TRAINING OF PARK EXECUTIVES 1005 



courses with the object of training park executives for the reason that 

 engineering, as a major form of park activity, is not a constant factor in 

 park service, except in very large systems. In the development of a new 

 system or an extensive expansion of an old system involving a great deal of 

 property acquisition and construction the engineer is indispensable. But 

 when this period is past and the work settles down to the routine of main- 

 tenance and operation engineering problems become of distinctly minor 

 importance. 



In contrast with this situation, the executive, even in maintenance and 

 operation, is constantly faced with important problems in horticulture, 

 landscape design or the continued development and preservation of land- 

 scape designs. Moreover the engineer, as such, should always work under 

 the general direction of the landscape architect and according to the general 

 and specific plans of the landscape architect, although in the technical 

 execution of the engineering problems he is the supreme authority. 



Practically all the larger municipalities and counties of the United 

 States employ one or more engineers whose services are available to park 

 and recreation governing authorities. In fact, in many communities, the 

 laws specifically provide that the engineering work be done by the city or 

 county engineer. The number of municipalities or counties maintaining 

 departments of landscape architecture is practically zero. 



Educational Opportunities for Training in Play and Community Recreation. 



During the past quarter of a century park and recreation departments 

 have been increasingly concerned with the problems of a very wide variety 

 of human activities problems so varied as to include practically all the 

 major interests of people of all ages and both sexes which can be expressed 

 during their leisure time. A great many institutions of higher learning and 

 some special schools have taken cognizance of this general interest in play 

 and recreation among the people and instituted courses for the purpose of 

 interpreting it and for the training of leaders for its guidance in this and 

 that phase. 



A study made by the Playground and Recreation Association of America 

 (1925-26) as to the number of colleges, universities and special schools offer- 

 ing courses in some phase of playground, general recreation and community 

 organization work showed one hundred and seventeen institutions giving 

 such courses in the United States. No doubt there are many others that 

 were not reported. In the majority of these institutions the courses in play 

 and general recreation are parts of the courses offered in the physical edu- 

 cation departments. However, the content of these physical education 

 courses is very much broader than the average layman would imagine. The 



