Some needed improvements in the Montana vocational agriculture program
by D L MacDonald
A THESIS Submitted to the Graduate Committee In partial fulfillment of the requirements for the
degree of Master of Science In Agricultural Education
Montana State University
© Copyright by D L MacDonald (1939)
Abstract:
The program in vocational agriculture in Montana has been reviewed. The early program as developed
up to 1924 is described and its weaknesses noted. An ideal program is described, showing that the
present program needs to be improved by emphasizing the establishment of students in farming for
themselves, by improving the teacher training program in technical agriculture so as to meet the needs
of the agriculture teacher. Principal emphasis of this thesis was based on the opinions of 282 farmers as
to the relative value of jobs their boys would be taught in school and also on a survey of the skills
possessed by 38 vocational agriculture teachers to do the common farm jobs. the study brings out that
farmers are of the opinion that many farm skills should be taught which are now being neglected and
some non-functioning subject matter should be removed from the vocational agriculture course of
study. Some of the skills the farmers believe should be taught are the veterinary jobs such as treating
for bloat, lice, and milk fever. The selection of male and female breeding stock is of more importance
to these farmers than knowing how to judge livestock according to show ring classification. In crop
production the farmers are of the opinion that knowing how to control weeds and pests, and make
machinery adjustments and repairs is of more importance to a farmer than botany of plants or history of
grain varieties. The group rated all the farm management and conservation skills very high. The results
of the survey on the ability of vocational agriculture teachers to do the farm skills indicates that the
teacher training program in technical agriculture will have to be altered if the wishes of the farmers are
to be regarded. It is recommended in this study that undergraduates be given the opportunity to learn
the farm skills as well as the principles of scientific agriculture while in college. A suggested course of
study that includes the skills to be taught is partially developed. It is recommended that the supervisors
and teacher trainers work with the vocational agriculture instructors in developing a course of study
that will contain more functioning subject matter as indicated by the opinions of the farmers.
Establishment in farming of the students in vocational agriculture can be further improved by giving
the trainees more actual experience in working with part-time classes and by the preparation of
teaching material that will meet the needs of the group. SGMK HKvUKD ZMPTtOTKMFNTS IH TH!! MONTANA VOCATIONAL AORICULTUE' FROOPAM
By
D, L . MnoDOTTALD
A W S IS
Submit to d t o th e O radunte C o m ltte e
in
p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n ta
f o r th e d e g re e o f
M aster o f S cien ce In A g r ic u ltu r a l K ducatio n
at
Montana S ta te C o lle g e
Approved!
Chairm an, Examining C o n riittee
, C h a lr m n , G raduate Committee
Bozeman, Montana
J u n e , 1939
//^ 4 5
-2.
T able o f C o n ten ts
Pago
Aoknowledgecient e
4
A b s tra c t
B
H is to ric a l
6
Need f o r S tu d ie s o f
Course C ontent
Review o f S it u a tio n in Montana
The ^xporlenco o f th e W rite r
The Program in 1924
So
P re s e n t O b je c tiv e s and I d e a ls In V o c a tio n a l
A g ric u ltu re
E sta b lish m e n t in Perming
T ab le I* Placem ent In P s rn ln g .
The A ll-d a y Teachim r Program
Parra P r a c tic e
S e le c tio n o f S u b je c t M a tte r
C h a ra c te r T ra in in g
T each er T ra in in g
Problem s Which Need A tte n tio n
Clmrt I e Number o f Men Who Can Do 79£ Or More
Of The Jobs i n th e E n t e r p r is e s .
C hort Se A b ility To Do Jobe in A ll E n te rp r is e s
A ccording t o T eaching E x p e rie n c e .
I n v e s tig a t io n o f Parm er O pinions
P urpose o f Study
S tatem ent o f Problem
Method o f P ro ced u re
T ab le I I . Schools Sent fo ier,tlo n n u ire.
L e t t e r Accompanying Q u e stio n n a ire
foieFtlo n n a I r e
Response
R e s u lts
T ab le I I I . The R e la tiv e Im p o rtan ce o f 136
A g r ic u ltu r a l Jobe Or S k i l l s Haoed On The
O pinions o f 27B M0Htana F arm ers.
Sunraary T able I I I
T able IV . The Re I u ti v e Im portance o f 136 A g ri­
c u l t u r a l S k i l l s Or Jobs Based On The O pinions
o f 60 FU m are on S fcralrh t E h eat F a m e .
nummary T able IV .
A d d itio n a l Comments Made By Farm ers Answering
The Queet lonnrslre
Suarmry o f F a m r C plnfpns
9
10
12
13
13
14
15
15
17
18
19
82
23.
24
24
25
26
27
88
32
32
34
39
41
46
47
48
—3
T ab le o f C o n te n ts (c o n . )
Smnmary and C o n clu sio n
The Problem o f F o llo v -up Progrem
The Problem o f S ecuring a More E f f e c tiv e
T eaching Program .
B ib lio g ra p h y
49
50
54
Acknowledgments
The w r i t e r i s Indebted t o P r o f e s s o r R. H. P alm er, Head o f th e Department
o f A g r ic u ltu r a l E d u c a tio n , Montana S ta te C o lle g e , f o r h i s g u id an ce and
h e lp f u l s u g g e s tio n s in o rg a n iz in g th e s tu d y .
The a u th o r i s a ls o in d e b te d t o th e v o c a tio n a l a g r i c u l t u r e i n s t r u c t o r s
and fa rm e rs who gave t h e i r tim e t o f i l l i n g o u t and r e tu r n in g th e q u e s tio n ­
n a ir e
-
5-
S O m N-r^Dim IKEROV^fHNTR IN THH MONTANA VOCATIONAL AORICTrLTtTRE PROGRAM
A b stra c t
Tho program in v o c a tio n a l a g r i c u l t u r e in Montana has been rev iew ed .
The e a r ly program a s developed up t o 1924 l a d e sc rib e d and i t s w eaknesses
n o te d . An id e a l program ip d e s c rib e d , showing t h a t th e p r e s e n t program
needs to be improved by em phasizing th e e sta b lis h m e n t o f s tu d e n ts in
farm in g f o r th e m se lv e s, by im proving th e c o n te n t o f th e te a c h in g program
in a ll- d a y c l a s s e s , and by im proving th o te a c h e r t r a i n i n g program in t e c h n i c a l
a g r i c u l t u r e so a s t o meet th e needs o f t h e a g r ic u ltu r e te a c h e r .
P r in c i p a l em phasis o f t h i s t h e s i s was based on th e o p in io n s of 2 8 ^
fa rm e rs a s to th e r e l a t i v e v a lu e o f Jobs t h e i r boys would be ta u g h t in
sch o o l and a ls o on a su rv ey o f th e s k i l l s p o ssessed by 38 v o c a tio n a l a g r i ­
c u ltu r e te a c h e r s t o do th e cormon farm jo b s .
The stu d y b rin g s o u t t h a t fa rm e rs a re o f th e o p in io n t h a t many fairo
s k i l l s should be ta u g h t which a re now b 'i n g n e g le c te d and some n o n -fu n c tio n ­
in g s u b je c t m a tte r should be removed from th e v o c a tio n a l a g r i c u l t u r e co u rse
o f s tu d y . Some o f th e s k i l l s th e fa rm e rs b e lie v e should be ta u g h t a re th e
v e te r in a r y jo b s such a s t r e a t i n g f o r b l o a t , l i c e , and m il# f e v e r . The
s e le c tio n o f male and fem ale b re e d in g s to c k i s o f more importance t o th e se
fa rm e rs th a n knowing how t o judge liv e s to c k acc o rd in g t o show r in g c l a s s i ­
f i c a t i o n . I n crop p ro d u c tio n th e fa rm e rs a r e o f th e o p in io n t h a t knowing
how t o c o n tr o l weeds and p e s t s , and make m achinery a d ju stm e n ts and r e p a ir s
i s o f more im portance t o a fa rm e r th a n b o tan y o f p la n ts o r h i s t o r y of
g r a in v a r i e t i e s . The group r a te d a l l th e farm management and co n serv a­
t i o n s k i l l s v e ry h ig h .
The r e s u l t s o f th e su rv ey on th e a b i l i t y o f v o c a tio n a l a g r ic u ltu r e
te a c h e r s to do th e farm s k i l l s in d ic a te s t h a t +he te a c h e r t r a i n i n g program
in te c h n i c a l a g r i c u l t u r e w i l l have t o be a l t e r e d i f th e w ish e s o f th e
fa rm e rs a re t o be re g a rd e d . I t i s re com ended in t h i s ; tu d y t h a t u n d e rgrad ua os be g iv e n th e o p p o rtu n ity t o I e a m th e farm s k i l l s a s w e ll a s
th e p r i n c i p l e s o f s c i e n t i f i c a g r i c u l t u r e w h ile in c o lle g e .
A su g g este d c o u rse o f stu d y t h a t in c lu d e s th e s k i l l s t o be ta u g h t
i s p a r t i a l l y d e v elo p e d . I t i s recommended th a t th e s u p e r v is o r s and te a c h e r
t r a i n e r s work w ith th e v o c a tio n a l a g r i c u l t u r e in s t r u c t o r s in d ev elo p in g
a c o u rse of stu d y t h a t i l l c o n ta in more fim ctio n in g s u b je c t m a tte r a s
in d ie te d by th e o p in io n s o f th e fa rm e rs . E s ta b lis lm e n t in farm ing o f th e
s tu d e n ts in v o c a tio n a l a g r i c u l t u r e can b e f u r t h e r Improved by g iv in g th e
t r a i n e e s more a c tu a l e x p e rie n c e in w orking w ith p a r t- tim e c la s s e s end by
th e p r e p a r a tio n o f te a c h in g m a te r ia l t h a t w i l l meet th e needs o f t h i s grout).
H is to ric a l
When a p e rso n a n a ly z e s th e term " v o c a tio n a l a g r ic u ltu r e " he c o n sid e rs
t h a t t h i s term means t r a i n i n g f o r th e p r a c tic e o f a g r i c u l t u r e .
We a l l know
t h a t in th e a g r i c u l t u r a l o c c u p a tio n s th e r e a re many farm jo b s t h a t a re
e s s e n t i a l l y m a n ip u la tiv e s k i l l s and t h a t a t r a i n i n g program o f v o c a tio n a l
a g r i c u l t u r e sh o u ld c o n ta in p r a c t i c e in le a r n in g how t o do th e s e m anipula­
t i v e and m a n ag e ria l s k i l l s in a n approved way and in a t r u e - t o - l i f e s i t u a ­
tio n .
The e a r ly te a c h e r o f a g r i c u l t u r e d id n o t te a c h th e s u b je c t from th e
v o c a tio n a l view point o f le a r n in g by d o in g .
I n s te a d , th e te x tb o o k was f o l ­
lowed very c l o s e l y , t h e te a c h e r a s s ig n in g a c e r t a i n number o f pages each
day w ith o u t re g a rd t o ty p e o f a g r ic u ltu r e found in th e com nunity o r on th e
b o y 's fa rm .
I t i s not meant by th e w r i t e r to show any contem pt f o r a g r i c u l t u r a l
te x tb o o k s becau se th e y a re needed in te a c h in g v o c a tio n a l a g r i c u l t u r e .
But
th e y should not be used a s a b a s ic t e x t f o r th e c o u rs e , becau se o f th e in ­
d iv id u a l o r lo c a liz e d nroblem s o f th e boys who a re members o f th e v o c a tio n a l
a g ric u ltu re c la s s e s .
Of th e 2 ,175 sc h o o ls which re p o rte d te a c h in g a g r i c u l t u r e f o r th e y e a r
ending June 1 6, 1916, 1,521 re p o rte d t h a t th e y ta u g h t i t a s an in fo rm a tio n a l
s u b je c t p r im a r ily ( l ) .
In a few c a se s th e r e would be some la b o ra to ry ex­
p e rim e n ts and o u td o o r o b s e rv a tio n s g iv en t o supplem ent th e m a te r ia l in th e
a g ric u ltu ra l te x ts .
But s p e c i f i c farm jo b s o r s k i l l s were seldom done by
(I) Sum naries o f S tu d ie s in A g r ic u ltu r a l E d u c a tio n , 1935. 195 p a g e s. IT. S.
O ffic e o f E d u c a tio n , D epartm ent o f th e I n t e r i o r . V o c atio n a l
E d u catio n B u lle tin #180.
-7'
th e d e e s *
L a te r , th e v o c a tio n a l a g r i c u l t u r e d e p artm en ts used t h e farm e n t e r p r i s e s
found in th e l o c a l ro rrm n lty a s a b a s is f o r th e a g r i c u l t u r a l c o u rse s o f
s tu d y .
C rops found in th e community would be s tu d ie d one y e a r and liv e s to c k
th e n e x t y e a r .
tim e .
S t i l l , th e a c tu a l d o in g o f th e farm jo b was g iv en l i t t l e
As a m a tte r o f f a c t , th e s k i l l a ld h t b e ta lk e d ab o u t b u t th e s tu d e n t
was seldom b ro u g h t to th e d o in g l e v e l .
The " s u p e rv is e d p r a c tic e " course o f s tu d y fo llo w ed th e " e n te r p r is e "
ty p e o f Cfiurse p lan n in g *
T his o rg a n iz a tio n ten d ed t o b r in g th e i n s t r u c ­
t i o n c l o s e r t o th e ty p e o f farm ing found on each b o y 's fa rm .
Each boy
would c a r r y s e v e r a l home p r o j e c t s , some o f th e n e x te n d in g o v e r tw o, t h r e e ,
o r fo u r y e a rs .
T h is ty p e o f i n s t r u c t i o n fav o red th e developm ent o f long­
tim e c o n tin u a tio n p r o j e c t s , so th a t; improved p r a c tic e s s tu d ie d in th e c la s s
room could be ad o p ted by th e boy on h i s home p r o j e c t .
D ndcr th e e n te r p r is e
o r g a n iz a tio n , a d a ir y p r o je c t m ight b e I n c o n ta c t w ith th e c o u rses o f s tu d y
b u t one y e a r ; w h ile u n d er th e " s u p e rv is e d p r a c tic e " ty p e th e c o n tin u a tio n
p r o je c t would m a in ta in c o n ta c t w ith th e c o u rse o f s tu d y f o r f o u r y e a r s .
T h is c o u rse o f s tu d y i s th e moot p r a c t i c a l b ecau se th e c o n te n t a r i s e s from
th e needs o f th e boys in c o n n e c tio n w ith t h e i r lo n g -tim e s u p e rv ise d p r a c t i c e
pro gram s.
I f such a c o u rse o f s tu d y I s v o c a tio n a l th e te a c h e r should be
a b le t o do and te a c h th e s k i l l s t h a t t h e boy w ill meet in c a r ry in g o u t h i s
su p e rv ise d p r a c t i c e program .
A rev iew o f "Summaries o f S tu d ie s in A g r ic u ltu r a l E d u catio n " (2) showed
(s) Summaries o f S tu d ie s Yn A g r io u ltu r a l E d u c a tio n , 1938. 195 p a g e s, U. S .
O ffic e o f E d u c a tio n , D epartm ent o f th e I n t e r i o r . V o c a tio n a l
E ducation B u lle tin #180.
t h a t tw en ty seven s tu d ie s hove been made on g e n e ra l c u rric u lu m b u ild in g f o r
a g r i c u l t u r e based on th e eoim unlty su rv e y .
S.
S . S u th e rla n d (3) developed a c o u rse o f stu d y In Farm M echanics
based on th e o p in io n s of 290 Montana fa rm e rs .
The r e s u l t s o f t h i s I n v e s t i ­
g a tio n have been used in Montana to s tre n g th e n th e farm m echanics phase o f
th e v o c a tio n a l a g r i c u l t u r e I n s t r u c t i o n .
H. M. Byram (4) used th e judgm ents o f m a ste r fa rm e rs c o n s tr u c tin g a
c u rric u lu m in v o c a tio n a l a g r i c u l t u r e a s t o th e r e l a t i v e im portance o f t r a i n ­
in g in farm management, liv e s to c k management, shop t r a i n i n g , e t c .
Sherman D ick in so n (5) developed an in v e s t ig a ti o n t o f in d ou t what th e
d a ir y fa rm e r needs to know, and t h e r e f o r e th e d e s ir a b le c o n te n t of a c o u rse
in d a ir y h u sb an d ry .
Mr. D ickinson used th e o p in io n s o f d a ir y farm ers and
d a ir y s p e c i a l i s t s in s e c u rin g h is d a t a .
ISxcept f o r th e D ickinson s tu d y , which d e a lt w ith th e d a iry e n t e r p r i s e ,
th e o th e r I n v e s tig a t io n s d id not c o n s id e r what farm s k i l l s and jo b s w ith in
each a g r i c u l t u r a l e n te r p r is e a fa rm e r h o ld s v i t a l in th e o p e ra tio n o f h is
fa rm .
That th e fa rm e rs a c t u a l l y on th e jo b should be a b le t o g iv e us some
v ery v a lu a b le o p in io n s a s t o what s k i l l s should be ta u g h t in a v o c a tio n a l
(3) S u th e rla n d , S . S . -"S u g g ested Course o f Study in Farm M echanics", 1929.
Mimeographed b u l l e t i n , D epartm ent o f A g r ic u ltu r a l E d u c a tio n ,
Montana f t a t e C o lle g e , Bozeman, M ontana.
(4) Byram, E . M. -"T he Use o f Judgm ents of M aster Farm ers in C o n stru c tin g
th e C u rricu lu m in V o c a tio n a l A g r ic u ltu r e " , 1928. p . 75. Iowa
S ta te C o lle g e , Ames, Iow a.
(5) D ic k in so n , Sherman -"A Method f o r S e le c tin g th e D e s ira b le Content f o r
C ourses in D epartm ents o f V o c a tio n a l A g r ic u ltu r e , In c lu d in g a
Group T est on D airy H usbandry In fo rm a tio n " , 1929. U n iv e rs ity o f
M innesota.
-D e g r i c u l t u r e c lo s e I s c tre e s e fl by F ro n k lln B o b b itt (6 ) when ho s t a t e s :
"W hile
e d u c a tio n is ts w i l l o f c o u rse le a d , i t i s p ro b a b le t h a t th e g e n e ra l c o n n u n lty
should a s s i s t i n d e te rm in in g th e c o v e rs I a b i l i t i e s which a re to be developed
w ith in th e younger g e n e r a tio n — —I t i s th e y who make up th e world o f p ra c ­
t i c a l a f f a i r s and who perform th e s e v e r a l a c t i v i t i e s . "
Need f o r S tu d ie s o f C ourse C ontent
L ead ers and i n s t r u c t o r s in v o c a tio n a l a g r i c u l t u r e g e n e r a lly b e lie v e
t h a t c a r e f u l s tu d ie s o f th e a g r i c u l t u r e c o u rses need t o be made f o r s p e c i­
f i c a r e a s and r e g io n s .
D r. C a rs ie Ham onde ( 7 ) , A g r ic u ltu r a l T eacher
T r a in e r a t th e U n iv e r s ity o f K entucky, s t a t e s :
" I t I s p e rh a p s n o t to o
much t o say t h a t o u r most b a f f l i n g problem in v o c a tio n a l a g r ic u ltu r e i s
what to te a c h - what le a r n in g t o s e c u r e " .
Hammonds f u r t h e r s t a t e s ,
"Co
f a r a s I heve been a b le t o d is c o v e r from, c u rric u lu m r e s e a r c h e s , no one
h a s d eterm in ed a c o u rse o f stu d y in v o c a tio n a l a g r i c u l t u r e on an o b je c t iv e ly
v a lid b a s i s " .
D r. F . %. L ath ro p ( 9 ) , S p e c i a l i s t in A g r ic u ltu r a l E d u catio n ( r e s e a r c h ) ,
U. S . O ffic e o f F d u e a tio n , s a y s , "Any s t a t e may Im ro v e i t s program o f vo­
c a ti o n a l a g r i c u l t u r e by c o n tin u o u s a t t e n t i o n t o c o u rs e s o f s tu d y " .
(cV B o b b itt, F ra n k lin - "How t o Jfako a C u rricu lu m ", 1984.
Houghton M if f lin C o ., B o sto n , M a s sa c h u se tts .
Pages 3 8 -2 8 6 .
(?) Hasnonde, C u rslo - " Fvidenees from C urriculum R ese arch e s o f th e Need
f o r F u r th e r JJtu d ie s" , 1937. A g r ic u ltu r a l " d u c a tio n , V ol. IX ,
n o . 9 , p . 133.
(8 ) L a th ro p , F . W. - "R eport o f T w en tieth Annual P a c i f i c R eg io n al C onfer­
e n c e " , 1938. U. 5 . O ffic e o f F d u c a tio n , D epartm ent of I n t e r i o r .
Page 9 6 .
'10-
Revlew o f S itu a tio n in Montana
The e x p e rie n c e o f th e w r i t e r .
The w r i t e r i s a g ra d u a te o f Montana
S ta te C o lle g e , D iv is io n o f A g r ic u ltu r e , D epartm ent o f A g r ic u ltu r a l Educa­
t i o n , and has done g ra d u a te work a t t h i s i n s t i t u t i o n and a t Colorado A g ri­
c u l t u r a l C o lle g e .
He h as ta u g h t v o c a tio n a l a g r i c u l t u r e f o r t h i r t e e n y e a r s ,
n in e y e a rs o f which were s p e n t in th e G a l l a t i n County H igh School a t Boze­
man, M ontana.
For f i v e y e a rs he a c te d a s s u p e r v is o r o f th e p r a c tic e te a c h in g o f vo­
c a ti o n a l a g r i c u l t u r e a t G a lla t in County High S ch o o l.
T h is work was done
u n d er th e d i r e c t i o n o f th e A g r ic u ltu r a l E d u catio n te a c h e r t r a i n i n g d e p a r t­
ment o f Montana S ta te C o lle g e .
D uring th e p a s t two y e a rs he has been a s s i s ­
t a n t s u p e r v is o r o f A g r ic u ltu r a l E ducatio n f o r the S ta te Departm ent o f Voca­
t i o n a l E du catio n and i n s t r u c t o r o f A g r ic u ltu r a l E ducation a t Montana S ta te
C o lle g e .
The program in 1924.
'Then th e w r i t e r e n te re d th e v o c a tio n a l a g r i c u l ­
t u r e f i e l d in 1924, th e c u rric u lu m in a g r i c u l t u r e in c lu d e d much t r a d i t i o n a l
n o n -fu n c tio n in g s u b je c t m a tte r such a s making h i s t o r i c a l b reed c h a r ts f o r
th e v a rio u s c la s s e s o f liv e s to c k and sp en d in g much tim e in le a r n in g how t o
t e s t m ilk f o r b u t t e r f a t .
N e ith e r o f th e s e a r e used to a g re a t e x te n t by
a p r a c t i c a l fa rm e r in c a r ry in g on h i s farm in g o p e r a tio n s .
Much tim e was
a ls o sp e n t in h aving th e s tu d e n t re a d about th e a g r i c u l t u r a l problems o f
th e day and th e n th e te a c h e r would a sk th e s tu d e n t q u e s tio n s a b o u t what
he had r e a d .
Even to d a y some o f th e te a c h e r s in v o c a tio n a l a g r i c u l t u r e u se
t h i s question and answ er method o f i n s t r u c t i o n .
I t i s a re s id u e o f " te x tb o o k "
-
11-
a f i r i o u l t u r e , in th e t r a n s i t i o n t o th e v o c a tio n a l b a s is in te a c h in g a g r i c u l ­
t u r e and i s r a p id ly b e in g s u p p la n te d by more e f f e c t i v e m ethods such a s found
in u s in g th e problem method o f te a c h in g .
V ery l i t t l e tim e was g iv en t o
f i e l d work e x ce p t f o r some tim e s p e n t in t r a i n i n g liv e s to c k Judging team s
t o compete in a s t a t e ju d g in g c o n t e s t .
L a b o ra to ry work was p re se n te d in
an a r t i f i c i a l way and th e f e r n s o f th e community were seldom used f o r s tu d y .
At t h a t tim e (1924) t h e v o c a tio n a l a g r i c u l t u r e program c o n s is te d o f
two y e a rs w ork.
y ear.
O n e -h alf o f th e day was d evoted t o v o c a tio n a l s t u d i e s each
The f i r s t y e a r was e q u a lly d iv id e d betw een anim al husbandry and f a r a
shop and th e second y e a r betw een agronomy and f a r a sh o p .
There was l i t t l e
a t t e n t i o n o r a id g iv e n to s e e w hether o r n o t th e g ra d u a te s o f th e d e p artm en ts
were g e t t i n g e s ta b lis h e d in fa rm in g .
I t w i l l be noted t h a t o n e -h a lf o f th e tim e sp en t in th e tw o -y e a r p ro ­
gram was devoted t o f a r a sh o p .
I t i s d o u b tfu l i f t h i s amount o f tim e was
J u s t i f i e d b e ca u se we know s farm er does n o t spend h a l f o f h ie tim e w orking
i n h i s sh o p .
The ty p e o f work b e in g done i n many o f th e sc h o o l shops o f t h a t o ra
was more c lo s e ly a l l i e d t o t h a t found in a manual t r a i n i n g room th a n t h a t
done in th e shops o f a p r a c t i c a l fa rm e r.
The c o n s tr u c tio n o f fo o t s t o o l s ,
t a b o u r e t s , e t c . , was ta u g h t r a t h e r th a n th e more p r a c t i c a l s tu d y o f f a r a
m achinery a d ju stm en t and r e p a i r .
The home p r o je c t program was c o n sid e re d by both th e s tu d e n t and te a c h e r
a s a req u irem en t and n o t a s an i n t e g r a l , l i v i n g p a r t o f th e v o c a tio n a l a g r i ­
c u ltu r e c o u rs e .
In th e t r a i n i n g o f te a c h e r s , a c t u a l p a r t i c i p a t i o n in a h ig h sch o o l
v o c a tio n a l a g r i c u l t u r e program was n o n -e x is ta n t in th e p r o f e s s io n a l f i e l d
of tra in in g .
At Montana O tate C o lle g e , te a c h in g e x p e rie n c e was o b ta in e d
by doing p r a c t i c e te a c h in g in some n o n -v o c a tio n a l s u b je c t e i t h e r a t th e
G a lla t in County High School o r w ith th e V eterans* V o c a tio n a l R e h a b ilita tio n
D epartm ent a t Montana S ta te C o llo g e .
Hie e f f e c t iv e n e s s o f th e work a t t h a t tim e was d o u b tf u l.
The g o al o f
p la c in g th e s e young men in farm in g was a hazy id e a l and s in c e th e farm s o f
th e community, o r home farm s o f th e b o y s, were seldom c o n sid e re d an im por­
t a n t f a c t o r , th e r e was l i t t l e a p p lic a tio n on th e farm o f improved p r a c tic e s
s tu d ie d in s c h o o l.
P re s e n t O b je c tiv e s end I d e a ls in V o c atio n a l A p y lc u ltu re
S ince th e c h ie f fu n c tio n o f v o c a tio n a l e d u c a tio n in a g r i c u l t u r e i s to
t r a i n a l l groups o f men and boys on th e farm f o r p r o f ic ie n c y in fa rm in g ,
th e fo llo w in g c o n tr ib u to r y aims o r o b je c tiv e s have been s e t up f o r voca­
tio n a l a g ric u ltu re (9 ).
1.
2.
3.
4.
5.
6.
7.
8.
9.
1 0.
11.
To become e s ta b lis h e d s u c c e s s f u lly in farm ing
To e s t a b l i s h and m a in ta in a s a t i s f a c t o r y farm home
To produce a g r i c u l t u r a l p ro d u c ts e f f e c t i v e l y
To u se s c i e n t i f i c knowledge and p ro c e d u re in a farm in g o c c u p a tio n
To manage th e farm b u s in e s s e f f e c t i v e l y
To m arket a g r i c u l t u r a l n ro d u c ts eco n o m ically
To c o o p erate i n t e l l i g e n t l y in economic a c t i v i t i e s
To s e l e c t and p u rch ase s u i t a b l e farm equipment and s u p p lie s
To perform a p p ro p ria te econom ical farm m echanics a c t i v i t i e s
To p a r t i c i p a t e in w orthy r u r a l c iv ic and s o c ia l a c t i v i t i e s
To e x e r c is e c o n s tr u c tiv e le a d e r s h ip and t o re c o g n iz e and fo llo w
w orthy le a d e rs h ip
12. To grow v o c a tio n a lly
(9) " T ra in in g O b je c tiv e s in V o c a tio n a l E d u catio n in A g ric u ltu re " - F e d e ra l
Board f o r V o c a tio n a l E d u c a tio n , B u lle tin #153, 1931. page 2 .
T h ese o b j e c t i v e s now r e p r e s e n t t h e i d e a l s tow ard w h ich t h e le a d e r s
in v o c a tio n a l a g r ic u ltu r e a r e s t r iv in g .
E sta b lish m e n t in fa rm in g .
Of th e s e o b je c tiv e s th e f i r s t i s no doubt
th e most im p o rtan t from th e s ta n d p o in t o f th e a ll- d a y s tu d e n t in v o c a tio n a l
a g ric u ltu re .
I t i s im p e ra tiv e th a t a s many young men a s p o s s ib le , who have
s tu d ie d v o c a tio n a l a g r i c u l t u r e , become e s ta b lis h e d in farm in g o r th e a g r i ­
c u l t u r a l te a c h e r i s not m eeting th e most Im p o rtan t o b je c tiv e o f th e work.
A te a c h e r i s n o t th ro u g h w ith th e s tu d e n t when he g ra d u a te s from h ig h
s c h o o l, b u t should fo llo w th e s tu d e n t’ s p ro g re s s u n t i l he i s e s ta b lis h e d
in fa rm in g .
Even w ith a weak fo llo w -u p program we fin d t h a t i t was e f f e c ­
t i v e to a c e r t a i n d eg ree in p la c in g g ra d u a te s in fa rm in g .
Those going in to
farm in g sh ould approxim ate 100 p e r c e n t o f th e younsr men r e c e iv in g voca­
t i o n a l t r a i n i n g in s te a d o f 60 p e r c e n t a s found a t th e p re s e n t tim e .
The
fo llo w in g t a b l e , com piled by th e F e d e ra l Board f o r V o c a tio n a l E ducation (10)
shows th e o c c u p a tio n s fo llo w e d by fo rm er s tu d e n ts o f v o c a tio n a l a g r i c u l t u r e .
TABLE I
Now farm ing
In r e l a t e d o c c u p a tio n s
In n o n -r e la te d o c c u p a tio n s
In a g r i c u l t u r a l c o lle g e s
I n n o n - a g r ic u ltu r a l c o lle g e s
1922
1927
1932
5 9 .0 #
6 . 0#
11. 0#
9 .0 #
15.0#
5 8 .6 #
11. 2#
1 9 .6 #
2 .7 #
7 .9 #
63.8#
5 .5 #
19.9#
4 .1 #
6.7 #
The fo llo w -u p program in o u r v o c a tio n a l a g r i c u l t u r e d ep artm en ts could
be made much more e f f e c t i v e i f each d ep artm en t would sp o n so r a p a r t- tim e
c l a s s in which young farm men betw een th e ag es o f 16 and 25 who a re n o t y e t
(10) " E f f e c tiv e n e s s o f V o c a tio n a l E d u catio n in A g ric u ltu re " - F e d e ra l Board
f o r V o c a tio n a l E d u c a tio n , B u lle tin f8 2 , 1932.
■14-
e a ta b llfih e d on t h e i r own f e m e , would a tte n d evening m eetin g s in th e h ig h
sc h o o l a g r i c u l t u r a l room one o r more n ig h ts p e r week.
At th e s e m eetings
th e young men, u n d er th e le a d e r s h ip o f th e v o c a tio n a l a g r i c u l t u r e te a c h e r ,
would d is c u s s m a n a g e ria l and p ro d u c tio n problem s o f th e farm .
By h av in g
th e s e p a r t- tim e c la s s e s th e a g r i c u l t u r e te a c h e r would keep in c o n ta c t w ith
young men and could a s s i s t m a te r ia lly in g u id in g them in g e ttin g e s ta b lis h e d
in fa rm in g .
There has been some developm ent a lo n g t h i s l i n e in Montana d u rin g th e
p a s t two y e a r s .
In 1937-38, tw enty-tw o o f th e f o r t y - f i v e sc h o o ls conducted
p a r t- tim e c l a s s e s .
T h is w r i t e r c o lla b o ra te d w ith th e head o f th e A g ric u l­
t u r a l E ducation Departm ent a t Montana S ta te C o lle g e , P r o fe s s o r R. TI. P alm er,
in d e v e lo p in g a b u l l e t i n e n t i t l e d " S t a r t i n g t o Farm" (11) which w i l l be used
a s a te a c h e r guide in h e lp in g th e s e young farm ers f in d a v a ila b le fa rm s, eva­
lu a tin g th e fa rm s , making o u t le a s e s , e t c .
These problem s a r e o f v i t a l im­
p o rta n c e t o t h i s group of young men who a r e so an x io u s to g e t e s ta b lis h e d
eco n o m ically in l i f e .
The a l l - d a y te a c h in g urogram .
An i d e a l co u rse o f s tu d y in v o c a tio n a l
a g r i c u l t u r e to d a y i s made upon th e farm in g program o f th e in d iv id u a l boys
home farm .
The aims and o b je c tiv e s o f v o c a tio n a l a g r i c u l t u r e a s s e t f o r t h
above a re more c lo s e ly adhered t o u n d e r t h i s method o f i n s t r u c t i o n th a n when
th e c o u rse o f stu d y .a s based on a te x tb o o k .
T bls c o u rse o f s tu d y based on
I n d iv id u a l farm ing program s, demands much in d iv id u a l i n s t r u c t i o n .
Only th o s e
jo b s would be ta u g h t which could be a p p lie d by th e boys in t h e i r farm program s.
(11) P alm er, R. H. and MacDonald, D. L . - " S ta r tin g t o Farm" - Mimeographed
b u l l e t i n , 1939. S ta te Board f o r V o catio n al E d u c a tio n , H elen a,
M ontana.
—15—
In s te a d o f th e c ro p s tmd s o i l s , an im al husbandry and f a m shop c o u r s e s ,
we would have th e c o u rs e s c r o s s - s e c t lonod so t h a t a g r i c u l t u r e I , which i s
more o r lo s s e x p lo r a to r y , c o n ta in s Jobs in c ro p s , s o i l s , a n im al husbandry
and fu n s sh o p .
The second y e a r s tu d e n ts would spend t h e i r tim e In A g ric u l­
t u r e I I s tu d y in g th e e n te r p r is e s covered in t h e i r su p e rv ise d farm ing p ro ­
gram s.
A g r ic u ltu r e I I I and IV would be a c o n tin u a tio n o f th e stu d y o f a g r i ­
c u ltu r e found on th e boys* own f arras.
The sch o o l shop work would be ta u g h t
in c o n n ec tio n w ith th e a g r i c u l t u r e b e in g s tu d ie d and not a s a s e p a ra te sub­
je c t.
Pern p r a c t i c e .
The su p e rv ise d farm p r a c tic e program o r home p r o je c t
r e f e r s in v o c a tio n a l a g r i c u l t u r e t o some p a r t i c u l a r e n t e r p r i s e , such as
sw in e, w h eat, o r p o u ltr y , which I s c a r r ie d th ro u g h th e p ro d u c tio n and m a rk e t­
in g c y c le by th e s tu d e n t u n d e r th e gu id an ce o f th e i n s t r u c t o r .
j e c t s h&ve th e fo llo w in g d e f i n i t e a lm s:
These p ro ­
t o n e s l s t th e boy In g e ttin g e s ta b ­
lis h e d In fa rm in g , making money, o b ta in in g v o c a tio n a l e x p e rie n c e in th e
s k i l l s and management o f th e p a r t i c u l a r e n te r p r is e found on h i s home fa rm ,
and t o d ev elo p th e r e s p o n s i b i l i t y o f th e b o y .
In th e I d e a l course o f stu d y
In v o c a tio n a l a g r i c u l t u r e th e p r o je c t would be s tu d ie d a s a b a s ic p a rt o f
th e s u b je c t.
S e le c tio n o f s u b je c t m a tte r ,
tto n -fu n c tlo n ln g s u b je c t m a tte r must b e
e lim in a te d from th e v o c a tio n a l a g r i c u l t u r e c o u rse I f we a r e to s t r i v e f o r
th o I d e a l.
The minimum te a c h in g tim e allow ed f o r v o c a tio n a l a g r i c u l t u r e In Montana
h ig h sc h o o ls h a s been re d u c e d .
T h is i s shown In com paring th e tim e r e q u ir e ­
m ents f o r v o c a tio n a l a g r ic u ltu r e c l a s s e s aa s ta te d In t h e r i a n f o r V o c a tio n a l
•'16«“
A g ric u ltu re p u b lish e d In 1932 (12) and t h a t f o r 1937 (1 3 ) .
In 1938, 900
m in u tes p e r week was th e minimum tim e re q u ire d f o r each c l a s s in v o c a tio n a l
a g r i c u l t u r e , w h ile in 1937 th e mlnlmur tim e re q u ire m e n t was o n ly 420 m in u te s
p e r w eek.
T his re d u c tio n in tim e dev o ted to v o c a tio n a l a g r i c u l t u r e h a s been
accompanied by th e change f r e e a 46-m lnute p e rio d t o a 6 0 -m in u tm p e rio d in
h ig h s c h o o l.
In o th e r w o rd s, in s te a d o f e ig h t 45-mlnu*e p e rio d s p e r d a y , a
h ig h sch o o l w i l l have s i x and in some e a s e s o n ly f iv e 65-m inute p e rio d s p e r
day.
T h is means t h a t th e academic h ig h s c h o o l c la e s e s meet f o r more tim e
each day and th e v o c a tio n a l p e rio d s e r e r e l a t i v e l y s h o r t e r th a n th e y w e re.
Ih e a c t u a l tim e s p e n t on a g r i c u l t u r e i s f u r t h e r reduced when i t i s
c o n sid e re d t h a t a s s e m b lie s , p lo y s , d e b a te s , e t c . , a re now h e ld on s c h o o l
t i n e more o f te n th a n th e y were f i f t e e n y e a rs a g o .
T his f u r t h e r em phasizes
th e need f o r e lim in a tio n o f n o n -fu n c tio n in g s u b je c t n a t t e r in a v o c a tio n a l
a g r i c u l t u r e c o u r s e , s in c e l e s s tim e w i l l be sp en t in t h i s s u b j e c t .
The s tu d y o f re c e n t n a tio n a l emergency and lo n g -tim e program s a f f e c t ­
in g a g r i c u l t u r e has been added t o th e v o c a tio n a l a g r i c u l t u r e c o u rs e s .
a d d itio n i s recommended in V o c a tio n a l E d u catio n B u lle tin
s ta te s ,
T h is
'177 (14) which
" I t i s re c o g n ise d t h a t th e r e a r e many a g e n c ie s , o r g a n iz a tio n s ,
e t c . , which a r e a tte m p tin g t o perform s e r v ic e s o f v a lu e t o farm ers .........
(and we s h e l l ) . . . . . .
in c o rp o ra te th e program s o f th e s e groups in to th e
(IP) Course o f Study High School A g r ic u ltu r e , 1932.
o f P u b lic I n s t r u c t i o n , H e le n a , M ontana.
(13) P la n e f o r V o c a tio n a l E d u c a tio n , 1937-42. n . 8 3 .
V o c a tio n a l E d u c a tio n , H e le n a , M ontana.
p . 60.
nt a t e Departm ent
S ta te Department o f
(14) V o c a tio n a l A g ric u ltu re in D e la tio n to Economic and B o clal A djustm ents V o c a tio n a l ’’d u ra tio n B u lle tin ^177, 1934. 87 p a g e s. U. 8 . o f f i c e
o f E d u c a tio n , D epartm ent o f th e I n t e r i o r , W ashington, D. C.
17-
r e s u l a r l y o rg a n iz ed I n s t ru e t, io n o ff e re d in v o c a tio n a l a g r i c u l t u r e " .
Thle
means t h a t we o re ex p ected t o remove some s u b je c t m a tte r from o ur c o u rses
so th a t th e A g r ic u ltu r a l A djustm ent A d m in is tra tio n , Farm C re d it A d m in istra­
t i o n and s i m i l a r a g e n c ie s can be s tu d ie d b y members o f th e v o c a tio n a l a g r i ­
c u ltu r e c l a s s e s .
C h a ra c te r t r a i n i n g .
The le a d e r s h ip , c o o p e r a tio n , and c h a r a c te r t r a i n ­
in g o b je c tiv e s f o r th e young fa rm e rs o f th e a l l - d a y c l a s s e s a r e s e t f o r t h
i n th e program of th e F u tu re Farm ers o f Americn.
The p u rp o ses o f t h i s o r ­
g a n iz a tio n a s s e t o u t in t h e i r manual a r e as fo llo w s : (15)
I.
To d e v elo p c o m p eten t, a g g r e s s iv e , r u r a l end a g r i c u l t u r a l le a d e r ­
s h ip . F u tu re Farm ers assume r e s p o n s i b i l i t y and a r e g iv en t h a t measure o f
com petent g u id an ce to a s s u re th e s u c c e s s f u l co m p letio n o f w orthw hile u n d e r­
ta k in g s which a re w ith in th e scope o f e x p e r ie n c e , t r a i n i n g and a b i l i t y o f
th e m em bership. A ll a c t i v i t i e s u n d e rta k e n by a c h a p te r a r e th e r e s u l t of
th e g iv e n c h a p te r s e t t i n g un i t s own program o f a c t i v i t i e s each y e a r .
Members a r e enocuraged to assume r e s p o n s i b i l i t y in o rd e r t h a t th e y m y be w
a b le to c a r r y th e burden o f le a d e rs h ip t h a t f a l l s upon th e s h o u ld e rs o f l o c a l
le a d e r s in e v ery r u r a l c o m u n ity .
8.
To s tr e n g th e n th e co n fid e n ce o f th e farm boy in h im s e lf and h is w ork.
The o r g a n iz a tio n p ro v id e s t h a t each member may advance from grade to g rad e
upon th e b a s is o f a ch ie v e m en t. Ample o p p o rtu n ity i s g iv en f o r each t o mea­
s u re h is a g r i c u l t u r a l and o th e r s k i l l s and to make in d ep en d en t d e c is io n s .
S u ita b le aw ards a r e made t o th o s e in d iv id u a ls and g roups p ro v in g e s p e c ia ll y
c ap a b le and w orthy o f re c o g n itio n in c h a p te r , s t a t e a s s o c i a t i o n , and n a tio n a l
o r g a n iz a tio n .
3.
tio n s .
To c r e a te more i n t e r e s t in th e I n t e l l i g e n t c h o ice o f farm ing occupa­
4 . To c r e a te and n u rtu r e a lo v e o f c o u n try l i f e .
5 . To improve th e r u r a l home and i t s s u rro u n d in g s . 3ueh th in g s as th e
improvement and b e a u t i f i c a t i o n o f th e f a m homo and sc h o o l ’ro u n d s, p ro v id ­
in g la b o r-s a v in g d e v ic e s end modern c o n v en ie n c es, c o n s e rv a tio n p r o j e c t s ,
o u tin g s end t r a v e l make f o r in c re a se d a p p r e c ia tio n o f c o u n try l i f e and th e
home.
(IT;) Hevioed Manual f o r F u tu re fa rm e rs o f America - The F u tu re farm ers o f
America O rg a n iz a tio n . 1936. pages 5 and 6 .
6.
To encourage c o -o p e ra+ I v® e f f o r t among s tu d e n te o f v o c a tio n a l edu­
c a tio n In a g r i c u l t u r e . Menbers a v a i l th e n s o lv e s of th e o p p o rtu n ity t o co­
o p e ra te in th e pu rch ase o f p u re se e d , f e r t i l i z e r s , feed and th e l i k e , a s
w e ll a s t o p o o l and s e l l c o -o p e ro tiv o ly th e f a m p ro d u c ts which a r e th e r e ­
s u l t o f t h e i r s u p e rv ise d f a m in g w ork. L ik ew ise, th e y a c t c o -o p e ra tiv e ly
f o r r e c r e a t i o n a l p u rp o s e s, f o r c o n s e rv a tio n o f n a tu r a l r e s o u r c e s , in f i r e
p re v e n tio n , group in s u ra n c e , group c r e d i t , r e l i e f o f d i s t r e s s , end a m u lti­
tu d e o f o th e r v e n tu re s ad ap ted t o group a c t i o n .
? . To promote t h r i f t among s tu d e n ts o f v o c a tio n a l a g r i c u l t u r e —th ro u g h
th e e sta b lis h m e n t o f sa v in g s a c c o u n ts and in v e stm en ts In a g r i c u l t u r a l en­
te rp ris e s .
8 . To prom ote and improve s c h o la r s h ip . High s ta n d a rd s o f classroom and
su p e rv ise d fa n n in g achievem ent a re demanded o f members who advance from one
d eg ree t o a n o th e r .
9 . To encourage o rg a n iz ed r e c r e a t i o n a l a c t i v i t i e s among s tu d e n ts o f vo­
c a ti o n a l a g r i c u l t u r e . C h a p te rs h o ld F a th e r-S o n b a n q u e ts, go on v a c a tio n
t o u r s , h old summer camps, and p i c n i c s , and p ro v id e q v a r i e t y o f group a c t i ­
v i t i e s o f an a t h l e t i c c h a r a c te r s u ita b le to th e seaso n and f a c i l i t i e s o f th e
r u r a l community. L ocal and s t a t e ju d g in g c o n te n ts , a g r i c u l t u r a l p la y s , min­
s t r e l s , p u b lic sp ea k in g c o n te s ts , b a n d s, o r c h e s tr a s and s i m i l a r a c t i v i t i e s
c o n tr ib u te t o v a lu a b le outcomes o f a r e c r e a t i o n a l c h a r a c t e r .
1 0. To supplem ent th e r e g u la r s y s te m a tic i n s t r u c t i o n o ff e re d to s tu d e n ts
o f v o c a tio n a l a g r i c u l t u r e . The F . F . A. o rg a n iz a tio n i s a s e lf - te a c h in g d e ­
v ic e becau se th e b o y - i n i t i a t e d and b o y -d ire c te d a c t i v i t i e s In clu d ed in p ro ­
grams o f work p ro v id e a w e alth o f a c t u a l p r a c t i c a l e x p e rie n c e which o th e r ­
w ise m ight n o t be a v a il a b le to th e s tu d e n t. Such e x p e rie n c e f u r t h e r im proves
th e member a s fa rm e r and a s a c i t i z e n .
1 1 . To advance th e cau se o f v o c a tio n a l e d u c a tio n in a g r i c u l t u r e in t h e
p u b lic s c h o o ls . The o rg a n iz a tio n d ev elo p s p rid e In th e program of v o c a tio n a l
a g r i c u l t u r e th ro u g h encouragem ent o f s u p e r io r r e s u l t s b e in c achieved in s u ­
p e rv is e d fa rm in g , and a l l a c t i v i t i e s r e l a t i n g t o t h e v o c a tio n a l program and
th e work o f th e Fe F . A. o r g a n iz a tio n . The p u b lic a tio n o f news s t o r i e s o f
c h a p te r a c t i v i t i e s ; s t a t e tmd c h a p te r p a p e rs ; ra d io p rogram s; e x h ib its a t
l o c a l , c o u n ty , s t a t e and n a tio n a l f a i r s and e x h ib itio n s ; and window d is p la y s ;
a r e r e n r e e e n tu tiv e o f a c t i v i t i e s t o advance th e cause o f v o c a tio n a l e d u c a tio n
in a g r i c u l t u r e .
Achievement o f th e s e o b je c tiv e s a r e a p a r t o f an i d e a l v o c a tio n a l a g r i ­
c u ltu r e program .
T eacher t r a i n i n '; »
I n a n i d e a l s i t u a t i o n , a te a c h e r t r a i n i n g program
In v o c a tio n a l a g r i c u l t u r e would c o n ta in a maximum amount o f p a r t i c i p a t i o n
-1 9 -
In th e B k llle o f te a o h ln r ond In th e s k l l l e o f f a m in g .
T h is Ie o b v io u s,
because o f th e f a c t t h a t th e tr a in e e i s b e in g g iv en t r a i n i n g f o r a s p e c i f i c
jo b .
I f he does not p a r t i c i p a t e in th e v a rio u s s k i l l s and a b i l i t i e s t h a t
he w i l l be e x p ec te d t o do when he s t a r t s on th e jo b s , he w i l l be g r e a tly
h a n d ica p p e d .
The v o c a tio n a l a g r i c u l t u r e te a c h e r i s g e ttin g much n o re p a r t i ­
c ip a t io n in h ie p r o f e s s io n a l t r a i n i n g a t Montana S ta te C ollege a t th e p re ­
s e n t tim e th a n in th e p a s t .
In te c h n i c a l a g r ic u ltu r e th e r e i s s t i l l need
f o r more p a r t i c i p a t i o n in th e a g r i c u l t u r a l s k i l l s and a b i l i t i e s , i f th e
t r a i n e e s a r e t o le a v e c o lle g e p rep ared t o meet th e demands o f t h e i r voca­
tio n .
T his la c k o f a b i l i t i e s t o do many o f t h e te c h n ic a l s k i l l s w ill be
d is c u s s e d l a t e r .
Problem s h lc h Heed A tte n tio n I f I d e a l V o c a tio n a l
A g ric u ltu re Program I s To Tie A tta in e d
As h a s been shown in t h e p re v io u s s e c tio n o f t h i s e tu d y th e r e a re many
problem s t h a t need t o b e s tu d ie d i f we a r e t o a r r iv e a t a n id e a l farm er
t r a i n i n g program in v o c a tio n a l a g r i c u l t u r e .
Those problem s m y be grouped
i n t o f i r s t , th e problem o f fo llo w -u p o f boys in a l l - d a y v o c a tio n a l a g r i c u l ­
t u r e c l a s s e s ; and seco n d , th e problem o f te a c h in g o f s u b je c t m a tte r t h a t
fu n c tio n s o r I b needed In e farm er t r a i n i n g program .
I.
Some p ro g re s s h as been made to improve th e program in e s ta b lis h in g
boys in fa rm in g .
In o rd e r t o g et Montana v o c a tio n a l a g r i c u l t u r e te a c h e rs
o f th e f u tu r e t o c a r r y on a more s y s te m a tic fo llo w -u p program of t h e i r a l l ­
day s tu d e n t s , a more fu n c tio n in g c o u rse In p a r t- tim e end a d u lt e d u c a tio n was
In a u g u ra te d a t Montana S ta te C o lleg e t h i s y e a r .
P re v io u s t r a i n i n g in t h i s
l i n e was n o t s tro n g becau se i t d id no t fclve th e t r a i n e e s a c tu a l p a r t i c i p a t i o n
-
20'
In t h e o r g a n iz a tio n o f such es c la a e .
oboervo such a c itie s .
He wee o n ly g iv en th e o p p o rtu n ity t o
T hle y e a r a l l o f th e t r a i n e e s In th e s e n io r c la s s
were re q u ire d t o a s s i s t In t h e o rg a n iz a tio n and te a c h in g o f t h i s ty p e o f
c l a s s t o two groups o f fa rm e rs In Q a lla t ln C ounty.
I t i s hoped th e s e men
w i l l dev elo p s tro n g a d u lt c la s s e s when th e y s t a r t te a c h in g because th e y
know, a f t e r t h i s y e a r ’ s e x p e rie n c e , t h a t such c la s s e s cun be o rg a n iz ed as
th e y have a c t u a l l y ta u g h t them .
2.
Prom p e rs o n a l o b s e rv a tio n d u rin g th e p a s t two y e a rs I t has been
n o ted t h a t th e r e I s much n o n -fu n c tto n a l s u b je c t n a t t e r In clu d ed in th e
c o u rs e s o f s tu d y In v o c a tio n a l a g r i c u l t u r e .
T h is may bo caused by th e
f a c t t h a t i t i s e a s i e r f o r th e te a c h e r t o have th e c l a s s r e c i t e about how
t o do some s k i l l , much a s remove th e h o rn s o f a c a l f w ith c a u s t i c , th a n to
do th e Jo b .
The te a c h e r s e r e a ls o sp en d in g to o much tim e in farm m ech an ics.
T h is b e l i e f wss f u r t h e r em phasized on th e w r i t e r ’ s l e s t v i s i t to sch o o ls
when i t
ms noted t h a t two o f th e th r e e sc h o o ls v i s i t e d were d e v o tin g o v e r
f i f t y p e r c e n t o f th e v o c a tio n a l tim e t o farm m echanics.
We know th a t a
p r a c t i c a l fa rm e r does n o t spend t h i s much tim e on farm m echanics Jo b s.
Prcci th e above o b s e rv a tio n s a s to why n o n -fu n c tlo n ln g s u b je c t m a tte r i s
so p r e v a le n t in o u r v o c a tio n a l a g r i c u l t u r e c o u rses o f s tu d y , th e fo llo w in g
q u e s tio n s a p p e a r:
I . Do to u c h e rs know how t o do p r a c t i c a l farm jo b s?
w r i t e r worked on t h i s problem (1 6 ).
D uring 1938 th e
A q u e s tio n n a ir e was developed t h a t c o n -
(16) MacDonald, D. L . - " A b i l i t i e s o f V o c a tio n a l A g ric u ltu re Teachers t o do
th e Common Farm S k il ls " - 1938. D epartnont o f A g r ic u ltu r a l Educa­
t i o n , Montana S ta te C o lle g e , Bozeman, M ontana. U npublished manu­
s c rip t .
-
ta ln e d
21-
e k i l l e fonind u n d er f o u r te e n farm e n t e r p r i s e s .
was ohedked by 33 te a c h e r s and lU u n d e rg ra d u a te s .
T h is m ie g tlo n n n lre
The l i s t c o n ta in e d o n ly
p r t o f th e s k i l l s a fa rm e r would need I n c a r r y in g out h i s fa rm in g o p e r a tio n s .
O p p o site each s k i l l o r Job th e s e q u e s tio n s w ere a sk ed ; I .
whether o r not
th e te a c h e r had e v e r done th e jo b h im s e lf; 2. w hether h e o b ta in e d h is know­
le d g e o f th e jo b i n c o lle g e o r o u t o f c o lle g e ; and ) , w h eth er o r n o t i n h i s
o p in io n an a g r i c u l t u r a l c o lle g e g ra d u a te sh o u ld know how to do t h a t p a r tic u ­
l a r Job.
O hnrt I on page
shows th e a b i l i t y o f v o c a tio n a l a g r i c u l t u r e te a c h e r s
i n M ontana to do th e farm s k i l l s and shows t h a t on th e whole th e ? are n o t w e ll
t r a in e d In t h i s p h ase o f th e work.
H nA ergradnates were n o t c o n sid e re d In t h i s
C h a rt.
2 . Does n re -e a p lo y a e n t t r a i n i n g f i t theft to do and te a c h farm Jobst
Ih ls
q u e s tio n was answ ered by th e men answ erin g th e above q u e s tio n n a ir e when th e y
s ta t e d t h a t th e y le a r n e d tw ic e a s man? s k i l l s o u t o f c o lle g e a s th e y le a r n e d
I n c o lle g e .
A lso , C hart 2 on page
shows t h a t th e s e a g r i c u l t u r e te a c h e r s
" p ic k up" many o f th e s k i l l s a f t e r th e y g ra d u a te .
I t i s d o u b tfu l I f t h i s
method o f le a r n in g s k i l l s I s s a t i s f a c t o r y when I t I s c o n sid e re d t h a t th e p e o n le
who uaploy th e s e men b e lie v e th ey know them b ecau se th e y a r e g ra d u a te s o f an
a g r i c u l t u r a l c o lle g e ,
3. Should s k i l l s be ta u g h t i n sch o o l o r w i l l youn% farm er* p ic k them
up
on th e farm ! T h is p o in t h a s been d is c u s s e d by le a d e r s I n a g r i c u l t u r a l
e d u c a tio n b u t th e fa rm e r ha- seldom been ask ed f o r h i s o p in io n i n th e m a tte r .
T his p o in t w i l l be d is c u s s e d i n d e t a i l .
CHART I
MR-TQt7P OF r n r _HO CAN DC 7 5 ^ OR r e p p OF Tin?
JCBO IN TRF -NT^TF RI IF S"l38 menT~
I
I
Can do 75^ o f Jo b s
1 . Entomology
2 . S o il C o n se rv a tio n
3» P o ta to e s
4 . Swine
Se Sheep
6 e H o r tic u ltu r e
7 e Beet
8 . D airy
Se Farm Management
IOe M achinery
l i e Horse
12e P o u ltry
ISe I r r i g a t i o n
1 4 e Farm M echanics
J_____ | Cannot do 75^ o f Jo b s
-
23-
CHAPT 2_
ABILITY TC DC JCBF P3 ALL HNTHPPPISES
ACCOPDINB TC Tp ACHIT1C PTTPtH;IPNCP
B ased on a b i l i t y o f T e a c h e rs
w ith 8 y e a r s o r more e x p e rie n c e
(in d e x e q u a ls 100)
Y ears E x p e rie n c e
8 y r s . o r more
____________________________ 100
j_____ __________________________
4 -7
y ears
_____________________________ 96
_____ _________________________
1 -3
y e a rs
___________________________73_
f ...... ...... ...........................................
_____________________________ 63
S e n io rs
55
U n d e rg ra d u a te s ( J r s . )
-2 4 -
Pumome o f Htudy
% e th r e e m ajor p urposes o f t h i s stu d y a r e :
1 . To su g g e st a p h ilo so p h y t o g u id e in th e developm ent o f a co u rse o f
s tu d y f o r v o c a tio n a l a g r i c u l t u r e In M ontana.
2 . To p ro v id e th o s e a d m in is tr a tiv e ly re s p o n s ib le f o r th e developm ent
o f A g r ic u ltu r a l E d u catio n in M ontana, w ith th e n e c e s sa ry d a ta so o rg an ized
t h a t th e y may a r r i v e a t a sound b a s is o f judgment in d e v elo p in g a c o u rse
o f s tu d y to meet th e needs o f th e s t a t e .
3 . To p ro v id e a b e t t e r b a s is on which t o make changes in th e te a c h e r
t r a i n i n g program in Montana f o r te a c h e r s in s e r v ic e and u n d e rg ra d u ate
tra in e e s .
S tatem ent o f Problem
The s p e c i f i c problem which i s re p o rte d in d e t a i l in t h i s t h e s i s i s :
"What do th e f a t h e r s o f boys in v o c a tio n a l a g r i c u l t u r e b e lie v e should
be ta u g h t to t h e i r sons?"
I f f a t h e r s o f our f u tu r e fa rm e rs g e n e r a lly have th e o p in io n t h a t com­
mon farm s k i l l s w i l l be a c q u ire d by t h e i r sons th ro u g h p ic k up methods th e n
i t would n o t be n e c e s s a ry t o g iv e t h i s i n s t r u c t i o n in s c h o o l.
I f on th e o th e r hand, th e f a t h e r s b e lie v e t h a t t h e i r sons should be
ta u g h t p r a c t i c a l farm s k i l l s by th e te a c h e r , th e n d i s t i n c t changes muet be
made in th e te a c h in g c o n te n t o f v o c a tio n a l a g r i c u l t u r a l c l a s s e s .
The answ er to t h i s q u e s tio n should a l s o h e lp in d e te rm in in g th e b e s t
te c h n i c a l i n s t r u c t i o n most needed in u n d e rg ra d u a te t r a i n i n g .
Method o f P ro ced u re
A q u e s tio n n a ir e was developed t h a t in c lu d e d 136 s k i l l s and m an ag e ria l
jo b s which a fa rm e r h as to dc i n th e d a l l y and s e a s o n a l o p e ra tio n o f h is
fa rm .
A lso in c lu d e d in t> i s l i s t were a few e x e r c is e s t h a t a r e commonly ta u g h t
i n tie v o c a tio n a l a g r i c u l t u r e c l a s s room.
A copy o f th e q u e s tio n n a ir e and th e
l e t t e r t h a t accompanied i t may be found on p ag es 13 t o Ifle
The q u e s tio n n a ir e was t r i e d out e x p e rim e n ta lly w ith two lo c a l fa rm e rs t o
u n co v er any fla w s in th e q u e s tio n n a ir e .
A fte r a s l i g h t r e v is io n 387 o f th e
q u e s tio n n a ir e s were d i s t r i b u t e d t o 89 o f th e v o c a tio n a l a g r i c u l t u r a l d e p artm en ts
in th e s t a t e .
The number o f q u e s tio n n a ir e s s e n t t o each sc h o o l was d eterm in ed
by th e e n ro llm e n t in th e a g r i c u l t u r a l d e p a rtm e n tf
The I n s t r u c t o r s sig n ed th e
I e t t r t h a t accom panied each q u e s tio n n a ir e and gave i t t o bcya in t l e l r
v o c a tio n a l a g r i c u l t u r e c l a s s whose f a t h e r s o p e ra te farm s t y p i c a l o f th e community.
I t i s b e lie v e d t h a t th e o p in io n s o b ta in e d in t h i s s tu d y a r e o f im portance
f o r th e fo llo w in g re a s o n s :
I.
They a r e men o v e r 35 y e a rs o f a g e .
8.
They b e lie v e i n a g r i c u l t u r e a s a v o c a tio n o r t h e i r hoys would n o t be
stu d y in g i t in h ig h s c h o o l.
3.
Only fa rm e rs i n t e r e s t e d in a g r i c u l t u r e and th e problem s o f te a c h in g
a g r i c u l t u r e would ta k e th e tim e and tr o u b le t o f i l l o u t th e q u e s tio n n a ir e .
4.
The te a c h e r s gave th e q u e s tio n n a ir e o n ly t o boys whose f a t h e r s th e y
c o n sid e re d s u c c e s s f u l fa rm e rs .
T able N o .£ l i s t s th e sc h o o ls t o which q u e s tio n n a ir e s were s e n t .
-
26-
TABLE I I
SCHOOLS EENT QURETIOMHAIRES
B elg rad e
B e lt
B ig Sandy
B illin g s
B ozem n
C h e s te r
Chinook
C hoteau
Conrad
C u lb e rts o n
D eer Lodge
D illo n
P o rt B enton
J o p lin
B a l ie p e ll
L a u re l
Lewietown
M alta
M anhattan
M iles C ity
M issoula
M occasin
Opheim
P o iso n
Scobey
Sidney
S ta n fo rd
V a lie r
Worden
-2 7
LETT# ACCOMPANTim ^TESTIONTtAIRK
DEPAETtfENT OF VOCATIONAL AGRICULTURE
H igh School
Jan u a ry 1 2 , 1939
D ear M r. Farm er:
We a r e tr y i n g t o g iv e your boy th e b e s t I n s tr u c tio n
p o s s ib le in th e v o c a tio n a l a g r i c u l t u r a l c o u rse he i s ta k in g in
h ig h s c h o o l, and we want t o know what you th in k y o u r boy s h u l d
be ta u g h t in t h i s c o u rs e . We b e lie v e t h a t fa rm e rs , b ecau se o f
t h e i r p r a c t i c a l e x p e rie n c e in a g r i c u l t u r e , can g iv e u s much v a lu ­
a b le in fo rm a tio n a s t o what a re t h e most Im p o rtan t f rm Jobs and
s k i l l s t 6 be ta u g h t in th e a g r i c u l t u r a l c l a s s e s .
I n o r d e r t o ta k e a s l i t t l e o f your t i n e a s p o s s ib le a
number o f common farm Jobs and s k i l l s have beon l i s t e d . We w ish
t h a t you would make an "x " in th e p ro p e r column a c c o rd in g t o your
Judgm ent. At p re s e n t th e r e a r e o n ly
h o u rs each day a v a il a b le
f o r te a c h in g t h i s work in h ig h sch o o l so o n ly th e most im p o rtan t
Jobs can be ta u g h t.
T iank you f o r y our c o o p e ra tio n in go in g o v e r t h i s l i s t
o f farm J o b s .
T ours t r u l y ,
V o c a tio n a l A g r ic u ltu r a l
In s tru c to r
-
29-
conr CF "UKyTICiinAIKK
Typ* o f ta r n you « re o p e r a tin g :
Wheat _______
C e t t l e ______
Sheep
D iv e r s if ie d _________
IIT K rm CR
S e le c tin g o f f e m l o r f o r herd
S e le c tin g o f b u lla * bucks* b o a rs f o r h erd
JtoSging s to c k a c c o rd in g t o show r in g e la e
fle c tio n
Ktuw h i s t o r y o f b re e d e o f liv e s to c k
I d e n t i f y 6 b re e d s o f h o g s , c a t t l e , e t c .
A b i l i t y t o o a s tr u to (h o g s, ltra b a , C a lf)
A b i l i t y t o dehorn
Aid a t d i f f i c u l t b i r t h (h o g s, sheep)
Retrieve a f t e r b i r t h
Orow o u t young s to c k
Bow t o b e s t u s e h o se grown fe e d s f o r
liv e s to c k
How t o b a la n c e a r a t i o n
Rough s to c k th ro u g h w in te r
Hand s i x fe e d ( p o u ltr y Se d a ir y )
T e l l ag e by t e e t h (a h e a p , h o rs e s )
B u to h or (h o g s, b e e f , sh e e p , p o u ltr y )
Qrade Evsrkot liv e s to c k (h o g s, b e e f ,
sh e e p , p o u ltr y )
P e r f o m p o st-m o rta n
V aecim ste ( f o r b la c k le g , e t c . )
Drench s to c k
R ecognise and t r e a t ctr non d is e a s e s o f
s to c k
TTeut f o r m aggota, f o o t r o t , s c r a tc h e s
T re n t f o r worse
T re a t f o r l i c e
T re a t f o r n i l k f e v e r
T re a t f o r b lo o t
R ing a b u l l
Trim f e e t o f s to c k
Know p r i n c i p a l liv e s to c k producin'? r t n t o s
in He Se
Know how to r e g i s t e r p u re b re d s
C u ll p o u ltr y
C eponlae
C andle e g g s
Cp-orute a b ro o d e r
O p erate m in c u b a to r
Ia p o rte n t
Avermre
L ittle
v alu e
Don’ t
Teaeh
LIVESTOCK
T re n t f o r n lte ts
Cure p e rk
Ew odollniT o f p o u ltr y house
Beriove b la c k t e e t h I s u l %8
S h ear shoop
rCua ewe
T ie f l e e c e
Drtide wool
F lu sh ecrea
R aise bun lurafou
Dock la n b e
T ent m ilk f o r b u t t e r f a t
C ool n l l k
B o ttle m ilk
A d ju st crear; s e p a r a to r
O p erate a sallkinf- m c h ln e
Make b u t t e r
Make cheese
A itte n c u t s t e e r
Spay h e i f e r
Brand s to c k
Throw an a n im al
P re p a re s to c k f o r now r in g
Shoe e h o rs e
B reak a h o rs e
H itc h up 5 t o 12 hom o team s
D e tec t unsoundnos a in h o rs e
CROPS
A d ju st g r a in d r i l l f o r r a t e Cf s e e d in g
A d ju st mowers f o r r e g l e t e r and
a lig n m en t
Sbnrpen s i c k l e s
Sharpen plow
Sharpen duokfoot sh o v e ls
A d ju st k n o tte r on b in d e r
A dJuet cenvae on b in d e r
Know 10 le a d in g w heat s t a t e s
T e st seed f o r g e rra in rtlo a
S e le c t p ro p e r v a r i e t y o f g ro in t o gro*.
H is to ry o f g r a in v a r i e t i e s
HOw p la n ts grow (Botany)
T re n t f o r smut
L if e h i s t o r y o f em it sp o re s
C la s s if y c ro p s a c c o rd in g t o m arket
g ra d e s
In p erta n t
AwmijfrO
L ittle
V a lu e
Don’ t
Touch
—30 —
CROPS
Im p orta n t
Judge c ro p s (w heat, o a t s , p o ta to e s , e tc
Orade c ro p s (w heat, o a t s , p o ta to e s , e tc . )
P re p a re seed and sh e a f sam ples f o r show
a t P a ir
How f l o u r i s made
Meeaure i r r i g a t i o n w a te r
Use o f com m ercial f e r t i l i z e r when
p ro fita b le
I d e n t i f y and c o n tr o l 10 caramon in s e c ts
harm ful t o cro p s
Lay out la n d f o r plow ing
I d e n t i f y p o ta to d is e a s e in f i e l d
I d e n t i f y c h ie f p o ta to v a r i e t i e s in
Montana
Cut p o ta to seed
Make a s p ra y m ix tu re t o c o n tr o l
p o ta to p e s ts
S to re p o ta to e s
P la n and grow a good farm garden
S to ra g e o f garden tr u c k
Prune t r e e s , r a s p b e r r i e s , e t c .
P re p a re r a s p b e r r i e s , c u r r a n t s , e t c . f o r
w in te r
S e le c t q u a lity seed f o r fo ra g e cro p s
D ecide when t o cu t fo ra g e f o r hay
How t o m easure hay in s ta c k
Know most econom ical method o f s ta c k in g
hay
Know how s o i l i s formed
Read s o i l map
Know th e d i f f e r e n t k in d s o f s o i l
How t o keep up s o i l f e r t i l i t y
D eteiraine s o i l ty p e s from s o i l maps
I d e n t i f y and c o n tr o l 10 weeds found
i n Montana
CONSERVATION
L o cate and b u ild s ta k e dam
Make a s to c k w a te r r e s e r v o i r
Lay out c o n to u rs f o r i r r i g a t i o n
Lay o u t f i e l d s f o r c o n to u r fa rm in g
Lay exit f i e l d f o r s t r i p farm in g
O p erate farm l e v e l
P la n t s h e l t e r b e l t
I d e n t i f y 10 t r e e s s u i t a b l e f o r a
s h e lte r b e lt
Develop b a s ic s o i l and w a te r c o n se rv a ­
t i o n p la n f o r f a n s
A rera g e
L ittle
V a lu e
D o n 't
Teach
-BI-
/
MARKETING
Im p orta n t
A verage
Read m arket r e p o r ts
When t o m arket
H is to r y o f c o o p e r a tIv es
E a c to rs n e c e s sa ry f o r s u c c e s s f u l co­
o p e r a tiv e
R oadside m a rk e tInp
How t o o rd e r a e a r
How t o p re p a re and lo a d a c a r ( g r a in ,
p o ta to e s , liv e s to c k )
How t o b i l l o u t a c a r
How t o mark liv e s to c k f o r sh ip p in g
w ith a c o o p e ra tiv e
FARM MANAGEMENT
Make a map o f farm
Make f i n a n c i a l budget f o r farm
Make a n in v e n to ry o f farm
Keep f i n a n c i a l and p ro d u c tio n re c o rd s
on a farm
A nalyze re c o rd s o f farm
P la n la b o r sch e d u le f o r farm
P la n a liv e s to c k system f o r a farm
P la n a c ro p p in g system f o r a farm
P la n a r o t a t i o n
D eterm ine p ro p e r o u t f i t o f m achinery
f o r a farm
P ro p e r u se o f c r e d i t
Where and how t o s e c u re farm c r e d it
Make o u t le a s e f o r farm
Know A g r ic u ltu r a l C o n se rv a tio n re g ­
u la tio n s
Jo b s you b e lie v e sh o u ld be ta u g h t t h a t a re n o t l i s t e d :
L ittle
V a lu e
Don’ t
Teach
R esponse
Of the 387 questionnaires distributed 282 were marked and returned.
H ine o f th e q u e s tio n n a ir e s were removed from th e stu d y b ecau se o f i r r e g u l a r ­
itie s .
T h is l e f t a n e t o f 273 q u e s tio n n a ir e s o r 7 0 .5 p e r c e n t o f th e t o t a l
and i s h ig h enough to g iv e an a c c u r a te r e p r e s e n ta tio n o f t h e o p in io n s o f
th e group to whom b la n k s were s e n t .
T h is in d ic a te s th e e x c e lle n t c o o p e ra tio n
g iv e n by th e Staith-Hughes i n s t r u c t o r s and th e p a tro n s o f th e v a rio u s s c h o o ls .
R e s u lts
!table ]I I on page 34 thews a ta b u la te d summary o f th e r e tu r n s from a l l
th e fa rm e rs answ ering th e q u e s tio n n a ir e .
The s k i l l s a r e l i s t e d in o rd e r o f t h e i r ra n k in g by th e fa rm e rs
re tu rn e d th e q u e s tio n n a ir e s .
i n t o th r e e g ro u p s .
who
The jo b s u n d er each e n t e r p r i s e have been d iv id e d
Group I in c lu d e s a l l th o s e jo b s r e c e iv in g more marks in
th e " Im p o rta n t" column th a n in a l l th r e e o th e r columns combined.
Group I I
in c lu d e s th o s e jo b s r e c e iv in g more m arks i n th e " im p o rta n t" column th a n in
th e " l i t t l e v a lu e " and "do n o t te a c h " columns combined, th e "av erag e"
column b e in g d is r e g a r d e d .
Group I I I In c lu d e s th o s e jo b s w hich d id n o t
r e c e iv e a s many m arks in th e " im p o rta n t" column a s th e t o t a l marks of
no
" l i t t l e v a lu e " and "don’ t te a c h " columns combined, th e "av e ra g e " group a g a in
b e in g d is r e g a r d e d .
A ll jo b s in Group I sco red more th a n 120.
th e a v erag e t o t a l marks re c e iv e d by a l l ite m s .
This f ig u r e i s about o n e -h a lf
The d iv id in g l i n e betw een
Groups I I and I I I i s 6 9 .
F or exam ple, o f th e 288 fa rm e rs who marked th e job "know p r in c ip a l
liv e s to c k p ro d u cin g s t a t e s " u n d er l i v e s t o c k , 33 c o n sid e r i t Im p o rta n t, 78
—
33“
a« o v e ra g e , 86 l i t t l e v rtlu e, end S I th in k i t should n o t fee ta u g h t.
T h is
Job f t i l l s i n t o Oroup I I I beet:u no %hen wn add th e " l i t t l e v a lu e " and "do
n o t te a c h * group to g e th e r we f in d 111 f e m e r o p in io n s weighed e g a in a t th e
33 who c o n s id e r t h i s Job " im p o rta n t" .
I t would not be a d v isa b le from t h i s MiMmry t o say J u s t what Jobs
should o r should n o t be ta u g h t.
However, we c an say i n gen eral t h a t th e
lkmtnna fa in te r b e lie v e s a l l Jobs l i s t e d I n Group I are o f Mtough imports nee
to be g iv en f i r s t a t t e n t i o n and i f th ere i s tim e . Group I I co u ld supplem ent
th o s e Jobs ta u g h t in Group I .
in d iv id u a l b a s is
Group I I I , i f ta u g h t a t a l l , should be on an
34
TABLE NO. I l l
•THE RELATIVE IMPORTANCE OP 136 AOPICtTLTOPAL JOBS CR SKILLS
BASED ON THE OPINIONS OP 272 MONTANA FARMERS
Oroup I f
LIVESTOCK:
Im p o rta n t
221
S e le ctin g ; o f b u l l s , b u c k s. b o a rs
R ecognize and t r e a t common d is e a s e
217
o f s to c k
194
S e le c tin g fem ales f o r h erd
How to b e s t u se hone grown fe e d s
193
f o r liv e s to c k
190
T re a t f o r b lo a t
185
C u ll p o u ltr y
181
A b ility t o c a s t r a t e
175
F a tte n o u t s t e e r
167
How t o b a la n c e a r a t i o n
166
T re a t m ilk f e v e r
155
Aid a t d i f f i c u l t b i r t h
155
B u tc h er
155
D e tec t unsotm dnass in h o rse
154
V a cc in a te
150
Cure pork
139
T re a t f o r worms
138
Remove a f t e r - b i r t h
T re a t f o r m aggots, f o o tr o t , s c r a tc h e s l3 5
134
Crow o u t young s to c k
133
T e ll age by t e e t h
128
G rade, m a rk e t, liv e s to c k
127
Hirow an an im al
126
B reak a h o rse
125
A b ility t o dehorn
Avoragie
L ittle
V alue
Do Not
Teach
26
4
2
36
51
3
9
2
3
50
50
58
57
60
66
64
56
72
54
50
63
87
73
83
83
77
68
72
63
81
8
14
12
12
10
15
18
29
15
20
30
20
19
22
25
16
33
27
29
31
33
3
3
4
8
7
6
6
9
9
18
15
12
4
11
9
4
7
8
18
25
9
105
75
87
80
99
91
81
77
95
82
15
27
28
31
20
28
50
35
48
41
7
23
10
21
9
12
10
9
10
21
Group I I .
T re a t f o r l i c e
Brand s to c k
Hand mix fe e d
A d ju st cream s e p a r a to r
T re a t f o r m ite s
Rem odeling p o u ltr y house
How t o r e g i s t e r p u reb red e
Drench s to c k
C aponize
T e st m ilk f o r b u t t e r f a t
M
120
119
119
117
116
111
HO
107
101
100
i
—3 5
Average
L ittle
Value
Do Hot
Teach
88
52
105
68
76
102
90
HO
79
98
96
46
49
33
57
47
38
45
45
49
48
51
12
29
17
25
30
11
21
14
14
17
19
69
69
67
66
64
63
60
55
54
53
53
53
50
48
44
42
33
82
81
61
105
76
78
88
58
86
73
81
87
71
80
84
81
78
65
69
58
47
58
63
54
71
52
67
52
79
74
73
68
67
86
12
17
52
21
40
56
36
44
36
37
38
20
38
32
34
42
31
203
190
187
184
183
171
40
46
53
53
54
51
12
13
4
11
9
10
I
3
7
4
10
12
Im p o rtan t
L iv e sto c k (c o n ,)
I d e n t i f y 6 b re e d s o f h o g s, c t t l o , o tc . 96
Dock lambs
95
Roughstock th ro u g h w in te r
93
Remove b la c k t e e t h i n p ig s
93
Shoe a h c rse
92
O perate a b ro o d e r
90
Cool m ilk
80
C andle eggs
77
P erform post-m ortem
77
Trim f e e t o f s to c k
75
P rep a re s to c k f o r show r in g
72
Group I I I ,
Ju d g in g s to c k a c c o rd in g t o show r in g
c la s s ific a tio n
Know h i s t o r y o f b re e d s o f liv e s to c k
H itc h up 5-12 h o rse team s
O perate an in c u b a to r
Make b u t t e r
Spay h e i f e r
O perate a m ilk in g machine
S h ear sheep
Grade wool
Tag owe
F lu sh ewes
Ring a b u ll
Make cheese
R aise bum lambs
B o ttle m ilk
T ie f le e c e
Know p r i n c i p a l L , S , p ro d u cin g s t a t e s
CROPSi
Garoup I ,
S e le c t p ro p e r v a r i e t i e s o f g r a in
I d e n t i f y and c o n tr o l weeds
How keep up s o i l f e r t i l i t y
I d e n t i f y and c o n tr o l in s e c ts
T re a t f o r smut
A d ju st g r a in d r i l l f o r r a t e o f seed in g
-36'
Im p o rtan t
Average
L ittle
Value
Do Not
Teach
C rops (c o n .)
D ecide when t o cu t fo ra g e f o r hay
T est seed f o r g e rm in a tio n
P la n and grow a good farm garden
How t o m easure hay in s ta c k
A d ju s te r k n o tte r on b in d e r
A d ju st mower
I d e n t i f y p o ta to d is e a s e in f i e l d
lteke s p ra y m ix tu re t o c o n tr o l p o ta to
p e s ts
Sharpen s i c k l e s
S e le c t q u a l i t y seed f o r fo ra g e c ro p s
Know most econom ical way o f s ta c k in g
hay
Know th e d i f f e r e n t k in d s o f s o i l
S to re p o ta to e s
Use o f com m ercial f e r t i l i z e r
Judge cro p s
A d ju st canvas on b in d e r
O rafe c ro p s
Cut p o ta to seed s
S to rag e o f garden tr u c k
171
170
166
162
162
158
155
66
65
67
68
54
66
70
7
14
10
11
22
12
16
6
7
6
10
13
15
8
150
150
142
69
73
73
-»7
16
12
8
12
10
141
135
131
129
127
127
125
125
120
87
71
80
74
89
73
87
82
89
8
29
18
27
23
34
19
26
17
9
8
10
13
6
15
9
10
15
119
109
107
77
80
88
35
38
34
17
18
19
103
101
93
83
79
79
77
98
83
93
83
HO
95
97
26
38
37
36
33
51
46
13
13
19
29
11
16
19
74
72
101
111
52
32
15
17
68
60
57
38
31
90
99
104
89
87
58
59
47
83
84
23
24
28
31
38
Group I I ,
Sharpen plow
M easure i r r i g a t i o n w a ter
Sharpen d u ck fo o t sh o v e ls
C la s s if y crops a c c o rd in g t o ra, k * t
g ra d e s
Lay out lan d f o r plow ing
Prune t r e e s , r a s p b e r r ie s
P re p a re r a s p b e r r i e s , e t c . , f o r w in te r
I d e n t i f y p o ta to v a r i e t i e s in Montana
Know how s o i l i s formed
Read s o i l map
P re p a re seed and s h e a f sam ples f o r
p a irs
D eterm ine s o i l ty p e s fi-om s o i l maps
Group I I I
L ife h i s t o r y o f smut sp o re s
H is to ry o f g r a in v a r i e t i e s
How p la n ts grow (Botany)
Know le a d in g w heat s t a t e s
How f l o u r i s made
-3 7 -
Iia p o rta n t
Avmrago
L ittle
V alue
Do Hot
Tezieh
CCN^iTVATIOn:
aro u p I ,
Ley o u t c o n to u rs f o r I r r i g a t i o n
O p erate farm l e v e l
Group
128
IBl
I I>
.»
Develop beu ie s o i l and w a te r c o n se rv a ­
119
t i o n p la n f o r farm
112
tfako a s to c k m t e r r e s e r v o i r
in
P la n t s h e l t e r h o l t
102
Id e n tify tr e e s s u ita b le fo r a e h e lt
98
Lay o u t f i e l d s f o r c o n to u r fa n n in g
95
Lay out. f i e l d s f o r s t r i p farm in g
92
L o cate and b u ild s ta k e d m
76
64
23
29
11
13
80
81
94
95
95
103
20
34
19
25
29
26
18
11
14
70
43
11
13
14
15
NARKRTim %
Chrcmp I .
179
147
Ihon t o m arket
Dead m arket r e p o r t s
Itow t o p re p a re and lo a d a c a r
How t o mark l iv e s to c k f o r sh ip p in g
w ith c o o p e ra tiv e
54
70
6
8
11
14
U
188
120
74
82
n
27
27
114
97
94
83
80
29
37
14
28
99
93
28
46
15
82
81
34
4T
49
10
Oroup I I .
Hot t o b i l l o u t a e a r
How t o o rd e r a c u r
F b c to rc n eeee a r y f o r s u c c e s s f u l
c o o p e ra tiv e
H io to ry o f c o o p e ra tiv e e
Oroup
86
12
in.
I
36
R oadside m a rk e tin g
FAB* UAHAOiafPDT:
Group I .
BOB
P la n a c ro p p in g system
P la n a r o t a t i o n
165
179
52
4
4
4
3
6
-38'
Average
U ttle
V alue
Dc Kot
Teach
179
177
177
178
173
83
56
89
48
60
9
9
11
11
9
3
6
4
9
6
182
143
142
142
135
129
71
61
80
70
76
79
12
SC
10
10
24
26
I f,rx irta n t
F an i tianeKentmt (e o n .)
D e to m ln e prope o u t f i t o f im e h ln e ry
Make f i n a n c i a l budget
Make In v e n to ry
P ro p e r u s e o f c r e d i t
P la n liv e s to c k system
Knmi A g r ic u ltu r a l C o n se rv a tio n
Regulsit Ions
9 b ere and how t o s e c u re c r e d i t
A nalyze re c o rd s
Make o u t le a s e
P la n la b o r s c h e d u le
Make nap o f farm
X
10
14
6
10
10
9
3 m tm r7 o f ? b b le I U
I n T a b le H I e r e shown d e f i n i t e jo b s which f n m e r e b e lie v e should be ta u g h t
In a w w H tio n a l u e r l e u l t u r e c o u rs e .
Sone g e n e r a l ^ e d u o tl ne fo llo w .
1 . V eterin ary Jobe are considered v ery Important by n e a r ly a l l farm ers a s
i s shown by t h e i r p in e In" e lev e n o f th e f i f t e e n job s o f t h i s typ e in th e f i r s t
fyroup.
Treat Inc fo r b l o e t , l i c e , m ilk f e v e r , w orm , fo o t r o t , v a ccin a tin g f o r
b la c k in g , and CHRtmtlng e r e a l l jobs th e fanaerc b e lie v e should be ta u g h t.
2 . The s e l e c t i n g o f a s I e and fem ale b re e d in g s to c k f o r th e home h e rd i s
coiiB idered o f more im portance th a n t r a i n i n g in Ju d g in g a n im a ls a c c o rd in g t o
show r in g c l a s s i f i c a t i o n s , p re p a rin g s to c k f o r th e show r i n g and knowing th e
h i s t o r y o f b re e d s o f liv e s to c k o r th e p r i n c i p a l liv e s to c k p ro d u cin g s t a t e s .
Tho l a t t e r a r e b e in g c m n o n ly ta u g h t In th e v o c a tio n a l a g r i c u l t u r e departm ent a.
3 . These farm er* tiro o f th e o p in io n t h a t fe e d in g jo b s a r e o f im p o rtan c e ,
e s p e c ia ll y how b o a t t o u s e home grown f e e d , f a t t e n s t e e r s , grow o u t young s to c k
and how t o b a la n c e a r a t i o n ,
4 . A ll o f th e s p e c i f i c sheep jo b s , e x c e p t c a s t r a t i n g and d o ck in g lambs
a r e found i n th e t h i r d g ro u p .
P erhaps t h i s can bo e x p la in e d by th e f a c t th n t
most o f th e s e jo b s a r e done by s p e c i a l i s t s and th e fa rm e rs who do havo sh eep
would r a t h e r nay t o have t h e s e jo b s done th a n t o le a r n hew t o do them th e m s e lv e s .
9 . The In flu e n c e o f th e t r a c t o r I s shown by th e fa rm e rs r u t t i n g th e jo b
o f h itc h in g la r g e team s in th e t h i r d g ro u p .
Of c o u rs e , t h i s i s a Job t h a t i s
ta u g h t m ost fart- boys by t h e i r f a t h e r s lo n g b e fo re th e y s t a r t t o h ig h s c h o o l.
6 . T hat th e s e fa rm e rs a r e v i t a l l y I n te r e s te d in a liv e -a t-h o m e program
i s shown by th e r e l a t i v e im portance th e y p ie c e on heme b u tc h e r in g , c u rin g
p o rk , grow ing a good farm g a rd e n , s to ra g e o f irarden t r u c k , and p o ta to e s .
-40-
7 . Zn c ro p p ro d u c tio n f » m m achinery a d ju stm e n ts ra n k v e ry h ig h in fa rm e r
o p in io n e a does id e n tif lc e tltm , aikl c o n tr o l o f weeds end l n e e e t s .
Aleo in c lu d e d
In th e group e ro s e l e c t i o n o f p ro p e r v a r i e t i e s t o grow , i d e n t i f i c a t i o n and c o n tr o l
o f c ro p d i s e a s e s , m a in ta in in g s o i l f e r t i l i t y and k n o tle d ^ e o f d i f f e r e n t s o i l s
in th e e o m im ity ,
These fo rm ers do n o t c o n s id e r i t n e c e s s a ry f o r t h e i r boys
t o know th e h i s t o r y o f g r a in v a r i e t i e s , th e b o tan y o f p l a n t s , te n le a d in g
wheat s t a t e s o r how f l o u r I s made— Item s eoar-sonly r e c e iv in g much tim e in th e
p re s e n t program .
8 . Hhder th e l i s t o f c o n s e rv a tio n Jo b s th e fa rm e rs c o n s id e r o i l o f th e
s k i l l s o f more o r l e s s im portance a s I e shown b y th e narrow s p re a d betw een th e
f i r s t and l a s t ite m s .
Laying o u t c o n to u rs f o r i r r i g a t i o n and th e o p e ra tio n
o f a farm l e v e l le a d th e l i s t .
These two Joba a r e c lo r e ly fo llo w ed by th e
a b i l i t y t o develop a b a s ic s o i l and e n t e r c o n s e rv a tio n c la n f o r a fa rm .
Kone
o f th e jo b s In t h i s c la s s a r e p la ce d In th e t h i r d g ro u p .
9 . Theme non a l s o b e lie v e t h a t t h e i r boys sh o u ld be ta u g h t ra n y o f th e jo b s
and a b i l i t i e s i n m a rk e tin g o f t h e i r f a r e p r o d u c ts .
I t was t o be expected t h a t
th e y would p la c e ro a d s id e m a rk e tin g in th e t h i r d g ro u p .
10.
The a b i l i t y t o p la n th e management o f th e farm b u s in e s s l a c o n sid e re d
o f g r e a t im portance by t h i s group b ecause a l l o f th e
f i r s t g ro u p .
item s w ere p la ce d in t h e
I t i s i n t e r e s t i n g t o n e ts so nnny fa rm e rs em p h asisin g th e im p o rt­
an ce o f keep in g farm re c o rd s and b e lie v in g t h e i r boys should b e ta u g h t th e
Job.
TABLE NO. IV
THE RELATIVE IMPORTANCE CF 136 ASRICIjLTURAL SKILLS OR JOBS
BASED ON THE OPINIONS OF 60 FARMERS ON STRAIOHT '"REAT FARMS
LIVESTOCK:
Sroup I .
Im p o rta n t
S e le c tin g b u l l a , b u c k s, b o a rs
S e le c tin g fe m a les f o r herd
How b e s t to re c o g n iz e and t r e a t common
d is e a s e o f s to c k
How b e s t t o u se home grown fe e d s f o r
liv e s to c k
A b ility t o c a s t r a t e
T re a t f o r b lo a t
F a tte n out s t e e r
How to b a la n c e a r a t i o n
B u tch er
Remove a f t e r - b i r t h
C u ll p o u ltr y
V a c c in a te
Cure pork
Orow o u t young s to c k
A b ility t o dehorn
Aid a t d i f f i c u l t b i r t h
How t o r e g i s t e r p u reb red c
O rade, m a rk e t, liv e s to c k
D e tec t unsoundness in h o rse
Average
L ittle
Value
Do Not
Teach
42
40
8
10
I
I
I
I
39
10
0
0
36
33
31
31
31
30
30
29
29
28
28
27
27
24
23
23
8
16
15
15
13
13
14
16
15
12
14
17
13
17
13
11
2
I
3
2
3
4
5
3
4
3
3
3
12
8
5
8
21
21
20
19
19
19
18
18
18
18
18
18
17
17
17
15
15
17
24
20
19
20
23
12
17
18
18
18
17
si
26
20
25
27
*
'
2
3
I
I
I
3
I
2
I
2
2
2
I
I
2
2
Group H ,
T re a t m ilk f e v e r
T e l l age by t e e t h
Throw an anim al
Brand s to c k
Hand mix feed
T re a t f o r worms
Shoe h o rse
B reak a h o rse
r
Drench s to c k
A d ju st cream s e p a r a to r
Gaponlze
Rough s to c k th ro u g h w in te r
T re a t f o r m aggots, f o o t r o t , s c r a tc h e s
Remodeling p o u ltr y house
T e st m ilk f o r b u t t e r f a t
T re a t f o r m ite s
Sfcreat f o r l i c e
6
5
5
6
5
6
13
10
5
6
11
8
7
3
7
2
4
I
0
3
3
I
0
5
2
I
5
2
4
2
3
5
3
3
-4 2
I n r o r ttm t
Averoge
L ittle
Value
Do Not
Teach
L iv e s to c k (c o n .)
P re p a re s to c k f o r show r in g
I d e n t i f y 6 broods o f liv e s to c k
hoge, c a t t l e , e tc .
O p erate an in c u b a to r
O p erate a b ro o d e r
15
80
5
5
14
12
10
20
88
30
11
6
S
I
S
S
16
14
13
11
16
12
80
15
15
IS
10
10
8
4
3
7
U
11
11
10
10
10
9
8
8
8
8
8
7
7
6
6
6
6
20
19
I?
SO
83
15
SB
14
12
15
16
26
EO
16
14
11
15
17
11
12
11
13
10
15
9
14
14
14
14
18
11
15
19
SI
13
16
2
6
7
8
5
6
6
8
6
6
7
I
6
8
5
6
8
6
40
39
38
38
37
37
33
38
31
89
SB
7
8
14
10
10
13
14
12
13
18
80
4
0
I
4
3
I
2
I
3
2
3
I
2
S
I
3
I
3
3
2
2
0
Oroup I I I •
Khow h i s t o r y o f b re e d s o f liv e s to c k
P e r f o r » p o s t mortem
Henove b la c k t e e t h in p ig s
Dock lazaba
Jud%In# s to c k a c c o rd in g t o show r i n g
cJUmelf I c a t io n
Cool m ilk
Make b u t t e r
R ing « b o l l
Trim f e e t o f s to c k
Stray h d f e r
G perttte a s i l k i n g reachIne
H itc h up 5-12 h o rs e team s
S h eer sheep
F lu sh ewes
R aleo bum lambs
C andle eggs
Crude wool
B o ttle m ilk
Iftig ewe
Know p r i n c i p a l L . S . p ro d u cin g s t a t e s
Make cheese
T ie f lo e o e
CROPS
Croup I .
S e le c t p ro p e r v a r i e t i e s o f g r a in
Keep up s o i l f e r t i l i t y
I d e n t i f y and c o n tr o l I n s e c ts
A djust g r a in d r i l l f o r r a t e o f see d in g
T e s t seed f o r g errair t i o n
T re a t f o r smut
P la n and grow a good farm garden
A gJuet mower
I d e n t i f y and c o n tr o l weeds
Sharpen s i c k l e s
D ecide when t o c u t fo ra g e f o r hay
- 43-
Im p o rtan t
Average
L ittle
Vfilue
Do Not
Teach
Crope (c o n .)
Kho th e d i f f e r e n t k in d s o f e 11
Econom ical way o f s ta c k in g hay
A d ju st k n o t t e r on b in d e r
Judge c ro p s
Make s p ra y m ix tu re t o c o n tr o l p o ta to
p e s ts
Gfrada crops
Lay o u t la r d f o r plow ing
28
27
26
26
12
19
17
17
8
2
4
4
3
2
2
2
25
84
23
15
15
13
3
4
7
4
5
2
23
23
22
21
21
20
20
19
17
17
17
16
16
16
17
21
20
20
20
25
25
16
20
21
18
19
20
22
5
4
3
I
4
5
5
9
7
7
8
8
10
5
3
2
4
5
4
2
2
4
4
3
4
5
3
3
15
23
4
5
14
12
24
25
6
5
4
3
16
13
12
11
11
8
6
13
17
21
17
21
15
20
12
9
9
15
8
15
15
6
6
6
6
9
10
8
Qroup I I .
I d e n t i f y p o ta to d is e a s e in f i e l d
M easure hay i n s ta c k
S to rag e o f garden tr u c k
Cut p o ta to seed s
S e le c t q u a lity seed f o r fo ra g e cro p s
Sharpen plow
Sharpen d u ekfoot sh o v e ls
Use o f com m ercial f e r t i l i z e r
A d just canvas on b in d e r
Prune tr-^ e e , r a s p b e r r ie s
D eterm ine s o i l ty p e from s o i l maps
Read s o i l map
Know how s o i l i s formed
S to re p o ta to e s
C la s s if y c ro p s a c c o rd in g t o m’ k ’ t
g ra d e s
P re p a re seed and s h e a f sam ples f o r
fa irs
I d e n t i f y p o ta to v a r i e t i e s in Montana
Group I I I •
M easure f o r w a te r
P re p a re r a s p b e r r i e s , e t c . , f o r w in te r
L if e h i s t o r y o f smut sn o re s
H is to ry o f g ra in v a r i e t i e s
How p la n ts grow (Botany)
Know le a d in g w heat s t a t e s
How f l o u r i s made
-4 4 Im p o rtrn t
AT»na^e
L ittle
V a lu e
Dd Dot
Teach
CONgKftVATICNt
ciroup I .
P la n t R h o lto rb r^
27
Develop b n e ic c o i l and w a te r c o n e e rv a t i o n p la n f o r farm
25
Lay o u t fie ld ® f o r s t r i p form ing
24
15
4
2
16
22
4
4
8
O
21
21
15
15
6
6
I
3
21
20
19
IB
19
17
17
20
3
7
8
7
2
I
2
3
34
87
IS
19
I
3
I
5
28
19
6
4
81
19
80
SO
5
6
2
4
16
33
20
SS
S
8
9
4
13
3
19
16
9
22
8
7
46
39
6
7
1
3
Oroup I I .
L ocate and b u ild s ta k e dan
Ley o u t c o n to u rs f o r i r r i g a t i o n
I d e n tif y t r e e s s u ita b le f o r n s h e l t e r b e lt
Ifeke a s to c k w a te r r e s e r v o i r
O p erate farm le v e l
Lny o u t f i e l d a f o r c o n to u r farm in g
HAEKmmi
Ojpo p I .
When t o M arket
Head m arket r e p o r ts
Oroup I I .
How t o p re p a re and loud a o u r
Hcm t o n a rk liv e s to c k f o r sh ip p in g
. w ith c o o p e ra tiv e
Row t o h i l l o u t a c a r
S h c to rs n e c e s s a ry f o r s u c c e s s f u l
c o o p e ra tiv e
H is to r y o f c o o p e ra tiv e
Qroup I I I .
Kow t o o rd e r a c a r
R oadside m a rk e tin g
PART MANAGE TIfTt
Chroup I .
Keep f i n a n c i a l re c o rd s
Bako f in a n e 1e l budget
1
£
,-45
Im p o rtan t
Average
little
Value
39
10
I
36
36
3S
32
m
si
31
28
25
25
25
11
11
13
18
16
10
14
15
18
14
80
8
3
2
4
I
3
I
2
6
6
3
Co Hot
Teach
D otereilne p ro p e r o u t f i t o f m achinery
Khow A g r ic u ltu r a l Coneervr t Ion H egulatlo n e
Hiiko in v e n to ry
P la n a c ro p p in g a y a te a
P la n la b o r sch e d u le
P la n liv e s to c k nystem
P ro p e r u s e o f c r e d i t
P la n a r o t a t i o n
A nalyae re c o rd s
Tfhere and bow t o s e c u re c r e d i t
Hake o u t le a s e
Hake TSBp o f farm
MUAMHUl MUHMt o
Farm lkmm;enor.t (e o n .)
-4 6 SUaaanaary o f Tablm lV
I n o r d e r t o d I s r o v e r t o what e x te n t f a a r ^ r e opem tin#? s t r a i g h t wheat
f e m e would d i f f e r In o p in io n tie t o th e r e l a t i v e v alu e o f th e f a r e s k i l l s
H a t e d , t h i n ijronp o f ran? te e was ta b u la te d e e r e r t e l y .
th e r e s u l t s e r e
shown in T able IT * peg* 41,
I t w i l l be a c te d t h a t th e wheat f e m a r e fo llo w v e ry c lo s e ly th o o p in io n s
itI von
a l l f arm ors combined a e t o th e r e l a t i v e Im jw rtance o f th e s k i l l * .
T h is
I s e s p e c ia ll y t r u e o f th e s k i l l s found In Oroup H I .
These nan b e ll» v o t h a t th e s e l e c t i o n o f m ale and fem ale b re e d IniR s to c k
f o r th o horn h e rd I s o f n o re Im portanen th a n J u d sin ^ s to c k acvordlnR t o show r i n g
c l o s s l f l e s t I n n , knowing th e h i s t o r y o f b re e d s o f l i v e s t o c k , end p r i n c i p a l
l iv e s to c k p ro d u cin g s t a t e s ,
th e a b i l i t y t o re c o g n iz e t,nd t r e a t d is e a s e s o f
a n im lfi i s found I n th e f i r s t group b u t some o f th e s p e c i f i c v e te r in a r y Jobs
a r e l i s t e d In Group I I by th e wheat f a rm e rs .
‘
These men c o n s id e r th e c o n s e r v a tl n jo b s o f s l i g h t l y c o re ln n o rta n c e th a n
d o es th e e n t i r e g ro u p .
They a re e s p e c i a l l y i n te r e s t e d in th e p la n tin g o f
s h e l t e r b e l t s , d e v e lo p in g b a s ic s o l i and w a te r c o n s e rv a tio n p le a s f o r a f a r o
end la y in g o u t o f f i e l d s f o r s t r i p fa rm in g .
T h is c itie s o f fa rm e rs b e lie v e t h a t a l l th e farm management s k i l l s and
a b i l i t i e s a r e o f f i r s t Im portance—none o f th e jo b s b e in g p la c e d In Group I I o r I I I .
In c r o p s , s e l e c t i n g o f p ro p e r v a r i e t i e s , k eep in g up c o l l f e r t i l i t y , and
i d e n t i f i c a t i o n and c o n tr o l o f in s e c t s a r e ranked a t th e to p by t h i s group o f
fa rm e rs .
They a ls o c o n s id e r m achinery a d ju stm e n t and th e c o n tr o l o f weeds o f
Im p o rtan c e .
These fa rm e rs do n o t c o n s id e r th e te a c h in g o f h i s t o r y o f g ra in
v a r i e t i e s , o r how f l o u r i s made a s e s s e n t i a l in a v o c a tio n a l a g r i c u l t u r e c o u rs e .
ADDITIONAL CtWmRPS K W BT FAflKRto
WT '<TJFwFIONHAI
At t h e end o f t h e q u e st I- nn«irm sp aee wee l e f t f o r th e n en emewerlns i t
t o add any o th e r Jobo th e y thoturht sh o u ld be in c lu d e d .
I t te o f i n t e r e s t t o
n o te th<’ tscuwers re d e t o t h i s r e q u e s t•
S ix ty -n in e o f th e men hod a d d i t i o n a l jc * 6 o r a t t Itu d e a t h a t th e y th o u g h t
should be tenPiht#
These a re l i s t e d h e lm s.
F ig u re s In p e ro n th e e la r e p r e s e n t
th e n u r^ e r o f t i n e a th e I t e a wee m en tio n ed .
I.
8.
3.
4.
5.
6.
7.
8.
9.
1C*
11.
12.
13.
14.
15.
1C.
17.
18*
19.
20.
21.
82.
83*
Pay b i l l s on tin e #
Do n o t overspend b u d g e t.
fltay o u t o f d e b t .
D o n 't be la z y about w ork.
How t o g e t elonte w ith whet you h a v e .
Community le a d e r s h ip and w m *ing to g e t h e r .
R e le e tlo n o f to o l s f o r farm sh o p .
C o n s tru c tio n o f farm b u ild in g s (b)
How t o nee and c a r e f o r farm to o l s (4)
Ftorge work
Yielding (nae end e l e c t r i c )
C are o f m achinery and equipm ent (12)
T in e , r a t e , end d e p th o f s e e d in g .
As Eiuch p r a c t i c a l e x p e rie n c e a s p o s s ib le .
E f f e c t o f to o nuch w a ter on c ro p s and s o i l s .
P ra c tic a l e le c tr i c ity .
C h e n ic a l a n a ly s is o f s o i l .
Shoe r e p a i r i n g ,
Cooking*
T a r i f f in in d u s tr y and a g r i c u l t u r e .
Fconomlce o f farm c o o p e r a tiv e s .
Teach a g a in s t gam bling in form p r o d u c ts .
S to re hay in l o f t (S ) .
I t w ill be noted t h a t th e y m ention p ay in g b i l l s on tim e , n o t o v ersp en d in g
b u d g e ts , s ta y in g out o f d e b t, how t o g e t a lo n g w ith what you h a v e , e o m u n ity
le a d e r s h ip and workInw to g e th e r a s o f v slu « In ft f a im e r - tm in ln g program .
These p h ases o f t r a i n i n g a re developed ln th e F u tu re Farm ers o f America o r g a n iz a tio n
which l a a s s o c ia te d w ith th e v o c a tio n a l a g r i c u l t u r e d e p artm en ts o f th e h ig h
s c h o o ls .
—48 —
f h e o th e r a d d itio n s o re s im ila r to th e jo b s found I n th e o u e o tto n n a lre
and show A iarther th e ty rie o f l n s t m c t l o n th e s e men c o n s id e r im p o rta n t In a
v o c a tio n a l a g r i c u l t u r e c o u rse o f stu d y .
Summary o f Farm er O pinions O b tain ed I n T h is Study
1 . The f a t h e r s o f th e boys In v o c a tio n a l a g r ic u ltu r e d e p artm en te want
t h e i r sons ta u g h t th e p r a c t i c a l farm jo b s and s k i l l s .
These fa rm e rs b e lie v e
t h a t s tu d e n ts should be g iv e n p r a c t i c e I n such s k i l l s a s c a s t r a t i n g , b u tc h e r in g ,
o r c u r in g porie, v a c c in a tin g , g ra d in g m arket li v e s t o c k , d e h o rn in g , a d ju stm en t
and o p e r a tio n o f farm m achinery, i d e n t i f i c a t i o n o f p o ta to d i s e a s e , g ra d in g
c ro p s , making and a p p ly in g s p r a y s , p r e p a r a tio n and lo a d in g o f a e r r , p la n n in g
a c ro p and liv e s to c k system f o r a f a n s , p la n n in g a la b o r s c h e d u le , making a
f i n a n c i a l b u d g e t, u s e o f c r e d i t and k e e p in g f i n a n c i a l and p ro d u c tio n re c o rd #
o f a farm .
2 . Many o f th e in fo rm a tio n a l and n o n -fu n c tio n in g to p ic s now g e n e r a lly
t e u # t a r e n o t a s im p o rtan t In th e farm er o p in io n s sec u re d a s th e more
p r a c t i c e ! farm Jo b e.
F o r exam ple, th e B otany o f p la n t l i f e , h i s t o r y o f
g r a in v a r i e t i e s and b re e d s o f l iv e s to c k ra n k below such jo b s a s a re l i s t e d
i n th e p re c e d in g p a ra g ra p h .
3« The o p in io n s o f fa rm e rs I n d ry la n d wheat a r Ba s d i f f e r v e ry l i t t l e
from th o s e o f farm er# in a d i v e r s i f i e d a r e a .
f o r te a c h in g d e v e lo p in g b a s t
There I s more fa v o ra b le o p in io n
s o i l and w a te r c o n s e rv a tio n p la n s f o r a fa rm ,
la y in g out f i e l d s f o r s t r i p fa rm in g , f o r a g r i c u l t u r a l c o n s e rv a tio n re g u list l o n e , and th e o p e r a tio n and a d ju stm e n t o f farm m achinery I n wheat p ro d u c in g
a re as.
Hov^wer, th e li v e s t o c k Jobe a re c o n sid e re d im p o rta n t by t h i s gram?',
U. The m a jo rity o f th e fa rm e rs q u e rie d o p e ra te d i v e r s i f i e d f e r a e .
I e s tr o n g agreem ent among them a s t o th e s k i l l s which a re needed*
T here
A p p a ren tly
-
49 -
th e r e I s s tr o n g u n ifo rm ity am t o th e fa rm in g s k i l l s needed r e g a rd !e s s o f
th e s e c tio n o f th e s t a t e In which th e y farm*
Summary and C o n clu sio n s
The program I n v o c a tio n a l a g r i c u l t u r e h a s shown Improvement i n th e p a s t
f i f t e e n y e ars*
The changes have b e en i n th e d i r e c t i o n o f a t r a i n i n g program
b ased more upon c o n c r e te , l o c a l and I n d iv id u a l farm s tu d ie s ; tow ard more
p r a c t i c a l i n s t r u c t i o n I n fa rm in g s k i l l # ; tow ard a fo u r y e n r h ig h school
program ; tow ard more c h a r a c te r t r a i n i n g th ro u h th e F u tu re Farm ers o f
A m erica; and tow ard a more c o n tin u o u s i n s t r u c t i o n a f t e r h ig h sch o o l to a s s i s t
th e farm boy to e s t a b l i s h h im s e lf i n fa rm in g .
An I d e a l program a s s e t f o r t h
by t h i s w r i t e r w i l l Improve s t i l l f u r t h e r th e a l l day te a c h in g program
and th e fo llo w -u p I n s t r u c t i o n a f t e r h ig h school*
The problem o f fo llo w -u p program* S e v e ra l Improvements and a id e a r e
s u g g e ste d o r r e p o rte d I n s o lv in g th e problem o f o b ta in in g a good fo llo w -u p
program which w i l l e s t a b l i s h young men i n fa rm in g .
T h ro w # s u p e rv iso ry v i s i t #
t o l o c a l I n s t r u c t o r s on th e jo b , th e w r i t e r h as h e lp ed them t o p la n and te a c h
p a r t- tim e c la sh e s*
A summer c o u rs e on a d u lt
t o se v e n te e n o f th e ln e tm o to r s *
and made a v a i l a b l e .
e d u c a tio n h a s been t n u # t
T each in g a id s and p la n s have been p re p a re d
More p a r t i c i p a t i o n by u n d e rg ra d u a te t r a i n e e s has b -o n
sec u re d by h e lp in g them to o rg a n is e and te a e h p a r t- tim e and a d u lt c la s s e s
o f fa rm e rs .
f u r t h e r Improvement i s p o s s ib le by c o n tin u in g th e s e a c t i v i t i e s .
Some
recom m endations which a p p ea r to be sound a r a i
I* P ro v id e more ad eq u ate and c o n tin u o u s p a r t i c i p a t i o n f o r u n d e rg ra d u a te
-5 0 -
t r a i n e e s I n o rg a n iz in g and te a c h in g p a r t- tim e c l a s s e s .
T h is may he done
by s t a r t i n g th e c la s h e s e a r ly In th e autumn o f th e s e n io r y e a r and con­
tin u in g them th ro u g h u n t i l g ra d u a tio n .
2.
c la s s e s .
P ro v id e more te a c h in g h e lp s and a id s to te a c h e rs o f p a r t- tim e
E ie te a c h e r t r a i n e r s and s u o e r v ls o r s should g a th e r re fe re n c e
m a t e r i a l , make o u tlin e s o f c o u rs e s o f s tu d y , and p re p a re le s s o n p la n s ,
and d i s t r i b u t e th e s e to th e lo c a l t e a h e r s .
The problem o f s e c u rin g £_ more e f f e c t i v e teaching- program . P re s e n t
te a c h in g program s c o n ta in a v a ry in g amount o f n o n -fu n c tio n in g s u b je c t m a tte r ,
i f fa rm e r and te a c h e r o p in io n s a re assumed to be v a l i d .
o f more form problem s and s k i l l s i s im p o rta n t.
The In tr o d u c tio n
These p r a c t i c a l jo b s a re
found to be f a i r l y u n iv e r s a l i n a l l farm in g re g io n s o f th e s t a t e , making
i t d e s ir a b le to u s e th e r e s u l t s o f th e s tu d ie s re p o rte d h e re to develop
a more u n iform c o u rse o f stu d y th a n has p re v io u s ly b %n th o u g h t f e a s i b l e .
T each ers do not g e n e r a lly know how to do enou$i o f th e b a s lc s k i l l e
which th e y sh o u ld te a c h , a c c o rd in g to th e su rv ey o f te a c h e rs* a b i l i t i e s .
Changes i n th e te a c h = r t r a i n i n g program a p p e a r to be n e c e s s a ry to equip
te a c h e r s to c a r r y on an i d e a l program .
Recommendations b a se d on th e f a c t s
and s tu d ie s re p o rte d h e re a re g iv e n below .
I.
A c o u rse o f stu d y f o r a lo c a l d ep artm en t o f V o c a tio n a l A g ric u ltu re
should In c lu d e th e jo b s found i n Croup I andp ro b ab ly some o th e r s k i l l Jobs
o f s im ila r n a tu r e t h a t a r ° p r a c tic e d In th e community.
Should t h i s program
prove to o li m i t e d , jo b s In Croup I I may be u sed to supplem ent th e f i r s t
group.
The ty p e o f form ing found in th e community and on th e b o y s' farm s
should govern th e s e le c tio n o f s k i l l s to b e ta u g h t.
For exam ple, i n a d a ir y
community, h o u sin g and s a n i t a t i o n s k i l l s sh o u ld be ta u g h t even though th e s e
s k i l l s a r e n o t found i n Croup I .
-5 1
Tho tim e eloraent w i l l be a f a c t o r f o r each a g r i c u l t u r e te a c h e r t o
c o n s id e r in ehoosin/* th e s k i l l s he w i l l t ach in h is c o m u n lty i f he Io t o
te a c h th e s k i l l s th e fa rm e r c o n s id e rs im p o r ta n t.
I f a t p re s e n t he i s te a c h in g
jo b s o r s k i l l s which a re c la s s e d Oroup I I I he should drop th e n from h ie c o u rse
so t h a t th e r e w i l l be tim e t o te a c h th e s k i l l s found in Oroup I .
Many o f th e Jobs l i s t e d in Oroup I I m y be ta u g h t on an in d iv id u a l b a s is
depending on th e ty p e o f farm ing found in th e community o r th e needs o f th e
in d iv id u a l b o y .
As an exam ple, a p erso n would h a rd ly be J u s t i f i e d in te a c h in g
th e ,;hole c la s s how t o f i t s to c k f o r th e r in g i f only two o r th re e boys a re
showing s to c k .
2.
I t i s im p e ra tiv e th r.t th e a g r i c u l t u r e te a c h e rs know how to do th e
s k i l l b e fo re we can e x p ec t them to go o u t and te ac h i t t o a group of b o y s.
I t has been shown t h a t th e a g r i c u l t u r e te a c h e r on g ra d u a tio n from c o lle g e
i s u n a b le to do many o f th e common farm s k i l l s .
Men who have ta u g h t th r e e
y earn o r more have "p ic k e d up" many o f th e s k i l l s b u t th e y a r e s t i l l , on
th e w hole, q u ite weak in t h i s r e s p e c t.
I n a d d itio n t o th e r e l a t e d s c ie n c e s , a g ra d u a te o f an a g r i c u l t u r a l
c o lle g e re c e iv e s much v a lu a b le I n s t r u c t i o n on th e p r i n c i p l e s and th e o r ie s o f
fa n a e n te r p r is e management.
F o r th o s e who In te n d t o te a c h V o c a tio n a l A gri­
c u l t u r e , th e c o lle g e s should p ro v id e th e o p p o rtu n ity t o lo a m th e farm s k i l l s
b e fo re g ra d u a tio n .
There would th e n be l e s s t i n e la g b e fo re th e s e men were
a b le t o do and te a c h th e jo b s which th e fa rm e rs in t h e i r respective c o a n u n lt l e n ex p ect o f them .
For th e man in s e r v ic e a t th e p re s e n t tim e , i t is recommended t h a t s h o r t ,
in te n s iv e s k i l l c o u rs e s be made a v a i l a b l e .
Theoe c o u rs e s could he
a rra n g e d by c a l l i n g th e men in to th e a g r i c u l t u r a l c o lle g e o r by having
s p e c i a l i s t s from th e c o lle g e meet w ith groups o f te a c h e rs in d i f f e r e n t
p a r t s o f th e s ta te #
3,
I t i s recommended t h a t a s ta te -w id e co u rse o f s tu d y be developed
t h a t w ill in c lu d e th e farm s k i l l s commonly p r a c tic e d in M ontana.
This was
no t th o u g h t f e a s i b l e in th e p a s t because o f th e v a rie d ty p e o f fa m in g
found in th e s t a t e .
S ince fa rm e rs from th e d i f f e r e n t ty p e s o f farm s
were so c lo s e ly a l l i e d in t h e i r o p in io n s about th e r e l a t i v e v alu e o f th e
s k i l l s l i s t e d , i t , t h e r e f o r e , ap p ears t h a t such a co u rse o f s tu d y would
be o f b e n e f it t o th e v o c a tio n a l a g r i c u l t u r e program in th e s t a t e .
Hxe co u rse of s tu d y could be developed a lo n g li n e s shown in th e fo llo w ­
in g example f o r th e d a ir y e n t e r p r i s e :
D airy C a ttle
M an ag erial A b i l i t i e s
S k i l l s to be ta u g h t
P la n n in g f o r b u ild in g and Equipment
1 . Remodeling b arn
2 . Remodeling m ilk house
3 . B u ild b re e d in g pen
S e le c tio n o f s to c k
1 . S e le c t b u lls
2 . S e le c t fem ales
3 . I d e n t i f y common b re e d s
Herd Improvement
1 . T e st m ilk f o r b u t t e r - f a t
2 . Keep and in t e r p r e t
p ro d u c tio n re c o rd s
Growing out d a ir y c a lv e s
1.
2.
3.
4*
F eeding d a ir y cows
W inter fe e d in g
P a s tu re and p a s tu r e g r a s r e s
I* Use o f home grown fe e d s
in a r a tio n
2 . B alan ce r a t i o n
Dehorn w ith c a u s tic
V ealin g b u l l c a lv e s
C a s tra te b u ll c a lv e s
T re a t sco u rs
-5 3 -
D alry C a t tle (e o n .)
3 . Hand n ix r a t i o n s
4 . Make w a ter h e a te r
S u ccu len t fe e d s
W ater
M in e ra ls
P ro d u c tio n o f c le a n m ilk
1.
2.
3.
4.
C ooling m ilk
S a n ita tio n o f u t e n s i l s
C lip p in g u d d e rs
Make homemade f l y sp ray
M ark eting d a ir y p ro d u c ts
I . I n t e r p r e t rnarket r e p o r ts
C o n tro l and p re v e n tio n o f d is e a s e s
I . Caro o f cow and c a l f a t
c a lv in g tim e
2 . Remove a f t o r - b i r t h
3 . Treatm ent f o r b lo a t
4 . T reatm ent f o r m ilk f e v e r
5 . Vaccinatr f o r b la ck leg
4 . A s ta te - w id e course o f stu d y developed a s d e sc rib e d above should be
su b m itted t o a d m in is tr a to r s o f sc h o o ls o f f e r i n g v o c a tio n a l a g r i c u l t u r e .
T his
w i l l se rv e t o a c q u a in t th e a d m in is tr a to r w ith th e ty p e o f co u rse wMch i s
needed in fo rm er t r a i n i n g , and e n ab le him t o a s s jtt in im plem enting th e program .
I t w i l l a ls o c a l l to h is a t t e n t i o n th e need f o r ad eq u ate la b o r a to r y tim e ,
f i e l d s tu d ie s and t r a n s p o r t a t i o n o f s tu d e n ts and te a c h e r t o th e farm s where
s tu d ie s a re t o be u n d e rta k e n .
5 . I t i s recommended t h a t th e s u p e r v is o r s and te a c h e r t r a i n e r s in a g r i ­
c u l t u r a l e d u c a tio n v i s i t each lo c a l i n s t r u c t o r and d evelop in d iv id u a lly w ith
him a te a c h in g program , based on th e s t a t e co u rse o f stu d y and th e farm er
o p in io n s o b ta in e d in t h i s s tu d y .
S p e c ia l lo c a l problem s may be in c o rp o ra te d
in a d d itio n to t h '' b a s ic t o p i c s , w ith a d eq u a te tim e a llo tm e n t f o r th e v a rio u s
e n te r p r is e s a c c o rd in g to l o c a l c o n d itio n s .
T h is should r e s u l t in th e e lim in a ­
t i o n o f much n o n -fu n c tio n in g s u b je c t m a tte r and a b e t t e r te a c h in g program
th a n most te a c h e r s now fo llo w
-
54 -
BIBLIOCtH/iPIIY
B o b b itt, F ra n k lin - "How t o % k e A C u rrlc u lu n w, 1984.
Houghton S Z lfflln C o ., B o ston, M a s sa c h u se tts .
pages 3 8 -2 6 6 .
B y rn e, H.
- wThe Use o f Judgm ents o f M aster Farmers In C o n s tru c tin g
th e C uiT loultci In V o c a tio n a l A g r ic u ltu r e " , 1988. p . 7 5 .
Iowa U ta te C o lle g e , A nes, Iow a.
C ourse o f Study High School A g r ic u ltu r e , 1932.
o f P u b lic I n s t r u c t i o n , H elen a, M ontana.
p . 60.
S ta te Department
D ic k in so n , Q herm n - "A Method f o r S e le c tin g th e D e n lrn b le C ontent f o r
C ourses in Depamafente o f V o c a tio n a l A g r ic u ltu r e , In c lu d in g a Group
T eat on D airy H usbandry I n f o r a n tio n " , 1989. U n iv e r s ity o f M innesota,
M ln n ea tio lie , M innesota .
Hammonde , C aro le - "E vidences F r m C u rricu lu m R esearch es o f th e Need f o r
F u r th e r P tu d ie a " , 1937. A g r ic u ltu r a l E d u c a tio n , V o l. IX , h o . 9 , p . 133.
L a th ro p , ? . W. - " R enort o f T w entieth Annual P a c if ic R eg io n al C o n feren ce",
1936. U. 3 . O ffic e o f E d u c a tio n , D epartm ent o f I n t e r i o r , page 9 6 .
MacDonald, D. L. - " A b i l i t i e s o f V o c a tio n a l A g ric u ltu re T each ers t o do th e
C m son Farm Q k l l l s " , 1938. D epartm ent o f V o c a tio n a l E d u c a tio n , Boze­
man, M ontana.
,P alm er, R. H . and MacDonald, D. L. « " S t a r t i n g t o F a ro " , 1939. Mimeographed
b u l l e t i n , S ta te Board f o r V o c a tio n a l E d u c a tio n , H e le n a , Montana.
P la n s f o r V o c a tio n a l E d u c a tio n , 1937-48. p . 2 3 .
V o c a tio n a l E d u c a tio n , H e le n a , M ontana.
R evised Manual f o r F u tu re Farm ers o f A m erica.
O rg a n iz a tio n , 1936. pages 5 and 6 .
S ta te D epartm ent o f
The F u tu re Farm ers o f America
S u th e rla n d , S . S . - "S uggested Course o f '"tudy In Farm M echanics", 1929.
Mimeographed b u l l e t i n , Department o f A g rlc u ltu ra lB d u c a tIo n , Montana
S tn te C o lle g e , BozenanV M ontana. p . 2 8 .
V o c a tio n a l E ducation B u l le tin #82, 1932 - " E ff e c tiv e n e s s o f V o catio n a l Edu­
c a tio n in A g r ic u ltu r e " . F e d e ra l Board f o r V o catio n al E d u c a tio n , Wash­
in g to n , D, C.
V o c a tio n a l E ducation B u l l e t i n /153, 1931 - " T ra in in g O b je c tiv e s in V o c a tio n a l
E du catio n in A g r ic u ltu r e " . F e d e ra l Board f o r V o c a tio n a l E d u catio n ,
W ashington, D. C.
-5 5 -
VOOHtIo n a I S d u catio n B u lle tin #177, 1934 - "V o c a tio n a l S e r i c u l t u r e in
r e l a t i o n t o Economic and S o c ia l A d ju stm en ts", 67 p a g e s . U. S.
O ffic e o f E d u c a tio n , Department o f th e I n t e r i o r ,
V o c a tio n a l E d u catio n B u lle tin #180, 1 9 3 5 .-"Sunsaa io s o f S tu d ie s in Agri
c u l t u r a l E d u c a tio n . 195 p a g e s. U. S . O ffic e o f E d u c a tio n , D epart
raent o f th e I n t e r i o r .
3378
M1UU6
c o p .2
621*55
MacDonald, D. L.
Some needed im prove­
m ents in th e Montana
v o c a tio n a l a g r i c u l t u r e
program
I S S U E D TO
62455
.,* 7 *
■K