AN ADAPTATION OF A COURSE FOR TELEVISION
TEACHING- OF HORTICULTURE

By
C. Gustav Hard

A THESIS
Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY

Department of Horticulture
19 54

ProQuest Number: 10008325

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ACKNOWLEDGMENTS

I wish to express my appreciation to Dr. Donald P.
Watson for his careful counsel and criticism; to the
Guidance Committee for their coordination of the curri­
culum for study; to Dr, Paul Bagwell for his assistance
in organizing the test groups; to the students who co­
operated in the testing program; to Dr. Paul Bakan for
his assistance in making the statistical analysis; and
to Mrs. Donald H. Dewey and Mr. John Emmerson for their
roles in the film production.

TABLE OF CONTENTS
Page
SUMMARY.........................................

1

INTRODUCTION....................................

^

PAST CONTRIBUTIONS TO EDUCATIONAL PROGRAMMING .

6

Impact on Society.........................

6

As an Aid to Education.....................

7

DEVELOPMENT OF UNIVERSITY COURSE FOR TELEVISION

15

Adaptation of Course.......................

15

............

21

Formats for Pro grams.

Visual Aids for Programs...................

^3

Cost and Source Analysis.

........

52

Syllabus for Telecourse ...................

6l

TESTING QUANTITATIVE USE OF TERMINOLOGY........

9^

Testing Program.
■ a tM D M o a F n m n «■ ■n

.......................

Statistical Design.........................
INTERPRETATION OF RESULTS.

9^
97

. . . . . . . . . . .

9&

.....................

9&

Testing Quantitative Use of Terminology . .

101

LITERATURE C I T E D ...............................

106

Development of Course

SUMMARY
Professional horticulturists have an opportunity and
a responsibility through the medium of television to edu­
cate producers and consumers in the utilization of fruits,
flowers, vegetables, and ornamental plants.
In the past, educational television has drawn upon re­
lated areas, such as radio, theater, motion picture indus­
try, audio-visual education, and commercial television, for
Its techniques and talent which ha^ resulted in a quantity
of writing which was chiefly interpretation.

Most of the

research in television has been provided by the United
States Department of Defense and the United States Depart­
ment of Agriculture.
As soon as several ultra high frequency stations were
designated for education, there was more opportunity for re­
search in educational television.

The present project was

designed therefore, to adapt a lecture-laboratory course in
Horticulture to an effective telecourse; to make a quanti­
tative study of the use of scientific terminology in tele­
vision teaching.
After making an appraisal of the course content and
surveying the technique of presentation in the classroom
and laboratory, the subject material and lecture topics were
regrouped under the following ten popularized program titles:
Plan Your Garden First, Always Prepare Your Garden, Know

Your Annual Flowers, Better Buy Bulbs, Use Trees and Shrubs,
Know Your Perennial Flowers, Grow 100 Roses, Have Your Own
Orchard, Don't Have Insects and Diseases, and Take Advan­
tage of Your Setting.
Formats, including descriptions for the sets, audiovideo Instructions, and the items to be presented were pre­
pared for each program.
Visual aids were selected for the purpose of clarify­
ing the subject matter and to demonstrate the various types
of visual aids adaptable to horticultural topics.
The average total cost for each program Including time
for adaptation, visual aids, and the use of the studio, was
$293.1*1-.

The production of one program as a basis for cal­

culation showed that 12.6 man-hours were required for the
preparation and presentation.
A syllabus was provided to serve as a study guide, as
a record of assignments and to furnish special information
for the programs on annual^ perennials, and bulbs.
Each of three matched groups of students was exposed
to a program containing 15 * 20, or 25 specialized horticul­
tural terms without the addition of superimposed labels of
these terms which were projected for testing purposes.

Each

of three identical groups was exposed to the same program
with the addition of superimposed terminology.

Results of

the tests which were designed and provided for the test
groups showed that there was no alteration in the percentage

of terms comprehended or recalled as a result of increas­
ing the number of terms from 15 to 20 to 25.

The number o

terms comprehended was in direct proportion to the number
supplied and therefore more Information was comprehended
equally as well from an Increase in the number of terms
used.
The use of superimposed terms Improved the ability
to recall the terms only when 20 terms were used.

It was

recommended therefore that the use of superimposed terms
was of limited value.
Further research would be required to determine the
optimum number of scientific terms for a 30-mlnute tele­
cast teaching horticulture.

INTRODUCTION
The raising of living standards as a result of research
in the production and marketing of horticultural crops has
been the responsibility of professional horticulturists for
many years.

The producer and consumer have been dependent

on horticulture not only for their fruit, flowers, vegetables
and ornamental plants, but also as a means of expressing much
of their creative ability.

It was equally important that the

horticulturist share his responsibility with the agricultur­
ist in an attempt to educate people in the utilization of
this information.

As long ago as 1909* Bailey was cognizant

of this responsibility when he maintained that Hthe teaching
of agriculture ought not to be confined to colleges of agri­
culture” and that Mthe college must be taken to the people”.
Following the establishment of state colleges of agriculture
and military science (Morrill Act, 1S62) and the establish­
ment of state experiment stations (Hatch Act, 1S&7) the ex­
tension service was begun (Smith-Lever Act, 1914-).
Few methods for the dissemination of horticultural in­
formation have been more promising than the establishment
of television stations at colleges of agriculture.

The In­

creasing use of television has served to augment the exist­
ing methods of agricultural extension.

This was natural,

considering the original purpose of the Smith-Lever Act:
wTo aid in diffusing among the people of the United States

5.

useful and practical information on agriculture and home
economics and to encourage the application of the same
through field demonstrations, publications, and otherwise.”
Horticultural education has a broad and colorful ap­
peal especially when it is provided through a medium which
offers close contact with the instructor and reaches both
general and specific audiences at the same time.
Considering the future possibilities of universities
using the medium of television for teaching, the present
study was designed to adapt an existing university course
in horticulture to television and to make quantitative mea­
surements of the use of scientific terminology in televi­
sion teaching of Horticulture.

6.

PAST CONTRIBUTIONS TO EDUCATIONAL PROGRAMMING
Impact on Society.

The literature In the area of edu­

cational television has covered a broad scope, but fundamen­
tal research on this subject has not been extensive.

Educa­

tional television has been considered to be a related art
and has drawn upon radio, theater, motion pictures, audio­
visual education, and upon commercial television for its
personnel and techniques (Vincent, Ash, and Greenhlll, 19^9,
SDC Report 269-7-7; New, not dated).

Contributions from

these related fields have produced a large quantity of writ­
ing, must of which had been interpretation or opinion in re­
lated areas but not research in television.
Since educational television was given consideration
with the designation of 2^2 ultra high frequency channels
specifically allocated for education on April 1^, 1952
(Emery, 1953), the Impetus for fundamental research has been
inspired.

Along with the use of the medium by educators

has been the recognition of many problems.
Recognizing television as an effective and efficient
tool for communication,

several universities have begun to

use thlB medium (Emery, 1953)*
In 1952 Hunter projected the use of television as a
responsibility of a university when he said, ’’Television as
a medium of communication, a method of transmission, is by
its nature a part of the process and means by which educa-

7.

tion must fulfill its prupose and discharge its obligation
to society.M
Advances made in raising the general welfare of so­
ciety have been direct functions of the efficiency of a sys­
tem of enlightening the people (Kersta, 19*4-6).

The develop­

ment of the use of television has been reflected by the chang­
ing patterns of home life (Shane, 1950)*

It has been shown

that the family is more selective in its choice of magazines
and newspapers, entertains more friends and larger groups of
children more frequently (Battin, 1950)*

This has provided

an opportunity to project more education into the home.
Behnke maintained in 1953 when greater public understanding
of science and its aims were of utmost importance, that
scientists have an opportunity to establish educational tele­
vision in an effort to supplant programs of lesser signifi­
cance.
As an Aid to Education.

Educational television has

not been a substitute for classroom instruction, but rather
it has been a technique for extending education and enhanc­
ing existing methods of instruction.

Wigren (1952) in cla­

rification of this concept, believed that in the broadest
sense an educational television program could be used to
mean any television program which caused the individual to
respond by bringing about a desirable change in his behav­
ior.

Wigren indicated that the educator has been interest-

ed in projecting subject material in a specific area which
needed to be a planned learning situation purposefully pre­
pared.

Such planned learning situations have been designat­

ed by him as educational television programs.
Two broad classifications of educational television
have been described by Emery (1952);; the "in classroom1' pro­
gram which aided in giving vision to intricate demonstrations
and was significant as an interest gaining device; the "out
of classroom" television described as programs designed for
home viewing, not only for direct education, but also for
parent education of the activities inside the school (Shayon,
1952).
The costs of establishment of television studios and
employing skilled television personnel have been high (More­
land, 19^ 6 ).

To utilize the medium most effectively, More­

land maintained that it was necessary to develop an under­
standing of the limitations as well as the opportunities of
television.

The educator has had to be in a position to

handle the larger costs of production, heavier demand of the
time of all concerned, and the necessity of closer adherence
to professional standards of production (Moreland, 19^ 6 ).
Wigren (1952), indicated that educational programs, if de­
signed by educators, have had a greater chance for success
because educators have had professional competency to under­
stand the principles of human growth and development, the
needs and interests of learners, and the ways in which learn-

ing takes place.

He said that programs must he planned to

create a learning situation and with teaching as a direct
objective.
Schreiber (1952) indicated that television learning
was comparable to film learning because both television and
sound movie films appealed to the senses of sight and hear­
ing.
A comparative study of the effectiveness of instruc­
tion by television, television recordings, and conventional
classroom procedure was conducted at Fordham University for
the Special Devices Center of the United States Navy.

This

research demonstrated conclusively that television as an
audio and video medium could be superior to other methods.
Under the conditions outlined in the resulting naval report,
it was found that television was better than classroom in­
struction in 50 percent of the comparisons made.

Another 38

percent were of value equal to classroom instruction.

Kines-

copic recordings of television programs were found to be more
effective for instruction than classroom lecturing in 75 per­
cent of the comparisons (Rock, Duval, and Murray, not dated,
SDC Report *4-76-02-2).
Further study by the Special Devices Center has demon­
strated that learning from kinescopes of "live" television
programs was

more successful as a teaching aid than were

regular instructional films.

In all exposures within the

study, kinescopic recordings provided a higher learning

10.

level than when the test groups knew they were viewing a
regular moving picture film.
Wilson (1951) reported a sewing course which was conducted by the United States Department of Agriculture.

De­

monstrations were successful in coiamunieating ideas and
practices regardless of age, educational training, and
amount of sewing practice of the viewers.

He also indicated

that since the test group consisted of non-college people,
the medium had high potentialities for adult education.

At­

titude change as a result of more knowledge was demonstrated
by Bernlnger and Watson, (195^)»

They noted that a change

of attitude from Munfavorable ’8 to 11favorable" was a signifi­
cant step in motivation —

one of the purposes of education.

Wilson and Moe (1951) anci Battin (195*0 established
the importance of the opportunity for television to reach a
variety of audiences.

Children spent 11 percent of the 16S

hours available for viewing all types of television (Battin,
195*1-).

More of this time might be utilized with educational

programs because Wilson (195^) reported that of his test
group, S 3 percent were very much interested in viewing edu­
cational programs.
The "sight-sound" pictures at the University of Iowa
were among the first programs of educational television
(Kurtz, 193^).

Kurtz was very enthusiastic about this pro­

gramming especially when he was able to Identify leaves of
trees projected through the medium of television.

After al-

11.

most 20 years of technical improvement and increased use of
television, *4-5 universities and colleges were offering in­
struction by television (Fritz, et al, 1952).
Teadaing has been highly successful in universities
where programs of educational television have been provided
(Cassel, Rochte, Gahle, Beak, Williams and Brown, 195*0These university instructors found that the level of perfor­
mance of the students has been equal, or better than the per­
formance of the regular classroom students.

They indicated

that courses offered by the six universities they represent­
ed, provided credit for students who met the requirements of
the telecourse.
Klein (1950) suggested that one television channel be
set aside for educational purposes using non-commercial en­
tertainment, education and documentaries.

Through the use

of the channels made available for educational purposes,
educators have recognized that television is not only a tool
for education, but also an instrument for public relations
(Steetle, 1952).
Educational television has been used as an extension
technique.

The efficiency of its use has been suggested by

the Governor8s Committee on Educational Television for the
Commonwealth of Pennsylvania, 1953-

They have reported

that whereas it takes hundreds of agricultural extension
workers to reach farmers in Pennsylvania, by means of tele­
vision one person can reach more farmers with equal or

greater effectiveness.
The adaptation of a classroom course to television
was said by Garrison (195*0 to

a problem of adjusting

the academic content to a visual medium.

The problems

were to insure a high level of learning and maintain aud­
ience interest at the same time (Chauncey, 195*0*

Chauncey

suggested that a program be designed toward a previously es­
tablished objective.
Program length has been shown to Influence the level
©f learning, one hour of continuous broadcasting being es­
tablished, by Allen (195*0 as the maximum length.

This con­

cept was reenforced by the research of the United States
Navy Special Devices Center (SDC Report-269-7-7) which show­
ed that as more and more information was presented, inter­
ferences were set up which resulted in less efficient learn­
ing of any particular item (Vincent, Ash, and Greenhlll,

19^9 ).
In reports that have been published by the Joint
Committee on Television Education, the scope of subject
material has been bread and varied.

Western Reserve Uni­

versity has produced teaching programs ©fs Literature, Psy­
chology, Geography, Economics, Music, Biology, Dramatics,
Speech, and History.

The students who received credit by

television home study were shown to have gained as much in­
formation as the regular student who had had the benefit of
contact with the instructor in the classroom (Western Re­

13.

serve University, 1951-1953).
It was suggested by Speece, Skelsey, and Gape* la
1953 that educational programs had t© be prepared to com­
mand attention because rarely would there be a captive aud­
ience , as in a classroom.

They thought that programs would

have t© be designed so that they would command attention
comparable to programs on competitive channels, if good
teaching was to be achieved.

Hard and Watson (1953) re­

ported that a dramatic type of presentation had more aud­
ience appeal than a lecture or demonstration type of pre­
sentation and was of equal value for communicating horti­
cultural information.

The Special Devices Center of the

United States Navy has reported (SDC Report ^76-02-3) that
either narration plus meaningful film or narration combined
with drama was effective as teaching procedures for tele­
vision.
Visual aids played an Important role in effective
television programming according to Speece, Skelsey, Gapen
(1953 )> who also indicated that visual aid should create
Interest, make a direct contribution, and help to clarify
the subject matter.

Otherwise they felt that the use of

visual aids was of little value.

Their other criteria

for visual aids for television were notion, simplicity,
durability, and transportability.

Tonkin and Skelsey

(1953) stated that visual aids for television should in­
clude wlivew materials, motion pictures, models, still

pictures, slides, charts, and diagrams.

The use of notion

pictures was recommended particularly because of the oppor­
tunity provided to capture action as It happened.

Hoviand,

et al (19^9 ) seened to think that notion pictures night be
biased.

They suggested, in fact, that educators should be

cautioned to portray an unbiased point of view.
The amount of learning has been shown to be nuch great­
er when information was presented explicitly (Rock, Duva,
Murray, no date, SDC Report ^76-02-3).

This was true when

the meaning was presented directly In words, or expressed
in plain words either by a dramatic sequence, or by a chart,
map, or an animated cartoon.

DEVELOPMENT OP A UNIVERSITY COURSE FOR TELEVISION
M a p t l o n of Course.

A course entitled "Garden Flowers",

Horticulture 32$*, presented regularly in scheduled class­
room and laboratory meetings during the spring term of the
academic year, was chosen as a sample telecourse because of
Its adaptability to television (TABLE I).

The subject mat­

ter and sequence of presentation was reorganized to concen­
trate seven scheduled lecture and laboratory hours for an
average of 20 students into JO minutes of personal instruc­
tion over television.

The sequence of the lectures was ar­

ranged considering seasonal Interest and an accumulative
sequence of garden procedure.
It was necessary to select formats and visual aids
that would make the course clear and concise.

Having sift­

ed and isolated the factual material, it was necessary to
designate the content to be clarified with visual reinforce
ment afforded by television.

The demonstration type of for

mat was chosen because it provided an opportunity to use a
larger variety of visual materials and a larger number of

# Course Descriptions
Horticulture J28. Carden Flowers.
Spring.
5 (3-MIdentification, utilization, and
culture of perennials, annuals, and other ornamental
plants in the garden; professional garden care and
maintenance.

16.

TABLE I
Course Outline, Horticulture
GARDEN FLOWERS
April, I953
Room 30^, Horticulture
Textbooks

J28

Better Homes and Gardens Garden Book, Meredith
Publishing Company, Dee Moines, Iowa,

Copy-

right 1951.
Garden Planning
Lecture 1

Adaptation of a garden plan

Lecture 2

Maintenance of planting

Lecture 3

General plan of a garden

Laboratory 1

Visit to the horticultural gardens

Laboratory 2

Practical problem on garden planning
Preparation and Planting

Lecture 1

Preparation of soil

Lecture 2

Planting and care of a garden

Lecture 3

Criticize any article in current
garden magazine

Laboratory 1

Soil preparation

Laboratory 2

Direct seeding and division of peren­
nials

Identification of Perennials
Lecture 1

Use and culture of perennials

Lecture 2

Use and culture of perennials

Lecture 3

Plan two perennials borders using
different color

Laboratory 1

Plan of a border

Laboratory 2

Order materials
Tree8, Shrubs, Lawns

Lecture 1

Utilization of trees and shrubs

Lecture 2

Maintenance of a lawn

Lecture 3

How to establish a good lawn

Laboratory 1

Prune shrubs and trees

Laboratory 2

Campus tour
Identification of Annuals

Lecture 1

Use and culture of annuals

Lecture 2

Use and culture of annuals

Lecture 3

Design one annual border
Design one annual and perennial bor
der using 20 annuals and 15 peren
nlals

Laboratory 1

Plan of a border

Laboratory 2

Order perennial plants

IS.

Use and Planting of Bulbs
Lecture 1

Identification of types

Lecture 2

Culture of bulbs

Lecture 3

Planting plan

Laboratory 1

Plant gladiolus, or rejuvenation of
bulbs

Laboratory 2

Mid-term
Culture of Roses

Lecture 1

Types and varieties of roses

Lecture 2

Culture of hybrid MT ” roses

Lecture 3

Order rose bushes

Laboratory 1

Prune roses or plant roses

Laboratory 2

Dust roses
Value of Horae Fruit Planting

Lecture 1

Most ornamental types and varieties
of fruit for Michigan Culture and
planting of these fruits

Lecture 2

Dwarf trees, Espalier trees and small
fruit

Lecture 3

Spraying schedule

Laboratory 1

Prune fruit trees and grapes

Laboratory 2

Plant annuals

19.

Control of Insects and Diseases
Lecture 1

Insects and insecticides

Lecture 2

Diseases and fungicides

Lecture 3

Order spray materials

Laboratory 1

Practical problem

Laboratory 2

Visit Cooley G-ardens
Specialized Cardens

Lecture 1

Window gardens, terrace gardens,
roof gardens and architectural
gardens

Lecture 2

Wall gardens, alpine gardens, bog
gardens, and water gardens

Lecture 3

The special gardens and criticisms

Laboratory 1

Slides of special gardens

Laboratory 2

Annual garden

spontaneous motivations.

Plants, diagrams, models, photo­

graphic transparencies, and moving picture films were used
as visual aids to demonstrate the scope of visuals avail­
able for horticultural programming.

A cost and source

arflysis was made for the visual aids used in each of the
programs.

The individual formats for the programs includ­

ed the audio and video Instructions.

The settings were

selected to minimize costs and yet maintain the proper en­
vironment and function.
The course was designed to offer through the television
method university credits equal to those offered by attend­
ing regular classroom and laboratory Instruction.
A syllabus written for the student viewer presented
each telecast separately and Included the following items;
An explanation of the topics, suggestions for props and
materials to be used by the viewer during the program, a
listing of terminology which was confusing or required ex­
planation, assignments, and suggested readings for students
with special interest in particular topics.

Formate for

Department of Horticulture
TELECOURSE #32$ - GARDEN FLOWERS.
"Plan Your Garden First"
April 3, 195*1Scene:

Opening setting for the series is a professor's

office, casually decorated with pictures of ornamental
trees, flowering specimens of seasonal perennial flowers,
and on the desk is a collection of materials necessary
for the course.
On the walls of the office of the instructor In the se­
cond setting are four pictures of garden plans.

The gar­

den model prepared for the program is located to the stage
right on a castored table to facilitate varying its posi­
tion.

Bookcase, filing cabinet, and desk materials are add-

ed to simulate an office.
The third setting is the interior of a garden house and a
work bench with a silhouetted backing for garden tools.
Introduction
AUDIO

VIDEO

TIME

Muslo up and under:
Open

Slides WKAR - Television
Michigan State
College
Slides Dept, of Horticul­
ture

23.

Slide: Dept, of Horti­
culture
Slide: Telecourse Gar­
den Flowers
Slide: Plan Your Garden
First
In studio - - - open on
Div. Head.
Explains new method

Professor seated at desk

of presenting Hort.

on the open - - rises for

by television and

exit at the end of ex­

leads to scene two

planation

for introduction of
instructor
Introduction of in­

Open on set #2

structor

Professor makes intro­

Begin lecture

duction and exits
^ min.
Body

Relative costs of

Cover to tight shot of

garden construction

garden model
12 min.

Low maintenance
Suitability of plan
Planting plan

Foous on border areas

2^.

Soil types

Back to cover shot
k min.

Season and color
Care of tools and

Dolly into garage doors

maintenance

on model - - pick up set
#3 on camera #2
3 min.

Assignment

Chest shot
3 min.

Summary

Cover to right shot
2 min.
Close

Music up and under

Slides Plan Your Carden
First

Close copy

Slides Telecourse Garden
Flowers
Slides Dept, of Horticul­
ture
Slides WKAR Television
Michigan State
College
"Always Prepare Your GardenM
April 10, 195^

Scene:

The opening setting, the instructor's office with

the instructor seated at his desk, is dressed the same as
Scene II of "Plan Your Oarden First."

25.

A laboratory for Floriculture Including a potting bench,
flats of soil, mulching materials, stakes, labels, and
other greenhouse tools, presents the second setting.
Three students are engaged in laboratory procedure.
Introduction
AUDIO

TIME

VIDEO

Music up and under
Open

Slides WKAR Television
Michigan State
College
Slides Dept, of Horticul­
ture
Slides Telecourse wGarden
Flowersw
Slides Always Prepare
Your Garden

Music up to studio
1/2 min
Body
Introduce topic

Open on Instructor, cover
shot

Spading

Tight shot on diagram
3 min

Music bridge to second

Open on second set.

scene

shot

Cover

26.

Demonstration of soil

Quick tight shots of soil

In flats

in flats
3 min.

Explain watering

Bring cameras in close
for close scrutiny
3 min.

Mulching

Show various kinds of
mulches

Explain uses
^ min.
Planting and dividing

Pan plant materials

plants
Instructor explains,
then class repeats
operation before
camera
7 min.
Sowing seeds

Instructor demonstrates
and goes into film
3 min.

Labels, stakes, cold

Take a look at materials

frame, and green­
house
Slides

Cold frame

Slides

Greenhouse
2 min

Music bridge

Back to office

Assignments

Instructor seated
2 min.

27.

Close
Slides Always Prepare
Your Garden
Slides Telecourse Garden
Flowers
Slides Dept, of Horticulture
Slides WKAR Television
Michigan State College
1/2 min.
”Use Trees and Shrubs”
April 17, 195^
Scenes

Opening scene displays a garden set in early spring

before the leaves have emerged from the buds of the trees
and shrubs.

Two shrubs of nearly mature size have been

brought on the set for effect and for pruning demonstration.
A lawn mower is being repaired in the foreground.

In the

background lawn furniture is being repainted and renovated
for the new year.
Introduction
AUDIO

VIDEO

Music up and under

Slides WKAR Television

Open copy

TIME

Michigan State
College
Slides Dept, of Horticulture
Slides Telecourse wGarden
Flowers’®
Slides Use Trees and Shrubs
1/2 min.

28 .

Body
Music up and under to

Open on lawnmower repairs

studio
Instructor explains

Instructor stands and goes

good lawn maintenance,

to lawn chair at rear of

feeding, watering and

set

importance of careful
mowing
10 min.
Instructor explains

Slide #1 American Elm

the use of trees and

Sketch of leaf,

how tree shape can add

fruit, tree

to an effective land­
scape

Slide #2 Sugar Maple
Sketch of leaf,
fruit, tree
Slide #3 White Oak
Sketch of leaf,
fruit, tree
Slide #*■ Pin Oak
Sketch of leaf,
fruit, tree
Slide #5 Lombardy Poplar
Sketch of leaf,
fruit, tree
Slide #6 White Spruce
Sketch of leaf,
fruit, tree

29.

Slide #7 Honey Locust
Sketch of leaf,
fruit, free
7 min.
Pruning is explained

Instructor explains prun­

by instructor

ing by demonstrating on
studio specimens

Rejuvenation is ex­
plained
& min.
Assignments

Instructor returns to
lawn chair
2 1/2 min.
Close

Music up and under
Close copy

Slides Use Trees and
Shrubs
Slides Telecourse “Gar­
den Flowers”
Slides Dept, of Horticul­
ture
Slides WKAR Television
Michigan State
College

30.

"Know Your Perennial Flowers”
April 2k, 195^
Scene;

Instructor^ office with five flowering specimens

of perennial plants in the room.

A tripod beside the desk

holds five black and white diagrams of enlarged specimens
of plants.

On the instructor9s desk is a slide Viewmaster.
Introduction
TIME

AUDIO

VIDEO

Music up and under

Slide; WKAR Television
Michigan State

Open copy

College
Slide; Dept, of Horticul­
ture
Slide; Telecourse "Garden
Flowers”
Slide; Know Your Perennial
Flowers
Body
Music up and under to
studio
Instructor explains

Cover shot of instructor at

topic

desk

Continuous explana­

Bring in projection and alter­

tion of culture and

nate shots with the studio

use of perennials

5 slides and then to potted
specimens

10 slides from projection
5 pictures on tripod
Back to projection for re­
maining 5 slides
25 min.
Assignments

Cover to professor
3 min.
Close

Music up and under
Close copy

Slides Know Your Peren­
nial Flowers
Slides Tele course “Garden
Flowers”
Slides Dept, of Horticul­
ture
Slides WKAR Television
Michigan State
College

“Know Your Annual Flowers”
May 1, 195^
Scenes
office.

The lecture will be given from the instructor*s
Five specimens of flowering annuals are placed

about the room.

A viewmaster is on the instructor's desk

and beside the desk is a tripod to support the enlarged
photographs.

The garden model used on the program “Plan

Your Garden First,” is located on the opposite side of the
room.

32.

Introduction
AUDIO

VIDEO

Music up and under

Slide; WKAR Television

Open Copy

TIME

Michigan State
College
Slide; Dept, of Horticul­
ture
Slide; Telecourse MCarden
Flowersw
Slide; Know Your Annual
Flowers

Music up and under to
studio
Body
Introduction to topic

Open on instructor seated
at the desk

Explain slides of

Alternate shots and move­

annuals

ment by interspersing flo­
wering specimens
15 min.
Instructor goes to tripod
5 min.

Explain uses

Instructor goes to garden
model
5 min.

Assignments

Instructor back to desk
3 min.

33.

Close
Close Copy

Out of studio
Slide; Know Your Annual
Flowers
Slide; Telecourse "Carden
Flowers"
Slide; Dept, of Horticulture
Slide; WKAR Television
Michigan State College
"Crow 100 Roses"
May &, 195^

Scene;

A garden setting.

At the rear of the set is a gar­

den fence with a rose garden behind it.

A wheelbarrow with

roses ready for planting is in the foreground, a garden
chair is at the center and various garden tools are scatter­
ed on the set.
Introduction
AUDIO

VIDEO

Music up and under

Slide; WKAR Television

Open copy

TIME

Michigan State
College
Slide; Dept, of Horticul­
ture
Slide; Telecourse "Carden
Flowers"
Slide; Crow 100 Roses

Music up and under to studio

3*.

Body
Instructor explains

Instructor Is seated in

types and varieties

lawn chair

of roses

Limbo shot off set
9 min.

Purchasing roses

Film at Nursery Sales
Station
6 min.

Pruning

Instructor moves to
front of wheelbarrow
6 min.

Picking roses

Instructor goes to rear
of set and cuts roses
4 min.

Assignment

Returns to lawn chair

Music up and under

Instructor remains seat­

Tradition of roses

ed
3 min.
Close

Music up and under

Slide: Grow 100 Roses

Close copy

Slides Telecourse ttGarden
Flowers1*
Slide; Dept, of Horticulture
Slide; WKAR Television
Michigan State College

35.

“Have Your Own Orchard”
May 15, 195^
Scene:

Instructor^ office, a garden model located center

foreground simulates a proposed trip to home orchard.
Introduction
AUDIO

VIDEO

Music up and under

Slide;

TIME
WKAR Television
Michigan State
College

Slide;

Dept, of Horticul­
ture

Slides

Telecourse ^Garden
Flowers”

Music up and under

Slide;

Have Your Own Or­
chard

to studio
Body
Instructor explains

Instructor seated at desk

topic for the day
Instructor explains

Close up of diagram

Espalier
Dwarf trees

Slide projection
15 min.

Values of planting

Chest shot of instructor

dwarf trees
3 min.

.

36

Instructor explains how

Slide projection

to grow fruit trees in
limited areas
3 min.
Instructor explains

Slide projection

how grapes may be
used effectively
6 min.
Assignments

Close up of Instructor
1 min.
Close

Music up and under
Close Copy

Slide: Have Your Own
Orchard
Slide: Telecourse:

wGar­

den Flowers”
Slide: Dept, of Horticul­
ture
Slide: WKAR Television
Michigan State
College
”Better Buy Bulbs”
May 22, 195^
Scene:

The opening scene is in the instructor^ office with

ten types of flowering bulbs and a Viewmaster on the desk.
The office is dressed the same as for the second scene, "Plan
Your Garden First.”

The second scene is an exterior setting of a garden.

A

garden box is at ground level so that it can be used to
simulate the planting of the bulbs.
The closing scene is in the instructor1s office using a
portable blackboard to facilitate illustration of interplanting of bulbs.
Introduction
AUDIO

VIDEO

Music up and under

Slide: WKAR Television

TIME

Michigan State

Open copy

College
Slide: Dept, of Horticul­
ture
Slide: Telecourse "Garden
Flowers *
Slide: Better Buy Bulbs
Music up to studio
Body
Instructor explains

Instructor seated at desk

topic
2 min

Instructor shows various Picks up bulb from desk,
types of bulbs

shows It to class, and
brings in slide as example
while describing the flower­
ing habit

16 min

Motivates switch of

Collects bulbs to make

scene to exterior set

exit

Music

Open exterior set

Instructor explains

Plants bulbs in garden

planting depth

box

Motivate return to

Back to office set,

office

Cover shot of instructor
and blackboard

Explain interplant­
ing
Assignments

Close
Close Copy

Out of studio
Slides Better Buy Bulbs
Slides Telecourse ^Garden
Flowers*
Slide? Department of Horti«
culture
Slides WKAR Television
Michigan State
College

39.

wDon®t Have Insects and Diseases*
May 29, 195^
Scene:

Instructor^ office; on one wall of the room Is

a display of insects and diseases together with packages
of spray materials.
Introduction
AUDIO

VIDEO

Music up and under

Slide: WKAR Television

TIME

Michigan State

Announce copy

College
Slide: Department of Horti­
culture
Slide: Telecourse *Garden
Flowers*
Slides D o n ’t Have Insects
and Diseases
Body
Music up and under
to studio
Instructor explains

Chest shot of instructor

today#s topic

at the desk

Instructor explains

Instructor rises and goes

types of Insects and

to display

controls
10 min.

*K>.

Instructor explains

Close up shot of phlox

the types of diseases

leaves
10 min.

Spray methods are ex­

Cover shot for demon­

plained

stration
6 min.

Assignments
2 min
Close
Music up and under
Close Copy

Slides Don't Have Insects
and Diseases

Music up and out

Slides Telecourse "Garden
Flowers®
Slides Department of Horti­
culture
Slides WKAR Television
Michigan State
College

“Take Advantage of Your Setting"
Scenes

Living room.

Seated about the room is a group of

people attentively listening to the speaker.

As the scene

opens, the speaker introduces his subject and the lights are
lowered.
The room is comfortably furnished.

Moving pictures of

gardens are projected from the rear of a transluscent screen.

Introduction
AUDIO

VIDEO

Music up and under

Slides Michigan State

TIME

Open copy

College
Slides Department of Horti­
culture
Slides Telecourse "Garden
Flowers"
Slides Taking Advantage of
Your Setting
Body

Music up and under
to studio
Instructor explains

Cover shot of group and dolly

featured garden in

in to speaker and then back

relation to natural

to cover shot as light dims.

and architectural

Bring in projection

settings
Speaker concludes

Bring up lights and focus on

talk

speaker

Instructor outlines
program for final
examinations
2£> min.
Close
Music up and under

Slides Take Advantage of
Your Setting

^2.

Close copy

Slides Telecourse wGarden
Flowers1'
Slides Department of Hortl
culture
Slides WKAR Television
Michigan State
College

^3.

VIeual Aid.8 for Programs.

44.

The visual aids have been selected to Improve the
visual parts of the television program.

They have been

chosen to add clarity, program interest, and working mate­
rial for the instructor as he develops the subject matter.
The use of the term “visual aidw has in some instances been
expanded to include props because in some program presenta­
tions it is difficult to distinguish between what is neces­
sary for the accurate representation of the subject matter
and what is an added feature for comprehension.
“Plan your garden first98
A garden model (4 x 5") was designed in three dimen­
sions to include the physical features of a suitable flower
garden.

This model included the house, topography of the

land, and existing trees.

The general layout of the garden

gave the relative location of the various areas.

The flower

borders were demonstrated by the use of overlays added dur­
ing the progress of the program.
The garden model was constructed on a plywood base to
give strength and durability.

The house and garage were

made from lightweight balsam wood and were oriented in
their permanent positions on the base.
tic sponge was shaped to form the trees.

A low grade plas­
The topography

was represented by pasting paper over meshed wire at the
required levels.

Grassed areas were simulated by sprinkl­

ing green sweeping compound on elastic glued surfaces.

Driveways and sidewalks were made of light grey, finely
ground slate.

The shrubs and evergreen plantings were re­

presented by parts of the following dried weeds and woody
plantss Golden Rod (Solldago canadensis), Boxwood (Buxus
americana), Globe Thistle (Echinops ruthenicus), and Teasel
(Dipsacus fullonum).

These materials were sprayed with

household vegetable dyes to produce good black and white
contrast for television reproduction.
The flower beds were made of construction paper vary­
ing in shapes to demonstrate how interest could be achieved
by varying the line design.
The garage doors were constructed so that they could
be opened to reveal the garden tool shop inside.

By dolly­

ing the camera into this setting and duplicating a similar
set in the studio, it would be possible to give the illusion
of actually entering the tool storage area.

A garden rake,

hoe, pruning saw, shovel, spading fork, edging tool, trowel,
pruning clipper, and a brush rake were hanging on a sil­
houetted surface to show each tool in its place.

Included

in the set was a conveniently located five gallon can of
oil, a wheelbarrow, garden hose, and other small miscellan­
eous tools.
“Always prepare your garden”
Proper turning of the soil was demonstrated by use
of a large diagram which showed both the principles of the
operation and the effects of digging.

Yellow, brown and

^6.

green inks were used to give adequate quality of black and
white reproduction.

The diagram included the angle of the

soil slice made by the spade, the loosening of the soil,
and the location of the manure and fertilizer.
Good tilth was illustrated in the studio by a friable,
moderately moist soil.

A puddled soil with very little or­

ganic matter was used to demonstrate contrasting poor tilth.
By placing sandy soil and a clay soil in a glass column, the
changing of the soil color showed how much water was absorb­
ed and the depth and rate of water penetration.
Types of mulches were represented by straw, buckwheat
hulls, and pulverized corn cobs and the depth of application
of the mulches was shown in a garden box.
Living peonies (Paeonla officinalis), Iris (Iris germanlca), and Chrysanthemum (Chrysanthemum morlfolium) were
used to demonstrate types of storage organs and the method
of division for propagation.
Sowing of seeds was shown in relation to soil moisture
and the contact of the seed with the soil.

Germination and

the emergence of the seed from the soil was illustrated by
a 15“ Second animated film.
Three different types of labels were used, the paint­
ed wooden stake with the name stencilled on It vertically,
the cross-bar type with a metal plate, and the glass vial
type with a wire standard.

*7.

A prepared slide of a conventional type of cold frame
illustrated the method of growing plaints early in the spring.
A kodachrome slide of the interior and exterior of a garden
greenhouse illustrated the possibility of its use in garden
work.
"Know your annual flowersw
Kodachrome slides were selected after evaluating their
reproductive quality through the television system.

Sharp

contrast between the flower and the background was essential.
Black and white photographs were printed on coarse textured paper in proportion to the ratio of the dimensions of
the television screen.
Flowering plants were grown in six-inch pots and were
timed to be in flower on date of the program.

The border

designs for these flowers were illustrated by using the same
paper overlays used in the program. ''Planning your garden
first".
"Better buy bulbs"
Tulip (Tullpa G-esnarl ana), Poet Narcissus (Narcissus
poetlcus )f Crocus (Cro cus Imperatl), Hyacinth (Hyacinthus
orlentalls ), Muscari (Mu scar1 armenlacum ), Scilla (Scllla
atrocoerulea ), Chlonodoxa (Chlonodoxa Luclllae), Lily (L i H u m
Speclosa ), Snowdrop (G-alanthus nlvales), and Fritillarla
(Fritillarla meleagrls) served as examples of bulbs.

The

flowers and the flowering habit was shown by Kodachrome

slides.

The bulbs were planted in a garden box in front

of the camera so that the viewing audience could see the
position of the bulb as well as the depth of the planting.
Interplanting was shown by blackboard sketches of a peren­
nial border.
"Use trees and shrubs"
Black drawings of tree outlines on yellow cardboard
were used to illustrate the shapes of some trees.
Kodachrome slides of living specimens were superim­
posed over these basic shapes to give the total effect of
the various trees.
Pruning techniques for shrubs were illustrated by a
diagram with a celluloid overlay.

All of the branches to

be cut off were painted on the transparent celluloid.

When

the celluloid was removed, the effect of pruning the shrub
was clearly visible.
"Know your perennial flowers"
The kodachrome slides were made in natural settings
to demonstrate the use of each perennial.

Black and white

prints were enlarged and mounted on illustration board*
Potted plants were In flower so that closeup shots could be
taken to identify the flowers.
"Grow 100 roses"
Four types of roses were illustrated by the "limbo

*9.

shot1* technique.

Typical examples were selected from a nur­

sery catalog and the same page was duplicated before another
camera taking the close shot of the pictures in the catalog.
By alternating from one camera to the other, the viewer was
able to follow the demonstrator and have the feeling of
actually reading the catalog.
Two dormant hybrid tea rose bushes were used to con­
trast good and poor quality.

A five minute motion picture

film was prepared in the greenhouse to show the planting,
pruning, watering, and winter protection of roses.

A rose

bush was used in the studio to indicate the proper method of
cutting a flower.
^Have your own orchard111
Kodachrome slides of apple (Malus Puralla), peach
(Prunus perslca), cherry (Prunus cerasus), and plum (Prunus
Japonlca) in flower were used to convey the ornamental value,
the use, and care of fruit trees in the home flower garden.
The espalier fruit tree was illustrated by a diagram
showing how the tree was grown, trained and maintained.
Two kodachrome slides were used to show the grape ar­
bor, the trellis, and the ^-cane Kniffen system of pruning
grapes.
wD o n ,t have Insects and diseases*
A model of an aphid (lOOx actual size) was construct­
ed of balsam wood blocks to show the manner by which a suck-

ing insect attacks a plant, and to demonstrate why a con­
tact spray is used for its control.
A model of a tent caterpillar (lOOx actual size) was
fashioned of paper machete to show the masticating mechan­
ism of a chewing insect.

The importance of complete spray

coverage was demonstrated by showing a large leaf being
covered with powdered sugar so that as the insect eats the
leaf the poison is taken into its stomach.

Labelled pack­

ages containing stomach poisons were displayed to designate
identification of spraying ingredients.
Fungus diseases were illustrated by using infected
and healthy plants of perennial Phlox (Phlox pannlculata).
Closeup shots of the leaves of the diseased plants revealed
a powdery surface.

The distortion of the leaves further

indicated the presence of the organism.

Closeup shots of

the leaves of the healthy plant showed them to be vigorous,
bright colored and shiny.
A five minute moving picture film was made in the Hor­
ticultural Gardens to demonstrate two types of equipment for
dusting and spraying, mixing spray materials, and how to
apply the spray-dust to the plants.
wTake advantage of your setting**
For this program an entirely different technique was
employed.

A well-edited movie had been prepared to illus­

trate special types of gardens by rear projection.

This

movie was made by a careful selection of urban, suburban,

and rural gardens representative of the state of Michigan.
It Included the owners and was used to interpret their
personal interest in the plantings.
These pictures were shown with a running commentary
by a professor In the studio, describing the good and bad
qualities of each garden.

It required a 25”minute film

which in preparation was edited from 90 minutes of film and
emphasized most particularly the topic title.

52.

Cost and Source Analysis.

Cost analyses have been Included for all of the visual
materials.

These costs were estimated In terms of quotations

for current prices of labor, materials, and supplies.
"Plan Your Carden First"
Materials
Plywood

Source
20 sq. feet 0 12^

E. Lansing Lum­
ber Co.

Balsam

Cost

$ 2 .*K)

2 bundles @ #1.50 Lansing Hobby
Shop

Screen Wire

3.00

6 sq. feet ® 5^

Hicks Hardware, E.L.

•30

1 can ®

Kroger Co.

.^9

Sweeping
Compound

E. Lane. Lumber

Slate (scrap)
2 blocks ® 29s*

Sponge

Kroger Co.

•5«

Weed Materials Collected along roadside
Construction
Paper

2^ sheets 0 1^

Campus Book Store

.2k

Tools loaned by Dept, of Horticulture

20.00

Wheelbarrow loaned by Department of Horticulture

60.00

Paints and Dyes

Campus Book Store

2.00

1.00

Mi scellaneous
Construction
Cost
Total

10 hours 0 S>5^

-1-JO
.51

5^.

”Always Prepare Your Garden"
Materials

Source

Cost

Illustration Board

2 sheets © 30^

Paints

^ bottles © 25^ Campus Book Store>

1.00

Labor on Diagram

k hours © &5^

3.*K>

Glass Columns (2)

Dept, of Hort. © $2.00

^.00

Campus Book Store $

.60

Plats with soil (2 ) 9 50^

Dept, of Hort.

1.00

Mulch Materials

Dept, of Hort.

.50

© 50^

Perennial materials (3)

© $1.00

Dept, of Hort

Animated film (l6mm)

3.00

Jam Handy, Detroit

25.00
.30

Labels

© 10ft

Slides

5 slides © $1.00 Extension Photo Lab.5.00
$if2 .S0

Total
"Know Your Annual Flowers"
Source

Materials

Cost

Kodachrome slides (35mm)
15 slides © $1.00 Ext. Photo Lab. $15.00
Blade and white
prints (l6 n x

10 prints © $2.00 Ext. Photo Lab.

20.00

20 »)
Flowering plants
Total

5 plants © $1.50

7*5°
H2.50

"Better Buy Bulba"
Materials

Source

Coat

Kodachrome slides (35nm)
9 slides © $1.00
Bulbs

g bulbs © 25^

Ext. Photo Lab.
Dept, of Hort.

Total

$ 9.00
2.00
$11.00

"Use Trees and Shrubs"
Materials

Source

Cost

Illustration board (15 x 20"
7 pieces © 35^
Celluloid Sheet 1 sheet © 50j£

Campus Book Store $ 2.^5
Campus Book Store

.50

Labor for Art Work
3 hours ©

2.55

Kodachrome Slides
7 slides © $1.00

Ext. Photo Lab.

Total

7.00
$12.50

"Know Your Perennial Flowers"
Materials

Source

15 Kodachromeslides (35mm)

@ $1.00

Coe*

Ext. Photo Lab.$15.00

10 black and white photos
(16 x 20") @ $2.00
5 forced plants
Total

@ $1.50

Ext. Photo Lab.
Hort. Dept.

20.00
7.50
$M-2.50

"Grow 100 Roses"
Materials
Garden Catalogues

Source
2 copies © 50^

Wayside Garden,
Mentor, Ohio.

Rambler Rose Bush

1 plant © 89 <f>

Hybrid Tea Bushes

3 plants © $2.00 Dept, of Hort.

Movie (16mm)
Floribunda*

Kresge, E.L.

Ext. Photo Lab.
1 plant © $3-00

Cost

$ 1.00
.^9
6.00
15.00

Farmington, Mich. --1-00

Total

$25.39
"Hava Your Own Orchard

Materials
Kodachrome slides

Source
4 slides © $1.00

Cost

Ext. Photo Lab.

$ 4.00

Campus Book St.

.35

Illustration Board 1 piece (15x20)
© 35^
Labor

3 hours @ 85^

Barrel

1 barrel © $2.00

Campus Salvage D p . 2.00
$ 8.90

Total
"Don*t Have Diseases and Insects"
Materials

Source

Cost

Model of sucking insects
Balsam wood

1 bundle © $1.50

Lansing Hobby
Shop

Paint

4 can8

Labor

3 hours © 85^

Campus Book St.

$ 1.50
1.00
6.30

Model of chewing insect;
Paper mache

Scrap newspaper

Paint

4 cans

Wire

3 ft. screen wire

College Book Store

$ 1.00

Lansing Lumber Co.
Labor

8 hours © 85^

Plant8

.20
6.80

2 perennial phlox
Dept, of Hort.

Movie (l6mm)

2.00

Ext. Photo Lab.

15.00

$ 3^.30

Total
"Take Advantage of Your Setting"
Source

Materials

Cost

25 minutes of black and white
Photo Science Lb. $500-00

16 mm. film
Travel Incurred

300.00

Editing and Presentation

200.00
$1 ,000.00

Total

COST BREAKDOWN FOR EACH PROGRAM
"Plan Your Garden First"
Adapting Course

12.6 © $4.00/hr.

Visual Aids
Studio Costs
TOTAL

$

51-20
93. 51

1 hour © $73.45

73.45
$ 228.16

5*.

MAlways Prepare Your Garden"
Adapting Course

12.6 @ $4.OO/hr.

$

Visual Aids
Studio Costs

51.20
42.60

1 hour % $ 78.45

TOTAL

78.45
$ 172.45

’’Know Your Annual Flowers11
Adapting Course

12.6 @ $4.00/hr.

$

Visual Aids
Studio Costs

51.20
42.50

1 hr. % $ 7^.45

TOTAL

76.45
$ 172.15

11Bet ter Buy Bulbs11
Adapting Course

12.6 @ $4.00/hr.

$ 51*20

Visual Aids
Studio Costs

11.00
1 hour @ $ 7^*^5

TOTAL

7&.^5
$ 1^0.65

»Uae Trees and Shrubs*
Adapting Course

12.6 @ $4.00/hr.

Visual Aids
Studio Costs

$

51*20
12.50

1 hour @ $ 7&*^5

TOTAL

7&*^5.
$ 1^2.15

”Know Your Perennial Flowers**
Adapting Course

12.6 @ $4.00/hr.

Visual Aids
Studio Cost
total

$ 51*20
42.50

1 hr. @ $ 7^*^5

7_^_*_j^5
• 172.15

59.

"Crow

loo

Roses”

Adapting Course

12.6 @ $4.00/hr.

$

Visual Aids
Studio Cost

51.20
2 5 .89

1 hour ® $ 73.45

73.45

TOTAL

$ 155.54

MHave Your Own Orchard11
Adapting Course

12.6 @

$4.00/hr.

$ 51.20

Visual Aids
Studio Cost

8.90
1 hr. ® $7&.45/hr.

73.45

TOTAL

$ 133.55

"Don't Have Insects and Diseases*
Adapting Course

12.6 @

$4.00/hr.

$ 51*20

Visual Aids
Studio Cost

34.30
1 hour @ $ 73.45

73.45

TOTAL

I 163.95

"Take Advantage of Your Setting"
Adapting Course

12.6 @

$4.00/hr.

$ 51*20

Visual Aids
Studio Cost

1000.00
1 hr. @ $ 73.45

73.45

Rear-view Projector 1 hr. @ |6.00/hr.

6.00

TOTAL

$1135.65

Cost of Syllabus
Printing and Make Up

1000 copies @ $.25

Mailing

1000 copies @

total

.06

$ 250.00
60.00
310.00

6o.

Total Cost for 10 Programs

$2931. *K)

Enrollment Fees for 5 credits (1-5 credits, $15.00)
Number of Students required to consume cost - 196

61.

Syllabus for Teleoourse.

HORTICULTURE

TELECOURSE

328

*
Garden Fl owers-—

——

—

—

——

63-

THE SYLLABUS FOR THE STUDENT VIEWER
To The Student
Garden Flowers, Horticulture 328, la a study of the
bulbs, annual, and perennial flowering plants, the develop­
ment of the garden settings, the role of the orchard, di­
sease and insect control, special adaptations to architec­
tural and topographical features, and integration of garden
flowers into the landscape.
The only requirement

for enrollment in this telecourse

is an interest in flower gardening.
By paying the registration fees, the student may enroll
in this telecourse for five university credits applicable to
a degree of Bachelor of Science.

Awarding of full credit is

dependent on the completion of the course, the assignments,
and the final examination to be offered in the Department of
Horticulture at the end of the course.

Non-credit students

may enroll and will receive the course materials, but will
not receive university credit.
The textbook, wBetter Homes and Garden, Garden BookH,
Meredith Publishing Company, Des Moines, Iowa, 1951# together with all Michigan State require! publications will be
mailed upon receipt of the enrollment fees.

Other source

books and references can be borrowed from the Michigan State
College Library or purchased from a book dealer or publisher.
Each student Is required to read the program outlines

and become familiar with the terminology before viewing the
program.

He Is expected to obtain each of the articles list­

ed under "Special Aids for Viewing" and have them in his
possession at the time of viewing.

Assignments are to be

studied in advance of the program and "Suggested Reading"
is included merely for supplementary information.

The stu­

dent Is required to know all of the information included on
the lists of perennials, annuals, and bulbs.

Each list will

be referred to when the assignments are made.
This telecourse is presented weekly at 10 A.M. each
Saturday for a period of ten weeks over WKAR television, Chan­
nel 60 In East Lansing, Michigan.
April 3, 195*1

"Plan your garden first"

The preparation of a garden plan gives the gardener an
Insight into the many problems of integrating the garden in­
to a workable unit.

It includes an estimate of the costs,

the economy of space and expenditure, and an outline of the
work which leads to the garden"s completion.

The plan should

contain every possible incident, correct to scale and with all
permanent buildings and landscape materials present.

The tho­

roughly developed plan brings to mind many details which other­
wise would be overlooked.

It provides for the selection and

management of soils, design for easy maintenance, and the pre­
vention of unforseeable errors.
Terminology
Garden plan, public area, service area, play area, good

65.

garden soil, pH, acidity, alkalinity, mulching, and winter
protection.
Special Aids for Viewing
The three basic landscape areas are demonstrated from
a garden model.
Features on the garden model are Integrated into the
garden plan.
The utilization of the areas for flowers is emphasized.
Select, maintain and store tools and equipment care­
fully.
Assignment
"How to Use Your Space19 —

Textbook, Chapter I, pp. 1-50*

Suggested Reading
"The Plan and the Site19 —

Modern Garden Craft by A. J.
Cobb. Vol. I, Chapter I,
Gresham Publishing Co., Ltd.,
London, 19

April 10, 195*1

"Always prepare your garden99

The success of the flower garden is greatly influenced
by the condition and content of the soil.

Care must be prac­

ticed to keep the soil preperly drained, to maintain a high
level of nutrients, and to insure good tilth.

A balance of

air, water, and organic matter is imperative.

Manures and

Qonposts serve as an ideal source of added organic matter.

66.

Double-trenching is a good technique for providing a deep
seedbed, for incorporating air, and for adding organic mat­
ter to the soil.

Seedage and plant division are the most

common methods of propagating plants for the flower border.
Terminology
Tilth, subsoil, organic matter, cover crop, compost,
double-trenching, seedage, and division.
Special Aids for Viewing
Notice how both the surface soil and the subsoil are
Illustrated in the diagram on double-trenching.
Two small containers for soil must be collected pre­
vious to the program.

One container should have a high clay

content soil and the other should be a high organic matter
content soil.
Small, medium, and large sized seeds should be avail­
able for the program.
Assignment wThe soils in your garden” —

Textbook, Chapter 13.

Suggested Reading
The Gardener#s How Book by Chesla C. Sherlock, pp. 133“
136.

The MacMillan Company, New York, 1935The Gardening Handbook by T. H. Everett, pp. S-13 . Ster­

ling Publishing Company, New York, 1952 «

67.

April 17t 195^

wUse Trees and Shrubs'*

The lawn serves to unify the garden and to provide an
outdoor carpet.

The success of a lawn is dependent upon the

thorough preparation of a fertile seedbed, good seed, and a
large supply of water.

The trees and shrubs function as fur­

niture to add accents, provide shade, and screen some areas.
Selection of trees should be on the basis of utility.

A good

shrub must be adapted ecologically and have a long period of
bloom.

Regular pinning increases flowering, extends the life,

and improves the shape of all trees and shrubs.
Terminology
Lawn mixture,

seedbed, shrub, accent plants, screening,

ecological, and pruning.
Special Aids for Viewing
Locate for reference during viewing pictures of the fol­
lowing trees:

Sugar Maple (Acer saccharum), American Elm

(Ulmus amerlcana), White Oak ( Q,uercus alba), Pin Oak (Quercu8 palustrls), White Ash (Fraxlnus amerlcana), Lombardy
Poplar ( Populus nigra itallca), and Norway Spruce (Plcea
ables).
Assignment
**Lawns —

how to make and keep them1* —

Textbook, Chap­

ter 2, pp. 52-72.
'*Shrubs for many uses'* —

1S1.

Textbook, Chapter 5> PP« 15^-

6S.

"Shade —

its problems and possibilities" —

Textbook,

Chapter 9, pp. 229-24-8.
Forest Trees and Shrubs, Ext. Bulletin 26*}-, Michigan
State College.
Growing Beautiful Lawns, Ext. Bulletin 22 k, Michigan
State College.
Suggested Readings
The Gardener's How Book by Chesla C. Sherlock.
Chapter 21, pp. 201-295*

"Lawns",

The MacMillan Company, New York,

1935*
Shrubs and Vines for American Gardens by Donald Wyman.
The MacMillan Company, New York, 19^9.
April 2*}-, 195*}-

"Know Your Perennial Flowers"

With careful selection, perennial flowers can provide
the garden with a permanent planting which will furnish con­
tinuous bloom from early spring until late fall.

The garde­

ner should have a knowledge of the height, the flower color,
how the plant is propagated, and any special cultural direc­
tions which may be necessary.

To emphasize their versatility,

attention is focused on their use in the garden.

The infor­

mal border design Includes three basic parts which are desig­
nated by the edge, middle, and the background of the border.
Good design includes plants which are adapted to these various
parts.

69.

Terminology
Perennial flower, botanical names, division, cutting,
cuttings, continuous bloom, border edge, middle of border,
and background of border.
Special Aids for Viewing
Collection of pictures of those perennials which are
118ted.
Notes should be made on the special uses of the peren­
nials.
Assignment
"Continuous Bloom Comes with Planning'* —

Textbook,

Chapter 3, pp. 73-79•
Suggested Reading
Popular Hardy Perennials by T. W. Sanders.
List" Part II.
London, 1928.

"Perennial

W. H. & L. Collingridge Publishing Company,

70.

PERENNIAL FLOWERS

Botanical
name

j

Common
name

Flower
color

Height in feet
and time of
flowering

Achillea
ptarmica

The Pearl or
Achillea

White

July

Aconitum
Napellus

Monkshood

Blue
blue-white

August

Althea
Rosea

Hollyhocks

White, red,
yellow,
purple

July

Alyssum
saxatile

Basket of
gold

Yellow

May

Anchusa
azurea

Anchusa

Pale blue

May

Anemone
pulsattila

Pasque
flower

Lavender

1

April-May

Aquilegia
canadensis

Columbine

White, yel­
low, red,
blue

2-k

May

Arab!s
albida

Rock cress

White

April-May

71.

Botanical
name

Common
name

Flower
color

Aster
speclosa

Hardy aster

White, pink,
lavender, red
blue

1-6

Sept.

Brunnera
macrophylla

Forget-menot anchusa

Blue

2

April-May

Catananche
coerulea

Catananche

Blue

2

July-Aug.

Centaurea
montana
purpurea

Centaurea

Purple

1-2

Aug.

Cerastium
tomentosum

Snow-insummer

White

1

May

Chrysanthemum
coccineum

Pyrethrum or
Painted daisy

Red, pink

2

June

Chrysan themum
hortorum

Chrysanthemum

2

Sept. -Oct

Chry san themum ' Oxeye daisy
leucantha1
num
Convallaria
majalis

Lily-of-thevalley

Height in feet
and time of
flowering

White, cream,
bronze,
' red

Sept.

White

White

1/2

i

May

72.

Botanical
name

Common
name

Flower
color

Height in feet
and time of
flowering

Delphinium
hybrida

Delphinium

Lavender,
blue, purple
whi te

6

June

Dianthus
barbatus

Sweet
William

White, rose
carmine

1-2

July-Aug.

Dicentra
spectabilis

Bleedingheart

Pink

2-3

May

Digitalis
purpurea

Common
Foxglove

Spo tted
white, rose,
purple

24-6

June-July

Galllardia
aristata

Blanket
flower

Yellow, red,
orange

2

June

Hemerocallis
fulva

Daylily

Yellow,
orange, red

2-3

June

Heuchera
sanguinea

Coral Bell

Coral red

1-14

July

Hosta
plantaginea

Hosta

White, blue
lavender

1-2

Aug.

Iberis
sempervirens

Evergreen
candytuft

White

3A

May

73.

Botanical
name

Common
name

Flower
color

Height in feet
and time of
flowering

Iris
germanica

Iris

Various

1-2

Apr.-June

Liatris
pycnostachys

Blazing Star

Pink, white

3-5

Aug.

Lycheris
viscaria

German
catchfly

magenta

2*

June

Mertensla
virginica

Virginia
Blubell

Blue, pink

2

May

Monarda
didyma

Bee-balm

White, pink,
scarlet

2-3

July

Myosotis
sylvatica

Forget-me
not

Blue, white
rose

i-i

Apr.-May

Paeonia
officinalis

Peony

Yellow, pink,
white,
maroon

Papaver
oriental

Oriental

Pink, red,
white

3

June

Pentstemon
barbatus

Beard-tongue

Scarlet

3

July

|

May-June

Botanical
name

1

Common
name

Flower
color

Height in feet
and time of
flowering

Phlox
divaricata

Blue phlox

Blue,
blue-purple

1

May

Phlox
paniculata

Hardy phlox

White, pink,
red

3-*

Aug.

Phlox
subulata

Moss-pink

White, pink

*

May

Phlox
suffruticosa

Carolina
phlox

White, pink

34

June

Physostegia
Virginiana

Physostegia
or False
Dragonhead

White, pink
red

2 -b

Sept.

Polemonium
coeruleum

Jacobs
ladder

Blue

2

June

Polygonatum
multiflorum

Solomoneseal

White

3

May

Primula
farinosa

Hardy
primula

Yellow, red
orange, pink,
blue

4-3

May

Rudbeckia
speciosa

Coneflower

Yellow, red,
purple,
white

3-6

July

Botanical
name

Common
name

Flower
color

Height in feet
and time of
flowering

Salvia
pratensls

Red salvia

Lilac, white
pink

3

June

Stokesla
cyanea

Stoke #s
aster

Blue-white

1

July

Thalictrum
aqullegifolium

Meadow rue

white to
purple

3

June

Thermopfils
caroliniana

Thermopsis

Yellow

5

June

Valeriana
officinales

Garden
Heliotrope

Pink, white,
lavender

Viola
odorata

Sweet
violets

Violet
white

July

l£

Apr.-May

76

May 1, 195*1

**Know Your Annual Flowers11

Annual flowers provide the garden with a quick, inex­
pensive show of color.

They can be selected to grow under

a wide variety of conditions.

Their wide range of color,

varying heights, and staggered blooming period adds to
their versatility.

Many of the annual flowers are useful

as cut flowers; they may be planted in combination with
perennial flowers, bulbs, shrubs, and grassy areas.
Terminology
Annual, transplants, seedage, and Cultivar.
Special Aids for Viewing
Present a collection of pictures of the annuals as
listed.
Program notations should be prepared of the special
uses of the annual flowers.
Assignment
MContinuous bloom comes with planning** —— Textbook,
Chapter 3, pp. 32-&7*
Suggested Heading
Annuals for Carden and Greenhouse by J. S. Dakers.
W. H. & L. Colllngridge Ltd., Transatlantic Arts Inc., New
York, 1951Gardening Handbook by T. H. Everett.
returns", pp.
1952.

"Annuals —

quick

Sterling Publishing Company, New York,

77.

ANNUAL FLOWERS

Botanical
name

Common
name

Flower
color

Height in feet
and time of
flowering

Ageratum
Houstonianum

Ageraturn

Lilac, blue
white, rose

i-2

Mid-June
to
September

Alyssum
marltimum

Sweet
alyssum

White, pale
lilac

*

Mid-June
to
September

Amaranthus
caudatus

Love-lieshleeding

Dark Red

2-3

July to
September

Antirrhinum
majus

Snapdragon

Various

l£-2

June to
September

Browallia
americana

Browallia

Blue

2

July to
August

Calendula
officinalis

Calendula

Yellow and
orange

1*

July to
frost

Callistephus
chinensis

China Aster

Various

2-3

July and
August

Celo sia
argentea

Celosia

Maroon and
Gold

2

July and
August

Centaurea
Cyanus

Cornflower

Various

4-3A

July to
August

78.

Botanleal
name

Common
name

Flower
color

Height in feet
and time of
flowering

Centaurea
moschata

Sweet
Sultan

Pink and
rose

X

Late July
August

Chrysanthemum
carinaturn

Chry san themum

Various

1-1*

July to
August

Chry santhe mum
parthenium

Feverfew

Yellow

1-3

July to
August

Clarkia
elegans

Clarkia

Purple and
rose

1-6

August to
frost

Cleome
spinosa

Cleome

Red

3-4

July to
August

Coreopsis
tinctoria

Calliopsls

Yellow, red
and orange

1-3

Late June
to Sept.

Co smos
bipinnatus

Cosmos

Crimson, pink
and white

4-6

August to
frost

_

Delphinium
ajacis

Larkspur

Various

1-3

Mid-July
to Sept.

Dlanthus
caryophyllus

Carnation

Red, white
pink, and
yellow

1-2

June-Aug.

79.

Botanical
name

Common
name

j
j

Flower
color

Height in feet
and time of
flowering

Dimorphotheca
aurantiaca

i
Dimorphotheca ] Yellow,
orange and
white

1-2

July to
September

Eschscholtzia
callfornica

California
poppy

i-i

July to
August

Gypsophila
elegans

Babysbreath

1-2

Late July
to August

Helianthus
annuus

Sunflower

Yellow

3-7

July to
frost

Hallchrysum
bracteatum

Straw Flower

White, pink
orange and
red

2-3

July to
August

Iberis
amara

Candytuft

Various

£-1

Late June
to midJuly

Ipomoea
purpurea

Common Morn­
ing glory

Purple, blue
white and
red

Vine

July to
August

Lantana
hybrida

Lantana

Purple, red
and pink

1-2

July to
August

Lathyrus
odorata

Sweet Pea

Various

6

July to
August

Limonium
sinuata

Statice

Various

1-2

July to
August

Cream, red
orange and
yellow
!White and
pale pink

Botanical
name

Common
name

Flower
color

Height in feet
and time of
flowering

Linaria
maroccana

Linaria or
toadflax

White, yellow
red, pink or
blue

1-2

July to
August

Lobelia
Erinus

Lobelia

White, pink
lavender and
blue

J.-2

Mid-May to
frost

Mathiola
incana

Stock

Various

1-2

Late July
to Sept.

Mirabilis
Jalapa

Four 0"clock

Various

2-3

July to
September

Nicotiana
alata

Nicotiana

White and
red

Z-H-

July to
frost

Nigella
damascena

Love-in-amist

Blue, white
and lavender

£-1

July to
August

Papaver
somniferum

! Opium poppy

Various

2-3

July to
August

Petunia
hybrida

j Petunia

Various

i-1

Late June
to frost

Various

i-l

Late June
to Sept.

Portulaoa
grandiflora

l

Portulaca

31.

Botanical
name

Common
name

Flower
color

Height in feet
and time of
flowering

Phldx
drummondii

Phlox

Various

4-1

Late June
to late
September

Reseda
odorata

Mignonette

Cream

4-1

Late June
to midAugust

Salpiglossis
sinuata

Salpiglossis

Various

2-3

July and
August

Salvia
splendens

Salvia

White and
red, laven­
der and pink

2-k

Late June
to frost

Sanvital!a
procurabens

Common
sanvitalia

Yellow

1

July to
August

Scabiosa
atropurpurea

Scabiosa

White, red
and pink

2-3

Late July
to frost

Tagetes
erecta

African
marigold

Yellow and
orange

2-JJ-

Mid-June
to Aug.

Tagetes
patula

French
marigold

Yellow,
orange and
brown

1-2

Late July
to August

Torenia
fournieri

Torenia

White and
lavender

1

Late June
to August

,, ■

Botanical
name

....

.................... ......

Common
name

r

~ ■■■■

■ ■■

Flower
folor

Height in feet
and time of
flowering

Tropaeolum
majus

Nasturtium

Cream, yel­
low and
orange

1

Late June
to frost

Verbena
hybrida

Verbena

White, red,
pink and
blue

1

Early
August to
frost

Zinnia
elegans

Zinnia

Various

1-3

July to
f ro st

S3.

May 8, 195^

11Grow

100 Roses”

Roses are available in a wide variety of types and
color.

Some rose plant may be chosen to suit almost any

location or purpose.

Because of this versatility, a tho2

rough understanding of their culture is imperative.

Care­

ful selection and preparation of the soil is essential be­
fore planting; pruning must be adapted to the season, pur­
pose, and the type of bush; diseases and insects can be a
menace; and disbudding produces larger flowers on hybrid tea
roses.

Winter protection is necessary for tender varieties

grown in northern parts of the United States.
Terminology
Hybrid Tea, floribunda, polyantha, rambler, dormancy,
heeling-in, disbudding, and winter protection.
Special Aids for Viewing
Read Chapter

in the textbook for a better understand­

ing of the uses of roses.

Select a picture of a hybrid tea,

floribunda, and a rambler from a nursery catalogue to be
used as a reference during the demonstration of the various
types of roses.
Assignment
BSuecess with Rose 8w —
152.

Textbook, Chapter

pp. 131-

Suggested Reading
Better Roses by A. S, Thomas.

Angus and Robertson

Pub., London, 1950.
Pageant cf the Rose by Jean Gordon.

Thomas and Cro­

well Publ., New York, 1953.
May 15f 195^-

wHave Your Own Orchardw

Fruit trees furnish shade and ornamental value both of
which merit consideration when planning the garden.

Care­

ful selection of varieties and kinds of fruits will result
in a supply of fresh fruit for the whole year.

Dwarf trees

can be used when space is limited; espalier fruit trees are
especially artistic and conserve space.

A few basic prin­

ciples of fruit growing should be understood before plant­
ing a small home orchard.

Adequate control of insects and

diseases must be practiced to insure a crop as well as pre­
vent contamination of the neighborhood.
Terminology
Corapatability, espalier, dwarf tree, East Mailing rootstock, pruning, and pollination.
Special Aids for Viewing
An illustrated fruit tree catalogue including varieties
of apple, pear, peach, sweet and tart cherries, plum, and
apricot will be helpful during the discussion of the varie­
ties of fruit.

«5.

Assignment
"Fruit for the home place1' ~

Textbook, Chapter 15,

PP. 565-37^.
Dwarf Fruit Trees.

Folder 136.

The Home Fruit Garden.

Michigan State College.

Folder 1^9 .

Michigan State

College.
Suggested Reading
Simple Fruit Growing by P. K. Bear.

W. H. & L. Colling-

ridge Ltd., London, 19^7 .
Fruits for the Home Garden by U. P. Hedrick, Chapter V.
Oxford University Press, New York, 19^ .
May 22, 195^

"Better Buy Bulbs"

Bulbs provide the spring garden with many colorful flo­
wers.

The many types furnish a sequence of blooms from early

April until after frost in the fall.

Careful selection and

planning with bulbs allows versatility of use with other
bulbs, annuals, and perennials.

A good deep, well-drained

and well fertilized soil is essential for growing large flo­
wers.

An understanding of the various bulbs and bulb-like

structures is essential for their propagation.
Terminology
Bulb, corm, bulbel, bulblet, root, tuber, rhizome, and
rejuvenation.
Special Aids for Viewing
A collection of pictures of the flowering bulbs listed

86.

will be useful.

An actual tulip bulb, gladiolus corm, and

a dahlia root in your hand during the demonstration of bulb­
like structures will clarify and make the explanation more
vivid.
Assignment
"Dahlia" —

Textbook, pp. 111.

"Summer Flowering Bulbs'1 —

Textbook, pp. 11*1— 119 and

125-128.
"Spring Flowering Bulbs" —
"How to Handle Tulips" —

Textbook, pp. 121-12*4-.
Textbook, pp. 128.

Suggested Heading
Garden Bulbs in Color by J. Horace McFarland, L. H. D.,
R. Marion Hatton, and Daniel J • Foley.

The BfecMillan Co.,

New York, 19*1-8.
The American Gardner's Book of Bulbs by T. H. Everett.
Random House, 19 5^-

FLOWERING BULBS

Botanical
name

Common
name

Flower
color

Depth of Planting
and time of
flowering

Canna
iridiflora

Canna

Various

*J-6"

July-Aug.

Chionodoxa
luciliae

Chionodoxa
or glory-ofthe-snow

Blue with
white center

3"

March-May

Colchi cum
autumnale

Colchicum
Autumn Crocue

Purple and
white

3"

Aug.-Sept.

Crocus
imperati

Cro cus

White, lilac
and purple

2"

MarchApril

Dalhia
pinnata

Dahlia

Various

*1— 6 M

Augus tSept.

Erythronium
hartwegii

D o g ’s Tooth
Violet

Yellow and
orange

3M

AprilMay

Freesia
Hybrida

Freesla

Various

kH

June

Fritillaria
meleagris

Fritillaria

White, yel­
low and
orange

M

April

gg.

Botanical
name

Common
name

Flower
color

Depth of Planting
and time of
flowering

Galanthus
nivalee

Gal an thus
snowdrop

White

2«

MarchApril

G .diolus
speciosa

Gladiolus

Various

3-6"

JulySept.

Hyacinthus
orientales

Hyacinth

Various

6n

AprllMay

Iris
hybridum

Dutch Iris

Violet and
purple

ij."

May

Ixia
vi ridiflora

Ixia

Pale green

May-June

Kniphofia
uvaria

Tritoma or
red hot poker

Red, go Id
orange

July-Sept.

Lac hen all a
pendula
euperba

Lachenalia or
Cape Cowslip

Yellow

Leuco Jum
verum

Leucojum or
Snowflakes

White

Lilium
Speciosa

Lilies

Various

5”

May

^ II

April

8"

June-Sept

*9.

Botanical
name

Common
name

Flower
color

Depth of Planting
and time of
flowering

Muscarl
armeniacum

Muscari or
G-r&pe Hya­
cinth

White, blue,
or flesh
pink

3"

AprilMay

Narcissus
PsuedoNarcissus

Common
daffodils

White, yel­
low and
cream

711

April-May

Narcissus
Jonquilla

Jonquil

Yellow

Narcissus
poeticus

Poet Nar­
cissus

White and
yellow

Ornithogalum
umbellatum

Ornithogalum
or Star of
Bethlehem

White with
green margin

Cxalis
Bowiei

Oxalis

Pink

Polygonatum
biflorum

Polygonatum
or Solomon's
Seal

White

Ranunculus
asiaticus

Ranunculus or
Persian
Buttercup

Various

3"

July-Sept.

Sellla
atrocoerulea

Scilla or
Squil

Blue, white
and reddish

3 11

M&rch-May

April-May

7”

April-May

May-June

2-3"

June-July

April-July

90.

Botanical
name

Common
name

Flower
color

Depth of Planting
and time of
flowering
!!

Sternbergia
lutea

Sternbergia
or Fall
Daffodil

Yellow

6

Sept-Oct.

Trillium
grandiflorum

Trillium

White

3"

April-May

Tulipa
G-esneriana

Tulip

Various

May-June

91.

May 29, 195^

”D o n 9t Have Insects and Diseases11

Cleanliness and immaculate maintenance are the first
essentials for the prevention of insects and diseases.

The

accumulation of weeds, leaves, trash, and other debris pro­
vides a breeding place for garden pests.

The common diseases

and insects injuries must be Identified in order to provide
the most effective control.

For simplicity, insects may be

divided into two classes, sucking and chewing.

Diseases

are grouped according to fungi, bacteria, and virus.
purpose dust or spray will give good control.

An ”all-

Proper equip­

ment and thorough coverage of all parts of the plant are es­
sential.

Direction for application of a dust or spray mater­

ial should be followed exactly as recommended by the manufac­
turer.
Terminology
Sucking insect, chewing insect, fungi, bacteria, virus,
spreader, spray schedule, insecticide, fungicide, and herbi­
cide.
Special Aids for Viewing
Open textbook to Chapter 16 , pp. 375-39^*
A package of an wall-puiposeM garden dust will be use­
ful during the discussion of insecticides and fungicides.
Assignment
,fControl of Garden Pests and Diseases” —
Chapter l6 , pp. 375-39^*

Textbook,

92.

Peet Control Program for Home Orchard and Small Fruit.
Extension Folder 17, Michigan State College.
Suggested Reading
How to Combat Inseots by T. H. Everett.
Handbook, pp. 112-115.

The Gardening

Sterling Publishing Company, Inc.,

New York, 1952.
June 6 , 195**-

MTake Advantage of Your Setting

Many gardens have limited space, adverse growing condi­
tions, undulating topography, or have other problems which
are difficult for the gardener to handle.

The wide variety

of plants and their versatility of uses, offer a challeng­
ing solution to most every garden problem.

The development

of special areas, utilization of inherent qualities, accen­
tuation of good features, inclusion of indiginous plants are
economical and satisfying solutions.

Severe architecture

lends itself to the use of more flowering plants.

Special

consideration should be given to flowers to be used in the
followings alpine, rock, cactus, beach, water, bog, patio,
and architectural garden.
Terminology
Alpine garden, rock garden, cactus garden, beach gar­
den, water garden, bog garden, patio garden, architectural
garden, xerophyte, and hydrophyte.

93-

Special Aids for Viewing
A collection of pictures selected from current garden
magazines to help the viewer to understand each type of
special garden.
Assignment
“Window Gardening and Success with Plants1* —

Textbook,

Chapter 1 7 , pp. 39 5> ^0^4o6, ^16 and *1-19.
Suggested Reading
The Rock Garden and Alpine Plants, by C. A. R. Phillips,
W. H, & L. Collingridge, Ltd., London, 19*1-6.
Water Gardening by Francis Perry.

Charles Scribner*e

Sons, New York, 193^.
Miniature Gardens by Anne Ashberry.
Co., Inc., New York, 1952.

D. Van Nostrand

9*.

TESTING QUANTITATIVE USE OF TERMINOLOGY
Tasting Pro gran.

Since It was difficult te knew hew nuch

subject matter could be assimilated in each fer the ten
telecasts presenting Horticulture 32£S, a testing program
was designed te measure the effectiveness ef the use ef
three definite quantities ef scientific concepts.

It was

also of interest to attempt to determine the value of the
use ef a system of superimposition to fortify the compre­
hension ef each of these concepts.
Consequently, one television program was selected
from the series as a sample to measure the quantity of
scientific terms which could be assimilated in one broad­
cast.

Individual slides of the scientific terms were pre­

pared and were superimposed for 15 seconds on the screen
at designated times during the testing program.

The pro­

gram was produced and recorded by the kinescope method.
For the test audiences, matched groups of firstterm freshmen were selected from the Communications Skills
division of the Basic College at Michigan State College
(TABLE II).

The groups were randomized and assigned to

their respective cells In the statistical design.
The program was divided into three segments; one
contained 15 terms, one contained 20 terms, and another
contained 25 terms.

Six different groups of viewers were

exposed to each of the three segments, both with, and with-

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96,

out the addition ef the superimposed terms.

A “recall*

test ef the terms was made Immediately after viewing the
recording .

Three minutes were allowed for the two groups

receiving 15 terms, four minutes for the groups viewing
20 terms, and 5 minutes for the groups viewing all three
of the segments.

Before testing each group, uniform in­

structions were provided.
A "Comprehensive®9 test in which the students were
asked to select the term which best fitted the explanation
or definition was conducted Immediately following the "re­
call" test.

The two groups which received the 15, 20, and

25 term segments were provided 9 * 13* 17 minutes, respec­
tively, to complete the examination.
The testing program was conducted in a darkened class­
room using a 16 mm moving picture projector*, with sound to
show the klnescoplc recording and a Kede Slide Projector,
Master Model Series 1, for the simultaneous shewing of the
black and white slides of the scientific terminology.

The

investigator and the professional movie projector operator
rehearsed the synchronizing of the slides with film before
the testing program was begun.

The slides were projected

onto the lower edge of the picture frame to give the effect
of a studio superimposition.

Prior to each exposure, each

cell of students was motivated to cooperate by explaining

#Bell and Howell movie projector, Model IS5 .

97*

the nature of the research problem, by indicating that to
cooperate was a favor to the investigator and that eaoh
student8s paper would remain incognito.

Each student was

presented with one flower.
Statistical Design.

The statistical design of the problem

was a between-row, between-column pattern which facilitat­
ed the use of analysis of variance for the evaluation of
the results.

The tests questions and word lists were ran­

domized to eleviate sample errors.
For the anlysis of variance, all cells were equalized
to 17 students using a randomized selection from the tables
of randomized numbers.

9*.

INTERPRETATION OF RESULTS
Development of Course.

The telecourse which has been develop­

ed was the result of planned analysis of the content and tech­
niques used to present Horticulture 328 in the classroom.
From the lecture and laboratory outlines (see Adaptation of
Course), and notes provided by the lecturer, the course con­
tent was evaluated and the information reassembled into ten
programs suggested for television presentation.

All subject

material not related directly to the topic, any repetition
of material, or any item which required previous study in re­
lated fields of science were eliminated to help facilitate
organization into the 28 minutes of television time.
The lectures were rearranged to present the material
in progressive steps so that, for example, the student would
understand the problems of culture before the identification
of annuals was presented.
Scheduled presentations did not allow as much flexibi­
lity for timing the topics to suit the season as did the lec­
ture and laboratory classroom system of presentation.
The recommendations of Speece, Skelsey, and Capen
(1953) were adopted to make use of visual aids merely to
interest the student and clarify the subject matter.

The

amount of time devoted to one item on a program was weighed
against the contribution of that Item to the overall sub­
ject matter in order to make the best use of the limited

99.

time available.
The formats were organized to serve as a master plan
from which the instructor might develop the continuity of
the program and present pre-planning directions for the
construction or acquisition of sets, for clearance of music
which was held under broadcast regulations, and for all
props, including living plants which had to be forced into
flower at the time of the broadcast.
In consideration of the necessity for precise timing
of the television production, the format was developed well
In advance of the production to allow an opportunity to
schedule the subject material in the 28-minute program, yet
allow ample time for thorough explanations and complete
coverage of the subject material.

The sequence of subject

material In the formats helped the director to anticipate
the action and plan the positions for the cameras.
Although Hard and Watson (1953) reported that the
dramatic type of presentation was of greater interest to
an audience than a lecture or a lecture-demonstration type
of format, all three types were of equal value for communi­
cating horticultural information.

Considering these data,

the extra costs of dramatic talent, time required for re­
hearsals and production of dramatic scripts, the lecture
demonstration type of format was adopted for the ten pre­
sentations.

This method also afforded good control of the

subject material.

There has been disagreement about the

value of the dramatic type of presentation.

Rock, Duva, and

Murray (not dated, SDC Report ^76-02-3), have indicated that
a dramatic type of presentation had only one-half the edu­
cational value of one of narration.

These results appear

to be conflicting, but they were obtained for a specific
audience of male military reservists, in contrast to the
collection of general audiences of varied age, sex, and in­
terest used by Hard and Watson (1953).

Different topics

were used for testing in each of the two investigations.

No

adequate system of presenting a simulated trip outside of the
studio was possible in a dramatic sequence, yet this was ac­
complished by the use of rear view projection, a feature
which was effective as part of a lecture-demonstration for­
mat.
It would be difficult to reduce the 12.6 hours for pro­
gram required for preparation and presentation or reduce the
average cost of $293.I*!- per program without impairing the
quality of the production of this telecourse.
In an attempt to utilize the recommendations of Ton­
kins and Skelsey (1953), a broad scope of visual aids has
been suggested in order to demonstrate their adaptability to
the unlimited variety of topics afforded by horticulture.
Since New (not dated) found the use of devices merely to
capture attention to be of no value in a quantitative mea­
sure of learning, superfluous visual aids were avoided.
Using samples of a telecourse syllabus from the Univer-

sity of Toledo (Southworth and Stahl, 1953), Western Re­
serve University (Stromberg et al, 1951), University of
Michigan (Taylor, 1953-195*0 > and Butler University (Grakant* 195*0, the syllabus for Horticulture 328 was prepared
to serve as an explanatory plan and provide an opportunity
for the student to read the assignments in advance.

Spe­

cial aids for the student were included In the syllabus to
allow active participation during the program and provide
learning by kinesthetic reaction as well as by sight and
sound.

Special terms which might be difficult to understand

were listed separately so that the student might anticipate
their explanation.

Extra references were provided for stu­

dents who might be interested in particular topics.
Testing Quantitative Use of Terminology.

Increasing the

number of terms used on a program from 15 terms in 15
minutes, to 20 terms in 19 minutes, to 25 terms In 2^
minutes did not alter significantly the percentage of
terms comprehended or recalled, when tests were made im­
mediately following the exposure of a kinescopic record­
ing of one program teaching horticulture to a randomized
group of students (5 percent level) (Tables III and IV).
These data showed an increase in the number of terms
recalled by two of the groups which were exposed to the
superimposed terms.

The group receiving 15 terms scored

an average of 27.2 , and the groups receiving 20 terms, 3g .&,
a difference of 11.6 percent (significant at the \% level).

TABLE III
MEASURE OF "RECALL" IN PERCENT

Programs including
19 terms

20 terms

25 terms

No labels

1*2.2

27.3

1*3.3

Labels

27.2

38.8

50.1

TABLE IV
MEASURE OF "COMPREHENSION" IN PERCENT

15 terms
No labels
Labels

Programs including
20 terms

5^.8

50.0

6

57.6

Not significant at the

level

25 terms

51.1

.

103

The Increase in number of tsrois recalled by groups receiv­
ing 25 terns was 11*3 percent no re than those receiving
20 terns, but it was not significant at the 5% level (Table
III).
There was no significant change in the level of re­
call in the wno label11 groups.

The level of recall between

the w15 term” and w25 term" groups was nearly equal.

Be­

tween the H15 termw and w20 tern’6 groups using no labels,
there was a decrease in recall, but it was not significant
at the 5$ level (Table III).

In general, the use of super­

imposed terms was not worthwhile.
The increase in number of terras recalled at the 25
tern level may have been a result of the increase in the
number of terns used because Vincent, Ash, and G-reenhill
(no date, SDC Report-269- 7-7 )> have suggested that as more
information is presented, interferences are set up which re­
sult in less efficient learning of a single item.

With the

use of labels the overall number of items recalled was high­
er as a result of using more terms.
The increase in recall of terns only beneficial at
the 20 term level would not Justify the general use of
superimposed labels for hoticultural teaching.

When con­

sideration was given to the extra cost, the inconvenience
of use, and the extra time for preparation, it was unlike­
ly that the use of superimposed labels would be worthwhile.
The importance of vocabulary has been emphasized by

10k.

Conrad (1931).

He stated that transfer of knowledge could

be measured by the individual ability to define words
correctly.

Learning through television has been shown to

be more meaningful when familiar words were chosen or when
there was an explanation of all unfamiliar and teohnical
terminology (Smith and van Ormer, not dated).
This concept might indicate that the use of superim­
posed labels might be beneficial for botanical names,* cultlvars, and some names of important plant processes, since
these terms are generally more difficult to remember and
there was an indication that the si^>erimposed labels were
an added advantage when 20 terms were exposed to the group.
Superimposition of terms did not increase the compre­
hension under the conditions of the investigation (TABLE
IV).
There was no significant change in comprehension as a
result of the use of superimposed labels {$% level).

There

was a measureable decrease in the quantity of comprehen­
sion as the number of terms was increased from 15 to 20 to
25 providing labels were superimposed on the picture (Table
IV).
This has been confirmed by New (no date) who main­
tained that devices specifically designed for emphasizing
subject matter in moving picture films were of no value as
a quantitative measure of learning.

It does not mean, how

ever, that the group provided with the highest number of

10?.
terns did not learn more than either of the other groups.
Without the use of labels all groups comprehended approxi­
mately the sane percentage but this was In direct propor­
tion to the number of terms to & lch they were exposed.
As a matter of Interest, several students who were
part of the testing group commented that the use of labels
was a source of distraction.
Although there was evidence that the use of 20 terms
in combination with the supertmpoeitions was superior t©
the use of 15 or 25 terras in the quantity ©f items recall­
ed, further research would be necessary to ascertain the
number of terms, without labels, which would be optimum
for a 30-minute telecast teaching horticulture.

lo6.

LITERATURE CITED
Allen, M. Robert. 195^Quartermaster Training Command Edu­
cational Television Study.
Quartermaster School,
Quartermaster Training Command, Fort Lee, Virginia.
Bailey, L. H. 1909.
The Training of Farmers.
Co., New York, New Y©rk.

The Century

Bat tin, T. C. 1951*
The Use of the Diary and Survey Method
Involving the Questionnaire-interview Technique to
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in Regard to Viewing Habits and Formal and Informal
Education. Ph.D. Thesis, University of Michigan,
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Beck, Theodore Toulon. 195^- Personal correspondence, De­
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Behnke, John A. 1953*
Television takes education to the
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The current status of educational
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107.

Fritz, Martin F . , James E. Humphrey, J. A. Greenless, and
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Garrison, Garnet R. 195^*
Educational television.
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Hard, C. Gustav, and Donald P. Watson. 1953* Horticultural
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22nd Yearbook of
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Ohio State University, Columbus, Ohio.
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Learning from kinescopes and films.
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Klein, A. 1950.
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Michigan State College Publication 195*4-1955. Catalog
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106.

Moreland, Wallace S. 19*1-6 . What does television mean to
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American Book

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The unique place of television
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Impact of television on schools and
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1951*
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Reserve University, Cleveland, Ohio.
Taylor, Philip B. 1953-195^*
Lands and People of Latin
America.
Telecourse Syllabus. University of Michi­
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Tonkin, Joseph D. and Alice F. Skelsey. 1953*
Television
for you. United States Department of Agriculture Hand­
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Vincent, W. S., P. Ash and L. P. G-reenhill. Relationship
of length and fact frequency to effectiveness of in­
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Teachers College Record 5Ml)s 23-30*

AN ADAPTATION OF A COURSE FOR TELEVISION
TEACHING- OF HORTICULTURE

By
C. G-ustav Hard

AN ABSTRACT
Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of
DOCTOR OF PHILOSOPHY
Department of Horticulture

195*1-

ABSTRACT
Professional horticulturists have an opportunity and
a responsibility through the medium of television to edu­
cate producers and consumers In the utilization of fruits,
flowers, vegetables, and ornamental plants.
In the past, educational television has drawn upon re­
lated areas, such as radio, theater, motion picture industry,
audio-visual education, and commercial television, for its
techniques and talent which has resulted in a quantity of
writing which was chiefly interpretation.

Most of the re­

search In television has been provided by the United States
Department of Defense and the United States Department of
Agriculture.
As soon as several ultra high frequency stations were
designated for education, there was more opportunity for re­
search in educational television.

The present project was

designed therefore, to adapt a lecture-laboratory course in
Horticulture to an effective telecourse; to make a quanti­
tative study of the use of scientific terminology in tele­
vision teaching.
After making an appraisal of the course content and
surveying the technique of presentation in the classroom and
laboratory, the subject material and lecture topics were re­
grouped under the following ten popularized program titles;
Plan Your Garden First, Always Prepare Your Garden, Know

Your Annual Flowers, Better Buy Bulbs, Use Trees and Shrubs,
Know Your Perennial Flowers, Grow 100 Roses, Have Your Own
Orchard, Don*t Have Insects and Diseases, and Take Advan­
tage of Your Setting.
Formats, including descriptions for the sets, audio­
video instructions, and the items to be presented were pre­
pared for each program.
Visual aids were selected for the purpose of clarify­
ing the subject matter and to demonstrate the various types
of visual aids adaptable to horticultural topics.
The average total cost for each program including time
for adaptation, visual aids, and the use of the studio, was
$293.1^.

The production of one program as a basis for cal­

culation showed that 12.6 man-hours were required for the
preparation and presentation.
A syllabus was provided to serve as a study guide, as
a record of assignments and to furnish special information
for the programs on annuals, perennials, and bulbs.
Each of three matched groups of students was exposed
to a program containing 15* 20, or 25 specialized horticul­
tural terms without the addition of superimposed labels of
these terms which were projected for testing purposes.

Each

of three Identical groups was exposed to the same program
with the addition of superimposed terminology.

Results of

the tests which were designed and provided for the test
groups showed that there was no alteration in the percentage

of terms comprehended or recalled as a result of Increas­
ing the number of terms from 15 to 20 to 25.

The number of

terms comprehended was in direct proportion to the number
supplied and therefore more Information was comprehended
equally as well from an increase in the number of terms
used.
The use of superimposed terms Improved the ability
to recall the terms only when 20 terms were used.

It was

recommended therefore that the use of superimposed terras
was of limited value.
Further research would be required to determine the
optimum number of scientific terms for a 30”®inute tele­
cast teaching horticulture.