Ornamental Horticulture Technology; Suggested 2-Year Post High

EOCUMENT RESUME

ED 045 846 VT 012 344

TITLE Crnamental Horticulture Technology; Suggested 2-Year Post High School Curriculums. INS7ITUTICN rivision of Vocational and Technical Education, EAVa. PUB DATE 70 NOTE 215p. AVAILABLE FFCN Superintendent cf Documents, U.S. Government Printing Office, Washington, D.C. 20402 (HE5.281:81017 $1.75)

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

ABSTRACT Developed ty a technical education specialist, this guide is designed to aid school administrators in planning and developing 2-year post-high school programs or evaluating existing programs in ornamental horticulture technology. In addition to general information on the program, contents include course outlines with examples cf tests and references, technical education procedures, and laboratory layouts with equipment and costs and land requirements for five subject areas: (1) floriculture,(2) landscape development,(3) nursery operation,(4) turfgrass management, and (5) arboriculture. A selected list of scientific, trade, and technical societies concerned with the technology is appended. The suggested program may he modified to meet local, state and regional needs. (AW) 4 14

U I hlogy -qukgested 2-Year ( Post +ligh School Curriculumt DISCRIMINATION PROHIBITEDTitle VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Therefore, the Technical Education program, like every program or activity receiving financialassistance from the U.S. Department of Health, Education, and Welfare, must be operated in compliance with this law. 00 0E-81017 U.S. OEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR OFIGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF ED1.1- CATION POSITION OR POLICY.

ORNAMENTAL HORTICULTURE TECHNOLOGY Suggested 2-Year Post High School Curriculums

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

OFFICE 'OF EDUCATION TERREL H. BELL, Acting Commissioner of Education ARTHUR LEE HARDWICK, Associate Commissioner Division of Vocational and Technical Education Superintendent of Documents Catalog No. HE 5.281:81017

For sale by the Superintendent of Documents, U.S. Government Printing Office Washington, 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 equipment, concepts, and methods to control plant growth and to improve the industry's products and services. These developments and the legislation of mid-1960's to promote the "beautification" of the Nation have directed attention toward personnel shortages, especially skilled technicians, in the horticultural industry. This guide was prepared to aid the States in planning and developing 2-year post high si..hool programs in ornamental horticulture technology, or in evaluating existing programs. Although the indicated level of instruction is post high school, the sequence of course work may well start at any grade level where students have the prerequisite background and understanding. It includes suggested curriculums for five options : floriculture, landscape development, nursery operation, turfgrass management, and aboriculture. It also includes suggested course outlines with examples of texts and references ; a sequence of technical education procedures ; laboratory layouts with equipment and costs ; a discussion of the library and its use, faculty and students services, and land requirements ; and a selected list of scientific, trade, and technical societies concerned with the technology. This guide was developed by Walter J. Brooking, technical education specialist in the Program Development Branch of the Division of Vocational ahs.1 Technical Education, U.S, Office of Education. The basic materials were prepared by the State University of New York Agricultural and Technical College at Farmingdale, pursuant to a contract with the Office of Education. Many useful suggestions were received from special consultants and advisers, owners of businesses, employees in the horticultural industry, and administrators and teachers in schools of technology. Although all suggestions could not be incorporated, each was considered carefully in the light of the publication's intended use. In view of this, it shwild not be inferred that the suggested curriculums are completely endorsed by any one institution, agency, or person. They are plans for a program ; plans to be modified by administrators and their advisers to meet local, State, and regional needs.

ARTHUR LEE HARDWICK Associate Commissioner for Adult, Vocational, and Technical Education

iii ACKNOWLEDGMENTS THE 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 State University, East Lansing. Homer K. Dodge, Homer K. Dodge Associates, 24 Union Avenue, Fram- ingham, Mass. Norman H. Foote, Chairman, Division of Agriculture, State University of 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, Glen Head, N.Y. Harry Raben, Garden World, Inc., Francis Lewis Boulevard and 46th Avenue, Flushing, N.Y. Edward Roberts, Jr., Vice President, Golf Course Superintendent of America, 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 received from administrators and staff members of the following institutions:

Arizona Western College State Board of Vocational Yuma, Ariz. and Adult Education Abraham Baldwin Agricultural Madison, Wis. College State Department of Education Tifton, Ga. Montgomery, Ala. Danville Junior College State Department of Education Danville, Ill. Sacramento, Calif. Ratcliffe Hicks School of State Department of Education Agriculture Tallahassee, Fla. University of Connecticut Storrs, Conn. State University of New York Agricultural and Technical Mount San Antonio College College Walnut, Calif. Cobleskill, N.Y. State Board of Vocational Education and Rehabilitation (Division of Agriculture Education) Springfield, Ill.

vi CONTENTS Page FOREWORD iii ACKNOWLEDGMENTS THE ORNAMENTAL HORTICULTURE PROGRAM 1 Typical Employment Opportunities 3 General Considerations 4 Floriculture 7 Landscape Development Nursery Operation 7 Turfgrass Management 8 Arboriculture 8 Faculty 9 Student Selection and Serv5ces 10 Advisory Committees and Cervices 12 Laboratory Equipment and Facilities 13 Library 14 Textbooks, References, and Visual Aids 15 Scientific and Technical Societies 16 THE CURRICULUMS 17 Floriculture Curriculum Outline 17 Landscape Development Curriculum Outline 18 Nursery Management Curriculum Outline 19 Turfgrass Management Curriculum Outline 20 Arboriculture Curriculum Outline..... _____ 21 Brief Description of Courses 22 Curriculum Content and Relationships 25 Suggested Continuing Study 28 COURSE OUTLINES 29 Technical Specialty Courses 30 Drainage and Irrigation 30 Floral Design 34 Floricultu 36 Flower Shop Operation 38 Greenhouse Operations I 40 Greenhouse Operations II 42 Herbaceous Plants I 48 Herbaceous Plants II 51 Horticultural Applications 54 Horticultural and Turfgrass Equipment. 59

House and Conservatory Plants I_ 63 House and Conservatory Plants II 66 Indoor Landscaping 70 Landscape Construction 73 Landscape Gardening 77 Landscape Plans I 79 Landscape Plans II 82 Municipal Arboriculture 85 Nursery Operation I 88 Nursery Operation II 90 Nursery Operation III 92 Plant Propagation 94

vii Page Planting Plans I 96 Planting Plans II 99 Shade Tree Problems 104 Training Ornamental and Fruit Plants 107 Tree Pruning and Repair 109 Turfgrass Culture 112 Turfgrass for Golf Courses 118 Turfgrass Management I 121 Turfgrass Management II 126 Woody Plants I 131 Woody Plants II 134 Woody Plants III 136 Mathematic' and Science Courses 138 Mathematics 138 Botany 140 Chemistry 148 Entomology and Plant Disease Control 151 Horticultural Science 153 Horticultural Soils 155 Plant Pathology 157 Auxiliary and Supporting Technical Courses 162 Arborist Business 162 Landscape Contracts and Specifications 164 Landscape Surveying 167 Salesmanship 170 Technical Reporting 172 General Courses 175 Business Organization and Management 175 Communication Skills 178 General and Industrial Economics 181 FACILITIES, EQUIPMENT, AND COSTS 184 General Planning of Facilities 184

Land Requirements _ 186 Laboratory Facilities and Equipment 186 Cost of Facilities and Equipment 191 Basic Curriculum Cost 192 Audio and Visual Aid Equipment 192 Horticultural Soils Course Equipment 192 Horticultural Applications Course Equipment 192 Woody and Herbaceous Plants Course Equipment__ 193

Floriculture Curriculum Equipment _ 193 Landscape Development Curriculum Landscape Plans Course. 193 Landscape Construction Course Equipment _. 194 Landscape Surveying Course Equipment 194 Nursery Curriculum Equipment 195 Turfgrass Curriculum Equipment and Tools 196 Laboratory Equipment 196 Golf Course-9 Hole 196 Arboriculture Curriculum Equipment 196 Hortkulture Complex With All Five Curriculums ______198

viii Page BIBLIOGRAPHY 199 APPENDIX Selected mist of Professional and Technical Societies and Organi- zations Concerned with Ornamental Horticulture and its Applica- tion. 203

ix THE ORNAMENTAL HORTICULTURE PROGRAM ORNAMENTAL HORTICULTURE, or the for containerized growth, storage, and distri- cultivation and use of plants and flowers to bution reduce cost and improve service to cus- control, beautify, and improve man's environ- tomers. Modern applications of the science of ment, is an old practice. It has become a multi- chemical plant growth control, such as fertiliz- billion dollar industry in this Nation which ers, growth stimulators, or depressants, defoli- serves many and employs several thousand per- ants and many others, are an important part of sons. the horticultural producer's activities. Chemi- Recently there has been grea.cer awareness cals to kill or control weeds, molds, insects, and growing interest in substantially increasing plant parasites, and animals that feed on plants the use of plants, flowers, turf, and shrubs for or affect their growth have been developed to a thebeautificationofmunicipalproperties, very sophisticated technological requirement urban areas generally, and the countryside. for efficient and economical horticultural pro- Growing emphasis on environmental improve- duction. Special equipment and techniques are ment indicates this awareness and is only one required for the use of these chemicals. of many factors which has created a shortage New machinery and sophisticated automatic of the skilled personnel required to produce, watering, temperature and light controlling de- plant, care for, and to distribute the materials vices have been developed for the greenhouse used for horticultural purposes. and horticultural industry, and represent yet Modern technology has caused great changes another facet of the technological impact on the in the propagation, culture, packaging, storing, industry. care, and distribution of flowers, shrubs, turf- All of these technical developments have grass, and trees. New varieties of plants im- brought about great changes in the horticul- prove in beauty and adapability. New materials tural field and cause a growing need for highly

::'70.2i

;e," i... -

+ ,,!*

CS! = t=1./Z.C. =.9 ti .4

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.

1 skilled technicians to cope with the increasingly field of importance and is, like floriculture, a complex scientific aspects of the industry. The part of ornamental horticulture. following description of the major branches of It has been estimated that turf (with all pha- ornamental horticulture will clarify the subject ses of its production and management) may be- and provide a basis for the terms used through- come the most valuable crop produced in the out this publication. Eastern United States. A good lawn is becom- Ornamental horticulture is the production of ing necessary to homeowners, and much money flowers and foliages of all kinds both indoors isspent establishing and maintaining good and out ; and the consequent grading, arrange- home lawns. Lawn seed production is a large ment, distribution, and marketing have become and specialized business which requires special a sizable industry known as floriculture. Cut technical knowledge, skills, and aptitudes, Grass flowers are used by more and more people. Pot- cover by sodding is a common practice. The ted flowers and foliage are appreciated and used turf is grown and the entire mat of plants and widely. roots (sod) are transplanted quickly to areas Shade, specimen, and ornamental trees are requiring a lawn. Sod production for these turf increasingly valued and guarded by the public. areas requires much knowledge and ability and Removal of shade trees arouses the concern of is an important and growing part of ornamental residents, even if some of the trees have grown horticulture known as turfgrass management. old and dangerous. This branch of the service, The production of hardy ornamental plants arboriculture, has come to mean not only the for the landscape is an important part of orna- cultivation of trees and shrubs in a broad mental horticulture known as nursery opera- sense ; but planting, transplanting, fertilization, tion. The successful nurseryman must be able to insect and disease control, pruning, bracing, propagate and grow profitably the many differ- cabling, cavity work, and general care. Arbori- ent species and varieties required or desirable culture has developed into a highly specialized for planting in the home or public landscape.

eff°': -r.;A 44 A... 4' ti

,r111.141-- r

-9"

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

2 The garden center or roadside market where young person who prepares for a career in this plants are held temporarily for sale to whole- held has almost unlimited opportunities. Great sale or retail customers is another type of nur- shortages exist for golf course superintendents, sery activity. grounds superintendents for schools, colleges, Construction of private and public buildings, parks, industrial plants, cemeteries, municipali- parks and parkways has increased the need for ties, constriction contractors, highway depart- the services of the expert in landscape developments, and many others. A partial list of the ment. A trained landscape man is prepared to positions filled by experienced and competent build and maintain lawns, plant and cultivate technicians in the ornamental horticulture field trees, shrubs, flowers, and other plants ; and to follows. plan and construct landscape features including walks, paths, small pools, and walls. In addition, pruning, spraying, feeding of plants, and gen- Typical Employment Opportunities eral outdoor maintenance work related to this Arboretum Superintendent area require the services of a competent land- Arborist scape man. Ofter this work is done on a con- Redding Plant Grower tractual basis. Cemetery Superintendent Commercial Sod Grower Employment opportunities for qualified orna- Custom Spray Operator mental horticulture technicians are plentiful, Floral Designer but many of the jobs go unfilled each year. The Flower Shop Manager

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

3 Foliage Plant Specialist Parkway Foreman Foreman, Landscape Company Parkway Supervisor Garden Center Manager Plant Propagator Golf Course Construction Contractor Pot Plant Grower Golf Course Construction Foreman Private Estate Gardener Greenhouse Manager Retail Florist Greenhouse Manager for Public and/or Retail Nurseryman Private Gardens Salesman for Horticultural Equipment Greenhouse Technician for Research Salesman for Horticultural Supplies or Teaching Programs Salesman for Landscape Services Greenskeeper Salesman for Plants Grounds Superintendent Superintendent, Golf Course Grounds Supervisor Turf Consultant Herbaceous Plant Specialist Turf Maintenance Business Horticulturist Turf Research Technician Indoor Plant Designer Turf Salesman Indoor Plant Installer Turf Supply Salesman Irrigation Equipment Installer Wholesale Florist Irrigation Equipment Salesman Wholesale Nurseryman Landscape Construction Foreman Woody Plant Specialist Landscape Consultant Landscape Contractor Landscape Designer General Considerations Landscape I ispector Landscape Maintenance Business This suggested program guide is designed to Landscape Nurseryman provide an intensive 2-year full-time program Landscape Planting Foreman Nursery Superintendent of study beyond high school for students of Nursery Supervisor ornamental horticulture. The course work is Park Superintendent designed to provide depth of understanding and

't`ttepr

.. ..,..,,...... 4

c4'''' I " Zrri. A. 1..)- ^,",54, . , 4.11....

It tAky .4rWre.c.t 4.0.40,1f....,: V*Cri4t . 7 , . ^

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

4 some skill proficiency in the technical require- scientific knowledge, and technical skills. These ments for occupations in the broad field of orna- have been broadly defined as follows :1 mental horticulture in the United States. 1. Proficiency in the application of scientific The program is planned to prepare a compe- principles in the general areas of biology and tent technician in one of the five branches of chemistry that are pertinent to the individual's ornamental horticulture (floriculture, arboricul- technical field in ornamental horticulture. ture, turf grass management, nursery operation 2. Facility with mathematics ; ability to use or landscape development) in a program requir- algebra and trigonometry as tools as required ing 2 academic years and the summer between by the technology in performing the many ap- the first and second years. plications to ornamental horticulture ; and some It is an intensive, college level program and understanding of, though probably not facility because of the limitation of time and the with, higher mathematics. breadth of the field instruction must be highly 3. An understanding of the materials, prin- efficient. Teaching methods must be stream- ciples, techniques, and processes commonly used lined in order to convey maximum information in ornamental horticulture technology. to students in a minimum amount of time 4. An extensive knowledge of the field of and to improve their skills and competencies. specialization with competency in applying the Laboratorycoursesmust bewell-planned, knowledge in various activities. The degree of implemented, and coordinated with classroom competency and the depth of understanding work so that each laboratory experience yields should be sufficient to establish rapport with all maximum understanding and improves the people in the field of ornamental horticulture skills of the student. Courses in the curriculum and enable the graduate to perform a variety of can no longer be taught as isolated units but detailed technical work. This requires individ- must be carefully integrated into a smoothly ual judgment, initiative, and resourcefulness. progressing program, organized and taught by 5. Communication skills that include the abil- a closely knit staff to insure proper timing of ity to interpret, analyze, and transmit facts and specific subject coverage. ideas graphically, orally, and in writing. The objective of the program recommended in this guide is to produce a competent orna- The ornamental horticulture technician will mental horticultural technician in one of the use the foregoing abilities, knowledge, and skills five optional fields. The technician must be ca- as he performs several (but usually not all) pable of working and communicating directly of the following general activities:2 with engineers, scientists, managers, and pro- 1. Appliesknowledge ofscience,mathe- duction personnel in his specialized work; of matics, and horticulture in rendering direct satisfactorily performing work for his employer technicalassistancetobiologicalscientists, and of growing into positions of increasing re- landscape architects, business enterprises, plant sponsibility.Thegraduatetechnicianalso propagators,horticulturists,plantbreeders, should be an active, well-informed member of highway departments, housing authorities, pub- society. lic agencies, municipalities, and other govern- A curriculum which, when mastered, will pro- mental units. duce the type of graduate described earlier 2. Designs, develops, or plans modification of must be carefully designed. Each course must existing gardens, grounds, estates, golf courses, be planned to develop the student's knowledge nurseries, floral arrangements, parks, exhibit and skills in that particular area and must be areas, and other horticultural features. directly integrated into the curriculum. Each 3. Plans, supervises, or assists in installation course contributes uniquely to the sequence of of complex horticultural projects such as pools, courses specially planned to produce a compe- walls, walks, irrigation systems, patios, outdoor tent technician. 1 U.S. Department of Health, Education, and Welfare, Office of Because technicians are employed in varied, Education. Occupational Criteria and Preparatory Curriculum Pat- numerous, and often specialized situations, the terns in Technical Education Programs. OE-80015. Washington: U.S. Government Printing Office, Superintendent of Documents, 1962, adequatelytrainedornamentalhorticulture p. 5. technician must have attained certain abilities, 2 Ibid.

5 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 each year, and to grow some of them through the fourth or fifth year at least. living rooms, roads, bridle paths, play areas, procedures for work related to ornamental hor- and other such features. ticulture. 4. Advises and recommends regarding the 9. Selects, compiles, and uses technical infor- operation, repair, and maintenance of horticul- mation from references, standards, handbooks, tural enterprises such as public parks, memorial biological and horticultural procedural outlines, parks, arboretums, playgrounds, golf courses, technical digests, and research findings. highways, cemeteries, home grounds, public 10. Analyzes and interprets information from grounds, estates, and educational institutions. trials, tests, research, and experiences of others 5. Plans production or operations as a mem- and makes evaluations upon which technical ber of the management unit responsible for effi- decisions can be made. cient use of manpower, materials, money, and 11. Analyzes and interprets technical horti- equipment in mass production of horticultural cultural problems that involve independent de- crops such as trees, shrubs, flowers, and turf. cisions. Judgment requires substantive experi- 6. Advises, plans, and estimates costs as a ence in the horticultural field in addition to sci- field representative of a manufacturer or dis- entific principles and technical know-how. tributor of technical horticultural equipment, 12. Deals with a variety of technical prob- services, or products. lems involving many factors and variables 7. Accepts responsibility for performance which require an understanding of several tech- tests of plants and equipment used in orna- nical fields. This versatility is a. characteristic mental horticulture and prepares appropriate that relates to breadth of applied scientific, technical reports for his superiors. technical, and horticultural understanding. 8. Preparesorinterpretsdrawingsand Some of the preceding 12 activities are sketches and writes detailed specifications or broadly inclusive while others describe func-

6 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 at the State University of New York Agricultural and Technical College at Farmingdale, Long Island, N.Y. tions which are quite specific. They neither ex- ment with florists, in planning, growing, design- clude nor include functions or activities that ing, managing, and selling floral products and might be considered the special prerogatives of services. The purpose is not to prepare for recognizedprofessionalorskilledworker single or limited skills but for multiple respon- groups. The horticultural technician must be fa- sibility occupations which require an under- miliar with the work of the professional as well standing of flower culture and merchandising. as the skilled craftsman. Few if any technicians perform all 12 but the work of all horticultural Landscape Development technicians requires some combination of them. The landscape curriculum focuses on prepar- The materials in this guide have been organ- ing the student for employment in the broad ized to provide five optional curriculums to allow field of landscape planning and construction. for adaptations so that other options such as Despite the many good publications available on horticultural merchandising and golf course the subject, homeowners seek the advice of management can be developed, Unless the total trained horticulturists when contemplating a program in an institution is very large the op- complete or partial landscaping project. A tions should be selected and provided by the trained landscape man is prepared to build and administration of the school to best meet the maintain lawns, plant andcultivatetrees, needs of the community which it serves. It is not shrubs, flowers, and other plants ; and plan and recommended to attempt to provide all five cur- construct landscape features including walks, riculums where some might be chosen by only paths, small pools, and walls. In addition, prun- a few students and result in classes being too ing, spraying, feeding, and other kinds of tree small to be economically supportable. work require the services of competent land- Floriculture scape men. The floriculture curriculum involves the busi- Nursery Operation ness of growing and selling flowers, foliage, and The nursery curriculum deals with the pro- related materials. It is directed toward employ- duction, harvesting, and sale of ornamental trees and shrubs. A person entering the field of construction and maintenance foreman, golf ornamental horticulture, besides having a love coursesuperintendent, cemetery,park,and of plants, must be able to propagate, grow to grounds supervisors. Instruction in addition to commercial size, harvest, and profitablysell the basic horticultural cou 7ses include courses many different species and varieties of woody in turf maintenance as a business, turfgrass plants. He must not only learn the names of problems, horticultural and turf equipment, many species and varieties but must also be landscape plans, landscape construction, and able to identify them. topographical mapping. Besides the production or wholesale nursery there are nurseries specializing in the various phases of the retail business such as mail order Arboriculture merchandising, retail sales yards and garden The arboriculture curriculum prepares stu- centers. A garden center is a retail business dents for such positions as foremen and sales- specializing in the sale of plants and lawn and men for arboriculture firms ; foremen and su- garden materials such as fertilizer, pesticides, perintendents of estates, parks, State highways, lawnmowers, lawn and deck furniture, and other college campuses, and other public grounds ; products related to garden living. Landscape manager or owner of z. service organization for nursery or landscape contracting is covered un- the practice of arboriculture. Instruction in- der the landscape option above. cludes, in addition to the basic horticultural courses, study and practice inpropagation, planting, transplanting, pruning, cabling, brac- Turfgrass Management ing, fertilization, and protection of trees from The turf grass management curriculum pre- insects and diseases. pares students for such positions as golf course A 2-year ornamental horticulture curriculum

Figure 7.Landscape development is being studied by these ornamental horticulture students.Inthis speciality, students learn to develop 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 to responsible for this program must have inter- prepare individuals for responsible technical po- ests and capabilities which transcend their area sitions. It must be essentially pragmatic in its of specialization. All of the faculty members approach and must involve a high order of spe- should be well oriented in the rEquirements for cialization. study in ornamental horticulture and its appli- The curriculums suggested in this guide have cations so that they may use horticultural ex- been designed to provide maximum technical amples and subject matter as supporting ma- instruction in the time that is scheduled. To terial when they teach their respective courses. those who are not familiar with this type of For example, if the communications courses are educational service (or with the goals and inter- to be of maximum value, the communications ests of students who elect it) the technical teacher should be familiar with the communi- program often appears to be inordinately rigid cations problems and demands placed on orna- and restrictive. While modifications of this pro- mental horticulture personnel. Without such a gram may be necessary to meet specific local background the communications course work needs, it is recommended that the basic struc- may not offer the support that is needed in the ture, content, and level of the curriculum be total program of education for the ornamental maintained in planning new programs or mod- horticulture technician. ifying existing ones. A minimum of three, and usually four, full- A curriculum in technical education usually time equivalent faculty members are required has five subject matter divisions, namely: (1) to teach the technical specialty courses in any specialized technical courses in the technology ornamental horticulture technology curriculum (2) auxiliary or supporting technical courses option. Bear in mind, however, that entering (3) mathematics courses (4) science courses, classes of 20 to 30 students can be taught and (5) general education courses. The tech- in lectures but may require two or three sec- nical subjects provide application of scientific tions of 10 for laboratory work. One instructor principles. For this reason, mathematics and usually is recognized as the head of the pro- science courses must be coordinated carefully gram. He must be technically competent in all with technical courses Lt all stages of the pro- phases of the technology and be able to provide gram. This coordination is accomplished by the leadership and coordination needed for scheduling mathematics, science, and technical excellence in the program. Other instructors courses concurrently during the first two terms. should preferably be full-time faculty mem- This curriculum principle will be illustrated at bers. The department head and at least one several points. It has been found that students instructor must be employed during the first who enter a technical program do so because of year of operation of the program, and all four the depth in the field of specialization that the (and perhaps more) will be needed during the program provides. Many students who elect this second and subsequent years. type of educational program will bring to it a In addition to the staff which teaches the good background of general study. technical specialty courses it is obvious that provision must be made for faculty to teach the Faculty communication skills, technical reporting, mathematics, basic science, and general courses in The effectiveness of an ornamental horticulture curriculum depends largely upon the com- the curriculum. Sufficient staff to teach these petence and enthusiasm of the teaching staff. courses to the agricultural equipment techni- The specialized nature of the curriculum re- cians may already be in the institution but care quires that the teachers, in addition to being must be taken to provide sufficient teaching good instructors, have special competencies capacity in these subjects without overloading based on proficiency in technical subject mat- the staff. ter. It is important also that all members of the Obtaining competent ornamental horticulture faculty and administration understand the edu- instructors may be difficult because very few cational philosophy, goals, and unique require- institutions have programs to prepare teachers ments that characterize this kind of education. of ornamental horticulture. The demand is To be most effective, members of the faculty growing faster than the supply.

9 The land-grantcolleges,especiallythose may increase the total effectiveness of the which have accepted graduates of 2-year orna- teaching staff. mental horticulture programs may be a source Class size in general should be limited to ap- of teachers. Another source of faculty is to proximately 20, or multiples of 10. This limita- provide inservice training for interested and tion will make it possible to have two laboratory partially qualified teachers. Some vocational ag- sections of 10 members each for each class riculture teachers have become very successful group. Assigning more than 10 to the laboratory ornamental horticulture instructors and others will limit the learning situation and should be are being prepared by inservice training. Teach- avoided. ers with farm backgrounds bring some helpful preparatory knowledge to an inservice training Student Selection and Services program. There is so much to ornamental horticulture that a good teacher is not easily pre- The importance of properly enrolling quali- pared on the job unless he has a strong educa- fied and adequately prepared students in suffi- tional background in botany or agriculture and cient numbers to fill each beginning class in any the motivation to qualify as an ornamental technician educating program cannot be over- horticulture teacher. emphasized. If too few students are enrolled the A few graduates of 2-year agricultural and whole program will be uneconomical, and often will lead to poor morale of both the students and technical college technician programs are be- the instructional staff. coming good teachers of ornamental horticulture, especially after they have had occupational Enrollment of a majority of a beginning class experience in the field; and have continued their of students who are not qualified to start in a formal study by increasing the depth of their technician program will require the teaching staff to lower the level of their course material scientific and technical subjects, and obtaining and thus to graduate students who lack the professional status in pedagogical preparation. needed preparation for attractive employment. Persons who have been in business in some This practice disillusions both the graduates phase of ornamentalhorticulture orhave and employers, and if continued year after year worked in the field bring practical experience as it will cause the program to fail. To enroll potential teachers but often they need instruc- classes of unprepared students also wastes the tion and practice to meet the rigors of teaching best capabilities of the faculty and leads to low or dealing with young people. If the department morale through lack of challenge and oppor- of ornamental horticulture is large enough, a tunity to utilize their teaching abilities. person with this background can be used as a If a few unprepared students are permitted technical assistant with the help of the other to enroll in a class where the majority are teachers and a helpful and understanding ad- equally prepared, they almost certainly will fail ministration which provides an inservice train- because the rigor and intensity of the program ing program. at its proper level does not leave sufficient time When teaching loadz for ornamental horti- for unprepared students to make up deficiencies culture courses are determined, consideration and master the curriculum at the same time. should be given to the number of contact hours. This curriculum is designed for high school These teachers must devote a large amount of graduates who have particular abilities and in- time to preparation for laboratory sessions terests in ornamental horticulture. Students en- the development of special instructional aids, tering the program should have completed 1 year of algebra, 1 year of geometry, 1 year of assisting students with individual projects, biology, and 1 year of chemistry, or their and reviewing reportsin addition tothe equivalent. usual teaching responsibilities. An effective There are many attractive opportunities for teaching load should usually be 15 and not more women in the field of ornamental horticulture. than 20 contact hours per week. The use of a Women have interests and abilities which lend trained but nonteaching laboratory assistant to themselves to many phases of plant care, cul- prepare set-up and teaching materials, and to ture, floraldesign, and merchandising. These perform other routine tasks for the teachers, capabilitiesshould be encouraged sothat

10 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 work dents who are well prepared in formal course can become technicians in these highly special- material and have the ambition, desire, and the ized fields of applied science. will to master a difficult program and to develop Student selection should be made on the basis their capabilities to the limit. of the individual's high school scholastic record, The ability levels of those who do and those an interview in which the student expresses a who do not meet these requirements will vary motivating interest in succeeding in the pro- greatly as will their motivation toward the program, and evidence of physical capability to gram. Motivation alone is not enough to insure perform all required work and activities. Many a student's success in a technical program. If institutions use tests to help in student selec- applicants do not have the necessary communi- tion. Selection should be based on all available cation (language) skills, mathematics, or sci- information regarding the student, and final ence preparation they should be required to acceptance should be governed by the judgment compensate for these deficiencies and meet the of the school that the student probably can entry requirements before being enrolled in the succeed in the program. program. In many cases this pretechnical pre- Studentswho entertechnicalprograms paratory study should be offered at the school should have relatively similar capabilities and where the applicant will enter the technical should exhibit some evidence of maturity and program. seriousness of purpose ; otherwise the program may not be able to achieve its objectives. Curi- Many institutions which offer programs osity, the ability to reason, and strong motiva- for educating technicians providepretechnical3 tion are characteristics of most student tech- 8 U.S. Department ofHealth, Education, and Welfare.Office of Education. Pretechnical Post High School Programs. A Suggested nicians. The amount of material to be studied Guide. OE- 80049. Washington:U.S. Government PrintingOffice, and the principles to be mastered require stu- Superintendentof Documents. 1067.

11 programs up to a full year's duration to give in the broad field of ornamental horticulture, promising but underprepared students the op- where they get on-the-job occupational experi- portunity to enter a technical program of their ence that will enrich the second year of formal choice with a good probability of successfully instruction. Employment experience assists the completing it. A pretechnical program helps student to obtain employment after graduation. to solve student recruitment problems, assures To employ student technicians is of great benefit high-quality graduates by starting with ade- to the employer because he can thus get sea- quately prepared students, and gives promising sonal employees and also get acquainted with students an opportunity to educate themselves students he might wish to employ permanently tomeettheNation'surgentneedsfor after they graduate. technicians. Many graduates from high school vocational Effective guidance and counseling are essen- agriculture departments are good candidates tial. The student should be aided in selecting for post high school ornamental horticulture educational and occupational objectives con- study. They have had some education about sistent with his interests and aptitudes. When- how things grow and they may also have had ever possible, standardized and special tests some good occupational experience. In addition should be used to assist in student selection, they may know how to do the work. placement and guidance. A student should be A department of ornamental horticulture will advised to revise his educational objectives if develop a good reputation if its graduates can it becomes apparent that he is more suited to readily produce on the job. Students may work another program, either because he lacks inter- in cooperative programs which permit them est in ornamental horticulture or lacks the to work a spring quarter, or semester, or in the scholastic ability to progress satisfactorily in fall instead of a summer. the curriculum. It is suggested that to develop each student Advisory Committees and Services to his fullest, each incoming student should be The success of technician education programs assigned to a faculty member who will act as the student's advisor for the duration of his pro- depends, to a great extent, on the formal and gram. Each instructor should consider this informal support of advisory committees. When a vital part of his job. It takes time, but yields an institution decides to consider the advis- rich rewards. The faculty member must of ability of initiating a particular technological necessity go out of his way at times to be most program, the chief administrator or dean should effective in assisting his students. Should per- appoint the advisory committee. sonalitiesnot be compatible, reassignments The special advisory committee for the orna- should be made. Every student should have a mental horticulture program should be com- teacher-counselor who exhibits a personal inter- prised of representatives of employers and est in his educational progress and problems. public employment services, scientific or tech- Ornamental horticulture graduates must be nical societies and associations in the field, and able to produce. They must be given broad and knowledgeable civic leaders who meet with and intensive experience in their class and labora- advise the specialists on the school's staff. Such tory work. In addition to the classroom and members serve without pay as interested citi- laboratory learning and practice, some kind of zens. They enjoy no legal status but provide actual experience on the job is vital. This may invaluable assistance. The committee normally consists of about 12 members (but may vary be provided by caring for the campus, gardens, from 6 to 20), who generally serve for a 1- to nursery, greenhouses, and related facilities be- 2-year period. The head of the institution or the longing to the school, or by obtaining employ- department head of the technology usually is ment in the industry. Under some systems, chairman. It should be remembered that such students get horticultural work for the summer people are always busy; therefore, meetings between the first and second years and at peak should be called only when committee action seasonal periods. Thus floriculture students can best handle a specific task or problem. would work for a florist and nursery students The committee assists in surveying and de- in a nursery. It is important that students work fining the need for the technicians ; the knowl-

12 edge and skills they will require; employment consultants, can effectively initiate the needed opportunities ;availablestudentpopulation; program, quickly develop it to a high level curriculum, faculty, laboratory facilities, and of excellence, and maintain its timeliness. i..duipment ; cost and financing of the program. It is strongly recommended that an advisory When the studies indicate that a program committee be provided for on,amental horti- should be initiated, the committee's help in culture. Members should be appointed for fixed planning and implementing it is invaluable. terms, but at staggered intervals to maintain Frequently the committee gives substantial continuity. A fixed period of time makes it easy help to school administrators in obtaining local to replace a member if he becomes too busy or funds and securing State and Federal support is otherwise unable to serve. for the program. When the graduates seek employment, the committee aids in placing them Laboratory Equipment in jobs and in evaluating their performance. and Facilities These evaluations often will result in minor Laboratories and equipment for teaching modifications which more closely relate the horticulture technology programs must meet program to employment requirements. high standards of quality since the objectives and the strength of the programs lie in providing valid laboratory experience, basic in nature, broad in variety, and intensivein practical experience. Well-equipped laboratories with sufficient facilities for all students to perform the laboratory work are required for these courses. The training program should include experiences which illustrate the function and application of a wide variety of plants, material, equipment, devices, units, and systems. Variety and quality of equipment and facilities are more important than quantity. Labora- tory equipment and facilities are a major element of the cost of such a program but they are indispensable if the training objectives are to be met. Sufficient, good land acreage with water for irrigation is necessary. Fertile soil for annuals, gardens, nursery, trees, turf, and practice in landscape development must be available. Over a period of time valuable teaching materials Figure 9.Facilities for ornamental horticulture technology pro can be developed in the form of gardens de- grams should be large enough to provide work experience for all signed in the classroom and executed in the students. They should be similar to those in the industry and have modern technological equipment such as the automatic flower laboratory. An extensive nursery will be a watering devices shown above. natural result following propagation practice in the laboratory. If a campus is available, plant The advisory committee can use this guide, materials can be added for study. The campus designed primarily for planning and develop- might even be developed as an ornamental ing full-time preparatory programs in post horticulture laboratory utilizing a variety of high school institutions, as a starting point materials, evenpossiblyincluding different modifying it to meet local needs. The program examples of street trees and grasses. can also form the basis for courses to meet the Greenhouse and head house facilities are requirements of employed adults who wish required for any program in ornamental horti- to upgrade or update their skills and technical culture and they must be available when the capabilities. In this way the school administra- program begins. tion, with the help of the committee and special Facilities and equipment are discussed in

13 CZ.

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

10 4 -

I 4, j lekellfr

Figure 10.Students in ornamental horticulture programs can contribute significantly tothe appearance of school grounds, but any gain in educational experience is incidental. Therefore, this kind of activity must not be considered amajor part of the program. detail in the section "Facilities, Equipment and his curriculum. Planned assignments of library Costs." projects calling for the student to go to the library and prepare reports. on pertinent sub- Library jects in his courses enable him to understand the resources available in libraries and how Dynamic developments causing rapid changes they relate to his technology.' in technological scientific applications and prac- The content of a library must adequately tice make it imperative that the student of any provide the literature containing the knowledge technology learn to use a library. Therefore, encompassed by all subjects in a curriculum instruction for students in technologies should and extending somewhat beyond the degree be library oriented so they learn the use of the of complexity or depth encountered in class- library and form the habit of using it as a room activities. Literature dealing with highly learning tool. This helps to develop the pro- specialized aspects of a subject may be acquired fessional attitude in the student and further as needed or may be borrowed by the librarian assists him to depend on libraries as a means from more comprehensive "hraries. of keeping abreast of the new developments in The teaching staff and the library staff should a rapidly changing technology.The growth and actively cooperate with one another. The teach- success of the graduate technician inhis work ing staff must cooperate with the library staff will depend in large measure on his ability on materials to be acquired and should be re- to keep abreast of changes in his field. sponsible for the final selection of the materials Instructors of all courses should constantly keep the student aware of the extent to which 4 U.S.Department of Health. Education, and Welfare. Office of Education. Criteriafor Technician Education, A SuggcaledGuide. a library contains usefulinformation which OE-SOO:di. Washington: U.S. Government Printing Office, Superin- can be helpful and is a part of the studyin tendentofDocuments, 11168.

14 ,,'

r(' i --ii 7ft''. ! 1 i i . 4;,,ts

=;+ -

Figure 11.--Ornamental horticulture laboratories must include al; the instruments and apparatus necessary for studying thescientific principles of the technology. These horticultural students are studying botany ir, a wellequipped laboratory. that support their technical courses. They must teaching any technology must constantly be take the initiative in recommending new library revi,?.tved and supplemented in light of (1) the content to keep it current, pertinent, and use- rapid developments of new knowledge in the ful. The library should contain, in addition field, and (2) the results of res, larch in methods to reference books on all important aspects of of teaching and developing basic concepts in the ornamental horticulture, current magazines per- physical sciences and mathematics. Thisis taining to ornamental horticulture, bulletins, especially true in ornamental horticulture. The and information from the local extension serv- development of whole new areas of theoretical ice and a wealth of trade and commercial liter- and applied scientific knowledge demands new ature. The library staff should periodically textbooks, new references, new material in supply the teaching staff with a list of recent scientific and technical journals, and new visual acquisitions complete with call numbers. Tech- aid materials. nical and trade journals should either be cir- New textbooks will reflect new methods of culated to the teaching staff or placed in a staff teaching scientific principles and applications reserved area for a short time before they are as fast as current educational research becomes made available for general library use. applicable. It is, therefore, mandatory that instructors constantly review new texts, refer- Textbooks, References, ences, and visual aid materials as they become and Visual Aids available and adopt them when they are an improvement over those suggested here or Textbooks, references, and visual aids for those being used.

15 The suggested texts and references have been experience for students, and (5)in helping carefully selected. From the lists presented it with the placement of graduates. should be possible to select suitable texts. This Associations and societies nay supply re- does not mean that unlisted books are unsuit- source people to speak to classes. They also may able. There are, no doubt, excellent ones which serve as hosts on field trips when student have not been included only because of lack of groups explore specific phases of the industry. familiarity with them. Instructors should be encouraged to become Before a department head or instructor un- active members in these societies so that they dertakes a program in ornamental horticulture may learn quickly of new technological develop- technology, or any course contained in the ments. Membership will also enable them to curriculum, he should familiarize himself with meet people in the community who are actively the texts and references listed here and any interested in the field. Some educational insti- new ones available. He will then be able to tutions pay all, or part, of the costs of mem- select the text which best serves his particular bership dues and attendance at local or national needs. meetings in order to encourage staff participa- Visual aids can be of great help in many tion in selected societies. teaching programs. The suggested aids have been selected from an extensive list and repre- Early in their studies students should be sent those considered most suitable at the time required to become acquainted with the liter- the curriculum was prepared. Again, many have ature and services of scientific, technical, and been omitted because the variety and extent engineering societies. They should also be en- of the materials make an all-inclusive listing couraged to join those which offer student- prohibitive. From those listed and others avail- affiliate memberships. able and pertinent, an instructor may select The following is a selected list of societies thevisualaids which meet histeaching and associations which relate to ornamental objectives. horticulture:* American Association of Botanical Gardens Scientific and Technical Societies and Arboretums American Forestry Association Scientific and technical societies s and trade American Institute of Park Executives, Inc. associations are an important source of instruc- American Rose Society tional materials and other benefits for teachers American Society for Horticultural Science and students. Such societies provide, through Associated Landscape Architects their publications and meetings, reports and Holly Society of America continuing dis-ussion of new concepts, proc- International Shade Tree Conference esses, techniques, and equipment in the physi- National Arborist Association calsciences and related technologies. Their National Landscape Nurserymen's Assoc. Society of American Florists presentation and interpretation of scientific and American Association of Nurserymen, Inc. technical discoveries explain the relationship of American Horticultural Society the theoretical scientist's work to the applied American Rhododendron Society science practitioner's requirements. They are American Seed Trade Association invaluable aids in keeping abreast of new devel- American Society of Landscape Architects opments in a particular phase of science. Associated Landscape Contractors Less conspicuous, but extremely important, International Plant Propagator's Society is the support which societies may give (1) in Men's Garden Clubs of America helping to develop evidence of need for a train- National Association of Gardeners ing program, (2) in helping to promote the National Parks Association program, (3) in enlisting members' support for Society of American Foresters the program, (4) in helping to provide work Women's National Farm and Garden Association

5 U.S. Department of Health, Education, and Welfare, Office of Education. Scientific and Technical Societiea Pertinent to the Educa- tion of Techniciana. 0E-80037. Washington: U.S. Government Print- *NOTE: See appendix for a brief description of ing Office, Superintendent of Documents, 1965. each of these organizations as of 1967.

16 THE CURRICULUMS Floriculture Curriculum Outline

Hours Per Week First Semester Labora-Outside Class tory StudyTotal Chemistry 3 3 6 12 Communication Skills 3 0 6 9 Mathematics 3 0 6 9 Horticultural Soils 2 2 4 8 Horticultural Applications 1 3 2 6 Botany 3 3 6 12 Total 15 11 30 56

Second Semester Technical Reporting 2 2 4 8 Floriculture 1 6 2 9 Herbaceous Plants I 1 2 2 5 Woody Plants I 2 2 4 8 Horticultural Science 2 6 4 12 Entomology and Plant Disease Control 3 3 6 12 Total 11 21 22 54

Summer Session Occupational experience and studies to meet special requirements of State or institution ;approximately 12 weeks of full-time practice in floriculture on the job, or as provided by the college.

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

Total_ 12 17 24 53

Fourth Semester Flower Shop Operation 2 6 4 12 Greenhouse Operations II 2 6 4 12 House & Conservatory Plants II 1 2 2 5 Salesmanship 3 0 6 9 Indoor Landscaping 1 2 2 5 Business Organization & Management 3 0 6 9 Total 12 16 24 52

17 Landscape Development Curriculum Outline Hour Per Week Lab, ra-Outside First Semester Class tory StudyTotal Chemistry 3 3 6 12 Communication Skills 3 0 6 9 Mathematics 3 0 6 9 Horticultural Soils 2 2 4 8 Horticultural Applications 1 3 2 6 Botany 3 3 6 12 Total 15 11 30 56

Second Semester Technical Reporting 2 2 4 8 Landscape Gardening 1 6 2 9 Herbaceous Plants I 1 2 2 5 Woody Plants I 2 2 4 8 Horticultural Science 2 6 4 12 Entomology and Plant Disease C( atrol 3 3 6 12 Total 11 21 22 54

Summer Session Occupational experience and studies to meet special requirements of State or institution ;approximately 12 weeks of full-time practice in landscape development, on the job, or as provided by the college.

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

Total_ 11 13 26 50

Fourth Semester Landscape Plans II 1 9 6 16 Landscape Construction 1 3 2 6 *landscape Surveying 1 4 2 7 Woody Plants III 2 2 4 8 Salesmanship 3 0 6 9 Business Organization & Management 3 0 6 9 Total IT 18 26 55

18 Nursery Management Curriculum Outline

Hours Per Week First Semester Labora-Ortside Class tory SvudyTotal Chemistry 3 3 6 12 Communication Skills 3 0 6 9 Mathematics 3 0 6 9 Horticultural Soils 2 2 4 8 Horticultural Applications 1 3 2 6 Botany 3 3 6 12 Total 15 11 30 56

Second Semester Technical. Reporting 2 2 4 8 Nursery Operation 1 1 6 2 9 Herbaceous Plants I 1 2 2 5 Woody Plants I 2 2 4 8 Horticultural Science 2 6 4 12 Entomology and Plant Disease Control 3 3 6 12 Total 11 21 22 54

Summer Session Occupational experience and studies to meet special requirements of State or institution ;approximately 12 weeks of full-time practice in nursery management, on the job, or as provided by the college.

Third Semester Nursery Operation II 3 3 6 12 Planting Plans I 1 3 6 10 Plant Propagation 3 3 6 12 Woody Plants II 2 2 4 8 General and Industrial Economics 3 0 6 9 Total 12 11 28 51

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

Total_ 12 15 28 53

19 Turfgrass Management Curriculum Outline

Hours Per Week Labora-Outside First Semester Class tory StudyTotal Chemistry 3 3 6 12 Communication Skills 3 0 6 9 Mathematics 3 0 6 9 Horticultural Soils 2 2 4 8 Horticultural Applications 1 3 2 6 Botany 3 3 6 12 Total 15 11 N 56

Second Semester Technical Reporting 2 2 4 8 Turfgrass Culture 2 2 4 8 Herbaceous Plants I 1 2 2 5 Woody Plants I 2 2 4 8 Turfgrass Management I 1 6 2 9 Entomology and Plant Disease Control 3 3 6 12 Total 11 17 22 50

Summer Session Occupational experience and studies to meet special requirements of State or institution ;approximately 12 weeks of full-time practice in turf management, on the job, or as provided by the college.

Third Semester Tree Pruning and Repair 1 3 2 6 Landscape Plans I 1 6 6 13 Horticultural and Turfgrass Equipment 2 3 4 9 Landscape Contracts and Specifications 2 0 4 6 General and Industrial Economics 3 0 6 9 Turfgrass Management II 2 3 4 9 Total 11 15 26 52

Fourth Semester Turfgrass for Golf Courses 2 3 4 9 Drainage and Irrigation 2 3 4 9

Landscape Construction_ 1 3 2 6 Salesmanship 3 0 6 9 Business Organization & Management 3 0 6 9 Landscape Surveying 1 4 2 7 Total. 12 13 24 49

20 Arboriculture Curriculum Outline

Hours Per Week First Semester Labors-Ottside Class tory StudyTotal Chemistry 3 3 6 12 Communication Skills 3 0 6 9 Mathematics 3 0 6 9 Horticultural Soils 2 2 4 8 Horticultural Applications 1 3 2 6 Botany 3 3 6 12 Total 15 11 30 56

Second Semester Technical Reporting 2 2 4 8 Tree Pruning and Repair 1 3 2 6 Turfgrass Culture 2 2 4 8 Woody Plants I 2 2 4 8 Horticultural Science 0. 6 4 12 Entomology and Plant Disease Control 3 3 6 12 Total 12 18 24 54

Summer Session Occupational experience and studies to meet special requirements of State or institution; approximately 12 weeks of full-time practice in arboriculture, on the job, or as provided by the college.

Third Semester Training Ornamental and Fruit Plants 2 3 4 9 Horticultural and Turfgrass Equipment______2 3 4 9 Landscape Contracts and Specifications 2 0 4 6 Plant Pathology 3 3 6 12 Woody Plants II 2 2 4 8 General and Industrial Economics. 3 0 6 9 Total 14 11 28 53

Fourth Semester Municipal Arboriculture 2 4 4 10 Business Organization & Management 3 0 6 9 Shade Tree Problems 2 4 4 10 Arborist Business 1 3 2 6 Woody Plants III 2 2 4 8 Salesmanship 3 0 6 9 Total 13 13 26 52

21 Brief Descriptions of Courses FIRST SEMESTER Floriculture This course gives every Audent the oppor- Chemistry tunity to apply and explore plant culture The fundamental laws of chemistry, includ- under glass and outdoors. The course em- ing atomic structure, chemical bonds, reac- phasizes laboratory experience and inten- tions, solutions, ionization, and pH. siveinstructiontoprovide knowledge, skills, and criteria for judgment in plant Communication Skills production. Designed to promote greater competence Landscape Gardening in reading, writing, talking, and listening. A course in landscape development and Use of communication skills in interper- appreciation. Elementary drawing and the sonal relationships is emphasized. principles of art for creative design are Mathematics taught, applying in lettering, freehand, A unified mathematics program offering and perspective drawing. Field practice in the principles of algebra, trigonometry, set garden improvement andoperationis theory ; the use of the slide rule ; and an included. introductiontoappliedelectronic data Nursery Operation I processing. An introduction to techniques and practices used in the commercial production of Horticultural Soils herbaceous perennials, ground covers, de- The study of soil texture, structure, organic ciduous shrubs and trees, conifers, and matter, and plant nutrients as they are re- broadleaf evergreens. Greenhouse and lated to the use of lime, fertilizers, ma- nurseryproceduresandpracticesare nures, peats, and soil conditioners to raise emphasized. horticultural soils to high levels of production. Turfgrass Culture The course begins with the soil required Horticultural Applications for different kinds of turf and continues An orientation course to provide field intensive study of successive steps from experience in the various phases of horti- propagation through seed bearing; and in- culture. Tools, materials, procedures, tech- cludes methods of identification of turf niques, and standards of workmanship are species at all stages of development. Pest described and demonstrated, and then the identification, prevention, and control are students perform and practice. studied in detail. Botany Tree Pruning and Repair To provide an elementary understanding A basic course for students majoring in of the fundamentals of plant anatomy, arboriculture, including pruning and tree morphology, physiology, taxonomy, repro- repair principles and techniques. Climbing duction, genetics, and pathology. and rope work are practiced as laboratory experience. SECOND SEMESTER Herbaceous Plants Classification, identification, and general Technical Reporting culture of perennials, bulbs, and roses commonly used in garden planting. A study of effective ways of presenting technical information. The student learns Woody Plants I how to use graphs, drawings, sketches. and An introductory study of woody plants outlines for various types cf oral and grown in nurseries for landscape purposes written reports. and, secondarily, of those found in arbore-

22 turns, woodlands, and fields within the State scape use of herbaceous plants is studied and adjacent States. Emphasis is on de- and design and growth of flower borders ciduousshrubs and smalltrees,their is practiced. identification,culture, uses, flowers and fruits, and ecological relationships. Woody Plants II A continuation of Woody Plants I, cover- Horticultural Science ing additional deciduous shrubs and trees. Techniques and procedures are used to Emphasis is placed on broadleaved and modify, complement, and supplement the narrowleaved evergreens. total plant environment so the horticulturist may propagate, produce, and main- House and Conservatory Plants I tain plants and plantings. Laboratory A course in identification,culture, and exercises are designed to develop specific propagation of florist pot plants, conser- skills dealing with plant growing, trans- vatory plants and plants of economic im- planting, and pruning. portance. Includes principles and construction of terrariums and dish gardens. Turfgrass Management I A course utilizing and extending theGeneral and Industrial Economics elementary information and techniques A study of general economic principles, learned in Turfgrass Culture. Laboratory and an analysis of the factors involved sessions should largely be practice in con- in management of personal finances and structing and maintaining specialized turf methods of cost control in a business areas. enterprise. Entomology and Plant Disease Control Plant Pathology A study of the nature, structure, growth, A study of plant pests and diseases, meth- habits, and injurious effects of insects and ods of control, and chemicals and equip- related forms. The identification of com- ment used. mon plant pests, diseases transmittedby insects and their injuries to plants. Insect Landscape Plans I and disease control measures and applica- A study of the theory and principles of tion equipment are also studied. landscape design applied to selected landscape problems. In the laboratory prelim- THIRD SEMESTER inarysketchesandfinalpresentation drawings are made in plan, elevation, and Floral Design perspective. Application of principles in the art of floral Landscape Contracts and Specifications design as to form, styles, and composi- A study of landscape, nursery, and turf tion. Students design floral arrangements, contract and specification wreaths, sprays, baskets, bouquets, wed- cost finding, ding flowers, and corsages in the laboratory. structure, and methods of estimating landscape and construction costs. Calculating Greenhouse Operations areas and volumes and estimating plant A study of locations and conditions most quantitiesfor horticultural projectsis favorable for the production of cut flowers emphasized. and pot plants. Wholesale and retail flower Nursery Operation II establishments are also studied. A study of commercial stock production, Herbaceous Plants II emphasizing plant growth patterns and A continuation of Herbaceous Plants I, plant responses in relation to soils, water, with emphasis on annual and biennial fertility, planting techniques and spacing, flowers, and fall flowering perennials. Land- top and root pruning.

23 Planting Plans I study of plants used for indoor decoration. A course in planting design of small home Indoor lighting, its use and effects on plant grounds. On-the-job sketching and plan growth also are studied. presentations as done by nurseries are Salesmanship practiced. A study in creative selling and the develop- Plant Propagation ment of the sales personality. The classifi- Designed to tPach the student to recognize cation and use of buying motives, analysis and explore various techniques and facili- of customer types, and organization of the ties used in the propagation of plants sales effort are studied. grown by commercial nurserymen. Exact- Indoor Landscaping ing techniques are examined and reproduction appliLd in the sexual and asexual of A study of the use of ornamental plant life ornamental plants. in homes and public buildings. In the laboratory students draw plans for room Horticultural and Turfgrass Equipment interiors, showing plants and their value A study of the operation and maintenance to the indoor decorating scheme. of motive power used in various horti- Business Organization and Management cultural enterprises. A study of the business universe. Owner- Turfgrass Management II ship, risk, and risk bearing, finance and the A study of business procedures used by financial system, marketing and transpor- professional turfgrass growers, including tation are studied. cost accounting, time study, record keeping, Landscape Plans II and w.aluation of equipment and materials. A continuation of Landscape Plans I, with Training Ornamental and Fruit Plants progressively difficult problems. Emphasis A continuation of Tree Pruning and Re- is placed on basic details of landscape archi- pair, with emphasis on training and prun- tectural construction. Grading, construc- ing ornamental and fruit plants, tree repair, tion, planting, and staking plans are also and tree surgery. studied and performed as a part of the laboratory work. FOURTH SEMESTER Landscape Construction A study in the selection and use of con- Flower Shop Operation struction materials for steps, walks, seats, A study of the importance of flower shop walls, fences, and other landscape features. location and the management and operation of a shop. The art of making corsages, Woody Plants III pieces for special occasions, and arrang- An advanced study of the plants previously ing flowers for the home, church, hotel, considered, especially of named varieties or and public buildings is studied and prac- cultivars, the lesser known trees, shrubs, ticed. vines, and ground covers. Designed to pro- Greenhouse Operations II vide an understanding of plant peculiar- A continuation of Greenhouse Operations ities and requirements and to teach how I, emphasizing the study of florist crops, to evaluate woody plants for landscape modern technical applications, and environ- purposes. mental elements to be controlled in producing cut flowers and pot plants under glass. Nursery Operation III A continuation of the study of commercial House and Conservatory Plants II plant production, dealing with programing A continuation of House and Conservatory plant production and nursery land use, as Plants I, with particular emphasis on the related to nursery layout in sections and

24 blocks. Cost finding techniques, and estab- visits to local arborists' establishments ; lishing price and profits are studied and and meetings with successful arborists. equated. Planting Plans II Curriculum Content A continuation of Planting Plans I, with and Relationships progressively difficult problems and added studies in sketching and perspective Functional competence in a broad field such drawing. as ornamental horticulture has at least three components around which the curriculum must Turfgrass for Golf Courses be designed: A course in problems in the design and 1. The training should prepare the graduate operation of golf courses and other large to be a productive employee in an entry level turf areas. Detailed analysis of problems job. and preparation of graphic solutions are 2. The broad technical training, together required of all students. Field trips and with a reasonable amount of experience, should study of data in technical journals are enable the graduate to advance to positions used to expand the scope of the course. of increasing responsibility. Drainage and Irrigation 3. The foundations provided by the training A study of various types of drainage and must be broad enough so that the graduate irrigation systems, including materials and can do further study within his field (reading equipment, their cost, upkez.L., and design, of journals and new tests, formal course work). and application of watering systems. The curriculums in this guide have been designed to meet these requirements. Lcaidscape Surveying A 2-year ornamental horticulture technology An elementary study of and practice in the program has certain unique requirements that use of various surveying instruments nec- influence the content and organization of the essary to measure land, plot topographical curriculum for each option. Some requirements areas, and determine levels of elevation. are imposed by the occupational functions that graduates are expected to perform ; some re- Municipal Arboriculture sult from the trade's emphasis on particular A study of the organization and manage- areas of ornamental horticulture ; some may be ment of the work done by municipal depart- incidental to the need for content that maxi- ments concerned with the care of trees. mizes the effectiveness of teachers who have Street tree planning, pluiting, selection, special competencies ; and others result from and care are emphasized. the limited time available to produce a competent technician in such a new field. This guide Shade Tree Problems :effects th;3e basic requirements: functional A course in the diagnosis and treatment utility, units of instruction in specialized tech- of tree ills ; study of the principles and nicalsubjects, and provisions for teaching techniques usedto protect trees from principles by application. disease and damage, common insects, di- The sequence of courses in 2-year technical seases, and standard controlpractices. curriculums is as important as course content if the limited time is to be used effectively. In Arborist Business general, the subject matter is carefully coordi- A study of the commercial arboriculture nated in groups of concurrent courses to provide business. The course includes: an analysis the student with basic principles which broaden of factors essential to the operation of a his scope of understanding in the many areas successful tree-care business ;study of of ornamental horticulture. This isin sharp organization, personnel management, busi- contrast to the arrangement of the usual pro- ness methods, ethics, promotional methods, fessional curriculum in which basic and some- cost estimating, and cost of operations ; what unrelated courses make up the first part

25 of the study program and specializationis speciality. If the first semester consists entirely deferred to subsequent terms, ofgeneral subjectsmathematics,English, The relationship between laboratory time and social studiesstudents often lose interest. class lecture or discussion and study time is of 2. By introducing the technical specialty in great importance in a technical education cur- the first semester itis possible to achieve riculum, The necessary theory,skills,tech- greater depth of understanding in specialized niques, understanding of appliez.". principles, and subjects in the later stages of the 2-year knowledge of processes and equipment could program. be taughtinthelaboratorywithoutthe 3. The student sees the relationship between classroom theory. The converse is not true. the general education courses and the orna- Laboratory experience, skills, know-how and mental horticulture course work. capability, which are characteristic attributes Safety and careful workmanship must be a of technicians, cannot be acquired in classrooms central theme throughout the course of study without coordinated laboratory classes. How- because the technician's work often involves ever, organized and related ideas, concepts, and potential dangers. With careful work proce- factual information can be taught in "theory" dures, an understanding of the equipment, and classes by demonstration and other visual normal safety practices, accidents on the job aids, use of selected texts and references, and can be avoided. In addition to protecting human required assignments and systematic outside life, practice of careful workmanship will pro- study on the part of students. Group teaching tect delicate plants and the expensive equipment usually makes more efficient use of the instruc- used by the horticulturist. tor's time in a "theory" class than in a labora- The course outlines in this guide are short tory and emphasizes development of the and descriptive. The individual instructor will student's, skills in obtaining knowledge from have to prepare complete courses of study and printed sources. Thus, there must be a special arrange the curriculum material to suit his relationship between the amount of the scien- particular teaching program. Suggested labo- tific and technical specialty taught inthe ratory layouts and equipment found in the 'Fa- "theory"classesandthat taughtinthe ciiities, Equipment, and Costs" section may laboratory. help in organizing the program. The subjects Each curriculum provides a substantial ap- of specialization are introduced in the first portionment of time to laboratory hours in semester in close correlation with other subject ornamental horticulture during the first two matter. semesters because introductory and elementary During the first semester Horticultural Soils laboratory skills and knowledge of growing and Horticultural Applications introduce tech- plants, and of tools, processes, materials, de- nical information and experiences fundamental vices, and good laboratory practice can (and to all horticulture, and particularly applicable should) be learned early. Elementary laboratory to any of the five options offered here. Botany work can be started without much underlying introduces the basic biological science which theory. As the underlying theory is developed underlies the technical speciality early in the and understood,it can be incorporated into first semester. Students begin to learn the appli- the laboratory work. The laboratory then be- cation of botanical principles to their field of comes a significant experience for teaching special interest. The course in Horticultural each subject in greater depth. Applications emphasizes the relationship be- In technical curriculums it is important that tween the basic science and horticultural specialized technical course work be introduced specialization. in the first semester. Deferring this introduc- Chemistry prcvides a basis for understanding tion, even for one term, imposes serious limi- the fundamental processes in the growth and tations on the effectiveness of the curriculum. health of plants, and teaches the underlying Several advantages occur from an early intro- principles of chemical behavior necessary to duction to the technical specialty: understand the use of fertilizers, pesticides, 1. The student enrolled in ornamental horti- and other agricultural chemicals so important culture starts his training immediately in this to the horticulturalist.

26 Mathematics in the first semester supports what has been learned in previous courses are and adds depth to the chemistry course. The a part of the second year technical specialty objective of the course is to provide students courses. with an understanding of the various scientific, The Social Science courses are desig ied to technical, or business applications in ornamental broaden the student's concepts and perception horticultural operations. of the society in which he lives and will be The first semester courses are the same for employed. These courses include broad economic all five options. Thus students have a chance and industrial concepts, and sufficient emphasis to discover their interests and change curric- on corporate structure and economics to enable ulums (if more than one is offered) after con- the student to comprehend the terminology and sultation with the faculty. The first semester recognize the motives, methods, objectives, and in a coPege level program is a critical period administrative procedures of employers. Close in the life of all students, so content and in- correlation of concurrent courses continue to struction should be carefully planned and exe- be stressed in the third and fourth semester cuted. Students will need maximum encourage- courses. ment from each instructor to help them become Communication Skills emphasize the mechan- adjusted to the rigors of the program. Those ics of reading, writing, listening, speaking, and who find the study demands greater than reporting early in the curriculum. These skills expected should receive special attention. are reinforced by Technical Reporting in the The second semester introduces the student secondsemester.Instructorsintechnical to horticultural courses which prepare him courses should set increasingly high standards for the specialized courses offered during the of clarity, text, and neatness for student work second year. in reporting. Freedom to report on ornamental The occupational experience gained in the horticulture subjects of their own choosing may summer session is most important because it add reality and extra motivation. In a 2-year provides the student an opportunity for obser- program the standards of reporting should ap- vation and the application of skills learned in proach those required by business organiza- the first year. During the summer session, the tions. At the same time instructors should faculty should keep in close contact with the encourage individual style and initiative by student worker and his employer. Progress allowing as much freedom as possible in re- reports from students add depth to the work porting,consistentwithestablishedschool experience. standards. Study of agricultural chemicals, fertilizers, The course outlines included in this guide pesticides, and herbicides used in the field of are concise and comprehensive, intended as ornamental horticulture are incorporated in guides rather than as specific plans of instruc- the several course outlines where pertinent. tion to be covered in an inflexible order or This provides the individual instructor some sequence. They represent a judgment on the latitude for varying his emphasis to suit geo- relative importance of each instructional unit, graphical sections and the field of specialization. especially where time estimates are shown for Instructors should be alert to the new agri- the divisions within each course. It is expected cultural chemicals and add these to the course that the principles outlined in these courses will content when appropriate. be supplemented with Horticultural Applica- The second year courses in all of the options tions whenever applicable.Fieldtrips add provide further depth in understanding and greatly to the effectiveness of the instruction if applying scientific principles as well as a higher they are carefully planned in advance so that degree of specialization. The extensive labo- the processes observed relate to the unit being ratory work for the technical specialty courses studied at the time of the trip. provides the experiences and learning environ- Outside study assignments are a significant ment to develop and exercise special techniques, part of the student's total program. In this cur- methods, practices, and procedures which iden- riculum, 2 hours of outside study have been tify the field of specialization. Special problems suggested for each hour of scheduled class time. and projects which require the application of During the first semester, a typical weekly work

27 schedule would total 56 hours :class time, 15 Obviously a 2-year program in ornamental hours ; outside study, 30 hours ; laboratory, 11 horticulture cannot cover in depth all of the hours. This is a full schedule but not an exces- subjects which are pertinent to the technology; sive one for this type of program. important related subjects N ay only be touched No examinations have been scheduled in the upon at that time. In addition the graduate may semester outlines which are designed for 16 obtain work in an area so new that adequate weeks. However, a 17-week semester is assumed coverage in the training program has not yet to provide time for examinations. The primary been developed. objectives of examinations are to evaluate the For these reasons some form of continuing student's knowledge and allow him the oppor- study for graduates of ornamental horticulture tunity for a periodic comprehensive review of technology programs is therefore desirable. By the course material. Results of examinations reading the current literature related to orna- also may point out weaknesses in teaching tech- mental horticulture, by scientific and technical niques or subject units. society activity, and by study on his job, the Although this guide is intended for program student can keep abreast of the technical devel- planning and development in post high school opments in his special field. However, such institutions, it can be adapted to suit the needs study tends to build on the organized technolog- of several kinds of schools. The level of instruc- ical base provided by the curriculum he fol- tion represents a consensus on the proficiency lowed. Formal continuation of supplementary level required for success in horticultural occu- courses provides the most efficient and practical pations where manpower is in short supply and means for the graduate technician to add im- will perhaps become acute in the future. portant related areas of knowledge and skill The program is not intended to make the to broaden the base of his initial education. individual proficient in all of the duties he might Formal study offers the advantages of syste- be asked to perform because proficiency in work matically arranged subject matter and class dis- of a highly specialized nature comes with prac- cussion. The courses may be scheduled for tice and experience. It is impossible to forecast evening or after work hours on Saturday. the exact requirements and to predict accu- Some employed technicians may enroll in bot- rately the course needs or rate of change in any, mathematics, accounting, business, and requirements for ornamental horticulture. Em- other formal courses offered in evening pro- ployers generally recognize that recent graduates need a year or more of work experience grams at community colleges and technical to orient themselves to their responsibilities institutes. and role in an organization. Furthermore, the Continued study through extension courses, productive graduate technician in ornamental or informal study might include the following horticulture will continue to study throughout subjects: his career in an effort to realize his full poten- Any of the courses or subjects shown in the options tial. which the student did not study Agricultural chemicals and their use (advanced study) Botany (advanced) Suggested Continuing Study Business management Chemistry (advanced) A 2-year curriculum must concentrate on Cost accounting providing the necessary mathematics, science, Genetics applied to plant propagation or development and related knowledge and skills in the techni- of new varieties of plants cal specialty if it is to produce graduates who Industrial supervision and human relations can qualify for employment. Instrumentation and automatic control

28 COURSE OUTLINES

The course outlinessuggest thecontent A list of suggested visual aids i 3 offered for which might be taught in the curriculum and many courses. A visual aid should Le used when provide; practical and attainable coverage of the pertinent, and when its use serves as an effec- field. The units of instruction have been re- tive teaching method. Instructors should avoid viewed by instructors in ornamental horticul- the excessive use of films to replace well pre- ture programs and by representativesof pared lecturers and demonstrations. employers who require the services of skilled ornamental horticulturists. Undoubtedly,theexperiencedinstructor Some modification of content is expected to will use charts, slides, models, samples, and meet the needs defined by local advisory com- specimens liberally to illustrate special techni- mittees and to use effectively the special in- cal aspects of the subject. These aids are usu- terestsand capabilitiesof teachingstaffs. ally accumulated by the experienced instructor However, the implied level, quality, and com- from previous laboratory or lectth,.. prepara- pleteness of the program should not be com- tions and should be updated when new develop- promised. ments occur. At the end of each course is a list of texts The laboratory sessions suggested in the cur- and references. These lists should be analmd for content and pertinency, and current edi- riculum outlines and the course descriptions are tions should be substituted and new books not necessarily intended to be single sessions, added. The information needed for courses in but rather the total hours of laboratory sessions ornamental horticulture curriculums, particu- per week. The sessions should be scheduled in larly the technical specialty courses, is seldom reasonable and effective increments. For ex- available in one textbook; hence several are ample, a 6-hour laboratory period might be listed. The lists could be augmented consider- scheduled as three 2-hour sessions or two 3-hour ably with current materials from manufactur- sessions per week, or other divisions of labora- ers, trade journals,technicalsocieties, and tory time that seem appropriate may be ar- suppliers of apparatus and services in the op- ranged according to classroom instruction and tion studied. the season or time of year.

29 Technical Specialty Courses DRAINAGE AND IRRIGATION II. Drainage Hours Required A. Effects of poor drainage Class, 2 ; Laboratory, 3 1. Reduces time of area usage 2. Shortens growing time of grass Course Description 3. Freezing causes_ honeycombing and This course is concerned with the develop- heaving ment of turfgrass ; emphasis is on drainage and 4. Causes shallow root systems irrigation principles and water requirements. 5. Destroys soil structure The efficiencies of various irrigation concepts 6. Encourages soil acidity are discussed as they pertain to terrain, soils, 7. Reduce action of beneficial soil orga- climate, and the plants being grown. Water nisms sources, availability, and storage are taught 8. Prevents leaching of toxic dissolved along with pressure requirements and means of salts conveyance. When and how to irrigate and rate B. Factors determining drainage require- of application are discussed in relation to soils ments and terrain. The legal aspects of irrigation, 1. Wet, soggy soil and ponds which vary throughout the country, are exam- 2. Presence of moisture tolerant grasses ined. General guides are presented so that stu- and other plants dents will be aware of local regulations and 3. Baker soils when dry understand the significance of these regulations. 4. Honeycombed frozen soil The relief of waterlogged soils is covered in 5. Blue or mottled subsoil detail. Surface and subsurface techniques are 6. Shallow row; system explained and demonstrated ;social and eco- 7. Weak, thin turf nomic aspects of the use of water are empha- 8. Presence of mosses sized. C. Factors affecting surface drainage Major Divisions 1. Standing water Class Hours 2. Compaction I. Introduction and Scope of Irri- 3. Poor contouring gation 2 4. Aquatic plant life II.Drainage 9 5. Algae and mosses III.Irrigation 11 6. Offcolor or yellow plants as indicators IV.Pumps 5 D. Subsurface drainage V.Sources of Power 5 1. Continuously wet soils Total32 2. Systems Units of Instruction a. Tile lines I. Introduction and Scope of Irrigation b. Open trenches A. History c. Subsoil plowing or knifing 1. The beginning E. Tile systems 2. Egypt 1. Regular 3. China a. Gridiron 4. Spain b Herringbone 5. Mexico c. Random 6. United States 2. Intercepting B. Importance of irrigation a. Foot of slopes C. Definition b. Along slopes D. Methods of accomplishment F. Installation of tile systems E. Frequency, rate and intensity of applica- 1. System choice tion 2. Tile spacing F. Scope 3. Depth G. Economics 4. Grade

30 5. Alinement 3. Regulation of rate of food manufactur- 6. Outlets, joints and openings ing 7. Backfill material 4. Equalization of temperature 8. Plan of location and design 5. Development and activity of organisms G. Other methods of drainage B. Quantities necessary 1. Open ditches and swales 1. Requirements of various grasses 2. Catch basins and sink soles 2. Soil and weather conditions 3. Mole drains 3. Sod density H. Surface drainage of greens and tees 4. Height of mowing cut 1. Poor contouring 5. Depth of roots 2. Compaction C. Soil conditions affecting availability and 3. Impervious subsoil retention 4. Seepage 1. Capillary satisfaction 5. Poor location of shrub and tree vege- a. Sandy soil 3/4"-1" water soaks to a tation depth of 6" into soil 6. Broad and gradual contour changes b. Loam soil 1"-13/4" water soaks to a (at least 1%) depth of 6" into soil 7. Drain away from concentrated traffic c. Clay soil 13/4"-21/2" water soaks to 8. Reconstruction often required (expen- a depth of 6" into soil sive) 2. Losses I.Underdrainage of greens and tees a. Runoff 1. Consider when constructing each green b. Percolation and tee c. Evaporation 2. Minimum tile size 4" D. Determination of water requirements 3. Minimum depth 24"-30" 1. Fixed standard (none) 4. Slope trench sides in subgrade 2. Requirements (variable) 5. Backfill with porous material (cinders) 3. Available data on temperature and to 8"-10" surface rainfall 6. Space 10'-25' 4. Average rainfall and time between 7. Remove water beyond green or tee area rainfalls to a ditch, creek, or catch basin 5. Wind velocities 8. U.S.G.A. Green Section method (out- 6. Clear or overcast lined in Turf Management, by H. B. 7. Humidity Musser) 8. Applicable systems J. Drainage corrections on established E. Irrigation systems greens and tees 1. Sprinkler type 1. Correct diagnosis 2. Surface flooding 2. Choice of method 3. Subsurface flooding K. Fairway drainage F. Sprinkler systems 1. Similar to greens 1. Adequate water supply 2. Area size problems usually localized 2. Suitable pressure (pump) (because of) 3. Transmission lines 3. When entire fairway is involved (often 4. Equipment for distribution corrected by simplest system) G. Sources of water L. Drainage of traps 1. Municipal systems 1. Design of trap contotra 2. Wells 2. Tile drains 3. Lakes, ponds, and streams III. Irrigation H. Pressure equipment A. Functions 1. Centrifugal pumps 1. Solvent and carrier 2. Displacement pumps 2. Digestion of raw materials 3. Turbine pumps

81 I.Pipe lines IV. Pumps 1. Volume A. Types of pumps 2. Head pressure 1. Displacement 3. Friction losses 2. Centrifugal 4. Materials 3. Turbine a. Metal B. Pump characteristics b. Plastic C. Power requirements 5. Layout of system 1. Foot pounds per second J.Sprinkler heads 2. Horsepower 1. Fixed D. Pumping lifts 2. Whirling E. Friction loss 3. Slow-revolving (impact) F. Efficiency of pumping plants 4. Capacity of head a. Size of nozzle V. Sources of Power b. Type of nozzle A. Considerations c. Water pressure (at nozzle) 1. Horsepower K. Types of systems 2. Dependability 1. Surface lines (manual) 3. Availability and cost of energy 2. Underground(rotating, pop-up, and 4. Initial cost combinations) 5. Depreciation a. Semiautomatic 6. Portability b. Completely automatic 7. Maintenance c. Quick-coupler (snap valves) 8. Simplicity of operation L. Planning the system 9. Quality of labor required 1. Complete plan on paper by professional B. Electric motors 2. Minimum length of piping, fittings and 1. Choice of phase heads a. Single phase M. Surface flooding b. Three phase 1. Limitations 2. Speed 2. Applications 3. Service costs a. Low energy and continuous use N. Subsurface irrigation b. High energy and short time use 1. Limited to adaptable soil conditions c. Kilowatt hour cost 2. Applications C. Internal combustion engines 0. Water management 1. General types 1. New seedings and vegetative plantings a. Gasoline a. Fine spray b. Diesel b. Control to avoid soil washing 2. Costs c. Avoid saturation of soil a. Initial 2. Watering greens and tees b. Operating a. Quantity 3. Efficiency b. Frequency and rate a. Less than 71/2 h.p. c. Effect on disease b. More than 71/2 h.p. d. Time of watering e. Prevention of wilt f. Prevention of winter drying Recommended Laboratory Projects- g. Other seasonal factors 48 hours 3. Watering fairways a. Similarity to greens and tees I. Plan and construct a shallow tile drain- b. Grass species a determining factor age system using clay tile or compressed c. Seasonal adjustments asphalt composition material (15 hours). d. Soil quality and surface drainage II. Plan and install a subsurface sprinkler e. Water and fertilizer relationships irrigation system with various types of

82 sprinklerheadsandcouplings(18 Texts and References hours). ISRAELSEN and HANSEN. Irrigation Principlesand Prac- III. Provide the students with theopportu- tices. nity to work with various types of pumps mussER. Turf Management. (9 hours). IV. Take field trips to a golf course andsod Instructional Aids farm to study drainage and irrigation Demonstrations of equipment facilities (6 hours). Slides, 35 mm.

33 FLORAL DESIGN V. Basic Principles in Desgin 4 VI. Flowers and Their Lasting Hours Required Qualities 1 Class, 1; Laboratory, 3 VII. Dried and Winter A 'rangements 3 Course Description VIII. The Corsage and Boutonniere 1 This course introduces the basic principles of Total 16 floral design ; the art of arranging flowers for the home and flower shows ; commercial designs Units of Instruction for personal adornment, arrangements for the I. Introduction sick, and for other uses or occasions. A. Floral art and modern living B. Flowers in the home Major Divisions C. Flower compositions on the show table Class Hours D. Instructor's part in the course I. Introduction 1 E. How the student's grade is determined II. The Art of Floral Arrange- II. The Art of Floral Arrangements ments 3 A. Basic designs III. VasesPottery and Contain- B. Triangle

ers . 2 C. Horizontal IV. Flower Holders and Uses 1 D. Line arrangements

z] 4

F.44r4,_

' woo

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. Japanese E. Packaging, deliveries F. Mass-Victorian arrangements F. A man's flower III. VasesPottery and Containers Recommended Laboratory Piojects- A. Selection of vases 48 hours B. Practicability, water holding capability and stability At each laboratory session the student will C. Pottery, glass, pewter, wood, silver, brass, have a definite assignment. He will design va- copper, and plastic rious arrangements using fresh flowers and D. Household utensils, cups, teapot, tea ket- greens. After this he will then have a chance to tle, and serving dishes cre-.te arrangements and develop his own floral artistry. Competition in flower shows affords a IV. Flower Holders very rewarding experience. Laboratory work A. Metal dome typesbirdcage should include the design and preparation of: B. Needlepinpoint I.A symmetrical arrangement -(3 hours). C. Plastic holders II.An asymmetrical arrangement D. Art clipsposey clay and tape (9 hours). E. Oasis, snowpack, vermiculite, shredded A line arrangement (6 hours). styrofoam A Victorian arrangement (3 hours). V. Basic Principles in Design A table centerpiece (6 hours). A. Harmony, balance, focus A Thanksgiving centerpiece (6 hours). B. Proportions, dimensions A Christmas centerpiece (3 hours). C. Composition Evergreen Christmas decorations (3 hours). VI. Flowers and Their Lasting Qualities IX.A winter arrangement using dried A. Age and stage of development materials (3 hours). B. Time of harvest X.An informal corsage (3 hours). C. Conditioning, warm water, refrigeration XI.A formal corsage (3 hours). D. Flower preservatives E. Temperature and drafts Texts and References BERRALL. A History of Flower Arrangement. VII. Dried and Winter Arrangements LIESVELD. The Retail Florist. A. Dried wild flowers and weeds SQUIRES. The Art of Drying Plants and Flowers. THOMPSON. The Driftwood Book. B. Seed pods of flower and woody plants WILSON. Color in. Flower Arrangement. C. Forced twigs of shrubs and fruits Instructional Aids D. Foliage, fruit, nuts, gourds, and corn Greenhouses Plastic c:tructures VIII. The Corsage and Boutonniere Display window A. Formal, street wear, novelties Flower refrigerator B. Selection of flowers Kudachrome slides Projector and screen C. Ribbons and accessories Commercial journals D. Lasting qualities Catalogs

35 FLORICULTURE IV. Use of Equipment A. Rototiller Hours Required B. Greenhouse sprayers Class, 1; Laboratory, 4 C. Soil sterilizers Course Description D. Soil shredders This course provides an opportunity for each V. Soil Preparation student to develop initiative and acquire knowl- A. Soil test edge, skills, and judgment in producing flowers B. Conditioning by formal study and greenhouse laboratory ex- C. Organic additions ercises in growing flowers under glass, in plas- D. Fertilizer tic structures, and outdoors. E. Sterilizing Students become familiar with the most re- VI. Handling of Seedlings cent and efficient methods for planning and A. Pricking off evaluating production of potted plants and cut B. Flats, market packs flowers, with the profit motive as the underly- C. Clay, jiffy pots ing criterion. D. Soil mixtures and blends Major Divisions E. Number of plants per unit Class Hours VII. Planning a Schedule for Bedding Plants I. Introduction 1 A. Sowing date IL Methods of Watering 2 B. Quantity of seed III. Temperature Control 2 C. Schedule transplanting date IV. Use of Equipment_ 2 D. Schedule time of bloom V. Soil Preparation 2 E. Marketing VI. Handling of Seedlings 2 VIII. Field Culture of Azaleas and Gladioli VII. Planning a Schedule for Bed- A. Soil preparation ding Plants 2 B. Soil fertility factors VIII. Field Culture of Azaleas and C. Distance of planting Gladioli 3 D. Labeling, inventory Total 16 E. Weed killers Units of Instruction F. Summer care I. Introduction G. Pinching and pruning A. Operation of greenhouses H. Insect control B. Use of cold frames Recommended Laboratory Projects- C. Storage facilities for tools, machinery, and 64 hours fertilizers I. Practice different methods of watering II. Methods of Watering (8 hours). A. Watering pots II. Evaluate moisture content in soil B. Hose (2 hours). C. E-Flowmatic III. Open and close ventilators (4 hours). D. Gates system IV. Maintain humidity by syringing and E. Injection method misting (2 hours). F. Misting V. Amend and mix soil (4 hours). G. Water supply considerations VI. Sterilize soil (2 hours). III. Temperature Control VII. Fill market packs (8 hours). A. Type of ventilation VIII. Sow seeds of bedding plants (4 hours). B. Manual IX. Prick off seedlings (4 hours). C. Mechanical X. Pot transplants into 21/4," to 4" pots D. Adjustments (4 hours). E. Cooling methods XI. Place plants on raised benches F. Cold frame (2 hours).

36 XII. Pinch plants as needed (4 hours). Texts and References XIII. Prepare soil and field for azalea plants BALL. The Ball Red Book. (4 hours). XIV. Plant azaleas (4 hours). Instructional Aids XV. Prepare field for planting gladioli Fields (4 hours). Greenhouse XVI. Plant gladioli (4 hours). Growing facilities

37 FLOWER SHOP OPERATION B. Shopping center C. Hotels and transportation centers Hours Required D. Urban Class, 2; Laboratory, 3 E. Rural, roadside IV. Ownership Course Description A. Rental This course, a continuation of Floral Design, B. Rental with option to buy introduces the retail florist business. It includes C. Outright purchase an analysis of the development management, D. Starting a new establishment operation, and sidelines. Students learn the gen- E. Name, surname after flower or town eral principles of commercial floraldesigns F. Partnership or corporation through practice. G. Legal counsel, appraisal, certified public accountant Major Divisions H. City and town ordinances Class Hours I. Population and Neighboring V. Utilities Business Establishments__ 2 A. Heating II. RetailGrower and Retail B. Air conditioning Florist 2 C. Water III. Location 2 D. Lighting IV. Ownership 3 VI. Qualifications and Owner-Manager V. Utilities 2 A. Ability, floral art and designing VI. QualificationsandOwner- B. Sales Manager 2 C. Management of personnel VII.Designing and Sales Help. 2 D. Buying and inventory VIII.Deliveries 2 E. Business and office procedure IX.Wedding Flowers 3 VII. Designing and Sales Help X.Decorations 2 A. Male and female XI.Funeral Designs 3 B. Experience related to salary XII.Flower Arrangements 3 C. Appearance and personality XIII.Flowering and Green Plants 2 D. Compatability XIV.Sidelines 1 XV.Personnel and Factors Af- VIII. Deliveries fecting Morale 1 A. Truck or station wagon Total32 B. Color and lettering C. Delivery boys and drivers Units of Instruction D. Receipts (cash-on-delivery or other pay- I. Population and Neighboring Business Estab- ment plan) lishments E. Special deliveries A. Size of city and population IX. Wedding Flowers B. Urban or rural A. Recommendations and selection C. Economy of people B. Bride's bouquet D. Residential or industrial C. Maid of honor and bridesmaids E. Other business establishments D. Flower girl or boy II. Retail Grower and Retail Florist E. Mother's and father's flowers A. Greenhouses F. Boutonnieres B. Flower shop and the sales area G. Delivery to home or church C. Production for retail only H. Billing (deposit, charge, or cash-on-deliv- D. Selection of crops ery) E. The retail florist shop X. Decorations III. Location A. Church, home, or hotel A. City, main avenue, or side street B. Public functions, stage or ballroom

38 C. Banquet table and demonstrations broadens thestudent's D. Bar Mitzvah. knowledge. E. Props and background I. Design floral gifts, including: F. Cut flowers, plants and/or greens A. A hospital arrangement (6 hours). G. Rental of floral pieces B. A baby novelty (3 hours). XL Funeral Designs C. A birthday arrangement (3 hours). A. Values and reasons D. An anniversary arrangement (3 hours). B. Types of design E. A novelty arrangement (3 hours). C. Standing pieces F. A bread and butter arrangement D. Baskets and sprays (3 hours). E. Casket covers II. Design flowers for personal adornment, in- F. Oasis and aguapicks cluding: G. Card or message A. A nosegay and boutonniere (3 hours). H. Funeral directors B. Orchid corsages (6 hours). XII. Flower Arrangements C. A wristlet of roses (3 hours). A. Hospital (illness or maternity) D. Novelty corsages for St. Patrick's Day or B. Home St. Valentine's Day (6 hours). C. Novelty, holiday or gift III. Design wedding flowers D. Table flowers A. Design an arm bouquet (3 hours). E. Holders and fillers B. Design a cascade bouquet on a holder F. Wrapping and delivery (6 hours). XIII. Flowering and Green Plants C. A cascade bouquet tied (6 hours). A. Green plants the year round D. A colonial bouquet (3 hours). B. Dish gardens and planters E. A crescent bouquet (3 hours). C. Flowering and holiday plants F. A prayer book bouquet (3 hours). D. Selection and buying of stock IV. Design floral tributes for a funeral, includ- E. Care of plants and cultural directions ing: XIV. Sidelines A. A spray (6 hours). A. Greeting cards B. A wreath (3 hours). B. Books on floral arrangement C. A pillow (3 hours). C. Tropical fish and aquariums D. A cross (3 hours). D. Pottery, vases and flower holders E. A heart (3 hours). E. Seeds and bulbs F. A basket (6 hours). XV. Personnel and Factors Affecting Morale G. A casket cover (6 hours). A. Authority and supervision H. Standing baskets (3 hours). B. Personal conduct C. Hours, regular and weekends Texts and References BALL. The Ball Red Book. D. Group insurance BERRALL. A History of Flower Arrangement. E. Paid vacations LAURIE, KIPLINGER, and NELSON. Commercial Flower F. Incentive bonuses Forcing. LIESVELD. The Retail Florist. Recommended Laboratory Projects- WILSON. Color in Flower Arrangement. 96 hours Trade Publications: Florist and Nursery Exchange. Each student has a definite assignment at Florists' Review. each laboratory session. He designs arrange- Growers' Talks. ments and floral pieces for all occasions, creates arrangements, and develops floral artistry. He Instructional Aids uses fresh flowers and greens, as well as dried Kodachrome slides flowers that last. Attendance at flower shows Pictures of designs

39 GREENHOUSE OPERATIONS I F. Taxation and its influence on production cost Hours Required G. Water supply 1. Public Class, 2 ; Laboratory, 6 2. Private Course Description III. Greenhouse and Other Plant Growing Structures A study of the status of the flower growing A. Unit arrangement industry, including recent expansion and future 1. Single unit possibilities. This course focuses on the develop- 2. Ridge ment of the industry, locations, plans, facilities, 3. Furrow style marketing and statistics vital to the modern B. Type of construction producer of cut flowers and plants grown under 1. Iron glass. The laboratory exercises provide practice 2. Semisteel in growing flowers and plants in a greenhouse. 3. Aluminum Major Divisions C. Plastic Greenhouses 1. Polyethylene Class Hours 2. Weatherable mylar I. Development of the Flower 3. Rigid plastics (filon, corrulux) Growing Industry 2 D. Benches II. Selecting a Location and the 1. Ground V-bottom Importance of a Master Plan 9 2. Raised concrete III. Greenhouse and Other Plant 3. Transits Growing Structures __ 6 4. Redwood IV. Methods of Heating, Fuels, Re- 5. Wire mesh frigeration, and Sterilization 7 E. Hot beds and cold frames V. Statistics on National and Re- IV. Methods of Heating, Fuels, Refrigeration gional Cut Flowers and and Sterilization Plant Production 3 A. Boilers-section, tubular VI. Marketing and Transportation 5 B. Steam, hot water and hot air Total 32 C. Radiation iron heating 1. Coils Units of Instruction 2. Fin-type radiation I. Development of the Flower Growing Industry 3. Blowers A. Statistics of the growth of the industry D. Fuels B. Population trends and changes 1. Oil C. Economics and the flower buying public 2. Coal II. Selecting a Location and the Importance of 3. Gas a Master Plan E. Storage Refrigeration A. Climatic environment and its influence on 1. Air plant growth 2. Water-cooled compressors B. Cost of land, appraisal and legal advice F. Steam boiler or portable boiler for sterili- C. Availabletransportationsystemsand zation their importance V. Statistics for National and Regional Cut D. Planning facilities Flower and Plant Production 1. Land A. U.S. Department of Commerce census of 2. Master plan for buildings agriculture 3. Roads and parking B. Surveys by national and regional trade 4. Future expansion associations E. Labor market C. Market reports 1. Agricultural and industrial 1. State 2. Skilled and unskilled 2. Trade journals

40 VI. Marketing and Transportation IV. Make cuttings (6 hours). A. Major m arkets along eastern seaboard V. Pot and transplant (18 hours). B. Midwest VI. Support and stake greenhouse crops C. South and West (6 hours). D. Shipping containers VII. Harvest greenhouse crops (18 hours). 1. Packaging VIII. Ventilate greenhouses (3 hours). 2. Hampers IX. Control heat in greenhouses (3 hours). 3. Corrugated boxes X. Water greenhouse crops (18 hours). 4. Wooden boxes XL Syringe greenhouse crops (3 hours). E. Condition of product XII. Glaze and paint greenhouse (3 hours). 1. Dry 2. In water Texts and References 3. Iced BALL. The Ball Red Book. F. Transportation cost LAURIE, KIPLINGER, and NELSON. Commercial Flower 1. Railroad Forcing. Flower and Plant Production in the Green- house. 2. Truck LAURIE and RIES. Floriculture Fundamentals and Prac- 3. Air tices. G. Shipments POST. Florist Crop Production. 1. Direct to consumer Trade Publications: 2. Bonded wholesale commission merchant Florist and Nursery Exchange. Florists' Review. 3. Retail florist Growers' Talks. Recommended Laboratory Projects- New York State Flowerrowers' Bulletin. 96 hours Instructional Aids I. Prepare greenhouse soil (9 hours). Kodachrome slides II. Sterilize greenhouse soil (6 hours). Charts III. Seed greenhouse crops (3 hours). Greenhouse plans

41 GREENHOUSE OPERATIONS II 2. Grafting 3. Budding Hours Required 4. Stock plants Club, 2; Laboratory, 6 B. Buying young plants 1. Started buds Course Description 2. Dormant buds This course is a continuation of Greenhouse 3. Grade Operations I. Study of commercial flower pro- C. Soil preparation duction under glass (greenhouse), plastic 1. Soil type houses, and out-of-doors ; cultural and technical 2. Organic matter requirements ; modern production methods and 3. Sterilizing applications. Extensive laboratory practice is 4. Fertility provided in the various operations in green- D. Planting and benching house plant production. 1. Depth 2. Distance apart Major Divisions 3. Support Class Hours 4. Humidity Cut Flower Production _ 1 5. Soil moisture Commercial Rose (Rosa hy- E. Development of plant structure brida) Production 3 1. Pinching Chrysanthemum(Chrysan- 2. Pruning themum morifolium) Cut 3. Cutting of flowers Flower Production 3 F. Cropping and harvesting Carnation (Dianthus caryo- 1. Season phyllus) Cut Flower Pro- 2. Demand duction 3 3. Prices Snapdragon (Antirrhinum 4. Timing majus) Cut Flower Pro- G. Grading and bunching duction 2 1. Stem length Stocks (Matthiola Ncana) 2. Condition of flower Cut Flower Production 1 3. Insect injury Sweet Pea (Lathyrus odora- 4. Number in unit tus) Cut Flower Production 1 5. Roll or flat pack Gardenia (Gardenia grandi- H. Shipping and marketing flora) Cut Flower Pro- 1. Type of container (box) duction 1 2. Wrapping for temperature control Production of Potted Flow- 3. Moisture control ering Plants 17 4. Transportation Total32 5. Wholesale commission market Units of Instruction 6. Direct to retailer I.General culture I. Cut Flower Production 1. Watering A. Cost of production a. Manually 1. Labor b. Injection 2. Overhead expenses c. Gates system B. Selection of crop to be grown d. Mist 1. Suitable facilities 2. Soil nutrition 2. Commercial value a. Soil testing II. Commercial Rose (Rosa hybrida) b. Dry fertilizer Production c. Liquid fertilizer A. Propagation d. Organic mulches 1. Cuttings e. Methods of application

42 J.Insect and disease control 3. Control of number of stems and flowers 1. Sanitation and disease prevention per plant 2. Insecticides a. Pruning a. Spraying b. Disbranching b. Fumigation c. Disbudding K. Resting, cutback and mulches E. Harvesting, shipping, and marketing 1. Complete dormancy 1. Maturity of flowers a. Withhold water a. Standard b. Cutback b. Pompoms c. Remove all leaves c. Moisture d. Time required 2. Grading and bunching 2. Gradual cutback a. Size a. Cue for harvest b. Quality of flowers b. Control soil moisture c. Number per unit c. Advantages d. Weight grading d. Time required e. Automation 3. Mulches f. Condition;ng a. Manures 3. Methods of packing and shipping b. Peanut shells a. Corrugated box c. Corncobs b. Wooden hamper c. Assorted colors and grades III. Chrysanthemum (Chrysanthemum morifo- d. Truck, rail, air freight lium) Cut Flower Production 4. Marketing A. Varieties and response groups a. Wholesale commission market 1. Color b. Retail florist 2. Size c. Chain food and department stores 3. Types F. General culture 4. Commercial values 1. Watering, fertilizing 5. Bud initiation to bloom 6. Timing of production a. Manual b. vV r boy B. Young plant production c. Gai,es system 1. Disease-free stock d. Soil testing 2. Cultured stock and cuttings e. Dry or liquid feeding 3. Mother block f. Methods 4. Lights and temperatures 2. Temperature control 5. Rooting media a. Ventilation 6. Mist b. Shading or greenhouse C. Planting and benching c. Moisture content in greenhouse 1. Distance apart (standard) d. Heat 2. Distance apart (pompoms) 3. Insect and disease control 3. Marker or spacer a. Spraying 4. Water b. Fumigation D. Timing and crop control c. Roguing 1. Time pinching 4. Soil requirement a. Response group a. Type b. Hard pinch b. Organic c. Soft pinch c. Sterilizing d. Lights d. Testing e. Shade e. Additives f. Year-round production 2. Bud selection IV. Carnation (Dianthus caryophyllus) Cut a. Crown bud Flower Production b. Terminal bud A. Popularity

43 1. Introduction 2. Season of bloom 2. Types and varieties C. Propagation 3. Wholesale and retail values 1. Seed B. Acquiring young plants 2. Cuttings 1. Seed 3. Media 2. Cuttings 4. Germination 3. Mother block D. Soil preparation 4. Rooting media .. Soil test 5. Misting system 2. Addition of organic matter 6. Shade S. Sterilization 7. Buy from specialist 4. Addition of fertilizer, if needed C. Soil preparation 5. Rototill and level 1. Testing of soil E. Planting and spacing 2. Addition of organic matter 1. Distance 3. Sterilizing as steam and chemical 2. Single stem 4. Correct nutrient requirements 3. Pinched plants D. Planting and benching 4. Direct seedlings 1. Raised bench 5. Out of jiffy pots 2. Ground bed 6. Season of the year 3. Distance F. General culture 4. Marker 1. Support E. Timing and cropping a. Wire and twine 1. Season of planting b. Wire-mesh gauge 12, 6" x 6" 2. Pinching 2. Watering and fertilizing 3. 2-year plants a. Manual F. Watering and fertilizing b. Semiautomatic 1. Manual c. Dry or liquid feeding 2. Semiautomatic d. Proportioned 3. Water boy 3. Temperature control 4. Dry or liquid fertilizer a. Ventilating 5. Proportioned b. Heating 6. Frequency c. Shading 7. Cooling d. Light G. Insect and disease control e. Cooling 1. Spraying 4. Harvesting, grading, and conditioning 2. Fumigating a. Stage cf flower development 3. Roguing b. Stem length H. Harvesting, grading, and conditioning c. Flower spike length 1. Stage of maturity d. Water, flower preservative 2. Stem length e. Refrigeration 3. Flower size and quality G. Shipping and marketing 4. Weight grading 1. Packing 5. Refrigeration 2. Transportation I.Shipping and marketing 3. Wholesale markets 1. Packing H. Insect and disease control 2. Transportation 1. Spraying 3. 1.71-,r)lesale markets 2. Fumigation V. Snapdragon (Antirrhinum majus) Cut 3. Sanitation Flower Product on 4. Roguing A. Introduction VI. Stocks (Matthiola incana) Cut Flower Pro- B. Selection of varieties duction 1. Color A. :Introduction

44 1. Varieties E. Spacing and support 2. Single 1. Distance 3. Double 2. Height B. Propagation 3. Materials 1. Seed F. Watering, fertilizing 2. Media 1. Method 3. Temperature 2. Depth C. Spacing, planting, and support 3. Dry or liquid feeding 1. Column or single 4. Proportioned 2. Branching G. Harvesting, grading, and conditioning 3. Transplants 1. Stage of maturity 4. Jiffy pots 2. Method of picking 5. Wire-mesh gauge 12, 6" x 6" 3. Bunching, grading D. Harvesting, grading, and conditioning 4. Water, flower preservative 1. Stage of maturity 5. Refrigeration 2. Length of flower stem H. Shipping and marketing 3. Length of flower spike 1. Packaging 4. Double flowering 2. Wholesale markets 5. Single flowering I.Insect and disease control 6. Water, refrigeration 1. Use of insecticides 7. Flower preservative a. Spraying E. General culture b. Fumigation 1. Water and fertilizer c. Sanitation a. Manual 2. Safety precautions b. Semiautomatic VIII. Gardenia (Gardenia grandiflora) Cut c. Gates system Flower Production d. Dry and liquid feeding A. Introduction e. Methods and quantities 1. Values 2. Insect and disease control 2. Varieties a. Spraying B. Propagation b. Fumigating C. Soil preparation c. Sanitation 1. Soil testing d. Roguing 2. Conditioning Sweet Pea (Lathijrus odoratus) Cut 3. Sterilizing Flower Production D. Planting and support Introduction 1. Type of bed 1. Summer flowering 2. Tubs 2. Winter flowering 3. Metal galvanized stakes 3. Varieties E. Pruning, disbudding, and harvesting Methods of propagation and germination 1. Shaping 1. Direct sowing 2. Flower formation 2. Sowing in 21/2" pots 3. Stem length 3. Pregermination F. Tailoring, grading, and conditioning 4. Seed treatment 1. Size C. General culture 2. Quality 1. Temperature 3. Backing 2. Light 4. Packaging 3. Watering 5. Refrigeration D. Soil preparation G. Shipping and marketing 1. Soil testing 1. Transportation 2. Depth of preparation a. Truck 3. Sterilization b. Rail

45 c. Air freight 3. Humidifying 2. Markets 4. Cooling a. Wholesale commission merchant D. Watering and fertilizing b. Retail florist 1. Manual F. General culture 2. Injection 1. Watering 3. E-Flomatic-Chapin methods a. Manual 4. Mist b. Semiautomatic 5. Soil testing 2. Insect and disease control 6. Methods of fertilizing a. Spraying E. Soil and growth medias b. Fumigation 1. Soil types c. Roguing 2. Organic matter 3. Temperature and humidity 3. Shredding and blending a. Ventilation 4. Methods of sterilizing b. Heating F. Pots and containers c. Humidifying 1. Clay 2. Plastic IX. Production of Potted Flowering Plants 3. Grades and sizes A. introduction. The gencral procedures for G. Methods of propagation growing potted plants have much in com- 1. Seed mon and the requirements are substan- 2. Cuttings tially the same for the following plants; 3. Division 1. Azalea (Azalea hybrida) H. Control of flowering and growth regula- 2. African violet (Saintapulia tions ionanha) 1. Normal time required 3. Chrysanthemum (Chrysanthemum 2. Temperatures merit olium) 3. Daylight, shad:, 4. Cyclamen (Cyclamen indicum) 4. Chemicals 5. C'neraria (Senecio cruentus) I.Insect and disease control 6. Calceolaria (Calceolaria hybrids) 1. Sanitation 7. Hydrangea (Hydrangea 2. Spraying nzacrophylla) 3. Fumigating 8. Geranium (Pelargonium J. Shipping and transportation domesticum) 1. Wrapping 9. Gloxinia (Sinningia speciosa) 2. Boxing, crating 10. Kalanchoe (Kalanchoe 3. Truck, rail and air freight blossfeldiana) 11. Poinsettia (Euphorbia K. Marketing pulcherrimma) 1. Advertising 2. Salesmen 12. Bulbous plants a. Tulip 3. Direct to retailer b. Daffodil Recommended Laboratory Projects- c. Hyacinth 96 hours d. Iris e. Lily The suggested projects provide experience B. Structures and facilities with roses, chrysanthemums, carnations, snap- 1. Greenhouse size dragons, stocks, sweet peas, gardenias, flower- 2. Cold frames ing potted plants, green foliage, and house 3. Type of benches plants. Crops grown should be adapted to the region. C. Temperature and humidity 1. Heating I. Prepare soil for greenhouse crops 2. Ventilating (8 hours).

46 II. Sterilize soil for greenhouse crops Texts and References (8 hours). BALL. The Ball Red Book. III. Male cuttings (1:, hours). LAURIE, KIPLINGER, and NELSON. Commercial Flower Forcing. IV. Sow seeds (5 hours). LAURIE and REIS. Floriculture Fundamentals and Prac- tices. V. Plant and pot greenhouse crops NELSON. Flower and Plant Production in the Green- (15 hours). house. VI. Pinch and support greenhouse crops POST. Florist Crop Production. Trade Publications: (15 hours). Florist and Nursery Exchange. VII. Water and fertilize greenhouse crops Florists' Review. (15 hr.urs). Growers' Talks. New York State Flower Growers' Bulletin. VIII. Control insects and diseases (5 hours). Instructional Aids IX. Harvest, grade, and bunch flowers Flowers (1hours). Kodachrome slides

47 HERBACEOUS PLANTS I Units of Instruction I. Value and Limitations of Herbaceous Plants Hours Required A. The herbaceous growth habit of woody Class, 1; Laboratory, 2 plants B. Natural advantagesrange of adaptation Course Description 1. Alpine or Arctic An introductory study of herbaceous plants 2. Desert used for garden and landscape display, with em- 3. Seaside phasis on various operations of horticultural 4. Meadow business such as the seed trade, garden design, 5. Woodland perennial nursery and bedding plant production, C. Limitations in the landscape and garden center operation. Plant materials D. Uses in the landscape and plants studied include garden annuals, biennials, perennials, bulbs, ground covers, vines, II. Anatomy of the Flower ferns, wildflowers, aquatic plants, subshrubs A. Morphological concepta specialized re- and roses. productive brand Class topics include classification, production, 1. Peduncle culture, and uses of materials as well as consid- 2. Fedicel eration of design principles. 3. Receptacle A complete study of herbaceous plants should 4. Perianth be conducted during the growing season if pos- 5. Androecium sible. Seasonal timeliness is an important con- 6. Gynoecium sideration in teaching a course on herbaceous B. Entoroophilous or anemophilous plants. For courses which must be scheduled at C. Zygomorphic or actinomorphic off season times, the maximum use of visual D. Fusion of parts aids is necessary. When possible, a summer se- E. Dioecious or monoecious mester of study should be provided for seasonal F. Epigynous or hypogous coverage of the subject. Classroom instruction III. Classification of Flowering Plants should precede laboratory study. A. Vegetable kingdom 1. Division Major Divisions 2. Subdivision Class Hours a. Gymospermae I. Value and Limitations of b. Angiospermae Herbaceous Plants _ 1 3. Class II. Anatomy of the Flower ___ _ 1 a. Monocotyledoneae III. Classification of Flowering b. Dicotyledoneae Plants 1 4. Order IV. Common Garden Families 5. Family Identifying Characteris- 6. Genus tics 2 7. Species (concept) V. Growth Formsof Herba- 8. Variety (cultivar) ceous Plants _____ 1 B. The binomial system of classification VI. Propagation 2 C. Types of inflorescence VII. Seedage 1 1. Solitary 2. Multiple VIII. Spring Bulbs 2 a. Raceme IX. Biennials 2 b. Spike X. Ecology of Wild Flowers 1 c. Catkin XI. Phenology (A Record of Ap- d. Umbel pearances) 1 e. Corymb XII. Garden Roses 1 f. Spadix Total16 g. Head

48 3. Compound a. Broadcast a. Panicle b. Drills b. Compound spike c. Hills., c. Compound umbel 2. Indoor IV. Common Garden Families - Identifying a. Flats Characteristics b. Pots A. Common families c. Market packs 1. Arum d. Other 2. Lily E. Transplanting 3. Amaryllis 1. Pricking cff-dibbling 4. Iris 2. Hardening off 5. Orchid 3. Planting out 6. Mustard VIII. Spring Bulbs 7. Buttercup A. Narcissus 8. Viola 1. Horticultural classification 9. Primrose 2. Uses 10. Evening primrose a. Forcing 11. Rose b. Naturalizing 12. Daisy 3. Culture 13. Sweet pea a. Grades of bulbs 14. Nightshade b. Planting B. Floral diagrams and formulae c. Separation V. Growth Forms of Herbaceous Plants 4. Troubles--remedies A. Below ground a. Nematode 1. Bulb b. Basal rot 2. Corm and cormels c. Virus 3. Tuber d. Bulb fly 4. Tuberous root B. Tulip 5. Pip 1. History 6. Rhizoma 2. Horticultural classification B. Surface 3. Uses 1. Stolon a. Forced 2, Runner b. Garden 3. "Root stock" 4. Culture 4. Crown 5. Troubles-remedies C. Aerial a. Virus 1. Bulbils b. Diseases 2. Ramies C. Other spring bulbs VI. Propagation 1. Crocus A. Divisions 2. Chionodoxa B. Offsets 3. Eremurus C. Cuttings-soft and hard 4. Fritillaria D. Layer 5. Muscari 6. Hyacinth VII. Seedage 7. Scilias A. Seed size 8. Iris B. Media C. Germination D. Summer bulbs 1. Steps 1. Gladiola 2. Conditions for 2. Montbritia D. Methods of sowing 3. Tuberose 1. Outdoor 4. Alliums

49 E. Tubers c. Rounded 1. Dahlia d. Spire 2. Tuberous begonia e. Lance leaved IX. Biennials 3. Other data A. Uses a. Color B. Kinds b. Height 1. Viola c. Dates of bloomspan of bloom 2. Bellis d. Special uses 3. Myosotis XII. Garden Roses 4. Campanula A. History and classification 5. Cheiranthus B. Culture 6. Lunaris C. Uses 7. Hesperis D. Rose garden design and shade gardening 8. Digitalis 9. Althaes Recommended Laboratory Projects- 10. Verbascum 32 hours C. Culture Prepare a laboratory notebook complete with X. Ecology of Wild Flowers labeled drawings for each of the following: A. Pond association I. Anatomy of flowers and their classifi- B. Marsh-swamp association cations (6 hours). C. Bog association II. Study the anatomy of the tulip, lily and D. Meadow association iris flowers (2 hours). E. Forest association III. Study the anatomy of the stock, snap- 1. Maplehemlock dragon, rose and pea flowers(2 2. Oakhickory hours). 3. Evergreen (coniferous) IV. Use the dichotomous key to identify F. Seaside plant families (2 hours). 1. Shore V. Study the types of inflorescences (2 2. Dunes hours). 3. Salt-marsh VI. Study the bulbs and tuberous plant G. Glacial Relicts forms (2 hours). XI. Phenology (A Record of Appearances) VII. Propagate by cuttage (2 hours). A. Continued study of first appearance VIII. Propagate by seedage (2 hours). B. Plant characteristics for record IX. Study outdoor herbaceous plant mate- 1. Plant growth habit rials (12 hours). a. Annual b. Biennial Texts and References c. Perennial BUSH-BROWN. America's Garden Book. d. Bulb e. Herb Instructional Aids f. Subshrub Botanical models g. Shrub Charts of floral anatomy h. Grass Designs and plans for plantings Greenhouses and gardens 2. Plant form Herbaceous materials and flowers a. Mat Preserved herbaceous materials b. Upright Slides and pictures

50 HERBACEOUS PLANTS II C. Rudbeckia D. Others Hours Required M. September Perennials Class, 1; Laboratory, 3 A. Aster. B. Anemone Course Description C. Leadwort A continuation of Herbaceous Plants I. D. Eupatorium Major Divisions IV. Chrysanthemums Class Hours A. History I. Annuals-A Study List as B. Classification Guide 3 C. Uses 1. Commercial II. Summer Perennials _ 1 2. Garden display III. September Perennials __ 1 IV. Chrysanthemums 2 3. Exhibition V. Principles of Planting De- 4. Cut flowers sign 1 D. Photoperiodism VI. Color in Garden Design__ 1 1. Black cloth VII. Succession of Bloom 1 2. Artificial lighting VIII. Design of Mixed Border 1 E. Standards and disbuds IX. Rose Garden Design 1 1. Commercial production schedules 2. Control of blooming time X. Rock Garden Design__ 1 F. Pot growing XI. Gardening With Herbs _ 1 XII. Aquatic Gardens 1 G. Growing for show XIII. Winter Effects With Ever- H. Troubles and solutions green Materials 1 V. Principles of Planting Design Total16 A. Background-unity B. Color harmony Units of Instruction C. Composition I. Annuals-A Study List as Guide 1. Height A. Geographical origin 2. Size B. Cool season (hardy) annuals 3. Time of bloom C. Long season annuals D. Drift planting D. Late season annuals 1. Proportions of drifts E. The big five 2. Contrasts 1. Petunia 3. Rhythms 2. Marigold VI. Color in Garden Design 3. Zinnia A. Vocabulary of color 4. Snapdragon B. The nature of color-a sensation 5. Aster 1. Light, spectral hues F. Annuals for shade 2. Pigments and paints 1. Begonia 3. Plant pigments 2. Lobelia C. Use and the psychology of color 3. Impatiens 1. Xanthic-advancing hues 4. Torenia 2. Cyanic-retreating hues 5. Coleus D. Reasons for poor color results G. Cutting garden annuals 1. Discordant hues H. Fragrant annuals 2. Poor background I. Merchandising annuals 3. Lack of dominance II. Summer Perennials 4. Poor visibility A. Day lilies E. Standards of success with garden color B. Phlox 1. Color appropriate to use

51 2. Pleasing to the beholder 2. Background necessary 3. Of long duration C. Scale-a miniature landscape VII. Succession of Bloom D. Circulation-paths for easy maintenance A. Organization of areas in garden for sea- E. Rock formations sonal masses 1. Igneous B. Dominant color themes for each succeed- 2. Sedimentary ing period 3. Moraine 1. Spring F. Water courses 2. Early summer XI. Gardening With Herbs 3. Midsummer A. Kind 4. Fall 1. Culinary C. Selection of materials for pleasing combi- 2. Medicinal nations 3. Aromatic 1. Height B. Plants with winter foliage effects 2. Plant form 3. Color XII. Aquatic Gardens 4. Texture A. Types D. Succession of bloom 1. Pond 1. Replacement planting 2. Marsh 2. Interpianting 3. Bog 3. Overplanting 4. Stream 4. Planting in juxtaposition B. Construction 5. Selectionof varietiesfor extended C. Plant materials bloom 1. Trees and shrubs-for wet soil 6. Shift of attention to adjacent areas 2. Pondside herbs 3. Aquatic VIII. Design of Mixed Border a. Lilies, tropical A. Background or enclosure b. Lotus and hardy lilies B. Bed dimensions proportionate tototal c. Other area and to height of background C. Organization in depth XIII. Winter Effects With Evergreen Materials 1. Edge A. Value in close by areas 2. Foreground 1. Patios 3. Iris or lance leaved strip 2. Terraces 4. Midsummer strip 3. Rockeries 5. Background strip (rear) 4. Herbaceous borders D. Design of background drifts B. Texture study factors 1. Consider points of view 1. Size of leaf 2. Viewing distances 2. Shape of leaf 3. Direction of flow of interest 3. Arrangement of leaves 4. Dominant masses 4. Spacing of leaves and twigs 5. Contrasts 5. Surface quality 6. Plant mass IX. Rose Garden Design A. Backgrounds C. Plant materials B. Bed size and spacing 1. Creeping ground covers C. Walk surfacing 2. Mat forming plants D. Ease of maintenance 3. Cushion plants E. Choice of roses 4. Subshrubs X. Rock Garden Design Recommended Laboratory Projects- A. "Alpine" gardens 48 hours B. Appropriate siting A notebook should be kept reflecting the fol- 1. Varied topography necessary lowing activities.

52 1. Study field plantings of annuals VIII. Design a mixed border to show contin- (9 hours). uous bloom from spring to fall II. Study field plantings of perennials (15 hours). (9 hours). III. Participate in a flower show (3 hours). Texts and References IV. Study texture (3 hours). °RUOFF and RAYMORE. Color and Design. V. Study color (3 hours). TAYLOR. Guide to Garden Flowers. VI. Design a garden of annuals (3 hours). VII,. Design a garden of chrysanthemums Instructional Aids (3 hours). Same as Herbaceous Plants I

5S HORTICULTURAL APPLICATIONS B. Grading 1, Periodic quizzes on lecture material, Hours Required 20 percent Class, 1; Laboratory, 3 2. Field work, 80 percent : assessed on basis of application, attitude, production, Course Description and improvement. A student should This course is designed to further develop qualify on the following points : skills and understanding of horticultural pro- a. Perform work skillfully cesses and operation,. which are approached ab- b. Follow directions stractly in other courses. Ideally this subject is c. Work without surveillance best taught in the growing season because the d. Solve problems intelligently course emphasizes field practices as a necessary e. Lrlrn from mistakes adjunct to classroom theory. The experience f. Receive criticism well gained develops familiarity with and respect for g. Maintain a steady output soils, plants, and tools. Moreover, field perfor- 12. Follow through on projects mances develop capacities for work and the abil- i.Cooperate with fellow students ity to work harmoniously with others. A well- j. Accept unforeseen difficulties with rounded experience in a diversified work situa- grace tion will prove and clarify a young student's k. Assume responsibility when as- interests in the horticulturalfield. There is signed carryover of this knowledge to all horticultural 1. Work well on all projects whether activities. or not to his liking Each laboratory period is preceded by an ori- C. Final evaluationinstructors will con- entation lecture and a demonstration of the sider: topic for the week. Where possible, each class 1. Has student improved during the section performs the operation in a campus sit- course ? uation and students are observed, advised, and 2. Has student worked to his true capac- rated. At the close of the period a critique is ity and ability? held. 3. If the opportunity arose, would he hire Where school facilities and equipment are not the candidate? adequate, other approaches should be explored, II. Equipment such as : A. Garden toolsdisplay and describe A. Cooperative work-experience programs 1. Basic tools B. Laboratory use of park, nursery, cemetery a. Spade and golf course facilities b. Shovel (round point) Major Divisions c. Shovel (square) Class Hours d. Spading fork I. Orientation 1 e. Scuffle hoe II. Equipment 1 f. Hand weeders III. Lawn Management 2 g. Border shears IV. Weeds and Weed Controls__. 2 h. Orchard saw V. Drainage and Soil Aeration 2 i.Hand shears VI. Hedges 2 j. Knives (pruning, budding and graft- VII. Pruning and Training 2 ing) VIII. Garden Management 2 k. Trowel IX. Soil Management 2 1.Iron rake Total16 m. Leaf rake Units of Instruction 2. Other types a. Axe I. Orientation b. Brush hook A. Subject coverageall aspects of garden c. Dibble operation outlined d. Draw hoe

54 e. Edger (half moon) (2) Reverse reel with emery f. Edger (wheel types) compound g. Grass shears d. Lubrication h. Grass whip 2. Power mower i. Grub hoe a. Relative merits of reel vs. rotary j. Grub axe, mattock b. Relative merits of 2 cycle, 4 cycle, k. Hay fork and electric motor I.Manure fork c. Nomenclature of each type m. Pruning saw (tree) d. Adjustments n. Pick (pick mattock) e. Maintenance o. Pole saw f. Mowing techniques p. Pole pruner g. Mowing hazards q. Rake (wooden) h. Season height of cut r. Scoop 3. Lawn edging s. Sod lifter a. Margins t. Sickle (1) Between turf and paving u. Scythe (2) Betweenturfandplanting v. Trowel areas 3. Types of general hand tools (3) Between turf and vertical sur- a. Saws faces b. Pliers b. Purpose: to define areas and line c. Hammers effects d. Screw drivers c. Materials used in edge e. Wrenches (1) Landscape steel edging f. Drills (2) Wood g. Other (3) Plastic 4. Care of tools (4)Corrugated strip material a. Sharpening(file,grinding wheel, (5) Stone, brick and slate grindstone, and carborundum whet- d. Edging tools stone) (1) Spade b. Repair and replacement (2) Halfmoon edger (3) Scuffle hoe c. Daily care ; clean off soil and hang (4) Rotary edger up (5) Edging shears d. Winter storage (6) Edging mowers (1) Remove dirt and rust (7) Power edgers (2) Oil or grease metal surfaces (3) Treat wood handles 50/50 raw HI. Lawn Management linseed oil and turpentine A. Spring operations B. Lawn mowers 1. Rolling 2. Renovation 1. Hand mower 3. Fertilization a. Nomenclature 4. Grub proofing (1) Reel 5. Weed control (2) Bed knife 6. Sodding (3) Drive wheel and gears B. Summer operations (4) Rollers 1. Mowing; height and frequency b. Adjustments 2. Irrigation (1) Reel cones 3. Insect control (2) Bed knife screws 4. Fungus control (3) Roller brackets C. Fall operations c. Sharpening 1. Preparations for seeding (1) Machine sharpening a. Tillage

55 b. Grading a. Flocculants c. Grubproding b. Resins d. Fertilimtion and lime 3. Water tables e. Aero cyanamid treatment 4. Artificial drains 2. Seeding methods a. "Moles" 3. Renovation and overseeding b. Ceramic tile IV. Weeds and Weed Controls e. Perforated pipe A. Kinds of weeds (1) Concrete 1. Annual herbs (2) Composition 2. Biennial herbs d. Other 3. Perennial herbs C. Problems of drainage with walls 4. Ligneous plants 1. Retaining ; weep holes 5. Grasses 2. Foundation ; waterproofing 6. Other (mosses, algae and lichens) VI. Hedges B. Means of perpetuation A. Purposes 1. Seed 1. Screen 2. Offsets 2. Windbreak 3. Rhizomes 3. Background or enclosure C. Manual controls 4. Design reasons (topiary) 1. Cultivation B. Characteristics of good hedge material 2. Roguing 1. Dense growing 3. Mulching 2. Long lived D. Chemical controls 3. Shade tolera it 1. Soil sterilization 4. Moderate growers 2. Soil fumigation 5. Evergreen 3. Nonselective killers 6. Drough resistant a. Hydrocarbon 7. Good color and texture b. Fire 8. Pest resistant c. Systemics C. Training hedge material d. Caustics 1. Shape 4. Selective weed killers a. For woody plants a. Rounded (poor) b. For turf b. Straightsided (good) c. Other c. Overhanging (poor) E. Application of weed controls d. Pyramidal (good) 1. Precautionary measures 2. Height; no higher than to serve their 2. Fumigants purpose 3. Liquid material 3. Shearing ; twice or more in a season 4. Granular material a. Sickll 5. Estimating dosage of weedicides b. Hedge shears c. Electric hedge trimmer V. Drainage and Soil Aeration 4. Shaping; natural effect by selective A. Control of surface drainage pruning with hand shears or knife 1. Soil porosity 5. Guide lines and levels 2. Degree of slope 6. Topiary work 3. Contour grading 4. Ditching VII. Pruning and Training a. Turf gutters A. Definitions b. Asphalt and other gutters 1. Pruning:thesystemic removal of 5. Spillways plant parts with a special purpose in B. Control of subsurface drainage mind 1. Soil texture 2. Training ; the control of plant growth 2. Soil condition (structure) and form through pruning techniques

56 to fit the plant to its particular func- a. Proportionate to the area involved tion b. Well foliated at base B. Reasons for pruning c. Perfectly sheared 1. Production d. Good color and vigor 2. Safety 3. Lawns 3. Health .Weed free 4. Appearance b Dense growth 5. Clearance c. Good color 6. Rejuvenation 4. Herbaceous borders C. Types of pruning a. Generous plant masses 1. Fruit pruning b. No vacant spots a. Aim: to encourage sustained yield c. Weed free of high quality d. Pleasing colors b. Growth cycles of fruit plots e. Some bloom at all times (1) Bramble fruits f. Spent flowers removed (2) Blueberry 5. Shrubs (3) Apples and pears (pomaceous) a. Free of old growth (4) Peaches and plums (drupace- b. Not overgrown ous) B. Seasonal routine (5) Grapes 1. Spring (6) Citrus fruits a. Cleanup and renovation 2. Shade tree pruning b. Separation uf fall-blooming peren- a. Aims: multipurpose, health, safety, nials and appearance c. Fertilization b. Industry pruning standards d. Cultivation of beds 3. Topiary pruning (the shaping of plants e. Setting out of biennials and annuals by shearing techniques) 2. Summer 4. Timber management to produce high a. Pinching and staking perennials grade saw timber, free of knots and b. Spray for pest control defects c. Irrigate 5. Landscape pruning to maintain and d. Control weeds control the size, shape and bloom of e. Trim hedges ornamental plants by selective prun- 3. Fall ing techniques a. Plan for and plant bulbs D. Pruning tools b. Winterize tender materials 1. Pruning knife c. Feed trees, shrubs, and lawns 2. Berry hook-"secateur" d. Compost garden refuse and leaves 3. Hand pruners 4. Lopping shears IX. Soil Management 5. Orchard saw A. Preparation of soil 6. Tree surgeon's saw B. Maintenance of soil organic matter 7. Pole saw 1. Organic matter defined as "plant and 8. Pole pruner- "averruricator" animal remains in various stages of E. Timing and frequency of pruning decomposition" VIII. Garden Management 2. Leaf mold A. Standards of appearance 3. Humus 1. Walks 4. Peat a. Clean swept C. Benefits of organic matter in soil b. Weed free 1. Soil condition c. Properly alined a. Structure d. Sharply edged b. Tiith 2. Hedges and backgrounds c. Water relationships

57 2. Soil temperature III. Fertilize at least one lawn (3 hours). 3. F,ertirty IV. Study the different power equipment D. Composting and its safe use and adjustment 1. Pirepose (3 hours). 2. Materials for V. Care for different lawn areas (9 hours). 3. Role of micro-organisms VI. Prune trees and shrubs (6 hours). 4. Conditions for decomposition VII. Shear a hedge (3 hours). 5. Types of compost piles VIII. Care fcr assigned gar len or gardens 6. Formulae for additives (6 hours). E. Soil preparation IX. Practice good soil management 1. Improved tilth (6 hours). 2. Double digging Texts and References Recommended Laboratory Projects- BUSH-BROWN. America's Garden Book. 48 hours CHRISTOPHER. Pruning Manual. I. Examine horticultural hand tools, their DONAHUE. Our Soils and Their Management. JANICK. Horticultural Science. construction, care and repair, and ROCKWELL. Comp:ete Guide to Sucessful Gardening. practice safe usage (6 hours). II. Examine weeds ccmrnon to the region Instructional Aids and control them (6 hours). Plans and illustrations of operations

58 HORTICULTURAL AND TURFGRASS EQUIPMENT Hours Required 1. Efficiency Class, 2 ; Laboratory, 3 2. Ease of operation 3. Need Course Description 4. Cost This course acquaints students with various a. Initial types of mechanized equipment and teaches b. Operation them the principles of operating and using B. Safety power equipment in horticultural and turf oper- II. Operation "Safety" ations. A. Mounting and dismounting Knowledge of mechanized equipment neces- B. Starting and stopping sary for the management of horticultural and C. Refueling safely turf areas is emphasized as an important re- D. Controlling speed of travel quirement for specialists in all phases of orna- E. Turning safely mental horticulture, especially turf manage- F. Use of power units ment. Types of mobile and portable power units, G. Use of safety shields theirselection,operation, maintenance and H. Stop the engine for servicing "tune-up" also are emphasized. Theories and I.Proper lubrication and checkout principles of operation of basic engines, pumps, III. Types of Tractors transmissions and electric motors are stressed A. Wheel type in relation to safety and the practical and eco- 1. Tricycle nomic management of equipment. 2. Standard four-wheel Following instruction in the general theories B. Orchard and principles of operation of power units, stu- 1. Four-wheel low dents are taught the specific uses of various 2. Shielded types of tractors, mowers, sprayers, soil tillers, C. Garden aerators, thatching units, and trimmers. Lec- 1. Two-wheel aircooled tures by representatives of various equipment a. One cylinder dealers supplement formal instruction. Field b. Two cylinders trips to local dealers, contractors, golf courses, 2. Four-wheeled watercooled and park departments afford the students op- D. Crawler or track type portunities for direct observation of equipment selected and operated under various conditions. IV. Coniponent Systems A. Tractor components Major Divisions 1. Power unit Class Hours a. Engine I. Introduction 1 b. All accessories II. Operation "Safety" 2 2. Power train III. Types of Tractors 3 3. Chassis IV., Component Systems 7 B. Power unit V. Internal Combustion Engine 1. Stationary parts which support mov- Cycles and Principles _. 5 ing parts VI. Graders and Tillers 3 2. Power chain toreceive,exert, and VII. Mowing Units 4 transmit motive force VIII. Turf Renovators. 3 IX. Sprayers and Miscellaneous 3. Valve system to time and operate Units 4 valves 4. Auxiliary parts to cool, lubricate, and Total32 provide ignition and fuel Units of Instruction 5. Stationary parts L Introduction a. Cylinder block A. Purchasing considerations of equipment b. Cylinder head

59 c. Crankcase 3. Transmission d. Oil pan 4. Final drive mechanism 6. Power chain 5. Belt pully a. Piston 6. Power take-off b. Piston pins 7. Power lift control c. Piston rings D. Chassis d. Connecting rods and bearings 1. Frame e. Crankshaft and bearings 2. Steering mechanism f. Flywheel 3. Brakes 7. Valve systems 4. Wheels and tires a. Valves-intake and exhaust V. Internal Combustion Engine Cycles and b. Camshaft Principles c. Valve tappets A. Types of engines d. Push rod 1. Four-stroke cycle e. Rocker arm 2. Two-stroke cycle 8. Fuel system 3. Diesel cycle a. Fuel tank B. Essentials for engine operation-proper b. Shut-off valve sequence c. Sediment bowl 1. Fuel in cylinder d. Fuel hie 2. Sufficient air to furnish oxygen for e. Fuel pump combustion f. Carburetor 3. Mixture of gas vapor and air g. Manifold 4. Compression of mixture 9. Ignition system 5. Ignition of fuel a. Battery or magnets 6. Removal of combustion products b. Coil C. Four-stroke cycle operation c. Spark plugs 1. Definition d. Switch 2. Stroke e. Connecting wires 3. Cycle of events f. Timing mechanisms-distributor, 4. Four-stroke cycle points and condenser D. Two-stroke cycle characteristics 10. Cooling system 1. Distinguishing mechanical characteris- a. Radiator tics b. Thermostat a. Crankcase enclosed and airtight c. Fan b. Ports in side of cylinder open and d. Pump close by piston movement ;take e. Water jacket place of valves f. Hoses and connections c. Valve-operating mechanism unnec- 11. Lubrication system (oil) essary a. Pan d. Fuel mixture usually passes through b. Pump crankcase on way to cylinder c. Lines e. Cylinder usually vertical d. Gauge 2. Advantages of two cycle e. Filter a. Lighter in weight per horsepower f. Grease and oil fittings b. Simpler in construction 12. Governing system c. Greater frequency of work strokes a. Weights and springs or power impulses b. Detentarm or finger (hit-and-miss d. Usually operates in either direction system only) 3. Some disadvantages of two cycle C. Power train a. Fuel mixture controlled with diffi- 1. Clutch culty 2. Differential b. Inefficient in fuel consumption

60 c. Unsatisfactory operation under fluc- VIII. Turf Renovators tuating loads A. Aerators d. Speed and corresponding power not 1. Core removal readily controlled 2. Spiker e. Cooling and lubrication difficult 3. Disc E. General definitions B. Thatching removal units 1. Firing interval 1. Cutting edges a. Four-stroke cycle engine 2. Operational principles b. One-cylinder, four-stroke cycle en- C. Power supply gine 1. Self-propelled c. One-cylinder, two-stroke cycle en- 2. Tractor-drawn gine D. Construction features 2. Compression ratio E. Adjustments 3. Combustion or clearance space F. Maintenance 4. Total cylinder volume G. Operational instruction 5. Piston displacement IX. Sprayers and Miscellaneous Units 6. Bore A. Sprayers 7. Stroke 8. Piston chamber 1. Types and uses a. Trees and shrubs VI. Graders and tillers b. Turf A. Grading units 2. Tanks 1. Blade types 3. Power requirement 2. Stone rakes 4. Pressure requirement 3. Cultipacker and various combination 5. Maintenance and adjustments units 6. Operational procedures B. Tillers (cultivators) B. Fertilizer and seed spreaders 1. Disc harrows 1. Gravity feed 2. Spring tooth harrows 2. Centrifugal type 3. Meeker harrow C. Sod cutters 4. Rotary hoe type D. Grass, hedge and shrub trimmers ; pruners C. Hitches for tractor-drawn units E. Edgers D. Construction features F. Chain saws E. Service and maintenance F. Field adjustments G. Soil shredders G. Recommended uses Recommended Laboratory Projects- VII. Mowing units A. Types of cutting action units 48 hours 1. Scfssdl's action-reel-type I. Demonstrate and practice safety pro- 2. Impact action cedures outlined in Unit II (3 hours) . a. Rotary II. Practice operational procedures of vari- b, Chain link (hammer knife) ous tractor types (9 hours). B. Power supply III. Develop exercises with the component 1. Self-propelled systems (9 hours). 2. Tractor-drawn IV. Develop and demonstrate exercises with C. Construction features internal combustion engines D. Adjustments (6 hours). E. Maintenance V. Provide exercise with tillers and/or 1. Lubrication graders (3 hours). 2. Sharpening VI. Provide exercise handling and adjust- 3. Replacing cutting edges or units ing mowing units (6 hours). 4. Miscellaneous VII. Provide exercise handling turf reno- F. Recommended uses vators (3 hours).

61 VIII. Provide exercise handling sprayers Instruction Manuals. (3 hours). .JONES. Farm Gas Engines and Tractors. TX. Visit commercial and municipal sites to Instructional Aids view equipment operations (6 hours) . General Motors Corporation, 1'i 75 Broadway, New York, N.Y. 10019. Texts and References The ABC of Internal Combustion Engines. 18 min- AMERICAN OIL COMPANY. Engineering Bulletin Farm utes, 16 mm, color, sound. Tractors. ABC of Diesel Engine. 20 minutes, 16 mm, color, CROUSE. Automotive Electrical Equipment. sound. Automotive Mechanics. New York State College of Agriculture Film Library, GULF OIL COMPANY. Gulf Farm Tractor Guide. Ithaca, N.Y. 14850. INDIVIDUAL MANUFACTURERS. Equipment Operator and Farm Tractor Safety, A Family Affair. 18 minutes, Maintenance. 16 mm, color, sound.

62 HOUSE AND CONSERVATORY PLANTS I Hours Required 1. Plant families Class, 2; Lal-oratory, 2 2. Genera 3. Species Course Descripnon 4. Varieties This course familiarizes the student with the B. Identification many native and tropical plants used as house 1. The plant plants and with exotic plants cultivated in bo- 2. A branch tanical gardens and conservatories. Indentifica- 3. Leaves and/or flowers tion, propagation, and cultural requirements of C. Environment these plants and construction of dish gardens 1. Temperature and terrariums also are studied. 2. Humidity 3. Light Major Divisions D. Growth media Class Hours 1. Soil I. Introduction 2 2. Peat moss II. The Study of Indoor Plants: 3. Per lite and vermiculite Nomenclature, Ecology, 4. Sand CulturalRequirement..., E. Cuttings Propagation, and Overall 1. Soft wood CareofApproximately 2. Hard wood 200 Plants 18 3. Leaf cuttings HI. Plant Growing Structures 2 4. Rooting media IV. GeneralEnvironmentfor 5. Root inducing hormones Maximum Plant Growth__ 2 6. Containers V. Containers: Pots and Plant- F. Division ers 1 G. Air layering (marcottage) VI. Watering Methods and Needs 1 H. Runners VII. Insect and Disease Control: I.Propagation frame Care of Plants in the Home 2 1. Glass enclosed box VIII. The Terrarium 1 2. Plastic covered box IX. The Dish Garden 1 3. Bell jar X. Overall Care of House Plants 2 J. Seeds and spores Total32 1. Size of seeds Units of Instruction 2. Treatment 3. Depth of sowing I. Introduction K. Grafting A. The value of knowing indoor plant mate- 1. Understock rial 1. Interior decoration 2. Hybrid or variety 2. Selection and uses of plants 3. Type of graft B. Business opportunities III. Plant Growing Structures 1. Self-employment A. The greenhouse 2. Botanical gardens and parks 1. Semisteel and glass covered 3. Positions with florists specializing in 2. Orlyte indoor landscaping 3. Plastic-covered structures. II. The Study of Indoor Plants: Nomenclature, 4. Conservatory Ecology, Cultural Requirements, Propaga- 5. Cold frames-hot beds tion, and Overall Care of Approximately 200 B. The dwelling Plants 1. Sun porch A. Standardized plant names 2. Patio

63 3. 'Window sill 2. Placing pot in oversize jardinier 4. Any room in the house 3. Plant tray with constant water level IV. General Environment for Maximum Plant 4. Injection method Growth D. Frequency of wateri ag A. Light 1. Color of clay pot 1. Daylight 2. Color of soil 2. Artificial light 3. Weight of plant 3. Shading 4. Season of year B. Temperature 5. Stage of plant growth 1. Normal summer temperatures VII. Insect and Disease 'Control :Care of Plants 2. Winter heating in the Home 3. Fuel A. Clean culture a. Oil 1. Washing the leaves b. Electric 2. Spraying c. Coal 3. Rouging d. Natural or manufactured gas B. Choice of insecticides 4. Automatic controls 1. Nonpoisonous to humans a. Thermostat 2. Spray or dust b. Automatic ventilator 3. Fumigants c. Humidifiers C. Storage of insecticides C. Humidity 1. Out of reach of children 1. Methods of increasing 2. Proper labeling 2. How to measure 3. Under lock and key 3. Control D. Disease control V. Containers: Pots and Planters 1. Keep plants insect free A. The clay flower pot 2. Rouging 1. Standard size 3. Preventative sprays and dust 2. Azalea pot VIII. The Terrarium 3. Bulb pans A. Containers 4. Rose pot 1. Wardian case 5. Advantages and disadvantages 2. Glass jars B. Plastic flower pots 3. Aquariums 1. Sizes 4. Goblets 2. Less aeration 5. Bottles 3. Frequency of watering 6. Glass or plastic covers 4. Rim breakage B. Soil 5. Advantages and disadvantages 1. Loam C. Planters and window boxes 2. Peat and leafmold 1. Materials most suitable 3. Sand and perlite 2. Wood, metal or plastic 4. Drainage and use of charcoal 3. Forms and sizes C. Planting procedure D. Jardiniers 1. Selection of plants 1. Earthenware 2. Soil and drainage 2. Metal 3. Moss and stones 3. Plastic 4. Arrangement and design VI. Watering Methods and Needs 5. Figurine A. Hand surfaces D. Water and moisture B. Capillarity from the bottom E. Care C. Retention of moisture over longer period IX. The Dish Garden ol time A. Selection of container 1. Water in plant tray 1. Form and design

64 2. Depth III. Care for a group of house plants as B. Selection of plants directed (2 hours). 1. Growing media IV. Propagate plants by different methods 2. Arrangement and design (2 hours). C. Water and humidity V. Practice insect and disease control on X. Overall Care of House Plants horse plants (2 hours). A. Fertilizing VI. Practice watering, temperature and 1. Water soluble humidity control (2 hours). 2. Dry VII. Make and care for a terrarium 3. Amount of application (2 hours). 4. How often VJII. Make and care for a dish garden B. Repottik; (2 hours). 1. Pot 2. Soil C. Training of plants Texts and References 1. Pinching From. All About House Plants. 2. Pruning (RAF. Exotica. LAURIE, KIPLINGER, anNELSON. Commercial Flower 3. Staking Forcing. MCDONALD. The World Book of House Motto. Recommended Laboratory Projects- Trade Publications: 32 hours Florist and Nursery Exchange. I. Study indoor plants, their nomencla- Florists' Review. ture, ecology, cultural requirements, Growers' Talks. and propagation (18 hours). II. Examine plant growing structures and Instructional Aids prepare a report on those which illus- Collection of 2" x 2" color slides of plants, dish gardens trate important features (2 hours). and terrariums

65 HOUSE AND CONSERVATORY PLANTS II Hours Required C. Plants for a shady location Class, 1; Laboratory, 2 1. In shade in center of room, or northern exposure Course Description 2. Plants that do well in low Eight intensity A continuation of House and Conservatory a. Sansevieria Plants I with emphasis on some of the more b. Scindiapsus unusual plants. A major emphasis is the study c. Chlorophyta of additional plants and their uses, and new d. Ficus developments in horticultural practice. e. Aspidistra f. Others Major Divisions D. Plants that prefer coolness Class Hours 1. Day and night temperatures I. Environment and Grouping 2. Location of plants of Plants 2 3. Plants liking cool temperatures II. Introduction to the Orchid a. Acacia Family 2 b. Aucuba III. Study of Cacti and Other c. Calluna Succulents 2 d. Camellia IV. Study of the Begonia Family 2 e. Erica V. Study of Ferns (Filices).. 2 f. Hedera VI. Study of Bonsai Plants 2 g. Ligularia VII. Study of the Gesneriaceae. _ 2 h. Others VIII. Study of the Bromeliaceae 2 II. Introduction to the Orchid Family Total16 A. Tropical Asia Units of Instruction 1. Calanthe I. Environment and Grouping of Plants 2. Coelogyne A. Plante, for the north window 3. Cymbidium 1. Semishaded location 4. Dendrobium 2. Plants requiring little or no direct sun 5. Phalaenopsis a. Calathea 6. Vanda b. Aspidistra B. Tropical America e. Cissus 1. Brassavola d. Episcia 2. Brassia e. Hedera 3. Cattleya f. Nephrolepis 4. Epidendrum g. Nephtytis 5. Lycaste h. Others 6. Miltcnia B. Plants for the south window 7. Oncidium 1. Sunny location 8. Odontoglossum 2. Plants requiring full sunlight 9. Stanhopea a. Agave C. Africa b. Aloe 1. Lisschilus c. Azalea 2. Polystachya d. Carissa 3. Ansellia e. Citrus D. Australia f. Coleus 1. Bulbophyllum g. Gardenia 2. Eria h. Impatiens 3. Spathoglottis i.Geranium E. Temperate zones of Europe and North j. Others America

66 1. Cypripedium 2. Euphorbia obesa 2. Orchis 3. Euphorbia mammillaria 3. Odontoglossum F. The study of the lily family F. Growing medias 1. Aloe 1. Terrestrials (grow in soil) 2. Haworthia 2. Mixture of osmunda fiber and soil or 3. Gasteria peat moss G. The study of the nesembryanthemum fam- 3. Epiphytes (airplantj-potting medias ily a. Osmunda fiber 1. Faucaria b. Redwood chips 2. Lithops c. Tanbark 3. Trichodiadema G. Environment and culture H. The milkweed family 1. Light 1. Stapelia 2. Shade 2. Huernia 3. Water and moisture 3. Ceropegia 4. Feeding I.Other succulent families 5. Temperatures 1. Portulacaria H. Values 2. Pelargonium 1. Collectors or botanical 3. Cissus 2. Commercial cut flower production 4. Tradescantia I.Handling J. Succulents in the home 1. Cutting 1. Succulents as house plants 2. Packing and shipping 2. Containers and potting 3. Storage temperatures 3. Propagating K. Study of the maintenance of cacti and III. Study of Cacti and Other Succulents other succulents A. Succulents 1. Moisture 1. Definition 2. Growing medias and food 2. Where succulents grow 3. Air, light and shade B. The cactus family 4. Resting 1. What are cacti? 2. History and nomenclature IV. Study of the Begonia Family 3. The leafy cacti A. Fibrous-rooted begonias (Semperflorens) 4. The prickly pears B. Rhizomatous begonia 5. The torch cacti C. Rex begonia 6. Climbing cacti D. Tuberous-rooted begonias 7. Barrel cacti E. General culture 1. Location C. The amaryllis family 2. Temperature 1. Agave 3. Moisture and water 2. Senecio 4. Soil and fertilizer 3. Kleinia 5. Light 4. Othonna 6. Propagation methods D. The study of the crassula family a. Cuttings 1. Crassula b. Seed 2. Adromischus 7. Varieties 3. Cotyledons V. Study of Ferns (Filices, 4. Kalanchoe A. Species 5. Bryophyllum 1. Polypodiaceae 6. Sedum 2. Cyatheaceae 7. Echeveria 3. Dickoniaceae E. The study of the euphorbia family B. Propagation 1. Euphorbia splendens 1. Division

67 2. Plantlets 5. Nemantanthus 3. Spores 6. Aechynanthus 4. Suckers 7. Smithiantha C. Culture in the home B. Propagation method: 1. Species and varieties 1. Seeds 2. Environment 2. Leaf cutting 3. Pest control 3. Stem cutting D. Fern terrarium 4. Division 1. Species C. Home culture 2. Varieties 1. Enviroment VI. Study of Bonsai Plants 2. Light A. Origin of bonsai 3. Pest control 1. Japan VIII. Study of the Bromeliaceae 2. Western gardeners A. Species B. Selection of plants 1. Aechimea 1. Japanese white pine 2. Ananas 2. Miniature spruce trees 3. Billbergia 3. Japanese yew 4. Bromelia 4. Japanese maple 5. Cryptanthus 5. Kurume azaleas 6. Dyckia 6. Gray barked elm 7. Neoregelia C. Collection of plants 8. Guzmani 1. On mountain cliffs 9. Uriesea 2. Dry rocky slopes 10. Tillandsia 3. Buying plants B. Propagation 4. Grown from seeds 1. Offshoots 5. Cuttings 2. Cutting G. Grafting and layering 3. Seed D. Containers C. Culture in the home 1. Ceramic trays 1. Environment 2. Pans or dishes 2. Water 3. Color 3. Plant food 4. Size and depth 4. Pest control E. Soil for bonsai 5. Growing medias 1. Clay 6. PottiLAg and repotting 2. Loam 3. Sand Recommended Laboratory Projects- 4. Humus 32 hours 5. Plant food I. Ventilate, water, and provide overall F. Potting of bonsai (tools used) care for conservatory plants (4 G. Shaping and pruning hours). H. Wiring and bending II. Fertilize house and conservatory plants I.Maintenance (2 hours). 1. Watering III. Pot and repot plants studied (4 hours). 2. 1 eeding IV. Prune and shape laboratory plants (2 3. Pest control hours). VII. Study of the Gesneriaceae V. Seed house and conservatory plants (4 A. Species hours). 1. Gloxinia VI. Propagate plants by cuttings (4 hours). 2. Saintpaulia VII. Propagate plants by layering (2 hours). 3. Columnea VIII. Propagate plants by dividing (2 hours). 4. Episcia IX. Propagate plants by spores (2 hours).

63 X. Propagate group plantings (2 hours). MCDONALD. The World Book of House Plants. XI. Practice insect and disease control and Trade Publications: Florist and Nursery Exchange. prepare a calendar for such (4 Florists' Review. hours). Instructional Aids Texts and References Collection of 2" x 2" color slides GRAF. Exotica. Plant collections in greenhouses FREE. All About House Plants. Photographs of plants and flowers

69 INDOOR LANDSCAPING Hours Required c. Pattern Class 1; Laboratory, 2 d. Materials 3. Balance Course Description a. Symmetrical An advanced course making use of tropical b. Asymmetrical plantsstudied in House and Conservatory c. Weight Plants I and II. From 100 to 150 new plants are d. Volume studied, with particular emphasis on some of 4. Scale the unusual plants in the group. a. Size In the laboratory, students draw plans and b. Proportion elevations of room interiors which show place- c. Relativity ment of plants and their value to the decorating 5. Simplicity scheme. The details of layout, design, plan, a. Control number materials rendering, cost finding, contracts and specifica- b. Control variety materials tions, and estimating are emphasized. c. Restraint in design B. Principles of composition Major Divisions 1. Transition Class Hours 2. Opposition and contrast I. Introduction 1 a. Color II. Principles of Design 2 b. Line III. Types of Indoor Landscaping 2 c. Texture IV. Plant Containers and Planting d. Scale Areas 2 3. Repetition V. Design Procedure 3 a. Value VI. Radiant Energy 6 b. Monotony Total16 4. Rhythm, its meaning in design 5. Harmony Units of Instruction a. Color L Introduction b. Line A. The field of indoor landscaping c. Form 1. History 6. Color . J.Development factors a. Perceptual a. Light and lighting techniques b. Spectrum b. Architectural advancement c. Color wheel c. Availability of foliage plants d. Shadow d. Introduction of new species e. Light e. Artificial plants 7. Texture f. Development of containers a. Fine 3. Opportunities for use b. Medium 4. Employment opportunities c. Coarse II. Principles of Design III. Types of Indoor Landscaping A. Private homes A. Application to indoor landscaping 1. Entrance 1. Focalization 2. Windows a. Center of interest 3. Coiniain!ng indoor and outdoor planting b. Graduation B. Public buildings c. Sequence 1. Religious 2. Unitymethods of achievement 2. Educational a. Control of area 3. Recreational b. Line 4. Commercial

70 a. Banks 7. Glass b. Offices 8. Asphaltum liners c. Lobbies 9. Metal liners d. Reception rooms C. Provisions for maintenance C. Cultural factors to consider 1. Watering 1. Light availability 2. Drainage a. Natural sunlight 3. Fertilization b. Intensity 4. Manual c. Duration 5. Automatic 2. Artificial light 6. Semiautomatic a. Supplement to natural light V. Design Procedure b. Sole source A. Client interview 3. Temperature 1. Needs a. Minimum 2. Budget allowance b. Optimum 3. Habits avid mode of living c. Maximum 4. Style of architecture 4. Moisture 5. Style of decor 5. Humidity control 6. Limiting factors 6. Soil 7. Contracts and specifications a. Requirements of plants B. Physical survey b. pH control 1. Tape measure c. Nutrition 2. Sketch or graph paper pad 7. Toxic agents 3. Pencils a. Dust 4. Light meter readings b. Cooking gas a. Morning c. Heating equipment fumes b. Mid-day d. Metals c. Late afternoon 8. Maintenance procedures 5. Polaroid a. Need C. Preliminary plans b. Extent 1. Sketches in perspective IV. Plant Containers and Planting Areas 2. Line drawing of plan A. Planter requirements 3. Review with client 1. Size D. Final plans a. Width 1. Sketches in perspective b. Depth 2. Line drawings of plan 2. Drainage VI. Radiant Energy 3. Durability A. Spectrum of electromagnetic radiation a. Weight 1. Invisible portion b. Strength a. Means of measurements c. Mobility b. Terminology d. Resistance to rotting e. Resistance to rusting 2. Visible portion 4. Protection a. Natural daylight a. Paint b. Means of measurement b. Chemicals e. Terminology B. Materials for construction 3. Velocity and speed of light 1. Wood B. Light and its properties 2. Concrete 1. Wave lengths and vibrations 3. Brick 2. Emission of photons 4. Metal 3. Source of plant energy 5. Plastic 4. Theories of light 6. Ceramic a. Newton-1666

71 b. Nuygens-1700 observation of plant characteristics c. Combination of above (10 hours). 5. Reflection II. Identify by scientific name, plants desig- 6. Absorption nated in monthly field quiz (4 hours). 7. Refraction III. Prepare a complete indoor planting de- 8. Diffraction sign for the living room of a small 9. Dispersion home (6 hours). 10. Interference Required Drawings : 11. Polarization A. Elevation of room showing place- 12. Doppler effect ment of proposed containers with 13. Quantum of light plantings and location of lighting de- 14. Photon vices. C. Influence of light on plant growth B. Plan of room showing proposed place- 1. Photosynthesis ment of containers with planting. 2. Colored light influence C. One-point perspective of room show- a. Fluorescent ing proposed indoor landscaping. b. Incandescent IV. Prepare a complete indoor planting de- c. Other rays sign for the entrance foyer of a com- D. Measurement of radiant light mercial building (6 hours). 1. Intensity Required Drawings : 2. Duration A. Elevation of room showing placement 3. Total light available of proposed containel .3 with plantings 4.. Standards of light intensity and location of lighting devices. a. Natural sunlight B. Plan of room showing proposed place- b. Indoors ment of containers with planting. E. Foliage plants light requirements C. One-point perspective of room show- 1. Low-light(15-25f.c.),listspecific ing proposed indoor planting. plants V. Prepare a complete indoor planting de- 2. Medium-light (25-50 f.c.), list specific sign for a church, bank, or reception plants room of a public building (6 hours). 3. High-light (50-100 f.c.), list specific Required Drawings: plants A. Elevation of room showing placement 4. Special requirements, list specific plants of proposed containers with plantings F. Photoperiodism and location of planting devices. 1. Short day B. Plan of room showing proposed. place- 2. Long day ment of containers with plantings. 3. Plant requirements C. Two-point perspective of room show- a. Foliage plants ing proposed indoor planting. b. Flowering plants G. Types of artificial light Texts and References FREE. All About House Plants. 1. Fluorescent GRAF. Exotica III. 2. "Gro-Lux" NOBLE and MERKEL. Plants Indoors. 3. Incandescent NORLING. Perspective Drawing. 4. Mercury vapor SCHARFF. The Book of Planters. 5. Infra-red Scuum. Growing Plants Under Artificial Light. Recommended Laboratory Projects Instructional Aids 2" x 2" color slides I. Identify 10 to 15 plants each week by 16 mm. films association of taxonomic terms and Magazine and trade publication illustrations and articles

72 LANDSCAPE CONSTRUCTION Hours Required gardens of the institution. The projects selected Class, 1; Laboratory, 3 for construction should become I. permanent part of the institution's gardens and serve as Course Description examples to help students advance in construc- This course teaches the techniques and use of tion skills and understand good construction materials for constructing various small land- practices. scapes. It provides the basic knowledge and Concrete, stone, bricks, concrete blocks, and skills needed for planning and constructing gar- asphalt are among the materials used for pave- den terraces, walks, walls, fences, benches, and ment, wall and pool construction. The course garden pools. also provides instruction in materials and tech- The knowledge learned in lectures and as- niques used for fence and terrace cover con- signments is applied in the design and construc- struction, proper drainage and irrigation, and tion of landscape features for the horticultural area building restrictions.

1 ', ...ziaag2.7:1 44, ;1 Oet,

Figure 11Resourceful use of experimental plots andmaterials can provide practice in various types of landscape construction. Major Divisions V. StepsDesign Proportions Class Hours and Construction 1 I. Course Introduction 1 VI. Terraces and Patios 2 II. Concrete Uses and Propor- VII. Garden Pools and Streams 1 tioning 2 VIII. FencesKinds and Place- III. PavingDesign and Materi- ment 1 als 5 IV. WallsRetaining and Free IX. Drainage and Irrigation 2 Standing . 1 Total16

73 Units of Imtruction a. Shrinkage I. Course Introduction b. Waste A. Objective of course 3. Tests for strength B. Terminology a. Compressive strength 1. General terms b. Tensile strength 2. Start glossary of construction terms c. Flexural strength C. File card system 4. Slump test 1. Use as a term project 5. Rubble concrete 2. Useful with design problems 6. Mortar 3. Rapid reference after graduation 7. Paste 8. Costs II. Concrete Uses and Proportioning C. Brick A. Introductory considerations of concrete 1. Planned use of area-traffic work and predetermining quality 2. Patterns 1. Water-cement ratio strength law 3. Base 2. Plasticity a. Sand 3. Economy factors b. Concrete 4. Form requirements 4. Temp late 5. Mixing, placing, finishing, and curing 5. Materials-kind of brick or other ma- concrete terials 6. Footings and drains 6. Procedure B. Portland cement 7. Tools 1. History and definition 8. Costs 2. Requirements of composition-specifi- D. Stone cations 1. Types and characteristics C. Proportions--materials 2. Patterns D. Mixing and handling procedures 3. Combinations 1. Plan 4. Planned use of area 2. Mix 5. Thickness 3. Finish 6. Base a. Float-wood and steel a. Sand b. Trowel b. Concrete c. Brush 7. Procedures E. Rules 8. Tools 1. Fuller's rule 9. Costs 2. Proportional rule E. Soil-cement and asphalt F. Forms and reinforcing 1. Types of soil-cement G. Types of joints a. Compacted soil and cement III. Paving-Design and Materials b. Cement and modified soil A. Walks and driveways c. Plastic soil and cement 1. Alinement 2. Composition 2. Grades 3. Uses 3. Drainage 4. Procedures for construction 4. Foundation 5. Finishes 5. Capacity 6. Costs 6. Curbs 7. Asphalt 7. Materials a. Types 8. Patterns b. Composition B. Concrete c. Uses 1. Definition d. Procedures for construction 2. Determine volume e. Costs

74 IV. Walls-Retaining and Free Standing D. Drainage A. Definitions of common terms E. Construction procedures B. Types of masonry VII. Garden Pools and Streams 1. Rubble A. Formal, informal and riti turalistic pools a. Uncoursed 1. Reinforced concrete b. Coursed 2. Stone 2. Ashlar 3. Brick a. Ranged 4. Clay b. Broken range 5. Fiberglass c. Random range (coursed) B. Problems of stream building d. Random range (interrupted 1. Methods coursed) 2. Materials 3. Brickwork C. Water supply and treatment a. Kinds of brick 1. Natural source b. Brick bonds 2. Circulating pumps c. Joints 3. Plumbing C. Types of walls 4. Drainage 1. Free-standing walls D. Fountains and waterfalls 2. Retaining walls a. Batters VIII. Fences-Kinds and Placement b. Strength requirements A. Kinds 1. Stockade V. Steps-Design Proportions and Construction 2. Post and rail A. General discussion 3. Board B. Design aspects 4. Basketweave 1. Rules (tread-riser proportions) 5. Louver a. Olmsted 6. Wire b. Boston B. Uses 2. Material combinations C. Placement procedures 3. Comfort 1. Drainage provisions for posts 4. Intended use 2. Alinement 5. Elevation ; horizontal distance ratio 3. Level C. Construction D. Comparative costs and lasting qualities 1. Drainage and footings E. Preservatives 2. Cheek walls 3. Reinforcement IX. Drainage and Irrigation A. Drainage a. Rods 1. Purposes 1. Mesh 2. Principles VI. Terraces and Patios 3. Areas requiring drainage and problems A. Planned usage of each B. Covered or exposed 4. Kinds of tile used C. Materials 5. Computing sizes of pipes 1. Stone a. Surface water a. Descriptions b. Ground water b. Patterns 6. Determining locations and pr,lerna 2. Brick 7. Setting lines and grades a. Kinds 8. Excavating trenches b. Patterns 9. Laying pipes 3. Concrete 10. Backfilling trenches a. Premixed B. Irrigation b. Precast 1. General consideration and common er- c. Reinforced rors

75 2. Distribution Have them construct a garden wall ; 3. Conveyance and storage use as a permanent installation, if 4. Materials used possible (3 hours). 5. Outlets V. Measure several s .ep treads and risers, 6. Rates of consumption after which the students should use 7. Sources of supply them and prepare comments on their comfort prior to attending the labor- Recommended Laboratory Projects- atory. Construct several steps with 48 hours timber,concrete,stone,brick,or Note: Some of the suggested landscape projects combinations of these materials (3 may have been completed by other groups of hours). students to serve as permanent structures or VI. Develop a problem that entails the pro- features in the institution's gardens. If this is cedures required for the construction so, the permanent installations may be repaired of a terrace or patio. It may be just as part of the maintenance and renovation re- an area within the instruction gar- quirement to accomplish the instruction recom- den large enough for several people mended for this part of the course. to congregate and could include one I. Begin file card system. Introduce the or several benches designed and con- group to the concrete tools and dem- structed by the students (6 hours). onstrate their uses. Prepare small VII. Construct a water feature. This could quantities of lime-mortar and direct be part of a long-term project(3 the students in the proper handling hours). of the tools (3 hours). VIII. Construct and erect a fence and/or gate II. Present this laboratory exercise in two within the garden (3 hours). sections. First have the students mix IX. Install an irrigation or drainage system concrete by hand, pour into forms, within the garden (6 hours). and use finishing tools. In this way the mixture is not wasted and the 'Texts and References concrete slabs can be used in perma- PARKER. Simplified Design of Reinforced Concrete. nent structures. The second section Simplified Design of Structural Timber. of laboratory study can focus on ma- PORTLAND CEMENT ASSOCIATION. A Practical Course in Concrete. chine-mixed concrete and finishing Cement Mason's Manual. techniquesforprecastunits(6 Soil-Cement Construction Handbook. hours). STEWART. Planning and Building Your Patio. III. Familiarize the students with various SUNSET. Garden and Patio Building Book. paving materials and construction . How to Build Patio Roofs. procedures used in developing walk- Swimming Pools. ways and paths in the departmental instructiongarden.Itisrecom- Instructional Aids mended that instruction be given in 2" x 2" color slides concrete, brick, Campus gardens and construction features flagstone and soil- Various kinds of plans prepared by professional de- cement paving techniques (15 hours). signers and landscape architects IV. Develop a problem that introduces stu- selected technical bulletins approved and/or prepared by dents to garden wall construction. colleges, universities, the A.I.A. and the A.S.L.A.

76 LANLSCAPE GARDENING Hours Required II. Principles of Design and Composition Class, 1; Laboratory, 6 A. Principles of unity, harnony, balance, rhythm and focus Course Description B. Elements of design and composition A course designed to develop the students' 1. Line, direction and shape knowledge of ornamental gardens and landscape 2. Size, proportion and texture beautification by providing experience in plan- 3. Color and value ning, rehabilitation, care, development, and op- III. Garden Planning eration of gardens. Field practices are combined A. Lettering styles and spacing with classroom theory in many related subjects. B. Drafting layout margin, scale and title Plans for actual landscape gardening must be block flexible enough for adaptation to the climate, C. Plan development season, weather, and instructional facilities. D. Perspective drawing The major emphasis is on the laboratory activi- 1. Vanishing points ties which provide students with experience in 2. Horizons landscape gardening. 3. Picture plane Major Divisions E. Landscape sketching Class Hours 1. Pencil techniques and shadows I. History of Gardening 2 2. Composition and scale II. Principles of Design and Com- IV. Garden Operations position 3 A. Rehabilitation III. Garden Planning 3 1. Lawns, shrubs and hedges IV. Garden Operations 8 2. Herbaceous plants and roses Total16 B. Garden development 1. Layout of projected development Units of Instruction 2. Installation of irrigation I. History of Gardening 3. Soil operations A. Influences on garden development a. Excavation 1. Sociopolitical b. Grading 2. Economic c. Improvement 3. Climatic 4. Walks 4. Topographic a. Renovation B. Chronology 1. Ancient gardens b. Construction a. Egyptian 5. Planting b. Mesopotamian a. Trees and shrubs c. Greek b. Hedges and herbaceous material d. Roman 6. Edging 2. Medieval gardens a. Lawns a. Persian b. Walks b. Moorish c. Beds c. European 3. Renaissance Recommended Laboratory Projects- a. Italian 96 hours b. French I. Write and illustrate an essay on an as- c. English signed topic, such as a medieval clois- d. American ter garden, replete with medicinal, 4. Oriental culinary, and aromatic herbs. Append a. China a list of such herbs and their uses (6 b. Japan hours).

77 II. Prepare plates to illustrate principles of Texts and References design and composition (6 hours). Busia-BROWN. America's Garden Book. III. Sketch local landscapes as directed (6 JANICK. Horticultural Science. hours). PYENSON. Keep Your Garden Healthy. IV. Prepare the plan for a garden or enclosed ROCKWELL and GRAYSON. Complete Guide to Successful area to be established on campus or at Gardening. home (12 hours). V. Rehabilitate and maintain lawns, shrub Instructional Aids areas, and gardens, and control pests Lawn, shrub, garden, and landscaped areas (36 hours). Garden plans VI. Develop new gardens, including soil oper- Photographs and slides of gardens ations, irrigation, planting, and special Collections of plants features (30 hours). Hot beds, cold frames and greenhouse

78 LANDSCAPE PLANS I Hours Required Units of Instruction Class, 1; Laboratory, 6 I. Review of Basic Drawing and Drafting Tech- niques Course Description A. Pencil techniques An introductory study of the theory and B. Plans and elevations principles of landscape design as they are ap- C. Perspective drawing procedures plied to selected problems, both hypothetical and actual, in landscape development. Prelim- II. History of Landscape Design inary sketches and final drawings are prepared A. Egyptian, Grecian, Roman, and Oriental in plan, elevation, and perspective form. As the (prior to 1000 AD) course progresses, problems of landscape design B. Italian,Spanish, French, and English require additional study, creativity, and de- (since 1000 AD) tailed solutions to incorporate the information C. European compared to American (1400- learned in the lectures. 1800) The course begins with a review of basic D. American (1800 to present) drawing and drafting procedures, followed by a 1. 1800-1880 comprehensive study of the history of landscape 2. 1880-1945 design. It presents the characteristics of ideal 3. 1945present planning, the reasons for planning, and the va- III. Characteristics of Ideal Planning rious types of plans as essential to translating A. Beauty and utility the designer's ideas on paper to serve as guides B. Reasons for planning for completed projects. Emphasis is placed on 1. Economy design principles to provide each student with a 2. Charm and usefulness basis for preparing original, beautiful and uti- 3. Greater enjoyment of outdoors litarian plans. Planting design monopolizes most of the course time, but some time is spent on 4. Expression of taste and personality the design and use of architectural features for C. Definition of a plan the garden. Consideration is given to residential D. Specific types of plans property (driveways, walks, and traffic circula- 1. Survey or plot tion are of prime importance). 2. Topographic A collection of slides are used in the lectures, 3. Grading and as the course progresses the laboratory 4. Construction projects include student visitations to actual 5. Planting problem sites. Campus and faculty home sites 6. Detail are utilized for studies and examples of designs. 7. Presentation Major Divisions IV. Principles of Design Class Hours A. Simplicity I. Review of Basic Drawing and B. Opposition Drafting Techniques_ 1 C. Transition II. History of Landscape Design 2 D. Repetition III. Characteristics of Ideal Plan- E. &Ilk ning 2 F. Balance IV. Principles of Design 3 V. Areas of Residential Proper- V. Areas of Residential Properties ties 3 A. Public and/or approach VI. Architectural Garden Fea- 1. Main entrance tures 3 2. Foundations VII. Traffic CirculationWalks B. Private and Driveways _ 2 1. Living Total16 2. Garden (ornamental)

79 C. Utility 2. Design 1. Service a. Width 2. Garden (vegetable) b. Alinement VI. Architectural Garden Features F. Drainage, the mi. st important of all con- A. Enclosures:privacyand protection struction features walls, fences, and plants G. Perron, ramp-walk combination 1. Concrete, stone, brick, wood, plastics, Recommended Laboratory Projects- etc. 96 hours 2. Plantshedges or shrub borders a. Formal I. Prepare a designated hypothetical and b. Informal simple residential problem, completely B. StepsOlmstead rule labelPd, in a predetermined scale (12 1. Higher the riser more narrow the tread hours). II. Develop a hypothetical problem in land- 2. Risers 4-6 inches 3. Treads 14-20 inches scape design pertinent to one nation C. Benches (Unit II) during a specific historical 1. Stone, concrete or brick era ( hours). 2. Wood III. Study samples of specific plans and use D. Water laboratory project II to develop plant- 1. Pools and fountains ingand constructionstudies(12 2. Streams and waterfalls hours). E. Alpine units using rocks and boulders IV. Design small on-campus planting and F. Animal feeders construction features. This project G. Garden houses should be included because it stresses H. Sculpture and statuary the importance of needing accurate VII. Traffic CirculationWalks and Driveways onsite measurements and notations to A. Direct route prepare a plan and elevation(18 B. Minimum of curves hours). C. Strong consideration for original topog- V. Introduce the techniques of client inter- raphy, when possible view. For this project, a non-depart- D. Walks mental faculty member provides his 1. Dimensions property as the space to be landscaped a. Entrance and is interviewed by the students. b. Utility and service The students draw a plan to fulfill the c. Garden path general requirements, giving empha- d. General rule-21/2 ft. per person sis to utility and beauty in usage of e. Speed variation inside vs. outside space (18 hours). 2. Designmaterials VI. Plan a second onsite project and include a. Gravel a faculty member whose ideas require b. Field and riverbed stone the students to provide two elevations c. Asphalt and design details along with a plan d. Turf and the additional specific require- e. Brick f. Flagstone ments (18 hours). g. Wood chips VII. Develop a final term project more de- h. Tanbark tailed in design than project V or VI 1. Concrete and which emphasizes privacy, space E. Drivewaysstraight compared to curved usage, and traffic circulation. Presen- 1. Materials tation requirements include a plan a. Asphalt a'a perspective with appropriate b. Stone design notes and an attractive, com- c. Concrete plete title (12 hours).

80 Texts and References SUNSET. Landscaping for Modern Living. AUL. How to Plan Modern Home Grounds. Instructional Aids . How to Plant Your Home Ground. Models of residential and industrial sites Busx-BROWN. America's Garden Book. 2" x 2" color slides ECKBO. The Art of Home Landscaping. Campus gardens and plant materials ORTLOFF and RAYMORE. The Book of Landscape Design. Various kinds of plans prepared by professit nal de- . Color and Design for Every Garden. signers and landscape architects

81 LANDSCAPE PLANS II Hours Required A. Lawns Class, 1; Laboratory, 9 1. Uncluttered 2. Set off complete design Course Description 3. Avoid steep slopes Landscape Plans II is a continuation of Land- 4. Provide drainage scape Plans I. In order to prepare the students B. Feature for situations similar to those in industry, the 1. Major pace of instruction and class contact hours are 2. Minor increased. 3. Types The course emphasizes plant groupings, their a. Animal feeders uses according to ecological and climatic re- b. Plant materialsspecimens and quirements, andtheirdesigneffectiveness. groupings Throughout the course, the importance of un- c. Sculpture and objects of art cluttered open areas is stressed, whether the d. Furniture student is concerned with large lawn areas or e. Walls and fences small intimate sections of the total design. The f. Water economics of each design varies and receives II. Intimate Living AreasTerraces and Patios much attention because students seldom have A. Fundamental differences unlimited funds for projects once they are grad- B. Part of house and gardenimportant re- uated. It has been found that economic restric- quirements tions present the most realistic and practical 1. Location and accessibility problems in landscape planning. Under severe 2. Surface ; paved or unpaved financial restrictions, students develop tech- 3. Size consideration niques to solve difficult landscape problems and 4. Necessity of sun or shade therefore find other problems simple to solve. C. Kinds of terraces and patios The lectures and laboratory projects continue 1. Sun or shade (sunbathing or restfully as in Landscape Plans I, using campus and fac- cool) ulty home sites for laboratory problems. Select- 2. Dining and privacy ed field trips, garden show competitions and D. Materials lectures by specialists from the field supplement 1. Brick the regular lectures and projects. 2. Flagstone 3. Concrete Major Divisions Class Hours 4. Asphalt 5. Composition I.Open Areas and Features 2 6. Pebbles, chips or fieldstone II.Intimate Living AreasTer- races and Patios 3 7. Turf 8. Tanbark, etc. Location of Trees and Shrubs 4 Herbaceous Plant Material E. Overhead covers Usage 2 1. Plants (vines) Roses and BulbsConsider- 2. Canvas 3. Wood ations 1 4. Plastic Recreation AreasPublic 5. Other and Private 2 Industrial and Municipal III. Location of Trees and Shrubs Areas 1 A. Complement house, property ea. Traffic Areas 1 B. Blend with features Total16 C. Use as features D. Plants for climatic area and ecology Units of Instruction E. Maintenance ease I. Open Areas and Features F. Trees

82 1. Frame house and views 1. Formality usually does not hold atten- 2. Shade tion long 3. Beauty 2. Informality can hold attention and in- 4. Privacy terest but requires more study to de- G. Considerations when using plants velop 1. Texture H. Edging 2. Form 1. Formal gardens may have conspicuous 3. Color (bloom, fruit, leaf, and bark) edges 4. Size 2. Informal and naturalized gardens 5. Shadow (light and dark) should have inconspicuous edges (not 6. Mass raised) 7. Ecology and climate (exposure) I. Shrubs in herbaceous borders H. Use of existing plants and other materials 1. Often preferredtospot trees and I.Facade plantings (adjacent to building shrubs within herbaceous beds foundations) 2. Evergreen (coniferous and broadleaf) J. Borders keep garden from being desolate in K. Specimen plants (selection and place- Winter ment) V. Roses and Bulbs-Considerations IV. Herbaceous Plant Material Usage A. Bulbs A. Groups 1. Tulips, hyacinths, lilies, and iris (form- 1. Perennials-minimum but persistent alize easily) maintenance 2. Narcissus, grape hyacinth, lilies, iris 2. Annuals-maximum maintenance and crocus (naturalize easily) when young B. Roses (generally formal in beds) a. Fillers 1. Types b. Separate beds a. Climbers and ramblers B. Bed and border design b. Shrub 1. Should blend with overall design c. Hybrid a. Used separately as features d. Grandiflora b. Conformity to original design lines e. Floribunda c. Minimum use of spectacular colors f. Miniature (reds distract and disturb-not rest- 2. Location in sunlit area ful) 3. Bed size d. Use as facing or filler plants a. One to 3 feet with one-side access 2. Relative space required b. Three to 5 feet with two-side access C. Height as high in back and low in front 4. Paths within formal rose gardens D. Color a. Three to 6 feet width 1. Complex subject b. Grass or grave] surface a. Suit personal tastes of clients 5. Climber support b. Use sparingly a. Fence c. Form and texture take precedent b. Trellis over color VI. Recreation Areas-Public and Private 2. Gay in spring (reds and yellows) A. Athletic areas 3. Cool in summer (pastels) 1. Football 4. Warm in fall (bronze) 2. Tennis E. Depth illusion 3. Track and field 1. Brights seem close (in distance) 4. Baseball and softball 2. Soft grays, greens and blues seem dis- 5. Soccer tant (peaceful) 6. Hockey (field and ice) F. Uniformity of like flowers in same condi- 7. Other tions at same time B. Parks G. Formality compared to informality 1. National, State, and local

83 2. Marinas IV. Develop a complete design that utilizes C. Play Areas herbaceous plant materials as the 1. Badminton major features. The design should 2. Croquet involve lawn areas,terraces, and 3. Swings, etc. woody plantmaterials. The plan D. Golf courses should be presented in ink and in- VII. Industrial and Municipal Areas clude a seasonal color chart for the A. Schools herbaceous plants (18 hours). B. Housing (public and private) V. Develop a complete residential property C. Factories and emphasize roses in both formal D. Garden and shopping center areas and informal situations. The prob- E. Libraries, museums and others lem should be presented in color, VIII. Traffic Areas preferably colored pencil (9 hours). A. Parking VI. Develop a problem that features recre- 1. Minimum requirements ation areas either public or private. It 2. Circulation should consider the various require- 3. Lighting ments for several age groups and may 4. Drainage be permanent or temporary for the 5. Practicality toddler group. Consideration of plant B. Planning for ornamental landscaping of materials is important. Presentation parking or traffic areas in color and ink of a complete plan is required (18 hours). Recommended Laboratory Projects- VII. Prepare a plan of a college facility, a 144 hours localgovernmental facility,ora I. Prepare a hypothetical plan for a resi- school. Emphasis should be placed on dential property of 20,000 to 30,000 trafficcirculation,plantmaterial, square feet. The skillful use of one maintenance, and cost. A complete major and at least two minor fea- detailed plan and plant list are pres- tures, set off by large expanses of entation requirements. Color presen- lawn, should carry the most weight. tations are optional (9 hours). Presentation of the project is to be VIII. The final term project should be the in plan and one perspective of a fea- student's choice of a residential prop- ture (18 hours). erty with a complete study emphasiz- II. Develop a complete plan with emphasis ing outdoor living and traffic areas. on a terrace or patio design for din- Presentation may also be the stu- ingsun and shadewith an inter- dent's choice, but must be complete esting view of other areas of the and informative (9 hours). garden which require privacy. Pres- entation requires a complete plan Texts and References perspective of the terrace and a detail BUSH-BROWN. America's Garden Book. BUTLER. Recreation Areas, Their Design and Equipment. construction drawing of part of the CHURCH. Gardens Are For People. terrace (27 hours). EcKso. The Art of Home Landscaping. III. Prepare a project for a garden enthusi- ENGEL. Japanese Gardens Today. ast, emphasizing the uses of plant ORTLOFF and RAYMO-' The Book of Landscape Design. material groupings with inanimate SIMONDS. Landscape Architecture. SuNsur. Landscaping for Modern Living. features playing minor roles. The ele- Garden Series. ment of surprise and seasonal color . The Sunset successionshouldbeemphasized. Instructional Aids Models of residential and industrial sites Presentation requires a plan of the 2" x 2" color slides entire garden with the introduction Campus gardens and plant materials of a complete plant list and specifica- Various kinds of plans prepared by professional de- tions for planting (36 hours). signers and landscape architects

84 MUNICIPAL ARBORICULTURE Hours Required D. Responsibility Class, 2; Laboratory, 4 1. Public safety 2. Inspectors and supervisors Course Description 3. Maintenance of existing trees A study of the organization and functioning 4. Planning of tree departments within the structure of var- 5. Planting ious governmental units with emphasis on local E. Organization of people and their duties and State conditions. II. Tree Planning Emphasis is placed on the details of forming A. Role of shade tree commission and developing a municipal tree department for 1. Formulate policy safe and efficient operation ; and outlining the 2. Draw up local ordinances competencies, duties, responsibilities, and rela- 3. Direct planning tionships of the people involved. 4. Advise administration Major Divisions B. Survey of existing street trees 1. Use of street map Class Hours 2. Essential data I. Municipal Arboriculture 3 a. Property designation II. Tree Planning 10 b. Locate each tree III. Planting 4 c. Identify kind IV. Street Tree Management 15 d. Size and caliper Total32 e. Condition Units of Instruction f. Recommended action I. Municipal Arboriculture C. Master plan A. Municipality-a political unit 1. Main traffic arteries 1. State 2. Wide parkway a. Parks 3. Residential b. Turnpike authorities 4. Malls c. Highway departments (public D. Tree placement works) 1. Lawn side d. Universities and hospitals 2. Tree lawn 2. County 3. Street lights a. Parks 4. Intersections b. Parkways 5. Spacing of trees 6. Gverhead wires c. Highways E. Variety in planting 3. City 1. Formal or informal a. Parks 2. Epidemic diseases b. Highways F. Trees in plant boxes 4. Town and township G. Selections 5. Incorporated village 1. Ecological adaptability B. Administration a. Species 1. Public works b. Varieties 2. Highway commissioners e. Clones 3. Parks commissioners d. Cultivars 4. City "forester" 2. Plant factors 5. Shade tree commissions a. Environmental suitability C. Jurisdiction b. Tree form 1. Street trees (1) Fastigiate 2. Parks and parkways (2) Columnar 3. Other public properties (3) Conical

86 (4) Oval 2. Removals <5) Globe 3. Replacements (6) Spreading C. Maintenance (7) Vase 1. Annual inspections c. Growth 2. Complaint procedures (1) Rate 3. Pruning standards (2) Mature size 4. Contract specifications (3) Form 5. Spraying and misting programs d. Foliage density D. Equipment e. Features 1. Trucks (1) Flower color 2. Sprayers and mist blowers (2) Foliage color 3. Cranes (3) Texture 4. Loaders, excavators, and trenchers f. Pests 5. Tree mover H. Recommended varieties 6. Stump grinder 1. By plant form 7. Brush chipper 2. By mature size 8. Chain saws a. Tall-over 40' 9. Vacumn sweeper b. Medium-30'--40' 10. Digging tools c. Small-30' 11. Cutting tools III. Planting 12. Winch and pulley blocks A. Grading of nursery grown trees 13. Hand repair tools and supplies B. Bare root, or ball and burlap planting 14. Diagnostic tools C. Planting specifications E. Personnel policies,titles,qualifications, 1. Size of tree pit and duties 2. Drainage 1. Arboriculturist 3. Topsoil 2. Horticulturist 4. Staking and protection 3. Director 5. Pruning 4. Superintendent 6. Watering and maintenance 5. Forester D. Large tree moving 6. Foreman 1. Preparation 7. Pruner a. Site 8. Others b. Root pruning and invigoration 2. Equipment Recommended Laboratory Projects- 3. Size of root ball 64 hours 4. Planting L Study the operation of an arboretum 5. Protection after planting (4 hours). a. Guying II. Prepare shade tree surveys (8 hours). b. Pruning III. Write a shade tree ordinance (4 hours). c. Wrapping IV. Take field trips to observe the opera- d. Antidesiccants tion of tree departments (12 hours). e. Liquid feeding V. Write specifications for a planting con- f. Irrigation tract (4 hours). IV. Street Tree Management VI. Write specifications for a tree removal A. Planned program contract (4 hours). 1. Survey VII. Execute a planting project (8 hours). 2. Record keeping VIII. Prepare a budget for a tree department 3. Budget for operations (4 hours). B. Rehabilitation of established trees IX. Prepare an operating budget for a 1. Pruning municipality (8 hours).

86 X. Prepare a tree department long-range FENSKA. Tree Experts Manual. master 'plan using information from U.S. Department of Agriculture. Trees. The Yearbook of previous laboratories (8 hours). Agriculture, 1940. Texts and References Instructional Aids Texts on municipal arboriculture do not exist, but many Village, city, town, county and commission rules, regula- books used in other courses will prove useful. tions, and ordinances

87 NURSERY OPERATION I Hours Required 2. Rotary cultivator Class, 1; Laboratory, 6 3. Soil shredders II. Planting Operations Course Description A. Hand and small tools An introductory course in nursery opera- 1. Dibble compared to planting boards tions and management which covers many 2. Planting lines and spade operational details of nursery plant production. B. Mechanical planters The course is designed primarily as a laboratory 1. Field work course to acquaint the students with the diver- 2. Container growing sity of nursery plant production, equipment, and operation. Nursery operation principles are con- III. Root Pruning and Transplanting sidered in the class units of instruction and the A. Hand and spade laboratory work emphasizes performing nurs- B. Power equipment ery operations and work. Special attention is IV. Fertilization Treatments given to teaching the student to recognize the A. Hand methods importance of efficient work habits by imple- B. Machine drill menting operational time studies and analyzing C. Machine scatter pattern the effectivenessf orderly, planned, timely V. Herbicides and Allied Treatments procedures in nursery operations. A. Equipment for application Major Divisions B. Gas C. Liquid Class Hours D. Pellets and powders I. Soil Preparations______1 II. Planting Operations 2 VI. Pest Control III. Root Pruning and Trans- A. Equipment for application planting 2 B. Hydraulic C. Mist IV. Fertilization Treatments_____ 1 V. Herbicides and Allied Treat- D. Dust ments 2 E. Pellets

VI. Pest Control______2 VII. Container Production VII. Container Production 2 A. Equipment facilities VIII. Nursery Plant Top Manage- 1. Small-scale operation ment 2 2. Large-scale operation IX. Construction of Special B. Labor and timesaving devices and tech- Structures 2 niques Total B 1. Media blenders 2. Container fillers Units of Instruction 3. Planters I. Soil Preparations 4. Operational organization A. Fitting the soil for planting VIII. Nursery Plant Top Management 1. Seed beds A. Pinching 2. Transplant beds B. Shearing 3. Production C. Pruning B. Incorporation of soil amendments IX. Construction of Special Structures 1. Manure A. Shade structure 2. Green manures 1. Lath-shade frames 3. Peat 2. Lath-shade house 4. Organic mulches 3. Woven plastic fabric structures C. Equipment B. Temperature control structure, plastic film 1. Plows, harrows, subsoilers covered

88 1. Cold frames X. Prepare and use plant growing struc- 2. Hot beds tures (6 hours). 3. Pipe-frame plastic film greenhouse C. Winter protection structures Texts and References 1. Deep frame American Association of Nurserymen. American Stan- 2. Plastic film structures dard for Nursery Stock. D. Plant storage California Agricultural Extension Service Manual No. 1. Containers used 23. The U.C. System-Container Grown Plants. 2. Environmental control Rainbird Sprinkler Manufacturing Corp. Sprinkler Irri- gation Handbook. Recommended Laboratory Projects- U.S. Department of Agriculture. Agricultural Hand- 96 hours book No. 110. Forest Nursery Practice. I. Prepare seed beds for planting . Miscellaneous Publication No. 654.Woody Plant (12 hours). Seed Manual. II. Plant seed beds (12 hours). III. Prepare transplant beds (12 hours). Instructional Aids IV. Transplant to beds (12 hours). Nursery area-2 or more acresproductive soil. V. Grow plants in containers (6 hours). Propagation area: VI. Root-prune a selection of plants 1. Propagation house minimum area 500 square (6 hours). feet 2. Cold frames, hot beds, pit frames VII. Fertilize plants as indicated by instruc- 3. Shade structures tor (6 hours). 4. Winter protection structures VIII. Study equipment and apply herbicides Equipment and storage building, minimum 1,000 square (12 hours). feet. IX. Control nursery plants by pinching, Heated laboratory work area, minimum 1,000 square shearing and pruning (12 hours). feet.

89 NURSERY OPERATION II Hours Required III. Green Manure and Sod-Crop Scheduling Class, 3 ; Laboratory, 3 A. Effect of soil type 01: choice of organic matter (OM) producers Course Description B. Retention of OM, based on type of OM A continuation of Nursery Operation I, em- producers phasizing the theory and practices necessary to C. Land preparation and time schedules for produce profitable nursery stock. Cultivating 1. Sowing and maintaining a productive nursery tract 2. Fertilization receive first consideration. Crop and land rota- 3. Plow down tions are carefully studied to show the impor- 4. Planting nursery crop tance of the length of rotation time, soil type, IV. Straight Row, Block Planting, and Contour organic matter retention, and soil compaction Planting forces. Rates of spread of plant roots and tops A. Straight row are studied as they affect crop maturity and 1. Advantages planting distances. 2. Disadvantages Major Divisions B, Contour 1. Advantages Class Hours 2. Disadvantages I. Soil Types and Plant Adapt- 3. Contour layout and construction ability 3 II.Correcting Soil Tilth 3 V. Plant Grouping for Production Purposes III.Green Manure and Sod-Crop A. Establishing plant production cycles Scheduling 3 1. Transplant bed (TB) IV.Straight Row, Block Plant- 2. Close liners (CL) ing, and Contour Planting 6 3. Spaced liners (SL) V.Plant Grouping for Produc- 4. Length of time in position tion Purposes 12 B. Developing code designations for planting VI.Irrigation 3 purposes VII.Special Plant Handling VI. Irrigation Plant Grouping 18 A. Values and necessity Total B. Rates and frequency of applications C. Volume required Units of Instruction D. Source and mode of supply I. Soil Types and Plant Adaptability E. Costs and values A. Sand loams VII. Special Plant Handling- -Plant Grouping 1. Coarse-rooted species A. Root pruning 2. Bare-root handling B. Top pruning B. Medium loams C. Fertilization rates and kinds 1. Fibrous-rooted species D. Mulches 2. Ball and burlap or root-ball handling E. Winter protection C. Examination of plant lists for: F. Irrigation 1. Soil preferences 2. Preparation of plant lists Recommended Laboratory Projects- a. Bare-root handling 48 hours b. Root-ball handlingPlant grouping The laboratory work for this phase of nur- II. Correcting Soil Tilth sery operations study is best taught by visita- A. Values of soil structure and organic mat- tions to commercial nurseries. The most effective ter teaching tool for the course would be to conduct B. pH values and lime corrections at least eight intensified studies in commercial C. Organic matter additions nurseries. Nurserieslarge and smallretail

90 and wholesale production and sales,and speci- Texts and References alities nurseries should be visited.A special American Asc:,,,lation of Nurserymen.American Stan- form should be devised for the visits.Student dard for Nursery Stock. reports and discussion should bedeveloped from California Agricultural Exten >ion ServiceManual 23. the visitations and special. forms. The U. C. System-Container Grown Plants. I. Visit 10 commercial nurseries Rainbird Sprinkler Manufacturing Corporation.Sprin- (30 hours). kler Irrigation Handbook. II. Prepare a plot of landfor nursery U.S. Department of Agriculture. Agricultural Hans- plants (6 hours). book No. 110. Forest Nursery Practice. HI. Set plants in thenursery (3 hours). . Miscellaneous Publication No. 654. Woody Plant IV. Cultivate, weed, provideorganic mat- Seed Manual. ter, and fertilizenursery plants (6 hours). Instructional Aids V. Prepare a map ofone nursery The school or college nursery (3 hours). Plant growing structures Nurseries in the area

91 NURSERY OPERATION III Hours Required IV. Planning Nursery Layorit Class, 2 ; Laboratory, 3 A. Block and section size B. Distance of planting Course Description C. Length of time in rotation This final course in the series on nursery D. Soil-building program in rotation production draws upon the knowledge gained E. Establishing location of nursery roads in the two preceding courses. It provides study V. Planning Facilities of the correlation of production schedules with A. Location nursery land use. Factors affecting choice and 1. Availability to markets quantities of stock to be grown, as well as 2. Value of land developing cost finding and price establishing, 3. Quality of land are studied. B. Size Major Divisions 1. Bedsframes, shade house, propagation house, winter storage Class Hours 2. Storage buildings I. Factors Affecting Choice of a. Size Nursery Stock 4 b. Kind of storage (controlled tempera- II. Establishing Percentages of ture). Nursery Stock 3 c. Storage time required III. Adapting Crops to Nursery 3. Water source Site 3 4. Sales area IV. Planning Nursery Layout 6 5. Office V. Planning Facilities 6 VI. Developing Cost-Finding VI. Developing Cost-Finding Systems Systems 5 A. Developing time record charts on specific VII. Drawing Scale Plans for Var- crop production operations ious Types of Nurseries 5 B. Establishing hidden costs not contributed to specific crops Total C. Establishing ratios between A and B Units of Instruction D. Establishing a cost production formula I. Factors Affecting Choice of Nursery Stock VII. Drawing Scale Plans for Various Types of A. Soil and climatic conditions Nurseries B. Popular demand A. Draw scale plans of nursery to show: C. Speed of plant development 1. Sections and blocks D. Nearness to market 2. Rotation schedules E. Land values 3. Row direction F. Grower's preference 4. Roads G. Advantage and disadvantage of speciali- 5. Location and size of facilities zation growing B. Draw scale plans of special facilities such II. Establishing Percentages of Nursery Stock as: A. How and where plants are used in the 1. Propagation house and frames landscape 2. Winter storage structures B. Volume in production 3. Container growing facilities C. Quantities sold at various ages and/or 4. Special storage areas sizes 5. Sales area and buildings 6. Office area III. Adapting Crops to Nursery Site A. Plant adaptability relative to soil type Recommended Laboratory Projects - B. Air drainage and frost pockets 48 hours C. Winter protectioi. L Choose stock to be grown in six different D. Water requirement and availability local situations (6 hours).

92 II. Plan layouts for the six situations (12 Texts and References hours). American Association of Nurserymen. American Stan- dard for Nursery Stock. III. Plan facilities for the above or for other California Agricultural Extension Service Manual 23. local nurseries to be established (12 The U. C. System-Container Grown Plants. hours). Rainbird Sprinkler Manufacturing Corporation. Sprin- kler Irrigation Handbook. IV. Develop a cost-finding system for an U.S. Department of Agriculture. Agricultural Hand- existing nursery (3 hours). book No. 110. Forest Nursery Practice. MiscellaneousPublicationNo.654.Woody V. Develop a cost-finding system for a Plant Seed Manual. nursery to be established (3 hours). Instructional Aids VI. Draw scale plans of nursery (6 hours). Nursery areas Catalogs VII. Draw scale plans of special facilities (6 Charts and slides hours). Examples of post sheets from nurseries

93 PLANT PROPAGATION Hours Required d. Post germination care (nutrients, Class, 3 ; Laboratory, 3 water and light control) Course Description U.Cuttage A. Kinds of cuttings A course designed to teach the principles, 1. Soft wood, green wood, and ripe wood methods, techniques, and facilities used by com- 2. Species favored by kind of cutting mercial nurserymen in plant propagation. (condition of tissues) The course emphasizes the many methods 3. Time of year for favorable results used in the propagation of commercial plants, B. Special details and demonstrates the need for planning and 1. Hormonesrooting chemicals resourcefulness in plant propagation. The class 2. Wounding and laboratory work presented should motivate 3. Media the student to learn by testing new ideas which 4. Cutting turger controls (humidity con- have been developed and reported on by the trol) International Plant Propagators Society. This a. Hand syringe course should be presented in the fall term of b. Misting system and controls the second year. c. Vapor-proof chamber 5. Temperature requirements and control Major Divisions 6. Light factors in rooting Class Hours 7. Recognition of dormant or active buds I. Seedage 9 in relation to operational details II. Cuttage 24 III. Graftage 12 III. Graftage IV. Layerage, and A. Kinds of grafts other methodg 3 1. Scion Total48 a. Advantages b. Time of operation Units of Instruction 2. Budding a. Advantages I. Seedage b. Time of operation A. Seed sources 3. Species and genera preference 1. Seed plants B. Mechanics of grafting 2. Time to harvest 1. Understock 3. Methods of harvesting a. Production 4. Cleaning and drying b. Processing 5. Storage 2. Scions and buds B. Seed treatments a. Selection 1. Hard-coat seed (external dormancy) b. Collection and storage 2. Internal seed dormancy 3. Kinds of cuts 3. Direct seed sowing a. Scion, whip-whip, and tongue-side- 4. Stratification veneer 5. One- and 2-year seeds b. Budding and T-patch C. Seed sowing 4. After-care treatments 1. Time in relation to optimum develop- a. Open exposure ment b. Closed case 2. Broadcast and drill seeding c. Plunged in moist media 3. Cultural details a. Media IV. Division, Layerage, and Other Methods b. Rate, based on viable seed and length A. General and species favored of time to stand B. Time of year practiced c. Depth of planting C. Techniques of operation

94 D. Special detail and notations X.Gather and make narrowleaf cuttings (3 hours). Recommended Laboratory Projects- XI.Gather and make hardwood cuttings 48 hours (3 hours). I. Construct and prepare a seed bed (3 XII.Gather and make softwood cuttings (3 hours). hours). II. Gather early maturing seed (3 hours). XIII.Gather and make leaf, divided leaf, bud III. Clean seed and make germination test and leaf bud cuttings, and practice (2 hours). layering (3 hours), IV. Treat seeds with hard-seed coats ; file, XIV.Seed sowing of broadleaf and narrow- H2SO4 (3 hours). leaf evergreens in flats (3 hours). V. Stratify seed and work on seeding for- XV.Use various types of propagation of mulas (3 hours). bulbs, rhizomes, stolons, and root cuttings (3 hours). VI. Sow seed in the seed bed (3 hours). XVI.Practicegraftingand budding(3 VII. Gather late maturing seed (3 hours). hours). VIII. Gather and make broadleaf cuttings (3 hours). Texts and References IX. Treat broadleaf cutting with a growth HARTMAN and KESTER. Plant Propagation Principles and Practices. agent at various concentrations and Miscellaneous Publication No. 654. Woody Plant prepara"ons of same (3 hours). Seed Manual. 1948.

95 PLANTING PLANS I Hours Required 1. Ground covers Class, 1; Laboratory, 3 2. Trees B. Outdoor living Course Description C. Picture windows A course for students of Nursery Operation D. Contemporary architecture designed to teach the principles of landscape F. Climate control design and the technical aspects of planning and II. Objectives of Proper Planning constructing landscape projects related to a A. Beauty nursery. B. Utility Class instruction emphasizes the theory and C. Reasons for planning principles of design and planning, teaching how 1. Economy of space the effective use of plant material adds to the 2. Charm and utility attractiveness of a building, and the usefulness 3. Increased enjoyment of outdoors of its surroundings. The rules and maxims for 4. Expression of taste effective property development are discussed in 5. Expression of personalities detail. Use of color slides and other visual aids help to illustrate the results of proper planning III. Theory of Landscape Design by showing properties before and after land- A. Sensation scape design and construction. In addition, vis- B. Deception ual aids should be selected to demonstrate good C. Participation and bad landscape treatment. 1. Imagination In the laboratory basic drawing and drafting 2. Activity procedures are reviewed. Students are taught IV. Principles of Design to make quick sketches which can be used com- A. Focalization mercially for promoting the sale of nursery 1. Center of interest products. The skills and abilities of students in 2. Gradation the use of drawing instruments and ma'erials 3. Sequence are further developed in the creation of draw- B. Methods of achieving unity ings in plan, elevation and one-point perspec- 1. Control of design tive. Hypothetical homes and properties are 2. Line used as the basis for the work in this course. 3. Pattern C. Balance Major Divisions 1. Symmetrical 2. Asymmetrical Class Hours 3. Weight I. Present Day Landscape 4. Volume Trends 1 D. Scale II. Objectives of Proper Plan- 1. Definition ning 1 2. Methods of achievement III. Theory of Landscape Design 1 E. Simplicity IV. Principles of Design 2 1. Control variety of plants V. Principles of Landscape Com- 2. Restraint position 2 VI. Site Development 2 V. Principles of Landscape Composition VII. Property Development _ 4 A. Transition VIII. Public Area Development 3 B. Opposition Total T C. Repetition D. Rhythm Units of Instruction E. Harmony I. Present Day Landscape Trends F. Color A. Simplified plantings G. Texture

96 VI. Site Development VIII. Public Area Development A. Selection of property A. Entrance development 1. Shape of lot B. Open to public 2. Topography 1. Conventional treatment a. Flat 2. Property value (1) Easy to develop C. Enclosed (2) Economical 1. Eliminate dust and dirt b. Varied 2. Protect house from noise (1) Interest 3. Privacypicture windows (2) Cost 4. Confusion elimination 3. Natural features 5. Land utilization a. Plants D. Approach to building b. Water 1. Walks c. Soil a. Design d. Rock b. Materials B. Other considerations c. Justify curves 1. Economics d. Materials 2. Social 2. Driveway 3. Accessibility a. Design 4. Zoning b. Materials a. Restrictions c. Turncourts b. Ordinances E. Foundation planting 5. Size 1. Value and logic a. Cost for development 2. Objectives in selection and placement b. Development potential of plants a. Transition of buildings and grounds VII. Property Development b. Emphasize architectural details of A. Division for objective development building 1. Public area c. Conceal objectionable foundation a. Entrance development construction b. Introduction to property d. Overall beauty of entrance develop- 2. Private area ment a. Outdoor living 3. Plants placed to achieve principles of b. Privacy landscape design c. Active recreation (play areas, exer- a. Focalization cise) b. Unity d. Passive recreation (study, rest, eat- c. Balance ing) d. Scale 3. Service areautilitarian needs e. Simplicity a. Tools Recommended Laboratory Projects b. Supplies I. Make a lettering plate. Practice use of c. Refuse storage T-square, triangles, architect's scale d. Laundry drying ruler, engineer's scale ruler, compass, B. Proportioning of areas divider, and lettering guide. Emphasis 1. Golden mean-5-7 ratio is placed on use of guidelines rather 2. Size than style of lettering (3 hours). 3. Shape II. Make a plant indication and symbol plate. C. Circulation Practice drawing trees, shrubs and 1. Walks evergreens, singly and in groups, in 2. Steps plan and elevation (6 hours). 3. Ramps III. Prepare a plan and elevation drawing. 4. Vistas Learn procedure by using tracing pa-

97 per overlays on carefully scaled and V. As another requirement, draw a one- prepared base drawing. Prepare a final point perspective of Problem IV's en- drawing of small home in plan and ele- trance developm( nt solution, using the vation.These can be hypothetical, grid and perspective method (9 hours). taken from architect's or builder's VI. Prepare complete planting plans for an drawing (3 hours). entrance development. The example IV. Prepare a complete planting plan for en- can be taken from an architect's draw- trance development of small home from ings, incorporating the following draw- previous problems, using the following ings (15 hours) : outline as a basis (12 hours). A. Elevation of building with proposed A. Required: 1. One drawing showing elevation of planting in elevation building with proposed plant in eleva- B. Plan of building facade with proposed tion planting in plan 2. One drawing showing plan of building C. One-point perspective drawing of eleva- facade with proposed planting in plan tion-plan solution B. Drawings to include : 1. Title (with necessary information) Texts and References 2. Plant key or plant names (with scien- BUSH-BROWN. America's Garden Book. tific name) directly on plan SUNSET. Landscaping for Modern Living. 3. Scale of drawing 4. Orientation Instructional Aids C. Consider: 2" x 2" color slides 1. Existing garages,walks,cesspools Campus gardens and plantings and features Community parks Community gardens 2. Practical approach to building via Sample plans prepared by landscape nurserymen, land- driveway and walk or walks scape architect:. and site planners

98 PLANTING PLANS II Hours Required C. Terraces and patios Class, 1; Laboratory, 6 1. Transition from indoor t( outdoor living Course Description 2. Location a. Accessibility This course is a continuation of Planting b. Degree of privacy Plans I, with emphasis on private area develop- 3. Surface ment and the more difficult problems of planting a. Paved design. b. Unpaved Class instruction focuses on plant groupings and their use in relation to ecological and cli- 4. Size 5. Protection matic requirements and design effectiveness. a. Sun Cost estimation of landscape projects is stressed b. Shade to teach students how to find practical as well c. Wind as aesthetic solutions to assigned problems. d. Heat In the laboratory hypothetical problems are e. Sound continued with considerable emphasis on design f. Visibility principles. Drawing skills and abilities are fur- 6. Materials ther developed to enable the students to plan a. Brick and draw two-point perspectives of buildings b. Flagstone and proposed plantings. Civic areas and faculty c. Concrete home sites are used for advanced problems. d. Asphalt e. Crushed stone Major Divisions f. Pebbles Class Hours g. Turf I. Private Area Development _ 3 h. Tanbark II. Service Area Development 1 D. Type of development III. Planting Design 3 1. Formal IV. Cost Estimating __ 2 2. Informal V. Water in Landscape Design 2 3. Natural VI. Site Preparation 1 4. Geometric VII. Industrial and Municipal 5. Contemporary Properties 1 E. Enclosure VIII. Structures in Landscape De- 1. Practical considerations sign 3 a. Privacy Total16 b. Seclusion c. Protection fro I elements Units of Instruction 2. Aesthetic considerations I. Private Area Development a. Background A. Purpose of development b. Control views 1. Outdoor living 3. Materials 2. Garden or ornamental a. Fences B. Means of development b. Walls 1. Axis line c. Plants a. Backbone and skeleton d. Hedges b. Reference lines F. Spaciousness c. No construction on line 1. Simplicity 2. View 2. Center areas open a. Picture window 3. Scale relationship b. Control 4. Proportioning planted areas to open c. Enframement areas

99 G. Interest B. Effects of conifers 1. Subdivision 1. Constant effects 2. Topography change a. Color year-round 3. Level change b. Foliage year-rounu 4. Terracing c. Form 5. Mystery 2. Size H. Livability a. Forest varieties 1. Passive recreation b. Horticultural varieties 2. Active recreation 3. Texture 3. Amusement C. Effect,.. of broadleafed plants 4. Study 1. Happy medium 5. Animation 2. Form and size I.Imagination 3. Color year-round 1. Originality 4. Foliage year-round a. Details 5. Flower interest b. Materials 6. Informal 2. Express personalities of home owners 7. Bold texture 3. Avoid novelties and freakish details 8. Mass J.Traffic circulation D. Trees 1. Paths 1. Control views 2. Walks a. Frame house 3. Gates b. Frame features 4. Open lawn areas c. Privacy II. Service Area Development 2. Shade A. Purpose a. Protect 1. Laundry drying b. Shadow 2. Compost c. Soften architectural lines 3. Material storage 3. Effects of size 4. Tool storage a. Large tree dwarfs 5. Propagation area b. Small tree exaggerates size of sur- 6. Vegetable garden rounding masses 7. Cut flower area c. Perspective 8. Deliveries E. Ecology B. Size 1. Compatibility C. Location 2. Climatic area 1. Accessibility IV. Cost Estimating 2. Amount of traffic A. Methods of charging III. Planting Design 1. Contract A. Effect of deciduous material 2. Cost plus 1. Great variety B. Contract 2. Easy availability 1. Identification of client 3. Seasonal changes 2. Services to be performed a. Color 3. Method of payment b. Texture 4. Items supplied and extra work c. Foliage 5. Supervision d. Flower 6. Duration e. Fruit 7. Cancellation provisions 4. Informal outline and shapes C. Factors considered in estimating cost of 5. Effects of shearing landscape project a. Topiary 1. Client's needs b. Hedges a. Variety of plans c. Accent b. Selection of final plans

100 2. Type of work required a. Materials a. Labor (1) Plants b. Constructing (2) Peat moss c. Planting (3) Fertilizer d. Rough work (4) Stakes e. Finish work (5) Wire f. Details involved (6) Wrapping 3. Size of project b. Labor a. Small (1) Planting b. Large (2) Clean-up c. Private home 3. Profit d. Commercial V. Water in Landscape Design e. Public A. History 4. Equipment involved B. Practical and psychological effects a. Trucks 1. Cooling b. Tractors 2. Sound c. Bulldozer 3. Reflection d. Rototiller 4. Movement e. Power saw C. Swimming pools f. Other types 1. Design 5. Local conditions 2. Construction a. Soil D. Water as landscape feature b. Custom home 1. Formal pool c. Development home 2. Informal pool d. Restrictions and ordinances 3. Naturalistic pond D. Basis for estimating 4. Stream 1. Indirect costs (overhead) E. Sources a. Compensation 1. Natural b. Taxes 2. Artificial c. Hospitalization F. Drainage d. Insurance VI. Site Preparation e. Office maintenance A. Grading plan (1) Furnishing and equipment 1. Existing contours (2) Telephones 2. Proposed contours (3) Electricity B. Rough grading (4) Fuel 1. Installation of utilities (5) Water 2. Cut (6) Salaries-clerical and manage- 3. Fill ment 4. From building (7) Custodial services C. Control of steep slopes (8) Fees-attorney and accountant 1. Terracing (9) Supplies 2. Rip rap f. Power equipment and hand tools 3. Retaining walls g. Tools 4. Plants h. Insurance D. Drainage (1) Liability 1. Natural (2) General a. Surface i.Specifications b. Swales Estimating 2. Controlled k. Selling a. Catch basins 1.Financing and collecting b. Dry wells 2. Direct costs c. Tile lines

101 d. Leaching fields 2. Play house VII. Industrial and Municipal Properties 3. Summer house A. Planning 4. Tool shed B. Zoning 5. Dressing rooms C. Types Recommended Laboratory Projects- 1. Schools 96 hours 2. Civic buildings I. Prepare a complete planting plan for a 3. Civic centers private area and service area facilities a. Town square for house used in laboratory project b. Monuments IV-first semester (18 hours). 4. Housing A. Required Work: a. Public 1. Prepare a presentation and plant- b. Private ing plan of entire property and 5. Industrial improveentrancedevelopment a. Factories planting for project IV b. Offices 2. Prepare a plant key, listing scien- 6. Shopping centers tific name, size and quantity 7. Parks B. Consider and Include: a. Community 1. Privacy and seclusion b. Regional or county 2. Patio or terrace, or both c. State and Federal 3. Facilities for service of home and VIII. Structures in Landscape Design garden A. Need and reasons for use 4. Special interests in the landscape 1. Dominate landscape II. Prepare a two-point perspective drawing 2. Subordinate landscape of entire property with structures and B. Steps plantings (18 hours). 1. Olmstead rule III. Prepare a complete planting plan for a a. Proportion riser to tread private area and service area facilities b. Smaller risers outdoors for residential property in Project VI c. Risers 4-6 inches -first semester (24 hours). d. Treads 14-20 inches A. Prepare a presentation and planting 2. Materials plan of entire property and improve 3. Construction entrance development planting for C. Benches Project VI 1. Stone B. Prepare a plant key on plan listing 2. Concrete scientific name, size, and quantity 3. Wood C. Prepare a one-point perspective sketch a. With back support of feature or small area b. Without back support D. Prepare a two-point perspective of 4. Brick entire property D. Alpine units IV. Prepare a complete planting plan for de- 1. Rock stratification velopment of a residential property of 2. Rock formation 20,000 to 30,000 square feet.(The 3. Water property of a faculty member can be E. Free-standing units used.) Requirements of problem are to 1. Statues be determined by client through inter- 2. Sundials view (18 hours). 3. Gazing globes A. Prepare a one-point perspective of 4. Bird baths house and entrance development 5. Bird feeders B. Prepare a presentation and planting F. Accessory buildings plan of property to satisfy wishes of 1. Garden house client

102 C. Prepare a cost estimate for construc- erty as a final term project. The meth- tion over a 3-year period $3,000 to od of presentation may be chosen by $4,000, considering the use of exist- the student but must be complete and ing plants and the expressed desire of informative (9 hours). client V. Complete site development and planting Texts and References plan for church, school, or commercial BUSH - BROWN. America's Garden Book. building (9 hours). BUTLER. Recreation Areas, Their Design and Equipment. A. Prepare a presentation and planting CHURCH. Gardens Are For People. plan in color (pencil) Ecituo. The Art of Home Landscaping. B. Draw a system of roads and walks ORTLOFF and RAYMORE. The Book of Landscape Design. for approach and service of building SUNSET. Garden and Patio Building Book. C. Plan and draw suggested parking fa- . Landscaping for Modern Living. cilities D. Prepare a plant key Instructional Aids 2" x 2" slides VI. The student must present measurements, Campus gardens photographs, and factual requirements Field trips to local plantings of a residential or commercial prop- Examples of plans

103 SHADE TREE PROBLEMS Hours Required c. Photosynthesis; Class, 2 ; Laboratory, 3 4. Abscission (leaf f all) 5. Coloration Course Description D. Symbiosis This course provides an elementary under- 1. Disjunctive symbiosis standing of why some shade trees do not thrive. a. Social Symptoms of abnormality are analyzed and the b. Nutritive required steps to correct the condition are stud- 2. Conjunctive symbiosis ied. Preventive and remedial measures are em- a. Social phasized and analytic perception and diagnostic b. Nutritive skills are developed. Some competence is devel- 3. Examples of symbiosis oped in the handling and application of pesti- a. Pollination cides. b. Epiphytism c. Parasitism Major Divisions d. Mycorrhizae Class Hours e. Galls I. Shade Tree Ecology 12 f. Lichens II. Shade Tree Ills 12 (1) Endotrophic III. Pesticide Application 8 (2) Ectotrophic Total R. E. Physical environmental factors 1. Gravity Units of Instruction 2. Light I. Shade Tree Ecology 3. Heat A. Ecology of roots a. Temperature range 1. Absorption-root hairs b. Soil temperature 2. Anchorage c. Plant hardiness zones 3. Food storage d. Altitude zones 4. Growth and adventitious growth 4. Air 5. Aeration and root growth a. Pollution 6. Roots and transplanting b. Soil aeration B. Ecology of stems c. Water aeration 1. Foliage display d. Humidity 2. Conductive tissues e. Wind 3. Mechanical tissues 5. Soil 4. Protective tissues a. Origins 5. Stem habits b. Texture a. Tropical c. Structure b. Evergreen-sclerophylls d. Soil water (1) Broad-leaved e. Soil minerals (2) Needle-leaved f. Organic matter 6. Storage tissues F. Plant associations and successions 7. Growth 1. Seaside a. Elongation 2. Wet soil b. Diameter increase G. Applied ecology 8. Twig characteristics 1. Forest ecology C. Ecology of leaves. 2. Landscape design 1. Structure 3. Street tree planning 2. Water-saving features 3. Functioning II. Shade Tree Ills a. Respiration A. Diagnosis and control measures b. Transpiration I. Normality

104 2. Health, a condition of well-being 2. Forced air blowers 3. Symptoms of ill health 3. Fogging machines 4. Degrees of ill health 4. Airplanes and helicopters 5. Factors affecting plant growth B. Application a. Environmental 1. Proper materials and accurate formu- b. Edaphic lation c. Biological 2. Thoroughness and timeliness B. Bark problems 3. Fruit tree seasonal schedules 1. Mechanical injuries 4. Shade trees 2. Environmental a. Dormant and delayed dormant 3. Diseases b. Canker worm spray 4. Insects c. Summer sprays 5. Toxic substances C. Precautions C. Common diseases of common trees 1. Injury to trees 1. Leaf diseases a. Blast effect 2. Bark diseases b. Overconcentration 3. Wood rots c. High temperatures 4. Wilt organisms d. Incompatible mixtures 5. Root diseases e. Herbicide residues D. Common shade-tree insect pests 2. Plant susceptibility 1. Leaf insects a. Sugar maple, beech, and magnolia a. Leaf eaters b. Stone fruits b. Sap suckers c. Evergreens c. Burrowers 3. Health and safety always 2. Bark borers a. Observe safety regulations 3. Wood borers b. Know relative toxicities E. Environmental troubles c. Know emergency first aid 1. Drought or dryness d. Know nearest poison control center 2. Extreme heat or cold 3. Salt spray Recommended Laboratory Projects- 4. Wind 48 hours a. Desiccation b. Growth effects I. Do field studies of plant succession (9 c. Damage hours). Examples: F. Soil A. Hydrosere-pond to swamp forest 1. Composition B. Mesosere-bare ground to forest a. Texture C. Xerosere-seaside and desert b. Structure II. Make diagnostic studies of ailing estab- c. Organic content lished trees and report as directed (12 d. Origins hours). 2. Problems Go on a field trip and visit a field station a. Aeration or laboratory to study tree diseases b. Drainage (3 hours). c. pH Study the design and operation of sev- d. Fertility eral pieces of spray equipment and G. Animals causing illness prepare reports (6 hours). 1. Rodents Use the operator's manual and service 2. Birds several pieces of spray equipment (3 3. Dogs hours). Prepare spray and dust equipment for III. Pesticide Application storage (3 hours). A. Equipment Execute one or more spray schedules 1. Hydraulic sprayers using various equipment (12 hours).

105 Texts and References Instructional Aids FENSKA. Tree Experts Manual. Pictures and colored slides PIRONE, DODGE and RICKETT. Diseases and Pestsof Pest control equipment Ornamental Plants. Abundance of established trees PIRONE. Tree Maintenance. Accumulated specimens of tree ills PoT Ts. Concentrated Spray Equipment. Proceedings of International Shade Tree Conference.

106 TRAINING ORNAMENTAL AND FRUITPLANTS Hours Required B. Environmental factors Class, 2; Laboratory, 3 1. Edaphic 2. Temperature and water Courss, Description 3. Light This course provides a knowledge of princi- C. Chemical control ples and develops some skills in the control of II. Pruning plant growth and form. Ornamental rlants are A. Reasons for pruning fitted for their intended uses largely through 1. Production pruning techniques. Pruning is taught as the 2. Safety systematic removal of plant parts for particular 3. Health purposes. An understanding of how and why 4. Appearance and visibility plants grow in certain ways is needed for a full 5. Rejuvenation grasp of this subject. The aesthetic qualities of 6. Dwarfing training ornamental plants are major consid- B. Types of pruning erations. Practical reasons for pruning fruit 1. Fruit and shade trees producing plants are studied. Skills are prac- 2. Topiary ticed and developed in the laboratory. 3. Timber Major Divisions 4. Landscape C. Pruning tools Class Hours D. Timing and frequency I. Plant Growth Controls 4 IL Pruning 2 III. Care of Fruit Flants III. Care of Fruit Plants 8 A. Landscape values of fruit plants IV. Espaliers 2 B. Reasons for unfruitfulness V. Rose Pruning 2 C. Training of fruit plants VI. Evergreens 4 D. Propagation VII. Deciduous Shrubs 2 E. Techniques of fruit pruning VIII. Small Trees 2 1. Pome fruits IX. Hedges 4 2. Drupe fruits 3. Grape and blueberry X. Woody Vines______2 Total32 4. Brambles F. Common problems of fruit plants Units of Instruction 1. Insects, diseases, and rodents I. Plant Growth Controls 2. Protection A. Nature of plant growth G. Dwarf trees 1. Genetic difference and growth habits IV. Espaliers a. Vines A. Forms b. Shrubs B. Techniques c. Trees 2. Determinate arid indeterminate growth V. Rose Pruning 3. Types of Tneristems A. Everblooming garden forms 4. Bud characteristics 1. Hybrid tea rose 5. Polarity in plants 2. Floribunda-bush roses 6. Hormones and growth 3. Grandiflora-bush roses,crossesof 7. Nutritional balance floribunda, and hybrid tea.roses 8. Effects of pruning on growth of wood B. Shrub roses plants C. Climbing or trailing roses a. Flower and fruit 1. Rambler type b. Vigor (juvenility) 2. Large-flowered climbers c. Dwarfing VI. Evergreens d. Sprouting A. Conifers

107 1. "Spurt" growers such as pine, spruce, Recommended Laboratory rrojects-- and fir 48 hours 2. "Repeat" growers such as taxus, hem- I. Prune apples (3 hours). lock, juniper, and arborvitae II. Prune pears (3 hours). B. Broad-leaved evergreens such as holly, III. Prune dwarf fruit trees (3 hours). boxwood, barberry, and rhododendron IV. Prune peaches, plums, and cherries (3 hours). VII. Deciduous Shrubs V. Prune brambles, blueberries, and grapes A. Basal growers (3 hours). B. Intermediate growers VI. Graft or bud fruit plants in the nursery C. Terminal growers (3 hours). VII. Prune and train espaliers (3 hours). VIII. Small Trees VIII. Prune and train roses (6 hours). A. Containment by pruning IX. Prune and train hedges (6 hours). B. Selections of small trees X. Prune evergreens (9 hours). IX. Hedges XI. Prune shrubs, small trees, and vines A. Purpose (6 hours). B. Types of plants Texts and References C. Forms as good and bad CHRISTOPHER. The Pruning Manual. D. Maintainance State and Federal bulletins. 1. Hand and power tools 2. Techniques Instructional Aids An operating orchard X. Woody Vines An operating nursery A. Wisteria Landscaped campus and gardens Color slides of special topics B. Honeysuckle Diagrams and charts of pruning practices

103 TREE PRUNING AND REPAIR Hours Required B. Scope of arborist activities Class, 1; Laboratory, 3 1. Municipal and contract vork a. Parks and parkways Course Description b. Street and housing projects A course designed for students of ornamental c. Civic centers horticulture who need to know how to plant, d. Civic institutional grounds train, prune, protect, and repair trees. Tree 2. Utility and contract work maintainance is practiced on municipal, resi- a. Right of way maintainance dential, and industrial properties and in parks, b. Line clearance golf courses, and cemeteries. The courseis c. Brush control strongly oriented to practical exercises and 3. Private and general care of trees on candidates must be physically fit, agile, and able home properties and estates to climb and work in trees. Natural hazards 4. Commercial and contract spraying and of field experience preclude persons who are not pruning of trees able to perform work effectively because field a. Industrial landscaping experience is essential if skills are to be de- b. Nurseries veloped. The laboratory experience is gained c. Cemeteries by working on trees of wide varietythe work d. Real estate developments being done in moderate weather. C. Opportunities for trained arborist personnel Major Divisions 1. Dendrician Class Hours 2. Foreman I. Overview of the Arborist 3. Field representative Industry 2 4. Superintendent of grounds II. Safety for Tree Workers__._ 1 a. Schools, industrial sites, arboretums, III. Tree Anatomy 2 estates, and institutions IV. Tree Physiology.______1 b. Golf courses and cemeteries V. Photosynthesis, Nutrition 5. Park service work as municipal, coun- and Growth 1 ty, State, and national VI. Objectives of Pruning 1 6. Owner and operator of a tree business VII. Treatment of Tree Wounds a. Pruning, removals, spraying, fertil-

and Defects_. ______1 izing, and tree surgery VIII. Techniques of Pruning Trees 2 b. Transplanting IX. Pruning Standards 1 D. Skills of a successful arborist X. Lightning Protection for 1. Horticultural Trees a. Basic horticulture XI. Cabling and Bracing 1 b. Plant identification XII. Tree Feeding 2 c. Entomology Total 1.6 d. Plant pathology e. Landscape appreciation Units of Instruction f. Plant propagation I. Overview of the Arborist Industry g. Plant nutrition A. Titles h. Soils and drainage 1. Topiarist 2. Power equipment 2. Tree warden 3. Speech and writing 3. Arborist 4. Human relations 4. Arboriculturist 5. Salesmanship image 5. Dendrician 6. Business ability 6. Dendrologist a. Financing, accounting, record keep- 7. Tree surgeon, and others ing, business, and shade tree law Estimating, pricing, insurance, labor b. Elongation laws, billing for service, planning c. Root hair zone ahead, and making a profit d. Maturation zone c. Government regulations IV. Tree Physiology II. Safety for Tree Workers A. Plant tissues A. Accidents and unanticipated interruptions B. Vital plant processes in the day's work C. Absorption as osmosis B. Effects of accidents on efficiency, produc- D. Conduction tion, and profits E. Transpiration C. Basic causes of accidents F. Photosynthesis 1. Worker's ignorance G. Respiration 2. Poor training and inexperience H. Growth (meristems) D. Personality factors I. Digestion 1. Attitude J. Translocation 2. Carelessness V. Photosynthesis, Nutrition and Growth 3. Indifference A. Anatomy of a leaf 4. Laziness 1. Petiole and blade 5. Ineptitude 2. Fibrovascular bundles 6. Inattention 3. Tissues E. Faulty equipment a. Epidermis F. Failure to observe safety rules b. Chlorenchyma III. Tree Anatomy 4. Mesophyll A. Twigs and external features a. Palisade parenchyma 1. Buds and leaves b. Spongy parenchyma 2. Nodes and internodes c. Stomata 3. Bud scares B. Food making, storage, and transportation 4. Lenticels C. Food vs. nutrient 5. Epidermis and bark D. Plant nutrients 6. Pigmentation 1. Maemonia, Cu Mu Bo Zn C B. Internal structure 2. Hopkins Ca Fe Mg Mo Ba 1. Pith 2. Xylem VI. Objectives of Pruning A. Safety, public welfare, and liability 3. Phloem B. Health, disease eradication, and rejuvena- 4. Cambium 5. Cortex tion C. Appearance and aesthetics 6. Bark fibers 1. Topiary pruning 7. Epidermis 2. Vistas 8. Abscission layers C. Mature stems 3. Espaliers 1. Sectional veins 4. Pollarding a. X-section 5. Dendroscope 6. Tree forms b. Longitudinal D. Production as fruit and timber c. Tangential E. Line clearance 2. Heartwood F. Controlling shade 3. Sapwood 4. Wood rays, growth rings and branch VII. Treatment of Tree Wounds and Defects traces A. Bark injuries 5. Cambium, phloem,bark, andcork 1. Skinned bark and bark tracing cambium 2. Sunscald and chemical injury D. Roots 3. Canker disease 1. Regions 4. Borers and other insects a. Root tip and root cap 5. Girdling

110 6. Gird line. roots 3. Box B. Root injuries 4. Spoke and wheel 1. Suffocation D. Techniques of cabling and roddi,g 2. Poor aeration XII. Tree Feeding 3. Gas injury A. Foliar "feeding" 4. Fungus injuries B. Liquid "feeding" and ground injection 5. Rodents C. Dry "feeding" 6. Temperature 1. Pneumatic C. Branch defects 2. Crowbar and ballpoint 1. Wind and ice damage 3. Earth auger 2. Rubbing branches 4. Topdress 3. Split and weak crotches D. Rates of application of dry feeding 4. Suppressed wood as drooping habit 1. Arbitrary method-3-5 lbs. per diam- 5. Duplication eter at breast height (DBH) 6. Witches' brooms 2. Nitrogen measurement-1 lb. N per VIII. Techniques of Pruning Trees DBH A. Pruning tools and pruning cuts 3. Beilmann method B. Safe working practices E. Fertilizer materials IX. Pruning Standards 1. Inorganic salts A. Fine, medium, safety prunings, and top- 2. Organic fertilizer materials ping 3. Synthetic organic B. Creating aesthetic designs by pruning F. Watering of trees G. Mulching of trees X. Lightning Protection for Trees H. Mycorrhizae A. The nature of static electricity B. Lightning injury Recommended Laboratory Projects- 1. Exploded wood 48 hours 2. Bark stripping I. Work with rope, knots and hitches (3 3. Root injury hours). C. Lightning protection devices II. Practice climbing of mature trees (3 1. Types hours). 2. Installation practices III. Climb trees and learn roping techniques 3. Effectiveness (3 hours). XI. Cabling and Bracing IV. Climb and prune trees with handsaw (6 A. Materials hours). 1. Seven-strand cable V. Climb and prune with accessory tools 2. Thimble (6 hours). 3. Log hook, log bolts, and eye bolts (nuts VI. Prune street trees (6 hours). and washers) VII. Prune park and estate trees (6 hours). 4. Turnbuckles VIII. Cable and brace trees (6 hours). 5. Log rods IX. Feed trees (3 hours). B. Tools X. Remove trees (3 hours). 1. Side-cut pliers XI. Axe trees (3 hours). 2. Auger bits 3. Sweep braces Texts and References 4. Power drill FENSRA. Tree Experts Manual. 5. Windlasses, cable grips, and come- PIRONE. Tree Maintenance. alongs Instructional Aids 6. Bolt cutters Colored slides and pictures C. Cabling systems Many trees of all kinds, ages, and condition 1. Direct, multiple direct Hand and power tools and rope 2. Triangular Charts and diagrams of tree repairs

111 TURFGRASS CULTURE Hours Required Units of Instruction Class, 2 ; Laboratory, 2 I. Introduction to Turfgrass Culture A. Cultural aspects of turfgrasses Course Description B. Statistics An introductory course for students of Turf 1. Economic Management or Landscape Development. The 2. Acreage art and science of turfgrass culture are intro- C. Areas of specialization duced and developed through class and labora- 1. Recreation and park areas tory exercises. 2. Athletic field construction and main- Although a basic sons course is a prerequisite, tenance additional emphasis is placed csoil as it relates 3. Golf course design, construction, and to a successful turfgrass program. Much stress management also is placed on fertilizer and water require- 4. Industrial and municipal grounds man- ments for development of intensive turf areas, agement including golf courses, athletic areas, parks, in- 5. Turf maintenance and construction con- dustrial sites, and residential properties. Follow- tracting ing the knowledge acquired of the soil, water, and fertilizer requirements, the students are II. Broad Factors Affecting Special-Purpose introduced to the various turfgrasses and their Turfgrass Production uses. The identification of the seed and vegeta- A. Factors controlling production of turf tive growth characteristics of various species 1. Climate and strains of specialized grasses are studied a. Regions in detail. b. Climatic factors The tolerance factors and growth limitations 2. Soil affecting grasses are studied with specific adap- a. Fertility tations of each grass outlined. The susceptibility b. Aeration of certain grasses to disease infection is dis- c. pH cussed. Weeds And insect pests are introduced 3. Management in this course. a. Establishment b. Maintenance Major Divisions c. Renovation Class Hours B. Basics of management program I. Introduction to Turfgrass C. Needs 1. Research Culture 1 II. Broad Factors Affecting 2. Manpower Special-Purpose Turfgrass III. Soil and Grass Relationships Production _ 2 A. Basic soil requirements III. Soil and Grass Relationships 4 1. Suitable surface for seedbed IV. Drainage and Irrigation 4 2. Good physical properties V. Fertilizer and Lime Require- 3. Sufficient moisture holding capacity ments 4 4. Adequate fertility to start and hold turf VI. Special-Purpose Grasses _ 4 5. Conditions for desirable sr.'1 organisms VII. Turfgrass Propagation 4 6. Freedom from harmful chemical VIII. Disease Identification and qualities Control 3 B. Physical properties IX. Weed Identification and Con- 1. Solidapproximately 50 percent trol 3 2. Liquidapproximately 25 percent X. Insect and Other Pest Identi- 3. Gasapproximately 25 percent fication and Control _ 3 C. Ideal proportions Total32 1. Gases (air)

112 2. Water 2. Quantities necessary a. Zor es 3. Soil conditions affecting availability and b. Surface zone controls retention c. Intermediate root zone 4. Determination of reauii aments d. Subsoil zone 5. Systems e. Presence in soil a. Sprinkler types (1) Gravitational b. Surface flooding (2) Capillary c. Subsurface (3) Hygroscopic 6. Water sources 3. Solids 7. Pressure equipment a. Mineral (sizes) 8. Pipe lines b. Groups (texture classes) 9. Sprinkler heads c. Organic matter 10. Types and planning of systems (1) Composition 11. Prevention of wilt and winter drying (2) Texture 12. Time and frequency of watering d. Organic materials 13. Seasonal factors and adjustments D. Chemical properties of soils to turf man- 14. Relationships betwaen watering and agement fertilization 1. Essential elements 2. Source of plant food V. Fertilizer and Lime Requirements 3. Soil reaction A. Commercial sources of fertilizers (sources 4. Active and potential acidity of plant-food elements) a. Importance of water 1. Three most important elements b. Role of fertilizers a. Nitrogen 5. Effects on grasses b. Phosphorus 6. Effects on availability of nutrients c. Potassium 7. Effects on turf quality 2. Chemical fertilizers 8. Effects on soil organisms a. Natural sources 9. Soil reaction tests b. Manufactured a. For available nutrients c. Combination of natural and b. Sampling manufactured c. Interpretation of results 3. Chemical compounds d. Tests for : a. Organic (1) Nitrogen b. Inorganic (2) Phosphorus and potassium 4. Classified-effects on soil reaction (3) Magnesium and calcium a. Increase acidity (4) Other nutrients b. No effect 10. Plant tissue tests c. Reduce acidity B. Nitrogenous materials IV. Drainage and Irrigation 1. Inorganics A. Drainage 2. Organics 1. Effects of poor drainage 3. Synthetic organics 2. Determining drainage requirements C. Phosphate materials 3. Surface drainage 1. Organic carriers (bone meal) 4. Tile systems 2. Superphosphates (most important com- a. Kinds mercial source) (1) Regular 3. Ammonium phosphates (quick-acting, (2) Intercepting caution) b. Installation D. Potash materials 5. Other methods 1. Muriate of potash (outstanding source) 6. Air drainage 2. Potassium sulfate (more expensive- B. Irrigation less potash) 1. Functions E. Secondary and trace elements

113 F. Mixtures of fertilizers 2. Northern region 1. Complete fertilizers 3. West-central region 2. Incomplete fertilizers a. Irrigated-same as northern cool 3. Grade determination humid 4. Definition of fertilizer formula b. Nonirrigated G. Fertilizer formulations G. Grasses for fairways (or general resi- 1. Classes of nutrient ratios dential lawns) 2. Analysis determination 1. Southern region H. Lime 2. Northern region 1. Function a. Intensive management (close clip- a. Direct ping) b. Indirect b. Moderate watering and 11/2" cutting 2. Kinds and sources height a. Rock 3. West-central region b. Marl a. Warmer sections (limited water) c. Oyster shells b. Unwatered d. Slag c. Water available e. Commercial lime H. Grasses for roughs and trap facings (mi (1) Calcium oxide (burned or quick- imum maintenance) lime) 1. Minimum penalties (2) Calcium hydrate (hydrated or a. Adjust mowing height and fertili- slaked lime) zation of fairway species 3. IVies, frequency, and time of applica- b. Control drainage tion 2. Severe penalties 4. Other soil amendments a. Northern region a. Gypsum b. Southern region b. Sulphur c. Southwest d. West-central region .Special-Purpose Grasses 3. Trap facings and bunkers A. Effects of climate (regions) a. Dry and sandy slopes B. Northern cool humid regions b. Dunes, etc. 1. Permanent grasses I. Characteristics of individual grass species 2. Temporary grasses 1. Identification (vegetative) 3. Miscellaneous grasses 2. Requirements for growth C. Southern warm humid and southwest ir- 3. Adaptability rigated regions 1. Permanent grasses VII. Turfgrass Propagation 2. Temporary grasses A. Seedbed preparation 3. Miscellaneous grasses 1. General considerations a. Warm humid regions a. Acceptable moisture level in soil b. Dry areas of southwest b. Initial grading D. Central regions of limited rainfall c. Loosening soil 1. Permanent grasses d. Incorporation ofsoilconditioner, a. Where irrigated-all species of cool basic fertilizers, and lime as required humid regions by test b. Nonirrigated e. Sterilization for weeds and insects 2. Temporary grasses f. Soil pulverizing and grading 3. Miscellaneous grasses g. Incorporation of starter fertilizer E. Grasses for greens and final grading 1. Permanent h. Sowing of seed, spreading of stolons, 2. Temporary (in South) or laying of sod F. Grasses for tees i.Watering and cutting 1. Southern region 2. Specific steps outlined

114 a. For large areas and use of power 6. Covering and watering equipment 7. First clipping b. For small areas, primarily hand J. Tees grading 1. Grasses B. Seed quality and State regulations 2. Planting procedures 1. Germination percentage K. Fairways 2. Purity percentage 1. Seedbed preparation 3. Date of test a. Depth 6"-8" 4. Names of seeds (1) Plow 5. Weed seed content (2) Disc harrow 6. Inert matter (3) Culti-packer or Meeker harrow C. Seeding (other trade-named pieces of D. Dormant seeding equipment provide similar ef- E. Mulching seedbeds fects) F. Vegetative planting b. Lime, fertilizers and conditioners G. Sodding (1) Rates 1. Spot sodding (2) Procedures of incorporation 2. Sheet sodding 2. Planting 3. Quality a. Grasses 4. Procedures b. Seed quality and mixtures (locality H. Greens construction and exposure determining factors) 1. Requirements c. Methods of seeding 2. Physical conditioning materials (1) Types of equipment a. Sand (2) Procedures b. Organic matter (preferably peats) 3. Watering and cutting c. Other conditioning materials (cost L. Roughs and nonused areas major factor) M. Turf nurseries d. Soils VIII. Disease Identification and Control (1) Kinds directly affect additions A. Nature of diseases of sand and peat B. Conditions favorable for diseases (2) Improvement of poor grades by I. Moisture (soil and air) composting 2. Temperature (each fungus has own op- e. Ratios of soil, sand, and organic timum) matter 3. Soil acidity (high favors fungus 3. Procedures growth) a. Seedbed depth 4. Soil fertility (low favors fungus b. Mixing operations growth) c. Fertilizer, lime and others 5. Matted turf (including thatch) d. Rolling before seeding (not always C. Disease prevention necessary) 1. Cultural practices e. Grasses 2. Resistant grasses f. Rate and time of seeding 3. Fungicides g. Seeding methods D. Disease detection and treatment h. Rolling and mulching E. Injuries resembling diseases i.Vegetative planting of greens 1. Winter injuries j. Watering 2. Summer injuries k. Clipping 3. Chemical injuries I.Winter greens 4. Mechanical injuries 1. Types of grasses 5. Insect injuries 2. Time of seeding 6. Poor cultural practices 3. Seeding rates 4. Seeding method IX. Weed Identification and Control 5. Fertilization A. Mcthods of control

115 1. Prevention 1. Root attackers 2. Eradication 2. Foliar feeders B. Identification 3. Sucking insects C. Cultural control practices C. Insecticides and their uses 1. Prior t., seeding 1. Liquid vs. dry applications 2. Mowing 2. Wash into soil vs. leave on surface 3. Fertilizing 3. Frequency of application 4. Watering 4. Kinds of insecticides 5. Aeration D. Control methods for insects and other 6. Use of adapted grasses pests D. Chemical control 1. Know life cycle 1. Preseeding treatments 2. Insects a, Soil sterilants 3. Animal pests b. Soil conditioners 4. Safety precautions in use of pesticides 2. Chemical weed killers a. Two general classes Recommended Laboratory Projects- b. Post-emergence herbicides effective 32 hours on weeds in turfgrass c. Pre-emergence herbicides I. Visit a comprehensive park area (2 E. Weed control on greens hours). 1. Eradication in top dressing material II. Acquire and analyze soil samples for 2. Protection against invasion from other turf areas (4 hours). sources III. Preparefertilizerformulations(4 3. Hand weeding hours). 4. Control by spotting IV. Identify vegetative grass plant char- 5. Control by broadcasting chemicals acteristics (4 hours). F. Weed control on tees (generally as control V. Identify gras: seeds (2 hours). procedures on greens) VI. Prepare seed mixture formulations (4 G. Weedcontrolonfairways(essential hours). phases of control on fairways) VII. Identify grass diseases (4 hours). 1. Insuring good turfgrass cover VIII. Identify weeds (4 hours). a. Determination and correction of in- IX. Identify insects and miscellaneous turf vasion conditions pests (4 hours). b. Use of cultural practices and chemical controls Texts and References c. Use of adapted grasses and mainte- BROOKLYNBOTANICALGARDENS. Handbook on Lawns. nance practices COUCH. Diseases of Turf grasses. 2. Drainage FOGG. Weeds of Lawn and Garden. HITCHCOCK. Manual of the Grasses of the United States. 3. Soil compaction and poor structure JAQUES. How To Know the Insects. 4. Lime and fertilizer How To Know the Weeds. 5. Adjustment ofclipping height and MUENSCHER. Weeds. watering MUSSER. Turf Management. 6. Reseeding with adapted grasses SCHERY. The Lawn Book. SUNSET. Lawn and Ground Cover Book. 7. Chemical weed control U.S. DEPARTMENT OF AGRICULTURE YEARBOOK(1948). 8. Prevention of reinfestations Grass. H. Weed control in roughs and nonuse areas .(1956).Insects. .(1953).Plant Diseases. X. Insect and Other Pest Identification and Con- (1955) .Water. trol .(1951). X1958).Land. A. Types of damage (1961) .Seeds. 1. Foliar and root Periodicals: 2. Soil Pests (nonplant feeders) The Golf Course Reporter B. Insect groups Golf dom

116 California Turfgrass Culture Instructional Aids Park Maintenance U.S.G.A Journal and Turf Management Charts, diagrams, and drawings Park and Recreation Private collection of 35mm. slides Seedsmen's Digest

117 TURFGRASS FOR GOLF COURSES Hours Required 1. Simplicity Class, 2; Laboratory, 3 2. Opposition 3. Transition Course Description 4. Repetition This course is a study of the problems, prin- 5. Balance ciples, and practices involved in the design of 6. Scale turf areas for golf courses. Turf areas are of B.Types of plans prime importance for the success of golf courses. C.Space usage A sound knowledge of golf from the standpoint D.Traffic circulation of a golfer is essential to good design. The ex- E.Plant materials cellence of turf quality is not appreciated fully F.Construction details if the course design is uninteresting or the lo- G.Drawing and drafting techniques cations of hazards penalize the average golfer II. Golf Course Site Selection unfairly. A. Property size Informatiilearned in Landscape Design, 1, Dependent on type of course Surveying, Plant Identification, Turf Manage- a. Regulation 18-hole ment and all related technical couras are uti- b. 9-hole lized in this course. Students are required to c. Par 3 present their recommendations toward solving 2. Provide adequate size a golf course design problem. a. Safety Additional design problems are presented b. Interest that require research and effort. These practical c. Ease of design problems help students to summarize informa- d. Future expansion tion acquired in preceding courses and also test B. Selection considerations their ability to comprehend and utilize informa- 1. Accessibility tion taught throughout this program. Each 2. Adequate size problem is worked on by teams of students 3. Topography which enables them to base final decisions on 4. Adequate water group ideas and discussions. 5. Cost of land 6. Fertile soils Major Divisions 7. Population projections Class Hours 8. Prevailing winds in relation to property I. Review of Design Principles shape and Drafting Techniques 9. Native trees and shrubs (based on Landscape Plans C. Topography I) 4 1. Gently rolling II. Golf Course Site Selection 5 2. Abrupt grade changes III. Topographical Survey and D. Shape, dimensions and orientation Mapping 6 1. Major dimension IV. General Plans 2. Avoid long narrow properties V. Detail Plans, Soil Testing, and 3. Golden mean (ideal proportions) Planting Plans 6 4. Avoid parallel holes VI. Turfgrass Problem Analysis, E. Parties involved Solving and Reporting 6 1. Future superintendent Total 2. Club professional 6. Club officials Units of Instruction 4. Designer or architect I. Review of Design Principles and Drafting III. Topographical Survey and Mapping Techniques (based on Landscape Plans I) A. Land survey A. Principles of design 1. By qualified engineer or land surveyor

118 and agronomist 3. Accepted standard 2. Accurate to 1-ft. elevation difference a. 4 par 5, 10 par 4, and 4 par 3 B. Mapping b. Divide evenly within front and back 1. All construction and design based on 9 hole portions this survey 2. Drawn in large scale 50-60 ft. to the V. Detail Plans, Soil Testing and Planting Plans inch, and specific areas in 10-20 ft. to A. Tee design the inch 1. Utmost importance 3. Include 2. Blend into natural grade a. Wooded areas 3. Blend into surrounding plantings b. Small plant groupings and individual 4. Location (smooth traffic flow) large trees 5. Size and shape c. Streams, ponds, and other features 6. Detail plan and cross sections d. Buildings,utilities,and sanitary 7. Alternate units lines 8. Plant materials 4. Soils map 9. Irrigation and drainage 5. Profiles and cross sections 10. Allowance for player backup, rest, ball 6. Aerial surveys wash, and water fountain 11. Safety B. Fairway design IV. General Plans 1. Variation individual design A. Preliminary plans 2. Conform to natural terrain 1. Group ideas 3. Ease of maintenance 2. Parties reviewing plans (same as Unit 4. Number and location of traps II, section E) 5. Tree anu shrub location and removal 3. Several plans should be presented 6. Delineate limitations 4. Plans should include all areas 7. Width considerations B. Accepted general plan 8. Use of dog legs 1. Often a composite of several prelimi- 9. Detail drawings (plan, profile, and cross nary plans section) 2. Planned so costs can be spread out 10. Allowances for cart traffic 3. Planned to expedite orderly construc- 11. Irrigation and drainage tion 12. Safety 4. Planned to expedite early and orderly C. Greens design play 1. Size (putting surface related to entire 5. Necessities of prime importance area) 6. Club cart considerations a. Small 7. Frills kept to minimum b. Medium 8. Minimum grade changes c. Large C. Type of player and course d. Relate size to hole length and ap- 1. Quality of golfer proach 2. Public course 2. Detail plan and cross section drawings 3, Private course a. Entire greens area, including: 4. Expected golf traffic (1) Traps 5. Plan for various degrees of proficiency (2) Immediate approach D. Length of course (3) Plantings 1. Short b. Cross sections and profiles in exag- 2. Average gerated scale 3. Long 3. Avoid abrupt changes E. Rotation of hole length 4. Drainage and irrigation systems 1. Mix length (par) 5. Shape 2. Prevent lining equal par holes consecu- 6. Trap location tively 7. Shoulder or collar areas

119 8. Avoid narrow peninsulas or islands 2. Research 9. Consider cart traffic a. Literature 10. Direction to next tee b. Laboratory 11. Trees and shrubs 3. inquiry 12. Safety 4. Keep records 13. Maintenance reduction 5. Specialist's aid D. Traps D. Reporting 1. Drainage 1. Materials and equipment required 2. Ease of maintenance 2. Procedures 3. Fairways 3. Form a. Gentle slopes a. Concise b. Blend into fairway b. Accurate c. Minimum bunker slope c. Orderly d. Easily seen d. Grammatically correct e. Direction not penalized 4. Plant material choice and location Recommended Laboratory Projects- 5. Greens 48 hours a. Location (nearness to green) I. Review technique exercise with drafting b. Size instruments (3 hours). c. Shape II. Prepare preliminary general plans for a d. Quantity golf course (9 hours). E. Building and shelter design III. Prepare topographic maps from sur- F. Practice areas veyor's grades (9 hours) . 1. Putting green IV. General plan (9 hours). 2. Chipping and pitching area V. Detail plans and drawings (9 hours). 3. Driving and long iron area VI. Prepare a cultural type of problem that G. General areas requires research, testing, and a writ- 1. Parking and reads ten technical report (9 hours). 2. Tennis court and swimming pool 3. Clubhouse and pro shop 4. Ornamental plantings Texts and References Notes, texts, references, and literature from previous VI. Turfgrass Problem Analysis, Solving and courses. Reporting A. Determine problem Instructional Aids B. Analyze 35 mm slides C. Solve Field trips to golf courses 1. Past knowledge Plans of golf courses

120 TURFGRASS MANAGEMENT I Hours Required 3. Degree of maintenance required Class, 1; Laboratory, 6 4. Equipment required 5. Water and drainage requirements Course Description B. Projects covered in course 1. Irrigation system installation This course is designed to provide students of 2. Drainage system installation Turf Management with a firsthand opportunity 3. Propagation to adapt, as well as see the application of, theo- a. Seed ries and principles taught in Turfgrass Culture. b. Vegetative The course is laboratory-oriented and includes c. Sod many field trips to golf courses, sod farms, and 4. Test-plot maintenance other intensively maintained turf areas so that a. Green and tee grass species and students can observe the practices of various strains types of turf specialists. In this way, students b. Fairway and residential lawn species gain insight into the tasks performed by turf and strains specialists and learn several methods of coping c. Rough and minimum maintenance with problems related to turfgrass culture and area turf management. 5. Ornamental garden turf areas As part of the laboratory exercises, students C. Field trips have responsibility for managing the fine turf 1. Golf courses areas within the school's ornamental horticul- 2. Parks ture gardens. This includes fertilizing, clipping, 3. Industrial sites and watering turf areas, and controlling weeds, 4. Commercial sod growers insects, and diseases. Renovation and construc- 5. Commercial seed and supply house tion of turf areas by sodding, seeding, aeration, and thatch removal are integral parts of the II. Test Plot Observation and Management laboratory exercises. This observation program is intended to ac- Students construct and maintain turf plots of quaint the student with firsthand knowledge various grass species and strains. These plots of information already known, and is not require simple cutting and students develop expected to be an investigation of the un- fertilizer, soil, exposure, and water requirement known such as performed at experiment sta- tests. The plots and school gardens are open tions throughout the Nation. From this for public observation throughout the year. course the students will gain an insight into the tasks confronting scientists in the turf Major Divisions field. Class Hours A. Use of prominent locations grass species I. IntroductionandScopeof and selections Work 1 1. No tests for diseases (program not ex- II. TestPlotObservationand perimental) Management 4 2. Simple, practical, and proved methods III. Turfgrass Propagation 5 of management IV. Turfgrass Maintenance 3. Comparisons among proved selections 6 within climatic area Tutal 4. Attempt to observe under playing con- ditionssimilarto method used by Units of Instruction USGA Greens Section I. Introduction and Scope of Work 5. Use of following: A. Knowledge and understanding ofessen- a. Various cutting heights tials b. Various watering rates 1. Proper use of area c. Various fertilizer applications 2. Financial requirements B. Comparison of many species and selec-

121 tions of general use grasses for fairways, 50% organic, at rate of 2 lbs. of nitro- residential and industrial turf areas gen per 1,000 sq. ft. 1. Sow all seed with available manpow- 7. Incorporate into top 2 inches. This op- ered commercial spreaders eration also produces the final grade 2. Attempt to have each seed selection in 8. Light rolling may be necessary. If so full sun through partial shade to full the surface should then be scarified shade, and observe which grasses do lightly to enable it to receive the seed best in various conditions and in com- properly petition with shrubs and trees 9. Sow seed at rate of 5 million viable 3. Thickness of topsoil and subsoil com- seed per 1,000 sq. ft. or apply stolons position will vary very much as it does or sprigs (bentgrass stolons at rate of on most golf courses and other turf 8-10 bushels per 1,000 sq. ft.). Roll areas. Observe variations in vigor of vegetative material lightly into soil each selection 10. Cover seed approximately 1/4" by light 4. Apply commercially available fertili- raking or grading, or by applying 1/2 - zers,herbicides,fungicides,insecti- -2A cu. yd. of a top dressing soil mixture cides, and conditioners at right angles per 1,000 sq. ft. If vegetative material over each selection with commercially is used cover area with approximately available spreaders I/2 cu. yd. of top dressing soil mixture a. Observe results of various fertilizer per 1,000 sq. ft. application rates 11. Roll area, whether it is seeded or vege- b. Observe effects of various materials tatively planted, with a light roller to on each selection firm seed or stolons into contact with 5. Mow across each band of grass with several types of mowers set at various soil heights. 12. Mulch at this point if desirable a. Observe type of cut with each mower 13. Water area with a light spray and keep b. Observe effects of various cutting damp until seed germinates or vegeta- heights on each selection tive material develops strong loots and 6. Water is applied at various rates to new top growth show the response of all selections to a. Care should be taken not to satu- their own optimums. rate, wash soil away, or allow soil to a. Too much and too little water dry out b. Recognition of the variation of soils b. After germination, water sparingly, and lengthen time between water- III. Turfgrass Propagation ings to prevent disease and shallow A. Supplement lecture material of Turfgrass roots Culture 14. Begin clipping at the desirable height B. General seeding procedures (new turf con- once the grass exceeds the planned struction) maintenance height of 1/2"-1". 1. Adequate moisture a. Bent grasses and Bermuda grasses 2. Apply (based upon soil analysis) on greens are clipped first at 1/2" a. Lime plus or minus and reduced gradually b. Phosphorus over a 3 to 4 week period after sod c. Potash has developed at the initial cutting d. Soil conditioner height 3. Incorporate into top 5"-6" b. Other grasses are maintained at the 4. Grade to within 2"-3" final grade, and desirable height from the first clip- remove stones over 2" size from top ping 2"-4" 15. Nitrogen should be applied in a com- 5. Roll if soil is not firm after grading the plete fertilizer 6-8 weeks after seeding. regrade This fertilizer application can be in 6. Apply starterfertilizer(complete), the same form as that used in the prep-

122 aration of the seedbed and at double d. Frequency the rate (4 lbs. of nitrogen) if it is at 3. Combination of aerating and thatch re- least 50% organic moval 16. Follow prescribed management prac- a. Same as E-1 and E-2 tices from this point b. Application of fertilizer, lime, etc. Note :Soil sterilants may be used in c. Methods of sowing of seed seedbed preparation at various d. Part of overall management pro- points, depending upon the ster- gram ilant C. Sod lifting and laying 1V. Turfgrass Maintenance 1. Procedures for lifting A. Turf quality requirements a. Mechanical comparedtomanual 1. Greens methods 2. Tees b. Thickness 3. Fairways(generalresidential,park c. Desirable condition (vigor, age and and commercial areas) uniform thickness) 4. General minimum use areas d. Size of strips B. Maintenance of greens e. Stacking 1. Polling f. Rolled compared to square or strips a. Breaks up dew drops and permits a 2. Lay ing procedures more even finished surface after a. Bed preparation (same as for seed- clipping b. Spreads worm casts b. Handling 2. Brushing c. Placing a. Relieves matting d. Matching thickness and edges b. Relieves excessive stem conditions e. Toeing exposed edges c. Provides for more uniform cut F. Firming 3. Vertical mowing g. Watering a. Breaks up excessive stoloniferous h. Clipping growth i.Pegging or holding in place b. Loosens and removes accumulated j.Use of area organic material buildup from plants 3. Advantages and disadvantages of us- c. Encourages air circulation ing sod d. Helpspreventdisease(develop- a. Season of year ment) b. Contour or grade of area e. Permits water and nutrients to en- c. Cost ter soil easier d. Time 4. Clipping e. Availability a. Heights vary D. Dormant seeding b. Change clipping heights gradually 1. Advantages and disadvantages c. Periods between clippings vary 2. Precautions d. Removal of clippings 3. Time 5. Fertilizer and lime 4. Mulching a. Ratios E. Renovation (surface cultivation) b. Rates of availability 1. Aerating c. Frequency a. Signs of need d. Equipment b. Time e. Rates of application c. Methods and equipment f. Should use dolomitic limestone d. Frequency 6. Top dressing 2. Thatch removal a. Improve surface a. Signs of need b. Modify soil conditions b. Time c. Apply lightly c. Methods and equipment d. Not a routine procedure

123 e. Not a permanent improvement c. Equipment f. No standard procedure d. Time of application g. Use a mixture of soil, sand, and or- 4. Watering and pest control discussed ganic matter thoroughly in earlier portion of this h. Should sterilize course and in Turfgrass Culture course i.Expensive F. Fairway and large turf area renovation C. Renovation of greens (specialized mainte- 1. Reasons for poor turf in these areas nance procedure) a. Unadaptable grasses 1. Ideal time varies with climatic region b. Poor physical properties of the soil 2. Correct drainage c. Poor drainage 3. Correct compaction d. Low fertility 4. Remove thatch e. Poor maintenance practices 5. Remove weeds and other undesirable (1) Improper watering (too little or vegetation to much) 6. Reseeding and vegetating (2) Improper clipping procedure 7. Replace unadapted grasses f. Insect and disease injury 8. Removal of soil and sand layers g. Miscellaneous pest injury, accidents, 9. Correcticof tree and shrub competi- and vandalism tion 2. Materials for correction D. Apron maintenance 3. Equipment necessary 1, Clipping 4. Procedures for correcting areas heavily 2. Watering infested with annual bluegrass 3. Pest control a. Correct drainage 4. Relocation of traps b. Destroy weeds and undesirable veg- 5. Maintain easy grade etation (late August) with sodium 6. Aeration, thatch removal and top dress- arsenite-40 lb./100 gal. water/acre ing c. Aerate (aid drainage and correct E. Maintenancefairways and other large compaction) turf areas d. Apply fertilizer and lime per soil 1. Mowing analysis a. Height e. Use thatching unit to remove excess b. Frequency-1/4"1/2" of blade re- vegetative residues and disperse fer- moval each cutting tilizer and lime into aerator holes c. Equipment f. Allow to lie until fall crop of annual 2. Fertilization bluegrass germinates a. Same principles as applied to greens g. Spray new annual bluegrass with 25 b. Rate of application based upon: lbs. sodium arsenite per acre (1) Grass used h. Loosen surface to remove trash ac- (2) Soil cumulations (3) Water application i.Seed (4) Traffic j. Drag with chain link fence or sim- c. Lower quantitiesusuallyneeded ilar tool than on greens k. Roll lightly (1) Bluegrass, fescue mixture, 4-5 G. Maintenance of tees lb, per 1,000 sq. ft., or 150-200 1. If tees are large, follow general pro- lb. per acre of a complete ferti- cedures for greens lizer if unwatered 2. Maintain grass height above that of (2) If watered, increase application greens by approximately 50% 3. Move markers frequently d. Equipment 4. Keep turf in vigorous condition 3. Lime applications 5. Renovation usually means reconstruc- a. Based upon pH tests tion b. Based upon grasses 6. Sod not a good solution to bare spots

124 7. Equipment Recommended Laboratory Projects- H. Maintenance of rough and minimum main- 96 hours tenance areas I. Construct or reconstruct and maintain 1. Height of cut test plots (36 hours) . 2. Frequency of cut II. Construct, or renovate, and maintain turf 3. Equipment areas within ornamental garden area 4. Fertilizer and lime using seed and sod (36 hours). 5. Water III. Visit golf courses (12 hours). I.Maintenance of traps and bunkers IV. Visit sod farms (6 hours) . 1. Sand texture V. Visit commercial seedsman warehouse (6 2. Raked regularly hours). a. Methods and frequency b. Effect of weather Texts and References 3. Weed control Same used for the Turfgrass Culture course. 4. Mowing height of fringe grass and Lecture notes from the Turfgrass Culture course. bunkers 5. Fertilizers Instructional Aids 6. Equipment Same used for the Turfgrass Culture course

125 TURFGRASS MANAGEMENT II Hours Required Utits of Instruction Class, 2 : Laboratory, 3 I. Scope of Course A. Importance of recordkeeping Course Description 1. Efficiency of operation This course is a continuation of Turfgrass 2. Importance of cost analysis Management I with emphasis on the business B. Budgetary factors procedures of turf management. Since many 1. Time students eventually will have maintenance and a. Men managerial responsibility for the turfgrass cul- b. Equipment ture of golf courses, parks, school grounds, gov- 2. Available funds ernment in operties, industrial grounds, estates, 3. Professional services cemeteries, and private grounds, they will need a. Legal an understanding of sound business procedures. b. Accountant All forms of recordkeeping required for the turf c. Technical specialists industry cannot be taught, but the course pro- C. Efficient overall management vides knowledge of basic procedures which can 1. Labor be adapted to any situation. 2. Equipment Analysis and use of work-time studies, ma- 3. Construction and renovation projects terial and equipment costs, depreciation costs, H. Organization Problems overhead costs, direct and indirect costs, and A. Golf courses (superintendent's responsi- labor force requirements are studied. Proce- bility to different superiors) dures followed in the preparation of cost esti- 1. Private mates consider the relationship of each opera- a. Individual proprietorship tion and decision to management costs in the b. Corporation turfgrass business. Efficient operation as well 2. Semiprivate as economy is stressed. a. Individual proprietorship Specialists in the turf field are invited to lec- b. Corporation ture on proved techniques and procedures. Field 3. Public or daily fee trips, to observe and analyze methods, business 4. Municipal and government owned procedures, and cost analysis methods, are a a. Superintendent must have control part of the laboratory exercises. Other labora- b. Adequate budget required tory periods focus on analyzing and solving va- B. Parks and cemeteries rious technical and financial problems related to 1. Ownership turfgrass culture and operations. 2. Area of responsibility C. Commercial, industrial, and school sites Major Divisions D. Commercial ground management contrac- Class Hours tor I. Scope of Course 1 1. Area of responsibility II. Organization Problems 4 2. Labor and equipment III. Computations of Areas and 3. Transportation Quantities 5 4. Competition (efficiency of operation) IV. Material and Equipment 5. Type of contract Costs(Original and Re- a. Yearly placement) 5 b. Cost-plus V. Labor Costs 4 c. Time and material VI. Overhead Costs 4 E. Budgets VII. Recordkeeping,Estimating, 1. Supervision and Inventories 6 2. Labor

VIII. Costs, Markup, and Profit_ 3 3. Materials (supplies) Total 4. Equipment

126 5. Repairs and depreciation B. Equipment and tools a. Grounds 1. General b. Equipment a. Trucks c. Buildings (1) Range buggies 6. Maintenanc, and improvements (2) Dump a. Turf (3) Pickup b. Garden areas b. Tractors c. Ornamental plant materials c. Mowers (1) Gang III. Computations of Areas and Quantities (2) Greens A. Need (3) Tee 1. Compute quantities of materials (4) Rotary 2. Determine costs (5) General purpose 3. Design, construction, and reconstruc- (6) Sicklebar tion (7) Hammerknife B. Computation of areas (8) Vertical 1. Regular areas d. Fertilizer spreaders(gravity and a. Squares cyclone type) b. Rectangles (1) Tractor drawn c. Circles (2) Hand propelled d. Ellipses e. Disc harrow e. Triangles f. Cultipacker and roller 2. Irregular areas g. Rotary hoe a. Triangulation (1) Tractor powered b. Offset (2) Self- propelled c. Means and extremes h. Seeder and drag mats C. Volumes i.Sod cutter 1. Materials j. Aerator a. Fertilizer,lime,soilconditioners, (1) Fairway and water (2) Greens and tee self-propelled b. Rates of application k. Soil shredder and screen c. Formulations L Power sprayer 2. Cut and fill 2. Hand tools a. Design and redesign a. Shovels b. Soil, sand, and traffic areas b. Rakes (several types) c. Drainage and irrigation c. Turf brushes 3. Regular areas d. Sod lifters and tampers 4. Irregular areas e. Shrub bed edgers f. Cup cutter N. Material and Equipment Costs (Original g. Cup setter and Replacement) h. Greens poles A. Materials i.Soil sampler 1. Fertilizers j. Wheelbarrows 2. Lime 3. Special equipment 3. Top dressing a. Pumps and motors 4. Insecticides b. Pipes, valves and fittings 5. Fungicides c. Hose 6. Herbicides d. Sprinkler heads 7. Ornamental plant materials e. Drinking fountains 8. Gasoline and oil f. Drainage supplies 9. Paving (1) Tile 10. Sani. (2) Screens

127 (3) Cinders and crushed stone a. Labor (4) Catch basins b. Equipment 4. Shop equipment (1) Operation a. Hoists (2) Depreciation (1) Chain 3. Mowing (2) Hydraulic a. Fairways b. Grinders b. Greens (1) Mower c. Tees (2) Bench d. Rough and minimum use areas c. Electric drill e. Traps and bunkers d. Equipment and tools for: f. Ornamental garden areas (1) Welding g. Clubhouse and residential grounds (2) Fainting h. Sod nursery (3) Plumbing 4. Fertilizing and liming (same as No. 3, (4) Carpentry plus woody plant materials) (5) Mechanical repairing 5. Disease control (same as No. 3 and (6) Tree and shrub maintenance No. 4) 5. Office equipment and supplies(also 6. Insect and miscellaneous pest control overhead items) (same as No. 3 and No. 4) a. Desks 7. Weed control (same as No. 3 and No. 4) b. Typewriter 8. Irrigation (same as No. 3 and No. 4) c. Accountant's calculator 9. Aerating and thatch removal (same as d. File cabinets No. 3, excluding d and e) e. Miscellaneous supplieF 10. Topdressing of greens (1) Letterhead stationery 11. Polling and brushing greens (2) Record forms 12. Trimming and edging (3) Record books, pencils, stamps, a. Bunkers and traps and others b. Ornamental garden areas 6. Specialized golf equipment c. Clubhouse and residential garden a. Greens flags and poles areas b. Tee markers 13. Road and parking area maintenance c. Ball washers and towels a. Clean pavement d. Hole cups b. Weed and cultivate adjacent planted e. Tee benches areas f. Storm shelters 14. Weed and prune g. Score cards and pencils a. Ornamental plantings h. Cleat cleaners b. Plant nursery i.Tee directional guides 15. Water hazards a. Mosquito control V. Labor Costs b. Muskrat control A. Construction and renovation c. Mow and trim 1. Prepare time studies for procedures 16. Tennis courts discussed in Turfgrass Culture and a. Clay (roll and lime) Turf Management I b. Turf (same as greens) 2. Variations in unit costs c. Composition surface a. Labor supply 17. Practice putting, chipping, and driving b. Wages in each locality area (same as for greens, tees, and fair- c. Union or nonunion ways) d. Number of skilled persons required 18. Swimming pool for operations a. Mow turf B. Maintenance operations b. Trim, edge, and cultivate ornamen- 1. Unit costs again vary tal plantings 2. Time studies c. Police deck and pool area

128 d. Skim surface and vacuum h. Paper and other drafting supplies e. Check purity and water circulation 4. Depreciation costs of buildings and 19. Collection and disposal of refuse equipment 20. Maintenance of equipment 5. Normal maintenance repairing of build- 21. Maintenance and repair ings and equipment a. Service buildings 6. Rent, mortgage, or interest payments b. Benches, storm shelters,bridges, D.General allowances fences, etc. 1. Automobile expense 22. Maintenance of drainage systems 2. Expenses for: a. Especially open ditch type a. Conferences b. Clean catch basins b. Professional society membership C. Preparation of daily time sheets for fore- and meetings men c. Educational short courses and meet- VI. Overhead Costs ings A. Services 3. Trade journal subscriptions 1. Electricity 4. Residential utility costs for superin- 2. Telephone tendent if required to live on site (ex- 3. Water tra compensation allowance in some 4. Fuel cases) 5. Garbage removal 5. Travel and bad weather time B. Salaries and retainer fees Note: Costs and items listed will 1. Superintendent vary according to the scope and type 2. Assistant superintendent of business being managed. 3. Secretary VII.Recordkeeping, Estimating, and Invento- 4. Accountant ries 5. Technical specialists (soil analyst, hor- A.Budget allowances ticulturist, engineer, etc.) 1. Requirements vary 6. Attorney a. Depending on course C. General b. Depending on type of operation 1. Taxes c. From year to year on the same 2. Insurances course or in the same business a. Liability 2. Available funds b. Life 3. Degree of excellence c. Retirement a. Expected d. Hospitalization b. Obtained e. Social security Contingency allowances f. State-required compensation 5. Keep orderly records-daily to yearly (1) Unemployment B.Labor records (2) Injury 1. Permanent employees g. Fire and catastrophe a. Skilled 3. Office equipment and supplies b. Unskilled a. Desks 2. Temporary employees b. Typewriter (s) 3. Operations c. Accountant's calculator 4. Wages d. File cabinets 5. Supervision and training e. Miscellaneous supplies C.Equipment records (1) Letterhead stationery 1. Initial cost (2) Record forms 2. Depreciation (3) Record books, pencils, stamps, 3. Operation and other 4. Maintenance and repair f. Drafting table and stool 5. Replacement g. Chairs D.General records

129 1. Daily time records on various opera- Recommended Laboratory Projects- tions 48 hours 2. Weekly and monthly summaries 3. Course conditions I. Make trips to golf courses and parks to 4. Materialapplication and procedures acquaint students with various solu- records tions to problems and operational pro- 5. Weather conditions cedures from the business standpoint 6. Cost accounts (9 hours). E. Season and yearly summary II. Compute areas and volumes (6 hours). 1. Preparation of following year's budget III. Based on results of problem II, deter- 2. Substantiate pastyear'soperations mine required materials and equip- and costs ment plus costs necessary to perform F. Estimation procedures the operations specified (9 hours). 1. Based on experience IV. Use the results from the preceding prob- 2. Sound recordkeeping lems to calculate the specific man 3. Knowledge of operations hours, labor force, and the direct labor costs required to complete the project VIII. Costs, Markup, and Profit (6 hours). A. Costs V. Use the results of the preceding prob- 1. Types lems and include all indirect costs, cal- a. Direct culate overhead, and use results of b. Indirect this and all preceding problems to de- 2. Increase output and efficiency of labor termine total overall cost (6 hours). and equipment to reduce costs yet per- VI. Based on the total cost determined in mit improved labor income by careful problem V, calculate markup and de- planning of operation termine profit desired to arrive at the B. Markup amount the client pays for the com- 1. Based on costs pleted project. Note: Although many 2. Variables superintendents do not become in- a. Volume volved in profitmaking projects, stu- b. Competition dents should have an understanding of c. Area the procedure for estimating profits d. Need (6 hours). 3. Type of business VII. Present figures from problems II 4. Size of business through VI in detailed recordkeep- 5. Business policies ing form ;introduce an operational 6. Gross or selling price problem requiring the keeping of per- 7. Methods of calculation formance records (6 hours). C. Profit 3 1. Cal mlated from selling price Texts and References 2. Gross profit 3. Net profit DAWSON. Practical Lawncraft. 4. No standard percentage MUSSES. Turf Management. SUNSET. Lawn and Ground Cover Book. 5. Middleman or distributor profit Periodicals: 6. Percentage of wholesale profit related The Golf Course Reporter to percentage of retail profit Golf dom 7. Variables Park Maintenance a. Volume Park and Recreation b. Competition U.S.G.A. Journal and Turf Management c. Areas d. Need Instructional Aids e. General economy Notes from previous courses and field trips f. Skill and efficiency of operation Commercial literature obtained on field trips

180 WOODY PLANTS I Hours Required 6. Landscape construction 7. Landscape maintenance Class, 2 ; Laboratory, 2 8. Horticultural management a. Small homes Course Description b. Private estates c. Public areas An introductory course to woody plants which d. Highways are grown in nurseries for landscape purposes ; e. Parks and to those in the arboretums, forests, and f. Golf courses fields in various regions of the United States. C. Tools for study Its objective is to provide students with a 1. Library practical understanding of the characteristics 2. Arboretum of woody plants growing in the geographical 3. Public and private plantings area where the course is being taught so that a. Nurseries students can relate the knowledge learned to b. Parks the field of ornamental horticulture. c. Cemeteries Students learn to identify each plant by its d. Private estates seasonalcharacteristics.Theform,habit, e. Factory and office buildings height, spread, soil requirements, root system, D. Testing and grade determination flower, fruit, ecological relationship, suscepti- 1. Biweekly quizzes bility to insects and diseases, peculiarities, and 2. Biweekly laboratory quizzes horticultural usefulness of the common woody 3. Midterm examination plants are studied, with emphasis on deciduous 4. Specimen collection of leaves and fruit shrubs and small trees. Between 200 and 250 5. Final examination plants, in the geographic area where the course is taught, are studied. IL Taxonomy A. Nomenclature of plants Major Divisions 1. Scientific names a. Genus Class Hours b. Species I. IntroductionandScopeof c. Advantages and disadvantages Course 2 2. Common names II. Taxonomy 4 a. Method of selection III. Woody Plant Life 2 (1) Plant characteristics IV. Grouping of Plants 2 (2) Habitat V. Plant Material Terminology 2 (3) Association VI. Plant Material Data 20 (4) Use Total32 b. Advantages and disadvantages B. Classification of woody plants Units of Instruction 1. Kingdomvegetable 2. Descending order I. Introduction and Scope of Course a. Division A. General importance to the field of orna- b. Subdivision mental horticulture (1) Gymnosperms B. Importance to specific areas of ornamental (2) Angiosperms horticulture c. Class 1. Botanical gardens (1) Monocotyledons 2. Arboretums (2) Dicotyledons 3. Arboriculture d. Order 4. Nurseries e. Family 5. Landscape design f. Genus

131 g. Species VI. Plant Material Data h. Variety A. Information Record for each plant studied 1. Family III. Woody Plant Life 2. Genus A. History and evolution 3. Common names 1. Books 4. Derivation of scientific name 2. Botanists, Linnaeus, and others 5. Ecology and native habitat 3. Methods of naming plants,Interna- 6. Hardiness tional Botanical Congress Rules 7. Ultimate height 4. Preglacial and glacial plant history 8. Ultimate spread a. Submergence 9. Form and habit b. Mountain uplift 10. Texture c. Volcanic action 11. Summer and fall color 5. Cretaceous period 12. Bark 6. Paleozoic period 13. Root system 7. Tortiary period 14. Soil preference B. Distribution and geography 15. Exposure preference 1. Influences on plant life 16. Growth rate a. Longitude 17. Season of foliage b. Latitude a. Shape c. Altitude b. Size d. Mountains c. Arrangement e. Plains 18. Season of flower f. Water areas a. Color 2. United States b. Arrangement 3. Asia c. General description 4. Europe, Asia Minor, Mediterranean 19. Season of fruit 5. Africa a. Type 6. South America b. Arrangement IV. Grouping of Plants c. Persistence A. Physical structure d. Conservation value 1. Herbaceous e. Color and size 2. Semiherbaceous 20. Cleanliness (leaf, flower, and bark 3. Woody shedding) B. Form, habit, size 21. Pruning and general care 1. Vines a. Terminal grower 2. Ground covers b. Intermediate grower 3. Shrubs c. Basal grower 4. Trees 22. Landscape value and uses C. Leaf persistence 23. Propagation 1. Deciduous a. Broad leaves Recommended Laboratory Projects- b. Narrowleaves 48 hours 2. Evergreen a. Broad leaves I. Identify 10 to 15 plants each week by as- b. Narrow leaves sociation of taxonomic terms and observation of plant characteristics. The V. Plant Material Terminology number and sequence of plants studied A. Importance of knowing terms will vary with the geographic and cli- L Plant description matic conditions of the area, as well as 2. Identification the seasonal aspects (22 hours). 3. Use of keys II. Identify by scientific name, plants desig- B. Assignment of terms nated in biweekly field quiz (8 hours).

132 III. Laboratory final examination given on Instructional Aids field trip local park, nursery, or area with a plant collection (2 hours). 2" x 2" color slides 16 mm. films Texts and References Laboratory charts and diagrams of plantcharacteristics WYMAN. Shrubs and Vines for American Gardens. Nursery catalogs . Trees forAmerican Gardens. Arboretum and plant collections

188 WOODY PLANTS II Hours Required a. Trees b. Shrubs Class, 2 ; Laboratory, 2 c. Herbs 4. Pine Course Description a. Trees This course is a continuation of Woody Plants b. Shrubs I ; additional trees and shrubs are studied, but c. Herbs major emphasis is placed on the study of 5. Oak woods broad-leaved and narrow-leaved evergreens. a. Trees A 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. Shrubs 7. Hemlock ravine a. Trees Major Divisions b. Shrubs Class Hours 8. Streamside I. Plant Ecology 8 a. Trees II. Plant Material Data 24 b. Shrubs Total 32 c. Herbs 9. Pond Units of Instruction a. Trees b. Shrubs I. Plant Ecology c. Herbs A. Basic concepts 10. Bog vegetation B. Application 11. Seaside C. Factors influencing ecology a. Trees 1. Physiographic b. Shrubs a. Soil c. Grasses b. Topography 12. Others c. Sunny fields d. Hills IT. Plant Material Data e. Dales A. Information record for each plant studied f. Mountains 1. Family 2. Biological 2. Genus a. Plants 3. Common name b. Parasites 4. Derivation of scientific name 3. Climatic 5. Ecology and native habitat a. Air 6. Hardiness b. Temperature 7. Ultimate height c. Light 8. Ultimate spread d. Moisture 9. Form and habit D. Plant associations 10. Texture 1. Open field 11. Summer and fall color a. Shrubs 12. Bark b. Herbs 13. Root system 2. Juniper hillside 14. Soil preference a. Trees 15. Exposure preference b. Shrubs 16. Growth rate c. Herbs 17. Season of foliage 3. Gray birches a. Shape

134 b. Size servation of plant characteristics. The c. Arrangement number and sequen.A of plants studied 18. Season of flower will vary with the geographic and cli- a. Color matic conditions of the area, as well as b. Arrangement the seasonI1 aspects (22 hours). c. General description II. Identify by scientific name, plants desig- 19. Season of fruit nated in biweekly field quiz. The quiz a. Type includesplantsstudiedin Woody b. Persistence Plants I (8 hours). c. Arrangement Laboratory final examination given on d. Conservation value field trip to local park, nursery, or area e. Color and size with a plant collection. Final examina- 20. Cleanliness (leaf, bark, or flower shed- tion will cover plants studied in Woody ding) Plant I (2 hours). 21. Pruning and general care a. Terminal grower Texts and References b. Intermediate grower Texts used in Woody Plants I, plus: c. Basal grower BAILEY. The Cultivated Conifers of North America. 22. Landscape value and uses . 111c,nual. 9f Cultivated Plants. 23. Propagation Instructional Aids Recommended Laboratory Projects- 2" x 2" color slides 32 hours Laboratory charts and diagrams of plant characteristics I. Identify 10 to 15 plants each week by as- Nursery catalogs sociation of taxonomic terms and ob- Arboretum and plant collections

185 WOODY PLANTS III Hours Required 2. Bays a. Justification Class, 2 ; Laboratory, 2 b. Create interest c. Mystery Course Description d. Distinctive character This course concludes a series of three. It is 3. Islands an advanced study of plants previously consid- a. Structure ered, especially named varieties and cultivars, b. Placement and of lesser known trees, shrubs, vines, and c. Relation to main plantings ground covers. In addition, the course aims to E. For surface decoration provide students with an understanding of plant 1. Single specimen requirements and teach them how to evaluate a. When to use plant data for landscape purposes. b. Accent 2. Group of two plants for picture value 3. Group of three plants Major. Divisions a. Unbalanced triangle Class Hours b. Dominance I. Plant Material in Design ______8 4, Group of four plants in a staggered II. Plant Material Data 24 arrangement Total32 6. Group of five plants a. Possibility in varied use Units of Instruction b. Value in planting design 6. Mixed groups I. Plant Material in Design a. Simplicity A. Selection of plants for landscape use b. Dominance 1. Consider plant characteristics c. Harmony 2. Consider seasonal changes d. Adaptation 3. Consider time element in plant design B. Effect of plant maintenance on design II. Plant Material Data C. Effect of plant characteristics on design A. Information record for each plant studied 1. Form 1. Family a. Sphere 2. Genus b. Spire 3. Common names c. Cylinder 4. Derivation of scientific name d. Oval 5. Ecology and native habitat e. Vasiform 6. Hardiness f. Pyramid 7. Ultimate height g. Weeping 8. Ultimate spread h. Picturesque 9. Form and habit 2. Texture 10. Texture a. Large-leaved plants 11. Summer and fall color b. Small-leaved plants 12. Bark c. Medium-leaved plants 13. Root system 3. Color 14. Soil preference a. Nature 15. Growth rate b. Restrict use of unusual color 16. Exposure preference c. Effect of texture on plant color 17. Season of foliage D. Arrangement of plants in natural design a. Shape 1. Promontories b. Size a. Structure c. Arrangement b. Basis for selection 18. Season of flower

136 a. Color III. Identify 10 to 15 plants each week by b. Arrangement association of taxonomic terms and c. General Description observation of plant characteristics 19. Season of fruit (16 hours). a. Color IV. Identify by scientific name, plants des- b. Arrangement ignated in biweekly field quiz. The c. General description quiz includes plants studied in Woody 20. Cleanliness (leaf, bark, and flower Plants I and II (6 hours). shedding) V. Laboratory final examination given on 21. Pruning and general care field trip to local park, nursery, or a. Terminal grower area with a plant collection. Final ex- b. Intermediate grower amination will cover plants studied in c. Basal grower Woody Plants I and II (2 hours). 22. Landscape value and uses 23. Propagation B. Use of woody plants in landscaping Texis and References Recommended Laboratory Projects- Texts required for Woody Plants I and Woody Plants II, plus: 32 hours WYMAN. Ground Cover Plants. I. Prepare a planting plan of a foundation and a planting using various plant groupings (4 hours). Instructional Aids II. Prepare a planting plan of a natural area 2" x 2" color slides indicating structure of bays and pro- 16 mm. films montories (4 hours). Arboretum and plant collections

187 MatirL.mati.cs and Science Courses MATHEMATICS 1. Concept of electronic business data processing Hours Required 2. Applications to horticultural businesses II. Basic Geometric Figures and Units of Class, 3 ; Laboratory, 0 Measure A. Systems of measurement Course Description 1. English 2. Metric This course relates essential mathematical B. Linear and square measurement knowledge and skills to technical horticultural 1. Triangles experience and practice. It begins with a study 2. Rectangles of basic mathematical processes followed by 3. Perimeter strong emphasis on algebra and trigonometry. 4. Trapezoids The final unit on economics (interest, taxation, 5. Circles profit and loss) is included because of its rele- 6. Irregular areas vance to the horticultural field. In teaching this C. Units of area measurement course, mathematical concepts should be ap- D. Volume measurement plied to horticultural problems. Class instruction 1. Solids should encourage use of a slide rule and mathe- 2. Liquids matical handbook for arithmetic and trigono- E. Units of volume measurement metric calculations. F. Density of solids and liquids III, Basic Algebraic Fundamentals Major Divisions A. Laws of algebra Class Hours B. Basic laws for operating on literal num- I. Basic Mathematical Con- bers cepts and Operations 3 1. Terms, monomials, binomials, and poly- II. Basic Geometric Figures and nomials Units Measure 4 2. Factoring algebraic expressions III. Basic Algebraic Funda- 3. Equations and formulas mentals 10 4. Operations on equations IV. Functions and Graphs 3 5. Operations with and simplifying rad- V. Trigonometric Functions 3 icals VI. Logarithms 4 C. Linear equations and their solutions VII. Applications of Trigonometry 15 1. Solutions of systems of two linear equa- VIII. Mathematics of Investment 5 tions Total47 a. Graphical b. Algebraic 2. Solution of systems of three linear Units of Instruction equations in three unkowns I. Basic Mathematical Concepts and Operations D. Quadratic equations and their solution A. The integerspositive, negative, and zero 1. By factoring B. Whole numbers, fractions, and literal 2. By completing the square numbers 3. By quadratic formula C. The four fundamental operations E. Rational algebraic expressions D. Operations involving exponents 1. Fundamental principles E. Roots of numbers 2. Lowest common denominator and mul- 1. Squares and square root tiple 2. Cube and nth root 3. Ratio F. Decimals and percentage 4. Proportion G. Data processing 5. Mixtures and dilutions

138 IV. Functions and Graphs E. Trigonometric solution of right triangles A. Functions F. Vectors and triangles B. Rectangular coordinates 1. Vectors C. Graphs of functions 2. Application of vectovs V. Trigonometric Functions 3. Trigonometric soluti m of oblique tri- A. Angles angles B. The Pythagorean theorem a. Law of sines C. Trigonometric functions and their values b. Law of cosines G. Applications of trigonometry in surveying VI. Logarithms A.Exponential and logarithmic funct.,,ns VIII. Mathematics of Investment 13.Graphs of y =lax and y = log bx A. Principal and interest C.Properties of logarithms 1. Simple interest D.Common logarithms 2. Compound interest E.Reading logarithm tables and interpolation B. Mortgages F.Computations using logarithms C. Installment buying G.Logarithms of trigonometric functions D. Loans H.Graphs on logarithmic paper E. Profit and loss I.Exponential and logarithmic equations F. Taxes VII.Applications of Trigonometry G. Discount A.Angles and angular measure H. Commission or brokerage 1. The degree 2. The radian B.Signs of trigonometric functions Terts and References C.Interpretation of trigonometric tables TUITES. Basic Mathematics for Technical Courses. D.The trigonometric functions of any angle WASHINGTON. Basic Technical Mathematics.

189 BOTANY

Hours Required B. Plants compared to animals Class, 3; Laboratory, 3 1. Motion 2. Food procurement 3. Cell division Course Description 4. Major systems This course teaches the basic structure of C. Origin of plants plant life. Plant nomenclature is studied early II. Plant Classification in the course, followed by a study of botanical A. Need for classification terminology, and the function of each plant 1. Old systems organ. Cell structure, cell division, the physio- 2. Linnaeus's binomial system of nomen- logical processes of plant lifeosmosis, respira- clature tion, transpiration, photosynthesis, metabolism, 3. The traditional system and reproductionare discussed ; and the prin- 4. Newer natural systems ciples of genetics and plant breeding are intro- III. Cytologythe Study of Cells duced. Students learn to use the microscope for A. History laboratory study of cell structure and plant 1. Hooke and cork cells anatomy.Classroom workisaccomplished 2. Wolff's Cell Theory through lectures and use of visual aids. 3. Dujardinidentified cell contents 4. Von Mohlprotoplasm Major Divisions B. Cell structure Class Hours 1. Size I. Introduction 2 2. Shape II. Plant Classification 2 3. Parts of a typical cell III. CytologytheStudyof a. Cytoplasm Cells 4 (1) Hyaloplasm IV. Physiology of the Cell 4 (2) Organelle V. The Root 2 (a) Plastids VI. The Leaf 3 (b) Mitochrondria VII. Photosynthesis and Respi- (c) Ribosomes ration 3 (d) Others VIII. The StemExternal and (3) Cell membranes General Structure 3 (a) Tonoplast IX. Internal Anatomy of Stems 3 (b) Ectoplast X. Infloresence 3 b. Nucleus XI. Fruit and Seed Dispersal 2 (1) Key to cell and life XII. Seed and Seed Germination 2 (2) Reticulum XIII. Cell Division 2 (3) Nucleoli XIV. Genetics 4 (4) Karyolymph XV. Mycology 5 c. Ergastic substances in vacuoles XVI. Mosses and Lichens 2 (1) Dissolved nutrients, sugars, XVII. Ferns and Club Mosses 2 acids (2) Gases Total (3) Starch crystals (4) Stored wastes Units of Instruction d. Cell wall I. Introduction (1) Nature A. Definition of botany (2) Stiucture 1. Importance to world (3) Inclusions 2. Basic need for food C. Nature of protoplasm 3. Basis for horticulture 1. Physical nature

140 2. Chemical nature b. Available water for plants 3. Properties 3. Rock particles D. The thread of life-DNA (deoxyrinucleic a. Physical nature of soil acid) b. Clays, silts, sand 1. Chemical nature-4 bases 4. Minerals 2. Molecular structure, the Watson-Crick a. Rock disintegration model b. Basis for fertilizers 3. DNA's action c. C HOPKINS Ca Fe Mg a. Replication 5. Organic matter b. Relation to RNA (ribonucleic acid) a. Sources c. Building of proteins b. Value 4. Nirenberg's work with "Poly U" c. Humus compared to peat 5. Ramifications of DNA-RNA study 6. Microorganisms a. Memory a. Fungi b. Heredity defects b. Insects c. Relation to viruses c. Earthworms d. Relation to cancer d. Mycorrhiza IV. Physiology of the Cell e. Bacteria A. Osmosis C. Effect of plants on soil 1. Membrane systems, the ectoplas- 1. Absorb nutrients tonoplast relation 2. Plant wastes supply organic matter 2. Relation to diffusion 3. Erosion control 3. Turgidity and flaccidity of cells D. Origin of roots 4. Explanation of osmotic movement E. Types of roots 5. Plasmolysis 1. Fibrous and taproots a. Extreme endosmosis 2. Rootlets and roothairs b. Relation to fertilizer and spray in- 3. Zones of rootlets jury F. Internal structure of roots B. Transpiration 1. Young dicot root tissues 1. Definition 2. Mature dicot root tissues 2. Early hypotheses 3. Dicot compared to monocot roots 3. Joly-Dixon theory G. Modified roots 4. Water loss by plants 1. For storage 5. Factors affecting transpiration 2. Parasitic roots a. Temperature 3. Saprophytes b. Light 4. Adventitious roots c. Humidity a. Support d. Wind b. Propagation e. Leaf structure c. Pneumatophores d. Absorption food and water V. The Root A. FuLetions VI. The Leaf B. The soil and its effect on plants A. Origin 1. Air-oxygen B. Phyllotaxy-leaf arrangement-alternate, a. Aeration-soil types opposite, whorled b. Compaction C. Persistence of leaves-evergreen and de- 2. Water content ciduous a. Types of water D. Terminology of leaves (1) Capillary action E. Venation, types, net, and parallel (2) Root absorption of nutrients F. Simple and compound leaves (3) Capillary movement G. Functions of ieaves (a) Cultivation 1. Photosynthesis (b) Mulches 2. Transpiration

141 3. Protection C. Types of stems 4. Attraction insects 1. Woody H. Leaf adaptations 2. Herbaceous 1. To light D. Stem features 2. To water 1. Color 3. To absorption of nutrient and water 2. Shape 4. To storage 3. Buds 5. For protection a. Arrangement 6. For reproduction b. Position 7. Carnivorous plants c. Composition a. Active traps 4. Nodes and internodes b. Passive traps 5. Lenticels I. The stoma 6. Scars 1. Structure a. Significance 2. Operations b. Cause 3. Factors affecting stomatal activity 7. Modified stems J. Modified leaves a. Climbing 1. Bracts b. Protective-the thorn series 2. Spathes c. Storage K. Internal structure d. Reproduction 1. Photosynthetic area e. Horizontal and underground stems 2. Vein system (1) Stolon L. Fall color and leaf drop (2) Rhizome M. Guttation (3) Tuber (4) Corm VII. Photosynthesis and Respiration (5) Bulb A. Definition IX. Internal Anatomy of Stems B. Formula for reaction A. Stem tissues C. Chlorophyll 1. Meristematic 1. Nature and properties a. Protoderm 2. Chemical structure b. Procambium 3. Adenosine triphosphate(ATP)and c. Ground meristem photosynthesis 2. Primary and secondary tissues D. Nature of light, photoperiodism 3. Permanent stem tissues E. Factors affecting rate of photosynthesis a. Simple F. Respiration (1) Epidermis 1. Definition (2) Parenchyma 2. Metabolism (3) Sclerenchyma a. Anabolism (4) Collenchyma b. Catabolism (5) Phellem 3. Stages in process b. Complex a. Glycolysis (1) Xylem (1) Phosphorylation (2) Phloem (2) Cleavage of sugar B. Evolution of stems (3) Formation of pyruvic acid 1. Coniferoussoftwood gymnosperm- b. Aerobic and anaerobic respiration pine c. Organic acid cycle (Krebs cycle) a. Structure 4. Factors affecting respiration b. Features VIII. The Stem-External and General Struc- 2. Woody dicot stem-hardwood ture a. Angiosperm-oak A. Orgin of stem b. Oak compared to pine B. Functions of stems c. The linden-Tilia (basswood)

142 3. Herbaceous dicot stem, sunflower 1. Simple a. Woody compared to herbaceous dicot a. Dry fruits b. Structure, simplicity (1) Dehiscent c. Annual, biennial, perennial concept (a) Follicle 4. Herbaceous monocot stem, corn (b) Legume a. Sunflower compared to corn stem (c) Capsule b. Extreme modification (d) Silique c. Significance (e) Pyxix C. Tropisms (2) Indehiscent 1. Types (a) Achene 2. Importance (b) Caryopsis D. Phytohormones (c) Samara 1. Impor i.ance (d) Nut 2. Applied uses (e) Schizocarp b. Fleshy fruits X. Infloresence (1) Drupe A. Origin of flower (2) Pome B. Floral anatomy (3) Berry 1. Accessory compared to necessary flower 2. Aggregate fruits parts 3. Multiple fruits 2. Basic flower parts 4. Accessory fruits a. Petals (corolla) F. Dispersal of seeds b. Sepals (calyx) 1. Winged seeds c. Stamens (androecium) 2. Plumed seeds d. Pistils (gynoecium) 3. Spiny or barbed seeds e. Receptacle (torus ) 4. Water dispersed f. Peduncle 5. "Nuts" planted by squirrels 3. Petaloid 6. Explosive seeds 4. Flower types (inflorescence) 7. Edible fruits-seeds pass through di- 5. Perfect and imperfect flowers gestive system a. Monoecious XII. Seed and Seed Germination b. Dioecious A. Definition of a seed 6. Pollination B. Anatomy of seeds a. Self-pollination C. Germination of seeds b. Cross-pollination 1. Epigean type (1) Wind (2) Water 2. Hypogean type (3) Insect 3. Advantages of each D. Seed storage 7. The ovary E. Factors in seed germination a. Types-superior,inferior,half- 1. Water inferior 2. Oxygen b. Epigynous, perigynous, and hypo- 3. Proper temperature gynous arrangement 8. The ovule 4. Good seed a. Types of placentation 5. Dormancy b. Ovule position a. Methods of breaking dormancy (1) Scarification XI. Fruit and Seed Dispersal (2) Stratification A. Macrosporogenesis (3) After-ripening B. Microsporogenesis b. Length of periods of dormancy C. Development of the ovule XIII. Cell Division D. Fruit-mature ovary A. Mitosis E. Classification of fruits 1. Definition

143 2. Occurrence 1. Structure 3. Purpose 2. Reproduction-sexual and asexual 4. Phases 3. Importance B. Meiosis B. Classes 1. Definition XVII. Ferns and Club Mosses 2. Occurrence A. Phylam Pteridophyta-class Filicineae 3. Purpose 1. Structure 4. Phases 2. Reproduction-sexual and asexual 5. Comparison with mitosis 3. Importance XIV. Genetics B. Comparison with mosses A. History B. Gregor Mendel's laws of heredity C. Exceptions Recommended Laboratory Projects- D. Applications to plant breeding 48 hours XV. Mycology I. Study the microscope and plant as a whole A. Definitions and terminology (3 hours). B. Four groups of fungi A. Types of microscopes 1. Phycomycetes-algal fungi, water B. Theory of the compound monocular scope molds C. Nomenclature and rules for operation a. Structure D. Practice use of binocular stereoscope b. Sexual reproduction E. Practice use of compound microscope c. Asexual reproduction F. Plant as a whole-the buckwheat (make d. Diseases caused drawings) 2. Ascomycetes-sac fungi 1. The four organs a. Structure a. Root b. Sexual reproduction (1) Functions c. Asexual reproduction (2) Grass structure d. Diseases caused b. Stem 3. Basidiomycetes (1) Functions a. Structure (2) Grass structure (1) Homobasidiomycetes-mush- c. Leaf rooms, puffballs, wood fungi (1) Functions (2) Heterobasidiomycetes-rusts, (2) Grass structure smuts d. Flower b. Sexual reproduction (1) Functions c. Asexual reproduction (2) Parts d. Diseases caused 2. Herbaceous compared to woody plants 4. Deuteromycetes (fungi imperfecti) a. Annuals a. Structure b. Perennials b. No known sexual stage c. Biennials c. Asexual stage G. Label drawings d. Diseases caused II. Examine cells and make drawings (3 hours). C. Bacteria A. Typical large dead cell-elder and pith cell 1. Types-rod-type only plant pathogenes 1. Shape 2. Structure and terminology 2. Purpose 3. Reproduction 3. Structure 4. Diseases caused B. Living epidermal cell-onion skin D. Viruses 1. Shape 1. Definition 2. Purpose 2. Diseases caused 3. Structure XVI. Mosses and Lichens 4. Comparisons A. Phylum Bryophyta 5. Staining with iodine

144 C. Cyclosis-Elodea or Vallisneria leaves c. Comparison with young dicot 1. Note apparent chloroplast movement 4. Corn root, monocot, extreme develop- 2. Cytoplasmic streaming ment of xylem 3. Spur-thorn cells F. Origin of root tissues D. Algal cells-spirogyra and other algae G. Adventitious roots 1. Spiral chloroplasts H. Label drawings 2. Pyrenoids V. Examine external and modified stems and E. Structure of typical cell make drawings (3 hours). F. Label drawings A. Gross anatomy of horsechestnut stem III. Study the leaf and make drawings(3 1. Buds, types :terminal, axillary, dor- hours). mant A. Dicot leaf-lilac a. Arrangement: alternate, opposite, 1. Leaf tissues and anatomy whorled 2. Venation system b. Composition: vegetative, reproduc- B. Monocot leaf-corn tive, mixed 1. Leaf tissues and anatomy c. Structure:scaly(valvate,imbri- 2. Venation system cate) and naked 3. Dicot vs. monocot leaf 2. Scars C. The stoma-lily epidermal cells a. Leaf scars 1. Distribution of stomata b. Leaf trace scars (vascular bundle 2. Purpose scars) 3. Operation of stoma c. Significance of girdle or growth D. Leaf terminology scars 1. Shapes 3. Lenticels 2. Tips a. Structure 3. Bases b. Purpose 4. Margins B. Dissection of terminal horsechestnut bud 5. Surfaces 1. Note ways bud is protected. Why? 6. Simple and compound 2. Note bud structure 7. Venation 3. Vegetative or mixed bud 8. Evergreens C. Modified stems E. Dichotomous keys 1. Stolon, rhizome, tuber series 1. Purpose 2. Corms 2. Formation 3. Bulbs 3. Use D. Thorn series F. Label drawings 1. Apple thorn IV. Study roots, and root systems, and make 2. Hawthorn thorn drawings (6 hours). 3. Honey locust thorn A. Origin of roots 4. Barberry thorn B. Types of root systems 5. Black locust thorn C. Zones of a rootlet 6. Rose thorn D. Root functions E. Label drawings Z. Internal anatomy VI. Study gross and internal anatomy of the 1. Young dicot root-buttercup woody stem ; make drawings (3 hours). a. Tetrarch xylem A. Coniferous softwood-gymnosperm b. Other tissues (pine) 2. Mature oak root 1. Study of pine blocks cut three ways a. Comparisons 2. Compare with similar oak blocks b. Tissues 3. Nature of pith. Why? 3. Young monocot root-lily 4. Tissues of a soft wood stem-micro- a. Polyarch xylem scopic view b. Other tissues 5. Resin and its importance

145 6. Characteristics of softwoods D. Ovary types 7. Study of xylem-the tracheid E. Ovule placentation a. Transverse view F. Label drawing b. Radial view c. Tangential view X. Examine seeds and study seed germination ; 8. Study of pine ray make drawings (3 hours). a. Transverse view A. Castor bean seeds b. Radial view I. Anatomy and structure c. Tangential view 2. Germination B. Garden bean seeds and seedlings Label drawings I. Anatomy and structure Study internal anatomy of hardwood dicot, 2. Germination herbaceousdicot, and monocot stem; 3. Comparisons with castor bean make drawings (3 hours). C. Garden pea seeds and seedlings Microscopic study of oak stem; compare I. Anatomy and structure with pine 2. Germination Microscopic study of basswood stem 3. Comparisons with castor bean and 1. Comparisons with pine and oak garden bean 2. Note sieve tubes, vessels, compound D. Corn kernel and seedlings diffuse ays I. Anatomy and structure Characteristics of hardwood dicot stem 2. Germination Herbaceous dicot stem 3. Comparisons with all three 1. Microscopic study of sunflower stem 4. Monocot compared to dicot seeds 2. Note features of this herbaceous stem E. Factors in seed germination Herbaceous monocot stern F. Seed storage 1. Microscopic study of corn stem G. Special problems in seed germination 2. Compare with sunflower stem H. Label drawings F.Characteristics of herbaceous stem XI. Investigate genetics (3 hours). G.Trace evolution of monocot stem (corn) H.Label drawings A. Mitosis and meiosis study-onion root tip B. Mendel's principles and application VIII. Study the flower-rose ; make drawings C. Use of Punnett squares (3 hours). D. The monohybrid dominant cross 3:1 ratio A. Accessory flower parts E. The dihybrid dominant cross 9:3:3:1 ratio 1. Sepals-purpose F. The trihybrid dominant cross 27:9 :9:9: - 2. Petals-purpose 3:3:3:1 ratio B. Essential flower parts G. Incomplete dominance one, two, and three 1. Gynoecium: pistils-female organ, de- factors tailed structure of ovary and ovule XII. Study examples of genetics applications (3 2. Androecium: stamens-male organ hours). a. Study of stamen and anther A. Exceptions to Mendel's laws b. Study of pollen grains I. Factor interaction C. Other flower parts 2. Epistasis 1. Torus-receptacle 3. Linkage 2. Peduncle 4. Duplicate factors D. Pollination and fertilization of flowers 5. Multiple alleles E. Label drawing B. The backcross and testcross IX. Study the flower (continued, 3 hours). C. Mutation A. Complex flowers-petunia, lily,anthur- I. Natural ium, snapdragon, sweet pea 2. Induced B. The composite flower-chrysanthemum or 3. Somatic sunflower (ray florets and disc florets) 4. Genic C. Perfect, monoecious, and dioecious flowers 5. Chimeras

146 XIII. Study mycology (6 hours). 1. Definition A. Bacteria 2. Structure 1. Types 3. Importance 2. Reproduction B. Mosses 3. Diseases 1. Definition B. Phycomycetes 2. Structure 1. Ctructure 3. Reproduction 2. Reproduction 4. Importance 3. Diseases C. Ferns C. Ascomycetes 1. Definition 1. Structure 2. Structure 2. Reproduction 3. Reproduction 3. Diseases 4. Importance D. Basidiomycetes 1. Rusts and smuts, life cycles Texts and References 2. Mushrooms a. Anatomy CRONQUIST. Introductory Botany. FULLER and CAROTHERS. The Plant World. b. Value FULLER and TIPPO. College Botany. 3. Wood rotting fungi MULLER. Botany. E. Deuteromycetes (fungi imperfecti) ROBBINS and others. Botany. 1. Structure SINNOTT and WILSON. Botany. 2. Asexual reproduction WEISZ and FULLER. The Science of Botany. 3. Diseases F. Viruses Instructional Aids G. Physiopaths 2" x 2" Kodachrome slides 16 mm. films Dissecting kit XIV. Study thelichens, mosses, and ferns (3 Laboratory wall charts and diagrams hours). herbarium specimens A. Lichens Other preserved and dried visual plant material

147 CHEMISTRY Hours Required A. Atomic structure and particles B. Atomic number a id weights Class, 3 ; Laboratory, 3 C. Compounds 1. Law of definite proportion Course Description 2. Formula and formula weights This course reviews general inorganic chem- 3. Percent composition istry and introduces organic and biological III. Chemical Bonds and Valence chemistry as applied to the horticultural field. A. Ionic bonds The laboratory exercises have been chosen to B. Covalent bonds provide basic skills in handling equipment and C. Hydrogen bonds chemicals. The experimentation enhances the D. Valence theory lecture material and stresses applications to the horticultural field. The student is introduced IV. Physical and Chemical Properties to objective observation, accurate note taking A. Physical and chemical changes and reporting, and safety practices in handling B. Heat of solution chemicals and equipment. Films and other in- C. Heat of reaction structional aids are employed to vary the ap- D. Particle size and solubility proach to subject matte: and provide stimula- V. Solutions tion throughout the course. A. Definition and components of a solution B. Percentage solution Major Divisions C. Saturated and supersaturated solutions D. Molar and normal solutions Class Hours I.Review of the Metric System 3 E. Dilutions II.Chemical Symbols and the VI. Ionization Elements 3 A. Ionization of water ; the pH scale Chemical Bonds and Valence 4 B. Measurement of pH IV.Physical and Chemical Prop- C. Acids, bases, and salts erties 3 D. Common ions V.Solutions 3 E. Water hardness and water conditioning VI.Ionization 6 VII. Chemical Reactions VII.Chemical Reactions__ 4 VIII.Colloids A. Reaction kinetics B. Equilibrium IX.Basic Organic Compounds__.- 5 X.Carbohydrates 3 C. Neutralization reactions XI.Lipids 2 D. Oxidation-reduction E. Reactions of acids, bases, and salts XII.Amino Acids and Proteins_ 4 XIII.Nuc leo-Proteins 2 VIII. Colloids XIV.Enzymes 3 A. Particle size and surface activity Total B. Suspensions and emulsions C. Modified suspensions and emulsions Units of Instruction D. Emulsifying agents E. Dialysis and precipitation of colloids I. Review of the Metric. System A. Decimal System IX. Basic Organic Compounds B. Exponents A. The carbon atom C. Units of length B. Aliphatic and aromatic hydrocarbons D. Volume and weight relationships, and C. Organic functional groups units 1. Organic halogen compounds E. The temperature scales 2. Alcohols and ethers II. Chemical Symbols and the Elements 3. Acids, aldehydes, and ketones

148 4. Amides and amines III. and IV. Chemical and physical changes ; D. Organic reaction reactions (6 hours). A. Positive heat of solution X. Carbohydrates B. Endothermic reaction A. Photosynthesis C. Percentage solution ; dilutions B. Structure and nomenclature of carbohy- D. Reactions between salts drates E. Reactions of metals and salts with acids C. Classification of carbohydrates F. Reactions of bases with acids D. Optical activity The student carries out a number of basic XL Lipids chemical reactions. He observes the difference A. Structure and occurrence of lipids between a physical change and a chemical re- B. Compound lipids action. Filtration, use of a thermometer, and C. Essential oils the preparation of a solution with a followed D. Plant pigments dilution increases his skill. XII. Amino Acids and Proteins V. and VI. Solutions (6 hours). A. Different forms of nitrogen A. Solubility and solvents B. Utilization of nitrogen in plants B. Particle size and solubility C. Structure and nomenclature of amino C. Saturated and supersaturated solutions acids D. Molar and normal solutions D. Protein structure, the peptide bond E. Titration E. Classification of proteins By use of various solvents, as well as some organic and inorganic compounds, the student XIII. Nucleo-Proteins determines in these laboratories the rate of A. Composition of nucleo-proteins solubility of some compounds. The influence of B. Function of nucleo-proteins in biological temperature and particle size is measured in a systems time study. The student prepares a number C. The structure of RNA and DNA of molar and normal solutions and carries XIV. Enzymes out several titrations ; calculation of titration A. Nature and function of enzymes results. B. Influences in enzyme activity VII. and VIII. Electrolytes (6 hours). C. Digestion A. Ionization and conductivity D. Vitamins and hormones B. Qualitative analysis C. Hydrogen-ion concentration D. Color indicators Recommended Laboratory Projects- E. Potentiometer 48 hours The student measures conductivity in solution and determines pH values by colorimetric I. Basic techniques (3 hours). and potentiometric procedures. Qualitative and A. Orientation in the laboratory semiquantitative testing of soils by the student B. Use of measuring devices on soil samples is used here to promote observa- 1. Eyedropper tions and evaluations by the student. The use 2. Measuring and volumetric pipettes of a blank determination is introduced. 3. Burette IX. Acid-base reactions (3 hours). 4. Graduated cylinder A. Acid-base titration 5. Volumetric flask B. Determination of total active and reserve II. Basic techniques (3 hours). acidity A. Use of trip and torsion balance This laboratory is used for quantitative de- B. Use of gas burner termination of acidity by titration. Use of C. Determination of organic matter content indicators and potentiometer for titration. The in soil by combustion of an air dried total acidity of various soil samples is deter- sample mined by the student. Calculation and corre- D. Density and specific gravity lation of data.

149 X. Colloidal studies (3 hours). XIV and XV. Amino acids and proteins(6 A. Properties of colloids; the Tyndal effect hours). B. Surface activity A. Ninhydrin test C. Precipitation of a colloid B. Burrette test D. Protective action of a colloid C. Physical properties of proteins E. Colloidal components of soils D. The Kjeldahl test The student observes the properties and be- E. Separation of amino acids by paperchro- havior of colloids. He evaluates the action and m at ography presence of colloids in the soil and measures General and specific tests on amino acids and ion-exchange capacity of soils. proteins are performed by the student. A com- XI. Organic compounds (3 hours). plete analytical determination for nitrogen con- A. Comparison orinorganic and organic tent of proteins or other nitrogen organic compounds compounds is performed by the student. B. Organic solvents XVI. Enzymatic studies (3 hours). C. Preparation of an ester A. Reaction of invertase on sucrose D. Preparation of aspirin B. Reaction of lipase on fats The choice of experiments is made on the C. Reaction of protease on gelatin basis of sernimicro operations. Emphasis is on D. Reaction of rennin on milk the solvent power of organic solvents. The prep- E. Reaction of saliva on starch aration of some esters and aspirin are examples These enzymatic studies make the student of some organic reactions. aware of the powerful action of enzymes. The XII. Carbohydrates (3 hours). control of conditions such as temperature, pH A. General test for carbohydrates and activators is observed by the student in B. Benedict and Seliwanoff tests these studies. Results are checked by visual C. Iodine test for starches observations or by previously used chemical D. Acid hydrolysis of starch tests. This exercise covers some tests for carbohydrates. The student prepares starch from Texts and References potatoes and checks the breakdown of that CRAFTS. The Chemistry and Mode of Action of Herbi- starch by acid hydrolysis in a time study. cides. XIII. Lipids (3 hours). DONAHUE. S0218. ESTOK. Organic Chemistry, a Short Course. A. The acrolein test HOLUM. Elements of General and Biological Chemistry. B. Iodine test for unsaturated fats ROUTH. Fundamentals of Inorganic, Organic and Bio- C. Preparation of soap logical Chemistry. D. Free fatty acids from soap WATT and others. Chemistry in the Laboratory. E. Fat solvents Selected readings from Scientific American. In this exercise the student checks the solubility of fatty substances in various solvents. Instructional Aids Some general tests and the breakdown of a fat Selected films from the Baxter Chemistry Series by base hydrolysis are performed. Overhead projection slides

150 ENTOMOLOGY AND PLANT DISEASE CONTROL Hours Required B. Reasons for increased protection C. Crop losses Class, 2; Laboratory, 2 1. From insects 2. From disease Course Description D. Effects of insects on: This course provides a basic understanding 1. Man of insects and diseases that attack ornamental 2. Domestic animals plant materials and turfgrasses. The nature, 3. Crops structure, and important functions of body 4. Property parts ; the growth, habits, injurious effects, and E. Insects as disease vectors life cycle of various plant insects are studied III. Parts of Insects in detail. Pesticides, their uses, limitations, and A. Mouth parts methods of application, are discussed with em- 1. Chewing phasis on safety. 2. Piercing This course is taught by lectures and labo- 3. Sucking ratory study with microscopics, charts, and 4. Other demonstrations. Clasroom discussion and field B. External parts study supplement the lectures and indoor labo- 1. Exoskeleton ratory sessions. 2. Legs 3. Wings Major Divisions C. Main units 1. Head Class Hours I. Course Introduction and the 2. Thorax Pest Control Program 2 3. Abdomen II. History of Plant Protection IV. Insect Metamorphosis and Internal Anat- from Insects 4 omy III. Parts of Insects 4 A. Metamorphosis IV. InsectMetamorphosisand 1. Life cycles Internal Anatomy 4 2. Histories V. Insect Classification 3 3. Simple VI. Nematodes 2 4. Gradual VII. Insect Control 4 5. Complete VIII. Fungicides and Fumigation__ 2 B. Internal anatomy systems IX. Plant Diseases and Controls__ 4 V. Insect Classification X. Weed Identification and Con- A. Classification trol 3 B. Forms related to insects Total 1. In other phyla 2. In other classes Units of Instruction VI. Nematodes I. Course Introduction and the Pest Control A. Classification Program B. Life history A. Introduction C. Description 1. The field of entomology D. Control 2. Importance in horticulture VII. Insect Control B. The pest control program A. Types and importance 1. Scope B. Insecticides 2. Ramifications 1. Legal aspects II. History of Plant Protection from Insects 2. Miller Bill A. Changes in last 100 years 3. Types

151 4. Uses A. Grasshopper C. Pesticide equipment B. Cicadas, beetles, and scales 1. Sprayers II. Examine mouth parts of insects (4 hours). 2. Dusters 3. Systemic A, Chewing, piercing, and sucker types 4. Fumigant applicators B. Other types VIII. Fungicides and Fumigation III. Examine metamorphosis and anatomy (4 A. Fungicides hours). 1. Action A. Metamorphosis 2. Use B. Internal anatomy of a grasshopper (dis- B. Fumigation sect) 1. Soil IV. Prepare a key of insect orders (6 hours). 2. Air A. Classification and identification 3. Greenhouse aerosols B. Forms related to insects IX. Plant Diseases and Controls 1. Mites, ticks, spiders, sowbugs, centi- A. Symptoms of plant diseases pedes and millipedes B. Important diseases 2. Slugs, snails, nematodes, and (other) 1. Of trees plant-harmful mammalia 2. Of shrubs V. Study symptoms of plant disease (2 hours). 3. Of herbaceous plants VI. Study insecticides (4 hours). 4. Of roses 5. Of turf A. Labeling laws C. Controls B. Types and uses 1. Fungicides VII. Field study (8 hours). 2. Fumigation A. Insects 3. Management B. Diseases X. Weed Identification and Control C. Weeds A. Weeds 1. Types Texts and References 2. Importance COUCH. Diseases of Turfgrasses. B. Control LITTLE. General and Applied Entomology. 1. Herbicides METCALF and others. Destructive and Useful Insects. 2. Management PYENSON. Elements of Plant Protection. 3. Manual U.S. DEPARTMENT OF AGRICULTURE. Miscellaneous Publi- cation 626. Handbook of Section Enemies of Flowers and Shrubs. Recommended Laboratory Projects- 32 hours Instructional Aids 2" x 2" slides I. Examine external structure of insects(4 Laboratory charts and diagrams hours). Insect, disease, and weed specimens

152 HORTICULTURAL SCIENCE Hours Required D. Bud differentiation 1. Mechanics of change Class, 2; Laboratory, 6 2. Forces causing change a. Carbon to nitrogen ratio (C/N) Course Description b. Photoperiod This course is a study of the environmental c. Vernalization forces which affect the living plant in active d. Temperature growth or in a state of rest. The whole range of e. Moisture horticultural plant products is considered from E. Fruit and seed development the germination of annuals through the prun- 1. Physiological factors affecting developing of both fruit-bearing and nonfruit-bearing ment ornamental woody perennials. Most of the lab- 2. Horticultural factors affecting develop- oratory work is devoted to the theory and prac- ment tices of plant propagation. F. Dormancy and resting stage Because of its diversity the course has three 1. Forces inducing condition major units. All parts are developed simul- 2. Forces of cancellation taneously through lectures and assignments in G. Senescence text and selected references on theory, and the 1. Induction application of theory in the laboratory. 2. Retardation This course is preceded by introductory bot- II. Forces Affecting Plant Development any and chemistry which provide the scientific A. Moisture principles required for theoretical and applied 1. Soil (optimum quantities) horticultural science. a. Factors affecting optimum b. Factors affecting, adverse Major Divisions 2. Atmospheric humidity Class Hours a. High I. Plant Development 8 b. Low II. Forces Affecting Plant Devel- B. Oxygen opment 12 1. Soil (factors affecting optimum) III. Application of Theory 12 2. Atmosphere (negative factors) Total g2- C. Temperature 1. Effect on roots: optimum (maximum Units of Instruction and minimum) 2. Effect on shoots: optimum (frost and I. Plant Development freeze) A. Germination D. Light 1. Mechanics of germination 1. Effect on roots (negative) 2. Forces affecting germination 2. Effect on shoots (apical meristems) a. Seed dormancy E. Elements of nutrition b. Seed coat 1. Major elements c. Internal breaking of dormancy 2. Minor elements B. Juvenility 3. Trace elements 1. Presence of juvenility 4. Effects on C/N ratio in relation to veg- 2. Forces affecting juvenility etative and bud differentiation, cellular a. I etention and loss of juvenility strength, and substance b. Physiological factors affecting cell F. Competitive forces affecting plant devel- structure opment C. Maturity 1. Weeds 1. Presence of maturity 2. Insects 2. Forces inducing maturity 3. Disease

153 4. Nematodes 1. Techniques ; procedures 5. Self and neighbor 2. Growth regulators III. Application of Theory 3. Chemicals 4. Media A. Sexual and asexual propagation 5. Environmental controls 1. Germination 2. Root initiation II. Manage the tops of horticultural crops. 3. Forces affecting a and b and their ap- A. Pruning and shearing (24 hours) pl 1. Trees a. Moisture 2. Shrubs b. Oxygen 3. Vines c. Temperature B. Lawns and grasses (24 hours) d. Light 1. Seed mixture and formula making B. Scheduling plant development 2. Renovation 1. Time cycle 3. Construction a. Annuals b. Perennials 2. Seeding (asexual technique) a. Transplanting Texts and References b. Fertilization BONNER and GALSTON. Principles of Plant Physiology. c. Pruningplant training to induce CALIFORNIA AGRICULTURAL EXTENSION SERVICE Manual 23. The U.C. System-Conainer Grown Plants. bud formation for bloom and fruit CHRISTOPHER. The Pruning Manual. CROCKER and BARTON. Physiology of Seeds. EAMES and MACDANIELS. An Introduction to Plant Recommended Laboratory Projects- Anatomy. 96 hours HARTMANN and KESTER. Plant Propagation. J Alum Horticultural Science. I. Propagate by sexual and asexual means. LEVITT. The Hardiness in Plants. A. Seed treatments and sowing (12 hours) .SINNOT. Plant Morphogensis. 1. Media U.S. DEPT. OF AGRICULTURE MISCELLANEOUS PUBLICA- 2. Disease control TION 654. Woody Plant Seed Manual. 3. Dormancy control 4. Chemical treatments 5. Temperature controls Instructional Aids 6. Transplanting and growing-up Diagrams and charts of germination, grafting, and B. Asexualcuttings and grafts (36 other processes hours) 2" x 2" slides

154 HORTICULTURAL SOILS Hours Required II. Mineral Soil and Modificatior. A. Soil structure Class, 2 ; Laboratory, 2 1. Mineral and organic colloids 2. Effect of organic colloids on soil struc- Course Description ture This course does not follow the usual order of 3. Mineral colloid lattice subject matter in textbooks on soils. It empha- 4. Organic colloid amorphus complex sizes soil management for intensive, rather than 5. Effect of organic colloids on clay col- extensive, horticultural plant production. The loids laboratory work teaches the student soil testing 6. Use of fibrous vs. humus materials to and analysis, proper soil structure, porosity, pH alter soil porosity values, nutrient content, and soil management 7. Green manures-sod crops as these relate to horticulture. 8. Manures, peats, wood chips, and saw- dust B. Soil tests Major Divisions 1. Colloidal organic matter tests Class Hours 2. Total organic water test I. Soil Texture: Effect on Plant 3. Effect of organic matter on porosity Root Systems 4 (demonstration suggested) II. MineralSoil and Modifica- tion 4 III. Organic Soils: Effect on Plant Root Sys- III. Organic Soil: Effect on Plant tems A. Origin Root Systems 4 1. Woods peat (leaf mold) IV. Artificial Soil Mixes 4 2. Moss peats V. Soil pH: Effect on Plant Life 4 VI. Plant Nutrients: Effect on 3. Sedimentary peat 4. Moisture and oxygen relationships Plant Development 4 VII. Fertilizers 4 5. Effect of moisture and oxygen on root development VIII. Soil Management Programs 4 Total 32 6. Adapting plants indigenous to organic soils to mineral soils B. Study of root systems for comparison Units of Instruction (suggested examples) I. Soil Texture: Effect on Plant Root Systems 1. Azalea compared to viburnum A. Soil separation 2. Barberry compared to oak 1. Sand, silt, clay 3. Apple compared to privet 2. Loams 4. Pitch pine compared to white pine 3. Effect on root penetration C. Nursery grown plants (demonstrate) 4. Effect on soil water 1. Bare root and root protection devices a. Infiltration 2. Ball and burlap (B&B), various sizes b. Permeability and techniques c. Water holding capacities IV. Artificial Soil Mixes B. Value of porosity for air content A. Purpose of mixes C. Plant root relationship B. Values ; shortcomings 1. Root structure C. Formulations 2. Water and oxygen requirements D. Effect on root structure D. Soil texture testing and identification E. Use in plant growing containers E. Demonstration of various mineral soils F. Adapting container grown plants to min- 1. For porosity eral soil 2. For water movement G. Plants grown in artificial soil mixes com- 3. For water holding capacities pared with plants grown in mineral soil

155 V. Soi', pH: Effect on Plant Life 6. Fertilizers, and time and rate of appli- A. Principle of ionic exchange cation B. Active and potential pH B. Evaluating less tk an optimum systems C. The pH scale D. Plant tolerance to soil acidity Recommended Laboratory Projects- E. Altering soil pH values 32 hours F. Kinds of lime G. Lime calculations L Determine texture of different soils and H. Acidifying soils observe effect on plant root systems I. pH testing of soils (demonstrate) (2 hours). 1. Colorimetric II. Examine mineral soils and modify as 2. pH meter directed (2 hours). III. Examine organic soils and observe root VI. Plant Nutrients :Effect on Plant Develop- action (2 hours). ment Analyze soil to determine organic mat- A. Role of major elements in plant nutrition ter (2 hours). B. Role of the lesser elements Examine artificial soil mixes and make C. Manner of entry into plant mixesfordifferentpurposes(4 D. Identification and measurement of nutri- hours). ents in soils Test soils for pH and note effect of pH E. Soluble salt determination on plant life (4 hours). F. Spurway system soil tests on plant nutri- Study the different plant nutrients and ents their effects on plant development (4 hours). VII. Fertilizers Study fertilizers ; make several formu- A. Recognition of important inorganic ferti- lations for different uses (6 hours). lizers Propose soil management programs for B. Recognition of important organic fertiliz- horticultural crops of the area(6 ers hours). C. Recognition of values of A and B D. Recognition of use and costs E. Calculations of complete fertilizers Texts and References F. Identification of various inorganic ferti- BEAR. Soils and Fertilizers. lizers COLLINGS. Commercial Fertilizers. DONAHUE. Our Soils and Their Management. G. Identification of various ,rganic fertilizers . Soils and Plant Growth. H. Calculation of amount of fertilizer to ap- YEARBOOK OF AGRICULTURE 1938. Soils and Men. ply, based on soil tests YEARBOOK OF AGRICULTURE 1941. Climate and Man. YEARBOOK OF AGRICULTURE 1952. Soils. VIII. Soil Management Programs YEARBOOK OF AGRICULTURE 1957. Water. A. Establishing optimums for specific crops in relation to Instructional Aids 1. Soil type 2. Soil tilth Assortment of soil samples Soil profiles 3. Water requirements Soil maps of the area 4. pH and adjustments Potted plants, with different soil acidity and levels of 5. Nutrient requirement nutrients

156 PLANT PATHOLOGY Hours Required XVI. HerbicidesUse and Appli- cation 3 Class, 3; Laboratory, 3 Total 48 Course Description Units of Instruction This course (a continuation of Entomology I. Course Introduction and Basic Principles and Plant Disease Control) provides an indepth A. Introduction study of the pests, insects, and diseases which 1. Definition of pest control damage shrubs, flowers, ornamental trees, and 2. Basic problems turfgrass. Laboratory projects and class study 3. General approach emphasize control and treatment methods and B. Reasons for using controls the proper and safe use of chemicals, pesticides, herbicides, and various hand- and power-oper- 1. Healthy crop 2. Earn good livelihood ated application equipment. Most of the laboratory time involves field 3. Reduce loss and waste study in which students identify plant insects, 4. Good practice diseases, and weed types and gain experience in II. Methods of Pest Control handling and applying control agents. Recom- A. Cultural mended laboratory projects also include learn- 1. Good sanitation practices ing how to drive tractors and to use application 2. Good fertilizer program equipment. Applicatorssprayers, granular 3. Use of resistant-type plants spreaders, dusters, and mist blowers vary in 4. Good pruning and cultivating practices size from the small manual types to the power- 5. Follow spray program operated, tractor-drawn types. B. Biological control 1. Definition Major Divisions a. Parasites Class Hours (1) Natural I. Course Introduction and Ba- (2) Introduced sic Principles 3 b. Predators II. Methods of Pest Control___ _ 3 (1) Natural III. Chemicals for Control of In- (2) Introduced sects and Diseases_____ 3 2. Encouragement of natural beneficial IV. Application Equipment 4 forms V. Dormant Spray Work 3 a. Insects VI. Pesticide Formulations 3 (1) Lady beetles VII. Pesticide Safety 2 (2) Other VIII. Pests of Lawns and Fine b. Birds Turf 3 c. Diseases IX. Pests of Roses and Garden d. Domestic fowl Flowers 3 3. Introduction of beneficial insects, birds, X. Pests of Narrow leaved Ev- etc. ergreens 3 C. Control of pests by legal means XI. Pest of Broad leaved Ever- 1. Obey the law greens 3 a. Have plants inspected XII. Pests of Trees and Shrubs_ _ 3 b. Clearance before shipping XIII. Pests of Fruit Trees 3 c. Avoid contamination of healthy land XIV. Weeds and Weed-Control with soil, tools, and plant equipment Problems 3 that are infected XV. Types of Weeds and Special 2. Apply pesticides at proper times Weed Problems 3 D. Mechanical controls

157 1. Insect traps, such as those for Japanese d. Ryania bf3etles e. Others 2. Screening C. Systemics 3. Draining areas IV. Application Equipment 4. Flooding areas A. Sprayers 5. Extreme heat 1. Hand-operated E. Chemical controls a. "Flit" gun type 1. Stomach poisons b. 3- to 5-gallon tank type a. Sprays c. Knapsack sprayer b. Dusts d. Wheelbarrow sprayer c. Granules 2. Power-operated d. Aerosols a. Small 5-gallon power sprayer 2. Contact materials b. Small 15- to 25-gallon power sprayer a. Sprays (Spartan type) b. Dusts c. Wheelbarrow sprayer c. Granules O. Electric greenhouse sprayer d. Aerosols e. Estate sprayer, 30- to 50-gallon e. 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 drawn A. Old standard materials (2) Mounted on flat-bed truck body 1. Arsenicals (3) Mounted on skid, tractor drawn 2. Cryolite (4) Row crop sprayer 3. Oils (5) "High Boy" crop sprayer 4. Others (corn) B. Newer organics 3. Mist blowers 1. Chlorinated hydrocarbons a. Small knapsack a. DDT (or its successor), marlate, b. Large power DDD 4. Fog machine and smoke generators b. Chlordane 5. Aircraft c. Aldrin, Dieldrin a. Helicopter d. Lindane (benzene hexachloride) b. Airplane e. Others B. Dusters 2. Organic phosphates 1. Hand dusters a. Parathion a. "Puff" dusters b. Malathion b. Cylinder dusters c. Diazinon c. Rotary crank d. Guthior d. Bellows knapsack e. Thimet 2. Power dusters f. Others a. Large row crop dusters 3. Carbamates such as Carbaryl (Sevin) b. Large wet dusters 4. Acaricides c. Tandem dusters a. Aramite 3. Aircraft b. Kelthane a. Helicopter c. Chlorobenzilate b. Airpl ..ne d. Tetradifon (Tedion) C. Granular applicators e. Others 1. Hand "cyclone seeder" 5. Plant derivatives 2. Small 2-wheel cyclone spreader a. Rotenone 3. Small 20"-36" lawn fertilizer spreader b. Nicotine 4. Large "Gandy type" fertilizer granule c. Sabadilla spreader

168 D. Other types 2. Gas masks and canisters 1. Aerosol bombs 3. Protective gear a. Small, hand 4. First-aid treatment b. Large greenhouse (4 lb. bomb) 5. List of antidotes and doctors 2. Smoke generators and pressure fumi- D. Suggestions for careful application gators VIII. Pests of Lawns and Fine Turf 3. Impregnated candles A. Insects and mites 4. Soil injector for tear gas, etc. 1. Chewing a. Small 1-square-foot applicator 2. Piercing-sucking b. Large tractor-drawn injector 3. Mounds and earth disruption 5. Poison baits B. Diseases E. Spray guns 1. Leaf spots 1. Low pressure gun for small tank type 2. Large blighted areas sprayer 3. Snow mold 2. All purpose gun 4. Other 3. Shade tree gun a. Mushrooms (fairy ring) 4. Orchard gun b. Slime mold 5. Boom type for lawn areas C. Other pests V. Dormant Spray Work 1. Moles A. Importance 2. Earthworms B. Pests controlled 3. Birds 1. Scales D. Physiopathologic conditions 2. Insect eggs 1. Fertilizer burn 3. Disease spores 2. Compaction C. When applied and why 3. Others D. Chemicals used E. Illustrated with Kodachrome slides 1. Dinitro ortho cresol IX. Pests of Roses and Garden Flowers 2. Miscible oil A. Insects and mites a. Paraffin base 1. Chewing b. 60-70 sec. viscosity 2. Piercing-sucking 3. Lime-sulfur B. Diseases (illustrate with slides) 4. Warnings-restrictions on use of each 1. Leaf diseases VI. Pesticide Formulations 2. Cankers A. Solutions 3. Nematodes B. Miscible oils 4. Soil diseases C. Wettable powders X. Pests or Narrow leaved Evergreens (illus- D. Emulsifiable concentrates trate with slides) E. Dusts A. Pines F. Granules 1. Insects G. Volatile solids 2. Diseases H. Liquefied gases 3. Physiopaths I.Aerosols B. Spruce and firs VII. Pesticide Safety 1. Insect; A. The Miller Pesticide Amendment 2. Diseases 1. Significance 3. Physiopaths 2. Details of the amendment C. Hemlocks 3. Changes 1. Insects B. The pesticide label 2. Diseases 1. Read and comprehend 3. Physiopaths 2. Follow instructions D. Yews C. Safety use 1. Insects 1. Respirators 2. Diseases

169 3. Physiopaths C. General all-purpose weed control E. 'ether 1. Driveways, roadways XI. Pests of Broad leaved Evergreens(illus- 2. Around gas and fuel storage areas trate with slides) 3. On airstrips a id parking lots A. Rhododendron 4. Cleanup areas 1. Insects D. Selective weed control 2. Diseases 1. Weeds with broadleaves in monocot 3. Other plants, such as grasses B. Mountain laurel 2. Grasses in dicot plants with broad- C. Ilex-hollies leaves D. Boxwood 3. Weedy grass in lawn areas E. Other 4. Special problems E. Timing XII. Pests of Trees and Shrubs (illustrate with 1. Pre - emergence slides) 2. Post-emergence A. Maples 1. Insects and mites XV. Types of Weeds and Special Weed Prob- a. Chewing insects lems b. Piercing-sucking pests A. Types c. Borers 1. Annual weeds d. Galls 2. Biennial weeds 2. Diseases 3. Winter annuals a. Foliage diseases 4. Perennial weeds b. Vascular diseases 5. Woody plants c. Physiopaths B. Special problems B. Elms 1. Aquatic weeds C. Oaks 2. Poison ivy control D. Birch 3. Ragweed control E. Other trees and shrubs 4. Prickly pear cacti 5. Dodder control XIII. Pests of Fruit Trees (illustrate with 6. Crabgrass slides) XVI. Herbicides-Use and Application A. Apples A. Definition 1. Insects and mites B. All-purpose herbicides a. Chewing C. Selective herbicides b. Piercing-sucking D. Method of kill c. Borers 1. Contact 2. Diseases 2. Translocated a. Foliage E. Effect on weeds ; hormone stimulus with b. Fruit 2,4-D action c. Other F. Kinds of pesticides 3. Growth problems 1. 2,4-D group B. Peaches a. Translocated C. Cherries b. Selective for broadleaves D. Other tree fruits c. Hormone kill XIV. Weeds and Weed-Control Problems 2. Arsenicals A. Economics problems (losses) a. Lead arsenate complex 1. Crop losses b. Tricalcium arsenate 2. Disease and insect hosts 3. Carbamates 3. Rob nutrients 4. Substituted ureas B. Public health problems a. Monuron 1. Hay fever plants b. Diuron 2. Poison ivy and sumac c. Others

160 5. Amino-triazole A. Fifty-five-gallon drum w/hydraulic 6. Simazine lift to be mounted on Ford-type 7. Others tractor G. Application B. Principles of calibra ion of sprayer 1. Timing C. Application to lawn areas a. Pre-emergence V. b. Postemergence VI. Make a field study of insects, diseases, 2. Granular spreaders VII. and early weeds (9 hours). a. Most important A. Identification and collection b. Most commonly used B. Life histories 3. Foliage spray C. Special data 4. Mixed with soil D. Control of each VIII. Apply foliage spray and dust to plants IX. and crops (3 hours). Recommended Laboratory Projects- X. Study additional insects, diseases, and 48 hours XI. weeds (as time allows). I. Study dormant stages of insects(3 XII. Consider special problems of the region hours). (6 hours). A. Collect overwintering stages of in- A Grub-proofing of lawn are,As sects on plants followed by labora- B. Poison ivy control tory study of each C. Granular application both pre- and B. Examine dormant spray materials postemergence for crabgrass and study their application D. Borer control on trees II. Practice field handling of equipment (6 hours). Texts and References A. Drive tractors AHLGREN end others. Principles of Weed Control. B. Practice driving, turning, and back- DODGE, RICKETT and PIRONE. Diseases and Pests of ing with trailers Ornamental Plants. C. Use service sprayers KLINGMAN. Weed Control as a Science. 1. Purpose of pressure regulator MUENSCHER. Weeds. PFADT. Fundamentals of Applied Entomology. 2. Purpose of air chamber Purrs. Concentrated Spray Equipment; Mixtures and 3. The ball and seat valves Application Methods. 4. Other parts PYENSON. Keep Your Garden Healthy. D. Oil, grease, and repair equipmeni, ROBBINS and others. Weed Control. for use SCOTT. Insecticidal Equipment for the Control of Insects. U.S. DEPARTMENT OF AGRICULTURE. Miscellaneous Hand- III. Apply pesticides with large hydraulic book 626. Handbook on Insects and Enemies of sprayers and mist blowers in spray- Flowers and Shrubs. ing large trees and evergreens (9 hours). Instructional Aids A. Oil B. Dinitro 2" x 2" Kodachrome slides Preserved and herbarium specimens C. Lime-Sulfur Wall charts and diagrams IV. Treat lawns to control dandelions and 16 mm films other broad leaves (6 hours). Large and small spray equipment, spray guns, etc.

161 Auxiliary and Supporting Technical Courses

ARBORIST BUSINESS Hours Required 7. Estimating 8. Pricing Class, 1; Laboratory, 3 9. Other C. Capitalization Course Description 1. Tangible assets This course presents the underlying princi- a. Real estate ples of the arborist business as a specialized b. Office furnishings service enterprise. It analyzes the business fac- c. Equipment tors affecting competition for private and resi- d. Tools dential work and contract work for utilities, e. Supplies and materials municipalities, and industrial campuses. Since f. Operating reserves the primary aim of an arborist business is to 2. Intangible assets earn a profit, this course emphasizes the reasons a. Goodwill for success and failure. Students are exposed to b. Know-how local business situations as much as possible c. Capable personnel and maximum use of resource people from the d. Esprit de corps local arborist industry is recommended. Field D. Operating costs trips to observe office procedures of successful 1. Direct companies, and visits to vendors, and work sites a. Labor and management are suggested as a part of the laboratory work. b. Equipment use c. Equipment rental Major Divisions d. Equipment maintenance 2. Indirect Class Hours a. Taxes I. Arborist Business 12 b. Insurance needs II. Laws and Ordinances 2 c. Office overhead III. Shade Tree Production 2 d. Depreciation Total 16 e. Other E. Location of business (factors) Units of Instruction 1. Ease of transportation I. Arborist Business 2. Income bracket of clientele A. Attributes of success 3. Tree-conscious communities 1. Knowledge of the subject 4. Zoning ordinances 2. Business experience a. Office 3. Work experience b. Warehouse 4. Organizational ability c. Garage 5. Sufficient capital F. Development of work 6. Drive 1. Direct solicitation 7. Personality 2. Recommendation by others B. Business knowledge 3. Successful bidding for contract work 1. Letter writing 4. Advertising 2. Language ability 5. Publicity 3. Salesmanship G. Contracting for work 4. Financing 1. Sound estimating 5. Purchasing 2. Accepted standards of workmanship 6. Cost analysis 3. Written agreement

162 H. Expediting B. Factors of efficient production 1. Planning: who, when, what, where, and 1. Small business how 2. Large business a. Establish dates for accomplishment C. Profitable and unprofitab' e trees b. Routing of jobs 3. Conference with job foreman d. Description of work Recommended Laboratory Projects- e. Disposal of material 48 hours 2. Performance of work I. Visit local arborist businesses and pre- a. Punctuality pare reports on them as directed (12 b. Deportment hours). c. Job cleanup II. Report on the presentation of a local d. Daily work reports arborist telling about his business (3 e. Customer approval and considera- hours). tion of other work needs HI. Visit the work sites of local arborist 3. Billing jobs and write reports on them (6 a. Promptly hours). b. Regularly IV. Make estimates for selected tree prun- I.Office procedures ing and repair jobs (6 hours). 1. Communications V. Study and compare ordinances affect- a. Correspondence ing arborists (6 hours). b. Telephone VI. Visit tree nurseries to study costs and (1) Answering service returns (6 hours). (2) Monitoring devices VII. Compute costs (in detail) to take down (3) Credit cards and remove a large tree (3 hours). c. Short wave radio VIII. Set up a hypothetical arborist business 2. Business forms among members of theclass(6 a. Transactions hours). b. Inventory and recordkeeping c. Employment d. Servicing and repair records Texts and References e. Location plans CHRISTOPHER. Pruning Manual. 3. Handbook of company policies for em- FENSKA. Tree Experts Manual. ployees PIRONE. Tree Maintenance. THOMPSON. Trees for American Gardens. II. Laws and Ordinances Proceedings of the International Shade Tree Conference. A. Small and large village B. City and township Instructional Aids C. County D. Other authorities Brochures and catalogs from companies Ordinances, contracts, and specifications III. Shade Tree Production Slides, pictures, and charts A. Costs and returns Reports of local and regional symposiums

188 LANDSCAPE CONTRACTS AND SPECIFICATIONS Hours Required 2. Subcontracting C. Professional code of ethics Class, 2 ; Laboratory, 0 II. The Law of Contracts Course Description A. Essential elements of contracts B. Statute of frauds This course is designed with the profit motive C. Changes in contracts in mind for the ornamental horticulture student. D. Termination This principle has been introduced through other courses. Attention is given to the techni- III. Torts, Agency, the Independent Contractor calities of contract and specification writing, A. Torts withonsiderable time devoted to calculation 1. Slander methois and the analysis of estimating and 2. Libel cost-finding procedures. Sound business prin- 3. Trespass ciples, fundamental aspects of selling, and the 4. Nuisance, etc. importance of sound professional approaches B. Riparian rights are stressed. C. Discharge of a tort D. Agency authority and duties Major Divisions E. The principal's responsibilities Class Hours F. Contingent liability I. Introduction 1 IV. Real Property and Liens II. The Law of Contracts 2 A. Easements, right-of-way III. Torts, Agency, the Indepen- B. Mechanics' liens dent Contractor 2 C. Eminent domain IV. Real Property and Liens 1 V. Partnerships, Corporation, V. Partnerships, Corporation and Individual and Individual Proprietor- Proprietorships ships 2 A. Differences VI. Types of Construction Con- B. Liabilities tracts 2 C. Public and private corporations VII. Construction Insurance and D. Fiduciary relationships E. Ultra vires acts Surety Bonds ______2 VIII. ContractsforProfessional VI. Types of Construction Contracts Services 2 A. Competitive bid IX. Specification Writing 5 B. Lump sum X. Assembling the Specifications 1 C. Unit price XI. Calculations Methods, Esti- D. Combinations matingProcedures,and E. Negotiated Cost-Finding Procedures 4 XII. Location of Business Site 2 VII. Construction Insurance and Surety Bonds XIII. Business Success 2 A. Insurance XIV. Design and Display for Profit 2 1. Fire XV. Promotional Advantages 2 2. Liability Total32 3. Burglar 4. Compensation Units of Instruction B. Surety bonds 1. Bid bond I. Introduction 2. Performance bond A. Public and private construction 3. Payment bond B. Types of contracting 4. Miscellaneous bonds 1. General contracting 5. Warranty

164 VIII. Contracts for Professional Services 5. Parking A. Services performed 6. Service area B. Determination of fee 7. Rest rooms 1. Per diem 8. Activity area (for children) 2. Percentage B. Purchase or lease 3. Flat rate or lump sum XIII. Business Success 4. Hourly rate A. Salesman education 5. Extra work 1. New salesmen 6. Supervision 2. Experienced salesmen IX. Specification Writing B. Instruction-successful supervision A. Principles 1. Tell 1. Style 2. Show 2. Grammar 3. Do 3. Brevity C. Study methods 4. Clarity D. Success takes time B. General provisions 1. Pride 1. Description of work 2. Set goal 2. Drawings 3. Be creative 3. Work and material by others E. Profit from prestige and knowledge 4. Conflicts and omissions XIV. Design and Display for Profit 5. Tests Design 6. Wages 1. Goodwill, an intangible C. Technical provisions 2. Help customer buy 1. Types 3. Simplicity 2. Specifications for materials a. No "gingerbread" 3. Specifications for work to be performed b. Don't confuse with sign surplus 4. Use of standard specifications 4. Helps to better advertising X Assembling the Specifications 5. Company identification A. Title B. Display B. Outline 1. Impulse sales C. Construction 2. Patio purchases D. Table of contents 3. Help customer "visualize' 4. Make display informative XI. Calculation Methods, Estimating Proced- 5. Price signs ure:, and Cost-Finding Procedures 6. Always display your name on signs A. Area, volume, and quantity calculation 7. Locate general display for all to see, review etc. B. Material costs XV. Promotional Advantages 1. Construction A. More profits from sincerity 2. Plant materials 1. Sell prestige C. Overhead 2. Be part of community D. Profit calculated on selling price 3. High-pre isure salesmanship often E. Marl ,Ap calculated on cost harmful F. Estimating procedures B. Promote advantages 1. Experience best guide 1. Analysis of people buy services 2. Need for complete analyses 2. Successful contracts beget new ones XII. Location of Business Site 3. Relativestandingintheavailable A. Considerations market 1. Planning 4. Profits are necessary 2. Location 5. American Association of Nurserymen 3. Buildings sales-training aids 4. Lighting 6. Business character building

165 Texts and References MEAD and others. Contracts, Specifications and Engi- neering Relations. .ziBBETT. Engineering Contracts and Specifications. AMERICAN ASSOCIATION OF NURSERYMEN. Merchandising SURTEES. Nursery Cost Finding. and Sales Bulletins. WHITING. The Five Great Problems of Salesmen and DUNHAM and YOUNG. Contracts, Specifications and Law How to Solve Them. for Engineers. . The Five Great Rulesof Selling.

166 LANDSCAPE SURVEYING Hours Required 3. Precision instruments Class, 2; Laboratory, 3 4. Field notes C. Office work Course Description 1. General An introductory course to the importance of 2. Computations surveying as adapted to landscape planting and 3. Significant figures construction projects. The theory of plane sur- 4. Graphical and mechanical methods veying is taught in class sessions and the var- 5. Drafting ious surveying instruments are used during D. Errors field exercises, with emphasis placed on the 1. Sources of error fundamental methods used by landscape de- 2. Kinds of error signers and contractors. Instruction is presented 3. Theory of probability in topographical mapping, the measurement of II. Measurement of Distance land areas, establishing grades, and the methods A. Methods used in the preparation of working drawings B. Equipment for measuring and grading plans. C. Handling the steel tape Field techniques are presented and developed 1. Measuring on level ground through laboratory problems in pacing, taping, 2. Slope measurements differential leveling, profile leveling, measure- 3. Errors in taping ment of angles and directions, plane table D. Corrections usage, topographic map development, better 1. Mistakes in taping board construction, and notekeeping. 2. Erecting perpendicular to line The students are introduced to surveying procedures and acquire an appreciation of the III. Direct Leveling problems confronting surveying engineers, and A. General learn to execute many surveying procedures B. Instruments that do not require registered engineers or 1. Engineer's level surveyors. 2. Dumpy level 3. Wye level Major Divisions 4. Locke and Abney hand levels Class Hours 5. Engineer's transit I. Definitions and Notekeeping 1 6. Leveling rods C. Setting up instruments II. Measurement of Distance____ 2 III. Direct Leveling 4 1. Reading the rods IV. Differential and Profile 2. Reading verniers Leveling 4 D. Adjustment of instruments V. Measurement of Angles and IV. Differential and Profile Leveling Directions 4 A. Differential leveling VI. Calculation of Land Areas 4 1. Procedure VII. Topographical Mapping_____ 5 2. Balancing backsight and foresight dis- VIII. Plane Table 4 tances IX: Topographical Surveying 4 3. Notes Total82. 4. Mistakes and errors 5. Precision Units of Instruction B. Profile leveling I. Definitions and Notekeeping 1. Notes A. Kinds of surveying 2. Vertical curves B. Field work 3. Plotting profiles 1. Typical surveys 4. Fixing grades 2. Care and handling of instruments 5. Leveling for earthwork

167 V. Measurement of Angles and Directions 1. Horizontal A. General considerations 2. Vertical B. Magnetic meridian C. Location of details 1. Magnetic declination 1. Controlling poi nt method 2. Establishing the meridian 2. Cross profile method C. Angles and directions 3. Checkerboard method 1. Bearings 4. Trace contour method 2. Azimuths D. Site and construction surveys 3. Deflection angles 1. Building site surveys 4. Interior angles 2. Land surveys D. Traverses E. Triangulation Recommended Laboratory Projects- 48 hours VI. Calculation of Land Areas I. Determine length of pace ; measure dis- A. Methods of determining area tances by pacing (3 hours). 1. Area by coordinates II. Develop a problem involving measure- 2. Area of tract with irregular boundaries ments with various types of tapes B. Offsets (3 hours). 1. Regular intervals III. Introduce students to various types of 2. Irregular intervals levels and develop a problem involv- VII. Topographical Mapping ing use of levels (6 hours). A. Relief maps IV. Determineelevationsnecessaryfor 1. Contour lines plotting the profileof a line(6 2. Contour interval hours). 3. Contour map construction V. Develop a problem involving measure- 4. Interpolation ment of horizontal angles by a transit 5. Systems of ground points with both the verniers and compass 6. Tests for accuracy (6 hours). 7. Choice of scale VI. Using the preceding problem, have the B. Topographic maps students balance the survey by the 1. Cross sections and profiles compass and calculate the area (6 2. Roadway earthwork hours). 3. Earthwork for grading areas VII. Construct a completetopographical 4. Route location map from the data derived from projects V and VI. The relief should V III. Plane Table be represented with contour lines (6 A. General considerations hours). B. Equipment VIII. Make a plane table survey of an as- 1. Tables signed area of the campus by a 2. Alidades combination of the methods of inter- 3. Compasses and levels section, radiation, and traversing (6 4. Plane table sheet hours). C. Setup and orientation of table IX. Map an area of the campus in a large D. Methods of plotting scale of small contour interval. The 1. Radiation area should contain few details and 2. Traversing have a relatively smooth terrain. 3. Intersection Each crew should work toward pro- E. Differences in elevation ducing a composite map (6 hours). F. Field checks Texts and References IX. Topographical Surveying BREED and HOSMER. Surveying, vol. 1. A. General considerations DAVIS and FOOTE. Surveying. B. Control DAVIS and KELLY. Short Course in Surveying.

168 THEROUX and otl. ers. Plane Surveying. 100-ft. engineer's tape THEROUX and SMITH. Surveying FieldProblems and 50-ft. engineer's tape Notebooks. Architect's tape of various lengths Metallic tape of various lengths Instructional AidsField andLaboratory Dumpy levels Wye levels Equipment Transits Line levels Philadelphia rods Locke hand levels Planimeters Abney hand levels Range poles 200-ft. engineer's tape Plumb bobs

169 SALESMANSHIP Hours Required a genuine interest in ;he other person's Class, 3 ; Laboratory, 0 needs." B. What prospect's personal interests are Course Description 1. Job This course places emphasis upon the five 2. Home basic principles of selling and is designed to 3. Politics meet the needs of prospective employees in the 4. Recreation varied fields of ornamental horticulture. This is 5. Events of national interest a HOW TO DO course. Although the necessary C. Advantages of your product or service to qualities for good selling are listed, and the prospect necessary principles of good selling are ac- D. How prospect will benefit counted for, the stress is upon the manner in E. Additional ways of arousing interest which these qualities and these principles can 1. Don't leave interest step to chance be developed and applied. 2. Ask questions Actual sales talks are prepared by the stu- 3. Demonstrate, when possible dents. Sales experts are invited to lecture when 4. Avoid exaggeration they are available, and graduates successfully 5. Talk conversationally employed in their fields are asked, whenever 6. Be sincere possible, to discuss their experiences in selling. 7. Create a favorable impression within 30 seconds Major Divisions Class Hours III. Convincing the Prospect I. Gaining Attention A. "Don't forget the power of Plain Facts" 8 B. Get to the point II. Arousing Interest 9 1. Convince-don't asphyxiate III. Convincing the Prospect 10 IV. Arousing Desire 9 2. Talk long enough-no longer V. Closing the Sale 12 C. Locate key issue and confine yourself to it D. Know a hundred times as much about Total -4-g what you are selling as you use in your Units of Instruction sales talk E. Don't be afraid to repeat I. Gaining Attention F. Remember-you don't always have to con- A. "Every Living Creature Loves Itself" vince B. The question opener G. Be specific! Be definite! Be explicit! C. The explosive-type opener D. The interest getter Avoid: 1. Boasting E. The "for-instance" opener 2. Meaningless claims F. The "believe-. -or -not" approach 3. Knowing all the answers right off the G. The "big-name" opener bat H. The "screw-driver" opener 4. Wild ideas I. The exhibit attention-getter 5. Exaggeration J.Additional attention-getters 6. Vagueness 1. Prepare your opening remarks H. Be concrete 2. "Never start with an apology" I.Be clear 3. Get your prospect saying "yes" 1. Have subject clearly in mind 4. Be brief 2. Use short familiar words 5. Sit or stand straight ; don't loll 3. Don't talk too fast 6. Be friendly, not over-clever 4. Avoid "trade jargon" 7. Get prospect's name correctly 5. Illustrate with diagrams and sketches II. Arousing Interest J. Be enthusiastic about your product or A. "Selling, to be a Great Art, must involve service

170 K. Stop talking now and then 3. Note what he says L. Prove some of the things you say 4. Be alert for buying questions M. Let your customer feel that he's deciding F. Don't be afraid to ask for the orCeroften for himself G. Get used to hearing "no" IV. Arousing Desire H. Don't waitclose A. "Persuade People to Want What They 1. Summation of closing rules ALeady Need" 2. How to answer objections B. Determine buying motive of your prospect a. Make objection reason for buying 1. Point out his lack, want, or need b. Let prospect answer his own objec- 2. Tell him your product or service will tion supply that need c. Explain away the objection 3. Describe the satisfaction or gratifica- d. Admit the objection, but show how tion which will result for him other advantages outweigh it C. Appeal to the senses e. Deny the objection D. Appeal to the emotions Texts and References E. Appeal to logic CANFIELD. Salesmen and Salesmanship. F. Let your imagination carry you into the Practices and Problem& clouds but keep your feet on the ground DENTON. How to Sell to Women. G. Be enthusiastic FEHLMAN. Anyone Can Sell, GREIF. Modern Salesmanship. V. Closing the Sale HAAS. Persuasion and Motivation in Marketing. A. "A Good Sales Talk is a Good Thing, but KAHN. The 36 Biggest Mistakes and How to Correct the Signed Order is the Thing" Them. B. Weigh ideas in favor of buying against PEDERSON and WRIGHT. Salesmanship; Principles and Methods. those opposed to buying WHITING. The Five Great Rules. C. Rememberclosing the sale is just one WHITING and others. The New Psychology. step in a process D. The psychological moment Instructional Aids 1. It is not a moment Lectures and/or discussions conducted by qualified mt. 2. It may not be psychological siders employed successfully in a phase of ornamen- E. Don't talk yourself out of a salewatch tal horticulture Films and film strips on selling buying signals Tape recordings 1. What you*. prospect does Student demonstrations and sales talks 2. Watch how he looks Reports by students of their experience in selling

171 TECHNICAL REPORTING Hours Required 1. Definitions Class, 2 ; Laboratory, 2 2. Progression 3. Elements of style Course Description 4. Analysis of examples A natural extension of Communication Skills, 5. Methods of slanting a report intended to help the student achieve greater F. Critical evaluation of a report facility in his basic skills previously acquired. II. Writing Technical Reports The student is introduced to the practical as- A. Characteristics of technical reports pects of preparing reports and communicating B. Report functions withgroups. The useofgraphs,charts, C. Informal reports sketches, diagrams, and drawings to present 1. Short form reports ideas and significant points is an important part a. Memorandum reports of this course. b. Business letter reports Emphasis should be upon techniques for col- c. Progress reports lecting and presenting scientific data by means d. Outline reports of informal and formal reports and special types D. The formal report of technical papers. Forms and procedures for 1. Arrangement technical reports should be studied and a pat- a. Cover and title page tern established for all forms to be submitted b. Table of contents in this and other courses. c. Summary of abstracts Much of the subject matter for this course d. Body of the report may be necessary reports written for technical e. Bibliography and appendix courses. The subject matter taught in this f. Graphs, drawings, or other illustra- course should be coordinated with other courses. tions Major Divisions 2. Preparation a. Collecting, selecting, and arranging Class Hours material I.Reporting 3 b. Writing and revising the report ILWriting Technical Reports _ 12 E. Special types of papers III.Illustrating Technical Reports 4 1. The abstract IV.The Research Paper 3 2. Process explanations V.Oral Reporting 4 3. The case history VI.Group Communication and Par- 4. The book review ticipation 6 Total32 III. Illustrating Technical Reports A. Illustrations as aids to brevity and clarity Units of Instruction B. Use of technical sketching and drawings I. Reporting C. Use of pictoral drawings and sketches A. Nature and types of reports D. Use of diagrammatic representation B. Objective reporting 1. Electrical diagrams and specific sym- C. The problem concept bols D. The scientific method 2. Process flow diagrams 1. Meaning of the method 3. Instrumentation diagrams 2. Characteristics of the scientific method 4. Bar charts, pie diagrams, and similar 3. Essentials of scientific style presentation of data 4. Importance of accuracy and intellectual E. Graphical presentation of data honesty in observation and recording 1. Graphstypes of graph paper 5. Legal importance of recording data and 2. Choice of scale for graphs log books 3. Points and lines ; and use of data from E. The techniques of exposition graphs

172 F. Use of photographs IV. Make freehand sketches of certain hor- G. Selection of appropriate illustrations ticultural features such as a pool, 1. Availability patio, or wall, and record pertinent 2. Cost of preparation technical data (2 hours). 3. Maximum brevity and clarity of pre- V. Write a technical report on some horti- sentation cultural subject as directed by the IV. The Research Paper instructor (2 hours). A. Subject and purpose VI. Visit a local horticultural equipment or B. Source materials ;bibliographical tools, supply establishment and gather data periodical indexes, the library for a technical report on same (2 C. Organizing the paper hours). 1. A working biblography VII. Write the report on this trip using 2. Notes and the outline several techniques of exposition (2 3. The rough draft hours). 4. Quoting and footnoting VIII. Do a technical report on some piece or 5. The final paper pieces ofhorticultural equipment D. Oral and written presentation of the paper under considerationfor purchase, from which a decision to purchase V. Oral Reporting or not to purchase can be made (2 A. Organization, of material for effective pre- hours). sentation IX. Do a research paper (2 hours). B. Formal and informal reports X. Make a schematic diagram of an irri- C. The use of notes gation system with dimensions and D. The use of slides, exhibits notes (2 hours). E. Proper use of the voice XI. Make an electrical wiring diagram for F. Elimination of objectionable mannerisms a small building or a tractor(2 G. Introductions hours). XII. As directed by the instructor, prepare VI. Group Communications and Participation a graph, or graphs, to portray certain A. The problem-solving aproach information (2 hours). 1. Stating and analyzing the problem 2. Proposing solutions XIII. Prepare charts, diagrams, and graphs 3. Selecting and implementing a solution to be used in an oral technical report B. Participating in group communications to the class (2 hours). XIV. Prepare sketches and drawings of some 1. The chairman-duties and qualifications 2. Rules or order horticultural feature to show the necessary plumbing (2 hours). 3. The panel discussion and symposium XV. Prepare specifications,ircluding dia- 4. Group investigation grams and sketches for a piece of Recommended Laboratory Projects- horticultural equipment to be pur- 32 hours chased by the department (2 hours). I. Make freehand sketches of horticul- Texts and References tural apparatus or laboratory equip- AMERICAN STANDARD ASSOCIATION. Drafting Manual. ment to develop skill in representing ASA-Y14. distances, proportions, relative sizes, . Graphic Symbols. ASA-Y32. BAER. Electrical and Electronics Drawing. and relationships (4 hours). BAIRD and KNOWER. Essentials of General Speech. II. Construct multiview sketches of me- . General Speech: An Introduction. chanical parts requiring simple di- BORDEAUX. How to Talk More Eff ectively. mensions and notes (2 hours). CROUCH and ZETLER. A Guide to Technical Writing. III. Construct freehand sketches of sec- DEAN and BRYSON. Effective Communication. FRENCH and VIERCK. Fundamentals of Engineering tional views of a piece of horticultural Drawing. equipment and show the significant GIACHINO. Drafting and Graphics. dimensions (2 hours). HARWELL. Technical Communications.

178 HAYS. Principles of Technical Writing. ZETLER and CROUCH. Successful Communication in Sci- HICKS. Successful Technical Writing. ence and Industry. HOELSCHER and SPRINGER. Engineering Drawing and Geometry. Instructional Aids INSTRUMENT SOCIETY OF AMERICA. Recommended Prac- National Educational Television Film Service, Audio- ticeInstrumentation Flow Plan Symbols, ISA- Visual Center, Indiana University, Bloomington, RP5.1. Ind. 47405 KEGEL and STEVENS Communication: Principles and Person to Person Communication, 13 minutes, 16 mm, Practices. sound LEVEN. Graphics with an Introduction to Conceptual National Safety Council, 425 N. Michigan Ave., Chicago, Design. III. 60601 MARDER. The Craft of Technical Writing. It's An Order, 12 minutes, 16 mm, sound MCCRORIK The Perceptive Writer, Reader, and Speaker. Produced by Hayakawa (Language in Action Series), PERRIN and SMITH. Handbook of Current English. Experience as Give and Take, 29 minutes, 16 mm, RHODES. Technical Report Writing. sound ROGET. New Roget's Thesaurus of the English Lan- Produced by Hayakawa (Language in .t"_ction Series), guage. Talking Ourselves into Trouble, 29 minutes, 16 mm, SCHLITTS and STEINBERG. Communication in Business sound and Industry. Produced by Hayakawa (Language in Action Series), SOUTHER. Technical Report Writing. Words That Don't Inform, 29 minutes, 16 mm, sound THOMPSON. Fundamentals of Communication. The Pennsyl qania State University, University Park, WARRINER and GRIFFITH. English Grammer and Com- Penn. 16802 position: A Complete Handbook. According To Plan: IntroductiontoEngineering WITTY. How to Become a Better Reader. Drawing, 9 minutes, 16 mm, black and white, sound YOUNG and SYMONIK. Practical English, Introduction Freehand Dro fting, 15 minutes, 16 mm, black and to Composition. white, sound

174 General Courses BUSINESS ORGANIZATION AND MANAGEMENT Hours Required VII. The Marketing Process 9 VIII. Institutions Affecting Busi- Class, 3; Laboratory, 0 ness 4 Course Description Total 7111 A study of the underlying principles of organ- Units of Instruction izing, financing, and management of business I. Introduction to Busine.i and Our Economic enterprises. Specialized business activities such System as merchandising, accounting, personnel man- A. Why business exists agement, mai keting, credit management, and 1. Historical need and growth of business production control are introduced and analyzed 2. Classificationsof business organiza- from a pragmatic standpoint because the organ- tions ization and management of business embraces 3. Opportunities in the business field broad and complicated activities, requiring a B. The American economic system wide general knowledge as well as much special- 1. The nature of economics ization and application of commercial insights. 2. Measures of economic activity 11,.a assumption is made that whether the a. Gross national product horticultural technician owns his own business b. National income or works for others he must understand and c. Disposable personal income practice successful business techniques and con- d. Employment and unemployment cepts to succeed in the operation of a business 3. Characteristics of modern business or as an employee. a. Specialization As the various topics are introduced, the b. Interdependence meaning and underlying principles of each and c. Mass production the role each plays in horticultural technology d. Business cycles are considered. Special consideration sl'ouldbe given to the establishment and operation of a II. Forms of Business Ownership small busines since it represents the majority A. The small business enterprise of businesses in the horticultural field at pres- 1. Single proprietorship and partnership ent. Students should be encouraged to seek out, 2. Corporations and the joint stock com- examine, and analyze selected horticultural en- pany terprises as to their organizational and man- 3. Business trusts, joint ventures, and agerial effectiveness. cooperatives B. Problems of owning and operating your Major Divisions own business Class Hours C. Sources of business information L Introduction to Business and 1. Private Our Economic System. 3 2. State IL Forms of Business Owner- 3. Federal D. The small business and the future ship 4 III. The Organizational Structure III. The Organizational Structure and Manage- and Management Processes ment Processes of Business of Business 6 A. Selecting the form of organization IV. Tools of Decisionmaking 8 1. Concepts of organizational planning V. Labor-Management Rela- 2. Formal and informal organizations

tions _ 4 B. Line and staff function organizational VI. Acquisition and Organization charts of the Factors of Produc- C. General management functions tion 10 1. Management guides

175 2. Qualities of leadership c. Businesses and banks D. Office administration d. Public and ocher sources 1. Physical facilities B. The acquisition of a business 2. Office operations 1. Choice of a location 3. Automation and its affect on the office 2. Buying a business 3. Renting a business IV. Tools of Decisionmaking 4. Business plant layout A. Accounting records and business 5. Costs and returns as related to size of 1. The function of accounting business 2. Types of data furnished by the account- C. Factors of production ing department 1. Plant operational layout a. Income statement 2. Characteristics of production b. Balance sheet statement a. Raw materials purchasing c. Tax statements b. Inventory control 3. The use of budgets 3. Production processes a. Analysis of budgets 4. Production control b. Budgeting and linear programing 5. Horizontal compared toverticaldi- B. Research and statistics versification production processes 1. Research aids in decisionmaking 2. Forecasting VII. The Marketing Process 3. Use statistical averages (mean, med- A. Functions of marketing ium, mode) 1. Channels of distribution C. Risk and uncertainty 2. Supply and demand 1. Decisionmaking under risk and un- B. Costs of marketing certainty 1. Pricing in merchandising 2. Uncertainty precautions-defenses 2. Pricing, wholesale and retail levels against 3. Expense control in merchandising and retailing V. Labor-Management Relations C. The consumer market A. Personnel management 1. Customer relations 1. Job analysis 2. Merchandising 2. Employee selection and placement a. Retailer 3. Employee training b. Wholesaler B. Wage and salary administration 3. Service businesses 1. Theory of wages 4. Characteristics of retailing 2. Methods of wage payments a. Classification of retail outlets 3. Fringe benefits b. Functions performed by retailer 4. Maintaining high morale 4. Market research C. The labor movement today D. Sales management 1. Growth and developmentoflabor 1. Personal selling in modern business unions 2. Fundamentals of selling 2. Labor legislation 3. Types of sales organizations 3. Collective bargaining 4. Trends in sales management 4. Settlement of labor disputes E. Transportation and storage of products VI. Acquisition and Organization of the Factors 1. How transportation enhances value of Production 2. Type of carriers A. The acquisition of capital 3. Storage of products to hit peak market 1. The role of capital prices 2. The amount of capital to use a. Costs involved 3. The basis for credit b. Risks involved 4. Sources of credit VIII. Institutions Affecting Business a. Security exchanges A. Government and business b. Long-term capital securities 1. The function of government

176 2. Government regulation of business Timms. The Production Function in Business. 3. Government aids to business YODER. Personnel Management and Industrial Relations. 4. Taxation Instructional Aids B. Business law and ethics Business Education Films, 4607 16th Ave., Brooklyn, 1. Modern business and the law N.Y. 11204 2. Ethics and morality in business prac- Introduction to Accounting. 35 minutes, 16 mm, sound, tice black and white 3. Making business more professional It's Good Business. 35 minutes, 16 mm, sound, black and white Modern Talking Picture Service, Inc., 235 Stuart St., Texts and References Boston, Mass. 02116 BECKHARDT. Business Loans of American Commercial CreditMan's Confidence in Man. 30 minutes, 16 mm, Banks. sound, color BONNEVILLE and DEWEY. Organizing and Financing Small Business, U.S.A.The Story of Main Street. Business. 33 minutes, 16 mm, sound, black and white BROOM and LONGENECKER. Small Business Management. The Give and Take. 26 minutes, 16 mm, sound, color Cum and GEIGER. The Economy of the American People. Public Relations Film Library, U. u Oil Co., 239 South BELLS. The Meaning of Modern Business. Main Street, Findlay, Ohio 45840 KELLEY and LAWYER. How to Organize and Operate a You Decide. 28 minutes, 16 mm, sound, black and Small Business. white LAZO and CORBIN. Management in Marketing. Victor Keyfetz Producticn, 1780 Broadway, New York, MUND. Government and Business. N.Y. 10019 NEWMAN and SUMMER. The Process of Management. The Magic TriangleThe Story of Free Enterprise. SAMUELSON. Economics: An Introductory Analysis. Filmstrip, black and white

177 COMMUNICATION SKILLS Hours Required II. Sentence Structure Class, 3; Laboratory, 0 A. Review of basic parts of speech B. What makes complete sentences Course Description C. Use and placement of modifiers, phrases, and clauses The course places emphasis throughout on D. Sentence conciseness exercises in writing, speaking, and listening. E. Exercises in sentence structure Analysis is made of each student's strengths and weaknesses. The pattern of instruction is III. Using Resource Materials geared principally to helping students improve A. Orientation skills in areas where common weaknesses are 1. Use of school library found. The time allotments for the various a. Locationofreferencematerials elements within major divisions will depend (Reader's Guide, and others) upon the background of the class. b. Mechanics for effective use A brief consideration of technical reporting c. Dewey Decimal System is included early in the course because of its 2. Dictionaries importance in the orientation of the technician, a. Types of and to his development and use of communica- b. How to use tion skills. c. Diacriticalmarkingsand accent marks Major Divisions 3. Other reference sources Class Hours a. Technical manuals and pamphlets I. Communication and the Tech- b. Bi9iographies nical Specialist 2 c. Periodicals II. Sentence Structure 6 B. Exercises in use of resource materials III. Using Resource Materials 4 1. Reader's Guide IV. Written Expression 20 2. Atlases V. Talking and Listening 10 3. Encyclopedias VI. Improving Reading Efficiency 6 4. Other Total 48 IV. Written Expression (emphasis on student exercises) Units of Instruction A. Diagnostic test I. Communication and the Technical Specialist B. Paragraphs A. Why the technical specialist must be pro- 1. Development ficient in the art of communication 2. Topic sentence B. Why written communication is an essen- 3. Unity, coherence tial skill C. Types of expression 1. Statements of facts 1. Inductive and deductive reasoning 2. Expression of ideas 2. Figures of speech 3. Technical reporting a. Formal 3. Analogies b. Informal 4. Syllogisms 4. Use of graphics to illustrate written 5. Cause and effect communications 6. Other C. Why oral communication is an essential D. Written exercises in paragraph study skill E. Descriptive reporting 1. Person to person expression of ideas 1. Organization and planning and thoughts 2. Emphasis on sequence, continuity, and 2. Verbal reporting delimitation to pertinent data of in- D. Diagnostic tests formation

178 F Letter writing Texts and References 1. Business letters BAIRD and KNOWER. Essentials of General Speech. 2. Personal letters General Speech, An Introduction. G. Mechanics BEARDSLEY. Thinking Straight. 1. Capitalization BORDEAUX. How to Talk More Effectively. 2. Punctuationwhen to use BUCKLER and MCAVORY. American College Handbook a. Period, question mark, and excla- of English Fundamentals. CROUCH and ZETLER. Guide to Technical Writing. mation point DEAN and BRYSON. Effective Communication. b. Comma DEVais and WARNER. Words in Context: A Vocabulary c. Semicolon Builder. d. Colon GERBER. The Writer's Resource Book. e. Dash HARWELL. Technical Communication. KEGEL and STEVENS. Communication: Principles and f. Parentheses Practices. g. Apostrophe LEE. Language Habits in Human Affairs. 3. Spelling MACRORIE. The Perceptive Writer, Reader, and Speaker. a. Word divisionsyllabification MARDER. The Craft of Technical Writing. b. Prefixes and suffixes PERRIN and SMITH. Handbook of Current English. ROGET. New Roget's Thesaurus of the English Lan- c. Word analysis and meaningcon- guage. text clues and phonetics SCHUTTE and STEINBERG. Communication in Business H. Exercises in mechanics of written ex- and Industry. pression STEWART and others. Business English and Communica- tion. V. Talking and Listening (emphasis on student STRUNK and WHITE. The Elements of Style. exercises) THOMPSON. Fundamentals of CoNmunication. TRACY and JENNINGS. Handbook for Technical Writers. A. Diagnostic testing WARRINER and GRIFFITH. English Grammar and Com- B. Organization of topics or subject position: A Complete Handbook. C. Directness in speaking WITTY. How to Become a Better Reader. D. Gesticulation and use of illustrations YOUNG and SYMONIK. Practical English, Introduction E. Conversation courtesies to Composition. ZETLER and CROUCH. Successful Communication in Sci- F. Listening faults ence and Industry. G. Taking notes H. Understanding words through context Instructional Aids clues Coronet Films, I. Inc., Coronet Building, Chicago,Ill. Exercises in talking and listening 60604 :mprove Your Punctuation. 11 minutes, 16 mm, sound, VI. Improving Reading Efficiency black and white or color A. Diagnostic test National Education Television Film Service, Audio- B. Reading habits Visual Center, Indiana University, Bloomington, 1. Correct reading posture Ind. 47405 2. Light sources and intensity The DefinitIon of Language. 29 minutes, 1e mm, sound. Produced by Henry Lee Smith (Language in 3. Developing proper eye span and move- Linguistics Series) ment Dialects. 29 minates, 16 mm, sound. Produced by 4. Scanning Henry Lee Smith (Language in Linguistics Series) 5. Topic sentence reading How to Say What ..'ou Mean. 29 minutes, 16 mm, C. Footnotes, index, bibliography, cross ref- sound. Produced by S.I. Hayakawa (Language in Action Series) erences, etc. Language and Writing. 29 minutes, 16 mm, sound. D. Techniques of summary Produced by Henry Lee Smith (Language in Linguis- 1. Outline tics Series) 2. Digest or brief The Task of the Listener. 29 minutes, 15 mm, sound. 3. Critique Produced by S. I. Hayakawa (Language in Action Series) E. Exercise in reading improvement What is the Meaning? 29 minutes, 16 mm, sound. 1. Reading for speed Produced by S.I. Hayakawa (Language in Action 2. Reading for comprehen3ion Series)

179 Du Art Film Laboratories, Inc., 245 West 53rd St., New utes, 16 mm, sound, black and white. U.S. Department York, N.Y. 10019 of Defense Effective Writing. 19 minutes, 16 lnm, sound, black Practical English Usage I, Lecture 14: Dressing Up and white. U.S. Department of the Air Force. Order Sentences: Word Economy (Word Reduction). 30 No. TF 1-5072 minutes, 16 mm, sound, bla. , k and white. U.S. Depart- Practical English Usage, Lecture I: The Tools of ment of Defense Language. 30 minutes, 16 mm, sound, black and white. Practical English Usage I, Lecture 15: Dressing Up U. S. Department of Defense Sentences, Variation. 30 minutes, 16 mm, sound, black Practical English Usage I, Lecture 10: Writing Clear Sentences: Making Words Agree. 30 minutes, 16 mm, and white. U.S. Department of Defense sound, black and white. U.S. Department of Defense Practical English Usage I, Lecture 1C: Dressing Up Practical English Usage I, Lecture 18: Dressing Up Sentences: Vocabulary. 30 minutes, 16 mm, sound, Sentences: Parallelism: Avoidance of Shifts. 30 min- black and white. U.S. Department of Defense

180 GENERAL AND INDUSTRIAL ECONOMICS Hours Required XIV. The United States Economy Class, 3 ; Laboratory, 0 in Perspective 2 Total TE3 Course Description Units of Instruction A study of economics designed to impart a I. Introduction basic understanding of the principles of eco- II. Economic Forces and Indicators nomics and their implications ; to develop the A. Economics defined ability to follow an informed personal finance B. Modern specialization i.rogram ; to aid in the development of intelli- C. Increasing production and consumption gent consumption ; and to provide an under- D. Measures of economic activity standing of the underlying relationship of cost 1. Gross national product control to success in industrial enterprise. The 2. National income programs or problems worked upon by any tech- 3. Disposable personal income nician in either research or production ulti- 4. Industrial production mately must be measured by a cost analysis. 5. Employment and unemployment Awareness of this fact and a knowledge of elementary economics prepare the student for the III. Natural Resourcesthe Basis of Produc- cost-conscious environment of his future em- tion ployment. It is suggested that instruction in A. Utilization and conservation of resources this course be based on this pragmatic approach B. Renewable resources and that students be encouraged to study exam- C'. Nonrenewable resources ples from industry as they learn about indus- D. Future sources trial cost analysis, competition, creation of de- IV. Capital and Labor mand, economic production, and related aspects A. Tools (capital) of applied economics. 1. The importance of saving and investment Major Divisions 2. The necessity for markets B. Large-scale enterprise Class Hours C. Labor I. Introduction 2 1. Population characteristics II. Economic Forces and Indi- 2. Vocational choice cators 3 3. General education III. Natural Resourcesthe Ba- 4. Special training sis of Production 3 5. Management's role in maintaining la- IV. Capital and Labor ______3 bor supply V. Business Enterprise 7 VI. Factors of Industrial Produc- V. Business Enterprise tion Cost 8 A. Forms of business enterprise VII. Price, Competition, and Mo- 1. Individual proprietorship nopoly 5 2. Partnership 3. Corporation VIII. Distribution of Income _ _ 2 IX. PersonalIncomeManage- B. Types of corporate securities ment 2 1. Common stocks X. Insurance, Personal Invest- 2. Preferred stocks ments, and Social Security 3 3. Bonds C. Mechanics of financing business XI. Money and Banking ______3 XII. Government Expenditures, D. Plant organization and management Federal and Local ____ 3 VI. Factors of Industrial Production Cost XIII. Fluctuations in Production, A. Buildings and equipment Employment, and Income 2 1. Initial cost and financing

181 2. Repair and maintenance costs F. Housing-own or rent 3. Depreciation and obsolescence costs X. Insurance, Personal Investments, and Social B. Materials Security 1. Initial cost and inventory value A. Insurance defined 2. Handling and storage costs B. Life insurance C. Processing and production 1. Group, industrial, and ordinary life 1. Methods of cost analysis policies 2. Cost of labor 2. Type of policies-their advantages and 3. Cost of supervision and process control disadvantages 4. Effects of losses in percentage of orig- C. Casualty insurance inal product compared to finished prod- D. Investments uct (yield) 1. SavingsaccountsandGovernment D. Packaging and shipping bonds E. Overhead costs 2. Corporation bonds F. Taxes 3. Corporation stocks G. Cost of selling 4. Annuities H. Process analysis, a means to lower costs 5. Pension plans I. Profitability and business survival E. Social Security VII. Price, Competition, and Monopoly 1. Old-age and survivors insurance A. Function of prices 2. Unemployment compensation B. Price determination 3. Medicare 1. Competitive cost of product XI. Money and Banking 2. Demand A. Functions of money 2. Supply B. The Nation's money supply 4. Interactions between supply and de- C. Organization and operation of a bank mand 1. Sources of deposits C.. Competition, benefits, and consequences 2. The reserve ratio 1. Monopoly and oligopoly 3. Expansion of bank deposits 2. Forces that modify and reduce compe- 4. Sources of reserves tition D. The Federal Reserve System 3. History of government regulation of 1. Service functions competition 2. Control of money supply D. How competitive is our economy? E. Federal Deposit Irsurance Corporation VIII. Distribution of Income XII. Government Expenditures, Federal and A. Increasing real income Local B. Marginal productivity A. Economic effects C. Supply in relation to demand B. Functions of Government D. Income resulting from production C. Analysis of Government spending I. Wages D. Future outlook 2. Interest E. Financing Government spending 3. Rents 1. Criteria of sound taxation 4. Profits 2. Tax revenues in the United States E. Income distribution today 3. The Federal and State personal income IX. Personal Income Management taxes A. Consumption-the core of economics 4. The corporate income tax B. Economizing defined 5. The property tax C. Personal and family budgeting 6. Commodity taxes D. Analytical buying XIII. Fluctuations in Production, Employment, 1. Applying quality standards and Income 2. Consumer's research and similar aids A. Changes in aggregate spending E. The use of credit B. Output and employment

182 C. Other factors affecting economic fluctua- C. Communism: Nature and control by So- tions viet State 1. Cost-price rd1a4.ships D. Fascism 2. Fluctuations in demand for durable E. British socialism goods F. Problems common to all econom c systems 3. Involuntary fluctuation of supply of G. Special economic problems of the United commodities States 4. Economic effects of war 5. Inflation and deflation of currency value Texts and References 6. Economic effects of inventions and au- BLODGETT. Comparative Economic Systems. tomation Business Week Magazine. D. Means of implementing fiscal policy Consumers' Report. DONALDSON and PFAIIL. Personal Finance. E. Government debt DUNLOP. Automation and Technological Change. 1. Purpose of Government borrowing DYE. Economics: Principle.Problems, Perspectives. 2. How burdensome is the debt EDWARDS. The Nation's E. .onic Objectives. 3. Problems of debt management GORDON. Economics for Consumers. KATONA. The Mass Consumption Society. XIV. The United States Economy in Perspec- POND. Essential Economics: An Introduction. tive REYNOLDS. Economics: A General Introduction. A. Recent economic changes SAMUELSON. Economics:' n Introductory Analysis. 1. Increased productivity and well-being SCHULTZ. The Economic Value of Education. 2. Effects of war and depression 3. New products and industries Tnstructional Aids 4. Increase in governmental controls McGraw-Hill Book Co., Inc., 330 West 42nd Street, New York, N.Y. 10036 B. Present economic problems of U. S. econ- Basic Economic Concepts. 35 mm, filmstripset of four omy filmstrips, black and white. Average 40 frames each 1. The world marketa community of Business Cycles and Fiscal Policy. 35 mm, filmstrip, nations black and white 2. International cooperation Money, Price, and Interest. 35 mm, filmstrip, black and white 3. Maintenance of prosperity and prog- Savings and Investment. 35 mm, filmstrip, black and ress white 4. Economic freedom and security Supply and Demand. 35 mm, filmstrip, back and white

183 FACILITIES, EQUIPMENT, AND COSTS General Planning of Facilities Serious planning of facilities for an orna- reasonably be expected to evolve when a pro- mental horticulture technology program should gram is started will begin with either floricul- be undertaken only after extensive studies and ture or nursery, or both. surveys by the school administration and its Both curriculums require a head-house and advisory committee indicates that there is a greenhouse facilities as well as out-of-door clear and continuing need for sufficient graduate growing space. From either the loriculture or students trained in a horticultural specialty to nursery option, or a combination of both, an in- justify a program. stitution's program may grow to include the The guidelines which follow are intended to landscape development, turfgrass management, be a general guide for administrators and ad- and the arboriculture curriculums. These latter visers who are considering facilities for a horti- curriculums may impose some additions to the cultural technology program in relationship to initial horticultural facilities required to launch other facilities in the institution. the horticultural program, but most of the fa- It is assumed that the contemplated orna- cilities which would be needed for them would mental horticulture program would be added to be included in those for the floriculture and/or those of an established institution with facili- nursery curriculums with which the program ties which could serve most of the general in- should begin. structional needs of the ornamental horticulture It is doubtful if a turfgrass management pro- students. This assumption should perhaps be gram or arboriculture curriculum should be made with caution because the cost of the spe- undertaken alone and without the facilities as- cial facilities required to provide even the mini- sociated with floriculture or the nursery cur- mum breadth of specialized experience in the riculums. Whatever programisestablished fields usually cannot be justified for fewer than should be broadly supported by a strong local 90 to 100 students when the program becomes advisory committee. well established. It is very important that provisions be made Nevertheless, it is assumed here that the in- to have the minimum required head-hoLse and stitution has the ....lquired classroom space and greenhouse facilities, and out-of-door growing associated facilities to provide all courses re- areas when the program begins. While the con- quired in the curriculum except those needed cept of getting a program started with a token for the technical specialty courses. It is also as- or subminimal set of facilities may be attrac- sumed that there is an available drafting room tive, experience has shown that once a program and a chemical laboratory which may be adapted has been started with less than adequate facili- as a soils laboratory. ties it is usually almost impossible to get the It is assumed that facilities for the technical facilities that are really required for the pro- specialty courses do not exist and must be program. vided. These include the head-house and green- To start without assurance of at least the house complex, the equipment repair storage minimum required facilities is to plan the whole building and associated area, and the required program under a severe and self-defeating grounds for out-of-door plant production, turf- handicap. Legitimate expansion can usually be grass culture, and any other related horticul- financed after a program is well-established and tural activities involved in the program, demonstrating growth but if the program is not Five s. ,arate horticultural curriculums are equippedsufficientlyat the beginning, the outlined in ',Nis suggested guide. It 1-, unlikely growth will not occur. that any institution would begin a program with With resourceful planning some of the cam- enough students, staff, and employment oppor- pus plantings and landscaping can be used tunity to support all five programs. For pur- over a pt,,.iod of time to provide good teaching poses of planning the horticultural facilities for experiences for ornamental horticulture stu- any new program it should be recognized that dents. Such facilities and their use can furnish the combination of curriculums which might only a part of the experiences required and this

184 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 instructional set aside for ornamental horticulture purposes program employing the facilities and land de- should ideally be located adjacent to or reason- voted to the program, and in a sense therefore ably near the classrooms and other educational may be considered to be an additional but not facility buildings assumed to exist at the outset. a necessary educational resource. Consideration might well be given to locating As the program gets underway some prod- the ornamental horticulture plant somewhat ucts such as flowers. corsages, and shrubs may away from other educational facilities. Some of be produced and solo. thus lending reality to the the commonly used equipment, such as lawn floriculture merchandising courses and helping mowers, shredders and mixers, can cause sea- in a small way to defray some expenses of the sonal noise interference. In addition, such a lo- program. Careful study with the local advisory cation would provide space for expansion of committee usually can provide arrangements the curriculum and its activities and at the for the sale of such materials on a basis which same time might avoid encroachment by con- will be supported by and acceptable to the es- struction of buildings for other purposes not tablished florists in the community. related to horticulture. The head-house and gr9enhouse complex, the Good drainage for the entire ornamental hor- equipment storage building, and the grounds ticulture plant cannot be overemphasized. Much

185 valuable teaching time can be lost when drain- mowing heights, seeding rates, identification, age around buildings, in laboratory areas, or and cultural practices. The area should be as even in growing areas, is inadequate. level as possible and have a fixed irrigation system. Land Requirements These plots could be devot :d to growing the The amount of land provirled for an orna- following grasses ; or those more appropriate to mental horticulture program may vary depend- a particular geographic region ; ing on the ease with which land can be made 6 plots of bluegrasses available, the expected size of the program 5 4 plots of fescue grasses or 10 years after it has started, and other fac- 6 plots of bent grasses tors, such as the extent of the total campus 4 plots of grass mixtures (shade areas, etc.) property and its potential use for landscape 3 plots of miscellaneous grasses development and other educational horticul- A golf course could be included if none were tural uses. Landscaped and planted grounds available for students to visit. The purpose of alone should not be considered adequate avail- such a course would be to have students become able land for a horticulture program. familiar with its management and operation. At least 5, but preferably 10 or more, acres The mair tenance of the golf course would not of good arable land should be available for a normally be done by students other than in des- minimum program which does not include ex- ignated laboratory periods planned for their tensive turfgrass areas. An area near the green- educational value. house should be set aside for soil storage and Whatever amount of land is considered to be construction of a cloth house, cold frames, and appropriate for a specific program, it is recom- a plastic greenhouse. mended that the land be owned by the institu- In addition, a nursery area should be planned tion, or controlled by a long-term lease. Devel- for transplant beds, seed beds, summer propa- opment of nursery stock or of good educational gation beds, cold frames, and lath or shade examples of flower gardens or landscape devel- houses. An outdoor potting area and an area opment projects often requires several years for growing container stock should be planned. and contributes considerable invaluable educa- A small area for growing nursery stock should tional experience, so the land they occupy must be provided to support any nursery manage- be relatively permanent for the purpose. ment program, and as a source of plants for landscape development programs. Laboratory Facilities Areas near the horticulture buildings should and Equipment be so designed that an arboretum, flower gar- The number and size of laboratories and re- dens, and landscape construction and displays lated classrooms,offices, and storage rooms could be integrated and thus provide an outdoor required for teaching ornamental horticulture laboratory. These areas should be planned for depend on how many options are offered and the low maintenance and with fixed irrigation sys- number of students in each option. These facili- tems. ties can be arranged in many different ways. These outdoor areas cannot be overem- This discussion will be confined to a floor plan phasized as they are a vital part of any hor- for the head-house and its associated green- ticultural program. Much of the planning, house ranges (figures 15-19), and the horticul- construction, and development of these areas ture equipment storage building (figure 20) can be done by the students. An important con- which might be considered entirely adequate sideration in the development of these areas is for a comprehensive ornamental horticulture that maintenance of them will be required year program in a temperate or cool climate, and round. offering all five curriculums. If turfgrass culture is one of the options, land The building should be constructed to suit for grass plots is necessary. Several turfgrass the geographic region. If constructed of ma- plots of 1,000 square feet each should be sonry, it may be more permanent, easily cleaned, planned. These plots would be used as demon- and easily heated in a temperate climate than if stration areas for fertilizer types and rates, constructed of other common materials. Little

186 °PAIGE Otrmce Ra.Or/RA StrOP

CONSERYAFORr °Immo. I, 750 en e, REP Comma ammo&

STORRS! Opr9cs FLORAL DE3o0n LABORATORY

STOA LABORATORr A LABORATORY floweetCAAPIRO ARO Wolfs ROOM STORM)! O ASP REP

GReens4OuSE Wong Anew

Tort tr3

Sron. LABORATORY C. PREP. LABORATORY 0 Room LOCKER Room Sroo.

TOTAL AREA /6, /20 SQUARE PEET APPROX. Sao /d 0'A 115' GREeNHOUSE RANGE A

Figure 15.Suggested floor plan for ornamental horticulture headhouse. maintenanc ,is required for such a building. i,.commended minimum of 50 foot candles of The roof could be of the built-up flat type. The light at the table or desk tops. Fluorescent light- floors should be concrete. ing i:, satisfactory. Incandescent lighting will Water and Air. Hot and cold water, corn- give ample lighting in storage rooms and toilets. prrssed air, fuel gas, and steam service are re- Electrical services should provide both 110 quired in all laboratories. Service lines for each and 220 volt single-phase electrical service for should be planned for the shortest length of laboratories. Most equipment used in the lab- piping consistent with laboratoryarrange- oratory requires 110 volts ; occasionally a 220 ments. They should be hidden as far as prac- volt single-phase current is required. In con- ticable but control points should be planned for necting electrical service to laboratory benches, safety, accessibility and ease of maintenance. it is suggested that each be connected to a sep- It is recommended that each laboratory have a arate circuit breaker. Each laboratory should master control panel with shut-off valve for have a separate master distribution control each utility. This master control panel should panel for electrical circuits. Careful thought have a door with lock so that utilities can be should be given to placement of electrical out- controlled at a central point. An abundant sup- lets so that they will be placed in the most ply of cold water is essential, and must be avail- convenient location for use. able for watering plants at many points. Where Heat and Ventilation. The building should be plants ::re grown out-of-doors, water for irri- heated by steam radiators or any other system gation must be available in most geographic appropriate to the climate. There usually should sections of the Nation. be univenta with fans in the classrooms and Lighting and Electrical Needs. Classrooms laboratories to allow for the exchange of air. and laboratories should be well-lighted with a Air conditioning should be provided in climates

187 where it is needed for a major part of the school The cash register and rain counter are at year. Refrigeration is required in some labora- the rear of the shop between the conservatory tories. The cooling system and mechanisms door and refrigerator. A small work table with should be evaluated carefully when the total sink and ribbon bar is in the corner behind the facility is planned to provide greatest flexibility main counter. This area provides work space and for possible future needs. for students on flower shop duty. This arrange- Adequate telephone service can be an impor- ment does not interrupt classes being held in tant time saver for the teaching staff in a horti- the design laboratory. cultural laboratory system. Outlets might well The placement of the display counters should be placed at remote ends of the greenhouse and be so located that good traffic patterns are even in the nursery and instructional areas formed. The overall plan for the flower shop is away from the buildings. to provide the same environment and condi- Careful planning and good practices to as- tions that a student would find working at a sure the safety of people and property always commercial flower shop. must be emphasized. Doors must be made large The floral design laboratory in figure 15 is enough and multiple exits must be provided. adjacent to the flower shop for the convenience Mechanized equipment to handle heavy objects of students, faculty, and movement of flowers should be prc -ided. Safe methods and practices and supplies. The ceiling should be white and should be taught at all times. excellent lighting provided. Windows should be Horticultural equipment, plants and supplies on the right wall. have an attraction to and a ready use by many A walk-in cooler at the rear of the room people. It is prudent to plan facilities to provide serves as storage space for the flowers and reasonable stock control and property security. greens which will be used in cne design labora. This can be easily provided and at low cost if tories. Sinks and work space are at the rear of considered early enough in the planning stages. the room ; cabinets for storing `'oral supplies The flower shop (see figure 15) is located in line the left wall. the front of the building; it has a separate front The flower grading and work room is sepa- entrance and one large window across the front rated from the general greenhouse work room. wall. This arrangement allows for much of the Grading tables are placed in the center of the front of the shop to be used for window dis- room. Sinks, racks for storing water cans and plays. A large section of the walls should be packing supplies, packaging equipment, and covered with peg board which can be used for carts for moving flowers are located along the displaying merchandise. The shopcontains walls. A walk-in cooler is at one end of the display counters with cabinets below so that room, and a general storage room for the floral this area can be used for storing pottery and supplies used in the floral design laboratories merchandise. and flower shop is at the other end. A display refrigerator is located at the rear The greenhouse work area room is at the end of the shop. The placement of the refrigerator of greenhouse range A. Potting benches and at this location is convenient for placing flow- soil storage bins are along the walls; the space ers from the storage refrigerator on display, beneath the benches is used for storing pots, and for the display of flowers and floral ar- containers, and flats. This work area also con- rangements. tains a stationary power sprayer, proportioners The entrance to the conservatory from the for liquid fertilization, and a steam sterilizer flower shop allows for the large display and for sterilizing soil and pots. storage of floral plants during various seasons It has a storage room for chemicals, insecti- of the year. The location of the conservatory cides, fungicides, and other greenhouse sup- makes it convenient for students to spend time plies. A sink and work table for mixing sprays there learning the characteristics of the plants and fertilizers should be nearby. growing .chere. Too often the conservatory is A large overhead door at one end of the room in an out-of-the-way place and is not used as provides easy access to the room for delivering much as it should be. Benches or places to sit soil, pots, and other supplies. Flowers and floral should be worked into the design. supplies are easily moved from this entrance to

188 the floral storage room or cooler. During freez- The heating system should be steam so that ing weather, trucks are able to load and unload the steam could also be utilized for sterilizing inside. the benches and beds. There has been no area Laboratories C and D in figure 15 are used for shown for a boiler room, assuming that the plant propagation, turfgrass management, and steam would be supplied from a central heating greenhouse production courses. Each laboratory plant. If the building were to have its own heat- should have demonstration table at the front of ing system the boiler room would be located off the room, equipped with air, gas, and water; the greenhouse work area. This location would tables and chairs should be provided for the stu- keep the boiler room and laboratories separated dents. One laboratory-preparation room can be as a safety precaution. used by both laboratories. Laboratories A and B, also in figure 15, would be equipped with tables and chairs for the students and used for arboriculture, plant identification, nursery management, and herbaceous 3 plants courses. Laboratory B has a storage room for laboratory displays and supplies, a walk-in cooler at one end of the room for storing plant materials 7b used in the plant identification, plant propaga- ( HEAD tion, and nursery courses. HOUSE The storage room at the end of laboratory C would house the supplies and equipment used in greenhouse range B. The building also has a locker room in which 2 4 students may storetheir books and work clothes. The hallways in the building would provide the space for bulletin boards and displays. Greenhouse range A (figure 16) would be used for teaching greenhouse production. The TOTAL- AREA 800 SQUARE FEET greenhouse should be constructed with mainte- APPROX. SIZE 100X I/O' nance and permanency in mind. A steel and Figure 17.Suggested layout for greenhouse range B. aluminum structure would best serve the purpose in a temperate climate. Greenhouses are Houses 1 and 2 (figure 17) would be used for usually built in standard 35' x 50' units such as seed germination and propagation of rooted those shown in figures 16 and 17. Each green- cuttings. They would be equipped with mist sys- house section should be equipped with auto- tems, and the heating lines would be placed un- matic ventilators, separate temperature con- der the benches. trol, spray and fertilizer hook-up. Houses 3, 4, 5, and 6 (figure 16) would have raised benches for growing pot plants. Gera- niums, lilies, chrysanthemums, poinsettias, and miscellaneous plants would be grown in these rs houses. Houses 7 and 8 (figure 16) would have raised -->To benches for growing asters, snapdragons, and HEAD HOUSE other miscellaneous crops. /2] 2 Houses 9 and 10 (figure 16) would have ground beds for the production of roses and chrysanthemums.

TOTAL AREA 23,900 SQUARE FEET Houses 11 and 12 (figure 16) would have APPROX. SIZE 270'. xI20' raised benches for growing carnations and Figure 16.Suggested layout for greenhouse range A. snapdragons.

189 The automatic fan and pad cooling systems would be in houses 7, 8, 9, 10, 11 and 12; carbon dioxide units would be in some. The crops grown and number of houses needed would deprld upon the type of training the area demanded of the student being trained in greenhouse production. Greenhouse range B (figure 17) is at the end of the laboratory section of the head house and has the same type houses as greenhouse range A. Each house would be equipped with automatic ventilators and temperature controls. House 1 would have raised benches and would be used by the turf management students; House 2 would have raised benches and would be used for studies in soil mixtures, nutrients, Figure 19.Plastic greenhouses, made possible by new materials and other related experiments conducted by the and technology, can supplement but not replace the glass green- students; and Houses 3 and 4 would have raised houses required for the nursery management curriculum. benches and would be used for plant propaga- partmental secretary who can arrange confer- tion. Each house would have a mist system and ence appointments for students if necessary. heating lines under the benches. The Horticulture Equipment and Storage Building (figure 20) would be similar in construction to the head-house building. Heat would be provided in the hallway, offices, toilets, tool crib, horticulture equipment storage area. and repair, and work area. The horticultureequipment storage area should have numerous overhead doors to provide easy access. The repair and wo-k area have 1' work benches for working on and repairing the equipment. The tool crib should be enclosed and locked. Tool sets should be stored there and - handed out only at laboratory periods. The fer- 4311, 00.10111w- tilizer and horticulture storage areas should have bins and built-in shelves to best utilize the space. The hand tools storage area should provide numerous racks and shelves for storing all the hand tools and small equipment used out- Figure 18.Adequate greenhouse facilities are essential for any ornamental horticulture technology program. This is part of the doors by the different laboratories. greenhouse and conservatory complex at the State University of New York Agricultural and Technical College at Farmingdale.

Hoar. OrNul h'oricuauRs FERE Suggested office space for staff is indicated in 5upptiss iEQUIPMEM 7 STORAGE Symms EQUIPMENT STORAGE 5TaRAor figure 15 and in figure 20. Space should be pro- Orricm vided for each instructor and it is recommended that no more than two staff members be located

in any office. More than two staff members oc- I RerAsnANPWrox cupying an office tends to discourage students HANG Toots Sromor AREA from approaching instructors for assistance. Tooi It is desirable to have a waiting room adjacent to staff offices where students can study TOTAL AREA 8,500 J.:WARE Parr comfortably while waiting for the instructor's AppRox. SIZE I60'x 70' Figure 20.Suggested floor plan for horticulture equipment and assistance. The waiting room may house the de- storage building.

190 It is highly desirable to have a paved, well- such supplies ; and to load and unload equip- drained area adjacent to the equipment and ment. If part of such area can be under a roof, storage building. It provides a place to receive so much the better. An outdoor work area with and store heavy materials such as sand, soil, good drainage, a solid work surface, and pro- aggregates, cement, flagstone, wallstone, peat tected from wind, rain and sun is particularly moss, fertilizers, pesticides, repair parts, and useful.

Cost of Facilities and Equipment

The need for adequate facilities and equip- facilities are the basic unit costs used herein. ment in horticultural technology programs has These costs include benches, heating, and the already been emphasized. The initial cost of fa- necessary watering, lighting, and ventilating cilities is a major expenditure. The importance controls. Total costs for some facilities have of using (a) the combined knowledge of experts been rounded to the nearest hundred dollars for on the local advisory committee, which advo- simplicity in presentation of data. cates and supports a program, (b) the best 3. Complete gross cost estimates are provided available advice from consultants who are a for each curriculum separately so individual part of an existing and successful ornamental elements in any curriculum or combination of horticulture technician program, and (c) the curriculums can be recognized and used for technical knowledge of the head of the horticul- gross prediction of cost of facilities for a pro- tural technology program being planned cannot gram which combines one or more curriculums. be overemphasized when cost estimates are 4. Facilities for each curriculum (and their made. Each program and its facilities will be costs) are provided to accommodate classes of different from others because of local or re- 20 to 25 students per classroom which will regional employment opportunities, climatic dif- sult in 2 laboratory sections of 10 to 12 students ferences, and many other factors. for both the first and second years of the pro- Five curriculums have been described in this gram. This assumes an enrollment in each cur guide for the field of ornamental horticulture. riculum of 40 to 50 students after the second Seldom will an institution find that one curric- year, with the facilities so planned that 80 to ulum alone will meet the needs of the commu- 100 students in each curriculum could be taught. nity. On the other hand it is not economical to 5. The program can be started for a lower attempt to provide too many options, because initial expenditure than the gross estimates each is a separate program with technical shown; but definite plans for, and assurance of specialty courses and separate classes. Some obtaining adequate facilities soon after the pro- combination of curriculums is usually found to gram begins, will be a part of the institution's be feasible as a beginning program. Determina- policy when initiating any program. tion of the kind of facilities needed and some 6. Although the curriculums are treated sep- gross estimate of their cost is necessary in the arately, flexible use of head-house and equip- early stages of program planning. ment repair and storage facilities can provide The following assumptions are made in pro- for multipurpose and multicurriculum use in viding the gross estimating information which programs with more than one curriculum. follows : 7. Specific facilities and equipment for any 1. Suggested facilities are those considered program will be acquired only after specialists ideally adequate to teach the option or part of who are technically competent in the field have the program to which they apply. made exhaustive studies of the plans and poten- 2. Cost estimates are for the facilities or tial suppliers of materials and services. The de- equipment based on 1968 costs in metropolitan partment head who will be responsible for the New York, and may vary from 10 to 20 percent program should be deeply involved and carry in other areas of the Nation: $10 per square the major responsibility for final planning and foot for greenhouse, and $12 per square foot acquisition of facilities and equipment. This for heed-house or equipment repair and storage will avoid the costly mistakes which often re-

191 suit if nontechnical personnel attempt to plan Gauze, wire 1 and equip technical program facilities. Dropper, medicine ...... 1 8. Classrooms, laboratories, lecture rooms, Hydrometer, soil 1 Mortar and pestle 1 library, and other instructional facilities are as- Ring 4" 1 sumed to be available for all but the technical Scoopula 1 specialty classes and laboratory work associated Support, test tube 1 with the program. If a drafting room is not Support, funnel 1 available in the institution a gross estimate of Spert plate 1 $12,000 may be used to provide one. Similarly, Test tube, soft, 6" 10 Test tube, pyrex, 6" 2 if a chemistry laboratory is not available for Test tube, flat bottom, 4" x 10 the horticultural soils laboratory work, $25,000 Test tube, flat bottom, 3" x 1" 6 may be used as an estimate of its cost. Thermometer 100° C 1 Tongs, crucible 1 Basic Curriculum Cast Triangle, wire 1. Balance, triple beam 24 Some items of equipment and some technical Balance, torsion 10 courses are necessary and common to all op- pH Meter, Beckman 6 tions. They will be referred to in the cost esti- Centrifuge and safety head 4 mates for each curriculum as basic curriculum Blender, Waring 24 cost. The following are examples of what may Ovens 3 Sieves No. 10 10 be considered essential and gross estimates of Shaking machine 1 their cost. So lubridge soil test equipment 6 Etimated Cost $8,000 AUDIO AND VISUAL AID EQUIPMENT HORTICULTURAL APPLICATIONS Item Quantity COURSE EQUIPMENT Polaroid camera 1 35 mm camera attachments (for micro Item Quantity and macro photography) 1 Spade 20 Film plus processing . Shovel, round point, and square 20 haectronic flash for 35 mm camera 1 Scoop 1 Projector 1 Spading fork 20 Projector table 1 Manure fork 2 Slide editor or viewer 1 Hay fork 3 Portable or wall screen 1 Pick 5 30 capacity slide tray 200 Mattock, pick-mattock grub-axe 5 Slide cabinets 1 Axe 5 Overhead projector 1 Grub hoe 5 Estimated Cost $3,000 Draw hoe and various kinds 10 Scuffle hoe, dutch 10 HORTICULTURAL SOILS COURSE Scuffle hoe, diamond point 1 EQUIPMENT Hand weeders 20 Sickle 5 Item Quantity Scythe 1 Locker Inventory 24 sets Grass whip 2 Beaker 50 ml. 1 Grass shears 5 Beaker 150 ml. 1 Border shears 2 Beaker 400 ml. 1 Halfmoon edger 2 Bottle, wash, plastic 1 Sod lifter 1 Brush, test tube 1 Pruning saw 2 Burner, Bunsen 1 Orchard saw 5 Clamp test tube 1 Hand shears 6 Clamp utility 1 Lopping shears 10 Crucible, porcelain Pole saw Cylinder graduated 10 ml. 1 Pole pruner 5 Cylinder graduated 100 ml. 1 Trowel 10 Cylinder graduated, soil testing 1 Dibble 5 Flask, Erlenmeyer 150 ml. 1 Rakes, wooden 10 Flask, Erlenmeyer 260 ml. 1 Rakes, iron 10 Funnels, filtering 2 Rakes, broom 20

192 Wheelbarrow, garden 4 Wheelbarrow, metal 2 Spreader, hopper 1 Stapling tacker 1 Spreader, cyclone 2 Stapling plier 1 Sprayer, portable 1 Water breaker 12 Hedge shears 6 Fog-it nozzle 6 Electric hedge trimmers 16" 1 Rose sprinkler 6 Electric hedge trimmers 30" . 1 Extension handlewatering 2 Rotary turf edger 1 Liquid fertilizer injector 2 Estimated Cost $2,100 Caulking guns - ...... 1 Galvanized flower vases 4 doz. Gas mask 11 WOODY AND HERBACEOUS Respirators 3 PLANTS COURSE EQUIPMENT Gloves, rubber ...... 6 prs. Raincoats 3 Item Quantity Hats Drying oven 1 Boots 3 prs. Freezer 1 Display refrigerator 1 Specimen jars and mounts 16' x 4' x 8' Tape writer for labeling 1 Walk in storage refrigerator 1 Plastic label machine 1 20' x 12' x 9' Leaf press 24 Estimated Total Cost Equipment Set of blotters 24 and Supplies $ 14,500 Set of ventilators 24 Flower shop supplies (vases, containers, Vasculums 3 ribbon, wire, stands, and others) $ 1,500 Estimated Cost $1,500 M Head-house 16, 120 sq. ft. (Figure 15) $100,000 Summary of Estimated Costs of Basic Curriculum Conservatory 35' x 50' $ 17,500 Audio and visual aids $ 3,000 Greenhouse Range A 23,900 sq. ft. (Figure 16) $120,000 Horticultural soils $ 8,000 Basic Curriculum Cost $ 14,600 Horticultural applications . $ 2,100 Total Estimated Cost $268,100 Wo.-xly and herbaceous plants . $ 1,500 Total Estimated Cost $14,600 LANDSCAPE DEVELOPMENT CURRICULUM-LANDSCAPE FLORICULTURE CURRICULUM PLANS COURSE EQUIPMENT Item Quantity Item. Quantity Drafting tables, 31" x 42" and stools 20 Power sprayer, 50 gal. 1 Work table, 31" x 42" 1 Soil shredder 1 6' x 6' projection screen 1 Steam sterilizer for soil 1 35 mm slide projector 1 Elastic heating cable 5 Ammonia process, 42" white Automatic mist system 1 (developer printer) 1 Rototiller 1 100' Steel engineer's tapes 5 Greenhouse cooling system (pad and fan) 50' Steel engineer's tapes 5 Wheelbarrows, garden 4 50' Steel architect's tapes 5 Handcarts 2 25' Steel architect's tapes 5 Flomatic watering system 1 100' Metallic cloth tapes 5 Stepladder 2 Other surveying equipment, levels, and others, Garden rakes 20 listed under "Landscape Surveying" Water cans 6 Polar planimeters 5 Wire cutters 20 Portable fluorescent tracing board 1 Knives 20 12 drawer plan file cabinets . 2 Utility shears 20 Pantographs 2 Sharpening stones 6 24" x 24" cutting table 1 Pruning shears 20 Plastic drawing board covers, 31" x 42" 20 Trowels 20 Architect's triangular scale 1 Spades 20 Engineer's triangular scale 1 Spading fork 20 Magic markers 6 Shovel, long handle 20 Drafting pencils (complete range) . ... 24 Tool kit (screw drivers, pliers, saw, Colored pencils 24 and others) 6 Water color set (brushes and others) 1 Hand sprayer 2 Artist's chamois 1 Lightweight duster 1 Dry-clean pad 1

193 Set rapid-o-graph pens 1 Carpenter's level (wooden), 24" 2 Soft rubber erasers 2 Carpenter's level (wooden), 48" 2 Kneaded erasers 2 Carpenter's level (aluminum), 24" 4 Protractor 1 Carpenter's level (aluminum), 48" 4 Set french =ves 1 Line level, 3" 12 Set railroad curves 1 Chalk line (Mason's cord), 100' balls 12 Lettering guide 1 Lumber crayon (mixed colors) 6 doz. India ink 6 Wire scratch brush 6 Drafting tape 6 Bricks, plain carborundum, 8" x 2" x 2" 4 14" 30-60° triangle 1 Bricks, fluted earborurium, 8" x 2" x 2" 4 12" 45° triangle 1 Hand cold chisels Erasing shield %" x 5" ...... 6 42" Regular T square 1 x 51/2" 6 42" Reversible head T square 1 %" x 614" 6 24" Sketch pad 3/4" x 7" 6 36" Roll study tracing paper x 71/2" 6 42" Roll presentation tracing paper 6 (good grade) 114" x 81/2" 6 Blackboard, protractor, T square, 4 pt. star drill, 17g" x 12" 2 30 -60° triangle and 45° triangle 4 pt. star drill, %" x 12" 2 Blackboard pointer 4 pt. star drill, %" x 12" 2 Drafting dusting brush 4 pt. star drill, %" x 18" 2 Sand pad 6 brick set, 4" blade 6 20' Tree tapes 2 Safety goggles 12 6' Pocket tapes 2 Brick hammers 12 Lettering set Carpenter's claw hammers, 13 oz. 12 Rolls ammonia process paper 8 Stonecutter's hammers, 3 lb. 12 Gal. processing ammonia 4 gals. Claw head hatchets, 4" blade 6 Map measuring wheel Light side cutting pliers, 5" 3 Estimated Cost $4,800 Lineman's heavy side cutting pliers, 7" 3 Zig-zag wood rule, 6' 12 LANDSCAPE CONSTRUCTION COURSE Zig-zag aluminum ride, 6' 6 Carpenter's squares, 24" x 16" 6 EQUIPMENT Brick trowels, 19" blade 12 Item Quantity Plasterer's trowels, 11" x 4%" Hand tools Pointing trowels 6 Wooden floats, 12" x 434" Stone forks 2 6 Sledge hammers, 8 lb. Steel floats, 12" x 4%" 6 2 Mortar hoes Swilling hammers (dbl. sq. face), 12 lb. 2 3 Edging tool 3 Spalling hammers (dbl. sq. face), 16 lb. 2 Groover Spalling hammers (dbl. sq. face), 8 lb.... 2 3 Mattocks, long cutter Concrete wheelbarrows 6 6 Mortar mixing box (wooden) Picks, railroad, 8 lb. 6 constructed in class 1 Garden rakes, 14 teeth, level head 12 Concrete mixer, gasoline powered Square shovels, #2 short handle 12 (1 /2. bag size) Spades, short handle 12 1 Garden wheelbarrows (wooden) One-ton general self-propelled roller 1 Estimated Cost $2,600 pneumatic wheels 4 Shovels #2 short handle, round point 12 Stepladders, 6'-8 step 2 LANDSCAPE SURVEYING COURSE Double pulley, 4" (%" rope) 1 EQUIPMENT Triple pulley, 4" eh" 1 Double pulley, 8" (1" rope) 1 Item Quantity Triple pulley, 8" (1" rope) 1 Engineer's steel tapes, 100' 6 Measuring tapes and rulers Engineer's steel tapes, 50' 6 100' steel 4 Locke hand levels 6 50' steel 4 Abney hand levels 6 25' steel 4 Dumpy levels and tripods 6 100' metallic. 4 Transits and tripods 6 50' metallic . 4 Philadelphia rods 6 25' metallic 4 Stadia rods 6 10' steel, pocket 12 Range poles 6 prs.

194 Surveyor's pins and rings, 14" 6 sets Hedge shears 6 Plane tables and tripods 6 Hedge shears, electric 2 Alidades (peep-sight types) 6 Hand trowels 10 Surveyor's compasses 6 Power chain saw 1 Pocket magnifying glasses Lining out chain 3 Plumb bobs, 8 oz. 6 Tree rollers 5 Leveling rod levels Nursery hand truck 1 (1 spirit level-circular) 6 Roller, lawn 1 Compensating rolar planimeters 6 Garden wheelbarrow 4 Surveyor's stake tacks ...... 6 boxes Metal wheelbarrow 2 Stonecutter's hammers, 3 lb 6 Cyclone spreader 2 Tree tapes, 20' 6 Hopper spreader 1 Pocket tapes, 6' 6 Power grinding wheel 1 Pantographs 6 Rototiller, 20" 1 Blackboard outfit (triangles, square Rototiller, small 1 and straight edge) 1 Mist sprayer, portable 1 Estimated Cost $8,100 Power auger 1 Estimated Total Cost Equipment 100 gal. sprayer 1 and Supplies 15,500 Balling machine 1 Landscape Demonstration and Flower Gardens small tractor-3 point hii,ch 1 Area-1 Acre: Attachments: Cultivator 1 Flower Garden display $2,000 Plow 1 Landscape features, fences, pools, Disc 1 walls, and others 3,000 Root pruner 1 Plant material for arboretum 8,000 Trailer 1 Irrigation and drainage 2,000 31/2 ton truck with a dump, body Total Landscape Demonstration and Flowez and power winch. 1 Gardens Area-1 Acre . $ 13,000 Refrigeratorhot to cool One-half equipment and storage building temperature control 3 figure 4 50,000 Mist systems 1 Laboratory equivalent to A with offices ar ' Heating cables and controls . 3 storage of bead-house--figure 15 70,000 Gas cans, 21/2 gal. 2 Or35' x 50' greenhouse of range B Oil cans 4 figum 17 17,500 Grease gun 1 Basic Curriculum Cost 14,600 Set of carpentry tools 2 Total Estimated Cost $180,600 Tool Set: 1 Power drill, 14" Power saw NURSERY CURRICULUM EQUIPMENT Vise Wrenches, and others Item Quantity Rubber hose, 75' 3 rolls Spad?^. digging 20 Polyethylene film, black and clear 6 rolls Shovels, short handle 20 Grafting charts 2 Shovels, long handle 20 Weed mounts .. . 1 set Rakes, garden 20 Grafting twine 4 rolls Rakes, fan 20 Grafting wax 10 Rakes, magnesium, 36" 10 Grafting lantern melter 1 Hoes, nursery 20 Twine, 3 ply, 50 lbs...... 1 roll Hoe, harrow 5 Burlap, 20" . 500 ft. Hoe, Dutch scuffle 5 Burlap, 24" 500 ft. Fork, spading 20 Burlap, 30" 1,000 ft, Fork, pitch 3 Burlap, 36" 500 ft. Bar digger 2 Burlap, 42" 1.00 ft. Mattock 20 Tree wrap 5 rolls Hatchets 3 Jute rope, %" 25 ft. Axe 1 Sledge, 6 lbs. 1 Jute rope, %" . 50 ft. Lopping shears 6 Sharpening stones 6 Pruning saws 10 Can shear 1 Pruning shears 20 Tree caliper drescher 1 Knives, budding 20 Till grader 1 Towing chain 1 Balling nails 50 lbs. Balling platforms 3 Nail container 1

195 Hay ring stapling pliers 1 Magnesium lawn rake, 48" Tape writer plus tape 1 Lawn fair rake, 24" 6 Estimated Total Cost Equipment Wooden lawn rake, 24" 6 and Supplies $ 16,100 Stone fork 2 Nursery Outdoor Area-2 Acres $ 2,000 Garden digging fork 6 Soil improvement Master socket wrench series 5 sets Irrigation Adjustable wrench series 5 sets Drainage Miscellaneous tools (screwdrivers, pliers, Propagation and Growing Area V2 Acre: ballpeen hammers and others) 5 sets Seed and transplant bed $ 300 Estimated Total Cost $20,500 Cold frames, 100' 500 Plastic greenhouse, 15' x 100' 500 LABORATORY EQUIPMENT Shade house, 15' x 50' 300 Item Irrigation and drainage 1,000 Quantity Seed germination unit 1 Total Propagation and Growing Area .. .$ 2,600 Stereo binocular magnifying units, 50 power 20 One-Half Equipmen: z nd Storage Building Laboratory table lamps, 10 tables, figure 20 $ 50,000 two students per table 20 Laboratory Equivalent to A and B with Offices Station laboratory tables and low stools 20 and Storage of Head-housefigure 15 ... 70,000 Hand lenses* 20 One 35' x 50' Greenhouse of Range B Dissecting kits (botany) * 20 figure 7 17,500 *Students should purchase Basic Curriculum Cost . 14,600 Estimated Cost $8,500 Total Estirnsted Cost $172,800 TURFGRASS CURRICULUM GOLF COURSE-9 HOLE EQUIPMENT AND TOOLS Construction costs: Item Quantity Construct 9 greens Construct 9 tees Equipment identical to turf Construct fairways Management III with the following additions: Develop water system Golf course greens mower, 22" Miscellaneous Fairway 7gang reel mower Equipment building (self-propelled) 1 Engineering fee This unit used for campus areas as well as Legal fee for instructional purposes. Contingencies Combination scarifier, scraper and leveler 1 Estimated Cost $28,000 Seeder and roller for 3-point tractor hitch 1 Estimated costturfgrass option equipment Gasoline powered soil shredder . 1 and tools $ 20,500 Tractor with 3-point hitch, PTO, 10 speed 1 Estimated cost laboratory equipment 8,500 Disc harrow with 3-point hitch 1 Estimated cost golf course 9 hole 28,000 Self-propelled trenching machine 1 One-half equipment and storage building 24" gravity feed fertilizer spreader 3 figure 20 50,000 36" gravity feed fertilizer spreader ...... 3 Laboratory equivalent to C and D with Offices Centrifugal type fertilizer spreader 3 and storage of head-house-- -figure 15 . 70,000 Rotary mower, 21" 1 Two 35' x 50' greenhouses of range B Hand reel type mowers, 18" 5 figure 17 35,000 Self-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" 1 and drainage 2,500 Rotary tiller, 16" 1 Basic Curriculum Cost 14,600 Self-propelled soil aerator 1 Self-propelled vertical type mower 1 Total Estimated Cost $229,100 Power edger 1 24" lawn water-filled roller, 300 lbs. 1 ARBORICULTURE CURRICULUM Self-propelled sod cutter 1 EQUIPMENT Garden wheelbarrow (pneumatic wheels) 3 Garden rake, 14 teeth and level head 12 Item Quantity Square shovel, No. 2 short handles...... 12 Pole saws, 12' 10 Mattocks, long cutter 6 Pole pruners, 12' complete 10 Shovel, No. 2 short handle and round point 12 Saw sheaths 10 Magnesium lawn rake, 24" 12 Lopping shears 5 Magnesium lawn rake, 36" 6 Hand pruners 10

196 Flexible rake 5 Screw rod, 1/2" x 12' 2 Broom, street 6 Screw rod, 1/2" x 12' 2 Treet paint cans 10 Screw rod, 3/4" x 12' 2 Mechanic's tool set 1 Screw rod nuts, 1/2" 25 Tool locker 1 Screw rod nuts, %" 25 Rope manila, 1/2", 800' 1 coil Screw rod nuts, 3/4" 25 Rope manila, 1/2", 300' 1 coil Diamond washers 100 Rope manila, 1/2", 600' 1 coil Thimbles 100 Rope manila, 3/4", 150' 1 coil Turnbuckles 100 Safety saddle 6 Lightning protection materials . .. 1 set Tree paint 24 gals. Gasoline cans, 5 gal. 1 Friction tape 12 rolls Gasoline cans, 21/z gal. 2 Brush clipper, 8" capacity 1 Electric drill 1 Hydraulic sprayer, 600 gals 1 Earth auger bit, 2" 2 Hand saws, pruning 10 Hand earth auger 3 Tree surgeon's ladder 1 Crow bar, 5' 3 Square shovel 3 Chain saw, lightweight, gas 1 Round point shovel .. . 3 Chain saw, electric 1 Tree 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 2 Tree 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 3 Bit 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 6 Axes . 6 Wedges, 64 lbs., iron 6 Hacksaw frame and blades 3 Estimated total cost equipment Crescent wrenches. 12" 3 and supplies $ 13,200 Bolt cutters ... . 2 One-half equipment and storage building Steel tape, 50' 2 figure 20, 8,500 square feet 50.000 Cable, ill" 260' Laboratory equivalent to A and B with offices Cable, 1,4" 250' and storage of Head-housefigure 15 '70,000 Cable, A" . 260' Two 35' x 60' greenhouses of range B Lag Ee:rews hook, .6" 100 figure 17 ...... 35,000 Lag 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, which GREENHOUSEConservatory (figure 15) 17,500 shows the consolidated costs of the five curricu- EQUIPMENT AND STORAGE BUILDING (figure 20) 100,000 lums in the ornamental horticultural program, Basic Curriculum Cost 14,300 is to Display the costs of the facilities (figures Outdoor Facilities Cost 17,600 15, 16, 17, and 20) if equipped ideally but not ARBORICULTURE CURRICULUM extravagantly. Equipment and Supplies 13,200 It is unlikely that a beginning program would FLORICULTURE CURRICULUM Equipment and Supplies $14,500 be large enough or varied enough to require all Flower Shop Supplies 1,500 16,000 the items in the summary, but those elements LANDSCAPE DEVELOPMENT CURRICU- necessary to moat beginning programs can be LUMEquipment and Supplies 15,500 identified and extracted from the summary, NURSERY CURRICULUM 16,100 with an understanding of their relationship to TURFGRASS CURRICULUM Equipment and Supplies $20,500 other factors in a program. Laboratory Equipment 8,500 HEAD-HOUSE (figure 15) $200,000 Golf Course .. 28,000 57,000 GREENHOUSERange A (figure 16).. 240,000 Total Estimated Cost of Horticultural GREENHOUSERange 13 (figure 17) 80,000 Complex With Five Curriculums . $787,500

198 BIBLIOGRAPHY

NOTE: Current edition after a reference indicates and Equipment. New York: The Ronald Press Com- that the publication has undergone one or more revi- pany. Current edition. sions. California Agricultural extension Service. Manual 23 Abbett, R. W. Engineering Contracts and Specifications. The U. C. System-Container Grown Plants. 1965. New York: John Wiley & Sons, Inc. 1963. Canfield, Bertrand R. Sales Administration, Principles Ahlgren, Gilbert Harold. Principles of Weed Control. and Problems. Englewood Cliffs, N.J.: Prentice- New York : John Wiley & Sons, Inc. 1963. Hall, Inc. Current edition. American Oil Company. Engineering Bulletin, Farm Canfield, Bertrand R. Salesmanship: Practices and Tractors. Chicago: American Oil Co. Problems. New York: McGraw-Hill Book Co., Inc. AmericanStandardAssociation.Drafting Manual Current edition. (ASA-Y14) ;and Graphic Symbols (ASA-Y-32). Christopher, Everett P. The Pruning Manual. New New York: The Association. York: Macmillan Co. 1954. American Association of Nurserymen. American Stan- Chu, H. F. How to Know the Immature Insects. Dubu- dard for Nursery Stock, and Merchandising and que, Iowa: William C. Brown Company. 1949. Sales Bulletin. Washington, D.C.: The Association. Church, Thomas. Gardens Are For People. New York: Aul, Henry B. How to Plan Modern Home Grounds. Reinhold Publishing Corp. 1955. New York: Sheridfm House. 1959. How to Plant Collings, G. H. Commercial Fertilizers. New York: Your Home Grounds. 1953. McGraw-Hill Book Co., Inc. Current edition. Baer, C. J. Electrical and Electronics Drawing. New Colm, G. and T. Geiger. The Economy of the American York: McGraw-Hill Book Co., Inc. 1960. People. Washington, D.C.: The National Planning Bailey, L. H. The Cultivated Conifers of North America. Association. Current edition. New York: Macmillan Co. 1°33. Manual of Culti- Couch, Houston B. Diseases of Turfgrasses. New York: vated Plants. Revised edition. 1949. Reinhold Publishing Corp. 1962. Baird, A. Craig and Franklin H. Knower. Essentials of Crafts, Alden S. The Chemistry and !lode of Action of General Speech. New York: McGraw-Hill Book Co., Herbicides. New York: John Wiley & Sons, Inc. Inc. 1960. Essentials of General Speech; An Ntro- 1961. duction. Current edition. Crocker, W. and L. V. Barton. Physiology of Seeds. New Ball, George J. The Ball Red Book. East Chicago: York: The Ronald Press Company. 1953. C .orge J. Ball, Inc. Current edition. Cronquist, Arthur. Introductory Botany. Evanston, Ill.: Barger, Edgar Lee and others. Tractors and Their Harper & Row, Publishers. 1961. Power Units. New York: john Wiley & Sons, Inc. Crouch, William G. and Robert L. Zetler. A Guide to 1952. Technical Writing. New York: The Ronald Press Bear, F. E. Soils and Fertilizers. New York: John Wiley Company. Current edition. & Sons, Inc. Current edition. Crouse, William Harry. Automotive .Electrical Equip- Beckhart, B., ed. Business Loans of American Commer- ment. New York: McGraw-Hill Book Co., Inc. Cur- cial Banks. New York: The Ronald Press Company. rent edition. Automotive Mechanics. Current edi- 1959. tion. Berrall, Julia S. A History of Flower Arrangement. Davis, Raymond Earl and J. Kelly. Short Course in New York: Thomas Y. Crowell Company. 1953. Surveying. New York: McGraw-Hill Book Co., Inc. Bloom, Gordon F. and Herbert R. Northrup. Economics 1942. of Labor Relations. Homewood, Ill.: Richard D. Davis, Raymond Earl and others. Surveying : Theory Irwin, Inc. Current edition. and Practice. New York: McGraw-Hill Book Co., Bonner, James and Arthur W. Galston. Principles of Inc. Current edition. Plant Physiology. San Francisco: W. H. Freeman Dawson, Robert B. Practical Lawneraft. New York: and Co., Publishers. 1962. Transatlantic Arts, Inc. 1949. Bonneville, J. and ethers. Organizing and Financing Dean, Howard H. and Kenneth D. Bryson. Effective Business. Englewood Cliffs,N.J.:Prentice-Hall, Communication. Englewood Cliffs, N.J.: Prentice- h&c. Current edition. Hall, Inc. 1961. Bordeaux, Jean. How to Talk More Effectively. Chicago: Dodge, Bernard 0. and others. Diseases and Pests of American Technical Society. 1952. Ornamental Plants. New York: The Ronald Press. Brooklyn Botanic Gardens. Handbook on Lawns. Sum- 1960. mer 1956. Donahue, Roy L. Soils: An Introduction to Soils and Broom, H. J. and J. G. Longenecker. Small Business Plant Growth. Englewood Cliffs, N.J.: Prentice- Management. Cincinnati, Ohio: Southwestern Pub- Hall, Inc. Current edition. lishing Co. 1961. . Our Soils and Their Management. Danvillt,Ill.: Bush-Brown, James and Louise. America's Garden Book. Interstate Printers and Publishers. 1961. New York: Charles Scribner's Sons. Current edi- Dulles, Foster R. Labor in America. New York: Thomas tion. Y. Crowell Company. 1960. Butler, George Daniel. Recreation Areas-Their Design Dunham, C. W. and R. D. Young. Contracts, Specifica-

199 tions and Laws for Engineers. New York: McGraw- Holum, John R. Elements of General and Biological Hill Book Co., Inc. 1958. Chemistry. New York: John Wiley & Sons, Inc. Dunton, Loren. How to Sell to Women. New "!Cork: 1962. McGraw -Hill Book Co., Inc. 1965. Instrument Society of America. Recom mended Practice Eames, Arthur and L. Mac Daniels. An Introduction to -Instntmentation Flow Plan Symbols. ISA-RP 5.1. Plant Anatomy. New York: McGraw-Hill Book Co., Pittsburgh, Pa.: The Society. Current edition. Inc. 1947. Israelsen, Orson W. and Vaughn E. Hansen. Irrigation Eckbo, Garrett. The Art of Home Landscaping. New Principles and Practices. New York: John Wiley York: McGraw-Hill Book Co., Inc. 19:;6. & Sons, Inc. 1962. Eel ls, R. The Meaning of Modern Business. New York: Janick, Jules. Horticultural Science. San Francisco: Columbia University Press. 1960. W. H. Freeman. 1963. Engel, David H. Japanese Gardens for Today. Rutland, Jaques, H. E. How to Know the Insects. Dubuque, Iowa: Vt.: Charles E. Tuttle Co., Inc. 1959. William C. Brawn Co. 1947. Estok, George R. Organic Chemistry. Philadelphia, Pa.: How to Know the Weeds. Dubuque, Iowa: Wil- W. B. Saunders Co. 1959. liam C. Brown Co. 1959. Faulkner, Harold U. A^nerican Economic History. New Jones, Fred Rufus. Farm Gas Engines and Tractors. York: Harper & Row, Publishers. Current edition. New York: McGraw-Hill Book Co., Inc. Current Fehlman, Frank E. Anyone Can Sell. Pleasantville, edition. N.Y.: Printer's Ink Publishing Co. 1955. Kahn, George N. The 36 Biggest Mistakes Salesmen Fenska, Richard. Complete Modern Tree Experts Man- Make and How to Correct Them. Englewood Cliffs, ual. New York: Dodd, Mead & Co. 1954. N.J.: Prentice-Hall, Inc. 1963. Fogg, John M., Jr. Weeds of Lawn and Garden. Phila- Kegel, Charles H. and Martin Stevens. Communication; delphia, Pa.: University of Pennsylvania Press. Principles and Practices. Belmont, Mass.: Wads- 1956. worth Publishing Co., Inc. 1959. Free, Montague. All About House Plants. Garden City, Kelly, P. and K. Lawyer. How to Organize and Operate N.Y.: Doubleday & Company, Inc. 1946. a Small Business. Englewood Cliffs, N.J.: Prentice. French, T. E. and C. J. Vierck. Fundamentals of Engi- Hall, Inc. Current edition. neering Drawing. Princeton, N.J.: D. Van Nostrand Kerr, Clark and others. Industrialization and Industrial Co., Inc. 1960. Man. Cambridge, Mass.: Harvard University Press. Fuller, Harry J. and A. B. Carothers. Plant World. 1960. New York: Holt, Rinehart & Winston, Inc. 1963. Klingman, Glenn C. Weed Control as a Science. New Fuller, Harry J. and Oswald Tippo. College Botany. York: John Wiley & Sons, Inc. 1961. New York: Holt, Rinehart & Winston, Inc. 1954. Laurie, Alexander and others. Commercial Flower Forc- Giachino, J. W. and Henry J. Neukemp. Drafting and ing; The Fundamentals and Their Practical Appli- Graphics. Chicago, Ill.: American Technical So- cation to the Culture of Greenhouse Crops. New ciety. 1961. York: McGraw-Hill Book Co., Inc. Current edition. Graf, Alfred Byrd. Exotica: Pictorial Encyclopedia of Laurie, Alexander and V. H. Ries. Floriculture. New Outdoor Plants. Rutherford, N.J.: Roehrs Co. 1957. York: McGraw-Hill Book Co., Inc. Current edition. Exotica III, 1963. Lazo, H. and A. Corbin. Management in Marketing. Gregory, Charles 0. Labor and the Law. New York: New York: McGraw-Hill Book Co., Inc. 1961. W. W. Norton & Co., Inc. Current edition. Levens, Alexander S. Graphics with an Introduction to Greif, Edwin C. Modern Salesmanship. Englewood Conceptual Design. New York: John Wiley & Sons, Cliffs, N.J.: PrentIce-Hall, Inc. 1958. Inc, 1962. Gulf Oil Company, Pittsburgh, Pa.: Gulf Farm Tractor Levitt, Jacob. The Hardiness of Plants. New York: Guide. Academic Press. 1956. Haas, Kelneth Brooks. Professional Salesmanship; Per- Liesveld, John H. The Retail Florist. New York: Mac- suasi, and Motivation in Marketing. New York: millan Co. 1951. Holt, ,linehart & Winston, Inc. 1962. Lindblom, C. E. Unions and Capitalism. New Haven, Hartmann, Hudson T. and Dale E. Kester. Plant Propa- Conn.: Yale University Press. 1949. gation. Englewood Cliffs, N.J.: Prentice-Hall, Inc. Little, Van Allen. General and Applied Entomology. 1959. New York: Harper & Row, Publishers. Current Harwell, George C.Technical Communication. New edition. York: Macmillan Co. 1960. Mahlstede and Fletcher. Storage of Nursery Stock. Hays, Robert. Principles of Technical Writing. Reading, Washington, D.C.: American Association of Nur- Mass.: Addison-Wesley Publishing Co., Inc. 1965. serymen, Inc. Current edition. Hicks, Tyler G. Successful Technical Writing. New Mallinckrodt Chemical Company. Turf Pest Manage- York: McGraw-Hill Book Co., Inc. 1959. ment Handbook. New York: Hitchcock, A. S. Manual of Grasses of the U. S. Wash- Marder, Daniel. The Craft of Technical Writing. New ington,D.C.:U.S. Government Printing Office. York: Macmillan Co. 1960. Current edition. Macrorie, Kenneth. The Perceptive Writer, Reader and Hoelscher, Randolph P. and Clifff,rd H. Springer. Engi- Speaker. New York: Harcourt Brace & World, Inc. neering Drawing and Geometry. 2d edition. New 1959. York: John Wiley & Sons, Inc. 1961. McDonald, Elvin. The World Book of House Plants.

200 Cleveland, Ohio: World Publishing Company. 1963. McGraw-Hill Book Co., Inc. 1961. Mead, Daniel W. and others. Contract, Specifications Itichberg, Donald R. Labor Union Monopoly: A Clear and Engineering Relations. New York: McGraw- and Present Danger. Chicago: Henry Regnery Co. Hill Book Co., Inc. Current edition. 1957. Metcalf, Clell Lee and others. Destructive and Useful Robbins, Wilfred W. and others. Botany. New York: Insects; Their Habits and Control. New York: John Wiley & Sons, Inc. Current edition. McGraw-Hill Book Co., Inc. 1962. - -. Weed Control, a Textbook and Manual. New Muenscher, Walter Conrad Leopold. Weeds. New York: York: McGrawill Book Co., Inc. Current edition. Macmillan Co. Current edition. Rockwell, Frederick F. and Esther Grayson. Complete Muller, Walter H. Botany. New York: Macmillan Co. Guide to Successful Gardening. Garden City, N.Y.: 1963. Doubleday & Company, Inc. 1965. Mund, V. Government and Business. New York: Harper Roget, Peter Mark. New Roget's Thesaurus of the & Row, Publishers. 1960. English Language in Dictionary Form. New York: Musser, Howard Burton. Turf Management. New York: G. P. Putnam's Sons. Currant edition. McGraw-Hill Co., Inc. Current edition. Routh, Joseph I. Fundamentals of Inorganic, Organic Newman, W. and C. Summer. The Process of Manage- and Biological Chemistry. Philadelphia, Pa.: W. B. ment. Englewood Cliffs, N.J.: Prentice-Hall, Inc. Saunders Co. Current edition. 1961. Samuelson, P. Economics: An Introductory Analysis. Noble, Mary and J. Merkel. Plants Indoors. Princeton, New York: McGraw-Hill Book Co., Inc. 1964. N.J.: D. Van Nostrand Co., Inc. 1954. Scharff, R. The Book of Planters. New York: M. Bar- Nor ling, Ernest. Perspective D, awing. Laguna Beach, :ows & Co., Inc. 1960. Fla.: Foster Art Service, Inc. Current edition. Schery, Robert W. The Lawn Book. New York: Macmil- Ortloff, H. Stuart and Henry B. Raymore. The Book of lan Co. 1961. Landscape Design. New York: M. Barrows & Co., Schulz, Peggie. Growing Plants Under Artificial Light. Inc. 1959. Color and Design for Every Garden. 1951. New York: M. Barrows & Co., Inc. 1955. Parker, Harry. Simplified Design of Reinforced Con- Schutte, William M. and Erwin R. Steinberg. Commu- crete. New York: John Wiley & Sons, Inc. Current nication in Business and Industry. New York: Holt, edition. Simplified Design of Structural Timber. Reinhart & Winston, Inc. 1960. Current edition. Simonds, J.0. Landscape Architecture. New York: Pederson, Carlton A. and Wright. Salesmanship; Prin- McGraw-Hill Book Co., Inc. 1961. ciples and Methods. Homewood, Ill.: Richard D. Sit. Lott, Edmund W. and Katherine S. Wilson. Botany. Irwin, Inc. Current edition. Ne, York: McGraw-Hill Book Co., Inc. 1963. Perrin, Porter G. and George H. Smith. Handbook of . Plant Morphogenesis. New York: McGraw-Hill Current English. New York: William R. Scott, Inc. Book Co., Inc. 1960. 1962. Souther, J. W. Technical Report Writing. New York: Pfadt, Robert E. Fundamentals of Applied Entomology. John Wiley & Sons, Inc. 1957. New York: Macmillan Co. 1962. Squires, Mabel. The Art of Drying Plants and Flowers. Phelps, Orme W. Introduction to Labor Economics. New M. Barrows & Co., Inc. 1958. York: McGraw-Hill Book Co., Inc. Current edition. Stewart, Shan. Planning and Building Your Patio. New Pirone, Pascal P. Diseases and Pests of Ornamental York: Crown Publishers, Inc. 1954. Plants. New York: The Ronald Press Company. Sultan, Paul. Labor Economics. New York: Holt, Rine- Current edition. hart & Winston, Inc. 1957. . Tree Maintenance. New York: Oxford Univer- Sunset. Garden and Patio Building Book. Menlo Park, sity Press, Inc. Current edition. Calif.: Lane Magazine & Book Co. 1960. How to Pohl, Richard W. How to Know the Grasses. Dubuque, Build Patio Roofs. Current edition. Landscaping Iowa: Willirm C. Brown Company, Publishers. for Modern Living. 1958. Lawns and Ground Cov- 1954. ers. Current edition. The Sunset Garden Series. Portland Cement Association. Cement Mason's Manual. Current edition. Sunset Swimming Pools. Current Chicago: Soil-Cement Construction Handbook. A edition. Practical Course in Concrete. Theroux, Frank Richard and Lisle A. Smith. Plane Sur- Post, Kenneth. Florist Crop Production and Marketing. veying. New York: Pitman Publishing Corp. 1950. New York: Orange-Judd Publishing Co. 1949. Theroux, Frank Richard and Lisle A. Smith. Surveying Potts, Samuel F. Concentrated Spray Equipment, Mix- Field Problems and Notebooks. East Lansing, tures and Application Methods. Caldwell, N.J.: Mich.: Michigan State College Press. 1943. Dorland Books, Inc. 1958. Thompson, Mary E. The Driftwood Book. Princeton, Pyenson, Louis. Elements of Plant Protection. New N.J.: D. Van Nostrand Co., Inc. 1960. York: John Wiley & Sons, Inc. 1951. Keep Your Thompson, Wayne N. Fundamentals of Communication. Garden Healthy. New York: E. P. Dutton & Co., New York: McGraw-Hill Book Co., Inc. 1957. Inc. 1964. Timms, H. The Production Function in Business. Home- Rainbird Sprinkler Manufacturing Corp. Sprinkler Irri- wood, Ill.: Richard D. Irwin, Inc. 1962. gation Handbook. Glendora, Calif.: The Corpora- Tuites, Clarence E. Basic Mathematics for Technical tion. Current edition. Courses. Englewood Cliffs, N.J.: Prentice-Hall, Inc. Rhodes, Fred H. Technical Report Writing. New fork: Current edition.

201 U.S. Department of Agriculture. Climate and Man. Warringer, J. E. and Francis Griffith. English Gram- (YearbookofAgriculture,1941). Washington, mar and Composition: A Complete Handbook. New D.C.: Government Printing Office. 1941. York: Harcourt, Brace & World, Inc. 1957. Forest Nursery Practice. (Agricultural Hand- Washington, Allyn J. Basic Technical Mathematics. book No. 110). Washington, D.C.: U.S. Government Reading, Mass. :Addison-We ;ley Publishing Co., Printing Office. Current edition. Inc. 1964. . Grass (Yearbook of Agriculture, 1948). Wash- Watt, George W. and others. Chemistry in the Labora- ington,D.C.: U.S. Government PrintingOffice. tory; A Laboratory Manual to Accompany Chemis- 1948. try. New York: W. W. Norton and Co., Inc. 1964. . Handbook of Insect Enemies of Flowers and Weisz, Paul B. and Melvin S. Fuller. Science of Botany. Shrubs (Miscellaneous Publication No. 626). Wash- New York: McGraw-Hill Book Co., Inc. 1962. ington, D.C.: U.S. Government Printing Office. Whiting, Percy H. The Five Great Problems of Sales- . Insects (Yearbook of Agriculture, 1952). Wash- men and How to Solve Them. 1964. The Five Great ington,D.C.:U.S. Government PrintingOffice, Rules of Selling. New York: McGraw-Hill Book 1052. Co., Inc. Current edition. . Soil (Yearbook of Agriculture, 1957). Washing- Whitney, R. A. The New Psychology of Persuasion and ton, D.C.: U.S. Government Printing Office. 1957. Motivation inSelling.EnglewoodCliffs,N.J.: - -. Soils and Men (Yearbook of Agriculture, 1938). Prentice-Hall, Inc. 1965. Washirgton, D.C.: U.S. Government Printing Of- Wilson, Adelaide B. Color in Flower Arrangement. New fice 1938. York: M. Barrows & Co., Inc. 1954. . Water (Yearbook of Agriculture, 1955). Wash- Wilson, H. W. Applied Science and Technology Index. ington,D.C.:U.S. Government PrintingOffice. New York: H. W. Wilson Co. Current edition. 1955. Witty, Paul. How to Become a Better Reader. Chicago, . Woody Plant Seed Manual (Miscellaneous Pub- Ill.: Science Research Associates. 1953. lication No. 654). Washington, D.C.: U.S. Govern- Wyman, Donald. Ground Cover Plants. New York: ment Printing Office. 1949. Macmillan Co. 1956. U.S. Department of Health, Education, and Welfare, . Shrubs and Vines for American Gardens. New OfficeofEducation. Occupational Criteria and York: Macmillan Co. 1949. Preparatory Curriculum Patterns inTechnical Trees for American Gardens. New York: Mac- Education Programs. 0E-80015. Washington, D.C.: millan Co. Revised edition, 1965. U.S. Government Printing Office. 1962. Yoder, Dale. Personnel Management and Industrial Pretechnical Post High School Programs, A Relations. Englewood Cliffs, N.J.: Prentice-Hall, Suggested Guide.0E-80049. Washington, D.C.: Inc. 1962. U.S. Government Printing Office. 1967. Scientific and Technical Societies Pertinent to Young, Charles E. and Emil F. Symonik. Practical the Education of Technicians. 0E-80037. Washing- English, Introduction to Composition. New York: ton, D.C.: U.S. Government Printing Office. 1965. McGraw-Hill Book Co., Inc. 1958. U.S. National Park Service. Tree Preservation Bul- Zetler, Robert L. and W. George Crouch. Successful letins. Washington, D.C.: U.S. Government Print- Communication in Science and Industry. New York: ing Office. Current edition. McGraw-Hill Book Co., Inc. 1961.

202 APPENDIX Selected List of Professional and Technical Societies and Organizations Concerned with Ornamental Horticulture and its Application

A selected list of professional and technical societies Publications : Monthly Newsletter, Dividends, Merchan- and associations concerned with ornamental horticulture dise and Sales Bulletin and Legislative Reports to and its application can be a helpful source of instruc- members; also Plant Patents (-1542), Wow to Name tional information and reference data. The compendium a Plant, and various leaflets for vocational guidance, which follows is not a complete listing; inclusion or on landscape materials, etc. Several 16 mm sound omission of an organization does not imply approval or films are available for club programs. disapproval. This listing omits details regarding local Awards: Norman J. Coleman award for horticultural chapters or sections, but educators may obtain addi- progress through research; annual industrial land- tional information by writing directly to the executive scaping award for an outstanding job of landscape secretary of an organization. design, and beautification of the grounds of an indus- AMERICAN ASSOCIATION OF BOTANICAL GAR- trial firm or institution. DENS AND ARBORETUMS, Department of Horticul- AMERICAN FORESTRY ASSOCIATION, 919 17th ture, New Mexico State University, Box 530, University Street, NW., Washington, D.C. 20006 Park, N. Mex. 88070 History: Organized April 1882 in Cincinnati, Ohio, as History: Organized September 1940 the American Forestry Congress, joined at the Mon- Prrpose: To promote the intersts of botanical gardens treal meeting in August 1882 by an earlier American and arboretums, and public, including municipal, in- Forestry Association organized in Chicago in 1875; terest in living plants name changed to present title 1889; incorporated Jan- Total Membership: 200 uary 1897, reincorporated January 1920 in the Dis- Publications: N3wsletter, quarterly trict of Columbia. AMERICAN ASSOCIATION OF NURSERYMEN, Purpose: To promote the advancement of intelligent INC., 835 Southern Building, 15th and H Streets, NW., management and use of the country's forests and re- Washington, D.C. 20005 lated resources of soil, water, wild life, and outdoor History: Organized 1875, incorporated 1898 recreation. Purpose: To improve conditions in the nursery commu- Total Membership: 40,000 nity through any lawful means which may be appro- Publications: American Forests, monthly priate, including without limitation the following: the AMERICAN HORTICULTURAL SOCIETY, INC., cultivation of acquaintanceship; fostering and pro- 1600 Bladensburg Road, NW., Washington, D.C. 20002 moting a greater use of nursery products; the im- History: Organized 1922; united in 1926 with the Na- provement and standardization of nursery products; tional Horticultural Society; merged with American the advancement of fair trade practices, customs and Horticultural Council in 1960. usages; cooperation with allied interests; promoting Purpose: To accumulate, increase, and disseminate hor- the arbitration of disputes; the compilation and dis- ticultural information. semination of scientific information to members; the Total Membeeship: 4,500 study of business methods and standards for recom- Publications: American Horticulture Magazine, quar- mendation to and use by members; gathering, analyz- terly; Gardener s Forum, eigl.t times a year ing and disseminating information of general interest, AMERICAN INSTITUTE OF PARK EXECUTIVES, and securing and presenting the view of the member- INC., Ogleybay Park, Wheeling, W. Va. 26003 ship to the public, to governmental agencies, and to History: Organized 1898 as New England Association other organizations; cooperating with governmental of Park Superintendents; name changed to American agencies in molding policies on legislative and admin- Association of Park Superintendents 1904; reorga- istrative matters in the interest of the public and nized and name changed to present title 1921; incorpo- industry; promoting the exchange and sale of nursery rated 1925. stock; the exhibition of plants, fruits, flowers, or Purpose: To promote the gathering and dissemination other articles produced by or used in the nursery of information concerning public parks, gardens, and community; engaging in any lawful activities which other recreation grounds, facilities, and programs; to will enhance the efficient and economic progress of the promote increase of such facilities and their greater nursery community and appraise the public of its utilization. scope and character. Total Membership: 3,872 Membership: Over 1,300 members in 50 States, the Publications: Parks and Recreation, monthly; Manage- District of Columbia, and Puerto Rico. ment Aids Bulletin, monthly

203 AMERICAN RHODODENDRON SOCIETY, 3514 Department of Botany, University of California, Berke- North Russet Street, Portland, Ore. 97200 ley, Calif. 94720 History: Funded in 19,14 History: Founded in 1937. Member society of American Purpose: To disseminate information on rhododendrons Institute of Botanical Sciences and affiliate of Ameri- and azaleas, operate test gardens, and register names can Association for the Acly: ncement of Science. of new hybrids. Purpose: To broaden the base c f knowledge upon which Total Membership: 1,800 members in 16 chapters taxonomy rests and to lead in the integration of Publications: Quarterly Bulletin; Rhododendrons taxonomy with other branches of botany. (1956), Rhododendron Test Garden Total Membership: 630 AMERICAN ROSE SOCIETY, 4048 Rose leaPlace, Publications: Brittonia, quarterly; Taxonomic Index, Columbus, Ohio 43200 irregular History: Organized in 1889, first as an organization GARDEN CLUB OF AMERICA, 598 Madison Avenue, to serve commercial and cut flower growers, later New York, N.Y. 10022 changed to serve amateur rosarians Histcry: Founded 1913; Incorporated 1923 Purpose: The encouragement of agriculture and horti- Purpose: The club is especially active in fields of con- culture and especially to increase the general interest servation. Scholarships for nature camps are given in the cultivation and improve the standard of excel- to local teachers by member garden clubs. Conserva- lence of the rose for all people tion Week observance has been secured in States. The Membership: About 17,000 members with more than club is concerned with the preservation of the natural 350 affiliated and associated clubs in 17 regions beauty of the country and its native plants and ani- Publications: American Rose Magazine, monthly; Amer- mals. Support has been given to legislation regarding ican Rose Annual; Guide for Buying Roses; List of conservation and also to highway beautification. Public and Private Gardens; Listing of books in Total Membership: 12,000 Society's Lending Library; periodic publications of Publications: The Bulletin, bimonthly other books and leaflets GOLF COURSE SUPERINTEND 3NTS ASSOCIA- AMERICAN SEED TRADE ASSOCIATION, South- TION OF AMERICA, ;)158 Des Plaines Avenue, Des ern Building, Suite 803, 1030 15th Street, NW., Wash- Plaines, Ill. 60018 ington, D.C. 20005 History: Organized April 1923 as the Cleveland Greens- History: Founded 1883 keepers Association; founded in September 1926 as Purpose: Breeders, growers, assemblers, conditioners, the National Association of Greenskeepers of Amer- wholesalers, retailers of grain, grass, vegetable, flower ica; incorporated in May 1928 by the State of Dela- and other seeds for planting purposes. Special Com- ware; name changed to present title 1951. mittee: National Garden Bureau Divisions: Garden Purpose: To promote research and the interchange of seed; Farm seed, Hybrid corn, Lawn and Turf Grass, scientific and practical knowledge relating to the care mail order, packet seed, brokers, retail, associates. of golf courses and turfgrass operations, thug bring- Total Membership: 725 ing about more efficient and economical operation of Publications: Yearbook golf courses and increased prestige for this Associa- AMERICAN SOCIETY FOR HORTICULTURAL tion and its individual members, as well as the occu- SCIENCE, Department of Horticulture, Michigan State pation of golf course supervision, including the pro- University, East Lansing, Mich. 48823 duction, maintenance and improvement of turfgrass; History: Organized 1903 to encourage cooperation with other associations and Purpose: To promote the science of horticulture Total Membership: 2,750 organizations whose interests parallel or complement Publications: Proceedings, semiannual those of this Association and to promote justice, AMERICAN SOCIETY FOR HORTICULTURAL benevolence and education to and for its members. SCENCE, Department of Horticulture, Michigan State Total Membership: 2,437 University, East Lansing, Mich. 48823 Publications: The Golf Superintendent, monthly; Mem- History: Organized 1903 bership Directory, annual; Newsletter, quarterly Purpose: To promote the science of horticulture HOLLY SOCIETY OF AMERICA, INC., P. 0. Box Total Membership: 2,750 8445, Baltimore, Md. 21234 Publications: Proceedings, semiannual History: Incorporated 1947 AMERICAN SOCIETY OF LANDSCAPE ARCHI- Purpose: To bring together persons interested in any TECTS, INC., 2000 K Street, NW., Washington, D.C. phase of holly; to collect and disseminate practical 20006 information; to locate and preserve, if possible, holly History: Organized 1899; Incorporated 1916 stands of extraordinary natural beauty; to promote Purpose: To advance education and skill in the art of researchin the various cultural and physiological landscape architecture as an instrument of service in aspects of growing holly; to establish a central place the public welfare. where individuals may secure reliable information on Total Membership: 2,376 holly. Publications: Landscape Architecture, quarterly; Land- Total Membership: 1,025 scape Architectural News Digest, monthly Publication: Bulletin, annual; Holly Letter, irregular; AMERICAN SOCIETY OF PLANT TAXONOMISTS, and bulletins related to holly culture.

204 INTERNATIONAL PLANT PROPAGATOR'S SO- History: Incorporated 1929 CIETY, Rutgers The State University, Department of Purpose: To coordinate the interests of the State fed- Horticulture, New Brunswick, N.J. 08903 erations of garden clubs; to aid in conservation of History: Organized November 1951 natural resources; to promote civic beauty and road- Purpose: To stimulate interest in the growing of finer side improvements; to advance the art of gardening plant material and to disseminate knowledge of how and the study of hortic,:lture. National gift scholar- such material may best be propagated. ships are awarded to further horticultural education Total Membership: 650 and landscape design; 25 awards are given for horti- Publications: Proceedings, annual cultural achievement. INTERNATIONAL SHADE TREE CONFERENCE, Membership: About 490,000 members in over 15,000 1827 Neil Avenue, Columbus, Ohio 43210 garden clubs united in 46 State federations and the History: Founded 1924 District of Columbia Purpose: To promote and improve the practice of ar- Publications: The National Gardener, bimonthly; Direc- boriculture and to promote public education to develop tory and Handbook, biennially a greater appreciation of the value of arboricultural TATIONAL LANDSCAPE NURSERYMEN'S ASSO- practices. CIATION, P. 0. Drawer 281, Leesburg, Fla. 32748 Total Membership: 1,850 History: Founded 1939 Publications: Arborists' News, monthly; Annual Pro- Purpose: Landscape nurserymen and landscape architects ceedings of the Conference, annually; various special Total Membership: 275 publications on arboriculture, irregular Publications: NLNA News Notes, monthly MEN'S GARDEN CLUBS OF AMERICA, 50 Eaton NATIONAL PARKS ASSOCIATION, 1300New Street, Morrisville, N.Y. 13408 Hampshire Avenue, NW., Washington, D.C. 20036 History: Founded in 1932 History: Founded 1919 Purpose: To promote plant-testing programs for mem- Purpose: The Association, through its board members bersannuals, begonias, chrysanthemums, daffodils, and cooperating organizations, works with horticul- lawn grasses, iris, lilies, roses, vegetables, and camel- tural groups in furtherance of joint aims. Educa- lia:. Seed and plant exchange programs. Training of tional projects: work with teachers and students on accredited judges. Films and slides available; pro- conservation matters; student conservation program, gram aids supplied to clubs. Speakers' bureaus main- an experimental venture, designed to test the feasi- tained by regions. Sponsors of Industrial Beautifica- bility of utilizing volunteer student assistance to sup- tion Contest. plement the manpower shortage in the national parks Toial Membership: 12,000 members; 300 member clubs, during the summer months. grouped in eight regions Publications: National Parks Magazine, monthly; film Publications: The Gardener rental library; sets of slides of the national parks NATIONAL ARBORISTS ASSOCIATION, P. 0. Box for sale. 426, Wooster, Ohio 44691 SOCIETY OF AMERICAN FLORISTS, Suite H-220, History: Founded in 1938 Sheraton Park Hotel, Washington, D.C. 20008 Purpose: To promote greater appreciation of shade History: Founded 1884 trees and to assist the tree care industry in the prac- Purpose:Growers, wholesalers,retailers and allied tice of tree preservation through the dissemination of tradesmen in the floral industry useful information, encouragement of sound legis- Total Membership: 3,400 lation, promotion of research, cooperation with allied Publication: Dateline, monthly industries, insistence upon equitable principles in SOCIETY OF AMERICAN FORESTERS, Suite 300, regard to shade tree work, and the carrying out of 1010 16th Street, N.W., Washington, D.C. 20036 an informative public relations program. History: Organized November 1900 Total Membership: 190 members, companies or organi- Purpose: To represent, advance and protect the inter- zations doing commercial shade tree service work ests and standards of the profession of forestry; to Publications: Occasional newsletters and special pub- provide a medium for exchange of professional lications for membership thought; and to promote the science, practice and NATIONAL ASSOCIATION OF GARDENERS, INC., standards of forestry at an accredited college or 194 Old Country Road, Mineola, N.Y. 11501 university. History: Organized 1300; Incorporated July 22, 1911 Total Membership: 15,500 Purpose: To unite all professional gardeners and others Publications: Journal, monthly; Forest Science, quar- interested in gardening; to promote their general terly welfare by furnishing information pertaining to gar- UNITED STATES GOLF ASSOCIATION, 40 East dening; to supply them with a medium to secure 38th Street, New York, N.Y. 10016 employment. History: Organized in 1894 Total Membership: 1,200 Purpose: To carry on the fine things of golf: fair play, Publications: Professional Gardener, monthly good fellowship and the general good of the game; NATIONAL COUNCIL OF STATE GARDEN sponsorship of turfgrass research by State and re- CLUBS, INC., 4401 Magnolia Avenue, St. Louis, Mo. gional agricultural experiment stations; development 63100 of trained workers in turf management.

205 Total Membership: Over 8,000 Regular Member Clubs lems and responsibilities;,to further the conservation and Associate Membership Courses. of natural resources; to encourage concern for na- Publications: USGA Golf Journal, eight times a year; tional and world problems; to promote the education USGA Grew Section Record, six times a year of women in agriculture, horticulture, and related WOMAN'S NATIONAL FARM AND GARDEN AS- professions; to offer opportuniti as for the marketing SOCIATION, 3017 Military Road, Washington, D.C. of handiwork and products of tie farm and garden. 20015 Scholarships for girls studying horticulture, animal History: Founded 1914 husbandry, and home economics. Purpose: To stimulate interest in horticultural therapy; to cooperate with governmental agencies for the im- Total Membership: 8,000 members in 11 divisions provement of rural conditions; to give farm and city Publications: The National Farm and Garden Maga- women a better understanding of their mutual prob- zine, quarterly; The Country Woman, monthly

*U.S.GOVERNMENT PRINTING OFFICE: 1970 CO--393-402

206