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A CRITICAL 5TUDY 0F TH:
HURTICULTURAL (jZURRICUIUM UL
MICHIGAN STATE (COLLEGE

r14»

Thesis for the Degree oI M. 5.
Luke Harry Kelly

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A CRITICAL STUDY OF THE HORTICULTURAL CURRICULUM
OF THE
MICHIGAN STATE COLLEGE.

 

Thesis

Submitted to the Faculty of the Michigan State
College of Agriculture and Applied Sci-
ence in partial fulfillment of the
requirements for the degree

of master of Science.

)4}?

‘/I ,M‘W by
W. 5 Luke Harry Elly.

’ .
/ June 19280

fable of Contents

 

Page
Statement of object ------------------------------ -1
Method of procedure- ----- - ------------------------ l
Questionnaire ------ - ------- ---------~~ ------ 3.5.4
Presentation of data ------------------------------ 5

Present occupations of Horticultural graduates-~5

Changes in positions ---------------------------- 6
Advanced professional training ------------------ 6
Courses valuable for general training ----- - ----- 7

Courses valuable for specific information-------9

Subjects horticultural graduates would elect if

they were to take the course again. ------------ ll
Weak spots in college course --------------------- 13
Laboratory versus classroom -------------------- 15
How to keep up-to-date ------------------------- 15
Professional Kagazines ------------------------- l6
Ron-professional magazines--~----------- ------- 17
Books recently purchased ----------------- ------17
Membership in general farm organizations ------- l9
Kembership in professional organizations ------- 19

"Notes on a College Education", Kr.3.Smith '12---20

Summary; ----------------------------------------- 27

101885

 

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INTRODUCTION

 

The four year curriculum outlined for students
majoring in horticulture at Michigan State College, in
common with corresponding curricula in similar institu-
tions, includes a number of courses in general science,
some in liberal arts, and some of the basic courses in
the several agricultural sciences, as well as more
specialized courses in horticulture. The exact courses
that are included in such a curriculum generally repre»
sent a compromise between what, at least theoretically,
it seems desirable or practicable for the student to
take within the time limits that are available. They
may also represent a compromise between the conflicting
opinions of those who are responsible for the outline.
The elective or optional courses that the student chooses
during his last one or two years sometimes reflect his
own opinion of what will eventually be of greatest use,
sometimes they simply reflect his choice of what is of
greatest passing interest. Regardless of how the required
courses of the curriculum are decided on and regardless
of the factors governing the students' choice of elec-
tives, it is largely opinion that shapes each individual
student's course of study. Comparatively few data are
available which tell either faculty advisor or student

how well or how poorly any particular curriculum or

course of study will prepare the individual for his
future vocation. Perhaps this is not surprising when

it is realized that the indirect may often be as great
or greater than the direct benefits to be derived from

a particular course of study, and possibly from this
standpoint any and all courses of training are to be
regarded as valuable. On the other hand, it would be
even more surprising if all courses would turn out to

be equally valuable. Some must be better than others

and, following the same line of reasoning, it is probable

that in almost every curriculum there are weak spots.

ETATEI‘ENT OF OBJECT

 

It is with the idea of determining how adequately
or inadequately the horticultural course as given at
Hichigan State College in the past, has met the needs
of its graduates in their respective fields of work,
that a critical survey has been made of the horticult-
ural curriculum (using this term in its broader sense)
and an attempt made to locate its strong points and its

deficiences.

iETHOD OF PROCEDURE

 

A questionnaire* was sent to 94 horticultural
graduates.** Fer comparison similar data were collected
by means of personal interviews from 40 graduates of
liberal arts colleges, professional schools, and from
other departments of land grant colleges. Kine of these
were farmers, seven extension workers, five high school
teachers, three county agents, three graduate students,
two physicians, two dentists, two ministers; there was
also one representative from each of the following
vocations: farm wife, insurance agent, retired commercial
veterinarian, real estate salesman, osteopath, and

Y.M.C.A. secretary.

* Sample on pages 2, 3, 4 -
* Seventy of these questionnaires were returned
W1 th data 0

a:

QUESTIONNAIRE

 

If’there is not room after the question for all
you wish to say write on the back of the sheet.
ﬂame-~-- ------------- ~~~~Address ----------------- ----

Positions held after leaving college:-

1. ------ - -------- ~-------- ---------------------------
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a.I:III:III2:12:22:IIIIIII'IIIIi'IIZI:
4.';;;l;;;;’;;i;';?;;;;;;Z222222222223:22:12:
5.2;;';;;';;;L';;;;I;;;;2;;;;;;2;';;L;ZI2:17:22:
6. Where ------------------- What degree ---------------

7. What course or courses e.g. (Botany, English, Soils,
Farm Crops, Hathematics) that you took in College do

you value most highly from the standpoint of the general
training that they gave yous-a kind or general prepara-
£222 for the work that you have been doing, though you
may not have been able to make direct specific use of

its subject matter?-- ---------------------------------

8. Since leaving college have you taken any specific

courses of instruction along these lines-~e.g. corre-
spondence course, short courses, etc. ----------------
9. What course or courses that you took in college do
you value most highly from the standpoint of specific

information that they gave you that you have since

vv‘w WW-

 

10. Since leaving college have you taken any specific
courses of instruction along those lines-~e.g. corre-
spondence courses, short courses, etc? ---------------
11. If you had it to do over again, what subjects
would you take that you did not take in college or
along what lines would you take additional work, having
in mind that you would remain in the same occupation?

Why? ------------ ------- ------ ... -----------------------

12. As you see it where was the weak spot in the
course that you took from the standpoint of realizing

your ambitions after leaving college? ----------------

 

 

 

 

-4 ...

.-.

13. As you look back upon your time spent in college,

did you get more out of the time spent in laboratory

 

or classroom courses? How do you account for this?

 

14. What do you consider the most satisfactory way or
means of keeping up-to-date and supplementing the fund
of information which you get in college?- ----------- -
15. How much travelling have you done recently, primari-
ly from the standpoint of adding to your professional
information?----- ------- ---~ -------------------------
16. Do you subscribe for and follow rather closely any
professional magazines as e.g. American Fruit Growers,
market Growers Journal, Chicago Packers, etc2- ------ -
17. What non-professional magazines do you read regular-
ly, e.g. Saturday Evening Post, Cosmopolitan, etc?

18. Are you on the regular bulletin mailing list of
your own and other experiment stations?----- ---------
19. Have you found it necessary to purchase recently
published professional books? Give the titles of some
of them.----- ---------- ------------------ -----------
20. Are you a member of any professional organization
such as, State or Local Horticultural Societies, Garden
Club, etc?--- ----- - --------- - ---------- ---- ..........
21. Are you a member of any general farm organization
such as, Grange, Cleaners, Farmers'Clubs, Farm.Bureau,

etc?- ...............................................

EgESENTATION OF DATA

if Vﬁ

 

Eresent Occupations of Herticultural Graduates

 

Fourteen, or 20 per cent, of the horticultural
graduates of this group of 70, returned to the farm
and presumably are growing horticultural products.
Twelve, or 17 per cent, are engaged in horticultural

merchandising enterprises.

 

V f v wv—fv 7

Production eee*e**e***eee 14
marketing ***********e 12
United States D. of A. *********** 11
Hbrticultural Teaching ****** 6
High School Teaching ****** 6 7
not related business ****** 6 9
Related Hort. Selling **' 3 H
Advertising *** e *

General College Teaching *** 3

K".

County Agents ** 2

of

Others 4

 

Fig. 1.- This figure shows the different
fields of work in which we find the 70
horticultural graduates engaged.

Eleven, or 15.7 per cent, are in the service of
the United States Department of Agriculture. In the
field of education, we find six horticultural, six
high school, and three general college teachers. Only
8.5 per cent are now engaged in pursuits not related

to horticulture.

Changes in Positions

 

Eleven of the horticultural and seven of the
non-horticultural men are still on their first Jobs.
Thirty-six, or 51 per cent, of the horticultural men,
in comparison with 11, or 27.5 per cent, of the non-
horticultural men, have held feur or more positions
since graduating from college. Many of these changes
in positions can be accounted for by advancement with

the same company or in the same field of work.

advanced Professional Training

Fifty-seven of the 70 horticultural graduates
have never taken any advanced college work; only 13,
or 18.6 per cent, have returned for advanced pro-
fessional training. In contrast to this it was found
that 57.5 per cent of the non-horticultural men
interviewed have found it desirable to do graduate

work.

Table l.-This table gives the relative percentage of
horticultural and nonohorticultural graduates who have

taken graduate work.

Horticultural Hen-horticultural

 

Number investigated 70

Per cent without
Graduate work 81.44

Per cent with
Master's Degrees 12.85

Per cent with
Doctors Degrees 5.71

Per cent with
advanced training not
otherwise designated -----

40

42.5

35.0

5.0

17.5

 

Courses Valuable for General Training

 

v‘vmv v—vf w—WvV—wfvﬁv vv

Figuring on the basis of five subJects a term, a

graduate has taken in the neighborhood of 60 term sub-

Jects. Some of these courses have been cultural in

their nature and others have been primarily technical.

After having taken such an assortment of subjects, it

would be interesting to know which have been of the

most value from the standpoint of general information,

and which from the standpoint of Specific information,

for both horticultural and non-horticultural graduates.

Data on this question, as furnished by the

questionnaire, are summarized in the following figure:

 

v' vvw VT VY—vv' v—vﬁv—vﬁvﬁr v- ﬂ

Botany ************************eeeeeeee
. *****e

English **t*$***********************#*** 33

mathematics ****************e 17

Chemistry ***************e 16

Bacteriology **************e 15

Economics ************* 13

Entomology *********** 11

Physics **e******* 10

30113 *******t 8

Farm Craps ****** 5

Psychology ****** 5

Political Science **** 4
Animal Husbandry **** 4
Public Speaking ‘*** 4

 

v—V Wﬁv ﬂ va— V ﬁ ﬁ“ ﬁ v

Fig. 2..~Showing those subjects which horticultural
graduates consider have been the most important from
the standpoint of general training.

It is obvious that horticultural graduates consider
their Botany and English courses the most valuable from
the standpoint of general training. Furthermore, when

these graduates are divided into groups, according to the

general nature of the work in which they are engaged,
the same statement holds for each and every group. It
is interesting that one of these subjects is classified
strictly as a liberal art and the other as a pure
science. The Production Group (1.6. those engaged in
production enterprises) of 15, and those engaged in
educational work (28 in number) consider chemistry as
the next most important subject that they took in college.
On the other hand, those who have entered the merchandis-
ing field (19 in number) apparently have found their
knowledge of chemistry of comparatively little value.
They are inclined to rate public speaking and economics
as of greater value.

The non-horticultural graduates also think that
their English courses have been the most valuable from
the standpoint of general training. They give botany

and chemistry as second choice.

Courses Valuable for Specific Information

General horticulture together with specific
horticultural courses have been listed by the hort-
icultural graduates as being most valuable from the
standpoint of furnishing specific information that

they have used. Botany courses have been listed

10

second and entomology third. Bacteriology, chemistry,
soils and surveying have also been of specific value,

although to a more limited group.

 

“vi ‘1 VﬁV—vv—v W *v

“ﬂ

Botany ***************************e 28
l/ General Horticulture ******************ae***** 25
Entomology ****************** 18
Bacteriology **********ee*e 14
Chemistry *eeeeeeaee 10
Plant Path010gy
and PhysiOIOgy ********e 9
Soils ******** 8
v Systematic Pomology *’***** 7
Landscape ****** 6

Horticultural marketing ****** e
Surveying ***** 5

V Plant Propagation **** 4

W ﬁv 7* ﬁ wv+ Wvﬁ V i i

Fig. 5.- Showing these courses that horticultural
graduates took in college that they have been able to
use more or less directly in their work since graduating.

Dividing the horticultural graduates again into
Production, Commercial and Educational groups, it was
found that horticultural courses, botany, entomology,

bacteriology, and soils were of most direct value to

all groups of graduates. The courses in soils have been

11

especially valuable to production men, and commercial

horticulture to commercial men.

 

Subjects Horticultural Graduates Would Elect If

They Here To Take The Course Again.

 

The four year college curriculum affords the
student a chance to select a number of specific courses
which he believes will be of greatest benefit when he
begins his life work. At the time, few students are
really able to anticipate their needs and years later
many graduates realize that some subject that they did
not take would be of great value.

The graduates, from whom information was collected,

, were asked what subjects they would take more work in, if

they were to go through college again. A considerable

number stated that they would elect such general and
cultural subjects as English, public speaking, and economics.
It is interesting to note that the present horticultural
curriculum requires little, if any, more English and

public speaking than was required of horticultural

students one or two decades ago. However, economics

courses have been added to the curriculum and now no

graduate leaves the institution without some conception

of the fundamental economic principles; furthermore it

is now possible for students who have a liking for

12

economics to take a number of advanced courses as
electives.

Mr. Paul Thayer, a fruit grower of Cumberland
County, Pennsylvania, apparently reflects the opinion
of a considerable number in the following statement
with reference to his idea of the necessity of train-
ing in economics.

"In college we did not get the economic side
taught, as it is necessary for the student to under-
stand in order to succeed as a farmer or fruit grower.
These economic principles are essential whether the
graduate is to farm or to act as teacher or adviser of
present or future farmers. Knowing how to produce crops
is valuless unless the production is carried on under
conditions which render production remunerative."

Other horticultural graduates would elect more
work in chemistry, business administration, plant
pathology, botany, languages, bacteriology, mathematics,
physics, and farm mechanics, though these subjects re-
ceived less frequent mention than English, public speak-
ing and economics.

The preferences indicated by each horticultural
group when divided on the basis of present occupation,
are English, public speaking and economics. Members of
the ¥roduction Group are the only ones that would elect
farm mechanics. The Commercial Group mentioned chemistry

and foreign languages as being desirable. Besides the

three subjects mentioned above the Educational Group

13

would take more chemistry, botany, bacteriology, physics,
and school administration. The non-horticultural graduates
would take more work in sociology, economics, bacteriology,

botany, history, psychology, education and English.

Weak Spots in College Course

 

In answer to the question "As you see it where was
the weak spot in the course that you.took, from the
standpoint of realizing your ambition after leaving
college," nine mentioned that they did not have enough
"practical farm experience." Some of the nine thought
that it might be advisable to require at least one
summer's work of each candidate for graduation in his
specialized field. This experience would not only give
him a broader view for his last year's college work
but might prove to be of great value to him when he
tries to fill a position later on. Each of the following
statements was mentioned six times as being a weak spot:
" poor training on management or business side of farm-
ing," "lack of marketing courses," and "did not take
public speaking." The fact that horticultural courses
were "toorgeneral" was stated by five persons, Both
" lack of vegetable gardening and small fruit train-

ing" as well as "fundamental courses for nurserymen"

l4

seemed weak spots to three. A like number claimed
that the greatest deficiency from their point of view
was in "not knowing what to expect when they got out."

One man said, "The course was not weak-~it was the
lack of my appreciation of what I needed as a college

,4

student." pumice
Another graduate, engaged in commercial work at Boise,

Idaho, has written as follows on this question:
)3

"The biggest weak spot is probably not knowing
what to expect when leaving school, that is why I
thought my association with Eustace was so valuable.

I, and I believe most other students, had no idea of
what we could follow up after leaving school, and Just
took anything h0ping it would lead to something. It
would seem to me that the history of fifty or one-
hundred students after leaving for ten to twenty years
would be valuable. I believe an hour course per week,
or two hours a week for Juniors or seniors as to what
they can expect from such a training is needed as much
as anything. Take fifty or one-hundred histories of
students and trace them along, to see what they had to
travel to get where they are. I believe that if the
student thinks about what he expects to be ten or
twenty years after leaving college, he would study
differently, not only while in school but after he gets
out and gets on his Job.

"In other words where does a Job with a brokerage
company lead to years afterwards, the same with teach-
ing, the same with experiment station work, or anything
elsee

"I used to wonder what it was all about when I
was in school and stay awake nights worrying about where
I was going, and the same with others that I knew, about
the same as a young girl does before getting married. I
believe you should put them wise as to what to expect,
so they can plan and not get off on some tangent and
take years to get back where they belong.

"I feel I am where I should be, and very happy in
my work, and making more money than I ever dreamed of,
yet I don't feel I came this way because of my training,
I Just arrived here by luck, that is the way most lives
are started.

15

"I remember very well working with Paul Armstrong,
Francisco, Mogge and several others in our classes when
we first got out of school, and we had no more idea of
our future than a laborer. These men have made good, but
they were not directed in their respective channels by
school training.

"Think of the large number of others in our classes
that are Just making a living, and working in places
where they dislike the work, probably because they were
not directed into the right kind of work.

"Professor Eustace did more of this work than any
Professor I ever heard of, and I believe you will find
more successful horticultural graduates during his teach-
ing than any class of men from the school. It seems that
way as one goes about the country meeting and talking
with graduates of our days.”

Laboratory versus Classroom

 

The survey revealed the fact that apparently there
was no choice in the minds of the horticultural graduates
between the value of laboratory and classroom methods of
instruction. Several qualified their statements to the
effect that the success attending either method of pre-
sentation depends largely on the instructor and the
type of course. Certain courses lend themselves readily
to laboratory methods and others if taught outside the
classroom are not likely to fulfill satisfactorily their

objectives.

How to Keep CpTo-date

 

Forty-seven horticultural graduates use state

experiment station and United States Department of

16

Agriculture bulletins and circulars to keep informed.
In fact 46 graduates stated that they were on the
regular bulletin mailing list of at least one state
experiment station. Twenty-three read periodicals;
nineteen recommend "Joining a society in one's chosen
field;"nine take trade papers, and an equal number
have recently purchased technical books. Seven advise
attending educational meetings and lectures; five
profited by visiting up-to-date fruit growers. Feur
have found time to travel, and the same number state
that they appreciate the value of personal observation;
only two, however, mention taking graduate work.

The non-horticultural graduates find that ”con-
tinued training" is their best method of keeping up-
to-date; with this exception, the methods they used
are about the same as those mentioned by the horti-

cultural graduates.

Professional Kagazines

 

The "American Fruit Grower" and the"Chicago
Packer" are the two leading professional periodicals
read by horticultural graduates. They were mentioned
16 and 17 times, respectively. The "Rural Few Yerker,"
"Fruits and Gardens", "Better Hemes and Gardens",

"Market Growers' Journal", and "California CitrOgraph"

17

were each mentioned about five times. The non-horti-
cultural graduates have not confined themselves to any
one particular type of professional reading because of
their diversity of vocations.

In totalling the number of professional magazines
for both groups, it was found that the horticultural
graduates averaged 1.25, while the non-horticultural

group averaged 1.5 magazines each.

Nonfprcfessional Magazines

 

"The Saturday Evening Post", "American","Literary
Digest", and "National Geographic" are the four most
popular non-professional magazines with those from whom
information.was secured. This is true for both horticul-
tural and non~horticultural graduates. The horticultural
graduates were found to read on the average 2.4 non-
professional magazines and the non-horticultural group

averaged 2.5 magazines apiece.

Books Recently Purchased

Twenty-nine horticultural graduates stated that
they had made no recent purchases of professional books.
Several stated that they had made some purchases but

failed to give any specific titles. The titles of books

18

purchased and the number of times each was mentioned

are shown in Table 2.

Table 2.-Titles of books, and number of each recently
__purchased by horticultural graduates

"Fruit Growing",Chandler 6

"Fundamentals of Fruit Production",
Gardner, Bradford and Hooker 4

"American Fruits", Fraser 5
"Encyclopedia of Hardy Fruits," Hedrick 2

"Citrus Diseases and Their Control,"
Fawcett 2

N

"Fertility and Crop Production," Cox

"Manual of Fruit Insects,"
Slingerland and Crosby

"Cyclopedia of Herticulture," Bailey
"Plant Biographies"
"Citrus Culture," Hume
"Railroad Train Service"
"Freight Rates"
"Design of Small Properties," Bottomley

"Manual of Plant Diseases," Heald

+4 i4 F4 ’4 F’ +4 l4 P" to

"Rural Life at the Cross Roads,"

 

Twenty-seven and one-half per cent of the non-
horticultural graduates have not recently purchased
books, in comparison with the 41 per cent of the

horticultural graduates. The books the non-horticultural

19

group have purchased varied in type as greatly as

their choice of professional magazines.

kembership in General Farm Organizations

 

The Farm Bureau has enrolled larger membership
among the groups investigated than any other general
farm organization. Fourteen horticultural and eight
non-horticultural men stated that they were members of
this organization. The Grange, which is the leading
social order among the farmers, has attracted ll
horticultural and 10 nonphorticultural graduates. The
other organizations such as Cleaners, Farmers' and
Community Clubs have but one or two representatives in
either group. Forty-five horticultural and 15 non.
horticultural graduates indicated that they do not have

membership in any general farm organization.

Membership in Professional Organizations

ﬁw-vv—jv ﬁﬁv—w

 

Twenty-two,or 31 per cent,of the horticultural
and nine, or 22.5 per cent, of the non-horticultural
graduates do not possess membership in any profession-
al organization. The Michigan State Horticultural
Society leads the field with 26 horticultural graduates

/

20

as members. Seven belong to the American Society of
Horticultural Science. Feur of the non-horticultural
graduates are members of the Michigan Education Assoc-
iation but all other professional organizations have
failed to attract more than three from either group of
graduates.

Considering the diversity of occupations of the
horticultural graduates, and the number of positions
each has held since leaving college it is safe to
assume that some of them have had a broad eXperience
in one or more fields of work. One of these graduates,
Hr, Edwin Smith, '12‘, stands out as having had an
unusually varied career. During his years of experience
he has formulated definite ideas concerning his college
course and college courses in general which he has
carefully put into writing as a supplement to the
answers of his questionnaire. Because of the thoroughness
with which he has reviewed the entire subJect, Mr.Smith's
"Notes on a College Education" is being quoted here:

"After fifteen years away from Mf§.0., mostly in
contact with all sorts of men with all sorts of educa-
tions, I have come to the conclusion that if I were
advising a son regarding his college education I would
influence him toward taking his work in a University
or College where he could secure a good Liberal Arts
training, where he might secure a real, substantial

grounding in Sciences along with his cultural subJects.
Then hemight go to his Professional School and secure

‘v W“

* Specialist for U.S.D.A. in Marketing, Fruits, Vegetables,
stationed at London, England.

21

his training in Agriculture, Hedicine, Law or Theology,-
or plunge into Business, as his inclinations may direct.

"By doing this he would have such an education as
he will not have if he rushes helter-skelter into the
professional courses with only those necessary prepara-
tory subjects requisite to his properly digesting his
professional work,- as I did from 1908 to 1912 at H.A-C.
With such a foundation a student might master his horti-
cultural subjects, if he choses to become a fruit grower,
in a comparatively short time,- part in college and part
on a fruit farm. If he desires to become a professional
horticulturist, in these days he will want his graduate
work for a Doctor's degree, or its equivalent, so that
the four years that are spent on what might be termed
more or less pure academic subjects will be Just like
money deposited in a bank for him, as well as a Joy and
satisfaction all the days of his life.

"From these remarks it is to be seen that I am
critical of those who would map out a course of study
in college which would simply be efficient in turning
out graduates equipped to earn a living at some vocation
which college graduates are supposed to follow. I am
critical of those who would map out a course that would
make it possible for the student to "realize his ambitions
after leaving college", simply for the reasons that those
who can afford to take the time for a college education
should want something more than an apprenticeship and that
while we are in college our ambitions are not what they
will be ten years after. In criticizing the college course
that I pursued I should prefer to do so from a more
comprehensive viewpoint than that of Horticulture alone.
In following the horticultural side of my work since
leaving college I have been under a greater handicap
through the inadequacy of my academic training at college
than I have been through the shortcomings of the Horti-
cultural Course which I followed.

"Courses For General Training: Most students
graduating-from college Should want'to take some part in
the civic life of their community and add a contribution
to society, quite outside of their professional activities,
which their position in life makes it possible for them
to do. It may be their County Board or Council, the
State Legislature, the National Legislature, or in many
of the Service or Fraternal Organizations woven into the
American national fabric. English and History were about
the only two subjects which I took at H.A.C. which have
helped me along that line. Then, I did not know that I

32

should ever need any such preparation. I should have

had much more Modern History,- especially thorough
courses in American History, of which I had none at

all. I should have had courses in Literature, Psychology
and PhllOBOphy, Political Economy, Art Appreciation,
Husic Appreciation and History of Religion. Though my
work has not taken me into channels of Political nor
Religious work, I may confess that my life since college
has seriously felt the deficiency in this side of my
education at college.

"many students are coming to H.S.C., raw off from
the farm, just as I did. They have no conception of
what is there for them if they only knew how to take
hold and find it. They have no idea as to what a real
library is, what a store of wealth is there for the
taking, nor how to find it. Many have no incentive to
find out what there is in a library. During many hours
of the week they loaf even as I loafed. They laze around
their rooms during the evening, talking a lot of piffle,
even as I did in Old Williams Hall and in Wards A and B
of Wells Hall. I regret that loafing now; not but what
I think pleasantly of those hours nor that I can see
myself with my nose in a book all of the time that I
was draped over a bed or a table in some other fellow's
room. But what I do regret is that we were not more
stirred up to be interested in some of the more important
things that go to make up a general education, and that
during those hours we were not exercising our brains
discussing what we had read or heard under those topics
instead of talking just plain piffle.

 

"I think that in the freshman year that there
should be a lecture course, handled by the most magnetic
and inspiring personality in the institution, on a
subject dealing with what there is in college outside
of classroom. I would have this a required course for
all students entering the four year courses, I think
another lecture course that should be valuable during
the freshman year would be one on Education, so that the
girls and boys who are as fresh out of the country as
I was newly away from the soil, may not get the idea of
an education confused with credits, required subjects,
making A's from certain instructors or getting flunked
by others or, as a matter of fact, getting education
mixed up with the great desirability of having the
Bachelor's degree at the end of the four years. Most of
us, at an early period in college, got it well straighten-
ed out in our minds that all of our college education was
not to be secured in the classroom. I think nearly all

23

of us went tight straight through college and passed
out into the world with a stirring feeling of elation
that we had early made that great discovery. But I do
not remember any of my immediate associates who felt
that there was any compunction about not following
some subject or subjects to greater lengths than the
instructor required. To have done so and to have gone
deeper into a subject than the instructor (though we
sometimes sensed that that would not be very deep)
would have been a matter of scandalous discussion.
' Few of us would have appreciated that such digging
after knowledge was just the A B C of securing an
education.

"On The Courses For Specific Horticultural Informa-
tion: I cannotﬁblet'out any of the HortiCuItural courses
WHIEh I took as not being of value to me in my work.
Possibly the courses in Gardening and some in Greenhouse
Practice may not have been called upon to any extent in
my particular occupations during the past fifteen years,
but I should not like to have been without them and the
associations with those who taught them. They have been
of much satisfaction to me through there becoming
associated with and becoming familiar with plants. my
horticultural course could have stood more general
courses wherein I should have secured an intimate acquaint-
anceship with plants,-many,many more plants.

"In my particular work Physics has played an
important part, so what little Physics secured at H.A.C,
has been very useful. Unfortunately we had a very poor
course in Physics while I was there. That course should .
be specially adapted to the use of Agricultural Students,-
going into the fundamentals of those branches of the
subject which apply to the different agricultural courses.
Of course Refrigeration and Electricity are the two phases
which appeal to my mind.

"The course on Horticultural Literature is a very
valuable one, but should be early given to the students
who specialize in this subject. Required readings and
research in BibliOgraphy along certain subjects should
early train the student the way in which he can unearth
certain lines of information for himself.

"Practically all who graduate in Horticulture will
find a good grounding in Soils to be valuable. This was
one of the weak spots,-very weak spots,-in my course.

24

"My training in Botany at H.A.C., has always been
a very regrettable failure. I attribute this to the
attempt of Dr. Beal to use methods of the graduate
student with undergraduates. I regret the time which I
unwittingly squandered in many of the laboratory periods
of my early Botany courses. I had no idea as to what I
was to look for nor what there was to see. I once asked
the instructor if there was not some text book wherein
I could read up on what I was supposed to find. I
received the curt reply that there was no text book on
what I was supposed to see in the plant itself. I look
back upon those courses as the "dumbest" courses of my
college career. They should have been the most interest-
ing and among the most valuable. Later courses were more
appreciated, though Plant Physiology might have been
better adapted to my specialization in Horticulture.

"BacteriolOgy was among the most satisfactory
courses taken. Classroom work was well balanced with
laboratory work and there was no lost motion. We were
inspired with a real interest in our subject right from
the start and we received a training that has lasted.

"Weak Spots and Regrets: Our instruction in
Economics as applied'to‘AngCulture was nothing short
of scandalous. When I graduated from college I was as
innocent as to the difference between a Bill of Lading
and an Invoice as a new-born babe is between the Magna
Charts and Handel's Law. Board's of Directors, Traffic
managers, Railway Tariffs, Bank Drafts, Insurance
Policies, Auditors, Preferred Stocks, and Demurrage
Gharges were all terms that were beyond my horizon. I
cannot now conceive how a group of intelligent men could
plan a curriculum and omit courses which would give
the college student a glimpse into business organization
and practice. The fact that we did not have such course
but that we spent long hours on a carpenter's bench and
blacksmith's forge shows that we were still in the
transition period from the time when the students chopped
”(down the trees, dug up stumps out of the campus and
hood in the corn field, even though we really felt ages
removed from those pioneering days. And I greatly enjoyed
my "manual training", Woodshop and Ferge, too. It was
easy for me and I made some pretty things, but the courses
have been about as useful to me as were some of the Mid-
night Freshman Rushes. They were courses suited to Winter
Short Courses. But what graduate does not have occasion
to speak intelligently or to act wisely in connection with
business organization these days? What student would not
have been benefited by a knowledge of Cost Accounting?

25

"Meteorology was an elective course which I did
not elect. It should be a required course for all
Horticultural Students.

"Of all the courses which I decided would be
useless to me after I graduated, Foreign Languages
were nominated with the greatest degree of certainty.
I did not plan to do pure research work nor did I
anticipate having money enough to travel widely in
foreign lands. Consequently, I had absolutely none of
them. But observe how farsighted a general the college
student is of his destiny,-for the past four years my
work has been centered in all of the countries of
Western Europe, and as far East as Hungary and Serbia.
As a result I advocate that German and French be
studied in High School and that one of them should be
followed up in college.

"we were not well grounded in the Fundamentals
of Research and I regret not having had a course along
this line. I think such a course would be valuable to
the graduate who goes into practical fruit growing
because some of his problems involve principles which
the research worker will require. It would cause many
students to decide early whether or not they wanted to
specialize in research work and how to best prepare
themselves for that work. It should give the student a
better basis for individual thought on Horticultural
problems.

"This brings me to one of the most serious
criticisms of my college course and I think it is
possibly a criticism of the American College quite
generally, of my time and immediately following, if not
at the present time. We were not trained t9 do individual
thinking as we stood on our own feet. We went to cellege
expecting our knowledge to be served to us like table
d'hote dinner, and it was done just that way in so far
as the faculty were able to do it. when we finished
we had our ideals all wrapped up and tucked away Just
about as the faculty thought they should be‘Wrapped up
and tucked away. There was very little controversy
between students or between students and faculty. Our
professors were supposed to have absolute knowledge.

Our confidence was approaching the perfect.

"As an example of this I recall the classic theory
on Clean Cultivation of orchards. There were no two ways

26

about that when I finished my course in Horticulture.
The Rural New Yerker still held up the theories of

Grant Hitchings, but we were of the opinion that The
Rural Hew Ybrker was an Old Fogey sheet and that Grant
Hitchings had a farm that was an exception. "Look at

all of the up-to-date orchards in Western New Yerk,
Southern Michigan, while out in Washington and Oregon
they consider it a disgrace if even a weed is seen in
the orchard," so we said. In 1915 I saw the orchards in
Wenatchee for myself and they were so. Had we any
grounds for being so smug and content with this ready-
made piece of horticultural doctrine? Hardly, befause
today at least 90% of the apple orchards in the State of
Washington, having the heaviest production of any orchards
in the Union are under mulch culture and are not plowed
from one year's end to the other.

"We would have been far better off if our attention
had been directed to the principles involved with an
allowance for discussion on the subject. We were handicapp-
ed by having our opinions rounded out for us. We were
not trained in forming our own Opinions. The curriculum
for the last two years should be so designed and members
of the faculty so selected that the student is inspired
in the classroom to seek knowledge at its sources, then
is given time to do this under such instructional guidance
that his time will not be wasted. In other words the
methods followed while I was at college needed changing
to the end that the student might learn better how to
work and think of his own volition, two very important
things in after life, regardless of the many directions
in which the Horticultural Student may go."

27

SUKMARY

l. A larger percentage of horticultural graduates
in the past have entered the educational profession
than any other field of work.

2. Botany and English courses have proved to be
of the most value from the standpoint of general infor-
mation and training.

5. Horticultural subjects and botany have been
of the most specific value from the standpoint of
every-day usage.

4. English, public speaking, and economics are
the principal courses that horticultural graduates
would elect more of if they were to go through college
again.

5. Horticultural students should have more
practical work. It would seem advisable that they be
required to spend at least a summer's work in their
major field before they receive a Bachelor's degree
in horticulture.

6. In the past there possibly has been a defie-
iency in the quality and quantity of nursery practice
courses. This has been remedied in part since many of
the reporting members left the institution.

7. Comparatively few horticultural graduates return
for graduate work.

8. The number of horticultural graduates who have
entered the commercial field, it would seem, is suffic-

ient to Justify a broader marketing course.

28

AC IQIOWLEDGEMEN T s

 

The writer wishes to express his
appreciation to Professors V.R.Gardner
and F.C.Bradford, for their many valuable
suggestions and criticisms during this
survey, and also to Dr.J.Rufi for the
privileges and inspiration received from

him throughout the year.

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