THESIS
THE ORGANIZATION AND SUPERVISION OF
A RICULT= IN THE HIGH SCHOOLS OF OREGON
Submitted to the
ON AGRICULTURAL C0LLGN
Partial FUltillme of the R*qureneute
For the Degree of
NASTYR OP SCIMN
by
20, 1925.
Signature redacted for privacy.
Signature redacted for privacy.
Signature redacted for privacy.
ttee on Or
Study.
112
10
*o**
Oregon. in krotlem Boy Town
Import Local of Factors
Departments...... Prospective of Location
Departments... Preeent of ion
Department. New of Establishment the n
Oregon.... in Difficulties
Country.. the throughout Tendencies
Service..... in here
Agriculture..... of Teachers of
76
70
WO4
Tea of Improvement
Promotion
Agriculture. of Teachers of Placement
this in Teachers for
Agrioulturs....
Demand
of Teachers of election
Teae of 2romotion and Plaemilent Ion
forOregon.... Program Promotional A
Use,,.. in Now romotion of hetholis
........
.
States..
wl Compared Oregon
22
of
that Other
in i,rogram of Growth
Agriculture.. Vocational of Possibilities
Oregon in
Program.... Training a Warrant
,kgrieulture of Importance Does
Work...
Promotional
Oreg in Conditions Bducational
in Agriculture
Oregon
75
6.1
8 Western of
annual Average 7. Table
States....
Repress Twenty-four in Aided (orally
49
46
42
47
445
De.rtnnts Agricultural of Number 6. Table
Punds.... Local and State
of Expenditures of
Years..... sine of nod
Vocational for tout
4#454..441.450
Amo and Source
over ulture
inancial
5#
Table
4. e Tab
Work.
in)arm engaged 10.18 Boys of Number 3. Table
Oregon...... in Product cultural
Inc Pr Each of Value and Kind
Years.. Seventy of Period a
Page **Poo .
over Oregon In Agriculture of flevelo.nt
if II
Suggested....
Schedule.......
5
149
Work
2. Table
1. Table
of Program
Survey
........,... Survey*.
State... the of
Agriculture the to Projects the Adapting
146
41,
a*
State... the in Problems
Measurement... Unit'of
1
..
Achievemen of Standards of abliebment
Resources... Social and Physical
the Financing
Department.
New
Changed Positions....
Table 9. Number of Teachers Getting Advanee
...192001924.
Table 10. Teacher Improvemenìt Conference
Agriculture..
4
*****
Table 11 Improvement of Teachers in Service..
Table
Location of Agricultural Department.;
Table I
Location of Prospective Departmen
Agriculture in Oregon.
Table 14* Relation of Use of Perm to Boy
the Yarn
table 16. Occupations followed by Village and Yarn
Boys who Studied Agriculture in High
School. ...
** I 0** * 0**
Table 16. Survey hodule for Determining the
Attitude of Prospective high school
Student
Table ri. Ability of Oonntie
Education .0..
Table 18. Source of funds for De
Table 19 Projects In tregon..
Table 20. Projects in Oregon...
Table 21. Rank of Your Agriculture
Oregon.
Agricultural Divisions in Gregon..
Location of Departments in Oregon...
ovolopment or
son
Vocational Agr culture .drograis is
INTRODUCTION
Agricultural instruction of a secondary grad
given in this country since 1888. Similar instruc
been given in public high schools for the past fl
ngriou1ture for students of high
Vocational Training
school age did not become general until the Smith.Hughes
Vocational Education Act was passed by the Federal Governmen
Purpose of the Act is to encourage voestional
1917
raining in agriculture, industrial arts and
home-making.
The Federal Government thereby pledged itself to
of the State governments up to a definite limit
runs on a risintwaiding sCale to the year 1
04 In order that a State ma
remains stationary un
take advantage of such assistance from the Federal Government
it is necessary for the State Legislature to accept the terms
of the Act and subscribe to the methods and standards 'which
are set up in the Federal Act. The State must also pledge
sources for
itself to supply ono dollar from State or
each dollar that the Federal Government gives to the State.
In a like manner the State must submit to the federal au
ties its plan for the organization and administration of
hsRughes Act, that it may he approved by them.
Oregon's original "Plan for the Organisation and Ad
ministration of the Smith.Rughcs Act," adopted December
1917, was Published early in 1918 by State Supftintendent
of Public Instruction J. A. Churchill. Revised plans for
the fiscal year beginning Euly 1 1919, were made and sub.
mitted. nother revi n was made in 1920. Oregon did net
ertmente Of Smithell ghee agriculture
establish the fin:3e
19. Greeth has been regular
in the high aohoole
over the eighteyeer :)ariad.
The voce.tional -rioulturae program is orgcLnted and
etete Seeervisee Of Agricultural 2elue
edminietered by
cation under the ederleement of the State 'Beard of Vocational
'education, both aatherities created by the Federal Act.
.aliott is the ereeent Supervieor as well az the
Lirector of ail vocational education in the State that
comes under the amitheEudhee Act.
It is apearent from what hes been eaid that vocational
training in agriculture Ae dirocted.by the Act of 1917 is
yet in the formatiee ete.eu in this State as in others. The
methods of the program as ercposed by the ect were et the
outset almost redical. The techrique ie gradually being
worked out, and standard methods of procedure adopted by
the Ltatee. It was ew;geoted to the Writer that be make
a study of the system in Oregen from the State Supervieorte
eclat of view.
The aim of the thesis is tc determine ne far as it
possible what the statue of our program in Oregon le
the weak eeote appear to be d to estf.-blish suggested
methods of procedure.
It waS decided to select thr following eive major
responsibilities of the !".tate. Supervisor and to proceed to
an analysis of the State system through an examination of
the facts and princieleo bearine upon these responsibilitioe.
These responsibilities were selected in prefer
and additional
ones because they appeared to include the
most important duties of the work of organization and super.
vision.
The tentative conclusions draou in the
u
his paper are established on information that the
writer secured through personal vieitation of n
n
schools,
ner cultural department in the
of
the fAate Superintendent of Education, the State Director
of Vocational ,ducation, perscnTA contact with the 9
Su ervioor of Aericultura "Education and the Teacher Tra
dei4trtnent tzt the Ore:on Lerioultura" College &nd
in
tmernue nnnua
ports of the Federal Board
vf
Vocational
-duc4tion.
The
com1Ta
cthod has been ueed throughout
h to a 10, ser de,rr.
t.7.-.4e
some phases owing to
difficultr of obtaththg the Information upon
other
a
udy will be
o) d that this
dn c
OreL°
tlir
well
of Rmi h-;Turhee
some
lue as
griculture in
analyt cal otudY of the problems
a prcrV2n for the 8
e.
2HZ
ILYO
O1
KT
1110
uoyeys.
:ex
my
gOISIAN*2fl9 40 MOISY00A
MIN=
13
oung
3700R09 80 U001MO
r77
minalbae ,yo uorao
uoT
OA VOO Tsruoy oyaf,ly nin flan UT 3.rn,
iuo9ozo
'WOW
y q9noaom toqo so Tzgy
olel$ ttya oq, wins OV V
moue* 4Ru:otos calm weit
00TTqa4$o
MOM O
TOO ouoy
y
0a0TTTP
I°
wyo
sot
two tyya
01% 4114101S wo
Plato:
e-euoo ouanloa put/ ota u02o30
a zMI/ 411100A WWI't Dm,*
$0
OA TM) vf TWO°
yaSy
PaT
TTqttT
uoyteonyva
eeeaM TleSe
IT03
U
TA
sores 4Temda04
rum
el
Sueflooupx
to) uoylowes4 yo mind
(q) Utirtee Uot Ond ate
;0 OV sitallne al egl
40191$
(o) %nom/Loads'
WO UT
A
uoilooma4
Establiohment of standard* o
State s in dministratiVo unit
4$ The thesis will thonprocas4to oeleot
3ema of organisation snd supervision in the etate
len of Preoedu
object of formulating
ls.
O. Finally n at
a
oar= of organise
be leede to flatly formaoto
supervision for the -641444
AGRICULTURE IN OREGON
Shall be the purpose of the first
tion briefly the outstanding features of
to build the
of the State, as a basis upon
tg_ryLofri
Farming as an occupation in/this State s appro
one hundred years old. We read that t was in 1828
irst farm was established at Fort Vancouver.
ores of corn, Pate
inning that owleisted merely of a
d of catt1e It
and peas togelher with a very ama
not anti 1837, however, that a more vigorous
600 cattle
der a e worth while development. In
and forty horses were brought in f,..-om California, A new
ithpetue was given to the industry, and many* Bottlers were
attracted from the east.
Nursery stock was first brought into the state in 384
The first fruit crop was taken from the trees in 1851.
Settlers came in thousands between the years 1850 and
1860. The grcatest nflux of settlers In the last century yes
in the seventies, when between eighty and ninety thousand new
settlers came into Cregon. The following table will more
adequately deøeribe the de cAopmcnt of agriculture than
words:
Maris
for Oregon
Table I
Showing the Bevel°
over a Period of Seventy Years.
Tot
1860
1870
1880
1890
1900
1910
1920
3,294
52,465
90,923
174 760
zi!*ZR
672:765
7&, 389
N
of
1,164
5,806
7,587
16,217
25,!v!;
Acres
132,
896,414
1,116,290
2,1988645
3,516,000
3,328,308
4,274,803
4,913 851
Value al a
4,908,78
22,099,161
309475,581
76,975,140
143,024,800
172,761,2ee
528,243,7
818,559,7
There are in the State today 13,542,318 acres
This iv 22,1 per cent of
total land area of the
The last ,...Jnited Statee Censue reports that only 0.2 per cent
of the land area of the State is improved land, that
tt is rgu1arly cultivated
or mowed, land in pas
has been cleared or tilled and land lying fallow.
such a classification would not be a true representation
conditions, since no consideration is taLen of the vast
acrea,:-,'s of grazing land in the State that supports kf: e
f cf.ttle and sheep. Alen we consider such grazing /ands, we
zind that there is at present not ore than tw*nty.fiie
ce,lt of the totL1 land area of the State which does not c
tributp 1-.nything to the aricu1turo of Oregon. The follow*
ing table will give n clear picture of the nature of the
fr,rming ocupations that are carried o
Table
a
Showing
Agricultural Crop in the
Income.
Product
Livestock and meats....
Dairy products...*
ems
$ 40,648,000
*40.
29,793,000
Fruits and nuts....
MY and forage.
I and mohair.
Vegetables (including potato
15,9176004
15,360 000
11.
8,7216000
6,810,000
6,100,000
4,4746000
3,032 000
arhaps there is no
itch range of physical variation*
culture as Oregon does. A glance at a PhYs
State will readily reveal a That area, as
State! of Illinois and Lndiana together,
is corz'igal
with several mountain ranges and great str hes of
country. It is smoothed in other places in ) wide plains
or desert wilderneasea of sage brush and 8"
bound. There are several gradations
t..Lnd somi -arid elia
is these physical vriationa that
kes it ....;ose.ible to uhly divide the Ztate iito six agrimo
divieion3, ccordthg to the nature of the farming
ea/
eical limitations.
ance at the %lap on the following page w 1
the divieions into dtlich the state is nsually divided
uar eulturally. The lque -Lountain counties of Baker, Union,
and lallowa, are grouped with the central and ecutheastern
counties eoneistia o rant, Wheeler Deschutes, Crook
ie,lo
eur. The Columbia Basin
coun lee are grouped .6ccding1y. In a aiiLr manner the
other coveltiee of the state have oeon grouped aceoring to
Klamath, La
the general type of f:rming prevailing.
Blue Mountain group derive their aicultual
liv,.3toeb Took, and hay nd
CO:24 largely from the ale
The Columbia Bar,in counties are nctably the wheat
ft race.
is of tht.
ate. although livefl
11 of them but Jefferson.
of speciali,ation. The Coast
Ise Luite a d
lore
re the most h ghly upecialieed of the groups
court,'
eept ng Hood River, the incomm ',sing Derived largel/ from
the sale of dairy products and dairy an male sold for beef,
and barley grcwingCOWl
took e.nd wool arc. impc
although eom,e of the mountain ranges are devoted to animals
iell as to sheep and goate. The
,the Oregon grou of ccuntir isr-uite diversified, show.
ing fruit as the major source of income with almost an equal
of the beef breeds u
10
L4.0Qk
meta
poaitry products is
stively from the
ry products while
catealS,4ive4,7e-
ore importance than
Y pro*
vicusly considored group. The willamette Val
ties
also and out a agroup deri ing its agricultUr
mem
various sou
Livestock and meat dairy products
it and nuts are of about e ual importance, The vegetable
&-d potato income is more :L'Avortant than with any
group,
Ille poultry produots constitute an important minor 311.
od River is conspicuouiAy a fruit county. deriving 89.4
per cent of its income from it trees and small fruit
1
(4onsidering the ultimate possibilities, Cregora Agri
culture is still undeveloped.
2, in l92,9 the ktute.had a population of 786#000; ther
were in round numbers fifty thousand farms and five million
acres of impi.oved f rm land, and all farm property was valued
at eight hundrud aM eighteen raiUiun dollars,
.t griculture is the bahic industry of Oregon.
4. In comparistJa with its opportunities and natural
resources, the state has lagged behind in agricultural
dvelop:4ent and growth of population.,
5, 6taples will continue to oonstitut the maior portion
of our ezricultural income,
6. Dairying is gradually ecomn the
enterprise.
Crgoni:ing production with c. view to efficient
etizig in our grcat divereif d farming sections*
adapt them
2. t;ctermin ng which crops shall
newly developed
to phyeical m: econcic conditicns of
regions.
Placth our producta on the fttar14ets in a fcrm and at
a price that will encourage coru:ption,
4. Deve opine the dry
ure Genorti -
rr
:at10:475,1,
ing
o apparent from what haa gorw be re that
On
a riou ture has come to to en en couly productive industrY
from a very I ijniiCMt
one hunUred years ago.
. so rapid during
It is also apparent the advance lice no
no longcer P
e are eminded
the at dec!!Aie.
th:A is almost
ible or the newcomer to ettle upon
r ady to ield its bunthnce1 but r ther that comparativalY
of !nonoy must fit be invested, The average
L-,rov
value of total rm p:ropr::rty per farm in the
There is likewise more conpctiti n to be met than '
+41X
i:Then the ?rcducts
produ, ea R aurplu
the land are put upon the m...rkot.
of all fari products but pork over what
iiz needed in the ;tte. This means that the prcduots mus
upon the distant
produced as ch.ply as possible and
market in ccinpetition with products of a like nz,tur
11 Over the
12
inferen00
the Persenne/
the 50,000 present
of farms to be must be tILined to
their capi
best ,,avantri.ge in order that the rural population
to the
well and the State stand up to its competition. Voo
training in Agriculture in the high schools would see
the best answer for the problems enumerated above and
uggcsted elei
ive
1
13
tIATICT
C,..:i.D;TI,LNS IN GitiriGON
proram of vocat chL1 education is in
ted into, a developed in cow,ordination with
of being
the preeen public school eystem in the state, it is well
that re take stock of the present public eahool system as
it exists in Oregon. It will serve the present purpose to
mention briefly the
or b13 and unfavorable facts con.
earning the syste,
show
k this
in educational i.,tutu n with thlt
*ning State of
the Union and those of the ;oLtern Diva
its school
lation in avi:rege daily attend4nen of all 0 States of the
1
Oregon hay tYe hizheL,
Union.
Likewise
th
3tatc has the nighat per cent of the
total school pcpul;tion attending higher educational
stitutions.
3
Only tne S te in IX Unior.*'s a hi
the school populftion attending high school.
4. Only two states had a higher percentage of population
eighteen years of age, who ere raduatcs of high school in
918.
Only two states had a hi
school popula
ntage of the total
in at .,.nd,_,-nce
U favors.
Cregon doe not szmond a :uch per pupil in
at school as ny of the
Division.
2. This State does not spend as much for eboo1 build
ings equipment and supplies as any of the other 5tatB of
the Western Divi4ion.
Teachers' salaries are lowest but two of
State e of the Western Division.
'eh have
There are only ten States in the Un
ower degree of enrollment of children 406 years of ge
n public schools.
he Union which
There are only eleven states
urter z,chool year than Croon.
6# This State has the hiehost index number fo
school system of all the States of the Western Division,.
is nineteen meanie; that there are eighteen higher ranking
places, which it is possible for he State to reach.
ereeon ie eaecine soot
all
school money
ieLins for the oupport of its public schools.
defect in he entire system in the State is the eancial
.c allow that in all financ
pr orax The
es of the ,,estern Division, the result Is
with the ether
unfevorable Kor C -eon. The etetc is not doing enough to
ochoole, end too retch of the burden
ouppert the lo
upon the local comeunitieeio Such a cos+
suepoet ie 'al
dition of a-fairs mnifests iteelf in ineuaUtieB of burden
AL
The development and prograas of 'Vocational Agri
our high schools will largely depend
oh this newest phase of our educational program
meted. We are reminded that the Vocational Zduolitt
was not passed until 1917, and the first Agricultural dio
partment did not make its appearance in our high *Shoal
yetezn until 1919. It was then an entirely new departure
for the school system. its aims and methods are
vague conceptions in the minds of some, and quite
to the majority of the population. Sdhool authorities,
and the public in general are not going to ask for the
stallation of new departments and established departments
vill undoubtedly have difficult sledding, unless all OQM0*
cerned are made aware of their aims, methods and results
in so far as this information can be adequately presented.
Furthermore Scotian III, 7 ( (5) of Bulletin number
ion states that
of Oregon State Board for Vocational
this Shall be one of the duties of the state Supervisor,
he entire Federal Vocational pre.
Indeed, the spirit
he law states that it is 'An Act to
gram is promotion
n*
on of Vocational ed
provide for the pr
nition
The following definition of promotional
16
reoords'of 'The Sixth Annual Regional
ence" at Port Collins, Colorado, June 4ated by the conference, 'Promotion is the acquainting of
public with the aims, methods and value of esondsr7
taken
tional agricultural education, securing support of the
work from persons of influence, and recruiting the
type of student for the work,*
The Annual Regional Conference on Vocational Agr
1922# think0
ure at Chicago, Illinois, May 8
tonal work should be considered from four viewpoin
First, National: second State: third,
fourth, the Local Community, To quote t
said, 'It will be difficult for the community to make pro
gress unless the Federal Government, state and county as
e Yederal Governa
Si" in creating the proper sentiment,
ment, through the Federal Board for Vocational Educations
can assist in promotional and community service work
the securing of publicity in Journals and magazines which
The Federal Beard can also
have a nation-wide
assist in this work through the publishing of a regular
monthly news-letter to Supervisors and Ten/ober
and it is the urgent recommendation 0
a news-letter be published and distrib
era]. Board, if it is within their power and moans to do
t would be unwise however, to proceed blindly to
saddle the people of the State with a comparatively exp
17
sured ourselves of
a definitely felt need for this t2e of vocational training.
ve educe. io
And we Should also be reasonably
turns commensurate with our expand/ ur
1580=411 re
would seem
at an answer to each of the following questions
ary before val a conclusions may be drawn.
Oregon warrant
ditional expenditure for training pro active young
Does the importance of
e ono
24 What are the possibilities
ith.Eughes Vocational AirioultUral pr
e
thesequestions can be answered in a
then it is logical to turn our attention to the following
considerations:
efforts of Oregon
Len?
other representative States Of be Veste n
Promot
2.
means has the Stet
ng the program as tar
0 have gon
3. What is the attl.tucie of the
the State as well as the Pomona Oranges.
cultural Organizations?
'What methods have been used in other States.
What Should be the nature of our Promotional Pre+
gramin Or
n?
DOES THE IMP WCE OF AGRICULTURE IN OflZGON
RANT THE ADDITIONAL EX?ENDITURE FOR TRAIN
ING PROEPECT/VE YOUNG F
In order to answer thia quetio;
be
of other
to compare the status o
icult
principal induetriee of the State. It should know epproxi
mately the number of possible prospective young farmers that
we may draw on in the State.
n the sub.
The following table will thro
at itt us
n
341419M0
Value of
Products
Workers
79.088
Agriculture
$818 559,751...
067
* .81021b
Xanufacturing
f237,264,736,
Note: Census figures for
eVerything under the heading "Manufacturing
industries" Agriculture includes everything under that head
excepting
eherman and oystermen "Lumbermen, raftamen and
wood° ot)pers", "Owners and managers f log and timber eamPS
ei
It is apparent from the above table that Agriculture
leads by an immense margin in investment, while it Ls not
eh more than one half as important from the point of view
of cash value of products. The third column makes it
ent that the workers in the State are about equally divided
between Agriculture and the. Manufacturing and Mechanical In..
dustries.
mrison ajawarlaira with
1..4.11,1,s1.,.e8 32x
?
.91 249.0_49.a.
0459 266.
AGRICULTURAL PRODUCTS
8.000.
umber and Timber Products
Plour.mill and Gristmill products
420b50,000.
Foundry and Machine-shop products
36,000.
Slaughtering and Meat Packing
68,000.
Shipbuilding* wooden including boats
1 *778 000.
Canning and Preserving Fruits and Ve
Bread and Other Bakery
°ducts
Butter
Canning and
Total of the above other
Prom this
able it is apparent that*
status of an industry can be measured
that of other industries by the value of its annual
duction of products* agriculture approxiastes
he first seven leading industries in the State.
of he Andustries of the above
noticeable
obtain their raw products from the far mi There is a zsl
able evidence to lead to the conclusion that the eoonomies1
lAelfare of Oregon is overwhelmingly dependen up
ture as the basic industry,
of
Referring bac:4 to the first
readily be seen thut the growth of Oregon agriculture over
the past seventy years and the further development that pos.*
sibilities euggeet lead us to believe a program for training
farmers for the future will not go minting for students or
091)ortunities to give it ultimate practical effect,
WHAT ARE T1
POSSIBILITIES OF ECONOMICAL MEL-
OFKENT OP ra6 SIXTH-HUGHES VOCATIONAL AGRICULTURE?
Although the status of grieulture
the State is high,
it does not necessarily mean
erefore in a Pest's°
tion to proceed at once to put into ffec an extensive ro
gram of high school training invocational agriculture,
rapidity with which we shali be able to extend this program
limi ts,will depend upon several very important factors.
tions of the Tederal Vocational Education Act is
first logical consideration, Section 10 of the Act states,
"that such education shall be of less than college grade and
be designed to meet the needs of persons
14r
21241: who have entered upon or who are preparing to enter
upon the work of the farm..-" and further, "that the state Or
local community, or both, shall provide the asagafirit
("at Vocational
IM-7eder.4
requirement for such education in
state,
Umtata
first limitation tated resolves tteel
81-04,0
e minimum
es in the
cessity of having sufficient umbers at prospective Young
farmers over fourteen years of age in the State to fill our
classes. That this question might be answered:
tion in the table on the following page wae secured from the
data of the last census.
dm019
tta sequnu
Slinne./
JOPII
uaauno;
ql pug 'Trams aq STIagana0au
%Tun
TUTU! 071 AVM
*Hlawaftad sno writ Iteilma 0% wrqTaaoa ac
*R4 TIT etT4n0X 30 dn0a9 %v11%30 u0T1190TP
uaNg4 aq us0 awe; 0.0.043 am
009 ATIT'S
88L,4-,gi*
ptrear.
OIL
*110**4*****
.*****
LO
0 *10
ipaaaaaraga ern
""sam/%0
0.
a area Tung
Ao4T, apq 1T001S
mum pyre preq030
IP
azauopaeo
MIT =Pall()
aim' lTnal
aatta9
maxim
Puptaom itapaoqet may/
*axe; ammi .saaaocret 'Jura
*Vt.
ale
uawars =VS
aaaturavg Sam
.0 *
*
met uum .RaTwa
the cstimate, It
includes only those males who rere
It tak s no account of others within this
t* who were
not engaged in actual work. According to the census r
for 1920 there were 17,493 males between the ages o
19, inclusive, in the rural population group.
ept in mind, however, that this will include
group who live in towns and willak;es which have
Of less than 2500 Large numbers o
It
in this
ulation
living
ti
in tht small centers, are rural minded, and w
eeek to make a living in the agricultural occupations,
'baps one of 1,he beet indications of the poseible
umber of prospective farmers that may e reuvhed by the VO
cational agrAcultural program is that of the number of farm*
ere now operating farms in the State, There were in 1920
200 farmers in Oregon, This number
approximately 5000
e for 1010, and 15,000 gre
greater than the
for the ye
0. Rural economists *4Y that the
manageriallife of a farmer is 20 years
twentieth of the iarme of Oregon will, generally speaking
under the managsmsut of men who have not famed bet°r44
go
such a basis of calculation Oregon needs 2500 new
very Year, judging from the figures of the last census rs4*
us return* thattW
turns. It was also noted in the same
re('
were then 357,884 acres not yet irrigate but
a
able of irrigation an well as 08,600 sores of i
215
his
t then settled, According to Paul V.
that
sA6ricultural Progran for Oregon,* only 37.1% of all land in
last census is improved land. Inpgi,nt,
eluded in farms
of view then of the number of farmers in he State in 1920,
the large acreage of land that it i.e possible to reclaim by
rigation, and the fact that the percentage of farm landthat,_
unimprov d is 62.9, one is inclined to infer that the num,.
bar of farmers will gradually keep increa ng end therefore
ulso the number of poasible students for the vocational agri
cultural departments In so far as limitation of students is
conc,rned, it is certainly possible for us to double
ber that we had for 3.924 (760) and at the same time
referring only to
ded boys.
thoro ly rur
sees. ItwauldJ
the all*day typ of vocational a
be possible to add a large number to this rOU it we pre*
oceded to develop the part ime or short.couree classes, a
form of vocational agriculture that cones under the Act, but
which has not been developed in 0.:egon. Vhile Oregon haadQne
nothing in the wad of develiping part-time, evening or short
unit courses, some other states have been reaching
amt. I
bers of prospeotiv and engaged farmers
total number
ois has 1192 such students, or one quarter
of nigh school students in the all*day classe Mi:rmeota ;b4
was larger
1226 students in evening classes, a total
'
that of the all .day high echool classes.
a great deal of the opportunities in
year ts,ere were 2956 evening-class
nada
Last:
as
Ohio too, had 2300 such students 1
as the State had in its al ay classes. North Carolina
has done more than any of the states in developing the short.
unit courses, having had a total of 828 Short-unit student*
at year. There are a greater number of states adopting
the evening type of class than part-time or short.unit *lee*
es. There is a large field of opdortunity for Oregon in
some one or all types of this method of vocational
tion. More promotional work along these lines would be M.
vanta6eous
The second limitation of the Federal Act at
the States the local cmmun ty or both. shali provide the
necessary plant an equipment determined upon by the State
Board, with the aproval of the Federal Board, On first
coneid ration, thie might not'alTear to be suf c
worthy of serious attention as a problematical fac
pandin6 the program. A glance at the data on high
physical accommodatione# a personal visit to 19 of the
oepartments, and a conference w th the State BuiDerrieer
ter
is difficultY is oft
have convinced the
very serious one, In the first place, the number
large.
policy of
small high schools in the /State
the present State Supervisor does not favor the establith.
merit of a new department in any bigh school which
enrollment, of ees than 75 students. That
of all the standard high schools of the State.
70%
percent of the standard high sokoola in Oregon have an en
rollment of less than fifty students There does not seem to
be the surplus accommodation available for a new department
in the small schools that is generally found in the larger
A well equipped agricultural classroom
should be expected to fulfill the fol1owin requir
estc,b1 shments.
set forth in the Stetplans:
A room equipped primarily for instruction in
Sufficient equipment for practice in improved mkt °dal of
test4ng milk, soil, and seeds; pruning, spraying and p OPS.
gation of plants; incubation of eags butter-maling,
c) Suitabl'u room and equipment for properly storing
tua and oaring for materials collected in the commun
such as grain grases, fr,its, 'vegetables* small implements,
eds etc.
A stereopticon, elidei, chart etc., bulletinS ad farm
papers, the initial cost to be not less than!,20
)
Fair1, complete equipment for a group of 15 to 20 pupils
1 eost from 3E0 to $500. A, minimum of $180 must
ded at the outset for strictly agricultural equ m
Such accommodation as that suggested above
ecu ed very readily in many schools. it means
choice is nrattically limited to the first floor or th
basement,
the present time
handicapped for w
ecormiended and desirable*
some departments
re
of ore adequate *coo=
ch are
ions an
At
more desirabl location in the school 43.din.
pertalents at Cottage Grove, Rainier and Enappa, for in.
ance
are all handicapped in this way.
Medford, Forest
Grove, and Gresham are cramped in their space accommoda.
tions.
There are a
ew apelic tions for departments on the
Supervisor s shelf now, pending building improvements or new
school buildings.
The problem will not be simplified *AY
either with the constant growth of the high school popula.
tion or the increase in the number of amith.neghes Home xee
nomics and Trade and Industrial classes.
Many departments
will not be esteblished until some of the email district,
combine to form Union Districts
and some other* of
I arger schools provide themselves with more adequate bUild.
ins,
The State Supervisor at the present time is Very much
intereeted in the union of several of thesesmailhigh,eCheole_
in order that larger groeps f
one place.
studen
Such combinations would make
lieh more dep rtments
and offer the vocat
vices to increasing numbers.
i
The per capita
est*
of such edu
ation would be a/together too kJh, if departments
tabliehed in the small high
than 60 students.
choole, with enrollments
It would seem to be very important
the promotional program include in its outline of work the
awakening of more interest in union high echoo3.e.
elusion, it is thought that the
In o
building so awe
dation is not a serious limitation to expansion, but that it
a retarding
which has
be dealt with each time
iew department is contemplated.
There is a third factor that
tance, depending on the location of the flib. s
is the nature of the agriculture caried on
ity. Of course, it is cesential that a department must be
located in a community that is predominantly agricultural.
Such communities are not hard to find in the State, in large
numbers
Rowever,
often happens that such a Co
iih school of sufficit
too far reuoved fro
maintain an agricultural partment In other oases it is
possible fur an agricultural department to be looated in the
hiuh school of a large.town, where it will fail 0 thrive to:
ant of a more ruraii-like setting and the intelligent
ative interest of the town or city school authorities.
large number of small high schools in this State malces that
an ever-present problem to be reckoned with, Unless it is
ProPerlY dealt with, it sometimes happenithatdePartatentsof
established in towns, where agriculture is of
little importune
able and willing
e to
their absence
in an endeavor
to establish these deP
utside fin.
the emits
educational status. or sec
writer found tbr
ancial 3412 -ort or both
Or the
iricteen wJich he visited, that were
t.iIiei
a, an4 the
rol.ment of
-riculLu
of a ,pr enderan e of town
boys with no aricu.ltwral background, Only 12, of thees
cla-ses were boys from the fLrm It
said too, that
there were very few furm boys in the high school.
that it i.e not an Agri..
the situation had the sums eJlor,
ultural community as much as it ie a ailing and logging
unity. However, good work wae being done umong a good
type of Scandinavian piouecrin Leeols.
The department at Medford wa found to be in
healthy oonditi.on, judging from the excess of town boys over
a high school with
country boys,
,td.eight percent of the students
to the town.Ti ere are 479 etuaaats in the icedsord high.
consider that Medford is the heart of
isfied with the
righ artcultural 'valley, we do not feel
very small number of agricultural boys in the Agric
classes. 1t is possible that a town of its size,
more than 5000 is too much inclined to urban interests Or
the best interezts of a Vocational Agriculture epArtment,
a suitable
The Agriculturul importance of Cottage Grove,
questioned.
location for an agricultural departments c
echool.
When 14
Those dePArtmentz rrve been mentioned to remind us o
im;:ortance of the arioultural envir
Possible high school locations for agr
More detailed treatmt of this S
tab hi a new department will be iven 1st
dine**.
There is a fourth factor Which we would do well to
nditures of State
e launching upon an extension
be
and l_cal money. It might well be worth our while to inqM1,40
somewhat into the ability of the 8tate and the 10041 govern*
manta to pay the cost of such education. In 1924, the laver
ezcnUture by the local authoritiea for vocational Agri
ture departments for each department was '1231 and the
average expenditure per department by e State was $341.
The total amount f expenditures by 8tate and local author4
ities was $44,263. The important figure is the first on*
c
for it is the custom in Oregon for tne local communities to
carry the major portion of their public school finance b
dene.
ill it be
eking too much of the oommunities, where
departments are beinG contemplated, to bear this financial
burden? Only an investigation of the state of the public
finances of each of the several counties would supply an
answer to this question. This will be attempted in that
portion of this paper which deals
new departments.
As to the State g0v
1 share of the coats for
tion there is little doubt
writer made
being able to a ford
ational agricultural (Ammo
another study
the state of the publicehool
ances of Oregon he found t
forth us much effort as the other atates around it, never
thelese, it to well able to afford additional money tor *duo
Mcordint to Professor James H 1ilbert
in the Oreon Voter, thiu State is not overburdened with
taxes, when a com.4arison is madewith sie forty other st t
cational purpQ8es,
of the Union. The yearly income
son gainfully employ.
ed in 3(J19 was 871, and this tiure measures fifth among the
eleven states of tht Western Division and eighteenth in the
Union. It vas found, however, in the above mentioned stud/
that Oregon liublic school finances are not in a very healthy
condition, when compared with the other western states.
eakness that as most apparent was that of lack of euffio
ient state sup) . Until other means than the general prop
erty taz for collecting tool funds are adopted, it would
not se Ll to be advisable to depend too much on the appropriationa of the State Legislature. although to date,
education has been faring better in this reoPeo than gen
education. considering its lesser magnitude. Yurther discus*.
sion of the state support proble is less to the point here
than it will be at a 1 ter point in the paper.
Then we my draw the following conclusions r
90e51bilitxe5 of economical development of Smith Hughes
cutional Agriculture in Oregon:
There woult be no difficulty wtiateoeer for the
cationa1 agricultural education system to find and abao
t'wice the number of students with the proper q.alifications,
that i t now has in the system.
High school building accaodatiOfl8 are a
th
ansion programa but
row leas in importance ea new (wheal
factor
eplase old onse. and
&mall high *Wel districts (=bine
34. The very amalA number of enrolled
'611 aehoole of strictly agricultuxal sensual Leas and the
0n intta of Until large towns sbr
in the expansion1-4rogram4 Union high
open country w0144 aeem to
rural eentra or in
date to an1,16r1c4Itaz-al 4o artment for
orounitiee in the State.
4, The *oat 'burdens tor
in the State, will be rather heavy* siutse the 3.041
ties are compelled to pay the major per
v4nnot be dew
The aupvort of the State Gore:
,i?6nded upon as lon
s tt
present method of 04601AYIng
throutih appropriation. is resorted to,
Late votes of collecting the school fund'
than son*
t is the 0.0.nien of XX, 11
4.;uti nal iidueation and Supervisor or Agrioultur
that the saturation point for number of de
State at the present Lee would be 68,
sill increase with the inoresse in the as
ed regions and the anion of namerou
h gh schools in their looslitY+
Qx9resse4 by Professor R H Gibson Dept
awoximates this numb*
.ducatio 0, A
Rducationo
A the
d
T41 OT
+inu9tu4
0114 uT
on 1o; icxOZOOSITI
rauoi
24
T.ZT
U0
P117,R,'.3LY rt
:1;170:-,T,(3 Or °al 4
STAT
laaiUn6 a stud,y
1?
ft
of measuring obj
eured to be three
.
t STER!r DIV
State in conparison with those at
1y the fforts of
other 3tates. The rowth Of the number of departmen
rowthof the number of tuents, and the growth of
ti.-
nd locai xpenditur
fr b ective
for the nro,;v.tm appear to be the best
eaeurexzent and comparison. The total
e given -oy the last
valut of all farm prop
an indicator of the agricultUral status
ceAsus. 5
ates of !doh*, Utah, Arizona
of the State,
Zan:aington, arid California were chosen for purposes
es seemed to represent a fairly good
of the Western Division of States of the Union,
udin the state ranking highest as iculturally and edu'
ionally, as well as the lowest in these respects. The
State of Wi on in was also selected for the purposes of
tatiie of the Middle West* and as *
co-.darison
parison.
cross-se
se
front in natters Pertaining
ber of g phis have been P
ve standing
hensibly the re
pared to idicture more co
of the various Staten, and Oregon's rank among them
Diagram on the following Page is a raph represent.
of the group,
he statue of agriculture in the
State that has been up t
gricultural education.
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ntion of using this as a check on the ethar'
beinL; compared Of courses it is not to be
tcm that
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as measured by
thc
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aricultural education in a State but it is believed
best available means of ranking the 8
es
Al this
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over the
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of
a
will be in
19
amber of des,
110ing is a table shoving
he States for each of they
nts in
teresting.
Numbe
of Ailri ultural De artm
Calif
Wis.
46
Vaoh
28
Ore.
Utah
Idaho
4..
4..
.41
.2
22
..26... .22
70...031.
.. 6.. .8
3, sit** b.*** b..
Nevada
t column
the numbers represented
Notsi
ut lY accurate
but that of egon sawn he eonei
81.flOe the only available data had to be eeoue4 by c
Ariz.
..,
on
Di
;ram
ede:ciA Boavd Report map.
on page 36
alio
Oregon
u
statue in the group of States. If Oregon ranks fourth
riculture tanding it would be ro.sonz4.Dle to cApeot that it
it an cqually h
ison
standing ould be maintined in eompar.
ughes Agriculture n so
he develoliment of the 8mi
u can be measured by nunce of departments.
isfactory to find by reference to diagram 2
case. While Oregon did not establish the first dow
pzrtinent as early as any of the other states in the group,
v theless the growth of the number of departments from
to year since 1918 has been more regular than that
d Wisconsin
nny of the other States cxcspttzg Califo
It is particularly pleasing to note that
suffered in any one year from mushro
de
fall far behind the following year
the case in Arizona, Idaho and Utah. It would seem to point
to the conclusion that, in so far as we can measure develop.
Oregon's efforts in
went by means of nber of departmen
the past hare been s satisfactory as those of any of the
ates in the group, and more satisfactory than those of
We must not overlook the fact however,
number of depextme ts in 1924 showed no increase over
the 1923 number, and in 1926 this number stands at 28, only
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It j3
arent that
artnents are being eatablished uith fairly oonservat
with other states.
en compar-sons are
w* more than we bad
1923,
Grow h
to in ease raPia
pqsibie for a
popeible that the number
of de rtiaients. but it i
studen enrolled does no increase ProPortionately a*
caeC1 it would
such is
have a ight to expect.
full
riot operating at
indicate that departments
capacity. In other worda, e state would have the maehia..
ry for operating, but no raw material upon *bleb to work.
Such would be unsatisfactory conditions of affairs, of
elesenese
course, indicating either over development 0
it migh /1
in the p3.acing of the departments.
departn
that it was neoeasary to cetablish
school where it was more difficult to obtain
he department. Dime.
atudente equal to the capacity
EA
gr
3
on Page 3%1 *bows
that.
*on Oregon
the
Iron
a1ls back to sixth place in the group.
writer learned Of the nineteen departments
a study of the high school ;system of the S
e is led to
1
believe that this deficien y in due to the
(a) Placing of
t three department* wher
should not have bee
have a doubtful lOtiOfl.
d# as
These
OSUPOOS
1 us some other*
ave been mentionedoaT
.0St
29
nd 30.
(b) The large n-mbr of very mnall high eohoo
of 0
1)01
State, Seventy-five percent of the high
have an enrollment of less than eventy-fiYe students. Too
much empL.asis cannot be put on this cause hoiever, because
there are less than 100 students in the high school of only
ive high schools of the total number having agricultural de partme
Coznparatiely 1rge number of departments that
mum of four-year
onlytwo-year courses ins
cour
(d) Not sufficient promotional work in h
munities where the departments are established and in the
State as a whole. Indications are that promotional work LA
he high school communities needs to be invigorated.
When we compare the regularity of growth of the number
of derartments houcver,
s done on diagram 2 page. 3waskitis,.,
apparent that we have good reason to be satisfied. This State
doh°, Arizona,
has not suffered from pews.e and depressions
grow conger
and Utah have. It is mush more desirable that
vatively rather than irregularly. It will be observed that
n this respect was dur
the most rapid period of developme
ing the period 1920 to 1922. This corresponds directly with
increase
the period of most rapid growth of departments.
the in.
in numbers since 1922 has been relatively slow,
crease in the number of departments. This oorre3.aU*u would
o indicate that we should endeavor to increase he numbers
students in some +leper
perhaps.
In tit:. comparison, t was ound
cousin from he list, because all
a
o drop WiSm.
uot small
own that it is very
able for tha
e. However,
liberal in both
and local.suppo of vocational *Sri
culture; more so t
Oregon.
When we compare the remaining
Ore..
gon takes fifth rank in the graph showing thi total ezpadt.
ture of state and local money per dollar of fedoal money,: and
the same rank for expenditure of local money per dollar of
state money. This is apparent in tab1e4r2,qavid(ags.an page
The average was taken in each comparison for a seven
year period. Without considering Wisconsin, although it is
we see that
t that State will rank above Or
known
Oregon drops below her proper place in this comparison* it 1114
depend on the agricultural status check, where
as fourth.
owing p. .d.oe points to
Reference to table 5- on the
fo.Llowingconclusions:
depended on.
State appropriations cumot
bee
ng off in recent years.
2. Pederal reimbursements are no
aPP
fourth of state
loo
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44
regularly,
Local funds have increased rapidly,
the adoption of the tth..Hughe5 Act.
Local expenditures are now more than three and one
times State expenditures.
d to maintain and in.
Local support will be 0
crease its effJrts because the limit of federal r
ment has almost been reached.
We shall have to incrw.e our promotional rk in
departments already established, if we want to maintain
them.
it shall have to promote the voc.tional work among
farmers in communities whcre it is not established more
vigorously than was necessary in the past* since they 11411
be obliged to buy the service with money, largely tram their
own pockets.
8
We must promote more interest in union high so
and work for their e ablishment.
are led to the
owing
iz
one apparen
in tnis
ber of departme
e inc
State compares favorably that that of the other States
the group, but has fallen off very much in the lest three
years.
(b) Oregon does not comparefavorably in the growth
45
the number of tudents.
here.
The sixth place falls to Or
(c) This State is comparatively low
comparison of total State and local money
x9
iture* is
made.
d) The graph an pacetug shown that the growth of
students, departments, and expenditures has ean fairly Oven
regular, but that expenditures he's jusWed mush higher
number of students and departments from 1923 to
1924.
Indications are that more vigorous promotional work
would manifest itself in more departments, and thus we shall
r numbers of student*, and therefore
keep on growing
departments will be operating at full capacity; and increase
tamn
n State au local support, in order that
be able to open n
tments already established,
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Missouri Paper Products Company, St.
No. 266C
47
n1il
reg
t niesA lar.LtralawA
LTA,, !ot ko 4 21
;r4t6ir
ate and
Ned, ionLocal Ion.
ey Lx.
Years
pended
ej EIVA
Total Pam
penditure
for /Foos.
$5,600
1917-18
$ .000
250
$4b0
1918-19
568
3,410
416
1919'20
7,411
411
8,606
16,017
1920-21
9,263
496
34,768
1921.22
U,450
1922.23
13,366
1923-24
15,266
0
1924.25
19,083
19,083
192626
22,9®
Thereafte
1930
6,
440936 ,
35,683
1041
44,203
22,900
Tote * Instability of State appropr idioms caus e
drop in the total expenditur'ce for Vocational Agricul urt.
Table
Source and Amount of Expendtture
Year
State
1924
1923
1922
1921.
1920
1919
1918
1924
1923
1922
/921
1920
1919
1918
3.921
1923
1922
1921
1920
1919
1918
Thderal
$121.171
10.650
9.129
6.417
5,181
4,863
3.223
10,000
7.960
6,823
5.071
5,000
5.000
5.000
10,000
7,290
6.322
5.000
5,000
5.971
5.732
Total
State
14.024
40,240
32,415 9,276
36,843 14.150
18,552 6,387
4,863
125
2.2215
212
f State and .142.4.1 /tansy.
State .:aadic- Looal cx.m.
oal exoelalture perlitvro
per dollar of Per dollar
of Zitat
fea ra-
1
11.60
1.90
57.90
1010
9
Alte
2.89
.9
8
9
6.67
5.82
2.49
12,068
51.392
23,141
22,693
12.16$
4.738
.928
21,142
46,946
19,708
2,500
21,611
21,871
5,806
7,290
1,000
208
29.862 29,863
26,194 26,193
11.320 11.320
2,971 3,971
2.734 2.733
4,12
4.82
9.44
5.42
9.18
44,946
19,500
394
Average
6
14.681
2.16
3.00
4.12
5.23
2.26
1.00
1.00
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BY VliAT MEANS HAS THE STATE SMYRVISOR B
PROMOTING
THE PROGRAM AS FAR AS WE HAVZ 00N1,9
To date he nstrumentsl1ties by Mai chpromo ti9XmalEox*
throughout the State as a whole has been conducted.hemebeenc,.:
of a very informal sort. Mr. L Z. ZU.iott revorta that
has depended largely upon his efforts as a speaker
meetings of various organizations of citizens and
publicity work of the News Item, he official publication 0
the Oregon State Board of Vocational Education. Poll() wing
s:.
a list of the various types of organizations thathietPe.eke
address
Business Organizations.
is clubs.
Rotary clubs.
Lions clubs.
Chambers of Commerce.
Pomona Oranges.
School Teachers *
ganiz
one.
reports that he delivered aprozimat,ly sixteen
special addresses during the year 1924.
A number
were given to Pomona Oranges
ere clbt, one to a communit., crowd at the occasion
the opening of a building to be devoted to agricultural
education and the others to scattered business organise..
ions.
The
anyone who may request
1.ation of 1000.
is published once a month.
Yellowing is an abbrevi e
t of its readers
ery secretary of chamber of
cultural department.
Every m ber of the various school boards where there
are departments.
Zight of the highest officers
0.
city superintenden
reading roam of 125 libraries in Oregon.
ty intersted and influential people in the 8t at
eTentyu.eeyen newspapers.
Xighteen professors of the Oregon Agricultural 0411eg
Seven professors of the University of Oregon.
The foregoing list will show that influential people
and organizations are being reached b.)/ the official Publi°a.
tion. It is just possible houevers that this official Publication may go the way that so many other such publications
goo...0h the shelf. It is proper to observe that farmers,
other than those who may be on the various school bo
are not being re''ched by the Official publication.
pertinent at this point to inquire into the dee robin
reaching certain specific groups or citizens. Which is
a
most important 6roup to reach?
upervisor ranks t
varvarious groups to be reached in
owing orders
Sup erintendents and princpa1
School Boards.
High school student bodies.
Varmers
aders in the conunuritties,
This list of citizens represent
t gro
most desirable to reach, when the eatab shment of a new de
purtment is being contemplated. It is owever, of very
grtat importance that this same group be educated concerning
the vocational work, if it is our desire to attract the law
terest of school authorities and the f ere in their oommu
ties
nities throughout the State ae 'a whole
seem to think, however, that in benerals °motion
a state the farmer is the most important man to be can
vassed. Perhaps no state has done more in promotional work
than Illinois, and there are some vho think that its sumeesis
has almost embarrassed the Vocational authorities.
point that we are interested in, however, is that they have
succeeded in educating the farmer to the
ies in this type of education to the poin
for such departments has been as high at all times as
ablisbing new d
interest of the authorities was in
In 1923, Illinois had 151 departments a total that
was exceeded b only one state in the Onion, Ohio, I
his point to investigate the means by which
be in order
the promotion program has been carried out in Illinois.
ments.
411ipoie
Acoordi
()
Of Agri
up
urel Education, the purpose 0
notional work in that
e bAz been to arouse more intere among the farmer.'
epartmente which have already been established,
is hoped that his increase in
erest will also ine
directly help to increase the number of the dePer
.The following is a quotation from a letter received tram
i 1:
Since this is the year when a ropriations *remade.
for all state departments it became necessary for us to
cure the backing of the arculture orantzattou5 if ve
to receive our reimbursement. Such a canvas
the farmers organizations in Illinois a
hoi
arm papers in Illinois are sold to the plan vocational
agriculture, The officials of the American Farm Bureau Fed.
eration became interested because we have a definite time on
their broadcasting program. Ile have had speakers on the
various phases of vocational agriculture to spei
tion KY11 Chicago, once or twice each month since last sum.
mar. 110 b vs also bad speakers to appear on the IlliooLS
programs at their request. rhia
Agriculture
of interesting agricultural
broadcasting has been a m
organisations as well as the individual farmer*
are at the present time that we will have 20 Or 25 o
partments applying for e ognition next year.
maxlmum number which, we can accept.
2. Our program of promotional work does not require ad*
exPense. The broadcas ing is without eXPense and
the arrangements which we have made whereby
papers will receive an article from ten different tea
each month ter publication costa us nothing but a l
time and effort it has become customary tor our egrieUltuxe
departments to hold father and son bantlufAs
ins
the year, At these banquets the agriculture be,is invite
their fathers and friends from the country, The promotional
part of the program is taken care of by inviting
lators to attend this banquet and get first hand i
concerning the work in Vocational arioulture,
hi
quote have done much to intere
AV
luential poop
tional agriculture.
3
e have not tried to intere
trat era
our promotional work, Our efforts
directed
farmers. Most of the Boa4'ds of Educe i
high schools are composed of farmers.
the administra
of the school will bs will
7
are interested
to establish
a department.
4, le have not used bul
Project talk and so
the best sell
6. in no case have we de inl ts3y urged local be
. education to
ablish depart
initiative to
tabliehing that department must come from the lo
education. We are willing and glad to furnish any information which we can to local boards of education, but the
decision in all cases rests with theme
t is evident from this information that
its large number of departments without
principal methods followed are that of broadcasting
at frequent intervals, and
of using the press.
ently a great deal of interest is also obtained by mean* of
the father and son banquets
be especially et.
fective in creating community interest aM in setting the
ear of the legislators, t is noteworthythat unlike this
State, the quthorities in Illinois do not Put forth any
direct effort to interest school superintendents, but rather
go after the farmer*
ihihg that they in turn will ino
slot on fulfilling
ire for a department.
ornka
Perhaps the most effective agency for promotional
in California is the press, It has been learned that sash
agricultural department is made responsible for s
definite Amount of press material to be sent t
daily p*pe?L
students thews
This material is t
ek this per
es
rt,ther than
o
oolunumi Of mat
nt0
vocat
ial is
akar
of this aa«.
e.
t hap:p e n s
local
to be the
k of
of the ocal etudentg4 California
gradually increased the number of de,
ied b
1024, ranking among the upper third in the Union.
methods
Y likely that we could adopt same
states,
1112
9001,-11 Zia*
araln.PZ/1490
ormation at hand it is a.parent t
WO
vooational ag
ure in this State
e agencies that
are being used are desirable so r as they goo but
they are re
n the ricultural1y in
does not seem
erested oitis
of the Stets, o publication with ag
s will reach as many
rioultural int
as 'requently and as regularly
For that reason it is desirable
of publicity a. great deal more the
past.
been done in the
does not
terse and publicity has bee
erY much.The
Oregon
e ul/Y over sten' icon
writer
Year 1024 in search
for
ales,
tale Pa agraphs pertaining to voontio xial agrioultUre.R
was able to find al
tale, approximat
no pictures. On the
material, and 24
period on Boys' and
t
es Club
latest figures were a ailable, Ohio
est number
of departments in the Union. It was
ind in the Ohio
for 1924
culture together with 3 pictures,
terial on vocation
The editors of 12 farm papers and the agr cultural sections
of three dailies In this State reoeivtd individual letters.
asking them whether they would be wtUin to publish short
articles and paragraphs by agricultural teachers and others
on the progress of their work, and whether they would be
nterests of
i ling to cooperate with us in further
ere and school authorities in the m4*.
eturn was secured on t
A slxty per
one ex.
en to the farm PaPere in the 6tat.
proper au0
tion, all were willing to cooper
thoritiee in furthering. the VOCtat UMW. agr icul tural:!edtt at ±0.21.
program.
Uin to publish material in their
paper* pa
this material a
which replied, and an
'
reply letter that was received from t
'cetera Breedez'e :ou
Oregon Grange Bulletin
The Pacific Homestead.
4(d) Oregon Growers Cooperative Associ
Western farmer.
Angort Journal
The Eugene Guard.
A)
The Oregon Parser.
t we hais the
backing of the various farm organizations of the Stets.
Six leading statewide o an sations were oauvassed with
tude towards
them for
individual letters,
he work in an indirect way,. and inviti
tions for cooperation. Similar letters
As in Illinois, It is very desirable
esn Pomona Oranges
/*Assaying f
Greg
werw
W
been
discontinued.
Dear Ir. Laughlin:
our coop eraying to your recent letter
tion in popularizing the nith.Rughes work in agriculture,
I can say ...hat we would be only too glad to haws articles
of the kind you mention in reasonable numbs:, for pu
tion
know that
s work is an importantbranch of
cultural education, and that in s
69
do by The Oregon Farmer, our publication is not
alanced; yet for some reason we never have given it
eat amount of attention. Possibly this is because it
not as spectacular as club work, or possibly because we
e "sold" on club work first; but however that may be, I
have a sincere desire to use more interi.:sting matter re
garding it, and I do not doubt that interesting matt"
obtainable.
The only suggestion that occur 0 111 con
mma
at you may submit, it i. that you be brie
We are
for space, always, and we rarely carry an a tiole Of
3000 words. One of 600 t 1600 words is sr more likely
to be published, and of course we would welcome c 13.
shorter on a brief itema. From
to time a p
company..ng a story helps "put
Hoping that 've may work to eth
our mat'
ad.
vantage,
'fy truly
G3orge
There was not vary much of
GONF1
re Po
e
fra the Po.
mona Granges or the farm orgatzatton.a of the State.
is thereto is ossibls to say Just how we stand mi
theae organizations. The likelihood is that theY are not
aware of the vocational agrioultura1 education program
repiyia
Claekam
and Eultnomah counties, The latter reply was not from
rescnt Master, and did not ind.icte the atanding
Grane. The reply framC ckamas county however ino
dicated that the Grange of that county was very- much inThe only Pomona
ter,-...sted in ,hearing all
in a better position to
tion and t
only two far
Both
t ti:tay
P4*ogram*
ultural Se
eon Pure Bred
Po
Oregon Bankers' Assocta.
v3e Stock Association were
rganizatic:na from which replies were received.
dicate4 tit they were iutereutad but ignorant of our
work,
replies reoeiv
the, Farm Organization/a only go to
ow that we have intercom.
ted followers in our program If we
our work.
The study pointa also
.L4ltural
etruetore doing more
y of our
promotional way i
ities, in order to maintain a lively intorost
eir local work
rtmenta and draw the
work in all oases,
ease the number of students in ems
tt
Or
omotional work in
thNuhas Vocational Agr
should be greatly invigorated if we are to maintain
partments that bS have already es ablishell or inoroos
number of deportman a to
the present maximum to
to
ra
Aria
Calif.
Colo.
Idaho
Ills
Iowa
Kan,
Ky,
Mass.
Nloh.
)(inn.
54
Nev.
76
82
17
a
304
80
3
LL
70
N. Dake
15
10
109
Ohio
Penn
8
42
Dak.
9
46
80
95
Utah
24
28
22
Virg.
38
Via.
13
Texas
at.
32
18
23
not ab lutelY accurate-a
r].924
it was nesseecary to mak a OQUnt of them on * asp
Notes
The numbs
90
SE
CTION
AZD PRONOTI
Bel
hoosing such tea
or roup
posi o
teachers from a larger ,roup as will qualify for
ts in Oregon.
vocational agricultural dePar
will mean the act of placing a teacher, so
1
ed in
ge of such department as will Dest lend t
la his
experieuce training and oharaeteristw,
Promotion wi
ean the aavanoement of a teacher to a.
it ore responsibility and
other position, that carries
opportunity of service and re°
ti on, or the advancement
to a higher salry
A
The selection of agricultural
a reeponsib..tity that divides itael
vigor and the Teacher Training Dewar
twe
State SAper*
regon Ag
ioultural ,College; . The responsibility root
AY
letter departmen but the final approvoment rests with
the State Supervisor.
It is reasonable to expect that
te agreement
ihould exist between the two selecti
'ies. Such agree..
went does not o
exist to the ful
nt. The
State Supervisor ley more at
on the
ty of a oresP otive teacher to function as a social
nun Y* thes does the Tcaohe Trainer*
the ability
C
rospeotive teacher to tor
knouledde and practical ezperiance intePpite 104blefun
reJre than does the State Super1i4or.
ult of *mak diso
areeMnt vou.34 appear t0 work Itself out in compromise*
12e3 the question of *cleat on and Lb* rap*
aponsibility
be State Supervisor, five questions
answer to these questions should enable him
themaelvec
to proceed withmore ozit of purose and under tan41414
a th aestLaE
of the situation Pollosi
10 What are th eflwil qualifi
Sta
at be act?
Qualifioations
2, that additional
are desirable for this State?
Z. Itt t is the prospective demand tar touchers in this
fog this year aad follow
4. At what time and ti who,
raw the supply of teadhersT
6 What ooMpotition doss t
to 3'o4t SVC*
States in *elope ins its teachers of agrieulturat
1 kit Zat
at be graduates o
laultural ooll ego*
(e) The major work in the e
ure and shall inoludet (1) V
(a
bandrY;
ortic
crops;
( )
en t.
semester hour in adu
No
eluding:
ucation;
sychology;
1) edu,
3) vocational edueation; (4)
in agriculture; (5) practice teach
(d) Not less than two years et
elated au
ae and rtatbeinatica applied to
principles of od
condary education
tic al farmer.
,ri ulture, must
school teachers.
hold re liar state certifioates as h
Teaahers of related subjects must meet the a
ate Board of Vocational Education, as t
icult1
raining and ability in relating their work
ommend a man
The State Bozzd rerve
king the above rcAuiramentsprovide
1 alloy the teacher time ior profeaa nal i
under the State Board,
411 be see/
tan, that
rm 44hi
Sta
quir ment are delimit*, In
earned, the group
th
m
oveent
tat reS C011,0
am %union teac,hers a.ta to b
is limited to co.lee rativates with a
et ractiGul eçe4?leaco in taxmin.
2,
seen th,a
1,c
equir
bvi 0114 fitiOriftir erstuat T.hare &
are datin,D
specific and detailed quail ications
group to a greater degree. It is of
at
int
to mention the fact that this State haa never employed a
Sm th -Hughes vocational agricultural teacher that did net
fulfill the above mentioned State requirem
stated
e logical approach to such a question
above would be to determine whet shoulCc,onstitu:4514f124.-t
training for the agricultural instructor. The staff of the
Agricultural Service of the Pederni Board for Vocational
Education maintains that we should MAYA a ganeralatlaYsie
he job of the agricultural instructor. Yellowing is the
rtant responsibilities of the
y of the most
al teacher in this State as determined by B. D. Dime
survey that he made in 1922.
1 Organization of courses.
2. Organization of classes.
3 Teaching vocational ariculture to both
and part-time classes.
Securing the cooperation
Directing and a*ervtstug practic
6 Directing and assisting community
7. Directing and assisting school activiti
So Yormulating a year's program.
It will be seen that the agricultural teacher must have
a good deal of executive organizing ability, and ability
think constructively, as well as to be able to funotin
at
obtain the right son tor the pc..
tics*.
S
elf
above sentioned scale,
C at the Agricultural, Carrico at the Fads et
Yootionel Nducontion aonsidors the allotting amitor
ot the aLMIcultural
set and or
content*
tra
2* Abilit
Ability
Ability
rgani
working conditions*
tooth enotaniao4t;
8* Ability
tiled working amditionao
6* Ability to aware ez4 maintain
%Aorta ti
7, A comand of the Auctioning prinatp
es. .soalelegy
tar
gthysica, biology, geol
and smiling psychology.
ng ability in typl.3 tarn
10
Familiarity
These
1*
Me are in *greenest vith the goner
h..Uues oeattoo:01 Sekw.etional Ast
e saidthat the nsjotft7
vocational agricultural education &deer
would therefore be applicable to Or6on.
There are four of these qualifications bowew
appear to be particularly pertinent in
this time, They are those which are mentioned
2,4,6, and 10.
lesser Importance
at the present
qualificat ions are in need of
t will be noted that each of this smaller g
time.
qualif cations has one characteristic in common.
aptitude is present, as well as the
to which each eeP
extent of the total degree of all four aptitudes
will determine very largely the strength of t
departments, as well as the increase of the numb
t this group of four qualifications ought
'eat in Irethe extssion of pub
ricu3.tural education in the Stats.
not overlooking the greater
too in theOpportunity so rendered far
of wider service to the c
community service has bean
is
tir4 atpointto
which ouch abilities may be Judged"
qualifications of the prospective
ive te
selective agency to use them
to expeo
future. There is no cation.
test
not be used
d intellige
ceAshould
determine the fitness of
process to
s being used for similar,
position
educational ftel4a. In the meantime* lacking such objesttwe
will be necessary to determine the qualitt..
measurements
cations of the candidates by means of judgement* based
equate facts.
man t
The ability
ining content should be in
do this for the
ng period, as w
see of problems.
It will be less s
ity to sell his training to the connaunity. Perhaps the
is the man's per.
most reliable indication that
sonality and oharaoter. A teacher with a pleasing person.'
work should.
who is industrious and in
a better chance to sell his
ban one who, though highly trained technically,
cot tenable.
andicapped with persona traits
extent hers
Objective measurensats may be used
f a check is Ms to determine to what ext
dividua in question has been able to oaks himself se
0434)104
able to the college group while on
for the one who is selecting the
to determine the ability of e
te
comunity service is by checking on his aPpar
with regard. to method* of instr tion. This ought to
Perhaps the best w
visible in his work as a prtióeteacher. U he
to a liking for field methods of in uct on and emssustty
projects, such Constructive thinking sho4 be a good in41
cation of his attitude towards working Lox' Gamma ty bone-
fits in a ape
C
The teaching abilities will have tO prove their latent
ng
elbilitieso when the teacher
The indications of ability to secure and,maint419 lead
ership in the civic and general educational field should be
apparent in his performance results as a student
intelligence tests and personal traits
The best means that we have of measuring a
ledge of the tecbnioal subjects are the grades that
hem.
The doing
determined from his t
for a teacher and in leamLng setivitio
ePs courses and from Pre
da;AY horticulture
farm experience.
is rather difficult to determine
to adjust himself to a public school *Yet
to make himself agreeable And to cooperate wt
cc
"oantzstLon vii1 ee a
of SuGh OlQaOitj, es we shall
These tr4te sii4,7 rnseadAy
best be able to determine
determined from hie college record,
There are ease additional vela cations
dates for teaehing dositions in agricultural department*
which are vary deeire.
ere wcpeoted to most in this state
able fraa every point of view.
f ilawes
They ate brie$14 noted ala
wisdom of *
1 A strong, desirable obarceter
elification le apparent bon vs are reminded that
in no type of teaching that involves such olose plum
a t &sadly relations with students as that iiZ teiøh3*
Lt
41.
Itarried toucher
s obvious that such teachers
sill be more stab ea end at to exesoise mere
theimmunity,
To summarise, it might be said that the care with 'obi*
the agr cultural t ache, is obosen11 n the end dst
There is
the euoaess or failure of the
no thins that oast take the place o the p onnel in soy 010*
oartivat 0116
2111.12.
tat
altaStaaiiiill MOM
ZAK AM
ANSIMER
The only way to obtain e re1L4ble anowar to
ion o to ezamthe the re* rd Of tenure of towhee
now in the eervtce. bad the t
number ot
haws been in the service in thia State Th
low will be blpful
There are now 29 teachers in the sere&
bsfl 48 teacher* in the *orrice since 1910
Of the 29 teachers now in the serv co under
Pederal aid and approval
Ore
the following
above the period of service in the ease kind. of
State
e nrst year of eervice
3econ4 year of service...
.5..
he third year of eervice...
In the fourth year of service........
Total esotsevfwesOlt. ...........
In the serviee for twe or more poor*
In a rural **noel survey that was aa
in the Ltate Pf
New York, it was found that the percentage at wefiastwast AS
ricultural tosehers who remained two ernes* years in the
service was 68.4. It is apparent that the period of tenure
in the service in the State is considerably higher. then.
thau that of Ifew York,
Another interesting apertaon La faumtt ith*alSik
pare the number of teacher* who left the service
eine period* of service. The table follows*
ape.,
first dear of $o
econd year or service...
ird year of sorvice.,,,,,
Total W..° ;tutu left the service.,,,
TILis clturlj ab3*0 the unstable pertod
teacher in Oregenf it does not carrels.
resul a of the New York survey,"
it ae foa4there that
there was a ;rester tendency tor the teacher to leave the
service in the edtate after the scoOnd year 0* rv 044 als
thougn almost he izi loft after the first year of serv co
as after the &moon
this
ce
Of the 48 % iichere employed in thee
ablistment Of the firs department SA
the
9, the record, ii
as
I rat ttMO in 04101100
fo4lows
'21
24 '25 Total
5
Left nervice in Orego
,Asent in service
Rural school surveyof New York State
clearly that Oregon
Theabove table
eason to expo-% from
5
48
4-7
28
ee.
*sober* to lev ttc
the aate every ysir, and five new teacher* to be reit red
every year. We may logically zpoct the State tatrequirethe_
services of five new teachers next year* it 1* exiMottultbut.-e
aa the number of de,artients tacases. the number et now
teachers caraaig into the service each year will increase
010 ly However' ut Va present tendency of the rate of Lao
crease of depzrt.aszts, tt is not execte4 t
would require the se i 's of more than 10
year before01930.
0.10.5.02AXe
This question irivolve4 two Q)fl40r1tufla,
the State select its toacharc uho are to 6o as the jOb the
spout?"
hen should t select
following Y.
teachers Ic following years?
The answer to the firat coma ration
The teachers for the coning year should, of
leQted when they rs in their senior Year is
newly graduated st4ents are wanted, ra
men from other State**.
tO6 year
lust Wien the teachers for
answered Ay the MUM,
seleeted is a cluastion that is be
se
State* according te the opinions of the vuoLois
ab.ere, It in of interest to note. hoverer* that a seavo
tattoo at the Seventh Annual lorth Atlantis Wit041 Coketeri44,
n 1924. on a atudy to do anise the methods los yelitsit suit.
e se:mired. re.
slim groups of teaohe
the high sohool twrsaiepos
*mad so as far back
should
teachers. This Comtttee is of the opion that
ie
anima'
ad the best material In
3 the teaching field. The same =mitt** rep
r-Traini de' rtment shouldattrDOt
the °the" agricultunil courses int,' the work in t
sufficient training to be able to qualM ter Um
Tea°
Oft4 Zia.%
Thema t formidgible coetLtion that 0
41'om the State of California*
un has,
Arisone4 Kuwait*
are much lees worthy moapetitors in thie tsepeOt*
Theout.
standing drawin6 card that California has
ete
ari,728* Oregon will not be able to 43
to the south in this respect so longs* the method of
school support in Chit State rests so largely with the
oal oommunity* No definite data are availeple
ooloparison betwetn the salaries of
the various Vcbtorn States* but the fellOwiNS will
some indication of the mains of the States in
Wei Lan tn general chool =legit**
Tb1 o 7
V
Art aona.,..
fOrnia*
a
0010041.
a
a a,ilaaasa
Teachers*
$1279
1272
1229
WitAilliniatOU*1110,1141*10a.,
Stirada4eaaaasoosasiii
dah011taailta
Oregon,
y ori
New *exit;
.000041
else
IPPilelmisess**
It willi4Qen t
ninth in the matter of salaries of sll
is well known that the aaluriee for age
in California are far above ttocc of °radon,
tion is difficult to ice*
placing of a Leacher of pLcu1ture in the State
sotc invo vee the same 1-44inetaiing, roceeses that the sloe
lectioe of t e greed at agricultural cambers tor the State
involve
Zn the latter caee
problem only of larg
er tixpapni, an
ore general canaL 4erM Lan.
The
OS
the indLvi4wJ.0 ot the group so °elected *Ulnseeeearily
sift more careflay this
rou9, in order that the Lao,
dividuals tn it may be rated La accordeaee with the VMLena
positien* that are to be t nod th the Wet's'
Th46 probiewoX platang a eaoter
the State eysteme whore be will be beet a
i um number of problematical situations ari
to be one of the utmost importances yet the writer haona
been able to *mire any literature on the eubjeot,
ve as t guide to tbe ett4y of this question
States
view of this fiLet it vill be necessary for bin to wawa
Orion thAt may help to elarify our thinking
We huwe already seen that se may expoot to haws at loaat
Me now teachers coming into the atoe neat year, sad a
steely inoreasing number in folloving years as the number
deaitente are Increased. The following table *ill give am
some indieetion of the
ot t che mho *haw position
in the service every
744
i
Position in the Serv
ral 7sachee
04e4 from 140 to 1924.
t thiS we
From the above table it is oPP
two char eo in position within the service this easing Veers
au inereeeing number with he names of the Mem" of
vartsellte
The coupe of the pl event problan, then. reselVes it
self into the placement of oilPre
t
year in positions in the service that
p evioualy in that location. The irwortanoe
this: greatest ears i
molter is obvious Car
Ste at the bee
aent work will mean
eomplete failure ca 4epartant or the ellanimat
t44acher from the Berviee t the worsts
the 1
Osnetralli
L' the tenure of a teacher in one deportment the
rester the service he will be able to re der to
wiLoL is Liv environments it Is vial Sot ofoote
th4 the period of tenure In one pooltion in this
itty
00
hit;Yi 4,hen oempared with the *ems for the Siete at low TerkfW,
kid
instance. Two otan64110 a Year to a vorY ar
4 aystem wriae there are 29 teacher*. amok
affairs should not, hever, blind our oompreheneion to the
Astable faøt that there
0
men now
could be making a greater eu. cess of their
locality in the ,tate, This leads us to the as 14401001 that
it is a practical impossibility to place a man in a dePaNtm
racnt taAst is best adapted for just that ty0 ()trim*
Poosiblo for as so to
t gail to a Aeent the,
Partmcnt will halm a mush greater
Of auecoedtagt
it
Jen situated therS6
would if a certain other indivival
So tar is it is possible* the
spoctive teacher far
a spccific location In the State eh uld bc able to falfili
the follostind qualifications:
I. iiave training and experience in the $795 Dr
t re tL4t exists In that community, fhis ivalUiaatLn soma*
te*
to merit more than ordinary attention in
a greater diversity of types of arming in this
Ztate than one ordinarily finds in State With &Wife= toga's
there 3.
ft
graphical c.n soil conditions Ouch as smear 414 states Of
the Middle West. As Is indicated in the first par Of
thesis* we base here farm regions th t vary with th
indica orop that is rsiac4 toilo*tn will illustrat
I
a) wall fruit districts* Lig Mewberg4
(0) Tree fruit districts* e.g. Hsi River Valley
(a) Track crop dietriete* e*g. Melltnamal County
Milton,
Cereal crop districts*
Nay and YOrage crop districts
on*
) Livestock districts* 0 g. tile/mahout &tato*
) Where these ia no dtmnt crop or aread interest.
Ite
We of agriculttaxies thr
.t.n the ph,ysical aspeatf, U
teneher of nal°,
familiar with oextaJ.n conditiona; that are to be met in some
of theme oections1 he will not be In a position to ilengOr the
boat service to the community. Follow
the various
tyvta of p sioal conditions thut are t b met in Ore ant
(a) Humid farming areas.
b) Dry terming areas.
igated tress',
(d) St.wly
leared.hend
p ono. oond
iUOiIriVer.bo tam arotta.
Wet land areLs.
1n 4.h ere
la ouch diversity
trope and paysical eon.
dit one in the tate, it would soem to be very imoortaat the
Getable oars be
i.cen eo to pl ace the MAU in the St at
wizcre they ivU be able to 4:t44s-It th maximum Gerrie, in so
tAr A$ their ability to meet eitua
s ail they &stet) in eaeh
no various types at immunities
oeseersed.
2. Ha should be a man who will be z'eadUj adaptable tit
the type of people who I vo In the commualty.
This will
be awl% aproblem here ois it it in fen* of the eastern states
where there are aeze foreign salmi
Yet there are
re
eon **stain mmunitW types that are quite different
others in the State. For instance,
e uatad
that
tiguaus tø
oalkanality, awn
a in Rood AVIS:
County,
% of the rsaient have a 110g stueation
an4WA. hare been to Ittishschool.
citd1 and that is the este/unity at Ma
95% Catholic,
£ne, Walsh to
rheee examples Should be sufficient to romi CI
that the social charactertetics of t rospeotity taccher
would sec to vlay an importast part in placing Celt ketches,
where he *ill be moot likely to suceeedo
ahould be Mae to tope with the pertieuer 9$obZist
that ji, uijermoet in the department under ems der tton,
problts clea, by one of relattons with the Superintendent or
Prim) Asi such as that at Cottage Grove or Gresham, It 101,7
be u problos of aieuting a better rooresentstish
in the , ;ricultural classes, auch 64 that at ite4di16
loos hem chosen to start a abortd*unit or fir
class at a etrtatn department in the ttate* It mi6ht
problem of inittating the work t a new 4 partment, the* has
not the support of the oammunity at large, Or that is stir
rounds* b,
a very skept eel oleos of residents
Vseh of the above mentioned problems will tend tQ be
of their par.
successfully solvod, when the men are oho
ticular aptitude along each of the:it: lines.
It will be rather difficult for the DAPervi
Teaohoor.Trainer to determine the copse ty of the Various
teschers newly selected tow the 8tate. There are some ado
ustments and abilities to cope with aituatiOnil woutionedi
be ecajeetureds
above eLose latent possibilities can
uves the Supervisor will be in a/web better position
an:, one else to determine the fitness of those An the
ice to measure uk to oortain (politica ions
Olt
to be necessii-ry in another cvurui for *gab hots in
search of a teacher.
It is this greater know1sde that
t Lis teachers uho have boon in the
vi -p for some time, that tads the writer
conolusion
the Bupervieor Las
n position are A always in
tion of un-,
desirable condition* ilL certain cases
the success
a nt4i oepartaant and a new lease of LUe for
an ol4 depar mut, This is no reason, however. thai le
should not exercise Ue dreatest possible *are hen a maid, 11,0
*40 long
bolsi& 91a0e4 for the first time in the *sr, *so
the ideal cannot be attained, it is desisahl tat teachers
hat ohan6cs
**Med in the field to other locations where they w ha
swot o t.eutsre SAO
ility of the &tate aapervisor that equal*
his esponcibilitw in supervising the iyircvor
ha
for t systelk,
candor greater service.
Laos se have come to
one r
iena1 azricultural tra.intht; VG ea 1,11 004
Man
such to be L4 relative to the natter of promotion lot
teri.ehore in the ourvice, tor there i.e no forara pram0 ion
scale in tL5 State The oyportunitiee for advansonant in
the service uXe very rare, emd nxiet*nt other than in
the ra0,ter of increasing salari
which, rai dy OMs to tbeA.
MBXIM4,44
It le true thrl th e is the opDorturittj of ad
vanoement to .;.,,riuoipaloilijs) of the high soh ol, either as MI
agricultural teacher or teacher of some
bet:rause of the smallness of most of the itigh solutais there
is no grer.t incentive to teachers of agriculture to stills
after the ..rinoloalship of such hoolo There are toit O.*
rio4.tuta1 ten* ere in the State who are also prime al* of
their e ectiv )-;:igh school which is e vear)! Ors4itaa14, amok
taros
or th t
oh
4,*eoLo1ture in the high
Ortzon to 01?Lzt to nwre responsible positions in the
ou1t6rel oduch, ion se
it is necessary for them
the Stats Pane of the more responsible positions that ssio
to be found outside the State and still er thin the fiat of
a eduestion are the follosing
) Assistants in Toischer-Trainin4 De arta=
Teachers in 31.inior colisess.
County etveriztendent se (not
in Ore Oh
(4) D44
et
nior
Ai-141
eoution6
(6XtLz4nt To
(4)
1E
;,11,
4.44 oI v
00teo 0,4
tioiiiJ
tr
LcIu
depot
$
100
120
160
260
ZOO
400
00
Total nuaLe
norease
8
Nice
Total Teachers
g243
Av rbdc incrb.A.Qa Z40
Per cent of to..
celintof
17,3
28
29 1
the above data
ic
mit of the salanr nczca.e
side
WI
teachers reclaim
ptlen Of one
$h increase
er °sat et
3. That a
he -perienc of tea
increaser
period is taken as a baai
to base it on the experience
3,2
of
in 2.8
ast two years.
department una
There is ream in this State for the adoption and use
a salary schedule. It such Vas w
out and adopted.
a greater incentive for imrovement of e work of 110
teachers in the vocational agricultural ervice would re
fleet itself the efficiency etandard of the various
partments in the service A basis of increase in eslerY
might be based on training, aohigvement, leng
and professional improvement
It is of interest that
Arkansas proposes to establish ten nalf.itime Schools near
the State University and lot men, who would care to work fir
advanced dal:ees teach in these schools. Ili this Ivey ten
men can take graduate work at one time.
Tennessee has worked out a salsrY schedule that begins
$1800 and rises to 2700.
t was agrLed by all States o the Southern Region
r conference lest year that salari. es were slatiltalAnvalovol
to hold the most oompetent men.
If Oregon hopes to attract the most desirable in
the service and retain then, it will be neoesIsrY for the
aut4Lorities here to adopt some kirzL of desirable salary
ore such a schedule can be made pr
will be neces ry to obta.in greater and more reliable State
financial sup',
schedule.
No Toucher
irig Departhont can turn out a
The best prospective t achcre that it will produ
will be in need of assistance when they are adapting them.
selves to their new situation in the field during the first
year of service. In following years, he will always be able
to improve nis sc vice to the community thr ugh the assist
nee of wellodirected sympathetic outside agencies. rd1
mg are the reasons that go to support these statements:
1. Vocational agrioUltural instruction to high school
product.
student is in its infancy.
Teachers vary in degree of training
adaptability to new situations.
4. Teehcre vary in their ab
to and relts.
4. Sash community has distinct p oblema
1 situat s
h it is impossible for a Te cher*Treining Department
re the prospective teacher.
The teacher of agriculture has job that is dynamic
han static. ervicca rendered satisfactor
7,
be unnecessary to morrow.
The constancy of the problem
training of teacher
service is apparent f
of times one meete with
literature
sling
dissrtationa upon
to the field of vccaticne.lcgricultural education.
the reports of regional conferences of the pat
have contained in them
port G f special co4mittees
discuss
' se of the
out iurther uitroduction, the -nitr will proceed to a review
Of the work that is being do tbrovhout the en
on improvement of teachers in service.
iiherman Dickinson* Xntructor in Agriti1tura1 duca no
varsity of Wisconsin made a study of
aims and methods
of this work over the country in 192. A eummary of the re
milts of hie study will prove helpful to us in Oregon
determining the responsibility of the 3tate Superv eor in
setting up a program in this State. Following the summary
and comparison of recommendaticns auggeete4* with program In
this State tIn attene4 will be made briefly to analyze
problem tha the Supervivor has in our own States
The Pureose of Hr. Diekinson
as nearly as possible the
ton in
rew.Lrd to
ice followed in o
of ,Erieultural
chere after they have enter
From this ne proceeds to compare his data obtained with that
of siwiLx FAuay made by Dr. Storm in 1918* and to indica
the trend that t e metLode have been taking in the foureyear
Hie findings arc based on eports received from
Peri
o i.;tatee of the Union
Dickinson* f;herman* Training in Servi fde)MmolersztAg
Bulletin of the University of Mirmseott, College of E7:11':-'
Edwation.
The methods which
e found in o
USO
follows:
(a) Visitation
(I)) Teachers' meetings
Training courses
Bxtension or correspondence courses
e) Bullet
or similar publications.
Practica
and rank it first in value,
In tAirty-sernn statcc t
hap a chars in the work of
In fourteen etatea there is
ng staff whose principal und sp ciL.1 du
In practically all
Sta
0
he itinerant teacher ars the sameo
to iit teachers
work
who are tn need of help and attempt to _nprovc
throuGh conference* advice and demo!
Very little acreenvf:nt is foun
of the itinerant rainur in rou.rd to
WiLe he finds in need of assistance,
The comvsite answer to the
ie te?"* exProsed in a compooltr;
as necoseary within reason.
Following is a list of
90
Improvement in teaching
Planning course of study
Organisation and management
Projects
$upervieod prLctios
tions end study.
a In 411 of the Statee replying the State Bazd for
Vocational Education carries on training in et: vi e
ouah
State Super? sor of agricu/tural education.
In only five of the States did any other akember ef
Community
the stuff of the State Beard have any part in the train
in service of agricultural tel.cherei
the ty
In practically all of the Stu
rig given agr.Lcu1turl teachers by the local choo1 super*.
in endents was rspoi Led as casual and ineffective.
xet
tO
All tates use this method.
TL
Fo.7 States have general s
teachers,
The purpose of
tines in met cees was to d
cuss special problems, to effot general improvement nd to
simply give training.
4 Mir three States held. sectional meetings.
held.
c tonal. meetings.
-;31.--,Aco reported that
5. In
entyfon .:Stateethe
rvisor vas actively
in Onargo of the sectional meetings.
AainiRn in Serlitc- TAF94nt_intePPArs ApAninix ce4P4t
Twenty.five states offer such courses.
Most States agree that the best time for these
courses is in the summer.
3* Such courses were nearly always held at the Stats
Coils
4. The purpose of these courses was "improvement in
method and subject.matter.
Twenty six States do nothing whatever in this field.
Fifteen States offer one or more such courses.
The courses offered were without e;--ception all with
in the field of vocational agricultural education, and dealt
with general subjeot*matter, pertinent to the teachers field
of service.
Tnining p40.4W00
1kktJ.PSP
Thirteen States issue some sort of publicati
thing in service as its in function
Twenty States publish a bulletin or mimeographed
sheets with the aim of training in service co.pordinate
or subordinate to some other aim. These are issued monthly
with two exceptions.
The writer of this booklet surizee the work of
ment of teachers in service
1 states have, recognized the need of continui
the tra
of these teachers and are attempting t
2,
t states the teacherfttraining institution and
t e state supervisor for agriculture share the responsio
bil ty for this training.
Visitation is the most cam
ra ping in
losely followed hY Pscial meet ngs as 4
service but
method.
method o
4. Other important mane of tra sling
service are
vs training courses and monthly public tions.
5 Nearly one^third of the States employ a special ma
the teacherfttraining institution f r training agricultural
teachers in eenriCe
Little use
made of extension or correspondence
courses.
Supervis
efficient.
Making
b the 1*
School off ere is ueually
ttendanoc compulsory a
p
al
agricultural te chars does not always resul in
attendance.
Pub/ioations of bu
tins and lett re
method f training in a race,
19. There are three mimeographed ub ic tions
ing in ervioe to every one printed.
ti
common
e de
(As summarised by Diehl
21)
There baa been a great increase in the amount
training given tø teachers of agriculture in service.
2. The work of training in service is coming to be a coo
operative arrangement between the teacherotraining institution
and the state board for vocational education.
larger number of special Atinersnt teacher
Visitation
still the most general method of train-.
ing in service.
Local or sectional conferences are row
and importance.
8. Intensive training courses of a
t
are becoming common.
7. There appears to be no tendency to place more reliance
upon reading and correspondence courses.
B. The majority of States use periodical bulletins or
mimeograph Sheets as a
thod of training in service.
Tablet()
A Comparieon of the Humber of Statee Holding
94
Various Kinds of Conferences for Training in Service f
the Years 191
1922.23.
Yrequency
A
As
1918.49
ox
General Loos
General Local
Annual.
20
Semiannual..
Quarterly.
Occasional.
00**
Indefinite.
9
p.
**III 0**
430 or four a year,.,.,.,...
0 or six a year., .
No training. 0...
No reply....
9
3
P.
.0
10
10
8
0
Perhaps the most valuable part of this unique study is
he tentative program based on
study, whIch is propelled.
t is mentioned by the investigator that it is not op now
program but is the result of a study of tendencies and son.
ditions. Some States have worked out program similar to
it. It is pointed out that the following program embodies
the most progressive ideas of loaders in agricultural
education.
k of training in service of a
tecchers should be carried on oo..operative4 by the teachers
te board of vocational efts
raining institution and the
cation.
2. Rathe than employ a men whose sole duty consists in
training in service, the teacher.training institution should
definitely assign to this work member of the teacher. rain
ing staff, alternating these assignments as seems best.
3 Additions to the staff should be selected with ability
for training in service as one of the principal qualifications.
raining used by the itinerant
4. The principal means
teacher Should be visitation. Visits should cover period
of several days and should be repeated as often as is feasible
ft
5
The State Supervisor ior agriculture should devote a
t of his time to training in service.
The State plans should make it possible for the
teacher of agriculture to leave his work for short Periods
of time to secure additional profesSional training.
All persons visiting a teacher for the purpose ef
training in service should make a careful and complete repo
in writing. A copy of this report should be in the files of
the State Supervisor. A report embodying pertinent materiel
should be sent to the local superintendent and to the agr
cultural teacher.
Is
or.'
8, Sectional meetin Should be provi
to
than two a year, with small groups and for periods of
three days. The State supervisor should be in Charge assist*
ed by the itinerant teacher trainer or other members of the
acherstraining s
rt of eve con
consist of demonetra
ohing by
ember of the gr
9. An intensive training course he d once a year should
be a part of the training program.
d be held at
some time during the summer and fore
of one or two
weeks.
It is logical that this course should be looa
the teacher.training department eiiking the staff respo
for its success. Its principal purpose should be the
a
ble
solution of problems Which have proved to be the mos
portant during the year,
teachers should be urged to
attend. Attendance should be required of teachers lacking
training and of any others who would be especially benefited
100 Some opportunity for correspondence should be pro.
vided. A course known as Special Problems should be offered
to correlate directly with the teacher's work.
114 Bulletins should be issued by the teacter.t
department for the purpose of training in service,
12, The State Supervisor cr state board for vocational
education should issue mimeographed or printed bulleti
of vocational agri
and such other material
culture. promo 00, curse
e would not be published by the teacher
13. All other possible means should be
teachers in service to grow professionally and to improve
their work. Circular and individual letters should be used,
maintenance of a slide, chart, and film service by the
r training department is also of much assistance.
frequently for official notices
97
A written oe..operative agreement
between the
state Supervisor and the teachcr.train ng department.
2. No member of the teacherfttraining staff is definite.
ly assigned to this work. There is but one member of such
department who gives his full time to the department. Time
is not available for him to get into the field on teaeher.
training work but for a limited extent. Iot more than
eight such visits were made in the last completed school
year.
been made to the staff on a
30 Additions
fourths basis or the prectics.teachingwork of the
Ugh sehool, and one fellowship student on one.fourth time.
Visitation is the principal means that the meMber of
the tcacher.training department uses.
The State Supervisor cannot devote iuob of his time
raining teachers in service, because he also has the
duties of the State Director of Vocational Education to fel
fi He aims to visit each department three times during
the year for inspection and improvement work, but he is not
able to attain this objective. Teachers of agriculture re
port that they do not see him as often as they would like.
His visits are necessarily of too Short duration.
Teachers of agriculture are not able to at
special courses for professional improvement, only in ex.
ceptional cases, and no special course is available in the
0
Summer when they do attend.
Detailed. z,epoz
the State Supervisor.
i. There are no regular sectional aeetin
but irregular meetings have been held at Portland
Intensive training courses are held. It is the one
or two week ccnference held at the Oregon Agricultural College
during the sumMer.
10. Regular ccrrcecnc'ence courses have been give
U. i3ulletinE have been irued by the teacheretrain ng
department tor purposes of training teachers.
12. The State Board of Vocational Education iesues
News Italie once a month, which gives a resume' of i
news items in the field, and as well as announcements which
publish indi,e
r'ofesstonal improvement literature,
No chart rvice is maintained by the central auth
regular State Library Service and an
orities
ere
irregular film service. Other means of improvement are the
"school on wheels" moving from one department to the ether
n the Willamette Valley and reaintng for two days during
the summer conference and visitation on the part of the
teacher trainer in the spring while conducting the Rural
eight departments
legs,
Survey class cf the
are visited in Western Oregon.
It will make the situation in this State stand cm
more clearly if we check the items and the mtent of their
agreement with the suggested program, as follows:
Tablet!
Showing the extent 0 which the various items
exi to in
the above programagree with the program ao
Cregon oow.
Mai
itaxiglostAti
xttAtaX
44
*
*
..i.**a,*.
It
Ill* 4
*
*
040
6.
le.
*#a
41$#
*
I*
ea, *
**Oil
4**
9.
10.
00
*IVO*
r. 4**0
IS S *It *Sow*
11......
**I
12.4.41 Oat
13..
Totals..,.,.
O.
*Oa* a *OS I
I 01%
It will be seen that if our pro
tate is to
referred to
bo
be measured against such a program as
* are not more than sixty..nine per cent pertect, twentl
e* Per cent partially perfect and eight per cent below
perfect.
It is logical at thi
Gin
o attempt to ma1r2 suggketiora,
for improving the State o program where it is weak in those
items noted above* as well us suggest means of improving other
time it will be pertinent to mention
difficulties which stand in the way of a more vital program.
items.
Owing to the comparatively small number of echo°
have agricultural departments in the State at present
does not seem advisable to employ a full time assistant
On
such a basis that would permit of one member being absent on
itinerant teacher training work all of the time.
SuaLIS
standard of eerv ce is being approached however in enothe
way. ?or the present year, two graduate students
to*
gather given enough of tl.eir time to the department
4
that o a fulletims member of the department. Next year one
of the same men will be on a full time basis approximstelt*
However, the major portion of his time will be devoted to'
the vocational agricultural department at the Corvallis hiiSh
sehoolu where the student teachers do their practice teach.
This man however, will be expected to do itineran
teacher work from time to time throughout the Year, as trill
the head of' the department.
ing.
batfrataitt.
The state Supervisorand the head of the department keep
this in mind as one of the principal qualifications w
selecting such a man. It would aeem however, that an exo
high school principal now in agriculture with successful
experience would be better adapted for this responsible
position, although be would p
another State.
have to be br
For the present, leaking suffi fen
seem possible for the State ::;upervi o
mit any more
of his tiwe in teacher training.
Ito
mi,Pink940).0434 XrikaiOniciApviike
It is suggested that some arrangement be made with high
school pr (Alois and superintendent, whereby instructors in
agriculture would bv able to get away for two weeks Or a
month in the winter season for a special professional course
at the Ore on Agricultural College.
;task8.
eçtnpJ 14,040
e only sectional meetine that have been held are
PortlaDdfr for the teachers of the Willamette Vail
Medford, for Southern Oregon. The fOrme
Livestock rat
held at the time of the Pacific Internatio
position, but the latter is an irregular meeting.
table
ahowe that sectional meetiag are becoming more sad
more go
ughout the entire
try. It seem pass.
ibis to expect that Oregon should bei able to held more than
the two mentioned above. There are eeveral small groups
on page
depc.rtmente conventientlY located in .7.,e4etern Cregon which
would lend themselves well to such meetings. The departaente
on the lower Columbia could be help.t considerably by
sectional meeting from
Perhaps it is necessary.
of
the
La assumed altogether that the
emits
ed in the preceding Pages is
guiding prinei le for Oregon However, we are reminded that
one of the beet guides to practice in such a large field of
activity is trends and frequenoies of practice. A high
degree of frequency is not nec 3v.ily an ind1o.tion of
right practice. rrequency of practice Ia,, howevel one of
the b. at guides to be had, provided it is auppoted bY
additin to this, we find that this
rational thought. If,
practice hoc ro.ouited in oaething of value or successful
attainment, thcn it vould nom thr it might be accepted'
tentatively
Practice,
recoanendOd
gran
IST4RICE
Theodore H. Eaton in his book *vocational Education
in Farming ceupations, has Bet up a criterion for the
organ/ ation of vocatioral agriculture in a State, which te
date are generally regarded as fundamentally sound.
opinion, the following steps in State organisation
made in the order which follows;
Divide the State into agricultural regions of re.
lative specialisation in agricultural pursuits. Thi
be done by consulting geologic, topographic, soil clii*tii
turns of oeoupations,
and farm nonage nt surveys.
acreages, and products w
quite usuable
ried on
Determine the types of farmio
ndisatieee
C limits of each region as well as
efficient survival and progress.
and census returns, as well as historical data should
this purpose.
ble
Determine the relative importune
openings for participants in the regions
the relative accessibility of such occupations to newcomers.
Original surveys would have to be depended on largely in thiS
investigation.
4.Establish a system of selective prevocational °duo,
ten
cational education in the public elementary schools
ion teaching returns existing Vocational søhc.ola,
of employment agencies should hb
this study*
104
.5* Make an analyets of the static and dynamic
ments of vocations for which learners seek preparation.
40*
Perhaps the only available data, if any, that will help us
in such an analysis are those of farm management surveys of
small exoups of farms.
6. Determine and allocate the agencies fOr vocations
trainiag in agriculture. The major consideration here is
t or etting teeehers qualified for the sPesifie in*
uction into contact with the greatest number in every
group demanding a specific typn of vocational training.
A0
nothcr very iinotait consideration. Luton thinks, Is that
or :aaking the contact under environmental conditions favor*
able te t a most aft: ative taacning. His opinion on this
matter is in agreement with that of other leaders in the
field, le believes that this can best be done when we
establish the departments in country high schools that are
surrounded with a dominant agricultural environment.
v/ The purpose of this phase of the thesis is to cons dor
the factors that determine whether or not a prospective
high school and its communitY is such that an agricultural
department in the high school will be a distinct advsntsge
to the community now and in the future* It is 4 study that
falls within the field mentioned in No. 6 abeve*
It has been pointed out in a former phase of the the,
which had to do with romotional war; that this State is
capable of expanding its organiation for vouational agri*
culture to twice its Present status
t is sPVureat thee
the care which we take in eetabliehing the
e future will largely determine the ultimate
ocational agricultural training in Oregon.
We have seen that the growth of the work,
by the growth of departmen has been steady, conservative
and regular. This State has not suffered, like
other states, from oVer velopment without ample Oars in
establishment of departments. Neve theless, there have been
mistakes made in this respect. Thr s departments hers been
discontinued since the inception of this type Z training in
the State, While the State Supervisor states that in preeti.
caliy all the cases, it ves the antipathy of the Supe
dent or the Principal or both, yet perhaps, it a thorough
analysis were made
hearse, other failure factors alight
reveal themselves.
epartmenta have been discontinued at
Aloes, in Benton county, Prairie City
Grant county, Elgin,
in Union county.
There are some other departments that have been estab..
linhed in places, that are to say the least doubtful
perimonts. Among these might be mentioned *aside d Med.
ford. As a matter of feat, only several years of
tit=
ill finally determine whether a department is a encases
a specific location. The trial and error method of
tablishing departments should of Course
be tolerated,
menis to continue
for the co
i
definitely doing
. A.cp.MpF1.2t-P0121/202r4c0P44xlvid AAVOAdoivi
the outset it seems that it would be well for us to
note the important facts concerning the location
present departments, as well as the location of press
proepective departments. Below is 4 list of the present
departmental including two Nolan*. and North Powder, that
will be established next year. Then follows a list o
onto lated departments together with 5 State map showing
he location of all.
nts of v ca
Location of de
student bodi
operating, showing s
umber of teachers in the school,
Baker
Benton
Clackamas
Clatsop
Columbia
Crock
Halfway
Richland
Corvallis
-molalla
Knappa
Seaside
Rainier
Scappoose
Prineville
Deschutes
Douglas
Jackson
Josephine
Klamath
Roseburg
Medford
Linn
Malheur
Lebanon
Lane
Redmond
Grant* Pass
Malin
Cottage Greve
tar t°
Marion
Woodburn
Polk
Independence
Milton
Multnomah
Umatilla
Union
Wallowa
seo
Washington
YamhiU
Gresham
Lmbler
Union
North Powder
Enterprise
Wallowa
DufUr
Forest drove
McMinnville
Newberg
91
50
644
130
66
134
192
4
3
129
160
431
479
33*
229
214
210
311,
267
135
276
7
164
69
138
114
96
290
290
330
19
19
108
Table Is .
T4ocatipm.of prospective depart.
ments of yocatone.1 agriculture.
Baker
Benton
Haines
Aloes
Clackamas
Canby'
Columbia
Coos
Douglas
Monroe
listacags
Clatskanie
Bandon
Coquill4rittrtle Point'
Myrtle Creek
Caklan
Buthorlin
Gilliam
Grant
Prairie City
Jackson
A
Hood River
Jefferson
Croswell
Lakeview
Nyasa
Vile
Stayton
Morrow
Heppnez
Silvertou'
Della*
lase,
Umatilla
Cloverdal
Helix
Hermiston
wazhiugton
Masks
Ihmhill
Amity -
tanfield
Hillebere
ZeYten
7
6
71
46
70
66
46
66
5
3
fr?
4
4
4
6
S6
4
92
77
48
Harrisburg
Marion
Merman
lel
4
130
53
Central Point
Madras
Junction City
Lane
Tillamook
44
148
149
110
160
Parkdule
Odell
prowtlle
Polk
4
Condon
Lane
Lizin
Malheur
44
131
85
88
41
41
141
58
3
4
a
4
4
12
5
Key- Present Departments *
Prospective "
PRESENT AND PROSPECTIVE DEPARTMENTS OF AGRICULTURE.
From a study of the foregoing tables and the map
d that the State Supervisor has key
will be
certain significant tuatara wilen locatin these departments.
The following indications of Policy are apparent:
The departments are distributed fairly well over the
entire State. Twentpothree of the thirty...six counties of
the State have one or more agricultural departments.
There are indications of a grouping policy. There
re several small groups of departments in the east
the Columbia basin and in the Willamette Valley.
3 Departments have been put into the larger high
schools of the system. There are only three department*
schools V,t have an enrollment of lees than seven yefivs
students. But these schools have as many teacher*
with a larger enrollment. In AO Oa.i is there a department
in a school that has less than four teachers.
4. There is a limit to the size of the h
are only
cols with an enroll
which the departments have been insuwi/ed.
three departments that are in high
ment of more than 350.
The Supervisor was questioned c
The
his poliCy in
establishing new departments. Be declared that the f
ing qualifications were expected of an aspiring
(a) Enrollment in the high school Of at least
five and not more than 350. This was not of course to be
rigidly adhered to in all cases
(C) Your teachers. if poøeibl, and not lees than throe
110
At leant eighteen agricultur
students at
An agricultural community.
s apparent that any of the prospective schools de
not have the minimum number of students in the high
but it is possible that t.ie enrollment will be larger whin
the department is finally established. We are reminded toe
that it is the po.i.icy of the Lupervieor now to work towards
the establishment of departments in some of these schools,
by grouping them end putting two or more in e
teacher. He is also intending to establish departments in
others as soon as they consolidate with nearby *mall rural
high schools.
An attempt will nov be made to determine a defi
detailed policy, to be pursued in the establishment of new
departments.
In order that a lee
001 xnar receive aid fr
Jederal Government for the purpose of e tablishing depart.
allowing
manta of vocational agriculi-eare, it mess
minimum requirements:
All departments must be
control.
public supervision an
In the work of a department of agriculture prevision
must be made kor at least six months of directed or supers.
vised practice In agriculture.
upils should,be ained for farming
3
emphasis on those type f fared g 'which are dominant in
the community.
de or day all
recognised: are three schools, of
types to As operates. department a such which under ditions
the extent some to indicate requirements These
Education. Agricultural of Supervisor State the of
appro the
which study of courses and organization
maintain to required is agriculture of department A
State. the for Education Vocational of Director the
and tducation Agricultural of Supervisor the of approval
and with consultation after only then and cases, special
szoilipt pupils, ocational of tealling the to exclusively
mns agriculture of teacher the of time The
course. agricultural the
in registered Pupils the of s avtiviti project the properly
supervise to necessary are as agr_culture of teacher the
expenses such for made be must Provision
1
year, the throughout pupils twelve least
en an have must agriculture of department A
Agriculture. Vocational of Board Federal the
designs equipment minimum the supplying for culture
Provision
agri of department each in
made be must
taught be to subjects the in instruction and study
for necessary are as periodicals and bulletins,
contain should library agricultural
The
established. was course the whiah for
purposes the out carry to and work, of standards reasonable
o
accomplishment the insure to adequate be must school
departmen the
for accommodation
The
n this Btats we ve been concerned only
with the all
or depar ent school Two, three and four
year courses are given
he departments. y far the largo
t percentage of courses in the State are
coulees*
d, it adveable to look for s
principles for etablishing new departments in some of the
older eastern states, which adopted agricultural programs
for their high school students at an 'earlier date than 1917,.
when the 'odium' Vocational Educational 1ct was passed.
No
believed that perhaps he would find in some of these 8tats
certain definite poiiCiCs being practised,, that were the out.
come of more years of experience in the work and study of the
problems involved., After a considerable amount of corree.
pondence, a thesis of Cornell University*, New Yorke, was eb.
tained. It was one written in 1922 by Hubert Ztller Gardner,
now state Supervisor of Agricultural Education in NOW Nexiee
In his thesis, the writer made a shrching investiga
the data he obtained in the community of Dryden
determine the easabiiity of establishing a department in
Dryden high school. In a study of the plans for vocationa
agriculture in New York it shows that the principi,.
set forth are generally speaking being followed by Nsw York
Gardner, Hubert 1L,.. Sh9uld a ,Department 40Tocatlo al. Agzi,-,
culture be Established in the High School at Dryden, N.Y.
0
L
tate. Investigation shows them also to
with the general principles of SmithoS
cultural Education, ao set forth by eu
anal Agri.
LdCrB
in the field
as Snedden* Raton* Stimson and Works.
It is thought that guiding princiAes from an
0
cutural State such as New York* which, together with a few
other eastern States* have been in the field of agricultural
education longer than any in the Union, ought
of value
to Oregon one of the newer western $tatee, It is not a Um*
ed, however, that the policies in przctice in New 'fork will
fit in all respects a Stat.e whose agricultural problems and
school system differ in many respects from that of the
is believed however* that the genera
eastern Coate
principles are fun. entally sound* and therefore may be
pended upon provided we are sufficiently careful in
lug them to our conditions. On this basis, a rather detailed
examiDation will be made of the factors used at Dryden, N.Y.
to determine the adaptability of that ccjmnunity to he sueeeeew
ful operation of - department.
uld
Vollowing ar the questions that Gar
be answered in order to arrive at a satiefactoxy solut
Is the agriculture tuci as indicates that the
vocational needa can be met?
Is there promise of an aequat supply of pupils?
Can the financial resources of the community meet*
without undue burden* the added obligations entailed?
4 Do the physical and social resources appear to be
3
114
avora
to?
Is there
demand for this work?
What modifications necessary to the establishment
this department, can be made?
Each of the foregoing factors will be taken up in orde
and a ttempt wilI be made to determine their signifieance
for this State. n each case too there will be ncluded a
brief description of the means adopted to ther the infer
nation and arrive at a conclusion relz,tive
tor in
question.
1, Is the agriculture such as mdi
cational needs can be met?
In other words the question is asked whether
dominant occupation of the community is agricultur
and
so, is it of such a nature Es to be adaptable to the methods
of training, practised in vocational agricultural depart..
ments. Different communities may have widely divergent
interests financially, vocationally, socially, and in sac
other ways: In Oregon we Irv* communities, whose dominant
intereet lies in the lumbering industry in all its stages,
other communities whose chief interest is mining still
above
00,
others that might be called fishing coon
all, many hundreds of communities that
to the farming occupations. It is true that
communities in the State whose dominant interest woul be
difficult to determine. In some of these cases the
pation
equally divided between
Such examples may be found down the lows
wjere there are fishing.farming communities as well as arm.
ing.logging communities.
That industry that will coMpete most often per
the farmi g occupations in ron couvities is lumbering"
There are pioneer agricultural districts where the owners
cut.oft farms are farmers and lo
so Unless a careful
studyOf such a community as this were made,
t would be
'possible to attach too much importance to the Status of
culture, only to find later that there was not sufficient
interest in farming yet in that community lo maintain a
departmen. or sufficient agricultural background for the
practice of methods adopted by such departments.
mother type of problem in tLie State that will enter
here is
re the high
of the high school district,
school is located in a large town. There is every petrel..
the high sehoe
bility that the dominant interest surround
in a town
more than 3000 thousand population be other than
agriculture notwithstanding the presence of a rich contiguous
agriculture environment. However, tap problem shrinks in
importance when we note that of all the towns and village*
where departments are being comtemplated there is only one
and, that has a population of more than 300
to be very important in tl-is one case, how
ourselves of the dominant interest in that one
only reliable method of de terming the dominan
te set
any one community is that ofmaking a comprehe
urvey of all the occupations in the community, at which
dividuale are working for a living' A tabulation of the &it&
obtained would clearly indicate the dominant occupation of
the high school district. We are safe in Baying that
showed that 75 per cent of the workers were engaged in
cultural occupations, it would be apparent that farming,
an occupation had no close competitor.
JA this point the investigator should endeavor to de
mine whether or not the type of agriculture is Much as will
lend itself readily to vocational training. TO make such an
investigation reliable, data should be obtained on the soil,
crops raised, yield of these crops as compared wi
contiguous areas kinds and amounts of livestock k
oh
e of labor income, and the extent to
average farm.
rms are owned by operator . The amount of such data
vary with the community in the State. Cf course, timers will
will be large
be some communities in Eastern Oregon t
at growing communities and where there would be little
d of troubling oneself in attempting systematically to
determine the number and kind of livestock that
On the other hand there will undoubtedly be communit
type of agriculture will be misleading at first observe.
unity such
a mixed farming
This would be :aost likely
an is found in Benton Coun
do to
Ws
Corns
m a study that ?rotes
'o k, we are rem ded of the =por
the size of farms in a couuuunity in its relation
cational agriculture. In a study of 674 farms, concerning
the relation of sL.e of farm to the number of boys leaving
the farm, it was found that as the size of farms decreased,
so did the likelihood of boys remaining on the farms.
figures furnished by Warren show that sixteen per cent had
left hJme from the larger fame, as compared with seventy.
nine pr cent from the smaller farms. He adds, *About hal
of those who left the farm have gone to the cities or villages.
The other° are farming or working as farm hands for neigh.
bora
This would indicate, that in so far as vocational
needs are concerned a community that has a larger percentage
of farms that are over one hundred acres than under that
numb :_r, wouAd be a
desirable location for a daPartment
Alai another community where the percentage of such farms was
ge size of farms
low. The census returns show that the
ppthree acres in Hood River County
n Gregon varieg from
to more than 1300 acres in Wheeler county. There are other
important factors that would have to be consid,red in this
respect, however. It is possible that a forty..three acre
f m in flood River could maintain as nanY boys as a 1000 acre
tarm in Wheeler. When i would be highly desirable, however,
consideration of this factor would be when there were
two communities that were very similar in all respects other
than in the size of the iarms. From what we have learned
from 4arren it is obvious that, generiilly speaking, the
re
survey, the of time the at department a for boys term
are there If renters. were farmers of majority
if than stable more much very be will land, the on owners f
percentage high a has that community, a of population farm
ty. commun the in land of ownership
t is
department
agriculture ef tabilit)
that factor Another
.., 200....
6
0
Over
0*
187
71
62
29
.4,
*a*** 510.50.
less..
or
BO
Warr. After York. New County, Jefferson Farms, 674 Pr.rm,
Leaving Boys to Farm of size of Relation
Tublelq
th
this
ke
erhe.
clearer point
will allowing table The farms. small the with
operat
t for conditions
one the than department
offer
favor
would
3.orl
tari 1are
tho with
it7
comm
Bry likelihood that the number tommorrow will
e from the present number in either direction. The
change, if any, will be a very gradual one rather than an
abrupt one ae is often caused by a o ge
population due
to the mov nC of renters. There is a more desirable ew
merit for the future s udente ot th vocational agricultural
department in a community that is owned and farmed largely
by the owners themaelvoa, There are eome
unities in
variouo parts of the $tate tha
re lergely ma
There are many other very etable communities
majority of old ttable families, .L,nd a
ownele. The latter would
more desirable
up of rent
contain a
t iox
department
most CO58.
From .41 analye
such as the forgoing,
formaticn should be
uffici
tained, to enable the inveatjs tar to
dfAermine whether o not the agriculture of the community will
adapt itself to the successful operation of a department.
IA.ZbAxt.Etwalt.41-1
AD has been mentioned before in thispaper,
supp)y of a desirable type of students is absolutely
to the succeeeful operation of a department.
that number of students. at eighteen.
a'.4.ded, but this is the minimum.
is poesible, of courser for a doper
tabliehed with eighteen agricultural students, regard
their intereste and the assMance of
0 Supply
120
etu ents. 8uch procedure* however* would be detrimental to
the cause of vocational agriculture in that community* and
to the b-st wlfare of the pupils,. *aside is an example of
such a depart!-Ie t.
ere* .-ost of the students are town boys
for there are very few furm boye in the community.
There are throe distinct problenz that must be con id.
crcd, when invostio,tint; adouacy of pupil supply. (1)
are the qualifications neoessary for the enrollment in the
class in azriculturo? (2) Are,there a sufficient number of
tie type of btuonto to meet the requirements who we have
reason tG believe would enroll? (5) Are there indications
ti tCue future supply cfpupils will remain adequate?
There are three pound and fundemental qualificationsf
:..'ecoanized by all.leaciors in the field* that students should
be required to meat before enrollment in one of these agri.
cut ural classes. The student's chief interest should be in
agriculture. Be should live in an environment that is truly
have a-eess to farniland and such
,.cultural* and at
is necessary for carrying on
agricultural equ xlent
effectively his home project work* The prospective student
should be ylanning on farming after high school graduation*
or attending an agricultural celege.
The qualifications above mentioned are of particular
importance in this State. In several of the departments,
we have a large percentage of village and town boys, and a
low p rcentage of farm boys. It is apparent in some of these
departments that the chief interest or manY of the boys Is not
arcutture,
these depart.
eents bo have
ntion
mieg or studying agri.
,eu1tur. at an agricultural college at the completion of their
won.:
Po lowing is a List of departments, showing the pre..
portiou of tude te who eived in the twee, when the survey
aa made in the tall of 1024.
too raan.
tudents
Medford .
Cottage Grove..
45
Roseburg...4m** *20
10
ts Pas
a difference of o
The writer is aware that there
o
cone- rni g the desixability of vill ge boys in agricultu
1.aesee. He is also .ware that some of the very best boys
that we heve in our claesee in this ',bete are residen
The high point vocational agriculture boy
contest between ell such boys in the :Asti) judging contest
last yeer, was a village boy. HowLvert it is the general
the town.
tendencies that intet iost when uonsidering the welfare
of the entere group. illage boys too often have not oaf
fioient agricultural background to benefit from the course;
and studies elsewhere seem to iedicate that the village boy
cnot be depended upon to follow the vocation of agriculture*
de a study of four
Tarry. S Gabriel, in 1920,
es Green, Newark Valley* Interlaecn, and e[oravia.
A
ured significant data on the villaee boy euestien.
Gabriel H.8* A Study of the Extent to Which Knowledge and
Skill Acquired in Oeceneary Vocational Agricultural Function.
found that pupils from the illage who study agricu
to follow some occupation other tha faring later. Cf the
185 boys who had left school since 1915 and who had studied
agriculture, sixty-six were from the village and 125 were
fro:A the far
At the time of this study none of the former
xllage boys were doing farm work:
two were doing work allied
to farming, and only one was attending an agricultural college.
it does not seem to be a wise pc i y to conduct vocational
courses in farming occupations for these boys, at Such high
expense, when no practical Use is made of it later for the
benefit of the boys themselves and Oregon.
The number of village boys who have taken the vocational
agricultural work in the four communities studied by Gabriel
was found to vary directly with the Size of the village in
which the school was located.
each case the proportion
of village boys was high. Th
llowlng table will make it
arer.
Table IT. Occupations followed b
Studied Agriculture in High School.
lLge and Farm Boys who
After Gabriel)
Occu.
pation
YAAL.Far* V14.44FR
0
8
0
13
14
13
12
3
Allied Farming 2
Agri Coll.
5
0
2
College
1
Army
3?arrner
16
0
9
7
41
0
0
1
2
0
4
0
1
2
1
0
0
0
2
Teaching
0
0
3
1
Deceased
Unaccount.
2
0
0
1
shop Occupy.
3.
ed for
12
1
2
5
35
1
2
7
5
0
3
If the gurus of the above tabl re at all represent
ative,
very apparent that village boys do not follow
agricul
as a vocation after the have finished high
school, and therefore do not profit in proportion to the
cost of their instruction. Therefore it is 1 tai ed that
in building up a new department of vocational agriculture,
discretion should be used in the tter of selection and
only these boys should be enrolled who fulfill the require*.
ments herein set up. If, however, after a suffici n
of well qualified boys have been enrolled, there are
WhO desire to take he work, then those boys may be eon.
sidered, provided that facilities are not overcrowded.
1
Having arrived at a aatieftctory answer to the fore.
going ,uestion, o are now face to face with the second co
sideration. The investigator Should be some means determine
whether there are Lufficient pupils who can meet the require.
ments and who are willing to enroll in the new courses There
seems to be only one reliable way of answering this question,
and that is to canvass the students 01 the high school After
sari:A.1U study upon the -subject, the ,qriter submits the follows.
ing schedule to be used personally by the invcstigator. The
principal purpose of the schedule will be to determine the
qualificz,tiens of present iigh school students for a course
in voc tional agr culture, and whether there are enough
students intcrested to make the est.,blillment of a depart
,lent worth whiles
125
Schedule tar Collection of Data Concernin
Supply of Students for a Department of Agriculture in the
high school.
Table 1(0
ame.......
Grade in hi
.8e
hool....
.
r
Do you live in the village or on a farm
ararara
Doee your father own a farm; it co how man
Does your father rent a farm., or part of farm if co how
many acres?.
you work on a farm in the wmmmer vacs tow'
Did you ever own livestock of jour awn?.
Number?... a a . a a a a a a a .*. a,..........
Did you ever own an manage a crop?
a 0,
How much?...
S aa ra
Ora***
*a a Ora I** arra a a ail
Would you like to enter college after graduatiou?.. ***** *6
Are you intending to do so?.
........
What course do you want to take in college?..... ..........
Would you rather work in towns and cities than in the count
Oaaaser. riM al
Would you like to be on a farm of Your own
Are you planning to do so?.....,..
If not what are your plan ?....
Are you likely to take over the home farm some day/.......
Are you likely to rent a farm come de 7...
*04
Would you be interebimd in receiving instruction in
agriculture, if it were offered at your high school?......
It is important also t
munity to deternline the number of boys, who are now working
on the farms, and may be interested in a new course such as
this at the high school. It is highly probable that there
high school if it
are a number of these boys who would be
s than those
were possible for them to study along
leges.
that are merely preparation for Liberal
rAtuze AmPRXr cr. PVX/
Raving assured ourselves of a present sufficien upply
of agricultural tudents now in the high school, it is
pertinent that we should inquire into the possibi.itiee of
an ade,uate future supply. It is very important, in con*
sidering the permanency and wafare of the department that
we
now whether thete is an on..coming group of stuLlentes
The readiest way of securing this information, or
letst reliable indications of the supply, would be
a survey of the district grade schools that are
schGol district, and also any other outside grade schools
that stay Lor some reason be in the habit of sending statism
iCular high school. The official records of the
to this
County Superinttndent should be of inestimtble value for the
purposes of this survey. informttion other than the number
of students in each gm-de, their sex and age, would not be
necessary. It is obvious then, that the investigt;tor
readily determine the probable number of farm boys that
be enrolling at the iigh school the following Year,
one or two yea
supply that may be
recruiting methods.
will also be
awn
by means of convcasing and other
If the majority of farms of the high
ochool district are operated by their owners one may depend
of farm
fairly well upon the stability of the present
boys,
opjOtailed?
The matter 0 financing a department of agriculture in
the high scheol is ei peculiar importance in Oregon*
been previously pointed out in that part of this thesis
dealt with promotional war., the larger proportion of the
financial burden was to be borne by the local community.
would seem, therefore, that a rather thorough investigation
of the ability of the community tr support educctionia.generl
and the arlditional department should be ma e* Lt is eouellY
important that some knowledge of the effort that the oo1P
ity is making, as compared with other communities, be secured.
Wi3o4t Undue ,Burdetwk the
t4
Cblifta
Comparisons made with the County or the State as a whole,
where it was possible to mate comparisons would be enlighte
tug.
high school happens to be only one at three or
entire County, or a County High School then the
ability and effort of the County to support education would
indicate fairly well their future policy towards financial
departments. In a previous study
support of agricw,
that the writer made of the Public School Pinazce System
he compared the e
being expended b
vkrioue counties, judged on the basis of wealth behind
school child,
conpkred with the e,ponditure per
enrolled in the various counties. Of course, it is n
assumed that this method of meksuring effort of a politiCal
unit is absolutely reliable, but it is 'very reliable
dicktion and a good leader for further dtudy of
Qi
The table on the next page is If*explanatory.
a.
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88e.*oirwil.40041prowitea14.o5,4141098,9.rnsfesOrroik
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130
It would be well ror as to keep in mind the method by
which the high schools of Oregon are financed. This will be
quite necessary if we hope to investigate the financial stand..
ing of the high school district, since it belongs to the same
system.
On the 1:ollowing page is a diagrammatic represent.
ation of the financial organizatin of the high school system
of Oregon. There are certain outstanding loints that will
here be noted:
There is no State support for h la schools.
The general property tax is the only mecos of support,
whether it be district, union di trict or county.
The county high school fund cannot exceed at anyone
collection a total that is more than five per cent of value
of all taxable property of the county.
The superiority or inferiority of he high school is
largely the concern of the county of the district or of both
r. ther than that of the state.
From this, then, it will be apparent why it is necessary
to gauge fairly well the z_,bility and the effort of a high
school district or county to bear the burden of high school
educLtion.
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132
After come indicative factors such as mentioned above
have been ascertained concerning the county and the comNuni
it will be necessary for the investigator to look into the
financial records of the school. Re should be particularly
intt.rested in he operating cost ,or the school and for each
the bonded indebtedness, and the method by which the
debts are being licuidated. He would be interested in know..
pupi
ing whether the school has a good financial history, and
whether there have been serious financial difficulties.
It will be necessary fur the State Supervisor to deter.
mine the amount of the initial expenditure when the depart.
ment is established. When the salary and the traveling
expenses or the tt,acher have been decided upon, it will be
possible to arrive at the total expense of the department for
the first year. The following ears' expenses can readily
be estimated from this amount. The Supervisor will then be
in a position to determine the total expenditure that will
be expectedof the local authoritiee over and above State
and federal reimbursement 'for the initial year, and the
probable amount for future years. Following is a table
showing the proportion of each department's expense that is
borne by the local department, the State and the Federal
Govereme t.
0OZT
tanwTuTm e
eauedxo tsnuue
=TIT OJWIOV maxis
firEco 9.; le
dep reeeT e
%e
eauti.tte,sneeverceoaTta
e9TlaleAu/ eql 4useead et%
nouTxuadde
trams ues44,1) IOTA 441eq101104. mauve .ted 0000/$
el guTlunome veddra teTeueuTs uTeluTiou 9 etge eT eow
044udep reeot UAeq4 go 1 we u9Tvienb eql olet "rfel-T aaAT09
e ;co 4uelaqamtnee 94 I:al:Rea Tip' latatqoad
luemlIedep
veto, evuel image atm wo.0 ueoa aq ITT* %I
°wetly;
00.Que
00'gg4
00.20
0000,
00 00
'24.°01
00'00T
00'006
wooec
00'0004T
00'006
ovogtx
ocieseT4T
00.00011
gg'000'I
********* /apple"
............,.ssooddsos
00.0gg
00.000
gg.0gg
00.0gg
P.:90 ****
00.90
00 gkg
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00 00g
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1.P
00
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000006 " ""
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01
pelunopun 4ou 041) se.rolTpu.d
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% lanve
W-P)42,L
area the larger the speaking, Generally school. igh
the to contiguous area the of portion any of students the for
comPe may that schools high neighboring to distance he
accoun into taken be also must that factor Another
school. high the adjoing area
school high a in farms the of cessibility
and
district
relative the accurately determine we that important be
seem would it facts, these Considering distances. long for
mountains the into back running narrow, very fingers, mere
are valleys thQ15e of Some ridges. mountain by other each
front separated somewhat valleys, mall such of number a sent
rePre- will that districts other are There valleys. small in
o are communities farming best very
isolated ratively
of many great A mountainous* is whole a as State the
in consider, to factor important an is Oregon o' districts
school high the of features physical the of e
alf1404.1
any than education of type
he
importan more perhaps
o
is
community the of people the
of characteristics social the of consideration
A
work
this
in consideration important an rather is district school high
the in tacilitiez transportation of factor The department.
a of failure or succeee the determine often very vircnment
esp. social and physical the yet consideration, much very of
appear not may factor this While
worthy be to
first at
21491.21111
4,
the high ec ool may draw on for students, the .reate
likelihood of a vigorous and strong department of agr ou
!ktretnellortottPut
Vvitiges
If the farm boy is to study be vocation of
the school offering such instruction must be aoceesble.
Appreciating this fact, we can realise the value of good
roads and railroads as an aid in bringing farm boys to the
school, There are many of the small, rather inaccessible
valleys, mentioned above, that are comparatively inaccess
ible at certain times of the year. The fact that the vo
cational class in agriculture is expected to do a very con.
eiderable part of its work in the field, and that the In
ructor is expected to ,isep in close touch
f the boys in his class, makes it imperativ
total mileage of travel be undertaken in the course of the
year. For these reasons, the Supervisor should assure hie'.
self that the minimum amount of travel be possible withot
too much difficulty.
Of course, the more ai1road facilities there are
the community, the better it will be for the department. As
a matter of fact, with good railroad facilities, it would be
very often possible to establish a department that could
offer its services readily to a much larger area than other.
wise. The electric and bus lines of the jillamette Valley
often be of
other parts of Oregon
and the bus lines
it
great service to an 6 icultural department
more easily available
Larger group
The number and nature of social institutions in
community may, nd p:enerally are, responsible for the at 140
tudes in the community. Social institutions may become
forces of consi erable power in a community through the In*
fluence of its members. Because the social instinct in
every human creature ia one of the most fundamental ones, the
community which lucks facilities for the adeauate expression
of the instinct is likely to present pathological conditions.
The c.,tent to which a eqmmunity is orgtInised in a social way
is a very 600d indication of its st.nding in the scale of
general efficiency.
WIR94-1
Because the school is perhaps the most general of ear*
munity institutione in the country, and because every small
community insists on having one, it would seem to be very
desirable to determine thr=ir condition of efficiency and the
etent to which the community takes pride in them. These
small district schools will be fairly good indicators of the
community's attitude towards education and the intangible
values of life. A brief mention of the educational status
of two typical rural communitie in Oregon will illustrate.
The data below referred to was ecured by Professor Page of
the Oregon Agricultural College in a survL,Y that he made of
these communities.
Parkdales n the upper Hood River Valley, is a splendid
example or a rural community that holds its educational
institutions on a high plane.
nty*e
population of this email community has had so college edu0
cations and fifty per cent have had some hi6h school education.
Nolley, another lure' community, at the foot of the Oats*
d
in Linn County has a population on the other hand, which
can show only a four per cent college education and twentym.
two per cent i4gh school education.
t is also i teresting to note that the average number
of v lumee in the home library in the Parkdale community was
265, while it was only twenty-four in the Holley community.
This information is sufficient to show that a community'
attitude turd'a its educational
y t;re t exten
Supervisor is
dIDartnent.
stitutione vt,ries tE a
oh variation must be ooneidered when
mplating the establishment of
ether or not there is a demand for this type of work
will largely depend on the extent of the promotional work
that has been done in the :ABAe and the community itself
has been cliseuesed in a former part of this thesis.
motional work in this connection does not near the spreading
f eenLational propaganda concerning the opportunities and,
advantag s of the work, but rather a simple telling
work that is being dGne elsewhere in the State, in
the people of he proapective community may become aoqua
with the aim, methods and advantages to be gained. There is
138
doubt at preaent but that the great majority of agri.
tural eonmunitiea in Oregon are yet unaware of the
cational agricultural program. f a more vigorous program of
promotion is underta en, hcwever, there will tend to be a
fairly clear understanding of the work throughout the farm
communities* that
e future prove to be a (Weir
intensive educutiona
able starting point for
wards the estLblishment of a department.
After the people of the corurii have a clear under,*
14
standing of the nature of the work, a canvass
the School Superintendent and the Principal* the
eident40.
of organizations and a representative body of farmers,.as
as a "crosewoection of arm boys, one ought to be able tO
determine whether or not the community is sufficiently
telveted in the program to accept* e d support with their
interest such a department.
6. wht4tv 74614.C.PWVPPe. 12.09q '444%.77.tgtrA0
ti0/2144inkt Pir
This is a factor that indirectly deterznine
success of failure of the department. When order
into an organi:ation that is already operating* it ie only
reasonable to expect that reorgani-fation will have to occur
41
o some extent. When an additional department is pleased in
the high school* and ix department that does not function by
be adoptIon of the O4M0 methods of the usual department it
is to be (44.pectd th44 some ware will have to be taken, and
considerable time spent, in rcorganil,ing be cirriculumand
139
the schedule to include the agricultural department.
fact that the agricultural classes have adopted the
minute period makes it rather difficult for some school ore
ne to adapt themselves to the new condition. And
the act that the agricultural student is urged and expected
to ta-e such subjects ae Englisi civics, history and science,
it is neceseary that the time schedule be so arranged that he
be able to include thece with his agriculture.
Some Superintendente are rather averse to having exist
orgeeieateone broken up, especially when it entails the
ption in the cne department of a n netyeminute Period
is then imperative that the eupervieor and the new agrl
cultural Instructor take this matter up very care tale and
tactfully with the Superintendent and Princi 1. Xt is
possible to win the disapproval or the approbation of th
school heads at Vie very start thr Ii this matter of eurri*
culum organisation;
7. There is likewlee the matter of building nodifi
to be invect gated. It is necessary to obtain a room or
reeee in the hieb school or building adjoining that will
et the State requirements. Ale the poseible locations
modifications should be carefully considered at the elite
for it Is general more difficult to obtain more larger
adequate facilities, once the de.vtrnent has boo° estabe
carefully planned at the outset
lished. If this matter
with an eye to future improvements, it will do that much more
to help the department on the way to success,
the foregoing six factors
been analysed, that such a thorough investiGation would entail
It may seem
too much wor'
more than money and energy would allow,
It is
suggested, however, that if a sufficiently vigorous and stared.
fully planned program of proxcotonal work is underta,en
through the press for the $tate, and a followoup ype of
promotional work in a satisfactory appearing
it)!, it
should not be a difficult matter to secure the assistant's
of the local authorities.
ke it their r.pponsibility, and
it will be more satisfactory to the community. It is cit!1
ed here that a committee of representative citizens be
appointed by the State Supervisor with the advise of
Cchool Superintendent or community leader, to investigate as
many of the r' going deternInging factors as the Supers, sr
may dee4 advisable. It is not suggested, however,
Supervisor paws his responstbility to this committee, but
ther that he use them as help.matos, even though they may
ultimately assume the major ,ortion of the work involved.
It ahould always res.4 with the Supervisor to determine the
adaptability of the communitj to a department of vocational
ulture.
T OP STANDARDC OF ACE
EST
AN
KT
AS
ADMII3TR?IV UNIT
y possibility of deundez'standing cae
of the bove title, it will be explained.
he meisuring stick, by which the
in short it
mente of the program of work for the tate io to be
The program will determine what work is to be done,
ete.ndarde of achievement will attempt to meLeure how effi
enty that program bee been carried out in the State.
out cone means of determining results, we would be pushing
forward blindly. tandc,rds of achievenent shculd be deter.
mined for the State, that we may measure the effect of our
progra:A.
several times previcuely in this
is program of vocational
sie
is a
in the country as a whole, and in Oreon as a
development that is so recent, nothing but the oet general
standards have been determined for the various States. State
Regional and federal reports indicate, however, that stand.
ards are slowly evolving for the regions and the States
just as all highly developed institutions of the twentieth
As
en went
century have developed directly ae standarde of measuring
their effect upon society reached to higher degrees of re+
finement so vocational education in agriculture may be ex
pected to render increa in,; service to society in ths same
proportion as standards of measuring its effect upon society
are dotermined tested and refined.
142
nce the whole program of vocational education in
ricuiture le the product of a Federal Acto of C ngress,
and ie encouraged by large sums of federal funds it i.e only
natural that the Federal authorities would set ce ta
staniard of achievement for State and local administrative
units, before euch federal a lotments of mem
be had
Pcllowing are the principal standards that bLvw bccn set
up by the Federal Board of Vocational Ildlit;Ltti.on;
I. All Schools departments and classes :uust be undk4:4'
public supervision and control.
2, The controlling purpose of all instruction rec
in federal aid shall be to fit for useful employment,
AU irstruction shall be of leec than college
JJ.1 persons receiving instruction shall be over
fourteen years of
very dollar of federal funds r.ut
zrtched by a
1oUar of state or 10
money, or both.
8. 7oney is to be expended only for reimbursement of:
00 Salaries of teachers, supervisors and directors
agriculture.
7. ix months of supervised practice in agriculture to
be undertaken by all
nal atuen
a) All day or depar
(b) Part-time or dull
(e) Evening classes.
son classet.,
I92a
aultur.
A room equipped primarily for instruoti
Sufficient e uipment for practice in improved meth
of testing milk, soil and seeds; etc.
(10) Suitable otore room.
A steropticon, slides, charts etc., bulletins an
papers, the initial cost to be not lees thEn420.
Fairly complete equipment for a group of fifteen to
twenty pupils will cost from 050 to $500. A minimum or 4150
ruet be expended at this outeet for etrictly agricultural
ecuipmenti
(a) A minimum el.ry of 4
culture employed for twelve mcn
for a
(b) Funds for tran portation of teacher in auperviio
f practical work of studeate.
o) An annual maintenance fund of not less than 8OO
per pupil, to be available to the teacher at all times
incidental expenses.
143
curses or -t dir
ee or four year course for al day school$
r departments. Net less than 50 per cent of the student
time shall be devoted to agriculture including practical
work. At least one continuoue 90wmi1ute period must be dem
voted to agriculture each day.
(b) Part*time and evening classes. Courses for these
clas cs may vary from one week to one year in length They
are intended for mature students engaged in farm work and are
to be adapted to the needs and intcrf:sts of individualstadenisaz well as to the community. At least 50 per cent of the
student's time will be given to agricultural training.
URP
Althctzgh time shall be given to instruction in the prin..
e of agriculture in the clans room, empbasis shall be
d upon practical training in the laboratory and upon
arm. Class room and laboratory instruction shall have
a direct relation to productive farm work, keeping in mind
that the courses are for the training of farmers rather than
for the training of cie tists.
four year course in agriculture,
th at least two years of practical form experience.
It is apparent from the above that the federal author..
ies have set very definite standards that must be reached
before a State may qualify for federal support.ItIis_pointsctc,d
Must be graduates
14
out however, that the 8tatea have a zrgin of interpretation
upon which to work. Following are the principal general
standards of achievement that are set by Oregon:
The major work in the course must be general agricu
and shall include: (1) Perm mechanics; (2) animal busbandrn
(3) soils and crops; (4) horticulture; (5) farm management.
Not less than fifteen semester hours in education, i
eluding; (1) educational psychology (2) principles of
education; (3) vocational education; (4) secondary education
in agriculture; (s) practice twitching.
9shallnindkatfikAPPArTAvqrs
) qualifications 0,ftA minimum qualification
equal to the minimum qualification of a teacher.
board will consider additional training and axle
education essential. At least two years' experience
teaching agriculture will be required
(a) Rome Projec
t least to 350 hours
Each student must spend time
practical school work upon
rejects. The major portion
more definite product
such project work must correlate with the inst
agriculture at the school'
(b) Home Frac co. *In connection with each course
definite e:N.erciees involving skill and the application of
principles considered in the class room will be required
each student.
It might seem at first sight that the State s
ida
are sufficiently definite and detailed. Careful examination,
however, will reveal the fact that they are only definite
Oo far ts they go, but no detailed standards are there set
forth. The following questions will more clearly indicate
the necessity of more detailed etandarde that need to be
worked out:
1. Shall the course be of one
Or
duration?
2,
t s the optimum silAb of clime in an all day
department?
What ahould be the exact standards of achievements
a dairy project, an apple project, etc., that the learner
should reveal, in order that he shall have been sufficiently
ined in that line of farm work?
What degree of skill should the learner have in
chine repair, in machine operation
concrete construction
etc?
What standards of managerial abi1ty should the
student attain to, in order that lie be considered suffieio
ently trained?
6
What 0tadarde
nt attain to?
7.
ific
0410
hould the
t etsndarde of class room instruction should
set up?
These queetions will be utficiont to suggest the nature
f the
blest that the 3tate
setting up standards of achievement
PPA:Pplt,or_MAAAP
dard has been deternine4, it is necessary
t of measurement, in order to measure the
progress of a department in reaching for the standards.
Following is a list of a few of the efficiency factors* whose
standards, once cletmrinuied, ntt lend themselves to measure.
ment in the way indicated:
1. Enrollment...ratio of enrollment to the number of
farmers needed in the school area.
*aching efficiency
Projects...percentage that are comple
(1) Financial returns from same.
Interest and personal influence *attendance.
Skill and professional ttitudi.ieemperiø
and tenure.
3. Community activities of the Time is
(a) Part.time and evening classes.
Pre.vocationsl work.
Fairs* conteete and exhibitions.
(d) Additional community work.
46 Results of vocational agriculture in
) Improvement of agriculture in the community
Percentage of agricultural students farming.
ntage of agricultural students in allied
000 Pations.
Percentage of boys out of school reached.
extent to which community has benefited from
crop or animal improvement programs
While it is very necessary at the State Su
a plan for his yearly crk1, and objective means
urine t S percentage of Sithievomont awards the fulfill,.
merit of the pro
it shall also be n cessary that he
sist ugcn a progr&.i, uinucr in natur, for each agriculture
teacher and standards
order that the
wahlavoment t
teacher may be able to measure his own results and thereby
continue his work intelligently. It will therefore* be
necessary for the State Supervisor to aesiet the indivi
instructor to
nderds of achievement adaptable to the
cifio needs
own community. It is needless to *V
that certain phases
the agricultural progra.a_ceinstuction
11 be stressed more in one coni*unity than in another, and
will be necessary for the teacher In that community to
attend more particularly to the standards of achievement in
those phasee of his work; while his fellow0teacher attends
to the ghases otreescd in his particolsx oommun ty.
the same
will the cams standards have the flame values
phases of the instruction from one community to ano
owing to such variables au human eapaeitise lemea needs and
the State of agricultural devJlopment.
ery
To n =arise, the State Sapsrvisor
definite annual program of work which must be carried out
each of the various departments with the n oessary Changes
in details t meet the local needs. Likewise it i Ou$14
ao important that he set for the State definite general
standards ot aehieveent,to measure progress in the State
s a unit. In a like manner, it shall be necessa
to assit the individual teacher to determine local standards
of achievement, that he in turn y determine the local
progress.
4149
TYPICAL P OBL1
NT
STAT
P;9Y
1.
The participation by a3.l pupils in supervised
tural practice is not only essential. but the most important
tor in the whole program. Upon it, the practical nature
the instriction depends. Through it, the students are
ined in the skills and iu agerial abilities necessary to
the successful practice of the art of farming. An improved
home project is necessary to the completion of each year's
work in agriculture.
et of the leaders in the field of vocational agricul
ts of a deeirahle
ture subscribe to the following
proj
In most caste it should be typical of the dominant
agricultural interests of the community.
a
of
It should involve typical skills
al situations of the agriculture of the co
It should demand the maximum lear
(a) It should correlate with the particular course tha
the student is ursuing in the departxmnt.
An interested student of the Program 141
a little investigation that all of these requi em
not being met in Oregon. He will also find that this
by
Oregon.
in ts
of eanPle
Pro of reentage
Tablert
P
York. New of
data similar with possible be would paria0A8
order in headings six under nature their to cording
ac- classified were projects The reports. project 353
secured were data all, In Department. Teacher-Training
from secured been have departments other seven on
pro pupil's the of nature the cerning
eevezzde fran data collected personally writer The
present. if themselves reveal may
State e
of adriculture the to
that well
indications undesirable
project the of adaptability the on check a take
we
is it Therefore, produced. being now products farm be
quantityorvaluc relative the of that is adaption such
disposal our at have te tha means objective best
adapted. well become to tening rapidly or adapted, be
to seems State this which for products, those produce to era
farm- of deneration yound the train to attempt should we cases
(a)saboeInthernajoritycf of requirements the fulfill to
aa,PoePible far as endeavor e
the in t
State'
the of that
However,
tha well seem would it future,
for view of point
pt
respect.
151,
Crops
112
Fruit
38
10.73
4
99
25.21
2
16
4.53
5
iraal husbandry and Dairy
ultural. Engig.
.941i
Management
Total
100.00
Approximately half of these projects were conducted
1921--22 and the other halt in 1924-25.
It will be interesting to compare the above table with
a similar one that was computed for New York Stat
Table lb .
owing the Kind, Humber nd Per
ects in New York.
d of P
28,78
Crop4)re,, e te
Husbandry and
cultural Ing,g
60.18
Y 163
4
46
Farm Management
Total
It is interesting
have the crop projects
0.29
1355
100.00
Oregon and Jew Tark both
S listand the fruit
projects in fourth place, but
other kinds of projects
In different ranks.
dicates, however, that crop
152_4,
projects appear to be most popular and agrioultural engirser.
lug and farm management proj eats of the least frequent in both..
States. Such a cc arisen is enlightening only from the
point of view of means of Checking the tendency in this State
with that of another administrative unit. A more Pertinent
arisen will be to compare the project frequemies with
the importance of the various types of agriculture
State, as determined by the value of products.'
able/1
Showing the rank of the various products in
n.
Poultry...
Crops...».
Pruit.
Animal Husbandry and
*
_Dairying...
pleasing to note that the indications
ess is being laid upon the various agricultural enter.
in the State in approximately the same proportion as
their value to the State ill indicated. It is true, however,
hot there is room for. improvement. Pountry proj eats are re
ntion than the i.morta2 as of the pountry
calving more
as pop
arrant, and fruit projects
enterprise wo
s not assumed, however, that
ular as is their due.
cations suggested above a to be taken as indicative of real
lad adjustments, for it could be possible
resented, majored in these particuL
es
0 COMMUnio.
ere.
1 534_
prises. However, the coiimiunttiee represent
ele
representative group from various partsof the
is known that same of them are streesin certain eat
in their projects that are not dominant farming interests
in their respective communities. It ee to show that the
State Supervisor must endeavor to arouse the agricultural
teachers to
eal ration of project adaption to the domin
o specific
ricultural interests of the c unity
at
t are mi
examplee of departments
n certain types of proje
will be c
possible
causes and remedies suggested.
PoaO140.
Of 28 proj ects at this department, 20 were poultry
ecta,or77per cent, let dairying, as a flarmenterprisein
Lye times as important as p untry Live.
op col
stock is twice as important, crops twice as important me
fruit equally as important as poultry, Of çirae, Seaside is
Only one small portion of Olatsop county, but it is the only
agricultural department in the county, and it is known that the
enterprises mentioned are conducted in theaeaside,c ommun -
ity. Dairying is one of the major enterprises of
resun0
1.
y-five percent of the uden n the department
twon residents and therefore are obliged to undertake
mmething which they may carry on
their homes,
152+
2. Poultry projects do not require very much c
for a start,
udent body or the
s from
Recruit mo
farms of the community.
Encourage the stu4nts to rent sufficien
seib
to use in crop or fruit production.
do when
range with etwiente and farmers
e d improvement projects.
ctfor
Data were collected on all the projects
operation when the writer called up the department.
of
Were twenty projects under v.ay at that time
gardentso pountry, bees and one each in poultry, corn and
potatoes. There was not one fruit project in the lots unless
e other hand,
it might happen to be in their gardens.
Jackson cowl
S first in value of f
and nut pro
ducts produced,
a apparent that this type of project
is neglected at Medford.
.one per cent of the s
nts in the department
nts of red ford,
enough eXforthas been put forth in
phase of tie instruction.
Leas capital and effort are required
garden, bee and poultry projects.
1554
ice
ecru
boys for the department,
Closer supervieion of reports by the State Supe,
Oregon is, on
ocational agricultur de,
the State but there is room for
ments are not attempting to meet this demand, due
ii
gusto effort of the teacher, large numbers of town boys in
the cla.ses or both, The State Supervisor should sap*?
vise the projeots of acme departments more closely.
Pro494 Est.
V
One o
8
basis principles of
instruction begins with the known a
ad to
teachinz of agricul ure is no exo
fore an instrectional pgraui can be intelligently formu3.ated
for a community, it is
essary that the teachardiecover:thc_
foundation upon Which the program
what physical equipment in the comm
posal for instriotional purposes,
be built, He must know,
he has at his tie..
knot
wesic
that exist in the equipment. He should be aware of the whole
background in agriculture,
iicb his pupils have to draw,
that they may understand the new
4nd additional skills
;
156,
to add to the present abilities.
e students' backçrounci will save the t
tructor and student alike will save energy a2 money, an
vall make it possible for the instructor better to meet the
specific needs of his community. It is obvious that the
urvey method in some form must be used to gain this knowledge in any adequate way. Such surveys are not being nusler
taken as frequentl, nor as intensively in Orego as. the nature
of the instructional serviceemands.
eys would be c-inducted more
la believed
quently and more intensively in the various dpartm
the instructors were better instructed in methods of sur-
With till point in view, the writer is submttttng a
survey schedule as an example for use in
It is not assumed that this could be used, or Should be used
veys.
as it is in all
ommunit se alike,, Th4r4will be certain
types of imformation desired in s,Jmo communities
schedule does no include
filled 0u
bh seaael et
11 a
qpies should be tiled
sug6ested that this acheatirioulturs and as manF
to do 7
etas, Guest
uld be
er has bean uided
one that
Adaptations here been made that Oregon
oh
tions would warrant,
15Z,
ion
County.........
Population.
....
Name of Informan
Date..
..?ow
.
.
000000
..
.Vil3a6e or town oat
School Distriet...
........
411 a arr.a 0
00.0
e0.00
0
50000 00000411 S 00
0
000
0.0
158,
8147,Y,
part
te
owner
0
No. years in comm
a
No. years on this
Persons in family...
Father's ag
..#
0.
place", I ...
lace.... .0 as. ass
ther*s age......
rar
Ildren. "T*60*
:Months in year, sa
ed help, men.,.. 4,4** *air
.Months in year.,..,
Women.
Zduc tional facilities:
NAmbe.s
**6 a I S OW
WO I
ached. No.
attending
Nature of the school,,,...
No, college ra4uates in the
tar
a
No high school graduates in
14. 8th grade graduates
public library used.. . 600.0
road in
agricultural
billeting
ly
*Or
I
*
*
of flewepaprs and magazines in
saSs** *0
**060
aa..e a ***a
*00 0*****
00000*
441
Woe*
S S S S I S U US a *
a. I S aS Orr*,
Or 55*I
parents willing to haws children study vocational
subje
a
oaf
a a *a
159,
cast opportunities:
Clubs or lodges to which members of f
long.
40,,,,..*** SO a I *********
4* '
I or home improvement a act
Ag
organizations to which. membere of family be10
*
004
embers of famiXY wbo are
of rural organizations
S.
***
S.
***
le
or
s
S l.a 5.5 .S,SsS.5 l4
Recreational fact ties--games, sports, etc.,
...** a S a ****
lth
) Deaths in family.
(2) Meals
**SS
(
) Source
water supply...
Dug Wells.
(
04****
*
.0
Driven Wells..
) Row is waste And oewwdo dt8poed
tu life:
(1) Church affiliation.
church preferred...
*5
4*
PU
n4 uan;
4411. Trig
904 129414 P ZWA04
mad aurua atm
zoned 01J100t1
u7 aalaa Surrunv
monate
Axgamoou ;7 eatagypo ppa
-$00u0W0
(x)
00 mr0P0X
0**44
MAU ri
71019
0n014 %re; *YU (q)
0/0 /0 Ten uy
4011621 TI91
8013 .4
*atm (x)Itaatt
auvax
31 nvact
auoIsuamur
S. 114 I 0
avA seu (
asnoll uwas agt
*S
0*
*
*a
Suis
a*
SS
*
5
4.****STI slun00 q4TA PoTJgT1,9 4Tr204 aql
I Jo 3oTn902 leaugpu04413 Toottoe Xamune (t)
S.
714141%, 40.1nq° (C)
7091
Telephon
Library, Jo.
volt
The Farm
Acres.
Operated by owner or tenant,p
tenant (underline)
Resources of the Yam
e Stook
No. on hand,
*ale
Female
Altered
ed preferred
No. females
Bred per ye ar
m Cro
Oats
Barley
Vetch S
ura
ung Prime Old
BtaY14
une
Peaches
Apricot
abort
uite
grapes, No of Tines
Currants, bushes
Raspberrtes,
Blackberries,
Imenberriest
Strawberri es,
r
"
163
of garde "400000
List of garden vegetables gro
Dimension
*
0000
000
p.
*
(4) Was
Land
Tillable
Undrained
Hilly..
Not irrigated...
*000
ump
US
System of farm acooun
000 040
ag
Ro
phosphate
0000 00
00 0910 80 00
411
164
htzr
slag
Potassium*
Nitrates
ixed, eta
iat
o
t forst
Farm manure
(g) Nara Nquipment
Pars Conysyano..
Pa= fences
1651
P OCEAN OP TOM SUGGESTED
Vocations]. agricultural educa
by the toUowin8 means
The agricultural pres
arm and rural organizations
(b) Throu
1
0) 3 the ihdivtduel t adhere ikt, their c ammun it id.2146.
chools must be encouraged
Consolidation of
thoughout the State.
A salary schedule for aricultura1 teachers should be,
worked out and adopted,
4, Arrangements will
th Teach
Tz'aining De**
artment at the oollee for members of the staff to Visit
arious deparbasas in the
more often and more regularl
e.
Definite
oodurs s uld be adopted S4r
establishment of n departmentS in the St
specific investigations at prospective dapartmenta =Afro
taken.
of the
establish definite
All
service &Quid be,.enoguragP4.
di of achievement on an ob.
e basis of Imeasureme
o strive for. Such at
ficientlY b
MASMS of
tate Supezl
the efficient)
State with ano
There is need for close
their individual depart
as should be experyised suf
vill be a
Supervisor of the nature of the host rojeots
dents in some ofthe departmen 8.
e survey method of instruction needs t
mated tä a greater extent.
ibiS.
Eaton, T.
.;
Rural School Survey of New York
Eaton, T. L;
Vocational Education in "'arming Oc Watteall*
Federal Board for Vocational Education; Annual Reports.
Federal Board for Vocational Educations B* tonal B*Por
A Study to Determine the xten
Gabriel
Knowledge and Skill, acquired in eondary
Vocatonal Agriculture "Unction.
Eetabliehin a Department of Agriculture
in the High School at Dryden, N.Y.
MariePaul V.;
An Agricultural Progrun for Oregon*
Vocational Education.
dden
te Boards for Vocational Education; Plan*.
tate uperintendeat of Schools; Official DirsoterY
G.P.;
ttamsgement