RRRARACAL GARDENS, ARBOREFA AND RELATED _ iRsnmmRs AM THE UNITED STATESAND CANADA: A may OF CHARACTERIsncs AND SELECTED PROGRAMS {basis fer the Degree 01‘ M. S. MICHIGAN STATE UNRERsm - ' RAMA CHARLES RAARRRRAER 1975 \\\\\\\\\\\\\\\\\\\\\\\\ L 9 5269 \\\\\\\\\ \\\\ AL AAA \ MAY02513 £006 5 BOTANICAL GARDENS, ARBORETA AND RELATED INSTITUTIONS IN THE UNITED STATES AND CANADA: A STUDY OF CHARACTERISTICS AND SELECTED PROGRAMS By Marvin Charles Ellenbecker This study delves into the characteristics and seléct programs of botanical gardens, arboreta, and other related institutions. It looks at these institutions from the viewpoint of the social scientist rather than the natural scientist because the study involves people not plants. The relationship that exists between the general public and these institutions is an important one. The majority of the institutions studied are located in urban areas and often their pro- grams are supported by public monies. These institutions are unique in that they include green islands of plant materials within areas that are often devoid of plants. An internal glance into the functions of the institutions gives some interesting results. Despite the differences in institu- tion classification, the research data indicates that the social functions of the institutions are similar. The terms arboretum and botanical garden deal with the plant collections and not the social interactions in which the institutions are involved. The institu- tions offer courses to the general public that go beyond the natural science disciplines. Marvin Charles Ellenbecker The study had four basic objectives: (l) to obtain data on the programs offered by the institutions; (2) to plot institution growth and geographical distribution; (3) to determine institution purpose; and (4) to gain an insight into the background and experi- ence of those who are the key administrators at the institutions. The research centers on a questionnaire that was developed and mailed to 30l institutions in the United States and Canada. Seventy-three variables were utilized in obtaining data on the respondents. Although related studies have been undertaken on smaller scales, a study of this scope has not been previously conducted. The data presented here are primarily objective but several vari- ables are totally subjective and were designed that way purposely. The response from the institutions queried was gratifying. The sample populations represented were felt to be valid and indica- tive of the United States and Canadian populations. Frequently the data are presented in tabular form which makes it easy to compare and comprehend. The appendices contain the mensural tools and those data that pertain to the whole study. The information given in the study should be of interest to the administrators of the institutions researched because the emphasis of the study centers on an integral part of the institu- tion's purpose: to serve people in their quest for knowledge, recreation and public good. BOTANICAL GARDENS, ARBORETA AND RELATED INSTITUTIONS IN THE UNITED STATES AND CANADA: A STUDY OF CHARACTERISTICS AND SELECTED PROGRAMS By Marvin Charles Ellenbecker A THESIS IN PARK ADMINISTRATION Submitted to the Graduate Faculty of Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Park and Recreation Resources Approved fiflfl Chairman of the Committee k ///”’ MAL/«f {SJ/f (t {1/ June, l975 Copyright by MARVIN CHARLES ELLENBECKER l975 This thesis is dedicated to Dr. Gerald J. Petrucelli, Carlisle, Pennsylvania, who encouraged me to earn the Master's degree in Park Administration. He has supported my interest in botanical gardens, arboreta, and related institutions and personally assisted in the overall study that has been conducted on these institutions in the United States and Canada. ii ACKNOWLEDGMENTS I wish to thank Mr. Pat D. Taylor, my advisor in the Depart- ment of Park and Recreation Resources, for his advice and direction on this thesis. In addition, I have had a rewarding association with him as his teaching assistant in the Park and Recreation Area Design course offered in the department. I would also like to thank the other members of my committee, Dr. Donald Holecek, Department of Park and Recreation Resources, and Dr. John Beaman, Department of Botany and Plant Pathology, Michigan State University, for their assistance. I am indebted to Dr. Holecek for his assistance in procuring subsidized computer time for this research and to Dan - Stynes for his assistance in developing the computer program used in this study. TABLE OF CONTENTS Page LIST OF TABLES ................................................. v LIST OF FIGURES ................................................ vii LIST OF APPENDICES ............................................. viii Chapter I. INTRODUCTION ............................................ I II. METHODOLOGY ............................................. 12 III. ANALYSIS OF THE GENERAL RESEARCH DATA ................... 17 Iv. ANALYSIS OF DATA DIRECTLY RELATED TO THE OBJECTIVES ..... 45 V. CONCLUSION .............................................. 63 'SOURCES CONSULTEO .............................................. 69 APPENDICES ..................................................... 72 iv LIST OF TABLES Table Page 1.--Distribution of Responding Institutions by State and Province .............................. . ............. 20 2.--Re5ponding Institutions by Regions.* .................... 21 3.--Number of Responding Institutions Located in the Twelve Major SMSA's by Population (United States) .............. 22 4.--Number of Responding Institutions Located in the Five Major CMA's by Population (Canada) ...................... 23 5.--Responding Institution Type by Country .................. 24 6.--Type of Park System to Which Responding Institutions Belong .................................................. 25 7.--Size of Responding Institution Membership Organizations. 26 8.--Membership Number and Dues Rate--Canada ................. ' 27 9.--Size of Responding Institution (in Acres) ............... 29 10.--Publication Information for Responding Institutions ..... 31 11.--Organization Purpose .................................... 32 12.--Number of Visitors to Responding Institutions ........... 38 13.--Peak Visitor Season of Responding Institutions .......... 38 14.--Visitors to Responding Institutions (United States) Ranked by Age Group ..................................... 39 15.--Visitors to Responding Institutions (Canada) Ranked by Age Group ............................................ 40 16. Sources of Responding Institution Funding (United States) ......................................... 41 17.--Sources of Responding Institution Funding (Canada) ...... 42 18.--1974 Responding Institution Budgets ..................... 43 19.--Responding Institution's Annual Expenditures for Education, Research and Publications--United States and Canada .............................................. 44 V LIST OF TABLES (CONT'D.) Table 20.--Season when Studen Program is Offered ................... 21.--Number of Students in Programs .......................... 22.--Responding Institution Program Ratings--United States... 23.--Responding Institution Program Ratings--Canada .......... 24.--Special Facilities ...................................... 25.--Type of Research Program ................................ 26.--Special Libraries ....................................... 27.--Prime Function of Institution--Canada ................... 28.--Prime Function of Institution--United States ............ 29.--Administrator Information ............................... 30.--Dates Responding Institutions were Established-- United States ........................................... 31.--Dates Responding Institutions were Opened to the General Public--United States ........................... 32.--Dates Responding Institutions were Established--Canada.. 33.--Dates Responding Institutions were Opened to the General Public--Canada .................................. 34.--Dates Responding Institutions were Established by Region--United States ................................... 35.--Dates ReSponding Institutions were Opened to the General Public by Region--United States ................. 36.--Dates ReSponding Institutions were Established by Region--Canada .......................................... 37.--Dates Responding Institutions were Opened to the General Public--Canada .................................. 38.--Type of Responding Institution by Institution Function-- United States ........................................... 39.--Type of Responding Institution by Institution Function-- Canada .................................................. 40.--Responding Institution Involvement by Institution Function--United States ................................. 41.--Responding Institution Involvement by Institution Function--Canada ........................................ 42.--Responding Institution Administrator's Degree by Field of Study-~United States ................................. 43.--Responding Institution Administrator's Degree by Field of Study--Canada ........................................ vi Page 46 47 48 49 51 52 53 58 59 61 117 118 119 120 121 122 123 124 125 128 129 132 133 134 LIST OF FIGURES Figure Page 1. Geographical Data--United States ........................ 112 2. Urban Regions in the United States: Year 2000 .......... 114 3. Geographical Data--Canada ............................... 115 vii LIST OF APPENDICES Appendix Page A. List of questionnaire respondents; questionnaire cover letter; follow-up post card; and codebook ...... 73 B. New courses; and special courses offered at institutions .......................................... l03 C. Figures l-3 .......................................... Ill 0. Tables 30-43 .......................................... ll6 viii CHAPTER I INTRODUCTION Botanical gardens and arboreta are historic yet dynamic insti- tutions in contemporary society. How have botanical gardens, arboreta, and related institutions in the United States and Canada been able to remain vital without losing their traditional heritage with the past? Nhat part of the current popular success experienced by these institutions can be attributed to their programs and activi- ties? Nhat programs and activities are these institutions currently involved in and how significant are these programs and activities? History Botanical gardens and arboreta have been a part of society since the dawn of civilization. ’In_the ancienthabylonian and Greek cultures, sacredgroves of trees were established thatcbadureligiqys significance as well as_aesthetic,qualjtjg§,M,Historical records of zfflr-‘l— _/ MNGStern civilization attest to the fact that royalty and the wealthier classes cultivated herbs and exotic plants. This practice was prob- ably as much a measure of social status as it was for any botanical or aesthetic endeavors.f No actual date can be documented for the first botanical garden or arboretum. Those who take the Bible literally would credit the Garden of Eden as being the first botanical garden. However, 1 this claim would be challenged by researchers in several scientific disciplines. Contenau mentions botanical gardens and arboreta in his account of ancient civilization. He says, . . . besides cultivating gardens for purely utilitarian pur- poses, the kings of Assyria enjoyed creating botanical gar- dens, containing collections of non-indigenous species-- notably the plants and trees of the Amanus mountains. In much the same way, the Egyptian kings instructed their expedi- tions to collect and bring back the rarest species. The famed Hanging Gardens of Babylon were considered one of the Seven Wonders of the Ancient World. In Colonial America, John Bartram, an early American plant explorer, established the first botanical garden in l728. Bartram's Garden was located in Philadelphia on the Schuylkill River and featured many of the native plants of the new colonies, including the rare and mysterious Franklinia alatamaha. This garden is now a part of Philadelphia's Fairmount Park. Other early gardens of this period have been lost.2 Many botanical gardens and arboreta had their origins as hobbies or as recreation for individuals or families. Later, these gardens were transferred, partially or entirely, to tax supported institutions such as universities, segments of the state 1Georges Contenau, Everyday Life in Babylon and Assyria (London: Edward Arnold, l954), p. l09. 2Christopher Hright, ed., The Prospective Role of an Arboretum, The Institute for the Study of Science in Human Affairs, Columbia Uni- versity, ISHA Bulletin No. 10 (Mentor, Ohio: The Holden Arboretum, l972), p. 2. or federal government, or as additions to municipal park and recrea- tion departments.3 In Canada, the Montreal Botanical Garden, which is publicly owned by the City of Montreal, owes its existence to the efforts of Brother Marie-Victorin, E.C. and others.4 Botanical gardens, arboreta and special gardens have become areas of passive recreation in modern society. Today the public sector provides for many of our constructive spare time activities and museums, art galleries, zoological gardens, arboretums [sigj and similarly spegialized institu- tions are important adjuncts of recreation. However, the private sector still provides an important contribution to society through each of the above-mentioned institutions. Thus botanical gardens, arboreta and special gardens, both public and private, offer many hours of pleasure and learning to young and old people alike in the United States and Canada. Definition of Terms Institution refers to those establishments that are being analyzed in this study. Specifically, they include arboreta, botani- cal gardens, and related institutions in the United States and Canada. The related institutions are special types: historical gardens, 3Fred B. Nidmoyer, "Size and Funding Characteristics of Ameri- can Arboreta and Botanical Gardens," The Longwood Program Seminars, 1970, II (Newark, Delaware: University of Delaware, l970), p. 2. 4Montreal BotaniCal Garden, reprinted ed. (n.p., 1974). 5C. Frank Brockman, et al., Recreation Use of Wild Lands McGraw-Hill Series in Forest Resources (New York: McGraw-Hill Book Company, 1973), p. 5. specialized plant material areas, cultural centers. They also include environmental and natural recreational areas. Related institutions share a common purpose with botanical gardens and arboreta but their differences are great enough to warrant a special category for them as they are neither botanical gardens nor arboreta pgr_§g, Programs are formal plans that have been developed by the institutions such as facilities to accommodate the blind and handi- capped, to conduct and to initiate research and plant exploration. No response refers to those respondents who did not answer that particular question on the questionnaire. §M§A_(Standard Metropolitan Statistical Area) is an inte- grated economic and social unit with a large population nucleus. Current criteria require one city with 50,000 or more inhabitants or a city having a population of at least 25,000 which, with the addition of the population of contiguous places, incorporated or unincorporated, has a population density of at least 1,000 persons per square mile. This population, as a whole, constitutes, for general social and economic purposes, a single community with a combined population of at least 50,000 inhabitants. The county or counties in which the city and contiguous places are located is also required to have a total population of at least 75,000. In New England, cities must have a minimum population of 75,000 inhabitants to qualify as an SMSA. In addition, the SMSA includes the county in which the central city is located and adjacent counties that are determined to be metropolitan in character and economically and socially integrated with the county of the central city.6 Census Metropolitan Area (CMA) constitutes a metropolitan area that represents the main labor market of a continuous built-up area having a population of 100,000 or more.7 The Canadian CMA is the equivalent of the SMSA in the United States. Botanical garden and arboretum are terms that are difficult to define. A precise definition is probably impossible. A few defi- nitions by several professional individuals and organizations in this field follow: Botanic garden-—a collection of growing plants the primary purpose of which is the advancement and diffusion of botani- cal knowledge . . . It is one of the marks of greatness and sound judgment of Sir William Hooker, that he aimed definitely to make Kew Gardens not only a scientific insti- tution of the first rank, but to make them beautiful-- attractive to the general public. This latter aim has been too often neglected or minimized, on the theory that a botanical garden is a scientific institution, and should, therefore, be developed with little regard for the non- scientific public. This is an unfortunate and unfair atti- tude, unfair to the general public, especially in those gardens which are supported in part by public money, and unfortunate for botanical science because it not only neglects a very important aspect of botany--applied botany-- but loses the opportunity of enlisting the intelligent sympathy of the community with botanical endeavor. Many persons who might otherwise remain quite indifferent to botanical work in general, or even to the work of a given garden in particular, may, through being attracted pri- marily by the beauty of the collections and grounds, be led to give generous support to such work, or even to 6U.S. Department of Commerce, Statistical Abstract of the United States, 1974 (95th Annual Edition; Washington, D.C.: Government Printing Office, 1974), p. 863. 7Canada Year Book 1973 (Ottawa: Information Canada, 1973), p. 185. discover that their own main interest is botany, and ulti- mately to advance the science by their own studies . . .3 A botanic garden is an institution organized to maintain plant collections. It usually includes a large number of genera and species and is arranged to serve educational, aesthetic, scientific, or economic purposes. Botanical gardens also serve as places of recreation. An arboretum or botanic garden is an ample area set aside for the growing and effective display of all the different kinds of worthy ornamental trees, shrubs, vines and other plants which can be grown in a given area, their mainte- nance, proper labeling and study . . . An arboretum differs from a botanic garden in that the emphasis is placed on the growing of woody plants in the arboretum, whereas in the botanical garden emphasis is not placed on the growing of any particular kind of plant, but all types are grown . . . Both differ from a park in that in the former a serious effort has been made to plant an extensive collection of many kinds of labeled plants, not only for the purpose of display but also for critical examination and scientific study . . . Both a park and an arboretum or botanical garden can be used for recreational purposes; but the arboretum or botanical garden go beyond the park in that they become highly educational to many of their visi- tors . . . The purpose of any arboretum, be it large or small, is to grow (and to keep labeled) the best of the ornamental woody plants which will thrive in a given locality . . . Botanical gardens may have even wider func- tions for their aims are wider, including as they do repre- sentatives from the Tropics to the Arctic, grown outside or under glass . . . 0 Arboretum--A collection of hardy trees whether planted with a view to enhance the beauty of a landscape or for 8C. Stuart Gager, "Botanic Garden," Vol. I of The Standard Cyclopedia of Horticulture, ed. by L. H. Bailey (3 vols.; New York: The MacMillan Company, 1947), pp. 526, 532. 9Fred B. Nidmoyer, "Botanic Garden," EnCyCIOPGdIa Americana, 1973, IV, D. 314. 10Donald Hyman, Nyman's Gardening Encyclopedia (New York: The MacMillan Company, 1971), p. 69. study: for the latter purpose often arranged in closely related groups.1 Nearly all arboretums [sng attempt to specialize in some group or groups of plants. Ideally the plant collection should be meaningful; there should be some plan and design behind the selection of the plant materials to be grown. To fill the task completely an arboretum should not only attract visitors because of the information it provides but also becagse of its beauty and its display of showy ornamentals. However, when it comes to distinguishing between a botanical garden and arboretum, it is difficult to define clearly the two institu- tions. To quote Donald Hyman, It is very difficult to draw a clear line between a garden, a park, and an arboretum or botanical garden . . . A garden is usually for the personal enjoyment and recreation of the owners and their friends. A park is established primarily for recreation of the public. An arboretum or botanical garden, although it may be used for public enjoyment and recreation, usually is established specifically for the education of the public; its plants are labeled or recorded properly and its functions include a certain amount of research concerning the plants, their culture and use.13 This dichotomy is also emphasized by Bunce et al., Some arboreta and botanical gardens are primarily recrea- tional in nature with heavy emphasis on horticultural plant- ings and related developments; a few restrict plantings and activities to one or more species; many are affiliated with colleges and universities primarily for study purposes, and a few even with elementary and high schools; some are pri- vately operated with public admission restrictions; several 11The Royal Horticultural Society, "Arboretum," Vol. I of Dictionary of Gardening, ed. by Fred J. Chittenden (3 vols.; Oxford: Clarendon Press, 1951), p. 163. 12Frank H. Bunce et al., Arboreta, Botanical Gardens, Special Gardens, NRPA Management Aids Bulletin No. 90 (Washington, D.C.: National Recreation and Park Association, 1971), p. 6. 13Donald Hyman, The Arboretums [sic] and Botanical Gardens of North America (Jamaica Plain, Mass.: Arnold Arboretum of Harvard University, 1959), p. l. specialize in research studies, and ecological studies of plant associations. Like people, they come in all shapes and sizes; and as with parks, there are many differences.14 Objectives This study has the following objectives: (1) To determine the scope and extent of programs and other activities being con- ducted at botanical gardens, arboreta and related institutions in the United States and Canada; (2) To trace the growth of these insti- tutions to determine whether they are increasing in number and if so, in which geographical regions of the United States and Canada this increase is occurring; (3) To show that botanical gardens, arboreta and related institutions perform similar functions, making it difficult to differentiate one type from another; (4) To ascertain the professional training and experience of those who administer the overall programs and activities of botanical gardens, arboreta and related institutions in the United States and Canada. Literature Review Data relating to the programs, activities and other informa- tion pertaining to botanical gardens, arboreta and related institu- tions are collected and published by a number of organizations. The American Association of Botanical Gardens and Arboreta publishes Ihg_ Bulletin, a quarterly journal which deals with current issues and problems that are encountered by its member organizations. Articles in each issue are often on a particular theme: education programs, 14Bunce et al., Arboreta, Botanical Gardens, Special Gardens, propagation techniques, a guide to institutional membership. The American Association of Botanical Gardens and Arboreta, usually referred to as the AABGA, has a current membership of approximately 81 institutions according to the organization membership list (1974); this figure is difficult to determine precisely because many insti- tutions are listed in the individual membership section in conjunc- tion with the name of the director or principal officer. The American Horticultural Society publishes the Directory of American Horticulture. This handbook provides a comprehensive guide to the most important functions in horticulture that are currently being performed in the United States and Canada. One section of this handbook includes a list of botanical gardens, arboreta and related institutions by states and provinces. This list provided the primary sample population that was used for this study. The AABGA member- ship list was used to obtain the names and locations of those insti- tutions that were not in the state and province listing. The Directory of American Horticulture and the American Association of Botanical Gardens and Arboreta, Inc. Membership List, 1974 furnished the names and locations of 266 and 33 institutions respectively for a total sample population of 301 institutions* (see Appendix A-l). No doubt there are institutions that could have been included in the study, but which are not active members of either the AABGA or American Horticultural Society. *Two institutions, Fenner Arboretum and Riveredge Nature Center were included because the author had prior knowledge of their existence, even though they were not on either of the above-mentioned lists. 10 Several other sources provided valuable information for this study. The Prosepctive Role of an Arboretum, a report prepared under the auspices of The Institute for the Study of Science in Human Affairs, Columbia University, and published in cooperation with the Holden Arboretum is an in-depth study of the involvement of arboreta and botanical gardens in today's society and focuses on the role these institutions should play in the future. The appendices of this bulletin provided valuable data which have been incorporated into the data reported in this research paper. The Brooklyn Botanic Garden in a special issue of its publi- cation Plants and Gardens entitled "American Gardens--A Traveler's Guide" offers information on travel, major plant materials, history, admission fees, and the administrative agency for 200 gardens in the United States and Canada. The gardens included in this guide are arranged by geographical region. The National Recreation and Park Association published Management Aides Bulletin No. 90, Arboreta, Botanical Gardens, Special Gardens that deals with the differences of these institu- tions. Appendix A of this publication is a list of arboreta, botani- cal gardens and special gardens in the United States and Canada. The Arboretums [Sig] and Botanical Gardens of North America lists 99 botanic gardens and arboreta in the United States and 7 in Canada. It includes information on plant materials, ownership, key personnel, operating budgets, publications and the date founded for those institutions named in this directory. 11 The Longwood Program offers a seminar series to its gradu- ates that features key personnel from botanical gardens, arboreta and related institutions. These speakers discuss topics of current interest in this field. Steven A. Frowine in his unpublished Master's thesis, "An Educator's Guide to Arboreta and Botanical Gardens in the North- eastern United States and Nearby Canada" includes 76 arboreta and botanical gardens that offer education programs. This guide is of special interest to those in the field of education. The International Directorygof Botanical Gardens II is devoted to botanical gardens throughout the world. The institutions are categorized by city rather than by state or province. This directory includes 115 institutions in the United States and 9 in Canada. The institution information includes: status, area, rain- fall, temperature, taxa, hours of operation, facilities (herbaria, greenhouses), publications, and the names of the director and other staff members. CHAPTER II METHODOLOGY A questionnaire was developed to generate the data required to satisfy the objectives stated in Chapter I. This questionnaire served as the statistical tool for all primary research that was conducted in this study. The questionnaire (Appendix A-2) had as its primary function: (1) to determine the extent of programs that are being conducted at the present time by institutions; (2) to obtain general information on the institutions regarding size, loca- tion, prime function, when established; (3) to determine how insti- tutions are funded, their status and priorities; (4) to gather visitor information, age group data, peak visitor season data and to project trends in the role of these institutions; and (5) to ascertain the experience and academic training of those who direct the operations and make decisions that relate to the implementation of programs and activities of these institutions. The questionnaire was developed with as many close-ended questions as possible to provide uniformity and ease in processing the data. Where only partially close-ended questions could be devised, multiple choice questions were used with one choice labeled "other" and space was provided for the respondent to fill in the appropriate response. 12 13 The right hand column of the questionnaire was delineated and. pre-coded; however, several errors in the pre-coding made it unusable and it was necessary to code the responses directly from the question- naire to a summary sheet. The four page questionnaire was electro- stated and was constructed in a folding arrangement that prevented any one page from being removed or lost. The color of the question- naire was sulfide green, as was the mailer envelope. It was hoped that the color would attract special attention to the questionnaire. A cover letter (Appendix A-2) accompanied the questionnaire. A self- addressed postage paid envelope was included with the questionnaire and cover letter. It was not possible for the respondents in Canada to use the postage paid envelope. Pre-test A pre-test sampling was conducted prior to the total sample population mailing. The pre-test which included forty-nine questions was conducted for three reasons: (1) to test the validity of the questions; (2) to seek input from the respondents; and (3) to deter- mine what rate of return might be expected. This pre-test was con- ducted in the spring of 1974 and involved eleven institutions. The pre-test was limited to the state of Michigan. Nine of the pre- tests were completed and returned. This response was encouraging because the spring months are normally the busiest period at these institutions (winter cleanup and preparation for the new visitor season). In addition, several respondents made comments and sug- gestions on how to improve the questionnaire. These suggestions 14 were taken into consideration when preparing the final four page questionnaire. Sample Population A sample population had to be established for this study so that the data analyzed would be meaningful and the correct number of questionnaires could be printed. A number of membership lists that were cited in the literature review in Chapter I could have been used. The list in the Directory of American Horticulture was chosen because it was the most recent (1974), the most comprehensive, and because it furnished a list by state and province. In most cases, this list also included the name of the director or principal offi- cer in charge of the institution. The state and province list in the Directory of American Horticulture did present one problem. A number of institutions were included which according to their titles did not appear to fit the classification of either a botanical garden or arboretum as defined in this study. However, a brief description included in the listing suggested that the institution met the criteria established for a related institution. It was felt that to eliminate an institution on the list would indicate pre-judgment on the part of the researcher as to what the sample population should be for this study. Thus, it was deemed appropriate to include all institutions listed, except for associations and horticultural societies. Garden centers were included because many were described as offering workshops, exhibits, classes, lectures or maintaining gardens. It may have been an error 15 to include garden centers because the majority of this group failed to respond to the questionnaire (see data return response, Chapter III). It may be argued that horticultural societies should have been included in the study. At least one large midwestern horticultural society (Chicago Horticultural Society) is the parent organization of a botanic garden but also conducts other urban horticultural pro- grams. In this instance, a questionnaire was sent to the botanical garden but not to the parent organization. A final check in completing the population sample was made by comparing the list used from the Directory of American Horti- culture against the membership listing for the American Association of Botanical Gardens and Arboreta, Inc. This comparison added 33 institutions to the list for a total of 299 institutions plus the 2 institutions mentioned on page 9 of this study. The total sample population included 301 institutions. A number was assigned to each institution on the lists taken from the Directory of American Horticulture and the AA§§A_ Membership List. Each questionnaire, prior to mailing, was numbered in the upper right-hand corner of the questionnaire to correspond to the same number assigned to the institution on the Directory of American Horticulture and AABGA Membership List. Likewise, each return envelope had the same number printed in the lower left-hand corner. As each envelope was returned to the researcher, the date it was received was noted on the directory list and the number for that institution was circled. This procedure made it easy to tabu- late a list of unreturned questionnaires at all times. 16 The costs incurred for preparing the questionnaire and mail- ing them were borne by the researcher. The mailing was done in September, 1974. A follow-up mailing should have taken place as early as October, but the costs involved made it impossible to do this. A tabulation of the unreturned questionnaires was made in December of 1974. At that time 111 questionnaires had not been returned. A reminder postcard was mailed to these 111 institutions on December 30, 1974 (Appendix A-3). A number of requests were received for another copy of the questionnaire. The duplicate questionnaires were mailed out to those respondents requesting them because the final coding program was still being formulated and there was enough time to receive the duplicate questionnaires before the information was transferred to the summary sheets and then pro- cessed onto computer cards. Many institutions enclosed brochures relating to their organizations along with the completed questionnaires. These brochures included information on programs that were currently being offered in 1974. Comments and suggestions were also received. This information was both interesting and helpful in analyzing the data for this study and was greatly appreciated by the researcher. CHAPTER III ANALYSIS OF THE GENERAL RESEARCH DATA The data generated from the questionnaire that was mailed to the sample population of 301 institutions form the basis for this analysis. Data Return Response The questionnaires were mailed out to the institutions included in this study on September 11, 1974. The questionnaires were returned to the researcher during the period from September 14, 1974 through February 14, 1975. An analysis of the returns showed that four institutions had been duplicated due to the institution having more than one official name. Sixteen institutions did not complete the questionnaire but either returned it to the researcher or enclosed a letter in the return envelope stating why they had not completed the questionnaire. This figure includes four ques- tionnaires that were returned by the post office as undeliverable because of incorrect addresses. The return response of valid questionnaires is 69.8% of the total sample population when the twenty institutions referred to above are removed from the sample. It is also questionable whether eleven garden centers should have been included in the sample. The number of valid responses repre- sents 72.6% of the total sample provided the eleven garden centers 17 18 are removed from the study. The adjusted population sample repre- sents 258 institutions in the United States and 12 institutions in Canada. The return response for the United States was 185 out of a possible 258 responses or 71.7% of the total. There were eleven out of twelve returns for Canada which resulted in a 91.7% return response. Analysis Procedure The questionnaire data were converted from alpha-numeric to numeric values through the use of the questionnaire codebook (Appendix A-4). The information was transferred to computer labora- tory coding forms (summary sheets) and then keypunched to data cards. Each of the 196 respondents was represented by two data cards. All "no response" and "not applicable" replies were treated as missing values and assigned the value zero (0). The computer system program used for this study was SPSS (Statistical Package for the Social Sciences). A frequency count was used to assess the data that are discussed in this chapter. Analysis of the General Data The analysis deals with the number of valid respondents (196 institutions) and not the total sample population of 301 insti- tutions. In this study all subsequent references that are made to the total sample population will pertain to the 196 respondents. Percentages will not always equal 100% as the values used in the tables are given as calculated on the computer printout. l9 MAE This variable classifies the institutions by state or province. Those states not represented either lack known institu- tions or those institutions failed to respond to this survey. Ten states are not included; however, the Virgin Islands are included in the study. The five states with the largest number of institutions are: California (23); New York (16); Pennsylvania (16); Michigan (8); and Ohio (8). Ontario led the Canadian provinces with five institu- tions or 45.5% of all the institutions in Canada. Table 1 shows a complete classification for those states and provinces represented in the study. The United States institutions represent 94.4% of the total sample. The geographical distribution of the institutions is illustrated in Appendix C, Figure 1. RADIAL The continental United States was divided into six geo- graphical regions similar to the regions shown in Map I in Ihg_ Prospective Role of an Arboretum. Hawaii and the Virgin Islands were treated as distinct regions separate from the conterminous United States. Each province of Canada was considered a separate region (Table 2). Region 1 in the United States is the smallest in land area but contains the largest number of institutions (33.5%). The regions are shown in Figures 1 and 3, Appendix C. Each institu— tion is represented by the number assigned to that institution in Appendix A-l. 20 .cowum—aaoa mpasmm mmumum umpwca mcu Go ups: a mu umw$wmmmpu pan macaw a go: .1 mpaEmm cowuapzaoa Peach .mmw N.N NP xto> zmz o.oop .wh m. _ oowxmz zmz N.N. N umamao N.N N ammcmo :mz N.NN m optmoco m. _ Newsmqamz zwz _.m _ Gnopwcmz m. _ 2L30mmmz N.NF N anszpou cmwpwcm N.N m Guammccmz _.m _ «Ntmn_< N.N N cmmwgomz .Tiiiiii . m mppmmzcummmmz .Numcmo W.“ N ucm_»cmz F._ N acre: m.mm .mmw N.N N G=N2m_=ON N.N m cwmcoomwz 2., N xxuzpcox m. _ NP=PNLC> “mm: _.F N mmmcmx N.N N coumcwgmmz N._ m N=N_N=N 8., m Smccm_mN cmmcw> m.P N mwocwp_fi m.F m mm=_mtw> F._ N NzoN N. F gap: N.N N Gwmzmz o._ m mmxmb N.N m mwacomw N.N e ammmmccmh N.N N NGPEO_L N.N m N=_~OLNN spzom m. _ mngm_mo N.N NP GF=N>_»G==NN N.N N NNDENFON Lo bowcum_o N.N e commco N.N e usuPuomccou m. _ GEOEGPNO m. _ ouNLOPON N.N N owgo N.NF NN Gwctocppmu m. 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.N N.N N NNNzNz .N _.oop __ NNNON N.N, _N NmNoN ONLNUNN .N .mqmflu .MT. NNQENNNN NNNNNLN .N_ N.m ON pmngpzom .m P.m _ NNLNNNN .N_ N.N N NNNNFN NNLNNNN NNN ccmgpcoz .N _.m _ Nnop_=Nz .NN N.N_ Nm NNNNN .N N.NN m othpco .o_ o.oN Nm LN>NN owgo NNN FNLNNNN Nucoz .N N.N. N Noamzo .N N.NN NN NNNNNNNN NNNNNZ NNN pmmagpcoz .2 & .oz cowpmowmwmmmpu :owmmm N .oz covpmommmmmmpu cowamm NNNNNN mmNNNm NANNNN N.NNNNNNN Na NNNNNNNNNGNH NNNNNNNNNN--.N NNNNN 22 SMSA-CMA The institutions located in urban area, i.e., SMSA for the united States and SMA for Canada, are considered here. The twelve largest SMSA's represented in Table 3, have fifty-two institutions (28.1%) of all United States institutions. The number of institu- tions located in all population centers classified as SMSA's is more - significant. One hundred fifty-five institutions (83.8%) are located in these urban areas. The SMSA's of the United States are delineated in Figure 1 of Appendix C. The institutions inside the boundaries of all SMSA's are considered urban institutions. Based on current pro- jections, by the year 2000 A.D., most of the institutions in the United States will be situated in urban environments and only seven- teen currently existing institutions or 9.2% of the total will remain in rural areas (Figure 2, Appendix C). TABLE 3.—-Number of Responding Institutions Located in the Twelve Major SMSA's by Population (United States). SMSA* No. % 1. New York 9 5.0 2. Los Angeles-Long Beach 6 3.2 3. Chicago 3 1.6 4. Philadelphia 11 6.0 5. Detroit 1 .5 6. San Francisco-Oakland 6 3.2 7. Washington D.C.-Maryland-Virginia 7 3.8 8. Boston 3 1.6 9. Pittsburgh 2 1.1 10. St. Louis-Illinois l .5 11. Baltimore 1 5 12. Cleveland __j§ 1.1 TOTAL 52 28.1 *SMSA's (Standard Metropolitan Statistical Areas) are ranked according to population size). Total Cases = 185. 23 The five major CMA's of Canada now have five institutions within their boundaries. Nine of the eleven institutions are located in urban areas classified as CMA's or 81.8% of the Canadian sample (Figure 3, Appendix C). Table 4 shows the number of institu- tions located in the five major CMA's of Canada. No data are avail- able for urban areas in Canada for the year 2000 A.D. TABLE 4.--Number of Responding Institutions Located in the Five Major CMA's by Population (Canada). CMA* No. % 1. Montreal 1 9.1 2. Toronto 1 9.1 3. Vancouver 2 18.2 4. Ottawa-Hull 1 9.1 5. Winnipeg _J; 0.0 TOTAL 5 45.5 * CMA's (Census Metropolitan Areas) are ranked according to population size). Total Cases = 11. Type of Institution Each respondent was asked to indicate the type of organiza- tion with which he or she was affiliated. The United States has eight organization types while Canada has three types (Table 5). Park Systems The question was asked whether the institution was part of a larger park system. The response indicated that fifty-seven (31.1%) of the United States institutions were a part of a larger park system. The institutions that are independent entities totaled 126 24 TABLE 5.--Responding Institution Type by Country. Number of Percent Institutions of Total United States: Private organization 52 . 28.1 Public organization 90 48.6 Foundation 28 15.1 Private-public combined 8 4.3 Cultural 2 1.1 Garden club or associatiOn with garden club 2 1.1 Public organization and foundation 2 1.1 International __j_ __;£i TOTAL United States cases 185 99.9 Canada: Public organization 9 81.8 Private-public organization combined 1 9.1 Canadian federal government __j_ __19;L TOTAL Canada cases 11 100.0 (68.9%) and there were two non-respondents. Three Canadian institu- tions are part of larger park systems while the remaining eight (72.7%) are not affiliated with a larger park system. Institutions belongind to larger park systems were then classified according to the type of park system (Table 6). 25 TABLE 6.--Ty e of Park System to Which Responding Institutions Be ong. United States Canada No. % No. % Municipal 30 51.7 2 66.7 County 12 20.7 Municipal-county 3 5.2 State or provincial 6 10.3 1 33.3 Federal 3 5.2 Private-sanctuary 2 3.4 Special district l 1.7 Municipal-state _l_ 1.7 ___ TOTAL 58 99.9 3 100.0 Membership Organization Data It is customary for many organizations to have an ancillary membership body that supports the institution. There are eighty-one responding institutions in the United States that have membership groups (45.0% of the total) and three more are proposing membership organizations in the near future. Five institutions (2.7% of the sample) did not respond to the question. Table 7 gives the size of the institution membership organizations. The two largest institu4 tions on this table are somewhat atypical and merit further descrip- tion. The Georgia Federation of Garden Clubs represents a garden club membership of 21,000 members while the Woodlawn Plantation, is part of the National Trust for Historic Preservation, an organization that has 50,000 members. Institutions with membership organizations were asked if they charged a fee for membership. The response indicated that 26 TABLE 7.--Size of Responding Institution.Membership Organizations. * United States Canada Size Institutions % of Total Institutions % of Total 1 5 6.8 1 20.0 2 4 5.4 3 12 16.2 4 11 14.9 5 15 20.3 6 11 14.9 2 40.0 7 10 13.5 2 40.0 8 4 5 4 9. __31 2.7 I__ TOTAL 74 100 l 5 100 O No Response (United States): 7 or 8.6% of 81 cases *Code: Number of Members: 1. 50 or less 4. 251-500 7. 2001-4000 2. 51-100 5. 501-1000 8. 4001-8000 3. 101-250 6. 1001-2000 9. Over 8000 eighty-one such institutions have membership dues (54.0%) and sixty-nine do not (46.0%). Thirty-five institutions or 18.9% of the United States sample did not answer the question. The membership rates for the institutions varied from $1.00 to $25.00 annually. Fourteen institutions gave more than one rate so a value labeled "various" was necessary for keypunching this datum. The objective was to obtain the dues rate per individual member only, but the question did not ask for this category explicitly. The dues rate data represent seventy-eight respon- dents. 27 Membership Dues Rates Number of Institutions Dues Rates 1 $ 1.00 1 1.50 l 2.00 6 3.00 11 . 5.00 l 7.00 4 7.50 20 10.00 1 12.00 4 12.50 9 15.00 3 20.00 2 25.00 _;L4 Various 78 (No organization membership: 107 or 57.8% of the United States sample). Five institutions in Canada have membership organizations and one institution is proposing a membership organization in the near future. Table 8 shows the membership data for the five institutions. Guelph Arboretum, the respondent proposing a membership organization in the near future, will also charge a dues rate to members. TABLE 8.--Membership Number and Dues Rate--Canada. Number of Membership Number of I"5tit”ti°"5 Group Institutions Dues Rate 1 50 or less 1 _ $ 3.00 2 1001-2000 1 5, 00 2 2001-4000 2* 10. 00 2 Various *Includes Guelph Arboretum 28 Entrance Fee The institutions were asked whether they charged an entrance fee. In some cases, a fee is charged on Sundays in an attempt to encourage visitation at other times of the week or for parking facili- ties. Supposedly, a fee evens out the number of visitors to the institution and prevents overcrowding. However, the majority of institutions are free to the general public and only forty-seven in the United States charge an entry fee (26.7% of the sample). Two respondents are proposing entrance fees to the general public (1.1% of the sample). Even so, 72.2% of all United States institutions remain free to the public. There were nine no responses (4.9%) for this variable. Eight Canadian institutions (72.2%) are free to the general public and no respondent is proposing an entry fee. The range in entrance fee for United States and Canadian institutions is varied: United States Canada Minimum Maximum Mean Minimum Maximum Mean Adults $.15 $5.00 $1.62 $.25 $1.00 $.75 Children .10 3.00 .88 .10 .50 .37 Institution Size Information was sought regarding the size of the institution. Table 9 ranks the number of institutions according to their size in acres for the United States and Canada. Data on the United States respondents (98.9% of the sample) and their Canadian counterparts 29 o “mmcoqmm; oz ”NP "czogm mommo No cwnszz de F.m N.m— m.nm m.m~ ~.m & F F N m m P .oz "mumcmu Ammmmo pmuop No N—.Nv N "wmcoamwc oz mmmN ”czogm mommo mo gmnszz m.m m.¢ N.w m.m~ m.- o.vm ~.mp ” & NF m mp Fm mm we mm H.oz "mmpmum umpwcz coop Lm>o coopioom oomiomm ommioop cop-om omiop op Lmucz .Ammco< :NV cowuzuwpmcH mcmucoqmma mo mNNmii.m m4mNN ANN.mmv mo 1 NNNNNNNNNNI ANN.NNV mm A NNLNNNN ANN.mmv no u NNNNNLN "mmcoamwg oz mmN u mNaEmm mmpmpm vaN:: :N mammo No Lassa: NmuoN o.ooN mmN N.N N N.N m N. 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N.NNNN . .NumcmuiimchNNm ENNmoNN.:oNN:NNchN chucoqmmmiu.mN NNN .NNNNNNNUNN NNNUNNN--.NN NNNNN 52 The types of research conducted at the institutions are given in Table 25. Institution involvement in the areas of plant explora- tion, evaluation and exchange are also included. TABLE 25.-~Type of Research Program. United States Canada No. % No. % Type of Research: 1. Solely confined to institution 22 25.0 2 22.2 2. In cooperation with federal government l 1.1 3. In cooperation with other botanical gardens and arboreta 7 8.0 1 11.1 4. University 26 29.5 l 11.1 5. Two of the above 15 17.0 2 22.2 6. Three or more of the above 12 13.6 3 33.3 7. All of the above l 1.1 8. In cooperation with organiza- tions other than above __4_ __4;§_ ___ ______ TOTAL 88 99.8 9 99.9 No Response: 97 52.4 2 18.2 Plant Materials Programs: 1. Plant exploration 9 8.0 2. Plant evaluation 23 20.4 1 10.0 3. Plant exchange 25 22.1 2 20.0 4. l and 2 combined 4 3.5 1 10.0 5. 1 and 3 combined 2 1.8 6. 2 and 3 combined 23 20.4 3 30.0 7. All of the above _2_7_ __2_3_._9_ _3 __3_O_.Q TOTAL 113 100.1 10 100.0 No ReSponse 72 38.9 1 9.1 53 Research programs and other programs often require a reference library. Sometimes a special library is a part of the institution and its volumes are available for public use. The majority of institu- tions have special libraries of modest size (Table 26). The data do not include those institutions affiliated with major universities where the books on plant materials are part of the centralized library. TABLE 26.--Specia1 Libraries. United States Canada No. % No. % Institutions with Special Libraries: Yes 116 65.2 10 90.9 No _§.2. 3.4.3: __1. _2.J. TOTAL 178 11 No Response 7 3.4 O 0.0 Number of Volumes in Special Library: 1 - 100 22 21.4 2 28.6 101 - 500 25 24.3 2 28.6 501 - 1,000 13 12.6 1 14.3 1,001 - 5,000 31 30.1 2 28.6 5,001 - 10,000 4 3.9 10,001 - 25,000 2 1.9 25,001 - 50,000 1 1.0 50,001 - 75,000 3 2.9 75,001 - 100,000 __g_ __1;g_ ___ ______ TOTAL 103 100.0 7 100.1 No Response 82 44.3 4 36.4 54 An indication of an institution's internal growth is the expansion of programs and facilities. The respondents were asked to provide information on the expansion of three programs: education, research and publications. 00 You Plan to Expand Your Education Program? Yes % ' No % United States 116 76.8 35 23.2 Canada 8 80.0 2 20.0 No ReSponse (United States): 34 (18.4%) No Response (Canada): 1 (9.1%) Do You Plan to Expand Your Research Program? Yes % No % United States 62 47.0 70 53.0 Canada 8 88.9 1 11.1 No Response (United States): 53 (28.6%) No ReSponse (Canada): 2 (18.2%) 00 You Plan to Expand Your Physical Size (Acres)? Yes % No % United States 50 33.3 100 66.7 Canada 4 44.4 5 55.6 No Response (United States): 35 (18.9%) No Response (Canada): 2 (18.2%) 55 The programs and activities of the institutions in this study are numerous and varied. The tables illustrate the scope and extent of these programs and activities. The programs can be classified into two groups: (1) those developed for the general public directly, i.e., special courses and facilities, and (2) those related to the scientific community, i.e., research, plant exploration, evaluation and exchange. The second group is indirectly related to the first because the research will ultimately benefit the general public. Institution Growth The second objective of this study was to determine the growth of the institutions in the United States and Canada. Growth includes the increase in the number of institutions and where this growth is occurring by geographic region. Two variables were developed to determine institution growth. Each institution was asked to supply the dates established and opened to the general public. The date established is not synonymous with the date opened to the general public in all cases because the institution may have been in private ownership and thereby closed to the general public for a number of years. Fourteen of the 185 institutions in the United States did not give the date of establishment and twelve failed to report the date opened to the general public. The no response categories represent 7.6% and 6.5% respectively of the United States sample. Four institu- tions, included in the no response group of twelve, stated that they are not presently open to the general public. St. George Village Botanical Garden of St. Croix, Inc. in the Virgin Islands, is one of 56 the four institutions because it is still in the process of being developed. All but one Canadian respondent furnished the dates established and open to the general public. The data were recoded into groups to make it easier to analyze. Several institutions were established prior to the founding of the countries in which they are located (Tables 30 and 32). The greatest period of growth in the United States occurred from 1961-1970 (22.2%). The trend in establishing new institutions appears to be on the decline with the period from 1971-1974 comprising 4.3% of the total. The greatest number of institutions opened to the general public occurred during the period from 1961-1970 (24.3%) as shown in Table 31. The Canadian figures show that the number of new institutions has declined slightly from earlier periods (1851-1900; 1911-1950). The greatest number of institutions opened to the general public has occurred from 1971-1974 (27.3%) as shown in Table 33. The number of new institutions would appear to be on the decline in both countries. Likewise, the number of institutions Opened to the general public has reached its zenith. Only four insti- tutions remained closed to the public in the United States and none in Canada. The greatest concentration of growth in the United States for the period 1971-1974 has occurred in the Pacific Region (25.0%). The South led the new institution growth for the period from 1961-1970 (37.9%). Tables 34—37, Appendix C, show the institution dates established and opened to the public in graph form by region. 57 The number of new institutions reached a high point earlier in this century in both the United States and Canada. The decline in new institutions in the United States is rather significant when compared to the period of the greatest number of new institutions being founded (1961-1970). The decline could change if there is a substantial number of new institutions founded later in this decade because the figure represented now is for 1971-1974 only. The largest number of institutions opened to the public has occurred within the last fourteen years in both the United States and Canada. Function Earlier in this study several definitions were given for the terms botanical garden, arboretum, and related institution. A question was devised relating to function that enabled the respondent to choose any one of four functions which best fit the respondent's institution. The "other" category was provided in addition to the four functions listed. Objective 3 of this study was to show that the institutions perform similar functions regardless of name and that it is difficult to differentiate institution function. It is interesting to note that only ninety-eight United States institutions (54.2%) felt that these four functions applied to them. The other eighty-three (45.8%) felt they were a combination of the four functions given or were a totally different function. The results were twenty-nine values that are represented in Table 28. Six Canadian institutions were classi- fied under these four functions but five felt they were a combination of these functions (Table 27). 58 TABLE 27.--Prime Function of Institution--Canada. Function Number Percent l. Arboretum l 9.0 2. Botanical garden 4 36.4 3. Nature center 4. Horticultural garden 1 9.1 5. Arboretum—botanical garden 2 18.2 6. Arboretum-nature center 1 9.1 7. 1-4 combined 1 9.1 8. 1, 2 and 4 combined _1_ __241_ TOTAL 11 100.0 The difference in function appears to be slight for the majority of institutions. The added values are simply combinations of one or more functions that were already included on the question- naire. An analysis of function by type of institution gives an idea as to the type of institution that classified itself under each function (Table 38-39, Appendix D). To prove that many institutions deal in similar programs, the institutions were categorized according to their involvement in plant exploration, plant evaluation and plant exchange programs (Table 40-41, Appendix 0). These programs are con- ducted at institutions which list themselves as recreational, historical, cultural and zoological as well as those which are pri- marily an arboretum, botanical garden or horticultural garden. It appears that the terms arboretum and botanical garden are somewhat nebulous. Although 33.7% of the United States respondents and 45.4% of the Canadian respondents classify themselvesthis way, a 59 TABLE 28.-~Prime Function of Institution--United States. Function Number Percent l. Arboretum 27 14.9 2. Botanical garden 34 18.8 3. Nature center 9 5.0 4. Horticultural garden 28 15.5 5. Education--research 14 7.7 6. Arboretum-botanical garden 11 6.1 7. Arboretum-nature center 6 3.3 8. Arboretum-horticultural garden 4 2.2 9. Recreation 2 1.0 10. 1-4 combined 3 1.7 11. l, 2 and 4 combined 2 1.0 12. Historical 8 4.4 13. Cultural 3 1.7 14. 3 and 4 combined 2 1.0 15. 2 and 4 combined 7 3.9 16. 1, 3, 4 and 9 combined 1 .6 17. l, 2 and 3 combined 2 1.0 18. 5 and 9 combined 1 .6 l9. 4 and 12 combined 1 .6 20. Native plants 2 1.0 21. l and 9 combined 1 .6 22. Zoological l .6 23. Publishing house 1 .6 24. 4 and 5 combined 2 1.0 25. l, 2, 3, 4 and 13 combined 1 .6 26. 3 and 20 combined 1 .6 27. Social emphasis rather than plant materials 5 2.8 28. l and 5 combined 1 .6 29. l, 3 and 4 combined __1_ .6 TOTAL 181 100.0 No response: 4 or 2.2% of United States cases. Total cases: 185 60 large number of the sample populations in the United States and Canada evidently feel they do not fit those terms. In a few cases, the institutions include the word arboretum or botanical garden in their name, yet classify themselves as a horticultural garden. The terms arboretum and botanical garden apply to the plant collections found at these institutions and the terms are not relevant when used to define the programs of these institutions. The reason is the programs dis- cussed here deal primarily with people rather than plants. Data on Institution Administrators The last objective of this study was to gather data on the academic training and experience of those who direct the overall operations of these institutions. The respondents were asked three questions that related to their training and experience: formal educa- tion, field of training and the number of years they have been administrators. The number of years of experience for administrators in this field proved to be varied. Almost half of the respondents (47.8%) have five years or less experience in this field. Each age group is fairly well represented (Table 29). In Canada, the distribution is more even and all respondents completed this question (Table 29). The academic training of the institution administrators is not limited to the plant sciences, although 77.4% of the 146 United States respondents and 57.1% of the seven Canadian respondents took their degrees in the plant sciences (Table 29). In several cases, more than one field of study was marked on the questionnaire. It was impossible to determine which field was the last in the academic sequence of 61 TABLE 29.--Administrator Information. United States Canada No. % No. % Years of Administrative Experience: 1-5 77 47.8 3 27.3 6-10 31 19.3 2 18.2 11-15 18 11.2 1 9.1 16-20 17 10.6 2 18 2 Over 20 _18_ 11.2 _J; 27.3 TOTAL 161 100.1 11 100.1 No response 24 13.0 0 0.0 Academic Background of Administrators: 8.5. 57 36.3 2 18.2 B.A. 11 7.0 1 9.1 M.S. 22 14.0 1 9.1 M.A. 11 7.0 l 9.1 Ph.D. 39 24.8 3 27.3 Sc.D. or 0.0. 2 1.3 2 18.2 Other Special Degrees 5 3.2 1 9.1 High School or Some College _;Ul 6.4 ___ TOTAL 157 100.0 11 100.1 No response 28 15.1 0 0.0 Field of Study: Taxonomy' 13 8.9 Horticulture 59 40.4 3 42.9 Forestry 11 7.5 1 14.3 Botany 30 20.5 Recreation 1 .7 Other Natural Sciences 10 6.8 1 14.3 Education or Social Sciences 5 3.4 1 14.3 History or Fine Arts 9 6.2 1 14.3 Business __3; 5.5 ___ TOTAL 146 99.9 7 100.1 No response 39 21.1 4 36.4 62 training. There was no way to code these responses so it was neces- sary to place them in the no response category. This study was not refined to the point where it could reflect this type of data, even though it was realized that a respondent can take his academic train- ing in more than one field of study. The question that related to the respondent's degree should have been developed in more detail. It was poor judgment on the part of the researcher to assume that all respondents had university degrees. The question was not designed intentionally to exclude any- one but the way it was worded on the questionnaire may have affected the results. It was rewarding to note that fifteen respondents did mention their level of education, even though it varied from the values listed. There were twenty-eight missing values (15.1%) for the United States sample. The Canadian respondents are included in every category with the greatest number of respondents in the Ph.D. cate- gory (27.3%). All Canadian respondents answered the question. Data on the degree taken and the field of study are presented in Tables 42-43. The data for the United States respondents are highly significant (chi square = 0.0). The questionnaire concluded with a line for the respondent's signature and title. It was felt that this was the only way to determine whether the questionnaire actually reached the administrator or whether it was completed by a staff member. In most cases, the questionnaire was completed by the director or a key administrator of the institution. A total of 176 United States respondents (95.7%) signed the questionnaire. All returned questionnaires from Canada were signed. CHAPTER V CONCLUSION This study has examined in detail the programs and activities that are being conducted at botanical gardens, arboreta and related institutions in the United States and Canada. It is apparent that the programs vary as greatly as do the institutions that offer them. Programs and activities are not limited to any specific age group. There are children's gardens for the young, nature studies and special courses for high school and college students and special courses, clinics, workshops and exhibits for adults. Demonstration gardens are being developed to help home owners select plant materials that will enhance the appearance of their property. Special gardens have been designed for the blind, using fragrant flowers and other aromatic plants. Therapeutic greenhouses have been incorporated into the physical facilities of many institutions. Special walks or ramps enable the handicapped to visit the institu- tions without having to overcome physical barriers imposed by steps, narrow walks and door handles too difficult to reach. The list of special courses given in Appendix B that are being offered now or will be offered in the near future indicate the importance of these programs to the institutions offering them. The number of courses continue to increase and diversify. By no means 63 64 are the special courses limited to the study of plant materials alone. It is unfortunate that better attendance records are not available from the institutions. Institutions should maintain enrollment information to provide historical data for implementing new programs and courses. Revisions of present programs also require judgments that can only be made from past performances. Institutions retain dynamic programs only by evaluating their programs on a periodic basis. This study should not give the impression that the institu- tions are merely places for learning about plants vis-a-vis special courses. Education is an integral part of the institution's purpose but so are research, publications and recreation. Perhaps the majority of visitors view their visit as a recreational experience. This experience in turn may induce the visitor to enroll in a special course or purchase a book on shrubs. Most visitors probably receive a passive recreational experience from their visit to the institutions. They walk through the grounds and admire the forms of the trees and shrubs and those plants in bloom at that particular time. The visitors who stroll through the conservatory delight in viewing the exotic tropicals with their brilliant flowers and unusual foliage. Often visitors who were strangers minutes before will become engaged in a lively conversation about an exotic that they are admiring and thus develop a common bond. The institutions are botanic gardens, arboreta and related institutions because they label the many species of plant materials 65 that are grown in the confines of the institution's grounds for the benefit of the visitors. Many a visitor sees only a tree and does not care that the plants have labels. The plant labels are placed near the plant for those who are interested and desire knowledge about the plant materials. Donald Hyman considers labelling to be one of the distinguishing characteristics of these institutions. The institutions are laboratories of living plant materials as well as recreation areas. The majority of institutions are free to the general public. If there is an entrance charge it is nominal compared to many of the admissions to other recreational activities. The goals of the insti- tution's have been segregated into four main categories or combina- tions of these categories. Profit is secondary to knowledge, recreation and research. Four objectives were outlined in this study. All four have been shown to be interrelated to and dependent upon each other. In addition, the general data serves to give a more complete picture of the institutions that have been studied. The tables and programs described here help to create a part of the total picture but the picture is still a one-sided view. The other side to the institu- tion concerns the plant materials grown there or the botanical function of the institution. This study deals exclusively with the social functions of the institution and no attempt has been made here to examine the botanical endeavors in which the institutions are engaged. 66 The institution growth rate can only be conjectured. However, the importance of the institutions in the future is evident. Accord- ing to the Commission on Population Growth and the American Future, Trend projections indicate that urban regions will contain 74 percent of the United States population in 1980, and about 83 percent of the total by the end of the century, while the land area covered in the conterminous United States expanded from two percent in 1920 to about 16 percent in 2000. In other words, five-sixths of our population will be living within one-sixth of our land area, at the end of this century.1 This is only a projection but it emphasizes the fact that urban areas will contain approximately 90.8% of the United States institutions and 81.8% of the Canadian institutions by the year 2000. The institutions will be "green islands" located within highly urbanized settings. They will continue to face the challenge of providing dynamic programs that will benefit the general public. At the same time public involvement on the part of the institutions should result in a greater amount of public support for the institutions. This study of the programs and activities of arboreta, botanical gardens and related institutions leads to the conclusion that these institutions have perceived their role in society and are prepared to meet the challenges of the future. A better definition of the terms arboretum, botanical garden, nature center and horticultural garden should be undertaken. These terms are used freely by people in this field as well as by the general public and little thought is given 15U.S. Commission on Population Growth and the American Future, Population Distribution and Policy, Sara Mills Mazie, ed., V (7 Volumes of Commission ResearEh Reports; Washington, D.C.: Government Printing Office, 1972), p. 141. 67 to their meanings. A thorough study of the structure of the institu- tion based on its social endeavors and plant collections could give clarity to these terms that are used so often, yet poorly understood. In addition, the research programs that are presently being conducted should be reviewed. An inventory of plant materials should be developed for the institutions. The AABGA and the American Horticultural Society have taken positive action in this direction within the last few years. Studies should be done on the training of employees at these institutions. More research is required on plant labelling and visual identification at the institutions. Visitor data is needed to determine why the visitor is motivated to make repeat visits to the institution. Some of the areas requiring more research are horticultural in nature while others are sociological; both are equally important. It is hoped that through research we can better understand the importance and meaning of the institutions called botanic gardens and arboreta. SOURCES CONSULTEO 68 SOURCES CONSULTEO Babbie, Earl R. Survey Research Methods. Belmont, Ca1if.: Wadsworth Publishing Company, Inc., 1973. Brockman, C. Frank; Merrian, Lawrence C. Jr.; Catton, William R. Jr.; and Dowdle, Barry. Recreational Use of Wild Lands. 2nd ed. New York: McGraw-Hill Book Company, 1973. Bunce, Fred; Voight, John E.; Lighty, Richard W.; and Locke, Howard W. Arboreta, Botanical Gardens, Special Gardens. NRPA Aids in Management Bulletin No. 90. Washington, D.C.: National Recreation and Park Association, 1971. Canada Yearbook 1973. Ottawa: Information Canada, 1973. Contenau, Georges. Everyday Life in Babylon and Assyria. London: Edward Arnold, 1954. Directory of American Horticulture. Rev. ed. Mount Vernon, Va.: The American HorticUltural Society, 1974. Fletcher, H. R.; Henderson, 0. M.: and Prentice, H. T. (comp.). International Directory of Botanical Gardens II. International Bureau for Plant Taxonomy and Nomenclature for the Inter- national Association of Plant Taxonomy. Utrecht: Oosthoek, Schetema & Holkama, 1969. Franzblau, Arbraham N. A Primer of Statistics for Non-Statisticians. New York: Harcourt, Brace & World, Inc., 1958. Frowine, Steven A. "An Educator's Guide to Arboreta and Botanical Gardens in the Northeastern United States and Nearby Canada." Master's Thesis, Cornell University, 1972. Gager, C. Stuart. "Botanic Garden." Vol. I of The Standard Cyclopedia of Horticulture. Edited by L. H. Bailey. 3 Vols. New York: The MacMillan Company, 1947. Gasden, John M. A Basis for Facility Develppment at Guadalupe Moun- tains National Park. ResearCh Report No. l. Lubbock, Texas: Texas Tech—University, 1970. Heeps, Angus Paxton, ed. The Bulletin. Vol. 8. Gladwyne, Penn.: American Association of Botanical Gardens and Arboreta, l974. 69 7O McGourty, Frederick Jr., ed. "American Gardens--A Traveler's Guide." Plants & Gardens. Vol. 26:3. Baltimore, Md.: Brooklyn Botanic Garden, 1970. Membership List, 1974. American Association of Botanical Gardens and Arboreta, Inc. n.p., l974. Montreal Botanical Garden. n.p., 1974. 1974 Commercial Atlas & Marketing_Guide. 105th ed. Chicago: Rand *lMcNally & Company,1974. Seltzer, Leon, ed. The Columbia Lippincott Gazateer of the World. Morningside Heights, N.Y.: Columbia University Press, 1962. Taylor, Pat Dwayne. "A Proposal for the Development of a Recrea- tional Environment for Lubbock County, Texas." Master's Thesis, Texas Tech University, 1969. The Commission on Population Growth and the American Future. Popula- tion and the American Future. Washington, D.C.: U.S. Govern- ment Printing Office, 1972. The Royal Horticultural Society. "Arboretum," Vol. I of Dictionary of Gardening. Fred J. Chittenden, ed. 3 V015. and supplements. Oxford: Clarendon Press, 1951. The Times Atlas of the World. 4th ed., rev. London: Times News- papers, Ltdf'in collaboration with John Bartholomew & Sons, Ltd., Edinburgh, 1974. ' U.S. Bureau of the Census. U.S. Census of Population: 1970 Number of Inhabitants Final Report PC (l):Al United States Summary. WaShington, D.C.: U.S. Government Printing Office, 1971. U.S. Commission on Population Growth and the American Future. Pppulation Distribution and Policy. Sara Mills Mazie, ed. Vol. V of CommiSSion ResearCtheports. Washington, D.C.: Government Printing Office, 1972. U.S. Department of Commerce. Statistical Abstract of the United States, 1974. 95th Annual Edition. Washington, D.C.: Government Printing Office, 1974. Walpole, Ronald E. Introduction to Statistics. New York: The MacMillan Company, 1968. Widmoyer, Fred B. "Botanic Garden," Encyclopedia Americana, 1973, Vol. IV. 71 Widmoyer, Fred B. "Size and Funding Characteristics of American Arboreta and Botanical Gardens," The Longwood Prpgram Seminars, 1970. II. Newark, Del.: University ofiDelaware, 1970. Wright, Christopher, ed. The Prospective Role of an Arboretum. The Institute for the Study of Science in Human Affairs, Columbia University. ISHA Bulletin No. 10. Mentor, Ohio: The Holden Arboretum, 1972. Wyman, Donald. The Arboretums and Botanical Gardens of North America. Jamaica Plain, Mass.: ‘The Arnold Arboretum of Harvard University, 1959. Wyman, Donald. Wyman's Gardening Encyclopedia. New York: The MacMillan Company, 1971. APPENDICES 72 177‘: .\. A-l A-2 A-3 A-4 APPENDIX A LIST OF QUESTIONNAIRE RESPONDENTS QUESTIONNAIRE COVER LETTER AND BOTANICAL GARDENS AND ARBORETA EDUCATIONAL PROGRAMS AND ACTIVITIES QUESTIONNAIRE QUESTIONNAIRE FOLLOW-UP POST CARD QUESTIONNAIRE CODEBOOK 73 IO. 11. 12. 13. 14. 15. APPENDIX A-I LIST OF QUESTIONNAIRE RESPONDENTS Auburn Arboretum Auburn, Alabama Bellingrath Gardens Theodore, Alabama Birmingham Botanical Garden Birmingham, Alabama Arizona—Sonora Desert Museum and Demonstration Garden Tucson, Arizona Boyce Thompson Southwestern Arboretum Superior, Arizona Desert Botanical Garden of Arizona Phoenix, Arizona Encanto Park Phoenix, Arizona Sharlot Hall Museum* Prescott, Arizona Botanical Garden University of California Los Angeles, California C. M. Goethe Arboretum Sacramento, California Descanso Gardens La Canada, California Golden Gate Park San Francisco, California Hearst Castle San Luis Obispo, California Hellman Park Oakland, California Heritage Park Garden for the Blind+ Bakersfield, California * Questionnaire was returned but not completed + Questionnaire was returned because of wrong address 74 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 75 Huntington Botanical Gardens San Marino, California Luther Burbank Art and Garden Center, Inc.* Santa Rosa, California Marin Art and Garden Center Ross, California Max Natson Eucalyptus Grove Los Gatos, California Muir Woods National Monument Mill Valley, California Orange County Memorial Garden Center Costa Mesa, California Quail Botanic Gardens Encinitas, California Rancho Santa Ana Botanic Garden Claremont, California San Diego Botanical Garden Foundation San Diego, California Santa Barbara Botanic Garden, Inc. Santa Barbara, California Saratoga Horticultural Foundation, Inc. Saratoga, California Sherman Foundation Garden Corona del Mar, California South Coast Botanic Garden (including Los Angeles State and County Arboretum) Palos Verdes Peninsula, California Strybing Arboretum and Botanical Gardens San Francisco, California University of California-Davis Arboretum Davis, California University of California UCR Botanic Gardens Riverside, California Villa Montalvo Arboretum Saratoga, California William Joseph McInnes Memorial Botanic Garden Oakland, California Denver Botanic Gardens Denver, Colorado Bartlett Arboretum of the State of Connecticut Stamford, Connecticut 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 76 Connecticut Arboretum New London, Connecticut Marsh Botanical Garden New Haven, Connecticut New Canaan Nature Center New Canaan, Connecticut Henry Francis du Pont Ninterthur Museum Gardens Winterthur, Delaware Dumbarton Oaks Washington, D.C. Kenilworth Aquatic Gardens Washington, D.C. U.S. Botanic Garden Conservatory Washington, D.C. U.S. National Arboretum Washington, D.C. Fairchild Tropical Garden Miami, Florida Florida Cypress Gardens, Inc. Cypress Gardens, Florida Highlands Hammock State Park* Sebring, Florida Miami Beach Garden Center and Conservatory Miami Beach, Florida Orchid Jungle Homestead, Florida Selby Botanical Gardens Sarasota, Florida Suncoast Botanical Garden+ Largo, Florida Thomas A. Edison Winter Home and Botanical Garden Fort Myers, Florida Vizcaya—Dade County Art Museum Miami, Florida Callaway Gardens Pine Mountain, Georgia Fernbank Science Center Atlanta, Georgia Founders Memorial Garden Athens, Georgia 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 77 Garden Club Center Atlanta, Georgia Piedmont Park+ Atlanta, Georgia University of Georgia Botanical Garden Athens, Georgia Harold L. Lyon Arboretum Honolulu, Hawaii Olu Pua Botanic Garden Kalaheo, Hawaii Pacific Tropical Botanical Garden Lawai, Kauai, Hawaii Wahiawa Botanic Garden Wahiawa, Oahu, Hawaii Haimea Arboretum Haleiwa, Hawaii Botanic Garden of the Chicago Horticultural Society Glencoe, Illinois Garfield Park Conservatory " Chicago, Illinois Lincoln Park Conservatory Chicago, Illinois Christy Hoods Arboretum Muncie, Indiana Hayes Regional Arboretum Richmond, Indiana Honeywell Gardens Wabash, Indiana Jerry E. Clegg Botanic Gardens+ Lafayette, Indiana Bickelhaupt Arboretum Clinton, Iowa University of Northern Iowa Cedar Falls, Iowa Kansas Landscape Arboretum Abilene, Kansas Meade Park Garden Center Topeka, Kansas Bernheim Forest Arboretum Clermont, Kentucky 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 78 Land Between the Lakes Golden Pond, Kentucky Barnwell Memorial Garden and Art Center Shreveport, Louisiana Louisiana Tech Arboretum Ruston, Louisiana Live Oak Gardens New Iberia, Louisiana Louisiana State Arboretum Baton Rouge, Louisiana Rosedown Plantation and Gardens St. Francisville, Louisiana University of Southwestern Louisiana Lafayette, Louisiana Fay Hyland Botanical Plantation Orono, Maine Wild Gardens of Acadia Bar Harbor, Maine Brookside Gardens Wheaton, Maryland Ladew Topiary Gardens Monkton, Maryland Stronghold, Inc. Dickerson, Maryland Alexandra Botanic Garden and Hunnewell Arboretum Wellesley, Massachusetts Arnold Arboretum Jamaica Plain, Massachusetts Botanic Garden of Smith College Northampton, Massachusetts Garden in the Woods Framingham, Massachusetts Heritage Plantation and Garden Sandwich, Massachusetts Anna Scripps Whitcomb Conservatory Detroit, Michigan Beal-Garfield Botanic Garden East Lansing, Michigan Chadwick Garden Center Grand Rapids, Michigan 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. 114. 115. 79 Doty Native Flower Garden Association, Inc. Bellevue, Michigan Fenner Arboretum Lansing, Michigan Fernwood Incorporated Niles, Michigan Hidden Lake Gardens Tipton, Michigan Nichols Arboretum Ann Arbor, Michigan Botanical Garden of the University of Minnesota St. Paul, Minnesota Como Park Conservatory St. Paul, Minnesota Eloise Butler Wild Flower Garden and Bird Sanctuary Minneapolis, Minnesota Hormel Foundation Arboretum Austin, Minnesota University of Minnesota Landscape Arboretum Chaska, Minnesota Missouri Botanical Garden St. Louis, Missouri Fuller Gardens North Hampton, New Hampshire Cora Hartshorn Arboretum and Bird Sanctuary Short Hills, New Jersey Frelinghuysen Arboretum Morristown, New Jersey Princeton University* Princeton, New Jersey Rutgers Display Gardens New Brunswick, New Jersey Skylands Gardens of Ringwood State Park Ringwood, New Jersey Unitarian Church of Southern New Jersey Arboretum Cherry Hill, New Jersey Willowwood Arboretum of Rutgers University Gladstone, New Jersey Carlsbad Botanical and Zoological Park Carlsbad, New Mexico 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 80 Bartow-Pell Mansion Museum and Garden Bronx, New York Bayard Cutting Arboretum Oakdale, New York Brooklyn Botanic Garden Brooklyn, New York Cornelia van Rensselaer Marsh Memorial Sanctuary Mt. Kisco, New York Cornell Plantations Ithaca, New York George Landis Arboretum Esperance, New York Highland Park and Durand Eastman Park Rochester, New York Jackson's Garden Schenectady, New York L. H. Bailey Hortorium* Ithaca, New York New York Botanical Garden (Cary Arboretum included) Bronx, New York Old Westbury Gardens Old Westbury, New York Parrish Art Museum* Southampton, New York Queens Botanical Garden Society, Inc. Flushing, New York Readers Digest Gardens Pleasantville, New York Sterling Forest Gardens Tuxedo, New York Tackapausha Preserve Seaford, New York The Root G1en* Clinton, New York Ward Pound Ridge Reservation (Meyer Arboretum) Cross River, New York Wave Hill Center for Environmental Studies Bronx, New York Coker Arboretum Chapel Hill, North Carolina 81 136. Reynolda Gardens Winston-Salem, North Carolina 137. Sarah P. Duke Gardens Durham, North Carolina 138. Tryon Palace Gardens New Bern, North Carolina 139. International Peace Garden# Dunseith, North Dakota 140. Cox Arboretum Dayton, Ohio 141. Dawes Arboretum Newark, Ohio 142. Eden Park (Krohn) Conservatory Cincinnati, Ohio . 143. George P. Crosby Park Garden Toledo, Ohio 144. Secor Park Arboretum Berkey, Ohio 145. Secrest Arboretum Wooster, Ohio 146. Stanley M. Rowe Arboretum* Cincinnati, Ohio 147. The Garden Center of Greater Cleveland Cleveland, Ohio 148. The Holden Arboretum Mentor, Ohio 149. Will Rogers Horticulture Garden Oklahoma City, Oklahoma 150. Arboretum Arnheim Inusitatus Incorporealis Eugene, Oregon 151. Hoyt Arboretum Portland, Oregon 152. Peavy Arboretum Portland, Oregon 153. Portland International Rose Test Garden Portland, Oregon 154. Arboretum of the Barnes Foundation Merion Station, Pennsylvania W #Includes International Peace Garden, Boissevain, Manitoba, Canada 155. 156. 157. 158. 159. 160. 161. 162. 163. 164. 165. 166. 167. 168. 169. 170. 171. 172. 173. 174. 82 Arthur Hoyt Scott Horticultural Foundation Swarthmore, Pennsylvania Bartram's Garden Philadelphia, Pennsylvania Bowman's Hill State Wildflower Preserve Washington Crossing, Pennsylvania Elan Memorial Park Bloomsburg, Pennsylvania Greensburg Garden and Civic Center Greensburg, Pennsylvania Campus Arboretum of Haverford College Haverford (Newton), Pennsylvania Henry Foundation for Botanical Research Gladwyne, Pennsylvania Hershey Rose Gardens and Arboretum Hershey, Pennsylvania Longwood Gardens Kennett Square, Pennsylvania Masonic Homes Arboretum Elizabethtown, Pennsylvania Phipps Conservatory Pittsburgh, Pennsylvania Pittsburgh Garden Center* Pittsburgh, Pennsylvania Reading Public Museum and Art Gallery Reading, Pennsylvania The Shrunken Garden Narberth, Pennsylvania Swiss Pines Malvern, Pennsylvania Taylor Memorial Arboretum* Wallingford, Pennsylvania The Morris Arboretum Philadelphia, Pennsylvania Brookgreen Gardens Murrels Inlet, South Carolina Cypress Gardens Charleston, South Carolina Glencairn Garden Rock Hill, South Carolina 175. 176. 177. 178. 179. 180. 181. 182. 183. 184. 185. 186. 187. 188. 189. 190. 191. 192. 193. 83 Magnolia Gardens Charleston, South Carolina Middleton Place Charleston, South Carolina Memphis Botanic Garden Memphis, Tennessee Reflection Riding Lookout Mountain, Tennessee Southwestern Arboretum Memphis, Tennessee University of Tennessee Arboretum Oak Ridge, Tennessee University of Tennessee Botanical Garden and Arboretum* Martin, Tennessee Bayou Bend Gardens of the Museum of Fine Arts Houston, Texas Fort North Botanic Garden Fort Worth, Texas Tyler Rose Garden Tyler, Texas Brigham Young University Provo, Utah Colonial Nilliamsburg Foundation Williamsburg, Virginia Norfolk Botanical Gardens Norfolk, Virginia Woodlawn Plantation (National Trust for Historic Preservation) Mt. Vernon, Virginia St. George Village Botanical Garden of St. Croix, Inc. Christionsted, St. Croix, Virgin Islands St. Thomas Gardens, Inc. St. Thomas, Virgin Islands Water Isle Botanical Garden, Inc. St. Thomas, Virgin Islands Finch Arboretum Spokane, Washington Hiram Chittenden Locks (Carl S. English, Jr. Gardens) Seattle, Washington 194. 195. 196. 197. 198. 199. 200. 201. 202. 203. 204. 205. 206. 207. 208. 209. 210. 211. 212. 213. 84 University of Washington Arboretum Seattle, Washington Wright Park (Seymour Conservatory) Tacoma, Washington West Virginia University Arboretum Morgantown, West Virginia Louis R. Head Arboretum Madison, Wisconsin Kinn River Canyon Arboretum* River Falls, Wisconsin Mitchell Park Horticultural Conservatory Milwaukee, Wisconsin Paine Art Center and Arboretum Oshkosh, Wisconsin Riveredge Nature Center Newburg, Wisconsin University of Wisconsin Arboretum Madison, Wisconsin CANADA Agriculture Canada Research Station Morden, Manitoba Arboretum of the University of Guelph Guelph, Ontario Botanic Garden and Field Laboratory Edmonton, Alberta Botanical Garden of the University of British Columbia Vancouver, British Columbia Civic Garden Centre Don Mills, Ontario Montreal Botanical Garden Montreal, Quebec Morgan Arboretum St. Anne de BeaUpre, Quebec Ornamentals Research Service Ottawa, Ontario Royal Botanical Gardens Hamilton, Ontario School of Horticulture Niagara Falls, Ontario Vandusen Botanical Gardens Vancouver, British Columbia A-2 QUESTIONNAIRE COVER LETTER MICHIGAN STATE UNIVERSITY DI'ZI’AR'I'MI'ZN'I' OI" PARK AND RECREATION RESOURCES EAST LANSING ' MICHIGAN ' 48824 NATURAL RESOURCES BUILDING Dear Director: The enclosed questionnaire has been sent to you to aid in a study of educational programs and activities being conducted at botanical gar- dens and arboreta in the United States and Canada. This questionnaire has been prepared by Mr. Marvin Ellenbecker, a graduate student in this department. Mr. Ellenbecker earned his 8.8. degree in horticulture at the University of Wisconsln—Madison. This research will form the basis for this student's thesis work for the Master of Science. Mr. Ellenbecker is a member of the American Horticultural Society and the American Association of Botanical Gardens and Arboreta and plans a career in the area of botanical garden or arbor— etum administration. At this time the department is unable to give full financial assis- tance toward the costs of this questionnaire and these costs are being paid for by Mr. Ellenbecker. However, the possibility of publishing the results is being considered as a future effort. We would appreciate your help in supporting Mr. Ellenbecker's research in this area. Your participation will insure meaningful results. Please complete the four-page questionnaire and return it in the stamped self- addressed envelope. Res ctfully yours, Pat D. Tayl r PDT/me 85 FOR CODING ONLEl A-Z BOTANICAL GARDENS AND ARBORETA Gen EDUCATIONAL PROGRAMS AND ACTIVITIES (: )(: QUESTIONNAIRE I. D. No. 6(5 )( )(5 (Please check the appropriate answer.) Card N0.(l GENERAL INFORMATION 1. (7 )(8 )(9 ) 1. Official name of institution: 10 11 2. ( 2)( ) 2. Institution address: 5 (l ) (Street) . 13 {city} (state) 4. ( 4) 3. Type of institution: 1 Private organization 5. (1 ) 2 Public organization 15 3 Foundation 6. (16) 4 Other(specify below) 7. (17) 8. ( ) 4. Is this institution a part of a larger park system? 18 1 Yes 2 No 9- ( ) 2 5. Type of park system: 1 Municipal 10 (19)( O) 2 County ' 21 5 Other(specify below) 11. (22) 6. What is the prime function of your institution? 12. ( ) l Arboretum 4 Horticultural garden 23 2 Botanical garden 5 :Other(specify below) 13. ( ) 5 Nature center 24 25 7. WEen was your organization founded? CYBar 14. ( )( ) 8. When was your physical facility Opened for public 26 use? Year 15- ( ) 9. Do you have a membership organization? 27 Yes 2 No 16. ( ) 10. If yes(Ques. 9), WEEt is your current membership? 28 29 50 Number 17. ( )( )( ) 11. Do you have membership dues? 1 Yes 2“"'No 12. If yes(Ques. 11), what is your current dues rate? 3 pper year(s 13. Do yochhargem 2 mentrance fee to the general public? es 14. If yes(Ques. 155, wEat is the fee? 8 pper adult 3 per child(age 12 and under) 15. What is the physical size of your institution? 1 Under 10 acres 5 250— 500 acres 2 10—50 acres 6 500-1i 000 acres 3 -100 acres 7* Overl ,000 acres 4 00-250 acres 16. Do you publish an official journal or newsletter on a re ar basis? 1 Yes 2 No 17. Name 8) of publicationls): l I 2 1 18. Type Of publication: 1 Journal or magazine FOR CODING ONLY 2 Newsletter 5 Research bulletin 51 4 Other(specify) 18. ( ) 19. THIS publication is: 52 1 Weekly 5 Quarterly 19 ( ) 2 Biweekly 6 Annual ' 53 3 Monthly 7 Other(Specify below) 20 ( ) 4 imonthly ' 54 20. WEIOH_Of these best describes the purpose Of_yOur 21 ( ) organization(check one only or list in order): ' 55 1 To provide a physical facility for collecting, 22 ( ) preserving, evaluating and displaying plants. ' 56 57 2 To educate the general public and increase 25 ( )( ) an awareness of the importance and beauty Of plants. ’ 38 59 4O 3 TO provide a recreational experience to peOple 24 ( )( )( 1n ghly pOpulated areas where plant materials are ‘ 41 42 45 limited. )( ) 4 TO support teaching and research for the govern- 44 45 men? or a university. ( )( ) PROGRAMS I 46 21. DO you Offer a work—study program for students? 25. ( ) 1 Yes 2 No 47 48 22. WEen is this program Offered? 26. ( )( ) 1 Spring 3 Fall 2 Summer 4 Winter 23. How many students are seIected annually for this pro gram? Numb er 24w How would you rate the following programs as to priority at your botanical arden or arboretum(check one Of the five categories onlgé: . PROGRAM'* EXTREMELY IMPORTANT BUT IMPORTANT F IMPORTANT IMPORTANT NOT ESSENTIAL THE TIME AND IMPORTANU MONEY ARE AVAILABLE BRAITLE ELDERLY HANDICAPPED LIVE INTERPRETATION THERAPEUTIC EARCH PUBLICATIONS EDUCATION IN GENERAL 25. DO you Offer any special courses to the general public? 1 Yes 2 NO 26. II yes(Ques. 25), pIease list specific courses: 27. 28. 29. 50. 51. 52. 55. 34. 55- ,56. ; 37. ’58. '59. 5 Approximately how many peOple were enrolled in Special courses? Number 19 5 Number 1974(if known) DO you offer any of the following special facilities? 1 Nature interpretive trai1(s) 2 Therapeutic or handicapped 5 Braille gardens or works 4 Other(specify) Is your institution invOlved In any research.program(s)? 1 Yes 2 NO If yes(Ques. 29$, wfiat type Of research? 1 Solely confined to your institution 2 In OOOperation with the federal government 5 n cOOperation with other botanical gardens and arboreta 4 University 5 Other(specify) Are you involved in any offitheIfollowing?’ 1 Plant exploration 2 Plant evaluation 5 Plant exchange program Do you maintain a Special library pertaining to botany, horticulture, arboriculture, etc.? 1 Yes 2 NO Approximate numEer Of volumes in your library? Number VISITOR ACTIVITIES AND USER DATA DO you think that your faciIiEy appeals to a large seg- ment Of the general public? 1 Yes 2 NO DO you think that most botanicaI gardens and arEOreta, appeal primarily to special interest groups such as gardeners, nature lovers and.p1ant specialists? 1 Yes 2 NO NumBer Of annual visitors tO your facility: If not known, check "unknown" Unknown WEen is your peak visitor season? 1 Spring 5 Fall 5 Non—seasonal 2 Summer 4 Winter Is atEracting minority groups(Blacks, Chicanos, Indians) emphasized at your facility. 1 Yes 2 No What age groups do you attract primarily?(P1ease number in sequence from highest group to lowest group) 1 Age 6-12 4 Age 26-55 7 Age 56—65 2 Age 15-17 5 Age 56-45 8 Oyer age 65 5 Age 18-25 6 Age 46-55 9 Not known WouId you rate botanical gardens and arBoreta as Offering most peOple a recreational experience?(Definition: A voluntary leisure activity that gives satisfaction, plea- sure or gives an individual self-expression) 1 Yes 2 NO Is EEe base of puBIic support and awareness of botanical gardens and arboreta increasing? 1 Yes 2 NO FOR CODING ONLY 49 50 2?. (51)(52) 55 28. (54)(55)(56) ( )( )( ) 57 29. (58) 30. ( ) 59 31. ( ) 6O 32. ( ) 61 62 33.( )( ) 63 34. ( ) 64 35. ( ) 65 66 67 36.( )( )( ) 68 ( )Unk. 69 57. ( ) 7O 38' (71) 72 73 39. (74)(75) ) ( )( ) 76 40. ( ) 77 41. ( ) 43. 45. 46. 47. 49. 51. PERSONNEL AND BUDGETS Hfifi”fiafiy peOpIe db you employ fullatime? Number How are you IunHed(primarily)? 4 Private funds 1 Endowment or foundation 5 University 2 State government ederal SOV't 5 _Local(city or county) 7 _Other(specify) What is your annual budget? (NOTE: THIS Ififormafion will remain strictly confidential and will be coded by groups in the final analysis) 1 Under $25, 000. 6 $1 - 2.5 million 325, 000-50, 000. 7"““S2.5 — 5 million 3 $50, 000-100, 000. 8 $5 - 10 million $100 ,OOO—EOO, 000. 9 Over 10 million 5* 3500, 000-1, 000, 000. Approximately what part(%) Of your budget goes to the following: Education programs 1 §%§ Research programs 2 % Publications ” DO you plan to expandyo Research programs 1ur Yes 2 NO Education pro ams? 1 Yes 2 NO Physical size acres)? 1_ Yes 2 NO Please list any new programs *you plan tO Offer in the near future: Are botanical gardens and arboreta receiving the type Of financial sgpport they need to meet their goals? 1 Yes NO ADMINISTRATION INFORMATION How many years have you been in charge of a botanical garden or arboretum? 1_1-5 years 4 16-20 years 2_ #6-10 years 5 Over 20 years 5&11-15 years 1s your highest academic degree? % B.S. 4 M.A. B.A. 5 Ph.D. 5 M.S. 6 Other(please Specify) In what field was your degree earned? 1 Taxonomy 4 _Botany(specify area) 2 _Horticulture 5— Forestry 5 Other(specify below) Please sign below along with your title. Name Title IflflmEflIIHMHHNTIEUEFZKHKMHINNUUTHE POSSIBLE. THANK YOU FOR YOUR COOPERATION AND FOR TAKING THE TIME TO COMPLETE THIS QUESTIONNAIRE. FOR CODING ONLY Duplicate Col. 1-9 from CARD l 10 CARD 2 (2 ) 11 12 42. ( )( 13 43. ( ) 14 44. ( ) 15 16 17 45. ( )( 18 19 20 46. (21)( )( ) 47. ( ) 22 48. ( ) 23 49. ( ) 24 50. ( ) 25 51. ( ) 26 52. ( ) APPENDIX A-3 QUESTIONNAIRE FOLLOW-UP POST CARD December 30, 1974 Dear Director: I am in the process of analyzing the green 4 page questionnaire that was mailed out to 301 institutions in September. I notice that your institution is not among the respondents. Could you take the time to complete and return this questionnaire at this time? Thank you. Marvin Ellenbecker 90 APPENDIX A-4 QUESTIONNAIRE CODEBOOK Columns Question Code Explanation 1 Card number (1) 2-4 1 Name of institution (1-301)--taken from the upper right corner of the green questionnaire. 5-6 2 State or province where institution is located--see following list* States: 1 - Alabama 2 - Arkansas 3 - Arizona 4 - California 5 - Colorado 6 - Connecticut 7 - District of Columbia 8 - Delaware 9 — Florida 10— Georgia 11- Hawaii 12— Iowa 13- Idaho 14- Illinois 15— Indiana 16- Kansas 17- Kentucky 18- Louisiana 19- Maine 20- Maryland 21- Massachusetts 22- Michigan 23- Minnesota 24- Mississippi 25- Missouri 26- Nebraska 27- New Hampshire 28- New Jersey 29- New Mexico 30— New York 91 Columns Question 7—8 2 9-10 2 92 Code Explanation 31- North Carolina 32- North Dakota 33- Ohio 34- Oklahoma 35— Oregon 36— Pennsylvania 37- Rhode Island 38— South Carolina 39- Tennessee 40- Texas 41- Utah 42- Virginia 43— Virgin Islands 44— Washington 45- West Virginia 46— Wisconsin Provinces: 47- Alberta 48— British Columbia 49- Manitoba 50- Ontario 51- Quebec *Excludes certain states and provinces not listed in the directories. Geographical regions of the United States and Canada* Northeast and Middle Atlantic North Central and Ohio River South Northern and Central Plains Southwest Pacific Coast Hawaii Virgin Islands Quebec Ontario Manitoba Alberta British Columbia *Canada is by provinces, not regions Twelve major SMSA's of United States 0 - Not applicable 1 - New York 2 - Los Angeles-Long Beach 3 — Chicago QOCDme-thI—I I I I l I I I I I I—II—II—II—I le—‘O I I I I Columns Question 9-10 2 11 2 12 3 13 4 14 5 93 Code Explanation Philadelphia Detroit San Francisco-Oakland Washington, D.C.-Md.-Va. Boston Pittsburgh - St. Louis-III. Baltimore Cleveland Five major CMA's in Canada 50- 51- 52- 53- 54- 99- Montreal Toronto Vancouver Ottawa-Hull Winnipeg Not applicable Specifically urban now or in the future 0 _ 1 _ 2.. Not applicable Located in urban area now—-SMSA or CMA Located in urban area by 2000 A.D. Type of institution C‘U'l-hQJNl—‘O lllllll 7 _ 8 - g - No response Private organization Public organization Foundation 1 and 2 Cultural Garden club or association with garden clubs 2 and 3 International Canadian federal government Institution is part of a larger park system 0 - 1 _ 2 - U'l-wal—IO I l l I I I No response Yes No Type of park system No response Municipal County 1 and 2 State or provincial park Federal Columns Question 5 - 7 - 3 - 94 Code Explanation Private sanctuary Special district or institution 1 and 4 15-16 6 Prime function of institution mem-hwml—‘O l I I I l I I I I 9.. No response Arboretum Botanical garden Nature center Horticultural garden Education-research 1 and 2 1 and 3 1 and 4 Recreation 1,2,3 and 4 1,2 and 4 Historical Cultural 3 and 4 2 and 4 1,3,4 and 9 1,2 and 3 5 and 9 4 and 12 Native plants 1 and 9 Zoological Publishing house 4 and 5 1,2,3,4 and 13 3 and 20 Socially oriented rather than plants 1 and 5 1,3 and 4 17-20 7 Date organization was founded 0.. No response Punch year given 21-24 8 Date physical facility Opened to public 0.. No response Punch year given 9 - Not open to general public 25 9 Membership organization 0 - No response l - Yes 2 - No 3 — Proposed in near future 95 Columns Question Code Explanation 26 10 Current membership number 0 - No response 1 - 50 or less 2 — 51-100 3 - 101-250 4 — 251-500 5 - 501-1,000 6 - 1,001-2,000 7 - 2,001-4,000 8 - 4,001-8,000 9 - Over 8,000 27 11 Membership dues 0 - No response 1 - Yes 2 - No 3 - Proposed in near future 28-31 12 Current membership dues 0 — No response Punch figure given 9 - Various 32 13 Entrance fee 0 — No response 1 - Yes 2 — No 3 - Request donation 33-35 14 Adult entrance fee 0 - No response Punch $ figure given 36-38 14 Children entrance fee 0 — No response 99- Free Punch $ figure given 39 15 Physical size of institution No response Under 10 acres 10-50 acres 51—100 acres 101-250 acres 251—500 acres 501-1,000 acres Over 1,000 acres \ICIU'l-DIOJNHO I I I I I I l I Columns Question 96 Code Explanation 40 16 Publish official journal or newsletter 0 - No response 1 2 3 41 18 —| ‘< '0 (‘D CDNO'Im-DOJNI—‘O Yes No Proposed in near future of publication No response Journal or magazine Newsletter Research bulletin 1 and 2 1,2 and 3 1 and 3 2 and 3 Specialties, post cards of plants, pamphlets 42 19 Publication issued 0 \IONU'l-DQJNH (I) 9 No response Weekly Biweekly Monthly Bimonthly Quarterly Annual 10 issues per year, semi-annual or 5 issues per year More than one publication at various times Irregular 43-44 20 Organization purpose 0 1 HOmNO‘U‘l h (A) N I I l I I “NNHl—‘H No response Physical facility for collecting, preserving, evaluating and dis- playing plants Educate the general public and increase awareness of plants Recreational experience in highly populated areas with few plants Support teaching and research for government or university and 2 and 3 and 4 and 3 and 4 and 4 Columns Question 97 Code Explanation 11- 1,2,3 and 4 12- 1,2 and 3 13— 2,3 and 4 14— 1,2 and 4 15— 1,3 and 4 45 21 Work-study program for students 0 - No response - Yes 2 - No 3 - Proposed 46 22 When program is offered 0 - No response 1 - Spring 2 - Summer 3 - Fall 4 - Winter 5 — Two seasons 6 — Three seasons 7 — All year . 47 23 No. of students in program (annually) 0 - No response 1 - 1—5 2 — 6-10 3 - 11-15 4 — 16—20 5 - 21-25 6 - 26—30 7 - 31-35 8 - 36a40 9 - Over 40 48-55 24 Program rating: Braille, Elderly, Handicapped, Live Interpretation, Therapeutic, Research, Publications and Education in general 0 - No response 1 — Extremely important 2 - Important 3 - Important but not essential 4 - Important if time and money are available 5 - Not important 56 25 Special courses to general public 0 - No response 1 - Yes 98 Columns Question Code Explanation 2 - No 3 - Proposed 26 List of special courses (Appendix B—2) 57-60 27 Number of people in special courses, l973 0 — No response Punch figure given 999- Not known 61-64 27 Number of peOple in special courses, l974 0 - No response Punch figure given 999- Not known 65-70 28 Special facilities: Nature interpretative trails, therapeutic or handicap facilities, braille gardens, other (special gardens or preserves, museums and related cultural institutions with exhibits, displays, workshops, and guided tours) 0 - No response 1 - Yes 2 - No 3 - Proposed in near future 71 29 Involved in research programs 0 - No response 1 — Yes 2 - No 72—73 30 Type of research 0 — No response 1 - Solely confined to own institution 2 - Cooperation with federal government 3 - Cooperation with botanic gardens and arboreta 4 - University 5 - Two of the above 6 - Three or more of the above 7 - Environmental 8 - Alone but special research is done in cooperation with appropriate organizations 74 31 Institution is involved in 0 — No response 1 — Plant exploration Columns Question 75 32 76-80 33 1 2-4 5 34 6 35 7-13 36 14 37 99 Code Explanation Plant evaluation Plant exchange program 1 and 2 1 and 3 2 and 3 All of the above Special library \IOWU'I-DIOJN I I I I 0 — No response 1 - Yes 2 - No Number of volumes in library 0 — No response Punch figure given 9 - Unknown CARD 2 Card number (2) Name of institution (1-301)—-taken from from upper right corner of the green questionnaire Facility appeals to large segment of the population 0 - No response 1 - Yes 2 - No Special interest group appeal 0 - No response 1 - Yes 2 — No Number of annual visitors 0 - No response Punch figure given 99- Unknown Visitor peak season 0 - No response Spring Summer Fall Winter Non-seasonal 014)me I I I I 100 Columns Question Code Explanation 15 38 Emphasize attracting minority groups 0 - No response 1 - Yes 2 - No 16—19 39 . Age groups attracted (from questionnaire) 0 - No response 1 - Highest group (1-9) 2 - Second highest age group (1-9) 3 - Third highest age group (1-9) 4 - Fourth highest age group (1-9) 20 40 Institution offers recreation experience 0 — No response 1 - Yes 2 - No 21 41 Base of support increasing 0 - No response 1 — Yes 2 - No 22-24 42 People employed full-time 0 - No response Punch figure given 999- 1,000 or over 25-26 43 Funding 0 — No response 1 — Endowment or foundation 2 - State government 3 - Local (city or county) 4 - Private funds (dues, plant sales) 5 — University 6 — Federal government 7 - 2,3 and 6 8 - 1,2,3 and 4 9 - 4 and 5 10- Admission charge 11- 1,2,4,5 and 6 12- 1,3 and 4 13— 1 and 5 14- 1 and 4 15- 3 and 10 16- 2 and 5 17- 1,2,3 and 6 18- 1,4 and 5 19- 2,5 and 6 20- 2 and 3 101 Columns Question Code Explanation 21- 1 and 2 22- 1,3,4 and 6 23- 3 and 4 24- 1,2,3,4 and 5 25— 2 and 6 26- Special tax 27- 1 and 10 28- 4 and 6 29- 5 and 6 30- 2,3 and 4 27 44 Annual budget 0 - No response 1 - Under $25,000. 2 — $25,000.-50,000. 3 - $50,000.-100,000. 4 - $100,000.-500,000. 5 - $500,000.-1,000,000. 6 - $l-2.5 million 7 - $2.5-5 million 8 - $5-10 million 9 - Over $10 million 28-30 45 Percent of budget allocated for the following: education, research and publications 0 - No response 1 - Less than or equal to 1% 2 - Less than or equal to 2% 3 - Less than or equal to 3% 4 - Less than or equal to 4% 5 - Less than or equal to 5% 6 - Less than or equal to 6% 7 - Less than or equal to 7% 8 — Less than or equal to 8% 9 - Over 8% 31-33 46 Plan to expand the following: research program, education program and physical size 0 — No response 1 — Yes . 2 - No 47 List new programs (see Appendix B-l) 34 48 Receive financial support needed 0 - No response 1 — Yes Columns Question 2 3 35 49 Number (fl-waI-‘O 102 Code explanation No Don't know of years in charge of institution No response 1—5 years 6-10 years 11-15 years 16-20 years Over 20 years 36 50 Highest academic degree CDNO‘U‘I-DOJNHO response No B. B. M. M. >UIZ>U3 Ph.D. Sc.D. or D.J. A.A.S. and other special degrees High school, some college or practical experience 37 51 Field in which degree was earned O (I) \l mm-hWNHO Not applicable or no response Taxonomy Horticulture Forestry Botany Recreation Chemistry, biology or natural sciences Education, english, law or social sciences History, fine arts or landscape architecture Business, economics, resource develOpment or public administration 38 52 Respondent signed questionnaire and gave title I — Yes 2 - No APPENDIX B B-l NEW PROGRAMS B-Z SPECIAL COURSES OFFERED AT INSTITUTIONS 103 Institution* 5 10 25 27 29 30 32 34 43 55 56 59 62 64 71 77 78 85 APPENDIX B-l NEW PROGRAMS Program Mini-courses for college students during summer and semester breaks; docent training and subsequent expansion of guided tours Nature center and trails; plant sales building; auditorium Native plants Docent training; apprentice horticulturists Friends (membership organization); quarterly publication; more classes Night programs; field trips; more education in schools Publish more interpretive materials; planting and developing new areas, general beautification Expanded interpretation and demonstration programs Will soon have approximately 800 acres for develOpment of an arboretum Additional educational classes Lighting Ecology; conservation through nature's bounty-- natural sources of food, water, plant and animal life Resident training program Educational guided tours for school children; work- shops in propagation Horticulturist will teach grades 5 and 6 in local school system this winter Recreation activities; outdoor education programs in conjunction with area school systems Riverfront development and trail Conservation and interpretive education Short course in house plant culture during January break 104 Institution 88 89 94 95 96 97 98 100 105 109 112 114 117 118 119 120 122 123 125 126 131 133 105 Program More specific tours for young people; more research: shade tree evaluation Starting education program with high school students at local high school; short courses for adults ' Increase emphasis on Indian food and medicinal plants; improve self-guiding trail system We try to introduce new programs each year on various phases of gardening Leader, In—service sessions We plan to expand programs on content—-not size or number of programs High school vocational course for prep. college Brochure for general public now being prepared Sunday lectures and garden films Audio-visual center; horticulture theraPY; children's gardening; senior citizen gardening Education, library, live interpretation Publication of a booklet, Trees and Shrubs at Willowwood; an annotated catalogue of woody materials plantedfhere since the beginnings of the collections in 1908 Expanded educational program; expanded collection; plant propagation--introduction--distribution Plant breeding; new popular level adult education courses Mushroom walks; tree identification walks; wildflower walks Expansion of arboretum; conservation: plant records Braille; handicapped Aim of garden is for college and public pleasure Suburban forestry; tree breeding, environmentally sound building design, environmental diagnostics; revegetation of land-fill sites; urban container plantings Work/study-classes for public; a college—level class in home horticulture offered in c00peration with a nearby university General exhibit hall renewal Bicentennial Institution 140 147 148 150 151 153 156 157 159 161 171 172 176 180 182 186 187 189 194 199 200 106 Program Continued education; newspaper articles; continuation of plantings Additional gardening classes for children Horticulture therapy in our soon to be built therapeutic greenhouses Extremely varied, including an International Music Education Center and certain botanical activities Improved self-guided tour trails Curator will teach class on rose culture at local community college We are planning to restore the garden to the way it was in the l8th Century. The house (historic home of John Bartram) needs only to be stabilized Student interns from local high school; use of park and preserve as extension of classrooms by local school district Horticulture programs for retirees and mixed groups More on conservation and the role of American native plants Expanded environmental education to school teachers and students; more research on urban trees Living exhibit of the flora and fauna of the Southeastern United States Restore more of the original (1741) garden plan, archeological diggings of mansion, house museum orientation program--audio-visual Special courses to general public; special tours Student field study A working 18th Century plantation = Carter's Grove Estate Self-guided tours; more adult education We are still in the building stage Plan to develop a new research and teaching facility Self-guided nature trail in park; self-guided trail inside tropical and arid domes; clinics on various phases of house plant culture Currently involved in a docent program which will ive presentations to local school children (grades 4-7I on various aspects of our art center and arboretum 107 Institution Program 201 Expanded teacher training in environmental education and ecology 202 It all depends on how soon we can build a building (in the arboretum) 204 Work study program for eight students, which will be of two year duration 206 Extensive demonstration and teaching program related to the home production of food and decorative plants 207 Dried flower and preserved materials design workshop-- fall and spring 211 Breeding of ornamentals; extension programs in horticulture and natural history 213 Training of volunteer guides *Refer to Appendix A-1 for names and locations of institutions APPENDIX B-2 SPECIAL COURSES OFFERED AT INSTITUTIONS Special Courses Annuals Arts and crafts Astronomy Beaded flowers Birds (various courses) Bonsai Botany, field botany, ecology Bulb forcing Composting Container gardening Dahlias Desert plants (various courses) Docent training Entomology Evergreens Fine arts Flowering plants, floriculture Flower shows Fruits and seeds Garden demonstrations, workshops General gardening and horti- culture General guide classes Guided tours Guide training 108 Institution (See Appendix A-l) 38 47,70,76,104,108,134,141 102,144 47 7,70,99,135,144,148 3,11,28,34,43,88,99,141,144,187, I99 34,66,114,148,154,185,201 199 34 7,28,38,206 34 6 12,29,76,131,155 148 36,148 139 36,185 56,177 148 12,29,38,53,56,95,99,121,135,140, 159,194 27,28,44,56,59,60,64,74,75,77,83, 87,102,105,120,134,143,154,163, 165,187,206,207,208 3 43,96 25 Special courses Hawaiian botany Home gardening fair Home horticulture, house plants Hydroponics Interpretive programs, nature training Japanese flower arranging, flower arranging Landscape courses dealing with various plant materials Lectures, symposiums Master's garden program Methods of plant culture Native plants in your garden Native walks Numerous courses Orchid culture Palm weaving Photography Plant dyes and natural dyeing Plant identifaction Plant propagation "Plants of the Davis Arboretum" Poisonous, medicinal and edible plants Pruning Soils Specialty horticulture Taxidermy Terrariums Trees about town, tree courses Tropical plants of the conservatory 109 Institution (See Appendix A-l) 59,61 7 11,28,34,43,48,108,134,135,160, 165,177,187,199,206,207 34 138,141,144,148,209 16,28,56,95,143,159,207,208 26,36,43,53,64,74,88,95,105,109, 117,141,154,157,183 12,29,53,55,56,102,121,131,140, 177,199,206 195 183 25,99,201 43 84,86,98,106,118,125,133,147,171, 211 59 47 27,70,99,104,135,144 66,134,135 11,28,34,99,144,148,157,161 25,26,38,95,109,135,157,16O 30 28,148 64,99,109,117,160 117 44,99 104 47,108,141 25,34,99,177,209 34 110 Special courses Institution (See Appendix A-1) Turf management 66,117 Use of garden chemicals 117 Vegetable gardening 28,141,161 Wildflowers 25,135,148 APPENDIX C FIGURE 1. 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