The summer program of work of vocational agriculture instructors
by Dick V Fagan
A THESIS Submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree
of Master of Science in Agricultural Education
Montana State University
© Copyright by Dick V Fagan (1952)
Abstract:
The purpose of this study was to determine procedures and time consumed in the different activities of
the summer program of work by instructors of vocational agriculture. The study was designed to assist
supervisors, administrators, teacher trainers, and experienced and beginning instructors in building a
complete summer program of work for vocational agriculture.
A questionnaire was sent out to 322 departments of vocational agriculture in eleven western states
where the instructors had "been in their department for two years or longer. The departments were rated
by the state supervisors into high, medium, and low groups as to the excellence of the supervised
farming programs of students in these departments.
Data was obtained on the amount of time that instructors spent on different areas in their summer
program, A separate questionnaire was sent to all state supervisors to determine what types of reports
they required from instructors of vocational agriculture.
The study revealed that about 70 percent of the instructors in the high and low group prepared a written
plan of activities they planned to carry on during the summer. Instructors in both the high and low
groups spent about 20 percent of their time attending summer school. Teachers rated in the high group
averaged $534.6l more annual salary than those in the low group, in the high group 20 percent more of
the instructors visited their students during the summer than did those in the low group. Fifteen percent
more of the instructors in the high group than in the low group had adult farmer classes during the
summer,. In the low group 45 percent more of the departments had advisory committees than did those
in the high group.
Activities for improving the summer program of work are recommended. These include planning an
effective summer program of work; visiting all students, and prospective students of agriculture during
the summer! keeping the public informed of activities carried on by the department! and reporting
monthly the activities carried on to the school administrators, school boards, and state supervisors of
vocational agriculture, A form was devised for reporting the summer program of work which would be
of help to instructors to keep the public informed of activities carried on during the summer. THS SUMMER RROG-HAM OR WORE
OR TOGATIOHAL AGRICULTURE IRSTRUGTORS
DIOK 7 . RAGAH
A THESIS
S u bm itted to th e G raduate Raculty
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 ts
f o r th e d eg ree o f
M aster o f S c ie n ce i n A g r ic u ltu r a l E d u c a tio n
at
M ontana S ta te C ollege
A pproved8
Head, M ajor D epartm ent
Chairm an, E sam ihing Committee
G ra d u ate D f v is io n
Montana
1952
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TABLE OZ CONTENTS
LIST OF TABLES
6
ABSTRACT
PART I .
INTRODUCTION
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REVIEW OF LITERATURE AND STUDIES . . . . . . . . . . .
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Need f o r Study . . . . . . . .
Design, o f S ta tu s Study
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D epartm ent R a tin g s .
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Means o f O b ta in in g D ata
L im ita tio n o f Study . .
Summary o f P a r t s . . . . . . .
Summary
P l i r p O SO
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PART I I .
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O b je c tiv e s o f V o c a tio n a l E d u c a tio n i n A g ric u ltu re . . .
L e g is la tiv e P r o v is io n s . . . . . . . . . . . . . . . .
F e d e ra l and S ta te Agency P o li c ie s ................................... ....
Review o f E d u c a tio n a l L i t e r a t u r e . . . . . . . . . . .
Review o f T h e s is and N on-T hesis S tu d ie s . . . . . . . .
PART I I I .
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ANALYSIS AND INTERPRETATION OF QUESTIONNAIRE STUDY. .
G eneral In fo rm a tio n About th e A g r ic u ltu r e I n s t r u c t o r s and
th e V o c a tio n a l A g r ic u ltu r e D epartm ents S tu d ie d . . . . . . .
E n ro llm e n t
S a l a r i e s and L ength o f S e rv ic e . . . . . . . . . . . .
Time Spent T eaching Vo-Ag . . . . . . . . . . . . . .
Equipm ent Owned by th e School f o r Use by I n s t r u c t o r .
W ritte n P la n f o r Summer Program o f Work . . . . . . .
S u p e rv ise d Farm ing Program - Summer Only - 1948-1949 . .
Time Spent C o n tra c tin g P r o s p e c tiv e S tu d e n ts . . . .
Number o f P r o je c ts P e r Boy . . . . . . . . . . . . . .
Average Number and L ength o f P r o je c t V i s i t a t i o n s . .
P h y s ic a l F a c i l i t i e s . . . . . . . . . . . . . . . . . . . .
Working i n Shop ...................... . . . . . . . . . . . . .
Working i n Classroom . . . . . . . . . . . . . . . . .
F u tu re Farm ers o f A m erica . . .................. . . . . . . . . . .
Summer T rip s . . . . . . . . . . . . . . . . . . . . .
Number o f M eetings H eld . . . . . . . . . . . . . . .
Time Spent on O th er F u tu re Farm er A c t i v i t i e s . . . .
P r o f e s s io n a l Iniprovement ........................................
A ll-D ay T eaching Program . . ...............................
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31
31
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3%
37
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40
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41
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4l
4l
100904
O1UffeaaOfwoS CSlOOX
o o o e e e o e o e a o o e e . o
V e teran s On~the-Farm T r a in in g Program o e o e o e e =
Young Farm er Program e o o e o e o o o e o o o o o e
A d u lt Farm er Program 0 . 0 0 0 0 0 0 * 0 .O e e e e e
School and Community H e la tio n s . . o . = . . . . * . . * .
R e p o rts and C orrespondence * o .e . 0 0 0 .
* * 0 . *
Hews A r t i c l e s and Hadio B ro a d c a s ts
.e . .
. e . . .
n e w s le tte r s 9 0 © o ,0 © © © .© © © © ©© .©© © © © ©©
Farm and Hon=Farm M eeting A tte n d ed
©© © © © © © ©©
D ata O b ta in ed from S ta te S u p e rv is o rs © © ©© © © © © © ©©
Summary o f Q u e stio n n a ire Study ©©. © ©. ©o . © © © © © , © ©
S i m i l a r i t i e s Among I n s t r u c t o r s and D epartm ents © © ©
V a r ia tio n s Among I n s t r u c t o r s and D epartm ents © © © ©
A c t i v i t i e s and P r a c tic e s E m phasised by I n s t r u c t o r s in
th e High Sroup o © © © . © © © © © © © © © © © © © © © © ' .
D e f ic ie n c ie s o f I n s t r u c t o r s and D epartm ents © » © . »
PART IV .
EEOOMMEHDATIOHS FOH IMPROVIHG THE SUMMER PROGRAM OF
WOHE © © © e .0 © 0 © © e © 0 © 0 © o - o o © © 0 ©’ © © 0
P la n n in g a Summer Program o f Work © © © © © © © © © © © o ©
The S u p e rv ise d Farm ing Program D uring th e Summer © © © © ©
R e p o rtin g A c t i v i t i e s o f th e Summer Program o f Work © © © ©
Heed f o r A d d itio n a l R ese arch © © © © © © © © © © © © © © o
APPEHDIX
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V o c a tio n a l A g r ic u ltu r e Summer A c tiv ity R eport © 0 0 .0 0 0 O
Summary o f A c t i v i t i e s © o © . © © © © © © © . © © O O .& O O O
D epartm ents to w hich Q u e s tio n n a ire s were Sent © 0 0 0 0 e 0
L e t t e r S ent to S ta te S u p e rv is o rs © © © © © © ©
Q u e stio n n a ire Sent to S ta te S u p e rv is o rs © © .© © 0 0 0 0 &' 0
L e t t e r S ent to Vo-=Ag I n s t r u c t o r s © © . © © © © © 0 0 0 0 0 0
Q u e stio n n a ire S ent to Vo-Ag I n s t r u c t o r s © © © © 0 0 0 0 0 0
BIBLIOGRRAHY
ACKNOWLEDGEMEHTS
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LIST Off TABLES
T able I 6 P e rc e n t o f Time and Average STtunber o f Hours P e r
T eacher D evoted to th e V ario u s A reas o f th e
Summer Program o f Work . . . . . . . . . . . «.o.
£gg®
23
T able I I 0 A verage Humber o f T eachers p e r D epartm ent, E n ro llm en t
and Humber o f S tu d e n ts p e r T eacher i n 258 D epartm ents
o f V o c a tio n a l A g ric u ltu re i n E le v e n W estern S ta te s by
E x c e lle n c e o f S u p e rv ise d Farm ing Program 1948-1949 «.
29
T able 111.Hange o f S a la r ie s P a id to 258 V o c a tio n a l A g ric u ltu re
I n s t r u c t o r s R a te d A ccording to E x c e lle n c e o f Super­
v is e d Farm ing Program o f T h e ir D epartm ent 1948-1949 *
i
T able IV6 G en eral E x c e lle n c e o f th e S u p e rv ise d Farm ing Program
i n R e la tio n s h ip to Y ears o f E x p e rie n c e i n T eaching
V o c a tio n a l A g r ic u ltu r e o f 258 I n s t r u c t o r s 1948-1949 »
33-
T able V6 E x c e lle n c e o f S u p e rv ise d Farm ing Program i n R e la tio n
to K inds o f Equipment Owned by S ch o o ls f o r Use by
V o c a tio n a l A g ric u ltu re D epartm ent i n 258 S chools
L o c a te d i n E le v e n W estern S ta te s 1948-1949 o . o . «»»«««
32
T able V I6 P e rc e n t o f V o c a tio n a l A g ric u ltu re I n s t r u c t o r s Who P la n
a Summer Program o f Work and to Whom S u b m itted i n 258
D epartm ents R a te d A ccording to th e E x c e lle n c e o f Super­
v is e d Farm ing Program s i n T h e ir D epartm ents 0. * s * O66*
33
T able V I I 0P e re e n t o f 258 V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r s
R a te d A ccording to E x c e lle n c e o f S u p e rv ise d Farm ing
Program S u b m ittin g R ep o rts to A d m in is tra to rs , School
B o ard s, and S u p e rv is o rs 1948-1949 00000»
3
&
T able V I I I . P e rc e n t o f V o c a tio n a l A g ric u ltu re I n s t r u c t o r s Time
S pent S u p e rv is in g Projects i n 258 D epartm ents R ated
A cco rd in g to E x c e lle n c e o f S u p e rv ise d Farm ing Program s
o f Students 1948-1949 o0»»0»o00000o»«oe=000000e 00000o
37
T able IX® A verage Humber o f P r o je c ts C a r rie d P e r Boy i n V o catio n ­
a l A g ric u ltu re i n 258 D epartm ents R ated a s to E x c e lle n c e
o f S u p e rv ise d Farm ing Program 1948-1949 . **, #* * . #
38
T able X0 Humber and L en g th o f S tu d e n t V i s i t s by I n s t r u c t o r s i n
258 D epartm ents o f V o c a tio n a l A g r ic u ltu r e R a te d a s to
E x c e lle n c e o f S u p e rv ise d Farm ing Program 1948-1949 »0
39
5
f a b l e X Ie
f a b le X IIe
Humber o f Days Spent by. I n s t r u c t o r s W orking i n th e
Shop and C lassroom i n 25# D epartm ents R ated a s to
E x c e lle n c e o f S u p e rv ise d Farm ing Program 1948-1949 «
P e rc e n t o f Time I n s t r u c t o r s o f V o c a tio n a l A g ric u ltu re
S pent on F u tu re Farm er o f A m erica A c t i v i t i e s i n 258
D epartm ents R a te d a s to E x c e lle n c e o f S u p e rv ise d
Farm ing Program 1948-1949 <. » = 0 » . . 0 . » » , . 0 0 » - O o 6 e e e e o » ■ » » 42
f a b le X I I I 6 P e rc e n t o f Time t h a t I n s t r u c t o r s o f V o c a tio n a l A g ri­
c u ltu r e Spent on P r o f e s s io n a l Improvement D uring
th e Summer i n 258 D epartm ents R a te d a s to E x c e lle n c e
o f S u p e rv ise d Farm ing Program 1948-1949 «.e *.e«*>. 60 6*
f a b le XIV6
40
P e rc e n t o f fim e Spent on P r e p a r a tio n o f All-Day
fe a e h in g Program by V o c a tio n a l A g ric u ltu re I n s tr u c ­
t o r s i n 258 D epartm ents R ated a s to E x c e lle n c e o f
S u p e rv ise d Farm ing Program 1948-1949 «0O066ee666ee60
f a b le XV6
Humber o f Hours S pen t I n s t r u c t i n g and V i s itin g
Young F arm ers E n r o lle d i n C la ss by I n s t r u c t o r s o f
V o c a tio n a l A g r ic u ltu r e D uring th e Summer i n 258
D epartm ents R a te d a s to E x c e lle n c e o f S u p e rv ise d
Farm ing Program 1948—1949 ee6 0 00e oe0o000ee60.0o*oeeeo
f a b le XVI6
Humber o f Hours- Spent by I n s t r u c t o r s o f V o c a tio n a l
A g r ic u ltu r e S u p e rv is in g and I n s t r u c t i n g A d u lt Farm er
C la s s e s i n 258 D epartm ents R a te d a s to E x c e lle n c e o f
S u p e rv ise d Farm ing Program 1948-1949 6oe60eeoc 0006ee
44
45
48
f a b le XVII6 Humber o f Hours Spent Making Out R e p o rts and Answering
C orrespondence by V o c a tio n a l A g ric u ltu re I n s t r u c t o r s
i n 258 D epartm ents R ated a s to E x c e lle n c e o f Super­
v is e d Farm ing Program 1948-1949 eeooeoeeeoeo06oee6ee
49
f a b le X V III6Humber o f Hours Spent W ritin g Hews A r t i c l e s and P re ­
p a r in g Radio B ro a d c a st D uring th e Summer Months by
V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r s i n 258 D epartm ents
R ated a s to E x c e lle n c e o f S u p e rv ise d Farm ing
Program 1948-1949 .
. ................ ......................................
50
f a b l e XIX6 Humber o f Hews A r t i c l e s P u b lis h e d and Radio B road­
c a s t s Made by I n s t r u c t o r s o f V o c a tio n a l A g ric u ltu re
i n 258 D epartm ents R ated a s to E x c e lle n c e o f S u p e rv i sed Farm ing Program 1948-1949 6e66Oe6060e6»o6e6ee6
51
f a b le XX6
Farm and Hon-Farm O rg a n is a tio n M eetings A tte n d e d and
Hours Spent A tte n d in g fhem by I n s t r u c t o r s o f V ocation­
a l A g r ic u ltu r e i n 258 D epartm ents R ated a s to E x c e l­
52
le n c e o f S irp erv lsed Farm ing Program 1948-1949 a O60 66
6
THE, SUMMER PROGRAM OF WORK OT YOCATIOH&L
AGRIOnLTURR INSTRUCTORS
ABSTRACT
The p u rp o se o f t h i s stu d y was to d eterm in e p ro c e d u re s and time
consumed in th e d i f f e r e n t a c t i v i t i e s o f th e summer program o f work TDy
i n s t r u c t o r s o f v o c a tio n a l agriculture„ The stu d y was. d e sig n e d to a s s i s t
s u p e r v is o r s , a d m in is tr a to r s s te a c h e r t r a i n e r s , a n d .e x p e rie n c e d and
b e g in n in g i n s t r u c t o r s i n "b uildin g a com plete summer program o f work f o r
v o c a tio n a l agriculture.,
A q u e s tio n n a ir e was s e n t o u t to 322 d ep artm en ts o f v o c a tio n a l a g r i­
c u ltu r e in e le v e n w e ste rn s t a t e s where th e i n s t r u c t o r s h ad b een in t h e i r
departm ent f o r two y e a r s o r lo n g e r . The d ep artm en ts were r a t e d by th e
s t a t e s u p e r v is o r s in to h ig h , medium, an d low groups a s to th e e x c e lle n c e
o f th e s u p e rv is e d fa rm in g program s o f s tu d e n ts in th e se d e p artm en ts.
D ata was o b ta in e d on th e amount o f tim e t h a t i n s t r u c t o r s s p e n t on d i f f e r ­
e n t a r e a s i n t h e i r summer program , A s e p a ra te q u e s tio n n a ir e was s e n t to
a l l . s t a t e s u p e r v is o r s to determ in e what ty p e s o f r e p o r ts th e y r e q u ire d
from i n s t r u c t o r s o f v o c a tio n a l a g r i c u l t u r e .
The stu d y re v e a le d t h a t ab o u t JO p e r c e n t o f th e i n s t r u c t o r s in th e
h ig h and low group p re p a re d a written p la n o f a c t i v i t i e s th e y p la n n ed
to c a r ry on d u rin g th e summer. I n s t r u c t o r s i n b o th th e h ig h and low
groups sp e n t ab o u t 20 p e r c e n t o f t h e i r tim e a tte n d in g summer sc h o o l.
T eachers r a t e d in th e high group .av erag ed $53^°
more a n n u al s a la r y
th a n th o s e i n th e low g ro u p , i n th e h ig h group 20 p e rc e n t more o f th e
i n s t r u c t o r s v i s i t e d t h e i r s tu d e n ts 'during th e summer ■th a n d id th o se i n
th e low g ro u p . F i f t e e n p e r c e n t more o f th e i n s t r u c t o r s i n th e h ig h
group th a n i n th e low group had a d u lt fa rm e r c la s s e s d u rin g th e summer,.
I n th e low group 45 p e rc e n t more o f th e d ep artm en ts had a d v is o ry com­
m itte e s th a n d id th o se i n th e h ig h g ro u p .
A c t i v i t i e s f o r im proving th e summer program of work a re recommended.
These in c lu d e p la n n in g a n e f f e c t i v e summer program o f work! v i s i t i n g
a l l s tu d e n ts , and p r o s p e c tiv e s tu d e n ts o f a g r i c u l t u r e d u rin g th e summer!
k e e p in g th e p u b lic inform ed o f a c t i v i t i e s c a r r i e d on by th e departm ent!
and r e p o r tin g m onthly th e a c t i v i t i e s c a r r i e d on to th e sch o o l adm inis­
t r a t o r s , sch o o l b o a rd s , and s t a t e s u p e r v is o r s o f v o c a tio n a l agriculture,
A form was d e v ise d f o r r e p o r tin g th e summer program o f work which would
be o f h e lp to i n s t r u c t o r s to keep th e p u b lic inform ed o f a c t i v i t i e s
c a r r ie d on d u rin g th e summer.
7
PAST I. IIITROHJCTION
The p u rp o se o f t h i s th e s i s , stu d y was to d eterm ine tim e consumed i n
th e d i f f e r e n t a c t i v i t i e s o f th e summer program o f work hy 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 i n s t r u c t o r s .
The s tu d y was d e sig n e d to a s s i s t
s u p e r v is o r s , a d m in is tr a to r s * e x p e rie n c e d in s tr u c to r s * te a c h e r tr a in e r s *
and "beginning i n s t r u c t o r s i n "building a com plete summer program o f work
f o r v o c a tio n a l a g r i c u l t u r e "by r e v e a lin g d e s ir a b le c h a r a c t e r i s t i c s and
p ra c tic e s .
The problem was d e sig n e d to in c lu d e ( l ) a l i b r a r y stu d y o f l i t e r a ­
tu r e r e l a t e d to th e summer program o f work o f v o c a tio n a l a g r ic u ltu r e
i n s t r u c t o r s , ( 2 ) a s t a t u s s tu d y to d eterm in e th e amount o f tim e t h a t
te a c h e r s o f v o c a tio n a l a g r i c u l t u r e spend i n th e d i f f e r e n t a r e a s o f
w ork, an d ( 3 ) a s tu d y to d e term in e numbers and k in d s o f r e p o r t s t h a t
were r e q u ir e d by th e s t a t e d ep artm en ts o f v o c a tio n a l a g r i c u l t u r e .
T h is problem in v o lv e s th e fo llo w in g q u e s tio n s S
Io
What a r e th e a r e a s o f work i n w hich te a c h e rs o f v o c a tio n a l
a g r i c u l t u r e spend t h e i r tim e d u rin g th e summer?
2.
How much tim e d u rin g th e summer do te a c h e rs o f a g r ic u ltu r e
spend i n th e above a r e a s o f Work?
3o
What a re th e a r e a s o f work t h a t sh o u ld have th e m ost time
■ d e v o te d to them d u rin g th e summer?
BwcL f o r Studg
The fo llo w in g s ta te m e n ts f u r t h e r in d i c a t e th e n eed f o r t h i s s tu d y S
I . ' School a d m in is tr a to r s and th e p u b lic may la c k in fo rm a tio n w ith
r e g a r d to th e summer d u tie s o f a g r i c u l t u r a l i n s t r u c t o r s .
g
So1 S ta te s u p e r v is o r s o f v o c a tio n a l a g r i c u l t u r e and th e a g r ic u ltu r e
i n s t r u c t o r s may n o t he i n f u l l agreem ent a s to what c o n s ti tu te s
a good summer program o f w ork.
D esign o f S ta tu s Study
In an a tte m p t to d is c o v e r th e s t a t u s o f th e summer program o f
w ork 322 l / v o c a tio n a l a g r i c u l t u r e d ep artm en ts were su rv ey ed i n Oregon*
C a lifo rn ia * W ashington, Id a h o , Utah* Colorado* Wyoming* M ontana, U o rth
D akota, A riz o n a , an d Uew Mexico..
A s e p a r a te q u e s tio n n a ir e was s e n t to
th e s t a t e s u p e r v is o r s o f v o c a tio n a l a g r i c u l t u r e in f o r t y - e i g h t s t a t e s ,
P u e rto Hieo „ and H aw aii.
The i n s t r u c t o r s an d sc h o o ls s e le c te d were
th o se i n w hich th e i n s t r u c t o r s h ad been i n re s id e n c e f o r two o r more
y e a r s -hecause th e y were e s ta b lis h e d and h a d a summer program o f work
i n o p e r a tio n .
D epartm ent E a tin g s — E a tin g s were o b ta in e d from th e s t a t e su p er­
v i s o r s on e ac h o f th e 322 d e p artm en ts.
The i n s t r u c t o r s were r a t e d on
th e g e n e ra l e x c e lle n c e o f th e s u p e rv ise d * fa rm in g program s o f th e s tu d e n ts
i n t h e i r d e p a rtm e n ts. 2 /
The sc h o o ls e v a lu a te d were d iv id e d in to th re e
groups - h ig h , medium and lo w . .The g roups w ere d e s ig n a te d a s Group I ,
Group I I , and Group I I I , r e s p e c t i v e l y .
,There were IO^ sc h o o ls in Group
I , lU3 i n Group I I and 75 i n Group I I I .
The sc h o o ls w ere d e s ig n a te d by number so th a t th e w r i t e r would n o t
be b ia s e d i n r a t i n g r e s u l t s and so t h a t th e sc h o o ls w ould n o t be s u b je c t
to u n p le a s a n t r e c o g n itio n .
l/
See A ppendix page 72 f o r l i s t o f a g r ic u ltu r e " d e p a rtm e n ts.
2/
See Appendix page 76 f o r l e t t e r r e q u e s tin g r a t i n g s on a g r ic u ltu r e
d e p a rtm e n ts.
'
vS -
9
Means o f O b ta in in g D ata — A q u e s tio n n a ir e was d e v ise d f o r th e
c o l l e c t i o n o f p rim a ry d a ta from th e i n s t r u c t o r s i n th e 322 d ep artm en ts
in c lu d e d i n t h i s s tu d y , j / The q u e s tio n n a ir e was a rra n g e d to give
in fo rm a tio n on the. fo llo w in g p h a se s o f work o f th e i n s t r u c t o r s and
d e p artm en ts i n each program s
1 « G eneral in fo rm a tio n a b o u t th e i n s t r u c t o r and th e d e p artm en t,
2 , S u p e rv ise d fa rm in g program s o f th e s tu d e n ts ,
3» Equipm ent and f a c i l i t i e s ,
U, F u tu re Farm ers o f A m erica a c t i v i t i e s ,
5» P r o f e s s io n a l improvement o f th e te a c h e r ,
6 , All-= day h ig h sch o o l te a c h in g p rogram ,
7 , .O u t-o f-sc h o o l program f o r v e te r a n s , young fa rm e rs , and a d u lts ,
8, School and community r e l a t i o n s ,
A q u e s tio n n a ir e U/ was a ls o s e n t to f i f t y s t a t e -su p e rv iso rs o f
v o c a tio n a l a g r i c u l t u r e to determ in e th e fo llo w in g in fo rm a tio n ?
1 , Were te a c h e rs r e q u ir e d to subm it to th e s t a t e o f f ic e a p la n o f
summer a c t i v i t i e s ?
2 , Were te a c h e r s r e q u ir e d to subm it to th e s t a t e o f f ic e a r e p o r t o f
a c t i v i t i e s c a r r i e d on d u rin g th e summer?
L im ita tio n s o f Study — From th e i n t e r p r e t a t i o n o f th e d a ta , th e re
a p p e a r to be no d is c r e p a n c ie s o r w i l l f u l i n t e n t by th e i n s t r u c t o r s to
p ad t h e i r r e p o r t s i n o rd e r to p r e s e n t a b e t t e r p i c t u r e o f th e m selv e s.
The q u e s tio n n a ir e i n many c a se s had to be f i l l e d i n from memory by th e in ­
s tru c to rs ,
In many c a se s te a c h e rs had b u t few re c o rd s o f t h e i r a c t i v i t i e s
j j/ See A ppendix page SO f o r copy o f q u e s ti o n n a i r e s e n t to i n s t r u c t o r s ,
4 / See A ppendix page J 8 f o r copy o f q u e s tio n n a ir e s e n t to s t a t e
s u p e r v is o r s .
10
to a i d them in. f i l l i n g o u t th e q u e s tio n n a ir e ,
Summary o f P a r t s
P a r t I o f t h i s stu d y in c lu d e s a sta te m e n t o f p u rp o s e , p ro c e d u re s ,
and a d e s c r ip ti o n o f th e d e sig n o f th e s t a t u s s tu d y ,
;
■
-
P a r t I I in c lu d e s a rev iew o f ( l ) s ta te m e n ts o f o b je c tiv e s in
v o c a tio n a l a g r i c u l t u r e , ( 2 ) l e g i s l a t i o n , ( 3 ) l i t e r a t u r e and s tu d ie s
p e r t a i n i n g to summer program s i n v o c a tio n a l a g r i c u l t u r e .
P a r t I I I in c lu d e s a n a n a ly s is and i n t e r p r e t a t i o n o f th e q u e stio n ­
n a ir e s t u d i e s .
P a r t 17 in c lu d e s recom m endations f o r im proving th e summer program
o f work o f 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 i n e le v e n w e ste rn s t a t e s ,
and th e need f o r f u r t h e r r e s e a r c h .
The a c t i v i t i e s o f th e te a c h e r o f v o c a tio n a l a g r i c u l t u r e and th o s e
o f th e s tu d e n ts e n r o lle d i n v o c a tio n a l a g r i c u l t u r e undergo a change
d u rin g th e summer months from th e s y s te m a tic group i n s t r u c t i o n conducted
d u rin g th e r e g u la r sch o o l y e a r .
The e f f e c t i v e u t i l i z a t i o n o f th e summer
p e r io d may, and f r e q u e n tly d o e s, d eterm in e th e su c c e ss o f th e e n tir e
program o f v o c a tio n a l, a g r i c u l t u r e .
The summer program i s a s u b je c t t h a t
d e se rv e s c a r e f u l a t t e n t i o n on th e p a r t o f a l l p e rso n s co ncerned w ith
i n s t r u c t i o n i n v o c a tio n a l a g r i c u l t u r e .
T each ers o f v o c a tio n a l a g r i c u l t u r e may ta k e one o r . two extrem e
p o s i t i o n s w ith r e l a t i o n to summer a c t i v i t i e s .
There a r e th o s e who may
re g a rd summer a c t i v i t i e s a s u n r e la te d and s e p a r a te to th e r e s t o f th e
c o u rs e .
They may th in k o f th e work d u rin g th e academ ic y e a r a s one
ii
program and t h a t d u rin g th e summer a s a n o th er? one f o r
in s tr u c tio n " th e
o th e r f o r " s u p e rv is io n o f th e farm in g program and o rg a n iz a tio n a c t i v i t i e s
o f students® ?’
Summer a c t i v i t i e s sh o u ld n o t he p la n n e d o r th o u g h t o f a s a s e p a ra te
program .
Much i n s t r u c t i o n can and does ta k e p la c e o u t o f th e classroom
d u rin g th e sch o o l y e a r and summer® .The summer program needs to he
p la n n e d i f o p p o r tu n itie s f o r le a r n in g a r e to he r e a l i z e d d u rin g t h i s
p e r io d o f th e year®
12
,PART I K REVIEW OP LITERATURE AMD STUDIES
T h is s e c tio n rev iew s o b je c tiv e s o f v o c a tio n a l e d u c a tio n i n a g r i­
c u l t u r e ; l e g i s l a t i v e p r o v is io n s ; p o l i c i e s o f f e d e r a l and s t a t e a g e n c ie s;
l i t e r a t u r e , and s tu d ie s p e r t a i n i n g to th e summer program o f v o c a tio n a l
a g r i c u l t u r e e .S tu d ie s and r e p o r t s have d e a l t more e x te n s iv e ly w ith
s u p e rv is e d fa rm in g and th e a ll- d a y sch o o l program th an w ith th e summer
a c t i v i t i e s o f te a c h e rs *
O b je c tiv e s o f V o c a tio n a l E d u c a tio n i n A g ric u ltu re
The p u rp o se o f v o c a tio n a l e d u c a tio n i n a g r ic u ltu r e i s to in c re a s e
p r o f ic ie n c y i n fa rm in g on th e p a r t o f th o se now engaged i n farm in g and
th e p r o s p e c tiv e farm ers*
The m ajor o b je c tiv e s 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 a re
to develop e f f e c t i v e a b i l i t y to?
I* Make a b e g in n in g and advance i n fa rm in g ,
2o Produce farm com m odities e f f i c i e n t l y ,
3 ® M arket farm p ro d u c ts a d v a n ta g e o u sly ,
4 , Conserve s o i l and o th e r n a tu r a l re s o u rc e s *
5« Manage a farm b u s in e s s *
6 » M a in ta in a fa v o ra b le environm ent*
These o b je c t iv e s w ere s e t up by a com m ittee o f th e American
V o c a tio n a l A s s o c ia tio n .and th e F e d e ra l B oard f o r V o c a tio n a l E d u c a tio n in
Septem ber 1929»
j|7
t3A d m in ist r a t io n o f V o c a tio n a l E d u c a tio n ^ , B u l l e t i n Mo, I 0 R e v ise d
1 9 4 8 , F e d e r a l S e c u r i t y A gency, W a sh in g to n , D». C0, p , 38 »
13
L e g is la tiv e P r o v is io n s
The n a t i o n a l V o c a tio n a l E d u c a tio n (Sm ith-H ughes) A ct was approved
F e h ro a ry 23» 1917„ 6 /
T h is i s th e b a s ic a c t .
The a c t p ro v id e s annual
a p p r o p r ia tio n s f o r d i s t r i b u t i o n to th e S ta te s f o r th e p ro m o tio n o f
v o c a tio n a l e d u c a tio n i n a g r i c u l t u r e 3 tr a d e s and i n d u s tr y » home econ­
om ics, an d f o r th e t r a i n i n g o f te a c h e rs f o r th o se f i e l d s .
T h is a c t i s
s t i l l in e f f e c t.
The V o c a tio n a l E d u c a tio n A ct o f 1946» J j known a s th e Seorge-B arden
A c t, i s th e l a t e s t o f many subseq u en t a c t s which p ro v id e d a d d itio n a l
fu n d s f o r v o c a tio n a l e d u c a tio n .
A ll o f th e a c ts were p a s s e d f o r th e
same g e n e r a l p u rp o se — to prom ote and develop v o c a tio n a l e d u c a tio n o f
l e s s th a n c o lle g e g ra d e .
F e d e ra l and S ta te Agency P o l i c i e s
The F e d e ra l v o c a tio n a l e d u c a tio n a c t s c o n ta in two m andatory
p r o v is io n s w hich a re p e c u l i a r to i n s t r u c t i o n i n v o c a tio n a l e d u c a tio n i n
a g ric u ltu re .
They a r e 8 J /
1 , The i n s t r u c t i o n m ust be d e sig n e d to meet th e n eed s o f p e rso n s
o v e r l 4 y e a r s o f age who a re p r e p a r in g f o r fa rm in g or who a re
engaged i n farm ing,.
2 , P r o v is io n m ust be made f o r a t l e a s t 6 months o f su p e rv ise d
p r a c t i c e i n a g r i c u l t u r e each y e a r .
C ongress 8,703
Jj
P u b lic Ho, 326 S e v e n ty -n in th C ongress 8,703
.
88A dm inis t r a t i o n o f V o c a tio n a l E d u c a tio n 88» B u l l e t i n H o, I 9 R e v ise d
19 4 S , F e d e r a l S e c u r i t y A gency9 W a sh in g to n , D, C ,, p , 4 0 ,
14
P o r a com plete program i n v o c a tio n a l e d u c a tio n i n a g r ic u ltu r e th e
elem ent o f tim e sh o u ld he c o n sid e re d i n term s o f y e a r s a s w e ll a s i n
term s o f m in u tes and days p e r week o r month,
The in -s c h o o l y o u th n eed s
i n s t r u c t i o n i n a g r i c u l t u r e to l a y a b e t t e r fo u n d a tio n f o r h i s fa rm in g
c a re e r.
The o u t-o f -s c h o o l young fa rm e r n eed s s y s te m a tic i n s t r u c t i o n
d e a lin g w ith th e problem o f becoming e s ta b lis h e d i n fa rm in g .
F i n a l l y as
a n a d u lt fa rm e r he sh o u ld have an e d u c a tio n a l s e r v ic e which w i l l keep
him in fo rm ed on th e l a t e s t developm ents and th e most re c e n t ap p roved
p r a c t i c e s t h a t a f f e c t th e e n t e r p r i s e s i n h i s fa rm in g o p e r a tio n s .
There­
f o r e , a sch o o l sh o u ld p ro v id e an u n in te r r u p te d program o f i n s t r u c t i o n
in a g ric u ltu re .
I t i s recommended t h a t i n d e v elo p in g e f f e c t i v e s u p e rv ise d farm in g
program s i n s t r u c t i o n and a s s is ta n c e be p ro v id e d f o r s tu d e n ts on a l l o f
t h e i r im p o rta n t fa rm in g a c t i v i t i e s .
T h is r e q u ir e s t h a t p r o v is io n s be
made f o r th e te a c h e r s o f v o c a tio n a l a g r i c u l t u r e to v i s i t farm s o f s tu d ­
e n ts th ro u g h o u t th e y e a r .
In view o f th e f a c t t h a t th e Smith-Hughes A ct r e q u ir e s t h a t sch o o ls
o ffe rin g in s tr u c tio n in a g ric u ltu re
-s h a ll p ro v id e f o r d ir e c te d or-
s u p e rv is e d p r a c t i c e i n a g r i c u l t u r e , — f o r a t l e a s t s i x months p e r y e a r ,
— ?>. and t h a t fa rm in g i s a y e a r-ro u n d a c t i v i t y , a sch o o l s h a l l p ro v id e
such d i r e c t i o n o r s u p e r v is io n by a q u a l i f i e d v o c a tio n a l te a c h e r on a
tw elve month b a s i s ,
" A d m in is tr a tio n o f V o c a tio n a l S d u c a tio n ffl B u l l e t i n H o, I , R ev ise d
1 9 4 s , F e d e r a l S e c u r i t y A gency, W ash in g to n , D, G ,, p , 3 9 ,
15
Shfe M ontana S ta te P la n f o r V o c a tio n a l E d u c a tio n 1 0 / p ro v id e s t h a t
te a c h e r s o f v o c a tio n a l a g r i c u l t u r e s h a l l he employed on a 12-month, b a s i s .
The p u rp o se o f em ploying a te a c h e r o f v o c a tio n a l a g r i c u l t u r e f o r tw elve
months i s to p ro v id e a program o f v o c a tio n a l a g r i c u l t u r e d u rin g th e
summer months a s w e ll a s d u rin g th e p e r io d o f y e a r t h a t sch o o l i s in
s e s s io n ,
Beview o f E d u c a tio n a l L i t e r a t u r e
P r e s e n t c o n c e p ts o f w r i t e r s on th e summer program o f work o f
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 show th e n e c e s s ity f o r a r e la tio n s h ip
betw een th e summer program and th a t o f th e r e g u la r sch o o l y e a r ,
Io y A, Glney l l / p o in te d o u t i n 1948 t h a t th e fo llo w in g a c t i v i t i e s w i l l
demand th e a t t e n t i o n o f th e te a c h e r o f agriculture d u rin g th e summer
months? ( l ) s u p e r v is in g p u p i l s , ( 2) im p ro v in g th e f a c i l i t i e s o f th e
d e p a rtm e n tg- ( 3 ) m a in ta in in g p u b lic r e l a t i o n s and self-im p ro v em en t prog-,
ram s, and (4 ) p a r t i c i p a t i n g i n r e c r e a t i o n a l a c t i v i t i e s ,
Sherman D ick in so n 1 2 / h a s s t a t e d t h a t th e a l e r t te a c h e r o f voc­
a t i o n a l a g r i c u l t u r e w i l l n o t f a i l to re c o g n iz e th a t summer a f f o r d s h i s
g r e a t e s t o p p o rtu n ity f o r e f f e c t i v e te a c h in g ,
Schdols a r e c lo s e d , c l a s s -
IO /
^ M o n tan a'state~ H .an f o r Y o c a tlo n a l B d u e a tio n w, S ta te B oard o f Voca t i o n a l E d u c a tio n , Bozeman, M ontana, J u ly I , 194% to Ju n e 3O9 1952»
p , 32,
ll/
Boy H, O lney8 “Summer D u tie s o f th e T eacher o f V o c a tio n a l A gri­
c u ltu re ® » A m erican V o c a tio n a l J o u r n a l, V ol, 23» Ho, 6 , June 1948,
p , l 6,
12/
Sherman D ic k in so n , “Summer S agacity® , A g r ic u ltu r a l E d u c a tio n
M agazine, V o l, 1 0 , Ho* 1 2 , June 1932, p , 194®
rooms a r e em pty, an d shops a re s i l e n t ? th e r e i s ev ery re a so n to ex p ect
t h a t th e te a c h in g n o t o n ly w i l l c o n tin u e , h u t th a t i t w i l l become more
i n t e n s i f i e d th a n d u rin g th e r e g u la r sch o o l p e rio d *
G arsie Hammonds 1 3 / s t a t e s th a t a te a c h e r o f v o c a tio n a l a g r ic u ltu r e
has l i t t l e
d i f f i c u l t y i n j u s t i f y i n g , i n th e minds o f h i s p a tr o n s and
em p lo y ers, h i s s a la r y from September to May*
te a c h e r s do n o t te a c h d u rin g th e summer*
w ork, l i v e i n th e realm o f t r a d i t i o n .
T r a d itio n h a s i t th a t
Many o f th o se w ith whom we
V o c a tio n a l a g r i c u l t u r e te a c h in g
w ith i t s y e a r-ro u n d program r e p r e s e n ts a d ig r e s s io n from th e o ld id e a
o f 811sch o o l te a c h in g 18 - a d ig r e s s io n from what h a s been custom*
I t i s up
to th e men engaged i n te a c h in g v o c a tio n a l a g r ic u ltu r e to p ro v e th a t th e
summer s a la r y i s j u s t i f i e d *
He f u r t h e r s t a t e s t h a t th e a g r ic u ltu r e
te a c h e r i s employed on a 12-m onth b a s i s p r im a r i ly f o r th e p u rp o se o f
e f f i c i e n t l y d i r e c t i n g and s u p e r v is in g th e farm p r a c t i c e work o f h is
s tu d e n ts *
The c lo s e o f th e sch o o l term g iv e s th e s tu d e n t an o p p o rtu n ity
to c a r ry fo rw a rd farm p r a c t i c e un d er more fa v o ra b le c o n d itio n s *
F , B0 H eald 1 4 / s t r e s s e s t h a t te a c h in g by th e b e s t te a c h e rs o ccu rs
on th e jo b r a t h e r th a n i n th e c lassro o m , o f te n tim es d u rin g th e summer
months*
The f i e l d o r b a rn i s th e la b o r a to r y i n a g r ic u ltu r e *
Here th e
boy le a r n s th e te c h n iq u e , b u t he a ls o e n c o u n te rs p roblem s w hich no
amount o f classro o m te a c h in g would have made so re a l*
Farm ing i s b o th
1 3 / ' O a rsie Hammonds „ 88Summer Work* The Hew Y ear and th e " O ld 88," A g rie u l t u r a l E d u c a tio n Magazine-, V o l* 5, ITo * I , J u ly 1932» p* 2*
14/
Fe B.* H e ald 9 “Summer T eaching v s V is itin g ? 8, A g r ic u ltu r a l E d u catio n
M agazine, VoX* 13» Ho* 1 1 , May 1941, p* 209*
17
an o c c u p a tio n and a mode o f I i f e e
T eaching d u rin g th e summer, o r on th e
p r o j e c t a t any tim e , must n o t om it e i t h e r o f th e s e p h a s e s , and the
i n t e r e s t o f th e te a c h e r must he r e a l , r a t h e r th a n p e rfu n c to ry i f he
e x p e c ts to g e t results.
T h is would in d ic a te t h a t an i n s t r u c t o r sh o u ld
p la n c a r e f u l l y to make each v i s i t a s p r o f i t a b l e to th e p u p il a s p o ssib le * H. Mo Hamlin Ijji/ recommends th a t m onthly, a s w e ll a s a n n u al r e p o r ts
by te a c h e rs 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 be made, b u t no m a tte r what
o th e r r e p o r t s a re made, a r e p o r t o f summer a c t i v i t i e s i s needed* Employ­
e r s o f te n have l i t t l e id e a o f th e summer a c t i v i t i e s o f th e te a c h e r .
community may a ls o wonder what th e te a c h e r does in th e summer*
The
A. p la n
f o r th e use o f summer tim e and m onthly r e p o r t s o f summer a c t i v i t i e s
p r o t e c t th e te a c h e r from c r i t i c i s m and a ls o from a te m p ta tio n to be
more l a x in h i s summer work th a n i n h i s work a t o th e r tim e s o f th e year*
I n Montana th e te a c h e r o f v o c a tio n a l a g r i c u l t u r e i s r e q u ir e d to
subm it an o u tlin e o f h i s p ro p o se d program o f work to th e s t a t e s u p e rv is o r
o f v o c a t i o n a l 'a g r i c u l t u r e i n May,
I n Septem ber he makes a r e p o r t to
th e s t a t e s u p e r v is o r o f a c t i v i t i e s c a r r i e d on d u rin g th e summer*
W. F , S te w a rt I 6/ s t a t e d t h a t some tim e i n May i t i s a p p ro p ria te
f o r the. te a c h e r o f v o c a tio n a l a g r i c u l t u r e to tak e an in v e n to ry o f th e
many a c t i v i t i e s w hich he re c o g n iz e s he must p erfo rm o r w i l l want to do
15/^HsT M* H am lin, ^The Community Program o f A g ric u ltu re E d u c a tio n " ,
P u b lis h e d by I l l i n # U nion B o o k sto re , Champaign, 1 1 1 ,, 19^3* p» 206*
16/
W» Fe S te w a rt, isP la n n in g a Summer Program o f Work88, A g r ic u ltu r a l
E d u c a tio n M agazine, Yol* 12» Ho*- 1 0 , A p r il 19^0, p* 206,
18
d u rin g th e summere
I t w i l l h e lp d o u b tle s s to c l a s s i f y th e s e u n d er such
h e a d in g s ass
1«
2..
3.
U»
5»
6.
7»
8.
9.
10.
S u p e rv is io n o f a l l - d a y s tu d e n ts .
S u p e rv is io n o f p a r t- ti m e s t u d e n t s . /
S u p e rv is io n o f e v e n in g - c la s s members.
F u tu re Farm ers o f A m erica s u p e rv is o ry d u tie s .
P u b lic ity .
P r e p a r a tio n o f r e p o r t Sn
Improvement o f p h y s ic a l equipm ent o f classroom and shop.
R e o rg a n iz a tio n o f c o u rs e s .
P r o f e s s io n a l improvement’.
M isc e lla n e o u s
A re ta s W. K olan 1 7 / h a s s t a t e d t h a t d u rin g th e sch o o l y e a r cond­
itions f o r te a c h in g v o c a tio n a l a g r ic u ltu r e seem most i d e a l 9 b u t we have
even a more n e a r ly p e r f e c t te a c h in g s i t u a t i o n d u rin g th e summer in
c o n n e c tio n w ith p r o j e c t s u p e r v is io n .
D u rin g th e summer th e s tu d e n t i s
i n th e p re s e n c e o f a c tu a l farm problem s B w ith a t r a in e d te a c h e r a t h is
s id e and a f a t h e r a s a c o o p e ra tin g a s s is ta n t®
I f r e a l te a c h in g and
l e a r n in g c an n o t be a c h ie v e d under such c irc u m sta n c e s , th e f a u l t l i e s
n o t i n th e s i t u a t i o n .
M. G0 O aar 18/ m a in ta in s t h a t d u rin g th e summer th e m ajor p a r t o f
th e tim e sh o u ld be ta k en up by farm v i s i t a t i o n s f o r th e p u rp o se o f a id ­
in g th e s tu d e n ts i n u s in g s u p e r io r p r a c t i c e s a s p la n n ed i n c l a s s d u rin g
th e sch o o l y e a r .
He f u r t h e r s u g g e s ts t h a t th e te a c h e r o f v o c a tio n a l
17/
A re ta s W. H o la n 9 ^ T h e Problem o f Summer T eaching i n C onnection . w ith
P r o je c t' S u p erv isio n ® , Secondary School C irc u la r Ho. J 9 Departm ent
o f I n t e r i o r 9 B ureau o f E d u c a tio n , M ashington9 D. G ., Hov.- 15, 1929»
p» I .
lg /
M. C0 G aar9 mThe Summer Program i n A g r ic u ltu r a l E d u e a tio n m, A gri­
c u l t u r a l E d u c a tio n M agazine, V ol. 2 0 , No. 11, May 1948, p . 204.
19
a g r i c u l t u r e s e l e c t one day each week to rem ain in th e d ep artm en t to tak e
c a re o f c o rre sp o n d e n c e „ m a in ta in f i l e s and r e c o r d s , make up r e q u is itio n s ,
f o r s u p p lie s , work on th e co u rse o f s tu d y , check r e f e r e n c e s , check shop
t o o l s , work i n shop, p re p a re news a r t i c l e s , and p la n F eF eAe m eetings*
Gaar recommends t h a t te a c h e rs spend f o u r days each week v i s i t i n g and
te a c h in g s tu d e n ts ( a l l - d a y , young f a rm e rs „ and a d u l t s ) 0 .While ou t on
s u p e rv is o ry t r i p s th e te a c h e r sh o u ld v i s i t p ro s p e c tiv e s tu d e n ts , new
fa rm e rs i n th e a r e a , and make o c c a s io n a l su rv e y s a s o p p o r tu n itie s a r is e *
A rth u r M0 A h a lt 1 9 / r e p o r ts t h a t th ro u g h d ip lo m a tic home and p u b lic
c o n ta c ts w ith fa rm e rs , te a c h e r s o f v o c a tio n a l a g r i c u l t u r e a r e e n a b le d to
develop r e s p e c t and good w i l l f o r th e p u b lic sch o o l system*
The c o n ta c ts
o f th e te a c h e r i n h i s summer program a re o f te n r e s p o n s ib le f o r th e
c o o p e ra tiv e a t t i t u d e s o f p a r e n ts tow ard th e sch o o l program i n r u r a l
communities*
school*
A good te a c h e r can prom ote th e work and program o f th e
A te a c h e r w ith a p o o r a t t i t u d e can lik e w is e do much harm*
,A rth u r M elio r 20/ s t a t e s t h a t b e g in n in g te a c h e rs som etim es h e s i t a t e
i n m aking p r o j e c t v i s i t s , n o t knowing how th e y w ill be re c e iv e d *
There
i s n 5t much to j u s t i f y t h i s a t t i t u d e a c c o rd in g to r e p o r ts i n l i t e r a t u r e
and from th e w r i t e r 's own ex p erien ce*
v is ite d *
F i r s t o f a l l , a boy i s g la d to be
He i s g r a t e f u l and f r e q u e n tly w i l l say so*
F u rth erm o re , h is
19/
A rth u r M* A h a lt, MSummer Duties and A c t i v i t i e s , T each ers o f Voe- _
a t i o n a l A g r ic u ltu r e " , A g r ic u ltu r a l E d u c a tio n M agazine, V ol0 20,
Ho* 11, May 1948, p« 206.
20/
A rth u r M e llo r, "P la n f o r On-Farm T eaching T h is Summer", A g r ic u ltu r a l
E d u c a tio n M agazine, Vol* 2 3 , Ho* 1 0 , A p ril 1951o P» 238*
20
m other and dad a re p le a s e d t h a t t h e i r son i s g e t t i n g s o m e .a tte n tio n .
In
a d d itio n to t h i s , th e te a c h e r i s a busy man, so th e o n ly s e n s ib le th in g
i s to make th e most o f e v e ry m in u te ,
S ta n le y S= R ic h ard so n 21/ s t a t e d t h a t r e p o r ts o f summer a c t i v i t i e s
a r e o f v a lu e f o r th e fo llo w in g re a s o n s :
I o' They f u r n i s h a d e f i n i t e re c o rd o f th e a c t i v i t i e s and may be
su b m itte d to th e s u p e rin te n d e n t o r o th e r sch o o l o f f i c i a l s who
a re a n x io u s to know what th e te a c h e r d id d u rin g th e summer,
2 , There i s a d e f i n i t e re c o rd to show what i s b e in g done f o r th e
F e d e r a l, S ta te a n d /o r d i s t r i c t money expended,
3» When a te a c h e r le a v e s th e jo b d u rin g th e summer, th e r e i s a
d e f i n i t e w r i t t e n re c o r d to show what has been done,
4 , There i s a n e x c e lle n t chance to f i n d o u t what h a s b een o r i s
b e in g done i n p a r t- ti m e and e v e n in g c la s s fo llo w -u p w ork, and
o th e r a c t i v i t i e s may a ls o be ch eck ed ,
5 , As a b a s i s f o r f u r t h e r r e s e a r c h work th e y w i l l a i d i n d e te r­
m ining w hat h as been o r i s b e in g done and what can be done to
improve th e d e p artm en t,
6 , R e p o rts s e rv e a s an a i d i n th e t e a c h e r - t r a i n i n g program ,
7» They keep i n s t r u c t o r s c o n sc io u s o f th e jo b ah ead o f them,
8 , The i n s t r u c t o r h a s a w r itt e n re c o r d a s in s u ra n c e i n ease o f
u n f a i r o r u n ju s t c r i t i c i s m t h a t may be g iv en o f h i s summer w ork,
Glen 0, Cook 22/ b r in g s out t h a t th e te a c h e r o f v o c a tio n a l a g r i­
c u ltu r e i s employed on a tw elv e months b a s i s because o f th e n eed f o r
21/
S ta n le y S . R ic h a rd so n , "Summer A c t i v i t i e s o f T each ers o f V o catio n al
A g r ic u ltu r e i n Id a h o m, R eport o f T w e n ty -f irs t a n n u al P a c i f i c
R eg io n al C onference, Is s u e d by U n ite d S ta te s D e p artn en t o f the
i n t e r i o r . O ffic e o f E d u c a tio n , M ise0.- 2 2 0 % June 1939» Po 103»
22/
Glen 0 . Cook, 80Handbpok on T eaching V o c a tio n a l A g ric u ltu re ^ F i f t i ­
e t h 'E d i t i o n , I n t e r s t a t e P r i n t i n g Co, , 1947». p , 741®
21
i n s t r u c t i o n th e y ear-ro u n d ,,
He l i s t s th e o b je c tiv e s o f th e summer p ro ­
gram as?
I , S,o p ro v id e f o r an e f f e c t i v e fo llo w -u p program o f th e in s t r u c t i o n
o f a l l - d a y , young fa rm e r„ and a d u lt fa rm e r s tu d e n ts . This
p ro v id e s f o r te a c h in g on th e farm w h ile s u p e rv is in g th e farm ing
p ro g ram s,
2 « To p ro v id e o p p o rtu n ity d u rin g th e summer to d is c o v e r and s e le c t
farm problem s o f th e s tu d e n ts to be in c lu d e d in th e in s t r u c t i o n ,
3 , To p ro v id e a d d itio n a l o p p o rtu n ity to re n d e r e d u c a tio n a l s e r v ic e
to fa rm e rs i n th e community,
4 , To p ro v id e o rg a n iz e d c la s s i n s t r u c t i o n f o r fa rm e rs i n th e
community on a y e a r-ro u n d b a s i s ,
5® To p ro v id e f o r th e developm ent o f le a d e rs h ip a b i l i t i e s o f F eF 0A,
members th ro u g h c o n d u ctin g summer m e e tin g s, e d u c a tio n to u r s ,
and camping t r i p s ,
6 , To p ro v id e o p p o rtu n ity f o r th e i n s t r u c t o r to c o n ta c t p ro s p e c tiv e
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 ,
7 , To p ro v id e f o r c o n tin u ity o f th e i n s t r u c t i o n ,
H0 M, Hamlin 2 3 / s t a t e s t h a t th e summer program n eed s e s p e c ia ll y
c a r e f u l p la n n in g .
The summer work o f th e te a c h e r o f v o c a tio n a l a g r i­
c u ltu r e i s u n s ta n d a rd iz e d and i t i s o f te n u n o rg a n iz e d .
The summer may
be one o f th e most f r u i t f u l p e rio d s o f th e y e a r f o r e d u c a tio n a l work
and f o r p r e p a r in g f o r th e y e a r o f te a c h in g ah ead ,
H0 B0 W ilson 2 4 / m a in ta in s th a t i f we a c c e p t th e p h ilo s o p ly 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 u p , we a r e fo r c e d to th e c o n c lu sio n t h a t
23/
H0 M, H am lin, ^ A g ric u ltu r a l E d u c a tio n i n Community S c h o o ls89, I n t e r s t a t e P r i n t i n g Go, , 1949» P» 109®
24/
H» E, W ilson, “P la n n in g th e Summer Program f o r A d ult-F arm er C la s s e s 11,
A g r ic u ltu r a l E d u c a tio n M agazine, V o l, 19» Ho, 12» June 1947, p® 225»
22
th e summer program must he a c o n tin u a tio n o f , o r c lo s e ly r e l a t e d t o , th e
b a s ic i n s t r u c t i o n a l program .
There a r e c e r t a i n a c t i v i t i e s i n a d u lt work
t h a t may he b e s t engaged i n d u rin g th e summer,
He f u r t h e r s t a t e s t h a t
i t i s h i s o p in io n , .and a ls o th e o p in io n o f th o se c o n s u lte d , t h a t we
don't need a w in te r program and a summer program each in d ep en d en t and
c o m p le te ,
We need a sound, c o n tin u in g program t h a t u t i l i z e s a l l o f th e
tim e r e q u ir e d to make s a t i s f a c t o r y im provem ents.
The a c t i v i t i e s in ­
v o lv e d i n a n a d u lt- f a r m e r program may he view ed by th e te a c h e r a s
fo llo w s?
1 , T each in g ,
2 , .S u p e rv isio n ,
3 ° E v a lu a tin g r e s u l t s ,
Review o f T h e sis and R o n -th e s is S tu d ie s
A stu d y was made o f th e "Summaries o f S tu d ie s i n A g r ic u ltu r a l
E d u c a tio n 5' to determ in e what s tu d ie s have been made on th e summer p ro ­
gram and i t was found t h a t v e ry few p e o p le have made any s tu d ie s i n t h i s
f i e l d even though th e r e i s a g r e a t n eed f o r i n v e s t i g a t i o n s ,
P , G, F r a z i e r 25/ fo u n d t h a t th e p a t t e r n o f h ig h sch o o l a c t i v i t i e s
b a se d on days o f work v a r ie d c o n s id e ra b ly i n 120 d i f f e r e n t ty p e s o f
d e p a rtm e n ts , b u t a s a g e n e r a l p a t t e r n , t e s t p l o t s and v i s i t a t i o n s ranked
f i r s t ; o f f i c e second; p r o f e s s io n a l improvement t h i r d ; to u r s and t r i p s
f o u r t h ; and m eeting f i f t h ; w ith an a v e ra g e o f 157»3 d i f f e r e n t ty p e s o f
a c t i v i t i e s c a r r i e d on,
2 5 / F o G. F r a z i e r , ^Summer A c t i v i t i e s o f T each ers o f V o c a tio n a l A g ri-;
c u ltu r e '”, A g r ic u ltu r a l E d u c a tio n M agazine,V ol,.12,W o,1 1 , May 1940,p , 212
23
Me We W allace 26/ r e p o r t s h i s f in d in g s i n a stu d y o f th e summer
te a c h in g lo a d o f tw e n ty -se v e n te a c h e rs o f v o c a tio n a l a g r i c u l t u r e in
S o u th w estern O hio6 Table I 6
TABLE I , EBRCEWT OF TIME AWD AVERAGE WUMBBR OF HOURS JER TEACHER
DEVOTED TO TEE VARIOUS AREAS OF THE SUMMER PROGRAM OF WORE
A verage number
o f h o u rs p e r te a c h e r
f o r each a r e a
A reas
P e rc e n t o f
t o t a l tim e
P r o f e s s io n a l Improvement®
24*09
17.16
17*09
11*92
11*56
135*2
96.5
96.0
A ll-D ay TeaeM ng
8 .75
49.1
R ecords and R e p o rts
4.46
24.9
A dult. Farm er E d u c a tio n
2.51
14.1
Young Farm er E d u c a tio n
2.46
x4.o
100.00
561.6
School & Community R e la tio n s M p s
S u p e rv ise d Farm ing Program s
F u tu re F arm ers o f America
P h y s ic a l F a c i l i t i e s
TOTAL
6 7.0
64.8
® In c lu d e s tim e d ev o ted to s p e c ia l te c h n i c a l t r a i n i n g c o u rse s
W allace recommended t h a t g r e a te r em phasis sh o u ld be p la c e d on
p r o j e c t su p e rv isio n ^ p la n n in g th e a l l - d a y te a c h in g program f o r th e y ear?
t h a t ev ery F u tu re Farm er c h a p te r sh o u ld be a c tiv e th ro u g h o u t th e y ear?
g&7
M6 W0 W a lla c e , !11A Study o f Summer T eaching Load o f 2 J T eachers o f
V o c a tio n a l A g r ic u ltu r e i n S o u th w estern OMoel» T h e s is 6 M6S6 L ib ra ry ,
Ohio S t a t e U n iv e r s ity , Columbus, O M o6 1942» p„ 92*
24
t h a t d u rin g th e summer th e r e i s an o p p o rtu n ity to f u r t h e r th e Young
F arm er, and A d u lt Farm er program s; t h a t ev ery te a c h e r sh o u ld p ro v id e
■tim e f o r c le a n in g , a rra n g in g , and r e p la c in g th e p h y s ic a l equipm ent in
h i s d e p artm en t; and t h a t more te a c h e rs sh o u ld u t i l i z e th e o p p o rtu n ity
to keep l o c a l sch o o l h o a rd s inform ed o f t h e i r summer a c t i v i t i e s th ro u g h
th e u se o f m onthly reports®
0,
W6 H i l l 2 7 / r e p o r ts t h a t th e te a c h e r s o f West V ir g in ia average
54*2 h o u rs o f work p e r week.
D uring th e summer th e a l l - d a y p u p ils
r e c e iv e d 40*5 p e rc e n t o f th e te a c h e r 1s tim e .
13*1 p e r c e n t o f th e voc­
a t i o 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 time was s p e n t te a c h in g a n d /o r super­
v i s i n g o u t- o f - s c h o o l g ro u p s, w h ile 23*1 p e r c e n t o f t h e i r tim e was sp en t
k e e p in g th e d ep artm en t i n o p e ra tin g c o n d itio n , o f f ic e w ork, and promot­
io n a l a c t i v i t i e s .
1 2 .0 p e rc e n t o f th e tim e was sp e n t a tte n d in g m eetings
and i n community s e r v ic e w h ile only 6 . J p e r c e n t o f th e te a c h e r s time
was sp e n t i n p r o f e s s i o n a l s tu d y and im provem ent.
J u l i u s F . Thomas 2 8 / fo u n d t h a t n eg ro te a c h e rs o f v o c a tio n a l a g r i­
c u ltu r e i n Alabama sp e n t 35 p e rc e n t o f t h e i r tim e s u p e r v is in g th e farm­
in g program s o f s tu d e n ts i n o rg a n iz e d i n s t r u c t i o n .
p e r c e n t was d i s t r i b u t e d a s fo llo w s ;
The re m a in in g 65
P r e p a r a tio n f o r c la s s e s i n voc-
27/
0» W. H i l l . !8Time U sed f o r P r o f e s s io n a l A c t i v i t i e s by W est V irg in ia
T eachers o f V o c a tio n a l A g r ic u ltu r e 19, A g r ic u ltu r a l E d u c a tio n Magazine
V ol. 2 2, No. 5» November 1949, p* 118*
28/
J u l i u s F 0 Thomas, "A Study o f th e Summer A c t i v i t i e s o f Negro
T each ers o f V o c a tio n a l A g ric u ltu re i n Alabama19, Problem , M..S. i n
A g r ic u ltu r e , D o rn e ll U n iv e r s ity , H u ral E d u c a tio n , I t h a c a , N. Y0
1949, p* 121,
25
a t i o n a l a g r i c u l t u r e , 16=79 p e rc e n t? p r o f e s s i o n a l im provem ent, 13»23 p e r­
cent? community s e r v ic e s , 8,41 p e rc e n t? Kew Farm ers o f Am erica a c t i v i t i e s ,
6 ,9 6 p e rc e n t? campus im provem ent, 5*&3 p e r c e n t; p u b l i c i t y w ork, 3 <,5.1
p e r c e n t; re c o rd s and r e p o r t s , 3*26 p e r c e n t; v i s i t i n g p r o s p e c tiv e . s tu d e n ts
2*19 p e rc e n t? to u r s and t r i p s , 1 ,6 8 p e rc e n t? m eetin g , 1 ,1 p e r c e n t;
:
■■
•
fo llo w -u p o f form er s tu d e n ts , 0 ,7 5 p e r c e n t; te a c h in g v e te r a n s c l a s s e s ,
0 ,4 9 p e r c e n t; and emergency autom obile r e p a i r s , 0,47 p e r c e n t.
The
av erag e te a c h e r d e v o ted to h i s work 50«88 h o u rs p e r 6- day w eek, o r 8,48
h o u rs p e r d ay ,
y,
M arion W» W allace 29/ found in a s tu d y o f 27 te a c h e rs o f v o c a tio n a l
a g r i c u l t u r e i n S o u th w estern Ohio a re a s o f work ran k ed i n th e fo llo w in g
o rd e rs
1 , P r o f e s s io n a l im provem ent,
2. School and community r e l a t i o n s h i p s ,
3» S u p e rv ise d farm p r a c t i c e ,
4 , F u tu re Farm ers o f A m erica,
5» P h y s ic a l f a c i l i t i e s ,
6, P r e p a r a tio n f o r a l l - d a y te a c h in g ,
7» R ecords and r e p o r t s ,
8,
A d u lt farm er a c t i v i t i e s ,
9» .Young fa rm e r a c t i v i t i e s .
The d iv is io n o f tim e was in flu e n c e d ,c o n s id e r a b ly by th e f a c t th a t th e
291/ M arion W, W allac e, "A Study o f th e Summer T eaching Load, o f 27
T eachers o f V o c a tio n a l A g ric u ltu re i n S o u th w estern O hio'5, A gri­
c u l t u r a l E d u c a tio n M agazine, V ol,1 7 ,Ko,4» O ct, 1944, p , 74«
26
m ajor p o r ti o n o f th e stu d y was made d u rin g th e y e a r when a number o f
s p e c ia l t r a i n i n g c o u rse s were h e ld i n c o n n e c tio n w ith th e Emergency Food
P ro d u c tio n program , hence p r o f e s s io n a l improvement ra n k s much h ig h e r
th a n i t would ra n k d u rin g a norm al yeaXe
te a c h e r s to o k l e s s th a n 10 day8s v a c a tio n ,,
F if ty -tw o p e rc e n t o f th e 27
The stu d y i n d ic a te d th a t
w h ile th e m a jo r ity o f th e te a c h e r s r e p o r tin g were "busy, th e r e was
o p p o rtu n ity f o r improvement in th e "budgeting o f t h e i r tim e 0
27
PARS !H o ANALYSIS MD INTEEPHBTATION OP qpBSTIONNAIHS STUDY
T h is p a r t d e a ls w ith th e a n a ly s is and i n t e r p r e t a t i o n o f th e
q u e s tio n n a ir e stu d y o f summer p r a c t i c e s and work o f te a c h e r s o f voc­
a t i o n a l a g r i c u l t u r e in e le v e n w e ste rn s t a t e s .
D if f e r e n t q u e s tio n n a ir e s
were s e n t to te a c h e r s and s t a t e s u p e r v is o r s o f v o c a tio n a l a g r i c u l t u r e 0
Q u e s tio n n a ire s were s e n t to 322 v o c a tio n a l a g r i c u l t u r e departm ents
o f whom 25S r e p l i e d f o r a t o t a l o f 83.23 p e r c e n t.
.The d a ta h as been
a n a ly z e d and i n t e r p r e t e d u n d e r th e fo llo w in g headings?
1 . G eneral in fo rm a tio n ab o u t th e i n s t r u c t o r s and th e d ep artm en t.
2 . .S u p erv ised fa rm in g program o f th e s tu d e n ts .
3 . F a c i l i t i e s and equipm ent.
4» F u tu re Farm er o f A m erica a c t i v i t i e s .
5. P r o f e s s io n a l improvement o f th e te a c h e r .
6. A ll-d a y h ig h sch o o l program .
J . Out o f sch o o l program f o r v e t e r a n s „ young farm ers,, .and a d u l t s .
So School and community r e l a t i o n s .
G eneral In fo rm a tio n About th e Agr i c u l t u r e I n s t r u c t o r s
and th e V o c a tio n a l A g ric u ltu re D euartm ents S tu d ie d
In d e a lin g w ith the g e n e ra l in fo rm a tio n about th e i n s t r u c t o r s and
th e d ep artm en t „ th e fo llo w in g in fo rm a tio n was stu d ie d ?
( l ) en ro llm e n t
and te a c h e r lo a d , ( 2 ) number o f s tu d e n ts p e r d e p artm en t„ ( 3 ) s a l a r i e s ,
( 1+) tim e s p e n t 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 , ( 6) equipm ent owned by
th e sch o o l f o r u se by th e d e p artm en t, and ( 7 ) w r itt e n p la n f o r summer
program o f w ork.
28
E ach o f th e 322 d ep artm en ts s e le c te d f o r t h i s stu d y were r a te d "by
s t a t e s u p e r v is o r s o f v o c a tio n a l, a g r i c u l t u r e on th e g e n e ra l e x c e lle n c e
o f th e s u p e rv is e d fa rm in g program s o f th e s tu d e n ts .
The sc h o o ls
e v a lu a te d were d iv id e d in to th r e e groups? h ig h , medium, and low .
In
t h i s r e p o r t , th e h ig h , medium, and low g ro u p s a re r e f e r r e d to a s Group I 9
IX , and XII.
E n ro llm e n t ~ Ho a p p re c ia b le d if f e r e n c e e x i s t s i n th e a v erag e number
o f h ig h sch o o l s tu d e n ts e n r o lle d p e r te a c h e r betw een th e th r e e groups
r a t e d a c c o rd in g to th e e x c e lle n c e o f th e s u p e rv is e d farm in g program s in
t h e i r d e p a rtm e n ts. ( T able I I ) . However, Group I , th e h ig h g ro u p , has
an a v erag e e n ro llm e n t o f 8 7 .8 s tu d e n ts a s compared to Group I I I .
low group h as an a v erag e e n ro llm e n t o f 47»3 s tu d e n ts .
The
Group I I 9 th e
medium g ro u p , .ranks betw een Group I and Group XII w ith an av erag e e n ro ll=
rnsnt o f 55=4 s tu d e n ts .
The h ig h group a ls o h a s a h ig h e r a v erag e number
o f te a c h e rs p e r d e p a rtm e n t.
T h is s tu d y i n d i c a t e s t h a t d ep artm en ts r a te d
h ig h e r were th o se w ith l a r g e r e n ro llm e n ts and th e l a r g e s t number o f
te a c h e r s p e r d e p artm en t.
I t was fo u n d t h a t i n Group I th e r e were more town boys than farm
boys e n r o lle d i n v o c a tio n a l a g r i c u l t u r e .
T h is situation i s n o t in a cc o rd
w ith th e g e n e ra l o p in io n o f e d u c a to rs i n v o c a tio n a l agriculture.
They
b e lie v e t h a t to have a s u p e r io r s u p e rv is e d farm in g program th e r e must
be a .h ig h p e rc e n ta g e o f farm boys i n th e d e p artm en t.
In t h i s stu d y i t
was fo u n d t h a t a b o u t 15 p e r c e n t o f th e s tu d e n ts e n r o lle d i n a l l th r e e
groups were town b o y s.
29
TA-RTJB II. AiEEAGB IUBfflEE OF IEAeBEES PEE BBPAHTiffiKI9 EIEOELffiSfT AID
IUBfflEE OF STUDEITS PEE TBACffiB I I 258 ffiPAETffiITS OF YOGATIQIAL
AGEIGULTUEE I I ELEYEI toSTEHI STATES BY EXGELIEIOE OF SUEEEYIffiD
FAEMIIG PEOGBAM 1948-1949
E n ro llm e n t
and no o .of
;eg
E n ro llm e n t a c c o rd in g to e x c e lle n c e o f s u p e rv ise d
fa rm in g urogram
Town boys e n r o lle d
4 6 .2
1 3 .0
15.7
24.9
Farm boys e n r o lle d
4 1 .6
4 2 .4
3 1 .6
38.5
A verage t o t a l e n r o lle d
87. S
5 5 .4
%7.3
6 3 .5
Average n o . te a c h e r s
p e r departm ent
2 .5
1 .5
1 .2
1.7
Average n o . S tu d e n ts
p e r te a c h e r
35.1
36.9
3 9 .4
37.1
s e iio o is ; uI i o s c n o o is ; e 62 sch o o ls
S a l a r i e s and L ength o f S e rv ic e - There i s a la r g e v a r i a t i o n in
s a l a r i e s p a id to i n s t r u c t o r s o f v o c a tio n a l a g r i c u l t u r e . - (T ab le I I I ) .
The av erag e f o r a l l 258 i n s t r u c t o r s f o r th e school y e a r 1948-1949 was
$3,941.30, w ith Group I a v e ra g in g $4,210.61, Gronp II averaging $3,937.29
and Group I I I a v e ra g in g $3 , 6769.0 0 ® There i s a d if f e r e n c e o f $273®32
betw een Group I and I I , and Group I I I a v e ra g e s $261.29 l e s s th a n Group
II.
There i s a d if f e r e n c e o f $ 5 3 4 .6l betw een Group I and Group III.
Part o f th e d if f e r e n c e i s due to th e amount o f tim e s p e n t te a c h in g voc­
a tio n a l a g ric u ltu re .
Some 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 are
r e q u ir e d to te a c h o th e r s u b je c ts i n th e s c h o o l.
In su ch e a s e s the
sc h o o l r e c e iv e s l e s s f e d e r a l and s t a t e reim b u rsem en t.
S chools in t h i s
c a te g o ry a p p e a r to pay t h e i r 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 l e s s
30
y e a r ly s a la r y th a n sc h o o ls i n which th e f u l l tim e o f th e te a c h e r i s
dev o ted to v o c a tio n a l a g r ic u ltu r e ,.
m&BSE I I I . BAHGE OF SALARIES PAID TO 258 VOCATIONAL AGHICOLTUBE
INSTRUCTORS RATED ACCORDING TO EXCELLENCE OF SUPERVISED
FARMING PROGRAM OF THEIR DEPARTMENT 1948-1949
jTOU'C
S a la r ie s
TOl
H ig h e st
$ 5610.00
$ 5000.00
$4500.00
Lowest
$3200.00
$ 2500.00
$2850.00
Average
$4210.61
$3937.29
$3676. 00.
$3941.30
a SO sch o o ls? ^ I l 6 sch o o ls? e 62 sch o o ls
T each ers w ith .h ig h e r s a l a r i e s have more e x p e rie n c e . ( T ah le IV ).
I n s t r u c t o r s i n Group I have an av erag e o f 1 2 .6 y e a rs o f e x p e rie n c e
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 , w h ile Group I I h as 1 0 .6 y e a r s e x p erien c e
and Group I I I 9 J 9S y e a rs e x p e rie n c e 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 .
31
T&BEE I V .. SENEEAE EXCELLENCE OP THE SUPERVISED PARMNO PROGRAM IN
RELATIONSHIP TO YEARS OP EXPERIENCE IN TEACHING VOCATIONAL
AGRICULTURE OP 258 INSTRUCTORS 1948-1949
Ave» Y rso
Taught
Vo-Ae
a s to
E x c e lle n c e o f Sup® Parm®
Ave. Y rs*
In P rese n t
D epartm ent
G re a te s t
No. Yrs®
E x o er.
L e a s t No®
Yrs®.
Exoer o
Group I a
12»2
7 .5
25
2
Group I I ^
10® 6
9.&
29
2
G rotp I I I e
’ 74
6.5
27
2
A ll Groups
1 0 .1
7 .9
a SQ s c h o o ls ! ^ l l 6 s c h o o ls! ®62 sc h o o ls
T each ers o f v o c a tio n a l
a g r i c u l t u r e sp e n t th e fo llo w in g amounts o f tim e 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 i n 1948=1949S
Group I
81 p e rc e n t
o f th e tim e
Group I I
77 p e rc e n t
o f th e tim e
Group I I I
74 p e rc e n t
o f th e tim e
The i n s t r u c t o r s who a re f u l l - t i m e o r n e a r ly f u l l - t i m e v o c a tio n a l a g r i­
c u ltu r e i n s t r u c t o r s a re doin g a "b etter jo h o f te a c h in g a c c o rd in g to th e
r a t i n g s g iv e n them on th e e x c e lle n c e o f th e s u p e rv ise d fa rm in g program s,
iuipm ent Owned "by th e School f o r Use "by I n s t r u c t o r s o f V o catio n a l
= The amount o f equipm ent (movie p r o j e c t o r , cam era, and
farm m achinery) a v a il a b le to 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 varies®
(T a b le ? )»
Most o f th e s c h o o ls p ro v id e a movie p r o j e c t o r f o r use by th e
v o c a tio n a l a g r i c u l t u r e in s tru c to r®
I n Group I , 100 p e r c e n t o f the
32
l n s t r n e t o r s had a movie p r o j e c t o r a v a il a b le f o r t h e i r u s e ; i n Group I I ,
98«3 p e r c e n t o f th e i n s t r u c t o r s h ad a p r o j e c t o r a v a i l a b l e ; i n Group I I I ,
93„5 p e r c e n t o f th e i n s t r u c t o r s h a d a p r o j e c t o r a v a i l a b l e .
A camera
was a v a il a b le to 6 2 .5 p e r c e n t o f th e i n s t r u c t o r s i n th e H igh Group; the
Medium Group had a camera a v a ila b le to 44»9 p e rc e n t o f th e in s tr u c to r s ?
and i n th e Low Group a cam era was a v a il a b le to 2 5 .8 p e r c e n t o f th e
in s tru c to rs .
A farm t r a c t o r and m achinery were a v a il a b le to $0 p e rc e n t
o f Group I? to 33<>6 p e r c e n t o f Group II ? and to 22.5 p e r c e n t o f Group
III.
The l a r g e v a r i a t i o n s i n equipm ent a v a il a b le to i n s t r u c t o r s i s
ev id en ce t h a t th o s e i n s t r u c t o r s who r a t e d i n th e h ig h group have more
v a r ie d equipm ent a v a il a b le f o r t h e i r u s e .
TABLE T . BXGBLLBISfCB OB SUPERVISED EARMHG PROGRAM I I RELATION TO
KINDS OE EQUIPMENT OWNED BY SCHOOLS EOR USE BY VOCATIONAL
AGRICULTURE DEPARTMENTS IN 258 SCHOOLS LOCATED H
ELEVEN WESTERN STATES 1948-19*0
Groups R ated a s
to E x c e lle n c e o f
S u p e rv ise d Farm ing
Program
K inds o f Equipm ent Owned by S chools by P e rc e n t
T r a c to r and
Movie
Farm
F ilm S tr ip
Machine
Camera
M achinery
P ro je c to r
Group I a
9 2 .5 #
100 #
62.5#
50 #
Group
9 4 .5
98.3
44.9
33,6
Group III®
77*4
93.5
25 .8
22,5
A ll Groups
84.9
9 7.2
44.4.
35,4
a SO sch o o ls? ^ l l 6 sch o o ls? .®62 sc h o o ls
In Group I th e sch o o l owned o r F u tu re Earm er owned m achinery and
^
-
.
t r a c t o r was made a v a ila b le to 4 2 .5 p e r c e n t o f th e s tu d e n ts on t h e i r home
33
farm s? i n Group .I I e 1 8 ,1 p e r c e n t o f th e s tu d e n ts had u se o f farm ma­
ch in ery ? an d i n Group I I I e 1 2 ,9 p e rc e n t o f th e s tu d e n t were a b le to u se
sch o o l o r I 1I1A owned m achinery.
Group I sc h o o ls may have r a t e d h ig h on
th e e x c e lle n c e o f t h e i r s u p e rv is e d fa rm in g program s because equipment
was a v a il a b le to g iv e th e boys a good s t a r t in fa rm in g .
W ritte n P la n f o r Summer Program o f Work - A w r i t t e n p la n o f summer
program o f work was p re p a re d by 75»5 p e r c e n t o f th e i n s t r u c t o r s in
Group I a s compared to 4 4 ,8 p e rc e n t i n Group I I and 6 4 ,5 p e r c e n t i n
Group I I I , ( Table V I),
One hundred and se v e n te e n o f th e 258 in s t r u c t o r s
had no w r i t t e n p la n o f t h e i r summer program o f work*
The v a r i a t i o n in
th e th r e e g roups a p p a r e n tly in d ic a te s t h a t te a c h e r s i n th e h ig h group
c o n s id e r i t more n e c e s s a ry to have a w r i t t e n o u tlin e o f t h e i r summer
program th a n th e te a c h e r s o f th e low er g ro u p s,
TABLE. V I, PERGEHTAGS OP VOCATIOHAL AGRICULTURE IESTRUCTORS BY GROUPS WHO
PLM A SUMMER. PROGRAM OF WORK AED TO WHOM SUBMITTED IH 258 DEPARTMEHTS
BATED ACCORDING TO THE EXCELLENCE OP SUPERVISED' FARMING PROGRAMS OP
THEIR DEPARTMENTS 1948=1949
Summer Program o f Work
And to Whom S u b m itted
. P e rc e n ta g e com plying a c c o rd in g to G roups.
Average
Group II1* Group III®
Group I a
P re p a re w r i t t e n p la n o f
summer program
75.5*
4 4 ,8 *
64,5*
61, 8*
Supply copy o f p la n to
s u p e r in te n d e n t
48.7
4 1 ,3
53*3
47.7
Supply copy o f p la n to
sch o o l b o a rd
11.7
1 2 ,0
1 1 ,2
12.3
Supply copy o f p la n to .
s t a t e supervisor
4 1 ,2
4 6 ,5
50,0
45.9
a SO sch o o ls? ^ I l 6_sch o o ls? % 2 sc h o o ls
34
A dv iso ry com m ittees were u se d by 30 p e r c e n t o f th e i n s t r u c t o r s in
Group I to h e lp p la n t h e i r summer program o f w ork.
I n Orrovcp I I 9 75
p e r c e n t o f th e i n s t r u c t o r s made use o f a d v is o ry com m ittees, and in
Group I I I 24 04 p e rc e n t o f th e i n s t r u c t o r s made u se o f a d v is o ry com­
m i t t e e s , ■T h is stu d y i n d i c a t e s no m arked r e l a t i o n s h i p betw een th e u se o f
a d v is o ry com m ittees and th e e x c e lle n c e o f th e s u p e rv is e d fa rm in g p ro ­
grams o f th e s tu d e n tSe
A more d e f in ite , r e l a t i o n s h i p may e x i s t th a n i s
shown by th e q u e s tio n n a ir e study*
A, p ro p o se d summer program o f work i s su b m itte d to th e s u p e rin te n d e n t
o f sc h o o ls by 48®7 p e rc e n t o f th e i n s t r u c t o r s i n Group I j 4 l« 3 p e rc e n t
o f th e i n s t r u c t o r s i n Group I I and 53»3 p e r c e n t i n Group III® ( Table 71)®
In Group I 9 11 ®7 p e r c e n t o f th e i n s t r u c t o r s p r e s e n t a copy o f t h e i r
summer program o f work to t h e i r school b o a rd a s compared to 12 p e rc e n t
i n Group I I and 11 ®2 p e r c e n t i n Group III® (.Table 7 1 )®.
I t a p p ea rs
e v id e n t t h a t a l a r g e p e rc e n ta g e o f th e i n s t r u c t o r s i n a l l g ro u p s e i t h e r
f a i l to subm it a p la n o f t h e i r summer program o f work to t h e i r school
b o a rd s o r c o n s id e r i t unim portant®
A. copy o f th e summer program o f work was s e n t to th e s t a t e su p er­
v i s o r of. v o c a tio n a l a g r i c u l t u r e by 4l®2 p e r c e n t o f th e i n s t r u c t o r s in
Group I ; by 46®5 p e rc e n t o f th e i n s t r u c t o r s i n Group I I ? and by 50 p e r ­
c e n t o f th e i n s t r u c t o r s i n Group III® ( T able 7 1 )® Even though 75°5 p e r­
cent. o f th e i n s t r u c t o r s i n Group I make a w r itt e n o u tlin e o f t h e i r
summer program o f work l e s s th a n h a l f o f them p r e s e n t i t to t h e i r su p er­
in te n d e n t , sch o o l b o a rd o r s t a t e supervisor®
T each ers i n Group I I and
35
I I I make even, l e s s u se th a n th o s e i n Group I o f th e w r itt e n p la n o f
t h e i r summer program o f work#
Gf th e e ig h ty i n s t r u c t o r s i n Group I , 78#7 p e rc e n t o f them k ep t th e
p u b lic in fo rm ed o f th e ty p e s and k in d s o f a c t i v i t i e s t h a t th e y c a r r ie d
on d u rin g th e summer months#
Of th e l l 6 i n s t r u c t o r s i n Group I I , 6$ p e r­
c e n t k e p t th e p u b lic inform ed o f th e work th e y were d o in g d u rin g th e
summer months#
Of th e s ix ty -tw o i n s t r u c t o r s i n Group I I I , 67*7 p e rc e n t
k e p t th e g e n e ra l p u b lic inform ed o f t h e i r a c t i v i t i e s d u rin g th e summer#
In a l l g ro u p s, 7 1 .8 p e rc e n t o f th e i n s t r u c t o r s k ep t th e g e n e ra l p u b lic
inform ed o f t h e i r program d u rin g th e summer months by u s e o f th e r a d io ,
n ew spapers, news l e t t e r s , and p e rs o n a l farm v i s i t s #
A w r i t t e n r e p o r t o f th e summer a c t i v i t i e s was s u b m itte d to th e
sch o o l a d m in is tr a to r s by 42=5 p e rc e n t o f th e i n s t r u c t o r s i n Group I ;
43 p e rc e n t o f th e i n s t r u c t o r s i n Group I I ? and by 43*5 p e r c e n t o f th e
i n s t r u c t o r s i n Group I I I # ( Table V I I ) ,
In Groups I , I I , and I I I ,
r e s p e c t i v e l y , 1 5 , 13. 8 , and 12#8 p e rc e n t o f th e i n s t r u c t o r s p re s e n t a
copy o f t h e i r summer a c t i v i t i e s and program to t h e i r l o c a l b o a rd o f
e d u c a tio n ,
I n Group I , 4 l# 2 p e rc e n t o f th e i n s t r u c t o r s s e n t a r e p o r t
o f a c t i v i t i e s c a r r i e d on d u rin g th e summer to th e s t a t e s u p e rv is o r o f
v o c a tio n a l a g r i c u l t u r e .
I n Group I I and I I I r e s p e c tiv e ly , 39*7
37
p e rc e n t o f th e i n s t r u c t o r s s e n t a r e p o r t o f a c t i v i t i e s c a r r i e d on d u rin g
th e summer to th e s t a t e s u p e r v is o r o f v o c a tio n a l a g r i c u l t u r e .
The la c k
o f r e p o r ts to s u p e r in te n d e n ts o f s c h o o ls , sch o o l b o a rd s , and th e s t a t e
s u p e rv is o r o f v o c a tio n a l a g r ic u ltu r e may in d ic a te a s e r io u s weakness i n
sch o o l and community r e la tio n s h ip s *
36
!EABLB V II, PERCENT OF 258 VOCATIONAL AGRICULTURE INSTRUCTORS HATED
ACCORDING TO EXCELLENCE OF SUPERVISED FARMING PROGRAM SUBMITTING
REPORTS TO ADMINISTRATORS, SCHOOL BOARDS, AND SUPERVISORS 1948-1949
P e rc e n t A ccording to E x c e lle n c e o f S u p erv ised
P e rso n s o r Groups
XLOjJUA UAAlg AU
Group I a Gr oup I I 15 Group I I I c
A ll Groups
■ 4 3 .0 $
4 3 ,5
43.-0 $
1 5 .0
13.8
1 2 ,8
13 09
4 1 .2
39-7
37=0
19=3
A dm inis t r a t o r s
4 2 .5 #
School B oards
S ta te S u p e rv is o rs
a SO s c h o o ls ; l3I l S s c h o o ls ; % 2 sch o o ls
Sn Group I* 4 ,6 p e r c e n t o f th e i n s t r u c t o r 's tim e d u rin g th e months
o f J u n e , J u l y , and August was sp en t d o in g th e fo llo w in g ty p e s o f s e r v ic e
a c t i v i t i e s f o r t h e i r com m unitiess
( l ) Managing l o c a l f a i r s and shows;
(2 ) Making v e t e r i n a r y s e r v ic e c a l l s to fa rm e rs ; ( 3 ) Managing community
a u c tio n s a l e s ; and (4 ) O p e ra tin g a la b o r employment o f f i c e .
I n Group I I ,
7 ,3 p e r c e n t o f th e tim e o f th e i n s t r u c t o r s was sp en t d o in g s im ila r
a c t i v i t i e s and i n Grorqp I I I , 8 ,8 p e r c e n t o f th e tim e o f th e i n s t r u c t o r s
was s p e n t d o in g s e r v ic e a c t i v i t i e s .
I n s t r u c t o r s i n Group I r a te d
s u p e r io r re g a rd in g s u p e rv is e d farm in g p ro g ram s, ap p ear to f i n d l e s s time
to d ev o te to s e r v ic e a c t i v i t i e s n o t d i r e c t l y r e l a t e d to v o c a tio n a l edu­
c a tio n i n a g r i c u l t u r e ,
ien rised , Farm ing Program — Summer Onl
I n an a tte m p t to d is c o v e r th e d if f e r e n c e s i n th e a c t i v i t i e s c a r r ie d
on by th e th r e e groups o f i n s t r u c t o r s r a t e d a s ' to th e e x c e lle n c e o f
s u p e rv is e d fa rm in g program s in t h e i r d e p a rtm e n ts, an a n a ly s is was made o f
37
th e amount o f tim e sp en t i n o n -th e -fa rm s u p e r v is io n o f farm in g program s
o f s tu d e n t s .
T his stu d y a ls o in c lu d e s an a n a ly s is o f th e number o f
v i s i t s p e r s tu d e n t , number o f p r o j e c t s p e r s tu d e n t, and av erag e le n g th
o f e ac h v i s i t .
The i n s t r u c t o r s i n Group I sp en t 31 p e r c e n t o f t h e i r tim e super=
v i s in g p r o j e c t s o f t h e i r s tu d e n t s , a s compared to 13,% p e r c e n t o f th e
i n s t r u c t o r ’ s tim e i n Group I I , and 1 0 ,6 p e r c e n t o f th e i n s t r u c t o r ’s time
i n Group I I I . (T ab le V I I I ) ,
T h is p a r t o f th e stu d y a p p e a rs to in d ic a te
a d i r e c t r e l a t i o n s h i p betw een th e e x c e lle n c e o f th e s u p e rv is e d farm ing
program and amount o f tim e d ev o ted by th e i n s t r u c t o r to o n -th e -fa rm
v is its ,
TABLE V I I I . EERCBHT OE VOCATIONAL AGRICULTURE INSTRUCTORS TIME SOTT
SUPERVISING PROJECTS IN 258 DEPARTMENTS RATED ACCORDING TO EXCEL=*
LENGE OE SUPERVISED FARMING PROGRAMS OE STUDENTS 1948=1949
Item
P e rc e n t o f T eachers Time Spent S u p e rv isin g 'F a rm in g
Groups
A ll
f"k
Grotm III®
Groups „
P e rc e n t o f tim e s p e n t
s u p e r v is in g fa rm in g
program s o f s tu d e n ts
3I.O .56
18,3 56
aSO sch o o ls? % ll6 sch o o ls? e 62 sc h o o ls
Time S pent C o n ta c tin g P r o s p e c tiv e S tu d e n ts = The i n s t r u c t o r s o f
Group I sp e n t an a v erag e o f 9 .6 p e rc e n t o f t h e i r tim e c o n ta c tin g pro=
s p e c tiv e 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 i n com parison to Group I I
i n s t r u c t o r s who s p e n t 4 ,3 p e r c e n t on t h e i r tim e and Group I I I in s t r u c t o r s
who sp e n t 2 ,5 p e r c e n t o f t h e i r tim e c o n ta c tin g new s tu d e n ts o f v o c a tio n a l
a g r ic u ltu r e ,,
I n s t r u c t o r s i n Group I made th e g r e a t e s t e f f o r t to p ro v id e
guidance to p r o s p e c tiv e s tu d e n ts "before th e s t a r t o f sch o o l i n th e f a l l *
.Number o f P r o je c ts P e r Boy - In Group I , freshm en a v e ra g e d 2*1
l i v e s t o c k and crop p r o j e c t s . ( Table IX )$ sophomores a v e ra g e d 2*7 p r o je c ts ?
ju n io r s a v e ra g e d 2*9? and o u t-o f -s c h o o l y o u th s a v erag e d 2*9°
I n Group
H 9 th e freshm en a v erag e d 1*3 p r o je c ts ? th e sophomores a v erag e d 1 .4
p r o je c ts ? th e ju n io r s 1*5? and th e o u t- o f - s c h o o l y o u th s a v erag e d 1 .4
p ro je c ts .
In Group I I I , freshm en a v erag e d *S p r o je c ts ? sophomores
a v e ra g e d 1 .2 p r o je c ts ? ju n io r s a v erag e d 2 .1 p r o je c ts ? an d o u t-o f -s c h o o l
y o u th s a v e ra g e d 1*5 p r o j e c t s .
Group I h a d an average o f 1*2 more
p r o j e c t s p e r s tu d e n t th a n e i t h e r o f th e o th e r two groups*
M I S IX . AVBEAGB NUMBER QF PROJECTS CARRIED PER BOY IN VOCATIONAL
AGRICULTURE IN 258 DEPARTMENTS RATED AS TO EXCELLENCE OF "SUPER­
VISED FARMING PROGRAM 1948-1949
Groups R ated a s to
E x c e lle n c e o f Superv is e d Farm ing Program
Numher o f P r o j e c t s C a rrie d P er Boy
O u t-o f-S chool
Freshmen Sbphomores J u n io rs
.Youths
Ave
Group I a
2 .1
2*7
2*9
2 .9
2*6
Group 11%
1.3
1 .4
1 .5
1*4
1*4
,8
1*2
2 .1
1*5
1 .4
1 .4
1 .7
2 .1
1.9
1.8
Group I I I e
Average A ll Groups
a SO sch o o ls? ^ I l 6 sch o o ls? e 62 sch o o ls
and L ength o f P r o je c t V i s i t a t i o n s - I n Group I th e
i n s t r u c t o r s v i s i t e d th e fre sh m e n s tu d e n t s on a n ,.av e rag e o f 4*7 tim es?
sophom ores 3®7$ j u n i o r s 2*9? an d o u t - o f - s c h o o l y o u th s 2*5 tim e s .( T a b le X)0
39
In Group I I i n s t r u c t o r s v i s i t e d freshm en f o r an a v e ra g e o f 3®2 tim es?
sophomores 3»3 » ju n io r s 2*5% and o u t-o f -s c h o o l y o u th s IoS tim es a s com­
p a re d to Group I I I i n s t r u c t o r s who v i s i t e d th e freshm en
f o r an av erag e
o f 2 o l tim es? sophomores 1 .5 tim es? ju n io r s I 0Jo and o u t-o f= sch o o l y o u th s
Io J tim es*
In Group I 5 th e a v erag e le n g th o f th e v i s i t to s tu d e n ts was 2*2
hours? Group I I , 1*5 hours? and Group I I I 5 1*1 h o u rs i n le n g th * ( T able X )*
Groups R ated a s to
E x c e lle n c e o f Super­
v is e d Farm ing Program
I
TABLE X* SUMBER MD LENGTH OI STUDENT VISITS BY INSTRUCTORS IN 258
DEPARTMENTS OP VOCATIONAL AGRICULTURE RATED AS TO EXCELLENCE OE
SUPERVISED FARMING PROGRAM 1 948»!949
Freshmen
a n d L ength o f S tudent V i s i t s
O u t-o f­ L en g th o f
Sopho­
V i s i t s in
mores J u n io rs school
Hours
y o u th s
Group I a
4 .7
3 .7
2 .9
2 .5
2 .2
Group I I b
3 .2
3«3
2 .5
1 .8
1 .5
Group I I I c
2*1
1*5
1 .7
1 .7
1.1 ■
Average f o r A ll Groups
3«3
2 .8
2 .4
2*0
1 .6
a 80 sch o o ls? "bI l S sch o o ls? e 62 sc h o o ls
In Group I 5 two o r 2*5 p e rc e n t o f th e i n s t r u c t o r s d id n o t v i s i t any
o f t h e i r s tu d e n ts d u rin g th e summer months*
I n Group I I 5 t h i r t y —s ix o r
21 p e r c e n t and i n Group I I I tw enty o r 32*3 p e rc e n t o f th e i n s t r u c t o r s
d id n o t v i s i t any s tu d e n ts d u rin g th e summer months*
There w er 29*8
p e r c e n t more i n s t r u c t o r s i n Group I I I who d id n o t v i s i t any s tu d e n ts dur­
in g th e summer months th a n th e r e were in. Group I*
I t i s e v id e n t th a t
th e i n s t r u c t o r s i n Group I r e a l i z e more th a n th o se i n Groups I I and I I I
th e need to c o n tin u e th e te a c h in g p ro c e s s d u rin g th e summer months byv i s i t i n g th e s tu d e n ts on t h e i r home farms®
P h y s ic a l F a c i l i t i e s
The tim e sp e n t by te a c h e r s o f a g r i c u l t u r e i n im proving th e c l a s s ­
room, shop f a c i l i t i e s , and equipm ent was co v ered by th e q u e s tio n n a ir e
study®
- D uring th e summer months th e v o c a tio n a l a g r i ­
c u ltu r e i n s t r u c t o r s i n Group I sp e n t a t o t a l o f 8*6 days in ta k in g inven­
t o r y , le a r n i n g new shop s k i l l s , and p u t t i n g th e shop i n o rd e r f o r th e
new sch o o l year*
The i n s t r u c t o r s i n Group I I s p e n t 5®4 days and th o se
i n Group I I I s p e n t 1®2 days w orking i n th e shop* (T ab le Xl)*
TASIS XI* EUMBBR OP DAYS SPBET BY INSTHDCTORS WORKING IN THE SHOP AND
CLASSROOM IN 258 DEPARTMENTS RATED AS TO EXCELLENCE OF SUPERVISED
FARMING PROGRAM 1948-1949
Days Spent Working
i n V o c a tio n a l A gri­
c u ltu r e D enartm ent
Groups R ated a s to E x c e lle n c e o f S u p e rv ise d
Farm ing Program
A ll
Grouns
Groun
Groun III®
Groun I a
No* Days S p en t Working
i n Shop
8.6
5*4
1 .2
5.0
No* Days S pent Working
i n C lassroom
6.7
4 .4
2.7
4.6
15.3
9.8
3»9
9.6
T o ta l No* Days S p en t on
Dept* F a c i l i t i e s
a 80 sch o o l s 5 ^ l l 6 sch o o l Sg % 2 sch o o ls
W orking i n C lassroom - I n s t r u c t o r s i n Group I s p e n t an av erag e of
6*7 days d u rin g th e summer months i n p u t t i n g t h e i r classro o m i n o rd e r.
4l
i n o rd e rin g new s u p p lie s , and i n p u t t i n g t h e i r f i l e s i n o rd e r, ( Tab!©
XV)*
G-roup I I i n s t r u c t o r s sp en t 4 ,4 d a y s , and Group I I I i n s t r u c t o r s
sp e n t 2®7 days i n g e n e r a l work i n th e c lassro o m .
I n s t r u c t o r s i n Group
I spend more tim e th a n th o s e i n Group I I and I I I i n g e t t i n g t h e i r c la s s =
room and shop i n th e "best o f o rd e r when th e f a l l term o f sch o o l s t a r t s .
F u tu re Farm ers o f Am erica
The q u e s tio n n a ir e in c lu d e d a stu d y o f th e fo llo w in g a c t i v i t i e s
c a r r i e d on "by th e i n s t r u c t o r i n c o n n ec tio n w ith t h e i r F u tu re Farm ers of
A m erica a c t i v i t i e s ;
C l) Summer t r i p ; ( 2 ) Uumher o f m eetings held# ( 3 )
F u tu re Farm er c o n v e n tio n s; (.4) School farm ; ( 5 ) Ju d g in g t r i p s ; ( 6 ) F a ir s
and e x h i b i t s ; and ( 7 ) L e a d e rsh ip s c h o o ls .
Summer T rip = 4 6 ,2 p e r c e n t o f th e i n s t r u c t o r s i n Group I to o k
t h e i r F u tu re Farm ers on a summer t r i p .
I n Group I l 9 4 l» 3 p e r c e n t and
i n Group I I I , 6 9 ,3 p e r c e n t o f th e i n s t r u c t o r s to o k t h e i r F u tu re Farm ers
on a summer t r i p .
I n Group I th e t r i p s a v erag e d 3<>1 days i n le n g th ; in
Group I I and I I I t r i p s a v e ra g e d 1 ,9 and 1 ,2 days i n le n g th r e s p e c tiv e ly ,
Uumher o f M eetings H eld = D uring th e summer months c h a p te rs i n
Group I h e ld an a v erag e o f 4 ,6 m e etin g s; Group I I 9 4,2- m e e tin g s; and
Group I I I 9 3 ,1 m e e tin g s.
I t i s im portant, t h a t summer m eetin g s o f th e
F u tu re Farm er C hapter he h e ld so t h a t t h e i r a c t i v i t i e s may c o n tin u e
th ro u g h o u t th e y e a r .
Time S pent on o th e r F u tu re Farmer A c t i v i t i e s = The i n s t r u c t o r s in
Group I sp e n t 26 p e r c e n t o f t h e i r tim e i n F u tu re Farmer o f America
a c t i v i t i e s d u rin g th e summer m onths, (T a b le X I I ) ,
Group I I sp en t 1 7 ,5
p e rc e n t o f t h e i r tim e and Group I I I l6 o 9 p e rc e n t o f th e ir , tim e on F u tu re
Farm er o f A m erica a c t i v i t i e s .
These a c t i v i t i e s a r e made up o f F eF cAa
c o n v e n tio n s, sch o o l o r c h a p te r fa rm s, ju d g in g t r i p s , f a i r s , e x h i b i t s ,
and le a d e r s h ip g r a in in g s c h o o ls »
The i n s t r u c t o r s i n Group I r e a l i z e
more th a n th o s e i n Groups H and I I I th e im portance o f c a r ry in g on a
w e ll-ro u n d e d program o f w ork w ith t h e i r F u tu re Farm er c h a p te r in o rd e r
to c a r r y o u t a com plete program o f v o c a tio n a l a g r ic u ltu r e *
TASLB XII. EBRGBHT OF TIMB IHSTRUCTORS OF VOOATIOHAL AGRICULTURE SEBHT
OH FUTURE FAREBR OF AMERICA ACTIVITIES IH 258 DBPARTMBHTS RATED AS
TO BXCBLLBHGE OF SUPERVISED FARMIHG PROGRAM 1948-1949
/P e r c e n t o f Time Devoted "by G roips R ated a s to
Group I a
Time S pent on FFA
C onventions
3 .0 #
Group I I ^
Group I I I 0
All
G ro w s
2 .2 4
3*3 #
2"8&
Time S pent on School Farm 1 0 ,8
2.7
1 .7
5=0
Time S pent on Ju d g in g
T r ip s
4 ,2
4 ,6
5=8
4^8
Time S pent on F a ir s
an d E x h ib its
7=4
7 .0
5 .4
6 .6
Time Spent on L e a d e rsh ip
Schools
.6
1 .0
=7
=8
T o ta l Time Spent on FFA
A c tiv itie s
26,0
1 7 .5
16,9
20.0
a 80 sch o o ls? ^ I l 6 schools? @62 sch o o ls
I n s t r u c t o r s i n Group I , I I , and I I I sp e n t l i t t l e tim e i n th e su p er­
v i s in g o f a community c a n n e ry .
The i n s t r u c t o r s i n Group I s p e n t an
43
av erag e o f
2«5?
Group I I „
2.1;
and Group I I I , 2 ,4 days i n th e super­
v is io n o f a community c a n n e ry .
Of th e i n s t r u c t o r s i n Group I , 18«7
p e r c e n t o f them s u p e r v is e a community c a n n e ry .
In Group I I , 7®9 p e rc e n t
o f th e i n s t r u c t o r s s u p e rv is e a community cannery and i n Group I I I „ l4 » 2
p e rc e n t, o f th e i n s t r u c t o r s supervise a community c a n n e ry .
There were
tw enty i n s t r u c t o r s i n Group I t h a t s u p e rv is e d a community can n ery , and
th e y a v e ra g e d 13, 3. days s u p e r v is in g i t .
I n Group I I th e r e were n in e
i n s t r u c t o r s who s u p e rv is e d a community c a n n e ry , and th e y av erag ed 27 days
s u p e r v is in g i t .
I n Group I I I th e r e were a ls o n in e i n s t r u c t o r s who
s u p e rv is e d a community cannery f o r an av erag e o f 17*9 flays.
A p p a ren tly
i n s t r u c t o r s who do s u p e rv is e a community cannery, spend a g r e a t d e a l o f .
tim e a t i t .
P r o f e s s io n a l Improvement
An a n a ly s is was made o f th e amount o f tim e s p e n t i n p r o f e s s io n a l
improvement "by th e i n s t r u c t o r s i n th e th r e e groups r a t e d a s to e x c e l­
le n c e o f th e s u p e rv is e d fa rm in g program s i n t h e i r d e p artm en ts.
In Group I , 3 7 .5 p e r c e n t o f th e i n s t r u c t o r s a tte n d e d summer sch o o l
d u rin g th e summer o f 1948-1949.
I n Group I I , 311.9 p e rc e n t and i n Group
I I I , 4 8 .4 p e r c e n t o f t h e 'i n s t r u c t o r s a tte n d e d summer sc h o o l.
A la rg e r
p e r c e n ta g e ' o f th e i n s t r u c t o r s o f Group I I I a tte n d e d summer sch o o l th a n
o f e i t h e r Group I o r I I .
They may have done so f o r th e fo llo w in g re a so n s:
1 , To renew te a c h in g c e r t i f i c a t e s ,
2 , To "bring up t h e i r s a la r y sc h e d u le ,
3 , To g e t more t r a i n i n g .
I n Group I 9
p e r c e n t o f th e tim e o f th e i n s t r u c t o r s o f voc­
a t i o n a l a g r i c u l t u r e was sp e n t i n p r o f e s s i o n a l im provem ent, ( I a h le X I I I ) ,
She i n s t r u c t o r s i n Groups I I and I I I a v erag e d l 4 , l and 21 p e r c e n t o f
t h e i r tim e r e s p e c tiv e ly d u rin g th e summer months i n p r o f e s s i o n a l im p ro v e-.
rnent,
I n s t r u c t o r s i n Group I I I ap p ear to r e a l i z e th e n eed to improve
t h e i r program i n v o c a tio n a l a g r i c u l t u r e .
B B IE X IIIo PERCEM OP TIME THAT INSTRUCTORS OP VOCATIONAL AGRICULTURE
SPENT ON PROFESSIONAL IMPROVEMENT DURING THE SUMMER IN 2 5 8 DEPART­
MENTS RATED AS TO EXCELLENCE OP SUPERVISED FARMING PROGRAM 1948-1949
K inds o f P r o f e s s io n a l
Improvement
P e rc e n t A cco rd in g to Groups R ated a s to
E x c e lle n c e o f S u p e rv ise d Farm ing Program
All
Group I I I e Groups
Going to Summer School
5.7
5,6.
7,3
6 .2
T e c h n ic a l Study
1 ,4
,9
3 ,8
2.0
Vo-Ag C onferences
5.1
4 ,7
5 .8
5.2
C onference w ith S ta te
S u p e rv is o r8 A d v iso r C o u n c il9
School B o ard , o r School
S u p e rin te n d e n t
1.7
1 .6
2 .3
1*9
O th er ty p e s o f P r o f e s s io n a l
Improvement
1,2
1 ,3
1 ,8
1 .4
15.1
x4„l
21.1
16.7
. TOTAL
^80 sch o o ls? ^ I l 6 sch o o ls? % 2 sc h o o ls
The q u e s tio n n a ir e s tu d y was d e v ise d so th e amount o f tim e th a t
i n s t r u c t o r s o f v o c a tio n a l a g r i c u l t u r e s p e n t on t h e i r a l l - d a y te a c h in g
program co u ld he d e te rm in e d .
D uring th e summer te a c h e rs s p e n t t h e i r time
i n a c t i v i t i e s such a ss
C l) Commmiity surveys? Cs) F i e l d t r i p s ? ( 3 )
O rg a n iz in g d a ily te a c h in g p la n s and a fo u r - y e a r co u rse o f study? and
(5 ) C o lle c tin g d is p la y m a te r ia l and weed sam p les.
I n s t r u c t o r s in Group
I devote 1 6 .4 p e r c e n t o f t h e i r tim e to th e s e a c t i v i t i e s a s compared to
Group I I and I I I r e s p e c tiv e ly who d ev o ted IS and 1 5 .4 p e r c e n t of. t h e i r
tim e . (T a b le X I7 ).
TABLE X I7. EBECBET OF TIME SPEHT OH PSEPAEATIOH OF ALL-BAY TEACHING
PROGRAM BY 70CATI0HAL AGRICULTURE INSTRUCTORS IN 253 DEPARTMENTS
BATED AS TO EXCELLENCE OF SUPERVISED FARMING PROGRAM 1943-1949
P e rc e n t a c c o rd in g to Groups R ated a s to
E x c e lle n c e o f S u p e rv ise d Farm ing Program
A ll
___________________________________ Group I a Group I I ^ Group I I I c Groups
Kind o f A c t i v i t i e s
Community Surveys
1 .5
W
1 .6
,1 .6
F i e l d T rip s
5 .1 ^
5 .2 ’
3 .% '
4 .5
O rg a n iz in g d a ily te a c h in g
p la n s and 4 -y e a r c o u rse o f
stu d y
5»4
5 .0
3 .4
4 .6
P r e p a rin g c h a r ts an d te a c h in g
a id s
2 .1
2 .9
3 .6
2 ,9
C o lle c tin g d is p la y m a te r ia l
2 .3
3 .2
3o4
2 ,9
l6 .4 ^
ISoQ1
1 5 .4 ^
1 6 .5
TOTAL
a SO sch o o ls? ^ llG sch o o ls? % 2 sch o o ls
Out=Qf=
I n th e O u t-o f-sc h o o l program an a tte m p t was made to f i n d th e amount
o f tim e sp en t "by th e th r e e groups r a t e d a s to e x c e lle n c e o f su p e rv ise d
fa rm in g program u n d er th e fo llo w in g h e a d in g s S ( l ) v e te r a n s o n -th e -fa rm
46
tr a in in g ? ( 2 ) young farm ers? and ( 3 ) a d u lt fa rm e rS0
'rogram. - I n s t r u c t o r s i n Group I
sp en t an a v erag e o f 28*6 h o u rs d u rin g th e summer months s u p e rv is in g th e
v e te r a n s o n -th e~ farm t r a i n i n g program a s compared to 2 6 „4 h o u rs hy Group
I I and 30o,9 h o u rs "by Group I I I .
I n s t r u c t o r s i n Group I I I s p e n t a s much
a s 400 h o u rs on th e v e te r a n s o n -th e -fa rm t r a i n i n g program .
- The i n s t r u c t o r s in Group I s p e n t an
a v erag e o f 3®3 h o u rs o f classroo m i n s t r u c t i o n w ith t h e i r young fa rm e rs .
(T a b le XT).
Groups I I and I I I av erag ed J eI and 1 0 .3 h o u rs r e s p e c tiv e ly
i n c lassro o m i n s t r u c t i o n o f young fa rm e rs d u rin g th e summer m onths.
I n s t r u c t o r s i n Group I s p e n t an av erag e o f 5»2 h o u rs d u rin g th e months
o f J u n e 9 J u l y 9 and A ugust i n o n -th e -fa rm v i s i t s s u p e r v is in g th e work
o f young fa rm e rs . ( T able X ? ).
Group I l i n s t r u c t o r s s p e n t an av erag e o f
7 .3 h o u rs and th e i n s t r u c t o r s i n Group I I I s p e n t an av erag e o f 23. 1
h o u rs s u p e r v is in g th e work o f young fa rm e rs on t h e i r fa rm s .
The su rv e y i n d i c a t e s t h a t th e te a c h e r s i n Group I d ev o ted l e s s
tim e to young fa rm e rs .
I n s t r u c t o r s i n Group I sp en t more o f t h e i r tim e
w ith th e h ig h sch o o l s tu d e n ts th a n do th e i n s t r u c t o r s i n Group I I I and
th e r e f o r e cannot spend a s much tim e w ith th e o u t-o f -s c h o o l g ro u p s.
%7
TASIS XVo SUMBHR OF HOUSS SPENT INSTRUCTING AND VISITING YOUNG FARMERS
ENROLLED IN CLASS BY INSTRUCTORS OF VOCATIONAL AGRICULTURE DURING
THE SUMMER IN. 252 DEPARTMENTS RATED AS TO EXCELLENCE OF SUPER­
VISED FARMING PROGRAM 1942-1949
A c tiv ity
Hours Spent by Groups R ated a s to E x c e lle n c e o f
S u p e rv is e d Farm ing Program
A ll
Groups
Group I I I c
Group I I ^
Group I a
C lassroom
3-3
7-1
1 0 .3
6.9
Farm V i s i t s
5 .2
7-3
23.-1
1 1 .9
a 20 s c h o o ls ; ^3X l6 s c h o o ls ; % 2 sch o o ls
A d u lt Farm er Program - The q u e s tio n n a ir e d iv id e d th e a d u lt farm er
program i n t o • two p h a s e s , nam ely;
c lassro o m i n s t r u c t i o n , and farm v i s i t s .
The d a ta re v e a le d th a t th e i n s t r u c t o r s in Group I sp e n t 6 .5 h o u rs
i n s t r u c t i n g a d u lt farm er c la s s e s d u rin g th e months o f J u n e , J u ly and
A ugust, Group I I s p e n t 4 .1 h o u rs , and Group I I I sp en t 5 h o u rs i n s t r u c t ­
in g a d u lt fa rm e r c l a s s e s .
(T a b le XVI).
I n s t r u c t o r s i n Group I s p e n t an a v erag e o f 7°2 h o u rs d u rin g the
summer s u p e r v is in g a d u lt fa rm e r c la s s members$ Group I I , 4 .1 h o u rs , and
Group I I I , 2 .6 h o u rs o f s u p e r v is in g a d u lt fa rm e rs i n o n -th e -fa rm v i s i t s
(T a b le XVI).
The d a ta r e v e a le d th a t l 6 . 2 p e rc e n t o f th e i n s t r u c t o r s
i n Group I h a d a d u lt fa rm e r program s d u rin g th e summer a s compared to
1 2 .9 p e r c e n t o f Group I I , and .2 p e rc e n t o f Group I I I .
48
TABLE ZVIo NUMBER OE HOURS SPENT BY INSTRUCTORS OE VOCATIONAL AGRICULTURE
SUPERVISING AND INSTRUCTING ADULT EARMER CLASSES IN 258 DEPARTMENTS
RATED AS TO EXCELLENCE OE SUPERVISED FARMING PROGRAM 1948*1949
Hours S pent by Groups R a te d a s to E x c e lle n c e
D63
A c tiv itie s
D
T
-
Group I a
Group I I p
„
Group I I I c
A ll
Groups
C lassroom I n s t r u c t i o n
6 .5
4 .1
5 .0
5 .2
.Farm S u p e rv is io n
7 .2
4 .1
2 .6
4 .6
a SO s c h o o ls ; ^ l l 6 s c h o o ls ; c62 sch o o ls
School and Community R e la tio n s
The q u e s tio n n a ir e was d e v ise d so t h a t a stu d y c o u ld "be made to
d eterm in e th e amount o f tim e t h a t i n s t r u c t o r s o f v o c a tio n a l a g r ic u ltu r e
sp en t on sch o o l and community r e l a t i o n s ,
R e p o rts and C orrespondence - I n Group I , i n s t r u c t o r s s p e n t an
av erag e o f 8 .6 h o u rs d u rin g th e summer making o u t r e p o r ts and 10.8 h o u rs
an sw erin g c o rre sp o n d e n c e , ( T able XVII) .
The i n s t r u c t o r s i n Group I I
sp e n t a n a v erag e o f 1 1 .8 h o u rs making o u t r e p o r t s , and 1 1 .2 h o u rs answer­
in g c o rre sp o n d e n c e .
In Group I I I , i n s t r u c t o r s sp e n t an a v erag e o f 1 5 .8
h o u rs making o u t r e p o r ts and 1 6 .2 h o u rs an sw erin g c o rre sp o n d e n c e.
I.
49
TA-TtJl-Bl XVIIo .KUMBBR OF. HOURS SEBKS MAKIKG OUT REPORTS AKD AHSWERIHGr
OOERESPOHDEKGE BY VOCATIONAL AGRICULTURE IHSTRUCTORS IH 25S
DEPARTMENTS RATED AS TO EXCELLENCE OF SUPERVISED FARMING
PROGRAM 1948-1949
R e p o rts and
C orrespondence
Hours Spent "by Groups R ated a s to E x c e lle n c e
o f S u p e rv ise d Farm ing Program
A ll
Groups . ...
Group I a
Group I I 0
Group III*
R ep o rts
80.6
11 »8
15 0S
12s O
C orrespondence
IO 0S
lie 2
16*2
IHoJ
a SO school? l3IlG s c h o o ls ; % 2 sch o o ls
News A r t i c l e s and Radio B ro a d c a sts « The i n s t r u c t o r s i n Gronp I
sp e n t 5 o4 h o u rs w r itin g news a r t i c l e s a s compared to 4*5»
s p e n t "by Group I I and I I I r e s p e c t i v e l y , (T a b le XVIII.),
3®5 h o u rs
The i n s t r u c t o r s
in Group I h a d p u b lis h e d a n averag e o f 7 news a r t i c l e s d u rin g th e
summer, m onths. (T a b le XIX),
I n s t r u c t o r s i n Groups I I and I I I had
p u b lis h e d 5 ,2 and 4 ,6 news a r t i c l e s r e s p e c tiv e ly .
I n Group I 0 72,5
p e r c e n t o f th e i n s t r u c t o r s w rote news a r t i c l e s d u rin g th e summer as
compared to 67,.2 and 6 6 ,1 p e r c e n t r e s p e c tiv e ly i n Groups I I and I I I ,
50
Tia-RTrTil J J i I I . HUMBER OP HOURS SEEHl VJRI!!HG HEWS ARTICLES AHD EREPARIHG
RADIO BROADCAST DURIHG THE SUMMER MOITHS BY 70CATIOHAL AGRICULTURE
IHSTRUCTORS IH 258 DEPARTMEHTS RATED AS TO EXCELLEHCB OP SUPER­
VISED PARMIHG program 1948-1949
Hours' Spent "by Groups R ated a s to E x c e lle n c e o f
Hews a r t i c l e s and
Radio "broadcasts
W ritin g Hews A r t i c l e s
Ia
Group 11°
5*^
P r e p a rin g R adio B ro a d c a s ts 2»3
_
Group I I I c
A ll
Groups
^«5
3®5
^»5
1*0
*0
1*4
a 80 sch o o ls? ljI l S s c h o o ls ; c62 sc h o o ls
I n s t r u c t o r s i n Group I sp en t an av erag e o f 2 .3 h o u rs p re p a rin g
r a d io "broadcasts a s compared to I and .9 h o u rs sp en t "by Groups I I and
I I I r e s p e c t i v e l y , (T ab le X V IIl)„
I n s t r u c t o r s i n Group I av erag ed one
r a d io b ro a d c a s t? Group I I av erag ed .6? and Group I I I a v erag e d .1 ra d io
b ro a d c a s ts d u rin g th e summer.
(T ab le XIX).
In Group I 9 4 1 .2 p e rc e n t
o f th e i n s t r u c t o r s made ra d io b ro a d c a s ts d u rin g th e summer a s compared
to 2 4 .1 p e r c e n t and 19»3 p e r c e n t r e s p e c tiv e ly by i n s t r u c t o r s i n Groups
I I and I I I .
51
TASLB XIX0 MMBBR GB HEWS ARTICLES PUBLISHED AKD RADIO BROADCASTS MAI®
BY INSTRUCTORS OB VOCATIONAL AGRICULTURE IN 258 DEPARTMENTS RATED
AS TO EXCELLENCE OB SUPERVISED BARMING- PROGRAM 1948-1949
A r t i c l e s P u b lis h e d
and
Radio B ro a d c a s ts Made
No. o f Radio B ro a d c a s ts Made and News A r tic le s
P u b lis h e d by Groups R ated a s to E x c e lle n c e o f
S u p e rv ise d Banning Program
A ll
Group II*
News A r t i c l e s P u b lish e d
7
5®2
4 06
5?-6
Radio B ro a d c a s ts Made
I
.6
.1
«5
a 80 s c h o o ls ; ^ l l 6 s c h o o ls ; CS 2 sch o o ls
N e w s le tte rs - N e w s le tte rs were l i t t l e u s e d by th e i n s t r u c t o r s in
t h i s stu d y to keep s tu d e n ts and p a r e n ts in fo rm ed o f a c t i v i t i e s c a r r ie d
on by th e d ep artm en t o f v o c a tio n a l agricu ltu re d u rin g th e summer.
The
av erag e f o r Group I was 1 .2 n e w s le tte r s p u b lis h e d d u rin g th e summer
months a s compared to .6 f o r Group I I „ and .8 f o r Group I I I .
,Barm an d Non-Barm O rg a n iz a tio n M eetings A tten d ed - The i n s t r u c t o r s
i n Group I a tte n d e d an a v erag e o f 5«9 non-farm c iv ic m eetin g s d u rin g th e
summer months a s compared to 5°3 m eetin g s by Group I I and
by Group I I I .
m eetings
In a tte n d in g non-farm m eetin g s Group I s p e n t an average
o f 1 0 .1 h o u rs a s compared to 1 0 .3 h o u rs by Group I I and 7<>3 h o u rs by
Group I I I . ( T able XX).
Group I i n s t r u c t o r s a tte n d e d an a v erag e o f J .1 farm o rg a n iz a tio n
m eetings and sp e n t an a v erag e o f 13<>2 h o u rs a tte n d in g them .
Group I I
i n s t r u c t o r s a tte n d e d an a v e ra g e o f 4 .7 farm m eetings w ith an average of
1 2 .3 h o u rs i n th e a tte n d a n c e and Group I I I i n s t r u c t o r s a tte n d e d an
52
a v erag e o f 3«7 m eetin g s d u rin g th e summer w ith an a v erag e o f 9=2 h o u rs
s p e n t i n t h e i r a tte n d a n c e „ .(Tahle XX) e
TABLE XX. FABM ABD BOB-=FABM OBGABIZATIOB MBETIBOS ATTEBDBD ABD HOURS
SEEBT ATTEBDIBG- THEM' BY IBSTRUOTORS OF VOCATIOBAL AGRICULTURE ID
258 DBPARTMEDTS RATED AS TO EXCELLENCE OF SUPERVISED FARMING
PROGRAM 1948-1949
Groups R ated a s to
Dumber and Hours Spent A tte n d in g Farm and Don-Farm
E x c e lle n c e o f S u p e rM eetings
v is e d Farm ing
m eetin g s a tte n o e a
Bon-Farm
Farm
Don-Farm
Farm
Program
Group I a
5 .9
7„1
10 .1
13-2
Group I I ^
5 .3
4 .7
1 0 .3
12L3
Group I I I e
3*6
3-7
7 -3
9 -2
Ave0 A ll Groups
4 .9
4 .8
9 ,2
1 1 .5
a 80 s c h o o ls ; “l l 6 s c h o o ls ; C62 sch o o ls
D ata O b ta in e d from S ta te S u p e rv iso rs
Q u e s tio n n a ire s were s e n t to s t a t e s u p e r v is o r s i n f o r t y - e i g h t s t a t e s ,
P u e rto R ic o 9 and H aw aii.
F o rty -o n e q u e s tio n n a ir e s (82$) w ere re tu rn e d .
The in fo rm a tio n g a th e re d i s d is c u s s e d a s to w hether i n s t r u c t o r s were
r e q u ir e d to subm it a p ro p o se d p la n o f t h e i r summer a c t i v i t i e s ; and
w hether i n s t r u c t o r s were r e q u ir e d to subm it a r e p o r t o f t h e i r summer
a c tiv itie s .
F o rty -o n e s t a t e s u p e r v is o r s o f v o c a tio n a l a g r i c u l t u r e o r 27 p e rc e n t
r e q u ir e d i n s t r u c t o r s to subm it to th e s t a t e o f f ic e a p ro p o se d p la n o f
a c t i v i t i e s f o r th e summer months
■53
T w en ty -eig h t o f th e fo r ty -o n e s t a t e s u p e r v is o r s an sw erin g the
q u e s tio n n a ir e r e q u ir e d t h e i r 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 to sub­
m it a r e p o r t o f a c t i v i t i e s c a r r i e d on d u rin g th e summer m onths.
Three
s t a t e s r e q u ir e d a w eekly r e p o r t ; tw enty-tw o a m onthly r e p o r t ; and th r e e ,
a r e p o r t a t th e end o f th e summer.
I t i s th e b e l i e f o f th e w r i t e r t h a t
i f 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 were r e q u ir e d to subm it a r e p o r t
o f t h e i r summer a c t i v i t i e s m onthly to th e sch o o l a d m in is tr a to r s and th e
s t a t e s u p e r v is o r o f v o c a tio n a l a g r i c u l t u r e , th e re would be l e s s c r itic is m
o f th e pay t h a t th e v o c a tio n a l a g r ic u ltu r e i n s t r u c t o r s r e c e iv e d u rin g
th e summer months and make f o r b e t t e r p la n n in g o f th e summer program o f
w ork.
T h is S1Ummary compares q u e s tio n n a ir e d a ta on th e h ig h an d low groups
r a t e d a s to e x c e lle n c e o f th e s u p e rv is e d fa rm in g program s o f t h e i r
d ep artm en ts f o r g r e a t e r c o n tr a s t i n r e v e a lin g p r a c t i c e s and n e e d s.
The
c o n tr a s t "between th e h ig h and low g roups i s more marked th a n t h a t be­
tw een th e h ig h and medium o r "between th e medium and low g ro u p .
The
a c t i v i t i e s o f th e in s tr u c to r s , i n th e medium group a re s im ila r to th e
h ig h group i n some and to th e low group i n o th e r s .
The f in d in g s o f th e q u e s tio n n a ir e s tu d y b a se d oh v a r i a t i o n s and
s i m i l a r i t i e s "between th e i n s t r u c t o r 0s a c t i v i t i e s s u b s ta h tia te th e
c l a s s i f i c a t i o n "by s t a t e s u p e r v is o r s o f Group I a s b e in g s u p e r io r to
Group I I an d Group I I o v e r Group I I I ,
Group III i n s t r u c t o r s show the
l a r g e s t number o f d e f ic ie n c ie s i n t h e i r summer program o f w ork.
S i m i l a r i t i e s Among I n s t r u c t o r s and D epartm ents —
I , There i s c o n s id e ra b le range i n th e number o f y e a r s o f te a c h in g
e x p e rie n c e o f i n s t r u c t o r s o f v o c a tio n a l a g r i c u l t u r e ,
M t t l e d iff e r e n c e
e x i s t s betw een th e h ig h and low groups i n number o f y e a r s i n t h e i r
p r e s e n t d e p a rtm e n t,
2= I n b o th g ro u p s9 ap p ro x im a te ly ' 65 to 75 p e rc e n t o f th e i n s t r u c t o r s
p re p a re a w r i t t e n p la n o f th e a c t i v i t i e s th e y propose to c a r r y on
d u rin g th e summer m onths,
3 , I n s t r u c t o r s i n b o th groups d ev o te a p p ro x im a te ly . 20 p e rc e n t of
t h e i r tim e a tte n d in g summer sc h o o l,
4 , I n s t r u c t o r s i n b o th groups s u p e rv is e th e v e te r a n s o n -th e -fa rm
■•training program.
55
5» .I n s tr u c to r s i n "both groups te a c h young farm er and a d u lt farm er
c la s s e s d u rin g th e summer.
V a r ia tio n s Among I n s t r u c t o r s and D epartm ents in th e H igh and Low
Groups I 0 .The s u p e r io r d ep artm en ts a re a s s o c ia te d w ith more te a c h e rs p e r
d e p a rtm e n to
~
2, The s u p e r io r d ep artm en ts have l a r g e r e n ro llm e n ts , h u t w ith a.
s m a lle r e n ro llm e n t p e r teacher®
—. 3«, ,T eachers i n the h ig h group a v erag e more y e a rs o f te a c h in g
experience®
4» T e a ch e rs i n th e h ig h group av erag e $$^4o6l more an n u al s a la r y
th a n th e s e i n th e low group®
5® In th e h ig h group l4®6 p e rc e n t more d ep artm en ts have farm
m achinery and sch o o l farm s a v a ila b le f o r u se o f th e v o c a tio n a l a g r i­
c u ltu r e s tu d e n ts th a n th o s e i n th e low group®
6 ® The d ep artm en ts i n th e h ig h group have more equipm ent a v a ila b le
f o r t h e i r u se th a n th o se i n th e low group®
-- J 6 Eleven p e r c e n t more o f th e i n s t r u c t o r s in th e h ig h group than
i n th e low group keep th e g e n e ra l p u b lic info rm ed o f t h e i r .summer p e r io d
a c ti v itie s ®
— g, S tu d e n ts i n th e s u p e r io r group c a r r y a l a r g e r number o f su p er­
v is e d fa rm in g p r o j e c t s th a n th o se i n the. low group®
—9 , Twenty p e r c e n t more o f th e i n s t r u c t o r s in th e h ig h group th a n
i n th e low group make o n -th e -fa rm v i s i t s to s tu d e n ts d u rin g th e summer®
56
IOo F i f t e e n p e rc e n t more i n s t r u c t o r s i n th e h ig h group th a n in th e
low group te a c h a d u lt fa rm e r c la s s e s *
—11« T each ers i n th e h ig h group send o u t more n e w s le tte r s to keep
s tu d e n ts and p a r e n ts in fo rm ed o f a c t i v i t i e s c a r r ie d on d u rin g th e summer
th a n th o s e i n th e low g ro u p ,
—-12o .The lo w er r a t e d d ep artm en ts have l e s s town hoys e n r o lle d i n
a g r i c u l t u r e th a n th o se i n th e h ig h gro u p «
—-1 3 0 Forty™ five p e r c e n t more o f th e i n s t r u c t o r s i n th e low group have
a d v is o ry com m ittees th a n th o se i n th e h ig h group*
— 14* I n s t r u c t o r s i n th e low group spend more tim e do in g s e r v ic e ae—
t i v i t i e s f o r th e community th a n do th e i n s t r u c t o r s in th e h ig h group*
" 15» More F u tu re Farm er C hap ters i n th e low group th a n i n th e h ig h
group ta k e summer. camping tr ip s *
l 6 . T eachers i n th e low group spend an av erag e o f I J o 9 more h o u rs
i n on-farm v i s i t s to young fa rm e rs th a n th o s e i n th e h ig h group*
—17« T each ers i n th e low group spend more tim e making o u t r e p o r ts
and a n sw e rin g co rresp o n d en ce th a n th o s e i n th e h ig h group*
IS 0 In stru cto rs i n th e h ig h group spend f iv e tim e s a s much time
g e t t i n g t h e i r d epartm ent i n good c o n d itio n th a n do th o se in. th e low
g ro u p .
A c t i v i t i e s and P r a c t i c e s Em phasized hy I n s t r u c t o r s i n th e High
Group -
I* In stru cto rs in th e h ig h group spend v e ry l i t t l e tim e on com­
m unity s e r v ic e a c t i v i t i e s *
57
2» I n s t r u c t o r s in th e h ig h group spend a la r g e p e rc e n t o f t h e i r
tim e s u p e r v is in g th e o n -th e -fa rm a c t i v i t i e s o f s tu d e n ts ,
3 , S u p e rio r i n s t r u c t o r s c o n ta c t a la r g e p e rc e n t o f p ro s p e c tiv e
s tu d e n ts th ro u g h p e rs o n a l c a l l s to s tu d e n ts and p a r e n t s ,
4 , I n s t r u c t o r s in th e h ig h group v i s i t t h e i r s tu d e n ts f o r an
a v erag e o f 3«5 v i s i t s p e r hoy, w ith th e l a r g e s t number o f v i s i t s to th e
freshm en s tu d e n ts ,
5» In th e h ig h group 97"5 p e rc e n t o f th e i n s t r u c t o r s v i s i t t h e i r
s tu d e n ts d u rin g th e summer m onths,
6 , .The F u tu re Farm er C h ap ters i n th e h ig h group h e ld a p p ro x im a te ly
f i v e m eetings d u rin g th e summer v a c a tio n ,
7,o I n s t r u c t o r s in th e h ig h group make e x te n s iv e u se o f new spapers
and th e r a d io to keep th e p u b lic in fo rm ed o f a c t i v i t i e s c a r r i e d on i n
t h e i r d e p a rtm e n ts.
D e f ic ie n c ie s - A c t i v i t i e s and p r a c t i c e s u sed l i t t l e o r none by
e i t h e r group a re a s fo llo w s S
1 , T each ers i n b o th groups show a d e fic ie n c y i n n o t su b m ittin g a
r e p o r t o f t h e i r summer a c t i v i t i e s to sc h o o l a d m in is tr a to r s , and to th e
s t a t e d ep artm en t o f e d u c a tio n ,
2 , D ep artm en ts in b o th groups have a h ig h p e rc e n ta g e o f town boys
e n r o lle d who g e n e r a lly la c k f a c i l i t i e s f o r farm in g pro g ram s,
3 , The i n s t r u c t o r s i n b o th groups a re l a x in w r iti n g news a r t i c l e s
<
'
o f t h e i r summer a c t i v i t i e s ,
4 , B o th g roups a re la.x i n sen d in g o u t 'm a t e r i a l to 'k ee p , th e boys
and p a r e n ts inform ed o f th e summer program .
5» S ta te s u p e r v is o r s and sch o o l a d m in is tr a to r s a r e l a s about
r e q u i r i n g i n s t r u c t o r s to subm it a p r e lim in a r y p la n o f a c t i v i t i e s th e y
p la n to c a r ry o u t d u rin g th e summer and a r e p o r t o f accom plishm entS0
59
PAET IT .
KEGOMfflEfDATIOHS POR IMPKOTIHG- TBE
SUMfflR PROGRAM OP WORK OP VOGATIOHAD AGRICULTURE INSTRUCTORS
The summer program o f work in v o c a tio n a l a g r i c u l t u r e i s an e x c e l­
l e n t means o f im proving th e p r e s e n t and p ro s p e c tiv e fa rm e rs .
An e f ­
f e c t i v e program o f summer p e r io d i n s t r u c t i o n h e lp s j u s t i f y th e y e a rround employment o f a 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 .
P ra c tic a lly
e v e ry s t a t e p la n f o r th e a d m in is tr a tio n o f v o c a tio n a l a g r i c u l t u r a l edu­
c a tio n p ro v id e s f o r th e employment o f i n s t r u c t o r s f o r a tw elv e month
p e r io d . .Pew0 i t any, s t a t e p la n s p e rm it th e v o c a tio n a l a g r ic u ltu r e
te a c h e r to he a b se n t from th e jo b more th a n one month d u rin g th e y e a r .
The employment o f te a c h e r s f o r tw elve months i s an in n o v a tio n in
m ost p u b lic sch o o l system s.,
Because o f t r a d i t i o n a l p r a c t i c e s , i t i s ■
d i f f i c u l t to convince many p e o p le o f th e community t h a t a te a c h e r can
be u s e f u lly employed d u rin g th e summer m onths.
Many sch o o l adm inis­
t r a t o r s and sch o o l b o ard members doubt w h eth er th e summer acco m p lish ­
ment 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 o r j u s t i f i e s th e c o s t .
Upon
in v e s t i g a t i o n one may f i n d t h a t th e i n s t r u c t o r has no d e f i n i t e l y p la n n ed
summer p ro g ram .
The te a c h e r , r a t h e r th a n th e p o lic y o f employment o f
tw elve m onths, may be a t f a u l t . ■In th e lo n g ru n a y e a r-ro u n d program
must be j u s t i f i e d upon i t s m e r its .
S ch o o ls w i l l n o t i n d e f i n i t e l y pay
s a la r y and tr a n s p o r t a t i o n c o s ts o f te a c h e r s d u rin g th e summer months
u n le s s th e accom plishm ents a p p ea r to them commensurate w ith th e c o s t.
The mere f a c t t h a t such a p o lic y i s p ro v id e d f o r i n s t a t e and f e d e r a l
s ta n d a rd s i s n o t enough to e n fo rc e i t .
W hile th e summer program o f
60
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 in w e s te rn s t a t e s i s p ro b a b ly no t
i n f e r i o r to any o th e r a r e a o f th e U n ite d S t a t e s , some s p e c i f i c recommen­
d a tio n s seem to be w a rra n te d i n th e l i g h t o f d e f ic ie n c ie s re v e a le d in
t h i s S tu d y 0
P la n n in g A Summer Program o f Work
T h is s tu d y a p p e a rs to in d ic a te t h a t th e b e s t r e s u l t s a r e , in p a r t ,
o b ta in e d by th e i n s t r u c t o r s e f f o r t s to p la n a w e ll-ro u n d e d summer p ro ­
gram o f worko
Even th e b e s t i n s t r u c t o r s can improve t h e i r e f f e c tiv e n e s s
by g iv in g more a t t e n t i o n to t h e i r p la n o f work f o r th e summer months*
The summer accom plishm ent o f th e v o c a tio n a l a g r ic u ltu r e i n s t r u c t o r
w i l l be d e term in e d l a r g e l y by h i s v i s io n o f h i s jo b .
In o th e r w ords, i f
th e te a c h e r can se e and p la n f o r a l l th e jo b s he m u st•acco m p lish d u rin g
th e summer, h i s work w i l l be more e f f e c t i v e 0U n le ss a f a i r l y d e f i n i t e and re a s o n a b ly w e ll-th o u g h t-th ro u g h , p la n
fo r . th e summer i s s e t up in w r iti n g , i t i s d o u b tfu l i f th e summer a c t i v i ­
t i e s 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 o r can f u n c tio n up to t h e i r
p o s s ib ilitie s *
ence*
T h is i s e s p e c ia ll y tr u e o f te a c h e rs w ith l i t t l e e x p e ri­
U n le ss th e summer1s work i s p la n n e d w ith th e th o u g h t i n mind o f
p u t t i n g in to p r a c t i c e jo b s d is c u s s e d d u rin g th e w in te r m onths, th e v alu e
o f th e i n s t r u c t i o n i s q u e stio n a b le *
Throughout th e sch o o l y e a r , i n s t r u c t o r s from tim e to tim e sh o u ld
make a n o te o f th in g s th e y e x p e c t to do n e x t summer to im prove th e
p h y s ic a l equipm ent o f t h e i r d epartm en t or to in c re a s e th e e f f e c tiv e n e s s
o f t h e i r te ac h in g *
U n le ss w r i t t e n n o te s o f such n eed s a re made, many
Si
o f them may he o v e rlo o k e d o r f o r g o t t e n c and a s a n o th e r y e a r g e ts u n d er
way* th e te a c h e r f in d s h im s e lf c o n fro n te d w ith th e same d e f ic ie n c ie s
l a r g e l y becau se he f a i l e d to in c lu d e them in a w r itt e n summer p la n o f
work,,
In o rd e r to develop a s u c c e s s fu l summer program o f work th e e f ­
f e c t i v e i n s t r u c t o r 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 in c lu d e th e fo llo w in g :
I . S u p e rv is in g th e fa rm in g program s o f each stu d en t*
2* F ollow -up o f young and a d u lt fa rm e r in stru ctio n and su p erv isio n *
3 o V i s i t a l l p a r e n ts o f s tu d e n ts o f v o c a tio n a l a g r ic u ltu r e *
U* C o n ta ct and v i s i t a l l p r o s p e c tiv e s tu d e n ts o f a g r ic u ltu r e *
5* P la n p r o j e c t s w ith new s tu d e n ts p r i o r to th e op en in g o f school*
.6= F ollow -up g ra d u a te s to a s s i s t them w ith t h e i r problem s*
7* P re p a re an annual program o f work and a te a c h in g program f o r
e a c h c la s s *
8* C o o rd in ate program o f work w ith G om ty E x te n s io n S e rv ic e and
o th e r s t a t e and f e d e r a l ag en cies*
,
The fo llo w in g o u tlin e su g g e s ts a v a r i e t y of jo b s and a c t i v i t i e s
which may be in c lu d e d i n th e summer program o f te a c h e rs o f v o c a tio n a l
a g r ic u ltu r e *
A* .A c t i v i t i e s and Program fo r th e High School G lasses*
1»
20
3*
4*
'
M onthly and s p e c ia l FoFeA6 c h a p te r m eetings
R e g u la r s u p e rv is o ry v i s i t s
P a re n t and son m eetin g s
F 0F 6A. s u b s id ia r y o rg a n iz a tio n s
a* L iv e s to c k improvement
b* Crops and s o i l s improvement .
c* J u n io r cow t e s t i n g a s s o c ia ti o n
d* Farm re c o rd a s s o c ia tio n
e* R ecord f l o c k a s s o c ia ti o n
5* E d u c a tio n a l and r e c r e a t i o n a l t r i p s
62
So
7«
S0
So
IO 0
11«
P r a c tic e l i v e s t o c k s e le c tio n
P a ir exhi"bits - li v e s t o c k , crops., shop, f l o a t s
T ra in ju d g in g and. d e m o n stra tio n team s
T ra in team s f o r P 6P eAo c o n te s ts and i n i t i a t i o n s
P ic n ic s and a t h l e t i c e v e n ts
P r o je c t to u r s
B0 Yoxmg Parm er C la ss A c t i v i t i e s
1« R eg u lar s u p e rv is o r v i s i t s
2o .R egular m onthly m eetings
3* A dvisory c o u n c il m eetings..
4o V e te ra n s m eetings
5 o E d u c a tio n a l and r e c r e a t i o n a l t r i p s
6 0 .S e le c tio n o f l i v e s t o c k
7 o P u rc h a s in g and r e c o n d itio n in g farm m achinery
Ce A d u lt Parm er C la ss A c t i v i t i e s
I 0 A d u lt fa rm e rs e v en in g sch o o l fo llo w -u p
20 R e g u la r v i s i t s to farm s
3« A dvisory c o u n c il m eetin g s
Uo S p e c ia l m eetings - fe e d c o n s e rv a tio n , weed c o n t r o l , BDT
5o T r ip to experim ent s t a t i o n s an d s t a t e c o lle g e
60 .S e le c tio n o f l i v e s t o c k and seed
7o In d u s tria l tr ip s
S0 P ic n ic s and s o c i a l m eetings w ith b u s in e s s groups
D0 P o s s ib le T e s t P l o t s and D em o n stratio n s
Io
2»
3»
Ue
5«
6»
7o
So
So
IOb
lib
12o
13«
IUb
15®
Io 6
17»
IS 6
Crops = c o rn , o a t s , p o ta to e s , f o r a g e , legume
C anning, p r o c e s s in g , p r e s e r v in g and s to ra g e o f fo o d
L iv e s to c k fe e d in g
Seed p ro d u c tio n
Commercial f e r t i l i z e r s
S o il c o n s e rv a tio n
T ree p la n tin g
L andscaping and home improvement
Weed k i l l i n g ( 2-U-D)
C o n tro l o f f l i e s and in s e c t s w ith DDT
V e g eta b le g ard en
P o u ltr y c u l l i n g , c a p o n iz in g , fe e d in g and d ip p in g
Sheep s h e a rin g and d ip p in g
M achinery r e p a i r and a d ju stm en t
D rainage and d itc h in g (u se o f dynam ite)
C o n s tru c tio n o f b u ild in g s an d 'eq u ip m en t
P a in ts and p a i n t i n g o f b u ild in g s and equipm ent
C lean plow ing
6)
X9o C oncrete
20o .Tool and rope d is p la y s
E» C o o p erativ e A c t i v i t i e s
Io M eetings
a* Farm o r g a n is a tio n
Uo Community o r county show o r f a i r
Co J u n io r o rg a n iz a tio n s
do D em o n stratio n s
e c S e rv ic e c lu b s
fo Committee
go R u ra l day - community c e le b r a tio n
ho C o o p erativ e •=> e l e v a t o r , cream ery „ m a rk e tin g , RcEoAe
io Garden and flo w e r c lu b s
jo C o n se rv a tio n
ko D airy day
I 0 B reed a s s o c ia ti o n
mo Farm s a f e ty
2<> T ours and t r i p s
a . Farm to u r
bo Farm t r i p to s t a t e c o lle g e
Co S o il c o n s e rv a tio n
do I r r i g a t i o n to u r
Fe S e rv ic e s A c t i v i t i e s
I 0 A s s is t i n l o c a t i n g and s e c u rin g , seed and fe e d
2o A s s is t i n t e s t i n g s o i l and s e c u rin g f e r t i l i z e r
3« A s s is t- in. l o c a t i n g and s e c u rin g liv e s to c k
U0 .P runing and s p ra y in g - f r u i t , w eeds, p o ta to e s
5 o T e s tin g and t r e a t i n g seed
6o T e s tin g m ilk and cream s e p a r a to r
J 0 I d e n tif y i n g and c o n tr o llin g i n s e c t s , p a r a s i t e s , w eeds,
d is e a s e s
B0 Farm re c o rd s and management problem s
9o -Community p la n n in g
IOo Farm surv ey s
I l 0 M ark etin g and m arket in fo rm a tio n
12o P e s t e r a d ic a tio n
1 3 o L iv e s to c k and p o u ltr y management
lUo W ild lif e c o n s e rv a tio n
15» S o il e ro s io n c o n tr o l
l 6 . T ree p la n tin g
I J 0 R a tio n s
ISo Home improvement
19» Farm c r e d i t
64
20» S e le c tin g p a i n t s and p a in tin g
21$ P la n s f o r "buildings and equipm ent
22» E l e c t r i f i c a t i o n
Go P re -e n ro llm e n t C o n ta c ts - High School „ Young Parm er and A dult
Parm er C la ss e s
1« P e rs o n a l v i s i t s
2$ N ewspapers o l e t t e r s „ " b u lle tin s
3® H u ral sch o o l d e m o n stra tio n s
(
4» .E n te rta in m e n t o f e ig h th grade g ra d u a te s "by P0P0A0 chapter,.
'5o I n v i t a t i o n to a t h l e t i c and o th e r sch o o l e v e n ts
H0 Program P la n n in g and D epartm ent Improvement
1» Annual p la n s
B0 P r e p a r a tio n o f ann u al program o f work
h . O rganise su rv e y in fo rm a tio n
C0 Make com plete re c o rd s o f p r e s e n t and fo rm er s tu d e n ts
do P re p a re l o c a l and s t a t e r e p o r t s
e» C orrespondence
2» C ourses
a 0 R ev ise c o u rs e s o f stu d y and problem s
"bo Make d e t a i l e d p la n s f o r young farm er and a d u lt farm er
c la s s e s
3" Equipm ent
Be In v e n to ry and o rd e r needed s u p p lie s and equipm ent f o r
shop an d ag room
"bo B u ild o r re o rg a n iz e
c h a r t f i l i n g case
Co R e c o n d itio n t o o l s and equipm ent
do R eorganize f i l i n g system
4o
C lassroom and Shop
Be Suggest needed improvement i n p h y s ic a l f a c i l i t i e s
"b® R evise o r secure a d d itio n a l seed s sam ples and p la n t
specim ens
c . P la n rem o d elin g or new b u ild in g s
5$ l i b r a r y
a . In v e n to ry and o rd e r r e f e r e n c e m a t e r i a l s „ b u l l e t i n s , books
and c h a r ts '
b» R ev ise and supplem ent b u l l e t i n f i l e
I 0 P r o f e s s io n a l Improvement
I* A ttends
>
65
a<>
"b*
Ce
d»
S ta te c o n feren ce
C a lle d group c o n fe re n c e s w ith i n s t r u c t o r s
S u b je c t m a tte r co n feren ce
B u ra l l i f e meetings, o rg a n iz a tio n m eetin g s and
co n v en tio n s
e , Summer sch o o l s e s s io n
2» .Read p r o f e s s i o n a l books and m agazines
3» Read new te c h n ic a l s u b je c t m a tte r i n a g r ic u ltu r e
4 0 A rrange c o n fe re n c e s w ith le a d e r s on p a r t i c u l a r s u b je c ts
5«. Review r e s e a r c h s tu d ie s i n a g r i c u l t u r e and i n A g r ic u ltu r a l
E d u c a tio n
6 0 Renew membership in p r o f e s s i o n a l o r g a n iz a tio n s . S ta te
V o c a tio n a l A s s o c ia tio n , AeVoA0
7« P la n v a c a tio n
J 0 P u b lic ity
P re p a re
a,6 R eg u lar and tim e ly a r t i c l e s f o r lo c a l p a p e r
bo
S p e c ia l a r t i c l e s f o r s t a t e and d i s t r i c t p a p e rs and
p r o f e s s i o n a l p u b lic a tio n s
. Co Radio b ro a d c a s ts and w ire re c o rd in g s
do .Department o r PoEoAo news b u l l e t i n s
e« E x h ib its f o r f a i r s and c e le b r a tio n s and s to r e windows
fo Map showing l o c a t io n o f s tu d e n ts i n th e community
go B o o k le t e x p la in in g th e v o c a tio n a l a g r ic u ltu r e program
2o Use P 0PoA p r o j e c t m arkers
3 „ I n s t a l l a p p r o p r ia te s ig n s on t e s t and d e m o n stra tio n p l o t s
4 » .Take p i c t u r e s o f p r o j e c t s and a c t i v i t i e s
5o Make f ilm s t r i p o f dep artm en t a c t i v i t i e s
6o W r ite 'n e w s le tt e r s and p e rs o n a l l e t t e r s
7 o .S y s te m a tic a lly v i s i t a l l fo rm er v o c a tio n a l a g r i c u l t u r e
s tu d e n ts i n th e community
S0 Schedule days f o r o f f ic e c a l l s
9 o Develop wide p e rs o n a l a c q u a in ta n c e
IOo C ontact r e p r e s e n ta tiv e s o f o th e r a g r i c u l t u r a l a g e n c ie s
I o
K0 O ther U n d e rta k in g s
10
2e
3„
U0
5„
Judge a t f a i r s and shows
A s s is t i n o rg a n iz in g f a i r s and shows
A s s is t i n o rg a n iz in g o th e r community a c t i v i t i e s
Work c o o p e r a tiv e ly w ith o th e r a g e n c ie s
A s s is t i n c o o p e ra tiv e s e r v ic e a c t i v i t i e s
A ll o f th e s e p o in ts would n o t be c o n sid e re d by each i n s t r u c t o r o f
v o c a tio n a l a g r i c u l t u r e becau se he sh o u ld f i r s t c o n sid e r th e needs o f
66
h i s in d iv id u a l departm ent=
A w e ll-p la n n e d program w i l l s e rv e a s a cheek
on th e program and w i l l show up p o in ts t h a t need to he stren g th en ed =
F u rth erm o re ,, th e i n s t r u c t o r can b e t t e r d eterm in e th e d i f f e r e n t groups
o f p e o p le he must work w ith , and make more e f f i c i e n t u se o f tim e and
tra v e l=
Some i n s t r u c t o r s r e p o r t fa v o ra b ly upon th e u se o f a schedule
i n a rra n g in g m e e tin g s, farm v i s i t s w ith s tu d e n ts , and p la n n in g f o r o th e r
a c t i v i t i e s and u n d e rta k in g s=
The S u p e rv ise d Farm ing Program D uring th e Summer
The supervised fa rm in g program o f th e h ig h s c h o o l, young fa rm e r,
and a d u lt fa rm e r c la s s members i s th e m ajor r e s p o n s i b i l i t y o f the
i n s t r u c t o r o f v o c a tio n a l a g r i c u l t u r e d u rin g th e summer months=
The
r e s u l t s s e c u re d from th e s u p e rv is e d fa rm in g program a re th e b e s t measure
o f th e v a lu e o f th e a g r i c u l t u r e d epartm ent i n th e school=
There i s
ev id en ce t h a t a h ig h c o r r e l a t i o n e x i s t s betw een th e q u a lity o f c la s s ­
room and s u p e rv is e d fa rm in g w ork, b o th u s u a lly r i s i n g o r f a l l i n g to ­
gether®
The s u p e r io r i n s t r u c t o r s sp en d , on th e .average, a b o u t o n e - th ir d
o f t h e i r tim e i n th e s u p e r v is io n of th e s u p e rv is e d fa rm in g program , b u t
y e t a r e u n a b le to c o n ta c t a l l t h e i r s tu d e n ts d u rin g th e summer=
i s no
There
s u b s t i t u t e f o r v i s i t a t i o n o f each s tu d e n t i n d iv id u a lly i f th e
tim e i s u se d p r im a r i ly f o r on-the-farm te a c h in g p u rp o se s r a t h e r th a n
f o r a f r i e n d l y v i s i t o r in s p e c tio n o f work done=
The number o f v i s i t s
made w i l l n o t n e c e s s a r ily in d ic a te th e w ork acco m p lish ed by e i t h e r th e
te a c h e r o r stu d en t=
work i s su p erv ised *
I t w i l l , how ever, show how c lo s e ly th e s t u d e n t 's
67
V i s i t i n g p r o s p e c tiv e s tu d e n ts and t h e i r p a r e n ts "before sch o o l opens
i n th e f a l l sh o u ld r e s u l t i n an e x c e lle n t s e l e c t i o n o f farm "boys who
d e s ir e to ta k e v o c a tio n a l a g r i c u l t u r e i n h ig h sc h o o l» W hile s u p e rio r
i n s t r u c t o r s may v i s i t p r a c t i c a l l y ev ery p r o s p e c tiv e s tu d e n t "before
sc h o o l opens $ i t sh o u ld "be a g o a l f o r a l l i n s t r u c t o r s to v i s i t t h e i r
p r o s p e c tiv e s tu d e n ts d u rin g th e summer months*
T his i s an e x c e lle n t
tim e to s t a r t good p a re n t- b o y - te a c h e r r e la tio n s h ip s *
What happens d u rin g th e summer months h a s much to do w ith th e de­
g ree o f i n t e r e s t and e n th u siasm o f boys when th e y e n r o l l th e n e x t Sep­
tem b er, a s w e ll a s w ith th e o v e r - a l l accom plishm ent a c h ie v e d d u rin g th e
th r e e o r f o u r years o f t h e i r e n ro llm e n t i n v o c a tio n a l a g r ic u ltu r e *
It
may have much to do w ith th e number o f boys c a r r ie d o v e r fro m .th e f i r s t
y e a r to th e second, and from th e second to, th e t h i r d , e tc *
The su p er­
v i s i o n o f fa rm in g program s e o n s i t i t u t e s th e c h i e f , i f n o t th e o n ly ,
j u s t i f i c a t i o n o f y e a r-ro u n d employment o f th e v o c a tio n a l a g r ic u ltu r e
i n s tr u c to r *
R e p o rtin g A c t i v i t i e s o f th e Summer
Program o f Work
The problem o f f in d i n g a method f o r r e p o r tin g o f a c t i v i t i e s c a r r ie d
on by th e i n s t r u c t o r o f v o c a tio n a l a g r i c u l t u r e i s a b ig one i n a l l s ta te s *
The i n s t r u c t o r s th e m selv e s a s k f8How much and how sh o u ld I r e p o r t to th e
s c h o o l.a n d community and th e s t a t e d ep artm en t oh th e a c t i v i t i e s t h a t I
c a r r y o u t d u rin g th e summer and how sh o u ld i t be d o n e? 88 The s t a t e su p er­
v i s o r s a s k , l8W ill i t be j u s t a n o th e r form to f i l l o u t? 18 88W ill i t make
f o r a b e t t e r summer program ? 88 and 88W ill th e answ ers be a c c u r a te ? 88
68
The v a r i a t i o n s in th e ty p e s o f fa rm in g i n d i f f e r e n t a r e a s and s t a t e s ,
f a c i l i t i e s f p r te a c h in g , and farm in g make i t d i f f i c u l t to d e v ise a form
t h a t w i l l work f o r d ep artm en ts i n a l l s t a t e s .
S ta te s u p e r v is o r s , school
a d m in is tr a to r s , i n s t r u c t o r s o f v o c a tio n a l a g r ic u ltu r e and a d v is o ry groups
sh o u ld s e t up o b je c tiv e s and ways and means f o r th e summer program o f
w orke
The i n s t r u c t o r sh o u ld check m onthly to see what p ro g r e s s i s b ein g
made,
T his w i l l r e v e a l any weakness i n th e summer program , and enable
him to make c o r r e c t io n s ,
Jn o rd e r to a r r i v e a t a r e p o r t w hich w i l l cover th e summer activi­
ties o f th e i n s t r u c t o r o f v o c a tio n a l a g r i c u l t u r e , a su g g e ste d form i s
g iv e n on p a g e s JO and J l o f th e Appendix,
69
Heed f o r A d d itio n a l Research.
V o c a tio n a l a g r i c u l t u r e h a s made g r e a t s t r i d e s i n i t s developm ent
s in c e i t s inception®
The p ro g r e s s made i n th e l a s t decade i s i l l u s ­
t r a t e d i n th e in c r e a s in g number o f sc h o o ls re q u e s tin g t h a t a v o c a tio n a l
a g r i c u l t u r a l d epartm ent he esta b lish e d ®
D uring W orld War I I a number
o f d e p artm en ts had to be d is c o u n tin u e d b ecau se o f la c k o f in s tru c to rs ®
S ince th e war th e r e has been a la r g e re q u e s t f o r departm ents®
The s u p e r v is o r s , te a c h e r t r a i n e r s , and i n s t r u c t o r s o f v o c a tio n a l
a g r i c u l t u r e a r e s t r i v i n g to b u i l d up th e program®
They r e a l i z e th a t
th e r e i s room f o r improvement i n a l l p h a s e s o f th e v o c a tio n a l a g r i­
c u ltu r e program®
T his s tu d y , a s w e ll a s o th e r s , i s b u t p a r t o f th e
e f f o r t to d e te rm in e what i s b e in g a cco m p lish ed , and what can be done to
im prove th e program®
S u g g e stio n s f o r f u r t h e r s tu d ie s i n a r e a s r e l a t e d to th e summer
program o f work o f te a c h e r s o f a g r i c u l t u r e a r e a s fo llo w s?
1® Types o f a c t i v i t i e s which sh o u ld be c a r r ie d on d u rin g o n -th e farm v is its ®
2 ® I n w hat way can a d v is o ry com m ittees be u sed to p la n and c a rry
o u t th e summer program o f work?
3® E v a lu a tio n o f th e summer program o f work®
4® S tu d ie s w hich m ight a p p r o p r ia te ly he made d u rin g th e summer to
d e term in e community n eed s f o r a g r i c u l t u r a l education®
?o
MaEBHDlX
YOCATIOH&L AGSlCULfUBAL SUMMER. ACTIVITY REPORT
Month
School
DAILY RECORD
P la c e o r P e rso n
19„
I n s tr u c to r
H a tu re o f Work
T o tal, number m ile s tr a v e le d
M iles
T rav e le d
71
xx*
-SUMMARY OP ACTIVITIES
Ae S u p e rv ise d Farm
P r a c tic e
1 , -Day School
2 , .Young Farm ers
3® A dult Farm ers
TOTALS
T o ta l Hoo
E n ro llm e n t I n d iv id ,
V is ite d
___________ ________
___________
•
___________
-
T o ta l Ho*
V is its
__________
___________
,
_____________ ________
_________
B0 M ee tin g s, t o u r s , and t r i p s ( i n d i c a t e w hether c o n d u cte d , cooper­
a te d i n , a tte n d e d , and number? n a tu r e and a tte n d a n c e )
G0 T e s t p l o t s , d em onstratio n s^
D, Community s e r v ic e worfc_
E» P r o s p e c tiv e e n ro llm e n t ( I n d ic a te w hether Day, Young Farm er,
A d u lt F arm er, and number)
Fe O rg a n iz a tio n o f a n n u al p la n s , c o u rs e s , equipm ent and rooms
0« P r o f e s s io n a l improvement^
He P u b l i c i t y , com m unications and in d iv id u a l conferences_
I . F.FoA0 a c t i v i t i e s
J 0 O ther u n d e rta k in g s^
I I I . .OUTLIHE OF PLAHS FOR FOLLOWIRG MOHTH
S ig n ed ............................
. . _„ .
In s tru c to r
_____ __ ________________— _ _ _
S u p e rin te n d e n t o r B oard Member
72
D epartm ents to Which Q u e stio n n a ire s Were S en t
C hanflier8 A rizo n a
O o o lid g e9 A riz o n a
G le n d a le 9 A rizo n a
Tiama9 A rizo n a
ArhucKLe9 C a l if o r n ia
B ig g s 9 C a l if o r n ia
O o lu sa 9 'C a lif o r n ia
R edding9 C a l if o r n ia
W illia m s, C a l if o r n ia
A r e a ta 9 C a l if o r n ia
Biareka9 C a l if o r n ia
P e ta lu m a , C a l if o r n ia
S a n ta R osa9 C a lif o r n ia
S e h a s to p o l9 C a l if o r n ia
T om ales9 C a l if o r n ia
D ixon9 C a l if o r n ia
Dos P a lo s 9 C a l if o r n ia
L o d i9 C a lif o r n ia
M anteea9 C a l if o r n ia
T ra c y 9 C a l if o r n ia
Sugar C ity 9 Idaho
Twin B a l l s , Idaho
B ru sh , C olorado
L as Anim as, C olorado
Longmont„ Colorado
L o v elan d , C olorado
M on tro se9 C olorado
S p r in g f ie ld , C olorado
Brigham C ity 9 U tah
D e lta , U tah
L ogan, U ta h
G a rla n d , U tah
H u n tin g to n , U tah
H urricane., U tah
Byrum, U tah
M oroni, U tah
Sandy RBD 2 , U tah
S p a n ish BorK9 ‘U tah
Cofly9 Wyoming
L o v e ll, Wyoming
P o w e ll„ Wyoming
W heatland, Wyoming
W orland, Wyoming
B eaeti9 U o rth D akota
E lg in , N o rth D akota
Maddoek9 N o rth D akota
C a rls h a d 9 New Mexico
C la y to n , New Mexico
B arm ingtoh9 New Mexico
P o r t a l e s , New Mexico
Tueum eari9 New Mexico '
Canhy9 Oregon
C o r v a l l i s 9 Oregon
Eugene, Oregon
G ra n ts P a s s 9 Oregon
H ills h o r o 9 Oregon
In d ep en d en ce„ Oregon
L akeview 9 Oregon
M cM innville„ Oregon
Newherg9 Oregon
Redmond, Oregon
S i l v e r t o n 9 Oregon
B i l e r 9 Idaho
Nampa9 Idaho
R u p e rt9 Idaho
S h e lle y , Idaho
Mead, W ashington
Moses L ak e9 W ashington
M ossyroek9 W ashington
Mount V em on9 W ashington
P r e s c o t t , W ashington
R o ck fo rd , W ashington
Snohom ish, W ashington
S u m y s id e , W ashington
T oppenis h , W ashington
W alla W alla, W ashington
W apato9 W astiington
W hite Swan9 Washington
R i t z v i l l e 9 W ashington
K a l i s p e l l , Montana
B uckeye, A rizo n a
Mesa, A rizo n a
P e o r i a 9 A rizo n a
Snow flake „ A rizo n a
T o lle s o n 9 A rizo n a
B rentw ood9 C a lif o r n ia
C e re s „ C a l if o r n ia
E lk G rove, C a lif o r n ia
G u s tin e 9 California
Hughson9 C a lif o r n ia
Los B anos, C a l if o r n ia
M erced, C a lif o r n ia
73
P a rk E i v e r 9 H o rth D akota
V e lv a 9 H o rth D akota
B ig T im her9 M ontana
M ile s C ity , Montana
S h e rid a n , Montana
S t . I g n a t i u s 9 Montana
A uhum 9 W ashington
B a t t l e Ground., W ashington
B ellin g h am , W ashington
B u rlin g to n , W ashington
Cheney9 W ashington
C o lto n , W ashington
Deming9 W ashington
EdmoncLs, W ashington
E lle n s h u r g 9 W ashington
G o ld e n d ale 9 W ashington
Lake S te v e n s , W ashington
L in d 9 W ashington
Longview 9 W ashington
Lynden9 W ashington
G rady, Hew Mexico
H ouse, Hew Mexico
M elro se 9 Hew Mexico
E a to n , Hew Mexico
San J o n , Hew Mexico
S a n ta E o sa 9 Hew Mexico
A rvada, C olorado
C o llh ra n 9 C olorado
H o lly , C olorado
M eeker9 C olorado
O la th e , C olorado
Eocky P o rk , C olorado
W iggins9 C olorado
A d ria n , Oregon
B a k e r9 Oregon
M a lin 9 Oregon
M ilto n , Oregon
E o se h u rg 8 Oregon
Salem , Oregon
Sandy, Oregon
S eappoose„ Oregon
W allowa, Oregon
B u h l9 Idaho
Em mett, Idaho
Jero m e, Idaho
Menan, Idaho
P r e s to n 9 Idaho
W ild e r„ Id ah o
M odesto9 C a lif o r n ia
Hewman9 C a lif o r n ia
O ak d ale, C a lif o r n ia
E io V is ta 9 C a lif o r n ia
E ip o n 9 C a lif o r n ia
S o n o ra9 C a lif o r n ia
S to c k to n 9 C a l if o r n ia
C a lis to g a 9 C a lif o r n ia
H e a ld sh u rg 9 C a lif o r n ia
H apa9 C a lif o r n ia
St= H e len a 9 C a lif o r n ia
C e n te r v ille 9 C a l if o r n ia
Hayward9 C a lif o r n ia
A uhurn9 C a lif o r n ia
Durham9 C a lif o r n ia
L iv e Qake9 C a lif o r n ia
M a r y s v ille „ C a lif o r n ia
S u s a n v ille 9 C a lif o r n ia
W illo w s9 C a lif o r n ia
Pt= Sumner9 Hew Mexico
A fto n 9 Wyoming .
D ouglas 9 Wyoming
L u sk 9 Wyoming
E iv e r to n 9 Wyoming
S h e rid a n 9 Wyoming
T h erm o p o lis9 Wyoming
T o r rin g to n 9 Wyoming
Langdon9 H o rth D akota
L is h o n 9 H o rth D akota
M a y v ille 9 H o rth D akota
Eughy9 H o rth D akota
W ishek9 H o rth D akota
B i l l i n g s 9 Montana
B row ning9 Montana
Prom herg9 Montana
B r id g e r 9 Montana
Simms9 Montana
G hinook9 Montana
A rlin g to n , W ashington
A s o tin 9 W ashington
B e lle v u e „ W ashington
B l a i n e „ W ashington
C e n t r a l i a 9 W ashington
C h a tte ro y 9 W ashington
O la rk s to n 9 W ashington
C o l v i l l e „ W ashington
D a v en p o rt„ W ashington
E n d i c o t t 9 W ashington
74
A m erican F o rk , U tah
G o a lv ille s U tah
Cedar C ity , U tah
E phraim , U tah
G r a n t s v i l l e , U tah
H y rm , U tah
Kamas, U tah
K a y s v ille 6 U tah
M onroe, U tah
Mte P le a s a n t, U tah
H e p h i, U tah
Parw an6 U ta h R ic h f ie ld , U tah
Richmond, U tah
R o s s e v e lt RFD I , U tah
Salina, U tah
SLC5 U tah ( S a l t Lake C ity )
Dandy, U tah
S p r i n g v i l l e , U tah
V ernal 6° U tah
V ancouver, W ashington
W enatchee, W ashington
F r e n d a le 6 W ashington
W inloek, W ashington
Yakima, W ashington
G i l b e r t , A rizo n a
S a f f o r d 6 A riz o n a
T h a tc h e r, ,A rizona
G a lt, C a lif o r n ia
V a c a v ille , C a l if o r n ia
B o o n v ille , C a l if o r n ia
L a k e p o rt6 C a l if o r n ia
P le a s a n to n , C a l if o r n ia
C hico, C a l if o r n ia
S u s a n v ille , C a l if o r n ia
TrCLelake, C a l if o r n ia
Yuba C ity , C a l if o r n ia
A lbuquerque, Hew Mexico
C lo u d c ro ft, Hew Mexico
E s p a n le a , Hew Mexico
K L rtla n d , Hew Mexico
T aos, Hew Mexico
A u lt, C olorado
Del H o r te 6 C olorado
E a to n , C olorado
F o u n ta in , C olorado
G re e le y , C olorado
M anassa6 C olorado
F a i r f i e l d , W ashington
Grandview, W ashington
G re e n a a re s , W ashington
X ssaquah9 W ashington
M a r y s v ille , W ashington.
O rtin g ,. W ashington
M onroe, W ashington
Pe E l l , W ashington
P u llm an , W ashington
R an d le, W ashington
R ear dan , - W ashington
R id g e f ie ld , W ashington
St=. Jo h n , W ashington
Sedro W oolley, W ashington
S e la h 6 W ashington
Starw ood, W ashington.
S u lta n , W ashington
Sumner, W ashington
Tacoma, W ashington
T o led o , W ashington
T o n a sk e t, W ashington
L in g L e, Wyoming
G len ro e k , Wyoming
B ism arck , N o rth D akota
Kenmare, N o rth D akota
M ich ig an , N o rth D akota
Towner, N o rth D akota
W illis to n ., N o rth D akota
B e l t , Montana.
C ascade, Montana
H in s d a le , Montana
M an h attan , Montana
P o is o n , Montana
S t e v e n s v i l l e , M ontana
C a s tle Rock, W ashington
C athlam etg .,Washington
C h elan , W ashington
E a t o n v i l l e , W ashington
E n t i a t , W ashington
Enumclaw8 W ashington
G ran g er, W ashington
Kennewick, W ashington
K i t t i t a s , W ashington
H ooksack9 W ashington
O a k v ille , W ashington
Omak, W ashington .
O n alask a9 W ashington
P o r t O rch ard , W ashington
75
Borardm ang Oregon
Eugene„ Oregon
Gresham, Oregon
M ilw aukee, Oregon
O n ta rio , Oregon
Oregon C ity , Oregon
The D a lle s , Oregon
P a r i s , Idaho
B e a v e r, U tah
L e h i8 U tah
Morgan, U tah
P a n g u ite h , U tah
S t e G eorge, U tah
P o u ls h o 8 W ashington
B en to n , W ashington.
W aitsh u rg 9 W ashington
Woodland, W ashington
Yelm3 W ashington
B a i n i e r 9 Oregon
B la e k f o o t9 Idaho
O ak ley , ,Idaho
C i r c l e v i l l e , U tah
M a n ti9 U tah
Ogden9 U tah
P a y so n , U tah
Hever C ity , U tah
76
IOs
A g r ic u ltu r a l E d u c a tio n S ta te S u p e rv is o rs o f Oregon, C a l if o r n ia ,
W ashington, Id a h o , U ta h , C olorado, Wyoming, M ontana, F o r th D akota,
A rizona* ,and Few M exico.
I h i s i s to a s k f o r y o u r c o o p e ra tio n i n an in v e s t ig a ti o n o f some
p h a se s o f th e work o f 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 i n th e P a c i f i c
R egion. What we p ro p o se w i l l r e q u ir e n o t more th a n h a l f an hour o f y o u r
tim e . We have u n d er way a stu d y o f th e v a r io u s a c t i v i t i e s i n which
To=Ag i n s t r u c t o r s engage o u ts id e o f r e g u la r c l a s s e s , e s p e c i a l l y t h e i r
summer program s and p e rs o n a l a c t i v i t i e s .
We sh o u ld l i k e to h a v e ,y o u r h e lp i n th e fo llo w in g manners
1.
Supply u s w ith a l i s t o f th e names and a d d re s s e s o f a l l Vo=Ag
i n s t r u c t o r s i n y o u r s t a t e who have been on th e jo b i n t h e i r
p r e s e n t l o c a t i o n f o r two y e a r s o r more.
2 . ,R ate each i n s t r u c t o r on th e l i s t a c c o rd in g to th e g e n e ra l
e x c e lle n c e o f th e supervised fa rm in g program s d ev elo p ed i n h i s
d e p a rtm e n t. I n d ic a te th e r a t i n g hy a n H f o r h ig h t h i r d , M f o r
m iddle t h i r d , an d Ii f o r low t h i r d o f e x p e rie n c e d i n s t r u c t o r s .
3»
Give u s y o u r p e rm is s io n to w r ite th e s e i n s t r u c t o r s and a sk
them to f u r n i s h some d a ta ab o u t t h e i r a c t i v i t i e s * ,r e q u ir in g
n o t to exceed o n e - h a lf o f t h e i r tim e .
A ll r e p l i e s w i l l be k e p t s t r i c t l y c o n f i d e n t i a l . Fo com parisons
w hatever w i l l be made betw een th e s t a t e s w hich cooperate® Fo in d iv id u a l
names w i l l be u s e d i n a r y way.
Gan you su p p ly u s w ith t h i s in fo rm a tio n by A ugust 15?
Very t r u l y y o u rs ,
/ s / R. H. Palm er
R,. H. P alm er
P ro fe sso r
A g r ic u ltu r a l E d u c a tio n
R E P ijj
77
J u ly 16, 1948
B ear S irs
The u n d ersig n ed , a r e making a n i n v e s t i g a t i o n o f th e
Summer Program and Out o f School A c t i v i t i e s o f V o c a tio n a l
A g r ic u ltu r e I n s tr u c to r s * I n c o n d u ctin g t h i s i n v e s t i g a t i o n
we w ould l i k e your c o o p e ra tio n by ch eck in g th e q u e s tio n s
l i s t e d on th e a tta c h e d q u e s tio n n a ir e „ and r e tu r n in g to u s .
i n th e e n c lo s e d s e l f a d d re ss e d en v elo p e t h i s q u e s tio n n a ire *
A lso any form s w hich y o u r s t a t e d ep artm en t r e q u ir e s to be
f i l l e d o u t i n c o n n e c tio n w ith V o c a tio n a l A g ric u ltu re In ­
s t r u c t o r s Summer Program o f work*
We f e e l t h a t th e f in d in g s o f th e s e in v e s t ig a ti o n s
w i l l be o f v a lu e i n d i r e c t i n g th e w ork o f th e V o c a tio n a l
A g r ic u ltu r e program* Tour tim e s p e n t i n answ ering th e s e
q u e s tio n s , an d e n c lo s in g th e above re q u e s te d m a te r ia l w i l l
be g r e a t l y a p p r e c ia te d , and in fo rm a tio n re c e iv e d w i l l be
h e ld i n s t r i c t c o n fid e n c e , Ho names w i l l be p u b lis h e d o r
com parison made betw een s ta te s *
A summary o f t h i s in v e s t i g a t i o n w i l l be s e n t to you*
Very tru ly yours.
Bon W0 B ouglas
B iek V* Pagan
( A s s is ta n ts i n A g r ic u ltu r a l
E d u c a tio n )
?g
qUESTXOMAIKE TO SIAIE SUPERVISORS OE SUMMER PROGRAM AED
OUT OF SCHOOL ACTIVITIES OF VOCATIONAL AGRICULTURE INSTRUCTOR
C O N F I D E N T I A L
1»
Do you r e q u ir e a p ro p o se d p la n o f summer a c t i v i t i e s o f th e Vo=Ag
I n s t r u c t o r he su b m itte d b e fo re summer s t a r t s ? Yes
No
2«
Do you r e q u ir e Vo-Ag I n s t r u c t o r s to subm it a r e p o r t o f summer
a c t i v i t i e s c a r r i e d on? Yes
No
( i f yes.
we e k ly ,
m onthly.
a t end o f .summer
j.
3»- Do you have any summaries on Summer A c t i v t i e s o f Vo-Ag I n s tr u c to r s ?
Yes
No
( I f y e s w i l l you p le a s e s e n d ),
4»
What i s y o u r o p in io n a s to th e d e s i r a b i l i t y and a p p ro p ria te n e s s o f
th e fo llo w in g c o n d itio n s o r f a c t o r s which th e Vo-Ag I n s t r u c t o r
m ight in c lu d e i n M s a c tiv itie s ® (.Check w ith p lu s i f you fa v o r and
minus i f you d is a g r e e )
More Success
F av o r o r In T each in g
Longer
D is fa v o r
Vo-Ag
Tenure
a@
b®
c.
d,
e©
fe
g»
h®
r»
j©
k.
L iv e
on farm
Own a I o c a l f arm . ©. . a ©©. . . . . . . ©. . ®
Manage and o p e ra te l o c a l farm .©©©*.
__________
Some l o c a l in v e stm e n t i n farm in g ©.©______^__ _ _ _ _ _ _ _
A bsentee owner o f f arm ®©©.©©©©.©o©©©
A bsentee manager o f farm .»©©.©.©©<,©
.
Somea b s e n te e in v e stm en t i n farming©
Own town b u s m e s s © . © © © © © © © © © o © © © © © a;iOMiemiMtaBaoagaa=m=ss3
O perate town b u s in e s s ©©©©©o©©.©©©©
Some in v e stm e n t i n town b u s in e s s ©©©
C o lle c t f e e s f o r p r o f e s s i o n a l
s e r v ic e s (G ra d in g p o ta to e s , etc©)©.©
5»
Do you d e s ir e a summary o f th e above in fo rm a tio n ?
Yes
________
ra™=TO==_,
No
79
In c o n n e c tio n w ith my work i n th e D epartm ent o f
A g r ic a lt1U ral B d u e a tio n a Montana S ta te C ollege „ I. am
c o n d u c tin g an i n v e s t i g a t i o n in to th e summer program
o f work o f th e V o c a tio n a l A g r ic u ltu r e I n s t r u c t o r s
i n th e w e ste rn s ta te s * She p u rp o se o f t h i s l e t t e r
i s to e n l i s t y o u r c o o p e ra tio n "by f i l l i n g o u t th e
e n c lo s e d q u e s tio n n a ir e w hich w i l l ta k e a p p ro x im a te ly
15 m in u te s o f y o u r time*
Your d epartm ent h a s "been recommended to me hy
y o u r S ta te S u p e rv is o r, and he f e e l s t h a t th e in v e s ­
t i g a t i o n i s w orthw hile* Your c o o p e ra tio n i n f i l l i n g
o u t th e q u e s tio n n a ir e and r e tu r n in g i t i n th e s e l f a d d re s s e d envelope w i l l "be g r e a t l y a p p re c ia te d *
A ll in fo rm a tio n re c e iv e d w i l l he h e ld i n s t r i c t
c o n fid e n c e and no names w i l l he p u b lish e d * I w i l l
sen d you a copy o f th e r e s u l t s when th e stu d y i s
com pleted*
S in c e r e ly ,
D ick W Eagan
A s s is ta n t i n A g r ic u ltu r a l
E d u c a tio n
E n c lo s u re
so
Q u e s tio n n a ire on Summer A c t i v i t i e s o f To-Ag I n s t r u c t o r s
f o r 194s
Ao
G eneral In fo rm a tio n s
Io Y ears ta u g h t v o c a tio n a l a g r ic u ltu r e ^
Y ears i n p r e s e n t departm ent
H m h e r o f i n s t r u c t o r s i n departm ent
.
I: P e rc e n t o f tim e s p e n t te a c h in g non v o -a g s u b je c ts .
S a la ry f o r 194&-49
Ezpense budget f o r 1948-49® Amount,_________
a. Does sch o o l f u r n i s h tr a n s p o r ta tio n ? Yes_
he Amount a llo w ed p e r m ile
»,
Ce Are m e a ls » lo d g in g , telep h o n e c a l l s , e tc , p a id when you a re
away from home on b u s in e s s ? Yes__ . Ho
( i f HO why
4® I s expense b u d g et s u f f i c i e n t ? Yesro
I:
7»
Se
9»
IOo
Ho
12e
13.
x4o
15«
16.
18.
19.
20«,
Humber o f days on v a c a tio n
H m b er o f days s ic k o r i l l .
A verage number o f days worked p e r Weeka
A verage number o f h o u rs worked p e r day
H m ber o f s tu d e n ts i n departm ent Septo 1947________ May 1948
H m b e r o f boys who r e s id e i n town
I n th e c o u n try
Bo you have a v a il a b le f o r use by y o u r departm ent?
a» F ilm s t r i p machine Yes
Ho
Kind
Sound
bo Movie p r o j e c t o r Yes
Ho
M0M=
Co Cameras Yes_ _ _
_____ S iz e ________ M nd_____________________
Does y o u r FFA C h ap ter o r school own a t r a c t o r and farm m achinery
Yes_ ...... Ho
ao F o r u se on sch o o l o r FFA farm o n ly .
bo F or u se on boys farms,.
F o r custom work by FFAm
Co
do Amount o f la n d owned
acres
a c r e s 0e« Amount o f la n d r e n te d
Do you make a w r i t t e n p la n o f y o u r summer program o f work Yes
Ho
0
Do yo u make use o f y our A dvisory Committee f o r your summer p ro ­
gram Yes.
Ho
0
Do y o u f i l e a copy o f your p ro p o se d summer program o f work w ith
th e S u p e rin te n d e n t
Sc h e B oard
S ta te S u p e rv iso r
Ho One
„
Are p e o p le i n g e n e r a l inform ed a b o u t your b e in g on th e job d u rin g
th e summer and w hat you do? Yes
Ho
( I f YES how do
you do i t
_____________________________________ )
Do you subm it a f i n a l r e p o r t o f a c t i v i t i e s c a r r i e d on d u rin g th e
ScheB oard
St a t e Supersummer to th e S u p e rin ten d e n t
visor
0
Humber o f days s p e n t d o in g - s e r v ic e a c t i v i t i e s f o r community.
&
SI
S v p erT ised Farm ing Program
Bnmier^oi
2.® KtmTjer o f days s p e n t s u p e r v is in g p r o j e c t s
2 , Kumber of days sp e n t .c o n ta c tin g p ro s p e c tiv e Vo-Ag stu d en ts_
Av erag e number o f
3« A verage num ter o f v i s i t s p e r Freshman
p r o j e c t s p e r hoy
.
4» A verage no® o f v i s i t s p e r Sophomore
Av erag e no® o f p r o j e c t s
p e r hoy
5® A verage num ber' o f v i s i t s p e r J u n io r
Av erag e no® p r o j e c t s
'
p e r hoy
.........®
o.® A verage number o f v i s i t s p e r o u t o f sch o o l FFA member
Average number o f p r o j e c t s
»
7« Average number Of v i s i t s p e r p r o s p e c tiv e s tu d e n t
8® A verage le n g th o f e a c h v i s i t i n h o u rs
Summer o n ly
0® P h y s ic a l F a c i l i t i e s
1» W orking i n shop ( in v e n to r y , shop s k i l l S0 C lean in g an d p u ttin g
shop i n o rd e r )
.
2 . W orking i n c lassro o m (G le a n in g , p u t t i n g f i l e s i n o r d e r , and
a r r a n g in g )
De
F u tu re Farm er o f A m erica
Summer o n ly 1948
1® Summer t r i p ? Yes
Ko
Kumber o f days
®
2» FFA c o n v en tio n number o f days
,■
3® Kumber o f FFA m e etin g s h e l d
.
»
4® Days s p e n t on FFA o r sch o o l farm by i n s t r u c t o r
.
5® Kumber o f days s p e n t on ju d g in g an d o th e r c o n te st, work
6 , Humber o f days s p e n t on f a i r s and exhibits
®
7® Kumber o f days s p e n t a t FFA L e a d e rsh ip sc h o o ls
®
So Kumber o f days s p e n t s u p e r v is in g community can n ery
<
»-
B6- P r o fe s s io n a l. Improvement Summer o n ly 1948 ( i n d i c a t e no® o f d ay s)
1 « Summer school
®
2» T e c h n ic a l stu d y
®
3» Vo-Ag c o n fe re n c e s
®
4® C onference w ith s t a t e o f D i s t r i c t S u p e rv is o r, A d v iso r C o u n cil,
School B o ard , o r School S u p e rin te n d e n t
®
5® O th er ty p e s o f c o n fe re n c e s f o r p r o f e s s i o n a l improvement
Fe
A ll-d a y T eaching Program Summer o n ly 1948 ( Kumber o f days sp en t i n
I* Community su rv e y s
®
own departm ent»T
2« F i e l d t r i p s
®
3® O rg a n iz in g d a ily te a c h in g p la n s and fo u r y e a r co u rse o f stu d y
4® P r e p a rin g charts, te a c h in g a i d s , etc®
.
5® C o lle c tin g d is p la y m a te r ia l and weeds
®
82
Go
Out o f School Program 9 V e te ra n , Young F arm ers, A d u lts
Summer o n ly 1948 ( I n d i c a t e n o , o f h o u rs sp e n t)
1 , Hours s p e n t s u p e r v is in g v e te r a n s farm in g u ro g ra m
2 . Young fa rm e r program
a . C lassroom i n s t r u c t i o n
. h , Farm v i s i t s
3» A dult fa rm e r program
a,= C lassroom i n s t r u c t i o n
ho Farm v i s i t s
Ho
School and Community R e la tio n s , P u h lic i t y , R ecords and R e p o rts
( I n d ic a te n o , o f h o u rs sp e n t)
on]
1 » Making our r e p o r ts
number p u b lish e d ^
2 , W ritin g news a r t i c l e s
number
made______
Radio b ro a d c a s ts
C
orrespondence__________
I
Ja o u rs Spentro
Humber o f farm o rg a n iz a tio n m eetin g s a tte n d e d
Jao
u rs Spentro
Humber
o
f
town
o
r
g
a
n
iz
a
tio
n
m
eetin
g
s
a
tte
n
d
e
d
I
and
o
r e t c , to
Does
d
epartm
ent
p
u
b
lis
h
a
n
e
w
s
le
tte
r
,
b
o
o
k
le
t,
7.
keep boys and p a r e n ts inform ed o f departm ent a c t i v i t i e s d u rin g
th e summer? Yes____ Ho_____ Humber o f h o u rs spent_
I
BIBLZOGMPIff
I o . A g r ic u ltu r e E d u c a tio n M agazines, 1932 .through A p ril 1951°
Se
A d m in is tra tio n o f V o c a tio n a l E d u c a tio n , B u l l e t i n Ho6 1» B evised 1948,
F e d e ra l S e c u r ity A gency, W ashington, Do C0, 112 p a g e s ,
3 * A h a lt, A rth u r M°, Summer D u tie s and A c t i v i t i e s T each ers o f V o c a tio n a l
A g r ic u ltu r e , A g r ic u ltu r a l E d u c a tio n M agazine, Vole. 20, Ho, 1 1 J, May
1 9 4 s, P7 206°
/
Cook, G len G0, Handbook on
E d i tio n , I n t e r s t a t e P r i n t i n g
_A
Ifth
5«
D ic k in so n , Sherman, Summer S a g a c ity , A g r ic u ltu r a l E d u c a tio n M agazine,
T ol . 4 , Ho0 1 2 , June 1932, p . 194*
6»
F r a z i e r , P 0 G0 , Summer A c t i v i t i e s o f T each ers o f V o c a tio n a l A gri­
c u l t u r e , A g r ic u ltu r a l E ducationT M agazine, V o lT 1 2 , Ho0 1 1 , May 1940,
p» .212»
7»
G a a r, M0 C0 , She Summer Program i n A g r ic u ltu r e E d u c a tio n , A g rir
c u l t u r a l E d u c a tio n M agazine, V ol0 20, Ho* 1 1 , May 1948, p 0 204»
8»
H am lin, H8 M8, She Community Program o f A g ric u ltu re E d u c a tio n ,
P u b lis h e d "by I l l i n e U nion B o o k sto re , Champaign, I l l 0, 1943, P° 206
9»
H am lin, H0. M*, A g r ic u ltu r a l E d u c a tio n i n Community S c h o o ls , I n t e r ­
s t a t e P r i n t i n g 'Co8, 1949, P° 109°
^ lO 0
Hammonds, C a r s ie , Summer Work, The Hew Y ear and The O ld, A gri­
c u l t u r a l E d u c a tio n M agazine, V ol0 5» Hoe I , J u ly 1932» p» -S0
11»
H eald s F 0 E0 , Summer T eachin g v s V i s i t i n g , A g r ic u ltu r a l E d u c a tio n
M agazine, V ol0 1 3 , 'Ho0 1 1 , May 1 9 4 1 ,°p T 2 0 9
12»
H i l l , G0 W0, Time U sed f o r P r o f e s s io n a l A c t i T l t i e s by West V irg in ia
T eachers o f V o c a tio n a l A g ric u l t u r e » A g r ic u ltu r a l E d u c a tio n M agazine,
V o l0 2 2, Ho® 5» Hovember 1949, p » 118»
13»
M e llo r, A rth u r . P la n fo r. On-Farm T each in g T h is Summer. A gricultural
E d u c a tio n M agazine, V o l0 23, Ho0 1 0 , A p r il 1951» P= 238»
l4 o
Montana S ta te P la n f o r V o c a tio n a l E d u c a tio n , S ta te B oard f o r V o catio n a i E d u c a tio n , Bozeman, M ontana, J u ly I , ,1947 to June 3 0 , 1952» p» 32
15
U o lan 9 A re ta s We , .Ihe Problem o f Summer T eaching i n C onnection w ith
P r o je c t S u p e rv is io n * S eco n d ary School C irc u la r Ho, 7» D epartm ent o f
I n t e r i o r 9 B ureau o f E d u c a tio n , W ashington, D« G6, Hove 15» 1920,
P » Ie
l6o
O lney9 Eoy H«., Summer D u tie s o f th e Teacher, o f V o c a tio n a l A g ri­
c u l t u r e * A m erican V o c a tio n a l J o u r n a l, T o l0 23, Ho0 6 , June 1948,
17»
P u b lic a tio n Ho0 347 S ix t y - f o u r t h C ongress S 0 703
18 »
P u b lic a tio n Ho0 586 S e v e n ty -n in th C ongress S0 .619
19»
R ic h a rd so n , S ta n le y S6, Summer A c t i v i t i e s o f T each ers o f V o c atio n a l
A g r ic u ltu r e i n Xdaho0 R ep o rt o f T w e n ty -F irs t annua l P a c i f i c R egional
C o n fe re n ce , Is s u e d by U n ite d S ta te s D epartm ent of. th e I n t e r i o r ,
O ffic e o f E ducation^ V o c a tio n a l D iv is io n , M isc0 2207, June 1939»
p 0 103»
20«
S te w a rt, W0 E 0
E d u c a tio n Magazine
21 »
Thomas, J u l i u s E
o f Vocational A g r ic u ltu r e in Alabama, Problem , M0S0 I n A g r ic u ltu r e ,
C o rn e ll U n iv e r s ity , R u ra l E d u c a tio n , I t h a e a 9 He Y0., 1949» p«121«
22 »
W a lla c e , M6 W0 _ ______
Program o f Work, A g r ic u ltu r a l
Po 206O
i n S o u th w estern O hio, T h e s is , M0S, L ib ra r y ,
Ohio S ta te U n iv e r s ity , Columbus, O hio, 1942, p 0 92«
23;
W allac e, M arion W09 A Study o f th e Summer T eaching Load o f ,2 7 'T eachers
o f V o c a tio n a l A g r ic u ltu r e i n S o u th w estern O hio. A g r ic u ltu r a l Educ a tio n M agazine, V o l0 17» Ho» 4 , O cto b er 1944, p« 74«
24»
W ilson, H« E 0, P la n n in g th e Summer Program f o r A d u lt-E arm er C la s s e s ,
A g r ic u ltu r a l E d u c a tio n M agazine, V o l0 19» Ho0 1 2 , June 1947, P» 225«
ACKKOWLEDGBMEKTS
The a u th o r w ish es to e x p re ss h i s s in c e r e a p p r e c ia tio n and th an k s
to th e l a t e P r o f e s s o r R0 H0 P alm er; and P r o f e s s o r s H„ B0 E odeherg and
Leo Le E m iti o f th e D epartm ent o f A g r ic u ltu r a l E d u c a tio n f o r t h e i r
guidance and h e lp f u l s u g g e s tio n s i n a l l p h a se s o f t h i s study©
The a u th o r a ls o w ish es to e x p re ss a p p r e c ia tio n f o r th e h e lp f u l
c r i t i c i s m s g iv e n him hy th e o th e r members o f th e t h e s i s committees
P r o f e s s o r s V in cen t E 0 Iv e r s o n , Boy Huffman, and M ilfo rd F ra n k s e
The a u th o r i s e s p e c ia ll y g r a te f u l to th e s t a t e s u p e r v is o r s and
te a c h e r s o f v o c a tio n a l a g r i c u l t u r e who c o o p e ra te d and gave so g en ero u sly
o f t h e i r tim e i n c o m p letin g th e q u e s tio n n a ir e stu d y o f th e summer a c t i v i ­
t i e s o f te a c h e r s o f a g ric u ltu re ©
/
100904
I U013642
-N378
--------100904
F lS ls
_
-F a g a iW lic k % ___________________
The summer program o f work o f
v o c a tio n a l a g r ic u ltu r e in s tr u c ,
I
_ ,ssuEOTo
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IN'[RLi! m :Y (QAN
APR 2 .
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iX j
,/ t i z l F y n v
I
' ^ 37
FV 3\s
c o p . ^
MAR I
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OEC'
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