The demands placed by institutions, departments, courses, and instructors on undergraduate horticulture majors have been justified as necessary to prepare students for careers in horticulture. This unanimity of general purpose is not paralleled by agreement on the specific means to achieve educational goals. Ballinger (2) questioned the adequacy of practical training for horticultural majors. Merritt (4) saw program innovation as lagging behind changing career requirements. Some (5) argue for greater standardization in horticulture education; others (6) oppose a rigid curriculum structure.