid fertilizer5. Proportioned6. Frequency7. Cooling

G. Insect and disease control1. Spraying2. Fumigating3. Roguing

H. Harvesting, grading, and conditioning1. Stage of maturity2. Stem length3. Flower size and quality4. Weight grading5. Refrigeration

I. Shipping and marketing1. Packing2. Transportation3. 1.71-,r)lesale markets

V. Snapdragon (Antirrhinum majus) CutFlower Product on

A. IntroductionB. Selection of varieties

1. Color

44

2. Season of bloomC. Propagation

1. Seed2. Cuttings3. Media4. Germination

D. Soil preparation.. Soil test2. Addition of organic matterS. Sterilization4. Addition of fertilizer, if needed5. Rototill and level

E. Planting and spacing1. Distance2. Single stem3. Pinched plants4. Direct seedlings5. Out of jiffy pots6. Season of the year

F. General culture1. Support

a. Wire and twineb. Wire-mesh gauge 12, 6" x 6"

2. Watering and fertilizinga. Manualb. Semiautomaticc. Dry or liquid feedingd. Proportioned

3. Temperature controla. Ventilatingb. Heatingc. Shadingd. Lighte. Cooling

4. Harvesting, grading, and conditioninga. Stage cf flower developmentb. Stem lengthc. Flower spike lengthd. Water, flower preservativee. Refrigeration

G. Shipping and marketing1. Packing2. Transportation3. Wholesale markets

H. Insect and disease control1. Spraying2. Fumigation3. Sanitation4. Roguing

VI. Stocks (Matthiola incana) Cut Flower Pro-duction

A. :Introduction

1. Varieties2. Single3. Double

B. Propagation1. Seed2. Media3. Temperature

C. Spacing, planting, and support1. Column or single2. Branching3. Transplants4. Jiffy pots5. Wire-mesh gauge 12, 6" x 6"

D. Harvesting, grading, and conditioning1. Stage of maturity2. Length of flower stem3. Length of flower spike4. Double flowering5. Single flowering6. Water, refrigeration7. Flower preservative

E. General culture1. Water and fertilizer

a. Manualb. Semiautomaticc. Gates systemd. Dry and liquid feedinge. Methods and quantities

2. Insect and disease controla. Sprayingb. Fumigatingc. Sanitationd. Roguing

Sweet Pea (Lathijrus odoratus) CutFlower ProductionIntroduction1. Summer flowering2. Winter flowering3. VarietiesMethods of propagation and germination1. Direct sowing2. Sowing in 21/2" pots3. Pregermination4. Seed treatment

C. General culture1. Temperature2. Light3. Watering

D. Soil preparation1. Soil testing2. Depth of preparation3. Sterilization

45

E. Spacing and support1. Distance2. Height3. Materials

F. Watering, fertilizing1. Method2. Depth3. Dry or liquid feeding4. Proportioned

G. Harvesting, grading, and conditioning1. Stage of maturity2. Method of picking3. Bunching, grading4. Water, flower preservative5. Refrigeration

H. Shipping and marketing1. Packaging2. Wholesale markets

I. Insect and disease control1. Use of insecticides

a. Sprayingb. Fumigationc. Sanitation

2. Safety precautionsVIII. Gardenia (Gardenia grandiflora) Cut

Flower ProductionA. Introduction

1. Values2. Varieties

B. PropagationC. Soil preparation

1. Soil testing2. Conditioning3. Sterilizing

D. Planting and support1. Type of bed2. Tubs3. Metal galvanized stakes

E. Pruning, disbudding, and harvesting1. Shaping2. Flower formation3. Stem length

F. Tailoring, grading, and conditioning1. Size2. Quality3. Backing4. Packaging5. Refrigeration

G. Shipping and marketing1. Transportation

a. Truckb. Rail

c. Air freight2. Markets

a. Wholesale commission merchantb. Retail florist

F. General culture1. Watering

a. Manualb. Semiautomatic

2. Insect and disease controla. Sprayingb. Fumigationc. Roguing

3. Temperature and humiditya. Ventilationb. Heatingc. Humidifying

IX. Production of Potted Flowering PlantsA. introduction. The gencral procedures for

growing potted plants have much in com-mon and the requirements are substan-tially the same for the following plants;1. Azalea (Azalea hybrida)2. African violet (Saintapulia

ionanha)3. Chrysanthemum (Chrysanthemum

merit olium)4. Cyclamen (Cyclamen indicum)5. C'neraria (Senecio cruentus)6. Calceolaria (Calceolaria hybrids)7. Hydrangea (Hydrangea

nzacrophylla)8. Geranium (Pelargonium

domesticum)9. Gloxinia (Sinningia speciosa)

10. Kalanchoe (Kalanchoeblossfeldiana)

11. Poinsettia (Euphorbiapulcherrimma)

12. Bulbous plantsa. Tulipb. Daffodilc. Hyacinthd. Irise. Lily

B. Structures and facilities1. Greenhouse size2. Cold frames3. Type of benches

C. Temperature and humidity1. Heating2. Ventilating

46

3. Humidifying4. Cooling

D. Watering and fertilizing1. Manual2. Injection3. E-Flomatic-Chapin methods4. Mist5. Soil testing6. Methods of fertilizing

E. Soil and growth medias1. Soil types2. Organic matter3. Shredding and blending4. Methods of sterilizing

F. Pots and containers1. Clay2. Plastic3. Grades and sizes

G. Methods of propagation1. Seed2. Cuttings3. Division

H. Control of flowering and growth regula-tions1. Normal time required2. Temperatures3. Daylight, shad:,4. Chemicals

I. Insect and disease control1. Sanitation2. Spraying3. Fumigating

J. Shipping and transportation1. Wrapping2. Boxing, crating3. Truck, rail and air freight

K. Marketing1. Advertising2. Salesmen3. Direct to retailer


The suggested projects provide experiencewith roses, chrysanthemums, carnations, snap-dragons, stocks, sweet peas, gardenias, flower-ing potted plants, green foliage, and houseplants. Crops grown should be adapted to theregion.

I. Prepare soil for greenhouse crops(8 hours).

II. Sterilize soil for greenhouse crops(8 hours).

III. Male cuttings (1:, hours).IV. Sow seeds (5 hours).V. Plant and pot greenhouse crops

(15 hours).VI. Pinch and support greenhouse crops

(15 hours).VII. Water and fertilize greenhouse crops

(15 hr.urs).

VIII. Control insects and diseases (5 hours).IX. Harvest, grade, and bunch flowers

(1 hours).

47

Texts and ReferencesBALL. The Ball Red Book.LAURIE, KIPLINGER, and NELSON. Commercial Flower

Forcing.LAURIE and REIS. Floriculture Fundamentals and Prac-

tices.NELSON. Flower and Plant Production in the Green-

house.POST. Florist Crop Production.Trade Publications:

Florist and Nursery Exchange.Florists' Review.Growers' Talks.New York State Flower Growers' Bulletin.

Instructional AidsFlowersKodachrome slides

HERBACEOUS PLANTS I


Course DescriptionAn introductory study of herbaceous plants

used for garden and landscape display, with em-phasis on various operations of horticulturalbusiness such as the seed trade, garden design,perennial nursery and bedding plant production,and garden center operation. Plant materialsand plants studied include garden annuals, bien-nials, perennials, bulbs, ground covers, vines,ferns, wildflowers, aquatic plants, subshrubsand roses.

Class topics include classification, production,culture, and uses of materials as well as consid-eration of design principles.

A complete study of herbaceous plants shouldbe conducted during the growing season if pos-sible. Seasonal timeliness is an important con-sideration in teaching a course on herbaceousplants. For courses which must be scheduled atoff season times, the maximum use of visualaids is necessary. When possible, a summer se-mester of study should be provided for seasonalcoverage of the subject. Classroom instructionshould precede laboratory study.

Major Divisions

I. Value and Limitations ofHerbaceous Plants _

II. Anatomy of the Flower ___ _

III. Classification of FloweringPlants

IV. Common Garden FamiliesIdentifying Characteris-tics

V. Growth Forms of Herba-ceous Plants _____

VI. PropagationVII. Seedage

VIII. Spring BulbsIX. BiennialsX. Ecology of Wild Flowers

XI. Phenology (A Record of Ap-pearances)

XII. Garden Roses

Class Hours

1

1

1

2

1

21

221

1

1

Total 16

48

Units of InstructionI. Value and Limitations of Herbaceous Plants

A. The herbaceous growth habit of woodyplants

B. Natural advantagesrange of adaptation1. Alpine or Arctic2. Desert3. Seaside4. Meadow5. Woodland

C. Limitations in the landscapeD. Uses in the landscape

II. Anatomy of the FlowerA. Morphological concepta specialized re-

productive brand1. Peduncle2. Fedicel3. Receptacle4. Perianth5. Androecium6. Gynoecium

B. Entoroophilous or anemophilousC. Zygomorphic or actinomorphicD. Fusion of partsE. Dioecious or monoeciousF. Epigynous or hypogous

III. Classification of Flowering PlantsA. Vegetable kingdom

1. Division2. Subdivision

a. Gymospermaeb. Angiospermae

3. Classa. Monocotyledoneaeb. Dicotyledoneae

4. Order5. Family6. Genus7. Species (concept)8. Variety (cultivar)

B. The binomial system of classificationC. Types of inflorescence

1. Solitary2. Multiple

a. Racemeb. Spikec. Catkind. Umbele. Corymbf. Spadixg. Head

3. Compounda. Panicleb. Compound spikec. Compound umbel

IV. Common Garden Families - IdentifyingCharacteristics

A. Common families1. Arum2. Lily3. Amaryllis4. Iris5. Orchid6. Mustard7. Buttercup8. Viola9. Primrose

10. Evening primrose11. Rose12. Daisy13. Sweet pea14. Nightshade

B. Floral diagrams and formulaeV. Growth Forms of Herbaceous Plants

A. Below ground1. Bulb2. Corm and cormels3. Tuber4. Tuberous root5. Pip6. Rhizoma

B. Surface1. Stolon2, Runner3. "Root stock"4. Crown

C. Aerial1. Bulbils2. Ramies

VI. PropagationA. DivisionsB. OffsetsC. Cuttings-soft and hardD. Layer

VII. SeedageA. Seed sizeB. MediaC. Germination

1. Steps2. Conditions for

D. Methods of sowing1. Outdoor

49

a. Broadcastb. Drillsc. Hills.,

2. Indoora. Flatsb. Potsc. Market packsd. Other

E. Transplanting1. Pricking cff-dibbling2. Hardening off3. Planting out

VIII. Spring BulbsA. Narcissus

1. Horticultural classification2. Uses

a. Forcingb. Naturalizing

3. Culturea. Grades of bulbsb. Plantingc. Separation

4. Troubles--remediesa. Nematodeb. Basal rotc. Virusd. Bulb fly

B. Tulip1. History2. Horticultural classification3. Uses

a. Forcedb. Garden

4. Culture5. Troubles-remedies

a. Virusb. Diseases

C. Other spring bulbs1. Crocus2. Chionodoxa3. Eremurus4. Fritillaria5. Muscari6. Hyacinth7. Scilias8. Iris

D. Summer bulbs1. Gladiola2. Montbritia3. Tuberose4. Alliums

E. Tubers1. Dahlia2. Tuberous begonia

IX. BiennialsA. UsesB. Kinds

1. Viola2. Bellis3. Myosotis4. Campanula5. Cheiranthus6. Lunaris7. Hesperis8. Digitalis9. Althaes

10. VerbascumC. Culture

X. Ecology of Wild FlowersA. Pond associationB. Marsh-swamp associationC. Bog associationD. Meadow associationE. Forest association

1. Maplehemlock2. Oakhickory3. Evergreen (coniferous)

F. Seaside1. Shore2. Dunes3. Salt-marsh

G. Glacial RelictsXI. Phenology (A Record of Appearances)

A. Continued study of first appearanceB. Plant characteristics for record

1. Plant growth habita. Annualb. Biennialc. Perenniald. Bulbe. Herbf. Subshrubg. Shrubh. Grass

2. Plant forma. Matb. Upright

50

c. Roundedd. Spiree. Lance leaved

3. Other dataa. Colorb. Heightc. Dates of bloomspan of bloomd. Special uses

XII. Garden RosesA. History and classificationB. CultureC. UsesD. Rose garden design and shade gardening


Prepare a laboratory notebook complete withlabeled drawings for each of the following:

I. Anatomy of flowers and their classifi-cations (6 hours).

II. Study the anatomy of the tulip, lily andiris flowers (2 hours).

III. Study the anatomy of the stock, snap-dragon, rose and pea flowers (2hours).

IV. Use the dichotomous key to identifyplant families (2 hours).

V. Study the types of inflorescences (2hours).

VI. Study the bulbs and tuberous plantforms (2 hours).

VII. Propagate by cuttage (2 hours).VIII. Propagate by seedage (2 hours).

IX. Study outdoor herbaceous plant mate-rials (12 hours).

Texts and ReferencesBUSH-BROWN. America's Garden Book.

Instructional AidsBotanical modelsCharts of floral anatomyDesigns and plans for plantingsGreenhouses and gardensHerbaceous materials and flowersPreserved herbaceous materialsSlides and pictures

HERBACEOUS PLANTS II


Course DescriptionA continuation of Herbaceous Plants I.

Major Divisions

I. Annuals-A Study List asGuide

II. Summer Perennials _

III. September Perennials __

IV. ChrysanthemumsV. Principles of Planting De-

signVI. Color in Garden Design__

VII. Succession of BloomVIII. Design of Mixed Border

IX. Rose Garden DesignX. Rock Garden Design __

XI. Gardening With Herbs _

XII. Aquatic GardensXIII. Winter Effects With Ever-

green Materials

Units of InstructionI. Annuals-A Study List as Guide

A. Geographical originB. Cool season (hardy) annualsC. Long season annualsD. Late season annualsE. The big five

1. Petunia2. Marigold3. Zinnia4. Snapdragon5. Aster

F. Annuals for shade1. Begonia2. Lobelia3. Impatiens4. Torenia5. Coleus

G. Cutting garden annualsH. Fragrant annualsI. Merchandising annuals

II. Summer PerennialsA. Day liliesB. Phlox

Class Hours

31

1

2

1

1

1

1

1

111

1

Total 16

51

C. RudbeckiaD. Others

M. September PerennialsA. Aster.B. AnemoneC. LeadwortD. Eupatorium

IV. ChrysanthemumsA. HistoryB. ClassificationC. Uses

1. Commercial2. Garden display3. Exhibition4. Cut flowers

D. Photoperiodism1. Black cloth2. Artificial lighting

E. Standards and disbuds1. Commercial production schedules2. Control of blooming time

F. Pot growingG. Growing for showH. Troubles and solutions

V. Principles of Planting DesignA. Background-unityB. Color harmonyC. Composition

1. Height2. Size3. Time of bloom

D. Drift planting1. Proportions of drifts2. Contrasts3. Rhythms

VI. Color in Garden DesignA. Vocabulary of colorB. The nature of color-a sensation

1. Light, spectral hues2. Pigments and paints3. Plant pigments

C. Use and the psychology of color1. Xanthic-advancing hues2. Cyanic-retreating hues

D. Reasons for poor color results1. Discordant hues2. Poor background3. Lack of dominance4. Poor visibility

E. Standards of success with garden color1. Color appropriate to use

2. Pleasing to the beholder3. Of long duration

VII. Succession of BloomA. Organization of areas in garden for sea-

sonal massesB. Dominant color themes for each succeed-

ing period1. Spring2. Early summer3. Midsummer4. Fall

C. Selection of materials for pleasing combi-nations1. Height2. Plant form3. Color4. Texture

D. Succession of bloom1. Replacement planting2. Interpianting3. Overplanting4. Planting in juxtaposition5. Selection of varieties for extended

bloom6. Shift of attention to adjacent areas

VIII. Design of Mixed BorderA. Background or enclosureB. Bed dimensions proportionate to total

area and to height of backgroundC. Organization in depth

1. Edge2. Foreground3. Iris or lance leaved strip4. Midsummer strip5. Background strip (rear)

D. Design of background drifts1. Consider points of view2. Viewing distances3. Direction of flow of interest4. Dominant masses5. Contrasts

IX. Rose Garden DesignA. BackgroundsB. Bed size and spacingC. Walk surfacingD. Ease of maintenanceE. Choice of roses

X. Rock Garden DesignA. "Alpine" gardensB. Appropriate siting

1. Varied topography necessary

52

2. Background necessaryC. Scale-a miniature landscapeD. Circulation-paths for easy maintenanceE. Rock formations

1. Igneous2. Sedimentary3. Moraine

F. Water coursesXI. Gardening With Herbs

A. Kind1. Culinary2. Medicinal3. Aromatic

B. Plants with winter foliage effectsXII. Aquatic Gardens

A. Types1. Pond2. Marsh3. Bog4. Stream

B. ConstructionC. Plant materials

1. Trees and shrubs-for wet soil2. Pondside herbs3. Aquatic

a. Lilies, tropicalb. Lotus and hardy liliesc. Other

XIII. Winter Effects With Evergreen MaterialsA. Value in close by areas

1. Patios2. Terraces3. Rockeries4. Herbaceous borders

B. Texture study factors1. Size of leaf2. Shape of leaf3. Arrangement of leaves4. Spacing of leaves and twigs5. Surface quality6. Plant mass

C. Plant materials1. Creeping ground covers2. Mat forming plants3. Cushion plants4. Subshrubs


A notebook should be kept reflecting the fol-lowing activities.

1. Study field plantings of annuals(9 hours).

II. Study field plantings of perennials(9 hours).

III. Participate in a flower show (3 hours).IV. Study texture (3 hours).V. Study color (3 hours).

VI. Design a garden of annuals (3 hours).VII,. Design a garden of chrysanthemums

(3 hours).

5S

VIII. Design a mixed border to show contin-uous bloom from spring to fall(15 hours).

Texts and References°RUOFF and RAYMORE. Color and Design.TAYLOR. Guide to Garden Flowers.

Instructional AidsSame as Herbaceous Plants I

HORTICULTURAL APPLICATIONS


Course DescriptionThis course is designed to further develop

skills and understanding of horticultural pro-cesses and operation,. which are approached ab-stractly in other courses. Ideally this subject isbest taught in the growing season because thecourse emphasizes field practices as a necessaryadjunct to classroom theory. The experiencegained develops familiarity with and respect forsoils, plants, and tools. Moreover, field perfor-mances develop capacities for work and the abil-ity to work harmoniously with others. A well-rounded experience in a diversified work situa-tion will prove and clarify a young student'sinterests in the horticultural field. There iscarryover of this knowledge to all horticulturalactivities.

Each laboratory period is preceded by an ori-entation lecture and a demonstration of thetopic for the week. Where possible, each classsection performs the operation in a campus sit-uation and students are observed, advised, andrated. At the close of the period a critique isheld.

Where school facilities and equipment are notadequate, other approaches should be explored,such as :

A. Cooperative work-experience programsB. Laboratory use of park, nursery, cemetery

and golf course facilities

Major Divisions

I. OrientationII. Equipment

III. Lawn ManagementIV. Weeds and Weed Controls __.

V. Drainage and Soil AerationVI. Hedges

VII. Pruning and TrainingVIII. Garden Management

IX. Soil Management

Class Hours112222222

Total 16Units of InstructionI. Orientation

A. Subject coverageall aspects of gardenoperation outlined

54

B. Grading1, Periodic quizzes on lecture material,

20 percent2. Field work, 80 percent : assessed on ba-

sis of application, attitude, production,and improvement. A student shouldqualify on the following points :a. Perform work skillfullyb. Follow directionsc. Work without surveillanced. Solve problems intelligentlye. Lrlrn from mistakesf. Receive criticism wellg. Maintain a steady output12. Follow through on projectsi. Cooperate with fellow studentsj. Accept unforeseen difficulties with

gracek. Assume responsibility when as-

signed1. Work well on all projects whether

or not to his likingC. Final evaluationinstructors will con-

sider:1. Has student improved during the

course ?2. Has student worked to his true capac-

ity and ability?3. If the opportunity arose, would he hire

the candidate?

II. EquipmentA. Garden toolsdisplay and describe

1. Basic toolsa. Spadeb. Shovel (round point)c. Shovel (square)d. Spading forke. Scuffle hoef. Hand weedersg. Border shearsh. Orchard sawi. Hand shearsj. Knives (pruning, budding and graft-

ing)k. Trowel1. Iron rakem. Leaf rake

2. Other typesa. Axeb. Brush hookc. Dibbled. Draw hoe

e. Edger (half moon)f. Edger (wheel types)g. Grass shearsh. Grass whipi. Grub hoej. Grub axe, mattockk. Hay forkI. Manure forkm. Pruning saw (tree)n. Pick (pick mattock)o. Pole sawp. Pole prunerq. Rake (wooden)r. Scoops. Sod liftert. Sickleu. Scythev. Trowel

3. Types of general hand toolsa. Sawsb. Pliersc. Hammersd. Screw driverse. Wrenchesf. Drillsg. Other

4. Care of toolsa. Sharpening (file, grinding wheel,

grindstone, and carborundum whet-stone)

b. Repair and replacementc. Daily care ; clean off soil and hang

upd. Winter storage

(1) Remove dirt and rust(2) Oil or grease metal surfaces(3) Treat wood handles 50/50 raw

linseed oil and turpentineB. Lawn mowers

1. Hand mowera. Nomenclature

(1) Reel(2) Bed knife(3) Drive wheel and gears(4) Rollers

b. Adjustments(1) Reel cones(2) Bed knife screws(3) Roller brackets

c. Sharpening(1) Machine sharpening

55

(2) Reverse reel with emerycompound

d. Lubrication2. Power mower

a. Relative merits of reel vs. rotaryb. Relative merits of 2 cycle, 4 cycle,

and electric motorc. Nomenclature of each typed. Adjustmentse. Maintenancef. Mowing techniquesg. Mowing hazardsh. Season height of cut

3. Lawn edginga. Margins

(1) Between turf and paving(2) Between turf and planting

areas(3) Between turf and vertical sur-

facesb. Purpose: to define areas and line

effectsc. Materials used in edge

(1) Landscape steel edging(2) Wood(3) Plastic(4)Corrugated strip material(5) Stone, brick and slate

d. Edging tools(1) Spade(2) Halfmoon edger(3) Scuffle hoe(4) Rotary edger(5) Edging shears(6) Edging mowers(7) Power edgers

HI. Lawn ManagementA. Spring operations

1. Rolling2. Renovation3. Fertilization4. Grub proofing5. Weed control6. Sodding

B. Summer operations1. Mowing; height and frequency2. Irrigation3. Insect control4. Fungus control

C. Fall operations1. Preparations for seeding

a. Tillage

b. Gradingc. Grubprodingd. Fertilimtion and limee. Aero cyanamid treatment

2. Seeding methods3. Renovation and overseeding

IV. Weeds and Weed ControlsA. Kinds of weeds

1. Annual herbs2. Biennial herbs3. Perennial herbs4. Ligneous plants5. Grasses6. Other (mosses, algae and lichens)

B. Means of perpetuation1. Seed2. Offsets3. Rhizomes

C. Manual controls1. Cultivation2. Roguing3. Mulching

D. Chemical controls1. Soil sterilization2. Soil fumigation3. Nonselective killers

a. Hydrocarbonb. Firec. Systemicsd. Caustics

4. Selective weed killersa. For woody plantsb. For turfc. Other

E. Application of weed controls1. Precautionary measures2. Fumigants3. Liquid material4. Granular material5. Estimating dosage of weedicides

V. Drainage and Soil AerationA. Control of surface drainage

1. Soil porosity2. Degree of slope3. Contour grading4. Ditching

a. Turf guttersb. Asphalt and other gutters

5. SpillwaysB. Control of subsurface drainage

1. Soil texture2. Soil condition (structure)

56

a. Flocculantsb. Resins

3. Water tables4. Artificial drains

a. "Moles"b. Ceramic tilee. Perforated pipe

(1) Concrete(2) Composition

d. OtherC. Problems of drainage with walls

1. Retaining ; weep holes2. Foundation ; waterproofing

VI. HedgesA. Purposes

1. Screen2. Windbreak3. Background or enclosure4. Design reasons (topiary)

B. Characteristics of good hedge material1. Dense growing2. Long lived3. Shade tolera it4. Moderate growers5. Evergreen6. Drough resistant7. Good color and texture8. Pest resistant

C. Training hedge material1. Shape

a. Rounded (poor)b. Straightsided (good)c. Overhanging (poor)d. Pyramidal (good)

2. Height; no higher than to serve theirpurpose

3. Shearing ; twice or more in a seasona. Sickllb. Hedge shearsc. Electric hedge trimmer

4. Shaping; natural effect by selectivepruning with hand shears or knife

5. Guide lines and levels6. Topiary work

VII. Pruning and TrainingA. Definitions

1. Pruning: the systemic removal ofplant parts with a special purpose inmind

2. Training ; the control of plant growthand form through pruning techniques

to fit the plant to its particular func-tion

B. Reasons for pruning1. Production2. Safety3. Health4. Appearance5. Clearance6. Rejuvenation

C. Types of pruning1. Fruit pruning

a. Aim: to encourage sustained yieldof high quality

b. Growth cycles of fruit plots(1) Bramble fruits(2) Blueberry(3) Apples and pears (pomaceous)(4) Peaches and plums (drupace-

ous)(5) Grapes(6) Citrus fruits

2. Shade tree pruninga. Aims: multipurpose, health, safety,

and appearanceb. Industry pruning standards

3. Topiary pruning (the shaping of plantsby shearing techniques)

4. Timber management to produce highgrade saw timber, free of knots anddefects

5. Landscape pruning to maintain andcontrol the size, shape and bloom ofornamental plants by selective prun-ing techniques

D. Pruning tools1. Pruning knife2. Berry hook-"secateur"3. Hand pruners4. Lopping shears5. Orchard saw6. Tree surgeon's saw7. Pole saw8. Pole pruner- "averruricator"

E. Timing and frequency of pruningVIII. Garden Management

A. Standards of appearance1. Walks

a. Clean sweptb. Weed freec. Properly alinedd. Sharply edged

2. Hedges and backgrounds

57

a. Proportionate to the area involvedb. Well foliated at basec. Perfectly shearedd. Good color and vigor

3. Lawns. Weed free

b Dense growthc. Good color

4. Herbaceous bordersa. Generous plant massesb. No vacant spotsc. Weed freed. Pleasing colorse. Some bloom at all timesf. Spent flowers removed

5. Shrubsa. Free of old growthb. Not overgrown

B. Seasonal routine1. Spring

a. Cleanup and renovationb. Separation uf fall-blooming peren-

nialsc. Fertilizationd. Cultivation of bedse. Setting out of biennials and annuals

2. Summera. Pinching and staking perennialsb. Spray for pest controlc. Irrigated. Control weedse. Trim hedges

3. Falla. Plan for and plant bulbsb. Winterize tender materialsc. Feed trees, shrubs, and lawnsd. Compost garden refuse and leaves

IX. Soil ManagementA. Preparation of soilB. Maintenance of soil organic matter

1. Organic matter defined as "plant andanimal remains in various stages ofdecomposition"

2. Leaf mold3. Humus4. Peat

C. Benefits of organic matter in soil1. Soil condition

a. Structureb. Tiithc. Water relationships

2. Soil temperature3. F,ertirty

D. Composting1. Pirepose2. Materials for3. Role of micro-organisms4. Conditions for decomposition5. Types of compost piles6. Formulae for additives

E. Soil preparation1. Improved tilth2. Double digging


I. Examine horticultural hand tools, theirconstruction, care and repair, andpractice safe usage (6 hours).

II. Examine weeds ccmrnon to the regionand control them (6 hours).

III. Fertilize at least one lawn (3 hours).IV. Study the different power equipment

and its safe use and adjustment(3 hours).

V. Care for different lawn areas (9 hours).VI. Prune trees and shrubs (6 hours).

VII. Shear a hedge (3 hours).VIII. Care fcr assigned gar len or gardens

(6 hours).IX. Practice good soil management

(6 hours).

Texts and ReferencesBUSH-BROWN. America's Garden Book.CHRISTOPHER. Pruning Manual.DONAHUE. Our Soils and Their Management.JANICK. Horticultural Science.ROCKWELL. Comp:ete Guide to Sucessful Gardening.

Instructional AidsPlans and illustrations of operations

58

HORTICULTURAL AND TURFGRASS EQUIPMENT


Course DescriptionThis course acquaints students with various

types of mechanized equipment and teachesthem the principles of operating and usingpower equipment in horticultural and turf oper-ations.

Knowledge of mechanized equipment neces-sary for the management of horticultural andturf areas is emphasized as an important re-quirement for specialists in all phases of orna-mental horticulture, especially turf manage-ment. Types of mobile and portable power units,their selection, operation, maintenance and"tune-up" also are emphasized. Theories andprinciples of operation of basic engines, pumps,transmissions and electric motors are stressedin relation to safety and the practical and eco-nomic management of equipment.

Following instruction in the general theoriesand principles of operation of power units, stu-dents are taught the specific uses of varioustypes of tractors, mowers, sprayers, soil tillers,aerators, thatching units, and trimmers. Lec-tures by representatives of various equipmentdealers supplement formal instruction. Fieldtrips to local dealers, contractors, golf courses,and park departments afford the students op-portunities for direct observation of equipmentselected and operated under various conditions.

Major Divisions

I. IntroductionII. Operation "Safety"

III. Types of TractorsIV., Component SystemsV. Internal Combustion Engine

Cycles and Principles _. 5

VI. Graders and Tillers 3VII. Mowing Units 4

VIII. Turf Renovators. 3

IX. Sprayers and MiscellaneousUnits 4

Total 32

Class Hours1

237

Units of InstructionL Introduction

A. Purchasing considerations of equipment

59

1. Efficiency2. Ease of operation3. Need4. Cost

a. Initialb. Operation

B. SafetyII. Operation "Safety"

A. Mounting and dismountingB. Starting and stoppingC. Refueling safelyD. Controlling speed of travelE. Turning safelyF. Use of power unitsG. Use of safety shieldsH. Stop the engine for servicingI. Proper lubrication and checkout

III. Types of TractorsA. Wheel type

1. Tricycle2. Standard four-wheel

B. Orchard1. Four-wheel low2. Shielded

C. Garden1. Two-wheel aircooled

a. One cylinderb. Two cylinders

2. Four-wheeled watercooledD. Crawler or track type

IV. Coniponent SystemsA. Tractor components

1. Power unita. Engineb. All accessories

2. Power train3. Chassis

B. Power unit1. Stationary parts which support mov-

ing parts2. Power chain to receive, exert, and

transmit motive force3. Valve system to time and operate

valves4. Auxiliary parts to cool, lubricate, and

provide ignition and fuel5. Stationary parts

a. Cylinder blockb. Cylinder head

c. Crankcased. Oil pan

6. Power chaina. Pistonb. Piston pinsc. Piston ringsd. Connecting rods and bearingse. Crankshaft and bearingsf. Flywheel

7. Valve systemsa. Valves-intake and exhaustb. Camshaftc. Valve tappetsd. Push rode. Rocker arm

8. Fuel systema. Fuel tankb. Shut-off valvec. Sediment bowld. Fuel hiee. Fuel pumpf. Carburetorg. Manifold

9. Ignition systema. Battery or magnetsb. Coilc. Spark plugsd. Switche. Connecting wiresf. Timing mechanisms-distributor,

points and condenser10. Cooling system

a. Radiatorb. Thermostatc. Fand. Pumpe. Water jacketf. Hoses and connections

11. Lubrication system (oil)a. Panb. Pumpc. Linesd. Gaugee. Filterf. Grease and oil fittings

12. Governing systema. Weights and springsb. Detentarm or finger (hit-and-miss

system only)C. Power train

1. Clutch2. Differential

60

3. Transmission4. Final drive mechanism5. Belt pully6. Power take-off7. Power lift control

D. Chassis1. Frame2. Steering mechanism3. Brakes4. Wheels and tires

V. Internal Combustion Engine Cycles andPrinciples

A. Types of engines1. Four-stroke cycle2. Two-stroke cycle3. Diesel cycle

B. Essentials for engine operation-propersequence1. Fuel in cylinder2. Sufficient air to furnish oxygen for

combustion3. Mixture of gas vapor and air4. Compression of mixture5. Ignition of fuel6. Removal of combustion products

C. Four-stroke cycle operation1. Definition2. Stroke3. Cycle of events4. Four-stroke cycle

D. Two-stroke cycle characteristics1. Distinguishing mechanical characteris-

ticsa. Crankcase enclosed and airtightb. Ports in side of cylinder open and

close by piston movement ; takeplace of valves

c. Valve-operating mechanism unnec-essary

d. Fuel mixture usually passes throughcrankcase on way to cylinder

e. Cylinder usually vertical2. Advantages of two cycle

a. Lighter in weight per horsepowerb. Simpler in constructionc. Greater frequency of work strokes

or power impulsesd. Usually operates in either direction

3. Some disadvantages of two cyclea. Fuel mixture controlled with diffi-

cultyb. Inefficient in fuel consumption

c. Unsatisfactory operation under fluc-tuating loads

d. Speed and corresponding power notreadily controlled

e. Cooling and lubrication difficultE. General definitions

1. Firing intervala. Four-stroke cycle engineb. One-cylinder, four-stroke cycle en-

ginec. One-cylinder, two-stroke cycle en-

gine2. Compression ratio3. Combustion or clearance space4. Total cylinder volume5. Piston displacement6. Bore7. Stroke8. Piston chamber

VI. Graders and tillersA. Grading units

1. Blade types2. Stone rakes3. Cultipacker and various combination

unitsB. Tillers (cultivators)

1. Disc harrows2. Spring tooth harrows3. Meeker harrow4. Rotary hoe type

C. Hitches for tractor-drawn unitsD. Construction featuresE. Service and maintenanceF. Field adjustmentsG. Recommended uses

VII. Mowing unitsA. Types of cutting action units

1. Scfssdl's action-reel-type2. Impact action

a. Rotaryb, Chain link (hammer knife)

B. Power supply1. Self-propelled2. Tractor-drawn

C. Construction featuresD. AdjustmentsE. Maintenance

1. Lubrication2. Sharpening3. Replacing cutting edges or units4. Miscellaneous

F. Recommended uses

61

VIII. Turf RenovatorsA. Aerators

1. Core removal2. Spiker3. Disc

B. Thatching removal units1. Cutting edges2. Operational principles

C. Power supply1. Self-propelled2. Tractor-drawn

D. Construction featuresE. AdjustmentsF. MaintenanceG. Operational instruction

IX. Sprayers and Miscellaneous UnitsA. Sprayers

1. Types and usesa. Trees and shrubsb. Turf

2. Tanks3. Power requirement4. Pressure requirement5. Maintenance and adjustments6. Operational procedures

B. Fertilizer and seed spreaders1. Gravity feed2. Centrifugal type

C. Sod cuttersD. Grass, hedge and shrub trimmers ; prunersE. EdgersF. Chain sawsG. Soil shredders


I. Demonstrate and practice safety pro-cedures outlined in Unit II (3 hours) .

II. Practice operational procedures of vari-ous tractor types (9 hours).

III. Develop exercises with the componentsystems (9 hours).

IV. Develop and demonstrate exercises withinternal combustion engines(6 hours).

V. Provide exercise with tillers and/orgraders (3 hours).

VI. Provide exercise handling and adjust-ing mowing units (6 hours).

VII. Provide exercise handling turf reno-vators (3 hours).

VIII. Provide exercise handling sprayers(3 hours).

TX. Visit commercial and municipal sites toview equipment operations (6 hours) .

Texts and ReferencesAMERICAN OIL COMPANY. Engineering Bulletin Farm

Tractors.CROUSE. Automotive Electrical Equipment.

Automotive Mechanics.GULF OIL COMPANY. Gulf Farm Tractor Guide.INDIVIDUAL MANUFACTURERS. Equipment Operator and

Maintenance.

62

Instruction Manuals..JONES. Farm Gas Engines and Tractors.

Instructional AidsGeneral Motors Corporation, 1'i 75 Broadway, New York,

N.Y. 10019.The ABC of Internal Combustion Engines. 18 min-utes, 16 mm, color, sound.ABC of Diesel Engine. 20 minutes, 16 mm, color,sound.

New York State College of Agriculture Film Library,Ithaca, N.Y. 14850.

Farm Tractor Safety, A Family Affair. 18 minutes,16 mm, color, sound.

HOUSE AND CONSERVATORY PLANTS I

Hours RequiredClass, 2; Lal-oratory, 2

Course DescripnonThis course familiarizes the student with the

many native and tropical plants used as houseplants and with exotic plants cultivated in bo-tanical gardens and conservatories. Indentifica-tion, propagation, and cultural requirements ofthese plants and construction of dish gardensand terrariums also are studied.


I. IntroductionII. The Study of Indoor Plants:

Nomenclature, Ecology,Cultural Requirement...,Propagation, and OverallCare of Approximately200 Plants

HI. Plant Growing StructuresIV. General Environment for

Maximum Plant Growth__V. Containers: Pots and Plant-

ersVI. Watering Methods and Needs

VII. Insect and Disease Control:Care of Plants in the Home

VIII. The TerrariumIX. The Dish GardenX. Overall Care of House Plants

2

182

2

1

1

21

1

2

Total 32


A. The value of knowing indoor plant mate-rial1. Interior decoration2. Selection and uses of plants

B. Business opportunities1. Self-employment2. Botanical gardens and parks3. Positions with florists specializing in

indoor landscapingII. The Study of Indoor Plants: Nomenclature,

Ecology, Cultural Requirements, Propaga-tion, and Overall Care of Approximately 200Plants

A. Standardized plant names

63

1. Plant families2. Genera3. Species4. Varieties

B. Identification1. The plant2. A branch3. Leaves and/or flowers

C. Environment1. Temperature2. Humidity3. Light

D. Growth media1. Soil2. Peat moss3. Per lite and vermiculite4. Sand

E. Cuttings1. Soft wood2. Hard wood3. Leaf cuttings4. Rooting media5. Root inducing hormones6. Containers

F. DivisionG. Air layering (marcottage)H. RunnersI. Propagation frame

1. Glass enclosed box2. Plastic covered box3. Bell jar

J. Seeds and spores1. Size of seeds2. Treatment3. Depth of sowing

K. Grafting1. Understock2. Hybrid or variety3. Type of graft

III. Plant Growing StructuresA. The greenhouse

1. Semisteel and glass covered2. Orlyte3. Plastic-covered structures.4. Conservatory5. Cold frames-hot beds

B. The dwelling1. Sun porch2. Patio

3. 'Window sill4. Any room in the house

IV. General Environment for Maximum PlantGrowth

A. Light1. Daylight2. Artificial light3. Shading

B. Temperature1. Normal summer temperatures2. Winter heating3. Fuel

a. Oilb. Electricc. Coald. Natural or manufactured gas

4. Automatic controlsa. Thermostatb. Automatic ventilatorc. Humidifiers

C. Humidity1. Methods of increasing2. How to measure3. Control

V. Containers: Pots and PlantersA. The clay flower pot

1. Standard size2. Azalea pot3. Bulb pans4. Rose pot5. Advantages and disadvantages

B. Plastic flower pots1. Sizes2. Less aeration3. Frequency of watering4. Rim breakage5. Advantages and disadvantages

C. Planters and window boxes1. Materials most suitable2. Wood, metal or plastic3. Forms and sizes

D. Jardiniers1. Earthenware2. Metal3. Plastic

VI. Watering Methods and NeedsA. Hand surfacesB. Capillarity from the bottomC. Retention of moisture over longer period

ol time1. Water in plant tray

64

2. Placing pot in oversize jardinier3. Plant tray with constant water level4. Injection method

D. Frequency of wateri ag1. Color of clay pot2. Color of soil3. Weight of plant4. Season of year5. Stage of plant growth

VII. Insect and Disease 'Control :Care of Plantsin the Home

A. Clean culture1. Washing the leaves2. Spraying3. Rouging

B. Choice of insecticides1. Nonpoisonous to humans2. Spray or dust3. Fumigants

C. Storage of insecticides1. Out of reach of children2. Proper labeling3. Under lock and key

D. Disease control1. Keep plants insect free2. Rouging3. Preventative sprays and dust

VIII. The TerrariumA. Containers

1. Wardian case2. Glass jars3. Aquariums4. Goblets5. Bottles6. Glass or plastic covers

B. Soil1. Loam2. Peat and leafmold3. Sand and perlite4. Drainage and use of charcoal

C. Planting procedure1. Selection of plants2. Soil and drainage3. Moss and stones4. Arrangement and design5. Figurine

D. Water and moistureE. Care

IX. The Dish GardenA. Selection of container

1. Form and design

2. DepthB. Selection of plants

1. Growing media2. Arrangement and design

C. Water and humidityX. Overall Care of House Plants

A. Fertilizing1. Water soluble2. Dry3. Amount of application4. How often

B. Repottik;1. Pot2. Soil

C. Training of plants1. Pinching2. Pruning3. Staking


I. Study indoor plants, their nomencla-ture, ecology, cultural requirements,and propagation (18 hours).

II. Examine plant growing structures andprepare a report on those which illus-trate important features (2 hours).

65

III. Care for a group of house plants asdirected (2 hours).

IV. Propagate plants by different methods(2 hours).

V. Practice insect and disease control onhorse plants (2 hours).

VI. Practice watering, temperature andhumidity control (2 hours).

VII. Make and care for a terrarium(2 hours).

VJII. Make and care for a dish garden(2 hours).

Texts and ReferencesFrom. All About House Plants.(RAF. Exotica.LAURIE, KIPLINGER, an NELSON. Commercial Flower

Forcing.MCDONALD. The World Book of House Motto.Trade Publications:

Florist and Nursery Exchange.Florists' Review.Growers' Talks.

Instructional AidsCollection of 2" x 2" color slides of plants, dish gardens

and terrariums

HOUSE AND CONSERVATORY PLANTS II


Course DescriptionA continuation of House and Conservatory

Plants I with emphasis on some of the moreunusual plants. A major emphasis is the studyof additional plants and their uses, and newdevelopments in horticultural practice.


I. Environment and Groupingof Plants 2

II. Introduction to the OrchidFamily 2

III. Study of Cacti and OtherSucculents 2

IV. Study of the Begonia Family 2V. Study of Ferns (Filices).. 2

VI. Study of Bonsai Plants 2VII. Study of the Gesneriaceae. _ 2

VIII. Study of the Bromeliaceae 2

Total 16

Units of InstructionI. Environment and Grouping of Plants

A. Plante, for the north window1. Semishaded location2. Plants requiring little or no direct sun

a. Calatheab. Aspidistrae. Cissusd. Episciae. Hederaf. Nephrolepisg. Nephtytish. Others

B. Plants for the south window1. Sunny location2. Plants requiring full sunlight

a. Agaveb. Aloec. Azalead. Carissae. Citrusf. Coleusg. Gardeniah. Impatiensi. Geraniumj. Others

66

C. Plants for a shady location1. In shade in center of room, or northern

exposure2. Plants that do well in low Eight intensity

a. Sansevieriab. Scindiapsusc. Chlorophytad. Ficuse. Aspidistraf. Others

D. Plants that prefer coolness1. Day and night temperatures2. Location of plants3. Plants liking cool temperatures

a. Acaciab. Aucubac. Callunad. Camelliae. Ericaf. Hederag. Ligulariah. Others

II. Introduction to the Orchid FamilyA. Tropical Asia

1. Calanthe2. Coelogyne3. Cymbidium4. Dendrobium5. Phalaenopsis6. Vanda

B. Tropical America1. Brassavola2. Brassia3. Cattleya4. Epidendrum5. Lycaste6. Miltcnia7. Oncidium8. Odontoglossum9. Stanhopea

C. Africa1. Lisschilus2. Polystachya3. Ansellia

D. Australia1. Bulbophyllum2. Eria3. Spathoglottis

E. Temperate zones of Europe and NorthAmerica

1. Cypripedium2. Orchis3. Odontoglossum

F. Growing medias1. Terrestrials (grow in soil)2. Mixture of osmunda fiber and soil or

peat moss3. Epiphytes (airplantj-potting medias

a. Osmunda fiberb. Redwood chipsc. Tanbark

G. Environment and culture1. Light2. Shade3. Water and moisture4. Feeding5. Temperatures

H. Values1. Collectors or botanical2. Commercial cut flower production

I. Handling1. Cutting2. Packing and shipping3. Storage temperatures

III. Study of Cacti and Other SucculentsA. Succulents

1. Definition2. Where succulents grow

B. The cactus family1. What are cacti?2. History and nomenclature3. The leafy cacti4. The prickly pears5. The torch cacti6. Climbing cacti7. Barrel cacti

C. The amaryllis family1. Agave2. Senecio3. Kleinia4. Othonna

D. The study of the crassula family1. Crassula2. Adromischus3. Cotyledons4. Kalanchoe5. Bryophyllum6. Sedum7. Echeveria

E. The study of the euphorbia family1. Euphorbia splendens

67

2. Euphorbia obesa3. Euphorbia mammillaria

F. The study of the lily family1. Aloe2. Haworthia3. Gasteria

G. The study of the nesembryanthemum fam-ily1. Faucaria2. Lithops3. Trichodiadema

H. The milkweed family1. Stapelia2. Huernia3. Ceropegia

I. Other succulent families1. Portulacaria2. Pelargonium3. Cissus4. Tradescantia

J. Succulents in the home1. Succulents as house plants2. Containers and potting3. Propagating

K. Study of the maintenance of cacti andother succulents1. Moisture2. Growing medias and food3. Air, light and shade4. Resting

IV. Study of the Begonia FamilyA. Fibrous-rooted begonias (Semperflorens)B. Rhizomatous begoniaC. Rex begoniaD. Tuberous-rooted begoniasE. General culture

1. Location2. Temperature3. Moisture and water4. Soil and fertilizer5. Light6. Propagation methods

a. Cuttingsb. Seed

7. VarietiesV. Study of Ferns (Filices,

A. Species1. Polypodiaceae2. Cyatheaceae3. Dickoniaceae

B. Propagation1. Division

2. Plantlets3. Spores4. Suckers

C. Culture in the home1. Species and varieties2. Environment3. Pest control

D. Fern terrarium1. Species2. Varieties

VI. Study of Bonsai PlantsA. Origin of bonsai

1. Japan2. Western gardeners

B. Selection of plants1. Japanese white pine2. Miniature spruce trees3. Japanese yew4. Japanese maple5. Kurume azaleas6. Gray barked elm

C. Collection of plants1. On mountain cliffs2. Dry rocky slopes3. Buying plants4. Grown from seeds5. CuttingsG. Grafting and layering

D. Containers1. Ceramic trays2. Pans or dishes3. Color4. Size and depth

E. Soil for bonsai1. Clay2. Loam3. Sand4. Humus5. Plant food

F. Potting of bonsai (tools used)G. Shaping and pruningH. Wiring and bendingI. Maintenance

1. Watering2. 1 eeding3. Pest control

VII. Study of the GesneriaceaeA. Species

1. Gloxinia2. Saintpaulia3. Columnea4. Episcia

63

5. Nemantanthus6. Aechynanthus7. Smithiantha

B. Propagation method:1. Seeds2. Leaf cutting3. Stem cutting4. Division

C. Home culture1. Enviroment2. Light3. Pest control

VIII. Study of the BromeliaceaeA. Species

1. Aechimea2. Ananas3. Billbergia4. Bromelia5. Cryptanthus6. Dyckia7. Neoregelia8. Guzmani9. Uriesea

10. TillandsiaB. Propagation

1. Offshoots2. Cutting3. Seed

C. Culture in the home1. Environment2. Water3. Plant food4. Pest control5. Growing medias6. PottiLAg and repotting


I. Ventilate, water, and provide overallcare for conservatory plants (4hours).

II. Fertilize house and conservatory plants(2 hours).

III. Pot and repot plants studied (4 hours).IV. Prune and shape laboratory plants (2

hours) .

V. Seed house and conservatory plants (4hours).

VI. Propagate plants by cuttings (4 hours).VII. Propagate plants by layering (2 hours) .

VIII. Propagate plants by dividing (2 hours).IX. Propagate plants by spores (2 hours).

X. Propagate group plantings (2 hours).XI. Practice insect and disease control and

prepare a calendar for such (4hours).

Texts and ReferencesGRAF. Exotica.FREE. All About House Plants.

69

MCDONALD. The World Book of House Plants.Trade Publications:

Florist and Nursery Exchange.Florists' Review.

Instructional AidsCollection of 2" x 2" color slidesPlant collections in greenhousesPhotographs of plants and flowers

INDOOR LANDSCAPING

Hours Required c. PatternClass 1; Laboratory, 2 d. Materials

3. BalanceCourse Description a. Symmetrical

An advanced course making use of tropical b. Asymmetricalplants studied in House and Conservatory c. WeightPlants I and II. From 100 to 150 new plants are d. Volumestudied, with particular emphasis on some of 4. Scalethe unusual plants in the group. a. Size

In the laboratory, students draw plans and b. Proportionelevations of room interiors which show place- c. Relativityment of plants and their value to the decorating 5. Simplicityscheme. The details of layout, design, plan, a. Control number materialsrendering, cost finding, contracts and specifica- b. Control variety materialstions, and estimating are emphasized. c. Restraint in design

B. Principles of composition1. Transition2. Opposition and contrast

a. Colorb. Linec. Textured. Scale

3. Repetitiona. Valueb. Monotony

4. Rhythm, its meaning in design5. Harmony


I. Introduction 1II. Principles of Design 2

III. Types of Indoor Landscaping 2IV. Plant Containers and Planting

Areas 2V. Design Procedure 3

VI. Radiant Energy 6

Total 16

Units of Instruction a. ColorL Introduction b. Line

A. The field of indoor landscaping c. Form1. History 6. Color. J. Development factors a. Perceptual

a. Light and lighting techniques b. Spectrumb. Architectural advancement c. Color wheelc. Availability of foliage plants d. Shadowd. Introduction of new species e. Lighte. Artificial plants 7. Texturef. Development of containers a. Fine

3. Opportunities for use b. Mediumc. Coarse4. Employment opportunities

II. Principles of DesignA. Application to indoor landscaping

1. Focalizationa. Center of interestb. Graduationc. Sequence

2. Unitymethods of achievementa. Control of areab. Line

70

III. Types of Indoor LandscapingA. Private homes

1. Entrance2. Windows3. Coiniain!ng indoor and outdoor planting

B. Public buildings1. Religious2. Educational3. Recreational4. Commercial

a. Banksb. Officesc. Lobbiesd. Reception rooms

C. Cultural factors to consider1. Light availability

a. Natural sunlightb. Intensityc. Duration

2. Artificial lighta. Supplement to natural lightb. Sole source

3. Temperaturea. Minimumb. Optimumc. Maximum

4. Moisture5. Humidity control6. Soil

a. Requirements of plantsb. pH controlc. Nutrition

7. Toxic agentsa. Dustb. Cooking gasc. Heating equipment fumesd. Metals

8. Maintenance proceduresa. Needb. Extent

IV. Plant Containers and Planting AreasA. Planter requirements

1. Sizea. Widthb. Depth

2. Drainage3. Durability

a. Weightb. Strengthc. Mobilityd. Resistance to rottinge. Resistance to rusting

4. Protectiona. Paintb. Chemicals

B. Materials for construction1. Wood2. Concrete3. Brick4. Metal5. Plastic6. Ceramic

71

7. Glass8. Asphaltum liners9. Metal liners

C. Provisions for maintenance1. Watering2. Drainage3. Fertilization4. Manual5. Automatic6. Semiautomatic

V. Design ProcedureA. Client interview

1. Needs2. Budget allowance3. Habits avid mode of living4. Style of architecture5. Style of decor6. Limiting factors7. Contracts and specifications

B. Physical survey1. Tape measure2. Sketch or graph paper pad3. Pencils4. Light meter readings

a. Morningb. Mid-dayc. Late afternoon

5. PolaroidC. Preliminary plans

1. Sketches in perspective2. Line drawing of plan3. Review with client

D. Final plans1. Sketches in perspective2. Line drawings of plan

VI. Radiant EnergyA. Spectrum of electromagnetic radiation

1. Invisible portiona. Means of measurementsb. Terminology

2. Visible portiona. Natural daylightb. Means of measuremente. Terminology

3. Velocity and speed of lightB. Light and its properties

1. Wave lengths and vibrations2. Emission of photons3. Source of plant energy4. Theories of light

a. Newton-1666

b. Nuygens-1700c. Combination of above

5. Reflection6. Absorption7. Refraction8. Diffraction9. Dispersion

10. Interference11. Polarization12. Doppler effect13. Quantum of light14. Photon

C. Influence of light on plant growth1. Photosynthesis2. Colored light influence

a. Fluorescentb. Incandescentc. Other rays

D. Measurement of radiant light1. Intensity2. Duration3. Total light available4.. Standards of light intensity

a. Natural sunlightb. Indoors

E. Foliage plants light requirements1. Low-light (15-25 f.c.), list specific

plants2. Medium-light (25-50 f.c.), list specific

plants3. High-light (50-100 f.c.), list specific

plants4. Special requirements, list specific plants

F. Photoperiodism1. Short day2. Long day3. Plant requirements

a. Foliage plantsb. Flowering plants

G. Types of artificial light1. Fluorescent2. "Gro-Lux"3. Incandescent4. Mercury vapor5. Infra-red

Recommended Laboratory ProjectsI. Identify 10 to 15 plants each week by

association of taxonomic terms and

72

observation of plant characteristics(10 hours) .

II. Identify by scientific name, plants desig-nated in monthly field quiz (4 hours).

III. Prepare a complete indoor planting de-sign for the living room of a smallhome (6 hours).

Required Drawings :A. Elevation of room showing place-

ment of proposed containers withplantings and location of lighting de-vices.

B. Plan of room showing proposed place-ment of containers with planting.

C. One-point perspective of room show-ing proposed indoor landscaping.

IV. Prepare a complete indoor planting de-sign for the entrance foyer of a com-mercial building (6 hours).

Required Drawings :A. Elevation of room showing placement

of proposed containel .3 with plantingsand location of lighting devices.

B. Plan of room showing proposed place-ment of containers with planting.

C. One-point perspective of room show-ing proposed indoor planting.

V. Prepare a complete indoor planting de-sign for a church, bank, or receptionroom of a public building (6 hours).

Required Drawings:A. Elevation of room showing placement

of proposed containers with plantingsand location of planting devices.

B. Plan of room showing proposed. place-ment of containers with plantings.

C. Two-point perspective of room show-ing proposed indoor planting.

Texts and ReferencesFREE. All About House Plants.GRAF. Exotica III.NOBLE and MERKEL. Plants Indoors.NORLING. Perspective Drawing.SCHARFF. The Book of Planters.Scuum. Growing Plants Under Artificial Light.

Instructional Aids2" x 2" color slides16 mm. filmsMagazine and trade publication illustrations and articles

LANDSCAPE CONSTRUCTION


Course DescriptionThis course teaches the techniques and use of

materials for constructing various small land-scapes. It provides the basic knowledge andskills needed for planning and constructing gar-den terraces, walks, walls, fences, benches, andgarden pools.

The knowledge learned in lectures and as-signments is applied in the design and construc-tion of landscape features for the horticultural

ti

gardens of the institution. The projects selectedfor construction should become I. permanentpart of the institution's gardens and serve asexamples to help students advance in construc-tion skills and understand good constructionpractices.

Concrete, stone, bricks, concrete blocks, andasphalt are among the materials used for pave-ment, wall and pool construction. The coursealso provides instruction in materials and tech-niques used for fence and terrace cover con-struction, proper drainage and irrigation, andarea building restrictions.

...ziaag2.7:1 44,Oet,

Figure 11Resourceful use of experimental plots and

Major Divisions

' 1,;1

materials can provide practice in various types of landscape construction.

Class HoursI. Course Introduction 1

II. Concrete Uses and Propor-tioning 2

III. PavingDesign and Materi-als 5

IV. WallsRetaining and FreeStanding . 1

73

V. StepsDesign Proportionsand Construction

VI. Terraces and PatiosVII. Garden Pools and Streams

VIII. FencesKinds and Place-ment

IX. Drainage and Irrigation

1

2

1

1

2

Total 16

Units of ImtructionI. Course Introduction

A. Objective of courseB. Terminology

1. General terms2. Start glossary of construction terms

C. File card system1. Use as a term project2. Useful with design problems3. Rapid reference after graduation

II. Concrete Uses and ProportioningA. Introductory considerations of concrete

work and predetermining quality1. Water-cement ratio strength law2. Plasticity3. Economy factors4. Form requirements5. Mixing, placing, finishing, and curing

concrete6. Footings and drains

B. Portland cement1. History and definition2. Requirements of composition-specifi-

cationsC. Proportions--materialsD. Mixing and handling procedures

1. Plan2. Mix3. Finish

a. Float-wood and steelb. Trowelc. Brush

E. Rules1. Fuller's rule2. Proportional rule

F. Forms and reinforcingG. Types of joints

III. Paving-Design and MaterialsA. Walks and driveways

1. Alinement2. Grades3. Drainage4. Foundation5. Capacity6. Curbs7. Materials8. Patterns

B. Concrete1. Definition2. Determine volume

74

a. Shrinkageb. Waste

3. Tests for strengtha. Compressive strengthb. Tensile strengthc. Flexural strength

4. Slump test5. Rubble concrete6. Mortar7. Paste8. Costs

C. Brick1. Planned use of area-traffic2. Patterns3. Base

a. Sandb. Concrete

4. Temp late5. Materials-kind of brick or other ma-

terials6. Procedure7. Tools8. Costs

D. Stone1. Types and characteristics2. Patterns3. Combinations4. Planned use of area5. Thickness6. Base

a. Sandb. Concrete

7. Procedures8. Tools9. Costs

E. Soil-cement and asphalt1. Types of soil-cement

a. Compacted soil and cementb. Cement and modified soilc. Plastic soil and cement

2. Composition3. Uses4. Procedures for construction5. Finishes6. Costs7. Asphalt

a. Typesb. Compositionc. Usesd. Procedures for constructione. Costs

IV. Walls-Retaining and Free StandingA. Definitions of common termsB. Types of masonry

1. Rubblea. Uncoursedb. Coursed

2. Ashlara. Rangedb. Broken rangec. Random range (coursed)d. Random range (interrupted

coursed)3. Brickwork

a. Kinds of brickb. Brick bondsc. Joints

C. Types of walls1. Free-standing walls2. Retaining walls

a. Battersb. Strength requirements

V. Steps-Design Proportions and ConstructionA. General discussionB. Design aspects

1. Rules (tread-riser proportions)a. Olmstedb. Boston

2. Material combinations3. Comfort4. Intended use5. Elevation ; horizontal distance ratio

C. Construction1. Drainage and footings2. Cheek walls3. Reinforcement

a. Rods1. Mesh

VI. Terraces and PatiosA. Planned usageB. Covered or exposedC. Materials

1. Stonea. Descriptionsb. Patterns

2. Bricka. Kindsb. Patterns

3. Concretea. Premixedb. Precastc. Reinforced

75

D. DrainageE. Construction procedures

VII. Garden Pools and StreamsA. Formal, informal and riti turalistic pools

1. Reinforced concrete2. Stone3. Brick4. Clay5. Fiberglass

B. Problems of stream building1. Methods2. Materials

C. Water supply and treatment1. Natural source2. Circulating pumps3. Plumbing4. Drainage

D. Fountains and waterfallsVIII. Fences-Kinds and Placement

A. Kinds1. Stockade2. Post and rail3. Board4. Basketweave5. Louver6. Wire

B. UsesC. Placement procedures

1. Drainage provisions for posts2. Alinement3. Level

D. Comparative costs and lasting qualitiesE. Preservatives

IX. Drainage and IrrigationA. Drainage

1. Purposes2. Principles3. Areas requiring drainage and problems

of each4. Kinds of tile used5. Computing sizes of pipes

a. Surface waterb. Ground water

6. Determining locations and pr,lerna7. Setting lines and grades8. Excavating trenches9. Laying pipes

10. Backfilling trenchesB. Irrigation

1. General consideration and common er-rors

2. Distribution3. Conveyance and storage4. Materials used5. Outlets6. Rates of consumption7. Sources of supply

Recommended Laboratory Projects-48 hoursNote: Some of the suggested landscape projectsmay have been completed by other groups ofstudents to serve as permanent structures orfeatures in the institution's gardens. If this isso, the permanent installations may be repairedas part of the maintenance and renovation re-quirement to accomplish the instruction recom-mended for this part of the course.

I. Begin file card system. Introduce thegroup to the concrete tools and dem-onstrate their uses. Prepare smallquantities of lime-mortar and directthe students in the proper handlingof the tools (3 hours).

II. Present this laboratory exercise in twosections. First have the students mixconcrete by hand, pour into forms,and use finishing tools. In this waythe mixture is not wasted and theconcrete slabs can be used in perma-nent structures. The second sectionof laboratory study can focus on ma-chine-mixed concrete and finishingtechniques for precast units (6hours).

III. Familiarize the students with variouspaving materials and constructionprocedures used in developing walk-ways and paths in the departmentalinstruction garden. It is recom-mended that instruction be given inconcrete, brick, flagstone and soil-cement paving techniques (15 hours).

IV. Develop a problem that introduces stu-dents to garden wall construction.

76

Have them construct a garden wall ;use as a permanent installation, ifpossible (3 hours).

V. Measure several s .ep treads and risers,after which the students should usethem and prepare comments on theircomfort prior to attending the labor-atory. Construct several steps withtimber, concrete, stone, brick, orcombinations of these materials (3hours).

VI. Develop a problem that entails the pro-cedures required for the constructionof a terrace or patio. It may be justan area within the instruction gar-den large enough for several peopleto congregate and could include oneor several benches designed and con-structed by the students (6 hours).

VII. Construct a water feature. This couldbe part of a long-term project (3hours).

VIII. Construct and erect a fence and/or gatewithin the garden (3 hours).

IX. Install an irrigation or drainage systemwithin the garden (6 hours).

'Texts and ReferencesPARKER. Simplified Design of Reinforced Concrete.

Simplified Design of Structural Timber.PORTLAND CEMENT ASSOCIATION. A Practical Course in

Concrete.Cement Mason's Manual.Soil-Cement Construction Handbook.

STEWART. Planning and Building Your Patio.SUNSET. Garden and Patio Building Book.

. How to Build Patio Roofs.Swimming Pools.

Instructional Aids2" x 2" color slidesCampus gardens and construction featuresVarious kinds of plans prepared by professional de-

signers and landscape architectsselected technical bulletins approved and/or prepared by

colleges, universities, the A.I.A. and the A.S.L.A.

LANLSCAPE GARDENING


Course DescriptionA course designed to develop the students'

knowledge of ornamental gardens and landscapebeautification by providing experience in plan-ning, rehabilitation, care, development, and op-eration of gardens. Field practices are combinedwith classroom theory in many related subjects.Plans for actual landscape gardening must beflexible enough for adaptation to the climate,season, weather, and instructional facilities.The major emphasis is on the laboratory activi-ties which provide students with experience inlandscape gardening.


I. History of Gardening 2II. Principles of Design and Com-

positionIII. Garden PlanningIV. Garden Operations

Total

Units of InstructionI. History of Gardening

A. Influences on garden development1. Sociopolitical2. Economic3. Climatic4. Topographic

B. Chronology1. Ancient gardens

a. Egyptianb. Mesopotamianc. Greekd. Roman

2. Medieval gardensa. Persianb. Moorishc. European

3. Renaissancea. Italianb. Frenchc. Englishd. American

4. Orientala. Chinab. Japan

II. Principles of Design and CompositionA. Principles of unity, harnony, balance,

rhythm and focusB. Elements of design and composition

1. Line, direction and shape2. Size, proportion and texture3. Color and value

III. Garden PlanningA. Lettering styles and spacingB. Drafting layout margin, scale and title

blockC. Plan developmentD. Perspective drawing

1. Vanishing points2. Horizons3. Picture plane

E. Landscape sketching1. Pencil techniques and shadows2. Composition and scale

IV. Garden Operations3 A. Rehabilitation3 1. Lawns, shrubs and hedges8 2. Herbaceous plants and roses

16 B. Garden development1. Layout of projected development2. Installation of irrigation3. Soil operations

a. Excavationb. Gradingc. Improvement

4. Walksa. Renovationb. Construction

5. Plantinga. Trees and shrubsb. Hedges and herbaceous material

6. Edginga. Lawnsb. Walksc. Beds

77


I. Write and illustrate an essay on an as-signed topic, such as a medieval clois-ter garden, replete with medicinal,culinary, and aromatic herbs. Appenda list of such herbs and their uses (6hours).

II. Prepare plates to illustrate principles ofdesign and composition (6 hours).

III. Sketch local landscapes as directed (6hours).

IV. Prepare the plan for a garden or enclosedarea to be established on campus or athome (12 hours).

V. Rehabilitate and maintain lawns, shrubareas, and gardens, and control pests(36 hours).

VI. Develop new gardens, including soil oper-ations, irrigation, planting, and specialfeatures (30 hours).

Texts and ReferencesBusia-BROWN. America's Garden Book.JANICK. Horticultural Science.PYENSON. Keep Your Garden Healthy.ROCKWELL and GRAYSON. Complete Guide to Successful

Gardening.

Instructional AidsLawn, shrub, garden, and landscaped areasGarden plansPhotographs and slides of gardensCollections of plantsHot beds, cold frames and greenhouse

78

LANDSCAPE PLANS I


Course DescriptionAn introductory study of the theory and

principles of landscape design as they are ap-plied to selected problems, both hypotheticaland actual, in landscape development. Prelim-inary sketches and final drawings are preparedin plan, elevation, and perspective form. As thecourse progresses, problems of landscape designrequire additional study, creativity, and de-tailed solutions to incorporate the informationlearned in the lectures.

The course begins with a review of basicdrawing and drafting procedures, followed by acomprehensive study of the history of landscapedesign. It presents the characteristics of idealplanning, the reasons for planning, and the va-rious types of plans as essential to translatingthe designer's ideas on paper to serve as guidesfor completed projects. Emphasis is placed ondesign principles to provide each student with abasis for preparing original, beautiful and uti-litarian plans. Planting design monopolizes mostof the course time, but some time is spent onthe design and use of architectural features forthe garden. Consideration is given to residentialproperty (driveways, walks, and traffic circula-tion are of prime importance).

A collection of slides are used in the lectures,and as the course progresses the laboratoryprojects include student visitations to actualproblem sites. Campus and faculty home sitesare utilized for studies and examples of designs.


I. Review of Basic Drawing andDrafting Techniques _ 1

II. History of Landscape Design 2III. Characteristics of Ideal Plan-

ning 2IV. Principles of Design 3V. Areas of Residential Proper-

ties 3VI. Architectural Garden Fea-

tures 3VII. Traffic CirculationWalks

and Driveways _ 2

Total 16

79

Units of InstructionI. Review of Basic Drawing and Drafting Tech-

niquesA. Pencil techniquesB. Plans and elevationsC. Perspective drawing procedures

II. History of Landscape DesignA. Egyptian, Grecian, Roman, and Oriental

(prior to 1000 AD)B. Italian, Spanish, French, and English

(since 1000 AD)C. European compared to American (1400-

1800)D. American (1800 to present)

1. 1800-18802. 1880-19453. 1945present

III. Characteristics of Ideal PlanningA. Beauty and utilityB. Reasons for planning

1. Economy2. Charm and usefulness3. Greater enjoyment of outdoors4. Expression of taste and personality

C. Definition of a planD. Specific types of plans

1. Survey or plot2. Topographic3. Grading4. Construction5. Planting6. Detail7. Presentation

IV. Principles of DesignA. SimplicityB. OppositionC. TransitionD. RepetitionE. &IlkF. Balance

V. Areas of Residential PropertiesA. Public and/or approach

1. Main entrance2. Foundations

B. Private1. Living2. Garden (ornamental)

C. Utility1. Service2. Garden (vegetable)

VI. Architectural Garden FeaturesA. Enclosures: privacy and protection

walls, fences, and plants1. Concrete, stone, brick, wood, plastics,

etc.2. Plantshedges or shrub borders

a. Formalb. Informal

B. StepsOlmstead rule1. Higher the riser more narrow the tread2. Risers 4-6 inches3. Treads 14-20 inches

C. Benches1. Stone, concrete or brick2. Wood

D. Water1. Pools and fountains2. Streams and waterfalls

E. Alpine units using rocks and bouldersF. Animal feedersG. Garden housesH. Sculpture and statuary

VII. Traffic CirculationWalks and DrivewaysA. Direct routeB. Minimum of curvesC. Strong consideration for original topog-

raphy, when possibleD. Walks

1. Dimensionsa. Entranceb. Utility and servicec. Garden pathd. General rule-21/2 ft. per persone. Speed variation inside vs. outside

2. Designmaterialsa. Gravelb. Field and riverbed stonec. Asphaltd. Turfe. Brickf. Flagstoneg. Wood chipsh. Tanbark1. Concrete

E. Drivewaysstraight compared to curved1. Materials

a. Asphaltb. Stonec. Concrete

80

2. Designa. Widthb. Alinement

F. Drainage, the mi. st important of all con-struction features

G. Perron, ramp-walk combination


I. Prepare a designated hypothetical andsimple residential problem, completelylabelPd, in a predetermined scale (12hours).

II. Develop a hypothetical problem in land-scape design pertinent to one nation(Unit II) during a specific historicalera ( hours).

III. Study samples of specific plans and uselaboratory project II to develop plant-ing and construction studies (12hours).

IV. Design small on-campus planting andconstruction features. This projectshould be included because it stressesthe importance of needing accurateonsite measurements and notations toprepare a plan and elevation (18hours).

V. Introduce the techniques of client inter-view. For this project, a non-depart-mental faculty member provides hisproperty as the space to be landscapedand is interviewed by the students.The students draw a plan to fulfill thegeneral requirements, giving empha-sis to utility and beauty in usage ofspace (18 hours).

VI. Plan a second onsite project and includea faculty member whose ideas requirethe students to provide two elevationsand design details along with a planand the additional specific require-ments (18 hours).

VII. Develop a final term project more de-tailed in design than project V or VIand which emphasizes privacy, spaceusage, and traffic circulation. Presen-tation requirements include a plana' a perspective with appropriatedesign notes and an attractive, com-plete title (12 hours).

Texts and ReferencesAUL. How to Plan Modern Home Grounds.

. How to Plant Your Home Ground.Busx-BROWN. America's Garden Book.ECKBO. The Art of Home Landscaping.ORTLOFF and RAYMORE. The Book of Landscape Design.

. Color and Design for Every Garden.

81

SUNSET. Landscaping for Modern Living.

Instructional AidsModels of residential and industrial sites2" x 2" color slidesCampus gardens and plant materialsVarious kinds of plans prepared by professit nal de-

signers and landscape architects

LANDSCAPE PLANS II


Course DescriptionLandscape Plans II is a continuation of Land-

scape Plans I. In order to prepare the studentsfor situations similar to those in industry, thepace of instruction and class contact hours areincreased.

The course emphasizes plant groupings, theiruses according to ecological and climatic re-quirements, and their design effectiveness.Throughout the course, the importance of un-cluttered open areas is stressed, whether thestudent is concerned with large lawn areas orsmall intimate sections of the total design. Theeconomics of each design varies and receivesmuch attention because students seldom haveunlimited funds for projects once they are grad-uated. It has been found that economic restric-tions present the most realistic and practicalproblems in landscape planning. Under severefinancial restrictions, students develop tech-niques to solve difficult landscape problems andtherefore find other problems simple to solve.

The lectures and laboratory projects continueas in Landscape Plans I, using campus and fac-ulty home sites for laboratory problems. Select-ed field trips, garden show competitions andlectures by specialists from the field supplementthe regular lectures and projects.

Major Divisions

I.II.

Open Areas and FeaturesIntimate Living AreasTer-

races and PatiosLocation of Trees and ShrubsHerbaceous Plant Material

UsageRoses and BulbsConsider-

ationsRecreation AreasPublic

and PrivateIndustrial and Municipal

AreasTraffic Areas

Units of InstructionI. Open Areas and Features

Class Hours2

34

2

1

2

11

Total 16

82

A. Lawns1. Uncluttered2. Set off complete design3. Avoid steep slopes4. Provide drainage

B. Feature1. Major2. Minor3. Types

a. Animal feedersb. Plant materialsspecimens and

groupingsc. Sculpture and objects of artd. Furnituree. Walls and fencesf. Water

II. Intimate Living AreasTerraces and PatiosA. Fundamental differencesB. Part of house and gardenimportant re-

quirements1. Location and accessibility2. Surface ; paved or unpaved3. Size consideration4. Necessity of sun or shade

C. Kinds of terraces and patios1. Sun or shade (sunbathing or restfully

cool)2. Dining and privacy

D. Materials1. Brick2. Flagstone3. Concrete4. Asphalt5. Composition6. Pebbles, chips or fieldstone7. Turf8. Tanbark, etc.

E. Overhead covers1. Plants (vines)2. Canvas3. Wood4. Plastic5. Other

III. Location of Trees and ShrubsA. Complement house, property ea.B. Blend with featuresC. Use as featuresD. Plants for climatic area and ecologyE. Maintenance easeF. Trees

1. Frame house and views2. Shade3. Beauty4. Privacy

G. Considerations when using plants1. Texture2. Form3. Color (bloom, fruit, leaf, and bark)4. Size5. Shadow (light and dark)6. Mass7. Ecology and climate (exposure)

H. Use of existing plants and other materialsI. Facade plantings (adjacent to building

foundations)J. BordersK. Specimen plants (selection and place-

ment)IV. Herbaceous Plant Material Usage

A. Groups1. Perennials-minimum but persistent

maintenance2. Annuals-maximum maintenance

when younga. Fillersb. Separate beds

B. Bed and border design1. Should blend with overall design

a. Used separately as featuresb. Conformity to original design linesc. Minimum use of spectacular colors

(reds distract and disturb-not rest-ful)

d. Use as facing or filler plants2. Relative space required

C. Height as high in back and low in frontD. Color

1. Complex subjecta. Suit personal tastes of clientsb. Use sparinglyc. Form and texture take precedent

over color2. Gay in spring (reds and yellows)3. Cool in summer (pastels)4. Warm in fall (bronze)

E. Depth illusion1. Brights seem close (in distance)2. Soft grays, greens and blues seem dis-

tant (peaceful)F. Uniformity of like flowers in same condi-

tions at same timeG. Formality compared to informality

83

1. Formality usually does not hold atten-tion long

2. Informality can hold attention and in-terest but requires more study to de-velop

H. Edging1. Formal gardens may have conspicuous

edges2. Informal and naturalized gardens

should have inconspicuous edges (notraised)

I. Shrubs in herbaceous borders1. Often preferred to spot trees and

shrubs within herbaceous beds2. Evergreen (coniferous and broadleaf)

keep garden from being desolate inWinter

V. Roses and Bulbs-ConsiderationsA. Bulbs

1. Tulips, hyacinths, lilies, and iris (form-alize easily)

2. Narcissus, grape hyacinth, lilies, irisand crocus (naturalize easily)

B. Roses (generally formal in beds)1. Types

a. Climbers and ramblersb. Shrubc. Hybridd. Grandiflorae. Floribundaf. Miniature

2. Location in sunlit area3. Bed size

a. One to 3 feet with one-side accessb. Three to 5 feet with two-side access

4. Paths within formal rose gardensa. Three to 6 feet widthb. Grass or grave] surface

5. Climber supporta. Fenceb. Trellis

VI. Recreation Areas-Public and PrivateA. Athletic areas

1. Football2. Tennis3. Track and field4. Baseball and softball5. Soccer6. Hockey (field and ice)7. Other

B. Parks1. National, State, and local

2. MarinasC. Play Areas

1. Badminton2. Croquet3. Swings, etc.

D. Golf coursesVII. Industrial and Municipal Areas

A. SchoolsB. Housing (public and private)C. FactoriesD. Garden and shopping center areasE. Libraries, museums and others

VIII. Traffic AreasA. Parking

1. Minimum requirements2. Circulation3. Lighting4. Drainage5. Practicality

B. Planning for ornamental landscaping ofparking or traffic areas


I. Prepare a hypothetical plan for a resi-dential property of 20,000 to 30,000square feet. The skillful use of onemajor and at least two minor fea-tures, set off by large expanses oflawn, should carry the most weight.Presentation of the project is to bein plan and one perspective of a fea-ture (18 hours).

II. Develop a complete plan with emphasison a terrace or patio design for din-ingsun and shadewith an inter-esting view of other areas of thegarden which require privacy. Pres-entation requires a complete planperspective of the terrace and a detailconstruction drawing of part of theterrace (27 hours).

III. Prepare a project for a garden enthusi-ast, emphasizing the uses of plantmaterial groupings with inanimatefeatures playing minor roles. The ele-ment of surprise and seasonal colorsuccession should be emphasized.Presentation requires a plan of theentire garden with the introductionof a complete plant list and specifica-tions for planting (36 hours).

84

IV. Develop a complete design that utilizesherbaceous plant materials as themajor features. The design shouldinvolve lawn areas, terraces, andwoody plant materials. The planshould be presented in ink and in-clude a seasonal color chart for theherbaceous plants (18 hours).

V. Develop a complete residential propertyand emphasize roses in both formaland informal situations. The prob-lem should be presented in color,preferably colored pencil (9 hours).

VI. Develop a problem that features recre-ation areas either public or private. Itshould consider the various require-ments for several age groups and maybe permanent or temporary for thetoddler group. Consideration of plantmaterials is important. Presentationin color and ink of a complete plan isrequired (18 hours).

VII. Prepare a plan of a college facility, alocal governmental facility, or aschool. Emphasis should be placed ontraffic circulation, plant material,maintenance, and cost. A completedetailed plan and plant list are pres-entation requirements. Color presen-tations are optional (9 hours).

VIII. The final term project should be thestudent's choice of a residential prop-erty with a complete study emphasiz-ing outdoor living and traffic areas.Presentation may also be the stu-dent's choice, but must be completeand informative (9 hours).

Texts and ReferencesBUSH-BROWN. America's Garden Book.BUTLER. Recreation Areas, Their Design and Equipment.CHURCH. Gardens Are For People.EcKso. The Art of Home Landscaping.ENGEL. Japanese Gardens Today.ORTLOFF and RAYMO-' The Book of Landscape Design.SIMONDS. Landscape Architecture.SuNsur. Landscaping for Modern Living.

. The Sunset Garden Series.

Instructional AidsModels of residential and industrial sites2" x 2" color slidesCampus gardens and plant materialsVarious kinds of plans prepared by professional de-

signers and landscape architects

MUNICIPAL ARBORICULTURE


Course DescriptionA study of the organization and functioning

of tree departments within the structure of var-ious governmental units with emphasis on localand State conditions.

Emphasis is placed on the details of formingand developing a municipal tree department forsafe and efficient operation ; and outlining thecompetencies, duties, responsibilities, and rela-tionships of the people involved.

Major Divisions

I. Municipal ArboricultureII. Tree Planning

III. PlantingIV. Street Tree Management

Class Hours3

104

15Total 32

Units of InstructionI. Municipal Arboriculture

A. Municipality-a political unit1. State

a. Parksb. Turnpike authoritiesc. Highway departments (public

works)d. Universities and hospitals

2. Countya. Parksb. Parkwaysc. Highways

3. Citya. Parksb. Highways

4. Town and township5. Incorporated village

B. Administration1. Public works2. Highway commissioners3. Parks commissioners4. City "forester"5. Shade tree commissions

C. Jurisdiction1. Street trees2. Parks and parkways3. Other public properties

86

D. Responsibility1. Public safety2. Inspectors and supervisors3. Maintenance of existing trees4. Planning5. Planting

E. Organization of people and their dutiesII. Tree Planning

A. Role of shade tree commission1. Formulate policy2. Draw up local ordinances3. Direct planning4. Advise administration

B. Survey of existing street trees1. Use of street map2. Essential data

a. Property designationb. Locate each treec. Identify kindd. Size and calipere. Conditionf. Recommended action

C. Master plan1. Main traffic arteries2. Wide parkway3. Residential4. Malls

D. Tree placement1. Lawn side2. Tree lawn3. Street lights4. Intersections5. Spacing of trees6. Gverhead wires

E. Variety in planting1. Formal or informal2. Epidemic diseases

F. Trees in plant boxesG. Selections

1. Ecological adaptabilitya. Speciesb. Varietiese. Clonesd. Cultivars

2. Plant factorsa. Environmental suitabilityb. Tree form

(1) Fastigiate(2) Columnar(3) Conical

(4) Oval<5) Globe(6) Spreading(7) Vase

c. Growth(1) Rate(2) Mature size(3) Form

d. Foliage densitye. Features

(1) Flower color(2) Foliage color(3) Texture

f. PestsH. Recommended varieties

1. By plant form2. By mature size

a. Tall-over 40'b. Medium-30'--40'c. Small-30'

III. PlantingA. Grading of nursery grown treesB. Bare root, or ball and burlap plantingC. Planting specifications

1. Size of tree pit2. Drainage3. Topsoil4. Staking and protection5. Pruning6. Watering and maintenance

D. Large tree moving1. Preparation

a. Siteb. Root pruning and invigoration

2. Equipment3. Size of root ball4. Planting5. Protection after planting

a. Guyingb. Pruningc. Wrappingd. Antidesiccantse. Liquid feedingf. Irrigation

IV. Street Tree ManagementA. Planned program

1. Survey2. Record keeping3. Budget for operations

B. Rehabilitation of established trees1. Pruning

86

2. Removals3. Replacements

C. Maintenance1. Annual inspections2. Complaint procedures3. Pruning standards4. Contract specifications5. Spraying and misting programs

D. Equipment1. Trucks2. Sprayers and mist blowers3. Cranes4. Loaders, excavators, and trenchers5. Tree mover6. Stump grinder7. Brush chipper8. Chain saws9. Vacumn sweeper

10. Digging tools11. Cutting tools12. Winch and pulley blocks13. Hand repair tools and supplies14. Diagnostic tools

E. Personnel policies, titles, qualifications,and duties1. Arboriculturist2. Horticulturist3. Director4. Superintendent5. Forester6. Foreman7. Pruner8. Others


L Study the operation of an arboretum(4 hours).

II. Prepare shade tree surveys (8 hours).III. Write a shade tree ordinance (4 hours).IV. Take field trips to observe the opera-

tion of tree departments (12 hours).V. Write specifications for a planting con-

tract (4 hours).VI. Write specifications for a tree removal

contract (4 hours).VII. Execute a planting project (8 hours).

VIII. Prepare a budget for a tree department(4 hours).

IX. Prepare an operating budget for amunicipality (8 hours).

X. Prepare a tree department long-rangemaster 'plan using information fromprevious laboratories (8 hours).

Texts and ReferencesTexts on municipal arboriculture do not exist, but many

books used in other courses will prove useful.

87

FENSKA. Tree Experts Manual.U.S. Department of Agriculture. Trees. The Yearbook of

Agriculture, 1940.

Instructional AidsVillage, city, town, county and commission rules, regula-

tions, and ordinances

NURSERY OPERATION I


Course DescriptionAn introductory course in nursery opera-

tions and management which covers manyoperational details of nursery plant production.The course is designed primarily as a laboratorycourse to acquaint the students with the diver-sity of nursery plant production, equipment, andoperation. Nursery operation principles are con-sidered in the class units of instruction and thelaboratory work emphasizes performing nurs-ery operations and work. Special attention isgiven to teaching the student to recognize theimportance of efficient work habits by imple-menting operational time studies and analyzingthe effectiveness f orderly, planned, timelyprocedures in nursery operations.

Major Divisions

I. Soil Preparations______________

II. Planting OperationsIII. Root Pruning and Trans-

plantingIV. Fertilization Treatments _____

V. Herbicides and Allied Treat-ments

VI. Pest Control _ _ ________

VII. Container ProductionVIII. Nursery Plant Top Manage-

mentIX. Construction of Special

Structures

Class Hours12

21

222

2

2Total B

Units of InstructionI. Soil Preparations

A. Fitting the soil for planting1. Seed beds2. Transplant beds3. Production

B. Incorporation of soil amendments1. Manure2. Green manures3. Peat4. Organic mulches

C. Equipment1. Plows, harrows, subsoilers

88

2. Rotary cultivator3. Soil shredders

II. Planting OperationsA. Hand and small tools

1. Dibble compared to planting boards2. Planting lines and spade

B. Mechanical planters1. Field work2. Container growing

III. Root Pruning and TransplantingA. Hand and spadeB. Power equipment

IV. Fertilization TreatmentsA. Hand methodsB. Machine drillC. Machine scatter pattern

V. Herbicides and Allied TreatmentsA. Equipment for applicationB. GasC. LiquidD. Pellets and powders

VI. Pest ControlA. Equipment for applicationB. HydraulicC. MistD. DustE. Pellets

VII. Container ProductionA. Equipment facilities

1. Small-scale operation2. Large-scale operation

B. Labor and timesaving devices and tech-niques1. Media blenders2. Container fillers3. Planters4. Operational organization

VIII. Nursery Plant Top ManagementA. PinchingB. ShearingC. Pruning

IX. Construction of Special StructuresA. Shade structure

1. Lath-shade frames2. Lath-shade house3. Woven plastic fabric structures

B. Temperature control structure, plastic filmcovered

1. Cold frames2. Hot beds3. Pipe-frame plastic film greenhouse

C. Winter protection structures1. Deep frame2. Plastic film structures

D. Plant storage1. Containers used2. Environmental control


I. Prepare seed beds for planting(12 hours).

II. Plant seed beds (12 hours).III. Prepare transplant beds (12 hours).IV. Transplant to beds (12 hours).V. Grow plants in containers (6 hours).

VI. Root-prune a selection of plants(6 hours).

VII. Fertilize plants as indicated by instruc-tor (6 hours).

VIII. Study equipment and apply herbicides(12 hours).

IX. Control nursery plants by pinching,shearing and pruning (12 hours).

89

X. Prepare and use plant growing struc-tures (6 hours).

Texts and ReferencesAmerican Association of Nurserymen. American Stan-

dard for Nursery Stock.California Agricultural Extension Service Manual No.

23. The U.C. System-Container Grown Plants.Rainbird Sprinkler Manufacturing Corp. Sprinkler Irri-

gation Handbook.U.S. Department of Agriculture. Agricultural Hand-

book No. 110. Forest Nursery Practice.. Miscellaneous Publication No. 654. Woody Plant

Seed Manual.

Instructional AidsNursery area-2 or more acresproductive soil.Propagation area:

1. Propagation house minimum area 500 squarefeet

2. Cold frames, hot beds, pit frames3. Shade structures4. Winter protection structures

Equipment and storage building, minimum 1,000 squarefeet.

Heated laboratory work area, minimum 1,000 squarefeet.

NURSERY OPERATION II


Course DescriptionA continuation of Nursery Operation I, em-

phasizing the theory and practices necessary toproduce profitable nursery stock. Cultivatingand maintaining a productive nursery tractreceive first consideration. Crop and land rota-tions are carefully studied to show the impor-tance of the length of rotation time, soil type,organic matter retention, and soil compactionforces. Rates of spread of plant roots and topsare studied as they affect crop maturity andplanting distances.

Major Divisions

I. Soil Types and Plant Adapt-ability

Correcting Soil TilthGreen Manure and Sod-Crop

SchedulingStraight Row, Block Plant-

ing, and Contour PlantingPlant Grouping for Produc-

tion PurposesIrrigationSpecial Plant Handling

Plant Grouping

II.III.

IV.

V.

VI.VII.

Class Hours

33

3

6

123

18

Total

Units of InstructionI. Soil Types and Plant Adaptability

A. Sand loams1. Coarse-rooted species2. Bare-root handling

B. Medium loams1. Fibrous-rooted species2. Ball and burlap or root-ball handling

C. Examination of plant lists for:1. Soil preferences2. Preparation of plant lists

a. Bare-root handlingb. Root-ball handlingPlant grouping

II. Correcting Soil TilthA. Values of soil structure and organic mat-

terB. pH values and lime correctionsC. Organic matter additions

90

III. Green Manure and Sod-Crop SchedulingA. Effect of soil type 01: choice of organic

matter (OM) producersB. Retention of OM, based on type of OM

producersC. Land preparation and time schedules for

1. Sowing2. Fertilization3. Plow down4. Planting nursery crop

IV. Straight Row, Block Planting, and ContourPlanting

A. Straight row1. Advantages2. Disadvantages

B, Contour1. Advantages2. Disadvantages3. Contour layout and construction

V. Plant Grouping for Production PurposesA. Establishing plant production cycles

1. Transplant bed (TB)2. Close liners (CL)3. Spaced liners (SL)4. Length of time in position

B. Developing code designations for plantingpurposes

VI. IrrigationA. Values and necessityB. Rates and frequency of applicationsC. Volume requiredD. Source and mode of supplyE. Costs and values

VII. Special Plant Handling- -Plant GroupingA. Root pruningB. Top pruningC. Fertilization rates and kindsD. MulchesE. Winter protectionF. Irrigation


The laboratory work for this phase of nur-sery operations study is best taught by visita-tions to commercial nurseries. The most effectiveteaching tool for the course would be to conductat least eight intensified studies in commercialnurseries. Nurserieslarge and smallretail

and wholesale production and sales, and speci-alities nurseries should be visited. A specialform should be devised for the visits. Studentreports and discussion should be developed fromthe visitations and special. forms.

I. Visit 10 commercial nurseries(30 hours).

II. Prepare a plot of land for nurseryplants (6 hours).

HI. Set plants in the nursery (3 hours).IV. Cultivate, weed, provide organic mat-

ter, and fertilize nursery plants(6 hours).

V. Prepare a map of one nursery(3 hours).

91

Texts and ReferencesAmerican Asc:,,,lation of Nurserymen. American Stan-

dard for Nursery Stock.California Agricultural Exten >ion Service Manual 23.

The U. C. System-Container Grown Plants.Rainbird Sprinkler Manufacturing Corporation. Sprin-

kler Irrigation Handbook.U.S. Department of Agriculture. Agricultural Hans-

book No. 110. Forest Nursery Practice.. Miscellaneous Publication No. 654. Woody Plant

Seed Manual.

Instructional AidsThe school or college nurseryPlant growing structuresNurseries in the area

NURSERY OPERATION III


Course DescriptionThis final course in the series on nursery

production draws upon the knowledge gainedin the two preceding courses. It provides studyof the correlation of production schedules withnursery land use. Factors affecting choice andquantities of stock to be grown, as well asdeveloping cost finding and price establishing,are studied.


I. Factors Affecting Choice ofNursery Stock 4

II. Establishing Percentages ofNursery Stock 3

III. Adapting Crops to NurserySite 3

IV. Planning Nursery Layout 6V. Planning Facilities 6

VI. Developing Cost-FindingSystems

VII. Drawing Scale Plans for Var-ious Types of Nurseries 5

Total

IV. Planning Nursery LayoritA. Block and section sizeB. Distance of plantingC. Length of time in rotationD. Soil-building program in rotationE. Establishing location of nursery roads

V. Planning FacilitiesA. Location

1. Availability to markets2. Value of land3. Quality of land

B. Size1. Bedsframes, shade house, propaga-

tion house, winter storage2. Storage buildings

a. Sizeb. Kind of storage (controlled tempera-

ture).c. Storage time required

3. Water source4. Sales area5. Office

VI. Developing Cost-Finding Systems

5 A. Developing time record charts on specificcrop production operations

B. Establishing hidden costs not contributedto specific crops

C. Establishing ratios between A and BD. Establishing a cost production formula

VII. Drawing Scale Plans for Various Types ofNurseries

A. Draw scale plans of nursery to show:1. Sections and blocks2. Rotation schedules3. Row direction4. Roads5. Location and size of facilities

B. Draw scale plans of special facilities suchas:1. Propagation house and frames2. Winter storage structures3. Container growing facilities4. Special storage areas5. Sales area and buildings6. Office area

Units of InstructionI. Factors Affecting Choice of Nursery Stock

A. Soil and climatic conditionsB. Popular demandC. Speed of plant developmentD. Nearness to marketE. Land valuesF. Grower's preferenceG. Advantage and disadvantage of speciali-

zation growing

II. Establishing Percentages of Nursery StockA. How and where plants are used in the

landscapeB. Volume in productionC. Quantities sold at various ages and/or

sizes

III. Adapting Crops to Nursery SiteA. Plant adaptability relative to soil typeB. Air drainage and frost pocketsC. Winter protectioi.D. Water requirement and availability

92

Recommended Laboratory Projects -48 hours

L Choose stock to be grown in six differentlocal situations (6 hours).

II. Plan layouts for the six situations (12hours).

III. Plan facilities for the above or for otherlocal nurseries to be established (12hours).

IV. Develop a cost-finding system for anexisting nursery (3 hours).

V. Develop a cost-finding system for anursery to be established (3 hours).

VI. Draw scale plans of nursery (6 hours).

VII. Draw scale plans of special facilities (6hours).

93

Texts and ReferencesAmerican Association of Nurserymen. American Stan-

dard for Nursery Stock.California Agricultural Extension Service Manual 23.

The U. C. System-Container Grown Plants.Rainbird Sprinkler Manufacturing Corporation. Sprin-

kler Irrigation Handbook.U.S. Department of Agriculture. Agricultural Hand-

book No. 110. Forest Nursery Practice.Miscellaneous Publication No. 654. Woody

Plant Seed Manual.

Instructional AidsNursery areasCatalogsCharts and slidesExamples of post sheets from nurseries

PLANT PROPAGATION


Course DescriptionA course designed to teach the principles,

methods, techniques, and facilities used by com-mercial nurserymen in plant propagation.

The course emphasizes the many methodsused in the propagation of commercial plants,and demonstrates the need for planning andresourcefulness in plant propagation. The classand laboratory work presented should motivatethe student to learn by testing new ideas whichhave been developed and reported on by theInternational Plant Propagators Society. Thiscourse should be presented in the fall term ofthe second year.

Major Divisions

I. SeedageII. Cuttage

III. GraftageIV. Layerage, and

other methodg

Class Hours9

2412

3

Total 48

Units of InstructionI. Seedage

A. Seed sources1. Seed plants2. Time to harvest3. Methods of harvesting4. Cleaning and drying5. Storage

B. Seed treatments1. Hard-coat seed (external dormancy)2. Internal seed dormancy3. Direct seed sowing4. Stratification5. One- and 2-year seeds

C. Seed sowing1. Time in relation to optimum develop-

ment2. Broadcast and drill seeding3. Cultural details

a. Mediab. Rate, based on viable seed and length

of time to standc. Depth of planting

94

d. Post germination care (nutrients,water and light control)

U. CuttageA. Kinds of cuttings

1. Soft wood, green wood, and ripe wood2. Species favored by kind of cutting

(condition of tissues)3. Time of year for favorable results

B. Special details1. Hormonesrooting chemicals2. Wounding3. Media4. Cutting turger controls (humidity con-

trol)a. Hand syringeb. Misting system and controlsc. Vapor-proof chamber

5. Temperature requirements and control6. Light factors in rooting7. Recognition of dormant or active buds

in relation to operational details

III. GraftageA. Kinds of grafts

1. Sciona. Advantagesb. Time of operation

2. Buddinga. Advantagesb. Time of operation

3. Species and genera preferenceB. Mechanics of grafting

1. Understocka. Productionb. Processing

2. Scions and budsa. Selectionb. Collection and storage

3. Kinds of cutsa. Scion, whip-whip, and tongue-side-

veneerb. Budding and T-patch

4. After-care treatmentsa. Open exposureb. Closed casec. Plunged in moist media

IV. Division, Layerage, and Other MethodsA. General and species favoredB. Time of year practicedC. Techniques of operation

D. Special detail and notations


I. Construct and prepare a seed bed (3hours).

II. Gather early maturing seed (3 hours).III. Clean seed and make germination test

(2 hours).IV. Treat seeds with hard-seed coats ; file,

H2SO4 (3 hours).V. Stratify seed and work on seeding for-

mulas (3 hours).VI. Sow seed in the seed bed (3 hours).

VII. Gather late maturing seed (3 hours).VIII. Gather and make broadleaf cuttings

(3 hours).IX. Treat broadleaf cutting with a growth

agent at various concentrations andprepara"ons of same (3 hours).

95

X.

XI.

XII.

XIII.

XIV.

XV.

XVI.

Gather and make narrowleaf cuttings(3 hours).

Gather and make hardwood cuttings(3 hours).

Gather and make softwood cuttings (3hours).

Gather and make leaf, divided leaf, budand leaf bud cuttings, and practicelayering (3 hours),

Seed sowing of broadleaf and narrow-leaf evergreens in flats (3 hours).

Use various types of propagation ofbulbs, rhizomes, stolons, and rootcuttings (3 hours).

Practice grafting and budding (3hours).

Texts and ReferencesHARTMAN and KESTER. Plant Propagation Principles

and Practices.Miscellaneous Publication No. 654. Woody Plant

Seed Manual. 1948.

PLANTING PLANS I


Course DescriptionA course for students of Nursery Operation

designed to teach the principles of landscapedesign and the technical aspects of planning andconstructing landscape projects related to anursery.

Class instruction emphasizes the theory andprinciples of design and planning, teaching howthe effective use of plant material adds to theattractiveness of a building, and the usefulnessof its surroundings. The rules and maxims foreffective property development are discussed indetail. Use of color slides and other visual aidshelp to illustrate the results of proper planningby showing properties before and after land-scape design and construction. In addition, vis-ual aids should be selected to demonstrate goodand bad landscape treatment.

In the laboratory basic drawing and draftingprocedures are reviewed. Students are taughtto make quick sketches which can be used com-mercially for promoting the sale of nurseryproducts. The skills and abilities of students inthe use of drawing instruments and ma'erialsare further developed in the creation of draw-ings in plan, elevation and one-point perspec-tive. Hypothetical homes and properties areused as the basis for the work in this course.

Major Divisions

I. Present Day LandscapeTrends

II. Objectives of Proper Plan-ning

III. Theory of Landscape DesignIV. Principles of DesignV. Principles of Landscape Com-

positionVI. Site Development

VII. Property Development _VIII. Public Area Development

Units of InstructionI. Present Day Landscape Trends

A. Simplified plantings

Class Hours

1

1

1

2

2243

Total T

96

1. Ground covers2. Trees

B. Outdoor livingC. Picture windowsD. Contemporary architectureF. Climate control

II. Objectives of Proper PlanningA. BeautyB. UtilityC. Reasons for planning

1. Economy of space2. Charm and utility3. Increased enjoyment of outdoors4. Expression of taste5. Expression of personalities

III. Theory of Landscape DesignA. SensationB. DeceptionC. Participation

1. Imagination2. Activity

IV. Principles of DesignA. Focalization

1. Center of interest2. Gradation3. Sequence

B. Methods of achieving unity1. Control of design2. Line3. Pattern

C. Balance1. Symmetrical2. Asymmetrical3. Weight4. Volume

D. Scale1. Definition2. Methods of achievement

E. Simplicity1. Control variety of plants2. Restraint

V. Principles of Landscape CompositionA. TransitionB. OppositionC. RepetitionD. RhythmE. HarmonyF. ColorG. Texture

VI. Site DevelopmentA. Selection of property

1. Shape of lot2. Topography

a. Flat(1) Easy to develop(2) Economical

b. Varied(1) Interest(2) Cost

3. Natural featuresa. Plantsb. Waterc. Soild. Rock

B. Other considerations1. Economics2. Social3. Accessibility4. Zoning

a. Restrictionsb. Ordinances

5. Sizea. Cost for developmentb. Development potential

VII. Property DevelopmentA. Division for objective development

1. Public areaa. Entrance developmentb. Introduction to property

2. Private areaa. Outdoor livingb. Privacyc. Active recreation (play areas, exer-

cise)d. Passive recreation (study, rest, eat-

ing)3. Service areautilitarian needs

a. Toolsb. Suppliesc. Refuse storaged. Laundry drying

B. Proportioning of areas1. Golden mean-5-7 ratio2. Size3. Shape

C. Circulation1. Walks2. Steps3. Ramps4. Vistas

97

VIII. Public Area DevelopmentA. Entrance developmentB. Open to public

1. Conventional treatment2. Property value

C. Enclosed1. Eliminate dust and dirt2. Protect house from noise3. Privacypicture windows4. Confusion elimination5. Land utilization

D. Approach to building1. Walks

a. Designb. Materialsc. Justify curvesd. Materials

2. Drivewaya. Designb. Materialsc. Turncourts

E. Foundation planting1. Value and logic2. Objectives in selection and placement

of plantsa. Transition of buildings and groundsb. Emphasize architectural details of

buildingc. Conceal objectionable foundation

constructiond. Overall beauty of entrance develop-

ment3. Plants placed to achieve principles of

landscape designa. Focalizationb. Unityc. Balanced. Scalee. Simplicity

Recommended Laboratory ProjectsI. Make a lettering plate. Practice use of

T-square, triangles, architect's scaleruler, engineer's scale ruler, compass,divider, and lettering guide. Emphasisis placed on use of guidelines ratherthan style of lettering (3 hours).

II. Make a plant indication and symbol plate.Practice drawing trees, shrubs andevergreens, singly and in groups, inplan and elevation (6 hours).

III. Prepare a plan and elevation drawing.Learn procedure by using tracing pa-

per overlays on carefully scaled andprepared base drawing. Prepare a finaldrawing of small home in plan and ele-vation. These can be hypothetical,taken from architect's or builder'sdrawing (3 hours).

IV. Prepare a complete planting plan for en-trance development of small home fromprevious problems, using the followingoutline as a basis (12 hours).

A. Required:1. One drawing showing elevation of

building with proposed plant in eleva-tion

2. One drawing showing plan of buildingfacade with proposed planting in plan

B. Drawings to include :1. Title (with necessary information)2. Plant key or plant names (with scien-

tific name) directly on plan3. Scale of drawing4. Orientation

C. Consider:1. Existing garages, walks, cesspools

and features2. Practical approach to building via

driveway and walk or walks

98

V. As another requirement, draw a one-point perspective of Problem IV's en-trance developm( nt solution, using thegrid and perspective method (9 hours).

VI. Prepare complete planting plans for anentrance development. The examplecan be taken from an architect's draw-ings, incorporating the following draw-ings (15 hours) :

A. Elevation of building with proposedplanting in elevation

B. Plan of building facade with proposedplanting in plan

C. One-point perspective drawing of eleva-tion-plan solution

Texts and ReferencesBUSH-BROWN. America's Garden Book.SUNSET. Landscaping for Modern Living.

Instructional Aids2" x 2" color slidesCampus gardens and plantingsCommunity parksCommunity gardensSample plans prepared by landscape nurserymen, land-

scape architect:. and site planners

PLANTING PLANS II


Course DescriptionThis course is a continuation of Planting

Plans I, with emphasis on private area develop-ment and the more difficult problems of plantingdesign.

Class instruction focuses on plant groupingsand their use in relation to ecological and cli-matic requirements and design effectiveness.Cost estimation of landscape projects is stressedto teach students how to find practical as wellas aesthetic solutions to assigned problems.

In the laboratory hypothetical problems arecontinued with considerable emphasis on designprinciples. Drawing skills and abilities are fur-ther developed to enable the students to planand draw two-point perspectives of buildingsand proposed plantings. Civic areas and facultyhome sites are used for advanced problems.

Major Divisions

I. Private Area Development _

II. Service Area DevelopmentIII. Planting DesignIV. Cost Estimating __

V. Water in Landscape DesignVI. Site Preparation

VII. Industrial and MunicipalProperties

VIII. Structures in Landscape De-sign

Units of InstructionI. Private Area Development

A. Purpose of development1. Outdoor living2. Garden or ornamental

B. Means of development1. Axis line

a. Backbone and skeletonb. Reference linesc. No construction on line

2. Viewa. Picture windowb. Controlc. Enframement

Class Hours313221

1

3Total 16

99

C. Terraces and patios1. Transition from indoor t( outdoor liv-

ing2. Location

a. Accessibilityb. Degree of privacy

3. Surfacea. Pavedb. Unpaved

4. Size5. Protection

a. Sunb. Shadec. Windd. Heate. Soundf. Visibility

6. Materialsa. Brickb. Flagstonec. Concreted. Asphalte. Crushed stonef. Pebblesg. Turfh. Tanbark

D. Type of development1. Formal2. Informal3. Natural4. Geometric5. Contemporary

E. Enclosure1. Practical considerations

a. Privacyb. Seclusionc. Protection fro I elements

2. Aesthetic considerationsa. Backgroundb. Control views

3. Materialsa. Fencesb. Wallsc. Plantsd. Hedges

F. Spaciousness1. Simplicity2. Center areas open3. Scale relationship4. Proportioning planted areas to open

areas

G. Interest1. Subdivision2. Topography change3. Level change4. Terracing5. Mystery

H. Livability1. Passive recreation2. Active recreation3. Amusement4. Study5. Animation

I. Imagination1. Originality

a. Detailsb. Materials

2. Express personalities of home owners3. Avoid novelties and freakish details

J. Traffic circulation1. Paths2. Walks3. Gates4. Open lawn areas

II. Service Area DevelopmentA. Purpose

1. Laundry drying2. Compost3. Material storage4. Tool storage5. Propagation area6. Vegetable garden7. Cut flower area8. Deliveries

B. SizeC. Location

1. Accessibility2. Amount of traffic

III. Planting DesignA. Effect of deciduous material

1. Great variety2. Easy availability3. Seasonal changes

a. Colorb. Texturec. Foliaged. Flowere. Fruit

4. Informal outline and shapes5. Effects of shearing

a. Topiaryb. Hedgesc. Accent

100

B. Effects of conifers1. Constant effects

a. Color year-roundb. Foliage year-rounuc. Form

2. Sizea. Forest varietiesb. Horticultural varieties

3. TextureC. Effect,.. of broadleafed plants

1. Happy medium2. Form and size3. Color year-round4. Foliage year-round5. Flower interest6. Informal7. Bold texture8. Mass

D. Trees1. Control views

a. Frame houseb. Frame featuresc. Privacy

2. Shadea. Protectb. Shadowc. Soften architectural lines

3. Effects of sizea. Large tree dwarfsb. Small tree exaggerates size of sur-

rounding massesc. Perspective

E. Ecology1. Compatibility2. Climatic area

IV. Cost EstimatingA. Methods of charging

1. Contract2. Cost plus

B. Contract1. Identification of client2. Services to be performed3. Method of payment4. Items supplied and extra work5. Supervision6. Duration7. Cancellation provisions

C. Factors considered in estimating cost oflandscape project1. Client's needs

a. Variety of plansb. Selection of final plans

2. Type of work requireda. Laborb. Constructingc. Plantingd. Rough worke. Finish workf. Details involved

3. Size of projecta. Smallb. Largec. Private homed. Commerciale. Public

4. Equipment involveda. Trucksb. Tractorsc. Bulldozerd. Rototillere. Power sawf. Other types

5. Local conditionsa. Soilb. Custom homec. Development homed. Restrictions and ordinances

D. Basis for estimating1. Indirect costs (overhead)

a. Compensationb. Taxesc. Hospitalizationd. Insurancee. Office maintenance

(1) Furnishing and equipment(2) Telephones(3) Electricity(4) Fuel(5) Water(6) Salaries-clerical and manage-

ment(7) Custodial services(8) Fees-attorney and accountant(9) Supplies

f. Power equipment and hand toolsg. Toolsh. Insurance

(1) Liability(2) General

i. SpecificationsEstimating

k. Selling1. Financing and collecting

2. Direct costs

101

a. Materials(1) Plants(2) Peat moss(3) Fertilizer(4) Stakes(5) Wire(6) Wrapping

b. Labor(1) Planting(2) Clean-up

3. ProfitV. Water in Landscape Design

A. HistoryB. Practical and psychological effects

1. Cooling2. Sound3. Reflection4. Movement

C. Swimming pools1. Design2. Construction

D. Water as landscape feature1. Formal pool2. Informal pool3. Naturalistic pond4. Stream

E. Sources1. Natural2. Artificial

F. DrainageVI. Site Preparation

A. Grading plan1. Existing contours2. Proposed contours

B. Rough grading1. Installation of utilities2. Cut3. Fill4. From building

C. Control of steep slopes1. Terracing2. Rip rap3. Retaining walls4. Plants

D. Drainage1. Natural

a. Surfaceb. Swales

2. Controlleda. Catch basinsb. Dry wellsc. Tile lines

d. Leaching fields

VII. Industrial and Municipal PropertiesA. PlanningB. ZoningC. Types

1. Schools2. Civic buildings3. Civic centers

a. Town squareb. Monuments

4. Housinga. Publicb. Private

5. Industriala. Factoriesb. Offices

6. Shopping centers7. Parks

a. Communityb. Regional or countyc. State and Federal

VIII. Structures in Landscape DesignA. Need and reasons for use

1. Dominate landscape2. Subordinate landscape

B. Steps1. Olmstead rule

a. Proportion riser to treadb. Smaller risers outdoorsc. Risers 4-6 inchesd. Treads 14-20 inches

2. Materials3. Construction

C. Benches1. Stone2. Concrete3. Wood

a. With back supportb. Without back support

4. BrickD. Alpine units

1. Rock stratification2. Rock formation3. Water

E. Free-standing units1. Statues2. Sundials3. Gazing globes4. Bird baths5. Bird feeders

F. Accessory buildings1. Garden house

102

2. Play house3. Summer house4. Tool shed5. Dressing rooms


I. Prepare a complete planting plan for aprivate area and service area facilitiesfor house used in laboratory projectIV-first semester (18 hours).

A. Required Work:1. Prepare a presentation and plant-

ing plan of entire property andimprove entrance developmentplanting for project IV

2. Prepare a plant key, listing scien-tific name, size and quantity

B. Consider and Include:1. Privacy and seclusion2. Patio or terrace, or both3. Facilities for service of home and

garden4. Special interests in the landscape

II. Prepare a two-point perspective drawingof entire property with structures andplantings (18 hours).

III. Prepare a complete planting plan for aprivate area and service area facilitiesfor residential property in Project VI-first semester (24 hours).

A. Prepare a presentation and plantingplan of entire property and improveentrance development planting forProject VI

B. Prepare a plant key on plan listingscientific name, size, and quantity

C. Prepare a one-point perspective sketchof feature or small area

D. Prepare a two-point perspective ofentire property

IV. Prepare a complete planting plan for de-velopment of a residential property of20,000 to 30,000 square feet. (Theproperty of a faculty member can beused.) Requirements of problem are tobe determined by client through inter-view (18 hours).

A. Prepare a one-point perspective ofhouse and entrance development

B. Prepare a presentation and plantingplan of property to satisfy wishes ofclient

C. Prepare a cost estimate for construc-tion over a 3-year period $3,000 to$4,000, considering the use of exist-ing plants and the expressed desire ofclient

V. Complete site development and plantingplan for church, school, or commercialbuilding (9 hours).

A. Prepare a presentation and plantingplan in color (pencil)

B. Draw a system of roads and walksfor approach and service of building

C. Plan and draw suggested parking fa-cilities

D. Prepare a plant keyVI. The student must present measurements,

photographs, and factual requirementsof a residential or commercial prop-

erty as a final term project. The meth-od of presentation may be chosen bythe student but must be complete andinformative (9 hours).

Texts and ReferencesBUSH - BROWN. America's Garden Book.BUTLER. Recreation Areas, Their Design and Equipment.CHURCH. Gardens Are For People.Ecituo. The Art of Home Landscaping.ORTLOFF and RAYMORE. The Book of Landscape Design.SUNSET. Garden and Patio Building Book.

. Landscaping for Modern Living.

Instructional Aids2" x 2" slidesCampus gardensField trips to local plantingsExamples of plans

103

SHADE TREE PROBLEMS


Course DescriptionThis course provides an elementary under-

standing of why some shade trees do not thrive.Symptoms of abnormality are analyzed and therequired steps to correct the condition are stud-ied. Preventive and remedial measures are em-phasized and analytic perception and diagnosticskills are developed. Some competence is devel-oped in the handling and application of pesti-cides.

Major Divisions

I. Shade Tree EcologyII. Shade Tree Ills

III. Pesticide Application

Class Hours12128

Total R.

Units of InstructionI. Shade Tree Ecology

A. Ecology of roots1. Absorption-root hairs2. Anchorage3. Food storage4. Growth and adventitious growth5. Aeration and root growth6. Roots and transplanting

B. Ecology of stems1. Foliage display2. Conductive tissues3. Mechanical tissues4. Protective tissues5. Stem habits

a. Tropicalb. Evergreen-sclerophylls

(1) Broad-leaved(2) Needle-leaved

6. Storage tissues7. Growth

a. Elongationb. Diameter increase

8. Twig characteristicsC. Ecology of leaves.

1. Structure2. Water-saving features3. Functioning

a. Respirationb. Transpiration

104

c. Photosynthesis;4. Abscission (leaf f all)5. Coloration

D. Symbiosis1. Disjunctive symbiosis

a. Socialb. Nutritive

2. Conjunctive symbiosisa. Socialb. Nutritive

3. Examples of symbiosisa. Pollinationb. Epiphytismc. Parasitismd. Mycorrhizaee. Gallsf. Lichens

(1) Endotrophic(2) Ectotrophic

E. Physical environmental factors1. Gravity2. Light3. Heat

a. Temperature rangeb. Soil temperaturec. Plant hardiness zonesd. Altitude zones

4. Aira. Pollutionb. Soil aerationc. Water aerationd. Humiditye. Wind

5. Soila. Originsb. Texturec. Structured. Soil watere. Soil mineralsf. Organic matter

F. Plant associations and successions1. Seaside2. Wet soil

G. Applied ecology1. Forest ecology2. Landscape design3. Street tree planning

II. Shade Tree IllsA. Diagnosis and control measures

I. Normality

2. Health, a condition of well-being3. Symptoms of ill health4. Degrees of ill health5. Factors affecting plant growth

a. Environmentalb. Edaphicc. Biological

B. Bark problems1. Mechanical injuries2. Environmental3. Diseases4. Insects5. Toxic substances

C. Common diseases of common trees1. Leaf diseases2. Bark diseases3. Wood rots4. Wilt organisms5. Root diseases

D. Common shade-tree insect pests1. Leaf insects

a. Leaf eatersb. Sap suckersc. Burrowers

2. Bark borers3. Wood borers

E. Environmental troubles1. Drought or dryness2. Extreme heat or cold3. Salt spray4. Wind

a. Desiccationb. Growth effectsc. Damage

F. Soil1. Composition

a. Textureb. Structurec. Organic contentd. Origins

2. Problemsa. Aerationb. Drainagec. pHd. Fertility

G. Animals causing illness1. Rodents2. Birds3. Dogs

III. Pesticide ApplicationA. Equipment

1. Hydraulic sprayers

105

2. Forced air blowers3. Fogging machines4. Airplanes and helicopters

B. Application1. Proper materials and accurate formu-

lation2. Thoroughness and timeliness3. Fruit tree seasonal schedules4. Shade trees

a. Dormant and delayed dormantb. Canker worm sprayc. Summer sprays

C. Precautions1. Injury to trees

a. Blast effectb. Overconcentrationc. High temperaturesd. Incompatible mixturese. Herbicide residues

2. Plant susceptibilitya. Sugar maple, beech, and magnoliab. Stone fruitsc. Evergreens

3. Health and safety alwaysa. Observe safety regulationsb. Know relative toxicitiesc. Know emergency first aidd. Know nearest poison control center


I. Do field studies of plant succession (9hours). Examples:

A. Hydrosere-pond to swamp forestB. Mesosere-bare ground to forestC. Xerosere-seaside and desert

II. Make diagnostic studies of ailing estab-lished trees and report as directed (12hours).

Go on a field trip and visit a field stationor laboratory to study tree diseases(3 hours).

Study the design and operation of sev-eral pieces of spray equipment andprepare reports (6 hours).

Use the operator's manual and serviceseveral pieces of spray equipment (3hours).

Prepare spray and dust equipment forstorage (3 hours).

Execute one or more spray schedulesusing various equipment (12 hours).

Texts and ReferencesFENSKA. Tree Experts Manual.PIRONE, DODGE and RICKETT. Diseases and Pests

Ornamental Plants.PIRONE. Tree Maintenance.PoT Ts. Concentrated Spray Equipment.Proceedings of International Shade Tree Conference.

Instructional AidsPictures and colored slides

of Pest control equipmentAbundance of established treesAccumulated specimens of tree ills

106

TRAINING ORNAMENTAL AND FRUIT


Courss, DescriptionThis course provides a knowledge of princi-

ples and develops some skills in the control ofplant growth and form. Ornamental rlants arefitted for their intended uses largely throughpruning techniques. Pruning is taught as thesystematic removal of plant parts for particularpurposes. An understanding of how and whyplants grow in certain ways is needed for a fullgrasp of this subject. The aesthetic qualities oftraining ornamental plants are major consid-erations. Practical reasons for pruning fruitproducing plants are studied. Skills are prac-ticed and developed in the laboratory.

Major Divisions

I. Plant Growth ControlsIL Pruning

III. Care of Fruit PlantsIV. EspaliersV. Rose Pruning

VI. EvergreensVII. Deciduous Shrubs

VIII. Small TreesIX. HedgesX. Woody Vines _ _____

Class Hours428224224232Total

Units of InstructionI. Plant Growth Controls

A. Nature of plant growth1. Genetic difference and growth habits

a. Vinesb. Shrubsc. Trees

2. Determinate arid indeterminate growth3. Types of Tneristems4. Bud characteristics5. Polarity in plants6. Hormones and growth7. Nutritional balance8. Effects of pruning on growth of wood

plantsa. Flower and fruitb. Vigor (juvenility)c. Dwarfingd. Sprouting

PLANTS

107

B. Environmental factors1. Edaphic2. Temperature and water3. Light

C. Chemical controlII. Pruning

A. Reasons for pruning1. Production2. Safety3. Health4. Appearance and visibility5. Rejuvenation6. Dwarfing

B. Types of pruning1. Fruit and shade trees2. Topiary3. Timber4. Landscape

C. Pruning toolsD. Timing and frequency

III. Care of Fruit FlantsA. Landscape values of fruit plantsB. Reasons for unfruitfulnessC. Training of fruit plantsD. PropagationE. Techniques of fruit pruning

1. Pome fruits2. Drupe fruits3. Grape and blueberry4. Brambles

F. Common problems of fruit plants1. Insects, diseases, and rodents2. Protection

G. Dwarf treesIV. Espaliers

A. FormsB. Techniques

V. Rose PruningA. Everblooming garden forms

1. Hybrid tea rose2. Floribunda-bush roses3. Grandiflora-bush roses, crosses

floribunda, and hybrid tea.rosesB. Shrub rosesC. Climbing or trailing roses

1. Rambler type2. Large-flowered climbers

VI. EvergreensA. Conifers

of

1. "Spurt" growers such as pine, spruce,and fir

2. "Repeat" growers such as taxus, hem-lock, juniper, and arborvitae

B. Broad-leaved evergreens such as holly,boxwood, barberry, and rhododendron

VII. Deciduous ShrubsA. Basal growersB. Intermediate growersC. Terminal growers

VIII. Small TreesA. Containment by pruningB. Selections of small trees

IX. HedgesA. PurposeB. Types of plantsC. Forms as good and badD. Maintainance

1. Hand and power tools2. Techniques

X. Woody VinesA. WisteriaB. Honeysuckle

103

Recommended Laboratory rrojects--48 hours

I. Prune apples (3 hours).II. Prune pears (3 hours).

III. Prune dwarf fruit trees (3 hours).IV. Prune peaches, plums, and cherries (3

hours).V. Prune brambles, blueberries, and grapes

(3 hours).VI. Graft or bud fruit plants in the nursery

(3 hours).VII. Prune and train espaliers (3 hours).

VIII. Prune and train roses (6 hours).IX. Prune and train hedges (6 hours).X. Prune evergreens (9 hours).

XI. Prune shrubs, small trees, and vines(6 hours).

Texts and ReferencesCHRISTOPHER. The Pruning Manual.State and Federal bulletins.

Instructional AidsAn operating orchardAn operating nurseryLandscaped campus and gardensColor slides of special topicsDiagrams and charts of pruning practices

TREE PRUNING AND REPAIR


Course DescriptionA course designed for students of ornamental

horticulture who need to know how to plant,train, prune, protect, and repair trees. Treemaintainance is practiced on municipal, resi-dential, and industrial properties and in parks,golf courses, and cemeteries. The course isstrongly oriented to practical exercises andcandidates must be physically fit, agile, and ableto climb and work in trees. Natural hazardsof field experience preclude persons who are notable to perform work effectively because fieldexperience is essential if skills are to be de-veloped. The laboratory experience is gainedby working on trees of wide varietythe workbeing done in moderate weather.


I. Overview of the ArboristIndustry 2

II. Safety for Tree Workers __._ 1

III. Tree Anatomy 2IV. Tree Physiology ._ __________ 1

V. Photosynthesis, Nutritionand Growth 1

VI. Objectives of Pruning 1

VII. Treatment of Tree Woundsand Defects _. _____ _ 1

VIII. Techniques of Pruning Trees 2IX. Pruning Standards 1X. Lightning Protection for

TreesXI. Cabling and Bracing

XII. Tree Feeding

Units of InstructionI. Overview of the Arborist Industry

A. Titles1. Topiarist2. Tree warden3. Arborist4. Arboriculturist5. Dendrician6. Dendrologist7. Tree surgeon, and others

1

2

Total 1.6

B. Scope of arborist activities1. Municipal and contract vork

a. Parks and parkwaysb. Street and housing projectsc. Civic centersd. Civic institutional grounds

2. Utility and contract worka. Right of way maintainanceb. Line clearancec. Brush control

3. Private and general care of trees onhome properties and estates

4. Commercial and contract spraying andpruning of treesa. Industrial landscapingb. Nurseriesc. Cemeteriesd. Real estate developments

C. Opportunities for trained arboristpersonnel1. Dendrician2. Foreman3. Field representative4. Superintendent of grounds

a. Schools, industrial sites, arboretums,estates, and institutions

b. Golf courses and cemeteries5. Park service work as municipal, coun-

ty, State, and national6. Owner and operator of a tree business

a. Pruning, removals, spraying, fertil-izing, and tree surgery

b. TransplantingD. Skills of a successful arborist

1. Horticulturala. Basic horticultureb. Plant identificationc. Entomologyd. Plant pathologye. Landscape appreciationf. Plant propagationg. Plant nutritionh. Soils and drainage

2. Power equipment3. Speech and writing4. Human relations5. Salesmanship image6. Business ability

a. Financing, accounting, record keep-ing, business, and shade tree law

Estimating, pricing, insurance, laborlaws, billing for service, planningahead, and making a profit

c. Government regulationsII. Safety for Tree Workers

A. Accidents and unanticipated interruptionsin the day's work

B. Effects of accidents on efficiency, produc-tion, and profits

C. Basic causes of accidents1. Worker's ignorance2. Poor training and inexperience

D. Personality factors1. Attitude2. Carelessness3. Indifference4. Laziness5. Ineptitude6. Inattention

E. Faulty equipmentF. Failure to observe safety rules

III. Tree AnatomyA. Twigs and external features

1. Buds and leaves2. Nodes and internodes3. Bud scares4. Lenticels5. Epidermis and bark6. Pigmentation

B. Internal structure1. Pith2. Xylem3. Phloem4. Cambium5. Cortex6. Bark fibers7. Epidermis8. Abscission layers

C. Mature stems1. Sectional veins

a. X-sectionb. Longitudinalc. Tangential

2. Heartwood3. Sapwood4. Wood rays, growth rings and branch

traces5. Cambium, phloem, bark, and cork

cambiumD. Roots

1. Regionsa. Root tip and root cap

110

b. Elongationc. Root hair zoned. Maturation zone

IV. Tree PhysiologyA. Plant tissuesB. Vital plant processesC. Absorption as osmosisD. ConductionE. TranspirationF. PhotosynthesisG. RespirationH. Growth (meristems)I. DigestionJ. Translocation

V. Photosynthesis, Nutrition and GrowthA. Anatomy of a leaf

1. Petiole and blade2. Fibrovascular bundles3. Tissues

a. Epidermisb. Chlorenchyma

4. Mesophylla. Palisade parenchymab. Spongy parenchymac. Stomata

B. Food making, storage, and transportationC. Food vs. nutrientD. Plant nutrients

1. Maemonia, Cu Mu Bo Zn C2. Hopkins Ca Fe Mg Mo Ba

VI. Objectives of PruningA. Safety, public welfare, and liabilityB. Health, disease eradication, and rejuvena-

tionC. Appearance and aesthetics

1. Topiary pruning2. Vistas3. Espaliers4. Pollarding5. Dendroscope6. Tree forms

D. Production as fruit and timberE. Line clearanceF. Controlling shade

VII. Treatment of Tree Wounds and DefectsA. Bark injuries

1. Skinned bark and bark tracing2. Sunscald and chemical injury3. Canker disease4. Borers and other insects5. Girdling

6. Gird line. rootsB. Root injuries

1. Suffocation2. Poor aeration3. Gas injury4. Fungus injuries5. Rodents6. Temperature

C. Branch defects1. Wind and ice damage2. Rubbing branches3. Split and weak crotches4. Suppressed wood as drooping habit5. Duplication6. Witches' brooms

VIII. Techniques of Pruning TreesA. Pruning tools and pruning cutsB. Safe working practices

IX. Pruning StandardsA. Fine, medium, safety prunings, and top-

pingB. Creating aesthetic designs by pruning

X. Lightning Protection for TreesA. The nature of static electricityB. Lightning injury

1. Exploded wood2. Bark stripping3. Root injury

C. Lightning protection devices1. Types2. Installation practices3. Effectiveness

XI. Cabling and BracingA. Materials

1. Seven-strand cable2. Thimble3. Log hook, log bolts, and eye bolts (nuts

and washers)4. Turnbuckles5. Log rods

B. Tools1. Side-cut pliers2. Auger bits3. Sweep braces4. Power drill5. Windlasses, cable grips, and come-

alongs6. Bolt cutters

C. Cabling systems1. Direct, multiple direct2. Triangular

111

3. Box4. Spoke and wheel

D. Techniques of cabling and roddi,gXII. Tree Feeding

A. Foliar "feeding"B. Liquid "feeding" and ground injectionC. Dry "feeding"

1. Pneumatic2. Crowbar and ballpoint3. Earth auger4. Topdress

D. Rates of application of dry feeding1. Arbitrary method-3-5 lbs. per diam-

eter at breast height (DBH)2. Nitrogen measurement-1 lb. N per

DBH3. Beilmann method

E. Fertilizer materials1. Inorganic salts2. Organic fertilizer materials3. Synthetic organic

F. Watering of treesG. Mulching of treesH. Mycorrhizae


I. Work with rope, knots and hitches (3hours).

II. Practice climbing of mature trees (3hours).

III. Climb trees and learn roping techniques(3 hours).

IV. Climb and prune trees with handsaw (6hours).

V. Climb and prune with accessory tools(6 hours).

VI. Prune street trees (6 hours).VII. Prune park and estate trees (6 hours).

VIII. Cable and brace trees (6 hours).IX. Feed trees (3 hours).X. Remove trees (3 hours).

XI. Axe trees (3 hours).

Texts and ReferencesFENSRA. Tree Experts Manual.PIRONE. Tree Maintenance.

Instructional AidsColored slides and picturesMany trees of all kinds, ages, and conditionHand and power tools and ropeCharts and diagrams of tree repairs

TURFGRASS CULTURE


Course DescriptionAn introductory course for students of Turf

Management or Landscape Development. Theart and science of turfgrass culture are intro-duced and developed through class and labora-tory exercises.

Although a basic sons course is a prerequisite,additional emphasis is placed c soil as it relatesto a successful turfgrass program. Much stressalso is placed on fertilizer and water require-ments for development of intensive turf areas,including golf courses, athletic areas, parks, in-dustrial sites, and residential properties. Follow-ing the knowledge acquired of the soil, water,and fertilizer requirements, the students areintroduced to the various turfgrasses and theiruses. The identification of the seed and vegeta-tive growth characteristics of various speciesand strains of specialized grasses are studiedin detail.

The tolerance factors and growth limitationsaffecting grasses are studied with specific adap-tations of each grass outlined. The susceptibilityof certain grasses to disease infection is dis-cussed. Weeds And insect pests are introducedin this course.


I. Introduction to TurfgrassCulture 1

II. Broad Factors AffectingSpecial-Purpose TurfgrassProduction _ 2

III. Soil and Grass Relationships 4IV. Drainage and Irrigation 4V. Fertilizer and Lime Require-

ments 4VI. Special-Purpose Grasses _ 4

VII. Turfgrass Propagation 4VIII. Disease Identification and

Control 3IX. Weed Identification and Con-

trol 3X. Insect and Other Pest Identi-

fication and Control _ 3

Total 32

112

Units of InstructionI. Introduction to Turfgrass Culture

A. Cultural aspects of turfgrassesB. Statistics

1. Economic2. Acreage

C. Areas of specialization1. Recreation and park areas2. Athletic field construction and main-

tenance3. Golf course design, construction, and

management4. Industrial and municipal grounds man-

agement5. Turf maintenance and construction con-

tracting

II. Broad Factors Affecting Special-PurposeTurfgrass Production

A. Factors controlling production of turf1. Climate

a. Regionsb. Climatic factors

2. Soila. Fertilityb. Aerationc. pH

3. Managementa. Establishmentb. Maintenancec. Renovation

B. Basics of management programC. Needs

1. Research2. Manpower

III. Soil and Grass RelationshipsA. Basic soil requirements

1. Suitable surface for seedbed2. Good physical properties3. Sufficient moisture holding capacity4. Adequate fertility to start and hold turf5. Conditions for desirable sr.'1 organisms6. Freedom from harmful chemical

qualitiesB. Physical properties

1. Solidapproximately 50 percent2. Liquidapproximately 25 percent3. Gasapproximately 25 percent

C. Ideal proportions1. Gases (air)

2. Watera. Zor esb. Surface zone controlsc. Intermediate root zoned. Subsoil zonee. Presence in soil

(1) Gravitational(2) Capillary(3) Hygroscopic

3. Solidsa. Mineral (sizes)b. Groups (texture classes)c. Organic matter

(1) Composition(2) Texture

d. Organic materialsD. Chemical properties of soils to turf man-

agement1. Essential elements2. Source of plant food3. Soil reaction4. Active and potential acidity

a. Importance of waterb. Role of fertilizers

5. Effects on grasses6. Effects on availability of nutrients7. Effects on turf quality8. Effects on soil organisms9. Soil reaction tests

a. For available nutrientsb. Samplingc. Interpretation of resultsd. Tests for :

(1) Nitrogen(2) Phosphorus and potassium(3) Magnesium and calcium(4) Other nutrients

10. Plant tissue tests

IV. Drainage and IrrigationA. Drainage

1. Effects of poor drainage2. Determining drainage requirements3. Surface drainage4. Tile systems

a. Kinds(1) Regular(2) Intercepting

b. Installation5. Other methods6. Air drainage

B. Irrigation1. Functions

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2. Quantities necessary3. Soil conditions affecting availability and

retention4. Determination of reauii aments5. Systems

a. Sprinkler typesb. Surface floodingc. Subsurface

6. Water sources7. Pressure equipment8. Pipe lines9. Sprinkler heads

10. Types and planning of systems11. Prevention of wilt and winter drying12. Time and frequency of watering13. Seasonal factors and adjustments14. Relationships betwaen watering and

fertilization

V. Fertilizer and Lime RequirementsA. Commercial sources of fertilizers (sources

of plant-food elements)1. Three most important elements

a. Nitrogenb. Phosphorusc. Potassium

2. Chemical fertilizersa. Natural sourcesb. Manufacturedc. Combination of natural and

manufactured3. Chemical compounds

a. Organicb. Inorganic

4. Classified-effects on soil reactiona. Increase acidityb. No effectc. Reduce acidity

B. Nitrogenous materials1. Inorganics2. Organics3. Synthetic organics

C. Phosphate materials1. Organic carriers (bone meal)2. Superphosphates (most important com-

mercial source)3. Ammonium phosphates (quick-acting,

caution)D. Potash materials

1. Muriate of potash (outstanding source)2. Potassium sulfate (more expensive-

less potash)E. Secondary and trace elements

F. Mixtures of fertilizers1. Complete fertilizers2. Incomplete fertilizers3. Grade determination4. Definition of fertilizer formula

G. Fertilizer formulations1. Classes of nutrient ratios2. Analysis determination

H. Lime1. Function

a. Directb. Indirect

2. Kinds and sourcesa. Rockb. Marlc. Oyster shellsd. Slage. Commercial lime

(1) Calcium oxide (burned or quick-lime)

(2) Calcium hydrate (hydrated orslaked lime)

3. IVies, frequency, and time of applica-tion

4. Other soil amendmentsa. Gypsumb. Sulphur

. Special-Purpose GrassesA. Effects of climate (regions)B. Northern cool humid regions

1. Permanent grasses2. Temporary grasses3. Miscellaneous grasses

C. Southern warm humid and southwest ir-rigated regions1. Permanent grasses2. Temporary grasses3. Miscellaneous grasses

a. Warm humid regionsb. Dry areas of southwest

D. Central regions of limited rainfall1. Permanent grasses

a. Where irrigated-all species of coolhumid regions

b. Nonirrigated2. Temporary grasses3. Miscellaneous grasses

E. Grasses for greens1. Permanent2. Temporary (in South)

F. Grasses for tees1. Southern region

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2. Northern region3. West-central region

a. Irrigated-same as northern coolhumid

b. NonirrigatedG. Grasses for fairways (or general resi-

dential lawns)1. Southern region2. Northern region

a. Intensive management (close clip-ping)

b. Moderate watering and 11/2" cuttingheight

3. West-central regiona. Warmer sections (limited water)b. Unwateredc. Water available

H. Grasses for roughs and trap facings (miimum maintenance)1. Minimum penalties

a. Adjust mowing height and fertili-zation of fairway species

b. Control drainage2. Severe penalties

a. Northern regionb. Southern regionc. Southwestd. West-central region

3. Trap facings and bunkersa. Dry and sandy slopesb. Dunes, etc.

I. Characteristics of individual grass species1. Identification (vegetative)2. Requirements for growth3. Adaptability

VII. Turfgrass PropagationA. Seedbed preparation

1. General considerationsa. Acceptable moisture level in soilb. Initial gradingc. Loosening soild. Incorporation of soil conditioner,

basic fertilizers, and lime as requiredby test

e. Sterilization for weeds and insectsf. Soil pulverizing and gradingg. Incorporation of starter fertilizer

and final gradingh. Sowing of seed, spreading of stolons,

or laying of sodi. Watering and cutting

2. Specific steps outlined

a. For large areas and use of powerequipment

b. For small areas, primarily handgrading

B. Seed quality and State regulations1. Germination percentage2. Purity percentage3. Date of test4. Names of seeds5. Weed seed content6. Inert matter

C. SeedingD. Dormant seedingE. Mulching seedbedsF. Vegetative plantingG. Sodding

1. Spot sodding2. Sheet sodding3. Quality4. Procedures

H. Greens construction1. Requirements2. Physical conditioning materials

a. Sandb. Organic matter (preferably peats)c. Other conditioning materials (cost

major factor)d. Soils

(1) Kinds directly affect additionsof sand and peat

(2) Improvement of poor grades bycomposting

e. Ratios of soil, sand, and organicmatter

3. Proceduresa. Seedbed depthb. Mixing operationsc. Fertilizer, lime and othersd. Rolling before seeding (not always

necessary)e. Grassesf. Rate and time of seedingg. Seeding methodsh. Rolling and mulchingi. Vegetative planting of greensj. Wateringk. Clipping

I. Winter greens1. Types of grasses2. Time of seeding3. Seeding rates4. Seeding method5. Fertilization

115

6. Covering and watering7. First clipping

J. Tees1. Grasses2. Planting procedures

K. Fairways1. Seedbed preparation

a. Depth 6"-8"(1) Plow(2) Disc harrow(3) Culti-packer or Meeker harrow

(other trade-named pieces ofequipment provide similar ef-fects)

b. Lime, fertilizers and conditioners(1) Rates(2) Procedures of incorporation

2. Plantinga. Grassesb. Seed quality and mixtures (locality

and exposure determining factors)c. Methods of seeding

(1) Types of equipment(2) Procedures

3. Watering and cuttingL. Roughs and nonused areasM. Turf nurseries

VIII. Disease Identification and ControlA. Nature of diseasesB. Conditions favorable for diseases

I. Moisture (soil and air)2. Temperature (each fungus has own op-

timum)3. Soil acidity (high favors fungus

growth)4. Soil fertility (low favors fungus

growth)5. Matted turf (including thatch)

C. Disease prevention1. Cultural practices2. Resistant grasses3. Fungicides

D. Disease detection and treatmentE. Injuries resembling diseases

1. Winter injuries2. Summer injuries3. Chemical injuries4. Mechanical injuries5. Insect injuries6. Poor cultural practices

IX. Weed Identification and ControlA. Mcthods of control

1. Prevention2. Eradication

B. IdentificationC. Cultural control practices

1. Prior t., seeding2. Mowing3. Fertilizing4. Watering5. Aeration6. Use of adapted grasses

D. Chemical control1. Preseeding treatments

a, Soil sterilantsb. Soil conditioners

2. Chemical weed killersa. Two general classesb. Post-emergence herbicides effective

on weeds in turfgrassc. Pre-emergence herbicides

E. Weed control on greens1. Eradication in top dressing material2. Protection against invasion from other

sources3. Hand weeding4. Control by spotting5. Control by broadcasting chemicals

F. Weed control on tees (generally as controlprocedures on greens)

G. Weed control on fairways (essentialphases of control on fairways)1. Insuring good turfgrass cover

a. Determination and correction of in-vasion conditions

b. Use of cultural practices and chem-ical controls

c. Use of adapted grasses and mainte-nance practices

2. Drainage3. Soil compaction and poor structure4. Lime and fertilizer5. Adjustment of clipping height and

watering6. Reseeding with adapted grasses7. Chemical weed control8. Prevention of reinfestations

H. Weed control in roughs and nonuse areas

X. Insect and Other Pest Identification and Con-trol

A. Types of damage1. Foliar and root2. Soil Pests (nonplant feeders)

B. Insect groups

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1. Root attackers2. Foliar feeders3. Sucking insects

C. Insecticides and their uses1. Liquid vs. dry applications2. Wash into soil vs. leave on surface3. Frequency of application4. Kinds of insecticides

D. Control methods for insects and otherpests1. Know life cycle2. Insects3. Animal pests4. Safety precautions in use of pesticides


I. Visit a comprehensive park area (2hours).

II. Acquire and analyze soil samples forturf areas (4 hours).

III. Prepare fertilizer formulations (4hours).

IV. Identify vegetative grass plant char-acteristics (4 hours).

V. Identify gras: seeds (2 hours).VI. Prepare seed mixture formulations (4

hours).VII. Identify grass diseases (4 hours).

VIII. Identify weeds (4 hours).IX. Identify insects and miscellaneous turf

pests (4 hours).

Texts and ReferencesBROOKLYN BOTANICAL GARDENS. Handbook on Lawns.COUCH. Diseases of Turf grasses.FOGG. Weeds of Lawn and Garden.HITCHCOCK. Manual of the Grasses of the United States.JAQUES. How To Know the Insects.

How To Know the Weeds.MUENSCHER. Weeds.MUSSER. Turf Management.SCHERY. The Lawn Book.SUNSET. Lawn and Ground Cover Book.U.S. DEPARTMENT OF AGRICULTURE YEARBOOK (1948).

Grass.. (1956). Insects.. (1953). Plant Diseases.

(1955) . Water.. (1951).

X1958). Land.(1961) . Seeds.

Periodicals:The Golf Course ReporterGolf dom

California Turfgrass CulturePark MaintenanceU.S.G.A Journal and Turf ManagementPark and RecreationSeedsmen's Digest

117

Instructional AidsCharts, diagrams, and drawingsPrivate collection of 35mm. slides

TURFGRASS FOR GOLF COURSES


Course DescriptionThis course is a study of the problems, prin-

ciples, and practices involved in the design ofturf areas for golf courses. Turf areas are ofprime importance for the success of golf courses.A sound knowledge of golf from the standpointof a golfer is essential to good design. The ex-cellence of turf quality is not appreciated fullyif the course design is uninteresting or the lo-cations of hazards penalize the average golferunfairly.

Informati i learned in Landscape Design,Surveying, Plant Identification, Turf Manage-ment and all related technical couras are uti-lized in this course. Students are required topresent their recommendations toward solvinga golf course design problem.

Additional design problems are presentedthat require research and effort. These practicalproblems help students to summarize informa-tion acquired in preceding courses and also testtheir ability to comprehend and utilize informa-tion taught throughout this program. Eachproblem is worked on by teams of studentswhich enables them to base final decisions ongroup ideas and discussions.

Major Divisions

I. Review of Design Principlesand Drafting Techniques(based on Landscape Plans

I)II. Golf Course Site Selection

III. Topographical Survey andMapping

IV. General PlansV. Detail Plans, Soil Testing, and

Planting PlansVI. Turfgrass Problem Analysis,

Solving and Reporting

Class Hours

45

6

6

6Total

Units of InstructionI. Review of Design Principles and Drafting

Techniques (based on Landscape Plans I)A. Principles of design

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B.C.D.E.F.G.

1. Simplicity2. Opposition3. Transition4. Repetition5. Balance6. ScaleTypes of plansSpace usageTraffic circulationPlant materialsConstruction detailsDrawing and drafting techniques

II. Golf Course Site SelectionA. Property size

1, Dependent on type of coursea. Regulation 18-holeb. 9-holec. Par 3

2. Provide adequate sizea. Safetyb. Interestc. Ease of designd. Future expansion

B. Selection considerations1. Accessibility2. Adequate size3. Topography4. Adequate water5. Cost of land6. Fertile soils7. Population projections8. Prevailing winds in relation to property

shape9. Native trees and shrubs

C. Topography1. Gently rolling2. Abrupt grade changes

D. Shape, dimensions and orientation1. Major dimension2. Avoid long narrow properties3. Golden mean (ideal proportions)4. Avoid parallel holes

E. Parties involved1. Future superintendent2. Club professional6. Club officials4. Designer or architect

III. Topographical Survey and MappingA. Land survey

1. By qualified engineer or land surveyor

and agronomist2. Accurate to 1-ft. elevation difference

B. Mapping1. All construction and design based on

this survey2. Drawn in large scale 50-60 ft. to the

inch, and specific areas in 10-20 ft. tothe inch

3. Includea. Wooded areasb. Small plant groupings and individual

large treesc. Streams, ponds, and other featuresd. Buildings, utilities, and sanitary

lines4. Soils map5. Profiles and cross sections6. Aerial surveys

IV. General PlansA. Preliminary plans

1. Group ideas2. Parties reviewing plans (same as Unit

II, section E)3. Several plans should be presented4. Plans should include all areas

B. Accepted general plan1. Often a composite of several prelimi-

nary plans2. Planned so costs can be spread out3. Planned to expedite orderly construc-

tion4. Planned to expedite early and orderly

play5. Necessities of prime importance6. Club cart considerations7. Frills kept to minimum8. Minimum grade changes

C. Type of player and course1. Quality of golfer2. Public course3, Private course4. Expected golf traffic5. Plan for various degrees of proficiency

D. Length of course1. Short2. Average3. Long

E. Rotation of hole length1. Mix length (par)2. Prevent lining equal par holes consecu-

tively

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3. Accepted standarda. 4 par 5, 10 par 4, and 4 par 3b. Divide evenly within front and back

9 hole portions

V. Detail Plans, Soil Testing and Planting PlansA. Tee design

1. Utmost importance2. Blend into natural grade3. Blend into surrounding plantings4. Location (smooth traffic flow)5. Size and shape6. Detail plan and cross sections7. Alternate units8. Plant materials9. Irrigation and drainage

10. Allowance for player backup, rest, ballwash, and water fountain

11. SafetyB. Fairway design

1. Variation individual design2. Conform to natural terrain3. Ease of maintenance4. Number and location of traps5. Tree anu shrub location and removal6. Delineate limitations7. Width considerations8. Use of dog legs9. Detail drawings (plan, profile, and cross

section)10. Allowances for cart traffic11. Irrigation and drainage12. Safety

C. Greens design1. Size (putting surface related to entire

area)a. Smallb. Mediumc. Larged. Relate size to hole length and ap-

proach2. Detail plan and cross section drawings

a. Entire greens area, including:(1) Traps(2) Immediate approach(3) Plantings

b. Cross sections and profiles in exag-gerated scale

3. Avoid abrupt changes4. Drainage and irrigation systems5. Shape6. Trap location7. Shoulder or collar areas

8. Avoid narrow peninsulas or islands9. Consider cart traffic

10. Direction to next tee11. Trees and shrubs12. Safety13. Maintenance reduction

D. Traps1. Drainage2. Ease of maintenance3. Fairways

a. Gentle slopesb. Blend into fairwayc. Minimum bunker sloped. Easily seene. Direction not penalized

4. Plant material choice and location5. Greens

a. Location (nearness to green)b. Sizec. Shaped. Quantity

E. Building and shelter designF. Practice areas

1. Putting green2. Chipping and pitching area3. Driving and long iron area

G. General areas1. Parking and reads2. Tennis court and swimming pool3. Clubhouse and pro shop4. Ornamental plantings

VI. Turfgrass Problem Analysis, Solving andReporting

A. Determine problemB. AnalyzeC. Solve

1. Past knowledge

120

2. Researcha. Literatureb. Laboratory

3. inquiry4. Keep records5. Specialist's aid

D. Reporting1. Materials and equipment required2. Procedures3. Form

a. Conciseb. Accuratec. Orderlyd. Grammatically correct


I. Review technique exercise with draftinginstruments (3 hours).

II. Prepare preliminary general plans for agolf course (9 hours).

III. Prepare topographic maps from sur-veyor's grades (9 hours) .

IV. General plan (9 hours).V. Detail plans and drawings (9 hours).

VI. Prepare a cultural type of problem thatrequires research, testing, and a writ-ten technical report (9 hours).

Texts and ReferencesNotes, texts, references, and literature from previous

courses.

Instructional Aids35 mm slidesField trips to golf coursesPlans of golf courses

TURFGRASS MANAGEMENT I


Course DescriptionThis course is designed to provide students of

Turf Management with a firsthand opportunityto adapt, as well as see the application of, theo-ries and principles taught in Turfgrass Culture.

The course is laboratory-oriented and includesmany field trips to golf courses, sod farms, andother intensively maintained turf areas so thatstudents can observe the practices of varioustypes of turf specialists. In this way, studentsgain insight into the tasks performed by turfspecialists and learn several methods of copingwith problems related to turfgrass culture andmanagement.

As part of the laboratory exercises, studentshave responsibility for managing the fine turfareas within the school's ornamental horticul-ture gardens. This includes fertilizing, clipping,and watering turf areas, and controlling weeds,insects, and diseases. Renovation and construc-tion of turf areas by sodding, seeding, aeration,and thatch removal are integral parts of thelaboratory exercises.

Students construct and maintain turf plots ofvarious grass species and strains. These plotsrequire simple cutting and students developfertilizer, soil, exposure, and water requirementtests. The plots and school gardens are openfor public observation throughout the year.


I. Introduction and Scope ofWork 1

II. Test Plot Observation andManagement 4

III. Turfgrass Propagation 5IV. Turfgrass Maintenance 6

Tutal

Units of InstructionI. Introduction and Scope of Work

A. Knowledge and understanding oftials1. Proper use of area2. Financial requirements

essen-

121

3. Degree of maintenance required4. Equipment required5. Water and drainage requirements

B. Projects covered in course1. Irrigation system installation2. Drainage system installation3. Propagation

a. Seedb. Vegetativec. Sod

4. Test-plot maintenancea. Green and tee grass species and

strainsb. Fairway and residential lawn species

and strainsc. Rough and minimum maintenance

area turf5. Ornamental garden turf areas

C. Field trips1. Golf courses2. Parks3. Industrial sites4. Commercial sod growers5. Commercial seed and supply house

II. Test Plot Observation and ManagementThis observation program is intended to ac-quaint the student with firsthand knowledgeof information already known, and is notexpected to be an investigation of the un-known such as performed at experiment sta-tions throughout the Nation. From thiscourse the students will gain an insight intothe tasks confronting scientists in the turffield.

A. Use of prominent locations grass speciesand selections1. No tests for diseases (program not ex-

perimental)2. Simple, practical, and proved methods

of management3. Comparisons among proved selections

within climatic area4. Attempt to observe under playing con-

ditions similar to method used byUSGA Greens Section

5. Use of following:a. Various cutting heightsb. Various watering ratesc. Various fertilizer applications

B. Comparison of many species and selec-

tions of general use grasses for fairways,residential and industrial turf areas1. Sow all seed with available manpow-

ered commercial spreaders2. Attempt to have each seed selection in

full sun through partial shade to fullshade, and observe which grasses dobest in various conditions and in com-petition with shrubs and trees

3. Thickness of topsoil and subsoil com-position will vary very much as it doeson most golf courses and other turfareas. Observe variations in vigor ofeach selection

4. Apply commercially available fertili-zers, herbicides, fungicides, insecti-cides, and conditioners at right anglesover each selection with commerciallyavailable spreadersa. Observe results of various fertilizer

application ratesb. Observe effects of various materials

on each selection5. Mow across each band of grass with

several types of mowers set at variousheights.a. Observe type of cut with each mowerb. Observe effects of various cutting

heights on each selection6. Water is applied at various rates to

show the response of all selections totheir own optimums.a. Too much and too little waterb. Recognition of the variation of soils

III. Turfgrass PropagationA. Supplement lecture material of Turfgrass

CultureB. General seeding procedures (new turf con-

struction)1. Adequate moisture2. Apply (based upon soil analysis)

a. Limeb. Phosphorusc. Potashd. Soil conditioner

3. Incorporate into top 5"-6"4. Grade to within 2"-3" final grade, and

remove stones over 2" size from top2"-4"

5. Roll if soil is not firm after grading theregrade

6. Apply starter fertilizer (complete),

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50% organic, at rate of 2 lbs. of nitro-gen per 1,000 sq. ft.

7. Incorporate into top 2 inches. This op-eration also produces the final grade

8. Light rolling may be necessary. If sothe surface should then be scarifiedlightly to enable it to receive the seedproperly

9. Sow seed at rate of 5 million viableseed per 1,000 sq. ft. or apply stolonsor sprigs (bentgrass stolons at rate of8-10 bushels per 1,000 sq. ft.). Rollvegetative material lightly into soil

10. Cover seed approximately 1/4" by lightraking or grading, or by applying 1/2 --2A cu. yd. of a top dressing soil mixtureper 1,000 sq. ft. If vegetative materialis used cover area with approximatelyI/2 cu. yd. of top dressing soil mixtureper 1,000 sq. ft.

11. Roll area, whether it is seeded or vege-tatively planted, with a light roller tofirm seed or stolons into contact withsoil

12. Mulch at this point if desirable13. Water area with a light spray and keep

damp until seed germinates or vegeta-tive material develops strong loots andnew top growtha. Care should be taken not to satu-

rate, wash soil away, or allow soil todry out

b. After germination, water sparingly,and lengthen time between water-ings to prevent disease and shallowroots

14. Begin clipping at the desirable heightonce the grass exceeds the plannedmaintenance height of 1/2"-1".a. Bent grasses and Bermuda grasses

on greens are clipped first at 1/2"plus or minus and reduced graduallyover a 3 to 4 week period after sodhas developed at the initial cuttingheight

b. Other grasses are maintained at thedesirable height from the first clip-ping

15. Nitrogen should be applied in a com-plete fertilizer 6-8 weeks after seeding.This fertilizer application can be inthe same form as that used in the prep-

aration of the seedbed and at doublethe rate (4 lbs. of nitrogen) if it is atleast 50% organic

16. Follow prescribed management prac-tices from this pointNote : Soil sterilants may be used in

seedbed preparation at variouspoints, depending upon the ster-ilant

C. Sod lifting and laying1. Procedures for lifting

a. Mechanical compared to manualmethods

b. Thicknessc. Desirable condition (vigor, age and

uniform thickness)d. Size of stripse. Stackingf. Rolled compared to square or strips

2. Lay ing proceduresa. Bed preparation (same as for seed-

b. Handlingc. Placingd. Matching thickness and edgese. Toeing exposed edgesF. Firmingg. Wateringh. Clippingi. Pegging or holding in placej. Use of area

3. Advantages and disadvantages of us-ing soda. Season of yearb. Contour or grade of areac. Costd. Timee. Availability

D. Dormant seeding1. Advantages and disadvantages2. Precautions3. Time4. Mulching

E. Renovation (surface cultivation)1. Aerating

a. Signs of needb. Timec. Methods and equipmentd. Frequency

2. Thatch removala. Signs of needb. Timec. Methods and equipment

123

d. Frequency3. Combination of aerating and thatch re-

movala. Same as E-1 and E-2b. Application of fertilizer, lime, etc.c. Methods of sowing of seedd. Part of overall management pro-

gram

1V. Turfgrass MaintenanceA. Turf quality requirements

1. Greens2. Tees3. Fairways (general residential, park

and commercial areas)4. General minimum use areas

B. Maintenance of greens1. Polling

a. Breaks up dew drops and permits amore even finished surface afterclipping

b. Spreads worm casts2. Brushing

a. Relieves mattingb. Relieves excessive stem conditionsc. Provides for more uniform cut

3. Vertical mowinga. Breaks up excessive stoloniferous

growthb. Loosens and removes accumulated

organic material buildup from plantsc. Encourages air circulationd. Helps prevent disease (develop-

ment)e. Permits water and nutrients to en-

ter soil easier4. Clipping

a. Heights varyb. Change clipping heights graduallyc. Periods between clippings varyd. Removal of clippings

5. Fertilizer and limea. Ratiosb. Rates of availabilityc. Frequencyd. Equipmente. Rates of applicationf. Should use dolomitic limestone

6. Top dressinga. Improve surfaceb. Modify soil conditionsc. Apply lightlyd. Not a routine procedure

e. Not a permanent improvementf. No standard procedureg. Use a mixture of soil, sand, and or-

ganic matterh. Should sterilizei. Expensive

C. Renovation of greens (specialized mainte-nance procedure)1. Ideal time varies with climatic region2. Correct drainage3. Correct compaction4. Remove thatch5. Remove weeds and other undesirable

vegetation6. Reseeding and vegetating7. Replace unadapted grasses8. Removal of soil and sand layers9. Correctic of tree and shrub competi-

tionD. Apron maintenance

1, Clipping2. Watering3. Pest control4. Relocation of traps5. Maintain easy grade6. Aeration, thatch removal and top dress-

ingE. Maintenancefairways and other large

turf areas1. Mowing

a. Heightb. Frequency-1/4" 1/2" of blade re-

moval each cuttingc. Equipment

2. Fertilizationa. Same principles as applied to greensb. Rate of application based upon:

(1) Grass used(2) Soil(3) Water application(4) Traffic

c. Lower quantities usually neededthan on greens(1) Bluegrass, fescue mixture, 4-5

lb, per 1,000 sq. ft., or 150-200lb. per acre of a complete ferti-lizer if unwatered

(2) If watered, increase applicationby approximately 50%

d. Equipment3. Lime applications

a. Based upon pH testsb. Based upon grasses

124

c. Equipmentd. Time of application

4. Watering and pest control discussedthoroughly in earlier portion of thiscourse and in Turfgrass Culture course

F. Fairway and large turf area renovation1. Reasons for poor turf in these areas

a. Unadaptable grassesb. Poor physical properties of the soilc. Poor drainaged. Low fertilitye. Poor maintenance practices

(1) Improper watering (too little orto much)

(2) Improper clipping proceduref. Insect and disease injuryg. Miscellaneous pest injury, accidents,

and vandalism2. Materials for correction3. Equipment necessary4. Procedures for correcting areas heavily

infested with annual bluegrassa. Correct drainageb. Destroy weeds and undesirable veg-

etation (late August) with sodiumarsenite-40 lb./100 gal. water/acre

c. Aerate (aid drainage and correctcompaction)

d. Apply fertilizer and lime per soilanalysis

e. Use thatching unit to remove excessvegetative residues and disperse fer-tilizer and lime into aerator holes

f. Allow to lie until fall crop of annualbluegrass germinates

g. Spray new annual bluegrass with 25lbs. sodium arsenite per acre

h. Loosen surface to remove trash ac-cumulations

i. Seedj. Drag with chain link fence or sim-

ilar toolk. Roll lightly

G. Maintenance of tees1. If tees are large, follow general pro-

cedures for greens2. Maintain grass height above that of

greens3. Move markers frequently4. Keep turf in vigorous condition5. Renovation usually means reconstruc-

tion6. Sod not a good solution to bare spots

7. EquipmentH. Maintenance of rough and minimum main-

tenance areas1. Height of cut2. Frequency of cut3. Equipment4. Fertilizer and lime5. Water

I. Maintenance of traps and bunkers1. Sand texture2. Raked regularly

a. Methods and frequencyb. Effect of weather

3. Weed control4. Mowing height of fringe grass and

bunkers5. Fertilizers6. Equipment

125


I. Construct or reconstruct and maintaintest plots (36 hours) .

II. Construct, or renovate, and maintain turfareas within ornamental garden areausing seed and sod (36 hours).

III. Visit golf courses (12 hours).IV. Visit sod farms (6 hours) .V. Visit commercial seedsman warehouse (6

hours).

Texts and ReferencesSame used for the Turfgrass Culture course.Lecture notes from the Turfgrass Culture course.

Instructional AidsSame used for the Turfgrass Culture course

TURFGRASS MANAGEMENT II

Hours RequiredClass, 2 : Laboratory, 3

Course DescriptionThis course is a continuation of Turfgrass

Management I with emphasis on the businessprocedures of turf management. Since manystudents eventually will have maintenance andmanagerial responsibility for the turfgrass cul-ture of golf courses, parks, school grounds, gov-ernment in operties, industrial grounds, estates,cemeteries, and private grounds, they will needan understanding of sound business procedures.All forms of recordkeeping required for the turfindustry cannot be taught, but the course pro-vides knowledge of basic procedures which canbe adapted to any situation.

Analysis and use of work-time studies, ma-terial and equipment costs, depreciation costs,overhead costs, direct and indirect costs, andlabor force requirements are studied. Proce-dures followed in the preparation of cost esti-mates consider the relationship of each opera-tion and decision to management costs in theturfgrass business. Efficient operation as wellas economy is stressed.

Specialists in the turf field are invited to lec-ture on proved techniques and procedures. Fieldtrips, to observe and analyze methods, businessprocedures, and cost analysis methods, are apart of the laboratory exercises. Other labora-tory periods focus on analyzing and solving va-rious technical and financial problems related toturfgrass culture and operations.


I. Scope of Course 1II. Organization Problems 4III. Computations of Areas and

Quantities 5IV. Material and Equipment

Costs (Original and Re-placement) 5

V. Labor Costs 4VI. Overhead Costs 4

VII. Recordkeeping, Estimating,and Inventories 6

VIII. Costs, Markup, and Profit _ 3Total

126

Utits of InstructionI. Scope of Course

A. Importance of recordkeeping1. Efficiency of operation2. Importance of cost analysis

B. Budgetary factors1. Time

a. Menb. Equipment

2. Available funds3. Professional services

a. Legalb. Accountantc. Technical specialists

C. Efficient overall management1. Labor2. Equipment3. Construction and renovation projects

H. Organization ProblemsA. Golf courses (superintendent's responsi-

bility to different superiors)1. Private

a. Individual proprietorshipb. Corporation

2. Semiprivatea. Individual proprietorshipb. Corporation

3. Public or daily fee4. Municipal and government owned

a. Superintendent must have controlb. Adequate budget required

B. Parks and cemeteries1. Ownership2. Area of responsibility

C. Commercial, industrial, and school sitesD. Commercial ground management contrac-

tor1. Area of responsibility2. Labor and equipment3. Transportation4. Competition (efficiency of operation)5. Type of contract

a. Yearlyb. Cost-plusc. Time and material

E. Budgets1. Supervision2. Labor3. Materials (supplies)4. Equipment

5. Repairs and depreciationa. Groundsb. Equipmentc. Buildings

6. Maintenanc, and improvementsa. Turfb. Garden areasc. Ornamental plant materials

III. Computations of Areas and QuantitiesA. Need

1. Compute quantities of materials2. Determine costs3. Design, construction, and reconstruc-

tionB. Computation of areas

1. Regular areasa. Squaresb. Rectanglesc. Circlesd. Ellipsese. Triangles

2. Irregular areasa. Triangulationb. Offsetc. Means and extremes

C. Volumes1. Materials

a. Fertilizer, lime, soil conditioners,and water

b. Rates of applicationc. Formulations

2. Cut and filla. Design and redesignb. Soil, sand, and traffic areasc. Drainage and irrigation

3. Regular areas4. Irregular areas

N. Material and Equipment Costs (Originaland Replacement)

A. Materials1. Fertilizers2. Lime3. Top dressing4. Insecticides5. Fungicides6. Herbicides7. Ornamental plant materials8. Gasoline and oil9. Paving

10. Sani.

127

B. Equipment and tools1. General

a. Trucks(1) Range buggies(2) Dump(3) Pickup

b. Tractorsc. Mowers

(1) Gang(2) Greens(3) Tee(4) Rotary(5) General purpose(6) Sicklebar(7) Hammerknife(8) Vertical

d. Fertilizer spreaders (gravity andcyclone type)(1) Tractor drawn(2) Hand propelled

e. Disc harrowf. Cultipacker and rollerg. Rotary hoe

(1) Tractor powered(2) Self- propelled

h. Seeder and drag matsi. Sod cutterj. Aerator

(1) Fairway(2) Greens and tee self-propelled

k. Soil shredder and screenL Power sprayer

2. Hand toolsa. Shovelsb. Rakes (several types)c. Turf brushesd. Sod lifters and tamperse. Shrub bed edgersf. Cup cutterg. Cup setterh. Greens polesi. Soil samplerj. Wheelbarrows

3. Special equipmenta. Pumps and motorsb. Pipes, valves and fittingsc. Hosed. Sprinkler headse. Drinking fountainsf. Drainage supplies

(1) Tile(2) Screens

(3) Cinders and crushed stone(4) Catch basins

4. Shop equipmenta. Hoists

(1) Chain(2) Hydraulic

b. Grinders(1) Mower(2) Bench

c. Electric drilld. Equipment and tools for:

(1) Welding(2) Fainting(3) Plumbing(4) Carpentry(5) Mechanical repairing(6) Tree and shrub maintenance

5. Office equipment and supplies (alsooverhead items)a. Desksb. Typewriterc. Accountant's calculatord. File cabinetse. Miscellaneous supplieF

(1) Letterhead stationery(2) Record forms(3) Record books, pencils, stamps,

and others6. Specialized golf equipment

a. Greens flags and polesb. Tee markersc. Ball washers and towelsd. Hole cupse. Tee benchesf. Storm sheltersg. Score cards and pencilsh. Cleat cleanersi. Tee directional guides

V. Labor CostsA. Construction and renovation

1. Prepare time studies for proceduresdiscussed in Turfgrass Culture andTurf Management I

2. Variations in unit costsa. Labor supplyb. Wages in each localityc. Union or nonuniond. Number of skilled persons required

for operationsB. Maintenance operations

1. Unit costs again vary2. Time studies

128

a. Laborb. Equipment

(1) Operation(2) Depreciation

3. Mowinga. Fairwaysb. Greensc. Teesd. Rough and minimum use arease. Traps and bunkersf. Ornamental garden areasg. Clubhouse and residential groundsh. Sod nursery

4. Fertilizing and liming (same as No. 3,plus woody plant materials)

5. Disease control (same as No. 3 andNo. 4)

6. Insect and miscellaneous pest control(same as No. 3 and No. 4)

7. Weed control (same as No. 3 and No. 4)8. Irrigation (same as No. 3 and No. 4)9. Aerating and thatch removal (same as

No. 3, excluding d and e)10. Topdressing of greens11. Polling and brushing greens12. Trimming and edging

a. Bunkers and trapsb. Ornamental garden areasc. Clubhouse and residential garden

areas13. Road and parking area maintenance

a. Clean pavementb. Weed and cultivate adjacent planted

areas14. Weed and prune

a. Ornamental plantingsb. Plant nursery

15. Water hazardsa. Mosquito controlb. Muskrat controlc. Mow and trim

16. Tennis courtsa. Clay (roll and lime)b. Turf (same as greens)c. Composition surface

17. Practice putting, chipping, and drivingarea (same as for greens, tees, and fair-ways)

18. Swimming poola. Mow turfb. Trim, edge, and cultivate ornamen-

tal plantingsc. Police deck and pool area

d. Skim surface and vacuume. Check purity and water circulation

19. Collection and disposal of refuse20. Maintenance of equipment21. Maintenance and repair

a. Service buildingsb. Benches, storm shelters, bridges,

fences, etc.22. Maintenance of drainage systems

a. Especially open ditch typeb. Clean catch basins

C. Preparation of daily time sheets for fore-men

VI. Overhead CostsA. Services

1. Electricity2. Telephone3. Water4. Fuel5. Garbage removal

B. Salaries and retainer fees1. Superintendent2. Assistant superintendent3. Secretary4. Accountant5. Technical specialists (soil analyst, hor-

ticulturist, engineer, etc.)6. Attorney

C. General1. Taxes2. Insurances

a. Liabilityb. Lifec. Retirementd. Hospitalizatione. Social securityf. State-required compensation

(1) Unemployment(2) Injury

g. Fire and catastrophe3. Office equipment and supplies

a. Desksb. Typewriter (s)c. Accountant's calculatord. File cabinetse. Miscellaneous supplies

(1) Letterhead stationery(2) Record forms(3) Record books, pencils, stamps,

and otherf. Drafting table and stoolg. Chairs

129

D.

VII.

A.

B.

C.

D.

h. Paper and other drafting supplies4. Depreciation costs of buildings and

equipment5. Normal maintenance repairing of build-

ings and equipment6. Rent, mortgage, or interest paymentsGeneral allowances1. Automobile expense2. Expenses for:

a. Conferencesb. Professional society membership

and meetingsc. Educational short courses and meet-

ings3. Trade journal subscriptions4. Residential utility costs for superin-

tendent if required to live on site (ex-tra compensation allowance in somecases)

5. Travel and bad weather timeNote: Costs and items listed willvary according to the scope and typeof business being managed.

Recordkeeping, Estimating, and Invento-riesBudget allowances1. Requirements vary

a. Depending on courseb. Depending on type of operationc. From year to year on the same

course or in the same business2. Available funds3. Degree of excellence

a. Expectedb. ObtainedContingency allowances

5. Keep orderly records-daily to yearlyLabor records1. Permanent employees

a. Skilledb. Unskilled

2. Temporary employees3. Operations4. Wages5. Supervision and trainingEquipment records1. Initial cost2. Depreciation3. Operation4. Maintenance and repair5. ReplacementGeneral records

1. Daily time records on various opera-tions

2. Weekly and monthly summaries3. Course conditions4. Material application and procedures

records5. Weather conditions6. Cost accounts

E. Season and yearly summary1. Preparation of following year's budget2. Substantiate past year's operations

and costsF. Estimation procedures

1. Based on experience2. Sound recordkeeping3. Knowledge of operations

VIII. Costs, Markup, and ProfitA. Costs

1. Typesa. Directb. Indirect

2. Increase output and efficiency of laborand equipment to reduce costs yet per-mit improved labor income by carefulplanning of operation

B. Markup1. Based on costs2. Variables

a. Volumeb. Competitionc. Aread. Need

3. Type of business4. Size of business5. Business policies6. Gross or selling price7. Methods of calculation

C. Profit 31. Cal mlated from selling price2. Gross profit3. Net profit4. No standard percentage5. Middleman or distributor profit6. Percentage of wholesale profit related

to percentage of retail profit7. Variables

a. Volumeb. Competitionc. Areasd. Neede. General economyf. Skill and efficiency of operation


I. Make trips to golf courses and parks toacquaint students with various solu-tions to problems and operational pro-cedures from the business standpoint(9 hours).

II. Compute areas and volumes (6 hours).III. Based on results of problem II, deter-

mine required materials and equip-ment plus costs necessary to performthe operations specified (9 hours).

IV. Use the results from the preceding prob-lems to calculate the specific manhours, labor force, and the direct laborcosts required to complete the project(6 hours).

V. Use the results of the preceding prob-lems and include all indirect costs, cal-culate overhead, and use results ofthis and all preceding problems to de-termine total overall cost (6 hours).

VI. Based on the total cost determined inproblem V, calculate markup and de-termine profit desired to arrive at theamount the client pays for the com-pleted project. Note: Although manysuperintendents do not become in-volved in profitmaking projects, stu-dents should have an understanding ofthe procedure for estimating profits(6 hours).

VII. Present figures from problems IIthrough VI in detailed recordkeep-ing form ; introduce an operationalproblem requiring the keeping of per-formance records (6 hours).

180

Texts and ReferencesDAWSON. Practical Lawncraft.MUSSES. Turf Management.SUNSET. Lawn and Ground Cover Book.Periodicals:

The Golf Course ReporterGolf domPark MaintenancePark and RecreationU.S.G.A. Journal and Turf Management

Instructional AidsNotes from previous courses and field tripsCommercial literature obtained on field trips

WOODY PLANTS I


Course DescriptionAn introductory course to woody plants which

are grown in nurseries for landscape purposes ;and to those in the arboretums, forests, andfields in various regions of the United States.

Its objective is to provide students with apractical understanding of the characteristicsof woody plants growing in the geographicalarea where the course is being taught so thatstudents can relate the knowledge learned tothe field of ornamental horticulture.

Students learn to identify each plant by itsseasonal characteristics. The form, habit,height, spread, soil requirements, root system,flower, fruit, ecological relationship, suscepti-bility to insects and diseases, peculiarities, andhorticultural usefulness of the common woodyplants are studied, with emphasis on deciduousshrubs and small trees. Between 200 and 250plants, in the geographic area where the courseis taught, are studied.

Major Divisions

I. Introduction and Scope ofCourse

II. TaxonomyIII. Woody Plant LifeIV. Grouping of PlantsV. Plant Material Terminology

VI. Plant Material Data

Class Hours

24222

20Total 32

Units of InstructionI. Introduction and Scope of Course

A. General importance to the field of orna-mental horticulture

B. Importance to specific areas of ornamentalhorticulture1. Botanical gardens2. Arboretums3. Arboriculture4. Nurseries5. Landscape design

131

6. Landscape construction7. Landscape maintenance8. Horticultural management

a. Small homesb. Private estatesc. Public areasd. Highwayse. Parksf. Golf courses

C. Tools for study1. Library2. Arboretum3. Public and private plantings

a. Nurseriesb. Parksc. Cemeteriesd. Private estatese. Factory and office buildings

D. Testing and grade determination1. Biweekly quizzes2. Biweekly laboratory quizzes3. Midterm examination4. Specimen collection of leaves and fruit5. Final examination

IL TaxonomyA. Nomenclature of plants

1. Scientific namesa. Genusb. Speciesc. Advantages and disadvantages

2. Common namesa. Method of selection

(1) Plant characteristics(2) Habitat(3) Association(4) Use

b. Advantages and disadvantagesB. Classification of woody plants

1. Kingdomvegetable2. Descending order

a. Divisionb. Subdivision

(1) Gymnosperms(2) Angiosperms

c. Class(1) Monocotyledons(2) Dicotyledons

d. Ordere. Familyf. Genus

g. Speciesh. Variety

III. Woody Plant LifeA. History and evolution

1. Books2. Botanists, Linnaeus, and others3. Methods of naming plants, Interna-

tional Botanical Congress Rules4. Preglacial and glacial plant history

a. Submergenceb. Mountain upliftc. Volcanic action

5. Cretaceous period6. Paleozoic period7. Tortiary period

B. Distribution and geography1. Influences on plant life

a. Longitudeb. Latitudec. Altituded. Mountainse. Plainsf. Water areas

2. United States3. Asia4. Europe, Asia Minor, Mediterranean5. Africa6. South America

IV. Grouping of PlantsA. Physical structure

1. Herbaceous2. Semiherbaceous3. Woody

B. Form, habit, size1. Vines2. Ground covers3. Shrubs4. Trees

C. Leaf persistence1. Deciduous

a. Broad leavesb. Narrowleaves

2. Evergreena. Broad leavesb. Narrow leaves

V. Plant Material TerminologyA. Importance of knowing terms

L Plant description2. Identification3. Use of keys

B. Assignment of terms

132

VI. Plant Material DataA. Information Record for each plant studied

1. Family2. Genus3. Common names4. Derivation of scientific name5. Ecology and native habitat6. Hardiness7. Ultimate height8. Ultimate spread9. Form and habit

10. Texture11. Summer and fall color12. Bark13. Root system14. Soil preference15. Exposure preference16. Growth rate17. Season of foliage

a. Shapeb. Sizec. Arrangement

18. Season of flowera. Colorb. Arrangementc. General description

19. Season of fruita. Typeb. Arrangementc. Persistenced. Conservation valuee. Color and size

20. Cleanliness (leaf, flower, and barkshedding)

21. Pruning and general carea. Terminal growerb. Intermediate growerc. Basal grower

22. Landscape value and uses23. Propagation


I. Identify 10 to 15 plants each week by as-sociation of taxonomic terms and ob-servation of plant characteristics. Thenumber and sequence of plants studiedwill vary with the geographic and cli-matic conditions of the area, as well asthe seasonal aspects (22 hours).

II. Identify by scientific name, plants desig-nated in biweekly field quiz (8 hours).

III. Laboratory final examination given on Instructional Aidsfield trip local park, nursery, or areawith a plant collection (2 hours). 2" x 2" color slides

16 mm. filmsTexts and References Laboratory charts and diagrams of plant characteristics

WYMAN. Shrubs and Vines for American Gardens. Nursery catalogs

. Trees for American Gardens. Arboretum and plant collections

188

WOODY PLANTS II

Hours Required a. Treesb. Shrubs

Class, 2 ; Laboratory, 2 c. Herbs4. Pine

Course Description a. TreesThis course is a continuation of Woody Plants b. Shrubs

I ; additional trees and shrubs are studied, but c. Herbsmajor emphasis is placed on the study of 5. Oak woods

broad-leaved and narrow-leaved evergreens. a. TreesA part of the course focuses on plant ecology, b. Shrubs

tracing the development of plant systems to 6. Beech, maple, hemlock

growth environment, with emphasis on woody a. Trees

plant materials. b. Shrubs7. Hemlock ravine

Major Divisions ba. Trees

. ShrubsClass Hours 8. Streamside

I. Plant Ecology 8 a. TreesII. Plant Material Data 24 b. Shrubs

Total 32 c. Herbs9. Pond

Units of Instruction a. Treesb. Shrubs

I. Plant Ecology c. HerbsA. Basic concepts 10. Bog vegetationB. Application 11. SeasideC. Factors influencing ecology a. Trees

1. Physiographic b. Shrubsa. Soil c. Grassesb. Topography 12. Othersc. Sunny fieldsd. Hills IT. Plant Material Datae. Dales A. Information record for each plant studiedf. Mountains 1. Family

2. Biological 2. Genusa. Plants 3. Common nameb. Parasites 4. Derivation of scientific name

3. Climatic 5. Ecology and native habitata. Air 6. Hardinessb. Temperature 7. Ultimate heightc. Light 8. Ultimate spreadd. Moisture 9. Form and habit

D. Plant associations 10. Texture1. Open field 11. Summer and fall color

a. Shrubs 12. Barkb. Herbs 13. Root system

2. Juniper hillside 14. Soil preferencea. Trees 15. Exposure preferenceb. Shrubs 16. Growth ratec. Herbs 17. Season of foliage

3. Gray birches a. Shape

134

b. Sizec. Arrangement

18. Season of flowera. Colorb. Arrangementc. General description

19. Season of fruita. Typeb. Persistencec. Arrangementd. Conservation valuee. Color and size

20. Cleanliness (leaf, bark, or flower shed-ding)




I. Identify 10 to 15 plants each week by as-sociation of taxonomic terms and ob-

185

servation of plant characteristics. Thenumber and sequen.A of plants studiedwill vary with the geographic and cli-matic conditions of the area, as well asthe seasonI1 aspects (22 hours).

II. Identify by scientific name, plants desig-nated in biweekly field quiz. The quizincludes plants studied in WoodyPlants I (8 hours).

Laboratory final examination given onfield trip to local park, nursery, or areawith a plant collection. Final examina-tion will cover plants studied in WoodyPlant I (2 hours).

Texts and ReferencesTexts used in Woody Plants I, plus:

BAILEY. The Cultivated Conifers of North America.. 111c,nual. 9f Cultivated Plants.

Instructional Aids2" x 2" color slidesLaboratory charts and diagrams of plant characteristicsNursery catalogsArboretum and plant collections

WOODY PLANTS III


Course DescriptionThis course concludes a series of three. It is

an advanced study of plants previously consid-ered, especially named varieties and cultivars,and of lesser known trees, shrubs, vines, andground covers. In addition, the course aims toprovide students with an understanding of plantrequirements and teach them how to evaluateplant data for landscape purposes.

Major. DivisionsClass Hours

I. Plant Material in Design ______ 8

II. Plant Material Data 24Total 32

Units of InstructionI. Plant Material in Design

A. Selection of plants for landscape use1. Consider plant characteristics2. Consider seasonal changes3. Consider time element in plant design

B. Effect of plant maintenance on designC. Effect of plant characteristics on design

1. Forma. Sphereb. Spirec. Cylinderd. Ovale. Vasiformf. Pyramidg. Weepingh. Picturesque

2. Texturea. Large-leaved plantsb. Small-leaved plantsc. Medium-leaved plants

3. Colora. Natureb. Restrict use of unusual colorc. Effect of texture on plant color

D. Arrangement of plants in natural design1. Promontories

a. Structureb. Basis for selection

136

2. Baysa. Justificationb. Create interestc. Mysteryd. Distinctive character

3. Islandsa. Structureb. Placementc. Relation to main plantings

E. For surface decoration1. Single specimen

a. When to useb. Accent

2. Group of two plants for picture value3. Group of three plants

a. Unbalanced triangleb. Dominance

4, Group of four plants in a staggeredarrangement

6. Group of five plantsa. Possibility in varied useb. Value in planting design

6. Mixed groupsa. Simplicityb. Dominancec. Harmonyd. Adaptation

II. Plant Material DataA. Information record for each plant studied

1. Family2. Genus3. Common names4. Derivation of scientific name5. Ecology and native habitat6. Hardiness7. Ultimate height8. Ultimate spread9. Form and habit

10. Texture11. Summer and fall color12. Bark13. Root system14. Soil preference15. Growth rate16. Exposure preference17. Season of foliage

a. Shapeb. Sizec. Arrangement

18. Season of flower

a. Colorb. Arrangementc. General Description

19. Season of fruita. Colorb. Arrangementc. General description

20. Cleanliness (leaf, bark, and flowershedding)



B. Use of woody plants in landscaping


I. Prepare a planting plan of a foundationand a planting using various plantgroupings (4 hours).

II. Prepare a planting plan of a natural areaindicating structure of bays and pro-montories (4 hours).

187

III. Identify 10 to 15 plants each week byassociation of taxonomic terms andobservation of plant characteristics(16 hours).

IV. Identify by scientific name, plants des-ignated in biweekly field quiz. Thequiz includes plants studied in WoodyPlants I and II (6 hours).

V. Laboratory final examination given onfield trip to local park, nursery, orarea with a plant collection. Final ex-amination will cover plants studied inWoody Plants I and II (2 hours).

Texis and ReferencesTexts required for Woody Plants I and Woody Plants

II, plus:WYMAN. Ground Cover Plants.

Instructional Aids2" x 2" color slides16 mm. filmsArboretum and plant collections

MatirL.mati.cs and Science Courses

MATHEMATICS


Course DescriptionThis course relates essential mathematical

knowledge and skills to technical horticulturalexperience and practice. It begins with a studyof basic mathematical processes followed bystrong emphasis on algebra and trigonometry.The final unit on economics (interest, taxation,profit and loss) is included because of its rele-vance to the horticultural field. In teaching thiscourse, mathematical concepts should be ap-plied to horticultural problems. Class instructionshould encourage use of a slide rule and mathe-matical handbook for arithmetic and trigono-metric calculations.


I. Basic Mathematical Con-cepts and Operations 3

II. Basic Geometric Figures andUnits Measure 4

III. Basic Algebraic Funda-mentals 10

IV. Functions and Graphs 3V. Trigonometric Functions 3

VI. Logarithms 4VII. Applications of Trigonometry 15

VIII. Mathematics of Investment 5

Total 47

Units of InstructionI. Basic Mathematical Concepts and Operations

A. The integerspositive, negative, and zeroB. Whole numbers, fractions, and literal

numbersC. The four fundamental operationsD. Operations involving exponentsE. Roots of numbers

1. Squares and square root2. Cube and nth root

F. Decimals and percentageG. Data processing

138

1. Concept of electronic business dataprocessing

2. Applications to horticultural businessesII. Basic Geometric Figures and Units of

MeasureA. Systems of measurement

1. English2. Metric

B. Linear and square measurement1. Triangles2. Rectangles3. Perimeter4. Trapezoids5. Circles6. Irregular areas

C. Units of area measurementD. Volume measurement

1. Solids2. Liquids

E. Units of volume measurementF. Density of solids and liquids

III, Basic Algebraic FundamentalsA. Laws of algebraB. Basic laws for operating on literal num-

bers1. Terms, monomials, binomials, and poly-

nomials2. Factoring algebraic expressions3. Equations and formulas4. Operations on equations5. Operations with and simplifying rad-

icalsC. Linear equations and their solutions

1. Solutions of systems of two linear equa-tionsa. Graphicalb. Algebraic

2. Solution of systems of three linearequations in three unkowns

D. Quadratic equations and their solution1. By factoring2. By completing the square3. By quadratic formula

E. Rational algebraic expressions1. Fundamental principles2. Lowest common denominator and mul-

tiple3. Ratio4. Proportion5. Mixtures and dilutions

IV. Functions and GraphsA. FunctionsB. Rectangular coordinatesC. Graphs of functions

V. Trigonometric FunctionsA. AnglesB. The Pythagorean theoremC. Trigonometric functions and their values

VI. LogarithmsA.13.

C.D.E.F.G.H.I.

VII.A.

B.C.D.

Exponential and logarithmic funct.,,nsGraphs of y =lax and y = log bxProperties of logarithmsCommon logarithmsReading logarithm tables and interpolationComputations using logarithmsLogarithms of trigonometric functionsGraphs on logarithmic paperExponential and logarithmic equationsApplications of TrigonometryAngles and angular measure1. The degree2. The radianSigns of trigonometric functionsInterpretation of trigonometric tablesThe trigonometric functions of any angle

189

E. Trigonometric solution of right trianglesF. Vectors and triangles

1. Vectors2. Application of vectovs3. Trigonometric soluti m of oblique tri-

anglesa. Law of sinesb. Law of cosines

G. Applications of trigonometry in surveying

VIII. Mathematics of InvestmentA. Principal and interest

1. Simple interest2. Compound interest

B. MortgagesC. Installment buyingD. LoansE. Profit and lossF. TaxesG. DiscountH. Commission or brokerage

Terts and ReferencesTUITES. Basic Mathematics for Technical Courses.WASHINGTON. Basic Technical Mathematics.

BOTANY


Course Description

This course teaches the basic structure ofplant life. Plant nomenclature is studied earlyin the course, followed by a study of botanicalterminology, and the function of each plantorgan. Cell structure, cell division, the physio-logical processes of plant lifeosmosis, respira-tion, transpiration, photosynthesis, metabolism,and reproductionare discussed ; and the prin-ciples of genetics and plant breeding are intro-duced. Students learn to use the microscope forlaboratory study of cell structure and plantanatomy. Classroom work is accomplishedthrough lectures and use of visual aids.


I. Introduction 2II. Plant Classification 2

III. Cytologythe Study ofCells 4

IV. Physiology of the Cell 4V. The Root 2

VI. The Leaf 3VII. Photosynthesis and Respi-

ration 3VIII. The StemExternal and

General Structure 3IX. Internal Anatomy of Stems 3X. Infloresence 3

XI. Fruit and Seed Dispersal 2XII. Seed and Seed Germination 2

XIII. Cell Division 2XIV. Genetics 4XV. Mycology 5

XVI. Mosses and Lichens 2XVII. Ferns and Club Mosses 2

Total


A. Definition of botany1. Importance to world2. Basic need for food3. Basis for horticulture

140

B. Plants compared to animals1. Motion2. Food procurement3. Cell division4. Major systems

C. Origin of plantsII. Plant Classification

A. Need for classification1. Old systems2. Linnaeus's binomial system of nomen-

clature3. The traditional system4. Newer natural systems

III. Cytologythe Study of CellsA. History

1. Hooke and cork cells2. Wolff's Cell Theory3. Dujardinidentified cell contents4. Von Mohlprotoplasm

B. Cell structure1. Size2. Shape3. Parts of a typical cell

a. Cytoplasm(1) Hyaloplasm(2) Organelle

(a) Plastids(b) Mitochrondria(c) Ribosomes(d) Others

(3) Cell membranes(a) Tonoplast(b) Ectoplast

b. Nucleus(1) Key to cell and life(2) Reticulum(3) Nucleoli(4) Karyolymph

c. Ergastic substances in vacuoles(1) Dissolved nutrients, sugars,

acids(2) Gases(3) Starch crystals(4) Stored wastes

d. Cell wall(1) Nature(2) Stiucture(3) Inclusions

C. Nature of protoplasm1. Physical nature

2. Chemical nature3. Properties

D. The thread of life-DNA (deoxyrinucleicacid)1. Chemical nature-4 bases2. Molecular structure, the Watson-Crick

model3. DNA's action

a. Replicationb. Relation to RNA (ribonucleic acid)c. Building of proteins

4. Nirenberg's work with "Poly U"5. Ramifications of DNA-RNA study

a. Memoryb. Heredity defectsc. Relation to virusesd. Relation to cancer

IV. Physiology of the CellA. Osmosis

1. Membrane systems, the ectoplas-tonoplast relation

2. Relation to diffusion3. Turgidity and flaccidity of cells4. Explanation of osmotic movement5. Plasmolysis

a. Extreme endosmosisb. Relation to fertilizer and spray in-

juryB. Transpiration

1. Definition2. Early hypotheses3. Joly-Dixon theory4. Water loss by plants5. Factors affecting transpiration

a. Temperatureb. Lightc. Humidityd. Winde. Leaf structure

V. The RootA. FuLetionsB. The soil and its effect on plants

1. Air-oxygena. Aeration-soil typesb. Compaction

2. Water contenta. Types of water

(1) Capillary action(2) Root absorption of nutrients(3) Capillary movement

(a) Cultivation(b) Mulches

141

b. Available water for plants3. Rock particles

a. Physical nature of soilb. Clays, silts, sand

4. Mineralsa. Rock disintegrationb. Basis for fertilizersc. C HOPKINS Ca Fe Mg

5. Organic mattera. Sourcesb. Valuec. Humus compared to peat

6. Microorganismsa. Fungib. Insectsc. Earthwormsd. Mycorrhizae. Bacteria

C. Effect of plants on soil1. Absorb nutrients2. Plant wastes supply organic matter3. Erosion control

D. Origin of rootsE. Types of roots

1. Fibrous and taproots2. Rootlets and roothairs3. Zones of rootlets

F. Internal structure of roots1. Young dicot root tissues2. Mature dicot root tissues3. Dicot compared to monocot roots

G. Modified roots1. For storage2. Parasitic roots3. Saprophytes4. Adventitious roots

a. Supportb. Propagationc. Pneumatophoresd. Absorption food and water

VI. The LeafA. OriginB. Phyllotaxy-leaf arrangement-alternate,

opposite, whorledC. Persistence of leaves-evergreen and de-

ciduousD. Terminology of leavesE. Venation, types, net, and parallelF. Simple and compound leavesG. Functions of ieaves

1. Photosynthesis2. Transpiration

3. Protection4. Attraction insects

H. Leaf adaptations1. To light2. To water3. To absorption of nutrient and water4. To storage5. For protection6. For reproduction7. Carnivorous plants

a. Active trapsb. Passive traps

I. The stoma1. Structure2. Operations3. Factors affecting stomatal activity

J. Modified leaves1. Bracts2. Spathes

K. Internal structure1. Photosynthetic area2. Vein system

L. Fall color and leaf dropM. Guttation

VII. Photosynthesis and RespirationA. DefinitionB. Formula for reactionC. Chlorophyll

1. Nature and properties2. Chemical structure3. Adenosine triphosphate (ATP) and

photosynthesisD. Nature of light, photoperiodismE. Factors affecting rate of photosynthesisF. Respiration

1. Definition2. Metabolism

a. Anabolismb. Catabolism

3. Stages in processa. Glycolysis

(1) Phosphorylation(2) Cleavage of sugar(3) Formation of pyruvic acid

b. Aerobic and anaerobic respirationc. Organic acid cycle (Krebs cycle)

4. Factors affecting respiration

VIII. The Stem-External and General Struc-ture

A. Orgin of stemB. Functions of stems

142

C. Types of stems1. Woody2. Herbaceous

D. Stem features1. Color2. Shape3. Buds

a. Arrangementb. Positionc. Composition

4. Nodes and internodes5. Lenticels6. Scars

a. Significanceb. Cause

7. Modified stemsa. Climbingb. Protective-the thorn seriesc. Storaged. Reproductione. Horizontal and underground stems

(1) Stolon(2) Rhizome(3) Tuber(4) Corm(5) Bulb

IX. Internal Anatomy of StemsA. Stem tissues

1. Meristematica. Protodermb. Procambiumc. Ground meristem

2. Primary and secondary tissues3. Permanent stem tissues

a. Simple(1) Epidermis(2) Parenchyma(3) Sclerenchyma(4) Collenchyma(5) Phellem

b. Complex(1) Xylem(2) Phloem

B. Evolution of stems1. Coniferous softwood gymnosperm-

pinea. Structureb. Features

2. Woody dicot stem-hardwooda. Angiosperm-oakb. Oak compared to pinec. The linden-Tilia (basswood)

3. Herbaceous dicot stem, sunflowera. Woody compared to herbaceous dicotb. Structure, simplicityc. Annual, biennial, perennial concept

4. Herbaceous monocot stem, corna. Sunflower compared to corn stemb. Extreme modificationc. Significance

C. Tropisms1. Types2. Importance

D. Phytohormones1. Impor i.ance2. Applied uses

X. InfloresenceA. Origin of flowerB. Floral anatomy

1. Accessory compared to necessary flowerparts

2. Basic flower partsa. Petals (corolla)b. Sepals (calyx)c. Stamens (androecium)d. Pistils (gynoecium)e. Receptacle (torus )f. Peduncle

3. Petaloid4. Flower types (inflorescence)5. Perfect and imperfect flowers

a. Monoeciousb. Dioecious

6. Pollinationa. Self-pollinationb. Cross-pollination

(1) Wind(2) Water(3) Insect

7. The ovarya. Types-superior, inferior, half-

inferiorb. Epigynous, perigynous, and hypo-

gynous arrangement8. The ovule

a. Types of placentationb. Ovule position

XI. Fruit and Seed DispersalA. MacrosporogenesisB. MicrosporogenesisC. Development of the ovuleD. Fruit-mature ovaryE. Classification of fruits

143

1. Simplea. Dry fruits

(1) Dehiscent(a) Follicle(b) Legume(c) Capsule(d) Silique(e) Pyxix

(2) Indehiscent(a) Achene(b) Caryopsis(c) Samara(d) Nut(e) Schizocarp

b. Fleshy fruits(1) Drupe(2) Pome(3) Berry

2. Aggregate fruits3. Multiple fruits4. Accessory fruits

F. Dispersal of seeds1. Winged seeds2. Plumed seeds3. Spiny or barbed seeds4. Water dispersed5. "Nuts" planted by squirrels6. Explosive seeds7. Edible fruits-seeds pass through di-

gestive systemXII. Seed and Seed Germination

A. Definition of a seedB. Anatomy of seedsC. Germination of seeds

1. Epigean type2. Hypogean type3. Advantages of each

D. Seed storageE. Factors in seed germination

1. Water2. Oxygen3. Proper temperature4. Good seed5. Dormancy

a. Methods of breaking dormancy(1) Scarification(2) Stratification(3) After-ripening

b. Length of periods of dormancyXIII. Cell Division

A. Mitosis1. Definition

2. Occurrence3. Purpose4. Phases

B. Meiosis1. Definition2. Occurrence3. Purpose4. Phases5. Comparison with mitosis

XIV. GeneticsA. HistoryB. Gregor Mendel's laws of heredityC. ExceptionsD. Applications to plant breeding

XV. MycologyA. Definitions and terminologyB. Four groups of fungi

1. Phycomycetes-algal fungi, watermoldsa. Structureb. Sexual reproductionc. Asexual reproductiond. Diseases caused

2. Ascomycetes-sac fungia. Structureb. Sexual reproductionc. Asexual reproductiond. Diseases caused

3. Basidiomycetesa. Structure

(1) Homobasidiomycetes-mush-rooms, puffballs, wood fungi

(2) Heterobasidiomycetes-rusts,smuts

b. Sexual reproductionc. Asexual reproductiond. Diseases caused

4. Deuteromycetes (fungi imperfecti)a. Structureb. No known sexual stagec. Asexual staged. Diseases caused

C. Bacteria1. Types-rod-type only plant pathogenes2. Structure and terminology3. Reproduction4. Diseases caused

D. Viruses1. Definition2. Diseases caused

XVI. Mosses and LichensA. Phylum Bryophyta

144

1. Structure2. Reproduction-sexual and asexual3. Importance

B. ClassesXVII. Ferns and Club Mosses

A. Phylam Pteridophyta-class Filicineae1. Structure2. Reproduction-sexual and asexual3. Importance

B. Comparison with mosses


I. Study the microscope and plant as a whole(3 hours).

A. Types of microscopesB. Theory of the compound monocular scopeC. Nomenclature and rules for operationD. Practice use of binocular stereoscopeE. Practice use of compound microscopeF. Plant as a whole-the buckwheat (make

drawings)1. The four organs

a. Root(1) Functions(2) Grass structure

b. Stem(1) Functions(2) Grass structure

c. Leaf(1) Functions(2) Grass structure

d. Flower(1) Functions(2) Parts

2. Herbaceous compared to woody plantsa. Annualsb. Perennialsc. Biennials

G. Label drawings

II. Examine cells and make drawings (3 hours).A. Typical large dead cell-elder and pith cell

1. Shape2. Purpose3. Structure

B. Living epidermal cell-onion skin1. Shape2. Purpose3. Structure4. Comparisons5. Staining with iodine

C. Cyclosis-Elodea or Vallisneria leaves1. Note apparent chloroplast movement2. Cytoplasmic streaming3. Spur-thorn cells

D. Algal cells-spirogyra and other algae1. Spiral chloroplasts2. Pyrenoids

E. Structure of typical cellF. Label drawings

III. Study the leaf and make drawings (3hours).

A. Dicot leaf-lilac1. Leaf tissues and anatomy2. Venation system

B. Monocot leaf-corn1. Leaf tissues and anatomy2. Venation system3. Dicot vs. monocot leaf

C. The stoma-lily epidermal cells1. Distribution of stomata2. Purpose3. Operation of stoma

D. Leaf terminology1. Shapes2. Tips3. Bases4. Margins5. Surfaces6. Simple and compound7. Venation8. Evergreens

E. Dichotomous keys1. Purpose2. Formation3. Use

F. Label drawingsIV. Study roots, and root systems, and make

drawings (6 hours).A. Origin of rootsB. Types of root systemsC. Zones of a rootletD. Root functionsZ. Internal anatomy

1. Young dicot root-buttercupa. Tetrarch xylemb. Other tissues

2. Mature oak roota. Comparisonsb. Tissues

3. Young monocot root-lilya. Polyarch xylemb. Other tissues

145

c. Comparison with young dicot4. Corn root, monocot, extreme develop-

ment of xylemF. Origin of root tissuesG. Adventitious rootsH. Label drawings

V. Examine external and modified stems andmake drawings (3 hours).

A. Gross anatomy of horsechestnut stem1. Buds, types : terminal, axillary, dor-

manta. Arrangement: alternate, opposite,

whorledb. Composition: vegetative, reproduc-

tive, mixedc. Structure: scaly (valvate, imbri-

cate) and naked2. Scars

a. Leaf scarsb. Leaf trace scars (vascular bundle

scars)c. Significance of girdle or growth

scars3. Lenticels

a. Structureb. Purpose

B. Dissection of terminal horsechestnut bud1. Note ways bud is protected. Why?2. Note bud structure3. Vegetative or mixed bud

C. Modified stems1. Stolon, rhizome, tuber series2. Corms3. Bulbs

D. Thorn series1. Apple thorn2. Hawthorn thorn3. Honey locust thorn4. Barberry thorn5. Black locust thorn6. Rose thorn

E. Label drawingsVI. Study gross and internal anatomy of the

woody stem ; make drawings (3 hours).A. Coniferous softwood-gymnosperm

(pine)1. Study of pine blocks cut three ways2. Compare with similar oak blocks3. Nature of pith. Why?4. Tissues of a soft wood stem-micro-

scopic view5. Resin and its importance

F.G.H.

6. Characteristics of softwoods7. Study of xylem-the tracheid

a. Transverse viewb. Radial viewc. Tangential view

8. Study of pine raya. Transverse viewb. Radial viewc. Tangential view

Label drawings

Study internal anatomy of hardwood dicot,herbaceous dicot, and monocot stem;make drawings (3 hours).Microscopic study of oak stem; comparewith pineMicroscopic study of basswood stem1. Comparisons with pine and oak2. Note sieve tubes, vessels, compound

diffuse aysCharacteristics of hardwood dicot stemHerbaceous dicot stem1. Microscopic study of sunflower stem2. Note features of this herbaceous stemHerbaceous monocot stern1. Microscopic study of corn stem2. Compare with sunflower stemCharacteristics of herbaceous stemTrace evolution of monocot stem (corn)Label drawings

VIII. Study the flower-rose ; make drawings(3 hours).

A. Accessory flower parts1. Sepals-purpose2. Petals-purpose

B. Essential flower parts1. Gynoecium: pistils-female organ, de-

tailed structure of ovary and ovule2. Androecium: stamens-male organ

a. Study of stamen and antherb. Study of pollen grains

C. Other flower parts1. Torus-receptacle2. Peduncle

D. Pollination and fertilization of flowersE. Label drawing

IX. Study the flower (continued, 3 hours).A. Complex flowers-petunia, lily, anthur-

ium, snapdragon, sweet peaB. The composite flower-chrysanthemum or

sunflower (ray florets and disc florets)C. Perfect, monoecious, and dioecious flowers

146

D. Ovary typesE. Ovule placentationF. Label drawing

X. Examine seeds and study seed germination ;make drawings (3 hours).

A. Castor bean seedsI. Anatomy and structure2. Germination

B. Garden bean seeds and seedlingsI. Anatomy and structure2. Germination3. Comparisons with castor bean

C. Garden pea seeds and seedlingsI. Anatomy and structure2. Germination3. Comparisons with castor bean and

garden beanD. Corn kernel and seedlings

I. Anatomy and structure2. Germination3. Comparisons with all three4. Monocot compared to dicot seeds

E. Factors in seed germinationF. Seed storageG. Special problems in seed germinationH. Label drawings

XI. Investigate genetics (3 hours).A. Mitosis and meiosis study-onion root tipB. Mendel's principles and applicationC. Use of Punnett squaresD. The monohybrid dominant cross 3:1 ratioE. The dihybrid dominant cross 9:3:3:1 ratioF. The trihybrid dominant cross 27:9 :9:9: -

3:3:3:1 ratioG. Incomplete dominance one, two, and three

factors

XII. Study examples of genetics applications (3hours).

A. Exceptions to Mendel's lawsI. Factor interaction2. Epistasis3. Linkage4. Duplicate factors5. Multiple alleles

B. The backcross and testcrossC. Mutation

I. Natural2. Induced3. Somatic4. Genic5. Chimeras

XIII. Study mycology (6 hours).A. Bacteria

1. Types2. Reproduction3. Diseases

B. Phycomycetes1. Ctructure2. Reproduction3. Diseases

C. Ascomycetes1. Structure2. Reproduction3. Diseases

D. Basidiomycetes1. Rusts and smuts, life cycles2. Mushrooms

a. Anatomyb. Value

3. Wood rotting fungiE. Deuteromycetes (fungi imperfecti)

1. Structure2. Asexual reproduction3. Diseases

F. VirusesG. Physiopaths

XIV. Study thehours).

A. Lichens

lichens, mosses, and ferns (3

147

1. Definition2. Structure3. Importance

B. Mosses1. Definition2. Structure3. Reproduction4. Importance

C. Ferns1. Definition2. Structure3. Reproduction4. Importance

Texts and ReferencesCRONQUIST. Introductory Botany.FULLER and CAROTHERS. The Plant World.FULLER and TIPPO. College Botany.MULLER. Botany.ROBBINS and others. Botany.SINNOTT and WILSON. Botany.WEISZ and FULLER. The Science of Botany.

Instructional Aids2" x 2" Kodachrome slides16 mm. filmsDissecting kitLaboratory wall charts and diagramsherbarium specimensOther preserved and dried visual plant material

CHEMISTRY


Course DescriptionThis course reviews general inorganic chem-

istry and introduces organic and biologicalchemistry as applied to the horticultural field.

The laboratory exercises have been chosen toprovide basic skills in handling equipment andchemicals. The experimentation enhances thelecture material and stresses applications to thehorticultural field. The student is introducedto objective observation, accurate note takingand reporting, and safety practices in handlingchemicals and equipment. Films and other in-structional aids are employed to vary the ap-proach to subject matte: and provide stimula-tion throughout the course.

Major Divisions

I.II.

IV.

V.VI.

VII.VIII.

IX.X.

XI.XII.

XIII.XIV.

Class HoursReview of the Metric System 3Chemical Symbols and the

Elements 3Chemical Bonds and Valence 4Physical and Chemical Prop-

ertiesSolutionsIonizationChemical Reactions __

ColloidsBasic Organic Compounds __.-

CarbohydratesLipidsAmino Acids and Proteins _

Nuc leo-ProteinsEnzymes

3364

532423

Total

Units of InstructionI. Review of the Metric. System

A. Decimal SystemB. ExponentsC. Units of lengthD. Volume and weight relationships, and

unitsE. The temperature scales

II. Chemical Symbols and the Elements

148

A. Atomic structure and particlesB. Atomic number a id weightsC. Compounds

1. Law of definite proportion2. Formula and formula weights3. Percent composition

III. Chemical Bonds and ValenceA. Ionic bondsB. Covalent bondsC. Hydrogen bondsD. Valence theory

IV. Physical and Chemical PropertiesA. Physical and chemical changesB. Heat of solutionC. Heat of reactionD. Particle size and solubility

V. SolutionsA. Definition and components of a solutionB. Percentage solutionC. Saturated and supersaturated solutionsD. Molar and normal solutionsE. Dilutions

VI. IonizationA. Ionization of water ; the pH scaleB. Measurement of pHC. Acids, bases, and saltsD. Common ionsE. Water hardness and water conditioning

VII. Chemical ReactionsA. Reaction kineticsB. EquilibriumC. Neutralization reactionsD. Oxidation-reductionE. Reactions of acids, bases, and salts

VIII. ColloidsA. Particle size and surface activityB. Suspensions and emulsionsC. Modified suspensions and emulsionsD. Emulsifying agentsE. Dialysis and precipitation of colloids

IX. Basic Organic CompoundsA. The carbon atomB. Aliphatic and aromatic hydrocarbonsC. Organic functional groups

1. Organic halogen compounds2. Alcohols and ethers3. Acids, aldehydes, and ketones

4. Amides and aminesD. Organic reaction

X. CarbohydratesA. PhotosynthesisB. Structure and nomenclature of carbohy-

dratesC. Classification of carbohydratesD. Optical activity

XL LipidsA. Structure and occurrence of lipidsB. Compound lipidsC. Essential oilsD. Plant pigments

XII. Amino Acids and ProteinsA. Different forms of nitrogenB. Utilization of nitrogen in plantsC. Structure and nomenclature of amino

acidsD. Protein structure, the peptide bondE. Classification of proteins

XIII. Nucleo-ProteinsA. Composition of nucleo-proteinsB. Function of nucleo-proteins in biological

systemsC. The structure of RNA and DNA

XIV. EnzymesA. Nature and function of enzymesB. Influences in enzyme activityC. DigestionD. Vitamins and hormones


I. Basic techniques (3 hours).A. Orientation in the laboratoryB. Use of measuring devices

1. Eyedropper2. Measuring and volumetric pipettes3. Burette4. Graduated cylinder5. Volumetric flask

II. Basic techniques (3 hours).A. Use of trip and torsion balanceB. Use of gas burnerC. Determination of organic matter content

in soil by combustion of an air driedsample

D. Density and specific gravity

149

III. and IV. Chemical and physical changes ;reactions (6 hours).

A. Positive heat of solutionB. Endothermic reactionC. Percentage solution ; dilutionsD. Reactions between saltsE. Reactions of metals and salts with acidsF. Reactions of bases with acidsThe student carries out a number of basic

chemical reactions. He observes the differencebetween a physical change and a chemical re-action. Filtration, use of a thermometer, andthe preparation of a solution with a followeddilution increases his skill.V. and VI. Solutions (6 hours).

A. Solubility and solventsB. Particle size and solubilityC. Saturated and supersaturated solutionsD. Molar and normal solutionsE. TitrationBy use of various solvents, as well as some

organic and inorganic compounds, the studentdetermines in these laboratories the rate ofsolubility of some compounds. The influence oftemperature and particle size is measured in atime study. The student prepares a numberof molar and normal solutions and carriesout several titrations ; calculation of titrationresults.VII. and VIII. Electrolytes (6 hours).

A. Ionization and conductivityB. Qualitative analysisC. Hydrogen-ion concentrationD. Color indicatorsE. PotentiometerThe student measures conductivity in solu-

tion and determines pH values by colorimetricand potentiometric procedures. Qualitative andsemiquantitative testing of soils by the studenton soil samples is used here to promote observa-tions and evaluations by the student. The useof a blank determination is introduced.IX. Acid-base reactions (3 hours).

A. Acid-base titrationB. Determination of total active and reserve

acidityThis laboratory is used for quantitative de-

termination of acidity by titration. Use ofindicators and potentiometer for titration. Thetotal acidity of various soil samples is deter-mined by the student. Calculation and corre-lation of data.

X. Colloidal studies (3 hours).A. Properties of colloids; the Tyndal effectB. Surface activityC. Precipitation of a colloidD. Protective action of a colloidE. Colloidal components of soilsThe student observes the properties and be-

havior of colloids. He evaluates the action andpresence of colloids in the soil and measuresion-exchange capacity of soils.

XI. Organic compounds (3 hours).A. Comparison or inorganic and organic

compoundsB. Organic solventsC. Preparation of an esterD. Preparation of aspirinThe choice of experiments is made on the

basis of sernimicro operations. Emphasis is onthe solvent power of organic solvents. The prep-aration of some esters and aspirin are examplesof some organic reactions.XII. Carbohydrates (3 hours).

A. General test for carbohydratesB. Benedict and Seliwanoff testsC. Iodine test for starchesD. Acid hydrolysis of starchThis exercise covers some tests for carbo-

hydrates. The student prepares starch frompotatoes and checks the breakdown of thatstarch by acid hydrolysis in a time study.XIII. Lipids (3 hours).

A. The acrolein testB. Iodine test for unsaturated fatsC. Preparation of soapD. Free fatty acids from soapE. Fat solventsIn this exercise the student checks the solu-

bility of fatty substances in various solvents.Some general tests and the breakdown of a fatby base hydrolysis are performed.

150

XIV and XV. Amino acids and proteins (6hours).

A. Ninhydrin testB. Burrette testC. Physical properties of proteinsD. The Kjeldahl testE. Separation of amino acids by paperchro-

m at ographyGeneral and specific tests on amino acids and

proteins are performed by the student. A com-plete analytical determination for nitrogen con-tent of proteins or other nitrogen organiccompounds is performed by the student.XVI. Enzymatic studies (3 hours).

A. Reaction of invertase on sucroseB. Reaction of lipase on fatsC. Reaction of protease on gelatinD. Reaction of rennin on milkE. Reaction of saliva on starchThese enzymatic studies make the student

aware of the powerful action of enzymes. Thecontrol of conditions such as temperature, pHand activators is observed by the student inthese studies. Results are checked by visualobservations or by previously used chemicaltests.

Texts and ReferencesCRAFTS. The Chemistry and Mode of Action of Herbi-

cides.DONAHUE. S0218.ESTOK. Organic Chemistry, a Short Course.HOLUM. Elements of General and Biological Chemistry.ROUTH. Fundamentals of Inorganic, Organic and Bio-

logical Chemistry.WATT and others. Chemistry in the Laboratory.Selected readings from Scientific American.

Instructional AidsSelected films from the Baxter Chemistry SeriesOverhead projection slides

ENTOMOLOGY AND PLANT DISEASE CONTROL


Course DescriptionThis course provides a basic understanding

of insects and diseases that attack ornamentalplant materials and turfgrasses. The nature,structure, and important functions of bodyparts ; the growth, habits, injurious effects, andlife cycle of various plant insects are studiedin detail. Pesticides, their uses, limitations, andmethods of application, are discussed with em-phasis on safety.

This course is taught by lectures and labo-ratory study with microscopics, charts, anddemonstrations. Clasroom discussion and fieldstudy supplement the lectures and indoor labo-ratory sessions.


I. Course Introduction and thePest Control Program 2

II. History of Plant Protectionfrom Insects 4

III. Parts of Insects 4IV. Insect Metamorphosis and

Internal Anatomy 4V. Insect Classification 3

VI. Nematodes 2VII. Insect Control 4

VIII. Fungicides and Fumigation__ 2IX. Plant Diseases and Controls__ 4X. Weed Identification and Con-

trol 3Total

Units of Instruction

I. Course Introduction and the Pest ControlProgramA. Introduction

1. The field of entomology2. Importance in horticulture

B. The pest control program1. Scope2. Ramifications

II. History of Plant Protection from InsectsA. Changes in last 100 years

151

B. Reasons for increased protectionC. Crop losses

1. From insects2. From disease

D. Effects of insects on:1. Man2. Domestic animals3. Crops4. Property

E. Insects as disease vectorsIII. Parts of Insects

A. Mouth parts1. Chewing2. Piercing3. Sucking4. Other

B. External parts1. Exoskeleton2. Legs3. Wings

C. Main units1. Head2. Thorax3. Abdomen

IV. Insect Metamorphosis and Internal Anat-omy

A. Metamorphosis1. Life cycles2. Histories3. Simple4. Gradual5. Complete

B. Internal anatomy systemsV. Insect Classification

A. ClassificationB. Forms related to insects

1. In other phyla2. In other classes

VI. NematodesA. ClassificationB. Life historyC. DescriptionD. Control

VII. Insect ControlA. Types and importanceB. Insecticides

1. Legal aspects2. Miller Bill3. Types

4. UsesC. Pesticide equipment

1. Sprayers2. Dusters3. Systemic4. Fumigant applicators

VIII. Fungicides and FumigationA. Fungicides

1. Action2. Use

B. Fumigation1. Soil2. Air3. Greenhouse aerosols

IX. Plant Diseases and ControlsA. Symptoms of plant diseasesB. Important diseases

1. Of trees2. Of shrubs3. Of herbaceous plants4. Of roses5. Of turf

C. Controls1. Fungicides2. Fumigation3. Management

X. Weed Identification and ControlA. Weeds

1. Types2. Importance

B. Control1. Herbicides2. Management3. Manual


I. Examine external structure of insects (4hours).

152

A. GrasshopperB. Cicadas, beetles, and scales

II. Examine mouth parts of insects (4 hours).A, Chewing, piercing, and sucker typesB. Other types

III. Examine metamorphosis and anatomy (4hours).

A. MetamorphosisB. Internal anatomy of a grasshopper (dis-

sect)IV. Prepare a key of insect orders (6 hours).

A. Classification and identificationB. Forms related to insects

1. Mites, ticks, spiders, sowbugs, centi-pedes and millipedes

2. Slugs, snails, nematodes, and (other)plant-harmful mammalia

V. Study symptoms of plant disease (2 hours).VI. Study insecticides (4 hours).

A. Labeling lawsB. Types and uses

VII. Field study (8 hours).A. InsectsB. DiseasesC. Weeds

Texts and ReferencesCOUCH. Diseases of Turfgrasses.LITTLE. General and Applied Entomology.METCALF and others. Destructive and Useful Insects.PYENSON. Elements of Plant Protection.U.S. DEPARTMENT OF AGRICULTURE. Miscellaneous Publi-

cation 626. Handbook of Section Enemies of Flowersand Shrubs.

Instructional Aids2" x 2" slidesLaboratory charts and diagramsInsect, disease, and weed specimens

HORTICULTURAL SCIENCE


Course DescriptionThis course is a study of the environmental

forces which affect the living plant in activegrowth or in a state of rest. The whole range ofhorticultural plant products is considered fromthe germination of annuals through the prun-ing of both fruit-bearing and nonfruit-bearingornamental woody perennials. Most of the lab-oratory work is devoted to the theory and prac-tices of plant propagation.

Because of its diversity the course has threemajor units. All parts are developed simul-taneously through lectures and assignments intext and selected references on theory, and theapplication of theory in the laboratory.

This course is preceded by introductory bot-any and chemistry which provide the scientificprinciples required for theoretical and appliedhorticultural science.

Major Divisions

I. Plant DevelopmentII. Forces Affecting Plant Devel-

opmentIII. Application of Theory

Class Hours8

1212

Total g2-


I. Plant DevelopmentA. Germination

1. Mechanics of germination2. Forces affecting germination

a. Seed dormancyb. Seed coatc. Internal breaking of dormancy

B. Juvenility1. Presence of juvenility2. Forces affecting juvenility

a. I etention and loss of juvenilityb. Physiological factors affecting cell

structureC. Maturity

1. Presence of maturity2. Forces inducing maturity

153

D. Bud differentiation1. Mechanics of change2. Forces causing change

a. Carbon to nitrogen ratio (C/N)b. Photoperiodc. Vernalizationd. Temperaturee. Moisture

E. Fruit and seed development1. Physiological factors affecting develop-

ment2. Horticultural factors affecting develop-

mentF. Dormancy and resting stage

1. Forces inducing condition2. Forces of cancellation

G. Senescence1. Induction2. Retardation

II. Forces Affecting Plant DevelopmentA. Moisture

1. Soil (optimum quantities)a. Factors affecting optimumb. Factors affecting, adverse

2. Atmospheric humiditya. Highb. Low

B. Oxygen1. Soil (factors affecting optimum)2. Atmosphere (negative factors)

C. Temperature1. Effect on roots: optimum (maximum

and minimum)2. Effect on shoots: optimum (frost and

freeze)D. Light

1. Effect on roots (negative)2. Effect on shoots (apical meristems)

E. Elements of nutrition1. Major elements2. Minor elements3. Trace elements4. Effects on C/N ratio in relation to veg-

etative and bud differentiation, cellularstrength, and substance

F. Competitive forces affecting plant devel-opment1. Weeds2. Insects3. Disease

4. Nematodes5. Self and neighbor

III. Application of TheoryA. Sexual and asexual propagation

1. Germination2. Root initiation3. Forces affecting a and b and their ap-

pla. Moistureb. Oxygenc. Temperatured. Light

B. Scheduling plant development1. Time cycle

a. Annualsb. Perennials

2. Seeding (asexual technique)a. Transplantingb. Fertilizationc. Pruningplant training to induce

bud formation for bloom and fruit


I. Propagate by sexual and asexual means.A. Seed treatments and sowing (12 hours)

1. Media2. Disease control3. Dormancy control4. Chemical treatments5. Temperature controls6. Transplanting and growing-up

B. Asexualcuttings and grafts (36hours)

154

1. Techniques ; procedures2. Growth regulators3. Chemicals4. Media5. Environmental controls

II. Manage the tops of horticultural crops.A. Pruning and shearing (24 hours)

1. Trees2. Shrubs3. Vines

B. Lawns and grasses (24 hours)1. Seed mixture and formula making2. Renovation3. Construction

Texts and ReferencesBONNER and GALSTON. Principles of Plant Physiology.CALIFORNIA AGRICULTURAL EXTENSION SERVICE Manual

23. The U.C. System-Conainer Grown Plants.CHRISTOPHER. The Pruning Manual.CROCKER and BARTON. Physiology of Seeds.EAMES and MACDANIELS. An Introduction to Plant

Anatomy.HARTMANN and KESTER. Plant Propagation.J Alum Horticultural Science.LEVITT. The Hardiness in Plants..SINNOT. Plant Morphogensis.U.S. DEPT. OF AGRICULTURE MISCELLANEOUS PUBLICA-

TION 654. Woody Plant Seed Manual.

Instructional AidsDiagrams and charts of germination, grafting, and

other processes2" x 2" slides

HORTICULTURAL SOILS


Course DescriptionThis course does not follow the usual order of

subject matter in textbooks on soils. It empha-sizes soil management for intensive, rather thanextensive, horticultural plant production. Thelaboratory work teaches the student soil testingand analysis, proper soil structure, porosity, pHvalues, nutrient content, and soil managementas these relate to horticulture.


I. Soil Texture: Effect on PlantRoot Systems 4

II. Mineral Soil and Modifica-tion 4

III. Organic Soil: Effect on PlantRoot Systems 4

IV. Artificial Soil Mixes 4V. Soil pH: Effect on Plant Life 4

VI. Plant Nutrients: Effect onPlant Development 4

VII. Fertilizers 4VIII. Soil Management Programs 4

Total 32


I. Soil Texture: Effect on Plant Root SystemsA. Soil separation

1. Sand, silt, clay2. Loams3. Effect on root penetration4. Effect on soil water

a. Infiltrationb. Permeabilityc. Water holding capacities

B. Value of porosity for air contentC. Plant root relationship

1. Root structure2. Water and oxygen requirements

D. Soil texture testing and identificationE. Demonstration of various mineral soils

1. For porosity2. For water movement3. For water holding capacities

155

II. Mineral Soil and Modificatior.A. Soil structure

1. Mineral and organic colloids2. Effect of organic colloids on soil struc-

ture3. Mineral colloid lattice4. Organic colloid amorphus complex5. Effect of organic colloids on clay col-

loids6. Use of fibrous vs. humus materials to

alter soil porosity7. Green manures-sod crops8. Manures, peats, wood chips, and saw-

dustB. Soil tests

1. Colloidal organic matter tests2. Total organic water test3. Effect of organic matter on porosity

(demonstration suggested)III. Organic Soils: Effect on Plant Root Sys-

temsA. Origin

1. Woods peat (leaf mold)2. Moss peats3. Sedimentary peat4. Moisture and oxygen relationships5. Effect of moisture and oxygen on root

development6. Adapting plants indigenous to organic

soils to mineral soilsB. Study of root systems for comparison

(suggested examples)1. Azalea compared to viburnum2. Barberry compared to oak3. Apple compared to privet4. Pitch pine compared to white pine

C. Nursery grown plants (demonstrate)1. Bare root and root protection devices2. Ball and burlap (B&B), various sizes

and techniquesIV. Artificial Soil Mixes

A. Purpose of mixesB. Values ; shortcomingsC. FormulationsD. Effect on root structureE. Use in plant growing containersF. Adapting container grown plants to min-

eral soilG. Plants grown in artificial soil mixes com-

pared with plants grown in mineral soil

V. Soi', pH: Effect on Plant LifeA. Principle of ionic exchangeB. Active and potential pHC. The pH scaleD. Plant tolerance to soil acidityE. Altering soil pH valuesF. Kinds of limeG. Lime calculationsH. Acidifying soilsI. pH testing of soils (demonstrate)

1. Colorimetric2. pH meter

VI. Plant Nutrients : Effect on Plant Develop-ment

A. Role of major elements in plant nutritionB. Role of the lesser elementsC. Manner of entry into plantD. Identification and measurement of nutri-

ents in soilsE. Soluble salt determinationF. Spurway system soil tests on plant nutri-

ents

VII. FertilizersA. Recognition of important inorganic ferti-

lizersB. Recognition of important organic fertiliz-

ersC. Recognition of values of A and BD. Recognition of use and costsE. Calculations of complete fertilizersF. Identification of various inorganic ferti-

lizersG. Identification of various ,rganic fertilizersH. Calculation of amount of fertilizer to ap-

ply, based on soil tests

VIII. Soil Management ProgramsA. Establishing optimums for specific crops

in relation to1. Soil type2. Soil tilth3. Water requirements4. pH and adjustments5. Nutrient requirement

156

6. Fertilizers, and time and rate of appli-cation

B. Evaluating less tk an optimum systems


L Determine texture of different soils andobserve effect on plant root systems(2 hours).

II. Examine mineral soils and modify asdirected (2 hours).

III. Examine organic soils and observe rootaction (2 hours).

Analyze soil to determine organic mat-ter (2 hours).

Examine artificial soil mixes and makemixes for different purposes (4hours).

Test soils for pH and note effect of pHon plant life (4 hours).

Study the different plant nutrients andtheir effects on plant development (4hours).

Study fertilizers ; make several formu-lations for different uses (6 hours).

Propose soil management programs forhorticultural crops of the area (6hours).

Texts and ReferencesBEAR. Soils and Fertilizers.COLLINGS. Commercial Fertilizers.DONAHUE. Our Soils and Their Management.

. Soils and Plant Growth.YEARBOOK OF AGRICULTURE 1938. Soils and Men.YEARBOOK OF AGRICULTURE 1941. Climate and Man.YEARBOOK OF AGRICULTURE 1952. Soils.YEARBOOK OF AGRICULTURE 1957. Water.

Instructional AidsAssortment of soil samplesSoil profilesSoil maps of the areaPotted plants, with different soil acidity and levels of

nutrients

PLANT PATHOLOGY


Course DescriptionThis course (a continuation of Entomology

and Plant Disease Control) provides an indepthstudy of the pests, insects, and diseases whichdamage shrubs, flowers, ornamental trees, andturfgrass. Laboratory projects and class studyemphasize control and treatment methods andthe proper and safe use of chemicals, pesticides,herbicides, and various hand- and power-oper-ated application equipment.

Most of the laboratory time involves fieldstudy in which students identify plant insects,diseases, and weed types and gain experience inhandling and applying control agents. Recom-mended laboratory projects also include learn-ing how to drive tractors and to use applicationequipment. Applicatorssprayers, granularspreaders, dusters, and mist blowers vary insize from the small manual types to the power-operated, tractor-drawn types.

Major Divisions

I. Course Introduction and Ba-sic Principles

II. Methods of Pest Control__ _ _

III. Chemicals for Control of In-sects and Diseases _____

IV. Application EquipmentV. Dormant Spray Work

VI. Pesticide FormulationsVII. Pesticide Safety

VIII. Pests of Lawns and FineTurf

IX. Pests of Roses and GardenFlowers

X. Pests of Narrow leaved Ev-ergreens

XI. Pest of Broad leaved Ever-greens

XII. Pests of Trees and Shrubs _ _

XIII. Pests of Fruit TreesXIV. Weeds and Weed-Control

ProblemsXV. Types of Weeds and Special

Weed Problems

Class Hours

XVI. HerbicidesUse and Appli-cation 3

Total 48


I. Course Introduction and Basic PrinciplesA. Introduction

1. Definition of pest control2. Basic problems3. General approach

B. Reasons for using controls1. Healthy crop2. Earn good livelihood3. Reduce loss and waste4. Good practice

II. Methods of Pest ControlA. Cultural

1. Good sanitation practices2. Good fertilizer program3. Use of resistant-type plants4. Good pruning and cultivating practices5. Follow spray program

B. Biological control1. Definition

a. Parasites(1) Natural(2) Introduced

3 b. Predators3 (1) Natural

(2) Introduced3 2. Encouragement of natural beneficial4 forms3 a. Insects3 (1) Lady beetles2 (2) Other

b. Birds3 c. Diseases

d. Domestic fowl3 3. Introduction of beneficial insects, birds,

etc.3 C. Control of pests by legal means

1. Obey the law3 a. Have plants inspected3 b. Clearance before shipping3 c. Avoid contamination of healthy land

with soil, tools, and plant equipmentthat are infected

2. Apply pesticides at proper timesD. Mechanical controls

3

3

157

1. Insect traps, such as those for Japanese d. Ryaniabf3etles e. Others

2. Screening C. Systemics3. Draining areas IV. Application Equipment4. Flooding areas A. Sprayers5. Extreme heat 1. Hand-operated

E. Chemical controls a. "Flit" gun type1. Stomach poisons b. 3- to 5-gallon tank type

a. Sprays c. Knapsack sprayerb. Dusts d. Wheelbarrow sprayerc. Granules 2. Power-operatedd. Aerosols a. Small 5-gallon power sprayer

2. Contact materials b. Small 15- to 25-gallon power sprayera. Sprays (Spartan type)b. Dusts c. Wheelbarrow sprayerc. Granules O. Electric greenhouse sprayerd. Aerosols e. Estate sprayer, 30- to 50-gallone. Fumigation f. 100- to 500-gallon large sprayers

3. Repellents (hydraulic)III. Chemicals for Control of Insects and Dis- (1) Separate body on wheels, trac-

eases for drawnA. Old standard materials (2) Mounted on flat-bed truck body

1. Arsenicals (3) Mounted on skid, tractor drawn2. Cryolite (4) Row crop sprayer3. Oils (5) "High Boy" crop sprayer4. Others (corn)

B. Newer organics 3. Mist blowers1. Chlorinated hydrocarbons a. Small knapsack

a. DDT (or its successor), marlate, b. Large powerDDD 4. Fog machine and smoke generators

b. Chlordane 5. Aircraftc. Aldrin, Dieldrin a. Helicopterd. Lindane (benzene hexachloride) b. Airplanee. Others B. Dusters

2. Organic phosphates 1. Hand dustersa. Parathion a. "Puff" dustersb. Malathion b. Cylinder dustersc. Diazinon c. Rotary crankd. Guthior d. Bellows knapsacke. Thimet 2. Power dustersf. Others a. Large row crop dusters

3. Carbamates such as Carbaryl (Sevin) b. Large wet dusters4. Acaricides c. Tandem dusters

a. Aramite 3. Aircraftb. Kelthane a. Helicopterc. Chlorobenzilate b. Airpl ..ned. Tetradifon (Tedion) C. Granular applicatorse. Others 1. Hand "cyclone seeder"

5. Plant derivatives 2. Small 2-wheel cyclone spreadera. Rotenone 3. Small 20"-36" lawn fertilizer spreaderb. Nicotine 4. Large "Gandy type" fertilizer granulec. Sabadilla spreader

168

D. Other types1. Aerosol bombs

a. Small, handb. Large greenhouse (4 lb. bomb)

2. Smoke generators and pressure fumi-gators

3. Impregnated candles4. Soil injector for tear gas, etc.

a. Small 1-square-foot applicatorb. Large tractor-drawn injector

5. Poison baitsE. Spray guns

1. Low pressure gun for small tank typesprayer

2. All purpose gun3. Shade tree gun4. Orchard gun5. Boom type for lawn areas

V. Dormant Spray WorkA. ImportanceB. Pests controlled

1. Scales2. Insect eggs3. Disease spores

C. When applied and whyD. Chemicals used

1. Dinitro ortho cresol2. Miscible oil

a. Paraffin baseb. 60-70 sec. viscosity

3. Lime-sulfur4. Warnings-restrictions on use of each

VI. Pesticide FormulationsA. SolutionsB. Miscible oilsC. Wettable powdersD. Emulsifiable concentratesE. DustsF. GranulesG. Volatile solidsH. Liquefied gasesI. Aerosols

VII. Pesticide SafetyA. The Miller Pesticide Amendment

1. Significance2. Details of the amendment3. Changes

B. The pesticide label1. Read and comprehend2. Follow instructions

C. Safety use1. Respirators

169

2. Gas masks and canisters3. Protective gear4. First-aid treatment5. List of antidotes and doctors

D. Suggestions for careful applicationVIII. Pests of Lawns and Fine Turf

A. Insects and mites1. Chewing2. Piercing-sucking3. Mounds and earth disruption

B. Diseases1. Leaf spots2. Large blighted areas3. Snow mold4. Other

a. Mushrooms (fairy ring)b. Slime mold

C. Other pests1. Moles2. Earthworms3. Birds

D. Physiopathologic conditions1. Fertilizer burn2. Compaction3. Others

E. Illustrated with Kodachrome slidesIX. Pests of Roses and Garden Flowers

A. Insects and mites1. Chewing2. Piercing-sucking

B. Diseases (illustrate with slides)1. Leaf diseases2. Cankers3. Nematodes4. Soil diseases

X. Pests or Narrow leaved Evergreens (illus-trate with slides)

A. Pines1. Insects2. Diseases3. Physiopaths

B. Spruce and firs1. Insect;2. Diseases3. Physiopaths

C. Hemlocks1. Insects2. Diseases3. Physiopaths

D. Yews1. Insects2. Diseases

3. PhysiopathsE. 'ether

XI. Pests of Broad leaved Evergreens (illus-trate with slides)

A. Rhododendron1. Insects2. Diseases3. Other

B. Mountain laurelC. Ilex-holliesD. BoxwoodE. Other

XII. Pests of Trees and Shrubs (illustrate withslides)

A. Maples1. Insects and mites

a. Chewing insectsb. Piercing-sucking pestsc. Borersd. Galls

2. Diseasesa. Foliage diseasesb. Vascular diseasesc. Physiopaths

B. ElmsC. OaksD. BirchE. Other trees and shrubs

XIII. Pests of Fruit Trees (illustrate withslides)

A. Apples1. Insects and mites

a. Chewingb. Piercing-suckingc. Borers

2. Diseasesa. Foliageb. Fruitc. Other

3. Growth problemsB. PeachesC. CherriesD. Other tree fruits

XIV. Weeds and Weed-Control ProblemsA. Economics problems (losses)

1. Crop losses2. Disease and insect hosts3. Rob nutrients

B. Public health problems1. Hay fever plants2. Poison ivy and sumac

160

C. General all-purpose weed control1. Driveways, roadways2. Around gas and fuel storage areas3. On airstrips a id parking lots4. Cleanup areas

D. Selective weed control1. Weeds with broadleaves in monocot

plants, such as grasses2. Grasses in dicot plants with broad-

leaves3. Weedy grass in lawn areas4. Special problems

E. Timing1. Pre - emergence2. Post-emergence

XV. Types of Weeds and Special Weed Prob-lems

A. Types1. Annual weeds2. Biennial weeds3. Winter annuals4. Perennial weeds5. Woody plants

B. Special problems1. Aquatic weeds2. Poison ivy control3. Ragweed control4. Prickly pear cacti5. Dodder control6. Crabgrass

XVI. Herbicides-Use and ApplicationA. DefinitionB. All-purpose herbicidesC. Selective herbicidesD. Method of kill

1. Contact2. Translocated

E. Effect on weeds ; hormone stimulus with2,4-D action

F. Kinds of pesticides1. 2,4-D group

a. Translocatedb. Selective for broadleavesc. Hormone kill

2. Arsenicalsa. Lead arsenate complexb. Tricalcium arsenate

3. Carbamates4. Substituted ureas

a. Monuronb. Diuronc. Others

5. Amino-triazole6. Simazine7. Others

G. Application1. Timing

a. Pre-emergenceb. Postemergence

2. Granular spreadersa. Most importantb. Most commonly used

3. Foliage spray4. Mixed with soil


I. Study dormant stages of insects (3hours).

A. Collect overwintering stages of in-sects on plants followed by labora-tory study of each

B. Examine dormant spray materialsand study their application

II. Practice field handling of equipment(6 hours).

A. Drive tractorsB. Practice driving, turning, and back-

ing with trailersC. Use service sprayers

1. Purpose of pressure regulator2. Purpose of air chamber3. The ball and seat valves4. Other parts

D. Oil, grease, and repair equipmeni,for use

III. Apply pesticides with large hydraulicsprayers and mist blowers in spray-ing large trees and evergreens (9hours).

A. OilB. DinitroC. Lime-Sulfur

IV. Treat lawns to control dandelions andother broad leaves (6 hours).

161

A. Fifty-five-gallon drum w/hydrauliclift to be mounted on Ford-typetractor

B. Principles of calibra ion of sprayerC. Application to lawn areas

V.VI. Make a field study of insects, diseases,

VII. and early weeds (9 hours).A. Identification and collectionB. Life historiesC. Special dataD. Control of each

VIII. Apply foliage spray and dust to plantsIX. and crops (3 hours).X. Study additional insects, diseases, and

XI. weeds (as time allows).XII. Consider special problems of the region

(6 hours).A Grub-proofing of lawn are,AsB. Poison ivy controlC. Granular application both pre- and

postemergence for crabgrassD. Borer control on trees

Texts and ReferencesAHLGREN end others. Principles of Weed Control.DODGE, RICKETT and PIRONE. Diseases and Pests of

Ornamental Plants.KLINGMAN. Weed Control as a Science.MUENSCHER. Weeds.PFADT. Fundamentals of Applied Entomology.Purrs. Concentrated Spray Equipment; Mixtures and

Application Methods.PYENSON. Keep Your Garden Healthy.ROBBINS and others. Weed Control.SCOTT. Insecticidal Equipment for the Control of Insects.U.S. DEPARTMENT OF AGRICULTURE. Miscellaneous Hand-

book 626. Handbook on Insects and Enemies ofFlowers and Shrubs.

Instructional Aids2" x 2" Kodachrome slidesPreserved and herbarium specimensWall charts and diagrams16 mm filmsLarge and small spray equipment, spray guns, etc.

Auxiliary and SupportingTechnical Courses

ARBORIST BUSINESS


Course DescriptionThis course presents the underlying princi-

ples of the arborist business as a specializedservice enterprise. It analyzes the business fac-tors affecting competition for private and resi-dential work and contract work for utilities,municipalities, and industrial campuses. Sincethe primary aim of an arborist business is toearn a profit, this course emphasizes the reasonsfor success and failure. Students are exposed tolocal business situations as much as possibleand maximum use of resource people from thelocal arborist industry is recommended. Fieldtrips to observe office procedures of successfulcompanies, and visits to vendors, and work sitesare suggested as a part of the laboratory work.


I. Arborist Business 12II. Laws and Ordinances 2

III. Shade Tree Production 2Total 16

Units of InstructionI. Arborist Business

A. Attributes of success1. Knowledge of the subject2. Business experience3. Work experience4. Organizational ability5. Sufficient capital6. Drive7. Personality

B. Business knowledge1. Letter writing2. Language ability3. Salesmanship4. Financing5. Purchasing6. Cost analysis

162

7. Estimating8. Pricing9. Other

C. Capitalization1. Tangible assets

a. Real estateb. Office furnishingsc. Equipmentd. Toolse. Supplies and materialsf. Operating reserves

2. Intangible assetsa. Goodwillb. Know-howc. Capable personneld. Esprit de corps

D. Operating costs1. Direct

a. Labor and managementb. Equipment usec. Equipment rentald. Equipment maintenance

2. Indirecta. Taxesb. Insurance needsc. Office overheadd. Depreciatione. Other

E. Location of business (factors)1. Ease of transportation2. Income bracket of clientele3. Tree-conscious communities4. Zoning ordinances

a. Officeb. Warehousec. Garage

F. Development of work1. Direct solicitation2. Recommendation by others3. Successful bidding for contract work4. Advertising5. Publicity

G. Contracting for work1. Sound estimating2. Accepted standards of workmanship3. Written agreement

H. Expediting1. Planning: who, when, what, where, and

howa. Establish dates for accomplishmentb. Routing of jobs3. Conference with job foremand. Description of worke. Disposal of material

2. Performance of worka. Punctualityb. Deportmentc. Job cleanupd. Daily work reportse. Customer approval and considera-

tion of other work needs3. Billing

a. Promptlyb. Regularly

I. Office procedures1. Communications

a. Correspondenceb. Telephone

(1) Answering service(2) Monitoring devices(3) Credit cards

c. Short wave radio2. Business forms

a. Transactionsb. Inventory and recordkeepingc. Employmentd. Servicing and repair recordse. Location plans

3. Handbook of company policies for em-ployees

II. Laws and OrdinancesA. Small and large villageB. City and townshipC. CountyD. Other authorities

III. Shade Tree ProductionA. Costs and returns

188

B. Factors of efficient production1. Small business2. Large business

C. Profitable and unprofitab' e trees


I. Visit local arborist businesses and pre-pare reports on them as directed (12hours).

II. Report on the presentation of a localarborist telling about his business (3hours).

HI. Visit the work sites of local arboristjobs and write reports on them (6hours).

IV. Make estimates for selected tree prun-ing and repair jobs (6 hours).

V. Study and compare ordinances affect-ing arborists (6 hours).

VI. Visit tree nurseries to study costs andreturns (6 hours).

VII. Compute costs (in detail) to take downand remove a large tree (3 hours).

VIII. Set up a hypothetical arborist businessamong members of the class (6hours).

Texts and ReferencesCHRISTOPHER. Pruning Manual.FENSKA. Tree Experts Manual.PIRONE. Tree Maintenance.THOMPSON. Trees for American Gardens.Proceedings of the International Shade Tree Conference.

Instructional Aids

Brochures and catalogs from companiesOrdinances, contracts, and specificationsSlides, pictures, and chartsReports of local and regional symposiums

LANDSCAPE CONTRACTS AND SPECIFICATIONS


Course DescriptionThis course is designed with the profit motive

in mind for the ornamental horticulture student.This principle has been introduced throughother courses. Attention is given to the techni-calities of contract and specification writing,with onsiderable time devoted to calculationmethois and the analysis of estimating andcost-finding procedures. Sound business prin-ciples, fundamental aspects of selling, and theimportance of sound professional approachesare stressed.


2. SubcontractingC. Professional code of ethics

II. The Law of ContractsA. Essential elements of contractsB. Statute of fraudsC. Changes in contractsD. Termination

III. Torts, Agency, the Independent ContractorA. Torts

1. Slander2. Libel3. Trespass4. Nuisance, etc.

B. Riparian rightsC. Discharge of a tortD. Agency authority and dutiesE. The principal's responsibilitiesF. Contingent liability

I. IntroductionII. The Law of Contracts

III. Torts, Agency, the Indepen-dent Contractor

IV. Real Property and LiensV. Partnerships, Corporation,

and Individual Proprietor-ships

VI. Types of Construction Con-tracts

VII. Construction Insurance andSurety Bonds ___________

12

21

2

2

2

IV. Real Property and LiensA. Easements, right-of-wayB. Mechanics' liensC. Eminent domain

V. Partnerships, Corporation and IndividualProprietorships

A. DifferencesB. LiabilitiesC. Public and private corporationsD. Fiduciary relationshipsE. Ultra vires acts

VIII. Contracts for Professional VI. Types of Construction ContractsServices 2 A. Competitive bid

IX. Specification Writing 5 B. Lump sumX. Assembling the Specifications 1 C. Unit priceXI. Calculations Methods, Esti-

mating Procedures, andD. CombinationsE. Negotiated

Cost-Finding Procedures 4XII. Location of Business Site 2 VII. Construction Insurance and Surety Bonds

XIII. Business Success 2 A. InsuranceXIV. Design and Display for Profit 2 1. FireXV. Promotional Advantages 2 2. Liability

Total 32 3. Burglar4. Compensation

Units of Instruction B. Surety bonds1. Bid bond

I. Introduction 2. Performance bondA. Public and private construction 3. Payment bondB. Types of contracting 4. Miscellaneous bonds

1. General contracting 5. Warranty

164

VIII. Contracts for Professional ServicesA. Services performedB. Determination of fee

1. Per diem2. Percentage3. Flat rate or lump sum4. Hourly rate5. Extra work6. Supervision

IX. Specification WritingA. Principles

1. Style2. Grammar3. Brevity4. Clarity

B. General provisions1. Description of work2. Drawings3. Work and material by others4. Conflicts and omissions5. Tests6. Wages

C. Technical provisions1. Types2. Specifications for materials3. Specifications for work to be performed4. Use of standard specifications

X Assembling the SpecificationsA. TitleB. OutlineC. ConstructionD. Table of contents

XI. Calculation Methods, Estimating Proced-ure:, and Cost-Finding Procedures

A. Area, volume, and quantity calculationreview

B. Material costs1. Construction2. Plant materials

C. OverheadD. Profit calculated on selling priceE. Marl ,Ap calculated on costF. Estimating procedures

1. Experience best guide2. Need for complete analyses

XII. Location of Business SiteA. Considerations

1. Planning2. Location3. Buildings4. Lighting

165

5. Parking6. Service area7. Rest rooms8. Activity area (for children)

B. Purchase or leaseXIII. Business Success

A. Salesman education1. New salesmen2. Experienced salesmen

B. Instruction-successful supervision1. Tell2. Show3. Do

C. Study methodsD. Success takes time

1. Pride2. Set goal3. Be creative

E. Profit from prestige and knowledgeXIV. Design and Display for Profit

Design1. Goodwill, an intangible2. Help customer buy3. Simplicity

a. No "gingerbread"b. Don't confuse with sign surplus

4. Helps to better advertising5. Company identification

B. Display1. Impulse sales2. Patio purchases3. Help customer "visualize'4. Make display informative5. Price signs6. Always display your name on signs7. Locate general display for all to see,

etc.XV. Promotional Advantages

A. More profits from sincerity1. Sell prestige2. Be part of community3. High-pre isure salesmanship often

harmfulB. Promote advantages

1. Analysis of people buy services2. Successful contracts beget new ones3. Relative standing in the available

market4. Profits are necessary5. American Association of Nurserymen

sales-training aids6. Business character building

Texts and References.ziBBETT. Engineering Contracts and Specifications.AMERICAN ASSOCIATION OF NURSERYMEN. Merchandising

and Sales Bulletins.DUNHAM and YOUNG. Contracts, Specifications and Law

for Engineers.

MEAD and others. Contracts, Specifications and Engi-neering Relations.

SURTEES. Nursery Cost Finding.WHITING. The Five Great Problems of Salesmen and

How to Solve Them.. The Five Great Rules of Selling.

166

LANDSCAPE SURVEYING


Course DescriptionAn introductory course to the importance of

surveying as adapted to landscape planting andconstruction projects. The theory of plane sur-veying is taught in class sessions and the var-ious surveying instruments are used duringfield exercises, with emphasis placed on thefundamental methods used by landscape de-signers and contractors. Instruction is presentedin topographical mapping, the measurement ofland areas, establishing grades, and the methodsused in the preparation of working drawingsand grading plans.

Field techniques are presented and developedthrough laboratory problems in pacing, taping,differential leveling, profile leveling, measure-ment of angles and directions, plane tableusage, topographic map development, betterboard construction, and notekeeping.

The students are introduced to surveyingprocedures and acquire an appreciation of theproblems confronting surveying engineers, andlearn to execute many surveying proceduresthat do not require registered engineers orsurveyors.

Major Divisions

I. Definitions and NotekeepingII. Measurement of Distance ____

III. Direct LevelingIV. Differential and Profile

LevelingV. Measurement of Angles and

DirectionsVI. Calculation of Land Areas

VII. Topographical Mapping _____

VIII. Plane TableIX: Topographical Surveying

Class Hours1

24

4

44544

Total 82.

Units of InstructionI. Definitions and Notekeeping

A. Kinds of surveyingB. Field work

1. Typical surveys2. Care and handling of instruments

167

3. Precision instruments4. Field notes

C. Office work1. General2. Computations3. Significant figures4. Graphical and mechanical methods5. Drafting

D. Errors1. Sources of error2. Kinds of error3. Theory of probability

II. Measurement of DistanceA. MethodsB. Equipment for measuringC. Handling the steel tape

1. Measuring on level ground2. Slope measurements3. Errors in taping

D. Corrections1. Mistakes in taping2. Erecting perpendicular to line

III. Direct LevelingA. GeneralB. Instruments

1. Engineer's level2. Dumpy level3. Wye level4. Locke and Abney hand levels5. Engineer's transit6. Leveling rods

C. Setting up instruments1. Reading the rods2. Reading verniers

D. Adjustment of instruments

IV. Differential and Profile LevelingA. Differential leveling

1. Procedure2. Balancing backsight and foresight dis-

tances3. Notes4. Mistakes and errors5. Precision

B. Profile leveling1. Notes2. Vertical curves3. Plotting profiles4. Fixing grades5. Leveling for earthwork

V. Measurement of Angles and DirectionsA. General considerationsB. Magnetic meridian

1. Magnetic declination2. Establishing the meridian

C. Angles and directions1. Bearings2. Azimuths3. Deflection angles4. Interior angles

D. TraversesE. Triangulation

VI. Calculation of Land AreasA. Methods of determining area

1. Area by coordinates2. Area of tract with irregular boundaries

B. Offsets1. Regular intervals2. Irregular intervals

VII. Topographical MappingA. Relief maps

1. Contour lines2. Contour interval3. Contour map construction4. Interpolation5. Systems of ground points6. Tests for accuracy7. Choice of scale

B. Topographic maps1. Cross sections and profiles2. Roadway earthwork3. Earthwork for grading areas4. Route location

V III. Plane TableA. General considerationsB. Equipment

1. Tables2. Alidades3. Compasses and levels4. Plane table sheet

C. Setup and orientation of tableD. Methods of plotting

1. Radiation2. Traversing3. Intersection

E. Differences in elevationF. Field checks

IX. Topographical SurveyingA. General considerationsB. Control

168

1. Horizontal2. Vertical

C. Location of details1. Controlling poi nt method2. Cross profile method3. Checkerboard method4. Trace contour method

D. Site and construction surveys1. Building site surveys2. Land surveys


I. Determine length of pace ; measure dis-tances by pacing (3 hours).

II. Develop a problem involving measure-ments with various types of tapes(3 hours).

III. Introduce students to various types oflevels and develop a problem involv-ing use of levels (6 hours).

IV. Determine elevations necessary forplotting the profile of a line (6hours).

V. Develop a problem involving measure-ment of horizontal angles by a transitwith both the verniers and compass(6 hours).

VI. Using the preceding problem, have thestudents balance the survey by thecompass and calculate the area (6hours).

VII. Construct a complete topographicalmap from the data derived fromprojects V and VI. The relief shouldbe represented with contour lines (6hours).

VIII. Make a plane table survey of an as-signed area of the campus by acombination of the methods of inter-section, radiation, and traversing (6hours).

IX. Map an area of the campus in a largescale of small contour interval. Thearea should contain few details andhave a relatively smooth terrain.Each crew should work toward pro-ducing a composite map (6 hours).

Texts and ReferencesBREED and HOSMER. Surveying, vol. 1.DAVIS and FOOTE. Surveying.DAVIS and KELLY. Short Course in Surveying.

THEROUX and otl. ers. Plane Surveying.THEROUX and SMITH. Surveying Field

Notebooks.

Instructional AidsField andEquipmentLine levelsLocke hand levelsAbney hand levels200-ft. engineer's tape

Problems and

Laboratory

100-ft. engineer's tape50-ft. engineer's tapeArchitect's tape of various lengthsMetallic tape of various lengthsDumpy levelsWye levelsTransitsPhiladelphia rodsPlanimetersRange polesPlumb bobs

169

SALESMANSHIP


Course DescriptionThis course places emphasis upon the five

basic principles of selling and is designed tomeet the needs of prospective employees in thevaried fields of ornamental horticulture. This isa HOW TO DO course. Although the necessaryqualities for good selling are listed, and thenecessary principles of good selling are ac-counted for, the stress is upon the manner inwhich these qualities and these principles canbe developed and applied.

Actual sales talks are prepared by the stu-dents. Sales experts are invited to lecture whenthey are available, and graduates successfullyemployed in their fields are asked, wheneverpossible, to discuss their experiences in selling.

Major Divisions

I. Gaining AttentionII. Arousing Interest

III. Convincing the ProspectIV. Arousing DesireV. Closing the Sale

Class Hours89

109

12

Total -4-g

Units of InstructionI. Gaining Attention

A. "Every Living Creature Loves Itself"B. The question openerC. The explosive-type openerD. The interest getterE. The "for-instance" openerF. The "believe-. -or -not" approachG. The "big-name" openerH. The "screw-driver" openerI. The exhibit attention-getterJ. Additional attention-getters

1. Prepare your opening remarks2. "Never start with an apology"3. Get your prospect saying "yes"4. Be brief5. Sit or stand straight ; don't loll6. Be friendly, not over-clever7. Get prospect's name correctly

II. Arousing InterestA. "Selling, to be a Great Art, must involve

170

a genuine interest in ;he other person'sneeds."

B. What prospect's personal interests are1. Job2. Home3. Politics4. Recreation5. Events of national interest

C. Advantages of your product or service toprospect

D. How prospect will benefitE. Additional ways of arousing interest

1. Don't leave interest step to chance2. Ask questions3. Demonstrate, when possible4. Avoid exaggeration5. Talk conversationally6. Be sincere7. Create a favorable impression within

30 seconds

III. Convincing the ProspectA. "Don't forget the power of Plain Facts"B. Get to the point

1. Convince-don't asphyxiate2. Talk long enough-no longer

C. Locate key issue and confine yourself to itD. Know a hundred times as much about

what you are selling as you use in yoursales talk

E. Don't be afraid to repeatF. Remember-you don't always have to con-

vinceG. Be specific! Be definite! Be explicit!

Avoid:1. Boasting2. Meaningless claims3. Knowing all the answers right off the

bat4. Wild ideas5. Exaggeration6. Vagueness

H. Be concreteI. Be clear

1. Have subject clearly in mind2. Use short familiar words3. Don't talk too fast4. Avoid "trade jargon"5. Illustrate with diagrams and sketches

J. Be enthusiastic about your product orservice

K. Stop talking now and thenL. Prove some of the things you sayM. Let your customer feel that he's deciding

for himselfIV. Arousing Desire

A. "Persuade People to Want What TheyALeady Need"

B. Determine buying motive of your prospect1. Point out his lack, want, or need2. Tell him your product or service will

supply that need3. Describe the satisfaction or gratifica-

tion which will result for himC. Appeal to the sensesD. Appeal to the emotionsE. Appeal to logicF. Let your imagination carry you into the

clouds but keep your feet on the groundG. Be enthusiastic

V. Closing the SaleA. "A Good Sales Talk is a Good Thing, but

the Signed Order is the Thing"B. Weigh ideas in favor of buying against

those opposed to buyingC. Rememberclosing the sale is just one

step in a processD. The psychological moment

1. It is not a moment2. It may not be psychological

E. Don't talk yourself out of a salewatchbuying signals1. What you*. prospect does2. Watch how he looks

3. Note what he says4. Be alert for buying questions

F. Don't be afraid to ask for the orCeroftenG. Get used to hearing "no"H. Don't waitclose

1. Summation of closing rules2. How to answer objections

a. Make objection reason for buyingb. Let prospect answer his own objec-

tionc. Explain away the objectiond. Admit the objection, but show how

other advantages outweigh ite. Deny the objection

Texts and ReferencesCANFIELD. Salesmen and Salesmanship.

Practices and Problem&DENTON. How to Sell to Women.FEHLMAN. Anyone Can Sell,GREIF. Modern Salesmanship.HAAS. Persuasion and Motivation in Marketing.KAHN. The 36 Biggest Mistakes and How to Correct

Them.PEDERSON and WRIGHT. Salesmanship; Principles and

Methods.WHITING. The Five Great Rules.WHITING and others. The New Psychology.

171

Instructional AidsLectures and/or discussions conducted by qualified mt.

siders employed successfully in a phase of ornamen-tal horticulture

Films and film strips on sellingTape recordingsStudent demonstrations and sales talksReports by students of their experience in selling

TECHNICAL REPORTING


Course DescriptionA natural extension of Communication Skills,

intended to help the student achieve greaterfacility in his basic skills previously acquired.The student is introduced to the practical as-pects of preparing reports and communicatingwith groups. The use of graphs, charts,sketches, diagrams, and drawings to presentideas and significant points is an important partof this course.

Emphasis should be upon techniques for col-lecting and presenting scientific data by meansof informal and formal reports and special typesof technical papers. Forms and procedures fortechnical reports should be studied and a pat-tern established for all forms to be submittedin this and other courses.

Much of the subject matter for this coursemay be necessary reports written for technicalcourses. The subject matter taught in thiscourse should be coordinated with other courses.

Major Divisions

I.IL

III.

IV.V.

VI.

Class Hours3

12434

ReportingWriting Technical Reports _

Illustrating Technical ReportsThe Research PaperOral ReportingGroup Communication and Par-

ticipation 6

Total 32

Units of InstructionI. Reporting

A. Nature and types of reportsB. Objective reportingC. The problem conceptD. The scientific method

1. Meaning of the method2. Characteristics of the scientific method3. Essentials of scientific style4. Importance of accuracy and intellectual

honesty in observation and recording5. Legal importance of recording data and

log booksE. The techniques of exposition

172

1. Definitions2. Progression3. Elements of style4. Analysis of examples5. Methods of slanting a report

F. Critical evaluation of a report

II. Writing Technical ReportsA. Characteristics of technical reportsB. Report functionsC. Informal reports

1. Short form reportsa. Memorandum reportsb. Business letter reportsc. Progress reportsd. Outline reports

D. The formal report1. Arrangement

a. Cover and title pageb. Table of contentsc. Summary of abstractsd. Body of the reporte. Bibliography and appendixf. Graphs, drawings, or other illustra-

tions2. Preparation

a. Collecting, selecting, and arrangingmaterial

b. Writing and revising the reportE. Special types of papers

1. The abstract2. Process explanations3. The case history4. The book review

III. Illustrating Technical ReportsA. Illustrations as aids to brevity and clarityB. Use of technical sketching and drawingsC. Use of pictoral drawings and sketchesD. Use of diagrammatic representation

1. Electrical diagrams and specific sym-bols

2. Process flow diagrams3. Instrumentation diagrams4. Bar charts, pie diagrams, and similar

presentation of dataE. Graphical presentation of data

1. Graphstypes of graph paper2. Choice of scale for graphs3. Points and lines ; and use of data from

graphs

F. Use of photographsG. Selection of appropriate illustrations

1. Availability2. Cost of preparation3. Maximum brevity and clarity of pre-

sentation

IV. The Research PaperA. Subject and purposeB. Source materials ; bibliographical tools,

periodical indexes, the libraryC. Organizing the paper

1. A working biblography2. Notes and the outline3. The rough draft4. Quoting and footnoting5. The final paper

D. Oral and written presentation of the paper

V. Oral ReportingA. Organization, of material for effective pre-

sentationB. Formal and informal reportsC. The use of notesD. The use of slides, exhibitsE. Proper use of the voiceF. Elimination of objectionable mannerismsG. Introductions

VI. Group Communications and ParticipationA. The problem-solving aproach

1. Stating and analyzing the problem2. Proposing solutions3. Selecting and implementing a solution

B. Participating in group communications1. The chairman-duties and qualifications2. Rules or order3. The panel discussion and symposium4. Group investigation


I. Make freehand sketches of horticul-tural apparatus or laboratory equip-ment to develop skill in representingdistances, proportions, relative sizes,and relationships (4 hours).

II. Construct multiview sketches of me-chanical parts requiring simple di-mensions and notes (2 hours).

III. Construct freehand sketches of sec-tional views of a piece of horticulturalequipment and show the significantdimensions (2 hours).

178

IV. Make freehand sketches of certain hor-ticultural features such as a pool,patio, or wall, and record pertinenttechnical data (2 hours).

V. Write a technical report on some horti-cultural subject as directed by theinstructor (2 hours).

VI. Visit a local horticultural equipment orsupply establishment and gather datafor a technical report on same (2hours).

VII. Write the report on this trip usingseveral techniques of exposition (2hours).

VIII. Do a technical report on some piece orpieces of horticultural equipmentunder consideration for purchase,from which a decision to purchaseor not to purchase can be made (2hours).

IX. Do a research paper (2 hours).X. Make a schematic diagram of an irri-

gation system with dimensions andnotes (2 hours).

XI. Make an electrical wiring diagram fora small building or a tractor (2hours).

XII. As directed by the instructor, preparea graph, or graphs, to portray certaininformation (2 hours).

XIII. Prepare charts, diagrams, and graphsto be used in an oral technical reportto the class (2 hours).

XIV. Prepare sketches and drawings of somehorticultural feature to show thenecessary plumbing (2 hours).

XV. Prepare specifications, ircluding dia-grams and sketches for a piece ofhorticultural equipment to be pur-chased by the department (2 hours).

Texts and ReferencesAMERICAN STANDARD ASSOCIATION. Drafting Manual.

ASA-Y14.. Graphic Symbols. ASA-Y32.

BAER. Electrical and Electronics Drawing.BAIRD and KNOWER. Essentials of General Speech.

. General Speech: An Introduction.BORDEAUX. How to Talk More Eff ectively.CROUCH and ZETLER. A Guide to Technical Writing.DEAN and BRYSON. Effective Communication.FRENCH and VIERCK. Fundamentals of Engineering

Drawing.GIACHINO. Drafting and Graphics.HARWELL. Technical Communications.

HAYS. Principles of Technical Writing.HICKS. Successful Technical Writing.HOELSCHER and SPRINGER. Engineering Drawing and

Geometry.INSTRUMENT SOCIETY OF AMERICA. Recommended Prac-

ticeInstrumentation Flow Plan Symbols, ISA-RP5.1.

KEGEL and STEVENS Communication: Principles andPractices.

LEVEN. Graphics with an Introduction to ConceptualDesign.

MARDER. The Craft of Technical Writing.MCCRORIK The Perceptive Writer, Reader, and Speaker.PERRIN and SMITH. Handbook of Current English.RHODES. Technical Report Writing.ROGET. New Roget's Thesaurus of the English Lan-

guage.SCHLITTS and STEINBERG. Communication in Business

and Industry.SOUTHER. Technical Report Writing.THOMPSON. Fundamentals of Communication.WARRINER and GRIFFITH. English Grammer and Com-

position: A Complete Handbook.WITTY. How to Become a Better Reader.YOUNG and SYMONIK. Practical English, Introduction

to Composition.

174

ZETLER and CROUCH. Successful Communication in Sci-ence and Industry.

Instructional AidsNational Educational Television Film Service, Audio-

Visual Center, Indiana University, Bloomington,Ind. 47405

Person to Person Communication, 13 minutes, 16 mm,sound

National Safety Council, 425 N. Michigan Ave., Chicago,III. 60601

It's An Order, 12 minutes, 16 mm, soundProduced by Hayakawa (Language in Action Series),

Experience as Give and Take, 29 minutes, 16 mm,sound

Produced by Hayakawa (Language in .t"_ction Series),Talking Ourselves into Trouble, 29 minutes, 16 mm,sound

Produced by Hayakawa (Language in Action Series),Words That Don't Inform, 29 minutes, 16 mm,sound

The Pennsyl qania State University, University Park,Penn. 16802

According To Plan: Introduction to EngineeringDrawing, 9 minutes, 16 mm, black and white, soundFreehand Dro fting, 15 minutes, 16 mm, black andwhite, sound

General Courses

BUSINESS ORGANIZATION AND MANAGEMENT


Course DescriptionA study of the underlying principles of organ-

izing, financing, and management of businessenterprises. Specialized business activities suchas merchandising, accounting, personnel man-agement, mai keting, credit management, andproduction control are introduced and analyzedfrom a pragmatic standpoint because the organ-ization and management of business embracesbroad and complicated activities, requiring awide general knowledge as well as much special-ization and application of commercial insights.

11,.a assumption is made that whether thehorticultural technician owns his own businessor works for others he must understand andpractice successful business techniques and con-cepts to succeed in the operation of a businessor as an employee.

As the various topics are introduced, themeaning and underlying principles of each andthe role each plays in horticultural technologyare considered. Special consideration sl'ould begiven to the establishment and operation of asmall busines since it represents the majorityof businesses in the horticultural field at pres-ent. Students should be encouraged to seek out,examine, and analyze selected horticultural en-terprises as to their organizational and man-agerial effectiveness.


L Introduction to Business andOur Economic System. 3

IL Forms of Business Owner-ship 4

III. The Organizational Structureand Management Processesof Business 6

IV. Tools of Decisionmaking 8V. Labor-Management Rela-

tions _ 4VI. Acquisition and Organization

of the Factors of Produc-tion 10

175

VII. The Marketing ProcessVIII. Institutions Affecting Busi-

ness

9

4Total 7111

Units of InstructionI. Introduction to Busine.i and Our Economic

SystemA. Why business exists

1. Historical need and growth of business2. Classifications of business organiza-

tions3. Opportunities in the business field

B. The American economic system1. The nature of economics2. Measures of economic activity

a. Gross national productb. National incomec. Disposable personal incomed. Employment and unemployment

3. Characteristics of modern businessa. Specializationb. Interdependencec. Mass productiond. Business cycles

II. Forms of Business OwnershipA. The small business enterprise

1. Single proprietorship and partnership2. Corporations and the joint stock com-

pany3. Business trusts, joint ventures, and

cooperativesB. Problems of owning and operating your

own businessC. Sources of business information

1. Private2. State3. Federal

D. The small business and the futureIII. The Organizational Structure and Manage-

ment Processes of BusinessA. Selecting the form of organization

1. Concepts of organizational planning2. Formal and informal organizations

B. Line and staff function organizationalcharts

C. General management functions1. Management guides

2. Qualities of leadershipD. Office administration

1. Physical facilities2. Office operations3. Automation and its affect on the office

IV. Tools of DecisionmakingA. Accounting records and business

1. The function of accounting2. Types of data furnished by the account-

ing departmenta. Income statementb. Balance sheet statementc. Tax statements

3. The use of budgetsa. Analysis of budgetsb. Budgeting and linear programing

B. Research and statistics1. Research aids in decisionmaking2. Forecasting3. Use statistical averages (mean, med-

ium, mode)C. Risk and uncertainty

1. Decisionmaking under risk and un-certainty

2. Uncertainty precautions-defensesagainst

V. Labor-Management RelationsA. Personnel management

1. Job analysis2. Employee selection and placement3. Employee training

B. Wage and salary administration1. Theory of wages2. Methods of wage payments3. Fringe benefits4. Maintaining high morale

C. The labor movement today1. Growth and development of labor

unions2. Labor legislation3. Collective bargaining4. Settlement of labor disputes

VI. Acquisition and Organization of the Factorsof Production

A. The acquisition of capital1. The role of capital2. The amount of capital to use3. The basis for credit4. Sources of credit

a. Security exchangesb. Long-term capital securities

176

c. Businesses and banksd. Public and ocher sources

B. The acquisition of a business1. Choice of a location2. Buying a business3. Renting a business4. Business plant layout5. Costs and returns as related to size of

businessC. Factors of production

1. Plant operational layout2. Characteristics of production

a. Raw materials purchasingb. Inventory control

3. Production processes4. Production control5. Horizontal compared to vertical di-

versification production processesVII. The Marketing Process

A. Functions of marketing1. Channels of distribution2. Supply and demand

B. Costs of marketing1. Pricing in merchandising2. Pricing, wholesale and retail levels3. Expense control in merchandising and

retailingC. The consumer market

1. Customer relations2. Merchandising

a. Retailerb. Wholesaler

3. Service businesses4. Characteristics of retailing

a. Classification of retail outletsb. Functions performed by retailer

4. Market researchD. Sales management

1. Personal selling in modern business2. Fundamentals of selling3. Types of sales organizations4. Trends in sales management

E. Transportation and storage of products1. How transportation enhances value2. Type of carriers3. Storage of products to hit peak market

pricesa. Costs involvedb. Risks involved

VIII. Institutions Affecting BusinessA. Government and business

1. The function of government

2. Government regulation of business3. Government aids to business4. Taxation

B. Business law and ethics1. Modern business and the law2. Ethics and morality in business prac-

tice3. Making business more professional

Texts and ReferencesBECKHARDT. Business Loans of American Commercial

Banks.BONNEVILLE and DEWEY. Organizing and Financing

Business.BROOM and LONGENECKER. Small Business Management.Cum and GEIGER. The Economy of the American People.BELLS. The Meaning of Modern Business.KELLEY and LAWYER. How to Organize and Operate a

Small Business.LAZO and CORBIN. Management in Marketing.MUND. Government and Business.NEWMAN and SUMMER. The Process of Management.SAMUELSON. Economics: An Introductory Analysis.

177

Timms. The Production Function in Business.YODER. Personnel Management and Industrial Relations.

Instructional AidsBusiness Education Films, 4607 16th Ave., Brooklyn,

N.Y. 11204Introduction to Accounting. 35 minutes, 16 mm, sound,black and whiteIt's Good Business. 35 minutes, 16 mm, sound, blackand white

Modern Talking Picture Service, Inc., 235 Stuart St.,Boston, Mass. 02116

CreditMan's Confidence in Man. 30 minutes, 16 mm,sound, colorSmall Business, U.S.A.The Story of Main Street.33 minutes, 16 mm, sound, black and whiteThe Give and Take. 26 minutes, 16 mm, sound, color

Public Relations Film Library, U. u Oil Co., 239 SouthMain Street, Findlay, Ohio 45840

You Decide. 28 minutes, 16 mm, sound, black andwhite

Victor Keyfetz Producticn, 1780 Broadway, New York,N.Y. 10019

The Magic TriangleThe Story of Free Enterprise.Filmstrip, black and white

COMMUNICATION SKILLS


Course DescriptionThe course places emphasis throughout on

exercises in writing, speaking, and listening.Analysis is made of each student's strengthsand weaknesses. The pattern of instruction isgeared principally to helping students improveskills in areas where common weaknesses arefound. The time allotments for the variouselements within major divisions will dependupon the background of the class.

A brief consideration of technical reportingis included early in the course because of itsimportance in the orientation of the technician,and to his development and use of communica-tion skills.

Major Divisions

I. Communication and the Tech-nical Specialist

II. Sentence StructureIII. Using Resource MaterialsIV. Written ExpressionV. Talking and Listening

VI. Improving Reading Efficiency

Class Hours

Total

264

2010

6

48

Units of InstructionI. Communication and the Technical Specialist

A. Why the technical specialist must be pro-ficient in the art of communication

B. Why written communication is an essen-tial skill1. Statements of facts2. Expression of ideas3. Technical reporting

a. Formalb. Informal

4. Use of graphics to illustrate writtencommunications

C. Why oral communication is an essentialskill1. Person to person expression of ideas

and thoughts2. Verbal reporting

D. Diagnostic tests

178

II. Sentence StructureA. Review of basic parts of speechB. What makes complete sentencesC. Use and placement of modifiers, phrases,

and clausesD. Sentence concisenessE. Exercises in sentence structure

III. Using Resource MaterialsA. Orientation

1. Use of school librarya. Location of reference materials

(Reader's Guide, and others)b. Mechanics for effective usec. Dewey Decimal System

2. Dictionariesa. Types ofb. How to usec. Diacritical markings and accent

marks3. Other reference sources

a. Technical manuals and pamphletsb. Bi9iographiesc. Periodicals

B. Exercises in use of resource materials1. Reader's Guide2. Atlases3. Encyclopedias4. Other

IV. Written Expression (emphasis on studentexercises)

A. Diagnostic testB. Paragraphs

1. Development2. Topic sentence3. Unity, coherence

C. Types of expression1. Inductive and deductive reasoning2. Figures of speech3. Analogies4. Syllogisms5. Cause and effect6. Other

D. Written exercises in paragraph studyE. Descriptive reporting

1. Organization and planning2. Emphasis on sequence, continuity, and

delimitation to pertinent data of in-formation

F Letter writing1. Business letters2. Personal letters

G. Mechanics1. Capitalization2. Punctuationwhen to use

a. Period, question mark, and excla-mation point

b. Commac. Semicolond. Colone. Dashf. Parenthesesg. Apostrophe

3. Spellinga. Word divisionsyllabificationb. Prefixes and suffixesc. Word analysis and meaningcon-

text clues and phoneticsH. Exercises in mechanics of written ex-

pression

V. Talking and Listening (emphasis on studentexercises)

A. Diagnostic testingB. Organization of topics or subjectC. Directness in speakingD. Gesticulation and use of illustrationsE. Conversation courtesiesF. Listening faultsG. Taking notesH. Understanding words through context

cluesI. Exercises in talking and listening

VI. Improving Reading EfficiencyA. Diagnostic testB. Reading habits

1. Correct reading posture2. Light sources and intensity3. Developing proper eye span and move-

ment4. Scanning5. Topic sentence reading

C. Footnotes, index, bibliography, cross ref-erences, etc.

D. Techniques of summary1. Outline2. Digest or brief3. Critique

E. Exercise in reading improvement1. Reading for speed2. Reading for comprehen3ion

179

Texts and ReferencesBAIRD and KNOWER. Essentials of General Speech.

General Speech, An Introduction.BEARDSLEY. Thinking Straight.BORDEAUX. How to Talk More Effectively.BUCKLER and MCAVORY. American College Handbook

of English Fundamentals.CROUCH and ZETLER. Guide to Technical Writing.DEAN and BRYSON. Effective Communication.DEVais and WARNER. Words in Context: A Vocabulary

Builder.GERBER. The Writer's Resource Book.HARWELL. Technical Communication.KEGEL and STEVENS. Communication: Principles and

Practices.LEE. Language Habits in Human Affairs.MACRORIE. The Perceptive Writer, Reader, and Speaker.MARDER. The Craft of Technical Writing.PERRIN and SMITH. Handbook of Current English.ROGET. New Roget's Thesaurus of the English Lan-

guage.SCHUTTE and STEINBERG. Communication in Business

and Industry.STEWART and others. Business English and Communica-

tion.STRUNK and WHITE. The Elements of Style.THOMPSON. Fundamentals of CoNmunication.TRACY and JENNINGS. Handbook for Technical Writers.WARRINER and GRIFFITH. English Grammar and Com-

position: A Complete Handbook.WITTY. How to Become a Better Reader.YOUNG and SYMONIK. Practical English, Introduction

to Composition.ZETLER and CROUCH. Successful Communication in Sci-

ence and Industry.

Instructional AidsCoronet Films, Inc., Coronet Building, Chicago, Ill.

60604:mprove Your Punctuation. 11 minutes, 16 mm, sound,black and white or color

National Education Television Film Service, Audio-Visual Center, Indiana University, Bloomington,Ind. 47405

The DefinitIon of Language. 29 minutes, 1e mm,sound. Produced by Henry Lee Smith (Language inLinguistics Series)Dialects. 29 minates, 16 mm, sound. Produced byHenry Lee Smith (Language in Linguistics Series)How to Say What ..'ou Mean. 29 minutes, 16 mm,sound. Produced by S. I. Hayakawa (Language inAction Series)Language and Writing. 29 minutes, 16 mm, sound.Produced by Henry Lee Smith (Language in Linguis-tics Series)The Task of the Listener. 29 minutes, 15 mm, sound.Produced by S. I. Hayakawa (Language in ActionSeries)What is the Meaning? 29 minutes, 16 mm, sound.Produced by S. I. Hayakawa (Language in ActionSeries)

Du Art Film Laboratories, Inc., 245 West 53rd St., NewYork, N.Y. 10019

Effective Writing. 19 minutes, 16 lnm, sound, blackand white. U.S. Department of the Air Force. OrderNo. TF 1-5072Practical English Usage, Lecture I: The Tools ofLanguage. 30 minutes, 16 mm, sound, black and white.U. S. Department of DefensePractical English Usage I, Lecture 10: Writing ClearSentences: Making Words Agree. 30 minutes, 16 mm,sound, black and white. U.S. Department of DefensePractical English Usage I, Lecture 18: Dressing UpSentences: Parallelism: Avoidance of Shifts. 30 min-

180

utes, 16 mm, sound, black and white. U.S. Departmentof DefensePractical English Usage I, Lecture 14: Dressing UpSentences: Word Economy (Word Reduction). 30minutes, 16 mm, sound, bla. , k and white. U.S. Depart-ment of DefensePractical English Usage I, Lecture 15: Dressing UpSentences, Variation. 30 minutes, 16 mm, sound, blackand white. U.S. Department of DefensePractical English Usage I, Lecture 1C: Dressing UpSentences: Vocabulary. 30 minutes, 16 mm, sound,black and white. U.S. Department of Defense

GENERAL AND INDUSTRIAL ECONOMICS


Course Description

A study of economics designed to impart abasic understanding of the principles of eco-nomics and their implications ; to develop theability to follow an informed personal financei.rogram ; to aid in the development of intelli-gent consumption ; and to provide an under-standing of the underlying relationship of costcontrol to success in industrial enterprise. Theprograms or problems worked upon by any tech-nician in either research or production ulti-mately must be measured by a cost analysis.Awareness of this fact and a knowledge of ele-mentary economics prepare the student for thecost-conscious environment of his future em-ployment. It is suggested that instruction inthis course be based on this pragmatic approachand that students be encouraged to study exam-ples from industry as they learn about indus-trial cost analysis, competition, creation of de-mand, economic production, and related aspectsof applied economics.


I. Introduction 2II. Economic Forces and Indi-

cators 3III. Natural Resourcesthe Ba-

sis of ProductionIV. Capital and Labor ______

V. Business EnterpriseVI. Factors of Industrial Produc-

tion CostVII. Price, Competition, and Mo-

nopolyVIII. Distribution of Income _ _

IX. Personal Income Manage-ment 2

X. Insurance, Personal Invest-ments, and Social Security 3

XI. Money and Banking _____ _

XII. Government Expenditures,Federal and Local ____

XIII. Fluctuations in Production,Employment, and Income

337

XIV. The United States Economyin Perspective 2

Total TE3

Units of InstructionI. IntroductionII. Economic Forces and Indicators

A. Economics definedB. Modern specializationC. Increasing production and consumptionD. Measures of economic activity

1. Gross national product2. National income3. Disposable personal income4. Industrial production5. Employment and unemployment

III. Natural Resourcesthe Basis of Produc-tion

A. Utilization and conservation of resourcesB. Renewable resourcesC'. Nonrenewable resourcesD. Future sources

IV. Capital and LaborA. Tools (capital)

1. The importance of saving and invest-ment

2. The necessity for marketsB. Large-scale enterpriseC. Labor

1. Population characteristics2. Vocational choice3. General education4. Special training5. Management's role in maintaining la-

bor supplyV. Business Enterprise

8 A. Forms of business enterprise1. Individual proprietorship

5 2. Partnership2 3. Corporation

B. Types of corporate securities1. Common stocks2. Preferred stocks3. Bonds

3 C. Mechanics of financing businessD. Plant organization and management

3 VI. Factors of Industrial Production CostA. Buildings and equipment

2 1. Initial cost and financing

181

2. Repair and maintenance costs3. Depreciation and obsolescence costs

B. Materials1. Initial cost and inventory value2. Handling and storage costs

C. Processing and production1. Methods of cost analysis2. Cost of labor3. Cost of supervision and process control4. Effects of losses in percentage of orig-

inal product compared to finished prod-uct (yield)

D. Packaging and shippingE. Overhead costsF. TaxesG. Cost of sellingH. Process analysis, a means to lower costsI. Profitability and business survival

VII. Price, Competition, and MonopolyA. Function of pricesB. Price determination

1. Competitive cost of product2. Demand2. Supply4. Interactions between supply and de-

mandC.. Competition, benefits, and consequences

1. Monopoly and oligopoly2. Forces that modify and reduce compe-

tition3. History of government regulation of

competitionD. How competitive is our economy?

VIII. Distribution of IncomeA. Increasing real incomeB. Marginal productivityC. Supply in relation to demandD. Income resulting from production

I. Wages2. Interest3. Rents4. Profits

E. Income distribution today

IX. Personal Income ManagementA. Consumption-the core of economicsB. Economizing definedC. Personal and family budgetingD. Analytical buying

1. Applying quality standards2. Consumer's research and similar aids

E. The use of credit

182

F. Housing-own or rentX. Insurance, Personal Investments, and Social

SecurityA. Insurance definedB. Life insurance

1. Group, industrial, and ordinary lifepolicies

2. Type of policies-their advantages anddisadvantages

C. Casualty insuranceD. Investments

1. Savings accounts and Governmentbonds

2. Corporation bonds3. Corporation stocks4. Annuities5. Pension plans

E. Social Security1. Old-age and survivors insurance2. Unemployment compensation3. Medicare

XI. Money and BankingA. Functions of moneyB. The Nation's money supplyC. Organization and operation of a bank

1. Sources of deposits2. The reserve ratio3. Expansion of bank deposits4. Sources of reserves

D. The Federal Reserve System1. Service functions2. Control of money supply

E. Federal Deposit Irsurance CorporationXII. Government Expenditures, Federal and

LocalA. Economic effectsB. Functions of GovernmentC. Analysis of Government spendingD. Future outlookE. Financing Government spending

1. Criteria of sound taxation2. Tax revenues in the United States3. The Federal and State personal income

taxes4. The corporate income tax5. The property tax6. Commodity taxes

XIII. Fluctuations in Production, Employment,and Income

A. Changes in aggregate spendingB. Output and employment

C. Other factors affecting economic fluctua-tions1. Cost-price rd1a4. ships2. Fluctuations in demand for durable

goods3. Involuntary fluctuation of supply of

commodities4. Economic effects of war5. Inflation and deflation of currency value6. Economic effects of inventions and au-

tomationD. Means of implementing fiscal policyE. Government debt

1. Purpose of Government borrowing2. How burdensome is the debt3. Problems of debt management

XIV. The United States Economy in Perspec-tive

A. Recent economic changes1. Increased productivity and well-being2. Effects of war and depression3. New products and industries4. Increase in governmental controls

B. Present economic problems of U. S. econ-omy1. The world marketa community of

nations2. International cooperation3. Maintenance of prosperity and prog-

ress4. Economic freedom and security

183

C. Communism: Nature and control by So-viet State

D. FascismE. British socialismF. Problems common to all econom c systemsG. Special economic problems of the United

States

Texts and ReferencesBLODGETT. Comparative Economic Systems.Business Week Magazine.Consumers' Report.DONALDSON and PFAIIL. Personal Finance.DUNLOP. Automation and Technological Change.DYE. Economics: Principle. Problems, Perspectives.EDWARDS. The Nation's E. .onic Objectives.GORDON. Economics for Consumers.KATONA. The Mass Consumption Society.POND. Essential Economics: An Introduction.REYNOLDS. Economics: A General Introduction.SAMUELSON. Economics: ' n Introductory Analysis.SCHULTZ. The Economic Value of Education.

Tnstructional AidsMcGraw-Hill Book Co., Inc., 330 West 42nd Street, New

York, N.Y. 10036Basic Economic Concepts. 35 mm, filmstripset of four

filmstrips, black and white. Average 40 frames eachBusiness Cycles and Fiscal Policy. 35 mm, filmstrip,

black and whiteMoney, Price, and Interest. 35 mm, filmstrip, black and

whiteSavings and Investment. 35 mm, filmstrip, black and

whiteSupply and Demand. 35 mm, filmstrip, back and white

FACILITIES, EQUIPMENT, AND COSTSGeneral Planning of Facilities

Serious planning of facilities for an orna-mental horticulture technology program shouldbe undertaken only after extensive studies andsurveys by the school administration and itsadvisory committee indicates that there is aclear and continuing need for sufficient graduatestudents trained in a horticultural specialty tojustify a program.

The guidelines which follow are intended tobe a general guide for administrators and ad-visers who are considering facilities for a horti-cultural technology program in relationship toother facilities in the institution.

It is assumed that the contemplated orna-mental horticulture program would be added tothose of an established institution with facili-ties which could serve most of the general in-structional needs of the ornamental horticulturestudents. This assumption should perhaps bemade with caution because the cost of the spe-cial facilities required to provide even the mini-mum breadth of specialized experience in thefields usually cannot be justified for fewer than90 to 100 students when the program becomeswell established.

Nevertheless, it is assumed here that the in-stitution has the ....lquired classroom space andassociated facilities to provide all courses re-quired in the curriculum except those neededfor the technical specialty courses. It is also as-sumed that there is an available drafting roomand a chemical laboratory which may be adaptedas a soils laboratory.

It is assumed that facilities for the technicalspecialty courses do not exist and must be pro-vided. These include the head-house and green-house complex, the equipment repair storagebuilding and associated area, and the requiredgrounds for out-of-door plant production, turf-grass culture, and any other related horticul-tural activities involved in the program,

Five s. ,arate horticultural curriculums areoutlined in ',Nis suggested guide. It 1-, unlikelythat any institution would begin a program withenough students, staff, and employment oppor-tunity to support all five programs. For pur-poses of planning the horticultural facilities forany new program it should be recognized thatthe combination of curriculums which might

184

reasonably be expected to evolve when a pro-gram is started will begin with either floricul-ture or nursery, or both.

Both curriculums require a head-house andgreenhouse facilities as well as out-of-doorgrowing space. From either the loriculture ornursery option, or a combination of both, an in-stitution's program may grow to include thelandscape development, turfgrass management,and the arboriculture curriculums. These lattercurriculums may impose some additions to theinitial horticultural facilities required to launchthe horticultural program, but most of the fa-cilities which would be needed for them wouldbe included in those for the floriculture and/ornursery curriculums with which the programshould begin.

It is doubtful if a turfgrass management pro-gram or arboriculture curriculum should beundertaken alone and without the facilities as-sociated with floriculture or the nursery cur-riculums. Whatever program is establishedshould be broadly supported by a strong localadvisory committee.

It is very important that provisions be madeto have the minimum required head-hoLse andgreenhouse facilities, and out-of-door growingareas when the program begins. While the con-cept of getting a program started with a tokenor subminimal set of facilities may be attrac-tive, experience has shown that once a programhas been started with less than adequate facili-ties it is usually almost impossible to get thefacilities that are really required for the pro-gram.

To start without assurance of at least theminimum required facilities is to plan the wholeprogram under a severe and self-defeatinghandicap. Legitimate expansion can usually befinanced after a program is well-established anddemonstrating growth but if the program is notequipped sufficiently at the beginning, thegrowth will not occur.

With resourceful planning some of the cam-pus plantings and landscaping can be usedover a pt,,.iod of time to provide good teachingexperiences for ornamental horticulture stu-dents. Such facilities and their use can furnishonly a part of the experiences required and this

ru

I

Figure 14.This well equipped laboratory is an example of the facilities required to teach a highquality horticultural soils course.

use must be coordinated with the instructionalprogram employing the facilities and land de-voted to the program, and in a sense thereforemay be considered to be an additional but nota necessary educational resource.

As the program gets underway some prod-ucts such as flowers. corsages, and shrubs maybe produced and solo. thus lending reality to thefloriculture merchandising courses and helpingin a small way to defray some expenses of theprogram. Careful study with the local advisorycommittee usually can provide arrangementsfor the sale of such materials on a basis whichwill be supported by and acceptable to the es-tablished florists in the community.

The head-house and gr9enhouse complex, theequipment storage building, and the grounds

185

set aside for ornamental horticulture purposesshould ideally be located adjacent to or reason-ably near the classrooms and other educationalfacility buildings assumed to exist at the outset.Consideration might well be given to locatingthe ornamental horticulture plant somewhataway from other educational facilities. Some ofthe commonly used equipment, such as lawnmowers, shredders and mixers, can cause sea-sonal noise interference. In addition, such a lo-cation would provide space for expansion ofthe curriculum and its activities and at thesame time might avoid encroachment by con-struction of buildings for other purposes notrelated to horticulture.

Good drainage for the entire ornamental hor-ticulture plant cannot be overemphasized. Much

valuable teaching time can be lost when drain-age around buildings, in laboratory areas, oreven in growing areas, is inadequate.

Land RequirementsThe amount of land provirled for an orna-

mental horticulture program may vary depend-ing on the ease with which land can be madeavailable, the expected size of the program 5or 10 years after it has started, and other fac-tors, such as the extent of the total campusproperty and its potential use for landscapedevelopment and other educational horticul-tural uses. Landscaped and planted groundsalone should not be considered adequate avail-able land for a horticulture program.

At least 5, but preferably 10 or more, acresof good arable land should be available for aminimum program which does not include ex-tensive turfgrass areas. An area near the green-house should be set aside for soil storage andconstruction of a cloth house, cold frames, anda plastic greenhouse.

In addition, a nursery area should be plannedfor transplant beds, seed beds, summer propa-gation beds, cold frames, and lath or shadehouses. An outdoor potting area and an areafor growing container stock should be planned.A small area for growing nursery stock shouldbe provided to support any nursery manage-ment program, and as a source of plants forlandscape development programs.

Areas near the horticulture buildings shouldbe so designed that an arboretum, flower gar-dens, and landscape construction and displayscould be integrated and thus provide an outdoorlaboratory. These areas should be planned forlow maintenance and with fixed irrigation sys-tems.

These outdoor areas cannot be overem-phasized as they are a vital part of any hor-ticultural program. Much of the planning,construction, and development of these areascan be done by the students. An important con-sideration in the development of these areas isthat maintenance of them will be required yearround.

If turfgrass culture is one of the options, landfor grass plots is necessary. Several turfgrassplots of 1,000 square feet each should beplanned. These plots would be used as demon-stration areas for fertilizer types and rates,

186

mowing heights, seeding rates, identification,and cultural practices. The area should be aslevel as possible and have a fixed irrigationsystem.

These plots could be devot :d to growing thefollowing grasses ; or those more appropriate toa particular geographic region ;

6 plots of bluegrasses4 plots of fescue grasses6 plots of bent grasses4 plots of grass mixtures (shade areas, etc.)3 plots of miscellaneous grassesA golf course could be included if none were

available for students to visit. The purpose ofsuch a course would be to have students becomefamiliar with its management and operation.The mair tenance of the golf course would notnormally be done by students other than in des-ignated laboratory periods planned for theireducational value.

Whatever amount of land is considered to beappropriate for a specific program, it is recom-mended that the land be owned by the institu-tion, or controlled by a long-term lease. Devel-opment of nursery stock or of good educationalexamples of flower gardens or landscape devel-opment projects often requires several yearsand contributes considerable invaluable educa-tional experience, so the land they occupy mustbe relatively permanent for the purpose.

Laboratory Facilitiesand Equipment

The number and size of laboratories and re-lated classrooms, offices, and storage roomsrequired for teaching ornamental horticulturedepend on how many options are offered and thenumber of students in each option. These facili-ties can be arranged in many different ways.This discussion will be confined to a floor planfor the head-house and its associated green-house ranges (figures 15-19), and the horticul-ture equipment storage building (figure 20)which might be considered entirely adequatefor a comprehensive ornamental horticultureprogram in a temperate or cool climate, andoffering all five curriculums.

The building should be constructed to suitthe geographic region. If constructed of ma-sonry, it may be more permanent, easily cleaned,and easily heated in a temperate climate than ifconstructed of other common materials. Little

O

°PAIGE

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LABORATORr A LABORATORY

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Figure 15.Suggested floor plan for ornamental horticulture headhouse.

maintenanc , is required for such a building.The roof could be of the built-up flat type. Thefloors should be concrete.

Water and Air. Hot and cold water, corn-prrssed air, fuel gas, and steam service are re-quired in all laboratories. Service lines for eachshould be planned for the shortest length ofpiping consistent with laboratory arrange-ments. They should be hidden as far as prac-ticable but control points should be planned forsafety, accessibility and ease of maintenance.It is recommended that each laboratory have amaster control panel with shut-off valve foreach utility. This master control panel shouldhave a door with lock so that utilities can becontrolled at a central point. An abundant sup-ply of cold water is essential, and must be avail-able for watering plants at many points. Whereplants ::re grown out-of-doors, water for irri-gation must be available in most geographicsections of the Nation.

Lighting and Electrical Needs. Classroomsand laboratories should be well-lighted with a

187

Sroo.

GREeNHOUSE

RANGE A

i,.commended minimum of 50 foot candles oflight at the table or desk tops. Fluorescent light-ing i:, satisfactory. Incandescent lighting willgive ample lighting in storage rooms and toilets.

Electrical services should provide both 110and 220 volt single-phase electrical service forlaboratories. Most equipment used in the lab-oratory requires 110 volts ; occasionally a 220volt single-phase current is required. In con-necting electrical service to laboratory benches,it is suggested that each be connected to a sep-arate circuit breaker. Each laboratory shouldhave a separate master distribution controlpanel for electrical circuits. Careful thoughtshould be given to placement of electrical out-lets so that they will be placed in the mostconvenient location for use.

Heat and Ventilation. The building should beheated by steam radiators or any other systemappropriate to the climate. There usually shouldbe univenta with fans in the classrooms andlaboratories to allow for the exchange of air.Air conditioning should be provided in climates

where it is needed for a major part of the schoolyear. Refrigeration is required in some labora-tories. The cooling system and mechanismsshould be evaluated carefully when the totalfacility is planned to provide greatest flexibilityand for possible future needs.

Adequate telephone service can be an impor-tant time saver for the teaching staff in a horti-cultural laboratory system. Outlets might wellbe placed at remote ends of the greenhouse andeven in the nursery and instructional areasaway from the buildings.

Careful planning and good practices to as-sure the safety of people and property alwaysmust be emphasized. Doors must be made largeenough and multiple exits must be provided.Mechanized equipment to handle heavy objectsshould be prc -ided. Safe methods and practicesshould be taught at all times.

Horticultural equipment, plants and supplieshave an attraction to and a ready use by manypeople. It is prudent to plan facilities to providereasonable stock control and property security.This can be easily provided and at low cost ifconsidered early enough in the planning stages.

The flower shop (see figure 15) is located inthe front of the building; it has a separate frontentrance and one large window across the frontwall. This arrangement allows for much of thefront of the shop to be used for window dis-plays. A large section of the walls should becovered with peg board which can be used fordisplaying merchandise. The shop containsdisplay counters with cabinets below so thatthis area can be used for storing pottery andmerchandise.

A display refrigerator is located at the rearof the shop. The placement of the refrigeratorat this location is convenient for placing flow-ers from the storage refrigerator on display,and for the display of flowers and floral ar-rangements.

The entrance to the conservatory from theflower shop allows for the large display andstorage of floral plants during various seasonsof the year. The location of the conservatorymakes it convenient for students to spend timethere learning the characteristics of the plantsgrowing .chere. Too often the conservatory isin an out-of-the-way place and is not used asmuch as it should be. Benches or places to sitshould be worked into the design.

188

The cash register and rain counter are atthe rear of the shop between the conservatorydoor and refrigerator. A small work table withsink and ribbon bar is in the corner behind themain counter. This area provides work spacefor students on flower shop duty. This arrange-ment does not interrupt classes being held inthe design laboratory.

The placement of the display counters shouldbe so located that good traffic patterns areformed. The overall plan for the flower shop isto provide the same environment and condi-tions that a student would find working at acommercial flower shop.

The floral design laboratory in figure 15 isadjacent to the flower shop for the convenienceof students, faculty, and movement of flowersand supplies. The ceiling should be white andexcellent lighting provided. Windows should beon the right wall.

A walk-in cooler at the rear of the roomserves as storage space for the flowers andgreens which will be used in cne design labora.tories. Sinks and work space are at the rear ofthe room ; cabinets for storing `'oral suppliesline the left wall.

The flower grading and work room is sepa-rated from the general greenhouse work room.Grading tables are placed in the center of theroom. Sinks, racks for storing water cans andpacking supplies, packaging equipment, andcarts for moving flowers are located along thewalls. A walk-in cooler is at one end of theroom, and a general storage room for the floralsupplies used in the floral design laboratoriesand flower shop is at the other end.

The greenhouse work area room is at the endof greenhouse range A. Potting benches andsoil storage bins are along the walls; the spacebeneath the benches is used for storing pots,containers, and flats. This work area also con-tains a stationary power sprayer, proportionersfor liquid fertilization, and a steam sterilizerfor sterilizing soil and pots.

It has a storage room for chemicals, insecti-cides, fungicides, and other greenhouse sup-plies. A sink and work table for mixing spraysand fertilizers should be nearby.

A large overhead door at one end of the roomprovides easy access to the room for deliveringsoil, pots, and other supplies. Flowers and floralsupplies are easily moved from this entrance to

the floral storage room or cooler. During freez-ing weather, trucks are able to load and unloadinside.

Laboratories C and D in figure 15 are used forplant propagation, turfgrass management, andgreenhouse production courses. Each laboratoryshould have demonstration table at the front ofthe room, equipped with air, gas, and water;tables and chairs should be provided for the stu-dents. One laboratory-preparation room can beused by both laboratories.

Laboratories A and B, also in figure 15, wouldbe equipped with tables and chairs for the stu-dents and used for arboriculture, plant identi-fication, nursery management, and herbaceousplants courses.

Laboratory B has a storage room for labora-tory displays and supplies, a walk-in cooler atone end of the room for storing plant materialsused in the plant identification, plant propaga-tion, and nursery courses.

The storage room at the end of laboratory Cwould house the supplies and equipment used ingreenhouse range B.

The building also has a locker room in whichstudents may store their books and workclothes. The hallways in the building would pro-vide the space for bulletin boards and displays.

Greenhouse range A (figure 16) would beused for teaching greenhouse production. Thegreenhouse should be constructed with mainte-nance and permanency in mind. A steel andaluminum structure would best serve the pur-pose in a temperate climate. Greenhouses areusually built in standard 35' x 50' units such asthose shown in figures 16 and 17. Each green-house section should be equipped with auto-matic ventilators, separate temperature con-trol, spray and fertilizer hook-up.

rs

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TOTAL AREA 23,900 SQUARE FEETAPPROX. SIZE 270'. xI20'

2

Figure 16.Suggested layout for greenhouse range A.

To-->HEADHOUSE

189

The heating system should be steam so thatthe steam could also be utilized for sterilizingthe benches and beds. There has been no areashown for a boiler room, assuming that thesteam would be supplied from a central heatingplant. If the building were to have its own heat-ing system the boiler room would be located offthe greenhouse work area. This location wouldkeep the boiler room and laboratories separatedas a safety precaution.

7b(HEADHOUSE

2

TOTAL- AREA 800 SQUARE FEETAPPROX. SIZE 100X I/O'

3

4

Figure 17.Suggested layout for greenhouse range B.

Houses 1 and 2 (figure 17) would be used forseed germination and propagation of rootedcuttings. They would be equipped with mist sys-tems, and the heating lines would be placed un-der the benches.

Houses 3, 4, 5, and 6 (figure 16) would haveraised benches for growing pot plants. Gera-niums, lilies, chrysanthemums, poinsettias, andmiscellaneous plants would be grown in thesehouses.

Houses 7 and 8 (figure 16) would have raisedbenches for growing asters, snapdragons, andother miscellaneous crops.

Houses 9 and 10 (figure 16) would haveground beds for the production of roses andchrysanthemums.

Houses 11 and 12 (figure 16) would haveraised benches for growing carnations andsnapdragons.

The automatic fan and pad cooling systemswould be in houses 7, 8, 9, 10, 11 and 12; carbondioxide units would be in some.

The crops grown and number of housesneeded would deprld upon the type of trainingthe area demanded of the student being trainedin greenhouse production.

Greenhouse range B (figure 17) is at the endof the laboratory section of the head house andhas the same type houses as greenhouse rangeA. Each house would be equipped with auto-matic ventilators and temperature controls.

House 1 would have raised benches and wouldbe used by the turf management students;House 2 would have raised benches and wouldbe used for studies in soil mixtures, nutrients,and other related experiments conducted by thestudents; and Houses 3 and 4 would have raisedbenches and would be used for plant propaga-tion. Each house would have a mist system andheating lines under the benches.

-4311, 00.10111w-

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Figure 18.Adequate greenhouse facilities are essential for anyornamental horticulture technology program. This is part of thegreenhouse and conservatory complex at the State University ofNew York Agricultural and Technical College at Farmingdale.

Suggested office space for staff is indicated infigure 15 and in figure 20. Space should be pro-vided for each instructor and it is recommendedthat no more than two staff members be locatedin any office. More than two staff members oc-cupying an office tends to discourage studentsfrom approaching instructors for assistance.

It is desirable to have a waiting room ad-jacent to staff offices where students can studycomfortably while waiting for the instructor'sassistance. The waiting room may house the de-

190

Figure 19.Plastic greenhouses, made possible by new materialsand technology, can supplement but not replace the glass green-houses required for the nursery management curriculum.

partmental secretary who can arrange confer-ence appointments for students if necessary.

The Horticulture Equipment and StorageBuilding (figure 20) would be similar in con-struction to the head-house building. Heat wouldbe provided in the hallway, offices, toilets, toolcrib, horticulture equipment storage area. andrepair, and work area.

The horticulture equipment storage areashould have numerous overhead doors to pro-vide easy access. The repair and wo-k area havework benches for working on and repairing theequipment. The tool crib should be enclosed andlocked. Tool sets should be stored there andhanded out only at laboratory periods. The fer-tilizer and horticulture storage areas shouldhave bins and built-in shelves to best utilize thespace. The hand tools storage area should pro-vide numerous racks and shelves for storing allthe hand tools and small equipment used out-doors by the different laboratories.

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Figure 20.Suggested floor plan for horticulture equipment andstorage building.

It is highly desirable to have a paved, well-drained area adjacent to the equipment andstorage building. It provides a place to receiveand store heavy materials such as sand, soil,aggregates, cement, flagstone, wallstone, peatmoss, fertilizers, pesticides, repair parts, and

such supplies ; and to load and unload equip-ment. If part of such area can be under a roof,so much the better. An outdoor work area withgood drainage, a solid work surface, and pro-tected from wind, rain and sun is particularlyuseful.

Cost of Facilities and Equipment

The need for adequate facilities and equip-ment in horticultural technology programs hasalready been emphasized. The initial cost of fa-cilities is a major expenditure. The importanceof using (a) the combined knowledge of expertson the local advisory committee, which advo-cates and supports a program, (b) the bestavailable advice from consultants who are apart of an existing and successful ornamentalhorticulture technician program, and (c) thetechnical knowledge of the head of the horticul-tural technology program being planned cannotbe overemphasized when cost estimates aremade. Each program and its facilities will bedifferent from others because of local or re-gional employment opportunities, climatic dif-ferences, and many other factors.

Five curriculums have been described in thisguide for the field of ornamental horticulture.Seldom will an institution find that one curric-ulum alone will meet the needs of the commu-nity. On the other hand it is not economical toattempt to provide too many options, becauseeach is a separate program with technicalspecialty courses and separate classes. Somecombination of curriculums is usually found tobe feasible as a beginning program. Determina-tion of the kind of facilities needed and somegross estimate of their cost is necessary in theearly stages of program planning.

The following assumptions are made in pro-viding the gross estimating information whichfollows :

1. Suggested facilities are those consideredideally adequate to teach the option or part ofthe program to which they apply.

2. Cost estimates are for the facilities orequipment based on 1968 costs in metropolitanNew York, and may vary from 10 to 20 percentin other areas of the Nation: $10 per squarefoot for greenhouse, and $12 per square footfor heed-house or equipment repair and storage

191

facilities are the basic unit costs used herein.These costs include benches, heating, and thenecessary watering, lighting, and ventilatingcontrols. Total costs for some facilities havebeen rounded to the nearest hundred dollars forsimplicity in presentation of data.

3. Complete gross cost estimates are providedfor each curriculum separately so individualelements in any curriculum or combination ofcurriculums can be recognized and used forgross prediction of cost of facilities for a pro-gram which combines one or more curriculums.

4. Facilities for each curriculum (and theircosts) are provided to accommodate classes of20 to 25 students per classroom which will re-sult in 2 laboratory sections of 10 to 12 studentsfor both the first and second years of the pro-gram. This assumes an enrollment in each curriculum of 40 to 50 students after the secondyear, with the facilities so planned that 80 to100 students in each curriculum could be taught.

5. The program can be started for a lowerinitial expenditure than the gross estimatesshown; but definite plans for, and assurance ofobtaining adequate facilities soon after the pro-gram begins, will be a part of the institution'spolicy when initiating any program.

6. Although the curriculums are treated sep-arately, flexible use of head-house and equip-ment repair and storage facilities can providefor multipurpose and multicurriculum use inprograms with more than one curriculum.

7. Specific facilities and equipment for anyprogram will be acquired only after specialistswho are technically competent in the field havemade exhaustive studies of the plans and poten-tial suppliers of materials and services. The de-partment head who will be responsible for theprogram should be deeply involved and carrythe major responsibility for final planning andacquisition of facilities and equipment. Thiswill avoid the costly mistakes which often re-

suit if nontechnical personnel attempt to planand equip technical program facilities.

8. Classrooms, laboratories, lecture rooms,library, and other instructional facilities are as-sumed to be available for all but the technicalspecialty classes and laboratory work associatedwith the program. If a drafting room is notavailable in the institution a gross estimate of$12,000 may be used to provide one. Similarly,if a chemistry laboratory is not available forthe horticultural soils laboratory work, $25,000may be used as an estimate of its cost.

Basic Curriculum CastSome items of equipment and some technical

courses are necessary and common to all op-tions. They will be referred to in the cost esti-mates for each curriculum as basic curriculumcost. The following are examples of what maybe considered essential and gross estimates oftheir cost.

AUDIO AND VISUAL AID EQUIPMENTItemPolaroid camera35 mm camera attachments (for micro

and macro photography) 1

Film plus processing .

haectronic flash for 35 mm camera 1

Projector 1

Projector table 1Slide editor or viewer 1

Portable or wall screen 1

30 capacity slide tray 200Slide cabinets 1Overhead projector 1

Estimated Cost $3,000

Quantity1

HORTICULTURAL SOILS COURSEEQUIPMENTItem QuantityLocker Inventory 24 setsBeaker 50 ml. 1Beaker 150 ml. 1Beaker 400 ml. 1Bottle, wash, plastic 1

Brush, test tube 1Burner, Bunsen 1Clamp test tube 1Clamp utility 1Crucible, porcelainCylinder graduated 10 ml. 1

Cylinder graduated 100 ml. 1Cylinder graduated, soil testing 1

Flask, Erlenmeyer 150 ml. 1Flask, Erlenmeyer 260 ml. 1Funnels, filtering 2

192

Gauze, wire 1Dropper, medicine ........... 1Hydrometer, soil 1Mortar and pestle 1Ring 4" 1Scoopula 1Support, test tube 1Support, funnel 1Spert plate 1Test tube, soft, 6" 10Test tube, pyrex, 6" 2Test tube, flat bottom, 4" x 10Test tube, flat bottom, 3" x 1" 6Thermometer 100° C 1Tongs, crucible 1Triangle, wire 1.

Balance, triple beam 24Balance, torsion 10pH Meter, Beckman 6Centrifuge and safety head 4Blender, Waring 24Ovens 3Sieves No. 10 10Shaking machine 1So lubridge soil test equipment 6

Etimated Cost $8,000

HORTICULTURAL APPLICATIONSCOURSE EQUIPMENTItem QuantitySpade 20Shovel, round point, and square 20Scoop 1Spading fork 20Manure fork 2Hay fork 3Pick 5Mattock, pick-mattock grub-axe 5Axe 5Grub hoe 5Draw hoe and various kinds 10Scuffle hoe, dutch 10Scuffle hoe, diamond point 1Hand weeders 20Sickle 5Scythe 1Grass whip 2Grass shears 5Border shears 2Halfmoon edger 2Sod lifter 1Pruning saw 2Orchard saw 5Hand shears 6Lopping shears 10Pole sawPole pruner 5Trowel 10Dibble 5Rakes, wooden 10Rakes, iron 10Rakes, broom 20

Wheelbarrow, gardenSpreader, hopperSpreader, cycloneSprayer, portableHedge shearsElectric hedge trimmers 16"Electric hedge trimmers 30" .Rotary turf edger


41

21

6

1

1

1

WOODY AND HERBACEOUSPLANTS COURSE EQUIPMENTItem QuantityDrying oven 1

Freezer 1

Specimen jars and mountsTape writer for labeling 1

Plastic label machine 1

Leaf press 24Set of blotters 24Set of ventilators 24Vasculums 3

Estimated Cost $1,500Summary of Estimated Costs of Basic Curriculum

Audio and visual aids $ 3,000Horticultural soils $ 8,000Horticultural applications . $ 2,100Wo.-xly and herbaceous plants . $ 1,500

Total Estimated Cost $14,600

FLORICULTURE CURRICULUMEQUIPMENTItem. QuantityPower sprayer, 50 gal. 1

Soil shredder 1

Steam sterilizer for soil 1

Elastic heating cable 5

Automatic mist system 1Rototiller 1

Greenhouse cooling system (pad and fan)Wheelbarrows, gardenHandcartsFlomatic watering systemStepladderGarden rakesWater cansWire cuttersKnivesUtility shearsSharpening stonesPruning shearsTrowelsSpadesSpading forkShovel, long handleTool kit (screw drivers, pliers, saw,

and others)Hand sprayerLightweight duster

Wheelbarrow, metalStapling tackerStapling plierWater breakerFog-it nozzleRose sprinklerExtension handlewateringLiquid fertilizer injectorCaulking gunsGalvanized flower vasesGas maskRespiratorsGloves, rubberRaincoatsHatsBoots

- .........

.......

21

1

126

6221

4 doz.11

36 prs.

3

3 prs.Display refrigerator 1

16' x 4' x 8'Walk in storage refrigerator 1

20' x 12' x 9'Estimated Total Cost Equipment

and Supplies $ 14,500Flower shop supplies (vases, containers,

ribbon, wire, stands, and others) $ 1,500M Head-house 16, 120 sq. ft. (Figure 15) $100,000Conservatory 35' x 50' $ 17,500Greenhouse Range A 23,900 sq. ft. (Figure 16) $120,000Basic Curriculum Cost $ 14,600Total Estimated Cost $268,100

LANDSCAPE DEVELOPMENTCURRICULUM-LANDSCAPEPLANS COURSEItem QuantityDrafting tables, 31" x 42" and stools 20Work table, 31" x 42" 1

6' x 6' projection screen 1

35 mm slide projector 1

Ammonia process, 42" white(developer printer) 1

100' Steel engineer's tapes 5

50' Steel engineer's tapes 5

4 50' Steel architect's tapes 52 25' Steel architect's tapes 51 100' Metallic cloth tapes 52 Other surveying equipment, levels, and others,

20 listed under "Landscape Surveying"6 Polar planimeters 5

20 Portable fluorescent tracing board 1

20 12 drawer plan file cabinets . 2

20 Pantographs 26 24" x 24" cutting table 1

20 Plastic drawing board covers, 31" x 42" 2020 Architect's triangular scale 1

20 Engineer's triangular scale 1

20 Magic markers 620 Drafting pencils (complete range) . ... 24

Colored pencils 246 Water color set (brushes and others) 1

2 Artist's chamois 1

1 Dry-clean pad 1

193

Set rapid-o-graph pens 1

Soft rubber erasers 2Kneaded erasers 2Protractor 1Set french = ves 1Set railroad curves 1Lettering guide 1India ink 6Drafting tape 614" 30-60° triangle 112" 45° triangle 1Erasing shield42" Regular T square 142" Reversible head T square 124" Sketch pad36" Roll study tracing paper42" Roll presentation tracing paper

(good grade)Blackboard, protractor, T square,

30 -60° triangle and 45° triangleBlackboard pointerDrafting dusting brushSand pad20' Tree tapes 26' Pocket tapes 2

Lettering setRolls ammonia process paper 8

4 gals.Gal. processing ammoniaMap measuring wheel


LANDSCAPE CONSTRUCTION COURSEEQUIPMENTItem QuantityHand tools

Stone forks 2Sledge hammers, 8 lb. 2Swilling hammers (dbl. sq. face), 12 lb. 2Spalling hammers (dbl. sq. face), 16 lb. 2Spalling hammers (dbl. sq. face), 8 lb.... 2Mattocks, long cutter 6Picks, railroad, 8 lb. 6Garden rakes, 14 teeth, level head 12Square shovels, #2 short handle 12Spades, short handle 12Garden wheelbarrows (wooden)

pneumatic wheels 4Shovels #2 short handle, round point 12Stepladders, 6'-8 step 2Double pulley, 4" (%" rope) 1

Triple pulley, 4" eh" 1Double pulley, 8" (1" rope) 1Triple pulley, 8" (1" rope) 1

Measuring tapes and rulers100' steel 450' steel 425' steel 4

100' metallic . 450' metallic . 425' metallic 410' steel, pocket 12

Carpenter's level (wooden), 24" 2Carpenter's level (wooden), 48" 2Carpenter's level (aluminum), 24" 4Carpenter's level (aluminum), 48" 4Line level, 3" 12Chalk line (Mason's cord), 100' balls 12Lumber crayon (mixed colors) 6 doz.Wire scratch brush 6

Bricks, plain carborundum, 8" x 2" x 2" 4Bricks, fluted earborurium, 8" x 2" x 2" 4Hand cold chisels

...........%" x 5" 6x 51/2" 6

%" x 614" 63/4" x 7" 6

x 71/2" 66

114" x 81/2" 64 pt. star drill, 17g" x 12" 24 pt. star drill, %" x 12" 24 pt. star drill, %" x 12" 24 pt. star drill, %" x 18" 26 brick set, 4" blade 6Safety goggles 12Brick hammers 12Carpenter's claw hammers, 13 oz. 12Stonecutter's hammers, 3 lb. 12Claw head hatchets, 4" blade 6Light side cutting pliers, 5" 3Lineman's heavy side cutting pliers, 7" 3Zig-zag wood rule, 6' 12Zig-zag aluminum ride, 6' 6Carpenter's squares, 24" x 16" 6Brick trowels, 19" blade 12Plasterer's trowels, 11" x 4%"Pointing trowels 6Wooden floats, 12" x 434" 6Steel floats, 12" x 4%" 6Mortar hoes 3Edging tool 3Groover 3Concrete wheelbarrows 6Mortar mixing box (wooden)

constructed in class 1Concrete mixer, gasoline powered

(1 /2. bag size) 1One-ton general self-propelled roller 1


LANDSCAPE SURVEYING COURSEEQUIPMENTItem QuantityEngineer's steel tapes, 100' 6Engineer's steel tapes, 50' 6Locke hand levels 6Abney hand levels 6Dumpy levels and tripods 6Transits and tripods 6Philadelphia rods 6Stadia rods 6Range poles 6 prs.

194

Surveyor's pins and rings, 14"Plane tables and tripodsAlidades (peep-sight types)Surveyor's compassesPocket magnifying glassesPlumb bobs, 8 oz.Leveling rod levels

(1 spirit level-circular)Compensating rolar planimeters

Surveyor's stake tacksStonecutter's hammers, 3 lbTree tapes, 20'Pocket tapes, 6'PantographsBlackboard outfit (triangles, square

and straight edge)Estimated Cost $8,100Estimated Total Cost Equipment

and SuppliesLandscape Demonstration and Flower GardensArea-1 Acre:

Flower Garden displayLandscape features, fences, pools,

walls, and othersPlant material for arboretumIrrigation and drainage

Total Landscape Demonstration and FlowezGardens Area-1 Acre

One-half equipment and storage buildingfigure 4

Laboratory equivalent to A with offices ar 'storage of bead-house--figure 15

Or 35' x 50' greenhouse of range Bfigum 17

Basic Curriculum Cost

.............

6 sets Hedge shears 66 Hedge shears, electric 26 Hand trowels 106 Power chain saw 1

Lining out chain 36 Tree rollers 5

Nursery hand truck 1

6 Roller, lawn 1

6 Garden wheelbarrow 46 boxes Metal wheelbarrow 2

6 Cyclone spreader 26 Hopper spreader 16 Power grinding wheel 16 Rototiller, 20" 1

Rototiller, small 1

1 Mist sprayer, portable 1Power auger 1100 gal. sprayer 1

15,500 Balling machine 1small tractor-3 point hii,ch 1

Attachments: Cultivator 1Plow 1Disc 1

3,000 Root pruner 1

8,000 Trailer 1

2,000 31/2 ton truck with a dump, bodyand power winch . 1

Refrigeratorhot to cooltemperature control 3

50,000 Mist systems 1

Heating cables and controls . 370,000 Gas cans, 21/2 gal. 2

Oil cans 417,500 Grease gun 1

14,600 Set of carpentry tools 2Tool Set: 1

Power drill, 14"Power sawViseWrenches, and others

Rubber hose, 75' 3 rollsPolyethylene film, black and clear 6 rollsGrafting charts 2Weed mounts .. . 1 setGrafting twine 4 rollsGrafting wax 10Grafting lantern melter 1Twine, 3 ply, 50 lbs. ........... 1 rollBurlap, 20" . 500 ft.Burlap, 24" 500 ft.Burlap, 30" 1,000 ft,Burlap, 36" 500 ft.Burlap, 42" 1.00 ft.Tree wrap 5 rollsJute rope, %" 25 ft.Jute rope, %" . 50 ft.Sharpening stones 6Can shear 1

Tree caliper drescher 1

Till grader 1

1 Balling nails 50 lbs.3 Nail container 1

$ 2,000

. $ 13,000

Total Estimated Cost $180,600

NURSERY CURRICULUM EQUIPMENTItem QuantitySpad?^. digging 20Shovels, short handle 20Shovels, long handle 20Rakes, garden 20Rakes, fan 20Rakes, magnesium, 36" 10Hoes, nursery 20Hoe, harrow 5Hoe, Dutch scuffle 5Fork, spading 20Fork, pitch 3Bar digger 2Mattock 20HatchetsAxeSledge, 6 lbs.Lopping shearsPruning sawsPruning shearsKnives, buddingTowing chainBalling platforms

31

1

6102020

195

Hay ring stapling pliers 1 Magnesium lawn rake, 48"Tape writer plus tape 1 Lawn fair rake, 24" 6Estimated Total Cost Equipment Wooden lawn rake, 24" 6

and Supplies $ 16,100 Stone fork 2Nursery Outdoor Area-2 Acres $ 2,000 Garden digging fork 6

Soil improvement Master socket wrench series 5 setsIrrigation Adjustable wrench series 5 setsDrainage

Propagation and Growing Area V2 Acre:Miscellaneous tools (screwdrivers, pliers,

ballpeen hammers and others) 5 sets

Seed and transplant bed $ 300 Estimated Total Cost $20,500Cold frames, 100' 500Plastic greenhouse, 15' x 100' 500 LABORATORY EQUIPMENTShade house, 15' x 50'Irrigation and drainage

3001,000 Item Quantity

Total Propagation and Growing Area . . .Seed germination unit 1$ 2,600Stereo binocular magnifying units, 50 power 20

One-Half Equipmen: z nd Storage Buildingfigure 20 $ 50,000

Laboratory table lamps, 10 tables,two students per table 20

Laboratory Equivalent to A and B with Offices Station laboratory tables and low stools 20and Storage of Head-housefigure 15 . .. 70,000 Hand lenses* 20

One 35' x 50' Greenhouse of Range B Dissecting kits (botany) * 20figure 7 17,500 *Students should purchase

Basic Curriculum Cost . 14,600 Estimated Cost $8,500Total Estirnsted Cost $172,800

TURFGRASS CURRICULUM GOLF COURSE-9 HOLEEQUIPMENT AND TOOLS Construction costs:

Item Quantity Construct 9 greensConstruct 9 tees

Equipment identical to turf Construct fairwaysManagement III with the following additions: Develop water system

Golf course greens mower, 22" MiscellaneousFairway 7gang reel mower Equipment building

(self-propelled) 1 Engineering feeThis unit used for campus areas as well asfor instructional purposes.

Legal feeContingencies

Combination scarifier, scraper and leveler 1 Estimated Cost $28,000Seeder and roller for 3-point tractor hitch 1 Estimated costturfgrass option equipment

Gasoline powered soil shredder . 1 and tools $ 20,500Tractor with 3-point hitch, PTO, 10 speed 1 Estimated cost laboratory equipment 8,500Disc harrow with 3-point hitch 1 Estimated cost golf course 9 hole 28,000Self-propelled trenching machine 1 One-half equipment and storage building24" gravity feed fertilizer spreader 3 figure 20 50,00036" gravity feed fertilizer spreader .. . ....Centrifugal type fertilizer spreader

33

Laboratory equivalent to C and D with Officesand storage of head-house-- -figure 15 . 70,000

Rotary mower, 21" 1 Two 35' x 50' greenhouses of range BHand reel type mowers, 18" 5 figure 17 35,000Self-propelled "gang" reel type mower, 6' 1 Turf demonstration area - 25,000 sq, f t.Self-propelled reel type mower, 21" 2 soil improvement and irrigation"Hammer-Knife" type mower, 24"Rotary tiller, 16"

1

1and drainage

Basic Curriculum Cost2,500

14,600Self-propelled soil aerator 1

$229,100Self-propelled vertical type mower 1 Total Estimated CostPower edger 1

24" lawn water-filled roller, 300 lbs. 1 ARBORICULTURE CURRICULUMSelf-propelled sod cutter 1 EQUIPMENTGarden wheelbarrow (pneumatic wheels) 3Garden rake, 14 teeth and level head 12 Item QuantitySquare shovel, No. 2 short handles .......... 12 Pole saws, 12' 10Mattocks, long cutter 6 Pole pruners, 12' complete 10Shovel, No. 2 short handle and round point 12 Saw sheaths 10Magnesium lawn rake, 24" 12 Lopping shears 5Magnesium lawn rake, 36" 6 Hand pruners 10

196

Flexible rake 5 Screw rod, 1/2" x 12' 2Broom, street 6 Screw rod, 1/2" x 12' 2Treet paint cans 10 Screw rod, 3/4" x 12' 2Mechanic's tool set 1 Screw rod nuts, 1/2" 25Tool locker 1 Screw rod nuts, %" 25Rope manila, 1/2", 800' 1 coil Screw rod nuts, 3/4" 25Rope manila, 1/2", 300' 1 coil Diamond washers 100Rope manila, 1/2", 600' 1 coil Thimbles 100Rope manila, 3/4", 150' 1 coil Turnbuckles 100Safety saddle 6 Lightning protection materials . .. 1 setTree paint 24 gals. Gasoline cans, 5 gal. 1Friction tape 12 rolls Gasoline cans, 21/z gal. 2Brush clipper, 8" capacity 1 Electric drill 1Hydraulic sprayer, 600 gals 1 Earth auger bit, 2" 2Hand saws, pruning 10 Hand earth auger 3Tree surgeon's ladder 1 Crow bar, 5' 3Square shovel 3 Chain saw, lightweight, gas 1Round point shovel .. . 3 Chain saw, electric 1Tree wrap 12 rolls Chain saw, medium weight, 24" bar, gas 1

Pulaski axe 1 Electric cord, heavy duty 100'Pruning knives 10 Sledge hammer, 8 lbs. 2

File set 4 Increment borer 2Tree surgeon's chisels, 1" 10 Ballpeen hammer 1

Tree surgeon's chisels, 11/2" 10 Bench vise 1

Tree surgeon's gauges, 1" 10 foot feeding needle 1

Tree surgeon's gauges, 11/2" 10 Climbing iron with straps 1

Mallet, 40 oz. 6 Snatch block, 6" 1

Mallet, 24 oz. 6 Axe stones 6

Bit brace 2 Bench stones 3Bit brace, 18" 2 Electric handrill, 1,4" chuck 1

Bit brace, 24" 2 Set of drills 1

Ship auger bits, various sizes Pulley blocks 1

Pliers, linemens 6 Felling wedges, wood 6Axes . 6 Wedges, 64 lbs., iron 6Hacksaw frame and blades 3 Estimated total cost equipmentCrescent wrenches. 12" 3 and supplies $ 13,200Bolt cutters .. . . 2 One-half equipment and storage buildingSteel tape, 50' 2 figure 20, 8,500 square feet 50.000Cable, ill" 260' Laboratory equivalent to A and B with officesCable, 1,4" 250' and storage of Head-housefigure 15 '70,000Cable, A" . 260' Two 35' x 60' greenhouses of range BLag Ee:rews hook, .6" 100 figure 17 .. ....... . . 35,000Lag screws hook, 1/2" 100 Basic Curriculum Cost . 14,600

Lag screws hook, 1/2" 100 Total Estimated Cost $182,800

197

Horticulture Complex With All Five Curriculums

The purpose of the following summary, whichshows the consolidated costs of the five curricu-lums in the ornamental horticultural program,is to Display the costs of the facilities (figures15, 16, 17, and 20) if equipped ideally but notextravagantly.

It is unlikely that a beginning program wouldbe large enough or varied enough to require allthe items in the summary, but those elementsnecessary to moat beginning programs can beidentified and extracted from the summary,with an understanding of their relationship toother factors in a program.HEAD-HOUSE (figure 15) $200,000GREENHOUSERange A (figure 16) .. 240,000GREENHOUSERange 13 (figure 17) 80,000

198

GREENHOUSEConservatory (figure 15) 17,500EQUIPMENT AND STORAGE BUILDING

(figure 20) 100,000Basic Curriculum Cost 14,300Outdoor Facilities Cost 17,600ARBORICULTURE CURRICULUM

Equipment and Supplies 13,200FLORICULTURE CURRICULUM

Equipment and Supplies $14,500Flower Shop Supplies 1,500 16,000

LANDSCAPE DEVELOPMENT CURRICU-LUMEquipment and Supplies 15,500

NURSERY CURRICULUM 16,100TURFGRASS CURRICULUM

Equipment and Supplies $20,500Laboratory Equipment 8,500Golf Course .. 28,000 57,000

Total Estimated Cost of HorticulturalComplex With Five Curriculums . $787,500

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Liesveld, John H. The Retail Florist. New York: Mac-millan Co. 1951.

Lindblom, C. E. Unions and Capitalism. New Haven,Conn.: Yale University Press. 1949.

Little, Van Allen. General and Applied Entomology.New York: Harper & Row, Publishers. Currentedition.

Mahlstede and Fletcher. Storage of Nursery Stock.Washington, D.C.: American Association of Nur-serymen, Inc. Current edition.

Mallinckrodt Chemical Company. Turf Pest Manage-ment Handbook. New York:

Marder, Daniel. The Craft of Technical Writing. NewYork: Macmillan Co. 1960.

Macrorie, Kenneth. The Perceptive Writer, Reader andSpeaker. New York: Harcourt Brace & World, Inc.1959.

McDonald, Elvin. The World Book of House Plants.

Cleveland, Ohio: World Publishing Company. 1963.Mead, Daniel W. and others. Contract, Specifications

and Engineering Relations. New York: McGraw-Hill Book Co., Inc. Current edition.

Metcalf, Clell Lee and others. Destructive and UsefulInsects; Their Habits and Control. New York:McGraw-Hill Book Co., Inc. 1962.

Muenscher, Walter Conrad Leopold. Weeds. New York:Macmillan Co. Current edition.

Muller, Walter H. Botany. New York: Macmillan Co.1963.

Mund, V. Government and Business. New York: Harper& Row, Publishers. 1960.

Musser, Howard Burton. Turf Management. New York:McGraw-Hill Co., Inc. Current edition.

Newman, W. and C. Summer. The Process of Manage-ment. Englewood Cliffs, N.J.: Prentice-Hall, Inc.1961.

Noble, Mary and J. Merkel. Plants Indoors. Princeton,N.J.: D. Van Nostrand Co., Inc. 1954.

Nor ling, Ernest. Perspective D, awing. Laguna Beach,Fla.: Foster Art Service, Inc. Current edition.

Ortloff, H. Stuart and Henry B. Raymore. The Book ofLandscape Design. New York: M. Barrows & Co.,Inc. 1959. Color and Design for Every Garden. 1951.

Parker, Harry. Simplified Design of Reinforced Con-crete. New York: John Wiley & Sons, Inc. Currentedition. Simplified Design of Structural Timber.Current edition.

Pederson, Carlton A. and Wright. Salesmanship; Prin-ciples and Methods. Homewood, Ill.: Richard D.Irwin, Inc. Current edition.

Perrin, Porter G. and George H. Smith. Handbook ofCurrent English. New York: William R. Scott, Inc.1962.

Pfadt, Robert E. Fundamentals of Applied Entomology.New York: Macmillan Co. 1962.

Phelps, Orme W. Introduction to Labor Economics. NewYork: McGraw-Hill Book Co., Inc. Current edition.

Pirone, Pascal P. Diseases and Pests of OrnamentalPlants. New York: The Ronald Press Company.Current edition.

. Tree Maintenance. New York: Oxford Univer-sity Press, Inc. Current edition.

Pohl, Richard W. How to Know the Grasses. Dubuque,Iowa: Willirm C. Brown Company, Publishers.1954.

Portland Cement Association. Cement Mason's Manual.Chicago: Soil-Cement Construction Handbook. APractical Course in Concrete.

Post, Kenneth. Florist Crop Production and Marketing.New York: Orange-Judd Publishing Co. 1949.

Potts, Samuel F. Concentrated Spray Equipment, Mix-tures and Application Methods. Caldwell, N.J.:Dorland Books, Inc. 1958.

Pyenson, Louis. Elements of Plant Protection. NewYork: John Wiley & Sons, Inc. 1951. Keep YourGarden Healthy. New York: E. P. Dutton & Co.,Inc. 1964.

Rainbird Sprinkler Manufacturing Corp. Sprinkler Irri-gation Handbook. Glendora, Calif.: The Corpora-tion. Current edition.

Rhodes, Fred H. Technical Report Writing. New fork:

201

McGraw-Hill Book Co., Inc. 1961.Itichberg, Donald R. Labor Union Monopoly: A Clear

and Present Danger. Chicago: Henry Regnery Co.1957.

Robbins, Wilfred W. and others. Botany. New York:John Wiley & Sons, Inc. Current edition.

- -. Weed Control, a Textbook and Manual. NewYork: McGrawill Book Co., Inc. Current edition.

Rockwell, Frederick F. and Esther Grayson. CompleteGuide to Successful Gardening. Garden City, N.Y.:Doubleday & Company, Inc. 1965.

Roget, Peter Mark. New Roget's Thesaurus of theEnglish Language in Dictionary Form. New York:G. P. Putnam's Sons. Currant edition.

Routh, Joseph I. Fundamentals of Inorganic, Organicand Biological Chemistry. Philadelphia, Pa.: W. B.Saunders Co. Current edition.

Samuelson, P. Economics: An Introductory Analysis.New York: McGraw-Hill Book Co., Inc. 1964.

Scharff, R. The Book of Planters. New York: M. Bar-:ows & Co., Inc. 1960.

Schery, Robert W. The Lawn Book. New York: Macmil-lan Co. 1961.

Schulz, Peggie. Growing Plants Under Artificial Light.New York: M. Barrows & Co., Inc. 1955.

Schutte, William M. and Erwin R. Steinberg. Commu-nication in Business and Industry. New York: Holt,Reinhart & Winston, Inc. 1960.

Simonds, J. 0. Landscape Architecture. New York:McGraw-Hill Book Co., Inc. 1961.

Sit. Lott, Edmund W. and Katherine S. Wilson. Botany.Ne, York: McGraw-Hill Book Co., Inc. 1963.

. Plant Morphogenesis. New York: McGraw-HillBook Co., Inc. 1960.

Souther, J. W. Technical Report Writing. New York:John Wiley & Sons, Inc. 1957.

Squires, Mabel. The Art of Drying Plants and Flowers.M. Barrows & Co., Inc. 1958.

Stewart, Shan. Planning and Building Your Patio. NewYork: Crown Publishers, Inc. 1954.

Sultan, Paul. Labor Economics. New York: Holt, Rine-hart & Winston, Inc. 1957.

Sunset. Garden and Patio Building Book. Menlo Park,Calif.: Lane Magazine & Book Co. 1960. How toBuild Patio Roofs. Current edition. Landscapingfor Modern Living. 1958. Lawns and Ground Cov-ers. Current edition. The Sunset Garden Series.Current edition. Sunset Swimming Pools. Currentedition.

Theroux, Frank Richard and Lisle A. Smith. Plane Sur-veying. New York: Pitman Publishing Corp. 1950.

Theroux, Frank Richard and Lisle A. Smith. SurveyingField Problems and Notebooks. East Lansing,Mich.: Michigan State College Press. 1943.

Thompson, Mary E. The Driftwood Book. Princeton,N.J.: D. Van Nostrand Co., Inc. 1960.

Thompson, Wayne N. Fundamentals of Communication.New York: McGraw-Hill Book Co., Inc. 1957.

Timms, H. The Production Function in Business. Home-wood, Ill.: Richard D. Irwin, Inc. 1962.

Tuites, Clarence E. Basic Mathematics for TechnicalCourses. Englewood Cliffs, N.J.: Prentice-Hall, Inc.Current edition.

U.S. Department of Agriculture. Climate and Man.(Yearbook of Agriculture, 1941). Washington,D.C.: Government Printing Office. 1941.

Forest Nursery Practice. (Agricultural Hand-book No. 110). Washington, D.C.: U.S. GovernmentPrinting Office. Current edition.

. Grass (Yearbook of Agriculture, 1948). Wash-ington, D.C.: U.S. Government Printing Office.1948.

. Handbook of Insect Enemies of Flowers andShrubs (Miscellaneous Publication No. 626). Wash-ington, D.C.: U.S. Government Printing Office.

. Insects (Yearbook of Agriculture, 1952). Wash-ington, D.C.: U.S. Government Printing Office,1052.

. Soil (Yearbook of Agriculture, 1957). Washing-ton, D.C.: U.S. Government Printing Office. 1957.

- -. Soils and Men (Yearbook of Agriculture, 1938).Washirgton, D.C.: U.S. Government Printing Of-fice 1938.

. Water (Yearbook of Agriculture, 1955). Wash-ington, D.C.: U.S. Government Printing Office.1955.

. Woody Plant Seed Manual (Miscellaneous Pub-lication No. 654). Washington, D.C.: U.S. Govern-ment Printing Office. 1949.

U.S. Department of Health, Education, and Welfare,Office of Education. Occupational Criteria andPreparatory Curriculum Patterns in TechnicalEducation Programs. 0E-80015. Washington, D.C.:U.S. Government Printing Office. 1962.

Pretechnical Post High School Programs, ASuggested Guide. 0E-80049. Washington, D.C.:U.S. Government Printing Office. 1967.

Scientific and Technical Societies Pertinent tothe Education of Technicians. 0E-80037. Washing-ton, D.C.: U.S. Government Printing Office. 1965.

U.S. National Park Service. Tree Preservation Bul-letins. Washington, D.C.: U.S. Government Print-ing Office. Current edition.

202

Warringer, J. E. and Francis Griffith. English Gram-mar and Composition: A Complete Handbook. NewYork: Harcourt, Brace & World, Inc. 1957.

Washington, Allyn J. Basic Technical Mathematics.Reading, Mass. : Addison-We ;ley Publishing Co.,Inc. 1964.

Watt, George W. and others. Chemistry in the Labora-tory; A Laboratory Manual to Accompany Chemis-try. New York: W. W. Norton and Co., Inc. 1964.

Weisz, Paul B. and Melvin S. Fuller. Science of Botany.New York: McGraw-Hill Book Co., Inc. 1962.

Whiting, Percy H. The Five Great Problems of Sales-men and How to Solve Them. 1964. The Five GreatRules of Selling. New York: McGraw-Hill BookCo., Inc. Current edition.

Whitney, R. A. The New Psychology of Persuasion andMotivation in Selling. Englewood Cliffs, N.J.:Prentice-Hall, Inc. 1965.

Wilson, Adelaide B. Color in Flower Arrangement. NewYork: M. Barrows & Co., Inc. 1954.

Wilson, H. W. Applied Science and Technology Index.New York: H. W. Wilson Co. Current edition.

Witty, Paul. How to Become a Better Reader. Chicago,Ill.: Science Research Associates. 1953.

Wyman, Donald. Ground Cover Plants. New York:Macmillan Co. 1956.

. Shrubs and Vines for American Gardens. NewYork: Macmillan Co. 1949.

Trees for American Gardens. New York: Mac-millan Co. Revised edition, 1965.

Yoder, Dale. Personnel Management and IndustrialRelations. Englewood Cliffs, N.J.: Prentice-Hall,Inc. 1962.

Young, Charles E. and Emil F. Symonik. PracticalEnglish, Introduction to Composition. New York:McGraw-Hill Book Co., Inc. 1958.

Zetler, Robert L. and W. George Crouch. SuccessfulCommunication in Science and Industry. New York:McGraw-Hill Book Co., Inc. 1961.

APPENDIX

Selected List of Professional andTechnical Societies and Organizations

Concerned with Ornamental Horticultureand its Application

A selected list of professional and technical societiesand associations concerned with ornamental horticultureand its application can be a helpful source of instruc-tional information and reference data. The compendiumwhich follows is not a complete listing; inclusion oromission of an organization does not imply approval ordisapproval. This listing omits details regarding localchapters or sections, but educators may obtain addi-tional information by writing directly to the executivesecretary of an organization.AMERICAN ASSOCIATION OF BOTANICAL GAR-DENS AND ARBORETUMS, Department of Horticul-ture, New Mexico State University, Box 530, UniversityPark, N. Mex. 88070History: Organized September 1940Prrpose: To promote the intersts of botanical gardens

and arboretums, and public, including municipal, in-terest in living plants

Total Membership: 200Publications: N3wsletter, quarterlyAMERICAN ASSOCIATION OF NURSERYMEN,INC., 835 Southern Building, 15th and H Streets, NW.,Washington, D.C. 20005History: Organized 1875, incorporated 1898Purpose: To improve conditions in the nursery commu-

nity through any lawful means which may be appro-priate, including without limitation the following: thecultivation of acquaintanceship; fostering and pro-moting a greater use of nursery products; the im-provement and standardization of nursery products;the advancement of fair trade practices, customs andusages; cooperation with allied interests; promotingthe arbitration of disputes; the compilation and dis-semination of scientific information to members; thestudy of business methods and standards for recom-mendation to and use by members; gathering, analyz-ing and disseminating information of general interest,and securing and presenting the view of the member-ship to the public, to governmental agencies, and toother organizations; cooperating with governmentalagencies in molding policies on legislative and admin-istrative matters in the interest of the public andindustry; promoting the exchange and sale of nurserystock; the exhibition of plants, fruits, flowers, orother articles produced by or used in the nurserycommunity; engaging in any lawful activities whichwill enhance the efficient and economic progress of thenursery community and appraise the public of itsscope and character.

Membership: Over 1,300 members in 50 States, theDistrict of Columbia, and Puerto Rico.

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Publications : Monthly Newsletter, Dividends, Merchan-dise and Sales Bulletin and Legislative Reports tomembers; also Plant Patents (-1542), Wow to Namea Plant, and various leaflets for vocational guidance,on landscape materials, etc. Several 16 mm soundfilms are available for club programs.

Awards: Norman J. Coleman award for horticulturalprogress through research; annual industrial land-scaping award for an outstanding job of landscapedesign, and beautification of the grounds of an indus-trial firm or institution.

AMERICAN FORESTRY ASSOCIATION, 919 17thStreet, NW., Washington, D.C. 20006History: Organized April 1882 in Cincinnati, Ohio, as

the American Forestry Congress, joined at the Mon-treal meeting in August 1882 by an earlier AmericanForestry Association organized in Chicago in 1875;name changed to present title 1889; incorporated Jan-uary 1897, reincorporated January 1920 in the Dis-trict of Columbia.Purpose: To promote the advancement of intelligentmanagement and use of the country's forests and re-lated resources of soil, water, wild life, and outdoorrecreation.

Total Membership: 40,000Publications: American Forests, monthlyAMERICAN HORTICULTURAL SOCIETY, INC.,1600 Bladensburg Road, NW., Washington, D.C. 20002History: Organized 1922; united in 1926 with the Na-

tional Horticultural Society; merged with AmericanHorticultural Council in 1960.

Purpose: To accumulate, increase, and disseminate hor-ticultural information.

Total Membeeship: 4,500Publications: American Horticulture Magazine, quar-

terly; Gardener s Forum, eigl.t times a yearAMERICAN INSTITUTE OF PARK EXECUTIVES,INC., Ogleybay Park, Wheeling, W. Va. 26003History: Organized 1898 as New England Association

of Park Superintendents; name changed to AmericanAssociation of Park Superintendents 1904; reorga-nized and name changed to present title 1921; incorpo-rated 1925.

Purpose: To promote the gathering and disseminationof information concerning public parks, gardens, andother recreation grounds, facilities, and programs; topromote increase of such facilities and their greaterutilization.

Total Membership: 3,872Publications: Parks and Recreation, monthly; Manage-

ment Aids Bulletin, monthly

AMERICAN RHODODENDRON SOCIETY, 3514North Russet Street, Portland, Ore. 97200History: Funded in 19,14Purpose: To disseminate information on rhododendrons

and azaleas, operate test gardens, and register namesof new hybrids.

Total Membership: 1,800 members in 16 chaptersPublications: Quarterly Bulletin; Rhododendrons

(1956), Rhododendron Test GardenAMERICAN ROSE SOCIETY, 4048 Rose lea Place,Columbus, Ohio 43200History: Organized in 1889, first as an organization

to serve commercial and cut flower growers, laterchanged to serve amateur rosarians

Purpose: The encouragement of agriculture and horti-culture and especially to increase the general interestin the cultivation and improve the standard of excel-lence of the rose for all people

Membership: About 17,000 members with more than350 affiliated and associated clubs in 17 regions

Publications: American Rose Magazine, monthly; Amer-ican Rose Annual; Guide for Buying Roses; List ofPublic and Private Gardens; Listing of books inSociety's Lending Library; periodic publications ofother books and leaflets

AMERICAN SEED TRADE ASSOCIATION, South-ern Building, Suite 803, 1030 15th Street, NW., Wash-ington, D.C. 20005History: Founded 1883Purpose: Breeders, growers, assemblers, conditioners,

wholesalers, retailers of grain, grass, vegetable, flowerand other seeds for planting purposes. Special Com-mittee: National Garden Bureau Divisions: Gardenseed; Farm seed, Hybrid corn, Lawn and Turf Grass,mail order, packet seed, brokers, retail, associates.

Total Membership: 725Publications: YearbookAMERICAN SOCIETY FOR HORTICULTURALSCIENCE, Department of Horticulture, Michigan StateUniversity, East Lansing, Mich. 48823History: Organized 1903Purpose: To promote the science of horticultureTotal Membership: 2,750Publications: Proceedings, semiannualAMERICAN SOCIETY FOR HORTICULTURALSCENCE, Department of Horticulture, Michigan StateUniversity, East Lansing, Mich. 48823History: Organized 1903Purpose: To promote the science of horticultureTotal Membership: 2,750Publications: Proceedings, semiannualAMERICAN SOCIETY OF LANDSCAPE ARCHI-TECTS, INC., 2000 K Street, NW., Washington, D.C.20006History: Organized 1899; Incorporated 1916Purpose: To advance education and skill in the art of

landscape architecture as an instrument of service inthe public welfare.

Total Membership: 2,376Publications: Landscape Architecture, quarterly; Land-

scape Architectural News Digest, monthlyAMERICAN SOCIETY OF PLANT TAXONOMISTS,

204

Department of Botany, University of California, Berke-ley, Calif. 94720History: Founded in 1937. Member society of American

Institute of Botanical Sciences and affiliate of Ameri-can Association for the Acly: ncement of Science.

Purpose: To broaden the base c f knowledge upon whichtaxonomy rests and to lead in the integration oftaxonomy with other branches of botany.

Total Membership: 630Publications: Brittonia, quarterly; Taxonomic Index,

irregularGARDEN CLUB OF AMERICA, 598 Madison Avenue,New York, N.Y. 10022Histcry: Founded 1913; Incorporated 1923Purpose: The club is especially active in fields of con-

servation. Scholarships for nature camps are givento local teachers by member garden clubs. Conserva-tion Week observance has been secured in States. Theclub is concerned with the preservation of the naturalbeauty of the country and its native plants and ani-mals. Support has been given to legislation regardingconservation and also to highway beautification.

Total Membership: 12,000Publications: The Bulletin, bimonthlyGOLF COURSE SUPERINTEND 3NTS ASSOCIA-TION OF AMERICA, ;)158 Des Plaines Avenue, DesPlaines, Ill. 60018History: Organized April 1923 as the Cleveland Greens-

keepers Association; founded in September 1926 asthe National Association of Greenskeepers of Amer-ica; incorporated in May 1928 by the State of Dela-ware; name changed to present title 1951.

Purpose: To promote research and the interchange ofscientific and practical knowledge relating to the careof golf courses and turfgrass operations, thug bring-ing about more efficient and economical operation ofgolf courses and increased prestige for this Associa-tion and its individual members, as well as the occu-pation of golf course supervision, including the pro-duction, maintenance and improvement of turfgrass;to encourage cooperation with other associations andorganizations whose interests parallel or complementthose of this Association and to promote justice,benevolence and education to and for its members.

Total Membership: 2,437Publications: The Golf Superintendent, monthly; Mem-

bership Directory, annual; Newsletter, quarterlyHOLLY SOCIETY OF AMERICA, INC., P. 0. Box8445, Baltimore, Md. 21234History: Incorporated 1947Purpose: To bring together persons interested in any

phase of holly; to collect and disseminate practicalinformation; to locate and preserve, if possible, hollystands of extraordinary natural beauty; to promoteresearch in the various cultural and physiologicalaspects of growing holly; to establish a central placewhere individuals may secure reliable information onholly.

Total Membership: 1,025Publication: Bulletin, annual; Holly Letter, irregular;

and bulletins related to holly culture.

INTERNATIONAL PLANT PROPAGATOR'S SO-CIETY, Rutgers The State University, Department ofHorticulture, New Brunswick, N.J. 08903History: Organized November 1951Purpose: To stimulate interest in the growing of finer

plant material and to disseminate knowledge of howsuch material may best be propagated.

Total Membership: 650Publications: Proceedings, annualINTERNATIONAL SHADE TREE CONFERENCE,1827 Neil Avenue, Columbus, Ohio 43210History: Founded 1924Purpose: To promote and improve the practice of ar-

boriculture and to promote public education to developa greater appreciation of the value of arboriculturalpractices.

Total Membership: 1,850Publications: Arborists' News, monthly; Annual Pro-

ceedings of the Conference, annually; various specialpublications on arboriculture, irregular

MEN'S GARDEN CLUBS OF AMERICA, 50 EatonStreet, Morrisville, N.Y. 13408History: Founded in 1932Purpose: To promote plant-testing programs for mem-

bersannuals, begonias, chrysanthemums, daffodils,lawn grasses, iris, lilies, roses, vegetables, and camel-lia:. Seed and plant exchange programs. Training ofaccredited judges. Films and slides available; pro-gram aids supplied to clubs. Speakers' bureaus main-tained by regions. Sponsors of Industrial Beautifica-tion Contest.

Toial Membership: 12,000 members; 300 member clubs,grouped in eight regions

Publications: The GardenerNATIONAL ARBORISTS ASSOCIATION, P. 0. Box426, Wooster, Ohio 44691History: Founded in 1938Purpose: To promote greater appreciation of shade

trees and to assist the tree care industry in the prac-tice of tree preservation through the dissemination ofuseful information, encouragement of sound legis-lation, promotion of research, cooperation with alliedindustries, insistence upon equitable principles inregard to shade tree work, and the carrying out ofan informative public relations program.

Total Membership: 190 members, companies or organi-zations doing commercial shade tree service work

Publications: Occasional newsletters and special pub-lications for membership

NATIONAL ASSOCIATION OF GARDENERS, INC.,194 Old Country Road, Mineola, N.Y. 11501History: Organized 1300; Incorporated July 22, 1911Purpose: To unite all professional gardeners and others

interested in gardening; to promote their generalwelfare by furnishing information pertaining to gar-dening; to supply them with a medium to secureemployment.

Total Membership: 1,200Publications: Professional Gardener, monthlyNATIONAL COUNCIL OF STATE GARDENCLUBS, INC., 4401 Magnolia Avenue, St. Louis, Mo.63100

205

History: Incorporated 1929Purpose: To coordinate the interests of the State fed-

erations of garden clubs; to aid in conservation ofnatural resources; to promote civic beauty and road-side improvements; to advance the art of gardeningand the study of hortic,:lture. National gift scholar-ships are awarded to further horticultural educationand landscape design; 25 awards are given for horti-cultural achievement.

Membership: About 490,000 members in over 15,000garden clubs united in 46 State federations and theDistrict of Columbia

Publications: The National Gardener, bimonthly; Direc-tory and Handbook, biennially

TATIONAL LANDSCAPE NURSERYMEN'S ASSO-CIATION, P. 0. Drawer 281, Leesburg, Fla. 32748History: Founded 1939Purpose: Landscape nurserymen and landscape architectsTotal Membership: 275Publications: NLNA News Notes, monthlyNATIONAL PARKS ASSOCIATION, 1300 NewHampshire Avenue, NW., Washington, D.C. 20036History: Founded 1919Purpose: The Association, through its board members

and cooperating organizations, works with horticul-tural groups in furtherance of joint aims. Educa-tional projects: work with teachers and students onconservation matters; student conservation program,an experimental venture, designed to test the feasi-bility of utilizing volunteer student assistance to sup-plement the manpower shortage in the national parksduring the summer months.

Publications: National Parks Magazine, monthly; filmrental library; sets of slides of the national parksfor sale.

SOCIETY OF AMERICAN FLORISTS, Suite H-220,Sheraton Park Hotel, Washington, D.C. 20008

History: Founded 1884Purpose: Growers, wholesalers, retailers and allied

tradesmen in the floral industryTotal Membership: 3,400Publication: Dateline, monthlySOCIETY OF AMERICAN FORESTERS, Suite 300,1010 16th Street, N.W., Washington, D.C. 20036History: Organized November 1900Purpose: To represent, advance and protect the inter-

ests and standards of the profession of forestry; toprovide a medium for exchange of professionalthought; and to promote the science, practice andstandards of forestry at an accredited college oruniversity.

Total Membership: 15,500Publications: Journal, monthly; Forest Science, quar-

terlyUNITED STATES GOLF ASSOCIATION, 40 East38th Street, New York, N.Y. 10016History: Organized in 1894Purpose: To carry on the fine things of golf: fair play,

good fellowship and the general good of the game;sponsorship of turfgrass research by State and re-gional agricultural experiment stations; developmentof trained workers in turf management.

Total Membership: Over 8,000 Regular Member Clubsand Associate Membership Courses.

Publications: USGA Golf Journal, eight times a year;USGA Grew Section Record, six times a year

WOMAN'S NATIONAL FARM AND GARDEN AS-SOCIATION, 3017 Military Road, Washington, D.C.20015History: Founded 1914Purpose: To stimulate interest in horticultural therapy;

to cooperate with governmental agencies for the im-provement of rural conditions; to give farm and citywomen a better understanding of their mutual prob-

206

lems and responsibilities;,to further the conservationof natural resources; to encourage concern for na-tional and world problems; to promote the educationof women in agriculture, horticulture, and relatedprofessions; to offer opportuniti as for the marketingof handiwork and products of tie farm and garden.Scholarships for girls studying horticulture, animalhusbandry, and home economics.

Total Membership: 8,000 members in 11 divisionsPublications: The National Farm and Garden Maga-

zine, quarterly; The Country Woman, monthly

U.S.* GOVERNMENT PRINTING OFFICE: 1970 CO--393-402