c; or ti ThMl CI
tr the Kast.v of 4*o.
Dot. tssia ii presented April 29, l%
MUis&
CUh
Title
A *1iLTU1. UCI
Th
aca*oa Redacted
for Privacy
Ab*tr*st.
deeslop an lilturol
seeds of $ larger *a.ttt if the
oh
*7
Junior end
, of the questions
in*iudeds i*sa as's
eqrsssed interests of ruro1 bors in ts *bur sches) district
re1tiv. to fa'esl .riaulturs1 inatruetiosj 1*10 she'4d tsks
culture st the high caMs]. )..ws].; would enrses in forsetTy
n-esry
d Oe,Msa0 Msssiouent be dontnbl.S for high ssoó
studsntsj would !..ic
riculturs be
d.sixablm soures offering is
ehcsli be jne].utld n scab of the arese
the junaz tdt shoo
how
ou3tur.l l4uostien
tsuht in the
vii]. be r,q,
S4sted literature
this study
tazi.la reflew*d in conrsqtiin with
vi.led s need for increased espIsr.130n and
dwesttss to better aqtht students with the iCr]d of
v*tiil
work,
Opporvisadtj to espiox's sad assess the student's o&p,biliti*s1 inter'
st
d geols will b.tt.s' proper. hit tsr a wies oueups*iionel sbeias
t is the task .1 the shoo] to aid the atint is the dlacoVs$7 St
Ose
octipstioflil 5thl$.
Since a
argo .r itt4e of our ork force is
occupations directly related t
griculturs, there is stro. snpoxt
for additional agricultsral .ducstion and experience. This naid is
fw'ther intensified since few of thee. fntur* enplo
nara). background and sincø rlaost ons-ht,lf of the vecansiss for agri*.
cdthrai graduates reeain unfilled snniaal3.y
Signiticent alec is the
feet that 60 percent of the 3obs in Qr.n are with the fOrest in*.tr7
The f1ndina of this study 1loss4 signitnt intarest in
t7..fO%Ir percent of all the b071
the apicultural tress eonddar.
cumy.d tr4iostad en interest in an agricultwat career. The se.t
pop*lar areas of intsrest, wer. in tarn power end shop 4th .griai3tar'.
science, building construction, vosetiansi .grieulter., snd forset*7,
t f,r behind. Arm of least r3etive interest included *.tri.ity
wster asna.it, and waraery senagt. Basic Ap'toult*srs
ad first chaise ng boys in grad.. seven and eight
proposed Agricultural Muestion progrvn Will
igricuitnre in both junior high ninth grades Vocational Api
Nursery sad Oree&icce
ssh year in the senior high school;
e.nt and Porestr7 cou's.s for junior. oz seniors in high ehool.
Courses of ctudy ar. included for each of the tcssr sres in the progx'
inatruetional help for the total proposed jrora will r.qtiz.
ful.1-tine instructors. Until such ti. as the osurees in forestry
iiM nurs*r hee,za. a pert of the urricuiw, only cse"hdf of one o
th two instructors' tine i4U be neees*ry to handl, the basic mad
vocational egricultur coa'a*e.
CULTURAL hDUCATION PROGRAM
ENIOR HIGH scnoois
by
G
L0N
A THESIS
submittsd to
ORGON STATh UN1ViSITI
in partial fulfifl*sstt of
the r.qir.ens for the
d.&r.e of
MASR 07 hZUCATI1
Apzt]. 1961,
Redacted for Privacy
Redacted for Privacy
$M f .prtaaS%t of Agricultiw*i Zdi
Redacted for Privacy
.s1. i.
Typ1bJy
ACXN
This thesis represents the assistance ot several
individuals who have contributed to its devslojent.
Spacial acknowledgaenta are due Henry A. Ten Pa. and
Philip B. Davis of the teacher training staff at Oregon
State University for tbóir supervision and guidance of
this study.
?IBLZ 01 c0Tzfl$
_.
. . . . . . . . . . . . . . . . . . .
ProbiiandSituatiOn . . . . . .
Introduction . .
Pu.r'possotthe8tu4y. .
. .
.
Liidtations of the Stud . .
. . . . a . . .
. .
.
. . . . .
R.seazch Procedurs . . . .
Data Gathering.
?reatRentofta
Definitions a
a
a
,.....aaa
. . . . . . . . . .
a
a
a
a
a
a
. . .
.
.
a
a
II. Relat.d5tudiesandN*teriel$
!ve17 Citisen )(ust York
000ipattOn*l Prepai!*tten at HONe .
Liattetions of York Nxpetsnce at Bose
Need for Sxploration and Zxp.rtenca
!xploratton Opportunities at SChOOl. .
Stags. of Vocation*l Developa.nt . ..
a
a
Vocational Choices
a
a
a
a
a
Tooatioxi.lZducatton. a. a a a.
Pr1notpl.Approeeh. .. a
General Agriculture in New York . .
a
a
a
a
.
a
a
a
a
Zxpe itenos Prograss .
.
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
.
a
a
20
a
21
aa
a
a
a
S
a
S
a
a
a
a
a
a
a
a
a
a
a
a
a
.
*
a
a
a
a
a
a
a
a
a
a
Agriculture IV
Proposed Course of Study in Porsstry for
. . .
High School Students . . . .
a
a
a
a
a
a
a
a
a
a
ultipl.-14en Departa.nt .
Intern Program
a
'3
33
33
35
40
.
We
a
a a..
a
a
a
140
a
a
a
a
a
a
a
.
a
. . . .
a
Proposed Course of Study in lura.ry and Greenhouse Managesent for High School Juniors
a
e
a
a
end Seniors . .
a
. . . .
a
Nu.rserj M.naga.nt . .
26
....aa
a
a
a
a
a
a
.
2k
a
Baste Agriculture in the Junior High School
Vocational Agriculture in the Senior High School .
Agrtoultur.II
Agriculture iii
23
.
a
a
.
a
a
1k
16
16
17
18
a
PopuiarttyHatingofAllArsasStndi*d.. .
PropOsSdPlrO$Ia,
a
a
a
a
a
Nursery and Greenhouse Msnegeaent
13
13
a
a
a
a
*
a
a
a
Coapleta Vocational Agricultural Progras
Baste Agricultur,
J'orestryCourss.
a
10
a
. ....
a
6
6
30
a
e
a
3
a
a
a a.
a
a
a
.
2
.aaaaa
a
S
Finding,
Agricultural Careers . .
Subject )1atter Areas in Voaett
Supervised Yarsing and Agricultural
. .
.
. aa .
a
a
Agriculture Z&ucation in Los Aaigel.s
a
a
City School. . . . . . a
hrslor.stry
a
a
a
. .. a
Role of Interest and Preference in
a
3
a
a
a
a
.
a
a
a
5
*
S
a
a
a
a
a
66
73
73
V.
Suuiiary, Concluejens and Reconsndatiorts .
Suary . . . . . . . . . . . . . . .
Conclusions , . . . . . . . . . . . .
.
R.conendations . . . . . , . . . . . .
Bibliography...,.. . .. .
Appendix. .
. . .
. .
. . . . .
. . . . .
.
. . . .
. . . .
. , , , . .
. ..
.
.
82
LIST OF TABL
School Population end Survey Record . . . . .
I a a I I I I
. . . . . . a
Sa ry
Interest in
a
a
Agriculture]. Caresr
a
*
*
a
a
a
a
Interest in Subject Matter Areas of
Vocational Agriculture .
.
.
.
IV.
Interest in Supervised Fariing or
Agricultura]Exp.risnce
t.rest in the Couplets
Vocational Agricultural Program
terset in Basic Agriculture in
a
the Junior High Schools
VII.
VIII
LX.
X.
a
Interest in a Forestry Course in
Roseburg Senior High School
a
*
a
a
a
a
a
*
a
a
a
a
Interest in a Nursery and Greenhouse
)(anag.snt Course in Roseburg Senior
* a a
High School
a
a
a
a a
a
a
a
Popularity Rating of Areas by Grad.
a
a
*
a
36
,
.
a
37
a
a
38
I
a
74
Class Schedule for a Multiple-Nan
Department
*
a
a
a
a
a
a
3.asa Schedule with a Teacher Intern
I
a
a
I
a
a
a
a
a
a
a
*
a
a
76
Tug AGIUGULTURAL
DUCATICN PROG1A1t
IN
0SBUB& JUNIOR AND SENIOR HIGH SCHOOL
CHAPTR I
INTRODUCTION
Since the Smith-Hughes Act was
passed in 191?, vocational
griculture h* ben recognized as the high school and posthigh school program for training present and prospective farmers
to be proficient in farming.
This emphasis hae been especially
true when the program was located in rural communities
ure has extended a broader
diversified areas vocational
educational influence.
1 jnformstion has enriched
Sup,
the program by including pertinent material conce
occupations as well.
In mere
related
Because the tarming population continues to
decrease and the production of food and fiber continues to increase,
vocational agriculture is correspondingly challenged to meet the
needs of a changing agriculture.
The Roseburg Senior High School Agriculture Department W*s
established in l92i.
It continued until the spring of 1940 at
which time the school board decided that the vocational agricult
program terminate at the end of that school year.
the program was discontinued.
Subeequ
ly,
As a result of this action numerous
parents and interested members of th. oommunitI turned to the State
Department of Agricultural Education for assistance in re-establishing the program.
Agricultural information from th. area was compile
and a questionna:
e d.si
advisability of an agriculture
buted t.o determine tb.
the high school.
r a summary of the survey was presented to the school
ationa1 agriculture was re.instated on a three-year
tarting July 1, 1961.
Thus tar the program has
maintained an enro].]zent of over fifty 5tudente per year in these
three years.
It now appears highly beneficial that a new survey
be taken in an effort to;
(1) evaluate the present program, (2)
examine the possibility of
reaching more students, (3) effectively
nest the needs of a changing agriculture, (4) assist the ad
council, the school board, the administration and the instructor
in determining direction for the agriculture program in the
immediate future, as well as "tool up" for the future.
Problem and Sitution
Roseburg shares a con problem with innumerable cornsunitiis
in the United States.
This problem stems from the fact that
vocational agriculture is in a transitional period.
The emphasis
formerly placed on production agriculture is being re-interpreted
and broadened to include training and exploration in agricultural
occupations as weU. Farming is only one of these occupations.
American agriculture has experienced spectacular technological
and educational chang. during the past several year.. This influence has introduced equally significant changes in people, in their
nesde and in their occupational opportunities.
Our own profession
turing because it is now Roz.
than adding to agriculture
concerned with changing people
productivity.
Another aspect of the problem arises from the nature f the
coiiiunity and its present situation. 1oschurg has several 2ocsl
To date it has a tbree.yser hi# school in a
peculiarities.
largely urban 1s.sl..
Vocational agriculture is available One
year, tvo hours in the junior year, and
hour in the soph
in the senior year,
It is not available in either of the tm
r high schools, and there are no other courses pertaining
agriculture offered in the school system.
This condition imposes
some serious restrictions on those students desiring
and instruction in basic agricultural information in areas eucb as
the place .f food and fiber in
resources,
liv, conservation of agricultural
nd occupational opportunities in agriculture.
Although the
o.sburg High School facilities are located in
largely urban ocemunity, the outlying portion of th. district
trongly agricultural.
Areas surrounding th. district are a3aset
exclusively forestry, ranching
and farming.
The
major source of
income for this cnity, the forest industries, aunt. to
tsly six million dollars. Occupations in forestry
minant in the commnity. At the same tine, instruation in
try is virtaully unavailable t Roseburg students except for
pprox3.mstsly seven weeks scattered throughout the three'.year
vocational agriculture program.
In a few states forestry La considered an integral part of
agriculture. In Oregon, there both agriculture and forestry have
been such an important part of the soono, they are often con
sidered separately. Since they have been separated in organization,
they have often become separate in people' thinkiag
According to Hanlin end his ecanity program concept,0
irietruotion should be adapted to sash comeunity (s).
It i.
obvious there exists a time lag betNen occupations in forestry
and education in forestry at
sebu'g.
JIPO&' O T
ta of such a study could provide
information, onpport and guide Unes to the advisory council and
the instructor for present and future plans in agricultural
education instruction.
So.. of the specific questions to be rtswersd includes
What are the selfuexpreseid needs and interests of the
rural boys in the Roseburg school district relative to formal
agricultural instruction?
Who should take agriculture at the high school level?
Would separate courses in ?orestry end/or Nursery and
Greenhouse Xsnagsuiont be a desirable offering
school students?
4.
instruction
uld it be desirable to include agricult
in either or both junior high echools?
If so, how much and on
what grade levl?
what should be included in a course outline for each of
the areasVocationa]. Agriculture, Basic Agriculture, Forestry aM
Nursery and Greenhouse knigenient-'-taught in the Agricultural
Education program?
Row much instructional help will be required
total program as proposed?
Answers to these questions would enable the present end future
personnel
in agriculture in conjunction with the
and the school
administration
board to plan the typ and scope of program needed
in the Roeeburg cbool district.
14I4ITAON$ OF, TR1 STUD
Th. content of this
U
designed to apply to the 1os.burg
ol District #4, although portions of it may be applicable
ire, especially in Wiatorn Oreon, where sinillar circa-'
It is further restricted to the formal instruction
*1 Agricultural Education in the
in Roseburg.
uñi.or and senior high schools
This restriction i; needed at this titus
conmtunity college anticipated in the area may offer
instruction also.
since the
agricultwr4
A **jor 14iftation is introduced into this study by the s.
of an interest .urvey qu.stiomstr.. ln!zerent in this typs of
inforationgathering device ar. certain weaknesses which .t be
realised before they an, to be of any value. Factors st
the reliibility of this survey includes
Age es
aeturity of th. recipient.
Background and experience in agriculture.
Ability to read and conprshsnd the qasstions asked.
3,
Pressure (pro or son) fro* parents and/or friends.
tary interests.
Lack of occup*tional understanding
Opinions and biases.
Another llMtation 4ich require, attention is the tact that
toe population survyed ineluaed only reals students, grades seven
hay, rural addresses. Boy. with the.
elsi
liflestione coaprised only 20 percent of the total mzber of
boy. in those
ously, then,
grades.
a girls were asittid
cornp1te3.y
signittoantly 3.z&rge group of students was
Because of lack of Use and the nature of the
eted.
tudi.d, this procedur, wes followed.
k&5SNCH PCitVt
DATA 0ThLj
revised
designed to register inte
Obvi
aspects of th. present and the possible future Agricultural
Zduoation program in Roseburg. This
questionnaire has been used
three years ago by the State Department of Agricultural Zducatien
to re-establish the program.
Further detail Was obtained by
allowing, in most cases, one of four choices:
strongly interested,
interested, undecided and not interested, rather than thi formerly
used "y.s-or-no
alternative.
A copy of th. survey instrument is
in Appendix A
The method used to determine who was to receive questionnaires
involved several preparatory steps.
It. was determined that
67 percent of the presently enrolled vocational agriculture
have rural addresses and that 98 percent of then are boys.
the juxior high schools were comprised of three grades each, seven
through nine.
It appeared logical to ue as our population, to be
sampled, boys with rural addresses from grades seven through eleven,
The seniors were omitted since they iuld be graduating this year.
A subsequent count of all the boys meeting these criteria was made.
Table I shows the breakdown of the number of boy students in the
various grades and schools.
An equal number of figures
from a tabl. of random numbers (11, p.
taken
O7) in an .tfort to arrive
at a random sample within the established criteria.
The random
numbers were applied to the names in aiphabotios]. order starting,
by chance, with the high school students.
TABLI
TION AND U1WN £C0D
or Hi.gh Schoo
Tata].
Gra
10
11
Totals
303
Rural
Boi
63.
__ __
527
Total
99
ira1
Number
rvey.d
34
55*?
26
68.g
60
60.6
Number
?eroentage
Bogs.
7
128
28
64.0
8
13.8
34
52.9
9
.128
29
3'74
91
Totals
58
63.7
Jo.pb 4ft J1or }ih Sc
7
Total
Rural
Bogs
Boys
128
Tota3.s
645
31
8
9
Percentage
6
ii?
382
50..o
lO
67
36
53'.?
Number
1tuired.
16
TABL
I (SW4NAk!)
B! GRADJ
7
38
.4
8
24
I
9
32
60.0
10
'4
55.?
11
26
68.0
Total Boys (Grades 7-11)
1283
Tot*l Rural Boys
257
Percent Rural Boy.
20
Total Boys Surveyed
54
Total Returns
129
t Returns
owing these prel4in1nariss, the sampling questionnaires were
issued to 59 percent of the population. These were distributed
through the school offices and handed to the students by their respec-
tive teachers
Each questionnaire contained th. appropriat, student's
name on the cover for identification and follow-up if needed. Conaultattort and assistance front parents was suggested at the beginning
of the questionnaire.
Follow-up phone calls to about forty St
5
to have 83 percent of the questionnaires returned out of the 1.54 bojs
receiving them. Thi following discussion will be influenCed by the
results drawn
the returned questionnaires.
Q
DATA
The data collected from the selected group were concerned with
the following areas*
Int.ret
in
a career
Choice of agricultural careCr
Interest in Farm Shop
Int.r.st in Soil and Water Management
Interest in Rural Electrification
Interest in Fan Buildings and Conveniences
Interut in
Farm Power and Machinery
Interest in Agricultural Science
Interest in Supervised Farming Projects
Interest in Placement or Agricultural Experience Program
Interest in the complete Vocational Agriculture Program
Interest in Basic Agriculture in Junior High School
Interest in a Forestry coure
Interest in a Nursery *nd Greenhouse Managserit course
kFINITI0N
1.
Ag.aultur. Education Progra
The total scope of acti,
ity and instructiQn in the junior and senior high schools in or
related to agriculture.
In addition to the speotife agriculture
(I, II, III and IV), it includes torestry *nd nursery
management.
oeatior. Agricultur
Pr'gram): That part of the agri
education program which includes the supervised farming
proz
or agriculture experience or farm placement program and
the Future Farmers of America organization as an integral part of
instruction.
ran Pro cot :
F
The far4ng activ-
iti a carried on by the student at vocational agriculture usually,
but not neceesarily, on his home farm under the supervision of the
agricultural instructor and his parents.
:4,
Future Farmers of Amer1ca (FFA)s
A. national organization
of, by, and for boys studying Vocational Agriculture
in public
ndary schools which operate under provision. at the National
Vocational Education Act.
The F.F.A. is an intra-curricular part
of the Vocational Education in Agriculture of America.
It con
stitutes an effective device for leadership training and teaching
through participating experience
Agri culture Expexience Prorm or Farm Pla
are means whereby a student may receive work .xp
cation in some field of agriculture which will properly substitute
for the supervised farming program.
Rural ddree8:
An address which includes a route and
box number.
Forestry' Courses
An elective course providing activities
and study in forestry apart from the vocational agriculture progr
in the senior high school.
pro'vjded for the study arid exploration of plant growth, dealoj*amt
and propagation, apart from the regular vocational agriculture
prg'am,
9. Iatructtonal Progreng Learning experiences provided for
the agricultural student in the classroom, laboratory, shop, field,
ho*s farm or wherever th. agricultural principles are applied.
O.
Intern teachr
An
*1 education graduat. with-
out teaching experience who sco.pts a halftim. teaching responsi-
bility for not Less than six months and up to one full year at a
hall-time salary-.
11
Internship: An experimental program dseinsd to improve
teaching through the assistance of a qualified supervising teacher.
RRLA?ED STVJDI3 AND MA?ZRI18
a $tttd7 of *34* nature it is not only n.c.ssax to
detsrain. intsz'est in vhatM should be taught to .tudenl
different levels of developsent but quslly lapo?
0y! ths
should be so taught.
It t
the author's i
to
that sn understanding of the reason for education
vt and to the how being considered.
This chapter is a review of related studts.
provide a basis for understanding end suggested vqs of solving
blew..
MUST WORK,
the fact that svey citis.n should be
"!ociety r
equipped to contrt
5 effectively to the welfare of the group.
The highest possible welfar, is achieved only vhan each indivi
usi Produces
th units of hi. aaxt*a eapactt7. br this
the it
y- for equipping each person for
fact that even the nost prinitive e
niseL" (14. p.17).
oup
reeog.
One of the outstanding oharact.rtstic. of our culture Is
the right of the in&tvidual to ehoose his vo*. This is in
direct contrast to totalitarian societies, where the stats either
tells the twiividu*l what to do or manipulates the soenosto
cys tee so that, in effect, he ha. no freedom of choice. Zs*
primitive societies sUoved no occupational choice since divisiom
1 labor was based solely on e
In other societies a stable cut
system cospals the sons to follow the father's footsteps (6. p.
In every sooi.ty the developing of youth is, in large eec
determined by the responsibilities which the.
face in adulthood.
h will
Since in&tvidtaal end counity
pends on adults being able
4*-
1to wrest a livelihood ou
niggardly nature," work has always stood at the very center of
adult life.
mold the i
discharge
Its central significance, in turn, has
helped to
which th. young are prepared for the effectual
etr adult responsibilities
(7, p. 46).
AT ROIB
Qititren learn about the crucial importance of work at about
the sne time they learn the significance of words end numbers.
Although the child cannot fully appreciate all the ways end values
of adults, he can glean certain significant insights surprisingly
early.
7cr example. Dad' s work, he learns, is directly associated
the home, food end toy. he enjoys
his job (7, p. 47).
Even before a child starts to cC
be has b.c
Ut.
k and its r.v.rds
many aspects and attitudsi
in some measure, is a hot.], a restaurant, a recreation
center, a school a lenudry
earp.ntry shop
icel shop,
a farm, end a vari.ty of other industrial, business, educational
sad sricniture1 enterprises.
These enterprises are carried on
by the members of the household, and each one may hive a part in
many of thea (16. P. 84).
Isoent ohan.s are introdactuj significant ilaitattans
in
any life of th. child for preocoupatiiia1 exploration at
These changes nov taking place cannot fail to have a
impact on th. education and training of youth.
industrili.d life has, for the most part, brou#t an
end to the family pattern of life.
While parents end
children
till operate as a team to small retail .stablisba.nts and on
tntehing n*ber of fares, most children have litti. to do
process of .szntni
which their parents do may
.pDr.ctattn
what is involved
livelihood.
What is more, the work
ch that the child h*s no
54).
way ef
p1 WK
this revolution in
aching consec
work bee been the difficulty
70
pie now have learning
about work fros their parents. Where t
parents work, how
they work, the significanc, of utat they do and
used to be part of every faru boy's direct experience nov
piece beyond th. child's vtev (7, p. 55). Increes
world's work is being done behind wire fences, meLds brick veils
and behIIId closed doors.
The fact that father brings bone only a 111
work experience scans that the child gains o
balanced view of work. Not ltk.ly, discussions between hts
parents will deal 4th the least pleasant aspects of his father's
work, not the satisfying elasnts (7, p. 55).
At
S tins that work is beocaing less and less .f
eel thing to the young child, his period of preparation for
being constantly lengthened. Thus, aeny children find
it d
cult to saintain i*tere,t in school work since they de
not see how it affcts what they ,ill do after they leav school.
At the ?ei'y ease tin. that they are sorely
of relatIng
their occupational objective to their current school effort, th.
Ink between the two is being weakened by most children' $ remot-
from any actual work ztertence (16, p. 84-85).
?ION OPPO:
l?IS A? SCUO
Donald Super alerts us to the function and con
sciences
youthful experience. by pointing out the alum and ncad of .zp]oz-
ation. This is an attempt on the child's part to fiat
place
in lifei it is to develop and implement an ad.quate s.lf-4eneept.
In the course of the child's home and school activitt.s, he finds
out about the nature of the work involved, how well he likes it,
..nd how he compares
others.
ears performance compared with tho
it is through this .zploratiea that the formation of
the self-concept begins to take shape. The kind of rol, hi may
play in life begins to emerge starting even in chilflioed (16,
p.
he school as a social institution
has taken over
formerl7
is obviou, that the .
the adolescent .xploratu'7 mitt tv-
.rc tied by the home.
tion PA UCELLCL Jdueatton means to lead out, to developg in
other words, to assist the tudivithasi to emerge in the adult votlt
as an effective adult
16, p. 85).
junior high, tbr
igh school and the early years in college
roperly be
The
ulun of the late 7e
viewed
exploratory in
its content and purpose.
4 basis of the Junto
.enooi vu
to try out a yartst7 of subje
foreign laaguag.s
a might be made (1
Thus
hat *
r
s of
85).
AGES
(16, p. 221 consid r. elI of adolescence, the stages
up or b.caing en adult, the period of exploration.
ens period generally between ages six end nineteen,
divided up, by 1t Ginsberg, (6. p. 61-65) into three distinct
periods of the occupational deoteion..maki*g process. They i*oludsz
one, the fantasy period.; two, th. tentative-ehoicS period; and
thr.e, the realistic-choice period.
authorities agree that during tb. first period, between
tb
and sleven, a child can dream about the future, assnmtsg
an adult. ES aiht envision himself as a fireman,
policemen, or a
0OwbO7.
a pre-adoleecence, between ages .1.ven
the child enters the s.cod period whløb s
to
con-
age nimeteen, the tent*ttv.-chotce period. This is the
he become. dissatisfied with the so].utton suggested by
a.
Re realises be ast do something about
?entatively be consider. th. career of perh*p.
ranger, or * professional athlete. With few
pttons the naliettc choto. period is not entered until
early adulthood, after age nineteen.
Groups studied by øinsb.rg indicated * definit change
ru bstvesn th. younger end. the older age groups. Tb. young-
tidran wire motivated by a desire for "functional pleasure,"
e.g., the particular activity is conceived as bing plessuxabi..
The older ones vex, sore conesiried with accomplishing e.rtata
results from which they would derive satisf*cttn (6, p. 61).
!uper end Qv.rstrast (17, p. 158) in * study on
)1aurity I
ntJ Giad. ors pointed out that vocational choice
process extending over a period of time.
vocAtional maturity is not eharacteri,
realistic preferences ox as having begun to sake * plac. for oneself in the world of work. Requiring these boys to sake a specifIc
vocational choic. at this stage of development is often premature.
duoation in the ninth grade should be so organised is to asks
mental taakg, to arouse an avarensu of th. need to aake prooccupational and oocnp*tional
tee, *nd to orient *to1ssoen
to the kind.s and. sequences of choices which they will be called
make end to the factors which they should consIder
thus choices.
20
OLZ 0
$sv.ral pertinent
YOCAT
0
observe
e ro
est in vocetionsi developsent er. offered by !uper in
Psyc}o1ogy of Cersert.
Ha distinguishes between vocational
interest and vocational preference. His avidsne.
indicates that
vocational tnteret is a better prediotton of the
career than the vocational preference.
Expressions
preference are tnf3.ueneed by ona'e pser group, one's
one's social strata.
s sr4
On the other h*nd, when preferences are
consistent over a period of
ersb as in
sons ohtldran and adele.
cents, they b&. been shown to have a b.sring on the 000izpatiOfl
tr.d and on the stability in that ooeupaticn (16, p. 222).
tnsberg ruindc us that a satisfactory occupational choice
cannot be eads unless an individual considers his interests,
capacities, and. goal,. Paflure to do so is apt to lead to frus
tratton (7, p. 6).
Acids fran
t in the discovery and
ehool to
development of ths.s occupational
essentials.
The school has often reached beyond the task of
young people for the future,
However, it t. there that they
ive instruction in the body of knowledge without which they
annot effectively west the tsaends of adulthood.
Th. school
s to give all
yo*mg
people, regardless of their
sokgrount, a r.asonabi fair start in life to enable them to go
s fax as their capabilities will take then in the eompetttiv
ad
sO. (7, p. so).
YOCAT!OAk!:
The Committee on R.s.arh and Publications of the American
Vocational Association stet.d the aims of vocational du.catio*
dnCation designed to develop skills, abilities,
as being:
understandings, sttttudøe, work habits end appreciations ncompassing knowledge
information needed by workers to enter an
make progress in emplsyment on a ms.fnl and productiv, but..
is an tutegrel part of th. total educational program nd contributes toward the dsveiot*ent of good ottisene by developing their
phys teal
al, aide, ultural and
ceap.tenoie." (lle,p. 17)
in a greater
If this kind of education we
of our schools, there 1. little reason to believe that ens
ore serious problem. would be present. The problem
ts leaving school perman.ntly before graduation
ferred to as drop-cu
several studisi
there is one consistent find:
$S
S
S
for some time before they
uft, they vex, getting ltti3., if anything ant of school"
7, p. 62).
was further observed that the camp].
zpex'i sue.
yomg people is not available under Our prassut .4uos.
tional structure. They want, and need, a chance to grow up
quickly, not slowly
?h.y need a job, income and adnit relation-
ships. Ginsberg conceives the schoQi as doing its jOb well if it
.iioceeds In instilling in its pupils a r..peot for leerniag and prO-
vtd.s thes vith the basic skills they need later in life (7, p. 3.37)e
a r.oant talk presented by Leonard Kunsaan, Oregon Stat.
D.partnent Director of Agricultural Zducatioa, ref arenas was mads
to job opportunitii, in agriculture. Party percent of all
in the United Stat., are related to th. field
Within this forty percent there are some 500 different job alas.-
iftoattoag to select. Annually, t)
er 15,000 occupatIams
aileble to agricultural college
i, 7,000 of which remain
unfilled. He indicated., fox the most part, thee
jobs need som basic knowledge ad/o expe
La
. in
A .tu4 made br Chester Hutohison, Ohio
job opportunitIes gay, a break doim of the number of collage
graduates needed in the eight major fields of agriculterat
icultural busim
2.
.
Agricultural coaaunio.
3,000 per year
500 p.r year
1.grtcultura3. conservation - 1,000 per year
gricultural education
Agricultural induetry
Agricultural production
'1.
Agricultural research
8. Agricultural services
3,000 per year
3,000 per year
2,000 per year
1,000 per ye
1,500 p.r year (9)
INqpU A.PPi0ACkI
very iocationsl agriculture instretor faces th
emma
what and how much of a given subject matter area to tsuh.
is never enough time to cover th. material the
Ld like.
The probism is furthr complicated when an attempt
is made to unit)' his teething material tth related materials
in other classes. An approach toward solving this problem was
offered by Dan Dunham in a recsnt master' a th.ei. H. indicates
that consolidation, correlation, and unification of related
subject matter may be achieved by the application oi th principle
This approach requires id.ntifying and stressing those
basic principles on which the subject matter considered, a. well
approach.
as related subjects, rests. He proposes that all areas of
instruction contain basic principles which should provide a core
r all instruction. By the use of this procedure t* additional
benefits aecruer student understanding and transfer is inh*nasd
and a general up-grading of content results (4).
NiRA
AGIiICULTUFth IN NEW !OBZ
Finest Noble of the New york State i)epartment of Agriculture
Education says that seventh and eighth grade general agriculture
offers the only real pm-vocational opportunity "to these etudents
for 1erning of educational and occupational opportunities in the
broad field of agriculture. Practically every other seent of
our economy is given a place in the pre-high choo1 orientation
th farming becoming more a minority phase of our
program.
economy, in terms o mnbers, this is increasingly important" (13).
The New York State guide for teaching General Agriculture
points out that the courses are offered to "pupils who hay, an
interest in farming but who may not have the intent to became
farmers." It allows pupils to explore agricultural opportunities
md to decide whether or not they wish to train for farvtng or
one of 500 careers for which some understanding of agriculture
could contribute to better vocational competenCe (13).
AGdCULTUkth
DUC/I01 I LOS AN$Li$ CTT
A recent review of the Los Angeles City School System dii
ed that same 25,000 studente are enrolled in their agriculture
programs including both girls and boys from grades seven thrrnigh
twelve. They indicate that over fifty percent of the students in
colleges of agriculture come from metropolitan area and that the
rnnb.r is increasing (12).
Their basis for providing agriculture education in such a
metromlitan area as Los Angeles is two-fold. First, th. subject
areas of agriculture cen contribute directly to the objectives of
good general education since:
Agriculture i. basically indispensable to human wsllre
and should be
understood by *11 students.
Acqiasintanco with agriculture develop. in the student
an understanding and appreciation for the fundamentals
underlying wealth and
strength of
ccmanunities, itatca,
snd nation.
tculture applies skills, basic facts, and scientific
knowledge in the development of means for better living.
It encourages good student work habits, self-reliance,
and acceptance of responsibility.
Students of eil abilities
r find opportunities for
self-expression and creative work in agricul
Agriculture teaches etudenta appreciation for nature
nd its role in contributing to attractive environments
in the
home and counity.
Secondly, there are broad considerations which stem from
inpoz'tant role of agriculture as a supporting foundation of the
Merican way of life.
1.
Every citisen is dependent upon agriculture
for food and
to a substantial degre. the raw materials for clothing
and shelter.
Greater unde tanding between city and rural people
essential to continuing a Lutionis for changing American
nomic and social patterns.
e percentage (40%) of the work 1orce in the United
States is ployed in occapat'iona directly related to
agriculture (12).
pJêI FOR8TR
tudy of ?arn Foreetzy Curriculum £01' Vocational Lgri
Fred Fowler called attention to several $&jfl3.fiC*flt fasts
that could apply to the Eoaeburg area. He noted that over sixty
percent of Oregon wage earners are szploysd by the foret induItJ7
Continued progress and prosperity hinges upon UII øtinU*1 LC
of improved sustained yield production, management, and logging
techniques. Re recognizes the importanas o people becoming alsi'.
of the tremendously significant role our forests play in our lives,
He proposes that sound educational programs in our ichools caft help
develop favorable attitudes toward conservation as well sa help
pply the forest industry with nterest*d, competent people as
.oye
The importance of preparing youth fez' a wise decision in their
to con-b
choice of a ussfui occupation provides is 4th sipls reason
shool
cern ouz'elves with the education of youth, The fact that th.
opportunity
is asswning sri increasingly import,ant role in providing
for exploration nd training in a wide variety of areas, basad upen
availability and choice of subjects, causes us to probe further
into what should be taught as will as how it might be
effecUve1r taught.
)
CHAPThR XII
A general analysis of the survey will be made relative t.
ntsrest in the areas studied.
Responses from the questionnaire
of etrong1y interested' and Njnter,at.d$ wiU. be coubind SGr
slmplisit7.
Tables illustrating zesponses in óash cat.gor7 ct
information will includes
interest in an agricultural
vocational agriculture subjast matter areas; supervised farming
or agricultural work experience; the complete vscatienal apt.
culture progran; a basic agriculture course; a forestry
and a riureezy
greenhouse aanagnt course.
It can be readily observed from Table II that
interest is found Sn an agricultural career.
sigeifi
An average 0
63 percent of the total rural popolation of boys surveyed
dicated interest in at least on. of the career areas.
The ma
Then, is s
prevalent choice was production agriculture.
son to believe that an element of fantasy is evident hire irs
view of a prevailing notion, even ang adults, eventually to
have a little plea. outside of tom where they cars rais, some
livestosk and hate a garden.
attracted th. most interes
Th. fact that production agriculture
with a
strong desire for
indsp.nd.nee, eepeoial.y at this age level, which is eharactsrissd
TABLE U
Total Ho.
wal 1D$,
ercent Boy-s
Ho. Boys
lntePa4M
Senior High
99
Yremont Junior
91
7
Joseph Lane Juflior High
61
12
4?
47
63k
Totéls
Snio' .Hj*
First Choice
Production
Production
Second Choice
Conaervatioii
Research
Education
Conservation
Choio
Ourth Choice
Several tied
Xnd
ry
by the farmer or rancher. This choice of occupation, along with the
others more freqnent3.y given, san be further modified as the student
and acquires
re knowledge $14 .rpsrt.ncs.
Interest was significant in acb ef the six general areas
taught in veoational agriculture. Power and machinery received
greatest respons. including 69 percent of th. boys survey-id.
Farm
shop rated slightly lower with 66 percent of the boys interested.
INTEREST IN SWC?
e
School
Senior High
99
Treont Junior High
91
Jos.1* Len. Junior High
6?
Totals
59
257
170
Total No.
No. Bays
Rxal Bays
Senior High
99
Praont Jun r H gh
91
Jos.Th 1.ans Junior High
6?
22
257
9
Totals
Total No.
8cho1
Bore
Senior High
99
Yzeant Junior Hig
91
Joseph Lane Junior
Totals
gh
Percent Boys
nter..td
5
1*. Boys
Intes,jt
% Average
Percent Bays
Intirestd
'5
27
6?
257
3 Average
High
F1*t Junior Nigh
78
Joseph La*. Junjo, High
total.
257
82jor High
171
99
?r.nt Jjp Nigh
JOeep Lan
Jj01.
257
zsg bays eL thj
in 0flgie1,
24i*g,
shop
rk.
Were eleotrj.jt7 and sjj
Ey1 t thi. rat, over
leVel
east desired area ui.,1
bavjjg 33 aM 36 PSroeat
of the
boys
t.st
INTI*ST IN SU
.VID FARMIO OIt AWUCULTU1AL PiLC
Percent Boys
Total No,
$enior High
99
Front Junior High
91
32
32
Joesph Lane Junior High
Totals
33 Aisrags
257
'lace;t or Atzi
jtçe
Total No.
Senior High
99
Fremont Junior High
91
No. Boys
Percent Bo
43
3
33.
Joseph Lane Junior High
expre said
om
1e
pop2lar areas.
science and building construction net with sn internediate response
between the highest and lowest indications of interest.
UPR*IS1D F. NG AND AQ. CULTURAL 1XPLL
Considerable interest was identified in th. areas o
work
experience an application in agriculture. The placexsnt or
agricultural experience progru which substitutel for the eup.ryissd
.ziag project seems to appeal to & larger
ber of students.
This may result from several reasousz the student may
hal. United
opportunity to develop a satisfactory farming program and/or he say
Wish to acquire a job, earn money, and gain experience in some
agricultural field. Upon further
it %*6 deteratned that
increase of about 20 percent more junior boys than sopheser.
desired this arrangernent. gv.n so, onethird of the boys surveyed
verifi.d en interest in the supervised farming project.
hWN ?cq41
Y)
specifying an interest in vocational agriculture,
aecipted the requirement of the supsrvinsd
rning project or an agricultural
cement or xperi
S *lt.r'
native fer this study. Over seventy three boys expressed
interest in th. complete program for next
It is coincidental
that ther. are forty-one sophomore and junior boys presently
rolled in vocational agriculture and there are thirtyin* boys
wing intr.t from the same two grades, according to the survey.
There are thirty-four present freshmen anticipated for the vecs
tional agriculture program next
Strong interest woe registered for a ninth grade course In
basic agriculture by th. junior high students surveyed. Additional
analysis, not iho
revealed that about 90 percent of the boy.
High
course. agriculture
th. in interest
an registered School
Junior Len. Joseph the in surveyed boys grade etghth the AU
agriculture. vocational or basic either desire School High Junior
at boys grad. eighth thirty that indicate essentially figures
Fremont
these representative, be to assumed was sample the Because
ti*s.. same the at agriculture vocational desiring students those fit
a that
to tailored be could high junior in course agriculture
investigator the by
assumed
Is It agriculture. baøic
the specitied also agriculture vocational
Studenti thzral Percentage
Student Ru.ral Number
20
Grades
Tenth
B.
Average 51
Totals
257
High Junior Lane Joseph
High Senior
39
Junior ?renont
60
55
Interested
Boys Percent
ntjrested
Boys No.
91
Boza
No
High
ural
Total
$s) ,U
PROGI&X
AICW4J1tAL
r
A.
CCL
VOCATIONAL
TffI
IN INTkRLST
TABLV
ola Gr.dse
Ae,rdin!. t
e
iht
Prenont Junior High
Joseph Lens Junior )ILgh
77*
Totals
?ro3ected Number of Students
Percentage Rural Stud
yHsr
(TA
vu)
A1noet oe-half of the senior high students euz'isyed gave
evidence of their interest in a Course in foreetzy apart fren the
regular vocational agriculture progen. This esans that a total
of fort-.ight boys are potential nenbere of such a sourse should
ibis
Table VIII - B points to the possibility of a class of s*ven.'
teen in * course of Itureery and Greenhouse snagensnt or pro epsetits
uuiora end seniors. The interest is weighted heavily towerd next
ysart a juniors rather than seniors. $everthslssa, a class of this
TA1L VII
Senior High
99
Frenont Junior High
93
Joseph Len. Junior High
67
tale
50 Average
127
257
1?
Percentage Rural Student.s
49.1
type imu34 reach capacity (about 20.25) with a few
I.0
rs studen
It must be kept in mind that a course of this type may appeal sore
to city or urban students un.uapled in the present suze.
Th, possibility of dividing the yssr into t*
t.rs far
purpos. of providing fnetruction in both forestry end
was eoneid.rsd by the inlestigetor. Unfortunately, 3... then ten
t of the studentm desiring one course also wer. intrest*d in
It was apparent that there w
some rather ci
pattern, in the sveral areas studied.
Farm
farm chop
TABUC VI_Il
9
Senior Kigh
1?
Prenont JunioF
Jos.ii .Le*e Junior High
vsrqb
rated highest with a slight edg. for power in all (Lw. grades
anws.d with little .xneption
The difference was found
seventh and eighth grades where basic .griculttare was rated equal
oF elight1 above power in popularity, Agricultural
bald consistently high throughout all but one ot the groups, the
phomores.
Closely behind careórs followed agriculture seienc.,
building construction, vocational agriculture and forestry, r.epeet
iwly. The interest in toreatr7 intenetfied as the students natured
The complet, agriculture program was desired most in the eighth,
ninth and eleventh grades, the ninth registering the
st interest.
159
134
127
126
125
103
84
83
80
67
64
63
62
3
43
42
38
23
tareer
Agriculture Sc.ence
Buildings
Vocational-Agriculture
Forestry
Placement
Electricity
Super. Fra Project
Soil. and Water
iursery
Basic Agriculture
170
85
Shop
173
87
Ack. J.o,t.*
Jictusl Pece$i*
Power
Areas
Grade 11
All Grades
7
3?
Grade 10
Act. ?roj.*
24
143).
26
24
34
2?
U 21
920
12
17 31
1.222
U 24
27
14
32
35
1199
13
17 31
20
19
17 37
20 44
16 35
36
9
2037
1942
Grade 7
ActJrpt.*
1834
Grade 8
Grade 9
oi.* .Actrqj,
qt
1WING OP ARIAS ST GRADES (NUMBkk OF STUD.NTS)
TABL U
39
The four areas which consistently rated the ]owest were:
So;
Water, Electricity, Supervised Farming Projects and Nursery,
latter commanding the least interest, i.e., the fewest number of
boys indicating interest. None of these seem to have the challenge
or peer acceptance qualities that might be associated with shop,
power, building construction, or even forestry.
On the junior high level the data verified that the boys in
corresponding grades generally had similar interests The major
tudents qu.a Ifying
difference recorded was due to the
for the survey in each school.
In view of the relevance of interest to academic and occupational success it appears that an educational program should
utilize this powerful force to better prepare students for their
future.
CUAPTiIt XV
kOPO&
PlAN
Agriculture Education program in Jkseburg School District #
will be largely confined to the senior high school with Basic Agri'
culture offered in both junior high ninth grades. In addition to
the subsequent cl*ss.s of Agriculture II, III and IV, t
new
courses are being proposed for interested juniors and sent.;
the high school. These courses will include one year each of
Forestry and Nursery Management.
This proposal has the supporto
th. agricultural advisory council to the achesi boa
Basic Agriculture course has been approved by the
school a4'istration and will be introduced o both junior high
schools in the fell of 1964. The course will place the emphasis
inductive, probleiu solving, principle approach *ther than
on subject matter.
It will stress basic principle as they apply
to agricultural practices. ma nature of the course will be
ploratory with special adaptation to the level of the ninth grade
learner.
SOt. Agriculture will conprise six general casgerie*
Occupational and educational intonnation in agriculture; Biological
principles and plant science; Physiological principles and animal
science;
Outh leadership principles; and Decisionmaking prtnci$e*
Each oa
ry wil]. involy. six principl.s, one for each week.
Activities, problems, demonetrationa and/or experiments will be
used to introduc, the teaching of each principi..
Thess methods
are to promote the discovery of causes before the principle is
formally stated.
A principle learned in
this manner is air
fairly well understood.
The purposes of this course are:
to provid. a foundation for
further agricultural education or other science courses; to explore
the world of work program; end to serve as basic terminal agriculture
education.
Since human welfare finds agriculture basically mdi.-
pensabl., the conditions and problems connected with its food
fiber source should be understood by &ll students.
and
Also, at this
stage of their development these students should be mad. aware of
occupational choices available in all aspects of agricultur..
During their first year, th. students should be encouraged to
begin their supervised farming programs or to select othr agricultural work experience.
In so doing they may join the FPA and
participate in the various contests end acttvities provided by the
organization,
Neverthelss, a
pro3ect is
not a requirement of
the coursi.
The following diecuseion focuses attention on the six basis
agriculture categories to be taught.
as an example, for each category.
On. principle will be given,
Thee.
aaples will provide a
foundation for the course in Basic Agriculture
BASIC AGiICULTUth
AND
p
'UCAIlONAL
CULTU
iON IN
Exploration of th. work fore. of koaeburg reveals
many Occupations requiring agriculture skill and information.
In this area the students will .xplere th. world of work with
special application toward how they can determine their future
occupation.
pha.ie will be placed upon agricultural occupations
on the national, state, and local levels.
Consideration of back-
ground, experiences, interests, and abilities will be analyzed in
relation to occupational choices
Furtier study will include
vocational preparation in a chosen field.
HAN AL
CULTU
ovent) can be utilized by
PrikCipl*:
man through isv.
eels and similar machine..
In teaching this principle a commor fari tool such as a pith
fork may be usd. Varying th.
position of the
hand (fulcrum) along
the fork handle demonstrates the corrosponding requirements of
force (effort) which can be further altered by varying the load
(resistance).
Through this means a basic physics principle of
leverage may be discovered by observing these simple applications.
BIOLOGICAL PhINCIPLS AND PLANT 5CIA4C
ciple:
Viable seeds germinate when conditions of dormancy
re satisfied and environmental conditions are favorable.
43
To discover the princpls of seed germination a controlled
experiment may be conducted.
diveiss environments),
This experiment should include
conditions such as:
placing seeds in media
which i. either too dry, too wt or properly moise, providing
temperature; and supplying
proper and improper
light.
varying degrees of
u].d provide the results from whiith
The varied conditions
appropriate generalisations could be made.
P11
k
P1N PL
O
SCINCA
ar. able to perpetuate their o
kind from a part of themselves (sexually and/or asexually
Since this principle interplays with plants and animals,
examples of both will be studied.
Both types of r.production,
sexual and asexual, wi].). be discussed, illustrated or dsmonstratd
with seeds, eggs and cuttings to discover the means by which living
things are perpetuated.
Application to farm livestock and crops
411 provide references &nd examples.
'YXJTh L3ADS}iI? PiINCIPUS.
Priniple;
Group participation situations provide em
vidual with the opportunity and the accompanying responsibility to
contribute in cooperative self realisation.
This activity is designed to prote an understanding of the
escratic process, its advantages and limitations.
means of committee
Through the
the students can learn the benefits of
cooperation, democratic leadership.,
cpiality of the individual end
freedom to participate in a group.
$44IZNG PINCI!L$
Prnetple;
Self-analysis should be utilized in order to
arrive at the economic principle of comparative s.d
tage,
Principles of economics have broad applications which could be
tntroduc.d
in
other situations.
industry is forestry,
For example, Eoeeburg' s dinan1
This fact giTes students who are raised in
its environment a comparative advantage
in choosing a to
occupation over students reared in the Eastern
Oregon range
en
The bulk of the agricultural education program is cefl!ied
under vocational agriculture at the senior high school.
It is
during this thre*-year period if exploration and training that the
students often tevelop a sound basis for an occupational choice
related to agriculture.
ranching,
For those who wish to enter farming or
it is a time when they can begin to establish thomselves
in their o*t speciality
through the
supervised taming program.
ihile the majority of tudsnts aaitain acme type .1 supervised
tar'tg program, some Of then may be engaged in an agricultural im*
p.risnce or in the plasenent program.
an broaden tbsir' education
Thee. expsrieno.s, too,
through the application of prLncip].
and practices studied in the class room.
At the earn. time, the b
have an opportunity to 4ve3..p skills in leadership and to earn
additional recognition through the Future Farmers et America.
This
45
tion provides various contests and awerde: in judging
k
in dairy end soils, in parliamentary procedure end
public speaking, in mechanical skill., and in the advancessmt of
degrees within the organization itself.
The high school program is divided into the sophomore, junior
and senior years with one hour, ti
hours, and one hour instruction
per day, respectively. The following course outline is proposed
for the thz's. individual class...
AGiUCULTUh
I (poPacpRi)
AG1iICULTUI
SC1AC
I.
DIAL SCINCi .
. . .
*
.
.
. 30 ho
0
0
Livestock and dairy production
1.
Care and management
Parasites and d.tseas
Production records
try production
1.
Care
and m.nagen.nt
arasitee and diseases
Egg quality
Xi.
PLANT
A.
C1bNCi
*
Grass and legumes
1. Varisties and combinations
Pasture establishment
Seed production
S
S
46
Hayandsilage
Varieties
Production
Harv.eting
C.
Truck crop., fruits and nuts
1. Local varieties
Production
Harvesting
4. Marketing
D,
Weeds and insects
Control
Eradication
Plant nutrition
Major and minor nutrients
Sources
Influence on plants
Influence of
Forestry
1.
Tree growth
Tree planting
Christmas tree production
4. Forest eco1og
Forest protection
ill
.
A.
Organisation
Program of work
a
a
a
a
.
.
a
2Ohours
'7
Parliamentary proc.dure
Public Speaking
IV. FAI4 MANAGMJT
A.
Basic econonic principles
Supply and dand
Diminishing returns
Credit
Types and sources
Loan qualifications
P1kVID FAXMING PROGKAM
, . . . . . . .
Starting to fara
Project planning
Records
1LGRICULTWt MCHAN1CS
I. FARM SliOP
A.
Tools
1. Identification, use, safety
2
Conditioning and repair
)etal work
1.
C.
Tap, die, drill, iii (proj.ct)
Woodwork
1.
Measure, saw, drill, fasten (p3
?aiiing an4 brush cleaning
. 20 hours
rc )
eat
Electrodes
Oxyasststyl*ns welding
I.
Operation and safety
2. Cutting and fusing
3IAL rLTRICIT!
Electricity and it use
Cirsait protection
Fuses and types
Wire sizes and types
icit7
Volt.,
ip., itta
efat7
Extension cord ripair
*1W MAC
A.
Tractor operation and .afity
track and tractor naintenanes
CU sbang, air cleaner, rs4iator
Tire., batt.ry, tan belt
AND WATh& MANAGNT.
A.
8oi]. Judging
8aedb.d preparation
testing and reaction
49
V. BUILDINGS AND CONVhN11NCh8
S
hours
S
Fence building
Brace cutting
AQkICULTUR1 III (JUNXO
AGRICULTURAL 3CIENCJ
I. ANIMAL SCI1NC
A.
.
.
*
,
.
.
.
.
Nutrition
Nutrent. and their functions
Digestive systems
Nutrient requirements
Feed additives
.
6.
Balancing rations
Utilizing loca) feeds
Diseases of livestock
Cause or cycle
Prevention
Treatment and/or curs
Eradication programs
LANT 8CINC1
A.
$
Pruning principles
Fruit trees
Nut tress
Berries
.
S
S
*
$0,. *5*.
and practices
,
35 hour.
Pasture manageiient
I,
Rotation and clipping
2.
Fertilizing and liming
Maximum utilization
C.
Farm Forestry management
Pruning and thinning
Cruising and scaling
Harvesting techniques
4,
I),
Logging safety
Nursery and Greenhouse management
1.
Plant reproduction
2.
Plant propagation
Sesd
Vegetative propagation
Cuttage
Layerags
Grafting and budding
3.
Rooting substanc
4.
Plant growth factors
5.
Transplanting
6,
Pruning and care
Moisture
Fertilizer
Sunlight and shade
3.0.
oUe and mixtures
.
a
a
a
.
a
30 hours
a
a
Progrr of iork
rk
Coumittee
Parliamentary proceurs
blic speaking
F
,
MANAGttNT
. ,
,
, .
*
, .
.
30 hours
ial security
rw business
Buying or isasing
Analysing or selecting
Combining production factors
4. Cost sntlyeie
Agricultural chemical use
Wsedi aid..
fiodenticidee
3, Inseoticider
,
S.F.P. .
a
S
I
a
*
a
0
a
I
30 hour.
I I *
e
Records
Project visitation and recosunendation
Project expansion
FAIt MECHANICS
I
$110? .
. . . . . .
.
Drill bit sharpening
Arc welding (all posit one
C,
Oxyacetstyl.ns welding
.
. , . .
80 hours
52
Cutting and brazing
Shop project (od and/or
L Plane
Bill, of materials
Construction
RURALELECTIUCITY,4
.. .
.
.
. ., .
2Ohours
Electrical code
Electz'icl materials
Wiring combinations and skills
I).
Service entrance requiresents
. . . . . .
FARM POWER AND MAC}IINEtT
A.
Engine syatema
B,
Diesel engin, principles
C.
Engine timing
D,
trouble shooting
and
Søil nxietur.
B.
Irrigation
0
tappet adjustment
SOIL AND AT4 MANAGk24N
A.
.
0
-0
20 hours
S
1. Methods, equipment nd layou
ARM BUILDINGS AND CONV1NI]NCS
Building construction
Bill of materials
Framing
Flooring
Siding
.
25 hours
Rafter.
Roofing
AGIqCULtWtb L
(SENIOR CLASS)
AGRICULTURAL SCLINC
40 hour.
ANIMAL SCINC
A,
Marketing livestock
1,
Economic cycles
Marketing functions
Slaughter house procedure
olesale
retail
Lciploe of animal breeding
Eetral cycles
Scsasn testing
Reproductive org
4,
reeding for maximum production
Principl' ot ger sties
Basic rule. of inheritance
Inbreeding
Cross-breeding
Records of performance
D.
Career possibilities in Animal Science
PLANT SCILN
A.
Home beatification
1. Lawn establishment and cars
25 hours
Lawn diseases and pests
Landscaping principles
Forestry marketing arid industry
1.
Forest products
2,
Outlets (arkete)
Types of local industries
Contracts and Bales
3,
Forest occupations
C.
Career possibilities in forestry
FF
. , ,
A,
Program of work
,
, ,
, , ,
. ,
Cojjtte. work
Public speaking
B.
Parliamentary procedure
, ,
FARM MANAGiMiNT
A,
S
S
Agriculture finance
1.
Farm income tax reporting
IflveSt4Ueflt$
Insurance
1,
Real ,etat
2
Real and personal property
Title, deed, bill of sale
(ater rights
3.
Mineral
rights
*
20 hours
6. Huntin
Government program.
*
1, Government subsidtee
Commodity Credit Corpor
Agriculture policy and alternatives
I
I , *
I I
0
. .
. . .
, 10 hours
Records
a. Project plans
xpaneion
Disposal
FA14 M1CHANICS
I.
IAr3(s}1oP .
.
. .. * ...
.15 hours
Shop project
A.
RAL .LjCThIFICATION
, .
Motors
Principles, selection
Cleaning, reversing
FA1d4 P0R ANI) MACHINkRI
3
hours
Kydraui.ic system
3.,
Principles, un., maintenance
L AND iAThii l4ANAG124NT
A.
Use of farm level
1. Differential leveling
2, Profile leveling
Drainage ditch layout
20 hours
Building foundation iaout
!AIM BU1LDINO3 AND CVWICS . ,
Firm building
Concrete work
Water system
foregoing proposed course of
or' iooational agris'
subject matter
culture is suggested as a guid. for de
content t be stressed in the 1oseburg area. No effort has bait
med. to suggest bow the material is to be taught.
and materials imployd for maximum teaching
The methods
sffectiviti.s s?s
left up to the discretion of the instructor involved. Xt ii
esumed, howevr, that all th. available resources of the instruc
sohoel, and the a.nit7 will be atilis.d, These resources
uld include loasl field trips, local resource personnel, dn
stration., activities, film., and other visual aids to supplaiitt
.3*.. room. instruction. Strong encouragement will be directed
toward .a.h student applying the appropriate principles end
prastines to his supsrvis.d fuming program and
ith
For students do wish to receive special emphasis in the
principal industry in the seburg area, * proposed course is
offered in forestr7 This course is to be .ffeted to junior end
senior htg school students with the following objective.;
1. To acquaint th. students with occupation. *Viilabls in
forestry.
. To develop * broader unders
and appreciation for
the largest industry nd usturil resource in Oregon,
To assist in the education and the preparation ot interested
students desiring * career in forestry.
To pronot. catty. participation in the øons.rnt&
tiliution of our forests,
To gain in understanding of the conditions and problems
surrounding that large asgasat of our Oregon po
engaged in a forestry occupation.
The Forest
I.
Forest defined
2. Kinds of forests and their locations
3
Forests and Man,
The history of
n' a depnd.nc. on
rest values
Forest produots
Maunfactured wood pre
Poles, piling, pci
Pulp and piper
Fuel wood
By.-products
Naval stores
to
orage for aniiale
Fist and game
b
Wter conservation
a
Soil conservation
d.
Recreation
s,
Wildlife
Aesthetic value
Forests and national defense
C.
ForeetResources ,,.
,3hou
..
Forest resources of the United Stats
Forest resources of
other
countries
Conservation of forest resources
I),
Forestry.
a
.
. . .
.
The meaning of fo
A eden
A business
a.
Public policy
History of Forests end Forestry in the United States,
Forest Legislation and Forest Policy Develoçstent. 5 hours
Colonial period
Revolutionary pert
Period of westward expansion
End of the frontier; the conservation movement
5.
Present situation
ture outlook
F.
Forests and Forestry in Oregon . . .
10 hours
1, Forest.areae, type., ownership. and valae
State forestry legislation
Forestry agencies and their functions
a.
U. S. Forest Service
3,.
National Park Service
Bureau of Lend Management
Bureau of Indian Affairs
State Dtv-ieion of Porsetry
County Extension Foresters
G.
Forest Msnement
.
. .
1, Problems of forest management (5 hours)
Federal and stats regulations
Taxation
Public support
d.
Small ownerships
Timbir management (15 hour.)
The timber management plan
Cutting system
Silviculture tretjnenta
Thinning
Pruning
Burning
Planting
iuu no
at utiltzation (3
a. Logging
(1) History of logging
(2) Logging techniqse
(3) Logging processes
clUng bucking, linbing
Yarding, loading
Transporting
(4) Laws related to logging
(5) Safety in logging
(6) Contracts related to timber sale.
Harvesting other forest crops
Pulpwood
Fuelwood
Poets, piling, poles,
Christmas trees
5) Miscellaneous crops
C)rest mensuration
Measuring tree growth
Measuring standing trees
Measuring forests
Measuring logs, stacked
Forest protection (15 hours)
a. Forest fires
(1) History and significance in Oregon
eces
Causes of forest fire.
Prevention of forest fires
Pre-auppression activities
() Suppression of forest fires
b
Forest inseote
sole of insects in the forest
Appraisal of damage caused by insects
Principal forest insects in Oregon
destructive insects
Contro
o.
Forest dise
Extent of d.sMge by disease
)
Kinds and causes of dieease
Control and prevention of disease
Protection £rum other forest enemi
(1)
Forest animals
Porcupines
Bears
De.r and livestock
Rodents
(2
Natural phenomena
Wind
Rain, ha1J.ice
)
tow
Temperature (unfavorable)
ivities
Growing the forest
C:
10 hours
a. Seeding and planting
Natural reproduction
Artificial reproduction
Reasons for planting
Choosing species
Seeds or seedlings
Sesd sources
The forest nursery
Planting techniques
)
Federal and state cooperation in planting
6. Marketing the forest product (10 hours)
Valuation of raw material.
b. Forest markets, types,
c. àhei and how to sell
Farm forests and economic. (6 hours)
a, Managerent
b. Establishment
s. Cash crop
a. Log grading (4 hours)
Manufacturing and Marketing Forest Products .
1. Lumbar manufacture
The Lumber induct
onomic importance
(2) Historical background
.
re
63
The saw mill operation
(i) The cold deck
The mill pond
Iho head saw
The re-saw
The .dgsr
The trimmer
The green chain
The saw room
The power plant
The yard
The kilris
The plainer
The storage sheds
a. Lumber grades
Manufacture of other forest products
Veneer and plyod
Pulp and paper products
C
Hardboard
Marketing forest products
Location of markets
b. Agents of distribution
a, Supply end dsand for forest products
Forest Research Organizations .
1.
U
*
. . . .
.
. .
8. Forest Service Jperiment stations
Research uzAit
Jixperirental forests
Forest products laboratories
gon State Experent Station and Forests
Research by universities and colleges
Private research
Western Pine Association Researoh Laboratory
b. Timber &gineering Company
Company research
Careers in Forestry . . . . .
, . . .
*
Profe sional forestry
Federal, state and county foresters
Forest ranger
Junior forester
Junior range examiner
e, Assistant forest supervisor
t,
Forest supervisor
Research forester
Teaching and research at forest schools
Forest engineer
Private forestry
Managing private and ceercial forests
Consulting foresters
ging forestry and trade associations
, . 10 ho
et industry
and manufacturing
Plant manager
Plant research
a. Timber buying end selling
WISiR! iiNT,
On the strength of the interest found in th. survey, coupl.d
With the agricultural advisory council' s consideration and support,
the investigator proposes that a one-year course be offered to
junior and senior high school students in nursery management.
This proposal is presupposing the availability of a greenhouse to
rye as a laboratory for the course.
intersetid boys and girls,
It should be available to
Few elective subjects, perhaps, apply
generally to people anticipating a nornal role in our society
as horticulture.
supply.
It provides a eiseble
rtion of our food
It is a boundless source of beauty in our homes, cities,
rural landscapes, parks, gardens and area. of the greet out-of.
doors.
As our standard of living continues to rise and as people
are confronted with more leisure time for themselves, the oppor-
tunity
for hobby development, home
beautification, adventure and
exercise intrigues many of them with horticultural pursuits.
At
the same tine, occupational opportunities are increasing at a
corresponding rate in nursery, greenhouse and floral businesses.
The purposes of this course include the followings
1.
To provid, an opportunity for receiving, applying, and
p.rimenting with the pr.ncipleø of plant growth,
reproduction and propagation.
To stimulate
rthwhile hobbies which can be carried
on throughout life.
To provide a foundation on which a part-time or full-
time occupation can be established.
To encourage a project of home beautification while
learning is being carried on,
The course, as proposed, is for the duration of one year
muld require one hour of each school day.
POPOSP COUZSJ OP SUD IN NiJRSJI AND
HIGH SCHOOL JU$IOX
A.
AND S1W)AiS
Horticulture in
Pruits
Vegetables
Ornamental plants
4
Landscaping
Nursery produstia
Seed production
B.
Plants and how they grow
1. Anatomy of plants
Stem
b. Lest
GkthJ.N}LOUS1 MANAG14NTJQ
2. Plant growth processes
hotosynthesie
b.
Respiration
Aegfin lation
Absorption
Transpiration
Tranalocation
rnal factor.
Age of plant
Heredity
Growth regulators
Dormant period
heat psriod
Plant. and their environment
1.
reinperature
a. Optimum conditions
Cool - season plants
Warm - season plants
b. Adverse conditions,
c. Hardiness
Moisture
water is n
by plants
b
*y water is nsed.d in the
Effects of abnormal amounts of water
Light
a.
Intensity
b
Quality
c.
Photo period
4. Nutrients
nutrien
a.
Major
b.
1inor nutrienti
a.
Basic plant
rquirssents
Interrelationships of cli enviroi ental factors
Soil type
exture
Sandy
Clay
(3)Loaa
Additives
Conpost
Sawdust
(.3)
7.
Peatmoss
Ventilation
Growing plants tro.n seeds
*at ie a seed
Using good seed
a.
Characteristics
69
Testing seed
Longevity of seed
Conditions for gezininatio
Growing plants for transplanting
a. Flant growing structures
0o34 frames
Hot beds
Greenhouses
b. Planting the seeds
c. S.dling care
d.
Transplanting
Planting seeds out-of-doors
Date of planting
Se.dbed preparation
Seed tr.,trent
Rate of seeding
Depth of planting
1. Care of seedlings
pscial practices in sesdage
Stratification
Scarification
!mbryo culture
Growing plants asexually
égetativs reproduction
a.
niironmental conditions
70
b. Internal conditions
Layerage
Tip layerage
b. Simple layerage
Trench layerage
d. Mound layerage
e. Air layerags
Cuttag
Types of media
Berbaceous cuttings
Evergreen cuttings
Woody cuttings
Lsaf bud cuttings
f.
Le&f cuttings
g.
Root cuttings
pecial cuttage practicas
Bottom heat
b. Eluoresoont lights
Mist propation
Rooting hoines
Rooting media
Grafting and budding
1,
Frinciplee of graftage
2. Methods of gra.ftag.
Whip or tongue
71
Cleft graft
Side graft
Bridging graft
Methods of budcin
a. Shield or T-budding
b. Patch budding
c. Chip buddin
1. Principles of training and pruning
Modification of specis]. dowinanci
Felance of roots and tops
c. Altering phases of growth
d. Considering environmental factors
2.
Objectives of training and pruning
Control direction of growth
Develop a strong frsmerk
Control. amount of growth
Influence productiYense
s. Improv, quality- of product
f. Utilize space efficiently
Methods of training nd pruning
Beading back
SubordinatIon
Thinning out
d. Fruit thinning
72
a. Disbudding
pfl2l
p
g
General proedurea in pruninj
Necessary quipnient
Making cuts
a. Treating
Pruning
Un
ody ornamental plants
Treei
Sinubs
ng bsrbaceous plan
Chry.anthemui
b. Annuals for transplanting
Controlling paste
1.
Peet
a
Insects, mites and nematodsa
b. Dissas
o
Rodsnts
d.
Weeds
Control methods
Physical methods
b. Chemical methods
Natural methods
1ntroducton to landscaping
Landscap, principles
Plants and shrubs combinations
Landscape planning
Determine cost and materials of plan
o course, as outlined, assumes the availability of a
greenhouse to be used as the laboratory.
Basic eq4jm.nt and
materials which should be provided by the school are as follower
ii mixture and/or rooting media, wooden flats, tables, sprinkler
cans, clay pots, knives, wooden pot lablés, rooting powder, spray
materials, spray pump and pruning shears.
Perhaps a few basic
plants will be needed at first to provide material for propaga
Studsntø will be encouraged, however, to utilize plant sources
from home if possible.
Eventually, an arboretum should be estab.
lished to provide opportunity for dditioal laboratory work and
experimentation.
The arboretum will further provide a constant
source of plant materials for instruction and also add beauty to
the school campus.
ULTIL4441 DPAR2NT,
The total agricultural educat
as proposed by the
author, would require a minimum of two full-tins instructors.
Both men ehould be graduates in agriculture education, one of whom
hou].d either have a minor in forestry or have bad considerable
experience in the forest industry, such a' logging.
It would also'
74
CLASS SCDULE FOk. A MULTIPLJ(AN DJPA41NT
Senia
Number
Joseph Lap.
Hours
Number
Hours
Niuber
Hour
Classes Pr Class Classes Per Class Clasese Per Class
A
A,
Ag IV
Forestry
2
ry
be desirable for one instructor to have the equivalent of a spli
minor in horticulture, in order to beat qualify for the nursery
course.
Table X provides us with the succeeding lieb arid frequency of
classes included in the total Agriculture Education program. Actual
time of instruction for the total program would requir. ten hours.
This period of.. time involvee teaching at three different schools;
hence, additional time muet be allowed for travel, in view of the
distance between the schools. A practical consideration would be
to allow three hours time in the nrning for the two different
junior high classes; thus a grand total of eleven hours would
satisfactorily meet the schedu1e a demand. This proposal would
permit the use of two instructors, fuUi-tine, with live at
class periods .ach.
rstically, instructor A would teach two Ag I classes,
Ag uX (a two hour else.), and Ag IV.
Instructor B would teach two
Ag II classes, two forestry classes, arid one nursery arid green-
house management class.
This division is an effort to divide ths
number of preparations as equaUy ae possible between the two
instructors,
On the other hand, since instructor
B may wish to
be more actively engaged with the FFA boys, he may find it desirable to exchange one of the other courses for an Ag class or two.
This division could not be arbitrarily predetermined but should
ther be assumed after th. two instructors involved assess their
rong and weak areas,
Then they can attempt to provid, the best
truction, available between them, for the students' benefit.
LNTAN POGM
Until the total agriculture education program, as pro
a reality, it will be necessary to obtain the ..rvicss
of two instructors to handle the junior and senior high school
Agriculture I through IV cl3iu, One teacher'. time will be
fully utilized, while the other will
be involved only half-tins.
Thee. circumstances suggest two possibilities; first, the halftime instructor would. need to leave the department end teach other
subjects during the remaining half day.
Second, the half-time
instructor could be an intern employed for the ialf.tim. period c
The latter possibility appears to the author to be the most d.air
76
CLASS SC}UDULI WITh A TMCWR INT1N
Senio!
Number
}Ior
Classes Per Class
Ag I
2
Ag II
1
JoeePl Lan.
Erentont
Number
Hours
Number
Hours
1
1
1
Classes Per Claes Classei Per Class
2
Ag IXI
be di
to match
agriculture instru tor's preparation
with the other couresa he would be asked to teach. It would be
further complicated if other openings were unavailable. On the
other hand, an internship not only provides for the required amut
of. extra tim. but also allows the opportunity for
provement of
teacher preparation. Hence, the agriculture department gain. th.
needed assistance 4ii1e the intern gains the needed experience.
Table XI lists as *vailable next year those c1ase which
total seven hours of instruction. Additional time required would
necessitate to more hours, one for travel between schools and on.
for intern supervision. Therefore, a total of nine hours would
constitute the total instructional lo*d.
, CONCLUSIQN8 AND hCOATIONS
8U)O(A1
The
zrpose of this stnd has been to develop an Agricultural
Education program which will meet the need of more agriculturaUy
interested students in Ro.eburg Junior and Sriu' High Schools.
It was observed by the author that the present three-year program
entertained several neglected aspects. These Omie8iOfls WO more
clearly identified in view of the current agricultural education
trends as well as the nature of the Roseburg community.
Review of related materials revealed a need for increased
oratioh and vocational ethtcation to better acquaint students
the world of work. Opportunity to explore and assess his
capacities, interests, and goals better prepares the student for
wise occupational choice. These choices, which change during
e various developmental stages of th. child,
become
mor. real-
istic, usually, after age nint.en The ultimate choice of a career
is much nre predistabl. on the basis of vocational interest than
on vocational preference. It is increasingly the reaponaibilit
the school to provide the necessary experiences and knowledge
futur amploynt.
In view of the large percentge (40%) of our work force be1r
enployed in occuationa directly related to agriculture, there 1..
strong support for additional agricultural education and experience.
This ned is intensified since few of these future esp3oyesa co'e
fron a rural exwiro**Dleflt and sinca aiaoit one-halt of the v.tunci**
for agricultural graduates resain uttiUed annually. Significant
aliso is the tact that six out at tan Jobs in the state ot Oregon are
that
This fact gives reason to a.s
with the forest i
fareetry deserves
A survey ws
educational snphads.
to register interest in different naps.
of agriculture in the following areas: in a career in agri.ulture;
in *ich choic. of agricultural careers; in tarn shop; in sail and
weter iaanageneutj in rural electrification, in farm buildings and
anses, in farm power and machinery, in agriculture saisnes;
in supervised farming pro3ects; I * placeaent or an agricultural
exportenee program; in the complete vocational *jZiSUltuTS pZ'Ogrj
3unior high basic agriculture; in a forestry course; and in a
nursery and greenhouse management
Questionnaires INTS distributed at random aesug I5 out of
257 boys in grades seven through eleven having rural addresses.
The dissemination of the questionnairee we. handled through
school offices. The total nuaber of boys in these same gz'ndes
to 1,283, which indicated that a 32 percent sample we
surveyed.
Over 83 percent of the questiennairel
turned
The survey disclosed interest in all area.. Sixty-four per.
cent of all th. boys indicated an interest In a career in agriculture.
Their first choice was in production (farming or ranching), seemed
we. in conservation, and third included both education end rosesreb.
The moat popular areas
of interest were in farm power and shop
with agriculture science, buildings, vocational agricultui'S and
forestry foUowing, not far behind.
The liast relative interest
was in nursery, soil and water management, and electricity.
Basic agriculture in the junior high school rated first in
interest among boys in grade. seven and eight in both echools.
A projected total of forty-two eighth grade students indicated a
desire for the course next year.
Interest in the high school vocational agriculture program
was indicated by a projected total of 73 frssbmen,
juniors.
Coincidentally
there are 41 sophomore and junior boys
presently enrolled in vocational agriculture
while th.
projected
figure ii 39 for the same two grades.
The forestry and nursery management courses being invsstigat
received a varied response.
The interest in forestry was revealed
by a total of 48 sophomore and junior boys desiring the course.
the ei
At
time only 17 boys from the same grades specified an intrest
in nursery management.
It was observed by the investigator that
th. nursery course might appeal more to the unsampled city student.
and/or girls.
Over 42 boys declared an interest in the placement or ag
work experience program.
This points to an area of great
tial as a substitute for the supervised farming program.
The proposed Agriculture Education program in the Eoseirg
or and Senior High Schools will
be coapriesd of a
ninth grade
basic agriculture (Agriculture I) in both junior high schools, a
thre
year voc tionai. agriculture (Agriculture II
IV) in
or high school, and two additional courses in forestry *fli
managient.
Agriculture I is basic to all subsequent courses in the department, including forestry and nursery management.
This basic course
proiid.a an opportunity fox freshaea to explore the broad Zi.ld of
agricultur, and to lay a foundation for further agricultural or
related study.
Shop facilities are unavailable until the students
Interested
reach high school.
students may begin their supervised
farmirg programs during this period, though none are requirid.
Th05e meeting the requirements may join and participat. in the PTA.
Agriculture II is designed for sophomores who wish to continue
their agriculture education.
Th. general emphasis is placed on
production in the various areas studied,
introduced durti
this year.
Basic shop skills are also
Full opportunit;
to engag. in the PTA
Letivities is made available,
Agriculture III offers two hours per day of instruction alioi
for aaxlaum Instructional advantage to juniors
During this:
special stress is placed on agriculture mechanics which requires
more time in the shop.
theme of management.
The science areas emphasize th. general
Field trips are also utilized due to the added
time0
Agriculture IV is r..erved for seniors who desire the maximum
benefit from the total agriculture program.
The emphasis in
agricultur, science is generally in aaxk.ting and sstabliskiwisut in
terming. Detailed attention is also focused on occupational alter'
natives in agriculture, The more complex areas and applications was
as genetics, physiology of reproduction, and surveying are
at this level.
During the junior or senior year a student
o wishes to
acquire additional education in forestry or nursery without taking
the full four years of agriculture amy elect one of these courses
sic agriculture course
electives
junior high. These
ayailable as one-year courses
The nur
nag
utilize a greenhouse as * laboratory.
restry sours.
t*pt to cover the breadth, with some depth,
The
YO.*tLOU*1 possibilities of the forest industry.
The scoi1ete agriculture program as proposed will req
multiple-man department.
full-time agriculture instructors
will need to share the tint scheduled ol*sses in such a
each teacher' s qliflcstisna contribute to maximum quality
efficiency of instruction.
The 1964-65 program, as agreed upon by the school board, will
add one basic agriculture class in *ach of the twD junior high
to the present three..yeer high school program. This addition
will necessitate the services of another half-tine instreotor. This
uation invite, a teacher intern possibility to share the 3.oad
1. gaining experience under eupervilion. The full-tine tea
will be responsible for the tø junior high classes.
13.
r c2.as, *BL3ULS one of the sophousre
conti
and provide an hour of supervision for th. intern. In the
ttte, the intern
saaue the two-hour junior class and one
teaching load of three hours or onsha
po)cLula
fo
onclusions are 'ade by the investigator based
on the resul
1. There is a strong need for a basic agriculture o.ree on
nly from the interest dt.slo.sd
the ninth grade 1
from the survey but alec from the responsibility aaesaed
bi the school to provid.e th. neded zploretion and know.
ledge to aid students in pro-vocational choices.
2
Forestry instruction needs considerably iior.
pseis in
the Roesburg school system in view of the predominant
forest industry surrounding ióseburg, the nter eat die
coveted through the survey, and the support provided by
the advisory o*wtci
Tb. agriculture prograt wst provide opportunities and
aipsriences for the development of skills, abilities,
sttitudea, understandings and work habits iidiøM wt
contribute to the
cc see of each student desiring
rest in agriculture.
agriculture advisory council deserves strong co
ration for the dmlopo.nt, prosotion and improvement
an agriculture education progiu.
The survey taken was not extensive enough to build a
progran.
Too large a sapient was left out ccspl.tely
excluding girls and all boys without rural addresses.
6.
A multiple-man department is essential for the provision
of an adequate agricultural education program in Ros.burg.
This suggests two fufl-time agriculture instructors.
The
division of class responsibilitie, would b. determined by
the instructors' capabilities.
The foUo
1.
That
quic
reoosndations based on this s
e proposed program herein become a reality a.
as finances, facilities, and qualified assistance
becom available.
That
survey o1 the total student body be taken to
dete
a the agricultural interet
all s
ents both rural and city.
That
and aspirations of
survey of the occupational needs of the Roseburg
ty be used as additional guide line, for instruction
tion.
That the poasibilit4 of aciz1ng a force
a laboratory in forestry 4
and application be CTinsd.
That the possibility of
establishing a
one-or
ouaier camp in forestry be examined to supplement regula
interested in a forestry occupation.
gram in agricultur, be included in
n.zt attemp
suggest
a cmpl.te agricultural education
program.
That an evaluation of the agriculture program be made
annually with the aid of the advieozy council and the
general recommendations and trends available from the
state department and the teacher-training staff at
Oregon $tatø University.
That vcctional agriculture emphasize the inductive approach
in the laboratory as well as the deductive sub3ect matter
approach in the classroom.
$5
Bradley, Ibb.rt F.
Extension Forester, Douglas County.
Personal interview, lbeeburg, Oregon. March 5, 1964.
2.
Burton, W. H., R. B. Kimball and 1(. L Wing. Education for
effective thinking. New York, Appleton-CSntU17-C1"Otta.
1960. 508 p.
alifornia. Stats Department of Education. Biological
principles in agriculture. A manual for higt school
agriculture teachers. Davis. 1963. 133 p.
Dunham, Daniel B. Subject matter principles basic to organising and teaching fundamentals ol' plant science. Masters
thesis. Corvallis, Oregon State University, 1963. 68
numbered le*v...
Fouler, Frederick A. A suggested farm forestry curriculum
for vocational agriculture. Masters thesis. Corvallis,
Oregon Stats University, 1963. 107 numbered leaves.
6.
Ginsberg, Eli. Occupational choice.
University ness, 1951. 271 p
New York, Columbia
berg, Eli. The optimistic tradition and american south.
ew York, Columbia University, 1950. 160 p.
Hanilin, H. K.
Agriculture education in courtity schools.
Danville, Illinois, Interstate, 1949. 487 p.
chison, Chester S. Assistant D.an, College of Agri
Ohio State University, Study of job opportunities.
(mimeographed)
Ohio, 1959. 8 numbered leaves.
Kun.man, Leonard. Oregon State Director of Agriculture
cation. Speech delivered at Ib..burg, January 1964.
Li, Jerome C. R. Introduction to statistical inference.
Arbor, Michigan, Edwards Brothers, 1957. 533 p.
Ann
Matthewe, Lester 0. Sup.rvisor of Agriculture.
agriculture in Los Angeles City Secondary Schools.
Los Angeles, n.d. 7 p.
New York. The University of the Stat. of New York-Bureau of
Agricultural Education. A guide for teaching general agriAlbany,
culture in the secondary school, of New York etat..
1955.
42 p.
a, Roy N. Vocational and praotical arte education
York, Harper and Brother., 1957. 637 p.
eber, B. C., G. E. Smith and C. B, Erickson. Organiution
and administration of guidance services. New Tork, McGraw...
HIll, 1955. 294 p
Super, Donald B. The psychology of career3,
and Brothers, 1957. 362 p.
New York,
Sutherland, Sidney S. when you preside. Danvills, Illinois,
Interstate, 1956. 172 p.
87
APPENDIX
of agricn1ture.
their needs and interest in the
for th. purpose of detexinining
in grades sesn through elev.n
This is a questionnaire for boys
2.
1..
Production
Farming
Ranching
Timber
Greenhouse
Nursery
Marketing
Lend appraisal
Inaurancc
Grading
Sales
Bank (Ag advis
Business
A.
Chesk th. Agricultu
F.
Go].! Courses
Parks
Playgrounds
Gains Preserves
Recreation
Veterinarian)
Foreign Inspector,
Stats Consultant,
Private Technician,
Services
Federal (Forester,
C.
Conmunications
kdv.rtiainj
R&dio or TV
Motion Pictures
Publications
Public Ralationa
Marketing and/or Processing
Rural Sociology
Equisnt and Machinery
D. Industry_____
Equipaent &
Machinery
Feed & Seed
Fertilizers
Food
Forest Products
Cbnservatien
Forest
Soil
Water
Wildlife
Teach.
Government Agency
Farm Organization
Agriculture
Education
County Agent
describes your intsxeett
C.
Above
Not Interested
rongly interested
UMecid
Crop. and Livestock or soil
Forestry
acc
Are yi interested in ecms career in agriculture?
If possible please have your parents assist you in answering this questionnairi.
each Suestion one..
appreciate your honesty in each answer. Plaae check
3.
t.4
Interest
or all of the following subj
soldering
and cutting
Strongly Interested_____ Intsreatd
ida;
sated
Strongly Interested_____ Interested____ Undecided
age.
Not Interested
Soils and soiltesting.
iager bit, nail set, drill.
stener.
a:
Principles of electricity, measuring, cost, wiring arrangestents, selection and "aintenauc of
electric motors, elictrical cods and safety practices to be ob..rved in cars, use and installation
of electrical devices
Rural Electrification
Surveying with transit-level. Lay out fields for irrigation and
Measure land - calculate acreages.
Soil and Water Mnageinent
Tool Identification
Proper and safe use of tools, reoonditoning and sharpening too
Metal
rk
Drilling, tap and die work, tempering,
Woodwork
Rending ainpie plane, use of hand tools, saws,
countersink, etc; project using above tools plus nail and a
trig, Cutting
up and dolsi, overhead welding; pro
Oxy-Acetylene Welding of Mild S
hardeurtacing
Flat, horizont
Arc Welding
Farm Shop
Please indicate your persona]. mt.:
Strongly
,reet$
ed
of Camsardal ?.rtilisera end ?srR Cbemi
Principles and practices of plant production
Nursery and Greenhouse Management
pegeticia
identification, planting, prtiitg, thinning, cruteing,
products, Chriatcas treee, poles, poets, logs, etc.
Pars Forestry
Itural ScLence
Plow, sower, drill, etc.
Ad justaent and hspeir of Mechinezy
Principles, car. end Raintenanee
Hydraulic systems and Notore
_Undecided_Not int'
ndeeid.d
aided
tiabar; forest
Not Interosted
care, belt
Interested
forms, foundations, building lay.
t.rset.d
Principles, systems, tining, tappet adjuataent, pluge and points
Engines (Gas and Diesel)
1
Strongly lntereste
Lubrication, battery care, sir
adjuctssnts, etc.
Tractor Msintensne.
wer and
selection of poir tools for shops, fence construction
Building construction, Use of frsaing square, concrete
Buildinf and Conveniences
ted
loine,
p activities under adult leadership
prsgres sad knswl.dgs
Participation arid coap.titioo in l.cil, eir4ty and state activities and degrees based upsu
parents sad otuents, tinnciel records, budgets,
uainess agressent. bet
receipts, produstion records and labor reco
tories, expenses,
hces and/or tars b the instructor) during the school
tronjl Int.rsstid._lntsrestad_Uadeeided*ot Intsr.ated
organii
accounting, ine'ancs, etc
instruction Sn the clasaroen based Sn students' projects at hose
year and suen.r soaths
rirest supervision (visit.
pervicsd Faruiaz Prc1
Public speaking, perli&rent
Leadership
Legal contracts
m Issinees
Genetics
Reo4uetjon
saic principles end their application
Mutrttton and Peeding a1snced astions
**en to cell a vet and iEat to do hefors he
Tet.xinary M.dicins
.laction, ce end asn*susnt, asrksting tittin, shohing sad judging li,esteck
Liy.sto&, teiz7, Gtops end Poultry
10.
A icuLtur4 Exierience ProRra
Undecided_____ Not in
Strongly Int.r.eted
re
.
11th Grade Studen
.
a.
b.
None
Did you take a course in Agriculture whil. in Junior High?
Atio 9th tbrou
Neither .
.
.
'The
.
Ninth grade level..,
Eighth grade level
S
S
-a
It would include: How and where our food and fiber is produced; common breeds of livestock, dairy and poultry, basic crops and their distribution; soil, water, forestry and wildlife conservation; country living part or full-time; survey of occupations related to agriculture
interested in taking a on. year course in general or basic agriculture
project) in Junior High school?
on 7th and 6t Grd. Stud.nti:
Neither ons . . . . ,
taking the complete Vocational Agriculture Program as outlined from
t.restsd
you be
ugh 10 above? (Please check one)
As a three year program (Soph,Jr.Sr.)
As a four year program (Fr.So.Jr.Sr.)
in
EQ
Opportunity to gain actual experienci under supervision, in an agricultural area such as: working
on a farm, in a teed and seed store, in a greenhouse, in a slaughter house, in a farm .quirnent
shop, for a veterinarian, etc. Acquire experience in as many aspects of the area as possible to
maximis. educational beneI
Subetitutea for the farming project when horns
farm and/or rental opportunities are not
available or adequate
1c'en
sithsr an.
year
ge.nt,
0
0
*
e.
disease control, !ore.try
production
al
Principle, of plant growth, propagation and reproduction; budding, grafting, pruning and
transplanting; s&.ection of shrubs and flowers for home beautification nd lsndMcping;
laboratory experience end actual practice
,u1d you be intrested in taking a course (in high school) in Greenhouse and lursez-y
Managesnt (if a greenhouse were *vailable) apart fron the regular Vocational Agriculture Program?
e.
On
On. year
Thank jou fOr pour cooperation and lineediate attention.
Please return this questionnair. to your school office proU.y
15.
id.ntifls.tion and characteristics
logging operations and safety, to:
career opportunities, etc.
TTS
t.restsd in taking $ ?ORESTdX course (in high school) ap
Vocational Agriculture Program;