● October–December 2001 11(4) 665 LIMITATIONS. The database, while a useful tool, has limitations and problems which include: incomplete plant clinic forms, software incompatibility, and time required to incorporate reports from previous years. Easily answered questions are not included in the database. Perhaps the most severe limitation is that past recommendations for control may no longer be applicable. Pesticides may be relabeled, disallowing prior uses of the products. For example, the registration uses of Dursban (chlorpyrifos), the fifth most often recommended control, have recently changed. Users of the database must confirm their diagnoses and check their current references before making pesticide recommenda- tions. FUTURE USES. This article presents only a few examples of the data analysis types possible with a plant clinic data- base. Other correlations and trends can be examined. Tools such as a month-by-month guide for regional insect, dis- ease, and weed problems could be developed using the database. Telephone numbers in the database allow contact- ing past clients to determine the efficacy of the recommen- dation and satisfaction with clinic service. Posting the database on the Internet may allow the data to be shared more widely. New Master Gardeners will be recruited to continue building the database. Conclusion The project was a success that enabled new Master Gardeners to accelerate their learning about local plant disease, insect, and weed problems. Master Gardeners and extension agents at New Hanover County now have seven years of data at their fingertips to aid in answering horticul- tural questions and predicting future pest trends. For others who may want to develop similar databases, the keys to success are a leader who values the project and dedicated volunteers to input and evaluate the data. The database has limitations, but contains a wealth of information in readily accessible form. Literature cited Patterson, D. 1995. Master Gardener phone response manual. J. Ext. 33(5). Oct. 1995. 14 June 2001. http://joe.org/joe/ 1995october/tt4.html. Phillips, W. and J. Bradshaw. 1999. Florida Master Gardener mentor program: A case study. J. Ext. 37(4). Aug. 1999. 14 June 2001. http://joe.org/joe/1999august/rb3.html. Rogers, B. 1997. Developing a successful mentoring program for volunteer training. J. Ext. 35(5). Oct. 1997. 14 June 2001. http:/ /joe.org/joe/1997october/tt1.html. Schrock, D.S., M. Meyer, P. Ascher, and M. Snyder. 2000. Reasons for becoming involved as a Master Gardener. HortTech- nology 10(3):626–630. Simonson, D. L. and D. A. Pals. 1990. Master Gardeners: Views from the cabbage patch. J. Ext. 28(2). Summer 1990. 14 June 2001. http://joe.org/joe/1990summer/rb3.html. Simpson, G. 1998. Extension is not just service, but service learning is important to Extension. J. Ext. 36(5). Oct. 1998. 14 June 2001. http://joe.org/joe/1998october/comm1.html. Junior Master Gardener Programs in Minnesota Mary Hockenberry Meyer, 1 Nancy Neil Hegland, 2 and Peggy Fairbourne 3 ADDITIONAL INDEX WORDS. teaching, careers, youth, school gardens SUMMARY. A new gardening curriculum, developed by Texas A&M University, the Junior Master Gardener SM (JMG SM ) program, has been taught in several locations in formal and informal settings in Minnesota. Two projects are outlined here, one an after-school program offered through a community education program, and the other a traditional elementary school setting. With hands-on activities and leader presentations, students learn horticulture as well as language arts, science, mathematics, and social science and are encouraged to volunteer in a community service project within each unit. Students reported they shared the information with their family and friends; most indicated more of an interest in gardening and horticulture after the classes. Teachers may find the curriculum helpful in developing environmental sensitivity and career interests in horticulture. C urriculum for teaching horticulture in grades K through 12, especially grades 7 through 12 is limited. Grow-Lab, sponsored by the National Gar- dening Association (Burlington, Vt.), has been one of the few programs available nationwide for teaching plant sci- ence in elementary schools (Pranis and Cohen, 1995). In 1999, Texas A&M University introduced the JMG SM , a curriculum written primarily for grades 3 through 6 (Welsh et al., 1999). JMG SM is composed of eight units: plant growth and development; soils and water; ecology and environmental horticulture; insects and diseases; landscape horticulture; fruits and nuts; vegetables and herbs; and life skills and career exploration (Whittlesey et al., 1999). Each unit concludes with suggestions for students to do volun- teer community service based on the activities of that particular unit. The service component of this curriculum is patterned after the Master Gardener program (Bobbitt, 1997). The goals of the program are to build leadership, self-confidence, and foster a positive academic learning environment (Welsh et al., 1999). The objectives of this project were to 1) determine the suitability of the JMG SM curriculum at the Bryn Mawr Elementary School in Minne- apolis and Rice County after-school program in Northfield, Minn., and 2) evaluate the curriculum for recommendation to other youth programs across Minnesota. This research has been supported in whole or in part by the Minnesota Agricultural Experiment Station. The terms Junior Master Gardener and JMG are service marks of Texas Agricultural Extension Service. The cost of publishing this paper was defrayed in part by the payment of page charges. Under postal regulations, this paper therefore must be hereby marked advertisement solely to indicate this fact. 1 Associate professor. 2 Extension educator. 3 Master Gardener.