AVAILABLE from DOCUMENT RESUME Farm Crop

DOCUMENT RESUME

ED 039 346 VT 010 968

TITLE Farm Crop Production Technology: Field and Forage Crop and Fruit and Vine Production Options,. A Suggested 2-Year Post High School Curriculum. INSTITUTION Office of Education (DHEW) , Washington, D.C. Div. Vocational and Technical Education. REPORT NO 0E-81016 PUB DATE Feb 70 NOTE 187p. AVAILABLE FROM Superintendent of Documents, U.S. Government Printing Office, Washington, D.C. 20402 (F55.280:81016, $1.50)

EDRS PRICE EDRS Price MF-$0.75 HC Not Available from EDRS. DESCRIPTORS *Agricultural Education, *Agricultural Production, *Agricultural Technicians, Bibliographies, *Curriculum Guides, Educational Facilities, Farm Management, Farm Occupations, Field Crops, Post Secondary Education, *Program Guides IDENTIFIERS Forage Crops, Fruit Production, Vine Production

ABSTRACT Prepared by a junior college under contract with the Office of Education, the curriculum materials are designed to assist school administrators, advisory committees, supervisors, and teachers in developing or evaluating postsecondary programs in farm crop production technology. Information was gathered by visits to the important farm regions and to outstanding schools with technician Programs, and consultations with teachers, administrators, and representatives of private business and farming. Included in the guide are: (1) suggestrid course outlines with course descriptions and examples of texts and references, (2) information on the sequence of technical education procedure,(3) laboratory layouts with equipment and cost, (4) discussion of land requirements, (5) sections on the library and its use, the faculty, and student selection and services, (6) a selected list of scientific, trade, and technical societies, (7) summary of costs for the curriculum options, and (8) a bibliography. Curriculum outlines and course descriptions are provided for the Field and Forage Crop Production and the Fruit and Vine Production options. Course outlines are included for: (1) Technical Specialty Crops, (2) Auxiliary and Supporting Technical Courses, (3) Mathematics and Science Courses, and (4) General Courses. A selected list of professional and technical societies and organizations concerned with crop and fruit production is appended. (SB) rkr7,7"',

0E- 81016

CT FARM CROP P AV-rE PRODUCTION TECHNOLOGY: Field and Forage Crop and Fruit and Vine Production Options A Suggested 2-Year Post High School Curriculum

U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECES- SARILY REPRESENT OFFICIAL OFFICE OF EDU. CATION POSITION OR POLICY.

U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education ROBERT H. FINCH,Secretary `JAMES E. ALLEN, JR.,Assistant Secretary and Commissioner of Education FOREWORD

THIS SUGGESTED curriculum was prepared to aid in planning and initiating programs in the States to meet the growing need for highly qualified farm crop production technicians to fulfill present requirements, and to prepare future farmowners and operators to cope with continued technological change. The guide provides suggested course outlines with examples of texts and references, sequence of technical education procedure, laboratory layouts with equipment and cost, discussion of land requirements, library and its use, faculty, student services, and a selected list of scientific, trade, and technical societies.It is designed to assist school administrators, advisory committees, supervisors, and teachers who will be developing or evaluating programs in farm crop production technology. 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. This guide was developed in the Program Development Branch of the Division of Vocational and Technical Education, U.S. Office of Education. The basic materials were prepared by Mount San Antonio Junior College at Walnut, Calif., pursuant to a contract with the Office of Education. Many useful suggestions were received from special consultants, advisers, owners, and employers in the farm crop production 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 should not be inferred that the curriculum is completely endorsed by any one institution, agency, or person. It is a plan for a program; a plan to be modified byadminis- trators and their advisers to meet local, State, and regional needs.

LEON P. MINEAR GRANT VENN Division of Vocational and Associate Commissioner for Technical Education Adult, Vocational, and Library Programs

August 15, 1969

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 individuals : Stuart Baker, director, Washington Operations, J. I. Case Co., 1000 16th Street NW., Washington, D.C. 20036. Max E. Benitz, Rural Route No. 2, Prosser, Wash. 99350, president, Washington State Farm Bureau, member, Washington State Coordi- nate Council for Education. Robert V. Call, Jr., 8113 Lewiston Road, Batavia, N.Y. 10402, president, New York State Vegetable Growers Association, member of Governor Rockefeller's Commission for Preservation of Agriculture Lands. Robert C. Kennedy, supervisor, Plant Science Technician Curriculum, Thompson School of Applied Science, University of New Hampshire, Durham, N.H. 03824. Hubert V. Kiehl, Malta Bend, Mo. 65339, member of Missouri Farm Bureau, Board of Directors, Contract Seed Grower. Donald F. McMillen, assistant general manager, Sunkist Grower, Inc., Post Office Box 2706, Terminal Annex, Los Angeles, Calif., owner and operator, with tenant, of a small Illinois grain farm. Harold R. Peck, crops instructor, Mount San Antonio College, 1100 Grand Avenue, Walnut, Calif. 01789. Robert F. Reimers, Reimers Seed Farm, Rural Route No. 3, Box N 40, Carrington, N. Dak.; chairman, State Budget Board of North Dakota Legislature. G. Allen Sherman, dean of Agricultural Science, Mount San Antonio College, Walnut, Calif. 91789; project manager for contract for this curriculum. Howard Sidney, chairman of Agricultural Division, Agricultural & Technical College, State University of New York, Cobleskill, 12043. John W. Talbott, director, Farm Crops (California Region) Cargill, inc., West Sacramento, Calif. 95691. The Office of Education also acknowledges with appreciation the con-

iv structive criticism by administratorsand staff members of the following institutions : Abraham Baldwin Agricultural San Joaquin Delta College College Stockton, Calif. 95204 Tifton, Ga. 31794 State University of New York Agway Inc. Agricultural and Technical Syracuse, N.Y. 13201 College Murray State College Alfred, N.Y. 14802 Tishomingo, Okla. 73460 State University of New York Northeastern Junior College Agricultural and Technical Sterling, Colo. 80751 College Farmingdale, N.Y. 11735 Penta County Vocational School and Technical College University of Nebraska Perrysburg, Ohio 43551 Curtis, Nebr. 69025 Purdue University Wenatchee Valley College Lafayette, Ind. 47905 Wenatchee, Wash. 98801 . 4

CONTENTS

Page FOREWORD iii ACKNOWLEDGMENTS iv THE FARM CROP PRODUCTION TECHNOLOGY PROGRAM 1

General Considerations _ 3 Occupational Opportunities ...... 4 Special Abilities Required of Technicians in General_ 7 Activities Performed by Technicians in Farm Crop Technology 7 Faculty 8 Student Selection and Sery ces 10 Textbooks, References, Vie aal Aids 12 Library 13 Laboratory Equipment and Facilities ...... 14 Advisory Committees and Services 15 Scientific and Technical Societies and Trade Associations. 16 THE CURRICULUM 18 The Curriculum Outline for Field and Forage Crop Production Option 19 The Curriculum Outline for Fruit and Vine Production Option....20 Brief Descriptions of Courses for the Field and Forage Crop Production Option 21 Brief Descriptions of Courses Unique to the Fruit and Vine Production Option 23 Curriculum Content and Relationships 23 Cooperative Education Plan ...... 25 Suggested Continuing Study 26 COURSE OUTLINES 28 Technical Specialty Courses 28 Cereal Crops ...... -...... 28 Deciduous Fruit Production 33 Field Crops 36 Forage Crops 39 Fruit Processing 48 Grassland Management 56 Plant Diseases and Pests 62 Plant Propagation 67 Seed Production 71 Small Fruit Production ...... OOotesooMOOO...... 78 Soil Management...coo oaaft,corPO ...00... 85 Soil Sciencq .. = .. 90 SubtropicalcFruit Production 94 TruckCrops._...-- ...... - ...... 98

. Weeds and Weed Control _ 101 Auxiliary and Supporting Technical Courses______108 Agricultural Mechanics. omoao on. omOosamocorsoloo onis000sooroot omsoo moo. nom o ola 108 Crop Marketing 110 FarmMachinery.000nalocoossUOw------112

Farm Management .a. mftaria Owls wao$OOOOm= ...... pa ..... oogoOMIO 115 Page Farm Power 118 Farm Records aii Reports 120 Irrigation and Water Management 123 Mathematics and Science Courses 126 Mathematics I 126 Mathematics II_... 128 Agricultural Chemistry 129 Crop Botany. .. 133 General Courses 140 Agricultural Economics 140 Communications Skills 142 Principals of Social Science 151 BUILDINGS, FACILITIES, EQUIPMENT, AND COSTS 156 General Planning 156 Land Requirements .... 157 Building Facilities 157 Planning the Laboratories 158 Acquisition of Equipment, and Estimated Costs . _..... 161 Suggested Audiovisual Equipment 163 Suggested Laboratory Equipment ...... 163 Suggested Shop Equipment.._...... 165 SUMMARY OF COSTS _ ...... -167 Forage and Field Crop Option 167 Fruit and Vine Production Option...... ______167 Both Options ...... 168 BIBLIOGRAPHY 169 APPENDIX Selected List of Professional and Technical Societies and Organizations concerned with Crop and Fruit Production__ 175 THE FARM CROP PRODUCTION TECHNOLOGY PROGRAM

Figure 1.Mechanized production of stable food crops of which this field of wheat is typical requires atu understanding of modern agricultural tet.hnology. In ARM CROP production requires over 300 management as well as the use of sound busi- million acres of land in the United States ness principles. Today's farmer is farming on today. An annual income of over $40 billion at ever increasing acreage per farm. This, coupled the farm level comes from the sale of these with more mechanization, has increased his crops along with the livestock produced from need for capital. Today farmers are spending them. The American farmer today represents some $30 billion per year to pay the cost of pro- less than 10 percent of the population, yet producing the Nation's abundance of farm pro- dues enough food for himself and 40 Other ducts. The investment per worker in agricul- people. (1969) ture is over $21,000 compared to about $16,000 This is contrasted with some moderately well- per worker in most manufacturing industries. developed countries where often half or more The farmer is no longer self-sufficient. He buys of the population is engaged in farming, yet many of his production requirements, such as produces barely enough to meet national needs. seed, fertilizer, and equipment. As a result, a In some underdeveloped countries, the popula- large number of businesses have been estab- tion on farms is as high as 80 percent with food lished which are closely allied to farming. shortages still existing. The American farmer The modern farmer now needs to know more has learned to make use of the great number than ever before about his crop after it leaves of changes in mechanization and to apply other the farm and proceeds through marketing and technological advances in order to accomplish processing channels. In some cases processing this tremendous production of food and fiber. starts on the farm or with a marketing or pro- Farming in the United States has become a cessing organization in which the farmer has science, with production involving both life and an interest. As each crop product goes through physical sciences. This is combined with careful the marketing processes to the.consumer, it

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Figures 2.The machinery and equipment shown here for picking dates reflectsonly some of the specialized technological factors involved in large.scale and efficient production of orchard and vineyard products.

must be tested, graded, transported, processed, farmers who retire may not be replaced because packaged, and priced. Each of these activities other farmers may buy their land to increase has a direct bearing upon the income received their own acreage, there will still bea need for by the farmer for his crop. Therefore, he needs several hundred thousandnew farmers and to understand these processes. farm managers in the coming decade. Statistics show that there has beena de- As the size of farms increases witha corn- crease in the number of farmers in recent years. sponding decrease in thenull Baer of farmers, Since over one-third of the farmers in the each new generation in farming must be better United States today aremore than 55 years of educated to meet the demands of modern farm- age, probably 30 or 40 percent will retire during ing. In addition, those working with the farmer the next 10 to 15 years. Even though all of the in the service, supply, marketing, andprocessing businesses r 1st be better educated todo the work required by the increaseduse of applied science and technology to all phases offarm production. For all of thesereasons, it has become appar- ent to many whoare conedrned with modern agriculture that a high school education isno longer sufficient for most farmersor for many workers in fields closely allied tofarming. The problems of modern farminghave become so technical that at least a 2-year poA high school technical educationprogram, orits equivalent, is rapidly becominga necessity. In the business of farmcrop production, usually involving extensive land andcapital, it is imperative that farmersbe well educated. It is also imperative in the nationalinterest if the United States is to maintain itsleadership in world food production. Despitetemporary surpluses in a few U.S. farmcrops, experts on Figure .S.Farm crop production technicians must learn many technical details world food production predict thatan increase and techniques associated with applied science in agriculture. This student of up to 25 percent in this Nation's selects seeds, identify foreign materials, and discern damage toa grain crop crop produc- using modern equipment in a college laboratory. tion will be needed by 1975. To dothis on the

2 The field and forage crop option is designed to cover field crops, cereal crops, forage crops, and truck crops. In the areas where little intensive farming of row crops takes place, an elective is offered in grassland management. This post high school program prepares the student as a specialist in the production, harvesting, and marketing of these crops and provides him with a basic understanding in farm mechanics and basic sciences which are essential to successful crop production. The fruit and vine production option is designed to cover both deciduous and subtropical fruits, nuts, berries, and grapes. This option is provided for those who wish to specialize in the production, harvesting, and marketing of these

Figure 4.Much of the work In producing grapes in this modern vineyard is crops. The supporting courses in science, plant mechanized. The capital investment requires that it be a large.scale operation propagation, and fruit processing are designed to bo economical. to prepare the student in preproduction and available acreage will call for maximum use of postharvesting techniques and procedures. human resources in farming for the coming generation. This can be brought about by better education for our present and future farm owners, operators and workers. This guide to programs to educate farm crop production technicians presents two options, each directed toward a major kind of farm crop production. When a program is established, the facilities and staff are also usually utilized to provide courses for graduates of the program in their continuing study, and for farmers and other employed adults who need to update and upgrade their technical knowledge.

Figure 6.This fieldof lettuce illustrates how garden and vegetable crops have now become large field crops for which highly specialized culture pro. ceduros, tiling, and harvesting equipment have been developed.

General Considerations This guide has been prepared for school ad-

Y. ministrators or department heads who are con- sidering whether or not to establish post high school programs in crop or fruit and vine production, or who wish to strengthen an existing program. The program was formulated after extensive study including visits to most of the important farming regions of the United States and to outstanding schools which provide .pro- Figure 5.Iko fruit and vineyard croptechnicianapplies many facetsof grams to educate technicians in these fields. biological and agricultval science in producing these grapes, 4 poundsof which are required to more 1 pound of raisins. Consultations with teachers, administrators,

3 and representatives of private business and farming in each region explored problems, ideas,suggestions, and recommendations on many pertinent aspects of the program. All .1,...{11.1. have shaped the content of this guide. Institutions which establish programs using this guide will find that modifications can be made to fit the local conditions of their specific area. School administrators and teachers who wish to add or to delete courses or parts of courses should seek the advice of local advisory Figure 7.This cornharvesterillustrateshow machinery hassubstituted mechanical power for human and animal energy in the production of major committees so the resulting program will meet agriculture! crops. local or regional needs. A program of this type should not be undertaken without most of the or in a division of 4-year colleges or universi- recommended facilities and equipment and the ties. The program outlined in this guide could necessary staff. Even with the 'best facilities be offered in any of these types of institutions. and equipment, highly effective teaching is Questions such as the following should be necessary to make the program a successful answered in the affirmative before the -program one. should be undertaken : Those who believe a farm crop production (1) Is the program an educational objective technician program may be needed in their in- which the administration and staff of stitution should begin with a comprehensive the institution understands and will sup- regional, State, and local study. It should be port with staff, money, and cooperation? made with the help of people acquaintd with (2) Is the present faculty, if any, qualified; the agricultural needs in the area of crop or or can such staff be obtained? fruit production. Such a study is necessary to (3) Will there be adequate financial support catalog the educational needs, to define the to provide the program with buildings community support, to evaluate available stu- and facilities and to maintain it by pro- dent population, and to form a basis for a de- viding the proper tools, books, instru- cision as to whether or not to offer the pro- ments, and equipment necessary for a gram. No program should be undertaken unless high quality program? there is a strong indication that it will be need- (4) Will provisions be made for effective ed for at least 10 years. guidance and placement services ? Some of the courses suggested in this pro- (5) Will such a program meet a need in the gram can be combined or eliminated entirely in State or community at a reasonable cost? adapting it to the agriculture of the area. Time made available by such an action may be used to extend or emphasize course content, or to Occupational Opportunities introduce special courses to meet local needs. For example, in some States there is consider- During the years since World War II, there able demand for grain elevator managers. In has been a strong demand for technically those States it may be desirable to add courses trained people in agriculture and its related in business and to combine such courses as industries. This is the result of the technologi- cereal and field crops. Local advisory commit- cal changes which have taken place in agricul- tees can be of great assistance in making such ture. Until recently, most of the technical work decisions. has been done by graduates of the 4-year col- Technical programs are offered in several leges. However, the demand for professionally types of post high school institutions in the trained people in agriculture has becomeso United States. These are the 2-year community great that the 4-year colleges cannot meet all or junior colleges, technical institutes or col- of the demands. The 4-year colleges havere- leges, area vocational and technical schools, ported that for every graduate thereare five

4 r,

to seven employment opportunities. The num- latedagriculturalbusiness. Experience has ber is much larger in some specialized areas. shown that employers in related businesses Many professional services inagriculture want employees who have a good technical and related fields require education beyond the agricultural preparation. For example, in agri- bachelor's degree. Some colleges of agriculture cultural sales, employers indicated that a good have as high as 50 percent of the students technical knowledge of agriculture was more working on advanced degrees. Studies of 4-year important than sales ability. The nature of college graduates show that only a relatively farmers as customers makes it desirable for the small percentage return to the farm. salesman to be able to "talk the language" and Today, there is a need for workers who have to show the farmer how the product will benefit enough technical knowledge to work with and his farming program or increase his farm in- to extend the effectiveness of the highly edu- come. If the salesman cannot do this, sales cated professional worker. A worker who can training alone will not make the salesman do this is the technician, who has completed a effective. high quality post high school preparatory pro- There are many employment opportunities gram in the agricultural technology of his that graduates of this program may choose in choice. addition to farming. The list that follows has The program in this guide is designed for been checked by educators and by employers. those who wish to take 2 years of farm produc- They are in general agreement that these jobs tion oriented education beyond the high school are example's of work that graduates would be and go directly into farming or a closely re- prepared to do at the entry level. The titles differ in some areas, and may be subject to change as work changes and new positions are created.

Typical Employment Opportunities Field and Forage Crop Production Technology Farm operator Farm foreman or supervisor Custom farm operator Technical farm worker Farm loan assistant Seed processing foreman Farm supply salesman Farm cooperative employee Hay and forage buyer and seller Farm machinery foreman Picking crew foreman Fieldman, food processing company Fieldman, produce firm Packing shed foreman Produce department manager Grain inspector Seed inspector Vegetable inspector Soil conservation aid Figure 8.Many employment opportunities off the farm are available for well- trained field and forage production technicians. Grain grading and inspection Research technician, U. S. Department of for moisture ,content shown hereis one example of many inspection and marketing employment opportunities. Agriculture

5 Research technician, seed company have become established, itis recommended Research technician, agricultural extension that additional courses in applied agricultural service sciences, farm management or finance, business Rodent control assistant or agricultural economics be offered. There Pest control assistant should be inservice education available to the Pest control equipment specialist graduates and other interested adults in the Peace Corps worker evening or at times when they can take them Technical assistant without interfering with their work. Technician, U.S. Agency for International Some of the employment titles listed, such as Development farm worker, may not appear to require technical training. They do not refer to the "old time" Typical Employment Opportunities hired hand but are examples of the increasing Fruit and Vine Production Technology number of workers who may be called upon to do and/or to be responsible for specialized Fruitgrower, deciduous jobs in irrigation, fertilization, or pest control Fruitgrower, subtropical in today's farm crop production work. Fruit nursery operator Fruit nursery worker (specialist) Vineyard foreman Vineyard worker (specialist) Custom farm operator Small fruitgrower Plant propagator Fieldman, fruit buying organization Fieldman, fruit processing organization Fruit processing plant operations specialist Packing shed foreman Picking crew foreman Fruit inspector Weed control assistant Spray equipment operator and specialist U.S. Department of Agriculture research assistant Research assistant, agricultural extension service Orchard equipment salesman Nursery salesman Figure 9.Modern citrus orchards such as this one are cultivated and cul- Spray material salesman tured like field crops. Some of the orchard care operations may be contracted Irrigation equipment salesman by the owners and performed by specializedagriculturalservice contractors Fruit supply salesman who must be technically competent in their field. Peace Corps worker Technical assistant This program is intended to provide the edu- Technician, U.S. Agency for International cation of specialized personnel who are capable Development of performing many tasks requiring special skills, and who are confident in their abilities, Graduates of this program may be expected education, competence and judgment. to enter the positions listed at the entry ldvel. Administrators planning to initiate such a It is assumed in most cases they will advance program should be aware of the special abili- on the job to higher positions as a result of ties required of technicians and the nature of experience and further study. After programs the tasks they may be called upon to perform.

6 Special Abilities Required information,andrecordedscientific of Technicians in Generale data. (5) Communication skills that include the Technicians must have the following special ability to record, analyze, interpret, and abilities : transmit facts and ideas with. complete (1) Proficiency in the use of the disciplined objectivity orally,graphically, and in and objective scientific method in prac- writing. tical application of the basic principles, concepts, and laws of physics and chemistry, and/or the biological sciences as they comprise the scientific base for the Alt individual's field of technology. (2) Facility with mathematics :Ability to use algebra and trigonometry as tools in the development, definition, or quantifi- cationofscientificphenomenaor principles ; and, when needed an understanding of, though not necessarily facility with, higher mathematics through analytical geometry, calculus, and differential equations, according to the requirements of the technology. (3)A thorough understanding and facility in use of the materials, processes, apparatus, procedures, equipment, meth- Figure 10. Programs toeducate farm cropproductiontechniciansrequire ods, and techniques commonly used in well quipped laboratories in which to teach special techniques and use of the technology. modern scientific equipment used in the technology. (4) An extensive knowledge of a field of specialization with an understanding of the Activities Performed by application of the underlying physical or Technicians in biological sciences as they relate to the engineering, health, agricultural, or in- Farm Crop Technology2 dustrial processing or research activi- (1) Applies knowledge of science and math- ties that distinguish the technology of ematics extensively in rendering direct the field. The degree of competency and technical assistance to agricultural sci- the depth of understanding should be entists engaged in scientific research or sufficient to enable the individual to es- experimentation. He may help conduct tablish effective rapport with the scien- field studies in developing new crop or tists, doctors, manager, researchers, or fruit varieties, mechanized equipment, engineers with whom he works and to or uses for agricultural chemicals. enable him to perform a variety of de- (2) Designs, develops, or plans modifica- tailedscientific or technical work as tions of new products, procedures, tech- outlined by general procedures or in- niques, processes, or applications on structions;butrequiringindividual his own or under the supervision of an judgment,initiative,and resourceful- ! agriculturalscientistinappliedre- ness in the use of techniques, handbook search, design, and development. (3) Plans, supervises, or assists in installa- 1 Adapted from U.S. Department of Xealth, Education, and Wel- tion or assembling complex apparatus fare,Office of Education. Occupational Criteria and Preparatory Curriculum. Patterns in Technical Education Programs. 0E-80016 Washington: U.S. Government Printing Office, 1002, p. 5. Ibid., pp 6-8.

7 or equipment and control systems used problem, including sources of pertinent inagricultural industry or on the information. This versatility is a char- farm. acteristicthatrelatestobreadth (4) Advises or supervises the purchase, op- of applied scienthic and technical un- eration, maintenance, and repair of derstandingthe antithesis of narrow complex apparatus or farm equipment specialization. to obtain maximum operating efficiency. (5) Plans production or operations as a A 2-year program must concentrate on pri- member of the management unit or as mary or fundvmental needs if it is to prepare the person responsible for efficient use individuals for responsible technical positions of manpower, materials, money, and in or related to modern farm production. It machines used in agricultural produc- must be realistic and pragmatic in its ap- tion. or processing. proach. The program suggested in this guide (6) Advises, plans, and estimates costs as a has been designed to provide maximum techni- field representative of a manufacturer cal instruction in the time that is scheduled. or distributor of technical apparatus, To those who are not familiar with this type equipment, services, or product. Or he of educational service (or with the goals and may need to advise, plan, or estimate interests of students who elect it), the techni- costs on production budgets and crop- cal program often appears to be inordinately ping plans using statistical data. rigid and restrictive. While modifications may (7)Performs determinations, analyses be necessary in individual institutions to meet and/or tests on agricultural products regional or local needs, the basic structure, on the farm or in the laboratory. He content, level, and rigor of this program should may prepare appropriate technical re- be maintained. ports covering the tests or make man- The specialized technical courses in agricul- agement decisions as a result of them. tural production are laboratory oriented. They (8) Prepares orinterprets drawings or provide application of the scientific principles sketches of buildings, equipment, or concurrently being learned in the courses in cropping plans and writesdetailed mathematics, chemistry, and crop botany. For specifications or instructions to accom- this reason, mathematics and science courses pany them. must be coordinated carefully with technical (9)Reads, selects, compiles, and uses tech- courses at all stages of the program. This co- nical information from references such ordination is accomplished by scheduling math- as farm chemical manuals, agricultural ematics, science, and technical courses con- codes, operation manuals handbooks, currently during the first two terms. General and scientific journals. education courses constitute a relatively small (10) Analyzes and interprets information on part of the total program. It has been found maturity and grade standards obtained that students who enter a technical program from tests on agricultural products us- do so because of the depth in the field of spe- ing precision nrieasuring and recording cialization that the program provides. instruments. (11) Analyzes and diagnoses technical problems that involveindependent deci- Faculty sions. His judgment may require technical ability and practical experience to The effectiveness of a program of this type arrive at decisions. depends largely upon the competence and en- (12) Deals with a variety of technical prob- thusiasm of the teaching staff. It is important, lems involving many factors and vari- therefore, that the administrator responsible ables which require an understanding for faculty selection be aware of the specialized of several technicalfields. He must competencies that are required of the teacher know how to go about solving a new due to the nature of the curriculum.

8 The technical teacher needs more technical bers. Coordination of classes should be dis- knowledge than the high school teacher, but is cussed at staff meetings. Concepts taught in usually lessspecialized than instructors of basic science classes should be reinforced in graduate courses at the university. He must be other classes by practical examples and applica- teaching oriented in contrast to research ori- tion. This close liaison should also be main- ented in his work. He should be a master of the tained with the teachers of general education skills in his specialty, have a practical knowl- subjects. Student weaknesses in communica- edge, and yet have the academic background to tions should be as much the concern of the tech- understandand interpretrelatedtechnical nical teachers as it is of the language teacher. knowledge. To be successful, he must also un- Another member of the team should be the derstand the special education philosophy for librarian. The librarian responsible for tech- technical education. nical education should be included instaff Instructors who teach this technical curric- meetings and curriculum discussions whenever ulum may be one of two types. The first is the possible. This important two-way communica- full-time professional teacher. He is profession- tion will apprise the librarian of what materials ally prepared, including at least a minimum of are needed, and the teachers of what new mat- teacher education courses at the university erials are available. level, and devotes full time to the technical pro- The philosphy of the team approach is to gram. In selecting this kind of teacher, the ad- emphasize the integrity of the program. The ministrator should look for former students aims and objectives are: immediate employ- who have completed a university program, ment, advancement on the job, social competen- former vocational agriculture teachers who cy, and citizenship. They can best be accomp- have had work experience and have strength- lished by an educational program that combines ened this technical preparation, or teachers technical knowledge, skills, and general educa- who haveinternedintechnical programs. tion in a meaningful program. Teachers from these sources who have the tech- Faculty members should be encouraged to nical and professional ability are more likely to develop technically and professionally. This can know and understand the philosophy of tech- be accomplished by offering released time and nical education. financial assistance for inservice training. The The other type of teacher may be a part-time inservice training program should be developed teacher from an agricultural industry closely to strengthen individual weaknesses. One teach- related to the technical program. Part-time er may profit more from summer employment teachers from industry may be employed to in industry, while another should attend formal teach courses requiring special skills or knowl- classes. edge. They may be prospective emplvers cf the Inservice teacher training is very important students or former students working in ir.dus- in schools which are changing from vocational try. Sometimes it is possible to obtain people programs to technical programs while using the who have had teaching experience prior to same staff. It is also necessary in schools where going into industry. university staffs who are accustomed to teach- Both types of instructors may be used to ing in the 4-year program teach part time or make up the staff. Those from industry may full time in a technical program. In each case, bring needed technical knowledge not possessed the aims and objectives, subject matter present- by the others. The full-time teachers may be ation, and philosophy are different. The admin- better able to know and counsel the students istrator should be certain that staff is oriented and to help with teaching methods and class- to these important differences and that individ- roommanagement.Full-timeinstructional ual staff members are allowed time to prepare staff should comprise the large majority of the for the new teaching role. faculty for this program. All technical teachers should be encouraged In all technical programs there should be a to maintain close liaison with professional and team approach to teaching, with close liaison technical societies related to their teaching maintained between the various staff mem- speciality. Attendance at society or organiza-

9 tion meetings provides opportunities for the When admitting classes into the program, it teacher to keep abreast of new developments. is desirable to plan in multiples of 18 to 24 This is important also for placing graduates in students. This allows for laboratory sections suitable employment. which will consist of 18 to 24 students and lec- The workload of the technical teacher should ture classes of 36 to 48 students. preferably be less than 15 and not more than 20 hours per week. Due to the mixed lecture and laboratory schedule, it is sometimes difficult to compare this teaching load with that of non- technical teachers in the same school. A comparison is sometimes made by counting lecture hours as one teaching unit and a 3-hour laboratory period as two teaching units. However, IMP these comparisons are difficult to make. The time required to adequately prepare for a laboratory period and do the required followup work, may exceed that needed for a lecture hour. The size of lecture classes will vary with the subject matter being taught. In classes where demonstrations or specimens are used, the size of class should be limited to the number that can readily observe what is being shown. Lab- oratory classes should be limited to 20 to 24 students. This allows students to see the laboratory materials and for the teacher to give more individual instruction. In some classes it may be possible to have 40 to 50 students in the lecture, and then to divide the laboratory into two sections of 20 to 25 each or three sections of 15 to 18 each. Good laboratory classes require much time in Figure 11.TMs laboratory scale grain threshing unit makes it possible for students toanalyze threshing operations outside of the normalharvesting the preparation of materials and equipment. season and without fullscalo field equipment. Principles of threshing, grain separation, imptaityeliminelion, andavoidinggrain damagecan be Whenever possible, it is desirable to use labora- demonstrated. tory assistants to help the instructor with laboratory preparation and procedure. The curriculum outlined in this guide will re- Student Selection and Services quire a minimum staff of four agriculture instructors,including the department head In order to produce high quality graduates, teaching at least part time, if only a single op- it is important to have some standards for stu- tion is offered. If both options are offered, dent selection. Many post high school institu- then a minimum of five agriculture instructors tions have an open door policy, wherein all will be required. high school graduates are eligible for admis- A staff of this size provides instructors with sion to the school. The open-door policy has the required specialization in the technical sub- merit in that any high school graduate is given ject and permits instructors and the department the opportunity to enter post high school edu- head to spend some time in job placement. cation. However, the open-door policy should In addition, those planning the program must not be interpreted to mean that all who enter provide the required instructional staff for the the institution can expect to succeed in a rig- mathematics,science,communications(lan- orous technical program. The importance of guage skills), and social sciences. some system of selection of students who have

10 a reasonable expectation of succeeding in the high school. The entering student should have program cannot be overemphasized. Schools completed 2 years of high school mathematics, which are changing from vocational to techni- including 1 year of algebra and 1 year of geom- cal programs must have new curriculums which etry ; 1 year of biology, and 1 year of chemistry exhibit the rigor of the technical level. New including laboratory experience, or their equiv- schools offering a technical program must se- alcnt. For those students who have not com- lect students who can master a high level of pleted the equivalent of these courses, many technical instruction from the beginning. post high school institutions offering technical In cases where unqualified students are al- programs offer a pretechnical program.3 The lowed to enroll, the students will usually fail or pretechnical program, which includes up to a the level of instruction may be lowered. If the year's work, gives promising but unprepared level of instructionislowered, high-quality students an opportunity to prepare and to technicians with the depth and breadth of prove that they are ready for a technical pro- preparation required for employment are not gram. available. In either case, students or employ- Most post high school institutions administer ers soon become disillusioned and the whole some type of achievement tests to all incoming program will fail. students. Tests can be used as an indication Another reason for setting selection stan- of verbal and mathematical ability, and to some dards for students is that it adds strength and degree, mechanical ability ; but should not be potential quality to the program. Students and used as major criteria for student selection. their parents find the technician objective at- Many of the most promising students may not tractive when they appreciate that it is a spa- have developed the abstract tools of language, cial objective which requires high scholastic numbers and science required to do well in standards. As it has been pointed out in the tests, but can use the tools as needed to serve section on Special Abilities and Activities of their vocational interests. Technicians, the technician does need special The school admissions officer should have at skills and abilities that challenge the best ef- his disposal the high school transcript showing forts as well as the deepest interest of many subjects taken and grades received, various students. The fact that student selection does test scores, and grades in pretechnical courses, take place and that students must do good work if taken. In addition, it is recommended that a to enter and to remain in the program is an im- personal interview be held wit% each appli- portant feature in representing the program to cant. Such an interview can be of value to de- student, parents, and prospective employers. termine seriousness of purpose and motivation. For these reasons, a good counseling and Motivation is difficult to measure, but is neces- guidance program is necessary. This should sary for success in the program. start before the Student enrolls, preferably at For a student out of high school for a period the high school level. Brochures or catalogs of time working, it is desirable to get a letter of which show the program and the pretechnical recommendation from his employer. Such a let- training required should be distributed to high ter will aid in evaluating the student's matu- school counselors. They should also be made rity, seriousness of purpose, and work habits. available to counselors who may be advising Qualified women applicants should be fully ad- older students or adults. vised about the career potential of the technol- This program is designed for students with ogy and encouraged if they desire strongly to particular interests and abilities in plant and enter the program. soil science. In addition, they will need to un- A student-counseling problem which may be derstand basic economics and to have certain encountered is the student who is still unde- mechanical abilities. The recruitment and ad- cided. The uncommitted student should be admissions program should be designed to select students with these interests and abilities. 3 U.S. Department of Health, Education, and Welfare, Office of The program should be open to students who Education.Pretechnical Post High School Programs, A Suggested Guide,OE-80040. Washington: U.S. Government Printing Office, have not had vocational agriculture courses in 1007. vised to enter the pretechnical program and to its to places of employment. A check on the take some of the beginning technical specialty progress of graduates offers a good means of courses to help him determine whether he wants curriculum evaluation and can be used as a to pursue the technical program. basis for improvement of the program. Effective guidance and counseling is essen- Another part of the student service program tial. In addition to each student having a regu- is the sponsoring of a departmental student or- lar counselor, it is desirable to have a member ganization. Student club activities offer a good of the agricultural faculty available for guid- media to utilize important speakers, to show ance as an adviser. Students often develop a good films of general interest and to teach close relationship with the agricultural faculty group dynamics and parliamentary procedure. advisor and he can help the student with many Student organizations can be helpful in spon- of his problems. The faculty adviser can be of soring field days or opdn house for guests from special value during times of personal or aca- local high schools or agricultural industry. Stu- demic problems or during registration time. dent club organizations have been found to be Some type of orientation program for new important as a medium for the development of students is desirable. This can be done before leadership qualities in students. school starts or at the beginning of the term. Each student should be given the opportunity The orientation program should include cam- to become acquainted with members of techni- pus 'wars to acquaint students with the campus cal societies or farm groups in his area of spe- plus talks by administrators and student per- cialization. Many technical societies offer stu- sonnel representatives regarding campus rules dent membership rates. Contacts with these and regulations. A library orientation to ac- groups help the student become acquainted with quaint students with the use of library facili- people active in the field and with trade publi- ties is a very important part of the orientation cations. Such contacts may eventually help the program. student in finding employment, and they pro- Placement and followup are also a vital part vide a future source of technical information. of the counseling program. Placement of gradu- Some type of degree or certificate should be ates gives meaning to the whole program. A conferred by the institution to indicate the stu- good record of placement helps motivate cur- dent's successful completion of the program. rent students and helps attract new students. These may be presented at graduation or some It is desirable that students be placed in sum- similar ceremony held to recognize achieve- mer employment between the first and second ment. Outstanding individual achievement also year of the program. The jobs should fit the may be recognized at this time or at a banquet occupational objective of the student to allow or meeting of the student organization. him to have real work experience before graduation. The placement of students in suitable and attractive employment upon graduation is, Textbooks, References, Visual Aids probably the most important partof the program. Textbooks, references, and visual aids must Job placement can be managed in various be reviewed constantly in light of new develop- ways. Experience has shown that individual in- ments in science, agriculture, and teaching structors can do much of the placement work. methods. The impact of developments in science During visitsto farms, agricultural indus- applied to agriculture is demanding fresh text- tries, or advisory committee meetings, thC Ifiem- books,ardulGz, a_ ournals,andteaching ber of the instructional staff should always materials. keep placement in mird and be prepared to Departures from teaching the traditional make recommendations when employers ask for college course in various subjects also are creat- help. ing a need for new and different books and ref- Periodic followup studies of previous gradu- erences. In many courses, it will be necessary ates should be made. This can be done by ques- for the teacher to develop his own teaching tionnaires through the mail or by personal vis- materials. It also may be necessary for students

12 to read from many different sources in the now, and new ones, including teaching ma- library rather than to have one assigned text. chines, are gaining more general acceptance. Students should be encouraged to use the li- All such teaching aids should be thoroughly brary to look up materials and to become studied by teachers and administrators before acquainted with sources of information. In a investing money and time in them. Staff mem- changing technology, knowing how to find in- bers need to be adequately prepared in the use formation is as important as knowing facts. of equipment or materials beforeeffective Class assignments in the library are necessary presentation can be made to the students. The to. familiarize the student with its use. Tech- unit cost in relation to educational effective- nicians should be encouraged to use the library ness should be a prime considerationbefore so that it becomes animportant tool in the purchase. learning process. The growth and success of the graduate technician will depend in large measure on his ability tokeep abreast of changes Library in his field. Libraries are information sources with trained personnel who classify source data A central library under the direction of a and assist those seeking it to find pertinent professional librarian is important to the sue information quickly. cess of the teaching of technologycurriculums. The teacher should familiarize himself with Most instructors have private libraries in their the available books before selecting that best offices from which they may select books of suited to the particular needs of the students special interest in their personal conferences as a text. with students and thereby stimulate interest in Visual aids may be a great help to the teach- related liteeature. However, a central library, er when they are pertinentto his teaching headed by a professional librarian, insures the objective. Only a few have been listed in this acquisition and cataloging of the library con- guide because of changing techniques and pro- tent according to an accepted library practice cedures which tend to make films obsolete in and provides the mechanics for locatit,of ref- a relatively short time. Theteachers should pre- erence materials by the use ofsystematic card view any visual aids before use in order to de- files. It also provides the mechanics for lending termine whether they will fit into the teaching books to students in a controlled and orderly situation. At tit-, only part of a film might be manner typical of libraries which theymight used to dern1 n,11,rate a point. If so, the film encounter after leaving school. should be set up in the pnjector before class to Study space with suitable lighting and free- eliminate waste of time. dom from outside distraction should be pro- New types of visual aids are being developed vided in the library for short-term study of ref- and should be considered whenever possible. In erence data, and provisions forchecking out of some new schools thebuildings are being plan- referencematerialsforout-of-libraryuse ned for educational television. Video tapes of should be systematic and efficient. demonstrations or procedures can be produced The content of a library must adequately pro- now for about $1 per minute or approximately vide the literature containing the knowledge en- $50 for a class period. Video tapes can be used compassed by all subjects in a curriculum and in the library for individual study by students. extending somewhat beyond the degree of corn- Administrators and teachers should check plexity or depth encountered in classroom ac- with the local telephone zompany in regard to tivities. Literature dealing with highly special- amplified phone conversations in classrooms. ized aspects of subject may be acquired as In courses such as agricultural economics or needed or may be borrowed by the librarian farm management, it is possible to have pre- from more comprehensive libraries. arranged phone conversations with experts in The teaching staff and the library staff any part of the country for a relatively small should actively cooperate with one another. The charge. teaching staff must cooperate with the library Many new audiovisual devices are available staff on materials to be acquired and should be

23 responsible for the final selection of materials allows both students and staff to build up-to- that support their technical courses. It must date files of current articles appropriate to the take the initiative in recommending new libriry courses in a curriculum. This service should be content to keep it current, pertinent, and useful. available to the students at minimum cost and, In addition to reference books on all important within reasonable limits, free of personal cost aspects of crop, fruit, and vine production, the to the staff. library should contain current magazines per- A list of suggested texts and references may taining to crops, soils, and farm management, be found at the end of each course outline. In bulletins and information from the local exten- order to have a current list, few books over 10 sion service, and a wealth of trade and com- years old have been included. In cases where mercial literature. books over 10 years old are still considered cur- The library staff should periodically supply rent, a notation to that effect has been made. It the teaching staff with a list of recent acquisi- should be possible to select suitable texts or tions complete with call numbers. Technical, references from the lists presented. However, trade, and association journals should either be it should not be assumed that unlisted books circulated to the teaching staff or be placed in are not suitable. There are, no doubt, others a staff reserve area for a short time before which are excellent. they are made available for general library use. One source of references which has been In addition to reference materials, journals, purposely omitted is the university and experi- and trade publications, a library should have ment station circulars and bulletins. These are material of an encyclopedic nature available for published on a wide variety of subjects, too quick reference, and should maintain reference numerous to include in this guide. In addition, index material. materials published in each state are usually Visual aid matters may be centered in the li- best suited to the state where they are pub- brary. Visual aids should be reviewed and eval- lished and may not be of general interest in uated by both the librarian and a member of other parts of the country. The teacher should the teaching staff as they become available. contact the university publications office in his This procedure will insure that appropriate State for a list of available publications. visual aids are acquired by the library and should familiarize members of the teaching staff with exactly what is available and where Laboratory Equipment these aids may best be used in the technical and Facilities programs. Visual aids should always be pre- A well-equipped laboratory is necessary to viewed and analyzed for timeliness and per- provide for valid laboratory experience, basic tinencybeforebeingusedinateaching in nature, broad in variety, and intensive in situation. practical experience. The technician program More and more libraries are becoming com- should include equipment that illustrates prin- prehensive learning centers with individual ciples used ingrading, testing, processing, student carrels multimedia learning materials, weighing, and measuring agricultural products, and programed learning materials for a vari- soils, or equipment. ety of subjects. Variety and quality of equipment are more Each instructor should be encouraged to important than quantity. Each piece of labora- build up a collection of colored slides illustrat- tory equipment should be considered carefully ing farming practices in other areas and farm- before purchase. A study of types of equipment ing operations at different seasons when the used on farms and in laboratories in the local actual operation cannot be observed. These may area should be made. The ways in which this be kept in the library. equipment might be used in laboratory experi- A well-equipped, modern library should have ences should be considered. Study may show some type of duplicating service available so that laboratory models of certain large expen- that copies of library materials may be ob- sive machines can be purchased and used to tained easily by students and staff. This service illustrate principles.

14 The size of the plot of groundfor a school farm laboratory will vary withthe size of the program. In schoolswhich offer other technical programs, the plots mustbe larger. For crops and fruitand vine production, adequate acreage should beobtained for test plots of grains and forages, row crops,and a fruit 7-, orchard. Careful considerationshould also be given to irrigation facilities for atleast part of the plot. The school farm laboratory canbe used as demonstration plots for variousagricultural chemicals, irrigation methods,and equipment- use when it isdifficult to use local farms for Figure 12.Judicious selection of testingequipment for agricultural products such purposes. In addition, manyof the plant makes it possible to teach various principlesof farm crop production in the laboratory can be laboratory. specimens for use in the grown in thegreenhouse or on the school farm. The laboratory equipmentrecommended in The farm plot ideally shouldbe located near this guide has beencarefully considered. Its the school. If possible it shouldbe owned by the main use is to teach studentsthe various prin- institution; if not owned, it shouldbe available ciples of testing or gradingagricultural prod- under a long-term leasingarrangement. (See ucts. In addition, some ofthe equipment is ex- further discussion underland requirements.) cellent for teaching criticalthinking and proper laboratoryprocedures. The economicimpor- tance to the farmer of testingis stressed as the equipment is used. The equipment has beenselected to illustrate principles or concepts. Eventhough the machines will change, if thestudent learns the principles and concepts of atesting procedure he can adapt to new orimproved machines. A list of the variouskinds of equipment needed to teach this curriculumis included in a later section.It may seem ratherextensive, but it is considered vitalto the program, and the curriculum should notbe attempted without it. In addition to the equipmentfor thlabora- tories, it will be necessary tohave greenhouses and a plot of ground for aschool farm, laboratory. In established schoolswhere ornamental taught, the green- gura 13.ln equipping farm cropproductionlaboratories,sufficient high horticulture is also being .quality equipment must be available to permit each studentto use the equip. conjunction with that ment. Hare a student is performing a test todetermine the sedimentation houses can be used in qualities of wheat, en important test to determine thebaking quality of program. However,the greenhouses are used the wheat. for soils, botany, plantpropagation, weeds and weed control, seed production,and the other plant production classes. Forthis reason, ade- Advisory Committees andServices should be considered. quate space under glass education pro- This is even more importantfor schools locat- The success of technician climate making out- grams depends to agreat extent on the formal ed in regions with a cold advisory committees. side work difficult. and informal support of

15 When an institution decides to consider the ad- tion, with the help of the committee andspe- visability of initiating a particular technologi- cial consultants, can effectively initiate the cal program, the chief administrator or dean needed program, quickly develop it to a high should appoint the advisory committee. level of excellence, and maintain its timeliness. The special advisory committee for the farm It is strongly recommended thatan advisory crop production technology program should be committee be provided for this technology. comprised of representatives of employers and Members can be appointed for regular terms, public employment services, scientific or tech- subjecttoreappointment, and membership nical societies and associations in the field, and should rotate so some experienced advisorsare knowledgeable civic leaders who meet with and present with some new ones each term. advise the specialists on the school's staff. Such members serve without pay as interested citi- zens. They have no legal status but provide Scientific and Technical Societies invaluable assistance. The committee normally and Trade Associations consists of about 12 members (but may vary from six to 20), who generally serve for a 1 Scientific and technical societies4 and trade to 2year period. The head of the institution or associations are an importantsource for faculty the department head of the technology is or- members of instructional materials and other dinarily chairman. It should be remembered benefits for themselves and students. Such that such people are always busy ; therefore, societies provide, through their publications meetings should be called only when commit- and meetings, immediate reports and continu- tee action can best handle a specific task or ing discussion of new concepts,processes, tech- problem. niques, and equipment in the physical sciences The committee assists in surveying and de- and related technologies. Their presentatitTn of fining the need for the technicians : the knowl- scientific and technical discoveries and their edge and skills they will require ; employment interpretation of them explain the relationship opportunities ;availablestudent population ; of the theoretical scientist's work to the applied curriculum, faculty, laboratory facilities and science practitioner's requirements. Theyare equipment ; cost and financing of the program. an invaluable aid in keeping abreast of new de- When the studies indicate that a program velopments in a particular phase of science. should be initiated, the committee's help in Less conspicuous but extremely important is planning and implementing it is invaluable. the support which societies may give (1) in Frequently the committee gives substantial helping to develop evidence of need fora train- help to school administrators in obtaining local ing program ;(2)in helping to promote the funds and securing State and Federal support program; (3) in enlisting members' support for for the program. When the students or gradu- the program ;(4) in helping to provide work ates .seek summer or permanent employment, experience for students; and (5)in helping the committee aids in placing them and in eval- with the placement of graduates. uating their performance. These evaluations Associations and societies may supply re- often will result in minor modifications, which source people to speak to classes. They also may more closely relate the program to employment serve as hosts to student groups on field trips requirements. to study specific phases of the industry. The advisory committee can use this guide, Instructors should be encouraged to become designed primarily for planning and develop- active members in these societies so that they ment of full-time preparatory programs in post may learn quickly of new technological develop- high school institutions, as a starting point, ments. Membership will also enable them to modifying it to meet local needs. The program meet people in the community who are most can also form the basis for courses to meet the requirements of employed adults who wish to 4 U.S. Department of Health, Education, and Welfare, Office of upgrade or update their skills and technical Education. Scientific and Technical Societies Pertinent to the Educa- tionofTechnicians. 0E-80027. Washington:U.S. Government capabilities. In this way the school administra- Printing Office, 1965.

16 actively interested in the field. Someeduca- Crop Quality Council the costs Crop Science Society of America tional institutions pay all, or part, of Date Administrative Committee of membership dues and attendanceat local or Date Growers' Institute national meetings in order to encouragestaff Diamond Walnut Growers participation in selected societies. Entomological Society of America Early in their studies studentsshould be re- Farm Equipment Institute literature Farm Equipment Manufacturers Association quired to become acquainted with the Farm Film Foundation (Motion Picture) and services of scientific, technical,and engi- Federated Pecan Growers' Associations of the neering societies. They should also be encour- United States aged to join those which offer studentsaffiliate 'Pk _Ada Citrus Mutual memberships. Florida Fresh Citrus Shippers Association The following is a selected listing of someof Florida Lychee Growers' Association which are Florida Mango Forum the organizations and associations Hawaiian Sugar Planters' Association pertinent and relate to crop, fruit andvine pro- International Cotton Advisory Committee duction. Additional data, including theaddress, International Crop Improvement Association (Seed) purpose, and publication,if any, of each associ- International Plant Propagators' Society ation, are listed in the appendix. Lemon Administrative Committee National Agricultural Chemicals Association National Association of Greenhouse Vegetable Growers Agricultural Aircraft National Association of Produce Market Managers Agricultural Research Institute National Association of Wheat Growers AmericanEntomological Society National Container Committee AmericanFarm Research Association National Council of Commercial Plant Breeders AmericanHorticultural Society National Fertilizer Solutions Association AmericanMushroom Institute National Junior Vegetable Growers' Association AmericanPomological Society National Plant Food Institute (Fertilizers) AmericanPotash Institute National Soybean Crop Improvement Council AmericanRice Growers Cooperative Association North American Blueberry Council ,AmericanSociety for Horticultural Science Northern Nut Growers' Association AmericanSociety of Agronomy Pan American Tung Research and Development League AmericanSoci ..ty of Enologists Potato Association of America AmericanSoybean Association Produce Packaging Association AmericanSugar Cane League of the U.S.A. Research and Development Associates, Food and Association of Official Seed Analysts Container Institute Beet Sugar Development Foundation Seed Pea Group Calavo Growers of California (Avocado) Soil Conservation Society of America California Almond Growers' Exchange Soil Science Society of America California Date Growers' Association Sugar Research Foundation California Fig Institute Sunkist Growers (Fruit) California Fruit Exchange Tobacco Institute California Grape and Tree Fruit League United Fresh Fruit and Vegetable Association California Raisin Advisory Board U.S. National Committee, International Commission California Strawberry Advisory Board on Irrigation and Drainage Cherry Growers' and Industries' Foundation Vegetable Growers' Association of America Council for Agricultural and ChemurgicResearch Weed Society of America Cranberry Institute Western Agricultural Chemicals Association Crop Protection Institute Western Growers' Association (Vegetables)

17 THE CURRICULUM Functional competence in a field as broad as sents a consensus on the level of proficiency farm crop production or fruit and vine produc- required for success in occupations in which tion has at least three components around manpower is in short supply today and threat- which a curriculum must be designed : ens to be even more so in the future. The curric- (1) Training should prepare the graduate to ulum isa product of the efforts of many be a productive employee in a job at the peopleeducators, scientists, farm operators entry level. and other employers, and the staff of the U.S. (2) The broad technical training, together Office of Education. with a reasonable amount of experience, The curriculumisorganized as 17-week should enable the graduate to advance to college semesters rather thanas college quar- positions of increasing responsibility. ters because it is usually easier to converta pro- (3)The foundations provided by the train- gram from semesters to quarters. ing must be broad enough that the grad- Each semester is considered to be 17 weeks in uate can do further study within his field. length. The curriculum and course outlines This further study may be the reading show a 16-week semester schedule. It will be of journals, new text materials,or for- noted that no examinations are scheduled in mal course work. the course outlines which follow later. It is intended that part of the additional week be used The curriculum shown here is designed to for examinations. meet the three requirements. No curriculum Outside study is a significant part of the can be considered terminal in the sense that the students' total program. In this curriculum 2 student stops learning. The curriculum is de- hours of outside study time have been suggest- signed to help the student acquire as many of ed for each hour of scheduled class time. A the special abilities needed for entry levelas typical weekly work schedule for a student in well as to provide the tools needed for further the first semester of this curriculum would be : study. Class attendance, 13 hours ;laboratory, 15 This curriculum is intended asa guide for hours ; outside study, 26 hoursmaking a total program planning and development primarily of 54 hours per week. This is a full schedule, in post high school institutions. Adaptations but not excessive for this type of program. The can be made to suit various situations in several student will benefit from a careful budgeting kinds of schools. The level of instructionrepre- of time.

10 71, 7,47.-rmic

The Curriculum Outline for Field and Forage CropProduction Option

First Semester Labora- Class tory Outside Total Courses hours hours study hours Mathematics I 3 0 6 9 Crop Botany 2 3 4 9 Agricultural Chemistry 2 6 4 12 Communications Skills 4 3 8 15 Field Crops 2 3 4 9 Total 13 15 26 a

Second Semester Mathematics II 3 0 6 9 Agricultural Economics 3 0 6 9 Agricultural Mechanics 2 3 4 9 Soil Science 2 3 4 9 Forage Crops 2 3 4 9 Plant Diseases and Pests 2 3 4 9 Total 14 12 28 r4

Summer Occupational Experience

Third Semester Farm Records and Reports 2 0 4 6 Farm Power 2 3 4 9 Irrigation and Water Management 2 3 4 9 Weeds and Weed Control. 2 3 4 9 Cereal Crops 2 3 4 9 Elective 1 2 3 4 9 Total U 15 24 61.

Fourth Semester Farm Management 2 4 3 4 9 Farm Machinery 1 3 2 6 Crop Marketing 3 0 6 9 Seed Production 2 3 4 9 Soil Manaoxment 2 3 4 9 Principles of Social Science 3 0 6 9 Total 13 12 26 Ti. 1 Electives Truck Crops or Grassland Management

19 The Curriculum Outline for Fruit andVine Production Option

First Semester Labora- Courses Class tory Outside Total hours hours study hours Mathematics I 3 0 6 9 Crop Botany 2 3 4 9 Agricultural Chemistry 2 6 4 12 Communications Skills 4 3 8 15 Small Fruit Production 2 3 4 9 Total 18 15 26 54

Second Semester Mathematics II 3 0 6 9 Agricultural Economics. 3 0 6 9 Agricultural Mechanics 2 3 4 9 Soil Science 2 3 4 9 Subtropical Fruit Production 2 3 4 9 Plant Propagation 2 3 4 9 Total 14 12 28 81

Summer Occupational Experience

Third Semester Plant Diseases and Pests 2 3 4 Farm Power 9 2 3 4 9 Irrigation and Water Management 2 3 4 9 Deciduous Fruit Production 2 3 4 9 Weeds and Weed Control. 2 3 4 9 Farm Records and Reports 2 0 4 6 Total 12 15 24 ff.

Fourth Semester Farm Management 2 3 4 Farm Machinery 9 1 3 2 6 Crop Marketing 3 Fruit Processing 0 6 9 2 3 4 9 Soil Management 2 3 4 9 Principles of Social Science 3 0 6 9 Total iTg 12 26 51

20 Brief Descriptions of Courses Second Semester for the Field and Forage Crop Mathematics II Production Option A course offering a program of algebra,basic logarithms, and numerical trigonometry.Prac- First Semester tical problems in agriculture aredeveloped and solved by means of the use of theslide rule Mathematics I possible. mathematical pro- and mathematical tables as much as A course offering a basic Areas, volumes, ratios, percentages, propor- gram accentingthe fundamental concepts of tions, and simple compound interest are cov- our number system,involving whole numbers, decimals, and fractions. The coursedevelops ered. the principles of algebra and the useof alge- Agricultural Economics braic formulas. Basic ideas onthe use of the A course in the economic developmentof mod- slide rule are introduced,especially for the ern agriculture,including problems of agricul- solution of problems involvingratio, propor- tural production and marketing. Thechanging tion, and percentage. role of modern agriculture and itssocial and political implications are emphasized. Crop Botany A course designed to provide thestudent with Agricultural Mechanics a workingknowledge of the fundamental struc- A course in the basic mechanical conceptsused tures and processes of plants.Topics included on a modernfarm. The use of safety and good are plant anatomy,physiology, morphology, re- work habits are emphasized. Printreading, production, and genetics as theyrelate to crop sketching and drafting, carpentry,working production. In the laboratory thestudent will with concrete, plumbing, painting,electrical, conduct experiments to betterunderstand basic welding, and hot and cold metal work arethe plant structures and processes. subjects of study. The laboratoryincludes practical applications and the developmentof Agricultural Chemistry limited skills associated with the studies,with A basic course in the compositionof matter practice in their use as time allows. and physical and chemicalchanges fundamental laws and principles. Theproperties of the Soil Science common elementsand their compounds, with A course in the physical and chemical proper- their application to agriculture, arestudied. ties of soils as influenced by climate, the parent Laboratory sessions are designed togive prac- material from which they were formed, the tical application of the theoryexpressed in topography of the area, organisms in the soil, lectures. and time. The laboratory period includes map reading,moisturedeterminations,chemical Communication Skills analyses and study of approved soil practices communications. A course in oral and written in the area. The course is designed to promotegreater competency in recording, talking,writing, and lis- Forage Crops tening. The laboratory period providespractice A course in the adaptation, utilization and cul- in the various skills usingteaching machines, ture of those crops grown for pasture, hay, programed learning and otherinstructional silage, and soilage. During the laboratory, the aids. student will learn to identify the various species of forage and to evaluate those charac- Field Crops teristics associated with their feeding value. A study of the characteristicsof field crops and theirresponse toenvironmentalconditions Plant Diseases and Pests with emphasis on the problemsconcerned with A course of the principles involved in control- their production and marketing.Laboratory pe- ling plant diseases and pests ;primarily in- riods include work inidentification, grading, sects. The control of certain rodents and larger and evaluation of crop products. animals is included. Laboratory work will in-

21 dude identification of pests and settingup pest insight into the specialized problems of truck control programs. crop production. The course includes cultural practices,vegetablestorage,transportation, Third Semester and marketing. Laboratory experiences willbe Farm Records and Reports provided to demonstrate the practical applica- A course to provide the student withan under- tion of principles emphasized in lecture. standing of how to keep and use the records of Grassland Management the farm business. Written reports on various A study of conditions affecting grasslandsand farm operations are required as part of the the manipulation of those factors which will course work. enhance soil conservation and livestockgraz- Farm Power ing capacity. Laboratory periods includeiden- An elementary course in the fundamentalme- tifying the grassland species, charting,map- chanical principles of engines and their com- ping, inventorying therange and evaluating ponents in order to supply power for the mod- vegetation. ernfarm. The laboratory periodincludes Fourth Semester testing, adjustment, maintenance, and study of engines and power transfer. Farm Management A course in the selection, organization,and op- Irrigation and Water Management eration of the modern farm. Thelaboratory pe- A course in the principles and practices of ir- riod isto provide time for observing and rigation including soil, water, and plant rela- practicing activities associated withoperations tionsand water sources, quality, methods of and management. distribution, and measurement methods and structures. Irrigation methods and structures, Farm Machinery field preparation and water measurementare A course in the selection, operation, servicing, included in the laboratory work. adjustment, and maintenance of machineryand equipment. The laboratory will includecali- Weeds and Weed Control bration, adjustment, and evaluation ofper- A study of the identification, growth charac- formance of tillage,planting, weed control, teristics, and control of those weeds whichare harvesting, and processing machinery. detrimental to cultivated crops and grasslands. During the laboratory period the student will Crop Marketing learn to identify the important species of weeds A course in the principles and practicesof mar- and to make actual applications of herbicides. keting crop products emphasizingproblems in distribution and normal channels oftrade. Cereal Crops Marketing problems for specificcrops are in- A comprehensive course in the growth charac- cluded. teristics, cultural practices, and the marketing of cereal crops. Special emphasis is placedon Seed Production the relationship of cultural practices and envi- A course in the reproductiveprocesses, prin- ronment to market quality. In the laboratory, ciples of breeding, environmentalresponse, and the student is given an opportunity to gain the harvesting and processing of seedcrops. actual experience in identifying, grading, and In the laboratory the student will gainactual determining the market quality of cereals and experience in test plot work, seed processing, cereal products. Comprehensiveuse will be and seed testing. made of quality testing devices and seed handling machines. In addition, provision is made Soil Management for visits to marketing agencies andprocess- A study of those management practicesthat ing plants. are effective in maintaining soils in a highly productive condition. Laboratory assignments Truck Crops will parallel lecture topics includingconserva- A course designed to provide the student with tion, fertilization, and tillage practices.

22 Principles of Social Science Fourth Semester A course in the principles of social scienceas Fruit Processing they apply to man and hi's place in society. An elementary Individual and group behavioras they affect course in techniques of fruit human relations will be studied. processing and how these relate toselection of raw material used and the quality of product obtained. Laboratory periods will bedevoted to testing and evaluating fresh andprocessed Brief Descriptions ofcourses fruits. Unique to the Fruit and Vine Production Option Curriculum Content and First Semester Relationthiin Small Fruit Production Curriculum content and organizationare influenced by the special occupationalneeds of the This course is designed to acquaint the student graduates, the limited time availableto teach with various phases of producinggrapes, bush- the curriculum, andnew methods or techniques berries,and strawberries. The coursewill which seem imminent in the fieldof crop, cover all cultural practices including design fruit, and vine production. Thetechnician is ex- of the planting area, establishingyoung plants, pected to know how to performthe manual fertilization, irrigation, pest control and har- skills required ina job, so that more emphasis vesting. is placed on this than might bedone in a similar Baccalaureate program. The studentisalso Second Semester taught the special mental skills requiredin an Subtropical Fruit Production occupation. It is assumed thatsome transfer of A course in the production of subtropical fruits, training will take place toprepare the student including avocados, citrus, dates, and olives. A for new situationsas they may arise on the job. study of fundamental information relating to Due to the limited time available, greatcare commercial orchard management ofthese has been exercised in selecting and arranging fruits. Laboratory work parallels lectures with the subject matter in this curriculum. The emphasis on various cultural practices. teaching of concepts is important when time is limited. It is not possible to include all of the Plant Propagation chemistry, mathematics, botany, and biology A course designed to acquaint the student with that is found in a 4-yearprogram. The concepts commercial methods followed in thepropaga- which are most important to agric'ultureand tion of crop plants and fruits. Reproduction of their application to farmcrop production are these plants by seeds, cuttings, grafts, layers, therefore stressed. The productioncourses are runners, and division are covered. Laboratory designed to reinforce the concepts whichare sessions are planned to give the studentprac- learned in chemistry,crop botany, and mathe- tice in plant propagation. matics. For thesereasons, the sequence of courses shown in the curriculum is important. Third Semester The relationship between laboratory time and class lecture or theoretical study time is of Deciduous Fruit Production great importance in a technical educationcur- A study of the principles and practices involved ricultIm. Skills, techniques, and applied princi- in production of deciduous fruits. Emphasis is ples needed by the techniciancan be taught in given to the selection of the orchard, cultural the laboratory. Organized and related ideas, operations, fruit handling and marketing. Lab- concepts, and factual informationcan be taught oratory periods provide time for practice and in "theory" classes and judiciously illustrated observation of various cultural andmanage- by demonstration and other visual aids, employment operations. ing selected texts and references, andrequir-

23 ing regular and systematic outside study on the learn to be accurate in laboratory work and hon- part of the student. Group teaching usually est in reporting. The instructor's responsibil- makes more efficient use of the instructor's ity is to see that each student does hisown work time in a theoryass than in a laboratory. It and roports it in his notebook. Ifan experiment tends to emphasize and develop the student's does not produce the expected results, the stu- skillsinobtaining knowledge from print- dent must try to determine why. ed sources. Thus, there must be a special rela- The basic and beginning courses in croppro- tionship between the amount of the scientific duction in either option, the sciencecourses, and technical specialty taught in the theory communications skills and mathematicsare in- classes and that taught in the laboratory. cluded in the first and second semesters. This In technical curriculums it is mandatory that helpki provide an educational balance ofcourses specialized technical course work be introduced and helpsthestudent see a relationship in the first semester. Def erring this introduc- between these courses. It also establishes the tion even for one term imposes serious limita- bread th of base in science and mathematicsper- tions on the effectiveness of the total curric- mitted by the limited time for the curriculum ulum. Two of the important advantages that and provides the foundation for study of the occur from an early introduction of the tech- specialties in greater depth during the third and nical specialty follow fourth semesters. (1) The student who enrolled in school to Thiscurriculumprovidesasubstantial study farm crop production technology amount of time for laboratory work in thevar- starts his training immediately in this bus courses. In the first semester the student specialty. If his first semester consists is learning laboratory skills in chemistry and entirely of general subjectsmathemat- crop botany as well as principles he will use in ics,English, social studieshe might soils, irrigation and soil management. In field lose interest. crops courses in the first semester he is learn- (2) By introducing the technical specialty in ing to apply the scientific principleof botany the first semester it is possible to achieve to growing crops. As soon as the underlying greater depth of understanding in spe- theory is developed and understood, it is applied cialized subjects in the later stages of the in the laboratory work with each succeeding 2-year program. course adding experience in greater depth. The courses in farm management, marketing, Safety and careful workmanship are stressed and seed production have been included in the throughout the course of study. There are last semester to tie together and apply the potential dangers involved in a technician's principles and practices taught in the earlier work. By learning to use careful procedures in science, production, and agricultural economics such operations as the use of chemicals and courses, and to provide a basis for coping with machinery and by observing the normal safety technical changes in the future. practices, many dangers can be avoided. The New and improved methods of farmingare importance of protecting human life and limb being developed to enable farmers to become is paramount, but students also need to learn economically effective on higher priced and/or good work habits and to develop a pride in on submarginal land brought into use by the workmanship. On the job the technician will be economic pressure of population growth. New working with expensive equipment and delicate citrus plantings are being tried on drained plants. A slight mistake in calibrating a spray swamp land in the southeast. Raw desert land rig, a fertilizer, or seed drill can result in loss of requiring reclamation, irrigation, and new vari- time, money, or even life. Teaching proper care eties of crops is being utilized in the west. In of expensive equipment is more important than the Midwest, low spots with poor drainage take how to repair it as a result of negligence. their toll on crops when rain is excessiveor Discipline and intellectual honesty are an im- crops dry up when rainfall is short. Herbicides portant part of the training. Students should for weeds are not effective unless moisture can

24 be controlled. All of these require technical many aspects of farm crop production. Practi- know-how. calapplication of the many principlesdis- For these reasons, courses such as irrigation cussed permits the student to obtain a greater and water management, weeds and weed con- realization and appreciation of the technical trol, and soil management have been included. requirements of farming. These topics are found in very few curriculums When this working experience can be ar- at the present time, yet appear to be needed in ranged, the student should receive the prevail- all agricultural areas. ing wage. It is desirable that his time be spent Employers want technicians who can do not in one operation so those in charge may come only their daily tasks but who are able to com- to know his qualifications and character. A municate in writing and speaking, to figure, student should make his own arrangements for and to get along with other people. General ed- employment providing they meet the approval ucation courses in this curriculum are designed of the farm crop production technology staff. to accomplish this objective. Or, he can be assigned a position by the staff. The communication skills course is provided Exceptional cases that might justify waiver of in the first semester to facilitate the student's this requirement should be approved by the use of language throughout the entire program. farm crop production technology staff. It includes both writing and speaking. In addi- Since the work period is designed to meet an tion, instructors in other classes should assign educational objective, it is desirable to have papers or reports and insist upon proper usage the employer make any special arrangements of English including spelling, grammar, and possible to provide the student with a greater sentence structure. Additional training in speak- understanding of the operations performed and ing can be given by means of oral reports in of the necessary technological aspects of work. classes or through the work of the departmental A planned and arranged system of job rotation club. experiences is a helpful training procedure. Principles of economics, including our Amer- Some institutions may organize employment ican economic system, are taught in agricul- experience as a part of a cooperative work- tural economics, farm management, and the study plan. various marketing courses. The Social science course is designed to help the/studentsee himself as a member of society Cooperative Education Plan and to see how his society functions. Relation- ships with other people are stressed in the This technology is adaptable to a cooperative course, both from the standpoint of the work- arrangement: a plan which offers important er and the employer. The content of the social advantages to students, the school and to em- science course is related to the work the stu- ployers of technicians. A cooperative education program is a plan for student learningthrough dent has had in economics, marketing, and coordinated study and employment experience. farm management. The general education re- Students alternate periods of attendance at the quirements vary considerably from state to institution with periods of employment in busi- state. For that reason the general education ness or industry. The employment constitutes content of this curriculum has been designed to an essential element in the educational process. meet the minimum needs of the students taking The student's employment should be related as it. closely as possible to some phase of the field of Summer working experience in some type of study in which he is engaged. crop production is recommendedbetween the When a student tests his academic theory in first and second years of study. This should be a work situation, study becomes moremeaning- a mandatory requirement,especially for stu- ful. The co-op student learns not only the ap- dents without previous farm work experience. plied essentials of his technology, but also the The principle objective of the work period is importance of reliability, cooperation, and judg- to familiarize the student with some of the ment as an employed worker in his chosen field.

25 The co-op student's career choice is stimu- Cooperative programs provide specialoppor- lated and shaped by his work experiences. tunities for the educational institution to main- Should he find satisfaction in his work, here- tain close contact with employers in their vari- turns to the classroom stimulated to learn as ous programs. This contact becomes a valuable much aspossible about hisfuture career. two-way3hannelofcommunicationwhich Should he find through his work experience helps the educational institution to keepits that he is not fitted to a specific area of work, knowledge of specific employer needs in each he may decide to change his major field of technical field up-to.date and at thesame time study when he returns to the college. This de- keeps employers acquainted with and involved cision may prevent him from wasting his time in the program of the institution. and money on a misguided choice of study. A class of students in cooperative technical programs usually spends the first semester or Suggested Continuing Study the first two quarters in school ; then the class is divided so that half have a semesteror quar- It has been pointed out that this curriculum ter-semester of employment experience while is not intended to make the individualproficient the other half continues to study. During the in all duties he may be asked to perform.Pro- next semester or quarter the half which worked ficiency comes only with experience, practice, returns to its formal studies at school while and further study of specialized problemsthat the other half of the class is employed. Stu- may arise on the job. It is also impossible to dents usually alternate again so each student predict changes thatmay arise due to our has two semesters or at least two quarters of changing economy and technology. Someform work experience in his program. The student's of continuation of study for graduates of tech- technical program is lengthened beyond the nology programs is therefore mandatory. curriculum outlined in this document byan By reading current literature related to the amount of time equal to the total length of the technology, the studentcan keep abreast of employment experience. technical developments of his special field,but Specific employment is obtained,as circum- this tends only to buildon the organized tech- stances permit, by the educational institution nological base provided by the curriculumhe with the cooperation of the student. The insti- studied. tution regards the work-experienceprogram Continuation of the educationalprocess pro- as an integral part of the technician educat- vides the most efficient and practicalmeans for ing program as a whole. It is not to be regarded the graduate technician to add importantre- primarily as an earning opportunity although lated areas of knowledge and skill to his initial all students while working are paid at thepre- education. Supplementarycourses have the ad- vailing wage scale for the job they hold. Work vantages of systematic organization of subject reports by both the student and the employer matter, disciplined and competent teaching, are submitted to the school work program class discussion, and schedulingon evening or coordinator. Saturday hours outside of the graduatestu- The cooperative work-experienceprogram is dent's working day. an opportunity to gain directly related experi- If the majority of the graduates return to ence which makes the student more desirable farming, then it is recommended that addition- as an employee. Many students, as a result of al farm management be offered. Recommended their work-experience with a particular estab- courses would be farm cost analysis and labor- lishment, have been offered permanent posi- management relations. tions with that organization upon completion of If students are going into such jobs as agri- theirschooling.Cooperating establishments cultural sales or elevator operation, additional agree, however, not to make offers of employ- study in sales and merchandising, business or- ment which become effective before the comple- ganization and management, and agricultural tion of the technician educating program. chemicals is recommended.

26 Students seeking employment with public or cultural journalist or an agricultural mission- private organizations doing research should ary. In special cases, such as elevator operation have the opportunity to take additional studies where the business is also engaged in feed in plant breeding, agricultural chemicals, ad- sales, it may be desirable to combine this cur- vanced crop botany, and plant diseases. riculum with some studies in animal husbandry Other students may wish to take additional or poultry. Courses in feeds and feeding or study in other subjects, such as journalism or livestock, dairy, or poultry production would religion in preparation for a career as an agri- be desirable for such an occupation.

27 COURSEOUTLINES The courses which follow are intended to sug- showing, and whether they are sound or silent. gest the content which might be taught in the This provides the necessary information for curriculum. The materials suggested provide a selection to fit projection equipment. practical and attainable coverage of the field It is expected that the experienced instructor and have been reveiwed by experienced instruc- will make liberal use of charts, slides, models, tors in successful crop and fruit production samples, and specimens which illustrate special technical education programs and by experts technical aspects of the subject. These usually representingemployersofthesetechnical are accumulated from the experience of previ- graduates. ous laboratory or lecture preparations of the It is expected that these materials will be instructor, and should be updated regularly modified in some measure to fill the needs de- when new developments require it. They are too fined by local advisory committees and to take specific for any attempt to be made to list them advantage of special interests and capabilities in this suggested guide. of the teaching staff in any particular insti- The laboratory sessions suggested in the tution ; but the implied level, quality, and com- curriculum outline and course descriptions are pleteness of the program should not be com- not necessarily intended to be a single session, promised. but rather as total hours of laboratory per At the end of each course is a list of text and week, to be scheduled in reasonable and effec- reference materials. Each should be analyzed tive increments. For example, a 6-hour labora- for its content and pertinency ; new and more tory total per week for a course might be sched- suitable ones should be substituted if they are uled as three 2-hour sessions or two 3-hour available. The information needed to cover a sessions, or any other divisions of laboratory particular course in technician educating cur- time that seems appropriate. riculums, particularly the technical specialty courses, are almost never available in one textbook ; hence the multiple listing of references. Technical Specialty Courses They usually should be considerably augmented by the current materials from manufacturers, Cereal Crops trade journals, technical societies and suppliers of apparatus and services in the special field Hours Required of applied science being studied. Class, 2; Laboratory, 3. Suggested visual aids are listed for many courses. Each should be used when pertinent Course Description and when its use will teach more efficiently than A comprehensive course in the growth char- any other method. Excessive showing of films acteristics, cultural practices, and the market- at the expense of well prepared lectures and ing of cereal crops. Special emphasis is placed demonstrations is to be avoided. The suggested on the relationship of cultural practices and en- outside study periods may well be used instead vironment to market quality. In the laboratory, of class lecture time for the showing of some the student will be given an opportunity to gain films. All visual aids should be examined by actual experience in identifying, grading, and the instructor before they are shown. Those determining the market quality of cereals and listed after courses show name and address of cereal products. Comprehensive use will be supplier,size in mm., minutes required for made of quality testing devices and seed hand-

28 ling machines. In addition, provision is made C. Relationship of the various crop belts to for visits to marketing agencies and processing animal production plants. D. Nonfood uses The student is assigned related readings 1. Industrial which correspond with current class discus- 2. Crop rotations sions. This material will serve as a supplement a. Cash crops to class lectures, allowing the material to be b. Feed crops covered in greater detail. A syllabus containing II. Botanical Characteristics of Cereals these related readings and laboratory assign- A. Roots ments will be provided the student at the begin- 1. Types of roots ning of the semester. a. Primary roots Demonstration plots are maintained so the b. Coronal roots student is able to observe the growth habits of c. Aerial roots the different varieties of cereals and how they 2. Length of root systems respondtovariousculturalpracticesand 3. Water and nutrient absorption environmental conditions. B.Stems 1. Structure Major Divisions 2. Functions Class hours 3. Tillering I.Importance of Cereal Crops 2 a. Effect of weather II.Botanical Characteristics b. Effect of mowing and grazing of Cereals 6 4. Changes occurring during growth III. Environment and Growth of 5. Lodging Cereal Crops 4 a. Relationship to morphological char- IV. Corn Production 4 acteristics V. Wheat Production 4 b. Relationship to light c. Relationship to nutrition VI. Oat Production 2 d. Relationship to moisture VII. Barley Production 2 e. Relationship to stem pests VIII. Grain Sorghum Production 2 C. Leaves IX. Rice Production 2 1. Structure X. Rye Production 2 2. Function XI. Marketing of Grain 2 a. Photosynthesis Total 32 b. Storage c. Transpiration Units of Instruction 3. Effect of leaf reduction on growth I. Importance of Cereal Crops 4. Effect of foliar disease and pests on A. Utilization as a world food supply growth 1. Geography of production D. Inflorescence 2. Consumption 1. Structure a. Nutritient composition a. Spikes and panicles b. Geographicdistributionofcon- b. Spikelets sumption c. Florets 3. World trade in cereals 2. Unisexual flowers B. Use as animal food 3. Pollination 1. Grain crops a. Self pollination 2. Forage crops b. Cross pollination a. Hay E. Seeds b. Pasture 1. Structure of cereal seeds c. Silage 2. Germination d. Soilage 3. Conditions affecting germination

29 4. Dormancy 4. Light 5. Longevity 5. Soil III. Environment and Growth of Cereal Crops F. Cultural practices A. Cycle of plant growth 1. Seedbed preparation 1. Germination 2. Seeding 2. Seedling growth a. Methods 3. Active or developmental growth b. Rates 4. Reproduction c. Dates 5. Maturation 3. Fertilization 6. Dormancy a. Manures and fertilizers B. Environmental factors influencing growth b. Fertilizer practices 1. Soil c. Effect on yields a. Fertility d. Deficiencies b. pH 4. Irrigation c. Structure a. Applications 2. Moisture b. Intervals a. Requirements of cereals c. Cultivation for water penetration b. Distribution of rainfall 5. Weed control 3. Temperature G. Harvesting a. Warm season cereals 1. Methods b. Cool season cereals a. Picker-shellers c. Length of growing season b. Corn combines 4. Humidity 2. Determining when to harvest a. Relationship to transpiration 3. Drying high moisture corn b. Relationship to plant diseases H. Insect pests of corn 5. Light interval and intensity 1. Soil inhabiting pests 6. Wind 2. Leaf, stalk, and ear insects a. Cross pollination I.Corn diseases b. Lodging J. Costs of production IV. Corn Production V. Wheat Production A. Geographical distribution of production A. Geographical distribution of production B. Uses of corn 1. Spring wheat areas 1. Animal feed use 2. Winter wheat areas 2. Corn in the human diet B. Uses of wheat 3. Industrial uses 1. Human food C. Characteristics of the different typesof 2. Livestock feed corn 3. Industrial uses 1. Sweet corn C. Types of wheat 2. Pop corn 1. Common 3. Flint corn 2. Club 4. 'Dent corn 3. Durum wheat 5. Flour corn 4. Poulard 6. Pod corn 5. Polish D. Varieties 6. Emmer 1. Open pollinated 7. Einkorn 2. Hybrids 8. Spelt E. Adaptation D. Adaptation 1. Temperature 1. Temperature 2. Moisture a. Winter hardiness 3. Length of growing season b. Lack of winter hardiness 2. Vernalization D. Cultivated oat species 3. Moisture 1. Avena byzantina 4. Light 2. Avena sativa spp. diffusa 5. Soil E. Noncultivated oat species E. Cultural practices 1. Avena barbata 1. Seedbed preparation 2. Avena fatua 2. Seeding F. Cultural practices a. Methods 1. Seedbed preparation b. Rates 2. Seeding c. Dates a. Fall sown oats 3. Fertilization b. Spring sown oats a. Fertilizer practices 3. Fertilization b. Effect on yields 4. Growing oats under irrigation c. Effect on milling quality 5. Weed control d. Relationship to lodging G. Harvesting 4. Growing wheat under irrigation H. Insect pests of oats 5. Fallowing I.Oat diseases a. Methods of fallowing J.Varieties b. Effect on nutrient buildup K. Costs of production C. Effect on water conservation 6. Weed control VII. Barley Production F. Harvesting A. Geographical distribution of production 1. Method B. Uses of barley 2. Determining when to harvest 1. Human food G. Insect pests of wheat 2. Animal feed H. Wheat diseases 3. Industrial uses I.Classes of wheat (characteristics, geogra- C. Adaptation phy of production and milling qualities) 1. Temperature 1. Hard red winter 2. Moisture 2. Hard red spring 3. Light 3. Soft red spring 4. Soil 4. White D. Types of barley 5. Durum 1. Hordeum vulgare J.Varieties 2. Hordeum distichum K. Costs of production 3. Hordeum irregular L. Milling of wheat E. Cultural practices 1. Selecting milling wheat 1. Seedbed preparation 2. Processes in milling 2. Seeding 3. Factors affecting milling quality 3. Fertilization 4. Growing barley under irrigation VI. Oat Production F. Harvesting A. Geographical distribution of production G. Insect pests of barley B. Uses of oats H. Barley diseases 1. Livestock feed I.Varieties 2. Human food J.Costs of production 3. Industrial uses K. Malting barley C. Adaptation 1. Areas of production 1. Temperature 2. Conditions necessary for production 2. Moisture 3. Characteristics of malt barley 3. Soil 4. Effect of environment on malting 4. Photoperiodic response quality

31 5. Malting process 2. Medium grain types 3. Long grain types VIII. Grain Sorghum Production D. Cultural practices A. Geographical distribution of production 1. Using rice to reclaim alkali soils B. Adaptation 2. Crop rotations 1. Corn vs. sorghum growing 3. Seedbed preparation 2. Length of growing season 4. Seeding 3. Temperature 5. Supplying water 4. Humidity 6. Fertilization 5. Moisture 7. Weed control 6. Soil E. Harvesting C. Sorghum types F. Insect pests of rice 1. Grain sorghums G. Rice diseases 2. Forage sorghums H. Varieties 3. Grass sorghums I Costs of production 4. Broomcorn J.Milling of rice D. Grain sorghums X. Rye Production 1. Kaffir A. Geographical distribution 2. Hegari B. Adaptations 3. Milo 1. Temperature 4. Feterita 2. Moisture 5. Durra 3. Soil 6. Shallu C. Cultural practices 7. Kaoliang 1. Seedbed preparation E. Cultural practices 2. Seeding 1. Crop rotations 3. Harvesting 2. Seedbed preparation D. Varieties 3. Seeding E. Diseases 4. Fertilization F. Insect pests 5. Growing sorghums under irrigation G. Milling of rye 6. Weed control F. Harvesting XI. Marketing of Grain G. Insect pests of sorghums A. Storage H. Sorghum diseases 1. Facilities I. Sorghum varieties 2. Drying high moisture grains J.Costs of production a. Temperature b. Time IX. Rice Production c. Effect on quality A. Geographical distribution of production 3. Spoilage in storage B. Adaptation a. Relationship of moisture to spoilage 1. Temperature b. Relationship of temperature to spoil- 2. Photoperiodic response age 3. Water c. Relationship of molds andfungi to a. Submerged rice spoilage b. Nonsubmerged rice d. Relationship of fat content to spoil- c. Amount age d. Quality 4. Preventing spoilage 4. Soil a. Maintaining proper moisture level 5. Length of growing season b. Aeration C. Rice types c. Stored grain pest control 1. Short grain types d. Use of inert gases

32 B. Marketing facilities 1. Elevators a. Cooperatives b. Independent c. Commercial line d. Mill 2. Brokers or commission houses 3. Terminal markets C. Marketing methods ),1 1. Cash 2. Futures 3. Hedging Suggested Laboratory Projects (t9hours) 1. Study thebotanical characteristics and identify the small grains. (3 hours) 2. Study the morphologicalcharacteristics of the wheat classes and identifythe varieties. (3 hours) Figure 14.One of the most important operations in raisingdeciducius fruit 3. Study the morphologicalcharacteristics is pruning. Here a student is learning the correct cuttingprocedures. and identify the varieties ofbarley.(3 hours) Deciduous Fruit Production 4. Study the morphologicalcharacteristics Hours Required and identify the sorghum types.(3 hours) 5. Visit a grain exchange. (3 hours) Class, 2; Laboratory, 3. 6. Test the milling and bakingquality of Course Description wheat. (3 hours) content of grain. A study of the principles and practices in- 7. Determine the moisture volved in the production of deciduousfruits. (3 hours) of grain. (3 Emphasis is given to the selection of the 8. Determine the holding ability orchard, cultural operations, fruit handling and hours) marketing. Laboratory periods provide time for 9. Grade corn. (3 hours) practice and observation of various cultural and 10. Grade wheat. (3 hours) 11. Grade barley. (3 hours) management operations. insect infestations A one-semester course does not allowmuch 12. Identify and determine and their of grain and grain products.(3 hours) time to consider all species, varieties, 13. Calibrate a grain drill andplant cereal production problems. The instructor musteval- uate his local conditions and determinewhich plots. (3 hours) pertinent. The course may be 14. Visit a grain elevator (3 hours) materialis cerealplotswithherbicides.(3 offered in either the fall or spring semester. 15. Treat Local conditions will be thedetermining factor. hours) The various topics will be discussed in adiffer- 16. Identify corn types andjudge ear corn. (3 the semester in hours) ent order depending upon which the course is offered.Where production Texts and References is specialized, more time maybe provided by ALDRICHand'LEND,Modern Corn Prodiction eliminating the more generalinformation. DELORITandAHLGREN,Crop Production Laboratory periods provide time forpractice HUGHES andHENSON,Crop Production Principles and and observation of various culturaland man- Practices agement operations. LEONARD and MARTIN, Cereal Crops Where it is not possible todemonstrate prac- PEARSON,Principles of Agronomy

33 tices in the school orchard, more time will have C. Factors affecting quality to be spent in the laboratory using audio and 1. Varieties visual aids. Fruitwood, fruit, and other plant 2. Climate materials may be saved and stored for future 3. Size use. 4. Maturity 5. Condition Major Divisions a. Diseases Class hoursrs b. Insect damage I. The Fruit Industry 2 c. Physiological defects II.Fruit Handling and Marketing 4 D. Orchard practices III.Selection of Production Unit 4 1. Picking IV. Fruiting Habits 4 2. Hauling V. Soil Management Practices 6 3. Labor Management VI. Tree Care 8 E. Packing house VII. Problems of the Industry 4 1. Processing Total 32 2. Storage a. Temperature Units of Instruction b. Atmosphere I. The Fruit Industry 3. Costs A. Species considered F. Sales B. Areas of production 1. Methods 1. National 2. Distribution 2. Regional 3. Local III. Selection of Production Unit C. Local area A. Site 1. Importance 1. Climate 2. Adaptation 2. Topography a. Advantages 3. Soil b. Disadvantages a. Type D. Economics b. Fertility 1. Production costs c. Erosion 2. Labor d. Management practices required a. Requirements 4. Water supply b. Supply a. Amount E. Trends and changes b. Quality 1. National c. Availability 2. Regional d. Cost 3. Local B. Establishing the orchard 1. Planting systems II. Fruit Handling and Marketing 2. Selection of trees A. Uses a. Variety 1. Fresh b. Rootstock 2. Canned c. Cost 8. Dried 8. Economics 4. Frozen a. Close planting 5. By-products b. Intercropping B. Market outlets 4. Training young trees 1. Cash buyers 5. Cost 2. Cooperatives C. Established orchard 3. Consignment 1. System of planting 4. Retail 2. Soil conditions

3ar a. Erosion 5. Moisture testing b. Fertility 6. Cost c. Weeds D. Soil protection d. Compaction 1. Cover cropping e. Irrigation system 2. Irrigation control 3. Condition of trees 3. Weed control a. Variety b. Age VI. Tree Care c. Uniformity A. Pruning d. Productivity 1. Responses e. Health 2. Systems f. Estimated productive life 3. Labor requirement 4. Management practices 4. Cost a. Current B. Insects and Diseases b. Recommended 1. Diseases 5. Price a. Economic importance IV. Fruiting Habits b. Spray programs A. Species concerned 2. Insects B. Bearing habits a. Economic importance b. Spray programs 1. Types of wood c. Integrated control (mites, pear 2. Location of buds 3. Fruit and formation psylla) a. Season d. Sterilized males b. Tree condition 3. Orchard sanitation 4. Chemical residues on crops C. Pollination 1. Season of bloom C. Thinning 2. Use of bees 1. Value 2. Season 3. Cross pollination D. Fruit morphology 3. Methods E. Relationship to management practices a. Hand b. Relation to pruning 1. Pruning c. Chemical 2. Fertilizing D. Propagation 3. Thinning 1. Replacement trees 4. Spraying 2. Top-working 5. Frost protection a. Varieties V. Soil Management Practices b. Methods A. Cultivation c. Subsequent care 1. Value E. Frost protection 2. Methods 1. Losses B. Fertilization 2. Methods 1. Nutrient requirement 3. Cost 2. Materials used 3. Methods of application VII. Problems of the Industry 4. Green manure crops A. Consumer 5. Cost B. Competition C. Irrigation 1. Local 1. Requirements 2. Industry 2. Soil characteristics 3. Labor 3. Methods of application C. Sales methods 4. Frost protection D. Mechanization

35 1. Cultural operations and their response to environmental conditions 2. Effect on labor with emphasis on production and marketing E. Cost of production problems. Laboratory periods include field trips to commercial farms and processing plants in Suggested Laboratory Projects (48 hours) addition to work in identification, grading, and 1. Make a study of species and varieties and evaluation of crop products. an evaluation of quality as related to cul- This course is designed to impart a working tural operations. (3 hours) knowledge of the fundamentals of the growth 2. Judge the fruit of various species.(3 of crop plants. Emphasis will be placed upon hours) the relationship of environment to the yield 3. Take a field trip to observe harvesting and and quality of field crops of major importance. fruit handling. (3 hours) The selection of the proper crops to grow and 4. Take a field trip to a local packing house. the manipulation of environment to enhance (3 hours) crop yields will be studied. 5. Lay out an orchard and plant trees.(3 Since this is a basic course which will de- hours) velop a background of information the student 6. Study fruit wood, bud formation, and fruit will utilize in future classes, the application of morphology. (3 hours) principles will be stressed. Class discussions 7. Apply fertilizers and lay out test plots. (3 will emphasize the practical application of in- hours) formation in recognizing and dealing with crop 8. Take a field trip to observe effects of cul- production problems. tivation, cover cropping, and irrigation on Laboratory problems will provide the student erosion. (3 hours) with an opportunity to study the morphological 9. Study soil management, moisture testing, characteristics and adaptation of the various soil compaction, and water penetration. (3 fieldcrops.Also,laboratoryexerciseswill hours) stress the importance of producing a crop of 10. Study the mechanics of pruning. (3 hours) high market value. Students will develop a 11. Practice pruning. (3 hours) working knowledge of market quality and its 12. Study mixing and application of materials relationshiptoenvironmental and cultural used in pest control. (3 hours) practices. 13. Practice top-working old trees. (3 hours) 14. Test thermometers and practice operating Note.Examples of crops to be studied should frost control equipment. (3 hours) be selected to suit local or regional interests. 15. Analyze cost of production studies.(3 Major Divisions hours) Class hours 16. Practice orchard judging. (3 hours) I.Classification of Crop Plants _ 2 Ir.Plant Structure and Function_. 2 Texts and References Response of Crops to Environment 4 CHANDLER, Deciduous Orchards IV.Crop Rotation Practices ..... 2 EDMOND and others, Fundamentals of Horticulture V.Seeds and Seeding. _ 2 JANICK, Horticultural Science VI.Cultural Practices a _ ...... _...... _ 2 SCHEER and JUERGENSON) Approved Practices In Fruit VII.Harvesting Field Crops__ 2 Production 16 SCHNEIDER and SCARBOROUGH) Fruit Growing VIII.Production of Specific Field Crops Total______.01=11...... 13.04.111=C10 32 Field Crops Units of Instruction Hours Required L Classification of Crop Plants Class, 2 ; Laboratory, 3. A. Botanical classification 1. Binomial system. Course Description 2. Major field crop families A study of the characteristics of field crops a. Gramineae

36 b. Leguminosae 2. Structure of the typical flower c. Chenopodiaceae 3. Sexual reproduction d. Malvaceae E. Seeds e. Linaceae 1. Kinds of seeds (Monocotyledons- f. Solanaceae Dicotyledons) g. Composita 2. Structure of the seed B. Agronomic classification 3. Physiological processes of seeds 1. Cereal crops 4. Germination 2. Large seeded legumes 5. Dormancy 3. Forage crops III. Response of Crops to Environment 4. Seed crops A. Response to climatic conditions 5. Fiber crops 1. Temperature 6. Sugar crops 2. Moisture 7. Oil crops 3. Day length and light intensity 8. Stimulant and medicinal crops 4. Length of growing season C. Special use classification 5. Air movements 1. Emergency crops B. Response of crops to soil conditions 2. Companion crops 1. Structure 3. Green manure crops 2. Fertility 4. Cover crops 3. Soil pH 5. Soiling crops C. Response of crops to productionhazards 6. Silage crops 1. Insect pests D. Life span classification 2. Disease 1. Annuals 3. Competitive plant growth 2. Biennials D. Crop adaptation 3. Perennials E. Effect of fallowing onplant growth E. Thermo classification IV. Crop Rotation Practices 1. Warm season crops A. Factors affecting crop rotation 2. Cool season crops 1. Maintaining productive soils 2. Offsetting production hazards II. Plant Structure and Function 3. Utilizing land, labor, andcapital A. Roots 4. Spreading risk and balancingincome 1. Kind of roots B. Cropping systems and soilconservation 2. Structure of roots 1. Soil building crops 3. Distribution of roots 2. Soil protecting crops 4. Absorption of water and nutrients 3. Soil exposing crops 5. Conduction of water and nutrients C. Crop sequences 6. Storage of food 1. Grass-legume crops B. Stems 2. Green manure crops 1. Kinds of stems 3. Handling crop residues 2. Structure of stems 4. Increasing yields of cash crops 3. Modified stems 5. Length of crop rotations 4. Conduction of water and nutrients D. Green manure crops 5. Storage of food 1. Importance of organic matter C. Leaves 2. Crops used 1. Kinds of leaves 3. Decomposition of crop residue 2. Structure of leaf 4. Effect on subsequent crops 3. Photosynthesis 4. Transpiration V. Seeds and Seeding D. Flowers A. Enhancing germination throughseedbed 1. Kinds of flowers preparation

37 ..,,,,:«7

1. Getting rid of crop residues 1. Yield 2. Mellowing and firming 2. Quality 3. Irrigation B. Harvesting methods B. Methods of planting 1. Seed crops 1. Broadcast planting 2. Forage crops 2. Planting with grain drill and grassland 3. Fiber crops seeders 4. Root and tuber crops 3. Planting with row crop planters C. Post harvest care of crops 4. Banding 1. Curing C. Depth of planting 2. Preventing contamination 1. Kind of crop 3. Protecting from damage 2. Soil moisture 4. Preventing shrinkage losses 3. Soil type 5. 'Transportation D. Seeding rates 1. Kind of crop VIII. Production of Specific Field Crops 2. Crop use A. Oil crops (soybeans, safflower, flax, 3. Crop quality castorbeans, sunflower) 4. Seed quality 1. Production areas 5. Condition of seedbed 2. Adaptation 6. Soil productivity 3. Varieties 7. Soil moisture 4. Cultural practices 8. Production hazards 5. Harvesting E. Seeding dates 6. Cost of production 1. Soil conditions 7. Marketing 2. Climatic conditions B. Fiber crops (cotton) 3. Production hazards 1. Production areas 4. Marketing considerations 2. Adaptation F. Characteristics of good seed 3. Varieties 1. Purity 4. Cultural practices 2. Germination 5. Harvesting 3. Free from damage 6. Costs of production 4. Free from detrimental characteristics 7. Marketing 5. Adaptablility C. Sugar crops (sugar beets-sugar cane) VI. Cultural Practices 1. Production areas A. Aiding plants in getting established 2. Adaptation 1. Preemergence cultivation 3. Varieties 2. Preemergence application of herbicides 4. Cultural practices and insecticides 5. Harvesting B. Stimulating crop growth 6. Costs of production 1. Conservation of moisture 7. Marketing 2. Tillage for root growth D. Field beans 3. Drainage of excess moisture 1. Production areas 4. Reducing plant populations to an 2. Adaptation optimum level 3. Varieties 5. Irrigation 4. Cultural practices 6. Fertilization 5. Harvesting 7. Weed control 6. Cost of production 8. Insect control 7. Marketing E. Potatoes VII. Harvesting Field Crops 1. Production areas A. Timing the harvest 2. Adaptation

38 3. Varieties Filage and soilage. During the laboratory pe- 4. Cultural practices riods, students will learn to identify the vari- 5. Harvesting ous species of forage and toevaluate those 6. Costs of production characteristics associated with their feeding 7. Marketing value. The student will be assigned periodic related Suggested Laboratory Projects (48 hours) readings which correspond to the current unit NoteVisits should be made to points ofin- of instruction. These assignments along with terest which reflect area or regionalpractice, the laboratory exercises will be given the stu- and which provide experiencesequivalent to dent in the form of a syllabus upon his en- the following suggested exercises : trance into the class. 1. Study and identify the morphologicalchar- The student will make field visits to pastures acteristics of the major field crops.(6 to determine their carrying capacity and quali- hours) ty and to learn how cultural practices affect 2. Practice classing, ginning, anddetermining these factors. the percent lint of cotton. (3 hours) A plant collection of the important forage 3. Visit a cotton gin. (3 hours) grown in the local area or regionis required 4. Extract vegetable oils andanalyze their of all students. market quality. (3 hours) 5. Identify types and varieties of oilbearing Major Divisions seeds and determine their grade. (3 hours) Class hours Distribution and Importance 6. Visit a vegetable oil mill. (3 hours) I. 7. Identify and grade field beans. (3hours) of Forages and a bean II.Considerations in Planning 8. Visit a farm growing dry beans 8 processing house. (3 hours) a Forage Program III.Irrigating Forage Crops . 4 9. Visit a sugar mill. (3 hours) 3 potato IV. Alfalfa Production 10. Visit a farm growing potatoes and a V. Permanent Pastures 4 processing shed. (3 hours) 2 (3 VI. The Use of Sorghums for Forage._ 11. Identify common green manure crops. VII. Legumes for Rotation, Temporary, hours) 4 (3 and Permanent Pastures 12. Identify the pests of stored field crops. VIII. Grasses for Rotation, Temporary, hours) and Permanent Pastures___ 4 13. Identify the common diseases of field crops. IX. Hay and Haymaking 4 (3 hours) 2 14. Determine the effect of fertilizers on test X. Silage --.. Total 82 plots of field crops. (6 hours) Texts and References Units of Instruction ALLARD and others, Manual of California Field Crops I. Distribution and Importance ofForages DELORIT and AHLOREN, Crop Production A. Types of forage MARTIN and LEONARD, Principles of Field Crop 1. Native pastures Production 2. Tame pastures PEARSON, Principles of Agronomy 3. Hay crops 4. Silage crops Forage Crops 5. Soilage crops Hours Required 6. Succulage Class, 2; Laboratory, 3. E. Distribution 1. Hay belt Course Description 2. Grain belt A course in the adaptation, utilization, and 3. Uncultivated pasture and grazing culture of those crops grown for pasture, hay, lands

39 C. Importance b. Annuals, biennials, perennials 1. Amount in animal diets c. Longevity of production during the 2. Utilization of marginal land growing season 3. Crop rotation 10. Adaptability to varying forage uses \\ 4. Soil conservation 11. Suitability to various curing and stor- a. Soil protection age methods b. Soil drainage D. Environmental factors c. Organic matter 1. Thermatic conditions d. Soil microorganisms 2. Moisture conditions 3. Soil environment II. Considerations in Planning a Forage 4. Topography

Program 5. Length of growing season- A. Climatic factors 6. Duration and intensity of light periods 1. Temperature E. Suitability to the farming program 2. Rainfall and moisture 1. Adaptability to varying farm uses 3. Humidity 2. Cash crop v. feed crop a. Evapotranspiration 3. Labor requirements b. Disease 4. Equipment requirements 4. Light 5. Utilization of land 5. Length of growing season 6. Effect on soil conservation B. Animal factors 7. Costs of production in relation to re- 1. Forage requirements of animals turns a. Beef cattle 8. Special cultural problems, b. Dairy cattle c. Sheep III. Irrigating Forage Crops d. Horses A. Methods of applying water e. Hogs 1. Wild/flooding f. Chickens and turkeys a. Description of method 2. Purpose for which livestock is being b. Advantages f ed c. Limitations a. Maintenance d. Land preparation b. Breeding stock 2. Contour check c. Fat stock a. Description of method d. Lactating animals b. Advantages 3. Feed conversion and growth rates c. Limitations 4. Factors affecting intake d. Land preparation 5. Grazing habits 3. Border check C. Plant factors a. Description of method 1. Palatability b. Advantages. 2. Response to grazing c. Limitations 3. Response to climatic environment d. Land preparation 4. Response to soil environment 4. Sprinklers 5. Yielding ability a. Description 6. Digestibility b. Advantages 7. Nutritional value c. Limitations 8. Detrimental aspects d. Land preparation a. Toxic effects B. Selecting the best method b. Bloat problems 1. Soil type c. Aggressiveness 2. Topography 9. Growth habits 3. Water costs a. Growing season 4. Labor costs

40 5. Alkalinity of water and soil 3. Reuse of tail water 6. Water supply 4. Controlling the flow of water a. Method of Supplying 5. Costs of irrigating b. Amount available E. Special problems in applying water c. Water quality 1. Salt content of water 7. Crop to be grown 2. Alkalinity problems of the soil 8. Maintenance and depreciation of the 3. Burrowing rodents system 4. Disease problems C. Constructing the system 5. High and low spots 1. Sprinkler installations 6. Drainage a. Number, type, and size of sprinklers a. Hardpans and claypans b. Spacing the sprinklers b. Tiling c. Pump and supply lines 7. Soil temperature 2. Supply lines and ditches for flooding 8. Leaching methods of irrigation 9. Applying fertilizers in water a. Temporary lines b. Permanent lines IV. Alfalfa Production c. Dirt ditches A. Distribution and adaptation d. Concrete ditches 1. Geographic distribution e. Plastic lined ditches 2. Adaptation f. Turn out structures a. Climate 3. Determining the size of checks for b. Soil flood irrigation c. Water a. Length of run B. Seeds and Seeding b. Width of run 1. Time of seeding c. Soil types 2. Method of seeding d. Percent slope , 3. Depth of seeding e. Volume of water 4. Rate of seeding f. Crop to be grown 5. Use of a nurse crop 4. Pumps C. Fertilizer requirements a. Types 1. Phosphorous b. Size 2. Sulphur c. Power requirements 3. Potassium 5. Laying out the field for flooding meth- 4. Nitrogen ods 5. Use of manures a. Equipment D. Soil conditions and related problems b. Leveling 1. Alkali c. Establishing borders 2. Plowsoles d. Providing for drainage of excess 3. Hardpans and Claypans water 4. Unproductive areas D. Applying water 5. Longevity of stands 1. Determining the amount 6. Interseeding companion crops a. Field capacity of the soil 7. Plowing under old stands b. Time of the year E.Types and varieties c. Stage of growth 1. Alfalfa groups d. Reaction of the crop a. Common group 2. Calculating the amount of water need- b. Variegated group ed c. Turkistan group a. Acre inches d. Nonhardy group b. Miners inches e. Hybrid alfalfa c. Gallons per minute f. Rhizornatous alfalfa

41 2. Varieties d. Improves crop quality a. Growth habits e. Insures rich green manures b. Disease, insect, and nematode resis- 5. Effect of pH on nitrogen fixation tance c. Feed quality V. Permanent Pastures d. Yields A. Types of permanent pastures F. Harvesting procedures 1. Native pastures 1. Pasturing 2. Tame pastures 2. Haying 3. Irrigated permanent pastures 3. Ensiling 4. Dry farmed permanent pastures 4. Soiling 5. Annual reseeding pastures G. Alfalfa quality 6. Perennial pastures 1. Stage of maturity B. Adaptation of permanent pastures a. Determining 10 percent bloom 1. Climatic adaptations b. Chemical compositionat various a. Rainfall stages b. Soil 2. Quality in relationship to cutting c. Temperature 3. Quality in relationship to curing meth- 2: Soil adaptations ods a. Soil type 4. Effect of season on quality b. Soil profile 5..Effect of variety on quality c. Soil fertility 6: Comparison of harvesting methods d. Soil pH 7. Comparison of conditioned and non- C. Cultural practices. conditioned hay 1. Seedbed preparation H. Production problems 2. Seeding procedures 1. Insect pests a. Rates and dates 2. Diseases b. Methods and depth 3. Weeds 3. Irrigation I.Inoculation of alfalfa and other legumes a. Timing applications 1. Symbiosis b. Frequency of applications a. Nitrogen fixing bacteria c. Amount of water b. Mutual cooperation between plant d. Seasonal requirements and bacteria e. Irrigation methods 2. Inoculation groups f. Relationship to other management a. Alfalfa group practices b. Clover group 4. Weed control c. -Pea and vetch group 5. Preventing clumping d. Bean group a. Harrowing e. Soybean group b. Clipping f. Cowpea group c. Grazing g. Lupine group 6. Fertilization h. Specific plant groups a. Effect on yields 3. Commercial inoculation b. Effect on nutritional quality a. Jelly or agar bases c. Effect on animal intake b. Liquids d. Determining plant needs c. Humus or peat e. Timing' applications d. Noculized seed f. maiming 4. Reasons for inoculating g. Using animal manures a. Prevention of nitrogen starvation 7. Mowing b. Lessens nitrogen demand a. Coarse growing grasses c. Increase crop yield b. Winter feed

42 D. Grazing practices b. Equipment 1. Estimating carrying capacity c. Materials 2. Grazing methods 3. Frequency of grazing VI. The Use of Sorghums for Forage 4. Stage of growth A. Distribution and adaptation a. New pastures 1. Geographic distribution of production b. Established pastures 2. Adaptation 5. Quality in relation to grazing a. Temperature 6. Trampling b. Moisture 7. Selective grazing c. Soil 8. Grazing habits of animals d. Length of growing season 9. Intensity of grazing B. Types and varieties 10. Duration of grazing period 1. Forage types 11. Mixed grazing a. Utilization 12, Controlling bloat b. Varieties 13. Poisoning problems 2. Hybrid sorghums for pasture, hay, a. Ergot poisoning and silage b. Molybdenum poisoning C. Cultural practices 14. Supplemental feeds 1. Seedbed preparation 15. ,Annual animal unit yield 2. Seeding E. Special problems a. Dates and rates 1. Alkali spots b. Drilling with grain drills 2. Animal parasites and diseases c. Planting in rows 3. Leaching d. Broadcasting 4. Mosquito control e. Effect on forage quality F. Permanent pasture mixes 3. Weed control 1. Advantages 4. Fertilizing a. Lengthens the feeding period 5. Irrigation b. Balanced ration a. Timing and frequency c. Bloat control b. Amount d. Competitive weed control D. Grazing 2. Planning the mixture 1. Stage of maturity a. Grazing habits of animal 2. Frequency b. Food preferences of animal 3. Quality of forage c. Nutritional value of plant 4. Animal unit yield d. Adaptation to climate conditions E. Haymaking e. Growth habits of plants 1. Quality of sudan hay f. Soil conditions 2. Yields 3. Procedures G. Reseeding and renovation a. Stage of maturity 1. Methods of renovating b. Mowing 2. Seeding in established stands c. Windrowing 3. Plowing under old stands d. Baling H. Costs 4. Costs 1. Cost of preparing land F. Sorgos for silage a. Surveying 1. Quality b. Land grading 2. Yields c. Pump and well 3. Procedures d. Distribution system G. Prussic acid poisoning 2. Establishing the stand 1. Causes a. Labor 2. Preventing poisoning problems

43 a. Selection of proper variety 5. Seeding practices . b. Timing planting dates a. Methods c. Deferred grazing b. Dates and rates d. Early fall removal of livestock 6. Cultural practices a. Control of pests and disease VII. Legumes for Rotation, Temporary, and b. Irrigation Permanent Pastures c. Fertilization A. The true clovers 7. Pasturing 1. Botanical characteristics 8. Use for hay and silage 2. The important pasture clovers 9. Mixtures 3. Adaptation 10. Seed production a. Climate D. Lespedeza b. Soil 1. Botanical characteristics 4. Varieties 2. Species of lespedeza 5. Seeding practices 3. Adaptation a. Methods a. Climate b. Dates and rates of seeding b. Soil 6. Cultural practices 4. Varieties a. Control of pests and diseases 5. Seeding practices b. Irrigation a. Methods c. Fertilization b. Dates and rates 7. Pasturing 6. Cultural practices 8. Use for hay, silage and soilage a. Control of pests and disease 9. Mixtures b. Irrigation 10. Seed production c. Fertilization B. The sweetclovers 7. Pasturing 1. Botanical characteristics 8. Use for hay and silage 2. Species of important sweetclovers 9. Seed production 3. Adaptation E. Soybeans a. Climate 1. Botanical characteristics b. Soil 2. Adaptation 4. Varieties a. Climate 5. Seeding practices b. Soil a. Methods 3. Varieties b. Dates and rates 4. Seeding practices 6. Cultural practices a. Methods a. Control of pests and diseases b. Dates and rates b. Irrigation 5. Cultural practices c. Fertilization a. Control of pests and disease 7. Pasturing b. Irrigation 8. Sweetclover poisoning c. Fertilization 9. Use for hay and silage 6. Pasturing 10. Mixtures 7. Use for hay and silage 11. Seed production 8. Mixtures C. Birdsfoot trefoil 9. Seed production 1. Botanical characteristics F. Vetches 2. Species of birdsfoot trefoil 1. Botanical characteristics 3. Adaptation 2. Species of vetch a. Climate 3. Adaptation b. Soil a. Climate 4. Varieties b. Soil

44 4. Seeding practices a. Climate a. Methods b. Soil b. Dates and rates 4. Varieties 5. Cultural practices 5. Seeding a. Control of pests anddisease a. Methods b. Rotations b. Dates and rates 6. Use for hay and soilage 6. Cultural practices 7. Mixtures a. Control of pests and disease b. Irrigation 8. Seed production c. Fertiliza don VIII. Grasses for Rotation, Temporary, and 7. Utilization as a forage crop 8. Mixtures Permanent Pastures 9. Seed production A. Bluegrass D. Ryegrasses 1. Botanical characteristics 1. Botanical characteristics 2. Species of bluegrass used for forage 2. Species of ryegrass used for 2orage 3. Adaptation 3. Adaptation a. Climate a. Climate b. Soil b. Soil 4. Varieties 4. Varieties 5. Seeding 5. Seeding a. Methods a. Methods b. Dates and rates b. Dates and rates 6. Cultural practices 6. Cultural practices a. Control of pests and disease a. Control of pests and disease b. Irrigation b. Irrigation c. Fertilization 7. Utilization as a forage crop 7. Utilization as a forage crop 8. Mixtures 8. Mixtures 9. Seed production 9. Seed production E. Orchard grasses B. Bromegrass 1. Botanical characteristics 1. Botanical characteristics 2. Adaptation 2. Species of bromegrass used for forage a. Climate 3. Adaptation b. Soil a. Climate 3. Varieties b. Soil 4 Seeding 4. Varieties a. Methods 5. Seeding b. Dates and rates a. Methods 5. Cultural practices b. Dates and rates a. Contrcl rft-,-.3ts and disease 6. Cultural practices b. Irrigation a. Control of pests anddisease c. Fertilization b. Irrigation 6. Utilization as a forage crop c. Fertilization 7. Mixtures 7. Utilization as a forage crop 8. Seed production 8. Mixtures F. Timothy 9. Seed production 1. Botanical characteristics C.Fescues 2. Adaptation 1. Botanical characteristics a. Climate 2. Species of fescue used for forage b. Soil 3. Adaptation 3. Varieties

45 4. Seeding 4. Balers a. Methods 5. Loaders b. Dotes and rates B. Characteristics of good hay 5. Cultural practices 1. Leafiness a. Control of pests and disease 2. Leaf retention b. Irrigation 3. Fineness of stem c. Fertilization 4. Color 6. Utilization as a foragecrop 5. Aroma 7. Mixtures 6. Amount of foreign material 8. Seed production 7. Palatability G. Bermuda 8. Pliable texture 1. Botanical characteristics C. Grading hay 2. Adaptation 1. Classes of hay a. Climate 2. Grades of hay b. Soil 3. Special grades of hay 3. Varieties D. Factors affecting hay quality 4. Seeding 1. Soil a. Methods a. Soil nutrients b. Dates and rates b. Water holding capacity 5. Cultural practices c. Effect of fertilization on nutrient a. Control of pests and disease composition b. Irrigation 2. Sat e of growth c. Fertilization a. Relationship to yields 6. Utilization as a foragecrop b. Relationship to quality 7. Mixtures 3. Growing conditions 8. Seed production a. Relationship to yields H. Cereals b. Relationship to egiality 1. Botanical characteristics c. Weather in relation to curing 2. Species of cereals used for forage 4. Species of foragegrown a. Wheat 5. Diseases and insects b. Rye 6. Contaminants c. Bailey a. Undesirable plants 3. Adaptation b. Other foreign materials a. Climate 7. Storing and curing b. Soil * E. Field cured hay 4. Varieties 1. Mowing 5. Seeding 2. Wilting and conditioning a. Methods 3. Windrowing b. Dates and rates 4. Baling 6. Cultural practices 5. Hauling and stacking a. Control of pests and disease 6. Costs b. Irrigation F. Mow cured hays c. Fertilization 1. Types of mow cured hays 7. Utilization as a foragecrop a. Long hay 8. Mixtures b. Chopped hay ce Baled hay IX. Hay and Haymaking 2. Advantages ofmow curing A. Haying equipment a. Mechanical handling 1. Mowers b. Reduction of nutrientloss 2. Conditioners c. Maximum utilization of storage 3. Rakes capacity

46 3. tarn mow installation 3. Grass silage a. Basic requirements 4. Sunflower b. Building the main duct 5. Potatoes c. Fan installation 6. Sugarbeet pulp and tops d. Auxiliary heat 7. Pea and bean vines e. Cost of installation E. Silos 4. Mow curing hay 1. Type a, Moisture content of forage a. Upright b. Filling the mow b. Trench c. Air circulation c. Stack d. Use of auxiliary heat d. Bunker 5. Costs of mow curing e., Pit G. Cubes, wafers, and pellets 2. Construction 1. Advantages of wafering a. Preventing seepage a. Handling and storage b. Protecting from air b. Retention of nutrients 3. Size and capacity of silos 2. Feeding values of wafers F. American Dairy Science Association stan- 3. Considerations in wafering dards for judging silage a. Moisture content of raw material 1. Very good b. Windrow preparation 2. Good c. Mechanics of wafering 3. Fair d. Storage of the product 4. Poor e. Handling equipment G. Losses occurring during ensiling f. Costs of wafering 1. Dry matter losses 2. Protein losses X. Silage 3. Carbohydrate losses A. Advantages of silage 4. Carotene losses 1. Conservation of nutrients 5. Spoilage losses 2. Emergency feed H. Making silage 3. Utilization of crop by-products 1. Harvesting at proper maturity B. Silage curing 2. Wilting 1. Respiration 3. Chopping 2. Enzyme activity 4. Filling the silo 3. Mold, yeast, and bacterial activity a. Distribution of green material 4. Anaerobic bacterial action b. Packing 5. Importance of low pH c. Adding preservative C. Factors affecting silage making d. Settling 1. Moisture content 5. Capping and sealing a. Forage too moist I.Silage quality b. Forage too dry 1. Quality of raw material 2. Length of chop 2. Type of forage used .3. Exposure to air 3. Effect of storage facilities 4. Additives a. Exclusion of air a. Carbohydrates b. Seepage b. Inorganic acids J.Methods of making silage c. Urea 1. Direct cut silage d. Crops used for silage and problems re- a. Use of preservatives to lower pH lated to them (stage of maturity, quality b. Use of preservatives to lower mois- of silage, and special problems) ture 1. Corn 2. Wilted silage 2. Sorghums 3. Haylage

47 Suggested Laboratory Projects (48 hours) 4. Plant a variety of forage plots(3 hours) 2. Compare the botanicalcharacteristics of grasses and legumes.(3 hours) 3. Study grass morphology. (3 hours) .1.6011., 4. Identify the grasses. (3 hours) 5. Identify the legume genera. (3 hours) 6. Identify the true clovers. (3 hours) 7. Identify the medicago speciesand sweetclovers. (3 hours) 1111.111irs-s...*Si 8. Identify the vetches, field peas,soybeans, 0-11--,... and lespedeza. (3 hours) 9. Grade hay. (3 hours) 10. Study pasture managementpractices. (9 A hours) 11. Judge silage quality. (3 hours) 12. Study haymaking procedures. (3 hours) 13. Identify poisonous plants. (3 hours) 14. Test the quality of alfalfa hay. (3hours) Figure 15. Fruit crop processing Involves many factors. These grapes are dried for 2 weeks or longer in the sun to make raisins. The farmers pick the Texts and References grapes In accordance with weather bureau raisin drying forecasts. DELORITandAHLGREN,Crop Production HUGHESand others, Forages will be able to gain actual experience in grading, LEONARDandREEVES,General Field Crops Laboratory identifying filth and contamination, and mea- Manual suring the quality of both fresh and processed 'MARTINandLEONARD,Principles of Field Crop fruit. Also students utilize equipment and 'Production techniques commonly used by the processor in quality control work. Fruit Processing Hours Required Class, 2; Laboratory, 3. Coursq Description An elementary course in the techniquesof fruit processing and how these relate to the selection of the raw material used and thequality of product obtained. Laboratory periodswill be devoted to testing and evaluating freshand processed fruits. The importance of varietal selection,environment, cultural practices, harvesting,transporting and storing fruit for processingwill be emphasized. Particular attention will begiven to those handling, processing andstoring techniques that may be done at the farmlevel.

Sanitation from field harvest through process- in{ ing will be stressed. Laboratory periods will introduce students to of the the problems related to the deterioration Figure !S.Scientific testing of moisture In agricultural products Is Important quality of fresh and processed fruits.Students for many crops. Here a student learns one method or principle in the laboratory.

48 Major Divisions 2. Yield Class hours 3. Quality I.Importance and Utilization 4. Price of Processed Fruit 2 5. Consumer preferences II.Processing Procedures 6 III. Micro-organisms inRelation II. Processing Procedures to Fruit Processing 4 a. Principles offruit preservation IV. Sanitation inProcessing 4 1. Asepsis V. Storage of Fresh Fruit 2 2. Low temperatures VI. Fresh Fruit Quality 3 3. Pasteurization VII. Fruit ProcessingEquipment 2 4. Exclusion of air VIII. Container andPackaging...... 2 5. Sterilization IX. Grading and Quality 6. Preservation by antisepticsand other Measurement 5 additives X. Legal Aspects of FruitProcessing 2 7. Drying Total 32 8. Fermentation 9. Radiation Units of Instruction B. Preparing the rawmaterial for processing I. Importance andUtilizationof Processed 1. Washing Fruit a, Soaking A. Role of on-the-farmprocessing b. Agitation 1. Importance c. Spraying a. Laborutilization 2. Scalding and blanching b. Flexibility of operation a. Temperature c. Increasedreturns b. Time 2. Trends 3. Peeling, cutting, andpitting B. Geographic distribution a. Handpeeling plants 1. Commercial processing b. Use of heat in peeling 4 2. Farm processingplants c. Mechanicalpeeling C. Production factorsaffecting processed d. Lye solutions used forpeeling fruit e. Cuttingand pitting 1. Labor 4. Sorting fruits 2. Mechanization a. Weightseparations 3. Costs of production b. Size separations 4. Urbanization c. Colorseparations D. Utilization of processedfruit d. Separating by specificgravity 1. Fresh 2. Canned C. Processing methods -- 1. Canning 3. Dehydrated a. Sirupsused in canning 4. Frozen b. Brine solutions usedin canning 5. Juice c. Filling the cans 6. Pickled d. Siruping 7. Fermented e. Exhausting 8. Concentrated Factors determining the use tobe made of f. Sealing . g. Sterilizing fruit h. Cooling 1. Production area 2. Bottling and canningfruit juices a. Transportation of juice b. Storage facilities a. Extraction c6nditions b. Pasteurization c. Climatic methods of preservation d. Market outlets c. Other

49 d. Filtration 2. Condition of dehydrationchamber e. Clarification a. Air circulation 3. By-products of the canning industry b. Relative humidity d. Freezing fruits and fruit products 3. Procedures 1. Principles involved in freezing a. Sorting 2. Controlling microbiological spoilage b. Trimming 3. Controlling enzyme activity c. Dipping a. Maturity d. Sulfuring b. Exclusion ofoxygen e. Drying temperature c. Addition of sugar or sirup f. Drying time d. Addition of acids g. Turning the fruit e. Use of antioxidants or reducing h. Yield agents G. Use of additives 4. Nonenzymatic chemical changes 1. Definition 5. Physical changes during freezing 2. Labeling and thawing 3. Amounts a. Volume 4. Use b. Weight a. Antioxidants c. Texture b. Antibrowning 6. Heat transfer determinants c. Firming a. Type of fruit d. Waxing b. Sugar content of fruit and sirup 5. Other chemical additives c. Container a. Artificial flavoring 7. Storage conditions b. Artificial coloring 8. Frozen fruit products c. Flavor intensifiers E. Sun-drying and dehydration d. Buffers 1. Farm use of this method e. Neutralizing agents 2. Washing trays and boxes f. Stabilizers 3. Drying yard requirements g. Emulsifiers a. Size H. Farm packing shed b. Sanitation requirements 1. Farm packaged fruits c. Physical arrangement 2. Types of operations 4. Cutting and dipping shed 3. Facilities 5. Harvesting and preparing thefruit a. Receiving 6. Sulfuring b. Sanitizing and waxing 7. Spreading and drying c. Grading a. Spreading d. Packing b. Stacking e. Storing c. Turning f. Auxiliary d. Removal from trays 8. Treating rain damaged fruit IL Micro-organisms in Relation toFruit 9; Sorting and boxing Processing 10. Yields A. Introduction to microbes F. Dehydration B. Kinds of microbiological life 1. Types of dehydraters 1. Protozoa a. Natural draft 2. Bacteria b. Distillation 3. Molds 4. Yeasts c. Vacuum 5. Rickettsia d. Forced draft 6. Virus e. Freeze drying C. Importance

50 1. Beneficial aspects 2. Determining contamination a. Food and beverage uses a. Kind (1) Alcohol fermentation b. Number (2) Acid fermentation 3. Cleanliness b. Industrial uses a. Smooth resistantsurfaces c. Medical and scientific uses b. Removal of media 2. Detrimental aspects c. Establishing anundersirable a. Diseases of fruits environment b. Food spoilage 4. Inhibiting tools D. Micro-organisms important to fruit a. Refrigeration processing b. Dryness 1. Bacteria e. Exclusion of air a. Morphology d. Chemicals b. Growth and development 5. Tools for destruction c. Reproduction a. Dry heat d. Gross morphology b. Steam and hot water e. Production ofchemical substances c. Chemicals f. Beneficial aspects of bacteria d. Ionizing radiations g. Detrimental aspectsof bacteria e. Ozone 2. Yeasts G. Encouraging favorablemicro-organisms a. Morphology 1. Proper media b. Growth and development 2. Optimum temperature c. Reproduction 3. Proper pH d. Gross morphology 4. Proper chemical environment e. Production ofchemical substances 5. Inhibit enemies f. Beneficial aspects g. Detrimental aspects IV. Sanitation in Processing 3. Molds A. Necessity a. Morphology 1. Legal requirements b. Growth and development 2. Moral obligation c. Reproduction 3. Reduction of losses d. Gross morphology B. Plant location e. Production ofchemical substances 1. Water supply 1. Beneficial aspects 2. Solid waste disposal g. Detrimental aspects 3. Liquid waste disposal E. Effect of environment on micro- 4. Area free of dust organisms C. Plant layout 1. Physical 1. Easy cleaning a. Temperature 2. Streamlined flow of product b. Moisture 3. Sloped floors c. Osmotic changes 4. Adequate drains d. Light 5. Sufficient space around machines e. Radiation 6. Adequate lighting 2. Chemical 7. Proper screening )f building a. pH D. Rodent control b. Germicides 1. Troublesome species F. Prevention and control a. Rats 1. Methoas b. Mice a. Destroy 2. Evidence of infestation b. Remove 3. Types of damage c. Inhibit 4. Prevention of infestation

51 a. Elimination of harborages H. General considerations b. Elimination of points of ingress 1. Uniforms 5. Controls 2. First aid supplies a. Trapping 3. Rest room facilities b. Poisoning 4. Drinking fountains c. Fumigation 5. Ventilation e.Insect control 6. Sanitation rules and regulations for 1. Troublesome species workers a. Flies I.Disposal of wastes b. Cockroaches 1. Classes of pollution c. Crickets a. Contamination d. Ants b. Pollution e. Wasps and bees c. Nuisance 2. Types of damage by insects 2. Procedures 3. Insect control measures a. Separation of solids from liquids a. Removal of breeding media b. Disposal of solids b. Removal of feeding material (1) Dehydration c. General sanitation (2) Composting d. Screening (3) Livestock feed e. Use of insecticides (4) Organic manure f. Micro-organisms : physical control (5) Cut and fill dumps 1. Cleaning c. Disposal of liquid waste a. Cleaning crews (1) Sewage systems b. Cleanup procedures (2) Lagoons 2. Form of equipment (3) Soil infiltration a. Rounded openings J.Sanitation in fresh fruit handling b. Smooth surfaces 1. Picking c. Noncorroding material a. Personnel 3. Sterilizing equipment b. Equipment G. Micro-organisms : chemical control c. Field containers 1. Destruction of microbe by disinfec- 2. Field packing tants 3. Transporting a. Oxidation b. Reduction V. Storage of Fresh Fruit c. Protein coagulation A. Biological processes of stored fruit d. Plasmolysis 1. Respiration e. Depression of surface tension a. Amount of sugars available 2. Factors affecting germicidal action b. Number of living cells a. Nature of the germicide c. Water contents of tissue b. Concentration d. Temperature c. Rate of application e. Oxygencarbon dioxide level d. Temperature f. Liberation of heat e. Presence of foreign materials g. Relative humidity 3. Types of disinfectants h. Age of fruit a. Metallic salts 2. Transpiration b. Chlorine and similar compounds a. Water content of tissue c. Phenols b. Outer cover of fruit d. Fumigants c. Temperature e. Antibiotic agents d. Relative humidity f. Other organic substances 3. Enzyme activity 4. Phenol coefficients a. After ripening

52 b. Cellular breakdown d. Pruning B. Temperature controlof storage facility e. Frost protection 1. Nonrefrigerated f. Pest control a. Temperature B. Effect of harvest andpost harvest opera- b. Humidity control tions c. Air exchange 1. Harvest 2. Refrigerated a. Pickingprocedures a. Temperature b. Fill of containers b. Humidity control 2. Transporting 3. Freezers a. Refrigeratedtransporation a. Mechanicsof freezing b. Nonrefrigerated transportation b. Freezing agents C. Selection of fruit forprocessing c. Temperaturecontrols 1. Variety d. Humidity control a. Productproduced e. Defrosting b. Yield C. Precooling practices 2. Maturity 1. Value a. Uniformity 2. Methods used b. Sugar-acid ratio D. Fruit treatment c. Color 1. Ripening agents d. Size 2. Coloring agents e. Shape 3. Applying spoilageinhibitors 3. Condition of fruit 4. Waxing a. Insect damage E. Effects of storage onquality b. Disease 1. Wilting c. Rodent andbird damage 2. Flavor and odor d. Mechanical damage 3. Loss of color e. Frost damage 4. Freezing and cold storageinjury 4. Economic factorsaffecting selection 5. Diseases a. Marketoutlet 6. Molds and rot b. Demand 7. After ripening c. Supply d. Cost of processing F. On-the-farm storage of quality 1. Types of farm storage D. Reasons for deterioration a. Long termstorage 1. Natural aging b. Temporary storage 2. Improper handling 2. Facilities 3. Improper storageenvironment a. Constructionrequirements a.Macroenvironment b. Operation and maintenance b. Microenvironment maturity 3. Costs 4. Incorrect stage of a. Costs ofoperating storage facilities a. Lack ofuniformity b. Shrinkage losses b. Lack of maturity c. Too ripe VI. Fresh Fruit Quality 5. Contamination A. Production a. Birds andanimals 1. Climate b. Micro-organisms 2. Soil c. Inertmaterials 3. Varietal adaptation 4. Cultural operations VII. Fruit ProcessingEquipment a. Irrigation A. Physical wld chemicalprinciples involved b. Fertilization 1. Solutions c. Thinning 2. Specific gravity

53 3. Heat transfer 11. Packaging equipment 4. Evaporation a. Relation to product 5. Air movement b. Containers suitable B. Fruit characteristics affecting equip- c. Subsequent handling ment 12 Storage equipment 1. Size a. Principles 2. Shape b. Selection of equipment 3. Weight c. Materials handling 4. Condition 13. Pasteurizers a. Maturity a. Purpose ofpasteurization b. Spray residue b. Methods c. Fruit damage 14. Boilers C. Types of equipment used a. Requirements 1. Scales b. Types a. Selection of unit D. Sequence of operations b. Location 1. Smooth flow of product c. Ease of maintenance 2. Relation to quality of end product 2. Conveyors 3. Effect on total cost of operations a. Types E. Field processing equipment b. Use 1. Trends 3. Dumps 2. Types a. Types 3. Construction and design b. Other unloading methods 4. Washers VIII. Containers and Packaging a. Methods A. Importance b. Water supply 1. Merchandizing c. Agents used 2. Sanitation d. Temperatures 3. Efficiency on transporation and 5. Bleaching equipment distribution a. Agents used B. Containers b. Bleaching containers 1. Definitions c. Operation procedures 2. Description of material andpackages 6. Dehydrators a. Metal cans a. Principles involved b. Glass containers b. Methods of removing moisture c. Folding boxes c. Source of heat d. Waxed paper packages d. Temperature control e. Plastic wraps andpackages 7. Separators f. Corrugated shipping containers a. Types g. Wood shippingcontainers b. Selection h Bulk shipping containers 8. Grading machinery C. Warehousing and shipping operations a. Methods 1. Storage b. Relation to subsequent operations a. Cool 9. Waxing equipment b. Cold a. Materials used c. Dry b. Methods of applying d. Warm 10. Fans 2. Handling a.Principles of air movement a. Bulk b. Amount of air to be moved b. Boxes c. Speeds c. Tanks d. Adjustments d. Fork-lifts

54 e. Belts 2. Factors f. Pipes and tubes a. Size 3. Marketing functions of packages b. Color a. Sanitation c. Uniformity b. Advertising d. Freedom from filth and contamina- c. Legal requirements tion (1) Size e. Uniformity (2) Fill and weight f. Defects (3) Labeling 4. Filling and sealing 3.SgizeSsiraundtypes of containers a. Legal requirements 4. Net weight b. Equipment design and operation 5. Vacuum 5. Quality control 6. Brix measurement a. Checking fills 7. Container condition b. Checking seals 8. Degree of fill c. Checking package conditions 9. U.S. Department of Agriculture grades d. Inspection of package decorations a. Grade A D. Field containers b. Grade B 1. Harvesting c. Grade C a. Picking bags d. Sstd b. Boxes, flats, baskets, etc. 10. Degree of fill 2. Transport containers D. Measuring the quality of processed fruits 1. Degree of filth and contamination IX. Grading and Quality Measurement a. Rodent and bird filth A. Grading b. Insect fragments 1. Purpose of grading c. Rot and mold 2. Types of grading d. Extraneous material a. Shipping point 2. Amount of defects and damage b. Inspection of raw products to be 3. Bacterial counts processed 4. Uniformity of the processed product B. Grading fresh fruit 5. Degree of maturity of raw product 1. Sampling 6. Odor and flavor a. Characteristics of the sample 7. Moisture content b. Sampling procedures 8. Color 2. Factors in grading fresh fruit 9. Soluble solids a. Maturity 10. Specific gravity of sirups and brine 3 b. Size 11. Chemical analysis of processed product c. Shape d. Color X. Legal Aspects of Fruit Processing e. Injury A. Laws f. Damage 1. Federal Food, Drug and Cosmetic Act g. Cleanliness 2. Miller Pesticide Amendments of 1954 3. U.S. Department of Agriculture grades 3. Food Additives Act of 1958 a. U.S. Extra No. 1 grades 4. Color Additives Act of 1960 b. U.S. No. 1 5. Public Health Service Act of 1944 c. U.S. No 2 6. State laws d. Unclassified a. Cannery operation 4. Tolerances (1) Public health requirements 5. Inspection certificates (2) Dry yard operation C. Grading processed fruit 7. County ordinances 1. Sampling a. Zoning

55 ...,

b. Health standards for workers Texts and References 8. City ordinances ANDERSON,Sanitation for the Food Preservation a. Zoning Industry COPLEYandVAN ARSDALE,Food Dehydration b. Waste disposal CRUESS,Commercial Fruit and Vegetable Products c. Healthrequirements FARRALL,Engineering for Dairy and Food Products B. Regulatory agencies HALL,Processing Equipment for Agricultural Products 1. Food and Drug Administration MEYER,Food Chemistry 2. U.S. Public Health Service TRESSLERandJOSLYN,Fruit and Vegetable Juice Processing 3. U.S, Department ofAgriculture Technology 4. State agencies U.S. Department of Health, Education, andWelfare, 5. County and municipal agencies Food Processing Technology, A Suggested 2 -Pear C. Sources of information Post High School Curriculum VANAnsDEL, Food Dehydration, Vol. I. 1. Local Handbook of Refrigeration Engineering 2. State WOOLHICH, 3. National Grassland Management Recommended Laboratory Projects Hours Required (48 hours) Class, 2; Laboratory, 3. 1. Study the morphologicalcharacteristics of micro-organisms. (3 hours) Course Description micro-organisms im- 2. Study the beneficial affecting grass- portant in fruit processing.(3 hours) A study of the conditions micro-organisms in lands and the manipulationof those factors 3. Study the detrimental which will enhance soilconservation and live- fruit processing. (3 hours) Laboratory periods in- contamination stock grazing capacity. 4. Determine micro-organism clude identifying the grasslandspecies, chart- of processed fruit. (3 hours) inventorying the range and contaminar ing,mapping, 5. Determine the insect filth and evaluating vegetation. tion in processed fruit. (3 hours) This course is designed toimpart a working 6. Determine the rodent andextraneous mat- knowledge of the principles ofecology as erial contamination in processedfruit. applied to the forage productionof grazing (3 hours) lands. Special emphasis will beplaced upon the 7. Study the effect of storage onfresh and role of soil and water conservation,grazing, and processed fruit quality. (6 hours) the response of both plants andanimals to en- 8. Determine the sugar contentof fruit juices vironmental conditions. Particularattention is by the refractive index method.(3 hours) given to study of the developmentof grasslands 9. Determine the specificgravity of fruit to their fullest potential. juices, sirups, and brines. (3 hours) During the laboratory period the studentwill 10. Determine the moisture contentof processed have an opportunity to learn thetechniques of fruit. (3 hours) studying plant communities andevaluating 11. Determine the color index of fruitand fruit range conditions. Alsothe student will make products by using reflectance,transmit- field visits to gain actual experiencein map- tance, and spinning disk colorimeters. ping, charting vegetation, andcontrolling un- (3 hours) dersirable species of plants. 12. Grade canned, dehydrated andfrozen fruit. (6 hours) Major Divisions 13. Study farm processing andstorage facili- Class hours ties. (3 hours) I. Distribution and Classification 14. Visit the quality control laboratoryof a of Grasslands ...... ______2 cannery. (3 hours) II. Environmental Relationships ...... - 4

56 III. Ecosystems and Grassland c. Light variations Management 2 2. Shade tolerance IV. Soil and Water Conservation 3. Plant adaptation and lightrequirement of Grasslands 4 4. Effect on size, shape, and orientation V. Grazing Grasslands 4 of plant parts VI. Nutrition in Relation to Grazing__ 4 5. Effect on stomatal movement VII. Poisonous Plants 4 B. Temperature and plant communities VIII. Cultural Aspects of Grassland 1. Temperature and plant response Management 4 a. Germination IX. Evaluating Range Condition 4 b. Absorption of water Total 32 c. Evaporative lossof water d. Photosynthesis Units of Instruction e. Thresholdvalue and thermal unit I. Distribution and Classificationof Grass- response lands f. Trans location and storage of sugar A. Principles of plant distribution 2. Effect of plant populations onatmo- 1. Climatic factors spheric temperatures 2. Physiographic factors 3. Temperature in relation todistribution 3. Edaphic factors of plants 4. Biotic factors C. Atmosphere and plantcommunities 5. Tolerance theory 1. Atmospheric moisture B. Factor replaceability inplant distribution a. Humidity 1. Elevation substituted forlatitude b. Dew 2. Slope angle and direction forlatitude c. Fog 3. Parent material compensatesfor cli- 2. Effect of humidity ontranspiration mate and evaporation 4. Rainfall replaced by fogand dew 3. Air movements 5. Soil texture for moisture a. Relationshipsto temperature C. Vegetation regions and theircharacteris- b. As a transport for seeds tics c. Role in pollination 1. Tall grass d. Effect on soil 2. Short grass e. Prevailingwinds and air pockets 3. Desert grass D. Soil and plant communities 4. Bunch grass 1. Soil pH 5. Northern and intermountainshrub 2. Soil fertility 6. Southern desert shrub 3. Soil texture 7. Chaparral 4. Soil profile 8. Pinon-Juniper 5. Soil-water relationships 9. Coniferous forest 6. Soil color as influencingabsorption of D. Land uses in the United States heat 1. Land used for grazing E. Plant populations as modifiersof microen- 2. Land used for farm production vironment 3. Ownership of grazing landsin the 1. Temperature United States 2. Canopy effect 4. Grazing lands and livestockproduction 3. Wind movements and velocities 4. Mulch II. Environmental Relationships a. Effect onheaving A. Light and plant communities b. Lowering of evaporation anddessi- 1. Amount of light cation losses a. Interval F. Influencing the microenvironment b. Intensity 1. Cutting trees

57 2. Planting shelter belts 2. Soil structure 3. Soil conservation 3. Soil moisture content 4. Irrigation 4. Duration of application 5. Fertilization D. Causes of erosion G. Problems in grasslands related to climatic 1. Geologic erosion environment 2. Accelerated erosion 1. Variability %," water supply a. Water 2. Maintenance ox enrage species b. Wind 3. Soil erosion E. Role of grass in soil and water conservation III. Ecosystems and Grasslands Management 1. Complementary benefits between A. Types of components in ecosystems plants 1. Autotrophic components 2. Benefits derived from grasses 2. Heterotrophic components a. Canopy interception B. Components of ecosystems b. Loosening of soil 1, Abiotic substances c. Sod forming 2. Producer organisms d. Provider of humus 3. Decomposer organisms e. Soil building C. Nitrogen cycle f. Decreases velocity of surface runoff D. Carbon cycle g. Decreases amount of sedimentation E. Biotic relationships in grasslands commu- in streams nities F. Types of plants and their relationships to 1. Competition of species water conservation a. Parasites 1. Hydrophytes b. Epiphytes 2. Mesophytes c, Symbiosis 3. Xerophytes 2. Stratification of species G. Control of erosion a. Dominant species 1. Grassland farming b. Subordinate species 2. Grassed waterways 3. Dependence 3. Catch basins F. Animals as biotic factors a. Runoff control 1. Soil microfauna b. Dispersement of cattle 2. Insects 4. Importance of dense ground cover 3. Small herbivores 4. Large herbivores V. Grazing Grasslands 5. Predators A. Plant succession and grazing 6. Man 1. Concept of plant succession IV. Soil and Water Conservation of Grasslands a. Constant change A. Hydrological cycle b. Similarhabitats support similar 1. Evaporation communities 2. Transpiration c. Contrasting habitats result in differ- 3. Condensation ent sequence 4. Precipitation d. Changes follow a definite pattern B. Factors affecting evapotranspiration 2. Causes of plant succession 1. Atmospheric conditions a. Physiogramic changes modify envi- 2. Soil conditions ronment 3. Type of vegetation b. Community changes result in envi- 4. Volume of vegetation ronmental changes 5. Land management 3. Climax communities C. Factors affecting infiltration of water a. Priseres 1. Soil texture b. Subseres

58 B. Effect of grazing on plant communities 1. Cattle 1. Progressive succession a. Maintenance 2. Retrogressive succession b. Growth and fattening a. Physiological disturbance of climax c. Reproduction plants 2. Sheep b. Composition changes a. Maintenance c. Invasion of new species b. Growth and fattening d. Disappearance of climax plants c. Wool production C. Plant physiology in relation to grazing d. Reproduction 1. Effect of foliar removal on plants B. Nutritional value of forage a. Food synthesis 1. Season and forage value b. Root reserves a. Change in nutrient composition c. Seed production b. Changes in leaf-stem ratio 2. Nutrient composition of plants c. Changes in range composition D. Grazing and soil conservation 2. Nutrient composition and stage of 1. Soil compaction growth 2. Soil humus a. Early leaf stage 3. Amount of cover b. Just before flowering a. Soil coverage c. Full bloom b. Weight of total cover d. Seeds in dough stage c. Forage density e. Plants mature s4 dds cast d. Average height f. Herbage dry and weathered e. Effective weight index 3. Type of plant and forage value E. Practical considerations in grazing a. Legumes 1. Utilization of forage as affected by b. Grasses preference c. Forbs a. Selectivity of animals d. Browse plants b. Type of plants 4. Climate and forage value c. Stage of growth a. Amount and distribution d. Growing conditions b. Temperature 2. Season of grazing c. Length of growing season a. Condition of plant 5. Soils and forage value b. Trampling of plants and soil a. Mineral composition c. Spring and fall deferred grazing b. Protein content d. Growing conditions 6. Digestibility 3. Duration of grazing period a. Immature v. mature plants a. Type of plants b. Effect of season b. Density of plant population c. Mixed range v. pure stand of c. Rotation grazing grass 4. Grazing habits of animals d. Crude fiber and lignin a. Terrain e. Degree of grazing b. Closeness of grazing 7. Leaching of nutrients 5. Seasonal migrations of animals a. Nitrogen-free-extract F. Facilitating or enabling practices b. Protein 1. Water supply c. Calcium and phosphorous 2. Mineral supply d. Effect on palatability 3. Protection of new seedlings e. Effect of late rains 4. Supplemental feeding 8. Factors affecting losses of energy in digestion VI. Nutrition in Relation to Grazing a. Level of intake A. Nutritional requirements of livestock b. Nutrient balance

59 9. Deficiencies likely to occur inforages a. Toxic plantsmixed in forages a. Protein b. Moldy feed b. Minerals c. Spoiled sweetclover c. Energy d. Ergot poisoning d. Vitamin A e. Cornstalk disease f. Algae VII. Poisonous Plants D. Preventing plant poisoning problems A. Importance of poisonous plants 1. Proper grazing 1. Occurrence of toxic plants a. Timing the grazingperiod 2. Difficulties in defining thepoisoning b. Proper degree of grazing problem c. Proper type oflivestock 3. Economic losses from toxicplants 2. Distributing livestock over the range B. Poisoning properties of plants 3. Adequate supplies of minerals 1. Chemical properties of toxic plants 4. Supplemental feeding a. Alkaloids 5. Controlling poisonous plants b. Glucosides 6. Isolating infested areas c. Resinoids E. Important livestock poisoningspecies d. Phytotoxins 1. Pingue e. Oxalic acid 2. Burroweed and jimmyweed f. Other compounds 3. Locos and poisonvetches 2. Plants causing mechanicalinjury 4. Waterhemlock 3. Physiological action of toxins 5. Larkspurs a. Blood poisons 6. Sneezeweeds b. Neurotoxins 7. Lupines c. Neuromusculartoxins 8. Crazyweeds d. Muscular toxins 9. Podgrasses and arrowgrasses e. Irritants 10. Deathcamases 4. Special poisoning problems a. Nitrate posioning VIII. Cultural aspects of Grassland b. Selenium poisoning Management c. Molybdenumpoisoning A. Mechanical removal of sagebrush d. Fluorine poisoning 1. Repeated cutting or defoliation e. Grass tetany a. Heavy duty mowers f. Phlaris staggers b. Heavy duty brush saws C. Contributory causes inpoisoning c. Cutting followedby grazing 1. Season 2. Digging or grubbing a. Lack of goodforage 8. Cabling, chaining, and railing b. Variation in toxic propertieswith 4. Brush beaters progressive plant changes 5. Brushland plows c. Delayed effectin poisoning 6 Girdling d. Weather and poisoningproblems B. Chemical control of sagebrush 2. Variation in susceptibility ofanimals 1. Foliage sprays to toxins a. Applicationequipment 3. Grazing hazards b. Methods of applying a. Availability oftoxic plants c. Timingapplications b. Scarcity of good forage 2. Bark treatments c. TJndersalting a. Broadcastbark treatment d. Plants that attract livestock b. Basal bark treatment e. Trailingthrough poisonous plants 3. Trunk wounds f. Saline water a. Frill treatment 4. Forage poisoning problems b. Notching

60 c. Cut-over stumps d. Grassland seeders 4. Root applications 3. Seeding a. Methods oftreating a. Factorsinfluencing depth b. Avoiding plant compet!tion ia.Timing for effective kill 5. Specific chemicals for brushcontrol c. Timing forfavorable conditions a. 2, 4D d. Burned over lands b. 2, 4, 5T e. Seeding inmulches c. Silvex 4. Mixtures d. Amino Triazole a. Compensationfor variations in e. AmmoniumSulfamate environment b. Utilization of moisture and f. Tordon , 6. Special problems in chemicalbrush nutrients control c. Uniformproduction a. Followuptreatments d. Forage quality b. Erosion in control areas e. Complementationbetween plants c. Annual (orbsand grasses 5, Grazing practices d. Costs 6. Costs of burning C. Burning as a method ofsagebrush 7. Use of fuel breaks on ranges of brush control a. Eradication 1. Burning as a factor ofsuccession b. Revegetation 2. Factors favoring burning as acontrol E. Range fertilization measure 1. Selecting the properfertilizer a. Dense sagebrush a. Effect onyields b. Terrain and vegetationfavoring b. Effect on palatability containment c. Sustainingthe desired species c. Fire resistant grasses 2. Timing the application d. Range used principallyb livestock 3. Methods of applying e. Burn notfavorable to undesired 4. Limiting factors species f. Burn not conducive toerosion IX. Evaluating RangeCondition 3. Burning procedures A. Use factor a. Determiningwhen to burn 1. Definition of use factor b. Preparing the area forburning 2. Variability in the usefactor c. Center firing a. Associatedspecies d. Strip firing b. Type of livestock e. Edge burning c. Season and usefactor 4. Safety in sagebrush,burning d. Year 5. Federal, State, and countyfire laws e. Past grazing use 6. Management afterburning f. Local conditions a. Spot treatments 3. Value of the use factor utilization b. Deferred grazing 4. Methods`of estimating c. Eradication offire resistant a. Weightdeterminations plants b. Ocular appraisal D. Seeding rangelands c. Indicatorspecies 1. Selecting the proper species d. Indicator areas a. Introducedspecies B. Range inventory b. Ecotypes 1, Quantitative methodsof analysis a. Number ofindividuals 2. Methods of planting material a. Broadcasting b. Weight of vegetative b. Airplane broadcasting c. Area occupied c. Heavy duty rangedrills d. Species present

61 2, Qualitative methods of analysis 9. Map and chart vegetationonbrangearea. a. Sociability (6 hours) b. Dispersion 10. Inventorywildlifeonrangearea.(3 c. Vitality hours) d. Stratification 11. Classify conditions on range area. (9 hours) e. Periodicity 12. Establish brush control plots. (3 hours) 3. Range condition classification a. Excellent condition ranges Texts and References b. Good condition ranges There are few up-to-date books adapted to the specific c. Fair condition ranges units of instruction of this class. Therefore, some of the suggested references listed below will be somewhat d. Poor condition ranges dated, but the information they contain is still quite C. Use of plots usable. Because of -the absence of current books on 1. Types of quadrats this subject, it is suggested that timely reading as- a. List quadrat signments be selected from the Journal of Range b. List-count quadrat Management. Instructors should search recent publications for pertinent references. c. Chart quadrat HITCHCOCK, Manual of the Grasses of the United States 2. Distribution of quadrats KINGSBURY, Poisonous Plants of the United States and a. Selected sampling Canada b. Random sampling 3. Shape of quadrats 4. Size and number of quadrats Plant Diseases and Pests 5. Transects Hours Required D. Use of fenced areas 1. Protected areas Class, 2; Laboratory, 3. 2. Grazed areas 3. Partially protected areas Course Description 4. Size and location of areas A course in the principles involved in controll- E. Mapping range areas ing plant diseases and pests, primarily insects. 1. Mapping techniques The control of certain rodents and larger ani- a. Photographic maps mals is included in the course. Laboratory work b. Planometric maps will include work in the identification of pests 2. Plotting vegetation and setting up pest control programs. 3. Inclusion of improvements The first 5 weeks of the course are devoted to plant diseases ; these include :bacteria, fungi, Suggested Laboratory Projects viruses, and nematodes. This will include study (48 hours) of the casual organism, host plants, symptoms 1. Study the morphological characteristics of and signs, the life cycle, epiphytotics and their range grasses. (3 hours) causes, and economic controls forthe several 2. Identify the grass tribes. (3 hours) organisms considered. 3. Identify and evaluate the range grasses. The next 8 weeks include a selected unit cov- (6 hours) ering primarily insects of economic importance 4. Identify and evaluate the range legumes. to agriculture. This will encompass development (3 hours) and metamorphosis, anatomy, types of mouth 5. Identify and evaluate the browse plants. parts, and a brief review of classification of the (3 hours) insects in the 10 most important economic 6. Identify the poisonous plants of the range. orders. This course lends itself to the use of (3 hours) audiovisual aids. Lectures should be supple- 7. Identify the undersired species on the mented with deomonstrations using specimens range. (3 hours) and exhibits whenever possible. 8. Estimate vegetation on range area.(3 In the final unit of 3 weeks, disease and hours) insect controls and animal pests and controls

62 Major Divisions Class hours I.Plant Diseases Due toBacteria__ 2 II. Plant Diseases Due toFungi. 4 III. Plant Diseases Due toViruses 2 IV. Plant Diseases Due toNematodes 2 V. Insects : Development,Metamor- phosis, Anatomy, Mouthparts, Orders 6 VI. Insects : Study ofSelected Orders._ 10 VII. Disease and InsectControl 2 VIII. Animal Pests andControl 2 IX. Safety Precautions, Laws 2 Total 32 Units of Instruction I. Plant Diseases Due toBacteria A. Introduction 1. Bacteriology application, and timing of the useof pest Figure 17.Scientific selection, Here is a citrus control materials is vital tothe production of fruit crops. 2. Pathology orchard being sprayed. 3. Control B. Bacterial canker oftomatoes are consideredtogether with safetyrules and 1. Seed laws. 2. Symptoms The laboratorysessions developintensive 3. Control work on bacteria,fungi, viruses, andnematodes C. Crown gall causing plant diseases.Specimens of thedis- 1. Symptoms eases arebrought in, Rikermounts secured, and 2. Etiology andepiphytology prepared microscopeslides used for actualob- 3. Control servation of theorganisms. Severalmotion a. Sanitation pictures and 2- by 2-inchslides are used tomake b. Chemicals the work moremeaningful to thestudent. D. Alfalfa wilt Symptoms and signs, lifecycles, epiphytology, 1. Vascular disease and economic controlsof the basic typeslisted 2. Symptoms are studiedin considerabledetail. 3. Internal structures In entomology, muchthe same plan infollow- 4. Control actual specimens. Thisincludes ed with work on to Fungi the dissection of agrasshopper as a typicalin- IL Plant Diseases Due sect. The mouthpartsof various types areob- A. Introduction served under themicroscope ;thisis from 1. Structure 2. Nutrition actualspecimens and preparedmicroscope slides of the grasshopper,beetle, house fly, but- 3. Infection is concluded by studyof 4. Types of parasitism terfly, and thrips. This and grasses important specimens ofthe significant insect B. Stem rust of grains orders. An insect collectionis made by each stu- 1. Host plants dent as a part of the course.After due consider- 2. Symptoms and signs ation to the propercontrol of plant diseasesand 3. Life cycle insects, a laboratory sessionis devoted to the a. Grain control of larger animalpests, and one period b. Barberry considerations and legal 4. Outbreaks is devoted to safety smuts requirements. C. Seedling infection

63 5. Control c. Mild mosaic virus 1. Bunt of wheat d. Spindle tuber virus 2. Hosts e. Leaf roll virus 3. Symptoms and signs 2. Control of potato viruses 4. Life cycle a. Virus-free tubers 5. Epiphytology b. Seed inspection 6. Control c. Field practices D. Blossom infection : loose bunt of wheat d. Resistant varieties 1. Host plant IV. Plant Diseases Due to Nematodes 2. Symptoms and signs A. Root knot 3. Life cycle 1. Host plants, 1400+ 4. Epiphytology 2. Symptoms, signs 5. Control 3. Etiology 6. Life cycle 4. Epiphytology E. Local infection 5. Control 1. Host plants a. Field crop 2. Symptoms and signs b. Fruit orchards 3. Epiphytology c. Vegetables 4. Life cycle d, Nurseries 5. Control e. Greenhouses F. Shoestring root rot (armillaria) B.' Other nematodes 1. Host plants 1. Hosts 2. Symptoms and signs 2. Symptoms, signs 3. Epiphytology 3. Etiology 4. Life cycle 4. Epiphytology 5. Control 5. Control G. Powdery mildew of cereals 1. Host plants V. Insects: Development, Metamorphosis, 2. Symptoms and signs Anatomy, Mouthparts, Orders 3. Epiphytology A. Phylum Arthropoda 4. Life cycle B. Development 5. Control 1. Without metamorphosis 2. Gradual metamorphosis III. Plant diseases due to Viruses 3. Complete metamorphosis A. Introduction C. Morphology 1. Significance 1. External anatomy 2. Symptoms 2. Internal anatomy 3. Properties D. Mouthparts 4. Transmission 1. Biting and chewing 5. Host ranges 2. Piercing and sucking 6. Resistance E. Classification : about 20 orders 7. Nomenclature 1. With wings B. Tobacco (tomato) mosaic 2. Without wings 1. Host plants F. Springtail order 2. Symptoms G. Grasshopper order 3. Etiology 1. Cockroaches 4. Control 2. Grasshoppers C. Virus diseases of potatoes 3. Crickets 1. Fourteen viruses H. Termite order a. Latent mosaic virus I.Earwig order b. Vein-banding virus J. Thrips order

64 ....-.*

K. Dragonfly order 3. Suck plant sap L. Anoplura order 4. Cause crop damage 1. Biting lice suborder 5. Control 2. Sucking lice suborder H. The Order Hemiptera (the bugs) M. "True Bug" order 1. Suborder Heteroptera (chinchbugs, N. Homoptera suborder assassin bugs, etc.) 1. Leaf hoppers a. Crop damagetypes ; bedbugs 2. Scale insects b. Control 3. Aphids 2. Suborder Homoptera (scale insects, O. Moths and butterflies plant lice, etc.) P. The beetles a. Severe crop damagetypes 1. Dominant order of insects b. Control 2. Harmful in adult and larval stages I.The Coleoptera (the beetles) Q. The flies 1. Probably the dominant order ofinsects R. The fleas 2. Majority are vegetarian in adultsand S. Hymenoptera order larvae 1. Bees 3. Severe crop damage types 2. Wasps 4. Control 3. Ants J. The Lepidoptera (butterflies,moths) 1. One of largest orders of insects VI. Insects : Study of Selected Orders 2. Many important as plantpollinators A. The Collembola (Springtails) 3. Most caterpillars arevegetarian- 1. Wingless plant damagers 2. Slight metamorphosis 4. Control B. The Odonata (Dragonflies) K. The Siphonaptera (the fleas) 1. Predaceous 1. External parasites 2. Long abdomen 2. Control 3. Eat harmful insects L. The Hymenoptera (wasps,bees, ants, etc.) C. The Orthoptera (Grasshoppers,etc.) 1. Large order 1. Biting mouthparts 2. Many bees are crop pollinators 2. Crop eaters 3. Social insects in many cases 3. Control 4. Control D. The Isoptera (Termites) 1. Social insect VII. Disease and Insect Control 2. Destroy wood products A. Legislative 3. Control B. Artificial E. The Dermaptera (Earwigs) 1. Physical 1. Leathery front wings 2. Cultural 2. Destroys crops, flowers 3. Pesticides 3. Control a. Contact F. The Order Anoplura b. Stomach poisons 1. Suborder Mallophaga (bitinglice) 4. Sprays, dusts, and surfactants a. External parasites fumigants b. Control 5. Formulations 2. Suborder Siphunculata(sucking lice) 6. Resistance a. External parasites C. Equipment b. Transmit diseases 1. Hand powered c. Control 2. Machine powered G. The Thysanoptera (Thrips) a. Ground 1. Winged or wingless b. Aircraft 2. Piercing mouthparts D. Biological

65 1. Insect parasites 8. Find the differences in the mouthparts of 2. Other organisms-micro-organisms insects, and classification. (3 hours) VIII. Animal Pests and Controls 9. Identify silver fish, dragonflies, grasshop- A. Mammals pers. (3 hours) 1. Opossums 10. Study termites, earwigs, flies. (3 hours) 2. Skunks 11. Identify thrips, true bugs, aphids, scales. 3. Field mice (3 hours) 4. Rats 12. Study beetles, butterflies, moths, flies.(3 5. Ground squirrels hours) 6. Rabbits 13. Identify ants, wasps, bees. (3 hours) 7. Pocket gophers 14. Apply disease and insect control methods. 8. Deer (3 hours) B. Control 15. Evaluate control of animal pests. (3 hours) 1. Poison baits 16. Considersafety,laws,quarantines.(3 2. Trapping hours) 3. Shooting Texts and References 4. Fencing 5. Natural enemies BORROR and DELONG, An Introduction to The Study of Insects IX. Safety Precautions, Laws HELLYER, Garden Pests and Diseases A. Safety McSw AN and POWELSON, Oregon Plant Disease Control 1. Many compounds extremely toxic Handbook 2. Sanitation METCALF and FLINT, Destructive and Useful Insects: 3. Read the label Their Habits and Control 4. Follow directions PFADT, Fundamentals of Applied Entomology SHURTLEFF, How To Control Plant Disease in Home B. Precautions and Garden 1. Destroy poison containers after use WEsTcorr, Gardener's Bug Book 2. Keep poisons locked up WESTCOTT, Plant Disease Handbook C. Laws 1. Federal legislation Visual Aids 2. State laws Chevron Chemical Co., 200 Bush Street, San Francisco, a. On DDT, etc. Calif. 94120 b. Some compounds handled only by World of Insects, 16mm., sound, color, 22 minutes State licensed personriel Encyclopedia Britannica Films, 1150 Wilmette Avenue, 3. County ordinances Wilmette, Ill. 60091 Bacteria, 16mm., sound, color, 19 minutes Suggested Laboratory Projects (48 hours) Sterling Movies U.S.A., Inc., 43 South 61st Street, New York, N.Y. 10023 1. Identify fire blight of pear and crown gall. The Enemy Below, 16mm., sound, color, 20 minutes (3 hours) The Venard Organization, 113 North Madison Avenue, 2. Diagnose rusts and smuts. (3 hours) Peoria, Ill. 61602 3. Apply knowledge of armillaria rot and Stop Rats Forever, 16mm., sound, color, 141 /2 minutes sweet potato soft rot. (3 hours) Union Pacific Railroad, Motion Picture Bureau, 1416 4. Differentiate among tomato mosaic, aster Dodge Street, Omaha, Nebr. 68102 yellows, and curly top of sugar beet. (3 Wheat Smut Control, 16mm., sound, color, 10 minutes hours) Filmstrips: 5. Evaluate root knot, nematode problems. (3 Encyclopedia Britannica Films, 1150 Wilmette Avenue, hours) Wilmette, Ill. 60091 6. Make a study of insect development and Insects: How They Live and Grow, 35mm., 42 frames, color metamorphosis. (3 hours) Insects: What They Are, 35mm., 42 frames, color 7. Study anatomy of the grasshopper.(3 Insects, Their Life Cycles, 35mm., 42 frames, color hours) Helpful and Harmful Insects, 35mm., 42 frames, color

66 cuttings, grafting, and budding.Then layer- Insect Life Cycles: and propaga- Beetles and Life Cycles, 35mm.,33 frames, color ing, specialized roots and stems, The Grasshopper, 35mm.,33 frames, color tion of specific fruits, nuts, and some ornamen- tals of commercial importancewill be studied. The Insects: demonstrations, and 50 frames, color To supplement the lecture, What Is An Insect? 35mm., specific Insects That Live In Societies,35mm., 50 frames, color discussion groups, motion pictures on The Life Cycle of Insects,35mm., 50 frames, color items, 2- by 2-inch and color slidesshould be used. Orders of Insects: The laboratory periods emphasizein more (All: 35mm., 45 frames, color) practical detail the subjects taken upin the Some Primitive Insects Grasshopper and Relatives lecture-discussionsessions.Thelaboratory Ants, Bees, Wasps starts with the seed :Structure, germination Bugs and Relatives factors, viability tests conducted bythe stu- Moths and Butterflies dents, and the practical seedingof actual Beetles crops. Later the instructorhas students trans- Flies and Mosquitoes the field. Termites and Minor Orders plant seedlings and set them out in Students make cuttings of hardwood,semihard- Charts and Pictures: wood, and softwood for the firstsessions of Nasco, Fort Atkinson, Wis. 53538 vegetative propagation. Asexualpropagation Riker Mount of Harmful Insects continues with grafting done by thestudents Riker Mount of Beetles in the Riker Mount of BeneficialInsects demonstrated first by the instructor as Riker Mount of Ten Ordersof Insects sections aboveof root, crown, whip,cleft, side, Riker Mount of Metamorphosis saw, keft, andbark methods. Some attention is General Biological SupplyHouse, Inc., 8200 South given by the group to repairgrafting by the Hoyne Avenue, Chicago, Ill.60620 bridge, inarching, and brace methods.Following Microscopic slides of insects models Microscopic slides of plant diseases demonstrations by the instructor using Ward's Natural ScienceEstablishment, Inc., . and actual materials, the studentsmake bud- Post Office Box 1712, Rochester,'N.Y. 14603 dings of plants by the "T" chip,patch, and Microscopic slides of insects "I" methods. Microscopic slides of plant diseases Along with the above operationsat the proper times, theinstructor shows students con- Plant Propagation struction, heating, cooling, andoperations of Hours Required forcing structures. As part ofthe laboratory in using the Class, 2; Laboratory, 3. work, students gain proficiency greenhouses by actually performingthe neces- Course Description sary operations.Some work is given in layout A course designed to acquaintthe student of orchard and nursery plots. with the commercial methodsfollowed in the Demonstrations are given by theinstructor propagation of crop plants andfruits. The re- of propagation by layers,suckers, runners, sep- production of these plants byseeds, cutting, aration, and division of somespecific plants. grafts, layers, runners, anddivisions are cov- To better enable studentsto realize the eco- ered. Laboratory sessions areplanned to give nomics of the industry, afield trip is scheduled the student practice inplant propagation. Suf- through a large commercial nurseryso that ficient practice is given toenable him to de- appreciation of the propagate by the students will acquire an velop the skills required to scope of theoperation, capital needed,and the various methods. of operations, to- main sections importance of the timing The instructor will cover the gether with the botanicalaspects of the field. of the course: structures,media, seed growing students to learn from germination totransplanting the large Laboratory sessions enable with the asexual of the various operationsin the field of plant plant. This will be continued jobs will enable methods of propagation: thevarious kinds of propagation ; practice in the

67 them, under supervision of the instructor, to tainer stock develop the skills required. 1. Soil 2. Sand Major Divisions 3. Peat Class hours 4. Sphagnum moss I.Importance and Use of 5. Vermiculite Propagation 2 6. Perlite ILPropagating Structure, Media, 7. Leaf mold Containers 2 8. Sawdust, shavings III.Seeds : Development, Selection, C. Mixtures Production, Propagation D. Sterilization Techniques 8 1. Heat IV.Asexual Propagation : General 2. Chemicals Aspects 2 E. Fertilizers V.Cuttings 4 F. Containers for young plants VI.Techniques of Grafting 1. Flats and Budding 8 2. Clay pots VII.Layering 2 3. Plastic pots, trays VIII.Specialized Roots and Stems 2 4. Peat fiber pots IX.Propagation of Fruits and Nuts 2 5. Plant bands Total. 32 G. Handling containers Units of Instruction III. Seeds : Development, Selection, Production, Propagation Techniques I. Importance and Use of Propagation A. Development of flower A. Objectives B. Fertilization 1. Technical skills C. Apomixis 2. Knowledge of plant growth, structure D. Morphology 3, Specific plants and methods used 1. Embryo B. Basic reproduction types 2. Food storage tissues 1. Sexual 3. Covering 2. Asexual E. Seed selection C. Plant Nomenclature 1. Uses of seedlings 1. Botanical classification 2. Pollination requirements of plants 2. Classification of cultivated plants a. Self-pollinated a. Genus b. Cross-pollinated b. Species 3. Maintaining purity c. Cultivar a. Isolation IL Propagating Structures, .Media, Containers b. Roguing A. Propagating structures c. Certification 1. Glasshouses (1) Breeder's seed a. Forms (2) Foundation seed b. Heating (3) Registered seed c. Cooling (4) Certified seed d. Humidity 4. Hybrid seed production 2. Plastic greenhouses 5. Seed selection of woody perennials 3. Hotbeds 6. Mother trees 4. Coldframes F. Seed production and handling 5. Lathhouses 1. Sources of seed 6. Clothhouses a. Commercial seed production B. Media for propagating and growing con- b. Seed collecting

68 c. Fruit processing industries V. Cuttings 2. Harvesting and handling seeds A. Anatomical development of roots in cut- 3. Factors affecting storage of seeds tings a. Temperature 1. Stem b. Moisture 2. Leaf c. Storage atmosphere 3. Root 4. Types of seed storage B. Physiological basis of root initiation in a. Dry, without temperaturecontrol cuttings b. Cold, dry 1. Hormones c. Cold, moist 2. Auxins G. Seed propagation 3. Calines 1. Germination process C. Selection of cutting material 2. Viability 1. Nutrition of stock plant 3. Measurement of germination 2. Age of stock plant 4. Seed dormancy 3. Type of wood selected a. Coverings 4. Time of year b. Internal factors D. Treatment of cuttings 5. External factors affecting germination 1. Presence of buds and leaves a. Water 2. Polarity b. Temperature 3. Wounding c. Oxygen 4. Growth regulators d. Light E. Environmental conditions during rooting 6. Seed testing 1. Humidity a. Sampling 2. Mist propagation b. Purity 3. Temperature c. Viability 4. Light 7. Pregermination treatments to stimu- 5. Rooting medium late germination F. Practical techniques of making cuttings a. Mechanical 1. Stem b. Soaking a. Hardwood c. Acid scarification b. Semihardwood d. Cold scarification c. Softwood 8. Timing planting d. Herbaceous 9. Disease and soil treatment 2. Leaf cuttings 10. Germinating media 3. Leaf-bud cuttings 11. Aseptic culture 4. Root cuttings 12. Fiele direct seeding 5. Rooting media 13. Transplanting 6. Wounding 7. Growth regulators IV. Asexual Propagation General Aspects a. Materials b. Concentrations : dip, dry A. Nature and importance 8. Mist systems 1. The clone 9. Hardening off 2. Reasons for using asexual propagation 10. Care a. Perpetuation of a clone b. Impossibility of seed propagation VI. Techniques of Grafting and Budding c. Ease of propagation A. Theoretical aspects B. Genetic variation 1. Reasons for use 1. Mutations 2. Formation of graft union 2. Chimeras 3. Factors influencing healing of graft or C. Plant patent law bud union

69 a. Incompatibility VII. Layering b. Temperature and humidity A. Factors affecting c. Chemicals B. Characteristics and uses of layering d. Polarity C. Procedures in layering 4. Limits of grafting 1. Tip 5. Effects of x ootstock on scion variety 2. Simple 6, Effects of scion variety on rootstock 3. Compound or serpentine B. Practical techniques of grafting 4. Air 1. Definition of terms 5. Mound (stool) a. Scion 6. Trench b. Stock c. Cambium D. Plant modifications giving natural layering d. Callus 1. Runners e. Stion 2. Stolons 2. Points for success in grafting 3. Offsets 4. Suckers 3. Methods of grafting 5. Crowns a. Whip or tongue b. Side graft c. Cleft graft VIII. Specialized Roots and Stems d. Saw kerf (notch) graft A. Bulbs f. Approach grafting 1. Offsets g. Inarching 2. Bulblet formation h. Bridge graft 3. Stem cuttings 4. Leaf cuttings i.Bracing B. Corms 4. Tools and accessories C. Tubers a. Knives D. Tubercles b. Waxes E. Tuberous roots c. Tying and wrapping materials F. Rhizomes d. Grafting machines G. Pseudobulbs e. Proper sharpening techniques H. Back bulbs, green bulbs 5. Selection of scion wood and storage 6. Grafting by placement IX. Propagation Of Fruits and Nuts a. Root grafting A. Almond b. Crown grafting B. Apple c. Double-working C. Apricot d. Top-working D. Avocado C. Techniques of budding E. Cherry 1. Time of budding F. Chestnut a. Fall G. Citrus b. Spring H. Fig c, June I.Grape 2. Methods of budding J.Nectarine and peach a. "T" (shield) K. Olive b. Inverted "T" L. Pear c. Patch M. Pecan d. Flute N. Persimmon e. Ring or annular O. Pomegranate f. "I" budding P. Plum g. Chip Q. Quince h. Top R. Walnut

70 hours) General Biological Supply House, Inc.,8200 South Suggested Laboratory Projects (48 Hoyne Avenue, Chicago, Ill. 60620 1. Determine seed structure. (3hours) Model of Corn Stem 2. Study germination factors.(3 hours) Model of Dicot Stem 3. Make viability tests. (3hours) Model of Generalized Dicot Flower 4. Plant seeds in flats. (3 hours) 5. Make cuttings of hardwood.(3 hours) Seed Production whip (tongue) meth- 6. Graft by root, crown, Hours Required ods. (3 hours) 7. Top graft by cleft, whip,side, saw kerf, Class, 2; Laboratory, 3. bark methods. (3 hours) Course Description 8. Transplant seedlings. (3hours) 9. Practice repair grafting:bridge, March- A course in the reproductive processes,prin- ing brace grafting. (3 hours) ciples of breeding, environmental response,and 10. Use forcing structures.Potting, shifting, the harvesting and processing ofseed crops. balling plants or laying out nursery grow- In the laboratory, the studentwill gain actual ing grounds or laying out anorchard ; experience in test plot work, seedprocessing, planting trees. (3 hours) and seed testing. 11. Do budding by "T"(shield) method. (3 Since the specific principlesof crop produc- hours) tion are to be covered inother courses, this 12. Practice budding by chip,patch, "I" meth- class will emphasize appliedtheories and prac- ods. (3 hours) tices of seed production.Class discussions will 13. Multiply plants by cuttings :semihardwood, stress the practical aspectsof plant structures, softwood, stem,leaf,root methods.(3 genetics,breeding principles andplant re- hours) sponse toenvironment as related toproducing 14. Propagate plants by layers,suckers, run- seed crops. Applied techniquesin the harvest- ners. (3 hours) ing, storing, processing andtesting of seed will 15. Increase plants by separationand by divi- be covered. Also thestudent will have an op- sion. (3 hours) portunity to familiarize himselfwith the class- 16. Take a field trip to acommercial nursery to es of seed, seedlaws and the various agencies study production methods.(3 hours) involved in the seed trade. During the laboratory periodextensive use Texts and References will be made of demonstrationplots for study- ALLARD, Principles of Plant Breeding ing plot technique and breedingmethods uti- MAYER and POLJAKOFF- MAYBER,Germination of Seeds lized with selected crops. Inthe classroom lab- Visual Aids oratory the student willhave an opportunity in using seed germi- Allis-Chalmer Manufacturing Co., to gain actual experience Tractor Photographic Group, nators, seed blowers,vitascopes and other de- Milwaukee, Wis. 53201 vices and techniques toevaluate seed quality. Hybrid Corn, 16mm., sound, color, 15minutes Comprehensive use will be madeof seed clean- Encyclopedia Britannica Films, 1150 WilmetteAvenue, ers, samplers,plot threshing machines,scarifi- Wilmette, Ill. 60091 ers, and otherseed handling and processing The Growth of Plants, 16mm., sound,color, 21 minutes seed producers Seed Germination, 16mm., sound,color, 15 minutes equipment. Also field trips to Nasco, Fort Atkinson, Wis. 53538 and processors willallow student observation Types of Grafting (chart) of commercial operations. How to Bridge Graft (chart) Grafting Materials (chart) Major Divisions Ward's Natural Science Establishment,Inc., Class hours Post Office Box 1712, Rochester, N.Y.14603 I.Distribution and Importance Model of Plant Cell of Seed Crops 2 Model of Typical Flower IL Reproductive Processes of Model of Fruit and Seed (wheat grain) 4 Model of Stem Crop Plants

71 ill. Environment andSeed Production 4 b. Corolla IV. Genetics of CropPlants 2 c. Stamen Breeding d. Pistil V. Fundamental Plant development Techniques_ 2 4. Processes leading to seed VI. Hybridization as aMethod a. Formationof stamens and pistils of Plant Breeding...... 4 b. Sexual maturity VII. Certified SeedProduction .... 2 c. Pollination VIII. Harvesting,Transporting, d. Fertilization Storing Seeds ...... 4 e. Growth ofthe fertilized egg IX. Seed Processing 2 f. Maturation of the seed X. Germination and ItsRelationship 5. Self- and cross-pollinatedplants to Seed Quality _ 2 a. Naturallyself-pollinated XL Testing of AgriculturalSeeds 2 b. Often cross-pollinated XII. Laws Relating toSeeds 2 c. Naturallycross-pollinated Total 32 6. Factors affecting naturalselfing and crossing Units of Instruction a. Varietyof strain Importance of Seed Crops b. Seasonal conditions I. Distribution and c. Floral arrangements A. Importance d. Incompatibility 1. Uses of seed of pollen and stigma a. Seed stocks e. Maturity b. Human food B. Asexual propagationof crops c. Animal feed 1. Methods of propagating cropplants d. Industrial uses vegetatively 2. Economic value of seed crops a. Separationand division 3. Foreign trade in seed b. Cuttings 4. Reservoirs of germplasm c. Layerage 5. Perpetuators ofundesired species 2. Use of clones in plantbreeding B. Geographical areasof production 3. Apomixis 1. Areas of productionof specific seed crops III. Environment and SeedProduction 2. Interstate movementsof seed A. Photoperiodic response C. History of seeds 1. Short day plants 1. Importation of foreignstocks 2. Long day plants 2. Exportation ofAmerican stocks 3. Day-neutral plants D. Statistics and trends 4. Photoperiodic induction 1. Forecast and estimates 5, Amount of light requiredfor photo- 2. Trends in seedproduction periodic response 6. Light quality andphotoperiodic IL ReproductiveProcesses of Crop Plants plants response A. Sexual reproduction of crop 7, Color spectrumand photoperiodic 1. Types of flowers response a. Complete 8. Sequence of processesin photo- b. Incomplete periodism c. Perfect 9. Photoperiodism andvegetative growth d. Imperfect 10. Artificial light 2. Types of plants B. Response to thermaticconditions a. Monoecious photoperiodic response b. Dioecious 1. Relationship to 2. Vernalization 3. Reproductive structures and fertilization a. Calyx B. Effect on pollination

72 .- .

C. Effect of wind velocity and direction on b. Genetic variation seed production B. Inheritance of characters 1. Beneficial aspects 1. Law of segregation 2. Detrimental aspects a. Gene locus D. Effect of seasonal conditions on seed b. Alleles production c. Homozygous and heterozygous genes E. Effect of insect populations on seed pro- 2. Law of dominance duction a. Dominance 1. Crops pollinated by insects b. Recessiveness a. Leguminosae c. Incomplete dominance b. Cruciferae 3. Law of independent assortment c. Allium a. Phenotypic ratios d. Umbelliferae b. Geneotypic ratios e. Curcurbitaceae c. Linkage f. Cotton d. Crossing over g. Tomato 4. Gene interactions 2. Use of bees in pollinating crops a. Complementary action 3. Detrimental insects (seed attacking in- b. Modifying action sects) c. Inhibiting action a. Lygus bugs d. Masking action b. Chalcids e. Duplicate action c. Stink bugs f. Additive effect d. Midges 5. Mutations e. Seed weevils a. Causes of mutations f. Corn borer b. Occurrence of mutations g. Corn earworms c. Methods of initiating mutations h. Sorghum webworm 6. Polyploidy i.Er glish grain aphid a. Types of polyploidy j. Chinch bugs b. Methods of initiating polyploidy 4. Other detrimental aspects of insects F. Effect of soil fertility and pH on seed V. Fundamental Plan t Breeding Techniques production A. Introduction G. Relationship of moisture to seed 1. Acclimatization production 2. Testing H. Effect of cultural practices on seed 3. Development of ecotypes quality 4. Commercial varieties emerging from 1. Planting procedures introductions 2. Irrigation a. Grow the introduction en masse 3. Fertilization b. Selection of desirable strains of 4. Insect pest control introductions 5. Weed control c. Use of introductions as parental 6. Harvesting lines in crossing B. Selection IV. Genetics of Crop Plants 1. Mass selection A. Determiners of hereditary variations a. Definition of technique 1. Chromosomes b. Weaknesses of mass selection a. Meiosis c. Selection of phenotypes b. Fertilization d. Use of mass selection in plant 2. Genes breeding 3. Significance of variation 2. Pure line selection a. Environmental variation a. Pure line theory

73 b. Procedure for making pureline c. Vernalization selections 4. Factors to consider in evaluating c. Genetic stability of purelines hybrids d. Use of multiline varieties a. Region of production e. Progeny testing b. Number of plants per acre f. Natural selection c. Environmental conditions g. Use of pureline selection in plant d. Cultural practices breeding B. Methods of producing commercial 3. Recurrent selection hybrids C. Hybridization 1. Production of inbred lines 1. Hybrid vigor or heterosis 2. Single cross hybrids a. Definition of hybrid vigor 3. Double cross hybrids b. Theories of hybrid vigor 4. Threeway cross hybrids c. Utilization of hybrid vigor in plant 5. Multiple cross hybrids breeding 6. Top crossing 2. Use of male sterility in producing C. Production of hybrid corn hybrids 1. Process of producing corn hybrids 3. Interspecific hybridization a. Producing and selecting inbred a. Crosses of cross-fertile species lines b. Crosses which lead to doubling of b. Crossing inbred lines and evaluating the chromosome number their progeny c. Crosses of species with different 2. Hybrid vigor in corn chromosome numbers 3. Techniques utilized in crossing 4. Intergeneric crosses a. Detasseling 5. Selection procedures and hybridization b. Use of male sterile seed plants a. Pedigree selection c. Use of cytoplasmic sterile female b. Bulk population plants 6. Backcross method of producing d. Ratio of male to female plants hybrids 4. Evaluating corn hybrids a. Objectives of backcrossing a. Yields b. Recurrent parent b. Adaptability to environment c. Nonrecurrent parent c. Insect resistance d. Disease resistance VI. Hybridization as a Method of Plant e. Lodging resistance Breeding f. Resistance to ear dropping A. Selfing and crossing g. Suitability to mechanical harvest- 1. Emasculation practices ing a. Removal of anthers h. Quality b. Killing pollen by physical or chem- 5. Hybrids v. open pollinated varieties ical methods D. Production of hybrid sorghums c. Use of self-incompatible lines 1. Production of inbred lines d. Use of male sterility 2. Crossing of inbred lines 2. Pollination practices a. Use of Day male sterility a. Collection of pollen b. Use of cytoplasmic male sterility b. Storage of pollen 3. Interspecific crosses c. Pollinating by hand 4. Hybrid vigor in sorghums d. Using insects 5. Evaluating sorghum hybrids e. Pollination problems a. Yields 3. Control of flowering b. Adaptability to environment a. Temperature control c. Early maturity b. Light regulation d. Insect resistance

74 e. Disease resistance 5. Processing f. Quality a. Supervision g. Suitability to mechanicalharvest- b. Requirements ing 6. Sampling and testing h. Resistance to lodging and shatter- 7. Final certification, sealing, and ing tagging 6. Hybrids v. open pollinated varieties 8. Fees involved in certification E. National Foundation seed project VII. Certified Seed Production 1. Purposes of the project A. The certification system 2. Distribution of seed stocks 1. Definition of certified seed 2. Agencies involved in breeding and VIII. Harvestin, Transporting, Storing Seeds certifying seeds A. Harvesting seed crops a. International Crop Improvement 1. Factors to consider in harvesting Association a. Variations in physical characteris- b. Agricultural Experiment Stations tics of seed c. Agricultural Extension Service b. Type of plant d. State crop improvement associa- c. Size of plant tions d. Maturity of seed e. State departments ofagriculture e. Time of harvest f. U.S. Department of Agriculture 2. Harvesting equipment g. Private organizations a. Conventional combines 3. Types of seeds eligible for certification b. Combines with special modifications B. Classes of seed c. Seed strippers 1. Breeder seed d. Grain binders 2. Foundation seed e. Headers 3. Registered seed f. Threshing machines 4. Certified seed g. Melon combines C. Certification requirements h. Vacuum seed reclaimers 1. Isolation i.Windrowers a. Boundaries 3. Harvesting practices b. Cross pollinating crops a. Determine when to harvest c. Certifying part of a field b. Curing methods 2. Field free of undesirable plants c. Use of defoliants a. Noxious weeds d. Combining or threshing b. Volunteer plants of same crop e. Harvesting losses c. Roguing B. Transportation of seed 3. Seed treatment 1. Railroad shipments D. Certification process 2. Motor carriers 1. Application a. Exempt carriers 2. Field inspection b. Nonexempt carriers a. Dates 3. Responsibility of shipper and carrier b. Standards for field inspection 4. Protecting seed from damage in c. Diseases transit d. Weeds C. Storage of seed 3. Harvesting 1. Storage facilities a. Standards in harvesting a. Warehouses b. Inspection of harvester b. Conditioned storage rooms c. Grower number c. Bulk bins 4. Intercounty movement of unpro- d. Conveying systems cessed seed e. Packaging equipment

75 2. Storage conditions 5. Effect of drying on seed a. Protecting from adulteration a. Holding qualities b. Protecting from deterioration b. Seed quality c. Protecting from damage 3. Spoilage of seed in storage IX. Seed Processing a. Insect and rodent damage A. Seed cleaning b. Molds and fungi 1. Seed separating equipment c. Heating a. Air screen cleaners d. Oxidation and hydrolysis of fats b. Specific gravity separators 4. Storage problems c. Indent cylinder separators a. Relationship of insects to fungi d. Indent disk separators b. Relationship of molds and fungi to e. Pneumatic and aspirator separators seed quality f. Spiral and inclined drapers c. Relationship of moisture and tem- g. Magnetic separators perature to seed quality h. Velvet roll separator d. Relationship of seed respiration i.Electronic separators to seed quality j. Color separators 5. Treating stored seed 2. Precleaning operations a. Fumigation a. Debearding b. Applications of insecticides b. Hulling c. Use of controlled heat c. Scalping d. Use of inert gases d. Scarifying e. Aeration 3. Common adulterants 6. Insects of stored grain a. Inert material a. Rice weevil b. Weed seed b. Granary weevil c. Other crop seed c. Lesser grain borer 4. Sequence of cleaning operations d. Angoumois grain moth B. Special processing e. Dermestids 1. Scarifying f. Saw toothed grain beetle a: Methods utilized in scarifying g. Flat grain beetle b. Seeds needing scarification h. Flour beetles 2. Grading i.Cade lle 3. Delinting cotton seed j. Bean and pea weevils a. Flame process k. Indian metal moth (Indian meal b. Chemical delinting moth) 4. Decortication I.Khapra beetle 5. Irradiation D. Post harvest drying of seeds 6. Blending 1. Methods 7. Pelleting a. Forced unheated air C. Cost of cleaning seed b. Heated air 1. Cash costs 2. Airflow 2. Shrinkage a. Recommended airflow D. Inoculation b. Static pressures 1. Methods of inoculating c. Reverse airflow drying 2. Inoculating equipment 3. Drying with heated air E. Treating seed to control disease a. Temperature 1. Mechanical methods of treating b. Heater, an and vent arrangements 2. Physical methods of treating c. Specialized drying processes for a. Hot water and water soak specific seeds b. Irradiation 4. Costs of drying seeds 3. Chemical treatments

76 a. Chemical compounds d. Chemical inhibitors b. Slurry and quick wet methods of 2. Overcoming dormancy applying a. Aging of seed 4. Specific treatments of seed b. Temperature treatments a. Cereal grains c. Reduction ofmoisture content b. Field crops d. Breaking of seed coat c. Small seeded foragelegumes 3. Secondary dormancy d. Vegetables D. Longevity of seed e. Large seed legumes 1. Storage life of seeds 2. Effect of microenvironment on X. Germination and Its Relationshipto Seed longevity Quality E. Conditions affecting germination A. Factors essential for germination 1. Mechanical injury 1. Temperature 2. Fungi and bacteria a. Thresholdtemperature 3. Storage conditions b. Optimum 4. Fumigation c. Maximum 5. Artificial drying d. Relationship of temperatureto 6. Storage temperature molds and fungi 2. Moisture XI. Testing of Agricultural Seeds 3. Oxygen A. Sampling 4. Light 1. Equipment for sampling a. Requirements 2. Sampling procedure b. Response to color spectrum 3. Splitting the sample B. Process of Germination B. Purity 1. Absorption of water 1. Equipment 2. Softening of seed coat andswelling 2. Evaluation of damaged seed of seed 3. Formulas in calculating adulteration 3. Hydrolysis and utilizationof starch 4. Weed seed a. Starch to maltose 5. Sterile florets of grass seed b. Maltose to glucose 6. Evaluation of pure viable seed c. Trans locationof glucose 7. Special tests for purity d. Synthesis of carbohydratematerials C. Germination from glucose 1. Standard germination procedures 4. Nitrogen metabolism a. ele.-mb,0toi^s a. Hydrolysisof protein into amides b. Temperature, humidity, substrata and amino acids c. Interval of time b. Resynthesis of proteins d. Cold test 5. Fat breakdown and synthesis e. Hard seed a. Fats to fattyacids and glycerol f. Special treatments b. Fatty acids and glycerol to sugar g. Evaluatinggermination tests c. Synthesis ofcarbohydrates and fats 2. Tetrazolium testing for germination from sugar a. Theory oftetrazolium testing 6. Growth of the embryo b. Testing equipment a. Epigealgermination c. Testing techniques b. Hypogeal germination d. Evaluating tetrazolium tests C. Dormancy D. Methods of testing seeds for moisture 1. Causes of dormancy 1. Air oven a. Seed coatsinhibiting water intake 2. Vacuum oven b. Seed coats inhibiting oxygenintake 3. Toluene distillation c. Immatureembryos 4. Brown-Duvel distillation

77 5. Dessicants terants 6. Electric moisture testers b. Insect pests 7. Vapor pressure methods C. Exportation of seed E. Seed testing agencies 1. Federal-State cooperative laboratories Suggested Laboratory Projects (48 hours) 2. Private laboratories 1. Study the reproductive structures ofcrop XII. Laws Relating to Seeds plants. (3 hours) A. Federal Seed Act 2. Study experimental plot technique andlay- 1. Background out several test plots. (3 hours) a. Basic purposes 3. Identify crop seed. (3 hours) b. Historical development 4. Identify noxious weed seed and other adul- 2. Provisions of the Federal Seed Act : terants. (3 hours) Importation of Seed 5. Judge crop seed. (3 hours) a. Seeds covered by act 6. Identify seedborne diseases. (3 hours) b. Prohibitions and procedures re- 7. Study seed inoculation procedures and in- lating to importations oculate legume seeds. (3 hours) c. Exemptions 8. Identify insects that are detrimental to d. Declarations of purpose and label- seeds. (3 hours) ing 9. Practice hybridization of small grains. (3 e. Seed unfit for seeding purposes hours) f. Staining of certain imported seeds 10. Visit a local seed house. (3 hours) g. Misbranded seed 11. Clean the seed of selected crops. (6 hours) h. Mixing seed 12. Test the seed of selected crops. (6 hours) i.Exportation or destruction of 13. Visit a seed testing laboratory. (3 hours) rejected seed 14. Visit the experimental breeder plots ofa j. Prohibition of certain acts commercial seed organization. (3 hours) k. Trademarks and patents 3. Provisions of the Federal Seed Act : Texts and References Interstate Commerce MARTIN and BARKLEY, Seed Identification Manual a. Prohibitions U.S. Department of Agriculture, Manual For Testing b. Exemptions Agricultural and Vegetable Seeds c. Disclaimers and nonwarrantees d. False advertising Small Fruit Production 4. Records required by the Federal Seed Act Hours Required a. Lot numbers Class, 2: Laboratory, 3. b. Receiving records c. Growers declarations Course Description d. Processing records This course is designed to acquaint the stu- e. Disposition records dent with the various' phases of producing f. Test records grapes,bushberries, and strawberries. The g. Labeling records course will cover all cultural practices includ- h. File samples ing design of the planting area, establishing B. State seed laws young plants, fertilization, irrigation, pest con- 1. Federal-State cooperation trol, and harvesting. a. State enforcement The instructor will devote the lecture timeto b. Referral of violation to U.S. Depart- those small fruits of his general geographical ment of Agriculture area or of major economic significance to the 2. State quarantine laws local market. Costs of production and trends a. Noxious weeds and other adul- will be emphasized.

78 Laboratory exercises are designed to give the 2. Water table student the basic information and skills neces- 3. pH and salts sary for the production of small fruits. Consid- 4. Nutrients erable laboratory time is devoted to study of 5. Organic matter growing conditions and the practice of manipu- B.Climate lative skills in the small fruit area of the school 1. Winter chill farm. a. Length below 45° F Students will have an opportunity to conduct b. Actual temperature : year study tests and demonstrations in the school vine- c. Frosts : spring and fall yard and berrygrowing area. 2.ummer Major Divisions a. Maximum temperatures b. Degree days required for economic Class hours crops I.Geographical Distribution 2 II.Suitable Soil and 3. Winds 4. Humidity Climatic Conditions 2 5. Precipitation III.Designing and Planning the Orchard or Vineyard. a. Amount 2 b. Frequency IV.Plant Propagation 2 V.Soil Preparation and Planting 2 III. Designing and Planning the Orchard VI.Irrigation 2 or' Vineyard VII.Weed Control, Cultivation, A. Factors to consider Erosion Control 2 1. Type of planting VIII.Fertilization and pH 2 a. Rectangular system IX. Diseases of Small Fruits 3 b. Contour system X. Insects, Nematodes, Other Pests__ 3 c. Triangle system XI. Grape Growing : Special Problems 4 d. Hedge system XII. Strawberry Production : Special 2. Field size and shape Problems 2 3. Slope and conservation practices XIII. Bushberry Production: Special 4. Irrigation methods, soil type Problems 2 5. Drainage facilities XIV. Miscellaneous Fruits and Berries : 6. Equipment, tractor sizes Special Problems 2 7. Harvest operations Total 32 8. Residence 9. Wind direction Units of Instruction 10. General topography I. Geographical Distribution 11. Supporting structures A. National B. Sources of professional help B. Regional 1. Farm advisors C. Local 2. Surveying companies 1. Important species 3. Visit local successful growers 2. Trends 4. Soil conservation district 3. Adaptation 5. Local watershed district a. Annual climate b. Disadvantages IV. Plant Propagation c. Major local advantages A. Sexual 4. Labor sources 1. Problems of maintaining character- 5. General topography istics 2. Stratification requirements II. Suitable Soil and Climatic Conditions 3. Development of new strains and A. Soil varieties 1. Adaptation : types, depth B. Asexual

lm,14 im aiM1S 1. Definition and advantages a. Plant spacing 2. Cuttings b. Habit of growth a. Leaf-bud: blueberry c. Cultural practices, tractor spacing, b. Root : blackberries harvest methods, etc. c. Stem: grape, cranberries d. Trellis system and training program d. Root hormones e. Irrigation system e. Physical equipment and supplies f. Intercropping 3. Layering a. Definition VI.Irrigation b. When to use A.System description and analysis (1) When variety is poorly prop- 1. Cranberry bogs agated by cuttings 2. Furrow: advantages and disadvan- (2) Easy to replace occasional tages missing plant in established 3. Sprinkler: advantages and disadvan- vineyard tages 4. Grafting B.Special problems a. Whip 1. Maintenance of high moisture through b. Machine grafting long picking season c. Cleft 2. Cranberry and high moisture require- d. Budding ments 5. Runners (specialized stems) ; straw- 3. Strawberry, daily irrigations berries 4. Excessive moisture: blueberries and 6. Suckers (stems arising from adven- raspberries titious bud on a root) ; raspberries 5. Drainage 7. Division 6. Grapes a. Moisture: sugar acid relationships V. Soil Preparation and Planting b. Bunch rot and sprinkler irrigation A. Factors to consider in soil preparation C.Quantity of moisture needed by major 1. Planting method small fruits per season a. Rows D.Time and frequency of irrigation b. Hills E.Quantity of water required for an c. Bog irrigation 2. Stage of growth when planted 1. Soil type 3. Fertility and organic matter of soil 2. Root zone depth 4. Condition of soil F.Water quality a. Moisture VII. Weed Control, Cultivation, Erosion b. Tilth Control 5. Topography A. Purpose and frequency of cultivation 6. Irrigation system 1. Destroy weeds 7. Drainage program 2. Facilitate irrigation 8. Stubble or recent crop residue con- 3. Facilitate harvest and drying dition 4. Incorporate cover crops B. Planting 5. Pest control 1. Selection of plants 6. Promote water absorption a. Sources B. Tillage implements for cultivation b. Stage of growth 1. Noble and French or "Kirpy" plows c. General health 2. Disc d. Time of year 3. Various drags 2. Care of planting stock before planting: 4. Various cultivators and harrows heeling and cold storage a. Chisel-tooth 3. Analysis of planting systems. b. Revolving harrows

80 c. Spring-tooth harrow 10. Molybdenum d. Sweeps and shovels C. Fruiting and the carbohydrate nitrogen C. Weed control with chemicals and oil ratio 1. Oil D. Manures and commercial fertilizers 2. Diuron E. pH 3. Monuron 1. Definition and neutral concept 4. Simazine 2. Buffers and agents to neutralize 5. Atrazine a. Sulfur, sulfuric acid 6. 2, 4-D amine b. Lime 7. Dalapon c. Gypsum and water D. Other methods of weed control 3. Blueberries and acid soils, 4 to 5.5 1. Mulch 2. Geese IX. Diseases of Small Fruits 3. Flamethrowers A. Strawberry diseases (causes, symptoms, E. Soil erosion control damage, and control) 1. Wind breaks 1. Root and crown diseases 2. Contour plantings a. Verticillium wilt 3. Cover crops b. Red stele 4. Grass slope collecting ditches c. Black root rot 5. Strip cropping d. Armillaria root and crown rot 6. Mulch e. Other crown rots 2. Virus diseases VIII. Fertilization and pH a. Yellows A. The primary soil nutrients b. Crinkle 1. Nitrogen c. Aster yellows a. Determining need for N(nitrogen) 3. Foliage diseases b. Form to use a. Leaf spot, blotch, and scorch c. Where and when toapply b. June, transient or Blakemore d. Cover crops yellows e. Use by each acre per year c. Tip burn 2. Potassium d. Powdery mildew a. Determining need for K 4. Fruit diseases (potassium) a. Fruit deformity (cat face) b. Form to use b. Gray mold rot c. Where and when to apply c. Other rots d. Use per acre per year (1) Phizoctonia (species) 3. Phosphorus (2) Rhizopus (species) a. Determining need for P(phos- (3) Phytophthora (species) phorus) (4) Sclerotium (species) b. Where and when to apply 13. Grape diseases (cause, symptoms, damage c. Use per acre per year control) B. Other nutrients and small fruit production 1. Fungi attacking both vine and fruit 1. Calcium a. Powdery mildew 2. Boron b. Anthracnose 3. Magnesium c. Black rot 4. Iron d. Downy mildew 5. Sodium e Dead arm 6. Zinc f. Black measles 7. Sulfur 2. Fungi attacking the fruit 8. Copper a. Blue-mold rot 9. Manganese b. Black-mold rot

81 c. Rhizopus rot 4. Western grape skeletonizer d. Botrytis (gray mold) rot 5. False chinch bug e. Bunch rot 6. Grasshoppers 3. Fungi attacking roots 7. Grape mealy bug a. Oak root fungus 8. Thrips b. Ozonium root rot 9. Consperse stink bug c. Demotophora root rot 10. Grape-berry moth d. Root rot by pythium and phytoph- 11. Mediterranean fruit fly thora 12. Drosophila e. Collar rot 13. Cutworms 4. Bacterial diseases 14. Grape mud beetle a. Blight 15. Click beetle b. Crown gall 16. Aphids 5. Virus and virus like diseases 17. Cane or twig borers a. Pierce's disease 18. Scale insects b. Fan leaf B. Insects attacking strawberries, bush ber- c. Yellow mosaic ries, and other small fruit d. Yellow vein 1. Chewing insects : identification, e. Leaf roll damage, and control C. Diseases of brambles and other small fruit a. Grasshopper (causes, symptoms, damage, and control) b. Japanese beetle 1. Fungus diseases c. Cutworms a. Anthracnose d. Raspberry leaf sawfly b. Cane blight e. Currant borer c. Cane and leaf spot f. Orange tortrix d. Fruit molds g. Raspberry cane maggot e. Oak fungus h. Raspberry horntail f. Orange rust 2. Sucking pests :identification, damage, g. Powdery mildew and control h. Raspberry leaf rust a. Aphid i.Spur blight b. Leaf hoppers j. Verticillium wilt c. Spittlebugs 2. Bacterial diseases d. Mites a. Crown gall (1) Red spider mite b. Blight (2) Blackberry mite 3. Virus diseases 3. Insects with rasping mouth parts : a. Dwarf or rosette identification, damage and control b. Yellows many thrips c. Mosaics C. Spider mites 1. General description X. Insects, Nematodes, Other Pests 2. Damage and mode of infestation A. Insects and grape growing 3. Control measures 1. Phylloxera a. Kelthane a. History b. Demetox b. Life cycle c Trithion c. Spread d. Parathion d. Damage e. T. E. P. P. e. Control f. Sulfur f. Resistant root stocks 4. Mites affecting bush berries 2. Grape leaf hopper a. Red spider mite 3. Grape leaf folder or roller b. Blackberry mite

82 c. Cane pruning 5. Mites affecting grapes d. Pruning grapevines onarbors a. Pacificmite b. Willamette mite C. Thinning c. Grape rustmite 1. Flower cluster thinning d. Erineum mite 2. Cluster thinning 3. Berry thinning D. Nematodes 1. General descriptionand damage D. Girdling 2. General controlmethods 1. Objectives causing damage to 2. Methods 3. Specific nematodes regulators small fruits E. Application of growth 1. 4-Chloronhenoxyaceticacid a. Rootknot nematode acid b. Root lesion nematode 2. Benzothiazol-2-Oxyacetic c. Daggernematode 3. Gibberellin F. Supports for vines d. Sting nematode vines e. Northernroot knot nematode 1. Headtrained, spur-pruned E. Other pests 2. Cane pruned vines 1. Birds 3. American grapevines blasts or noise makers 4. Cordon pruned vines a. Shotgun pruned b. Scarecrows anddevices which 5. Table grapes, cane involve motion 6. Trellises captive predator birds 7. Arbors and pergolas c. Use of vines d. Poison 8. Machine harvested 2. Deer and rabbits G. Frost protection a. Fencing 1. Wind machines b. Poison 2. Heaters c. Traps 3. Water applications d. Repellents and dogs 4. Others 3. Gophers, moles,and other rodents H. Harvesting 4. Trespassers 1. Wine grapes a. Sampling Speciz i Problems b. Criteria for harvesting XL Grape Growing: (1) Sugar content A. Training the youngvine 1. Forming heads, orspur-pruned vines (2) Balling-acid ratio and care the first summer (3) Acidity a. Planting (4) pH b. First winter pruning harvesting and handling c. Second summertreatment c. Care in d. Second winterpruning 2. Table grapes a. Standardsfor maturity e. Third summertreatment clusters f. Completing the head b. Harvesting, selecting vines (1) Appearance of berries 2. Forming cane-pruned (2) Color and condition ofcluster 3. Forming cordon :pruned vines arbors and stems 4. Training grapevines on (3) Taste walls (4) Picking and trimming B. Pruning pruning c. Packing 1. Purposes of (1) Place 2. Response topruning and crop pruning (2) Containers 3. Principles of (3) Arrangement incontainers 4. Suckering harvested 5. Systems of pruning d. Maintaining quality of a. Headpruning grape b. Cordon pruning (1) Bruising

83 E. Pruning (2) Trimming F. Harvestingand handling (3) Speed problem-metabolic ratehigh and shipping 1. The (4) Precooling a.Temperature I.Raisins b. Humidity 1. Types of grapesused c. Fruit 2. Qualityfactors in raisins (1) Removal ofall decayed fruit a. Foodvalue from plant b. Attractiveness fruit in basket etc. (2) Put only sound c. Seeds,stems, texture, (3) Use fungicidesin field and stor- 3. Pickingand drying methods age a. Yields cooling as soon as pos- and (4) Rapid b. Compositionof mature grape sible after picking drying effects 2. Harvesting (1) Moisture a.Supervision (2) Acid b. Stage ofripeness to pick (3) Sugar c. Methodof snapping fruitwithout (4) Water insolublematerials breaking cap orbruising berry (5) Minerals d. Method ofplacing berry incrate c. Whento harvest 3. Field handlingand hauling d. Paper trays a. Shade e.Turning the trays b. Temperatures f. Rolling thetrays raisins after drying c.Humidity 4. Handling d. Cooling a. Curing 4. Shipping b. Storing harvest a.Cooling J. Handling oftable grapes after b. Holding 1. Precooling c.Loading 2. Fumigation d. Transportation a.Absorption of sulfurdioxide b. Precautions XIII. BushberryProduction: SpecialProblems 3. Cold storage A. Pruning a.Systems 1. At planting b. Deterioration 2. Annual pruning c.Predicting decay 3. Trailingblackberries 4. Transportation a.Placement of canes ontrellis Problems b. Location offruit XII. StrawberryProduction: Special Pruning systems training systems c. A. Planting and d. Removal orpruning 1. Hill system 4. Erectblackberries and dewberries 2. Matted: rowsystem 5. Red raspberries 3. Spaced rowsystem 6. Black and purpleraspberries 4. Flat bed systems 7. Currants andgooseberries B. Frost protection synthetic or straw 8. Blueberries I. Mulch, B. Trellis types 2. V-shapedtroughs 1. Supporting posts 3. Paper,muslin, cheesecloth 2. Two-wire trellis 4. Sprayirrigation 3. Three-wiretrellis 5. Heaters 4. Four-wire trellis 6. Windmachines 5. Separate stakeand wire hoop systems C. Removal ofblossoms C. Harvesting D. Care andsetting runners 84 1. Supervision Texts and References 2. Stage of ripeness to pick DARROW, Strawberry: History, Breeding,and 3. Equipment Physiology a. Baskets and crates SHOEMAKER, Small Fruit Culture b. Shade sheds WINKLER, General Viticulture c. Carriers Visual Aids d. Pallets Arthur Barr Productions, D. Storage and shipping 1029 North Allen Avenue, 1. Cooling and humidity control Pasadena, Calif. 93271 2. Loading Grapes, 16mm., color, 11 minutes 3. Transportation U.S. Department of Agriculture Motion PicturesSer- vices, Washington, D.C. 20250 Raisins You Buy, 16mm., color, 5 minutes XIV. Miscellaneous Fruit and Berries:Special Problems Soil Management A. Cranberries Hours Required B. Lychees C. Lingonberry Class, 2 ; Laboratory, 3. D. Elderberry Course Description E. Wonderberry A study of those management principles and F. Salal practices that are effective in maintaining soil G. Salmonberry in a highly productive condition. Laboratory Suggested Laboratory Projects(48 hours) assignment of experiments and demonstrations parallel lecture discussions as far as possible. 1. Classify and judge smallfruits. (3 hours) This course considers the effect of the var- 2. Identify quality factorsin soils for small ious cultural operations upon thephysical, fruit production. (3 hours) chemical, and biological properties of the soil. 3. Plan and lay out a vineyardand berry plant- Laboratory experiments and observationswill ing. (3 hours) emphasize proper soil conditions. Field study 4. Propagate plants bycuttings. (3 hours) and observation will determine what the effect 5. Propagate plantsby budding, grafting,lay- of the use of cultivation has been. Students will ering. (3 hours) develop the ability to maintain soils in a produc- 6. Plant and set out newstock. (3 hours) tive state and learn methods of reclaiming those 7. Experiment withroot depth and efficiency soils which have been damaged or are problem of irrigation. (3hours) soils. 8. Take field trip,observe soil conservation The community becomes the laboratory for practices. (3 hours) the class. Farmers, soil conservation agencies, 9. Measure pH in soilsof various plantings ; implement dealers, and fertilizer companies can measure effectsof buffers. (3 hours) provide useful information. 10. Identify and treatfor diseases of strawber- Major Divisions ries and grapes. (3hours) Class hours 11. Identify and treatfor diseases and insects I. The Field of Soil Management 2 of bushberries. (3hours) IL Physical Makeup of Soils. 2 12. Identify and treatfor insects and pests of III.Soil Surveys and Land Layout . 2 strawberric, and grapes. (3hours) IV. Nutrient Requirements of 13. Prune and train grapes.(3 hours) Plant Growth 2 14. Plant strawberries.(3 hours) V. Fertilization Practices. - 6 15. Construct a trellissystem for grapes and VI. Tillage . _ _ _ 2 berries. (3 hours) VII. Soil and Water Relationships __ 2 16. Prune and train bush berries.(3 hours) VIII. Use of Lime _ 2

85 IX.Soil Protection Practices 4 1. Crop land X.Soil Reclamation 6 2. Idle land XI,Conservation Programs 2 3. Pasture land Total 32 4. Woodland 5. Brushland Units of Instruction E. Land capability classes I. The Field of Soil Management 1. Suited for cultivation A. Serves both farmer and consumer a. Class I: very good B. Importance b. Class II: moderate limitations 1. Definition c. Class III: severelimitations in use 2. The agricultural revolution d. Class IV : very sever permanent 3. Soil management applied tofarming limitation if used for cropland C. Rewards and dangers 2. Unsuited for cultivation 1. Improved standard of living a. Class V : kept inpermanent vegeta- 2. Difficult for inefficient farmer to sur- tion vive b. Class VI: grazing and forestry c. Class VII: severelimitations when II. Physical Makeup of Soils used for grazing and forestry A. Origin d. Class VIII: rough for woodland 1. Soil orders and grazing best for recreation, 2. Materials and processes of soildevel- wildlife opment F. Effect of field size and shape a. Rock 1. Cultivation b. Organic 2. Irrigation c. Transported parentmaterial-N.\ 3. Fencing d. Soil profile e. Factors describingsoil: color, tel,, IV. Nutrient Requirements of Plant Growth ture, structure A. Plant cells B. Great soil groups of, the United States B. Life processes of plants 1. The pedalfers C. Functions of roots 2. The pedocals D. Functions of stems E. Elements essential to plant growth III. Soil Surveys and Land Layout 1. From air and water A. Soil survey methods 2. From soil 1. Inventory of the soil : a record of 3. Microamounts physical features F. Colloidal clay, crystals 2. Land capability classes G. Organic soil colloids, humus a. On basis ofsusceptibility to erosion H. Cationic exchange b. Climate, slope, erosion effects 1. Mechanism c. Used to develop long rangeplans 2. Measurement of soil fertility B. Soil mapping units I.Absorption and exchange of anions 1. Effective depth, texture, permeability J.Soil reaction : acidity and alkalinity of subsoil 1. Ionization 2. Also included are available moisture 2. Expressed as pH values capacity, reaction, drainage 3. Active and reserve acidity C. Associated land features 4. Buffering 1. Slope 5. Soil reaction and plant growth 2. Erosion 6. Soil testing reaction 3. Salinity a. Dye methods 4. Frequency of overflow b. Electric pH meter D. Mapping present land use K. Importance of organic matter

86 1. Definition 3. Economics 2. Humus a. Crop requirements 3. Soil nitrogen content b. Basis of purchase 4. Soil tilth c. Costs L. Maintaining and increasing organic matter 4. Application 1. Grassland farming a. Forms 2. Cropland farming b. Methods 3. Carbon-nitrogen ratio c. Placement 4. Compost d. Time M. Buffer capacity of soils e. Trends in mechanization N. Determining nutritional needs f. Effect of equipment 1. Soil and plant tissue analysis g. Relation to other operations a. Reliability B. Animal manures b. Past experience 1. Analysis c. Specialized help a. Nutrient d. Other factors :weeds, diseases, in- b. Organic matter sect pests 2. Methods of handling 2. Tests for phosphorus 3. Methods of applying a. Several extracting solutions 4. Fortification b. Standard color chart comparison 5. Conservation and storage 3. Tests for K (potassium) 6. Costs a. Exchangeable form C. Green manure and cover crops b. Standard color chart comparison 1. Value to the roil 4. Tests for N (nitrogen) 2. Species and varieties a. Indicator solutions 3. Cultural operations b. Electrometric methods a. Season of planting 0. Laboratory soil tests b. Limitations 1. Obtaining representative samples 4. Costs a. Many locations in field D. Soil amendments b. Remove surface litter 1. Kinds c. Recording soil samples 2. Value d. Prior history of use of field 2. Commercial testing laboratories VI. Tillage a. Testing methods A. Objectives b. Interpreting tests 1. Weed control 3. Soil testing kits 2. Seedbed preparation 4. Hunger signs in crops 3. Planting P. Fertilizer field trials 4. Facilitates 1. Most reliable a. Water intake 2. Accurately recorded b. Air movement 3. Residual effect 5. Incorporating crop residues and manures V. Fertilization Practices B. Tillage equipment and its functions A. Commercial fertilizers 1. Moldboard plows 1. Definition 2. Disk plows 2. Kinds and source 3. Disk tiller or one-ways a. Nitrogen 4. Disk harrows b. Phosphate 5. Rotary tillers c. Potash 6. Spring-tooth harrows d. Mixed 7. Spike-tooth harrows e. Effect upon soil 8. Cultipackers

87 9. Rod weeders 5. Frost protection 10. Blade or shovel tillers 6. Effect on soil 11. Subsurface tillers a. Leaching C. Effect on the soil b. Erosion 1. Compaction c. Waterlogging 2. Water penetration 3. Root growth VIII. Use of Lime 4. When to cultivate A. Need D. Combination with other operations B. Materials 1. Planting 1. Quicklime 2. Fertilization 2. Hydrated lime 3. Limestone VII. Soil and Water Relationships 4. Byproducts A. Water relations C. Calcium equivalents of lime materials 1. Soil types and water entry 1. Calculating 2. Soil water movement and storage 2. Quality a. Adhesion D. Timing b. Cohesion E. Methods of application 3. Classification of soil water F. Amount applied a. Hygroscopic 1. Determined by b. Capillary a. Soil acidity c. Gravitational b. Buffer capacity 4. Amount of water held in soils c. Subsoil acidity 5. Determining soil moisture content d. Crops a. Tensiometer e. Purity of materials b. Electrical conductivity 2. Over liming c. Gravimetric a. Amounts B. Soil moisture and crop growth b. Symptoms 1. Water as a nutrient G. Relationship to other nutrients 2. Water as a solvent of plant foods 3. Water as a plant constituent IX. Soil Protection Practices 4. Transpiration A. Managing wastelands a. Amount 1. Check gullies b. Factors affecting a. Dams C. Irrigation b. Seeded with grass or trees 1. Water c. Rodent control a. Crop requirement d. Fire protection b. Availability 2. Recreational facilities c. Quality a. Birds d. Cost b. Mammals 2. Soil 3. Tree farming a. Texture a. Shelter belts, woodlots b. Slope b. Contour planting c. Penetration c. Thinning d. Plowsole d. Other dangers 3. Methods of application e. Returns a. Flooding B. Rangelands b. Furrow 1. Water control c. Sprinklers a. Gullies d. Subirrigation b. Ponds 4. Combination with fertilizers c. Dams

88 2. Management 2. Alkaline a. Reseeding a. Neutralize excessalkalinity b. Renovation b. Replace sodium with calcium c. Fertilization c. Improve physicalproperties d. Weed and brush growth I. d. Leaching e. Animal control e. Cropping program f. Wildlife E. Tiling C. Croplands 1. Soil conditions 1. Crop rotation 2. Design a. Value 3. Laying b. Crops used 4. Outlets c. Sequence 5. Use of pumps d. Time 6. Surface water 2. Terracing 7. Ultimate disposal a. Design 8. Maintenance b. Construction 9. Cost c. Maintenance 10. Cropping programs d. Cost 11. Governmental programs 3. Tiling F. Eroded soils a. Advantages 1. Control methods b. Cost (More detailed under X) 2. Cropping programs 4. Soil cover G. Nutrient deprived soils a. Water penetration 1. Determine nutrients b. Run of control 2. Application of fertilizers c. Wind erosion control 3. Cropping programs d. Organic matter e. Weed control XI. Conservation Programs 5. Managing problem soils A. Historical a. Hardpan B. Current b. Plowpan 1. Nationwide soil conservation districts c. Arid a. Federal and State aid d. Leached b. Organization of local agency e. Eroded 2. Private organizations a. Izaak Walton League X. Soil Reclamation b. The Friends of The Land A. Use of land c. National Associationof Conserva. 1. Increased irrigation tion Districts 2. Fertilization d. National Reclamation Association 3. Tillage 3. Business concerns 4. Development of new agricultural areas a. Timber operators B. Soil solutions b. Public utilities 1. Saline c. Farm equipmentmanufacturers 2. Alkaline 4. Newer concept of conservation 3. Saline-alkaline C. Results 4. Formation 1. Flood prevention 5. Crop injury 2. Water C. Testing procedures a. Irrigation D. Soil treatment b. Domestic use 1. Saline c. Recreation a. Leaching d. Transportation b. Cropping program e. Industry

89 131/2 minutes 3. Increased usable land Sterling Movies, U.S.A., Inc., 43 West 61stStreet, New 4. Benefits to Americancitizens York, N.Y. 10023 Suggested Laboratory Projects (48hours) Soil, 16mm., sound, 30 minutes Encyclopedia Britannica Films, 1150 WilmetteAvenue, 1. Locate sources and make useof information Wilmette, Ill. 60091 in the library on soilmanagement.(3 Conservation of Natural Resources; 16mm., sound, black and white, 11 minutes hours) Look To The Land; 16mm., sound, black andwrite, 21 2. Identify the physical propertiesof soils in- minutes cluding texture, structure, andparent ma- Our Soil Resources; 16mm., sound, blackand white, terials. (3 hours) 11 minutes 3. Map a farm layout withspecial reference Yours Is The Land; 16mm., sound, color, 21minutes to soil characteristics and use.(3 hours) Nasco, Fort Atkinson, Wis. 53538 4. Initiate pot culture trials andlay out fertil- Soil and Conservation Kit (Model) izer test plots. (3 hours) 5. Identify fertilizers,their properties and Soil Science use. (3 hours) Hours Required 6. Operate tillage equipmentand observe tillage practices.(3 hours) Class, 2 ; Laboratory, 3. 7. Make an evaluation ofthe effect of soil Course Description test conditions upon irrigation practices ; A course in the physical andchemical prop- for soil moisture. (3 hours) erties of soils as influencedby climate, the 8. Make calculations on watermeasurement, parent material from which they wereformed, rate of flow, application. (3hours) the soil, solution and topography of the area, organisms in 9. Determine the pH of a soil and time. The laboratory periodincludes map study buffering effects. (3 hours) reading,moisturedeterminations,chemical 10. Test soils for solutes. (3hours) analysis and study of approvedsoil practices 11. Test plant tissue. (3 hours) 12. Summarize findings of potculture studies in the area. and feitilizer plots. (3 hours) 13. Demonstrate effect ofsoil conditions upon erosion. (3 hours) 14. Make a field trip toobserve commercial fertilizer application or to see local conservation practices. (3 hours) 15. Practice judging land. (3 hours) 16. Analyze and evaluate a farmsoil management program. (3 hours) 4 Texts and References

Introductory Soils A4 BERGER, 40- DONAHUE,Our Soils and Their Management Lt KNUTIand others, Profitable Soil Management TISDALEand NELSON, Soil Fertility and Fertilizers Visual Aids and Models Phillips Petroleum Co., Bartlesville, Okla. 74003 On The Other Side of the Fence; 16mm.,sound, color, 22 minutes Soil Conservation Service, Regional Office,Fort Worth, Tex.; Lincoln, Nebr.; Portland, Oreg.;and Upper Darby, Pa. For A Permanent Agriculture; 16 mm., sound,color, 12 minutes Figuro 18.A wellequIpped soli laboratory must haveacidresistant sinks and Rai ?.drops and Soil Erosion; 16 mm.,sound, color, safety equipment such as the eye washing fountain shownin the background.

90 This courseisa systematic introductory eluded on physical properties, chemical prop- study of soil science in the lecture and related erties, and organic matter, coordinated with laboratory periods. It is designed to present the the lectures. Soil surveys, organic matter, and basic principlesof physicalcharacteristics, water also are considered. By performing actu- chemical properties, the life in the soil, soil wa- al experiments in the laboratory the student ter and nutrition. Lectures should besupple- will acquire, with the instructor's help, a facil- mented from time to time by demonstrations of ity for handling laboratory equipment, some specificprinciples,motionpictures,and knowledge of laboratory methods and the basic models. In Addition to teaching the underlying facts of soil science. it principles of soil, the instructor should stress the scientific attitude by constantly weighing Major Divisions new findings in terms of pastexperiences. Classhours The laboratory periods enable the student to I.Physical Properties of Soils conduct elementary experiments on the impor- II.Parent Materials of Soils 2 tant phases of the living soil. Sessions are in- Soil Formation and Classification... 2 IV.Soil Surveys and Their Use 2 V.Chemical and Colloidal Properties 2 VI.Life In the Soil 2 VII.Soil Organic Matter 2 VIII.Soil Water 2 IX.Plant Nutrition 2 X.Lime and Liming 2 XI.Fertilizers and Their Characteristics 2 XII.Tillage 2 XIII.Water Conservation 2 XIV.Soil Conservation 2 XV.Irrigation Practices 2 XVI.Drainage Systems, Soil and Plant Diagnosis 2 Total 32 Units of Instruction I. Physical Properties of Soils A. Mechanical analyses 1. Pipette methods 2. Bouyoucos method B. Soil separates 1. Size range 2. Soil texture 3. Soil structure C. Organic soils 1. Peat 2. Muck D. Particle density 1. Definition 2. Average E. Bulk density 1. Definition Figure 19.This portable soil storage bin was designed to fit underthe work table along the wall of the laboratory whore it is out of sight, but where the 2. Pore space soil cm be kept in good condition and can be easily available when needed for study. 3. Formula

rlICrar.,Itsr. F. Soil consistence 2. Intrazonal soils 1. Wet 3. Azonal soils 2. Dry G. Soil color IV. Soil Surveys and Their Use 1. Hue A. Use 2. Value B. National cooperative soil survey 3. Chroma C. Legend : series, types, phases D. Soil profile II. Parent Materials of Soils E. Soil survey report A. Residual material F. Land capability classification 1. Igneous 2. Sedimentary V. Chemical and Colloidal Properties 3. Metamorphic A. Colloidal clay B. Transported material B. Soil colloids 1. Water C. Cationic exchange a. Alluvial D. Exchange capacity b. Lacustrine E. Absorption and exchange of anions c. Marine F. Soil pH 2. Wind G. Buffer capacity a. Eolian H. Fixation of elements b. Loess 3. Ice VI. Life In the Soil a. Moraine A. Microflora and soil structure b. Till plain B. Plant roots c. Outwash plain C. Soil mammals C. Cumulose material D. Earthworms 1. Peat E. Arthropods ; gastropods 2. Muck F. Protozoa ; nematodes D. Physical weathering G. Distribution of mierofiora 1. Freezing, thawing VII. Soil Organic Matter 2. Heating, cooling A. Functions 3. Wetting, drying B. Chemical properties 4. Erosion C. Biological properties 5. Action of plants, animals, man D. Maintenance in humid regions E. Chemical weathering and chemical de- E. Maintenance in semiarid regions composition 1. Carbonation VIII. Soil Water 2. Hydration A. Functions- 3. Hydrolysis B. Infiltration 4. Solution C. Percolation 5. Reduction D. Permeability 6. Oxidation E. Soil water classified F. Measuring soil moisture III. Soil Formation and Classification G. Leaching losses A. Climate B. Parent material IX. Plant Nutrition C. Relief A. Essential elements D. Biosphere B. Nutrient uptake E. Time C. Foliar nutrition F. Soil groups D. Plant nutrition and soil physical 1. Zonal conditions

92 X. Lime and Liming H. Contour tillage A. Its consumption B. Cause of soil acidity XIV. Soil Conservation C. What lime does in soil A. Water erosion D. Crop response to lime 1. Splash E. Liming materials 2. Surface flow F. Chemical guarantees 3. Channelized flow G. Physical guarantees B. Water erosion is selective H. Crop lime requirement C. Topsoil depth versus crop yield I.Nutrient availability and pH D. Soil conservation districts J. Applying E. Preferred cropping systems K. Over liming F. Terraces for erosion control L. Lime loss from soil G. Wind erosion XI. Fertilizers and Their Characteristics XV. Irrigation Practices A. The industry A. Defined B. Nitrogen materials B. Soils of arid, semiarid regions C. Phosphorous materials C. Reclamation of saline, alkaline soils D. Potassium materials D. Salt tolerance of crops E. Secondary materials E. Water quality F. Micronutrient elements F. Crop consumptive use G. Formulation of mixed fertilizers G. Soil water-holding capacity H. Basicity or acidity of fertilizers H. Irrigation depth forcrops I.Nutrients removed by crops I.Frequency of irrigation J. Time of application J. Increasing infiltration rate of soils K. Placement L. Profit from use XVI. Drainage Systems, Soil and,Plant. Diagnosis XII. Tillage A. Benefits of drainage A. Tillage and plant growth B. Soils requiring drainage B. Chiseling C. Drainage capacity C. Insect control D. Methods of drainage D. Tillage and organic matter 1. Surface D. Tillage and organic matter 2. Tile E. Soil moisture and tillage E. Representative soil sample for testing F. Pan formation F. Soil testing G. Tillage pans and infiltration rates G. Tissue testing H. Soil structure and cropping systems H. Deficiency symptoms I.Correcting deficiencies XIII. Water Conservation A. Hydrologic cycle Suggested Laboratory Projects (48 hours) 1. Surface runoff 2. Leaching 1. Find minerals and rocks important in soil formation. (3 hours) 3. Evaporation 4. Plant use 2. Make a mechanical analysis of soil by the B. Precipitation Bouyoucos method. (3 hours) C. Runoff 8. Classify soils. (8 hours) D. Water storage in soil 4. Study soil surveys : initiate pot cultures. (3 E. Water storage in ponds hours) F. Water storage in ground water 5. Analyze soil properties related to texture. G. Terracing (3 hours)

93 local soils or initiate a Union Pacific Railroad, MotionPicture Division, 1416 6. Make field study of Dodge Street, Omaha, Nebr. 68102 laboratory study of soillife. (3 hours) Gift From The Clouds, 16mm.,sound, color, 26 min- 7. Determine soilmoisture by gravimetric, utes tensiometer, and electronicmethods.(3 It's Time To Irrigate, 16mm.,sound, color, 10 minutes hours) Charts and Pictures: 8. Ascertain organicmatter and humus con- Ward's Natural ScienceEstablishment, Inc., Post Of- tent of soil. (3 hours) fice Box 1712, Rochester, N.Y.14603 9. Determine pH ofseveral samples of soil. 1 set of pictures of soils (3 hours) Models: find estimated Ward's Natural ScienceEstablishment, Inc., Post Of- 10. Learn limecharacteristics fice Box 1712, Rochester, N.Y.14603 lime needs of crops. (3hours) 1 set Soil FormationCollection 11. Determine the costrelationship and eco- 1 set Soil Types Collection nomics of fertilizer use.(3 hours) 1 set Earth Science Mineraland Rock Collection 12. Measure plantdecompositiondetermine Nasco, Fort Atkinson, Wis.53538 pot culture results. (3hours) 1 set Soil Separates advantages of reinforced 1 set Soil Formation Display 13. Find out the 1 set Soil Classes barnyard manure. (3 hours) 1 set Fertilizer Samples 14. 1. Make a field tripto a local soil conser- 1 Residual Soil Collection vation district; (3 hours) or 1 Nasco Rock Collection 2. Study practicalconservation methods in the laboratory. Production 15. Determine the temperaturerelationship of Subtropical Fruit soils. (3 hours) Hours Required determine plant needs. (3 16. Analyze soil and Class, 2 Laboratory, 3. hours) Course Description Texts and References A course in theproduction of subtropical ARCIIER, Soil Conservation fruits, includingavocados, citrus, dates,and BERGER, Introductory Soils fundamental information BUCKMAN and BRADY, Nature andProperties of Soils olives. A study of the CHAPMAN and PRATT, Methodsof Analysis for Soils, relating to thecommercial orchard manage- Plants, and Waters ment of these fruits.The laboratory work par- DONAIIIIE, Soils: An IntroductionTo Soils and Plant allels the lectureswith emphasis on thevari- Growth ous culturalpractices. MILLAR and others, Fundamentals ofSoil Science the course theinstructor TISDAIX and NELSON, SoilFertility and Fertilizers In the first part of reviews environment,nutrition, and propaga- Visual Aids tion as they relate tosubtropical fruit produc- is given to prun- Encyclopedia I3ritannica Films, 1150Wilmette Avenue, tion. A brief consideration Wilmette, Ill. 60091 ing principles,cultivation and noncultivation Face of The Earth, 16mm.,sound, color, 12 minutes methods, pest controland frost protection.Em- Geological Work of Ice, 16mm., sound,color, 11 min- phasis should be givento rootstocks andvari- utes eties of citrus, avocados,olives, and dates. A Ground Water, 16mm., sound,color, 11 minutes brief synopsis is givenin the lectures of mis- The Work of Rivers, 16mm.,sound, black and white, fruits. Harvesting and 11 minutes cellaneous subtropical National Plant Foodinstitute, Film Department, 1700 marketing are also covered. K Street N.W., Washington,D.C. 20006 The laboratory sectionoffers practical work The Big Test, 16mm., sound, color,15% minutes in the various aspectsof production byon-the- Soil Conservation Service,Regional Offices: Fort Worth, j ob training incultivation, fertilizers, prun- Tex.; Lincoln, Nebr.;Portland, Ore.; or Upper ing, and propagation.The instructor will dem- Darby, Pa. onstrate, then have studentspractice the skills Birth of the Soil, 16mm., sound,color, 11 minutes required proficiency in Erosion, 16mm., sound, 10 minutes enough to develop the

94 subjects such as grafting in plant propagation. a. Sand While presenting the basic principles inthe" b. Clay laboratory,theinstructorshouldillustrate c. Loams them with the latest methods for doing the 3. Fundamentals tasks in the industry at the current time. a. Saturation b. Water holding capacity Major Divisions c. Permanent wilting point Class hours d. Available moisture Soil, Climate, Water Irrigation, Fertilization Practices 2 e. Evaporation Propagation : Seed Planting, 4. Methods Nursery Management, Plant a. Furrows Growth Regulators 2 b. Sprinklers Pruning, Cultivation Methods 2 c. Basins IV. 5. Measurement of water Mechanical, Biological Pest V. B. Fertilization Control 2 2 1. Nutrition VI.Diseases 2. Major elements : N (nitrogen), P VII.Frost Protection 2 (phosphorus),K (potassium) VIII.Citrus Rootstocks and Varieties._ 4 Avocado Rootstocks and Varieties 4 3. Microelements IX. 4. Deficiency symptoms Olive, Date, Fig 2 X. 5. Time of application XI.Miscellaneous Subtropical Fruits._ 2 Harvesting and Marketing 4 6. Method of application XII. a. Broadcast XIII.Mechanization and Automation__ 2 32 b. Irrigation water Total c. Sprays Units of Instruction d. Systemics I. Soil, climate, Water 7. Sources of nutrients A. Soils a. Organic I. Adaptation, types b. Inorganic 2. Water tables 8. Requirements of tree 3. Salinity content 9. Effects on fruit quality 4. Nutrients 10. pH of soils B. Climate 11. Soil analysis I. Temperature 12. Leaf (tissue) analysis a. High 13. Cost per unit b. Low 2. Humidity III. Propagation : Seed Planting, NurseryMan- 3. Wind agement, Plant Growth Regulators a. Prevailing A. Propagation b. Strength 1. Own-root trees C. Water a. Growing seedlings 1. Quantity b. Cuttings 2. Quality c. Layers a. Salinity content 2. Graftage b. Salt accumulation a. Rootstock c. Plow-sole elimination b. Scion c. Advantages II. Irrigation, Fertilization Practices d. Disadvantages A. Irrigation e. Methods 1. Most important factor f. Cleft 2. Soils vary in water holding capacity g. Whip and tongue

95 h. Whip graft V. Mechanical, Biological PestControl i.Side graft A. Mechanical j. Inarching 1. Fumigation ; caution k. Top working 2. Oil sprays 3. Budding 3. Equipment a. Form ofgrafting 4. Timing b. Advantages, disadvantages 5. New materials c. Methods 6. Soil fumigants (1) "T" or shield 7. The pests : scales, mites, worms,mealy (2) Inverted "T" bugs, beetles, snails (3) Patch 8. Laws ; regulations B. Biological 4. Grafting waxes historical (Ve- 5. Effects of stock and scion 1. Cottony cushion scale ; 6. Intermediate piece or"sandwich" dalia lady bird beetle) 7. Care after grafting 2. Present status ofintroduced parasites B. Nursery management 3. Ant control 1. Layout 2. Labor use VI. Diseases 3. Operations A. Citrus a. Cultivation,weed control 1. Brown rot gummosis b. Irrigation 2. Brown rot c. Propagation 3. Decline and collapse d. Harvesting 4. Scaly bark (virus) e. Ball andburlap 5. Shell bark (lemons) f. Seed planting 6. Quick decline 4. Timing 7. Water spot of navels C. Plant growth regulators 8. Oak root fungus 1. Rooting of cuttings 9. Septoria rot 2. Hormones to aid fruitset B. Avocados 3. Cut mature fruit drop 1. Dieback 4. Increasing fruit sizes 2. Root knot nematode 5. Increasing storage lifeof fruit 3. Trunk canker 6. Chemical productionof new varieties 4. Root rot 7. Chemicalsused-concentrations 5. Zinc deficiency C. Olive IV. Pruning, CultivationMethods 1. Bacterial knot A. Pruning 2. Verticillium wilt 1. Fruiting habits of trees D. Fig 2. Age of trees 1. Fusarium wilt a. Mature 2. Sooty mold b. Young trees 3. Souring 3. Care in pruning; propercuts 4. Care after pruning ; treepaint VII. Frost Protection B. Cultivation A. Temperature 1. To control weed growth B. Freezing injury 2. Plow-sole danger 1. How freezing kills C. Noncultivation 2. Cause of frost resistance herbicides 3. Surface influences 1. Weed control by and damage 2. Improved water penetration 3. Atmospheric conditions 3. Erosion minimized 5. Orchard site 4. Organic mulchers C. Frost control

96 1. Wind machines F. Mandarin oranges 2. Orchard heaters G. Orange hybrids 3. Combination of above 4. Blowers IX. Avocado Rootstocks and Varieties 5. Flooding A. Rootstocks D. Specific fruits 1. Mexican 1. Critical temperatures 2. Guatemalan 2. Treatment of trees after frost 3. West Indian B. Varieties VIII. Citrus Rootstocks and Varieties 1. Fuerte A. General considerations 2. Lula B. Lemon 3. Hass 1. Rootstocks 4. Ryan a. Sour orange 5. Anaheim b. Sweet orange 6. Dickinson c. Rough lemon 7. Pollock d. Cleopatra mandarin 8. Fuchsia e. Sampson tangelo f. Certain citranges X. Olive, Date, Fig 2. Varieties A. Olive a. Eureka 1. General considerations b. Lisbon 2. Varieties c. Villafranca a. Mission Meyer lemon-dwarf b. Manzanillo C. Orange c. Sevillano 1. Sour orange ; root stock d. Ascolano 2. Sweet orange B. Date a. Rootstocks 1. The tree, environment (1) Sour orange 2. Flowers and fruit setting (2) Sweet orange 3. Mature fruit (3) Rough lemon 4. Varieties (4) Sweet lime a. Deglet Noor (5) Grapefruit b. Halawy (6) Cleopatra mandarin c. Khadrawy (7) Trifoliate orange d. Maktoom, Kustawy (8) Sampson tangelo C. Fig (9) Citranges 1. General consideration b. Varieties 2. Flowers, fruit setting (1) Washington navel 3. Mature fruit (2) Valencia 4. Varieties (3) Hamlin a. Mission (4) Parson Brown (5) Pineapple b. Calimyrna (6) Homosassa c. Brown turkey (7) Jaffa D. Limes xr. Miscellaneous Subtropical Fruits 1. Rootstocks A. Papaya 2. Varieties B. Cherimoya E. Grapefruit C. Common guava 1. Rootstocks D. Feijoa 2. Varieties E. Sapodilla

97 7. Apply chemicalpest control. (3 hours) F. Loquat 8. Take a field trip toinsectary. (3 hours) G. Mango 9. Practice diseaseidentification and control. H. Macadamia (3 hours) I.Banana 10. Operate orchardheaters and wind ma- XII. Harvesting andMarketing chines. (3 hours) A. Harvesting 11. Practice graftingcitrus trees. (3 hours) 1. Maturity 12. Practice graftingavocado trees. (3 hours) 2. Standards by law 13. Study mechanization,packing plant design, 3. Methods ofharvesting cultivation, and non-cultivation.(3 hours) B. Marketing 14. Practice buddingavocados trees. (3 hours) 1. Independent 15. Practice buddingcitrus trees. (3 hours) 2. Cooperatives 16. Take a field tripto central market orby- 3. Direct products plant or fruitpacking plant. (3 4. Integrated hours) Texts and References XIII. Mechanizationand Automation ANDUS, Plant GrowthSubstances A. Labor CHANDLER, EvergreenOrchards 1. Primary factor KLOTZ, Color Handbook ofCitrus Diseases 2. Accelerated byeconomic factors LEOPOLD, Plant Growth andDevelopment 3. Process advances MORTENSEN and BULLARD,Handbook of Tropical and a. Laborassistance equipment Subtropical Horticulture b. Partial laborreplacement equip- SINCLAIR, The Orange: ItsBiochemistry and Physiology ment equip- Truck Crops c. Completelabor replacement Hours Required ment 3. 4. Operations Class, 2 ; Laboratory, a. Preparation Course Description b. Planting A study of thevegetable industry andthe c. Pruning problems involved intruck crops production. d. Harvesting Laboratory periods willinclude practical ex- e. Packing perience in the culturaloperations of growing f. Sales andtransportation vegetable crops. B. Time-Motion(efficiency) studies The instructor shouldspend most of the lec- 1. Problem ture time on thespecific practices of the vege- 2. Steps tables of majoreconomic significanceto the 3. Possible solutions local area. Emphasisshould be placed upon 4. Application ofbest one those aspects ofproduction whichenhance 5. Cost accountingand data processing both yields and marketquality. Students will reading assignments in cur- Suggested LaboratoryProjects (48 hours) be given periodic rent literature tokeep them abreast with cur- 1. Make soil analyses.(3 hours) methods, soil moisturedetermi- rent trends. 2. Irrigation Laboratory periodswill provide students nation. 3 hours) of plots and problems.(3 with opportunities toapply those principles 3. Lay out fertilizer production emphasizedin the lecture. The hours) the orchard layout, manage- school farm will beutilized to demonstrate 4. Do nursery and various cultural practicesand to provide plant ment, and seeding.(3 hours) study. growthregulators. (3 materials for classroom 5. Evaluateplant Students will have anopportunity to conduct hours) projects on the school 6. Prune and suckercitrus and avocadotrees. various demonstration (3 hours) farm. 98 Major Divisions D. Midwest E. East I. Class hours Introduction to Classifications F. South, includingFlorida of Vegetables 2 G. Foreign Geographic Production Areas 2 1. Western Europe Soils and Climatic Regions 2 2. Russia Seeds and Seed Propagation 2 3. Far East Cultural Practices:Irrigation 2 4. South America Cultural Practices: Fertilization 2 III. Soils and ClimaticRegions Cultural Practices: Insects A. Introduction to Soils and Pests 2 1. Types and characteristics; stress pH VIII. Cultural Practices: Disease 2. Function and importance Control 2 3. Desirable characteristicsof vegetable IX. Food Values 2 ,toils X. Cool Season Crops 6 4. Selection of vegetablesto meet var- XI. Warm Season Crops 6 ious soil characteristics XII. Marketing 2 5. Cultural practices Total to developmore 32 desirable vegetable soils Units of Instruction 6. Organic matter B. Climatic factors andtheir effect I. Introduction to Classificationsof Vegetables 1. Temperature A. History and typesof truck crop produc- 2. Precipitation tion 3. Photo period B. History and method ofbotanical classifica- 4. Smog tion 5. Wind 1. Flower parts C. Erosion control 2. Latin terminology C. Other methods of classification IV. Seeds and SeedPropagation 1. Part eaten A. Seeds 2. Number ofseasons plant may live 1. Dicots 3. Optimum growing temperatures(ther- 2. Monocots m° classification) 3. Factors affectingviability a. Cool season crops 4. Anatomy (1) Those intolerant offreezing 5. Germination; stress moisture and (2) Those tolerant of freezing temperature b. Warm seasoncrops 6. Coating and seed treatment 4. Cultural methods B. Seed production 1. Requirements andproblems II. Geographic ProductionAreas 2. Areas of production A. California 3. Inheritance andproduction of hybrids 1. Central valleys C. Propagation of seeds 2. Salinas Valley 1. Field methods 3. Imperial Valley 2. Flat, cold frame, hot beds,etc. B. Western States 3. Planting rates 1. Arizona 4. Planting dates 2. Idaho 5. Planting depths 3. Colorado D. Hardening and 4. Washington, Oregon transplanting E. Propagation by asexualmeans 5. Utah, Montana 1. Bulbs 6. New Mexico, Nevada,Wyoming 2. Tubers C. Mexico 3. Runners, division, etc.

99 V. Cultural Practices: Irrigation 4. Rabbits A. Introduction to plant moisture 5. Slugs and snails 1. Field capacity C. Weed control 2. Moisture equivalent 1. Chemicals 3. Permanent wilting percentage 2. Rotations B. Moisture requirements and variousroot- 3. Cultivation practices ing depths by crops C. Methods of irrigation; stress planning VIII. Cultural Practices: Disease Control 1. Furrow or surface A. Introduction to vegetablediseases a. Slope 1. Cost and importance b. Length of run 2. Damage 2. Sprinkler 3. Micro-organisms causing disease 3. Subirrigation B. Important vegetable diseases(character- D. Water quality istics, important costs, control) 1. Crown gall VI. Cultural Practices: Fertilization 2. Damping off A. Introduction to primary nutrients 3. Bacterial soft rot 1. N (Nitrogen) 4. Sclerotinia rot (cottony mold) 2. P (Phosphorous) 5. Rhizoctonia 3. K (Potassium) 6. Curly top B. Minor elements and mixed fertilizers 7. Fusarium wilt C. Quantity to use 8. Mosaic D. Methods of application 9. Spotted and verticillium wilt 1. Broadcasting 2. Bands IX. Food Values 3. Top dressing A. Introduction to nutrition 4. Irrigation water 1. Nutrients and function E. Manure and organic matter 2. Minimum daily requirement F. Soil amendments to change pHor im- B. Composition of vegetables; stages of prove water penetration maturity 1. Lime 1. Leafy green 2. Gypsum 2. Yellow "fruit" vegetables 3. Sulfur 3. Root crops 4. Certain fertilizer 4. Others G. Suggested rotations C. Processing and preparation; effect on food value VII. Cultural Practices: Insects and Pests 1. Canning A. Important vegetable insects(character- 2. Cooking istics, primary food, control) 3. Freezing 1. Cutworms 4. Drying 2. Blister beetles 5. Aging 3. Wireworms 4. Aphid X. Cool Season Crops 5. European corn borer A. Temperature adaptation 6. Japanese beetle B. Crops 7. Tomal hornworm 1. Major B. Important vegetable pests (character- a. Cabbage istics, primary food, control) b. Spinach 1. Nematodes c. Broccoli 2. Mites 2. Minor crops 3. Gophers a. Beets, radish, turnip, parsnip

100 of truck crop 6. Thin anestablished stand b. Kaleand collards plants. (3hours) sprouts practices for youngplants. c.Kohlrabi, brussels 7. Studyprotective d. Rhubarb,watercress (3 hours) Horsebeans soil mulching.(3 hours) e. weather 8. Study structures for vege- C. Damagedone by adverse 9. Constructsupporting hours) D. Culturalpractices tables. (3 standards, and 1. Planting 10. Studymaturityindications, 2. Spacing grades forvegetables. (3hours) field trip to atruck farmstudy 3. Harvesting 11. Take a equipment.(3 E. Storagerequirements harvestingmethods and hours) and chemicalcom- XL WarmSeason Crops 12. Studynutritive value and varietiesinvolved vegetables. (3hours) A. Species position of of vegetable B. Adaptationto temperatures 13. Testand evaluatethe quality of frost hours) 1. Intolerant products. (3 processing a.Sweet corn 14. Take afield trip to avegetable beans b. Snap plant. (3hours) processing of vege- c.Lima bean 15. Studypreservation and (3 hours) d. Tomato table crops. vegetable e.Pepper 16. Take afield, trip to awholesale f. Squash,pumpkin market. (3hours) g.Cucumber References h. Cantaloupe Texts and continuous warmweather MANN, Onionsand TheirAllies 2. Require JONES and Growers Watermelon KNOTT, Handbookfor Vegetable a. Vegetable Production b. Sweetpotato MACGILLIVRAY, Agricultural Laborand Its Eggplant, okra,hot peppers MACGILLIVRAY andSTEVENS, c. Effective Use adverseweather Crops C. Damagedone by THOMPSON andKELLEY, Vegetable D. Culturalpractices WHITAKER andDAVIS, Cucurbits of AgricultureBulletins 1. Propagation U.S. Department Corn, Farmers'Bulle- 2. Planting CommercialGrowing of Sweet tin No. 2042 Handbook 3. Harvesting Lettuce andIts Production,Agriculture E. Storagerequirements No. 221 AgricultureHandbook No.218 Muskmellon Culture, Leaflet No. 353 Commercial Growingof Carrots, XII. Marketing Marketing BulletinNo. 2 and costanalysis Fresh Cabbage, Bulle- A. Transportation Production ofTomatoes, Farmers' B. Preparationfor marketing Commercial tin No. 2045 and Culture, 1. Grading Cauliflower andBroccoliVarieties 2. Packaging Farmers' BulletinNo. 1957 3. Washintg,etc. market C. Fieldtrip to central Weeds andWeed Control Projects (48hours) SuggestedLaboratory Hours Required vegetable crops.(3 1. Classifyand identify Class, 2Laboratory, 3. hours) field. (3 hours) CourseDescription 2. Plan andlay out a seeds. truck cropplants by A study ofidentification,growth character- 3. Propagate weeds detrimentalto (3 hours) istics, andcontrol of those truck cropplants bymethods and grasslands.During the 4. Propagate cultivated crops learn toidenti- seeds. (3hours) laboratory periodstudents will other than seedlings. (3hours) 5. Transplanttruck crop 101 V. General Principles of Chemical Weed Control 5 VI. Safe Handling of Herbicidal Materials 2 VII. Selective Herbicides 3 VIII. Nonselective Herbicides 3 IX. Control of Weeds in Specific Crops 3 X. Application Methods and Equipment 3 Total 32 Units of Instruction I. Importance of Weeds A. Definition of a weed B. Economic losses resulting from weeds Figure 20.Weed control courses for farm crop production technicians include 1. Cost of weeds a study of equipment, techniques, and scientific use of cultivating and weed controlling machinery such as the cultivator shown here in a soybean field. 2. Types of loss a. Increased costs of production fy the important species of weeds and to make b. Reduction in yields applications of herbicides. c. Reduction in quality of crops and During class discussions students will be able crop products to familiarize themselves with the physiological d. Reduction in quality of animal prod- response of weeds to the various control treat- ucts ments. Integration of chemical and cultural pro- e. Loss of animals due to poisonous cedures into an effective weed control program plants will be stressed. Special attention will be given f. Detrimental to human health to characteristics, formulations, and safe ap- g. Clogging of waterways and irriga- plication of the various herbicides. tion ditches In the laboratory students will learn to recog- h. Underminingofroadwaysand nize the various weed species by observing their structures habitats, studying herbarium specimens and by i.Detracts from aesthetic value of making herbarium collections. They will also landscape have an opportunity to gain experience in cali- j. Fire hazards brating spray rigs and in applying herbicides. k. Harbor pests and plant diseases Students will be required to maintain notebooks 3. Losses in agricultural areas on the phytotoxic properties of the herbicides a. Grain crops which they have applied. b. Field crops Term projects are assigned requiring each c. Forage crops student to select a local farm and to outline and d. Vegetable crops complete a weed control program for the e. Orchards cropped and noncropped areas of the farm. f. Vineyards Major Divisions C. Beneficial aspects of weeds Class hours 1. Soil indicators I.Importance of Weeds 2 a. Soil pH II.Reproduction of Weeds. 3 b. Soil fertility III.Characteristics of the c. Soil drainage Weedy Species 2 2. Provide feed for livestock IV. Cultural and Biological 3. Soil and water conservation Control of Weeds 6 4. Food and cover for wildlife

102. Weeds 4. Stolons IL Reproduction of 5. Regrowth capacityof perennials A. Reproduction byseed spread by wind 1. Seed structures, III. Characteristics ofthe Weedy Species a. Saccatefruits under marginal con- b. Parachute fruits A. Grow and reproduce fruits ditions c. Comate 1. Soil d. Winged fruits 2. Climate e. Plumedfruits spread by mechanical 3. Short growing seasons 2. Seed structures, B. Ability to reproduceby seed means 1. Production of largenumbers of seed a. Fleshyfruits dissemination of seed b. Sticky seeds 2. Effective seed coat 3. Dormancy of seed c. Rough 4. Longevity of seed d. Floating seeds vegetatively burs, thorns C. Ability to propagate e. Bristles, 1. Naturally f. Gelatinousseeds contributing to 2. Under cultivatedconditions 3. Plant structures 3. Regrowth afterloss of foliation spread a. Tumblingweeds D. Repel grazing pods 1. Unpalatable b. Shooting seed 2. Rapid recovery 4. Disseminatingagents of seed equip. E. Resistant to weedchemicals a. Farmtillage and harvesting growth with otherpants ment F. Competitive seed b. Adulterated crop Biological Control ofWeeds c. Adulterated cropproducts IV. Cultural and d. Animal feed A. Hoeing B. Tillage e. Screenings control f. Farm livestock 1. Principles of Adulterated horticulturalproducts a. Fallowing g. b. Clean tilled crops h. Water c. Rotationsoftilled and nontilled i.Fill dirt crops 5. Germination 2. Frequency oftillage a. Conditionsinfluencing germination 3. Relationshipto other cultural prac- b. Dormancy,natural induced tices c. Dormancy, perennials d. Dormancy, role ofinhibitors 4. Effect on 5. Costs of tillage 6. Effect of varioustreatments upon the 6. Tillage equipment viability of seed harrows, discs when immature a. Plows, a. Harvesting b. Duckfoot cultivators b. Storage hoes and thinner-weeders treatment c. Rotary c.. Herbicidal d. Rod weeder d. Burning with chemical weedcontrol e. Submergingin water 7. Combining f. Burying in soil C. Mowing 1. Areas of use g. Ensiling soil conservation animals 2. Relationship to h. Passage through 3. Effect on thegrowth habits of weeds i.Grinding 4. Combining withother cultural prac- B. Vegetativereproduction 1. Type of root systems tices D. Flooding 2. Size of root system 1. Principles of control 3. Root cuttings

103

aworsamove-.4141-we 2. Effect on growth anddevelopment of a. Highly specializedfeeders weeds b. Limited to a specific habitat 3. Effect on weed seed c. Limited tohost plant only and 4. Effect on soil d. Introduced free of predators E. Flaming diseases 1. Principles of flaming e. Not subjectedto new predators a. Heat tolerantplants 3. Attaining an equilibrium b. Regrowth of treated plants 4. Species controlled biologically c. Length offlaming time a. Prickly pear d. Temperature of flame b. Klamath weed 2. Effect on crop plants c. Lantana 3. Methods of flaming d. Nutgrass a. Parallelflaming e. Puncture vine b. Cross flaming f. Gorse 4. Flaming equipment g. Wildblackberry 5. Calibrating pressure settingsand h. Tansy ragwort speed of travel 5. Relationship to culturalpractices 6. Nonselective flaming Chemical Weed Con- 7. Selective flaming V. General Principles of a. Crops trol b. Effects on yield and quality A. Definitions 8. Costs 1. Selective herbicides F. Smothering 2. Nonselective herbicides 1. Principles of smothering 3. Root applications 2. Materials used 4. Foliar applications 3. Crops on which thismethod can be 5. Preemergence applications used 6. Postemergence applications G. Competitive crops 7. Contact herbicides 1. Principlesingrowingcompetitive 8. Trans located herbicides crops 9. Carrier 2. Crops grown competitively 10. Solvent a. Foragi tops 11. Toxicant b. Cereal crops 12. Filming agent c. Large seededlegumes 13. Wetting agent 3. Characteristics ofcompeting plants 14. Emulsion a. Ready anduniform germination 15. Invert emulsion b. Rapid development of anextensive 16. Acute toxicity foliar area 17. Chronic toxicity c. Largenumber of stomata B. Plant processes and theirrelationship d. Early development of anextensive to herbicides root system 1. Photosynthesis e. Primary andsecondary roots 2. Respiration 4. Effect of competition on crops 3. Production of enzymes,hormones, etc. differen- a, Yield 4. Celldivision,elongation, b. Quality tiation 5. Crop rotations 5. Transpiration 6. Combining with othercontrol methods 6. Trans location of water andfood H. Biological control of weeds 7. Synthesis andstorage of food 1. Definition of biologicalcontrol 8. Reproduction (vegetativeand sexual) 2. Conditions necessary for successusing 9. Turgor insects 10. Abcission

104 C. Penetration and translocation 10. Understanding the toxicological pro- 1. Stomatal absorption perties of herbicides 2. Cuticular penetration 11. Personnel education 3. Xylem translocation C. Applications of herbicides 4. Phloem translocation 1. Climatic conditions 5. Intercellular translocation 2. Timing applications D. Factors affecting the effectiveness of 3. Avoiding drift chemicals 4. Food crops 1. Plant species 5. Toxicity of. herbicides to livestock and a. Stage of growth wildlife b. Growth habits D. Residues in crops c. Morphological characters 1. Safe tolerances d. Plant microenvironment 2. Cumulative effect e. Physiological characteristics 3. Carryover effect 2. Characteristics of the herbicide E. Laws relating to herbicides a. Formulation 1. Legal tolerances b. Concentration 2. Personnel safety c. Volatilization 3. Damage to neighboring crops d. Spreading ability 4. Purchasing and applying herbicides 3. Mechanics of application a. Complete coverage VII. Selective Herbicides b. Size and density of particles A. Principles of selectivity c. Combinations with other materials 1. Differential wetting E. Surfactants a. Waxy leaf surfaces 1. Definition b. Corrugated leaf surfaces 2. Types of surfactants c. Foliar area a. Anionic d. Position and arrangement of leaves b. Cationic 2. Location of growing parts c. Nonionic 3. Difference in plant tolerances d. Amphoteric 4. Selective herbicidal placement 3. Selecting the proper surfactant 5. Differences in growth habits a. Concentration and type a. Dormancy b. Herbicide b. Deep rooted crops c. Plant species c. Perennial crops d. Cost d. Habitat differences e. Stage of growth VI. Safe Handling of Herbicidal Materials B. Factors affecting selectivity A. Personal safety devices 1. Type of crop 1. Protective clothing 2. Botanical characteristics of the weed 2. Protective mechanical devices species B. Safe practices 3. Environmental conditions 1. Skin care 4. Concentration and dosage of herbicide 2. Care of clothing 5. Formulation of herbicide 3. First aid 6. Retention of herbicide by the soil 4. Storage of injurious materials 7. Size and age of weed species 5. Labeling 8. Metabolic condition of plant 6. Decontamination of equipment C. Selective-foliar contact herbicides 7. Neutralization and disposal of unused 1. Types of herbicides materials a. Dinitrophenols 8. Disposal of empty containers b. Metal organic salts 9. Mixing chemicals c. Selective oils

105 2. Modes of action b. Modes of action D. Selective-translocated foliar applications c. Factors affecting movement in soil 1. Types of herbicides d. Season of application a. Hormone-like compounds e. Effect on soil b. Carbamates f. Methods of applying c. Arsenicals g. Response of weeds 2. Modes of action h. Secondary benefits 3. Advantages and limitations 2. Other materials E. Selective herbicides : root applications a. Types of chemicals 1. Types of herbicides b. Modes of action a. Substituted areas c. Effects on the soil b. Phenoxy compounds d. Timing the application c. Carbamates e. Methods of applying d. Aliphatic acids D. Root applications, long lasting sterilants e; Simazine and triazine compounds 1. Areas of use f. Dinitrophenols 2. Types of materials 2. Modes of action a. Chlorate compounds 3. Selectivity and soil retention of herbi- b. Boron compounds cides c. Arsenicals 4. Advantages and limitations d. Substituted ureas e. Heterocyclic nitrogen derivatives VIII. Nonselective Herbicides 3. Movement in the soil A. Foliar applications 4. Factors affecting longevity 1. Areas of use a. Soil moisture 2. Types of herbicides b. Soil temperature a. Water soluble chemicals c. Soil type b. Oils d. Concentration and dosage of herbi- c. Oil-water emulsions cide d. Chlorinated benzenes and aromat- e. Weed species ic solvents f. Fertility and pH of soil e. Quaternary ammonium compounds g. Photodecomposition 3. Modes of action h. Microbiological activity 4. Preemergence applications 5. Advantages and limitationsofsoil 5. Advantages and limitations of non- sterilants selectives B. Translocated foliar applications IX. Control of Weeds in Specific Crops (Rates 1. Factors affecting translocation of Application, Timing the Application, a. Time of application Methods of Applying, Precautions in b. Soil moisture Applying) c. Concentration of herbicide A. Forage and cereal crops d. Rainfall 1. DNBP e. Temperature 2. 2, 4D 2. Types of herbicides 3. MC a. Arsenicals 4. Dalapon b. Chlorate compounds 5. CIPC c. Acidified copper sulfate 6. Diuron d. Thiocyanates 7. EPTC 3. Modes of action 8. Barban C. Root applications, temporary soil sterilants 9. MCPA 1. Volatile chemicals 10. Atrazine a. Types of materials 11. Proponil

106 12. Trifluralin 6. Pressure regulators B. Field crops 7. Nozzles 1. EPTC a. Spray patterns 2. 2, 4D b. Size 3. Monuron 8. Hoses 4. Diuron 9. Agitators 5. Dalapon a. Mechanicalstirring 6. CIPC b. Hydraulic 7. Endothal 10. Preventing drift 8. PEBC a. Timing theapplication 9. MCPA b. Thickened sprays 10. IPC c. Nozzle size C. Vegetable crops d. Pressure regulation 1. CDEC C. Soil injection equipment 2. 2, 4D D. Dusting 3. Selective oils 1. Advantages 4. Dalapon 2. Disadvantages 5. EPTC E. Granular materials 6. Atrazine 1. Methods of applying 7. CIPC a. Broadcasting 8. IPC b. Banding 9. KOCN 2. Application equipment 10. PEBC a. Broadcastersand drills D. Orchard and vineyard crops b. Soil incorporating 1. Simazine 3. Advantages 2. Monuron 4. Disadvantages 3. Diuron F. Calibrating equipment 4. Weed Oils G. Decontamination of equipment 1. Materials toxic to plants X. Application Methods and Equipment a. Water solublematerials A. Requirements of applicationequipment b. Insoluble materials 1. Applies material at a controllablerate c. Hormone-likematerials 2. Applies material evenly 2. Materials toxic to man 3. Rate can be predetermined 3. Corrosive materials B. Spraying Suggested Laboratory Projects (48hours) 1. Types of sprayers a. Large groundrigs 1. Study the morphologicalcharacteristics b. Aircraft sprayers and key the various weedfamilies.(6 c. Logarithmic sprayers hours) 2. Pumps 2. Survey the weed controlproblems of the a. Gear local farm community. (3 hours) b. Centrifugal 3. Apply soil sterilants toselected weed con- c. Impeller trol plots. (3 hours) d. Diaphragm 4. Apply selective and nonselectiveherbicides e. Piston to selected weed control plots. (3hours) 3. Power supply. 5. Identify the noxious weeds andweed seeds. a. Power takeoff (3 hours) b. Self contained 6. Study weed controlequipment. (3 hours) c. Traction wheeldrive 7. Calibrate spray rigs. (3 hours) 4. Strainers 8. Study and observe herbicidalapplications. 5. Booms (3 hours)

107 laboratory work. They will constructand repair 9. Collect,identify,and make herbarium mounts of the importantspecies of weeds. projects that are used onthe modern farm. (21 hours) Major Divisions Texts and References Class haws and Mode of Action of Herbi- I. Shop Rules, Procedures, CRAFTS, The Chemistry and Safety Practices 2 cides CRAFTS and ROBBINS, WeedControl II.Sketching, Drafting, Blueprint KLINGMAN, Weed Control: AsA Science Reading 6 U.S. Department of Agriculture,Summary of Regis- III. Building and Carpentry 4 tered Pesticide Chemical Uses IV. Concrete 2 V. Welding 6 Auxiliary and Supporting VI. Metalwork 5 Technical Courses VII. Plumbing 1 VIII. Protection ofMachinery and Buildings 2 Agricultural Mechanics 4 Hours Required IX. Electricity Total 32 3. Class, 2 Laboratory, Units of Instruction Course Description I. Shop Rules,Procedures, and SafetyPrac- A course in thebasic mechanicalconcepts tices used on a modern farm.Safety and good work A. Safety, habitsareemphasized.Blueprintreading, B. Operation of equipmentand power tools in sketching and drafting,carpentry, concrete, shop welding, hot and coldmetal, plumbing,painting, 1. Woodworking and electrical work arethe subjects ofstudy. 2. Metalworking The laboratory willinclude practicalapplication and use of the skillsassociated with thestudies. II. Sketching, Drafting,Blueprint Reading The course is designedto give students A. Lines knowledge, understanding,and application of 1. Alphabet of lines the tools andmaterials in everydaywork 2. The working drawing around the farm. Studentswill be involved in $. Views planning, sketching,drafting, print reading, B. Dimensions material and cost estimatingfor the various C. Sketching mechanical requirements on amodern farm. 1. Making a workingsketch The study includesselection, construction, oper- 2. Sketching shapes ation, maintenance, andrepair of buildings, 3. Projections structures, equipment,and machines andmeth- D. Reading and applyingblueprints ods used for betterfarm operation. Thetools, 1. Abbreviations andsymbols materials, and equipmentneeded to accomplish 2. Detail and assemblyprints the work in the particularsubject must be understood and skill developedin their use and III. Building andCarpentry selection. A. Shop layout Students will studywelding to learn the pro- B. Bill of materials cedure and methods, sincethere will be little C. Cost estimating time to develop skill inwelding. They may use D. Tool identificatiori, use, care additional practice todevelop some skill when timeisavailableduring other laboratory IV. Concrete activities. A. Ingredients Students will have theopportunity to put 1. Material selecting their ideas and knowledgeto practical use with 2. Silt testing

108 3. Flamecontrol 3. Water 1. Flamecharacteristics backfire andflashback 4. Proportions con- 2. Controlling B. Formconstructionand reenforcing 3. Shuttingoff the torch crete 4. Running abead C. Detfrmining quantitiesof materials 5. Positionwelding 1. Fiz:if-mixed 6. Safety and 2. Ready-mixed F. Draftingand drawingfor welding D. Placingand finishing welding symbols 1. In forms 2. In slabs VI. Metalwork E. Curing A. Sheetmetal 1. Moisture 1. Soldering 2. Effect ofweather 2. Foldingand forming 3. Formremoval B. Coldmetal 4. Watertightconcrete 1. Identifyingmetals 2. Cuttingand filing V. Welding 3. Drilling,tapping,threading A. Metallurgy C. Hot metal 1. Structureof metal 1. Blacksmithing 2. Effect ofwelding 2. Welding 3. Propertiesof metal of metals 4. Classifications accessories for VII. Plumbing B. Machines,supplies, and A. Pipe fitting electric arcwelding 1. Cuttingand measuringpipe 1. Terms 2. Installation 2. AC-DCequipment B. Copper,plastic, andother 3. Personalneeds 4. Shoprequirements of Machineryand Buildings rods VIII. Protection 5. Electrodesand welding A. Painting C. Electric arcwelding welding B. Glazing 1. Fouressentials of arc C. Protectingsurfaces 2. Fusionwelding 1. Coatings 3. The crater 2. Plastics 4. Electrodepatterns 3. Storage 5. Types ofwelds 6. Positionwelding IX. Electricity how it works 7. Safety accessories for A. What it is D. Machines,supplies, and 1.. Sources ofelectricity oxyacetylenewelding 2. Work anonelectrician cando 1. Oxy-acetylenecylinders 3. Electricalterms 2. Regulators 4. Materialsused 3. Hoses,connections B. Circuits 4. The torch 1. Planningthe wiringsystem E.Ox5;.-acetylenewelding 2. Calculatingloads 1. Preparingto weld 3. Methodsof wiring a.Setting up theunitei---- (a) wiringfundamentals b. Testingfor leaks (b) splicesand connections c.Selecting thecorrect tip 4. Maintainingthe system 2. Lightingand operatingthe torch (a) Repairsto wire a.Welding tip (b) Repairsto fixtures b. Cuttingtip 109 C. Electric motors welding, alloys and castings, hardf acing, 1. Selecting the motor brazing, and controlling distortion. (3 (a) size and mounting hours) (b) types 10. Have students cut, file, fit, drill, and tap a 2. Installing the motor metalblock.Students should then cut 3. Maintaining the motor threads on a round stock to fit the tapped hole, shaping an eye on the other end of Suggested Laboratory Projects (48 hours) the round stock. They should hotcut and 1. Take a field trip to a local farm ; visit shop form metal on the anvil. Projects might in- and storage facilities. Note arrangement of clude making a screwdriver or cold chisel tciols, power equipment, storage and work and heat treat or harden it. (3 hours) areas ;check for safety practices.(This 11. Do plumbing projects ;includecutting, trip can be used for information to draw reaming, and threading metal pipe, silver shop plans) (3 hours) soldering a copper fitting or joint, and mak- 2. Introduce students to facilities. Tour the ing a pvc plastic joint. 3 hours) shop, demonstrating operation of equip- 12. Take a field trip to a paint dealer or manu- ment, safety rules, and practices in their facturer for paint quality evaluation dem- use. Show placement, careand safe opera- onstrationofapplication methods and tion of hand and portable tools. Give a methods of paint selection. (3 hours) safety test written and practical. (3 hours) 13. Draw an electric circuit, hook up a short 3. Have students do complete plates includ- distance unit, and measure currents.(6 ing printing, sketching, and drawing. Be- hours) ginning useofdrafting machines.(3 14. Test and service electric motors: single and hours) three phase. (3 hours) 4. From blueprints or drawings have students make bills of material, order lists and esti- Texts and Reference mate cost of construction for a project ; or DAVIS, Welding and Brazing construct a project drawn by student such FARRALL, Engineering for Dairy and Food Products trough. (3 hours) GIACHINO and others, Welding Skills and Practices as sawhorses, gate, feed PARKER, Farm Welding 5. Do a concrete job by mixing, pouring, test- PHIPPS, Mechanics in Agriculture ing, and calculating materials. (3 hours) 6. Construct some useful project from sheet Crop Marketing metal, such as a guard for a pulley, bolt or pipe carrier ;or repair a damagedsheet Hours Required metal part from a piece of machinery. (3 Class, 3 ; Laboratory, 0. hours) 7. Demonstrate and have students practice as- Course Description sembling onyacetylene equipment, lighting A course in the principles and practices of and adjusting the flame, running a bead, marketing crop products, emphasizing prob- and cuttingtechniques. Have students lems in distribution and normal channels of practice cutting and welding in various po- trade. Marketing problems for specific crops sitions according to individual ability.(3 are included. hours) This course is designed to give students in- 8. Demonstrate methods of metal identifica- sight into the marketing process for fruits and tion, operation of electric arc machines, other crops. The first part of the course deals striking an arc, and running a bead. Have with general aspects of marketing that would students practice welding in the various apply to all products but can be illustrated us- positions according to individual ability ing examples with crops. (6 hours) The course should be devoted to the main 9. Demonstrate and have students practice problems of the state in which it is taught, but special methods and applications such as should not be limited to these. The latter part

110 of the course allows some time to discussspe- 3. Air transportation cific crops that are important locally. 4. Freight rates 5. Effects on prices Major Divisions 6. Types of storage Class hours 7. Commodities stored I. The Marketing Framework 12 8. Storage costs II. Marketing Functions 18 D. Wholesaling and retailing III. Cooperative Marketing 6 1. Types and sizes of wholesalers IV. Marketing Various Crops 12 2. Changes in wholesaling structure Total 48 3. Types of retailers Units of Instruction 4. Changes in retailing 5. Vertical and horizontal integration I. The Marketing Framework 6. Effects of chains A. The marketing problem E. Standardization and grading 1. Define marketing 1. Importance of standards and grades 2. Historical development 2. Development of standards and grades 3. Characteristics of agricultural produc- 3. Determination tion 4. Criteria for various crops B. Consumers of agricultural products 5. Health regulations 1. Distribution of people F. Market news service 2. Effect of income 1. Need for market 'Jews 3. Effect of population growth 2. Development of market news service 4. Regional differences 3. Collection of market information 5. Religious differences 6. Foreign markets HI. Cooperative Marketing C. Costs of marketing A. History and development 1. The market basket 1. Historical development 2. The farmer's share 2. Types of cooperatives defined 3. Marketing bill for various commodities 3. Organization 4. Marketing costs : jobs B. Special characteristics 5. Marketing costs : functions C. Operation and management 6. Methods of reducing costs D. Laws affecting cooperatives E. Agencies serving cooperatives II. Marketing Functions A. The exchange function IV. Marketing Various Crops 1. Supply A. Grain marketing 2. Demand 1. Effects of production 3. Elasticity 2. Production areas 4. Equilibrium 3. Transportation 5. Cost-price relationships 4. Storage 6. Effects on prices 5. Country elevators B. Risk bearing and futures 6. Terminal markets 1. Marketing risks 7. Grading 2. The futures market 8. Futures market 3. Operation of the Board of Trade 9. Government programs 4. Futures contracts B. Fruit and vegetable marketing 5. Speculators 1. Special problems 6. Commodities sold in futures trading 2. Fresh v. processed C. Transportation and storage 3. Transportation and storage 1. Truck transportation 4. Production areas 2. Rail transportation 5. Exports and imports

111 C. Marketing cotton edge needed for working with machinery and 1. Marketing structure equipment in the laboratory. Students will 2. Production areas learn the basic mechanics and theories of oper- 3. Grades and standards ation of farm machinery. They will obtain a 4. Byproducts knowledge of the basic machine types and 5. Export market classes and those factors governing the wise 6. Marketing problems selection of machinery for various farm opera- 7. Government programs tions. They will learn to repair, adjust, operate, D. Tobacco marketing and evaluate the efficiency of farm machinery. 1. Production areas In the laboratory, study and testing will'be 2. Marketing methods done on the pulling forces required,hitching 3. Classification methods, and their effect on the machine. Meth- 4. Government programs ods of attaching and adjusting the machines for varying conditions of soil, topography, and Texts and References plants will be studied and tested. Seeding DARRAH,Food Marketing equipment, fertilizer applicators, spray rigs, Koms, Marketing of Agricultural Products and dusters will be calibrated. THOMSEN,Agricultural Marketing Emphasis is placed on safety while working U.S. Department of Agriculture Yearbooks: Consumers All 1965 with the machines. Students are expected to Protecting Our Food 1966 understand the selection, care, maintenance, Periodicals: proper storage, and operationof each piece of U.S. Department of Agriculture, AgriculturalMar- machinery. keting Tests will be given throughout the course and reports made for each machineunder Farm Machinery study. Hours Required Major Divisions Class, 1 ; Laboratory, 3. Class hours Course Description I. Shop Rules, Procedures, Safety Practices 1 A course in the selection, operation,servic- II. Development of Farm Machinery_ 1 ing, adjustment, and maintenance of farm ma- III. Primary Tillage 2 chinery and equipment. The laboratory will in- IV. Secondary Tillage 2 clude calibration, adjustment, and evaluation V. Planting and Seeding Machines 1 of performance of tillage, planting, weed con- VI. Fertilizing and Cultivating 2 trol, harvesting and processing machinery. VII. Crop Protection 2 Class discussions will give students knowl- VIII. Harvesting 4 IX. Special Equipment 1 Total 16 Units of Instruction I. Shop Rules, Procedures, Safety Practices A. Review of shop procedures B. Review of shop safety considerations II. Development of Farm Machinery A. History 1. Need for machinery on a modem farm 2. Mechanical progress 3. Size determination Figure 2r.:--A study of farm machinery must be a part of afarm crop production technology program. The producer of this forage crop mustknow how 4. Quantity's and quality's part in to operate and maintain the self-propelled hay-baler shownhere, and he must also know when his crop has dried to the optimum moisturecontent for baling. mechanical farming

112 ...... c,...-..--....-.....--..-......

5. Machinery is a necessary part of pro- 3. Parts and accessories duction, not a service to production B. Spike tooth and spring tooth harrows B. Selecting farm machinery 1. Types and operation 1. Defining a machine 2. Uses 2. Basic calculation C. Land rollers and packers a. Force, work, power 1. Types and operation b. Pulleys and gears 2. Uses c. Capacity of farm implement D. Subsurface tillage C. Company trade names and trademarks 1. Types and operation 1. Define trade name and trademark 2. Uses 2. Manufacturer differences E. Specialty tillage implements a. Models 1. Types and operation b. Design 2. Uses c. Ease of operation d. Ease of maintenance, adjustment, V. Planting and Seeding Machines and repairs A. Planting purpose, value, and requirements 3. Ability to do the work under varying B. History conditions C. Classification of planters, mounting, 4. Operator control and comfort power requirements, feeding mechanism, 5. The machines' adaptability and ma- soil opening mechanism covering devices, neuverability and accessories 6. Safety 1. Broadcasters a. Need 2. Drills b. How to use machinery safely 3. Row crop planters a. Corn III. Primary Tillage b. Cotton A. Factors affecting primary tillag' imple- c. Vegetable ments, selection and operation d. Others B. Purpose of tillage 4. Potato planters C. Methods of tillage 5. Transplanters D. Moldboard plow D. Fertilizing attachments 1. Parts of plow 2. Types of bottoms VI. Fertilizing and Cultivating 3. Shares A. Manure spreader 4. Materials of construction 1. Construction 5. Coulter, jointers, and other attach- 2. Operation ments 3. Maintenance E. Disk plow 4. Accessories 1. Parts of plow B. Granular fertilizers 2. Types of plows 1. Construction 3. Design and operation principles 2. Operation 4. Attachments 3. Maintenance F. Subsurface and speciality plows 4. Accessories 1. Rotary plows C. Liquid and gas fertilizers 2. Chisels 3. Subsoilers VII. Crop Protection A. Spraying IV. Secondary Tillage 1. Purpose A. Disk harrows 2. History 1. Types and parts 3. Types 2. Uses B. Dusters

113 1. Purpose 1. Preemergence application 2. History 2. Postemergence application 3. Types a. Construction b. Operation VIII. Harvesting c. Use A. Hay harvesting 1. Mowers Suggested Laboratory Projects(48 hours) 2. Rakes 3. Balers Note.-Select machines which areused in the B. Row crop harvesting area for specialstudy. 1. Forage harvesters 1. Tour lab facilities ; havestudents determine 2. Corn pickers operating condition of machines ;discuss 3. Cotton pickers maintenance and its relation to operationof 4. Combine a machine.Explain rules and regulation for 5. Potato work in the lab. (The evaluationsection can 6. Vegetable be done with a field trip or onstudents' C. Grain harvesting home farms. Emphasis onsafety). (3 hours) 1. Combines 2. Give students practicein the selection of a 2. Specialty items machine for a given job.Include safety D. Fruit and nut harvesters factors. (3 hours) 3. Study of hitching,pulling, and operations E. Beet harvester plow with harvesters of plows and tillage. Set up a F. Other specialized strings showing pulling forcelines. Test for pulling a plow. (3 pecial Equipment power requirements IX. S hours) A.Processing equipment 4. Study of secondary tillage,evaluating work 1. Crop residue disposal depth and efficiency invarying conditions, 2. Rotary mowers and testing power requirements.(3 hours) 3. Shellers 5. Test accuracy and precisionof planters 4. Mills, hammer with oil belt test in lab. (3 hours) 5. Grinders 6. Calibrate a plantingmachine. (3 hours) B.Feed mixers 7. Set up and adjust a cultivator.(3 hours) C.Crop and hay dryers 8. Calibrate a fertilizerapplicator. (3 hours) D.Silage equipment hoists, and 9. Calibrate a manure spreader.(3 hours) E.Elevators, loaders, wagons, 10. Calibrate a spraying ordusting unit.(3 other devices hours) F. Cultivators 11. Set the register and lead on a mower.(3 1. Purpose hours) 2. History 12. Do an off-season renovation on ahay bal- 3. Mounting er. (3 hours) 4. Shovels and sweeps 13. Set, adjust, and test a cornpicker or cot- 5. Operation ton picker. (3 hours) G. Rotary hoe 14. Set, adjust, and test a combine.(3 hours) 1. Construction 15. Set, adjust, and test a specialtyharvester 2. Operation used locally. (3 hours) 3. Use 16. Take a field trip to dealer forreview and H. Flame cultivation new developments.(3 hours) 1. Construction 2. Operations Texts and References 3. Use and limitations HAnnzs, Farm Machinery I. Chemical cultivation HUNT, Farm Power and Machinery Management

114 X. Farm Law and Codes 4 RICHEY and others, AgriculturalEngineers' Handbook 4 SHIPPEN and TURNER, BasicFarm Machinery, Vol. II XI. Economic Principles SMITH, Farm Machinery andEquipment Total 32 Farm Management Units of Instruction Hours Required I. Field of Management A. Definition Class, 2 ; Laboratory, 3. B. Need Course Description 1. Changing conditions A course in theselection, organization,and 2. Labor operation of the modernfarm. The laboratory 3. Competition period provides timefor observing and prac- 4. Mechanization ticing farm operationsand management. 5. Capital This course emphasizesthe basic economic 6. Increased expenses and agriculturalprinciples upon whichthe farm C. Tools business is organizedand operated. 1. Records Examples of farms withgood and poor farm- 2. Reports ing practices are usedto emphasize thevalue of 3. Budgets selection and planning.Enterprises are ana- 4. Decisionmaking process lyzed as to theiradaptability and efficiency. 5. Ecor ,mic principles Such problems aslabor and mechanization are D. Manager considered as they affectfarm operation. 1. Ability The laboratory periodof the course inFarm 2. Flexibility Management can assume manypatterns de- 3. Responsibility pending upon thecommunity, the farmback- 4. Information ground of students,and facilitiesavailable. Class work shouldinclude "doing" activities as II. Selection of a farm well as observationand evaluation ofpractices A. Area carried out in actualsituations. 1. Agriculture The suggested programmakes use of class- 2. Trend room facilities,shop and outside areas,the 3. Location farm, and relatedagricultural businessagencies 4. Transportation of the community.Many assignments maybe 5. Agri- services completed on the collegefarm. Class assign- 6. Place to live ments should berelated to improvingthe ef- B. Farm ficiency and income ofthe farm. 1. Enterprises Emphasis should beplaced on farm costs, 2. Scope labor, material, andsupplies. The value ofmain- 3. Condition tenance should bestressed. 4. Utilities 5. Soil Major Divisions 6. "Water Class hours 7. Topography 8. History I.Field of Management 2 Selection of a Farm 2 9. Production capacity II. 10. Cost Obtaining a Farm _._ _ 4 2 IV.Layout of a Farm ...... 2 III. Obtaining a Farm V.Farm Resources . A. Ownership v. renting VI.Enterprises at. 2. 4 1. When to purchase VII.Labor and Mechanization ___ Calendar of Operations 4 2. When to rent VIII. B. Ownership IX.Reorganization of a 2 115 1

1. Type E. Labor a. Individual proprietor 1. Need b. Partnership 2. Available c. Corporation a. Hired 2. Appraisal b. Family 3. Capital F. Management 4. Use of credit 1. Experience a. Source 2. Other sources b. Time G. Operating capital c. Rate 1. Amount d. Payments 2. Availability C. Renting a. Current 1. Basis b. Intermediate 2. Agreements c. Long term 3. Opportunity to purchase D. Contracting VI. Enterprises A. Of area IV. Layout of a Farm 1. Kind A. Legal description 2. Adaptability B. Acreage 3. Scope C. Farmstead 4. Status 1. Location B. Relationship 2. Utilities 1. Complementary 3. Relation to fields 2. Supplementary 4. Buildings 3. Joint product 5. Service area 4. Competitive D. Field 5. Antagonistic 1. Topography C. Combinations 2. Soil 1. Scope 3. Shape 2. Income 4. Accessibility 3. Problems 5. Fencing 4. Possibilities 6. Erosion D. Changes 1. Economic V. Farm Resources 2. Cultural A. Land 1. Amount VII. Labor and Mechanization 2. Use A. Agricultural changes 3. Condition 1. Number of units 4. Possibilities 2. Size B. Buildings 3. Increased costs 1. Kind 4'.' Increased production 2. Condition 5. Specialization 3. Adaptability B. Farm labor C. Stock 1. Nature 1. Kind 2. Supply 2. Amount 3. Costs D. Equipment 4. Management 1. Kind a. Selection 2. Amount b. Work schedules 3. Condition c. Housing

- 116 d. Pay schedule B. Contracts and agreements. e. Incentives C. Agricultural codes 5. Work simplification 1. Provisions C. Mechanization 2. Authority 1. Trends 3. Compliance 2. Labor costs D. Use of legal advice 3. Capital investment 4. Costs of operation XL Economic Principles D. Job instruction training A. Diminishing returns 1. Individual B. Substitution 2. Group C. Opportunity cost E. Other instructional programs D. Comparative cost E. Marginal utility VIII. Calendar of Operations Suggested Laboratory Projects(48 hours) A. Crops 1. Labor 1. Study the arrangement offarmstead facil- 2. Machinery ities and farm areas usingscaled model 3. Land use buildings. (3 hours) 4. Relation to livestock 2. Take a field trip to alocal farm to study a. Supply facilities and setups. Obtain breakdownof b. When needed investment in various categories forfuture 5. Programs use. (3 hours) B. Livestock 3. Establish a legal descriptionfor the farm. 1. Labor (3 hours) 2. Machinery 4. Analyze a farm to evaluateenterprises, 3. Relation to crops cultural operations, and land utilization. a. Need (6 hours) b. Supply 5. Analyze a farm to evaluatelabor and c. Cost machinery costs. (6 hours) IX. Reorganization of a Farm 6. Practice filling out forms forloans, consideration of the appraisal process, secu- A. Use of resources be 1. Capital rity, and budgets. This assignment may 2. Labor a cooperativeeffort with a bank or lending 3. Management agency. (3 hours) B. Efficiency 7. Study and practice job instructiontraining 1. Farm (6 hours) 2. Related to area 8. Make time and motion studies on afarm. C. Risk and uncertainty (3 hours) D. Changes 9. Analyze and practice handlinglabor prob- 1. Enterprise lems. (6 hours) 2. Cultural 10. Have visit with agricultural inspector re- 3. Financial garding inspection procedures and laws. (3 hours) X. Farm Law and Codes 11. Evaluate a farm program in view of mate- A. Responsibility rial considered during course. (3 hours) 1. Land 2. Water and mineral 12. Prepare a formal written report on afarm 3. Workman's Compensation with commendations and/or recommenda- 4. Social Security tions to increase efficiency and income. 5. Labor laws (3 hours)

117 Texts and References principles of the internal combustion engine as BRYANTandHAMILTON,Profitable Farm Management well as the tractor as a whole. CASEand others, Principles of Farm Management CASTLE andBECKER,Farm Business Management CIIASTAIN, YAEGER,and McGRAw, Farm Business Man- agement HALL andMORTENSON,The Farm Management Hand- book HEDGES,Farm Management Decisions MACGILLIVRAYandSTEVENS,Agricultural Labor and Its Effective Use ROY,Contract Farming U.S.A. WALLACEandBENKE,Managing the Tenant-Operated Farm

Figure 22.Some of the most sophisticated agricultural production machinery is harvesting equipment, an example of which is shown here. This is a special harvester for cutting and threshing grain :?rghum, an important crop in Texas, Farm Power Kansas, and Oklahoma and many other States. Hours Required Major Divisions Class, 2 ; Laboratory, 3. Class hours I.Shop Rules, Procedures, Course Description Safety Practices 1 An elementary course in the fundamental IL History and Development of mechanical principles of engines and their com- Power Farming 1 ponents in order to supply power for the modern III. Mechanics and Power Calculations 2 farm. The laboratory period includes testing, IV. Materials of Construction 1 adjusting, maintenance, and study of engines V. Nomenclature 1 and power transfer. VI. Power Transmission 2 The course is designed to give students an VII. Hydraulics 2 understanding of how an engine works to con- VIII. Lubrication, Lubricants, Fuels 4 vert energy to productive use, to give them the IX. Internal Combustion Engine 6 knowledge to evaluate, select, and use power X. The Tractor 8 units and their transmitting components. The XI. Hitches and Power Measurement_ 2 course includes the study of internalcombus- XII. Other Power Engines 2 tion engine, power transmission, lubricants, Total 32 fuel, hydraulics, bearings, and hitches. The study will give students the ability to Units of Instruction analyze reports on efficiency of power units I. Shop Rules, Procedures, Safety Practices and determine the need for, and type of, repairs II. History and Development of Power Farming and maintenance necessary to the equipment. A. The purpose of power farming They will learn how to best use and get the de- B. The growth of mechanical power sired results from the various power units. 1. Man and animal Students will be able to hitch and use tractor 2. External combustion power units to the best advantage. Theywill 3. Internal combustion study how to set up and use belt horsepower, 4. Today's and tomorrow's power sources drawbarhorsepower,power-take-offhorse- C. History of farm power power, hydraulic horsepower, and the mechanical methods of applying tractor power. They III. Mechanics and Power Calculations will learn the parts of the tractor and their uses A. Energy in the engine ; why and how to carry on a pro- 1. Mechanical energy per maintenance program toincrease life and 2. Electrical energy efficiency of the power units. This includes an 3. Chemical energy understanding of the internal workings and 4. Kinetic energy

118 5. Potential energy 2. Constant pressure B. Force, work, power C. Cylinders C. Machines 1. Single acting 1. Simple machines 2. Double acting 2. Torque-speed D. Fluid transmission 3. Power efficiency E. Valves 1. Master control IV. Materials of Construction 2. Selective control A. Need for different materials F. The tractor system 1. Stress and strain G. Special applications 2. Characteristics of the materials 3. Bonding methods VIII. Lubrication, Lubricants, Fuels B. Metals A. Need for lubrication 1. Ferrous B. Principles of lubrication a. Iron C. Lubrication systems b. Steel 1. Internal

, 2. Nonferrous metals 2. External C. Nonmetalic materials 3. Filter 1. Plastic 4. Breathers 2. Ribber 5. Pumps and reservoir 3. Wood D. Lubricants 4. Others 1. Fluid oils D. Treatment and bonding of materials 2. Semisolids 1. Special use (soft center steel) 3. Solids 2. Hardening and finishing surfaces E. Classification and identification of 3. Bonding methods lubricants 1. American Petroleum Institute V. Nomenclature 2. Society of Automobile Engineers A. Tools 3. Viscosity B. Engines 4. Additives C. Parts of machines F. Fuels 1. Diesel VI. Power Transmission 2. Gasoline A. Direct drive 3. Others B. Clutches G. Classification and identification of fuels C. Gears D. Shafts and universal joints IX. Internal Combustion Engine E. Pulleys and belts A. The engine F. Chain and sprockets 1. Interal v. external combustion G. Flexible shaft a. Four-stroke H. Remote b. Two-stroke 1. Electrical 2. Spark v. compression ignition 2. Hydraulic B. Timing of the engine 3. Others C. The fuel system VII. Hydraulics 1. Combustion and fuels A. Fundamentals of liquids underpressure a. How fuels burn B. Pumps b. Difference in gasoline and diesel 1. Positive displacement combustion a. Gear 2. Carburetion and injection b. Vane a. Fuel flow andmetering c. Piston b. The venturi principle

119 c. Volitizing the fuels explain function. Using cutaways, let stu- 3. The air cleaner dent cross-check demonstrations. (3 hours) 4. Maintenance of the fuel system 3. Demonstrate simple machines and a power D. The electrical system output test of an engine. Have students 1. Ignition system calculate results and do other problems. a. Battery (3 hours) b. Coil 4. Using cutaways or other visual aids, have c. Distributor student draw and label various methods of d. Spark plugs power transmission. (3 hours) e. Meters, switches,controls 5. Run tests on principles of hydraulics and 2. Glow plugs and heating units complete hydraulic systems with written 3. Lighting reportsaccompanyingtestresults.(6 4. Starting motor and generator hours) 5. Regulators, relays, other accessories 6. Visit a supplier or have representatives E. Cooling and lubricating system come to class and give demonstration on F. Engine performance lubrication and fuels. (3 hours) 1. Type differences 7. The student will run various tests and 2. Design features study problem solving on thevarious 3. Exhaust system effect aspects of the internal combustion engine : evaluating, trouble shooting, and reporting X. The Tractor results using drawings and written and oral A. Types of tractors reports. (9 hours) B. Transmission system 8. Run tests, make evaluation of performance 1. Clutch of tractor components and the unit as a 2. Gear box whole. Include dynamometer, traction, and 3. Automatic and power amplifiers compaction tests. (12 hours) 4. Differential and final drive 9. Demonstrate hitching, and hitching and C. Brakes pulling safely,, Run pulling force tests on D. Wheels and tires straight,side, and around corner pulls. 1. Traction factor (6 hours) 2. Compaction factor Texts and References E. Power takeoff and pulleys BARGER, Tractors and Their Power Units F. Operator's comfort, convenience, safety BROWN and MORRISON, Farm Tractor Maintenance G. Operating the tractor HUNT, Farm Power and Machinery Management JONES, Farm Gas Engines and Tractors XL Hitches and Power Measurement PIPE, Small Gasoline Engines Training Manual PROMERSEERGER and BISHOP, Modern Farm Power A. Hitching for safety RAU, Solo. Energy B. Point of pull RICHEY and others, Agricultural Engineers' Handbook C. Lines of force SHEPHERD, Introduction to the Gas Turbine D. Tractor tests and performance SHIPPEN and TURNER, Basic Farm Machinery, Vol L E. Cost estimating SOCIETY OF AUTOMOTIVE ENGINEERS, Engineering Know- How in Engine Design TAYLOR, The Internal Combustion Engine XII. Other Power Engines Recommended Laboratory Projects Farm Records and Reports (48 hours) }lours Required 1. Introduction to laboratory facilitiesand Class, 2 ; Laboratory, 0. and power units. Have students make Course Description safety chart and take safety test. (3 hours) 2. Have engine and power unit components A course to provide an understanding of how and parts; let students identify them and to keep and use the records of the farm busi-

120 ness. Writtenreports on various farm opera- a. Budgets tions are required as part ofthe course work. b. Calendar of operations This course is designed togive students an c. Crop program understanding of the principles andpractices 2. Financial used in determiningfarm returns. By means of a. Diary examples and problems, studentswill become b. Inventory acquainted with accountingprinciples. They c. Financial statement will learn what records mustbe kept, how the d. Journal information is to be recorded, andhow such in- 3. Analysis formation is summarized for use. a. Cost ofproduction Keeping of a set of records for a represen- b. Production tative farm of the area should beincluded in c. Enterprise the course. Such recordsshould cover the pe- d. Farm riod of a '?":!Pndar year andinclude several C. Devising needed forms enterprises. 1. Time cards There are many farm record booksavailable. 2. Equipment use To these the instructor mayadd those forms 3. Current inventories that he feels necessary. D. Tool of farm management Writing various types of reportsis included Farm Income in this course. Thisis done to develop skills IL Methods of Measuring that can be used toexplain and interpret in- A. Methods formation which is availableonly as a result 1. Net cash income records. 2. Net farm income of keeping accurate 3. Operator's labor income Major Divisions 4. Operator's labor earnings Class hours 5. Percentage return of investments I.Farm Records 2 B. Terminology II.Methods of Measuring 1. Assets Farm Income ...... 2 2. Liabilities III.Diary and Reports ...... 2 3. Income IV.Financial Statement 2 4. Expense V.Inventories 4 5. Inventory VI.Farm Expenses 2 6. Capital investment VII.Farm Receipts 2 7. Interest VIII.Use of Journal 2 8. Depreciation IX.Budgets ...... _- 2 9. Prerequisite X.Written Reports 6 10. Equity XLProduction Records ...... 2 11. Financial statement XII.Summarization and Future C. Practice exercises Use of Records 4 Total 32 III. E Lary and Reports A. Record Units of Instruction 1. Labor I. Farm Records 2. Sales A. Records organize information 3. Expenses 1. Making decisions 4. Farm activities 2. Determine income B. Emphasis on 3. Credit use 1. Neatness 4. Tax forms 2. Accuracy B. Necessity of records 3. Completeness 1. Planning C. Forms

121 1. General E. Practice exercises 2. Specific D. Written reports ; farm happenings VII. Farm Receipts A. How recorded IV. Financial Statement 1. Capital A. Assets and liabilities 2. Enterprise 1. Anytime 3. Miscellaneous 2. Ownership B. Writing receipts 3. Net worth C. Practice exercises 4. Use for credit B. Status VIII. Use of Journal 1. Current A. Setting up 2. Intermediate 1. Relation 3. Long term a. Receipts C. Calculation of net worth b. Items c. Expenses V. Inventories 2. Columns needed A. Record of ownership a. Entire farm 1. Capital investment b. Detailed accounts 2. Farm supplies c. Provisions B. Value B. Making entries 1. Net selling price C. Transfer to enterprise 2. Cost less depreciation D. Reconciling bank statements 3. Cost or market price E. Practice exercises 4. Replacement cost less depreciation 5. Income capitalization IX. Budgets C. Use A. Planning record 1. Net farm income B. Concern 2. Net farm worth 1. Farm D. Depreciation 2. Enterprise 1. Methods C. Cash and noncash a. Straight line D.. Comparison with actual b. Declining balance E. Practice exercises c. Sum of digits. 2. Calculations X. Written Reports A. Requirements VI. Farm Expenses 1. Accurate A. Kinds 2. Specific 1. Capital 3. Organized 2. Production 4. Grammatically correct a. Farm B. Types b. Enterprise 1. Descriptive 3. Change in inventory 2. Reports B. Forms 3. Legal 1. Columns needed C. Practice exercises 2. Arrangement C. Making entries XI. Production Records 1. Accurate A. Purpose of Production Records 2. Complete 1. Figuring yield per unit 3. Proper columns 2. Figuring cost per unit D. Writing checks 3. Figuring income per unit

122 4. Providing qualitydata and water supply.Emphasis is placed B. Need special forms on means. C. Devise of improving irrigationefficiency for thecon- servation of water andthe optimum produc- 1. Maps tion of quality 2. Tree charts crops. A survey is made ofwa- ter requirements ofvarious crops and thein- 3. Barn sheets fluence of climate D. Summarization and soilon these requirements. Various methodsof water measurement 1. Information and soil moisture 2. Value determination are used. A detailed studyof each method ofirriga- tion is made todetermine its advantages XII. Summarizationand Future Use of Records and relationship to thecrop and soil. Students will A. Information make field studies 1. Current operation of land preparationand the structures used in waterconveyance, develop- 2. Future budgets ment, and storage. B. Efficiency ofproduction Problems in cropculture 1. Capital which result fromirrigation are considered. 2. Labor Laboratory periodsare used to test and eval- C. Value of records uate the various irrigationequipment and in- D. Basis of comparison struments. Every effortis made to giveactual 1. Enterprises practice in asmany of the techniques andprob- 2. Fields lems involved inirrigation for improvedcrop 3. Years production. 4. Operator 5. Methods E. Computers 1. Value to farmer 2. Informationrequired 3. Use of informationobtained. (Have local farmer usingcomputer serviceor 0 operator of such serviceas speaker) Texts and References HOPKINSandHEADY,Farm Records and Accounting SHEFF,Bookkeeping Made Easy U.S. Department ofAgriculture, Financial Calculations and Physical Measurements Figure 23.irrigation is becoming more and more important to fgrmcrop production, The application of fertilizersin irrigation water introduces Irrigation and Water scientific and technoiogicalproblems which the further Management understand, successfulproducer must Hours Required Class, 2 ; Laboratory, 3. Major Divisions I. Class hours Course. Description Irrigation, Value andUse 2 A course in the IL Soil, Water, PlantRelations 5 principles and practicesof III. Water Sources,Distribution, irrigation, including soil,water, and plantrelations ; and water Measurement sources, quality, methods of IV. DeterminingWater Use distribution, and measurement.Irrigation ap- and Needs plication methods and structures, fieldprepa- V. ApplicationMethods and ration, and watermeasurement are includedin the laboratory work. Structures VI.Legal and AdministrativeAspects Students will study theinfluence on irriga- VII.Farm Ponds tion practices of movementof water through VIII. soil, different Water Efficiency crops, climate, land topography, Total

123 Units of Instruction 3. Contracted weirs I. Irrigation, Value, Use 4. Parshall flumes A. Define irrigation 5. Other measuring devices B. Importance of irrigation D. Water quality C. Trends in water use 1. Soluble salts D. Relationship of precipitation to irrigation 2. Insoluble salts 3. Sediment IL Soil, Water, Plant Relations 4. Pollutants A. Soil a. Organic 1. Texture, structure, porosity b. Inorganic 2. Gravity B. Soil moisture and its movement IV. Determining Water Use and Needs 1. Types of soil moisture A. Factors affecting water use 2. Movement of moisture through soil 1. Evaporation C. Plant functions 2. Transpiration 1. Availability of soil water 3. Soil Porosity 2. Plant use and pickup methods 4. Organic content D. Measurement of soil moisture 5. Nutrient Composition 1. Soil sampling 6. pH 2. Instruments for sail moisture measure- B. Determining water needs ment 1. Use of instruments E. Effects of introducing irrigation 2. Plants as indicators 1. Beneficial 3. Cultural practices a. Added variety of crops 4. Crop grown b. Greater yields 5. Chemical relatioAships c. Better control of harvest 6. Applicatiori methods d. More effective use of chemicals 2. Possible adverse responses V. Application Methods and Structures a. New weed problems A. Surface b. New pest problems 1. Flooding c. New plant diseaseproblems 2. Furrow d. Effects of chemistry of water on 3. Borders, checks, basins irrigation equipment B. Subsurface 1. Controlled M. Water Sources, Distribution, Measurement 2. Uncontrolled A. Water sources C. Overhead 1. Water cycle 1. Portable and semiportable 2. Ground water a. Line sets 3. Methods of storage b. Solid sets a. Farm ponds 2. Permanent (special use in pastures, or- b. Conservation dams chards and other low tillage crops) c. Reservoirs D. Land preparation and structures. B. Pumping and transporting water 1. Land leveling 1. Pumps and pumping 2. Construction equipment 2. Deep well pumping 3. Maintenance equipment 3. Canals and ditches 4. Flumes and culverts VI. Legal and Administrative Aspects 5. Diversion devices A. Irrigation water rights C. Water measurement 1. Surface 1. Units of flow and measurement 2. Ground 2. Waterhead and flow B. Administering water

124 hours) 1. Private Suggested Laboratory Projects (48 2. Quasi-public enterprises 1. Plan and make a tour oflaboratory and 3. Public enterprises facilities. Have a safety discussionand test. Look at and discuss class or group VII. Farm Ponds projects. (3 hours) A. Use 2. Take a field trip and evaluatethe quality of 1. Water conservation soil for irrigation. (3 hours) 2. Irrigation 3. Test the water-soil relationship :water in- 3. Lagoons for manuredisposal filtration, holding capacities, andavailable 4. Recreation moisture. Place tensiometer,soil blocks, 5. Reuse of waste water etc. for reading throughoutsemester. (3 B-Site selection hours) 1. Soil type 4. Make collections of watersamples from 2. Soil profile irrigation sources and performanalysis of 3. Topography content for its value to crops forirrigation. 4. Amount of runoff (3 hours) C. Size 5. Test and calculate water useand departure D. Construction requirements from soil. Determine rate ofmovement and 1. Legal and programs replacement time and quality. (6hours) 2. Safety 6. Make a study of surfaceirrigation meth- a. Water ods, evaluating time, flow,infiltration rate b. Dam site and construction at various points in a run.Continue with a . 3. Capacity and placement similar check study on subsurfaceand E. Maintenance overhead. (9 hours) 1. Seepage 7., Take a field trip to a sprinkler companyto 2. Silting study design, use, and evaluationof sys- 3. Weed and algae control tems. (3 hours) F. Financing 8. Do a land preparationstudy. Learn the 1. Construction costs operation of a level, laying out a grid sys- 2. Government programs tem for contouring, andprocessing of small dam construction. (6 hours) VIII. Water Efficiency 9. Put a contour system in aplot of land. This A. Storage can be done toenable application of water B. Conveyance and/or for drainge. (3 hours) C. Comparative costs 10. Take a field trip to a well ;test for pump D. Preventing water losses and water management study. (3hours) 1. Transpiration losses 11. Take a field trip to an irrigationdistrict to a. Timingapplications understand water supply. (3 hours) b. Proper amount 12. Take a field trip to a soilconservation dis- c. Controllinghydrophytes trictto evaluate drainage problems.(3 2. Evaporation losses hours) a. Properapplication b. Surface coating ponds and Texts and References reservoirs DRUBBER, Getting Started in Irrigation Farming 3. Seepage losses LAVERTON, Irrigation, Its Profitable U80 forAgricul- tural and Horticultural Crops a. Lining °Limn, Irrigation and Climate: New Aids toEngineer- b. Earth materials ing Planning and Development of WaterResources c. Sedimentation RUBEY, Supplemental Irrigation forEastern United d. Concrete States e. Shotcrete RUTTAN, Economic Demand for IrrigatedAcreage f. Asphalt ZIMMERIVIAN, Irrigation

125

Am Mathematics and Science Courses II.Introduction to Slide Rule 3 Mathematics I III. Percentage Problems : Sales and Costs 3 Hours Required IV.Units of Measure 9 Class, 3 ; Laboratory, 0. V.Applications in Use of Slide Rule.. 3 VI.Review of Algebra Fundamentals._ 3 Course Description VII.Linear Equations and Systems A course offering a basic mathematical pro- VIII.Algebraic Fractions and gram accenting the fundamental concepts of Fractional Equations our number system, involving whole numbers, IX. Elementary Statistics 3 decimals, and fractions. These concepts are X. Applications in Agriculture carried through elementary algebra to develop Involving Literal Equations the principles of algebra and the use of alge- and Graphing 6 braic formulas. Basic ideas on the use of the Total slide rule are introduced, especially for the solution of problems involving ratio, proportion, Units of Instruction and percentage. I. Review of Basic Mathematical Concepts The objective of this course is to develop a A. Fundamental operations ; integers greater understanding of our number system B. Mixed :numbers and fractions and its practical application to the problems in- C. Decimal numbers volved in agriculture based upon his mathematical backgrounu in high school. An effort is II. Introduction to Slide Rule made to transcend the meaning of numbers toa A. Fundamental operations practical use which students can apply and 1. Multiplication understand. By developing mathematical con- 2. Division cepts within the understanding of students, it 3. Square roots is believed that sufficient motivation and inter- 4. Cube roots est can be created so that they can carryon 5. Ratios and proportions these concepts through the use of directed B. Meaning of various scales numbers and the solving of problems in alge- 1. C, D, CI, DI, A, B, K scales bra. The course is more than a review ofpre- 2. Relationship of scales to each other vious work and stresses the use of mathematics through pictorial and graphical representation III. Percentage Problems : Sales and Costs and elementary statistics. A. Meaning and use of percentage With the association of these mathematical B. Sales and costs concepts in practical problems, and the "busy" 1. Percentage based on sales price work eliminated with theuse of the slide rule 2. Percentage based on cost price and Mathematical Tables Handbook, students C. Applications will have more incentive to use and strengthen 1. Fertilizer rates and costs their understanding of the mathematicalap- 2. Figuring seed mixtures proach to problems. 3. Mixing and applying agricultural The use of a Demonstration Slide Rule in chemicals class, the chalk board, participation of each 4. Shrinkage losses student, and homework assignments all tend to correlate the development of the mathematical IV. Units of Measure concepts of the student in agriculture. A. Lengths, areas, volumes B. Formulas for general plane figures and Major Divisions solids Class hours C. Simple machines and levers I. Review of Basic Mathematical D. Ratio and proportion procedures Concepts 3 E. Types of measuring instruments

126 1. Rulers, scales, protractors 2. Solutions by addition and subtraction 2. Calipers and micrometers 3. Solutions by substitution 3. Planimeters and verniers 4. Solutions by multiplication and 4. Balances and metering devices division F. Problems involving measurement 5. Use of determinants 1. Mixing concrete a. Matrix method 2. Measuring lumber b. Basket weave 3. Estimating hay quantities 6. Graphical solutions 4. Measuring land areas 5. Weighing solid materials VIII. Algebraic Fractions and Fractional 6. Metering liquid materials Equations G. Use of metric system in length, area, A. Algebraic fractions volume, weight 1. Review method of finding L. C. M. 2. Operations involving fractions V. Applications in Use of Slide Rule a. Multiplication by prime factors A. Ratio and proportion problems b. D,'vision by prime factors 1. Mixing concrete B. Fractior al equations 2. Measuring and cutting lumber 1. Multiplication 3. Pearson square 2. Division 4. Figuring gear ratios 3. Addition 5. Figuring pulley advanb Tes 4. Finding prime factors in equations 6. Fulcrum and levers 7. Use of C and D scales IX. Elementary Statistics B. Square and cube roots A. Definition of terms 1. Capacity of storage bins or tanks 1. Arithmetic and geometric progressions 2. Estimating acreage 2. Mode 3. Farm structures 3. Median 4. Use of A and B scales 4. Standard Deviation C. Reciprocals 5. Harmonic mean 1. Decimal equivalents B. Inequalities 2. Percentage C. Summation techniques 3. Use of CI and DI scales D. Analyzing grouped and ungrouped data VI. Review of Algebra Fundamentals E. Probability (binomial) A. Use of directed numbers P. Standard normal distribution B. Use of parenthesis, brackets, braces, G. Prediction from samples vinculum H. Correlation and regression C. Transposing unknown in formulas I.Graphical representation D. Problems involving formulas 1. Bar graphs 1. Centigrade to Fahrenheit 2. Circle graphs 2. Laws of physics 3. Line graphs 3. Laws of chemistry 4. Hydraulics X. Applications in Agriculture Involving Lit- eral Equations and Graphing VII. Linear Equations and Systems A. Solutions by mathematics A. Equations B. Solutions by graphing 1. Operations involved in solving equations C. Problems 2. The degree of an equation 1. Farm operations 3. Transposing an equation 2. Production B. Systems of linear equations 3. Storage 1. Equations involving two or more a. capacity unknowns b. heating and drying

127 Texts and References VII. Solution of Oblique Triangles CHASE, Elementary Statistics and Applied Problems 6 MAY, Foundations of Modern Mathematics VIII. Use of Slide Rule in Solving MCGEE, Mathematics in Agriculture Problems involving Loga- REES, Principles of Mathematics rithms and Trigonometry__.______6 RICE and KNIGIIT, Technical Mathematics and Calculus Slide Rule with C, D, CI, DI, S, T, ST, A, B, K, and log IX. Introduction to Concepts scales (Keuffel & Esser, Die4gen, or Lietz) of Calculus 3 X. Calculus by Graphical Mathematics II Representation 3 Hours Required Total 48 Class, 3 Lavoratory, 0. Units of Instruction Course Description I. Algebra of Higher Degree A. Equations of higher degree A course offering a program of algebra, basic 1. Factoring (general and special cases) logarithms, and numerical trigonometry. An 2. Completing the square to create a gen- introduction to the concepts in calculus is pro- eral case vided by the introduction to graphical methods. 3. The solutions by use of the quadratic Areas, volumes, ratios, percentages,t.por- formula tions, and simple and compound interft6 w B. Simultaneous quadratic Equations covered using trigonometric and logarithmic 1. Algebraic solutions of quadratic equa- methods, together with rates of change and tions ideas concerning maxima and minima. The objective of this course is to build upon 2. Algebraic solutions of equations in one the fundamental knowledge which students linear and one quadratic have developed through simple algebra, and 3. Elimination of constants the use of the slide rule and mathematical ta- 4. Reduction to simpler systems bles. This course involves algebra of higher II. Introduction to Analytic Geometry degree, the ideas of imaginary numbers and A. The meaning of a function in mathematics what they mean in this electronic age, and the B. The rectangular coordinate system graphing of problems to obtain solutions. The C. Graphs of general equations basic ideas of logarithms and numerical trigo- 1. The parabola nometry are studied in order that the student 2. The hyperbola can solve most problems arising in agricultural 3. The ellipse processes such as those involving areas, vol- 4. The circle umes, physics, chemistry, and financial obliga- D. The point slope formula, ie: y = tions of interest, taxation, and mortgages. mx b The chalk board, demonstration slide rule, III. Exponents and Radicals homework assignments, and individual participation of students are all considered essential A. Review of the rules regarding exponents B. Numbers in the radical form andexponen- to the full development of the concepts of this tial form course. C. Meaning of complex numbers and the Jop- Major Divisions erator Class hours D. Rate of growth and compound interest law Algebra of Higher Degree_..__ 9 E. Rationalizing the denominator Introduction to Analytic Geometry 3

Exponents and Radicals ^ CA- 3 IV. Logarithms Logarithms 6 A. Meaning Numerical Trigonometry 6 B. Numbers to bases other than 10 Trigonometric Functions for C. Fundamental operations Angles in All Four Quadrants._ 3 1. The characteristic and mantissa

128 2. Fundamental operations of multiply- C. Relationship of rate of change and first ing, dividing, raising to a power, and differentials to tangents in trigonometry s finding the root of numbers by loga- D. The meaning of maxia and minima rithms E. Differentiation and integration defined 3. Exponential equations 4. Antilogarithms X. Calculus by Graphical Representation A. Approximate integration V. Numerical Trigonometry 1. Trapezoidal Rule A. The theorem of Pythagoras 2. Simpson's Rule B. The basic functions B. Differentiation by graphing 1. Sine 1. Plotting the slope and rate of change of 2. Cosine the slope 3. Tangent 2. Determining maxima and minima by C. Trigonometric tables graphing D. Solutions of right triangles 3. Problem solving by graphing a func- E. The law of sines tion F. The law of cosines Texts and References LEITHOLD, The Calculus VI. Trigonometric Functions for Angles in All MAY, Foundations of Modern Mathematics McGEE, Mathematics in Agriculture Four Quadrants REES, Principles of Mathematics A. The sign of the function in each quadrant RICE and KNIGHT, Technical Mathematics and Calculus B. The numerical value of an angle dependent Slide Rule with C, D, CI, DI, S, T, A, B, K, and log upon the quadrant in which it lies scales (Keuffel & Esser, Dietzgen, or Lietz) C. The reciprocal functions as distinguished from the cofunctions. Agricultural Chemistry D. The graphing of trigonometric functions Hours Required E. Use of calculators and computers Class, 2; Laboratory, 6. VII. Solution of Oblique Triangles and Applied Course Description Problems A. Solution when three sides given A basic course in the composition of matter B. Solution when two sides and an angle op- and physical and chemical changes :funda- posite one side are given mental laws and principles. The properties of C. Solution when two sides and an included the common elements and their compounds angle are given with their application to agriculture are stud- D. Applications involving areas of land and ied. Laboratory sessions are designed to give volumes of storage facilities practical application of the theory expressed in lectures. VIII. Use of Slide Rule in Solving Problems In- The teaching of chemistry should be supple- volving Logarithms and Trigonometry mented by demonstrations, models, and related A. Solutions of right triangle by slide rule work in the laboratory. B. Solution of oblique triangle by slide rule Laboratory experiments include gas laws, C. Solution by slide rule of problems involving diffusion, separation of liquids and solids, melt- angles less than 5 degrees ing and boiling points of compounds, titration D. Logarithmic solution of right triangles determinations, chemical changes, and pH de- E. Logarithmic computations on a slide rule terminations. Later on in the course are oxidation-reduction reactions, chemistry of water, IX. Introduction to Concepts of Calculus solutions, colloids, precipitation, and chemical A. The necessity of knowing the meaning of analysis. By performing experiments in the lab- calculus oratory, students acquire a facility for han- B. The delta method dling laboratory equipment, laboratory proce-

129

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. aim, 44-a.a....,aaaaaa,,,aalaaaaa...,...... a.araa.a.a.aaaraa a . dure, and an introduction to precise measure- II. Periodic Table ments. A. Classification of elements The instructor will relate the lecture and B. Determination of atomic numbers laboratory principles to practical application C. Arrangement of modern periodic table whenever possible. Students should be told 1. Period where the various tests or measurements are 2. Group of family used in industry. Liaison with the instructors a. First period of technical subjects, where chemical princi- b. Second period ples are reinforced, is desirable to stress the c. Third period practical application of chemistry to agricul- d. Fourth period ture. e. Fifth period f. Sixth period Major Divisions g. Seventh period Class hours D. Value of the periodic table I. Atomic Structure 2 II. Periodic Table 2 III. Molecules and Valence III. Molecules and Valence 2 A. Vocabulary IV. Oxidation and Reduction 3 B. Valence V. Laws of Gases 3 1. Atoms combine to form molecules VI. Chemical Formulas and Equations 4 2. Different combining capacity VII. Acid-Base Relationships 4 C. Definition of valence VIII. Water and the Liquid State 4 D. Cause of valence IX. Solutions 2 1. Types of chemical loading X. Colloids 2 a. Ionic XI. Organic Compounds 4 b. Covalent Total E. Atomic structure and chemical loading F. Structure of crystalline solids Units of Instruction 1. Element with several valences L Atomic Structure 2. Radicals A. Matter G. Table of valences and radicals 1. Definition 2. Mass, weight, density IV. Oxidation and Reduction 3. States of matter A. Oxidation defined a. Solid B. Combustion b. Liquid C. Extinguishing fires c. Gas D. Spontaneous combustion B. Energy E. Products of oxidation 1. Definition F. Reduction defined 2. Forms ofenergy G. Oxidation and reduction occur simulta- a. Potential neously b. Kinetic H. Oxidation numbers 3. Law of conservation of matterand I.Oxidizing and reducing agents energy C. Atomic Theory V. Laws of Gases 1. The atom A. Vocabulary a. Nucleus B. Pressure changes affect gas volumes b. Electrons 1. Temperature 2. Mass of the atom 2. Pressure 3. Atomic number of an atom 3. Standard temperature and pressure 4. Isotopes 4. Boyle's Law 5. Atomic weights C. Temperature changes affect gas volumes

130 1. Kelvin Temperature Scale E. Characteristics of hydroxides 2. Charles' Law F. Standard solutions D. Gas law formulas 1. pH of a solution 1. Combined use of Boyle's and Charles' 2. Known molality solution Laws 3. Known molarity solution 2. The behavior of real gases 4. Standard of equivalent weights 5. Standard solution of known normality VI. Chemical Formulas and Equations G. Standard solutions and titration A. Chemical composition 1. Method 1. Significance 2. Indicators in solution 2. Molecular weight H. Salts a. Formula weight of acompound 1. Definition from its formula 2. Reactions which produce salts b. Finding percentage composition of 3. Naming of salts a compound c. Determiningempirical formula VIII. Water and the Liquid State of a compound A. Physical properties B. Chemical equations B. Used as a standard 1. Definition C. Chemical behavior of water 2. Factors in equation writing D. Composition of water by volume 3. Procedure in writing equations 1. Analysis 4. General types of chemical reactions 2. Synthesis a. Composition reactions E. Composition of water by weight b. Decomposition reactions (six F. Purification of water classes) G. Law of multiple proportions c. Replacement reactions(four classes) IX. Solutions d. Double replacement reactions A. Vocabulary 5. Many reactions are reversible B. Properties of solutions 6. Energy of reactions C. Types of solutions a. Energy of activation D. Solution equilibrium b. Activity series of the elements E. Effect of pressure on solubility C. Weight relations in chemical reactions F. Influence of temperature on solubility 1. Gram-atomic weight of element G. Solvents are selective 2. Mole of a substance H. Freezing and boiling points differ from 3. Solving weight problems those of their solvents a. Proportion method I. Molecular weights of solutes b. Arithmetic method 3.Crystallization c. Mole method D. Molecular composition of gases X. Colloids 1. Law of combining volumes of gases A. Suspensoido 2. Gay-Lussac's Law 1. Characteristics 8. Avogadro's Hypothesis 2. Suspensoid preparation 4. Molar volume of a gas 8. Precipitation of suspensoids 5. Molecular weight of gases B. Emulsoids 1. Characteristics VII. AcidBase Relationships a. Common gels A. Vocabulary b. Biocolloids B. Important acids C. Modern definition of an acid XI. Organic Compounds D. Definition of a base A. Fuels

131 1. Measuring heat content of a fuel aration of oxygen and hydrogen, reversible 2. Solid fuels reactions, and neutralization. (6 hours) a. Wood 10. Study the chemistry of water such as salt b. Peat and mineral determination, hardness, pH, c. Lignite hydrolysis, hydration, and synthesis.(9 d. Coal, coke hours) 3. Liquid fuels 11. Applyoxidation-reductionreactions.(6 4. Gaseous fuels hours) a. Natural gas 12. Make solutions and demonstrate solubility. b. Coal gas (9 hours) c. Bottled gas 13. Study colloids such as preparation and co- d. Explosive range of a gas agulation, turbidity of water, osmosis, vis- B. Petroleum cosity of oil. (6 hours) 1. Native, origin 14. Cause a precipitate to form from solutions 2. Refining recover and measure the precipitate.(6 3. Determining a good motor fuel hours) 4. Cracking 15. Practice chemical analysis. (6 hours) 5. Other products 16. Perform separating and distilling experi- C. Hydrocarbon substitution products ments. (6 hours) 1. Halogen substitution products of methane Texts and References 2. Carbon tetrachloride CRAFTS, The Chemistry and Mode of Action of Herbi- D. Alcohols cides E. Ethers, aldehydes, ketones, organic DULL and others, Modern Chemistry FREY, College Chemistry acids, esters GREGG, Principles of Chemistry 1. Products HOLUM, Elements of General and Biological Chemistry 2. Ethers 'sr; -,HAMKIN7 Laboratory Problems Manual of General 3. Formaldehyde Chemistry 4. Acetone NITZ, Introductory Chemistry 5. Organic acids :acetic, oxalic, tartaric, PAULING, College Chemistry QUAGLIANO, Chemistry citric, salicylic ROUTH, Fundamentals of Inorganic, Organic and Bio- 6. Esters : fruit flavors logical Chemistry F. Soap and soapless detergents RUSSELL, Study Guide for Sienko and Plane Chemistry 1. Products SANDERSON, Principles of Chemistry 2. Saponification SIENKO and PLANE, Chemistry: Principles and Proper- 3. Soapless detergents and wetting ties WOOD and KENNAN, General College Chemistry agents Visual Aids Suggested Laboratory Projects (96 hours) American Society for Metals, Metals Park, Ohio 44073 1. Practice elementary chemistry, laboratory Metal Crystals in Action, 16mm., sound, color, 30 techniques. (3 hours) minutes 2. Experiment with solids and liquids.(6 Encyclopedia Britannica Films, 1150 Wilmette Avenue, hours) Wilmette, Ill. 60091 A series of 160 motion pictures done in cooperation 3. Study Charles' Law of Gases. (6 hours) with the American Chemical Society, all 16mm., sound, 4. Separate liquids and solids. (6 hours) color, varying lengths of running time. Included are: 5. Find melting and boiling points of com- Gases and Gas Laws, Acids and Bases, Titration, pounds. (6 hours) Equilibrium, pH and Buffering, Thermochemistry, 6. Evaluate acids and bases. (6 hours) Laboratory Techniques, Organic Chemistry, Periodic Table, Oxidation and Reduction, Electrolysis, and 7. Make titrations. (6 hours) Qualitative Analysis 8. Perform pH determinations. (3 hours) Modern Talking Pictures, 160 East Grand Avenue, 9. Determine chemical changes such as prep- Chicago, Ill. 60611

132 Valence and Molecular Structure, Pauling Series, 3 which are fundamental to the growthand devel- films, 16mm., sound, color, 50 minutes opment of crop plants. National Bureau of Standards, Office cfTechnical In- formation andPublications,Washington,D.C. Major Divisions Class hours 20234 Trapping of Free Radicals at Low Temperatures, I.Utilization, Classification, Basic 16mm., sound, color, 131/2 minutes Design of Crop Plants 4 Shell Oil Co., Film Library, 149-07 NorthernBoulevard, II.Plant Structures 8 Flushing, N.Y. 11354 III. Fundamental Plant Processes 16 Crude Oil Distillation, 16mm, sound, 13 minutes,color IV. Heredity in Crop Plants 2 University of Iowa, Iowa City, Iowa 52240 2 Atomic Models, Valence, and ThePeriodic Table, V. Plant Ecology 16mm., sound, color, 44 minutes Total 32 61st Street, New Sterling Movies U.S.A., Inc., 43 West Units of Instruction York, N.Y. 10036 The Lead Matrix, 16mm, sound, color, 27minutes I. Utilization, Classification,Basic Design of U.S. Atomic Energy Commission,Division of Public Crop Plants Information, Washington, D.C. 20545 "A" is for Atom, 16 mm, sound, color, 15 minutes A. Utilization of plants by man Ward's Natural Science Establishment,Inc., Post Of- 1. Food fice Box 1712, Rochester, N.Y. 14603 a. For man Periodic Table of the Elements (Wallchart) b. For livestock and game E. H. Sargent & Co., 4647 West FosterAvenue, Chi- 2. Fiber cago, Ill. 60630 Oxidation-Reduction Reactions Predictor (chart) a. Lumber Metric System (chart) b. Fuel E. H. Sargent & Co., 4647 West FosterAvenue, Chicago, c. Tobacco Ill. 60630 d. Others Organic Structure (models) 3. Aesthetic value 4. Recreation Crop Botany 5. Temperature regulation 6. Drugs and stimulants Hours Required 7. Others Class, 2 ; Laboratory, 3. B. Plant Classification 1. The taxonomic system Course Description a. History A course designed to providestudents with b. The pattern a workingknowledge of the fundamental struc- (1) Thallophytes tures and processes of plants.Topics included (2) Bryophytes are plant anatomy,physiology, morphology, re- (3) Tracheophytes, vascular plants production, and genetics as theyrelate to crop (aa) Gymnosperms production. In the laboratory studentswill con- (bb) Angiosperms duct experiments to betterunderstand basic 2. Important crop families plant structures and processes. a. Monocotyledons Students are expected to learn thebotanical (1) Gramineae terminology and function of eachplant organ (2) Liliaceae and emphasis will be placed uponthose physio- b. Dicotyledons logical processes which are ofdirect economic (1) Rosaceae significance to crops. (2) Solanaceae In the laboratory, students willlearn to iden- (3) Malvaceae tify the various anatomical structuresand will (4) Compositae have the opportunity to explorethe physiolog- (5) Leguminosae ical processes of the plant. Plantmaterials uti- 3. Other systems of classification lized for study will illustrate, asnearly as pos- a. Life cycle sible, those aspects of anatomyand physiology b. Growth habits : height, etc.

133 c. Economic significance (2) Phloem d. Utilization by man (3) Epidermis e. Environmental requirements c. Annual rings C. Basic design of crop plants (1) Significance of health 1. Cell structure (2) Abnormalities a. Cell theory (3) Rays b. Nucleus and cytoplasm (4) Knots c. Cell surface B. Roots d. Types of cells 1. Functions 2. Tissues a. Adsorption a. Meristematic b. Conduction b. Epidermal c. Storage c. Cortex d. Anchorage d. Vascular e. Reproduction e. Pith 2. Root types and extensiveness of root 3. Organs system a. Roots a. Tap root b. Stems b. Fibrous c. Leaves c. Adventitious d. Flower parts, fruit, seed d. Primary, secondary, rootlets, root hairs II. Plant structures 3. Cellular structure of root hairs and A. Stems root caps 1. Functions C. Leaves a. Support 1. Functions b. Conduction a. Photosynthesis c. Storage b. Transpiration d. Photosynthesis c. Protection 2. Types of stems d. Storage a. Woody e. Reproduction b. Monocotyledons 2. Types and persistence c. Herbacedus dicotyledons a. Dicotyledons v. monocotyledons d. Modified stems b. Gymnosperms of coniferales order (1) Tubers c. Simple v. compound (2) Twining d. Evergreen v. deciduous (3) Rhizomes 3. Modifications (4) Stolons 4. Anatomy (5) Bulbs and corms a. Epidermis and cuticle 3. External anatomy b. Stoma and guard cells a. Buds, types and functions (1) Palisade parenchyma (1) Flower (2) Spongy parenchyma (2) Leaf c. Veins (3) Mixed d. Epidermal hairs b. Nodes and internodes D. Flowers c. Leaf scars 1. Function : reproduction d. Lenticels 2. Types e. Thorns a. Monocotyledons, grass 4. Internal anatomy b. Dicotyledons, legume and composite a. Meristematic tissue c. Perfect and imperfect b. Permanent tissues d. Raceme and cyme (1) Xylem 3. Flower parts

134 a. Petals (2) Plumule b. Sepals (3) Coleoptile c. Stamen (4) Coleorhiza 1) Anther, pollen b. Endosperm (2) Filament c. Seed coat d. Pistil (1) Ovary, ova III. Fundamental Plant Processes (2) Style A. Photosynthesis (3) Stigma 1. Importance and magnitude e. Receptacle 2. Mechanism of photosynthesis E. Fruit a. Hill's reaction 1. Function b. Equation 2. Types and development 3. Efficiency of photosynthesis a. Simple a. Light (1) Pod, legumes b. Water (2) Follicle, milkweed 4. Factors influencing the rate (3) Capsule, pigweed a. Internal factors (4) Silique, crucifers b. External factors (5) Achene, composite 5. Inputs : sources and function (6) Caryopsis, grains a. Carbon dioxide (7) Samara, elm b. Water (8) Schizocarp, carrot c. Light (9) Nut, walnut 6. Chloroplasts (10) Drupe, peach 7. Enzymes, minerals and structuralcon- (11) Berry, tomato ditions (12) Pome, apple 8. Products b. Aggregate, strawberry a. Oxygen c, Multiple, fig b. Sugar F. Seeds 9. Measuring photosynthesis 1. Function, reproduction B. Transpiration 2. Dispersal methods and devices 1. Definition and importance a. Wings 2. The process b. Plumed seeds a. Stomata, guard cell apparatus c. Barbed b. Evaporation d. Sticky seed coat c. Diffusion e. Forceful dehiscence d. Cohesion theory and "transpiration f. Floating pull" g. Consumed and transported by ani- 3. External factors affecting rate oftran- mals spiration 3. Seed anatomy : dicotyledons,bean a. Atmospheric vapor pressure a. Embryo b. Solar radiation (1) Cotyledons c. Atmospheric temperature (2) Radicle, hypocotyl d. Air movement (3) Epicotylor plumule e. Available soil moisture b. Seed coat, testa f. Soil temperature (1) Hilum 4. Internal factors affecting rate oftran- (2) Micropyle spiration c. Endosperm (in castor bean) a. Quantity of stomata 4. Seed anatomy: monocotyledon, corn b. Distribution of stomata a. Embryo c. Position of stomata (1) Hypocotyl d. Cuticle

135 e. Reduction of surface area b. Xylem-tracheids and vessels and f. Epidermal hair cohesive forces C. Adsorption and root-soil-moisture rela- c. Pressure and turgor pressure tions d. Osmosis 1. Wateractive adsorption e. Tension theory vs suction a. Diffusion pressure deficit relations 2. Pathways of water from soil to xylem b. Physiological mechanism of active tissue absorption a. Through cellular membranes and c. Zones of active absorption living cells (1) Root hairs (most important) b. Through cell walls and intercellular (2) Zone of elongation spaces (3) Zone of root suberization and 3. Mechanism of mineral transport lignification a. Xylem tissue d. Factors inhibiting absorption b. Water flow to top of plant (1) Flooded soil c. Mobile minerals (2) Excessive salts in soil solution (1) Nitrogen e. Guttation (2) Phosphorus 2. Water, passive absorption (3) Sulfur a. Transpiration pull d. Minerals of less mobility b. Tension in xylem tissue (1) Calcium 3. Draught resistance (2) Iron a. Leaf modification 4. Phloem and sugar transport b. Colloidal gels a. Sieve-tubes, living cells c. Root modifications b. Companion cells 4. Effects of water deficits on plant c. Mechanism of transport processes (1) Active transport involving a. Reduction of growth individual molecules b. Reduction of photosynthesis (2) Flow of entire solution c. Sugar and amino acid accumula- (3',Pressure flow hypothesis tions E. Turgor pressure d. Assimilation product accumulation 1. Definition and operation e. Increased respiration a. Differentially permeable membrane fi "Hardening" b. Free movement of water 5. Mineral absorption c. Guard cells and all cells a. Diffusion process 2. Controlling factors for diffusion b. Absorption against diffusion a. Presence of solute particles in the gradient and energy required water c. Selectivity and concentration b. Existence of a turgor pressure d. Active adsorption during periods of c. Temperature no water absorption d. Presence of water attracting e. Factors affecting colloids (1) Oxygen content of microenvir- 3. Wilting and plasmolized cells onment a. Lack of turgor pressure (2) Enzymelike carriers. b. Osmotic water loss to medium mole (3) Availability concentrated than cell (4) Zone of absorption c. Plasmolyzing solution (5) Age of root or root hairs d. Application to wilting and irriga- (6) Respiration rate tion of crop plants D. Conduction: water, solutes, and sugars F. Growth and development 1. Mechanism of water transport 1. Cell elongation a. Transpiration a. Frey-Wyssling theory of bipolar

136 addition of parallelized microfibrils i.Agricultural application of growth b. Factors affecting regulators (1) Nutrition of cytoplasm (1) Rooting of woody cuttings (aa) Auxin concentration (2) Production of parthenocrapic (bb) Phosphate enzyme fruit activity (3) Production of larger fruit (cc) Amino acid concentra- (aa) Flower thinning tions (bb)Fruit thinning (dd) Nitrogen (4) Preventing sprouting of pota- (ee) Unknown enzyme sys- toes, onions, and nursery stock tems (5) Prevention of preharvest fruit (2) Respiration rate drop (3) Stage of development (6) Delay or hastening of fruit (4) Temperature maturity 2. Cell multiplication (7) Induction of flowers (pine- a. Meiosis, reduction division apple) b. Mitosis (8) Herbicides, especially 2, 4D (1) Precise doubling of chromo- G. Reproduction somes 1. Pollination (2) Separation to daughter nuclei a. Agents of pollination (3) Cytoplasmic division b. Types of pollination 3.cs Cell and tissue differentiation (1) Self a. Protoderm (2) Cross (1) Epidermis and cuticle c. Compatibility (2) Protection d. Pollen germination (3) Gas exchange 2. Fertilization b. Ground meristem a. Growth of pollen tube into embryo (1) Pith sac. (2) Cortex b. Sperm cell enter egg (3) Pith rays c. Sperm cell enter endosperm c. Procambium d. Withering of stigma and style (1) Phloem 3. Development of the seed (aa) Sieve tube a. Growth and development of the (bb) Companion cells zygote to form embryo (cc Fibers b. Development of primary endosperm (dd) Parenchyma cell to form endosperm (2) Vascular cambium c. Development of the integument to (3) Xylem form seed coat (aa) Tracheids d. Absorption of nucellar tissue (bb) Vessel members e. Development of ovary tissue to (cc)Fibers form fruit (dd) Parenchyma 4. Germination 4. Plant growth regulators a. Factors essential for proper a. Plant regulators: promote or inhibit germination b. Growth regulators (1) Viable seed c. Flowering regulators (2) Dormancy overcome d. Phytohonnones, produced by plant (3) Proper environment e. Growth hormones (aa) Proper temperature f. Flowering hormones (bb) Oxygen g. Auxins (cc) Moisture h. Antiauxins (dd) Light on some seeds

137 b. The process of germination ty acids and elimination of 3 mole- (1) Imbibition of water miles of water (2) Swelling and often seed coat d. Importance of enzymes rupture e. Insolubility of fat (3) Enzyme activity f. Digestion of fat to glycerol and fatty (4) Respiration increase acids with aid of water and enzymes (5) Trans location of nutrients g. Application to oil crops (6) Cell elongation and multiplica- 4. Protein synthesis and digestion tion a. Amino acids from sugar nitrogen (7) Radicle emerges and often sulfur c. Dormant seeds b. Conversion of amino acids and phos- (1) Reasons for dormancy phorus to protein, with elimination (2) Kinds of dormancy of water (aa) External: seed coat im- c. Complex intermediate steps pervious to gasses or d. Importance of enzymes moisture e. Resulting products of digestion (bb) Internal: after ripening, (1) Amino acids seeds which do not germi- (2) Phosphorus nate whensubjectto (3) Organic acids and ammonia proper environment and (4) Carbon dioxide and water lack external dormancy f. Amino acids resulting from digestion (3) Methods of overcoming dorman- and resynthesis cy g. Applications to high protein crops (aa) Scarificatiop 5. Assimilation (bb) Treatment with acid or a. Definition hot water b. Location and process of assimilat- (cc)Light treatment ing (dd) Stratification (1) Pigments (ee)Gas treatment (2) Gums, resins, mucilages (4) Kinds of germination (3) Tannins (aa) Hypogeal (4) Latex (bb) Epigeal (5) Alkaloids H. Plant Biosynthesis (6) Antibiotics 1. Starch synthesis (7) Poisons a. Glucose-1-phosphate to amylose (8) Phytohormones b. Glucose-1-phosphate to amylopectin (9) Vitamins c. Combination of amylose and amylo- (10) Enzymes pectic to form starch. c. Importance and agriculturalappli- d. Enzymes necessary cations e. Complex intermediate steps I. Respiration f. Insolubility of starch 1. Definition g. Starch accumulations in crop plants 2. Enzymes in the reaction 2. Starch digestion 8. Mechanism of respiration a. Hydrolylic process 4. Factors affecting respiration b. Formation of maltose or glucose a. Temperature c. Amylase enzymes and intermediate b. Carbon dioxide concentration steps c. Oxygen concentration 3. Fat synthesis and digestion d. Light and nutrition a. Ratio of hydrogen to oxygen 5. Applications to crop plants b. Sugar to glycerol and fatty acid J. Abscission c. Combining of glycerol and three fat- 1. Definition and occurrence

138 a. Leaf fall C. The lithosphere b. Flower and fruit drops 1. Minerals and plantresponses 2. The mechanism a. Toxic minerals a. Cell division b. Deficiencyresponses b. Middle lamella breakdown (1) Nitrogen c. Cell dissolving (2) Phosphorus d. Cork formation (3) Potassium e. Vessel plugging by gums or tyloses (4) Calcium 3. Agricultural importance c. Selectivity and mineral accumulation a. Cotton and defoliants by roots b. Apple and pear drop 2. Soil c. Citrus drop a. Anchorage potential and reponse IV. Heredity in crop plants (1) Depth A. History and importance of plant genetics (2) Particle size B. Laws of inheritance (3) Tilth C. Review of meiosis b. Water holding ability D. The monohybrid and dihybridcrosses c. Air potential 1. Dominance and recessiveness d. Organic matter 2. Homozygous and heterozygous e. Color and heat relations E. Inbreeding andcross breeding D. The atmosphere 1. Hybrid corn 1. Temperature 2, Hybrid alfalfa 2. Light intensity and day length F. Interactions ofgenes and modified ratios 3. Wind tios 4. Contents G. Linkage and crossingover a. Pollutants H. Breeding to develop diseaseor insect re- b. Moisture c. Oxygen cycle c sistant strains

!CMS INCA a/CM.. C.---- I. Mutations -----Irtarbon cycle J. Laws of probability and applicationto 8. Nitrogen cycle crop breeding E. The biosphere 1. Plants V. Plant Ecology a. Symbiosis, disjunctive :plants not A. Importance of ecology in contact with each other 1. Food supply (1) Nutritive:onederivesfood 2. Fiber, forest through cotton from others 3. Individual plant, autecology (aa) Antagonistic 4. Plant communities, synecology (bb) Reciprocal B. The hydrosphere (2) Social 1. The water cycle (aa) Competition 2. Response of plants (bb) Beneficial a. Drouth b. Symbiosis, conjunctive b. Excessive water (1) Mutualistic: both plants benefit 3. Thermal properties ofVV4 ar (2) Commensalistic:one plant ben- a. Cooling fits, the other not harmed b. Thermal energy storage (3) Parasitic:one benefits while c. Heat Absorption other suffers 4. Water quality a. Salt content Suggested Laboratory Projects (48 hours) b. Mineral content 1. Classify and identifycrop plants. (3 hours) (1) Boron 2. Classify and identify stem anatomy,includ- (2) Selenium ing buds. (3 hours)

139 3. Classify and identify root annatomy,micro- General Courses scopic work. (3 hours) 4. Classify and identify leaf anatomymicro- Agricultural Economics scopic work. (3 hours) Hours Required 5. Classify and identify flowers andfruits. (3 hours) Class,3; Laboratory, 0 seeds. (3 6. Classify and identify pollen and Course Description hours) 7. Determine influences of environment upon A course in the economic development of photosynthesis. (3 hours) modern agriculture. The economic problems of 8. Measure and experiment withtranspira- agricultural production and marketing are cov- tion. (3 hours) ered. The changing role of modern agriculture 9. Experiment with nutrient uptakeby roots. and its social and political implications are (3 hours) emphasized. 10. Measure speed, quantity, andmethods of The material in this course is designedto conduction. (3 hours acquaint the students with the many "prob- 11. Measure and experiment with tugor pres- lems" which comprise the so-called "farmprob- sure. (3 hours) lems" in the United States. The course is more regulators on crop market oriented than production oriented. The 12. Experiment with growth in plants. (3 hours) problems of farm management are included environmental con- other courses. 13. Determination of ideal current ditions for various crop seeds also conduct The instructor must keep abreast of statistics and articles on agricultural economics experiments with seed dormancy. (3 hours) information presented in class is as 14. Experiment with respiration andsynthesis so that the of complex molecules by plants.(3 hours) current as possible. 15. Work genetic problems andmake micro- Major Divisions scopic studies of abscission. (3 hours)) Class hours 16. Take a field trip to observefactors in crop I. Introduction to Agricultural ecology. (3 hours) Economics 6 II.Agricultural Production 6 Texts and References Agricultural Prices 6 III. 41 GALiTorr, The Life of the Green Plant IV. Domestic Consumption STEWARD, Plants at Work and Marketing 6 WEISZ and FULLER, The Science ofBotany V. World Consumption and International Trade 3 Visual Aids VI. Economic Resources 3 Coronet Films, Coronet Building, Chicago, Ill.60601 in Agriculture Plant Tropisms and other Movements,color, 16mm, VII.Agricultural Control 6 11 minutes VIII.Economics of Local Agriculture__ 3 Encyclopedia Britannica Films, EncyclopediaBritan- IX.Public Relations in Agriculture__ 6 nica Education Corp., 425 North MichiganAvenue, X.Future Trends in Chicago, Ill. 60611 Agricultural Economics S Seed Dispersal (2nd edition) Total...,...estzaa..1.11.2C.C112 ======.11. 48 Plant MotionsRoots, Stems, Leaves,color, 16mm, 11 minutes Units of Instruction Roots or Plants and edition, black &white, 16mm, 11 minutes I. Introduction to AgriculturalEconomics The Growth of Plants, color, 16mm, 21 minutes A. Definition of terms American 1.13.5., McGraw-Hill Text FilmDivision, 1. Agricultural economics 880 West 42nd Street, New York, N.Y.10018 Multicellular Plants, color, 16mm, approx. 28minutes 2. Economic laws A series of 10 films on plant parts andfunctions 3. Applied v. pure science

140 B. Size and scope of agriculture VI. Economic Resources in Agriculture 1. Farming phase A. Land 2. Service and supply phase 1. Acreage in use 3. Marketing and distribution phase 2. Farm sizes C. The agricultural revolution 3. Future trends 1. Relationship to industrial revolution B. Labor 2. Economic developments 1. Part-time farming 3. Our present economic system 2. Age of farm population 3. Effects of rural development II. Agricultural Production C. Capital A. Nature of farm production 1. Reasons for increase 1. Number of farms 2, Past, present, and future sources 2. Definition of a farm 3. Uses of financing 3. Farm size and income D. Technology 4. Family vs corporate farms 1. Means of development B. Supply and demand 2. Adoption by farmers 1. Law of supply and demand 3. New farm philosophy 2. Elasticity 3. Law of diminishing returns Agricultural Control Private companies or corporations 1. Through integration III. Agricultural Prices 2. Contract farming A. Price determination 1. Purpose of pricing Government 1. Production controls 2. Cost-price squeeze B. Attempts at price stabilization 2. Acreage controls 1. Effects of wars and depression 3. Water use 2. Effects of government programs 4. Taxation policies Farm groups IV. Domestic Consumption and Marketing 1. Bargaining associations 2. Cooperatives A. Nature of agricultural marketing 3. Marketing orders 1. Problems Social and political implications 2. Promotion programs 1. Commercial v. part-time farms B. Consumption of agricultural products 2. Relationship of government and farm- 1. Population growth 2. Industrial uses ers 3. Possible ways to increase VIII. Economics of Local Agriculture A. Size and scope in state V. World Consumption and International Trade 1. Income A. World consumption 2. Commodities 1. Population growth B. Trends in production 2. Need vs effective demand 1. Increasing enterprises 3. Interaction of domestic and world pro- 2. Decreasing enterprises duction 3. Specialization B. Agricultural exports 4. New commodities 1. Size and scope 2. Leading commodities IX. Public Relations in Agriculture 3. Leading importing countries A. Public relations C. Common market developments 1. Definition 1. Europe 2. Uses in agriculture 2. Central America 8. What city people should know about 3. Latin America farming

141 B. Implementing a public relations program the laboratory. Extra use of the laboratory by 1. The individual farmer students should also be encouraged. 2. Farmer organizations The laboratory materials are designed to al- 3. Laws affecting agriculture : odors, dust, low students to progress at theirown rate and etc. provide for periodic testing. The types of teach- 4. Interdependence of farm and city ing materials included are onlya sample of 5. Agriculture's image in Congress those available and new ones are available daily. X. Future Trends in Agricultural Economics The teacher should keep abreast of new mate- A. Farming in the future rials as they are produced and evaluate them 1. Effects on major enterprises for inclusion in the course. Problems in production Major Divisions 3. Problems in marketing Class hours B. The new farm philosophy I.Communication and the 1. The agri-business concept Technical Specialist 4 2. Who will be farmers II. Using Resource Materials 4 3. Who will control farming III.Sentence Structure 10 IV. Written Expression 20 Texts and References V. Talking and Listening 14 HATHAWAY, Problems of Progress in the Agricultural VI. Improving Reading Efficiency 12 Economy Total 64 ROY, Contract Farming U.S.A. SCHULTZ, Economic Crises in World Agriculture Units of Instruction SNODGRASS and WALLACE, Agriculture Economics and Growth I. Communication and the Technical Specialist VINCENT, Economics and Management in Agricultwe A. Why the technical specialist must be pro- ficient in the art of communication Communications Skills B. Why written communication is an essential skill Course Description 1. Statements and facts Class, 4; Laboratory, 3. 2. Expression of ideas 3. Technical reporting Course Description a. Formal A course in oral and written communication b. Informa: designed to promote greater competency in re- 4. Use of graphics to illustrate written communications cording, talking, writing, and listening. The laboratory period provides practice in the various C. Why oral communication is an essential skill skillsusing teaching machines, programed learning, and other instructional aids. It also 1. Person-to-person expression of ideas includes some practice by every student in and thoughts speaking before the class an exercise usually 2. Verbal reporting best adaptable to class sections not exeeeding D. Diagnostic tests 25 or 30 students. II. Using Resource Materials This course may be adapted to large or small A. Orientation in the use of the library lecture sections. The laboratory should be open 1. Major systems of classification all day and evenings too, if school schedules a. Dewey decimal system (most permit. The laboratory should be staffed with common system) a technical teaching assistant to help students b. Library of Congress system operate the machines, and teachers should be 2. Use of individual learning aids and availabletogive individualhelp.Students equipment should be assigned to at least three hours of lab- B. Aids in using the library oratory per week and should check in and out of 1. Call numbers

142 2. Card catalogue English Language (Funk and Wag- 3. Vertical file nalls) 4. Open stack libraries e. Webster's NewInternational Dic- 5. Closed stack libraries tionary of the English Language 6. Parts of a book 7. Yearbooks C. Examples of reference books a. The AmericanYearbook 1. General reference sources b. Annual Register a. Besterman, WorldBibliographies c. Information PleaseAlmanac of Bibliographies d. National Catholic Almanac b. Bibliographic Index: ACumulative e. Statesman's YearBook Bibliography of Bibliographies f. Whitaker's Almanac 2. Catalogues 8. Atlases and gazetteers a. The Booklist a. ColumbiaAtlas b. Publisher's Trade List Annual b. Columbia-Lippencott Gazetteerof c. The Reader'sAdviser and Book- the World man's Manual c. EncyclopediaBritannica World d. The United States Catalog Atlas e. The CumulativeBook Index d. Hammond's Ambassador World 3. Indexes to magazines, newspapers, Atlas and essays e. Rand McNallyCommercial Atlas a. AnnualMagazine Subject Index and Marketing Guide b. American News- 9. Guides to pamphlets and bulletins papers, 1821-1949 a. United StatesGovernment Publica- c. Directory ofNewspapers and tions Periodicals b. Subject Guide to UnitedStates Gov- d. International Index to Periodical ernment Publications Literature,1907 to date c. A PopularGuide to Government e. New York TimesIndex Lit- Publications f. Readers' Guide to Periodical d. United States GovernmentPubli- erature, 1900 to date cations: Monthly Catalog 4. Encyclopedias e. Catalog of thePublic Documents a. Chamber'sEncyclopedia of Congress and of All Departments b. Encyclopedia Americana of the Government of the United c. EncyclopediaBritannica States for the period 1898-1940. d. New InternationalEncyclopedia 5. Biographies 10. Books of quotations a. Bartlett,Familiar Quotations a. BiographyIndex Quota- b. Current Biography b. Benham, Benham's Book of c. Dictionary ofAmerican Biography tions, Proverbs and Household Biography Words d. Dictionary of Canadian Cyclopedia of Practical e. Dictionaryof National Biography c. Hoyt, New Quotations (British) Quo- f. Who's Who d. Mencken, A New Dictionary of g. Who Was Who tations on Historical Principles 6. Dictionaries (unabridged) 11. Agriculture a. A Dictionary ofAmerican English a. Agriculture Index on HistoricalPrinciples b. Bailey,Cyclopedia ofAmerican Ag- b. New Century Dictionary riculture c. New EnglishDictionary on His- c. Bailey, StandardCyclopedia of torical Principles Horticulture d. New Standard Dictionary of the d. Dictionary of Terms Relating to

143 Agriculture, Horticulture, Forestry, F. Clauses etc. 1. Independent or main clause e. Bradley, Index to Publications of 2. Dependent or subordinating (S-group) the United States Department of a. S-group as part of noun cluster Agriculture, 1901-1930 b. S-group as part of verb cluster f. Yearbook of Agriculture G. Kinds of sentences 1. According to function III. Sentence Structure: What is a sentence? a. Statement (declarative) A. Function words b. Question (interrogative) 1. Noun indicators (determiners) c. Imperative 2. Auxiliaries d. Exclamatory 3. Intensifiers 2. According to construction with clauses 4. Prepositions a. Simple 5. Coordinating conjunctions(coordi- b. Compound nators) c. Complex 6. Subordinating conjunctions (subor- d. Compound-complex dinators) H. Effective sentences a. Adverbial clause markers (subor- 1. Unity dinators) 2. Variety b. Noun and adjectival clause markers 3. Emphasis (relative pronouns) 4. Coherence c. Transitional connectors (transi- 5. Coordination and subordination tional conjunctions) 6. Loose and periodic sentences 7. Balanced sentences B. Review of parts of speech 8. Conciseness C. Sentence patterns 9. Sentence length 1. Subject-transitive verb-direct object 10. Diction 2. Subject-transitive verb-indirect I.Sentence errors obj ect- direct object 1. Fragment 3. Subject-linking verb-predicate 2. Comma splice and runtogether adjective 3. Mixed and illogical constructions 4. Subject-linking verb-predicate noun 4. Faulty coordination or pronoun 5. Faulty subordination 5. Subject-intransitive verb 6. Choppy sentences 6. Subject-passive voice verb 7. Passive voice sentences D. Finding the subject and verb 8. Dangling modifiers 1. Intervening modifying elements 9. Misplaced modifiers 2. Inversions 10. Agreement, reference, case 3. Word groups as subject or verb 11. Confusion of adjectives and adverbs 4. Verb and verbals 12. Trouble with verbs 5. Command and request sentences E. Phrases IV. Written Expression 1. Verbal A. What is a good paragraph? a. Infinitive B. Characteristics of a good paragraph b. Participle 1. Unity c. Gerund 2. Completeness 2. Preposition 3. Coherence a. P-group in the noun cluster and 4. Emphasis verb cluster C. Unity b. Uses of the P-group: noun, adjec- 1. Main idea or topic sentence tive, adverb 2. Positions of main idea

144 3. Inferred main idea 5. Description 6. Combination of methods D. Completeness 1. When is a paragraphcomplete? I.Structuring the outline 2. Length in word orsentence count 1. Sentence outline 3. Length determinedby writer fulfilling 2. Topic outline 3. Paragraph outline his purpose the paragraph E. Coherence J. Written exercises in 1. What is coherence? K. Letter writing 2. Methods of achievingcoherence 1. Business letters a. Consistentpoint of view 2. Personal letters b. Using conjunctionsand other con- L. Mechanics nectives 1. Capitalization 2. Punctuation c. Pronounreference punctuation: period, question d. Repetition of keyideas a. End e. Parallelstructure mark, exclamation point f. Transitional sentencesand para- b. Comma graphs c. Semicolon F. Emphasis d. Colon 1. Methods of achievingemphasis e. Dash f. Parenthesis .By grammatical rank b. By the end andbeginning positions g. Brackets c. Byinversions h. Apostrophe d. By moving words outof their M. Spelling normal positions in a sentence 1. Thomas ClarkPollock's Spelling Re- e. Byusing figures of speech port: List of words sentence 2. Rules f. By an occasional short the final e g. Byarranging items in a series in or- a. Dropping der of climax b. Doubling final consonant h. By using words inspecial ways c. ei or ie d. Changing y to i i. By the periodic sentence of spelling prob- j. By repetition of keyideas 3. Other aids to analysis lems k. By parallel structure prefixes and suffixes G. Simple orders ofdevelopment a. Distinguishing 1. General to particular ordeductive or- from roots b. Words with seed sound der forms, such as procedure, a. Repetitionof topic sentence at end c. Confusing in question to proceed, proceeded b. Sentences arranged letters answer pattern d. Addition of unnecessary 2. Particular to general orinductive or- e. Omissionof necessary letters f. Changing letters around der endings a. Sentencesarranged in order of cli- g. Confused h. Single and doubleconsonants max somewhat alike H. Complex orders ofdevelopment i. Words that sound 1. Comparison, contrast,analogy but spelled differently 2. Analysis 4. Syllabification a. Byclassification 5. Visual memorization b. By partition N. Problems in usage c. By process 1. Adjectives and adverbs d. By cause and effect 2. Case of pronouns 3. Agreement of subject andverb 3. Definition 4. Narration 4. Difficulties with verbs

145 5. Reference of pronouns 3. Transitions 6. Effective sentences 4. Conclusion a. Subordination H. Effective use of language b. Coordination I. Developing an adequate speaking voice c. Parallelism 3. Developing effective body actions d. Dangling modifiers 1. Movement of the whole body e. Misplaced modifiers 2. Gestures f. Shifts in construction 3. Posture g. Comparisons 4. Facial expressions h. Comma splice K. Characteristics of good bodily action i.Runtogether sentences 1. Coordination 2. Vitality V. Talking and Listening 3. Integration A. Characteristics of good speech 4. Timing 1. Worthwhile subject 5. Variety 2. Noteworthy purpose 6. Reserve 3. Good resource materials 7. Appropriateness 4. Captures listener's attention and inter- L. Problems that plague the public speaker est 1. Getting to the platform 5. Effective language and style 2. Where to stand 6. Effective voice and diction 3. Moving around 7. Effective bodily actions 4. What to do with the hands 13. How to select a subject 5. Use of the speaker's stand 1. Sources M. Listening 2. Purpose 1. Reasons for listening 3. Limiting the subject a. For facts C. Four basic objectives b. To analyze facts and ideas 1. Inquiry c. To evaluate facts and ideas 2. Reporting d. For elaboration 3. Advocacy e. For entertainment 4. Evocation f. To improve speaking D. Gaining the confidence of the audience 2. Principles: listening is best 1. Confidence a. When listeners have a stake in what 2. Tolerance and fair play the speaker is saying 3. Friendliness b. When speaker has a stake in what 4. Sincerity he is saying 5. Sense of humor c. When listener's motivation is real 6. Dignity rather than artificial E. Kinds of speeches 3. Basic needs that affect listening 1. Reading from a manuscript a. Self-preservation 2. Speaking from memory b. Property 3. Impromptu c. Social approval 4. Extemporaneous d. Integrity F. Outlining the speech e. Affection 1. Kinds of outlines f. Sentiment G. The divisions of speech g. Taste 1. Introduction h. Pleasure 2. Discussion or body 4. How to listen a. Central idea a. Concentrate b. Major support b. Understand what to listen for c. Minor support c. Critically

146 d. Use mechanical, aids for listening pared projects to give the student an op- 5. Note-taking as an aid to listening portunity to practice the skills of locating, VI. Improving Reading efficiency evaluating, and collecting useful informa- A. Diagnostic tests tion. In addition, it provides colored slides B. Learning about reading for illustrative purposes and machine pro- 1. Speed in reading grams on library orientation. It includes 2. Purpose and difficulty also a guided tour of the library for orienta- 3. Flexibility tion and work in the library on assigned 4. Characteristics of a good reader topics. 5. Getting rid of bad habits A. Using resource materials C. Building a vocabulary (1) Orientation in the use of the li- 1. Types of vocabulary brary 2. Ways of building a vocabulary a. A planned tour of the library a. Context clues 1. Orientation in the use of the b. Direct explanation library c. Indirect explanation 2. Instructions in where library d. Simile materials are placed e. Prefixes, suffixes, roots b. Teaching machine 3. Vocabulary cards 1. Library orientation program D. Reading the paragraph (films, slides, and other pre- 1. Locating the main idea pared materials) 2. Ferreting out facts (2)Aids to using the library 3. Drawing inferences a. Teaching machines 4. Sensing tone b. Prepared materials 5. Noting the structural organization c. Independent projects 6. Skimming and scanning for specifics (3)Reference books 7. Following pronoun references a. Independent projects 8. Making conclusions b. Prepared materials 9. Following the guide words (4) Tests and exercises E. Skimming 2. Practice Skills Involving Sentence Struc- 1. Purpose of skimming ture (10 hours) 2. Skimming the whole This laboratory is organized around ma- 3. Skimming an article terials with which the student may do in- 4. Previewing a book dependent study.It may be necessary, F. Scanning therefore, for the teacher to create his own 1. Differencebetweenskimmingand program for the teaching machines,al- scanning though there are some programs available 2. Skill of scanning at the present time and there will be many G. Intensive reading: study type reading more programs in the future. The labora- 1. Using the "SQ3R" method tory program which follows stresses four a. Survey kinds of materials: teaching machines in- b. Question cluding films) ; autoinstructionalpro- c. Read gramed books already on the market, such d. Review as English 2600, English 3200, and Correct e. Recall Writing;varioustraditionalworkbooks 2. Outlining what is read like From Sentence to Paragraph by Albert E. Di Pippo and A Workbook for Writers Suggested Laboratory Projects (48 hours) by Sachs and others; and exercises and 1. Practice skillsof information discovery tests already published or new materials and collection (8 hours) prepared especially for the laboratory by This laboratory is organized aroundpre- the department or individual teacher.

147 A. Sentence Structure Correct Writing (1)Function words English 3200 a. Teaching machine c. Paragraph materials prepared b. Lists prepared by teachers or in for the laboratory using over- reference books, such as Under- head projector standing English by Paul Rob- (9) Show sentence errors erts and Form in Modern Eng- a. By teaching machines lish b. By autoinstructional texts, such c. Exercises and tests as: Correct Writing (2) Review of parts of speech English 3200 a. By teaching machine c. Use A Workbook for Writers b. By autoinstructional texts, such d. By prepared sentence and para- as: English 3200 graph materials for overhead c. By use of a Workbook for projects Writers 3. Practice skills involving written expres- d. Exercises and tests sion (10 hours) (3) Sentence patterns The laboratory is designed primarily to aid a. Use teaching machines the student in improving his mechanics b. Use autoinstructional texts, such and usage including capitalization, punctu- as: Correct Writing ation, and spelling. At the present time c. Use A Workbook for Writers there are some programs in these areas d. Exercises and tests already designed for teaching machines. (4) Finding the subject and verb Since most of the materials in parts one a. Use teaching machines through 11 will be covered in class lectures b. Use autoinstructional texts, and written assignments, the laboratory such as: Correct Writing materials may be used independently by the c. A Workbook for Writers student to help him correct errors in his d. Exercises and tests written work. He may work also with films, texts, and SRA Compositon material. (5)Phrases a. Use teaching machines A. Written Expression b. Use autoinstructional texts, (1) Use programed materials, such as: such as: Correct Writing a. Ferster, Programed College c. A Workbook for Writers Composition d. Exercises and tests b. Shurter and Reid, A program for Effective Writing (6) Clauses c. Bergman, Paragraph Rhetoric: a. Use teaching machines A Program in Composition b. Use autoinstructional texts, such (2) Use of films as: Correct Writing English 3200 (3) Use of SRA contemporary composition by Peterson c. Use A Workbook for Writers (4) Mechanics d. Exercises and tests a. Teaching machines (7) Kinds of sentences la. Practice punctuation pro- a. Use teaching machines gram b. Exercises and tests 2b. Use independently prepared (8) Effective sentences: rhetorical pat- programs terns b. Use programed texts, such as: a. Use teaching machines Palmer, The English Sentence: b. Use autoinstructional texts, such A Programed Course as: Effective Writing Hook and Stevens, Competence

148 in English: A Programed `include also among its reference materials Handbook many printed copiesof famous speeches. It Ferster, Programed College should include also films on speakingand the Composition, listening. Some recommended films are Everett, Dumas and Wall, Cor- following: rect Writing University of Illinois, Using yourVoice Blumenthal English 2600 University of Indiana, Movements andGes- c. Useworkbooks, such as: tures Sachs and others, A Workbook University of Indiana, TalkingOurselves for Writers into Trouble Hodges and Laws, Harbrace A. Talking and Listening College Workbook (1) Study tapes of famous speeches d: Tests and exercises (2) Tape speeches of your own com- (5) Spelling position a. Use programsprepared for (3) Tests and exercises onorganiza- teaching machines tion, outlining, listening b. Use programed texts, such as: 5. Practice in improvingreading efficiency Hook, Spelling 1500: A Program (10 hours) Smith, Spelling by Principles The reading laboratory isdesigned to give c. Use spelling programsin other the student an opportunityto practice the autoinstructional texts, such as: skills and techniques ofefficient reading Everett, Dimas and Wall, Cor- with materials especiallydesigned for read- rect Writing ing improvement. The laboratoryincludes d. Spelling tests reading machines, programedtexts, and e. Exercisesin mechanics and standard reading materials.Individual pro- usage grams shouldbe set up for the students. The laboratory materialsbelow, therefore, (6) Usage are some of thematerials in the field; the a. Use programsprepared for instructor will use them as theyfit the teaching machines programed individual student needs. b. Assign exercises in A. Improving Reading Efficiency texts, such as: Hook and Stevens, Competence (1)Diagnostic tests in English (2)Books for study and practice Blumenthal, English 2600 a. Canavanand King, Developing Blumenthal, English 3200 Reading Skills Sullivan, Programed Grammar b. Canavan and Heckman,The Way Everett, Dumas and Wall, Cor- to Reading Improvement rect Writing c. Brown,Efficient Reading c. Exercisesand tests d. Carter and others,Effective 4. Practice skills involvedin talking and lis- Reading for College Students tening (10 hours) This partof the study e. Judson, TheTechniques of program mustinclude actual practice in Reading speaking before the class. Thislaboratory f. Leedy, Read with Speedand exercise is designed to give thestudent an Precision opportunity to hear speechesby famous g. Leedy,ReadingImprovement persons, such asChurchill, Roosevelt, Ken- for Adults nedy, and others. In addition,the student h. Sherbourne, TowardReading may tape his ownspeeches given before the Comprehension class as an audience, and playthem back Note: Many of these books are for study purposes. Thelaboratory should self-teaching since they have the

149 answers to all the exercises and test a. Exercises for KL series in the appendix. These are but a 2. HsC series few of the many excellent reading a. Exercises for series books in the field and may be used 3. IJ serie,1 for independent study and improve- a. Exercises for series ment. 4. Manuals and tests for series (3) Vocabulary building The controlled reader may be used a. Use programs prepared for with a class or by the individual teaching machines student;itisdesigned for self- b. Assign materials in standard learning with a number of complete texts programs. c. Use programed texts for vo- Note: There are, of course, other cabulary development, such as: programs in the field, the purpose Brown, Programed Vocabulary in this outline is to suggest the pos- Everett, Dumas and Wall, Cor- sibilities available for independent rect Writing reading improvement. The depart- (4) Make use of individual programs in ment, for example, might wish to reading improvement with materi- consider "Learning 100" a multi- als, such as: media communication skills system a. ScienceResearchAssociates, prepared under the direction of Inc., 259 East Erie St., Chicago, George D. Spache, Head of Reading Ill. 60611 Laboratory and Clinic at the Uni- Reading for Understanding by versity of Florida for Educational Thelma Gwinn Thurstone Developmental Laboratories, Hunt- Pilot Library"M Series ington, N.Y. A Division of Mc- Reading Laboratory Series, de- Graw-Hill. See also their "Reading veloped by Don H. Parker 300 Lab". Auto-tutor by Welch Reading Laboratories IVa Company has a vocabulary pro- Power BuildersTM gram. Advanced Reading Skills Pro- gram, developed by Elizabeth A. Textbooks, References, and Visual Aids Simpson To assist those who use this outline, the references for Words, developed by Susan each of the five suggested laboratory projects (or Sec- Meyer Markle tions) have been listed separately as follows: b. Craig Research, Inc., 3410 1. Using Resource Materials: South La Cienega Blvd., Los BARTON; Reference Books: A Brief Guide for Students Angeles, Calif. 90016 and Other Users of the Library Advanced Reading Program A HIRSHBERG, Subject Guide to Reference Books Reading Program B HUTCHINS, Introduction to Reference Work SHORES, Basic Reference Sources Note: These programs are design- WILSON and others, Harbrace Guide to Dictionaries ed to accompany the Craig Reader: WiNcHELL, Guide to Reference Boolcs a machine for use by an individual, 2. Sentence Structure:Background and Resource not a class. Materials, General References c. Educational Developmental ALBAUGH, English: A Dictionary of Grammar and Laboratories, 75 Prospect St., Structure ROBERTS, Patterns of English Huntington, N.Y. 11743 ROBERTS, Understanding English Coast Visual Education Co., 6560 TAFT, MCDERMOTT, JENSEN, and KAPLAN, The Tech- Hollywood Blvd., Hollywood, nique of Composition Calif. 90028 Programed Materials: 1. KL series for controlled read- BLUMENTHAL, English, 2600 er BLUMENTHAL, English 3200

150 EVERETT and others, AnAuto-Instructional Text in Cor- Reading Texts: BROWN, Efficient Reading rect Writing CANAVAN and HECKMAN, The Way toReading Improve- FERSTER, Programed CollegeComposition in English: A Pro- ment HooK and STEVENS, Competence CANAVAN and KING, Developing ReadingSkills gramed Handbook CARTER and others, Effective Readingfor College Stu- PALMER, The English Sentence:A Programed Course SHURTER and REID, A Programfor Effective Writing dents JUDSON, The Techniques of Reading SULLIVAN, Programed Grammar LEEDY, Read with Speed and Precision Workbooks: SHERBOURNE, Toward Reading Comprehension DI PIPPO, From Sentence toParagraph NoteThese are just a few of the manyexcellent HODGES and LAWS, HarbraceCollege Workbook texts in the field. SACHS and others, A Workbookfor Writers Vocabulary WILLis, Structural Grammarand Composition Programed Material BROWN, Programed Vocabulary Films: Know, 29 mins., b & w., sound. Vocabulary Books How We Know What We BROWN, Learning Words in Context University of Indiana, AudioVisual, Bloomington, Ind. DEVITIS and WARNER, Words in Context 47401 GROOM, A Short History of English Words 30 mins., b & w., sound. Sentence Variety and Grammar, RICHARDS and ROMINE, Word Mastery University of Indiana, Audio Visual,Bloomington, Ind. Programs designed for reading machines: 47401 Science Research Associates, Inc. Instructional Materials: Craig Research, Inc. such as: Education Developmental Laboratories Various auto-tutor machines, Background and Resource Welch Auto-tutor, WelchScientific Co., 7300 North 5. Talking And Listening: Linder Avenue, Skokie, J.11.60076 Materials Speech 3. Written Expression:Background and Resource BAIRD and KNOWER, General CAPP, How to Communicate Orally Materials, General References Course in Fundamentals BAKER, The Complete Stylist CRANDELL and others, Speech: A Rhetoric FREELEY, Argumentation andDebate BROOKS and WARREN, Modern and Debate HODGES and LAWS, HarbraceCollege Handbook MCBURNEY and MILLS, Argumentation to illustrate types) MCCALL and COHEN, Fundamentalsof Speech MORRIS, Form and Forcus (readings Speech TAFT and others, The Techniqueof Composition MONROE, Principles and Types of OLIVER and others, CommunicativeSpeaking and Listen- Programed Materials: ing BERGMAN, Paragraph Rhetoric:A Program in Composi- ROGGE and CHING, Advanced PublicSpeaking tion BLUMENTHAL, English 2600 BLUMENTHAL, English 8200 Principals of Social Science Auto-Instructional Text in EVERETT and others, An Hours Required Correct Writing FERSTER, Programed CollegeComposition Class, 3; Laboratory, 0 HOOK, Spelling 1500: AProgram HOOK and STEVENS, Competencein English: A Pro- Course Description gramed Handbook PALMER, The English Sentence:A Programed Course This course consists of apractica: approach SHURTER and.REm, A Programfor Effective Writing to the nature of manand his behavior individu- SMITH, A Programed Text:Spelling by Principles ally and in groups.The course stresses human SULLIVAN, Programed Grammar relations : how man learnsand fits into his Workbooks: group, community,culture, and nation. SACHS and others, A Workbookfor Writers The first part of the courseis intended to HODGES and LAWS, HarbraceCollege Workbook acquaint students withthe various fields in Di PIPPO, From Sentence toParagraph social science. The otherparts of the course and Composition WILLIS, Structural Grammar are intendedto go into more depthcovering the Teaching Machines: relationships between people, groups,and soci- Autotutor, The Welch ScientificCo., 7300 North Linder eties. The main objectiveshould always be to Avenue, Skokie, III. 60076 point out how the studentwill fit into each 4. Improving ReadingEfficiency :Background and Resource Materials situation.

151 The nature and needs of man including per- Major Divisions sonality, maturity, and motivation should be re- Class hours lated to getting along with or supervising peo- The Scope of the Social Sciences__ 6 ple. The part showing how cultures and socie- The Nature of Man 6 ties have developed and are organized should Man and His Culture.____. 9 be related to his place and his responsibilities Human Behavior 6 in society. How the student can develop respon- The Learning Process...... _ 6 sible leadership in helping to bring about de- The Individual's Relationship sired changes should be discussed in relation- to Government ship to social problems. 6 VII. The World of Work...._...... 9 The section on learning should relate to the Total ...... _ 48 student personally and to how people may be trained on the job. Actual job situations should Units of Instruction be used as examples in class. The part of the course related to government I. The Scope of the Social Sciences should be aimed at responsible citizenship. The A. Definition of the social sciences student should learn what individual rights 1. Sociology:the studyof thesocial and responsibilities he has and how toproper- structure of contemporary complexso- ly exercise them by responsible political action. cieties. Finally the student should be prepared to 2. Anthropology: the study of human find his starting place in the world of work. He variation should be prepared for problems he willen- 3. Psychology :the study of individual .counter and how to cope with them. His first group behavior and experiences. step may be an interview for a job. He should 4. Other fields prepare a brochure of his personal file to sub- a. Political science: the study of poli- mit to employers. It is recommended that simu- tics and government lated job interviews be held in class using ad- b. Economics and business: thestudy visory committee members as employers. After of production, distribution, andcon- the interviews, critiques should be held to dis- sumption of material goods andser- cuss strong and weak points in the procedure. vices fulfilling the needs of societies. The instructor should encourage students to B. The scope of sociology ask questions at any time during class. This 1. Human encounters helps the instructor to know how well thema- a. Groups man forms terialis being assimilated by students and b. Intergroup relationships what their problems may be. 2. Social structures There is not one textbook, at present, which a. Organizations and markets (leader- would be entirely suitable for this class,so stu- ship) dents should be assigned reading work in the b. Social stratification and socialmo- library. Several good references are listed at bility the end of the outline. In addition, reprints c. The family: function, interaction, from Scientific American or other suchsources variations should be used. d. Cultures (social problems) Careful consideration should be given to C. The scope of anthropology choosing an instructor to teach thiscourse. 1. The origin, development, and differenti- The teacher should have a broad background ation of man in the social sciences and, in addition, experi- a. Man and the animals ence in work other than teaching. A teacher b. The criteria of human classification with these qualifications is more likely to have (physical traits) an empathy for the students and understand c. Classifying the races of modern man the problems they will be facing. These factors 2. The concept of man's culture are as important as knowledge of the subject. a. Culture is man's design for living

152 which governs the behavior of the 2. Classification of modern man members of that culture a. Causacoid, mongoloid, and negroid b. Patterns of various cultures, an- races cient to present b. Geographical races D. The scope of psychology c. Causacoid local races 1. Growth and development of the indi- d. Negroid local races vidual e. Mongoloid local races a. Childhood f. Indian local races b. Adolescence g. American Indian local races c. Adult years h. Specialized local 2. Motivation and emotional behavior i.Emerging hybrid races a. Motives that make the individual D. Needs of man b. The emotions and behavior 1. Physiological 3. Learning and thinking a. Hunger a. I-low man learns b. Thirst b. Creative thinking and problem solv- c. Breath ing d. Elimination c. Testing and evaluating learning e. Fatigue 4. Mental health of the individual f. Temperature regulation a. The effect of heredity and environ- g. Pain avoidance ment 2. Social drives b. Personality factors a. Sex c. Adjustment to pressures and conflict b. Activity d. The abnormal individual (psychia- c. Maternal try) d. Safety and security 5. Applied psychology e. Love and belonging a. Vocational selection and counseling f. Esteem and self-esteem b. Family counseling g. Social aspects of self-actualization c. Studying interpersonal relations, at- E. Personality development titudes, opinions, etc. 1. Definition of personality 2. Shaping of personality II. The Nature of Man a. Effect of culture A. Classification of men and animals b. Physique and temperament 1. Zoological classifiations c. Intellectual 2. Relationship between men and animals d. Interests and values B. Chronological periods in history e. Social attitudes 1. Archeozoic f. Motivational traits 2. Proterozoic g. Expression and style 3. Paleozoic h. Pathological traits 4. Mesozoic 3. Concepts of normality 5. Cenozoic 4. Growth and development C. Modern man a. Early years 1. Criteria of human classification b. Adolescence a. Cranial vault c. Maturity b. Face and lower jaw 5. Mechanisms of defense and mastery c. Nose a. Frustrations d. Eyes, lips, ears b. Adjustment to environment e. Skin, hair, eye color 6. The motivation process f. Hair a. Determine objective g. Stature, weight, build b. Develop empathy h. Blood groups c. Communicate

153 d. Establishrelationships e. Furnish proper tools 7. Group leadership a. Innovators b. Followers III. Man and HisCulture or adaptors c. Responsibilities A. Nature andmeaning of culture 1. Cultural evolution 8. Social problems a. Education a. Population growth b. Cultural lag b. Landuse B. Origin of cultures c. Communications 1. Primitive d. Transportation man e. Wars 2. Familygroups f. Food supply 3. Early politicalorganizations C. Developmentof culture g. Rural-urban migration 1. Religion h. Ruraldevelopment 2. Art i.Poverty and welfare 3. Language j. Technologicalchange D. Modernculture k. Automation 1. The familygroup IV. HumanBehavior a. Social-psychologicalfunction A. Background b. The agrarianfamily 1. Cultural c. The industrial family 2. Biological d. Marriage andmating B. Heredity e. The changing familyrole 1. Genetic basis 2. Socialization 2. Phenotypes andgenotypes a. Forminggroups 3. Populationgenetics b. The individualand hisgroups 4. Heredity inanimal behavior (1) Characteristicsand functions 5. Physicallyand mentallyhandicapped (2) Limitson size and organization workers (3) Groupdynamics C. Environment (4) Social andReligious values 1. Effecton individual 3. The community 2. Overcomingenvironmental handicaps a. Origin D. Behavior ofpeople b. Characteristicsand growth 1. Why peoplebehave as they do c. Rural-urban balance 2. Relationshiptopersonality develop- d. Class structure ment e. Social stratification 3. Factors influencingchanging of behav- f. Social agenciesin the community ior g. Needed changes 4. Problems ofmaturation 4. Societies andgroups E. Leadership a. Types 1. Followership (1) Social 2. Leadershiptraits (2) Labor unions (3) Management V. The LearningProcess b. Social controls A. Intelligence c. Functions 1. Definition 5. Social controls 2. How developed a. Formal B. Perception b. Informal 1. Motivation 2. Action 6. Collectivebehavior a. Social changes 3. Learning andperformance b. Social C. Cognition movements 1. Memory

154 2. Language VII. The World of Work 3. Meaning A. Planning your future 4. Reasoning 1. Physical limitations 5. Problem solving 2. Educational limitations D. Insight 3. Personal traits and job success 1. Readiness B. Selling yourself 2. Mental set 1. Strong points E. Transfer of training 2. Weak points 1. Identical components 3. Personal brochures 2. Application of principles 4. Job interview techniques F. Memory and retention 5. Actuai job interviews 1. Forgetting C. Assuming responsibility 2. Over learning 1. Self improvement 3. Repression 2. Self management 4. Recognition and recall D. Interpersonal relationships G. Practical implications 1. Personal problems 1. Use in training workers a. Stress or conflict 2. Use in hiring personnel b. Troubled personality 3. Use in assigning workers at jobs c. Emotions 4. Use in evaluating success 2. Self and projected image 3. Race and ethnic relations VI. The Individual's Relationship to Govern- E. Supervising others ment 1. Human relations A. Individual and politics 2. Job orientation 1. Local, State, national 3. Teamwork 2. Political Parties 4. Job oriented problems 3. Rights 5. Personal problems 4. Responsibilities 6. Motivating others B. Voice in Congress 7. Communication 1. How attained Texts and References 2. Responsible actions a. Pressure groups BAIN, Sociology: Introductory Readings BASS,Leadership,Psychology,and Organizational b. Public opinion Behavior c. Propaganda BEALS and HOLIER, An Introduction to Anthropology C. Laws affecting private enterprise BELLOWS, Psychology of Personnel in Business and D. Rural-urban interdependence Industry DAVIS, Human Relations at Work 1. Conflicts GILMER, Applied Psychology a. Social HATHAWAY, Government and Agriculture b. Economic HILOARD, Introduction to Psychology 2. Solutions to problems Lunn, Psychology of Human Behavior E. Public policy formation KRECI1 and others, Individual in Society 1. Individual Mon, The Organization of Society Sworn% Agricultural Sociology 2. Legislative TAYLOR and JONES, Rural Life and Urbanized Society 3. Judicial WHITE and others, Sources of Information in the Social 4. Executive Sciences

155 BUILDINGS, FACILITIES,EQUIPMENT, AND COSTS

1501-0" 201- 130L0"

Glarshouses Lathhouse Glasshouses 3 Irrigation Equipment & Li testing area machinery yard

Headhouse Covered. work area Walk.inI,E.1 Storage O refrigeratolel rooms Storage Irrigation laboratory MOMS to Lecture room Crops laboratory Fruits laboratory Storage Power & machinery laboratory Preparation rooms rooms Women'sMen's locker locker a. Hall

(Ps.... Men'sWomen's Preparatio Staff restroomrestroom offices ..g-; Plant MOMS to A o sciencesolls Lecture room Agricultural Welding Staff1 5,,, laboratory Drafting room Storage mechanics laboratory offices Conference .._ MOM MOMS

Figure 24.An example of a plan for facilities for a farm crop productiontechnology program. A most important partof planningany curriculum is the consideration horticulture or one in agriculturalequipment of buildings, facil- technology. Much of the ities, equipment, andcosts. Administrators, equipment and laboratories could be utilized inboth or all threecur- staff, and advisory committeesshould keep the educational needs described riculums. Indeed they shouldbe to justify the in this guide in cost of the facilities. Thesame principle might mind when planning facilities.Failure to doso apply to animal husbandry can easily result in facilities that or grain, feed, seed are either and farm supply technologyprograms. Howev- inadequate or too elaborateto provide optimum instruction. er, those planning any combinationsof curriculums should bear in mindthat even though some equipment can be used for othercurricu- lums, the facilities suggestedin this guideare General Planning needed for the farmcrop production technology program and some of the facilitiesrequired The guidelines that followare intended as a for other curriculums general guide togroups planning facilities to may have to be in addition to these. Additionalspace might be needed offer either option in fieldand forage cropsor for demonstration plots fruit and vine productionor both. It is assumed and greenhouses, for example, foran ornamental horticulturepro- that facilities for generaleducation and chem- gram. istry already existon the campus. Therefore, Since some schoolsmay offer only one of the the suggestions offered in thisguide apply only to those facilities and options presented in thisguide, the breakdown equipment which will be of facilities, equipment,and costs are shown needed for the technical andsupporting courses separately for each suggested in the curriculum. option, and whatthey would be for both. Someof the recommended In addition, this guide isconcerned only with equipment would be the two options discussed common to either option. in the first part of The planning ofbuildings and facilities this study. When planningfacilities, serious should alwaysinclude some provisionfor consideration should be givento other agricul- growth. It is recommended tural programs thatmay be offered. For exam- that classroom facilities be close enoughto the rest of thecam- ple,th-Ccurriculum in fieldand foragecrops pus to be an integral part of could combinevery well with one in ornamental it and to allow adequate passing timebetween classes. Ifthe

156 campus complex, thiscan allow demonstration 1 fruit laboratory plots and the shopfacility, where equipmentis 1 soils laboratory used, to be far endughaway to reduce any noise disturbance 1 small lectureroom and to allowroom for expan- 1 large lecture sion. Planning shouldprovide for at least room 10 2 storage andpreparationrooms years of future growth anddevelopment. facility is located 5 offices on the edge of the main 1 conferenceroom 1 headhouse 2 glasshouses Land Requirements 1 lath house 1 shop (including In addition to the land storage shed) needed for the class-- 1 draftingroom room, greenhouse, and shopfacilities it isvery 1 irrigation laboratory desirable that there be50 to 100 acres pro- A plan showingan example ofan arrange- vided for orchard anddemonstration plots. At ment of facilities is least 25acres should be considered shown in figure 24.If only a minimum. one option is offered,one laboratory and This should include5 to 10 acres of landadja- one classroom could beomitted as wellas one office cent to the greenhousesfor a nursery plot.In and one greenhouse. addition, about 5 to10 acres each should be It is recommendedthat some consideration provided for demonstrationorchard andcrop be given to test plots. a building without windows.One of this type makesheating and airconditioning The allocation ofspace in the orchard could and darkening for vary according to the leadingfruit and nuts audiovisualuse easier to crops of the area but might control and oftenmore economical. Special be as follows: 3 planning should be acres of the leading fruitor nut crop of the exercised to makeuse of local area, 1 space most flexible bymovable walls andby acre of variety plots of fruitand using postable equipment nuts, and 1acre of grapes, bush berries, whenever possible. or oth- When a buildingis er small fruit. Anarea of at least this size is planned, conduitfor needed to demonstrate closed circuittelevision or othertypes of teach- cultural practices in- ing aids which cluding irrigation andweed and pest control. may be used should beincluded. Even though theseteaching aids The croparea may be used forone crop or a may be con- combination of rotation templated for futureuse, it is cheaper to install of crops accordingto the necessaryconduit or electrical local farmingconditions. Thecombination of floor outlets crop and orchard during initialconstruction. Airconditioning acreage should be ample to or suitable environmental allow for theuse of various Rinds offarm ma- control for the cli- chinery. mate should beconsidered in preparationfor eventual year-round When selecting the landfor the orchards and operation of theschool. test plots, careful There should bespecial planning foraudio- consideration shouldbe giv- visual equipment such en to obtaining land that issuitable for demon- as motion picture, slide, stration use including and overhead projectorsin classroomsor lab- irrigation. The land oratories where theymay be used. Convenient should be reasonablylevel, well drained,and fertile. If the land location of electricaloutlets whichare the pro- cannot be purchased,a long per distance from the term lease should beexplored. screen location isneces- sary. Ceiling height andlighting equipment should be high enoughto allow for projection Building Facilities screens. Switches to controlthe lights and screen from the projectorlocation are desirable. The minimum In both classroomsand laboratoriesit is building facilitiesneeded to times desirable some- offer both options infield and forage to have studentstake notes crops and during the showingof films fruit and vine productionare as follows : or slides. Special 1 crops laboratory low intensity lightingshould be providedfor this purpose.

157 andlaboratories ures 25, 26, and27. The laboratory tables pro- Lightinginclassrooms with an elec- should be a minimum of 50-footcandles at desk vide for 24 student work stations Several differ- trical outlet at each station. Oneside of the lab- top with a minimum of shadow. molded sink ent types of lighting may beused to attain this oratory is equipped with sinks and tops as a work area for usingliquids. Gas and result. this Any technical program of thetype suggested electrical outlets should be available at here requires many typesof small equipment, area. The space underthe sink area is equipped models, and other teachingaids. For this reason with storage cabinets for equipment. should be provided The crops laboratory should contain adrying adequate storage space specimens as where equipment is accessiblebut out of sight cabinet for plant collections and usually plan- well as a herbarium for plant and seedstorage. when not in use. Laboratories are to pre- ned to serve also as classrooms, sothat it is de- Mercury lined herbariums are desirable sirable to have equipment put awaywhile other vent insect infestation. classes use the room. Storage areasshould be The student tables should have acidresistant planned with easy access to theoutside to facil- and equipment. itate the delivery of supplies 401- Om

Tack board 11/ &inks ' o ' Planning the Laboratories Counter top with storage cabinets Hot and cold water and gas arerequired in 1 all laboratories in addition toboth 110- and 220 - .111101.11 volt electrical service. The necessaryrequire- ments for each laboratory arediscussed later. Student laboratory tables Outside telephone lines should beincluded in 3 2 the offices, shop, and laboratorieswith an inter- Instructor's tables com system betweenclassrooms. The HEADHOUSE areashould be planned as a headhouse aswell as an enclosed work area (see figure 24). There willbe times when classes want to work withpesticides, fertilizers, or soils, and itis desirable to move out of the

classroom. The headhouse area servesthis pur- Dryini cabinet Display cabinet Herbarium

pose. The amountof protection from the weath- Tack board er should bedictated by the prevailing climate of the region. In addition, atleast a part of the Figure 25.Crops Laboratory. area should beenclosed with fencing for securi- headhouse area should ty purposes. The covered I du. AL.t. also include storage bins forsand and soil mixes and storage for clay flowerpots. as A walk-in deep freeze andrefrigerator should be provided in the enclosed areaof the headhouse. These are desirablefor storing plant materials and fruits or vegetablesfor later laboratory use. In the event that only the cropoption is offered, the fruit laboratory andsmall lecture room could bedeleted from the building plans. In the estimates which follow,costs are given for either one or both options. Figure 26.This display case with interchangeable drawers and aglass top is The CROPS LABORATORY isshown in fig- an effective way to display agricultural products in afarm crop laboratory.

158 Space for tackboard and blackboard should be provided. Sliding blackboards over station- ary ones can be used to provideextra blackboard space. dip The FRUIT LABORATORY can be planned very much the same as the cropslaboratory. The drying oven and herbarium may be eliminated and this space used for storage. (see figure 29)

Pinks Counter top with storage cabinets

Figure 27.Equipment for an agricultural production testing laboratoryshould be selected to provide maximum mobility whenever possible so it canbe brought to the laboratory tables when needed but placed in storeroom when notin use.

In eiucto r's s ations 9 tops but acid sinks and plumbing need notbe PO included because they are provided in the plant 40'- 0" Demonstration science-soils laboratory. area Student laboratory tobt es Drawers along the wall between the herbarium and drying oven should be of varioussizes for storing seeds and other teaching aids. The top may be covered with glass to provide adis- play area in the top drawers. This allowsfor displays without having the specimens out on top of the cabinet. If the glass top is used, it Fruit & Fruit & sample sample should bp specially lighted to allow specimens to storage Display cabinet storage be seen well. The drawers should be the same size and interchangeable to permit easychang- Figure 28.Fruit laboratory. ing of displays. 401-0s The instructor's station should consist of two movable cabinets. One should have drawersand can 9MSi Acid sinks rt cabinets in it for storage. The other should have t`IourValr cabtit shelves ; it should be small enough to berolled Acid sinks into the storage or preparation room where lab- Win ow With venetian oratory materials are readied. This allows the bi nd instructor to arrange demonstration materials ggr,the Counter wWit 1-1 storage and put them on the cart in the preparation IIANd cabinets room while another class usesthe laboratory. Usink so Student/Monitory tabOS Fume O He can then roll the cart into the laboratory Instructor's hood statior before class begins and have all of his materials Map ready to use. chart

ave. b wtoitph By using movable laboratory tables, a de- ablnat Tack monstration area can be provided in the laboratory for demonstrating and using the various bins kinds of equipment. If apparatus such as hammer mills, seed separators,and equipment of that kind is mounted on casters, moving the units back and forth from storage to classroom is easier. Figure 29. Soils laboratory.

159 The PLANT SCIENCE AND SOILS LABO 201- 0" RATORY may be planned to serve as a teaching laboratory for crop botany, soils, soil management, and some of the irrigation and water I management laboratory experiments. (see figure 29) The tables are arranged differently in this laboratory and include acid sinks at the end of each table. Table tops should be acid resistant Storage for equipment on rollers because most exercises involving the use of acid will be conducted in this laboratory. Each student work station should have electricity and gas, in addition to gas and electricity at the sinks in the laboratory tables along the side of Shelf cabinet the room. Since acid may be used extensively in this laboratory, it should include a fume hood and safety equipment. An eye bath and emergency Shelf cabinet shower should be provided.' Shelf cabinet At least one cabinet in this laboratory should Fume hood Drying rack Acid sink with include chart storage for soil maps. Long flat a. drawers which allow the maps to be laid out 0 garbage disposal flat during storage are desirable. Portable soil bins that resemble the cabinets 1---1 can be made to fit under the sinks along the Counterwithsample storage drawers side. These provide a place to store soil samples out of sight in the classroom. By having them on casters they can be wheeled to the door for ease in filling or emptying. 1 STORAGE AND PREPARATION ROOMS are shown in figures 30, 31 and 32. The prepara- Microscope cabinet tion rooms can be used by students and instruc- r tors. They are located between the laboratories or demonstration and lecture room, (see figure Figure30.Storage and preparation room A. 24) and are glassed in so that student activities may be observed by the instructor. Vene- mit too much vibration to provide required ac- tian blinds can be provided so windows can be curacy in the use of the most precise balances. darkened. A fume hood should be provided in each pre- The preparation rooms should have sinks for paration room to insure safety in working with cleaning glassware and other laboratory equip- certain chemicals, (see figure 32). State and ment. Sinks should contain commercial garbage local safety standards should be followed care- disposal units to dispose of plant materials from fully. the labs. The storage rooms should open to the outside The preparation room B, off of the plant for ease of making, deliveries of supplies and science and soils laboratory, should include an equipment. They should be well lighted and area for balances. Due to the delicate character- have a variety of shelf and cabinet sizes. istics of these instruments, a special base for A storage cabinet which can be kept locked them should be provided. Ordinary cabinets per- should be provided for microscopes. Micro- scopes can be kept in both preparation rooms, See Chemical Technology, a Suggested 2 Year Post High School Curriculum, published by the Department of Health, Education and but each scope should have a marked storage Welfare, OE- 80033, for discussion of laboratories. space which corresponds with its serial number.

160 20'- d' Missing scopes are more easily identifiedusing this system. of the i Figures 33 through 36 show the layout II shop, drafting laboratory, irrigationlaboratory, Microscope cabinets and greenhouses. It is highly desirable to have a paved;well drained area adjacent to the shop building.This provides a place to receive and store heavy materials such as sand, soil, peat moss,fertilizers, Balance tables pesticides, repair parts, and such supplies as well as to load and unload equipment. If partof such an area can be roofed so much thebetter. An outdoor work area with gooddrainage, a 4oLOn solid work surface, and protected fromwind, Drying rack Fume hood rain, and sun is particularly useful. 0'- 0"

0 CO ao Covered work and storage area Overhead doors Storage cabinets co .c Work benchi Parts washer Hydraulic test unit Overhead CI crane ti If

11-1 DynamometerLJ

I 1ml

Figure 31.Storage and preparation room B. Engine stands El a 1611114 11111011a

Office Jointer Overhead doors Drill Electric press

r: CI 72 .!11. Oxyacetylene Woodworking benches 00 welding stations

Cr 0 Power hacksaw 2 IArc 'Millar*I Ej I Work bench Radial arm saw

Figure 33.Power and mechanics laboratory and shop. Acquisition of Equipment, and Estimated Costs The need to have adequate facilities and equipment for Farm Crop Production Technol- Figure 32.A preparation room where instructors can store and preparelabors. ogy programs has already beenemphasized. The tory materials is very desirable. (See fig. 24.) Notefume hood in foreground, walkIn cooler to right, and chemical storage, shelving and work areaIn left initial cost of facilities and equipment is a ma- background.

161 50'- 0" 15' O Blackboard T Office

IMMOws1111

1 Instructor's station Paper storage

Student's stations

onvolosiormwr.,

Blackboard

Airconditioner Figure 34. Drafting room. (Heatingcooling) 1 xo 50- 0" Lathed benches 0

Covered walk am 1 Overhead door I

1 Pumps

0 Flow test trough Water sump ID 0 A 0 Sprinkler test1-4 stand 0

1 Work bench I

Storage room

Men's locker room Humidistat I I Women's looker room 1 I Figura 36.-- Greenhouse. ment opportunities, climatic differences,and Figure 35.Irr1ration laboratory. many other factors. Specific facilities and equipment forany pro- jor expenditure. The importance of using the gram should be acquired only after specialists combined expert knowledge of the (a)local who are technically competent in thefield have advisory committee which advocates andsup- made exhaustive studies of the plansand po- ports the program, (b) the best available advice tential suppliers of materials andservices. The from consultants who area part of an existing department head who will be responsiblefor and successful program, and (c) the technical the program should be deeply involvedand car- knowledge of the head of the Farm Crop Pro- ry the major responsibility for final planning duction Technology program being plannedcan.. and acquisition of facilitiesand equipment. not be overemphasized when plans and esti- This will avoid costly mistakeswhich often re- mates of costs of facilitiesare made. Each pro- sult if non-technical personnelattempt to plan gram and its total facilities will be different and equip technicalprogram facilities. from others because of localor regional employ- There are manysources of equipment that

162 leased and Often equipment canbe rented or in an effortto equip the pro- until it issuperseded by should be explored and used for the program with up-to-date,adequate machinery models, at whichtime new leasedequip- gram Surplus equip- new in- apparatus at aminimum cost. ment can takeits place andthus keep the either private orpublic organiza- up-to-date. Thereis ment, from of good ma- structionalequipment tions, can be animportant source often a financialincentive to keepequipment hardware forequipping laborato- purchased outrightbeyond its terials and mayoften which has been ries. Governmentsurplus property usefulness. sourceof either technological be anespecially attractive Short termleasing of someequipment, such specialized units,apparatus, in- machinery, of- standard or cost of which as sprayingunits or harvesting struments, andequipment; the less expensivethan owningthe small fractionof the cost ten is much usually is only a high equipment. when new.Educationalinstitutions are equipment forlaboratories, agencies to which govern- The suggested on thepriority list of shops andfacilities listed onthe following property is madeavailable. Careful considera- ment surplus within the pages israther extensive. Distribution ofsurplus property given to thevarious types of agencies for sur- tion has been shown and the States is madethrough State units and amountsof equipment Most such Stateagencies main- educational pro- plus property. at which contributions ofeach to the tain one or moredistribution centers gram. Itrepresents a listconsidered adequate representatives ofeligible schools the options orfor both, asindi- authorized materials foreduca- for either of or schoolsystems select cated. Cost estimatesshown arerepresentative The Directorof Vocationaland this guide waspub- tional use. provide of thoseprevailing when Technical Educationin each State can from 10 to 20percent from the location ofthe gov- lished and may vary specific information on one region orcommunity to another. ernment surplusproperty distributingagency in his State. Experience hasshown that it isimportant to Equipment exercise the sameelements ofjudgment and SuggestedAudiovisual ,3quipment as isused care inacquiring surplus picture projectorswith tables equipment. Specificplans for the 216 mm. motion buying new 2- by 2-inchslide projector sound justificationfor the needshould 1 use, and 1 filmstrip projector clearly beestablished for anyprice of surplus analysis shouldbe made 1 slide stacker equipment; a careful slide tray withcabinets of its totaleffectiveness in the program;its 1 transportation, 1tape recorder costincludinginitialcost, with attachments required, cost ofinstallation, repair or 135 mm. camera space movie screens tune-up (ifincomplete), andmaintenance, and 5 1 overhead projector its pertinencein terms ofobsolescence. $2,500 to $3,000. responsible, and Estimated total cost: Only technicallycompetent, personsshouldselectsurplus imaginative thorough on- equipment, andthen only after a avoids the temp- LaboratoryEquipment site inspection.This practice Suggested attractive butobsolete, irrele- Fruit tation to acquire Fruit and crops of equipment.With option vant, orexcessive amounts Quan. Bunt option gra resourceful depart- X X these precautionsin mind, 1acreage wheel X ment heads orinstructors canoften obtain in- 1analyzer, protein, Udy and otheressential up- 1aspirator, laboratory, struments, apparatus, . . laboratories and Bates to-date equipmentfor their 1autoclave ... shops at a veryreasonable cost. 1barometer of equipmentwhich is of 2balances, analytical, Another source Mettler . great importanceare farmequipment dealers. 163 1balance, grain inspection 6ladders, picking, 8' X X and dockage X X 6ladders, picking, 12' X X 1balance, moisture deter- 1 ladder, step, 8' X X mination, Ohaus . . X X X 1 lamp, ultraviolet X X 2balances, single pan 4levels, Abney X X X analytical X X X 4levels, Dumpy with 1balance, specific gravity X tripods. X X X 1balance, top loading, 6levels, hand X X X Mettler . .. X X X 12magnifiers, illuminated X X X 6balances, triple beam ..X X X 12microscopes, binocular 2blenders, food X X X with illuminators X X X 1broadcaster, hand seed X X 12microscopes, dissecting X X X 1 caliper, tree X 1 mill, laboratory, 1 can shear. ._. .... X Steinlite X X X 4chains, 100' (steel tape) X X X 1 mill, laboratory, Wiley X X 6clippers, fruit X 1miller, rice, McGill X X 4colony counters X 4mixers, soil dispersion X X X 5color comparator discs, 24moisture indicators, Munsell (sets) X X X tensiometers X X X 1 colorimeter, reflectance, 4moisture meters..... X X X Agtron X X X 1 moisture tester, 1colorimeter, spinning Brabender with scale. X X X disc...... X X X 1 moisture tester, 1colorimeter, Brown-Duvel X X transmittance X X X 1 moisture tester, 1 color standards, (com- dried fruit X .... X plete set), Munsell. X X X 1 moisture tester, 1corn breakage tester .. X X Motomco X X 1 cotton gin, laboratory 1 moisture tester, type X X Steinlite for grain X X 1 cotton percenter X X 1 moisture tester, 1cotton tester, micronaire X X Steinlite for oil bear- 12cylinders, soil testing ing seeds and nuts X X X for use with soil 1moisture tester, dispersion mixer X X X Steinlite for processed 2dessicators X X X fruits and vegetables X X X 1dockage tester, Carter.... X X 1 oil tester, Steinlite X X X 1duster, bellows type, 12orchard heaters X . X hand ...... X X X 1oven, laboratory, 1environmental chamber.. X X X forced air draft. X X X 1flow meter. . X X X 1 oven, vacuum X X 12funnels, separatory..... X X 1 pearler, barley X X 1furnace, muffle ....X X X 6penetrometers X X X 1'germinator, 2pH meters X X X Mangelsdorf . X X X 6pH test kits, La Motte- 6grafting tools.. X _ X Morgan Chemical type X X X 1grafting wax melter..... X X 1picking ring for fruit 1grain shaker-sizer X (complete lot) X X 1grain viewer and 12pruners, hand, vine X .... X black light X X 6pumps, cut-aways of 1grinder, food X .... X various types...... X X X 1grinder, Tag-Heppenstall 24purity workboards for electrode units. . a X X seeds X X 2hot plates . X X X 4rain gauges- L,a0.0 ...... X X X 1hydrometer (lot), X 0 X 4range poles X X X 1hygrometer X - X 1refractometer, Abbe X X 1incubator, 1refractometer, Bacteriological . X X 0-25 percent X .... X 1injector, chemical.. . X X X 1refractometer, 1injector, liquid fertilizer X X X 25-50 percent...... X X 12illuminators, microscopeX X X 1relaxing box, insect X X X

164 4rods, Philadelphia X X X 3thermometers, Weather 1sample divider, Boerner X X Bureau type 1sample divider, Gamet X X minimum-maximum X X 24sample pans, grain. X X 1thresher, head, model 12saws, pruning X vogel type X X 1scarifier, seed X X 2timers, interval X X X 1seed blower, Universal .... X X 2triers, grain 1seeder, cone X X (complete lot) X X 1seed separator, air 1triers, seed screen laboratory, (complete lot) X X Ferrell X X 1vitascope (tetrazolium 1seed separator, dodder testing of seed for mill, Rice X X germination) X X X 1seed separator, grader- 1water measuring device, tester, Simon Carter laboratory models with 4 Shells X X (complete set) X X X Iseed separator, magnetic, 1weight per bushel tester X X Grisez X X Estimated 1seed separator, specific total costs $30,500$40,500$44,500 gravity, Sutton, Steele to to to and Steele with 32,000 43,000 48,000 3 Becks X X 1seed separator, spiral, Krussow X X 1seed separator, vertical Suggested Shop Equipment disk, Simon Carter X X Fruit 1seed splitting machine, Fruit Crops and orops for use with vitascope X X Quan. Rant option option option 1shaker, cylinder X X 1baler, hay X X 1shaker, sieve X X X 1battery, charger X X X 24shears, hand pruning, 1catching, tray fruit X X Rieser type X X 1combine X 24shears, lopping X X 1crane, overhead power X X 1sieves, barley (set) X 1cultivator, corn 1sieves, cottonseed (set) X at vegetable X 1sieves, flax (set) X 1disc, harrow offset X X 4sieves, soil analysis (set) X X 1disc, harrow tandem X X 1sieves, sorghum (set) X 1ditcher X X 1sieves, soybeans (set).... X 24drafting machines X X 1sieves, U. S. Standard 24drafting tables X X (set) (No. 10-20-30 1drill, grain with ferti- 40-60-70-80-100) X lizer and grass seeding 1sieves, wheat, corn, attachment X rye, oat (set) X X 6drills, portable X 1sling psychrometer X X 4drill presses X 12soil augers X X X 1dynamometer, Portable 24soil blocks, Bouyoucos X X X PTO X 6soil sample tubes X X X 1electrical test unit X 1soil test kit, LaMotte- 10electric motors X Morgan NPK X X X 1engine analyzer X 3solubridges, with soil cup X X X 10engines, gasoline and 1sprayer, gasoline diesel of various sizes, powered, 10 gallon X X X makes, and models X 1sprayer, log plot X X X 1forge, gas X 4sprayers, garden, 6forks, pitch X 8 gallon X X X 6forks, spading X .11. 1spreader, fertilizer X X X 1hacksaw, power X X 1still, distilled water X X X 1harrow, coilshank or 1tank, oil storage X X X spring-tooth X 1test unit, water quality X X X 1harrow, spike-tooth 1thermometer, recording X " X 1harvester, forage

165 .1*

12hoes, garden X X X 1 sweeper or vacuum X X 12hoes, nursery X X X tools, hand, for: 1 hydraulic press with concrete X X X track pin attachment. X X X carpentry and 1 hydraulic test stand.. . X X X woodwork X X X 1 jointer.. .. X X X electrical X X X 1 land leveler X X X metal, hot and cold X X X 6maddocks X X X paint X X X 1mechanical chair.... X X plumbing X X X 10meters, volt-ampere X X X 6tools, handy man sets X X X 1 micrometer, set X X X 14tools, mechanic with 1mower, hay X X roller cabinets X X X 1 parts washer X X X 1 tool, on panel, master act X X X 1picker, corn X X 6torches, LPG X X X 6picks X X X 1 tractor, row crop 1 planter, precision X X 3-point hitch X 2 X planters, row crop 1tractor, row crop, small or corn ... X X ...... X X 1 tractor, tracklayer X X X 1 plow, disc...... X X 1tractor, utility. X 4 X post hole diggers, hand X X X 1tractor, orchard X 4post hole augers, hand X X X X 1trailer, field X X X 1 pruners, power X X 1tree shaker, tractor 12rakes, garden ...... X X X mount X X 6rakes, leaves X X X 1truck, 11h-ton 1 roller, land X X stake body X X X 1 sander, disk X X X 1truck, pickup X X X 1 saw, chain X X 6weeders, hand X X X 1 saw, chain sharpener X X 1welder, 6 station oxy- 1 saw, portable skill X X X acty. bench X X X 1saw, radial arm X X X 1welder, 800 amp. 12shovels, round point.. X X X ACDC units X X X 12shovels, square point....X X X 1welder, 300 amp. 1 skip loader, tractor , DC portable X X X mount X X X 1welder, 300 amp. 6 soldering guns , X X X DC units X X X 6spades, balling X X X 5welders, 220 amp. 1 sprayer, orchard mist X X farm welders X X X 1 spreader, fertilizer Estimated manure ...... X X X total costs $110,000 $112,000 $145,000 1 steam cleaner...... X X X to to to 1subsoiler X X X 115,000117,000160,000

166

71, SUMMARY OF COSTS The following estimates are of the costof normalservices,such aselectricity, completely supplying and equipping a depart- heat, and water to and from the building, ment for teaching farm crop productiontech- but otherwise unfurnished. The cost es- nicians at the time of this publication. The esti- timates include piping, wiring, plumb- mates are based upon the purchase cost of new ing, and other distribution of services and modern equipment and supplies ofgood within each facility described. quality, but not of the most expensive. Leasing, (6) Cost summaries are provided for each renting, or other possible arrangements may option separately, based on the equip- significantly reduce these gross figures. The ment itemized on preceding pages, so following assumptions are made: that individual elements in either or (1) The program can be started for a lower both options can be recognized and used initial expenditure than the gross esti- for gross prediction of cost of facilities mates shown, but complete plans for, and for a program which includes either one assurance of obtaining,adequate facili- of the options or both. ties soon after the program begins will (7) Facilities for each option (and their be a part of the institution's policy costs)are provided to accommodate when initiating any program. classes of 20 to 25 students per classroom or laboratory. This assumes that (2) Adequate land for either or both options there will be two laboratory sections of is assumed to be available, either owned 10 to 12 students for some parts of the or secured by a long termlease. laboratory and shop study. (3) Classrooms, laboratories, lecture rooms, library, and other instruction facilities are assumed to beavailable for all ex- Forage and Field Crop Option cept the technical specialty classes and laboratory work associated with the pro- 1 greenhouse (1,000 sq. ft. gram. It is assumed that both adrafting @ $10 to $12) ...... $ 10,000 to12,000 room and a chemistrylaboratory are 1 lathhouse (500 sq. ft. @ $10 to $12).. . . . 5,000 to 6,000 available. If a drafting room is not avail- 1 head house (2,000 sq. ft. able in the institution, $12,000 (gross @ $10 to $12) 20,000 to24,000 estimate) may provide one. Similarly, if audiovisual equipment 2,500 to 3,000 a chemistry laboratory is notavailable laboratory equipment 40,500 to43,000 for the horticulturalsoilslaboratory shop equipment 112,000 to 117,000 installation and supplies 8,000 to10,000 work, $25,000 may be used as an esti- Estimated total cost $198,000 to 215,000 mate of its cost. (4) No provision is made in this estimate for office furniture, conventional classroom Fruit and Vine Production Option blackboards, student seats, filing cabinets, and the conventional staff or in- 1 greenhouse (500 sq. ft. structor's office equipment. @ $10 to $12) $5,000 to 6,000 1 lathhouse (500 sq. ft. (5) The estimates assume the availability of @ $10 to $12) 5,000 to 6,000 a building of suitable construction for 1 head house (2,000 sq. ft. the shop and laboratories equipped with @ $10 to $12) 20,000 to24,000

167 audiovisual equipment 2,500 to 3,000 1 head house (2,000 sq. ft. laboratory equipment 30,500 to32,000 @ $10 to $12) 20,000 to24,000 shop equipment 110,000 to 115,000 audiovisual equipment 2,500 to 3,000 installation and supplies 7,000 to 9,000 laboratory equipment 44,500 to48,000 Estimated total cost $180,000 to 195,000 shop equipment 145,000 to 160,000 installation and supplies 8,000 to12,000 Estimated total cost $235,000 to 265,000 Both Options The foregoing estimates do not provide for the cost of the building which, if constructed for the program, 2 greenhouses (1,000 sq. ft. may be calculated at $14 to $18 per square foot of @ $10 to $12) 10,000 to12,000 unfurnished laboratory or shop space; and from $20 to 1 lathhouse (500 sq. ft. $25 per square foot of furnished laboratory or shop @ $10 to $12)...... 5,000 to 6,000 space ready to receive equipment.

168 BIBLIOGRAPHY

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170 GIACHINO, J. W., and others. Welding Skillsand Prac- HOOK, J. N. Spelling tices. Chicago:American TechnicalSociety, 1965. 1500: A Program. NewYork: GIACHINO, J. W., and Harcourt, Brace &World, Inc., 1967. NEIL S. SCHOENNALS.General HOOK, J. N. and Metals for Technology.Milwaukee: Bruce Publishing ROBERT L. STEVENS.Competence in Co., 1964. English: A ProgrammedHandbook. New York:Har- court, Brace & World, GILMER, B. VONHALLER. AppliedPsychology. New Inc., 1967. York: McGraw-HillBook Co., 1967. HOPKINS, JOHN A. andEARL 0. HEADY. FarmRecords GRAHAM-RACK, BARRYand RAYMOND BRINSTED. and Accounting. Ames,Iowa: Iowa StateUniversity In Food Manufacturing Hygiene Press, Current edition. and Handling.London, Eng- land: Food TradePress, Ltd., 1964. HOWELL, E. L. Buildingand Equipping theFarm Shop. GREGG, D. C. Principles Danville, Ill.: The of Chemistry. Boston:Allyn and Interstate Printers andPublish- Bacon, Inc., Currentedition. ers, Inc., 1958. HUGHES, HAROLD D. 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172 Preserver's Handbook. Ontario, Calif.: California Fruit SHERBOURNE, JULIA F. Toward Reading Comprehension. Growers Exchange, Current edition. Boston: D. C. Heath & Co., 1966. PROMERSBERGER, WILLIAM and F. BISHOP, Modern Farm SHIPPEN, J. M., and J. C. TURNER. Basic Farm Machin- Power. New York: Prentice-Hall, Inc., 1962. ery, Vol. I. New York: Pergamon Press, 1966. QUAGLIANO, J. V. Chemistry. Englewood Cliffs, N.J.: SHOEMAKER, JAMES S. Small Fruit Culture. New York: Prentice-Hall, Inc., 1963. McGraw-Hill Book Co., Inc., Current edition. RAU, HANS. Solar Energy. New York: The Macmillan SHORES, LOUIS. Basic Reference Sources: An Introduc- Co., 1964. tion to Materials and Methods. Chicago: American REES, PAUL K. Principles of Mathematics. Englewood Library Association, 1954. Cliffs, N.J.: Prentice-Hall, Inc., 1965. SHUSTER, ROBERT L., and JAMES M. REID, JR. A Pro- RICE, HAROLD S., and RAYMOND M. KNIGHT. Technical gram for Effective Writing. New York: Appleton- Mathematics and Calculus. New York: McGraw-Hill Century-Crofts, 1966. Book Co., Inc., Current edition. SHURTLEFF, M. C. How To Control Plant Diseases in RICHARDS, FRANCES M. and JACK S. ROMINE. Word Home and Garden. Ames, Iowa: The Iowa State Uni- Mastery. Dubuque, Iowa: Wm. C. Brown Co., Pub- versity Pr:ss, 1962. lishers, 1963. SIENKO, M. J., and R. A. PLANE. Chemistry: Principles RICHEY, C. B. and others. Agricultural Engineer.' and Properties. New York: McGraw-Hill Book Co., Handbook. New York: McGraw-Hill Book Co., Cur- Inc., 1966. rent edition. SINCLAIR, W. B. editor. The Orange: Its Biochemistry ROGET, PETER, ed. by N. LEWIS. New Roget's Thesaurus and Physiology. Berkeley, Calif.: University of Cali- in Dictionary Form. New York: G. P. Putnam's Sons, fornia, Division of Agricultural Sciences, 1961. 1965. SLOCUM, WALTER L. Agricultural Sociology. New York: ROGGE, EDWARD and JAMES C. CHING. Advanced Public Harper & Brothers, 1962. Speaking. New York: Holt, Rinehart & Winston, Inc., SMITH, GENEVIEVE LOVE. A Programmed Test: Spelling 1966. by Principles. New York: Appleton-Century-Crofts, ROUTH, JOSEPH I. Fundamentals of inorganic, Organic 1966. and Biological Chemistry. Philadelphia: W. B.. Saun- SMITH, HARRIS P. Farm Machinery and Equipment. ders Co., Current edition. New York: McGraw-Hill Book Co.,Inc. Current ROY, ERVELL P. Contract Farming U. S. A. Danville, edition. Ill.: The Interstate Printers and Publishers, 1963. SNODGRASS, MILTON M., and LUTHER L. WALLACE. Agri- RUBEY, HARRY. Supplemental Irrigation for Eastern culture Economics and Growth. New York: Apple- United States. Danville, Ill.: The Interstate Printing ton-Century-Crofts, 1964. and Publishing, Inc., 1963. Society of Automotive Engineers. Engineering Know- RUSSELL, JOHN B. Study Guide for Sienko and Plane How In Engine Design. New York: Society of Auto- Chemistry. New York: McGraw-Hill Book Co., Inc., motive Engineers, 1962. Current edition. SOSNIN, H. A. Arc Welding Instructions for the Begin- RUTTAN, VERNON W. Economic Demand For Irrigated ner. The James F. Lincoln Arc Welding Foundation, Acreage. Baltimore: John Hopkins Co., 1965. 1964. SACHS, H. J. and others. A Workbook for Writers. New STEWARD, F. C. Plants at Work. Reading, Mass.: Addi- York: American Book Co., 1960. son-Wesley Publishing Co., Inc., 1964. SANDERSON, R. T. Principles of Chemistry. New York: STEWARD, M. M. and others. Business English and Com- John Wiley & Sons, Inc., 1963. munication. New York: McGraw-Hill Book Co., Cur- SCHEER, ARNOLD H., and IlwooD M. JUERGENSON. Ap- rent edition. proved Practices in Fruit Production. Danville, Ill.: STRUNK, WILLIAM JR., The Elements of Style. New The Interstate Printing & Publishing, Inc., 1964. York: The Macmillan Co., 1962. SCHNEIDER, G. W., and C. C. SCARBOROUGH. Fruit Grow- SULLIVAN, M. W. Programmed Grammar. New York: ing. Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1960. McGraw-Hill Book Co., 1964. SCHULTZ, THEODORE W. Economic Crises in World Agri- TAYLOR, C. FAYETTE. The Internal Combustion Engine. culture. Ann Arbor, Mich.: University of Michigan Scranton, Pa.: International Textbook Co., 1961. Press, 1965. TAYLOR, LEE, and ARTHUR JONES, JR. Rural Life and SCHUTTE, WILLIAM M., and E. R. STEINBERG. Communi- Urbanized Society. New York: Oxford Press, 1964. cation in Business and Industry. New York: Holt, THOMPSON, HOMER C., and WILLIAM C. KELLEY, Vege- Rinehart, & Winston, 1960. table Crops. New York: McGraw-Hill Book Co., Inc., SEFERIAN, DANIEL. Metallurgy of Welding. New York: Current edition. John Wiley & Sons, 1962. THOMPSON, W. N. Fundamentals of Communication. SHEFF, ALEXANDER L. Bookkeeping Made Easy. New New York: McGraw-Hill Book Co., 1957. York: Barnes & Noble, Inc., 1966. TISDALE, SAMUEL L., and WERNER L. NELSON. Soil Fer- SHEPHERD, D. G. Introduction to the Gas Turbine. New tility and Fertilizers. New York: The Macmillan Co., York: D. Van Nostrand Co., Inc., 1960. Current edition.

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rai TRESSLER, DONALD K.and CLIFFORD F. EvERs. The U.S. Department ofHealth, Education, Freezing Preservationof Foods, Vol. IX.Westport, and Welfare. Conn.: AVI Publishing Office of Education.Pretechnical Post High Co., Current edition. Programs, A Suggested School TRESSLER, DONALD K. andMAYNARD A. JOSLYN. Fruit Guide. Washington,D.C.: and Vegetable Juice U.S. GovernmentPrinting Office, 1967. Processing Technology. West- VAN ARSDEL, WALLACE port, Conn.: AVI PublishingCo., 1961. B. Food Dehydration.Vol. I. United States Standard Westport, Conn.: AVIPublishing Co., 1964. for Grades. Washington,D.C.: VINCENT, WARREN H. U.S. Department ofAgriculture, Fruit and Economics andManagement in Vegetable Agriculture. EnglewoodCliffs, N.J.: Prentice-Hall, Division. Current edition. Inc., 1962. U.S. Department of Agriculture. Consumers All.(Year- WALLACE, JAMES J.,and RAYMOND R. book of Agriculture,1965) Washington, BENKE. Managing D.C.: Gov- the Tenant-OperatedFarm. Ames, Iowa:Iowa State ernment Printing Office,1965. Press, Current edition. U.S. Department ofAgriculture. Financial WEISZ, PAUL B., and and Physical Calculations MELVIN S. FULLER,The Science of Measurements. AgricultureHandbook. Botany. New York: 230 Washington, D.C.: McGraw-Hill Book Co.,Inc., 1962. U.S. GovernmentPrinting Welding and CuttingManual. New York: Office, 1964. bide Corp., 1966. Union Car- U.S. Department of WESTCOTT, CYNTHIA. Agriculture. Protecting OurFood. Gardener's Bug Book.Garden (Yearbook of Agriculture,1966). Washington, D.C.: City, N.Y.: Doubleday& Co., Current Government Printing Office, edition. 1966. WESTCOTT, CYNTHIA.Plant DiseaseHandbook. New U.S. Department ofAgriculture. Agricultural York: D. Van ing. (A monthly Market- Nostrand Co., Inc.,Current edition. periodical) WHITAKER, T. W.,and G. N. DAVIS,Cucurbits. New U.S. Departmentof Agriculture. Manualfor Testing York: John Wiley& Sons, Inc., 1962. Agriculture and VegetableSeeds. Washington, D.C.: WHITE, C. M. andothers. Sources of Government Printing Information in the Office, 1952. Social Sciences.Totowa, N.J.: TheBedminster Press, U.S. Departmentof Agriculture.Summary of Regis- 1964. tered Pesticide Uses.Washington, D.C.: WILCOX, WALTER W.and WILLARD W. Printing Office, Current Government nomics of American COCHRANE, Eco- edition. Agriculture. EnglewoodCliffs, U.S. Departmentof Health, Education,and Welfare, N.J.: Prentice-Hall,1960. Office of Education.Chemical Technology WILLIS, HULON.Structural Grammar A. OE- New York: Holt, and Composition. 80027 Washington,D.C.: U.S. GovernmentPrinting Rinehart & Winston,Inc., 1967. Office, Supt. ofDocuments, 1967. WILSON, KENNETHG., and others.Harbrace Guide to U.S. Department ofHealth, Education, Dictionaries. NewYork: Harcourt, and Welfare, Inc., 1963. Brace & World, Office of Education.Food Processing Technology,A Suggested 2-year PostHigh School Curriculum. WINCIIELL, CONSTANCEM. Guide to OE- Chicago: American Reference Books. 80027 Washington,D.C.: U.S. GovernmentPrinting Library Association,1,951. Office, Supt. of Documents, WINKLER, A. J. GeneralViticulture. Berkeley, 1967. nia: University Califor- U.S. Department ofHealth, Education, andWelfare, of California Press,1962. Office of Education. WOOLRICII, WILLISRAYMOND. Handbook Scientific and TechnicalSocieties tion Engineering. of Refrigera- Pertinent to the Educationof Technicians.0E-80027 Westport, Conn.: AVIPublishing Washington, D.C.: U.S. Co., Current edition. Government Printing Office, WOOD, JESSE H. and Supt. of Documents,1965. CHARLES W. KENITAN.General Col- lege Chemistry. New U.S. Department ofHealth, Education, andWelfare. York: Harper & Row,1961. Office of Education. ZETLER, ROBERT L.,and W. G. CROUCH.Successful Com- Occupational Criteriaand Pre- munication In Science paratory Curriculum Patternsin Technical Education and Industry. NewYork: Mc- Graw-Hill Book Co.,1961. Programs. Washington,D.C.: U.S. GovernmentPrint- ing Office, 1962. ZIMMERMAN, JOSEF D.Irrigation. New York:John Wiley & Sons, Inc.1966.

174 APPENDIX

Selected List of Professionaland Technical Societies and OrganizationsConcerned with Crop and FruitProduction

A list of some professional and technical societies and AMERICAN HORTICULTURAL associations concerned withcrop and fruit production SOCIETY, 1600 can be a source of useful instructional Bladensburg Road N.B., Washington,D.C. 20002. information and Purpose: Membership includesindividual amateur and reference data. The compendiumwhich follows :ns not professional gardeners. a complete listing; inclusion does notimply special ap- Publications: AHS Gardeners' proval; omission does not imply Forum, 8 times year; disapproval of an or- American HorticulturalMagazine, quarterly. ganization. Details regardinglolal chaptersor sections have been omitted. Educatorsdesiring information AMERICAN MUSHROOMINSTITUTE, P.O. Box 373, from the organizationsmay address inquiries to the Kennett Square, Pa. 19348. executive secretary at the addressshown. Purpose: To Conduct promotioncampaign to increase consumption of mushrooms. AGRICULTURAL AIRCRAFTASSOCIATION, 524 Publications: Mushroom News,monthly. West Kearney Boulevard,Chandler Field, Fresno, Calif. 93706. AMERICAN POMOLOGICALSOCIETY, Department Purpose: Ownersor operators of agricultural aircraft of Horticulture, MichiganState University, East businesses. Lansing, Mich. 48823. Purpose: To provide information Publications: Newsletter. Alsopublishes safety bulle- to professional and tins. amateur horticulturists. Publications: Fruit Varieties andHorticultural Digest, quarterly. AGRICULTURAL RESEARCHINSTITUTE, c/o Na- tional Academy of Science, 2101 Constitution Ave- AMERICAN POTASH INSTITUTE,1102 16th Street, nue N.W., Washington, D.C. 20418. N.W., Washington, D.C. 20036. Purpose: To promote research and policies to insure Purpose: To conduct scientificresearch program in best utilization of agriculturalresources in the na- agricultural use of potash. tional economy. Affiliated withthe Agricultural Board Publications: Better Crops withPlant Food, bimonthly. and sponsored by NationalResearch Council. Publications: Various ResearchReports. AMERICAN RICE GROWERSCOOPERATIVE AS- SOCIATION, 211 PioneerBuilding, Lake Charles, AMERICAN ENTOMOLOGICALSOCIETY, 1900 La. 70601. Race Street, Philadelphia, Pa.19103. Purpose: Federation of localfarmers' cooperativesen- Purpose: To promote the study of insectsand to publish gaged in processing, storageand marketing of rough results of pure research in thesystematics and mor- rice. phology of insects. Publications: None. Publications: Entomological News, 10 timesa year; Transactions, quarterly; Memoirs, irregular. AMERICAN SEED TRADEASSOCIATION, Southern Building, 15th and K StreetN.W., Suite 808, Wash- AMERICAN FARM RESEARCH ington, D.C. 20005. ASSOCIATION, 100 Purpose: Breeders, Willayne Plaza, 402 NorthwesternAvenue, West growers, assemblers, conditioners, Lafayette, Ind. 47906. wholesalers, retailers of grain,grass, vegetable, and Purpose: To direct work in animal andplant nutrition, flower seeds. seed and farm chemicals, and farmfields and lubricants. FEDERATED PECAN GROWERS'ASSOCIATION OF THE UNITED STATES,P.O. Box 8597, Baton Publications: None. Rouge, La. 70803.

175 monthly; Soybean Blue Purpose: Federation of regional pecangrowers' asso- Publications: Soybean Digest, Book, annual; Late News, 32issues year. ciations. Publications: None. AMERICAN SUGAR CANELEAGUE OF THE U.S.A., Whitney Boulevard, NewOrleans,La. FLORIDA CITRUS MUTUAL, P.O.Box 499, Lake- 70130. land, Fla. 33802. Purpose: Organization for sugar caneproducers. Purpose: Citrus growers' organizationsupplying market and price information andpromotional materials Publications: None. to its members. ASSOCIATION OF OFFICIALAGRICULTURAL Publications: Triangle, weekly;Market Bulletin, 4/week. CHEMISTS, Box 540, Benjamin FranklinStation, SHIPPERS, ASSOCIA- Washington, D.C., 20044. FLORIDA FRESH CITRUS Purpose: To provide information forchemists who TION, P.O. Box 113, Lakeland,Fla. 33802. methods of ana-. citrus fruits. develop, test and sponsor improved Purpose: Shippers of fresh Florida lyzing products related to agriculturalcommodities. Publications: None. Publications: Journal of the AOAC,bimonthly. Pub- FLORIDA LYCHEE GROWERS'ASSOCIATION, lishes official methods of analysis of theAOAC every P.O. Box 7, Laurel, Fla. 33545. 5 years. lychee growers. Purpose: Marketing organization of ASSOCIATION OF OFFICIAL SEEDANALYSTS, Publications: Yearbook. 325 U.S. Court House, KansasCity, Mo. 64106. officials of 68 Fed- FLORIDA MANGO FORUM,1102 North Krome Ave- Purpose: To provide information for eral, State, seed testing and researchlaboratories. nue, Homestead,Fla. 33030. Proceedings, an- Purpose: To promote the studyof mango production, Publications: Newsletter, quarterly; marketing, and selection of newvarieties. nual; Rules for testing seed, 0 issues a year. Publications: Proceedings, annual. BEET SUGAR DEVELOPMENTFOUNDATION, Publication: Yearbook. 156 South College, P.O. Box538, Fort Collins, Colo. AMERICAN SOCIETY FORHORTICULTURAL SCI- 80521. Michigan State Purpose: To conduct and promoteresearch on beet ENCE, 301 Horticulture Building, and sugar beet improvement. University, East Lansing, Mich.48823. sugar processing Purpose: To promote and encouragenational interest Publications: None. in scientific research andeducation in horticulture. CALAVO GROWERS OFCALIFORNIA (Avocado), Publications: Newsletter, semiannual;Proceedings (2nd 4833 Everett Avenue, LosAngeles, Calif. 90058. volume includes roster),semiannually. Purpose: Activities include packing,promotion, and avocados and other AGRONOMY, 677 South marketing of and research on AMERICAN SOCIETY OF specialty fruits (fresh). Segoe Road, Madison, Wis.53711. Calavo News, society concerned withfarm Publications: Newsletter, semimonthly; Purpose: Professional irregular. crops and soils andconditions affecting them. Publications: Agronomy Journal,bimonthly; Crops and CALIFORNIA ALMOND GROWERSEXCHANGE, Soils, 9 times a year. P.O. Box 1768, Sacramento, Calif. 95808. Purpose: To promote sale of almonds ondomestic and AMERICAN SOCIETY' OFENOLOGISTS, Depart- foreign markets, encourage correctalmond cultural ment of Viticulture andEnology, University of practices, and develop stronger andspecialized al- California, Davis, Calif. 95616. mond strains. Purpose: To promote technicaladvancement in enology Publications: Almond Facts, bimonthly. through integrated researchby science and industry. Publications: Journal of Enologyand Viticulture, quar- CALIFORNIA DATE GROWERSASSOCIATION, terly; News Edition, quarterly. P.O. Box 577, Indio, Calif. 92201. Purpose: To promote cooperativemarketing and har- AMERICAN SOCIETY OFRANGE MANAGEMENT, vesting. P.O. Box 18302, Portland,Ore. 97218. Publications: None. society concerned with range Purpose: Professional CALIFORNIA FIG INSTITUTE, P.O.Box 709, Fresno, management. bi- Calif. 93712. Publications:Journalof Range Management, for commer- monthly. Purpose: To promote research programs cial fig growers in California(only State producing AMERICAN SOYBEANASSOCIATION, Hudson, figs). Iowa 50643. Publications: Statistical Review, annual. Purpose: To promote newvarieties of soybeans and 10th Street, in the United States andabroad; to CALIFORNIA FRUIT EXCHANGE, 1400 new markets Sacramento, Calif. 95814. combat diseases and insectpests affecting production.

176 Purpose: Cooperative marketing organization to dis- DATE GROWERS' INSTITUTE, Route 2,Box 81, tribute deciduous tree fruits and table grapes. Thermal, Calif. 92274. Publications: Blue Anchor, quarterly. Purpose: To provide information for commercial growers of dates. CALIFORNIA GRAPE AND TREE FRUIT LEAGUE, Publications: DGI Bulletin annual. 717 Market Street, San Francisco, Calif. 94103. Purpose: To provide information for growers and ship- DIAMOND WALNUT GROWERS, 1050 South Dia- pers of fresh deciduous tree fruits, grapes, berries mond Street, Stockton, Calif. 95205. in California and Arizona, Purpose: Producers' processing and marketing organi- Publications: Newsletter, irregular. zation. Publications: Diamond Walnut News, bimonthly. CALIFORNIA RAISIN ADVISORY BOARD, 2240 North Angus Avenue, Fresno, Calif. 93726. ENTOMOLOGICAL SOCIETY OF AMERICA, 5603 Purpose: To promote the sale of raisins and raisin Calvert Road, College Park, Md. 20740. products. Purpose: Professional society of entomologists and oth- Publications: Report to Raisinlanders, annual. ers interested in the study and control of insects. CALIFORNIA STRAWBERRY ADVISORY BOARD, Publications: Annals of E.S.A., bimonthly; Journal of c/o Malcolm B. Douglas, P.O. Box 57, Santa Clara, Economic Entomology, bimonthly; Miscellaneous pub- Calif. 95052. lications of E.S.A., irregular; Bulletin of E.S.A., Purpose: No data found. quarterly. Publications: None. FARM EQUIPMENT INSTITUTE, 608 South Dear- CHERRY GROWERS AND INDUSTRIES FOUN- born Street, Chicago, III. 60605. DATION, Box 283, Salem, Ore. 97308. Purpose: To provide information for manufacturers of Purpose: To provide information for growers, proces- farm implements, machinery, and equipment. sors, and shippers of cherries. Publications: FEI Letter, bimonthly; Farm, Equipment Publications: None. Industry Facts, annual; Land of Plenty. Survey of Agricultural Engineering Projects at Land Grant COUNCIL FOR AGRICULTURAL AND CHEMUR- Colleges in the United States, Canada, Puerto Rico. GIC RESEARCH, 850 Fifth Avenue, New York, N.Y. 10001. FARM EQUIPMENT MANUFACTURERS ASSO- Purpose: To promote discovery of new nonfood uses CIATION, 34 North Brentwood, St. Louis, Mo. for farm crops, their residues and byproducts; new 63105. crops that farmers may grow profitably, etc. Purpose: To serve manufacturers of "short lines" of Publications: Chemurgic Digest, 8 issues a year. specialized farm equipment. Publications: Short liner, semimonthly. CRANBERRY INSTITUTE, South Duxbury, Mass. 02374. FARM FILM FOUNDATION (Motion Pictures), 1425 Purpose: To promote research on production and mar- H Street N.W., Washington, D.C. 20005. keting of cranberries. Purpose: To create better understanding between urban Publications: None. and rural America through audiovisual education. CROP PROTECTION INSTITUTE, P.O. Box 5, Dur- Publications: Catalog of 16mm motion pictures. ham, N.H. 03824. FEDERATED PECAN GROWERS' ASSOCIATIONS Purpose: To conduct biological and biocidal research OF THE UNITED STATES, P.O. Box 8597, Baton and development of insecticides, herbicides, fungi- Rouge, La. 70803. cides, nematocides, etc. Purpose: Federation of regional pecan growers' asso- Publications: None. ciations. CROP QUALITY COUNCIL, 828 Midland Band Boule- Publications: None: vard, Minneapolis, Minn. 55401. Purpose: To encourage research and control of pests FLORIDA CITRUS MUTUAL, P.O. Box 499, Lake- affecting food, feed, oil, and forage crops. land, Fla. 33802. Publicatimis: None. Purpose: Citrus growers' organization supplying market and price information and promotional materials CROP SCIENCE SOCIETY OF AMERICA, 667 South to its members. Segoe Road, Madison, Wis. 53711. Publications:Triangle, weekly; Market Bulletin, 4/ Purpose: To advance research, extension, and teaching week. of all basic phases of the crop sciences and to cooperate with all other organizations similarly inter- FLORIDA FRESH CITRUS SHIPPERS' ASSOCIA- ested in the improvement, production, management, TION, P.O. Box 113, Lakeland, Fla. 33802. and utilization of field crops. Purpose: Shippers of fresh Florida citrus fruits. Publications: Crop Science, bimonthly. Publications: None.

177 interested in all aspectsof GROWERS' ASSOCIATION, Purpose: To inform people FLORIDA LYCHEE greenhouse vegetableproduction. 33545. P.O. Box 7, Laurel, Fla. Publications: None. Purpose: Marketingorganization of lychee growers. Publications: Yearbook. NATIONAL ASSOCIATIONOFWHEAT GROW- StreetN.W., Washington, FORUM, 1102 NorthKrome Ave- ERS, Room 1128, 1411 K FLORIDA MANGO D.C. 20005. nue, Homestead,Fla. 33030. of a federation of the study of mangoproduction, Purpose: To coordinate the efforts Purpose: To promote associateons. marketing, and selectionof new varieties. 10 State wheat growers' Publications: Proceedings,annual. Publications: Proceedings,annual. COMMITTEE, 22 West HAWAIIAN SUGARPLANTERS'ASSOCIATION, NATIONAL CONTAINER Honolulu, Hawaii.96804. Madison Street, Chicago, Ill.60602. P.O. Box 2450, industry of with an interest in dam- Purpose: To improveand protect the sugar Purpose: To serve railroads experiment station. age preventionand development ofregulations in re- Hawaii; to support an vegetable shipping containers. Publications: HawaiianPlanters' Record,annual. gard to fresh fruit and Publications: None. INTERNATIONAL COTTONADVISORY COMMIT- TEE, 5441 SouthBuilding, Departmentof Agricul- NATIONAL FERTILIZERSOLUTION ASSOCIA- D.C. 20250. TION, 1146 JeffersonBuilding, Peoria, Ill. 61602. ture, Washington, statistics on world wholesalers, dealers, Purpose: To collectand disseminate Purpose: To serve manufacturers, consumption, cottonsituation,production,trade, in fertilizer solutions. stocks; to suggest torepresented governmentsways Publication: Solutions, bimonthly. of maintaining astable cotton economy. GROWERS AS- Monthly Review;Cotton, Quar- NATIONAL JUNIOR VEGETABLE Publications: Cotton, SOCIATION, P.O. Box 603, NorthAmherst, Mass. terly StatisticalBulletin; Proceedingsof Plenary Meetings, annual; BaseBook of CottonStatistics, 01002. Purpose': To conduct educational programfor young 1959-63. people (14 to 21) interestedin horticulture. INTERNATIONAL CROPIMPROVEMENT ASSO- Publications: MIVGA. Newsletter,irregular. cio R. H. Garrison,Clemson, CIATION (Seed), ASSOCOATION, 201% East S.C. 29631. NATIONAL ONION of state seedcertifying agen- Grand River, East Lansing,Mich. 48823. Purpose: Organization monthly statistical reportsof cies; promotesbreeding, production,and distribution 2urpose: To compile certified seed stocks. acreage,yield,and productionof of foundation,registered, and stock-in-hand, Publications: None. onions in the UnitedStates. (fertiliz- INTERNATIONAL PLANTPROPAGATORS' SO- NATIONAL PLANTFOOD INSTITUTE Department, Universityof ers), 1700 K Street N.W.,Washington, D.C. 20066. CIETY, Plant Science for Connecticut, Storrs,Conn. 06268. Purpose: To supportagricultural research program commercial nurserymen,plant prop- fertilizers and disseminationof findings. Purpose: To serve Regional agators, teachersand researchworkers concerned Publications: Plant FoodReview, quarterly; with plant propagation. Plant Food Bulletins. Publications: Proceedings,annual. NATIONAL SOYBEANCROP IMPROVEMENT COMMITTEE, 117West COUNCIL, 211 South RaceStreet, Urbana, Ill. LEMONADMINISTRATIVE Calif. 90015. Ninth Street, Room905, Los Angeles, 61801. marketing of United Purpose: Committeeparticipates in the Purpose: To promote growingof soybeans in the fresh lemons in theUnited States andCanada. States. Publications: WeeklyNewsletter. Publications: Soybean News, 3times a year; Soybean Farming (booklet). NATIONAL AGRICULTURALCHEMICALS ASSO- Washington, P.O. CIATION, 1145 19thStreet N.W., NORTH AMERICANBLUEBERRY COUNCIL, D.C. 20036. Box 448, South Haven,Mich. 49090. Purpose: To conductresearch to discover newchemi- Purpose: Formed to act as aclearinghouse for research agricultural cals, improve quality,promote safety in and development activitiesin blueberry production as central publicity andpromotion uses forchemicals. Bulletins and well as provide a Publications: NACNews, bimonthly; agency for allproduction areas. manuals. Publications: None. GREENHOUSE VEGE- ASSOCIATION, 4518 NATIONAL ASSOCIATION Building, 2014 NORTHERN NUT GROWERS' TABLE GROWERS,1814 Schofield Holston Hills Road, Knoxville,Tenn. 37914, East Ninth Street,Cleveland, Ohio. 44115. 178 Purpose: To inform commercialgrowers and others in- SUNKIST GROWERS (citrus fruit), 707 West Fifth terested in propagation and culture of hardy nut Street, Los Angeles, Calif. 90017. trees. Purpose: Citrus fruit cooperative for marketing. Publications: Nutshell, quarterly; Proceedings,annual. Publications: None. PAN AMERICAN TUNG RESEARCH AND DEVEL- SUN-MAID RAISIN GROWERS OP CALIFORNIA, OPMENT LEAGUE, P.O. Box 73,Poplarville, 2902 Hamilton Avenue, Fresno, Calif. 93721. Miss. 39470. Purpose: Cooperative marketing association of raisin Purpose: To sponsor and conduct market, product, and growers. scientific research on tung oil and tung byproducts. Publications: Newsletter, monthly. Publications: American Tung Oil Topics, irregular. SUNSWEET GROWERS (fruit), Market and San An- POTATO ASSOCIATION OF AMERICA, New Jersey tonio Streets, San Jose, Calif. 95113. Agricultural Experiment Station, New Brunswick, Purpose: Cooperative marketing organization forpro- N.J. 08903. ducers of dried prunes, apricots, peaches, and pears. Purpose: To inform professionals interested in the Irish Publications: Sunsweet Standard, monthly. (white) potato. Publications: American Potato Journal, monthly;Po- TOBACCO INSTITUTE, 808 17th Street N.W., Wash- tato Handbook, annual,. ington, D.C. 20006. Purpose: To promote better public understanding of PRODUCE PACKAGING ASSOCIATION, P.O. Box the tobacco industry. 29, Newark, Del. 19711. Publications: Tobacco News, quarterly; Tobacco and Purpose: To improve methods of packaging andmar- Health, quarterly. keting produce, fresh fruits and vegetables. Publications: Produce Packager, semimonthly. UNITED FRESH FRUIT AND VEGETABLE AS- RESEARCH AND DEVELOPMENT ASSOCIATES, SOCIATION, 777 14th Street N.W., Washington, FOOD AND CONTAINER INSTITUTE, 1819 D.C. 20005. West Pershing Road, Chicago, Ill. 60609. Purpose: To serve growers, shippers, workers, whole- Purpose: To inform industrial firms, educational insti- salers, distributors, retailers, handling fresh fruits tutions, and related groups engaged in food and con- and vegetables. tainer research and development. Publications: United Fi Fsh Outlook, weekly; United Publications: Activities Report, quarterly; Newsletter, Spud light, weekly; Supply Letter, monthly; SWD bimonthly. Also publishes technical booklets and re- Bulletin, monthly; U. M. Y. Fresh Forum, monthly; ports. Terminal Times, monthly; Nutrition Notes,quarterly, Yearbook, many special reports. SEED PEA GROUP, 333 North Michigan Avenue, Chicago, Ill. 60601. UNITED STATES NATIONAL COMMITTEE, IN- Purpose: To serve processors of pea seed sold to the TERNATIONAL COMMISSION ON IRRIGA- canning trade and suppliers to seed trade. TION AND DRAINAGE, P.O. Box 15826, Denver, Publications: None. Colo. 80215. Purpose: To inform engineers, scientists, and others, SOIL CONSERVATION SOCIETY OF AMERICA, interested in irrigation and drainage. 7515 Northeast Ankeny Road, Ankeny, Iowa 50021. Publications: Newsletter, quarterly. Purpose: To serve professional soil and water conser- vationists and others in related fields. WEED SOCIETY OF AMERICA, Agronomy Dept., Publications: Journal of Soil and Water Conservation, University of Illinois, Urbana, Ill. 01801. bimonthly. Also monographs, booklets, etc. Purpose: Professional society of biological and chemical scientists and engineers involved in weed control SOIL SCIENCE SOCIETY OF AMERICA, 677 South research, (ix. Sego° Road, Madison, Wis. 53711. Publications: Weeds, quarterly. Purpose: To serve professional soils workers interested in fundamental and applied soil science. WESTERN AGRICULTURAL CHEMICALS ASSO- Publications: SSSA Proceedings, bimonthly. CIATION, 2466 Kellwood Avenue, San Jose, Calif. 95128. SUGAR RESEARCH FOUNDATION, 52 Wall Street, Purpose: To provide information to a regional organi- New York, N.Y. 10005. zation of producers and formulators of basic pesti- Purpose: To study uses of sugar and its byproducts. cide chemicals, etc. Publications: None. Publications: Newsletters, 45/year.

* U.S. GOV011NMICNT PRINTING OFFICIEI 1070 a.--31111-100

179