A PRCPOSLL SCkLLLLL )jc COCJRS1S
ThE GERVAIS UMON HIGH SCHOOL
AJULP EWCATIO!c ?ROORAM
by
ALI3XON LLOY RII'GO
A THLSIS
subrntted to
OREGON STATE COLLEGE
in partial fulfillment of
the requiremert3 for the
degree of
ASPEE{ O' I.DJCATIO
June 1960
APPROVED:
Redacted for privacy
ure Education epartmsnt
n Charge of ajer
Redacted for privacy
Redacted for privacy
Dean of Graduati Scoo
heata i8 preeentod: April 11, 16O
Typed by Shirley Liewellyn
It is gratifying to note the interest so many poop].
have in adult education. Adult education in Oregon hs $
bright future with so many outstanding educational leed
era, It has been a privilege for this author to work with
a few or these leaders in the preparation of this thesis.
I wish to express appreciation to the c.rvsis Union
high School Vocational Agriculture and Adult ducation
advisory committee fox' their many ideas, and advice. To
the eahool board and Foul L. Reiling, Sup.z'intendsnt,
PrincIpal of Gervais Union iitgh School, appreciation is
due for tb many helpful ideas end cooperation extended
in maktng this study possible.
Special thanks is due to members of the State Departmont of Agriculture duoation and directors of local adult
education pro rams that have helped supply information
about adult programs that was used In this thesis.
I am indebted especially to Dr. henry Tenpas, liead
of Agriculture Education teacher training tepartinant and
Lr. Philip L'avia, Assistant Agriculture Education teacher
trainers, Oregon State College fox' their many constructive
sestions, and for the stimulating encouragement re
ceived during the preparation of this thesis,
h'or aii in editorial preparation of the manuscript,
I Sin indebted to alish tustructors, iobsrta Campbell
and Frank Qatohell.
With deep
atitude, I aeo.1ede the many hours
spent by my wife, Elaine, in asaeiabling and typing
material for the theai.
TABLIi OF COTENT3
Chapter
Page
INTRODUCTION . . . . . . . . . . . . . . . . . . .
Statement of the Problem
..aa
.............
2
Alms arid Purposes of this Studl
4
I, imi. te tiona
.. ....aa
4
a
Illstory$ndBaokpoufld..,...........,
II.
EVIEWC1RLATF.D;STUjX3...,.,.,..,....
The Need for Adult duoatlon in
6
9
ourChangjngsoolety,,.,,..,,....,,
9
.........
16
aeaaaa.
17
Adult .cucatton ?artioipetion
The Need for Adult Mucatlon
in Artcu1tre
P1ann1n
....a
a
the Curriculum of a
...
19
ofAdu1tEducetjon...,.,.,,.......
27
Complete Adult Education Program
Asseslng Needs and Interest to
uevelop end Promote a Program
37
III
Iv.
PCIDJR.E
.. .
a
m1mos OF COMMUNITY StJIVEy
.
.
...........
44
Information About Adult Education
?articipant
44
Organizat1oxprocedurea
..............
58
Procedurea for Figuring Interest
Index
.....a.. .
..a
.
a
a
62
Chap tez'
Page
A FROFOSEr POGRA
OF ALUL.T EDJCATION
FOR UkVAI5 JNION hIGh SCiOOL SEBVIC
A 'EA
72
.....,......
72
The Pz'oposed Plan 5Is.55s.s*5$,*5**,,
78
............
88
Pre1irntrary Conatderttoria
S11MAEY AND iCO EI2IONS
Summary
Heoouiniandstjona
as
a
a a.
sa
Bibliography . . . . . . . . . . . .
93
a
. . .. ,
.*...
A?PENLE X
Marion County Higk School
Ioundariea I.aS.5**.*S.S**...*.....
Survey Oervaia Union High School Adult
Map
II.
99
ducat1on Inter'at Survey
l5aul6O
a.
a.
.a*
a a a a 100
ro
TABL1S
Table
Page
Number of C1aseo and People Eorolied
in Adult Educatier in Oervaia 'Jnion
IUhchool1'61960
Coniparison of Areas or Adult Education
of Sixty Central Schools .............
Comparison of 16 Schools eporting
Instruction in the Twelve Areas - 1954
Instructional Areas of Thirty-four Sohoo1
32
uiferin Voøion1 Agriculture ....... 34
5.
arite1 atus of the 228 Adults Tho
Filled Out the Adult Educstjcr4
Interest Survey
Age Range of Adults Who Participated in
the Adult Interest Survey .............
Size of Families of Survey Participants
8, Occupations of a1e Survey Participants
44
45
46
4$
Occupations of cniale survey
Partictparis
Size of iens in Gorvats Lnion High
49
ervtceArea ................... 50
11, Type of Faring on 112 Fanna .........,.. 51
Ccupational Stotus of 112 Parmers ...... 52
Educational Level of Survey Participants 53
urnber of Courses iken by Ecn Male
School
SurveyPartiojpsnt.,,.,,....,....,.,.. 55
iumber cC Courses Taken by Each Female
survey Participant ............,.....,,
Distnoes .r.artiolpanta Live From
Gervala Union High School
56
............. 67
ethode Used to Contact Adults About
Courses . . . . . . . . . . . .
......
.aa
Table
18.
Page
aya of the Yeek to Hold Adult Classes
59
l. 1ontb.s of the Year Preferred by Survey
Participants
.....a
Nuniber of Classes Far Week
..
.........
and Number
of Hours Per Class as Preferred by
Survey Participants ..... . . . a a.
Courses Ranked by Interest Indei. Men
Courses Ranked by interest lnde
Women
Courses Ranked by Interest Index
Men and
oxA1er1
60
.,a...............oi..à
61
65
66
68
Adult Lducaticn Courses Conpleted
by Sever; Vtllamette Valley Schools
1 5l'60
a
aa
a.a
Adult Education Courses Cop1eted in
iour Years at Gervals Jnic hLh School 76
1eci1C Of CQUi'33
2.
for 16Q-161 .....
cheule of Courses for 19611,62
28. Scheaule of Courses for 162163
2. Schedule of Courses for 1)61984
Schedule of Courses for 164-l65
......
......
......
.....
80
81
82
83
84
A Proposed Plan For a Rotation of Courses
to be Cffered at Qervais Union High
cbool the Jext Five Years
86
..........
A pFposED SChEDULE Oi COURSES
1OR
¶jt
WVAIS UNICN HIGH SCHOOL
ADULT EDUCATION PfGRA
C}IAPThR I
II; TRO LUCTION
The need and provision for educational programs for
adults has been given added emphasis in the past fifteen
years. adult education is Last b000iing the fourth a.g
ment of the public educational program.
Through the past one-hundred-f 1ft7 years, we have seen
the acceptance of the idea that elementary and hIgh 8011001
education should be made available to all of our youth.
With the close of orld War II came the expansion of higher
collegiate education for all young people. The returning
O.I.s especially sensed the need for specialized and profeasiona]. training to fit themselves for employment.
The second half of the twentieth century finds adult
education nearing the center of the educational stage.
There ha alwny been a groat need for adult education,
but never has the need been so great as it is today, nor
recognized as it i
now.
Keen co.petition in ir4duntry and agriculture demands
continued study to keep abres3t of the latest developments.
Automation has changed our 000ncmy drastically in the last
ten years, millions of old jobs have been replaced wit1
new ones, making retraining necessary.
The American people are convinced that education is
for everyone. The idea that every conununity and school is
responsible to provide a continuing education for adults is
rapidly being accepted. Personal job and civic competence
fcr every person is the
of our varAcing society. %e
all live together in this nation, state elid comnunity. It
we are to continue in our growth and survive, we must hold
to the philosophy that each person must move totard; we
must personally achieve greater things and collectively r
solve the problems of an Atonic Age.
As a nation we should try to bring literacy in eli 1
aS
aspects to the doorstep of all tree men in this country.
Only tnrough contthuin education, "Adult i4uoation," can
these goals even be partially achieved.
Statement of the Problem
Gervais Union High School has been operating an adult
education program for tour years, mainly in the areas of
Agriculture and Home
The adult education program haS been set up on a year-to-year baia with the help
of an advisory council. This arrangement takes care of
the immediate needs but seemingly laok continuity and advanced planning.
oonom1cs,
It would seem that, in order to take care
of the needs of this smell eormTlunity, more advsnced planning
is needed over a period of years.
As this is a relatively small rural community, law
subject areas can be covered in any one year, particularly
in agriculture. A rotation of olasae sot ;p over a period
of years might help the people to et more instruction in
areas of need and help to prevent the deletion of some
areas that may be needed. The problem is, "How can a more
complete aUult education proram be planned over a period
of years to uo a better job or reaching all the people th
teresteL4 in adult education."
Aims anu Purposes of This Study
The primary .ini of this paper is to develop a complete
program of adult education for the Gerveis tton hUgh School
service ares. Specifically, it is hoped, that the following problems oa be solved:
What are the educational needs ard interests of
the people in tbis community?
What specific courses are needed to take care of
the conunity's educational needs anu interests?
how malay courses caii be offered each year?
iiow can ax adult euucatlonal program, that will
meet the needs of rore people, be planned to extend over a period of dears?
4
Definition of Terms
3.
Adult Lducation in this thesis shall refer to afl
education for adults over sixteen years of age, OUt of hi
school, ant of less than college level.
2, Adult Lducation Program shall r*fer to a plan of
prooedure or an cutline of subjects to be pursued.
C
Ln this thesis abal]. refer to each meeting
ox' the asseblthg of a group of students for two or three
hours of systeratjc instruction.
Course - a unit of instruction irA a particular
subject which usually has ten meetings or classes in adult
education.
Lirector of adult education is a person who haa
the responsibi3jt of supervision of two or more areas of
vocational or general ethosticn.
SupervIsor ol' auult eo.4cation is a person who ks
the responsibility of supervision cl' one area of Voostiona].
Education, such as Agriculture,
4m 1. tat ion a
As in most studies, there are limitations. One lImita
tion of this study Is that Gervels Union High School is
located in a rural community with very little industry.
It is quite uenaely populated, being located in the heart
of the Willamette Valley. PlarAnin a program for this area
may be fairly easy, but to secure proof that it tll work
may be another question. Thl author ha found vary little
evidence that many areas the size of Gervais have operated
as large or as comprehensive a program.
Another lmitatjon es to do with the tact that five
other school districts re from tour to fifteen miles from
Gervais Lnion High School.
One of hese school
has an extensive a,ult program, but the
o not. It any one, or all tour of these other
Salem,
i tat ri c t a,
other four
school dis-.
trots should suddønly rphize adult education more then
they are now, such an inclusion
some changes in
in
their policy would cause
the piLning of an adult proe-rem at Gervais.
The reason for these ckianzea in plarning is that about 40
per cent of
the
auult ed.uoatjQ) students who etend .erva1s
come from these five districts.
Salem does not otter com-
petition as their program lea in different areas. But it
would be assumed that the other tour districts would offer
programs similar to the program at Gerveis as they too or.
rural communitje.
A third linitation of this study is that in part it is
based on an Ltereat survey to help find the educational
needs cf this community.
Surveys or checklists have in-
herent weanesaes that must be realized if they are to be
of any value.
Checlists often start with program possib
ities rather than actual needs of adults.
tional .n
Highly conven-
rigid otferina are most easily thought of for
6
listings, although CQUfaes that ser've specific needs can be
included. Long lists of offerjng reduce the reliability
because: (10, p. 87)
"1.
Bare ttt].ea with inadequate eecripUve material
give little information upon which to make an intelligent
selection, and 2. prospective students often take checklists lightly and soon forget the tnswers. A13o, surveys
may be misleading ni a 3egment of the potontial clientele
may not be reached and thus the survey may not be truly
representative." nowover, if carefully planned., properly
administered, and cautiously interpreted., these checkli3ts
can help identify needs end interests. They may be used
as one useful tool in the it ol' professional
builders.
program
kliatorj and Bac}qcround
is kt;.own as one of 0regon Centennial cities.
It was among, the first towns settled in Oregon. Because of
Gerval
its location, on what used to be known as French Prairie
which is mostly Iyton aol]. or white land, Oervaia has never
grown very much.
The population of .kervals was 254 in 1930
and 470 in 1958, (23, p. 394). Agriculture is the domi-
nant industry ci' the area, providing the principal up..ort
for Gervais.
Gervaj High School, ider the present organization,
was starteu in l33. The school has grown steadily and
now
7
has an enrollment of 200 students. The Qervais Union kLigh
School consists of nine grade school districts with an
area of approximately 144 square miles. The school district serves about 10 families and OQ farms.
The vocational agriculture department was started on a
part-time basis in 1947 with 23 students.
As the school
grow so di.i the Hgrioulture department until it now has
74 students. A second agriculture instructor was hired on
a half-time ba3jS in 1953 when the enrollment had reached
6. The enrollment in agriculture has fluctuated around
70 each year since 1953.
Gervais iJjon JUgh School had no adult education
courses until 1?b6 when a pilot program wee started in
cooperation with the State L.epartment of Vocational ducation. The purpose of this pilot program was to see what
could be done in adult educatjcn if a man were given full
time to direct such a program, especially in agriculture.
Leonard £unzman vae employed on a full-time basis the fir
year to organize an promote such a program. The second
year he wee employed on a halt-time besi. The third end
fourth years one of the vocational agriculture men, the
author of this thesis, took on the duties of Adult Education
4rector half-tim.. tinder that arrangement one and onesixth instructors are in agriculture, one-hair in adult
education and the remainder ci' total time is divoted to
general education.
8
Based on the number of c1aees end people enrolled,
it is believed, that the adult eduotion program has been
very successful in the past four year3.
Table 1
CLASSES AiD PEOPLE ENRLLED IN ADUT
Jf13ER o
EDUCATION Ii GERVAIS UNIOL IilGH SChUOL. 1956-60
Year
in Agric.
io. C
in horn
1956-57
7
8
1
214
1957-58
7
10
2
244
1958-59
7
14
4
413
1959-60
7
11
3
312
People are drawn from a much larger area than just the
Gorvals high School Liatrict. About 60 percent of them
come from the erva1s district and the other 40 percent
come from the surun.irij area of about fifteen mile
radius. This includes areas of five other high school
districts. (Refer to Map I in appenciix) One of the reasons
adult students come to uervais may be that the surrounding
heOl8 do not have aar one director responsible for plannina, promoting Sflu supervising of classes. Another teaeoi may be that the classes offered by these other schools
are not of the variety anc qus1it desired by the peopli
to fulfill their needs.
CJIA?TER
t)F
LLATEj; STLIS
While reviewing the several sources of material, the
author has found, very little information that deals direct
ly with a complete auult education program in small rural
areas.
There is cons iu.erable information on post high school
education, junior college or community colleges, much of
which should be helpful in planning rural area programs.
Adult education in agriculture hae been fairly succe
ful over a long period of time, and moat or the procedures
that apply to agriculture euoation also apply to most
auult educatiOn programs.
Th
Need for A
tion in ou
Chaniinp Society
A precept, long recognized by most people is that an
education is a sound investment. The trend has been for
our youth to seek more and more years of education. This
trend has been accelerateu because of our country's great
technological and social changes. As a result of those
changes, we have found that formal education In the youthful years cannot begin to furnish all of the needed facets
of a really complete education. Some of the reasons that
euuoaticz-i must contIme past youth to all age groups are
10
follows:
1.
Increased mechanization
population changes,
leisure time, and
family changes,
5.
5,
and automation,
4.
2.
increase of
educational level of United States.
Teoo1ogtca1 Chanee.
Some of the more exciting end
most talked about changes of
our times lies in our continu-,
ing scientific end industrial revolution.
These changes
bring into sharp focus some specific eduostionel needs that
revolve and react with many other social and economic
factors.
One of the major
Every person in
changes is in our source of power.
ited States is familiar with the
shift of muscle power to steam, oil, electricity and atomic
power.
One age-old illustration of this shift of power is
the decrease of horses and mules in the United States:
(6, p. 586) 26.7 million in 1918 to 7.5 million by 1950 and
3.4 million by 1958.
Stated in The United Census: (34) the
number of tractors increased from 246,000 in 1920 to over
4.8 million by 1954.
Dodaon said:
Stated in another way, Maclean and
(21, p. 23)
"The increase in the use of
power per employed worker has been at the average rate of
three per cent per year over the past twenty years so that
now the average American worker on the job commands the
equivalont of 250 human slaves."
sight.
The end hardly seems In
Experimentation in atomic power is increasing.
Some glimpses into the future may be had in the statement
made by the chairman of Atomic Energy Couies1on on
11
September 16, 1954, when he predicted:
"Our children will
enjoy in their homes electrical energy too cheap to meter."
The major result of this increased power is the increase of mechanization and automation. This sip1y means
that more and more processes are being made partially or
fully automatic. Automation has the inherent hazard of
eliminating millions of jobs end making those remaining
nothing but nursemaids to machines. For example (4)
Although net employment in the telephone industry has remained about the same, more than
50,000 operators have been replaced by dial conversion. Moreover, with thousands of other telephone employees preeently installing, repairing,
and maintaining hundreds and thousands of miles of
lines, there is the eminent replacement of all
these processes by microwave transmission."
Another example states: (21, p. 25) "The Ford Motor Company
now says they can process an engine in 14.6 minutes that
formerly required nine hours."
Automation has entered practically every field of industry, skilled and eemi-s&cilled, white collar worker alike.
One of the largest needs of education is to retrain these
millions of workers that have had their jobs replaced by
new ones.
Population Changes.
One of our major educational and
social problems is the large increase in the birth rate
since 1942. The 1960 outlook of The United States News and.
Vor1d Report shows: (38) There are 2i million more people
in 1960 over 1950 to a total of 180 million people."
12
This
aa siuply thoreaseci the competition for
adult education,
mona
However, one change that has had a large effect on
adult educational needs is the decrease in the death rate
and the increase or life expectancy. The 1.5O census shows
a 38 per cent inorj over 14O in the number or people in
the United States over sityftve. Th 1960 outlook by
United States News end, Vorld Report shows; (38) "There
Is another four million Increase over 1950 to 16 million
people over slxty'five years old," Our older population
is uaIn oux educaticnal inatituttons more ena more and ii
increasingly seekth instruction in recreational stills,
hobbies, social, economic and political trends. in other
words, many want things to do that make them happy.
Immigration naturally has an effect on adult education.'
al needs, The needs of immigrants go beyond vocational
training to citizenship end the understanding ou' American
customs.
An item of crest efIect on adult education is the in"
ternal migration of the United States citizens. Americans
have always been reatless, but due to use of the auton
bile and other forms of transportation, the number of miles
that Americans travel Is startling. An article in the
Journal of Education ocioloy says: (18)
ithIn the borders of our continent and with-
in the sample year of April, 1,ol, to AprIl, l2,
a total of 2,840,OOO persons moved their places
13
of rosiuonce. 71.i1O !nanJ of these IQVes were
local, that I, from place to place withth a
city, 4,34,000 ovcc rroA one county to another county, an 5,112,000 movea froui one
state to another.
Another aspect of Aer1oanr.ob111ty la that, In 1S3,
0,Q00 families lived in trailer houe, vihich is a basis
for th pattern called,
bi1 Lrift." Iasica11y this is
the
ovenent of niigrarit faxers fo11owtn, seasonal crQps.
According to ac1ean and ideon: (21, p. 22)
All this migratIon Is basIcally the flow of
skilled, aeniI-prcfessIoal, professional,
anaer1al labor to .e1enae plaits, to tJOW$X'
and energy eve1opents, to cii, or to iron
and uranium £te1, These rnoveme:ts bring
dema.s at the technical Snd professional levels
of teachtn, iedtctne, nrathg, engineering,
and Law, for 1grations of thousands
o what-
ever new corcentrat1ons of populsticn needa their
services.
Another wel1-1own change Is the shift of people from
the farm. The inited tatea census abowsi (6, p. 418)
"In 11Q, 36 per cent of our entire populabion lived on the
In 1ö8, only 12 per cent were so sltuated.' Those
reruaining on the farg save a treat need for adu1 education
In a lare v&riety of speci.ic areas.
Chanros In Fa'iI1
ne deep-rooted tradition in
most cultures 1$ that the family is the core of all clviiia
zation. .ny changes In the family unit have Sn effect on
adult educational neejs,
farm.
Youth ire 1arryir4g younger each decade.
(21, p. 83)
or example:
14
In 1890, the median age of first arriage
By l9l, it 118
22.6 for ien and 20.4 for women. }ore startling
are the figures for divorce. We oati think ot
nothing that more clearly points up the need for
education in marriage, home anu family life, arid
26.1. for men and 22 for women.
s
for intensiflea uidance and counseling.
We used to think that a woman's place was in the home
and that a young man should not thtnk of nisrr1.se until he
could support a wife. ore and more1 the lure of two pay
checks is bringing woien into the nst&onal labor force.
In 1954, according to the Labor Department (21, p. 35)
there were 19,500,000 women at work and their riediafl age was
tbirtyeight years with one-third of them between the ages
of forty-five and sixtytive. The implication is clear that
more and more women are needing ad3tiona1 training and re
fresher courses, besides education in personal and fenLily
adjustments.
Increased Letaure tmo. One of the great, unsolved
problems of both youth and adults is how to occupy them-
selves to the beet advantage and to more satisfactory use
of their leisure time. This leisure time has been forced
upon us seemingly before we are rady for it. The problem
sill likely get bigger with the possibility of a thirtyfour hour week, increased unemployment due to teciologioal
advances, end increased nuxaber of retired and aged.
wee reported in the December 28, 1959, issue of
Life Magazine: (2) "The leisure business has increased
to an approximate 40 billion a year or 8% of the gross
15
national
ed a 9300
one." In sctuality our leisure time has oreat
r many new thduatries. This in itself has
created a rge demand for education, not only for people
to run thee industries, but for people to take part in
these recreational activities, As stated in the Public
Junior College yearbook: (21, p. 34)
Under the influeno. of our tradition of puritanism and pioneering, we still have stern rest..
duals of attitude and feeling against idleness,
play, or recreation. In education we tend to look
UOri standard academic courses and intellectual
activities as solid substance of our work and upon
leisure-time activities as fads, trotha and frills.
The values of a course in fly-or-bait casttn is
considered far below one in mathematics, whereas
In terms of human happiness and nientel health it
may be far above,
In this area indications point to a continued desire
for both academic and leisure-time education.
duoattonal Level Changes. Improving abilities in
reading, writing, and mathematics are areas of adult educa-
tion that should not be overlooked. Thu is related primarily to those people who have completed little formal
schooling. The need is here, but what to do about it is
a complicated problem. It seems that those who have a
great deal of education want more and those with less tend
to take lees interest in further education, A circular,
"Participation in Adult Education," states: (35, p.9)
"yost striktri is the fact that the median number of years
of school completed was 12.6 for participants as compared
with 10.4 for non-participants." Part of the reason the
educational level of participants is higher is that they
are younger, and younger people have a higher educational
level than older people.
Adult Education Particiatjon
All the tocbnologicaj. aziã social. changes that have
taken place have created a greater need for adult education.
While an expanded program in adult education is probably
desirable, there is at present more available than we
realize, This abundance of adult education is pointed out
by a summary of a circular from the United States Office of
Education that states: (3, p. 1)
In October 1957, 8,270,000 or 7.8 per cant,
of the adults in the [Jnjted States were estimated
to have participated in adult education classes
at some time during the preceding year. The
educational activities of n a&iiticnal p42,000
persons may be considered adult education, such
as part-time attendance at college, making a
total of 9,212,000 participants.
The above figures do not include persons regularly
enrolled in school and only those who attended at least
three group meetings or clase. This thdi.catee that at
least part or the adult educational needs are being met.
It was this author's original belief that rural areas
did not receive as much benefit from adult education as
did urban areas; however, this idea vaa proven false by a
statement from the same circular: (3b, p. 1) "Two-thirda
of the persons participating in adult education lived in
17
urban areas. This proporticn reflects the urban
division of the population, 64 per cent of whom
classified in 1950 as living in urban areas."
The above quotation hov that rural people parti.cipate in adult education es much as urban people since rural
people make up one-third of the population and also are
one-third of those that participate in adult education.
The Need for Adult Ethction In A ricultuz'e
Although fanors are fewer in number today, they too
have increased nees, and demand more education. ki. Y.
Sanders states: (30, p. 135)
venthg classes were first organized in 1921.
'nro11rnent on the national level increased
gradually for ten years with a 8ligbt decrease
in 132 and iz 133, and again in 1936. From
1937 to 1947 the enrollment increased from
120,000 to 263,118. There may be s&iificance
in the fact that the 1950 enrollment of 345,007
was approximately 5b,000 more than the 1949
enrollment of 290,275, an icrease far In excess
of that of any provioua year. F.esearcb studies
and opinions of leaders lxi agricultural education
seem to indicate that this is not a mushroo.m
growth but is a logical development as result
of (1) the rapid development and iprovamont f
agricultural praotioes necessitating furUwr
study on the part of farrs, (2) the expansion
of the program of vooatioi1 oducatin ri agriculture, (3) inoreaeci emphsia on the preparation of teachers for du1t class instructicn,
arc.i (4) the crowing pop1irity of adult education
in non-vocational as well as vocational fields.
toreover, it is the opinion of some tha. a strong
evening class program is a logical seqenoe of
a strong part-time or young-fsxner program.
18
rftere are many reasons for such a continued growth and
demand for adult education in agriculture. Some of thesi
reasons are explained quite well in a summary written by
Allen Lee: (14, p. 20-22)
The following is a summary of reasons regarding the need and ergumen for adult educationtn
agriculture, in generals
Young and mature farmers have the
experience that is necessary as a condition for
learning whiah is ordinarily not found in high
school boys.
Agricultural instructors have the essentials for putting across organized forms of
adult education, such as are needed in conference leading and in conducting group discussions,
by reason of their previous training.
Adult eduettton is one way of equalizing
educational opportunities for the Rret majority
of those perscLs wno dropped out or do not attend
high school and do not go on to college.
It is illogical and absurd to confine all
forms o
orgar4ize education to cnilcitiooa and high
school age groups. Persons enga.ed in occupations
need and are in the most optimum position to
utilize practical euucation in their field.
Agricultural science and farming practices are changin. and uynamic, hence, necessitate contthuinz £ors of instruction in agriculture beyond the high school level.
Tkinp the country as a whole, the maj
ority or farmers have not attended high school
and a large percentage of those who have attended
high chocl have not had the benefits of hih
school agriculture.
Due to migration of popuistion, in genóral
and farmers, th particular, adult education in
agriculture is necessary to adjust them to new
and varied conditio.
xperienoe has shown that organized groups
of instruction mao it possible for farmers to
exchange and contribute their experience for the
benefit of all. The most pro'.ressive farmers, in
this way, are able to raise the standards and performance of the less efficient.
The coat of agricultural education for
adult farmers is oonparative1y much less than
that for boys of high school age.
19
Furrxiers who are berieftbing from ad1t
education j! sricu1ture, thc1udin. tioe with-
out children in school, will be more willing to
support txeir local high school program in education.
heseax'oh has shown that adu1t and adult
farmers, because of their occupational experience
anQ t.ae iznmeaiacy of tneir intersta and needs, are
in a better position to make use of organized
instruction in agx1iolturo tnari are tuose f high
school
ago.
.lete
Adult I.ducation Program
The planning of the adult education curriculum is the
most important aspect of the entire project. ?lanntng is
probably the greatest single challezigo any director baa in
the development of such a program. This planning is of
vital concern to all adults, since opportunities for lifelong learning are an essential part in the future rowth
of any community. Van 3ant states the importance s rllows:
p. 61)
10 community La better than the adults of the
comnunity raa.e it. i3y and large the intei1ienoe,
the train in and the understanding that the aiu1ts
of tne conutunity posseas deteriirie the work atand-
ards, social standards, ano political stanciards,
that are set, accepted an expressed. Only by a
process of continuoua individual or group education
can trio adults of tie ciunity flope to weep ne
standards of their overall activities satiafectortly balanced and correctly adjusted o the rapidly changing social, economic and political environment in which they live. Bayonne, like other cities
and other sections of our country, will Line that
its investment in a broad and non program of su.1t
education is an Investment In alert, progressive
and better adjusted adult citizens.
20
Public School fles,porisibility. It appears that
throughout Oregon not all public schools accept the rea-
ponatbility of adult eduostion to thesame degree. Some
hire personnel to plan, promote and supervise adult ethic
tion prograns arid soie do not. Others seem to think they
are taking care of the educational needs of adults by
simply offering the use of the school buildings for classes and by filling out the required reimbursement papers.
The people themselves have to indicate that they want a
class in a certain subject with a certain irestrotor and
make sure that there are enough people to fill it. While
some schools do not assume much responsibility for adult
education, evidence points to the fact that all schools
should be responsible for this program as well as for
elementary end secondary education.
In 19O the ew York State Education Department pubfdmintetralished a bulletin, Adult Liucation Handbook
tors, Number 1388. In the foreward to this bulletin, ie
following statement is made: (22)
No school system in the State can conside
that it is fulfillinj its whole responsibility to
the coniinuntty unless it offers opportunity for
the larger part of its population who are past
high school age.
Our public education systei in the s8t has
been built largely upon the assumption that the
education needs o a republic eric its citizens
osri be met adequately by training; tilO children
and youth of trio :atjon. Becently, however, that
assumption has been modified. Elementary and
secondary education, even at their beat,ere
inadequate because the eu for education continues, and even increase, throughout life.
area. to area from vary may which problems
many present procedures and administration The another.
is out it carrying and course, of thing, one is education
adult of program a of responsibility the Assuming
areas. rural in program school public the of part
a definitely very is education adult-farmer and
young- that feel supervisors and administrators
school sgriclture, vocational of teachers
the of majority overwhelming an that concluded
is it study this in presented data From
80-64) p. (29, states: Rutrough by study Another
plan. education total the of
part a was it that was opinion popular second
A
it. desire who people all of education
the for responsibility a has school the that
was thdoated often most reason The policy.
this favored respondents the of 8% However,
questioned. been often ha assumption This
education. adu or
a has School Public The 5. Principle
res..n
p. (24,
education; adult for' re8ponsibla be should schools
that eviaenoe gives Region" Pacific the in Education
Farmer Adult to Relating Principles of Study A
motivation.' greatest
of time the at process learning the tc reality
adds therefore, education, underetending..'Adult
more with learning fcr opportunity an provides
condition This situations, life of reality
the in roots its has auulta of moat...edueatjon
felt is learning for need tne when time the at
efficient most is Learning motivation. highest
of time the at occurring of advantage the has
it adults, by continued is education When
body. physical his of needs long
life- meet to sufficient rooa with him gorge
to impossible is it as just needs, tellectual
in- life's for sufficient "education0 with
a of mind the LU1 to impossible is It
child
21
22
Principles of Program Planning,
Certainly some time
shoulu be given to the study of principles of program
planning before setting up en adult program. As in every
other field, there should be principles or guides to follow
in this planning:
Pl.nning requires group thinking. The minds s'id
energies of many people who know the needs, interests end
resources of the community will certainly tuxi out a better
product than one dtr'eotor could produce working alone.
Planning is a long term sob. Programs should be
well-planned. Too much enthusiasm at the beginning may
cause people to start programs or courses too quickly
which may "fold up" later. The discontinuation of any
pert of the program could injure the long range program.
P].snntng must adjust to changes. Any program
that does not adjust to change soon becomes stereotyped.
For this reason 1one there must be continual evaluation
and reappraisal of al]. parts of the program.
Planning requires attention to a multitude of
complex details:
Availability of qualified instructors.
Proper instruotj.cnal equipment.
Frien].y social setting.
Adequate meetth places.
a.
uidance opportunities
f. Personnel relations.
23
g.
Favorable attitudes of individua].e,
groups, and or.antzatjons.
6. Planning requires a lealer. In practically ill
areas where suult education prorsma are operated, someone is lookei upon as the leader who makes program de-
ciaios.
title may be that of director,
supervisor or a'inistrator. In some oases the loader
decides whet courses to offer; in others he has the help
of an advisory committee. Reardless of the assistance
of others in doterminj.n policy, the program director is
responsible for carrying out the decisions.
This
Objectives f Program Plannjn.
As a foundation for
activities and evaluatjon, a set of basic goals or objectives should be estabijahe. These would deal with the
improvements to be made in the community by the prcgram
and would help promote desired relationships between the
adult education prore and other public education pr'ograi
Followjn are aoze of these basic ai
as stated in the
Guide for Administrators arLd .eaobere; (20, p. 14)
Adult education is an integral and vital
part of the total eduostional program of the schools.
Adult education is a necessary component
of living anci learning in every modern, up-to-cat.
aounity.
Adult education ahoulu be d ocratically
organized ana fth8A otally auported for the wicie,
social benefit of the total communitj, and be of
service to all menibere, regardless of race, creed,
or color.
The program should serve the needs, as
well as the thterst, of members of the communi
5, Since the needs end interests of people
24
in communities are varied, the program should be
sufficiently comprehensive to touah the concn
areas of living, such as citizenship, home and
family living, vocational interests, avocational
concerns, and moral and spiritual development.
Adults insist that education serve their needs. Since
they usually are in a position to demand suitable learning
experiences, they will insist upon the following conditions:
(10, p. 31)
Adults, responsible for their own developmerit, must be allowed to set their own purposes.
Experts in special fielus may advise, but they
ahoulu seldom determine the scope and sequence
of content apart from the desires of adults.
Adults want to take out of each learning altustion only that knowle.e and those skills arid
attitudes which fit their recognized needs. The
aims of the instruetop, the course planner of
someone else may or may not be acceptable.
Adults want educational experience that
will help them master life, not merely subject
matter. They are not interested in storing away
quantities of information that they are not liki
ly to use. They went their learning to help
solve their actual problems and gain the gos1e
they have set for themselves. They will not stay
long with a text-bound teacher who attempts to
make situations and problems fit subject 4latter.
Aaults generally went to draw upon organized
knowledge as a resource that gives more meaning
to their experience; they do not want t. learn
organized knowleuge as an avenue to experience.
Adults want their learnIng to be useful
in the iuediate or fcr'soeable future. They are
iri the midst of lifo's pressing prob1eris which
denisnt solutioria. teferred values Lve little
appeal to them. They reject as wasteful the
idea of learning w1tbot regara to accepted
purposes, although sucu purposes may include
broadened visions and appreciations.
Adults want to be actively involvsd in
the learning procea. They emend a rich, personal
learning experience end the freedom to control
the amount and kind of assistance they get. Giving
the answers is t the beat way cf helping people
learn; It Is a substitute wetbcd ued by those
who do not know a better ons.
25
Adults demand ;ethod3 which most efficiently Qevelop useful rnowlec&ge, skills, habits, and
8ttitu(as. Metbos accompanying the subject approach
are frequently laden with things done to people.
Adult education is something which people do for
themselves, aoetirnes with outside assistance.
Acults want tne kind of educeticn which
helps them develop their ability to control and
enjoy their changtnr, environment.
'7. Adults demand competent leaders who have
a thorough knowledge of $ special field and the
ability to relate that field to the purposes of
the learner. cue wno is weak in either resptct
will not long hold tneir attendance and irterest.
Another group of reoo endations by Earl iae Arthur
supplements some principles of planning mentioned earlier:
(
16, p. 56)
A program for adults must be based upon
the needs and thterests of adults.
2. Teachers of adults must perfect teaching
techniquc3 eapecilly suitable for adults.
A director of adult education nust be
preperei to continuoLsly acpt his tctl pro rc
to adult needs.
Principals, eupe'intendonts, an boards
of education must realize that adult education
is necessary and ustiftablo and not look upon
it as one of the frills" of modern education.
Programs of adult educatiob must serve
and not be a "service for" adults.
Adult eetisfactton must be epparent
or the prcgram is not serving the needs of adults.
Some Bsio Trends in Adult Lducatton That Affect
Proram Planning. very area will have its basic core of
courses which will have broad interest and carry over a
period of time. however, some experimental courses should
be tried to experiment with both content and method in
order to test needs and interests. In other words, to
keep up with changing times, the response to these trial
26
offerings should give clues as to needs of the people.
from a review of various sources, it beoomee apparent that
many of these changes are now taking place and they show
specific trends in education. A summary of these basic
trends is as follows; (20, p. 18-21)
The scope of adult education is becoming broader
to include a wider variety of courses and services.
More courses are being offered to meet the needs
of specific age, occupational, organizational and cocununity
groups.
Parents, homemakers, farzners, factory workers,
professional workers, and others want courses especially
talloroa to meet their peculiar bacgrounds end problems.
There is an extension cf cooperation between
public schools, adult eduoation, end other groups and
organizations. It has been found that, through such cosponsorship and cooperation, better programs can be offered because there is less overlapping of services.
Although the program is publio.sohool sponsored,
chases can be hold in any building or room that will fit
the particular environment required for the olaa*.
The trend is toward regional schools for organization of adult education programs. A wider, more populated area would make a more extensive and intensive
rangement possible. Recent legislation in Oregon has
opened the door to area-district program organization.
ar-
27
Adult education is being used to supplement
6,
educational efforts at all levels.
In an effort to make it convenient for adult
students to participate, classes are being offered virtually from morning to night on a year-round basis.
Adult education is becoming more public-relations
conscious as the benefits of the program beoo2ie more widely own and both must be interpreted for the community-
at-large.
Some proraxis are paying greater attention to
spectl services. These may be classified as discussion
groups, demonstrations, lectures, wcrshops, consultant
and guidance - anything of ar imaginative end creative
approach to supplement the formal class organization.
Newer audio-visual aids, trips, television, and eVei. howto-do-it courses are being used more etensiVely.
This last trend may be new in adult education, but
it has been the backbone or agriculture eduotion for'
years.
Asseasin. Needs and
0
and Promote a Proram of Adult idca
A study of some of the factors that show the reasons
for differences in adult learning snd interests should
help in the planning of a program of adult education.
28
of
to L
for
efficient learjn,
3eem to correspond to the age
when most people have the bui1 of their fona1 education.
The best ago for learning seems to be the age when most
adults can participate in adult education, A study on
adult learning by Thorndyke states: (32, p. 190)
The ability to learn increased from early
childhood to about ago 25 an decrased grada1ly
and slowly thereafter, about one per cent per
year. Childhood was foun..t to be emphati.cally not
the be3t age for learning in the sense of s.e when
the reatost returns per unit of time spent are
received. The age that is best in that sense is in
the twenties, an_ any age below 45 is better than
ages ton to fourteen.
ie concluded that up through the ago aixtyfive or
a4.0
The best
8
seventy the ability to learn is not loss than it is at the
age of later elementary school students.
iielat&onsht. of Ae to Interest in Learnin. The e
at which adults are thtereeted in learning seems to be s1.mi
lar to the more efficient ages of learning.
A study by John sck shows that interest in educatton
decreases with age:
(17, p. 118)
It would seem that adults tend to lose Interest
in learning as they advance in years. hi1e the 2024 age group made up only 8.63% of the total, they
included 21.62% of the most interested group with
their percentage eoreaatri3 steadily until they waae
up only 2.76% of the lowest interest group. The 2529 year-olda constituted is% of the 800 people, but
inoluded 28.38, of the most interested group, and
only 4.14 of the lesat thteresed. hen the people
60-69 yours of age were consIdered, It was noted
that in spite of the fact that they constItuted 35.18%
of the lowest interest group, they wake up only 13.76%
of
the entire
group and lesa than 1Z of the most
interested
group.
Thia fact
her shown by a study, "Adult Eduoa
tion Participation," that states: (35, p.
Participants In adult education wore younger
(median age, 37.6 years) than non'parttcipanta
(median age, 43.9 years). Of the participants,
71 per cent were under 45, as compared with 62
per cent of nonpsrtttpantg,
Between Eduostln and Interest In LearnThe riore education a person has the more likely he is
to be interested In learning. This fact i pointed out by
John hack: (17, p. 122)
Interest in leariIng more was greater among
those people who had copleted more years of
school. This was espccially true throughout high
school. This study shows that while only one
half of one per cent of the whole group had eom
pleted the eizth grade or less, they included
2.07% of the lowest interest group and tO part
of the top three interest groups. People fth
Ishing fIrst year high school tholuded 2.38;b of
the whole group; 4.83, of the lowest Interest
group; and steadily declined until they oonstitutsd only .68, of the top thtereat group. The
high school ::;:reduates, who Included 81.6% of thø
whole group, accounted for only 60.7% of the
lowest Interest group and 90.5% of tho highest
interest group with a regular Increase shown
1
in each of the intermediate interest roupa.
The 1956 "Adult Education Participation't study (35,
p. 11) bears out this relationship further by showing that
adults who participated In adult education bad a level of
education two years higher than thbse who did not partiot
pate.
hods for Detex'mjnjn.. Educationa:
s. kiomer ienpfer founc that the content,
nd
oth, and
30
organization of courses to meet needs and interests of
adults were determined boat by the following practices,
ranged in order of ierit: (12, p. 40-81)
Cultivation or "coordinators or liason
people in industry, business, labor, anc co unity
organizations who watch for opportunities I
education to perform a service.
Receiving requests from business, Industrial, labor, and oounity groups.
Study of deficiencies of adults.
Maintenance of extensive personal acquaintance with conmunity leaders and groups.
Examination of census *nd similar data.
Making systematic surveys of business,
civic, and inwstrial life of the comiiunity.
Examination of published surveys of
other communities and similar literature.
B. Examination of catalogs, schedules,
publicity materials, nd programs of comparable
izatitutiona.
Acting on tunoh.
Beth,., sensitive to civic, personal, and
social prob1ena of people which can be alleviated
by education.
Checking on known interests of people.
.
12, utilIzation of check lists arid other
interest finders.
Receiving individual requests.
All of these mothois were not used even by large city
schools, so probably even fewer would be used in smaller
areas. They may, however, furnish some ideas for all
schools.
One of the more widely used methods of determining
13.
needs and interests is that of advisory coctls.
They
correspond to number one of iempfer'a methods. The im-
portance of advisory councils to agricultural adult aucation is mentioned in most studies and is summarized in
a Pacific Fegion study: (24, p. 2)
Principle 3. Advisory Councils are Essential
to Etfectjve Adult Farmer Education.
A definite majority of the respondents felt that
advisory councils were needed to make adult farmer
education effective. Eighty per cent of the respondents felt that the advisory council should
play a major role in setting objectives. Ninety
per cent indicated their importance in determining
needs, findth studert interest, etc. A majority
of the respondents felt that an advisory group
should be considered as part of the adult program.
In all schools advisory councils could be used etfee
tively. (snersl committees in adult farmer education are
advantageous, not only for finding interests and need
but also for promotion and evaluation of the program.
Special-area committees provide practical assistance
for large areas, particularly in trade fld Industrial
eaucattcn.
They may develop course content, establish
standards, help procure instructors, en perform other
related functions. Advisory councils may be of value in
every field of adult education, especially that of public
relations.
In small rural areas the problem of Identifying needs
and interests is somehst easier. The methods used would
not vary much from those recommended by Kempfer.
The most
important could be summarized as follows:
Jatng advisory committees.
Iecelvtng requests from groups and individuals.
Having a large personal acquaintance with
community leaders ana groups.
Exemtnthg schedules and catalogs and sources of
32
other like areas.
5.
Using surveys and cbeckliets.
The Complete Adult Education Program. Adult education
has grown over the years to include more and more areas Of
interest. What a complete adult education program consists
of' is diffioult to say as there is no pro-established out
line. Lot us note some of the growth and changes that have
developed over the years.
Adult
In the October, 1939, issue of the Journal
ducation, ioskins reports on a survey entitled Sixty
Central Rural Schools." The informaticn w compiled in
rural areas where a program of adult education was in
progress. The following table shows the major results of
that study: (9, p. 424)
TABLE 2
CCMPAk(ISON OF AREAS OF ADULT EDJCATION
OF SIXTY CENTRAL SC1OOLS
e of Class
eroen o
:rams Bsvin Clas
Commercial
'79 5
'74.]
62.1
56 9
34.7
11.75
12.?
10.9
Current Problems
English and Irama
44.8
27,6
27 6
20.5
16.4
1. Recreation iiealth
2. llomemaing
3. Agriculture & Shop ork
4.
5.
\orld Affairs and
6.
Music
7.
Ave rage
Attendance
8.6
In 1964 Earl Mac Arthur made a study of 166 compre-
henaive adult education programs in the Central Schools of
l4ew York. The following table shows part of the results
of this study end can also point up some of the changes in
the years between 1939 and 1954: (16, p. 11)
TABLE 5
COMPARISON OF 168 SCHOOLS REPORTING INSTRUCTION
IN THE TWELVE AELAS
1954
r o.
Schoo ii
General and Academic
Civic and ?ublic Affairs
5. Americanization & Citizenship
Arts and Crafts
Commercial and Distributive
Vocational
Homemaking
Parent and Family Life
Health & Physical Education
Music and Drama
Driver Education
Remedial end Misc.
34
57
35
157
107
100
114
30
$6
65
153
16
Of the 100 schools offering vocational subjects in this
study, 34 provided courses in agriculture. The following
table shows the number of instructional areas reported in
those 34 schools: (16, p. 33)
34
TABLE 4
INSTRUCTIONAL AEA S o
ThIRTY FOUR SCHOOLS
OFFERINO VOCA1IONAL AGRICULTURE
o. o
12,
er
en
Schools
Re.rttn
General Academic
7
1teznediaj end isoe11aneoue
3
20 6
44.4
41.0
80 2
70.6
100.0
88 2
53
64.7
58 8
79.4
8.8
Civic & Public Affairs
15
Ameriosnizatlon & CitiLenship 14
Arts and Crafts
30
Commercial & Distributive Bd. 24
VocatIonal & Technical Agrio. 34
Homemaking
30
Parent & Family Life
18
Health & Phyaloal Education 22
Music and Drama
20
Driver 1duoatio
27
The 34 schools had 40 classes in agriculture with
132? people enrolled or en average of 32 per class. An
average of seven instructional areas was covered by the 34
schools whereas the average for the 166 schools was only
five instructional areas. The average number of classes
for the 34 schools wee 14.5 classes In the twelve instructional areas while the average for all 166 schools was ten.
The moat interesting part was that Mao Arthur, (16, p. 58)
ha shown that he considers a program which offers five or
more areas of instruction to be a comprehensive program.
Ey 1956 the areas of instruction had grown to 16.
Thiagrowth is roported in the Public School Adult
aucetton: (20, p. 6)
ow York and California, states which are
relatively svancod i state aid, supervision,
and control, have classified the accepted fields
of adult education as follows:
Agriculture
Safety & riverAmericanization
Education
Arts end Crafts
Industrial & Trade
Business & Distributive Remedial
Civic & Public Affairs Miscellaneous
iineering & Technolo- General Acedemis
gical
Homemaldng
Elementary
Music
Parent and Family Life Health and Physical
The list obviously includes every field of
human learnin:. The smaller programs include
courses in a few of these fields; the larger
pro'rans frequently embrace all of them.
Public
on. 1or our purposes hero,
public relations can be defined as, "het your community
thinks of your Adult Education Proram." Thus it is the
school system, the teachers, the a.uthistratore who are the
keys to good public relations. No amount of publicity can
covr up a poor eduoational program.
"What is the most important method of publicizing a
program?" is a question often eakød by adult educatorse
Newspapers, radio, television, pemphiets, hand bille,
letters, posters, displays, personal conteat, telephone,
Most of these
can be used with success in ti'e larger programs. Rural
and committees are some of the most common.
prora!ns are a bit different in that there are three or
four media which have proved to be more satisfactory than
the others. One study on successful youngand-adult
farmer classes in aryland 3ttes: (19, p. 28)
36
"personal contact, use of newspapers, postcards, organiza.
tiona, and oommitte. were used most frequently in obtain.
in enrollments."
The use of Advisory Councils is epleined by Lloyd
Phippa in an article in a 1956 Ar1cu1turgi Education
Magazine:
(26, p. 85)
There is no question about the feasibility
of using advisory committee inambex' for * course
as a means of securing enrollees, and there is
no question about the possibility of getting
farmers to enroll in advance of the first meeting of a course. there these practices have
been used, they have been successful.
In another article by bipps in the May, 1957, issue
of Agrtgultura Edutjo Magazine, it states: (28, p.
260)
Nthe-hundrednjnety..four farmer's in
flhlnois were given an opportunity to check
a list as to what was the reason they en-'
rol.ed in the
that they had just
conpleted.
Approximately 25 per cent of the 994
farmers checked two or more factors as in-'
fluential in motivating their enrollment in
the adult courses they had just completed.
Three-hundred and twenty-two or 32.4 par
cent of the ?94 farmers checked that they
WØPO "influenø,d" by the teacher.
Three-hundred and twelve or 31.4 per cent were
"in'luenoeci" by being contacted by a council
member, committee member, or neighbor.
rhree-hunarec and three or 30.5 per' cent were
"inUuenced" to attend by receiving a card
or letter about the course. Tho-hundred and
twenty-nine or 22.9 per' cent were "influenced"
to ttend by reading publicity about the course,
and 52 farmers checked the "other" column.
Perøona]. contact appears to be the best means for
promotiofl of adult education programs in rural communities.
Program veluation
Evluatl.on of the ourriculum is as essential as its
planning. Evaluating the curriculum is ditticult without
evaluating the whols program. Some of the areas of the
program that could be separated, but which have a bearing
en curriculum evaluation are; attendance, quality of
instruction, physical £aoi.lities, instructional materials
available, variety of methods used in promotion, and
cooperative use of groups and organizations.
Enrollment and attendance are two of the most often
used methods of evaluatio;. The total enrollment is a
figure easy to get end is important in finding out what
part of the population the prorain is reaching. As these
enrollments are studied, It Is also necessary to determine
the holding power in terms of attendance. Some courses
start oft with a considerable enrollment and then "dwindle
off"; while in other cases the z'var3e i true. Decreasing
enrollment is a reflection not only on th. curriculum but
also on the quality of instruction.
Information about marital statue, age, occupation,
education, citizenship, and hobbies of people enrolled in
courses may yield some enlightening information that could
be used in evaluation. This information could be obtained
from enrollment cards at registration time, and should tn
dicate what segments of the population adult education is
reaching.
This information should also 1.n4ioato what
58
seents of the populace are not reached so that corrective
measures could be taken.
Another important methoci of evaluation is the use of
student opiniona1.-. xd-of-thi-'course evaluation sheets
to be filled out by the students may give helpful information about the course or program. kiere suggestions may be
given for improvements or changes. Informal contact with
the adult student may be helpful in obtaining additional
information.
Although evaluation of the community adult education
program is much too complex to be reduced to a few simple
rules, there are some general principles which apply in
almost every situation. These have been sumiarized by Dr.
Kempfer in the introduction to his series of evaluation
"check-lists" issued by the United States Office of Education. These principles are quoted below: (11, p. 1-2)
Self-appraIsal usually is better than
appraIsal by outsiders.
It Is often better to build your own
evaluation Instruments than to use ready-made
ones.
Everyone ooneeed with the educatIve
process should be involved in evaluation,
Comparison with self lescs to more
growth than comparison with others.
6. Evaluation offers greatest potential
benefit if it is a long-time, continuous, and
built-in part of tne total educational process.
These check-lists have been developed to help a
director evaluate his program. They should, however, be
aciapted and used with discretion. The key questions
39
.ummarizthg the yardstick of measurement on obeok-'liats are
as follows: (11, p. 3-17)
How many adults does your program serve?
How much time do they spend in organized learning
activities?
ihat seenta of the population does
your program serve?
To what extent do you provide learning
activities on schedules convenient for the rnaxtmum number of adults?
Do you organize your educatIonal soti-
vities for adults In a variety of ways?
that metbous and machinery do you use
to create and maintain an integrated pattern
of adult education in your community?
Mist cooperative practices are used
to relate the school program to other adult
education programs In the community?
The extent that approved practices or new fa
methods are followed as a result of instruction might be
one way of evaluating agriculture classes. Little work
baa been done in this area as it is difficult to measure.
Not even the farmer, in all oases, knows why he adopted a
particular practice. It might be of value to know where
the farmer secured the 1nfoxnatIon. Lionbergar and hess-.
1nor surveyed 279 faxu operators in northwest Missouri to
determine how scientific thtoinatIon from colleges reaches
farmers. They stated that: (1, p. 11)
Twenty-.two per cent obtained Information at
meetings arranged by the coaity agent, 19 per
cent got information 4raotly from the vocational
agriculture teacher, an 23 per cent attended adult
farmer classes held at the looal high school.
Liovernment agencies, FMA and SCS, were also sources.
40
This report
that the creator portion ot infora
tion comes through adult classes nd the instructor. The
fact that a farmer gate the irmtormation in classes and
uSes it, is some proof that the program is worth while.
CHAPTER III
P!OCEDU
A review of re].ate literature wsa completed to ga
as much information as possible relative to the problem of
this thesis. Following are several approaches selected
from this review to identity the educational needs and interests of tni8 community:
By use of a survey of information about the people
and the community.
By the use of a checklist to help iaenttfy educational needs and interests.
By studying catalogues, schedules, publicit
material, and programs or nearby comparable prorame.
By having a wide acquaintance of community leaders,
adults, and receiving individual requests.
By use of an advisory cocil to select community
problems that might be helped by education.
Several surveys wore studied to help construct one that
might be useful for this situation. The survey form finally
constructed was patterned from one used in a study, ")etsrmining Counity !eeds for Adult Education," by John Mack:
(1?, p. 204-208). Check lists, programs, schedules, and
publicity material from other adult education programs were
studied for ideas of subject areas that might be useful in
42
this community.
A rough araft was drawn up ano then reviewed by several people for constructive criticism. Those reviewing the draft wore Dr. Philip }3. Davis, Assistant Teacher Trainer, tregon 3tate College; Paul L. Roiling, Superl.ntondent, Principal of Gervsts Union High School; and Dir-
ectors of Adult 4ucation, Leonard unzmsn ana Ray Rief.
The survey woe revised and given to the Gervata Union High
School Vocational Agriculture anti adult Education Advisory
Council to fill out and to suggest improvements.
The major portion of this survey Is a check list of
courses patterned to determine the kinds of classes people
in the Gervais Jnion k±igb School area want. The first part
of this survey contains areas of information that should
help subatntiate the interest areas checked. Ior example,
the type an size of farms should incicste the kind of
agriculture olaeso that may be needed. Qtkior portions of
this survey could be used to help decide such factors as
the best time of day, week, an year i *hich to bold particular classes.
The final survey was then given to all of the people
enrolled in adult education classes to complete after a
discussion of purpose and use. Advisory council members
helped by havth groups or organizations they belonged to
fill them out. In most oases, however, they usually just
made dates for the author to take part in that organization's
program.
In al]. Oases someone was on hand to explain the
survey and to answer tndiviiuel questions about specific
courses of Interest arid about the total adult program.
A total of 228 usesbie surveys were filled cut by 100
men and 128 women from 18 classes and seven community organi'
zation. Information from the survey was compiled and put
on charts and tables to be used as one tool in answering
the problem of this thesis.
The other rnethois as previously explained, will be
used to help draw some conclusions, to help answer the
problem of educ8tional interest in this Cotuntty, and to
help establish a more complete prorsm of adult education.
44
CHAPTER IV
FINL)INGS CF CCM UIITY SURVEY
The opening statement or the adult education interest
survey used in this study states, Qervaia Jnion High School
is striving to develop en adult education program to eztend
over a period of five yeara. The purpose of this Chapter
will be to show the results of the survey and to show how
the information may be used to plan an adult education pro
gram.
Information About Adult Education Partic
The information that follows wili have to do with marital status, occupations and ages of the survey participants.
TAI3LE 5
MARITAL STATJS OF THE 228 ADULTS WHO
J1ILLED OJT ThE ADLT EDUCATION INTEREST SURVEY
Percent
Single
Married
Y
i dow
23
14
5?
16%
7?
lii
188
83%
0
5
3
1%
Total 100
128
228
i00%
45
These figures ehow a different picture from the 1950
census figures, (6, p. 414) which show the national average
as 67 per oent married, 23 per cent single, end 10 per cent
widows or divorced. A closer comparison may be shown in national averages when the 1960 census findings are relsased.
TABLE 8
AGE RANGE 0? AWLTS WHO PARTICIPATED
ALULT INTEREST SURVEY
Under 20
9
4
20-29
21
21%
26
20%
47
30-39
37
37%
38
30%
75
40-49
28
28%
46
36%
74
50-59
7
7%
9
7%
1.6
60 & Over
2
2%
1.
1%
5
Unknown
0
0%
4
5%
4
100
100%
128
Total
228
The median age of the people who participated in this
survey is 37.2 with 84 per cent in the age range of 20-49.
It is interesting to note the differences between men and
women in the two age groups of 30-39 arid 40-49. There are
7 per cent more men than women in the 30-39 age group, while
there are 8 per cent more women than men in the 40-49 age
group.
TABLI 7
SIZE OF FkILIS OF SURThI PARFICI?ANT8
0
2
6
8
4
0
1
13
13
27
14
27
2
17
24
4].
21.5
82
3
21
30
51
27
153
4
11
24
35
18
140
14
7
90
5
6
3
2
5
3
30
7
3
2
5
2
35
8
0
1
1
.8
9
9
1
o
3.
.
6
10
0
o
0
0
0
11
0
0
0
0
0
12
0
O
0
0
0
13
1
1
2
14
0
0
0
15
0
1
1
Total
114
Average Ilumber oIi1Urez per tsmi1
26
0
0
15
i00%
615
3.2 ctt1d ron.
47
The total number of married people, 191, plus 37 single
persor4s make up the total number of participants. There
were 24 husband-and-wife combinations in these figures, but
it wa felt that the husband and wife relationship would
have little effect on the percentages nd averages. i
1957 pationa]. census tures show, (6, p. 422) the average
siz. of family as 3.6; compared to Gez'vais with 5.2, which
is 1.6 higher than the national average. In other words,
the average person that participated in this survey had
twice as many children as the national average. Therefore
one might be led to believe that this group would have more
problems in attending adult education classes than others
having fewer children. On the other hand, people with
larger families seem to have more interest in adult education, A study by Jobn Mack stateex (17, p. 172) NHsving
young children did not make for less interest in adult education. In fact, 33.7% of the women and 30.2% of the men
in the highest interest group bad a child four years of age
or younger, while only 12.9% of the men and 8.3% of the
women in the lowest interest group bad one such child.
The ratio between top and bottom interest group was even
greater for those having two such cbildrens*
48
The following table aliows the large percent in farm
trig who participated in this survey 65 per cent.
TABLE $
CCCUPATIONS OF MALE SURVEY PARTIC
Occu stion
Number
P
Farming
65
65
Con at z'u c t ten
13.
11
Sales Peraonn.1
Mill work
3
3
4
4
Appliance Repair'
Armed Service
5
5
3
Grocery
2
2
Cresma ry
3
3
Educe tion
I
1
Truck Iriver
2
2
Unemployed
1
1
Total
100
100%
Occupations other than farming were written in. As
practically every occupation Was different, they were
grouped under geriez'al headings to save space. For ezample,
under construction was listed welding, concrete finisher,
bricklayer, carpenter, highway crewman, and electrician, to
name a few.
49
TABLE 9
OCCUPATIONS OF PALE SURVEY PARTICIPANTS
Occu 'ation
Houeewif
hambe
on term
Housewife, other
P
44
34.3
68
53
Farmer a
3
2.5
Office Worker
0
6.4
Sales
2
1.6
Education
1
.8
Cannery
1
8
Student
I
.8
128
Tote 1
A].1 of the women who were married considered themselves
housewives.
Forty-four checked that they lived on term
but there were probably a few more sa there ware no inatructione to check an area twice if it applied.
There
were probably a few working wives who did not write in
their second occupation.
plete picture would
If
they bad done so a more com-
have beer obtained.
of housewives, (87 per cent),
The predonil.nanoe
iight indicate an amplified
need for or thtereat in home economies classes.
Farming is the largest occupational group for both the
men and the women in Gervais Union High School District
50
with 65 per cent of the men farming and at least 34 per
cent of the women being farm housewives. AddItional infor-
mation about these farms would help indicate what areas of
agricultural education might be needed.
The following tables show some Informaticn on the size
and type of farm. The 44 women who checked that they were
farm housewives filled in this information and they will be
included.
TABLE 10
SIZE OF FA1S IN GEHVAIS
UNION HIQki SCIIGOL SERVIC. AREA
Size in acres
en %
under 10
Women
Total
%
2
3
3
7
5
13
19
12
27
25
22.5
17
25
14
32
31
27
100 - 179
180 - 259
13
19
4
9
17
3.5.5
7
10
8
18
15
260
U 16
3
7
14
13.5
12.5
8
0
0
5
4.5
44
100%
10 - 49
050 - 99
499
500 or over
Total
5
68 100%
3.12
45
100%
Median is 89.56.
The farms over 180 acres in size constituted 30 per
cent of those involved in the survey. The average size
51
of farm would be 89.5 sores which IS less than orie-'half or
the United States everae of 215,3 sores as shown in the
1950 Cenus: (6, p. 586).
TABLE 11
TYPE OF FAXNG ON 112 FAkS
(Each area checked Indicated that 40 p.r cent
or more of the income came from that enterprise)
Enter'rise
ken
omen
Total
General'°
16
Truck Crop
12
14
19.5
26 17.5
Grain
13
12
25
17
22
Livestock
17
4
21
14
19
Iairy
12
4
16
11
14
Horticulture
9
7
16
11
14
GraesLegumea
7
2
9
6
8
Foul try
4
2
6
4
5
Total°° 90
148 100%
26
23
131%
Total number of' farms checked.
°° No enterprise earns 40 per cent or more of farm
income.
°
Totals are higher than number of farmer. as some
checked two enterpris
General farming leads by only three per cent and then
it represents only about one-fourth of the tetel number of
farms. These figures show the trend to more end more apecializetion. The mailer farms in this ares are havth to
intensify their crops as shown by the large number of truck
and horticulture crops. In spite of the trenci toward specialization, livestock, dairy, anLi poultry farming comprise
about 40 per cent of the total.
TABL1 12
OCCUPATIONAL STATUS OF 112 FARS
Status
en
omen
Owns 1'
55
38
1
Fenter
ii.
8
Partner
7
Farm Worker
Manager
°°Tota3.
°
or can
of 112
Total
70
81
19
14.8
17
4
11
8
10
6
0
6
5
2
1
5
2.5
53.
150
100%
5.4
2.7
116.1%
checked.
Totals number of
Totals sr's higher than number of farmers as some
cbeeked more then one ares.
Only 20 per cent of the farmers and farmers' wives
who participat.d in this survey do not Own their' OWfl farms.
The fact that 80 per cer4t were Larni owners should indicate
53
that this group of farniere shou1 be a fairly stable group
for whici to plan adult eduotion courses.
TABLE 13
DUCATI0NAL LEVMJ OF SURVEY PARTICIPANTS
ears .
Com'leted
um'ep
of men
4
1
2.
0
0
5
o
0
0
0
0
0
6
o
0
0
0
0
0
7
1
1
0
0
1
8
16
12
10
28
15
9
5
18.5
5.8
4
5
9
4
10
5
13.
9
3.6
13.
5
5.5
6.5
°12
42
13
8
14
6
6.5
6.5
15
1
16
eo
urn
Total
of women
3
2.5
.5
7.5
B
4
54
44
96
45
17
14
23
11
6
5
12
1
6
5
7
1
1
6
5
7
5.8
3.5
3.5
17
1
1
3
2.5
4
2
° Total
90
47
100%
122
100%
212
100%
tedian is 12.04 years of educe tion completed.
Ten men and nix women did not enter indications
of educational level.
The median number of years of school completed was
11,74 for the men as compared to 12,53 for the women. The
median number of years of school completed was 12.04 for
both men and women.
The median number of years of school completed for the
United States was 12.6 for adult education participants a
10.4 for non-psrtieipantaz (35, p. 1). Thee figures iri
dicate that Gervais adults who participate in the adult
uoation program have had less formal education than the
averag, adult participating in educational programs through
out the nation.
oet of the survey participants can also be called
adult education participants, for all practical purposes,
as shown by the following tables, 14 end 18.
Only 10 per cent of those who completed a survey hav
taken no adult education coursca at Gervata or other sohoole.
The figure of 1.78 courses completed on an average is based
on 100 per cent of the participants in this survey. The
average number of courses completed per person is almost
two when figured on the 90 per cent who did take courses,
Gerval.s has been running an adult program for only
four years, and yet 300 of the 406 courses completed have
been taken at ervata, These figures indicate that adults
have not been offered courses that wers of interest to them
previously, or that they will not travel very far to take
a course. Another thought might be that many participants
TABLE 14
NUMBER OF COjRSE3 TAKEN BY EACH MJ\LE SURVEY PAiTICIPANT
umer
of
um'er 0
Men
epor ng
iaving Taken k[aving taken
Courses
Gsrvaie
Other School
Petal
Total
Any
Taken
Couraee
0
22
74
1414
2.
6].
16
56
56
56
2
13
8
17
17
34
3
3
1
7
7
21
4
1
1
3
3
12
5
0
0
2
2
10
6
0
0
2.
1
6
7
0
0
0
0
0
8
0
0
0
0
0
100
100
100
Total
Courses
School
Courses
100%
0
139
Total number of courses completed by men 139.
Average number courses completed p.r man - 1.39.
in adult education have not enrolled before the currint
year. The lest statement would seem logical as 46 per cent
of those in the survey have completed only one course and
only 25 per cent have completed two courses. Thee. findings
are similar to what Mack found in his study in whioh he
etates3 (17, p. 89)
Flfty..one per cent of those ettencUng night
school had attended only one year, while only
one person had attended nine years or more.
56
Twenty-seven and Live-tenths per cent had attended
two years. The figures would seem to indicate
that people tend to go to ni.ht school, et what
they want and discontinue. hia is a Lect observeu often b people in adult education. Adults
participate in treinth sessions for speotfic
reasons; they waxi training to meet a certain need
and it or when that need is met, they drop out.
2AJ3LE 1
NU)15ER OF QOLJFSES TAK1'2
EAI
BY EACi
SJRVEY PARTI IPANT
epor ng
1vtnc.t
Thken Having Taken Total
of
Courses
Gervais
Other School Any
School
Taken
Courae
Courses
urn 'Or
um'er o
Women
Total
Courses
0
16
89
8
6
0
1
58
24
46
36
46
2
37
11
42
33
84
3
8
1
13
10
39
4
5
1
8
6
32
5
2
0
6
4
25
6
1
1
3
7
1
1
2
2.5 18
1.5 16
128
128
128
Total
Total number courses completed by women
100%
267
267
Average number courses completed per woman
2.08
Total number courses completed b both men
and women - 408
Average number courses completed by both men
and women - 1.78
Ther'e are seven high achoola within * radius of fifteen miles of Gervats which offer some adult education
courses. Salem, especially, has an intensive vocational
program including home economIcs, but no classes in agriculture. Thus, adult education has been available only
a 1lltod extent to these people.
Table 16 shows the distances which the survey partial
pants must travel in order to attend classes
in
Gsz'vaie.
ThBLI 16
DISTANCES PARTICIPANTS LIVE FM
GERVAIS UNICN HIGU SCHOOL
Under 1
10
1-3
17
22
4_6
25
41
66
29
7-10
27
52
79
35
11-14
11
6
17
15 or over
10
1
U
Total
100
128
228
°
7
17
7.5
4.5
100%
Median was 6.53.
The median distance for these adults to travel to
Gervais is 6.53 mIles; therefore they are about as close
to another school as they az'e to Gervais. The fact that
they are enrolled at Gervais may indicate that the courses
of some schools are not fulfilling the desires of the peo
pie of those districts or that courses available are not
publisizsd.
Although there was a limited response to the question,
"What courses helped you the most?" the most frquently
mentioned classes for' the man were soils and welding, and
for the women, sewing and cake decorating.
Orenizstion Procedures
many typea of publicity have been used in Gervai along
with a working advisory council. The following table lists
the methods which produced the beet resultez
TABLE 17
METEOIS USJD
OUT COURSES
NTACT AIX
her
imbe z'
of Men
of Women
Both
Newspaper
12
26
38
Letter
18
39
57
Personal Contact
Total
52
67
119
82
132
214
iiethod
ceflt
A consistent publicity program is a "must1 for any
adult education program. All methods of publicity are
useful, but the most beneficial is that of personal contact,
as shown in the above table bl 55 per' cent of the
59
respondents. Advisory council members, neighbors, and the
adult director ware most often mentioned when people were
asked who bad contacted them personally.
The moat popular days to hold classes are Ionday, Tuesday, Wednesday, and Thursday. The preference for these days
is consistent with most other studies. Table 18 shows one
difference in that more men prefer 1ondays, while women like
Tuesdays better. In actual practice, adults will take
classes at any reasonable time if they really want and have
need for them. If at all possible, classes are planned for
when the majority of the people want them.
TABLE 18
DAYS OF TE WEEr TO HOLD A IXLT CLASSES
ber' checked Number oheóked
b men
b
women
Tots
onday
51
34
85
Tuesday
28
64
92
Weckiesday
21
46
6?
Thursday
35
50
85
Friday
Saturday
Total
10
11
22
4
1.
5
149
206
Evenings are the most desirable time to hold classes
as indtoate by 97 per cent of the men. Kxoept for the 25
60
who wculd prefer afternoons, the majority of the women 'vent
evening classes. Four said they 'ou1d take classes in the
The reason for the popularity of evening classes
is obvious; moet men work days and moat women have children at home in the day-time and can get baby-sitters only
In the evenings.
morning.
TABLE 1
MONTHS OF THE YEAR PREFERRED BY SJRVEY PARTICIPANTS
Sept embe x'
13
October
31
66
97
November
57
75
12
Le ember
66
56
122
January
71
100
171
1?ebrusry
65
92
157
March
36
80
116
April
5
32
3?
May
4
11
15
June
2.
2
3
July
1
4
August
1
4
Table 19 indicates that October through March are the
most popular months to hold classes. Th. men have a mon
narrow range, preferring ovembsr through February. omfl
61
would pei.er t start early iiil in the fall to be through
by December in order to have time to prepare for Ghrlstrnaa.
There is quite eneral reecent anong adult educators
as to the best tines to hold classes. in the suriary of a
study by ack, he says:
(17, p. 173)
"Generally speaking, eult educatiox meetings were
preferred:
in the eve:inga.
On days oer than Friday or Saturday.
Once a week.
Jrom October thugb(arch."
TABLE 20
NUMBER OF CLASSES PER WEEK AND NUBKR
0i 110 uas PR CLAS AS ?i1EFERRE
B
Jtv1y pA1TICIpANr2S
M en
omen
Total
74
11
3
3
34
56
107
10
2
1
44
80
181
21
5
4
78 16
Two to three hour classee are preferred once a weak.
The preference for three-hour classes over two-hours is
about two to one.
/
62
Procedure for FiRurin Interest Index
An tntrest irex was computed from the survey forms
to determine the relative importance of each class as a
future course offering. The first prooedure was to tabulate the interest In each item to determine the number of
people who checked it as having no interest, some interest,
great Interest, and Interest enough to corn. to a series of
meetings to learn more about it. No response for an item
was treatea as no interest, a procedure which wee fully
justified after talking IndIvIdta1ly to a great many people
who had not checked certain items.
Their response was *1-
ways the same, "I'm not interested in it."
Since "no interest" meant nothing positive, the three
degrees of interest "some," "great," and "would come" were
then weighted as follows:
"Some interest" was given a weight of 1.
"Great Interest" was weighted Ia 2.
"Wou].d come" was weighted as 3.
Using this system It was then possible to arrive at a
weighted percentage or interest Index for each item which
woulci make it corparable with any other item. The followlug example using two items howe the technique used:
"Upholstery" was checked by 128 women as follows:
No Interest
81
Some Interest - 16
63
Great Interest
You].d Come - 18
13
"Textile Painting" was checked by women as tollowas
No Interest 113
Some Interest - 7
Great Interest
Would Come
4
4
These two courses could not be compared very scourat
on the baie of the foregoing raw scores. By using the
method described1 an interest index could be figured as
followa z
The interest index for "upholstery" was figured as:
16 X 1 equals 16
13 X 2 equals 26
18 X 3 equals 54
Total
96
.as
nety'aix divided by 128 equals .75 X 100
equals 75 interest index.
The Interest index for "textile painting" 'as figured
7 X 1 equals 7
4 X 2 equals 8
4 X 3 equals 12
Total
27
Twenty-seven divided by 128 equals .211 X 100
equals 21.1 intereit index.
64
It can be seen, therefore, that upholstery was almost
four times as popular as textile painting. The
tsr,st index was figurec the same way but we. easier as
total men was an even one-hundred,
The interest innx was tabulated individually for men
and women, and then jointly for both man and women. The
combined table was figured by adding the mena and woman's
interest index for each course and dividing by two.
65
TABLE 2).
COURSES RANKED BY INThRST 114 E X - M
Soils and Fertilizers
Farm & Home Electrical Wiring
Advanced Welding
Farm Tractor & Truck Repair
Sprays, Weed Control
Income Taz
Farm & ffotue Carpentry
Beginning Welding
Cabinet & Furniture Construction
Livøstok k!ealth
Crop Production
1arm Machinery Repair
Farm kecorda
1.6.
Swine Managenient
Berry Management
Farm Management
Farm end home Law
Landscaping
3.9. horticulture Management
Sheep Management
Poultry Management
Photography
Methematjos
Beet Management
Dairy Management
First Aid
Ballroom Z*notng
Business Bookkeeping
Spanish
Upholstery
Speech
Square Dancing
Typing
usie -- (Piano, Instrument)
±g1ish
Americanization & Citizenship
Sales Training
Parliamentary
Car Repair, Upholstering
Ctiild Development
94
94
85
67
64
63
62
54
54
53
5].
51
47
47
48
43
41
40
57
37
29
25
21
21
19
19
16
is
15
13
12
12
10
10
9
7
7
7
8
66
TABLE 21 (continued)
zi t arae
Rank
Index
Couri
Interior Decorating
Barbering
Cake tecoratthg
Driver Training
Foods, flutrition
46.. Electric Motors & Elec. Theory
Hunting 8aety
6
5
4
4
3
3
3
5
Shorthand
Seeds (Crop Prod., Marketing)
3
2
2
Russian
Ceramics
Folk ncing
1
1
Music, (voice)
TABLE 22
COURSES RANKED BY INTEREST INtX
Rank
6,
9,
Course
n di
Tailoring
Bishop II
Upholstering
nitting & Crocheting
Interior Leooz'ating
109.4
91.4
Landsoaping
Cake Decorating
Rug Braiding
Flower Arrangements
Christmas Decorator Workshop
iirst Aid
Bishop I
Ceramics
Home Management
Foods and Nutrition
Millinery
Child Deve1oent
1.
20.
WOMEN
Typing
Photography
Rome Planning
75
71.1
70.3
66 4
63.3
63 3
60.9
60 9
57 8
53.9
49.2
43 8
43.8
40 6
40.6
37 6
36.7
56.7
67
TABLE 22 (continued)
RANKED BY INThREST INLEX
21,
Business Bookkeeping
Square Dancing
Ballroom Lancing
32 0
30.5
Speech
21 3.
2013
Driver Training
Textile Painting
Spanish
Shorthand
English
Income Tax
3].. Folk Lancing
Sales Training
Farm Recorda
Cabinet and Furmiture Construction
Farm Law
Parliamentary
Prospective Parents Course
Berry Management
Horticulture Management
Electric Wiring
Farm Management
Poultry Management
Cerman
kuej.c
Music
4'?.
WOM
Sprays and eed Control
arn Carpentry
French
AmericanIzation and Citizenship
Hair Styling
Remedial Reading
Hunting Safety
53, Displays and Ezbibit
Music Appreciation
Sheep Management
Swine Management
Russian
Mathematics
Tractor end Truck Repair
Home Barbering
2714
22.7
18.8
1.6.4
15.6
15.6
14.9
14.1
12.5
12.5
11.7
1012
8.6
8.6
8.6
7.8
7.8
7.8
7.8
7.8
6.3
6.3
6.3
6.3
6.5
5.5
5.5
5.5
4.8
4.7
3.9
5.9
3.9
3.9
2.4
2.4
68
TABLE 22 (continued)
ES
D BY INTEBST INtEX
WO)
(ui1ting
Latin
Beginning Welding
64. Great Decisions
65, Furniture Reriniebtng
Livestock Diseases
Basket Weaving
Wills
uaic, Voice
Improve Speech Habits
Business Machines
Crop Production
Advanced Shorthand
Farm Machinery Eapair
2.4
2.4
2.4
2.4
2.4
2.4
2.4
2.4
2,4
2.4
1.6
1.6
.78
.78
TABLE 23
COURSES RA1KE1) BY INTEREST INtEX
EN £NL0MEN
Rank
4,
9,
curse
Tailoring
C
Landscaping
Farm and Home Electz'ic Wiring
Soils and Fertilizer.
Bishop II
Upholstering
Advanced Welding
Income Tax
First Aid
Interior Decorating
Knitting and Crocheting
Sprays and Weed Control
Farm Tractor and Truck Repair
Farm and Home Carpentry
Intere
Index
54.7
53 2
50,9
49.3
45.7
44
41.5
39,3
38.4
38.2
35,6
35,2
34.7
34.2
TABLE 23 (continued)
COURSES RANeD BY DIT'EKEST INi)EX
D VOMEN
Rank
Course
Cabinet and Furniture Construction
23,
Cake Dscoz'ating
Rug Braiding
Photography
Christmas Decorator Workshop
Flower Arrangements
Farm Records
Beginning Welding
Livistoek Health
Berry Management
Sewing, Bishop I
Farm and Home Law
Crop Production
Farm Machinery hepair
Farm Managament
Ceramics
SwIne Management
Music
Voice
Typing
Business Bookkeeping
Foods and Nutrition
Child Develoont
Horticulture Management
Home Management
IaUroom Dencing
Square Dancing
Sheep Management
klilltnery
Poultry Management
Home Planning
SpanIsh
Speech
48,
Driver Training
English
Textile Painting
Sales Training
Mathematics
Bees Management
Shorthand
Parliamentary
fl
35.5
35 1
31 7
30.9
30.9
30.5
29,5
26.2
27.7
27.5
2
0
26.4
26.5
25.9
25.9
25.6
25.5
24.0
23.8
23,5
23.4
23.3
22.8
21,9
21.7
21.3
20.5
20 5
18.4
18.4
16.9
16.5
15.5
12.6
12 5
10.6
10.6
10.5
9.7
9.6
70
TABLS 23 (continued)
COURSES RANEt) BY IN TEREST IN LX
B W0MN
Dairy Management
Instrumental Music
Folk Dancing
AmericanizatIon and Citizenship
Hunting s.r.ty
Prospective Parents Class
German
Home Barbering
French
Car Repair, Jpho1sterthg
Ruseisn
Music Appreciation
DIsplays and Exhibits
ElectrIc Motors and Electric Theory
Remedial Reading
Hair Styling
75.
78.
Seed Crops and Marketing
Seed Analyzing
Quilting
Basket Weaving
Great Decisions
Latin
Wills
Furniture Refinishing
Speech Improvement
Business Machines
Advanced Shorthand
8.6
8.2
7.9
6.7
4.5
4.3
3.9
3.7
3.2
5.0
3.0
'I2.9
2.8
2.8
2.8
1.5
1.5
1.2
1.2
1.2
1.2
12
1.2
1.2
.8
.4
revious tables, (21, 22 and 25)
amount of interesting information that can be summarized
as follow
Men are nost1y interested in agriculture classes
end women in homemaking classes.
Women have some interest in agriculture classes
4.
while men have little interest in homemaking
classes.
Both men and women have some interest in the
academia type classes.
Women have more interest in commercial and re
creations], type classes than men.
Courses such ss isndao.ptng, photography,
upholstery, income-tax, end record-keeping,
have a high combined interest index.
72
CaAPmR V
A PROPOSED PRCGRAM OF ADULT EDUCATION
FOR GERVAIS UNION HIGH SCHOOL SERVICE AREA
Preliminary Considerations
This chapter will indicate a proposed plan for achedulbig courses over a period of five years based on the findinga from Chapter IV, a history of classes from other
schools as well as Gorvais, .nd on the recommendations from
tha advisory council,
This plan will be based on the premise that the adult
education director will have onshalf oL' his time available
to administer this program. The Gervais Union High School
administration has reoi'ended that half-time load for
the director shall be 15 20 courses per year. Becaus
the agriculture depertient has two men with a one end onesixth agriculture load, one man has been given one-half
time to direct the adult program.
A 11.t of courses that was completed for the year 195
60 was obtained from seven nearby schools. These schools
are operating programs similar to the program in Gorvais
and are also located in the il1amette Valley within thirty
miles of Gervais, The following table, (24) lists these
courses
3
1
1
3
2
10
0
0
1
5
1
1
4
3.
2
5
14
9
13
16
25
3.
1
3
2
1
2
1
4
2
5
2
Tote
2
1
1
1
1
2
0
0
0
0
0
0
0
0
0
2
0
0
1
0
4
0
3.
0
0
0
0
1
0
0
0
0100000
0001000
0031000
0010000
0
0
2
3
3
6
7
1
0
3
3
2
2
5
6
0
0
0
1
1
4
0
0
0
6
7
1
1
0
0
0
0
0
0
0
0
1
1
2
0
0
0
0
0
0
0
0
0
0
0
1
0
1
2
0
0
0
0
0
0
0
1
2
0
1
0
0
0
0
0
1
5
1
0
0
0
0
0
2
0
0
1
2
0
0
0
0
0
3
0
3
2
3
3
0
1
0
0
0
0
0
0
1
0
1
1
1
2
3
1
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
3
4
1959"60
0
0
0
0
0
0
0
1
1
1
1
1
1
0
1
Machines l3ueinosa
5.
Briefkiand 4.
Bookkeeping Business
Typing Refresher'
Typing Beginning
& Commercial
Distributive
Espersnto
Reading Remedial
Spanish
3.
2.
1.
4.
3,
2.
atb. General 1.
o cemi ca A
0
0
2
2
1
Arrangement Flower
illtnery
Food
&
Upholstery
Decorating Cake
TaIloring
Sewing II Bishop
Sewing I Bishop
Sewfng èginning
Economics Home
2
4
0
0
1
0
0
0
0
1
1
0
0
0
0
1
PlannIng Rome
ParmReoorda
Leadership
RepaIr Machinery
aintenanoe Tractor
Cattle Beef
Mgt.
Fax'mI.aw
P.zCsrpentry
Fertilizers & Soils
Landscaping
& Sprays
Control
Feeding Livestock
Eleotritication
Farm
Welding Advanced
Beginning
0
0
4ie1c1tng
Ariou1ture
8.
7.
6.
5.
4,
3,
2.
1.
15.
14.
13,
12.
11.
10.
9.
8.
7.
6.
5.
4.
3.
2.
1.
ourses
2
SCHOOLS VALLY WILLAMETTE SEVEN
B COMPLETED COIThSES E)UCATX0N ADIJLT
24
TABLE
74
TABLE 24 (continued)
AIX1LT EDUCATION COURSES COMPLE?BD B
SEVEN WILLAMETTE VALLEY SCHOOLS l59-60
Cour.
Re c pee t ion
1. Woodworking
2. Photography
3. CeramIcs
4.
5.
Textile Painting
Arts & Crafts
a
1
Others
Driver Training
Fireman Training
Nurses Aid Training
4. Slymnastios
1.
2.
3.
25456
0001032
0001000
0201000
0001000
0000010
Total Courses
Subject Areas
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
2
0
0
C)
0
3
1
4
0
2
5
0
0
4
3
I
0
18261822 84438
1017 816 52017
172
40
a de,
Cenby, 5. L11s, 4.
MoMinnville,
7.
!ols
Central, 6.
Average number of courses per school 24.5
1. Amity, 2.
Average number of subject areas per school = 13.5
The total olumn for each course in Table 24 indicates
some comparisons with the interest index in Table 23. One
of these comparisons shows that practically ev.ry course
that was completed three times or more by each of the seven
schools had a combined interest index of at least 20. Almoat every agriculture class that had two or more completions haci an thterost index of more than 25. AU. home
75
economies courses listed, except millinery, had an interest
index of 30 or above. These comparisons would seem to In.
dicate that any course with an interest index of at least
20 should have a good chance for success if offered at
iervaia.
It is interesting to note the close similarity betwisu
the courses completed at ervaia and those at the seVin
scb1s in Table 24. Iractiosily every course completed at
Gervais appears in Table 24.
sea completed at Gervsis
Further comparison of the
substantiates the interest index. Again it is noted the
fact that every course completect at Gervais has an interest
index of 20 or more which may further indicate that classes
above this index should have a good chance of success.
Another comparison between Table 24 and 25 is that the
average number ofeubjeot areas is about the same; Gervais
14, the other schools 13.3. The number of subjects is an
important ttem to consider in setting up a years schedule.
76
TABLE 25
ADULT EDUCATION COURSES COMPLETED IN
FOUR YEARS AT QERVAIS UNION HIGH SCHOOL
Ari culture
Beinn1ng Welding
Advanced Welding
Soils & Fertilizers
Farm R000rd3
Sprays & Veed Control
Berry Management
Horticulture Management
2
1
0
3.
1
1
3.
3.
0
0
1
1
0
Livestock Nutrition
0
Livestock Health & Disease 0
30. Farm Carpentry
0
11. Penn Electrtficøtio
0
3.2.
Farm Law
Leadership Rural
Farm Shop
lme Economics
iehop X Sewing
1.
0
0
0
0
0
1
1
0
0
0
0
1
1
0
2
2
0
0
0
0
1
1
1
1
1
0
3
5
3
1
5
1
3
12
1
1
2
5
45.7
54.2
33.1
1
2
0
0
0
0
0
1.
0
1
2
1
0
4
1
2
2
0
1
28.2
41.5
49.5
29.5
35.2
27.3
22.8
°°
27.7
34.2
50.9
26.4
°°
0
1
1
2
5
2
2
2
1.
0
5
3.
1
3.
1
1
27
iahop II Sewing
2
Tailoring
4
Cake Lecorating
0
pho1stery
0
Flower Arrangement
0
Millinery
0
Interior Lcorating
0
Christmas ecor. orkabop 0
0
0
0
1
7
8
9
4
2
2
1
1
Commercial
Typing
0
1
1
2
23.8
2
21.5
21.3
Ftecreattonal
1. Beg. Square I*noing
2. Adv, Square noing
Other
1. Fireman
Tots]. Courses
Total Subject Areas
0
1
0
0
1.
0
1
o
o
1
2
0
1
3
1
1
0
2.
5
16
19
26
21
82
10
13
15
16
27
44
30.5
20.5
38.2
30.9
a
77
TABLE 25 (continued)
ADULT EWCATION COURSES COMPLET2D LN
FOUR YEARS AT GERVAIS UNION HIGH SCHOOL
Taken from Tsb
Not Listed
000
Speech & Parliamentary combined
index
- 28.5 interest
Average number courses completed 20.5
Average number subject areas - 14
Advisory Committe
endetiona. The advisory
committee has been instrumental in planning and promoting
the adult education program at Oervaia during the last four
years. They have recommended courses to be offered and
procedures to be followed. After looking over the results
of the interest survey, no changes were found necessary as
to the tine of day, day of the week, and month of the year
in which to bold particular classes. No changes were needed in the number of classes per week nor in length of each
class. The survey confirmed the ideas already in use as to
the most effective and beneficial pr'ooedures to be used in
this locale.
The advisory committee has been very farsighted in
planning courses to be offered as can be seen in the inter
eat index of all courses completed. The advisory committee
78
has also been very helpful in p1
proposed extendad adult othoation program for Gerveie.
It wo1d be necessary to establish a goal as to the
number of courses SflQ subject areas to be offered eacla year
before a complete sult education schedule could be developed.
Previou8ly the committee had recommended 15-20 course.
be listed each year. This year they have recommended about
15 subject areas with about 20 courses. This recommendation
was based upon the program of the past four years which
ahoed an average of 20.5 classes completed per year in
subject areas with an average enrollment of 290. The proposed plan of adult education oourses to be offered at Oar-
vale for the next five years nsa been planned with the aid
f this advisory council.
The Proposed Plan
The basis for esløotion of courses in Tables 26-O is
.8 follows:
An interest index of 25 'a required. One or two
exceptions each year were based on desires of advisory
council and adult director.
In order that a certain course might be offered
every year, it had to be completed a total of four or more
times by uervats and the seven schools of the valley as indicated in Tables 24 and 25.
79
For a course to be offered every two years it had
t show a completion of at leant two in Tables 24 or 25 or
a relatively high interest index.
Moat new courses at Gerveis ware placed in the
every-three-year catagory,
Since only 16 subject areas were to be used it
was decided to have sL, agriculture subjects, six home
economics subjects, arid then divide the remaining three
among the four other areas.
Several courses with an averaged interest index
were combined into one general subject area such as Yclding
and Bishop Sewing.
The checklist was found to be too specialized to
offer each course with a high interest index end still keep
within the 15 subject areas. Several courses were grouped
tog.ther such a.; Speech and Parliamentary into Leadership
Training, Income Tax and some Farm Management into Farm
ecorda, Ceramics and rrsxtiles together and Flower rrange
mont and Christmas Decorator orkabop together.
80
TABLE 26
SCHEWLE OF COUiSS FOR 1960.81
Course
Agriculture
5,
Welding
34.8
SOil. & Fer'tiligere
49.3
k3erry Management
27 3
Fann Carpentr
34.2
Fax
26,4
Law
Tractor & Truck Repair
34.7
liome Eoonomio.
I.
Bishop Sewing
42.2
Cake Decorating
3.1
upbo1stez''
44 0
Flower Arrangement &
Christmas Decorator Workshop
30,7
Landscaping
53 0
kitting & Crocheting
55 6
Recreation
Woodworking
3.3
Photography
30.9
Other
First Aid
38.4
81
TABLIE 27
3C}BflJLE OF
COURSES
)R 19
Ap
Se
Welding
34.8
Farm Records
29.3
Farm Eleotrjfjoation
50.9
Rural Leadership
25.5
35,2
27 7
Sprays & Weed Control
Livestock teeaees
home Economics
Bishop Sewing
42 2
oorattng
Jpholatepy
55.1
Interior £corating
38.2
Rug Braiding
31 ?
Mtl1inez
20 3
Cake
44.0
Commercial
Pyping
23 8
24.
tookkeeping
23.5
15.
Recreation
Ceramics & Textile
82
TABLE 28
SCflEUJL
OF COURSES FOR 1962-63
Course
nterea
Index
Ariou1ture
WeldIng
54.8
Soils & Fertilizers
49.3
Berry Management
27
Fsx
Carpentry
Farm Law
6, Machinery Repair
34.2
26.4
25 9
Iome Economic
10.
Bishop Sewing
42.2
Cake Decorating
33.1
Flower Arrangements and
Christmas Decorator Yorkshop
ChIld Development
30.7
23.3
1]. Landscaping
53
12.
44
Upholstery
Recreation
Woodoz'king
3.3
Photography
50 9
Academic
Spanish
16.0
83
TABLE 29
OF COUPSES FOR 196384
4u'i cultu i's
Welding
34.8
Farm Record.
29,3
Farm E1ecti'jfj*tio
50,9
Rural Leadez'sIiip
25.5
Tractor & Truci Repair
6, Liveatock Dteeaees
onomica
Uorn
tthop Sewl.rig
Cake
34.7
27.7
Decorating
42 2
33.1
crpbol.tery
44
Interior recorating
38 2
Knittina & Crocheting
Millinery
35.6
20,3
Coxm,iroj .1
1$.
Typing
23.8
Recreation
Ceramics & Textile
Other
25.6
±'trat Aid
$8.4
84
TABLE 50
SCiE1XILE OF CO1R8E3 FO1 1964.65
Airicu1ture
Welding
34.8
Solla & Fertilizer.
49,5
5.
3ez'ry Management
27.. 3
4.
Farm Carpentry
5,
Farm
34.2
26.4
6,
Sprays & Weed Control
35.2
Uom
Economic.
Bishop Sewing
42.2
cake tecorating
33.1
Upholstery
44
Flower Arrangements and
Christmas Decorator Workshop
30.7
U. Landscaping
Rug Braiding
53.0
51 '1
Cmme retal
Bookkeeping
23.5
Recreation
Voodworktng
3.5
Fhotogr'aphy
30,9
85
As this plan is to be used primarly as a guide, there
should be some flexibility in the classes to be offered. By
using a niinimum of 16 subject areas for the plan, two or
three new courses could be added or substituted each year.
If some courses are not successful, others that did not meet
the original requirements for selection might be considered.
As adults' interests change, allowances could be made for
additions or deletions.
Many courses with an Interest Index of 20-25 would pro
bably be successful, but cannot be Included as only a limited number of courses may be offered each year. Compromises
will be neoes5ery in order to provLle the requested courses.
An example of this compromise would be in the combining of
courses in Christmas Decorations and Flower Arrangements.
It was at first thought that the ideal way to 5tudy livestock
would be to take each enterprise seprate1y; however, it was
shown that these might bitter be combind Into ltvetock
nutrition
and
livestock diseases,
The complete proposed plan for rotating classe* for
QervaI. is shown in Table 31 by combining Tables 26 through
30.
86
TABLE 31
A PROPOSED PLAN FOR A ROTATION OF CCUSES TO BE
OFFER
AT GEVAI3 UIflON 111GB sciicot
ThE UEXT FIVR YEARS
ar
Course
Aricu1ture
Soils & Fertilizers
WeLding
Farm Records
Berry Management
Farm Carpentry
64
1981 1962 1965 1964 1.965
I
I
I
X
-
X
I
a
x
I
a
K
I
a
K
K
Farm Electrification
a
I
Farm La.
Rural Leadership
kaohinery Repair
Trsctor'-Truck Repair
Spreysaweod Control
Liveetook Diseases
Rome Eoonomic
Bishop Sewing
Cake Decorating
Jpho1stery
flower Arrangement &
Christmas workshop
16.
Interior Decorating
Child Development
Landscaping
Rug braiding
itnitting & Crockietin
i11inery
Commercial.
Typing
Bookkeeping
Røcrea tion
Woodworking
Photography
Ceramics & Textiles
Spanish
Other
a
a
-
a
I
I
X
K
Academic
First Aid
K
a
a
a
x
a
a
a
8'?
The proposal should help in the planning end operation
of the aLtult education program for Gervaje. It would parti
ally answer the primary purpose of this thesis for the following reasorisz
A rotation of courses is set up based on comparetive interests and history of the area.
Eleven new courses In six areas of instruction era
included with the possibility of ad4tional new ones.
. The plan should help adults ohooa, on a more organised basis, the courses they want to tals.
4.
The process of planning an adult education program
over a period of years has made more people In the community
aware of eduotjonal needs and of the program available.
The plan is flexible to allow for the changing need
and tnterost of the community.
.
88
CHAPTER VI
SLJM1ARY AND R1COMMENLAPIoN$
Summary
Adult education is test becoming a part of the public
education program. Adult education is now a part of the
educational system at Gervale as there has been an adult
program in operation for four years. Planning a program
for a rural community like (}rvais presents a problm as
the size of the ares and interests of the people limit the
number an type of courses that can be offered, The purpose
of this thesis is to plan a more complete adult education
program based on a community analys.e in oraer to reach more
of the people interested in adult education. The review of
literature revealea a great deal of related information that
helped to arrive at a 8olutio to the problem of this
thesis.
The need for adult eduoatjon is based on technologIcal,
population, family, leisure time and educational level
changes. There are indications that many of the educational
needs are being met s 8 per cent of the l56 adult popu]atiori was particjpatjz In adult education. That rural peo
pie are participating In adult education as much as city and
urban people iniioates that there Is aiore agriculture
education available tan we realise,
89
Schools should not consider that they ax'e meeting their
full responsibility to the community unless they are offer-
thg an opportunity for education to that larger part of the
population which is beyond high ecbool age. Schools must
do a great uoa]. of plannthg to adequately meet this respon-
sibility of offering an adult educ8tion program. The first
part or planning involves establishing a list of basic goals
and objootivos which can then be followed by detailed planning.
A complete program of adult education must be based on
the needs and interests of adults. The beet methods for
determining the educational needs or interests of a oouunt
ty can be summarized as follows:
tlslng advisory committees.
Receiving requests from groups end individuals.
}tsvtng a large personal acquaintance with
coiniunity leader's end groups.
Examining schedules end catalogs of other schools.
Using surveys and check-lists.
A complete program of adult education for a large area
may embrace 16 or more areas while for rural areas five or
six is considered a comprehensive program.
There are mafly method of evaluating a program of
adult education. Some of the best may be summarized as
follows:
90
Number of participant..
Seents of population served.
ConvenIence of acheduling.
Variety of organizstionel procedures.
Cooperative practices.
The findings of the oc*imiunity survey and check-list
are eumnarized as follows:
1, Of the partioipants, 83 per cent were married,
which is 16 per cent above the national average.
The median age of participants is thirty-seven
with 84 per cent in ths 20-49 range.
The average family has 3.2 children wb.icli is
twice as large as the United States' average
of 3.6.
Farming is the occupation of 65 per cent of the
male participants.
There were 87 per cent of the female participants
who were housewives with 34 per cent on farm..
The average size of farm was 90 acres in compari-
son to the United States' average of 215 sores.
The type of fanning is widely diversified with a
trend toward more specialization.
Of the farmers surveyed, 81 per cent were farm
owners.
The average level of education of participants
91
was twelve years of school completed which is
ono.'half year below the national average for
those in adult education.
10. That a large percentage of adults are new students
each year is indicated by the fact that the adult
education participants completed an average of
almost two courses per person.
11. Participants traveled en average of 6.8 miles. to
attend olassee.
12. The method most useful for contacting adult. about
courses was personal contact as indicated by 58
per cent of the participants. Letter. accounted
for 2? per cent of the contacts and newspapers for
18 per cent.
13. Generally speaking, adult education meetings are
preferred:
In the evenings.
On days other than Friday or Saturday.
Once a week.
ij.
From November through February for
and October through aroh for
14.
men
women.
Agriculture and home econonitos courses show the
highest interest index.
The proposed program of adult education was based en
community survey findings, history of courses from Gervaie
and seven other Willamotte valley schools, and the recommendations of the advisory council. ors specifically, the
selection of courses was based on the interest index, the
number of times the course had been offered before at the
eight schools mentioned, and the predetermined number of
subject offerings which ae 15. The proposed rotation of
courses contained eleven new courses in six areas of Instruction with enough flexibility for additions end deletions as might be necessary.
The proposed plan Is bsed on a prsatic approach In
that it is primarily based on what ias happened in the past
and on experience. It is believed that to base the plan on
a more practical basis, the areas listed would best meet
the needs and interests of' the people.
keoonmeia ti.
It is reoouunended that rural schools be encouraged to
develop adult education programs in order to meet more
completely the educational responsibilities to their communities. To meet these responsibilitIes someone on the
school staff should bo allowed released time to do the job,
as has been done in Gervats, For example, there are many
agriculture instructors in Oregon who may better use their
time now devoted to non-agricultural duties in developing
adult education prorsms.
93
Baaed on experience, it is further roccnencied that a
man working one-half ti.e or an adult education progr in
a rural school shcul not attempt to
than twenty
coursea per year in order to maintain a contthuou quality
program. This reccneuition is with the a3urnption that
one-third of the courses will be in a,rieulture, as it ass
been found tnut agriculture courses take more time to administer.
It is believed that to hale these 20 courses, the
adult iircctor should b on ono-ur1f time ba1s th ye
around. The suner ::ortha souid be devoted to tbe foil
1>lariothg the years scbeiile of courses.
Viaitiri, a&ult eduoaicn students to evaluate
and determine course content, particularly
in agriculture.
Organizing promotional material for the coming
year.
Procuring adult instructors needed. for the next
year.
A list of recoimnendatjons for devolop1n a coiplete
adult education program is as follows;
istabiish an advisory council.
List basic goals ano objectives for the prop.ram.
Develop the best rethods of determining educational needs of the com.rnity.
94
Plan a long..tini, adult education program that
12 fl.ibl.
Select and train instructors.
6, Establish a good public relations progrt.
7.
Practice continuous eveluat1oz of the adult
education program.
kis study has made the author aware of the need for
research in the adult education field, especially for rura
areas. Some specific areas needing further research are as
folloa:
1.
How muc]
education to
size?
2,
needed by a director of adult
tetar a program of a given
be for a par
time director of adult education,
tevelo*ent of course outlines for all areas.
Best mathods to train lsy-adult.,duoation
instructors,
Develop.nt of now or untried fields of adult
kiat should the summer progr'a
education,
Evaluation procedures best for rural areas.
95
BIBLIOGRAPHY
Atomic energy.
New York Times (New York, N.Y.) p. 5,
col. 1. Sept. 17, 1954.
Caughien, Robert. A 4O bIllion bill for fun. Life,
Dec. 28, 1959, p. 69-74.
Clark, Raymond M. Do your fainers adopt new practices?
Agricultural Educition
aine 29:6-7. July 1956.
Conley, Robert L. New miracles of the telephone age.
National Geographic 106:87-120. July 1954.
Fischgrabe, l4alter. Effective agriculture instruction.
Agrioultura]. Education Magazine 31:79. Cot. 1958.
Golenpaul, In (ad.) 1nrozstj,on please almanac 1959.
New York, !acMi11an, 19b9.
Harulin, ki.M.
959 p.
Agriculture education in co unity schools.
anvi1le, I].linoie, Interstate Prthting Co., 1949.
Hiliway, Tyrus. The AmerIcan two-year college. New
York, Harper and Brothers, 1958. 276 p.
lioskins, E.R., Sixty central rural schools, Journal
of Adult Education 11(4)s424-428. Oct. 19Z9.
i
,
Hill, 1955.
£ult education.
New York, McGraw-
433 p.
empfer, Homer. Checklists ror public school adult
education programs. laahtngton D.C., U.S. Government
Printing Orfice, 1952. 17 p.
Kemptor, Homer H. Identifying educational needs of
adults. ssbIngton D.C., Government Printing Office,
1951. 64 p. (U.S. Office of Education, Federal
Security Agency.
13,
Lunzmari, Leonard.
Circular No. 330)
Report on the pilot adult vocational
agriculture education program at Gervala Union High
School. Gervaia, Oregon, May 15, 1957. 3]. p.
(imeographe d)
195?. Nov. 30:109...113.
Magazine Education Agrici1turs1 enrollees. farmer
adult from evaluation course Obtaining J. Lloyd Phippa, 25.
p. 5 1955-1956. Corvallis, z'eçion. pacific the in
education farmer adult to rlating principles of study A
Department. Education Agriculture College. State Oregon 24,
p. 448 1959-1960. Oregon,
Salem,
Bluebook. Oregon
State, of Secretary Oregon.
1338)
(Bulletin
p. 51 1960. Marc Albany, aduiiniatratàrs. Lor
handbook education Adult University. State York New
p. 347 1956. Press, Chicago
of University Illinois, Chicago, college. junior
public The Education. of Study the for Society National
p. 158
56 1 D.C., Washington, eduostior. adult school Public
I. Ecato Adult School Public of Association National 20.
p. 55 1953. Maryland, of University Park,
College studl. Non-thesis classes. farmer adult and
young Sucosseful G. Lloyd Biser, and A. Roy Murray,
1953. Dec. 27:171-181.
Sociology Educational of Journal partnership. abi.
profit a community and Industry Josepb. Monaerrat,
leave.. numb. 208 1951. .niversity, Cornell
york, New Ithaca, thesis. Ph.D. area. school high
Ithaca the in adults 80C of interests educational
the of analysis en upon Based education. adult for
needs community Determining Archibald. John Mack,
leaves.
numb, 70
154.
University, Cornell N.Y., Ithaca, thesis.
State. York 1ew of schools central in program aa1t
comprehensive 166 of study A ilhiam. Len acArtbur,
833) no. Bulletin Station. Experiment
Agricultural (Missouri p. 11 1954. Mo. Columbia,
college, and farm betieen communication of story the
knowledge; to Roads £iassinger. E. and }1.F. Lionberger,
leaves. numb. 120 1950. College,
Stat Oregon Corvallis, thesis. Master's Oregon. for
agriculture in education adult for plan A Allen. Lee,
96
97
Phtpps, Lloyd .1. Pre-enrollmsnt of farmers in adult
courses. Agricultural Jducation Magazine 29:85-87.
Oct. 1956.
Phippa, Lloyd J. Who enrolls in adult education
farmer courses? Agricultural Muatton Magazine
29:231-235. April 1957.
Phippa, Lloyd J. Why they enroll in adult farmer
courses. Agricultural Education 1agaztne 29:251-235.
May l95'7.
Rutrougki, James Ellwyn.
Aintstrative policies and
procedures for conducting young and adult farmer
programs in eelecte school divisions.
thesis.
Blac1csbu, Virginia Polyteebnto Institute, 1956.
82 numb. leaves.
50.
Sanders, !LW. Adult farmer education. Agricultural
Education Magazine 24:154-135. D.c. 1951.
51.
Terry, Jared Y. Successful adult farmer program ta
based on needs. Agricultural Education Magazine
52.
35.
30:163-164. .1. 1958.
Thoz'ndyke, E.L. Adult learning
Company, 1928. 335 p.
New York:, MacMillan
.i.$. Bureau of the Census.
naus of Population,
Vol. 2 U. S. Sua
shtngton, U.S.
Government Printing Office
238 p.
U.S. Dept. of Commerce. Bureau of the Census. Statistical abstract of the United States, Washington,
3,3. overnment Printing Office, 1959. 1041 p.
1950.
U.S. Office of iealth Eduotion and Welfar.. Par'ticipatton in adult eduo8tion, Vsahington, 1959. 57 p.
(Circular No, 559)
U.S. Dept. of liesith Education and Ve1tar.. Adult
education in American eduoation week...Nov. 9-14.
16 p.
37, Van Sant, Thomas A., Lir.otor of Adult Education,
Baltimore, Md. Adul education in the Bayonne Public
Schools. J3ayonne, N Jersey, Aug. 1945. '7 p.
(Administrative Stud
Sec. IV. Schools of Bayonne,
N.J.)
Washington, 1959.
98
8. Vbat the oeneu3 .111 eho
Jan. 1960, p. 35'.37,
59.
World Almanac.
1958. 859 p.
1959.
U.S. News end Woi'ld Report,
New York, World Telegram end Sun,
APPENIZX
9
.AP I
AfUeN CQT! BIH SOHOOL BOLDAJI3
t,
North
*u
srton
.0.
Polk
County
Stiverton
I
ter
L inn
Coui I
Sohool Center
100
ERVAIS UNION HIGH SCHOOL
AZULT EWCATION INTEREST SURVEY
1959 60
Gervaia Union High School i striving to develop an
Adult Education program to extend over a period of five
years. In order to do this, we are asking a larg. number
of people to rin out this survey. We appreciate your
co-operation and will endeavor to do our best to have the
program that the people want.
Please check eaoh area that applies to you.
1.
Male
2.
Female
3.
Ages
4.
Occupations
iou aiwife
Under 20
20-29
30-39
40- 49
a rming
Non Farm.
50-59
5.
60 or over
If Farming;
Owner
Manager
Renter
Partnership
karm Worker
7.
Dietane from Gervais
High Schools
Under 1 mile
1 to 3 rnilo
4 to 6 miles
7 to 10 mtle
11 to 14 mile.
Over 15 miles
It farming, size of farms
Jnder 10 acres
10 to 49 acre.
50 to 99 sores
100 to 179 acres
180 to 259 acres
260 to 499 acres
500 or over
Major Source of Farm Income:
(40% from one enterprise)
General
Ieiry
Liveatook
Poultry
Grain
Grass-Legumes
horticulture
Truck Crops
101
Adult Eduoetio
Survey, page 2
Number of children: I3oye
Girls
Circle number or years of formal school completed:
4
5
6
8
7
9
1.0
11
Number of Adult Eduoatjo
12
13
14 15
16
17
courses attended at Gervet
Number of Adult Education courses attended at other
schools:
Thich courses helped you the most?
How were you contacted about the course:
Letter
Personal contact
15, Vhat days would you like to have classes?
Newspaper
1on.
Tues.
\'ed.
Thurs.
Fri.
Sat.
What time of day? Morniu
Afternoon
Evening
Number of classes per eek:
One
Three
iow many hours long should classes be:
Two
One
Three
Which mouths would you like to have classes held:
Sept.
Oct.
koy.
Dec.
1eb.
Jan.
a
!ay
June
July
Aug.
Please list any sugestiona 1' or improvernent of the
Mar.
Apr.
Adult Educetion Program..
102
Adult Education Survey, page 3
Would you be interested in any or the following courses if
they should be otfered within the next five years? ?leae
chock every course yo ore interested in. (L not cheek
iore than 10 in the first column),
Vould
Groat
Some
No
Attend Interest Interest Intere
AGRICULTURE
1,
Scilau.Fertjljzere
Farm Records
Income Tax
Crop Production
(Grains, Grasses
Legumes)
Sprays, Weed Contr
8.
7.
Berry Management
horticulture Man
rnent (tree fruits
Landscaping
Livestock health,
Sanitation & Dis
ease prevention
Welding (Beginning)
Welding (Advanced)
karm Tractor & Truck
aintenanoe & iepatr
Fax'm tLaohinery Repair:
Adjustment &.
men t
Farm & kJome Carpentr
105
Adult Education Survey, page 4
Vou1d
Great
Attend Intere
Cabinet & Furniture
Cone tr'uctjori
Penn & Hone Elect:
cal irthg
Farn Management
Lairy Management
Eeet Manaornent
Sheep Vnngement
Swine Management
Poultry Manageent
Farm & home Law
Your eugestiona
for courses: List;
HOME ECONOMiCS
Sewing I
(Bishop Method)
Sewing II
(Bishop Method)
Teilorir-'
"ake Lecorating
Upholstery
1ower Arrangement
Some
Interest
No
e re a
104
Adult Eduøtio Survey, pace 5
ould
Great
5omo
No
tend Interest interest Interest
Millinery
Child Develo
(understanding
children)
Horn. Management
Foods, Nutrition,
Juying, Etc.
11, InterIor' Decorating
12.
Christmas Decorator
v:
rica hop
]5. Landscaping
Rug Braidthg
Prospective Paren
Clase
Rome Planning
4I1itting & Cr'ochet
Ing
List your suggeetion for
ooureea:
RAL& ACA
English
Speech
F:eedia1 heading
105
Adult
ducation Survey, page 6
ould
I
Great
Some
No
Attend Interest nterest Interest
MaUiernatjos
Prliamontary
Procedure
Foreign Lan,
(whiob one)
Suggestions for
courses:
COMERCIAIJ & DISTKtBtTTIVE
Typing
Shorthand
.
4.
Business Bookkeeping
Sales Training
C REA T ION AL
1.
Square tncthg
2.
Folk
3,
1al1room Lnoing
neing
Ceramics
Textile Painting
Photography
husjc (kind)
Hunting Safety
106
Adult Education Survey, page 7
;ould
Great
Some
Attend Interest mt rest Inter
OTHER
]ispiays & Jxhibite
First Aid
Driver Training
Americanization &
CS. tizenahip
a
-_S
aaaa
-Sa---S-5S-5--5a-
Please give name
Complete Address
Phone 1'umber
so that we may contact you if a iaas in which you are
interested is offered. No obligation, of course.