A STUDY OF THE OCCUPATIONAL PIACELENT OF FORMER NERO
STUDENTS OF VOCATIONAL AGRICULTURE IN DISTRICT II,

GEORGIA FROM 19148- 52

.A Study

Presented to
the Faculty of the Department of Vocational Education

Michigan State College

In Partial Fulfillment
of the Requirements for the Degree

Master of Art:

by
John Edward Briggs, Jr.

July. 1953

TABLE OF CONTENTS

CHAPTER
I THE PROBLEM AND DEFIFITIONS OF TERMS USED . . . . . . .
A. Introduction . . . . . . . . . . . . . . . . . .
B. The Purpose of the Study . . . . . . . . . . . .
C. Description of the Community . . . . . . . . . .
D. History of Agricultural Education in Georgia . .
E. Vocational Agriculture in the Jenkins County
Training School . . . . . . . . . . . . . . .
F. Definitions of Terms Used. . . . . . . . . . . .
II REVIEW OF THE LITERATURE . . . . . . . . . . . . . . .
A. Concluding Statement Relative to the Literature
Reviewed . . . . . . . . . . . . . . . . . . .
B. Limitations of the Study . . . . . . . . . . . .
III. PRESENTATION OF DATA . . . . . . . . . . . . . . . . .
Data on the 12 Departments of Vocational Agriculture

in Georé'Ej-a. O O O O O O O O O O O O 0 O O O O O 0

Geographical Location of Former Graduates Established

in Farming C O O O O 0 O O O O O O O O I O O O O O O

A Brief Summary and Pictures of Boys Establishment

1n Farming O O O O O O O O O O O O O O O O O O O O 0

Status in Farming of Former Pupils in Vocational

Agriculture in District II, Georgia . . . . . . . .

PAGE

10

l#

15

17

22

23

2h

24

26

29

37

CHAPTER

Occupational Status of Former Graduates in Vocational
Agriculture in District II, Georgia . . . . . . . .
Record of Marital Status . . . . . . . . . . . . . .

Teacher Tenure and Its Relationship to Occupational
Distribution of Students of Vocational Agriculture.
IV SUMMARY.AHD CONCLUSIONS. . . . . . . . . . . . . . . . .
Recommendations . . . . . . . . . . . . . . . . . . .
BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . .

APPmIX O O O C O O O 0 O O O O O O O O O O O O O O O 0

PAGE

37

45
1+7

52

LIST OF TABLES
TABLE PAGE
I. Statistical Data on Jenkins County . . . . . . . . . . . . 11
II. Data on the 12 Departments of Vocational Agriculture in
Georgia . . . . . . . . . . . . . . . . . . . . . . . . 25
III. Establishment of Former Students by Counties 1948-1952,
Georgia . . . . . . . . . . . . . . . . . . . . . . . . 28
IV. Status in Farming of Former Negro Pupils of Vocational
Agriculture in 12 Schools, Georgia . . . . . . . . . . 38
V. Occupations of 103 Former Graduates of Vocational
Agriculture in 12 Schools, Georgia . . . . . . . . . . 39
VI. Record of Marital Status . . . . . . . . . . . . . . . . . #1
VII. Some Characteristics of Departments of Vocational

Agriculture with Teachers of Long and Short Tenure. . . #3

LIST OF FIGURES
FIGURE PAGE
1. Geographical Location of Former Graduates Between
19h8-1952 . . . . . . . . . . . . . . . . . . . . . . . 27
2. Harry Williams and Family. . . . . . . . . . . . . . . . . 30
3. Harry Williams Looking Over Cotton . . . . . . . . . . . . 30
C. Richard Jackson on the Front Porch of his Home . . . . . . 31
5. Richard Jackson on Tractor . . . . . . . . . . . . . . . . 31
6. Charlie Clark. . . . . . . . . . . . . . . . . . . . . . . 32
7. Charlie Jones with Principal of School and Vocational
Teacher 34
8. Charlie Jones' New Farm.Home . . . . . . . . . . . . . . . 34
9. Unice Lassiter Standing by his Newly Purchased Truck . . . 35
10. John Hall Cultivating his 12 Acres of Cotton . . . . . . . 35

11. Nesbitt Hebley of Screven County . . . . . . . . . . . . . 36

.ACKNOWLEDGEMENT

The writer wishes to express appreciation for the help received
in making this study. Useful suggestions and constructive criticism
were given by Dr. Harold M.‘Byram, Professor of Vocational Education,
Michigan State College; Mr. T. G. Walters, State Supervisor of
Agricultural Education; Mr. J. H. Baker, Supervisor District II: and
Mr. MCKinley Wilson, Acting Head Itinerant Teacher-Trainer, Georgia.
Splendid cooperation was given by the eleven teachers of vocational
agriculture who worked very diligently in helping the writer to make the
study: Hessers T. S. Boles, Jr., R. W. Williams, Roy Rumph, T. R.
Harwell, Earl Farley, B. W. Shinhoster, J. A. Smart, J. H. Flagg, R. R.

Butler, Josiah Phelps and John W. Lawton.

CHAPTER I
THE PROBLEMS AND DEFINITIONS OF TERMS USED

A. INTRODUCTION

""Vocational education in agriculture is to train present and
prospective farmers for proficiency in farming.”1 Studies have proven
that this purpose has been more completely realized where the enrollment
process takes into consideration the interest of the student. In most
of the rural high—schools in Georgia, vocational agriculture is taught
to all boys enrolled in the high-school department. Because of this,
the writer would like to show to what extent boys who take vocational
agriculture can be expected to farm or work in related occupations.

It has also been found that with no definite guidance program
inaugurated, students are not guided into the proper selections of
courses. It is the present policy of most Negro high-schools in Georgia
to give attention to the desire and interest of the boys by setting up
their supervised farming program, so that they will already‘become es-
tablished in farming.

This study is based on the present occupations and status in farm.
ing of former Negro graduates of vocational agriculture from schools
in District II, Georgia.

Teachers of vocational agriculture and others in agricultural

education, as well as many peOple outside of this field, are concerned

 

1 Lloyd J. Phipps and Glen Charles Cook, Handbook on Teaching
Vocational Agriculture, Sixth Edition, Interstate Printing Co., Danville,
Illinois, 1952. p. 13.

with the careers of young men from farms. Information relative to the
subsequent careers of farm-reared young men who received instruction in
vocational agriculture is of value in determining the extent to which
they are engaged in occupations for which the training is most likely to
be functional. Furthermore, for purposes of guidance, it is valuable
for teachers and others to know some of the factors which are associated
with the occupational distribution of farm-reared young men, with ad-
vancement in the occupation of farming, and with certain types of educa-
tional attainment. .As the result of this study, opportunities for improve—
ments are seen more clearly, general impressions are confirmed or
disproved, new problems for study are brought into focus, and data and
techniques are provided which may be useful in the development of related
studies. In these and other ways, this study should in some measure
contribute to the development of educational programs which will function
more fully in meeting the needs of'boys from farms.

The present study was undertaken in view of the fact that no such
study has been made for Negroes in Georgia.

Any evaluation of the accomplishments in teaching agriculture in
any public school should be (1) in conformity with the stipulations set
forth in the Smith-Hughes Act, which aid in financing the program, and
(2) upon the philosophy of education held by the schools of the state.

The program.of vocational education in Georgia could not function
unless it received federal funds for its operation; therefore, Georgia
schools must meet the provisions of the Smith—Hughes Act.

Any school program is only as good as the philosophy of education

of those in the school because all the decisions and policies of the
school are based upon the philosophy of education held by those who make
decisions and determine policies.

”hat is meant by a philosophy of education? The philosophy of
education is what one believes the purpose of the school is, or should
be. Tax money is spent to operate our schools because peeple believe the
school performs useful services for society. These useful services make
up the philosophy of education of the peOple.

Vocational education in agriculture, the basis of this study in
this state, is a definite part of the public program of education. ‘A
statement of the philosophy of vocational education in agriculture must
include a statement expressing a philosophy of the whole of education.

The philosophy of education always tends to be about the same as
social objectives of the people. 4

The problem of education assumes one form.in ancient Athens in
the time of Pericles; another in China during the Tang Dynasty; another
in Russia under the communists; and yet another in twentieth.century
America.2

.Americans are proud of their social objective, or of their demos
cratic ideal. Almost within the limits of a generation they have fought
the world were so that they may continue to strive towards the ideals of

a democracy. This seems to be ample Justification for holding the ideal

 

2 o. c. Aderhold, "A Philosophy of Vocational Education in
Agriculture,“ Bulletin of University of Georgia, College of’lducation,
Series ho: 1, April, 19h0.

of democracy as the way of life for the peOple of this state and this
country.

If the ideal of democracy is accepted as the social objective of
the peOple in America, and these people do as the people in other nations
have done in the past, then democracy must be accepted as the objective
of all education in the school. If democracy is to survive, the school
must be concerned with promoting the democratic way of life.

The promption of reflective thinking, which the §§hpgl.L§ader's
Mappél,says is the objective of the school, is analyzed by Bode into
four steps:

"1. Recognition of the problem and a desire to solve

2. D;awing inference as to a possible solution.

3. Testing the inference (the application of facts
to the guesses).

4. Drawing conclusions and making generalizations.“3

These steps include only the mental process of reflective thinking.
If anything is to be accomplished.by reflective thinking, this process
must be followed by the actual carrying out or doing, of the conclusions.

Even when one uses the reflective thought process in arriving at
a tentative conclusion this does not assure that the conclusion will be
correct. So after the conclusions have been further tested and before
putting them into action there must be an evaluation of the success or

failure of the solution as reflected by the conclusion. If the conclusion

is correct, there is nothing further to do except develop skills involved

 

3 Educational Panel, Georgia State Department of Education.
School Leaders' Manual, March, 1947, pp. 24—25.

in putting the process into action. If, upon evaluation, it is found
that the conclusion is not correct, or is only partially correct, it is
necessary to go back to the second step of the reflective thought pro-
cess and continue through the process again. This procedure must be COD!
tinued until a satisfactory conclusion based.upon the latest and the best
information that is available has been reached. .Also, as the facts upon
which the conclusion is based change, the conclusion must be retested in
light of the new facts.

The philosophy of vocational agriculture embodies the philosOphy
of the whole of education. It is also based upon the belief that it is
the duty of the school to deal with the problems with which the individual
is confronted today and not necessarily the problems that he will
encounter in the future. However. to learn how to recognize present pro-
‘blems, and how to analyze and solve them should give the individual a
procedure for solving problems in the future.

Since the selection of an occupation is not performed by many‘boys
during their highpschool days, vocational agriculture must deal with the
farmjprOblems that the farm boy encounters today and not exclusively
with the selection and preparation for the occupation of farming.

Vocational agriculture in the twelve schools must be evaluation
on (1) how well it is in conformity with the requirements as set forth in
the Smith-Hughes Act and (2) the extent to which the teaching has been in
conformity with the philosophy of education of the schools of the state,

or how well it trains students in the ideal of democracy.

B. THE PURPOSE OF THE STUDY

In 191? the Smith—Hughes.Act was passed by Congress, providing
for a federally aided program of vocational education of less than
college grade of agriculture and certain other fields. This program has
now been in operation throughout the nation for twenty-five years.
Considerable sums of money have been expended on it, and many thousands
of young men have been enrolled in its classes. For the years 1948—52
there were in file state of Georgia, eighty-five Negro vocational depart-
ments with a total enrollment of E236" pupils in all—day classes.

Educators have agreed that, when a group or program has been under-
way for a time, it is well to evaluate what has been accomplished and to
re-orient the program for more effective work in the future. Here and
there research studies have been and are being carried out to determine
pertinent facts regarding former pupils of vocational agriculture.

The purpose for such a study seems to be two-fold: (1) it should
answer the question which the Congress and the people might ask as to
whether results of the program warrant continued support of it and (2)
to discover suggestions for a more effective program of vocational educa—
tion. Following is a list of the main purposes for such a study:

1. To determine the present status of former vocational

agriculture graduates.

4.Annual Report of Georgia State Department of Vocational Educa~
tion 1. Atlanta, Georgia, State Department of Education, p. 8.

2. To determine what percent of the graduates were estab-
lished in farming.

3. To determine the status in farming of former Negro
pupils in vocational agriculture of District II,
Georgia.

h. To determine how the school could make the present
vocational program more helpful and practical.

5. To determine the number of former pupils in related
occupations.

6. To determine the number of former pupils in unrelated

occupations.

C. DESCRIPTION OF THE COMMUNITY

One county is given as a description, since the other counties
are similar in area and farming practices. For this reason, the writer
has attempted to give a vivid description of the city of Millen and Jenkins
County, the county in which the Jenkins County Training School is located.

Millen, Jenkins County, situated in the east central part of the
state of Georgia, 20 miles west of the South Carolina state line and 70
miles northwest of Savannah. It is formed from parts of Burke, Screven,
Bulloch, and Emanuel counties. ""The total area is 352 square miles or

225,280 acres."'5

 

5 Earl D. Fowler and J. M; Snyder, So 1 e of Jenkins Count ,
Georgia. Washington, Government Printing Office, 1926, 122 pp.

8

The surface of the county is essentially a uniform plain dissected
by the Ogeechee River and its tributaries. There are four distinct types
of topography, distinguished.by their difference in elevation, degree of
dissection, and other surface features. The rolling uplands or “Piny
Woods” section, the comparatively level plain broken by sink holes and
shallow depressions, the terraces or second bottoms of the stream, and
the flood plains comprise the four separate tepographic divisions.

The rolling uplands constitute the highest part of the county.

All of the county lying south of the river terraces and east of Little
Buckhead Creek is made up of these uplands. This region is dissected
'by small creeks and numerous intermittent streams. The slapes are
generally gradual and slightly concave, except for saucer-like slopes at
the heads of many branches.

East of Little Buckhead Creek and north of the river is a compara-
tively level plain several feet lower than the rolling upland region.

The terraces' second bottom are comparatively level lands lying
from 2 to 10 feet above high water level. They are most extensive along
the southern side of the Ogeechee River.

The first bottom or flood.plain of the Ogeechee River is almost
level, except for low hammocks and secondary channels. The average width
is about one mile.

The drainage system of the county is formed by the Ogeechee River
and its tributaries. The largest tributaries are Buckhead, Springhead,
Little Buckhead, Beverdam, and Horse Creek: on the north, and.Bay Branch

and Skull Creeks on the south. The river traverses the central part of

the county in a general south easterly direction.

Along the drainage ways are belts of poorly drained land fre-
quently broadening out into ponds or swampy areas known as ”bays" and
“sloughs.” Excepting the Ogeechee River whose waters are muddy, the
streams are clear water streams.

Millen is located on U. S. Highway No. 25 leading from.Midligan
to Florida. Jenkins County was organized in 1905. The very earliest
settlers came up the Ogeechee River from points near Savannah and gradp
ually extended their settlement back from the river. Some of the early
settlements were made before Revolutionary times under charters granted
directly by the English Soverign. Millen, the county seat, is centrally
located and is the largest town, having a papulation of 3100 at the time
of the 1950 census. It owes its growth to the central of Georgia Rail-
road which forms a Junction at this point.

Millen has six churches, an accredited twelve-grade school. Other
civic assets include the county court house, one bank, good stores, two
hotels, several restaurants, one movie house, one coal yard, a lumber
yard and planning mill, one Kraft Cheese plant, R.E.A. building, a govern-
ment Post Office building, an.American Legion Center, one well appointed
hospital, one clinic, two funeral homes, The Cooper Factory, making
Jockey'Underwear, the Thompson Company, making trousers and shirts.

This is quite a railroad center for making connections for all parts of
the United States. Millen is also the home of The Millen News, a paper
with a circulation of more than 2500 subscriptions, edited and.published

by'Walter Harrison.

10

Two miles north of Millen is located a most scenic state park on
U. S. Highway No. 25 known as Magnolia State Park, a recreational area
for swimming, fishing and picnics.

.Agriculture was well established within the territory now included
in Jenkins County long before the county was organized; in fact, the
outstanding development of the region created the demand for better judi-
cial and commercial facilities and led to the organization of the county.

Shortly before the Civil war, cotton became the leading crop and
was more securely established.by conditions following the war, which made
a cash crop necessary. Now Jenkins County may'be regarded as an agricul-
turally productive area devoted to general farming —- cotton, corn, grain,
peanuts, dairying and swine. In the southeastern.part of the county
tobacco is grown on a small scale.

There is a total enrollment of #25 students in the Jenkins County

Training School for the term 1952-53.
D. HISTORY OF AGRICULTURAL EDUCATION IN GEORGIA

Georgia has'been an agricultural state since the time the early
American settlers found that its climate and soil were ideal for the pro-
duction of farm products.

There has been an attempt by educators of the state to aid in the
advancement of agriculture in the state since the establishment of the
Ebenezer School, near Savannah, in 173C and the Bethesda School at
Savannah six years later.

The first public schools to teach agriculture in Georgia were

TABLE I

STATISTICAL DATA OF JENKINS COUNTY, GEORGIA

6

 

l.

11.
12.

13.
lh.

15.

16.
17.
18.

Total pepulation

a. White

b. Colored
Total number of acres in farm
Average size farm - Total acres
Value of farms - dollar
Value of farm buildings
Number of farms
Full owners
Part owners
Managers
All tenants
Cows 2 years old and over
Number gallons milk produced

Hogs and pigs - Farms reporting number

Saws and gilts - Farms reporting number for farrowing

Chickens
Corn for all purposes
Bushels harvested

Cotton - acres

11,843
5,306
6.537

187,231
153.9

3,451,386

l,054,b#7

1,087

379

ho

2

666

2,851

323.079

12,036
1,668

36,162

27,872

299,13h

14,676

 

6 Walter Brown, Georgia.Agricu1tur§; Statistics, Bulletin 5&3,
November 1950, pp. 192-193-

11

12
Euarlee and Temple in 1903.

In analyzing the pregrams of education that have been Operated in
Georgia, Dr. Wheeler7 points OuT that the General Assembly passed a law
in 1903 that required agriculture to be taught in the public schools of
the state and that this law still stands as written.

In 190k the commissioner of education of Newton County organized
a county'prOgram of club work. In 1906 the county School Commissioners'
Association Of Georgia adOpted the club method as the means of teaching
agriculture in the public schools as required.by the legislature. A
successful state-wide club program was in Operation in the state in 1906
and continued to operate in the schools until it was drawn from the pub-
lic school auspices in 1910 and later assumed by the Georgia Agricultural
Extension Service.

In 1906 the General.Assembly enacted legislation for the establish-
ment of Agricultural and Mechanical School in each congressional district,
but even though it provided legislation for the establishment of these
schools, it failed to provide funds to build and.maintain them. The
governor of the state, who had sponsored the bill in legislature, asked
the United States Senate to provide financial aid in the establishment of
these schools. These schools were established and Operated for about a
quarter Of a century.

The same year that the Georgia governor asked for federal aid for

 

7 John T. Wheeler, Methods of Farmer Trainipg, (Atlanta: Turner
E. Smith, 1926), Smith-Hughes Act, pp. 318.

13
agricultural education, Kansas asked for federal aid for agricultural and
manual arts, and the National Society for the Promotion of Industrial
Education presented a bill for federal aid to industrial education. In
1907 these bills were combined into a vocational education bill.

In 1909 the bill was enlarged to include agricultural extension.
.A special committee was appointed to make a study of the question of
federal aid to education and while the study was being made Congress pass-
ed the Agriculture Extension Bill, and it became law in 1914.

“After the above-mentioned attempts at unity in voca-
tional education had failed, federal aid for teaching
agriculture, homemaking, and trade and industrial education
in the public schools were brought together in the Smith—

Hughes Act which became law in February, 1917....

A separate state vocational board.was created in
Georgia by the General Assembly in the summer of 1917. The
State Superintendent of Schools was executive officer of the
board and the Chancellor of the University System was chair-
m.

In 1931 the separate board was abolished and vocational
education under the Smithpfiughes Act became an integral part
of theapublic schools under a unified State Board of Educa-
tion.“

The Smithpflughes Act provided federal aid for teaching agriculture,
homemaking, and trade and industrial education in the public schools of
the several states.

For a state to receive federal aid for teaching agriculture as set

forth in the act, it must meet the following requirements as set forth in

 

8 .
Agricultural, Industrial DevelOpment Board, “Planning Programs of
Vocational Education and Forestry,“ Part II, (Unpublished data, l9h6),

pp. 65-67.

14
section ten9 of the act:
1. Education which is under public supervision and control.
2. Education for which the controlling purpose is to fit for
useful employment.
3. Education of less than college grade.
4. Education.designed to meet the needs of persons over 1h
years of age who have entered upon or who are preparing

to enter the work of the farm or the farm home.
E. VOCATIONAL AGRICULTURE IN JENKINS COUNTY TRAINING SCHOOL

In the summer of 1929 the opening of the 1929-30 school year, a
course in vocational agriculture was added to the curriculum of Jenkins
County Training School, which is located in Millen, Georgia, Jenkins
County.

This course was incorporated in the Jenkins County Training
School to meet the needs of the high school boys in that community who
had problems relating to their farming experiences.

Since its beginning in 1929 there has been a vocational agriculture
course in the Jenkins County Training School until the present time.

Many young men have taken this course in vocational agriculture
at the Jenkins County Training School, but until now there has been no
attempt by anyone to evaluate this program as to the effect it has and

has had on the occupations of those young men after they finished

 

9 John T. Wheeler, Methods of Farmer Training,CAtlanta: Turner E.
Smith, 1926), Smith-Hughes Act, pp. 332-3h5.

15
highnschool.
Since the beginning of the department in 1929 there have been six
vocational teachers employed at the Jenkins County Training School. The
writer who is presently employed as a teacher of vocational agriculture

at this school has been employed for 12 years.
F. DEFINITIONS OF TERMS USED

Certain terms are used in the pages which will follow and the ways
in which they are to be interpreted in the study should be understood at
the outset.

The terminology for occupational distribution includes 'farming,“
”related,'' and “other.” These engaged in farming at the time the data
were collected are classed in the first group. Those engaged in certain
occupations related to farming are listed in the second group, and the
third category includes a small percentage in attendance at colleges,
but for the most part it is composed of those already engaged in nonp
agricultural occupations.

Reference is made to years of vocational agriculture taken by
these young men. Vocational agriculture is here interpreted as the type
approved for federal aid, which in the Georgia program.begins in the
eighth grade.

The young men included in this study are those.who graduated from
high—schools in District II, Georgia, during the period 1948-1952, inp
elusive. In most schools represented in the study, all farm-reared young

men for whom information was available are included; in some cases,

16

samplings were made.

Followaup. Throughout this study "followaup” shall be interpreted
as securing information about former students who have graduated from one
of the twelve schools included in the study.

”Owner” throughout this study is interpreted as a person operating
directly a farm which he owns wholly or in part.

In this study the term "renter'I is interpreted as a farmer who
owns his workstock and equipment but hires or rents the land which he
farms. Generally renters or tenants are of two kinds - those who pay
cash for the use of the farm, or pay a share of the production of the farm
for the use of it.

Throughout this study the term "farm” is given the same interpreta-
tion as that given by the Bureau of the Census, which is as follows:

'...All the land on which some agricultural Operations
are performed.by one person, either by his own labor alone or
with the assistance of members of his own household, or hired
employees. The land operated by a partnership is likewise
considered a farm. {A 'farmi may consist of a single tract of
land, or a number of separate tracts, and the several tracts
may be held.under different tenures, as when tract is owned
by the farmer and another tract is rented'by him. When a
land owner has one or more tenants, renters, croppers, or
managers, the land Operated.by each is considered a farm.
Thus, on a plantation the land operated by each is considered
cropper, renter, or tenant should.be reported as a separate
farm, and the land operated by the owner or manager by means
of wage hands should likewise be reported as a separate farm."lo

 

10 United.States Department of Commerce, Bureau of the Census,
AggicmltureuGeorgia, 19110. p. 3.

CHAPTER II
REVIEW OF THE LITERATURE

In reviewing The Agriggltural Education Magazine and Summaries
of Studies in Agricultural Education, the writer has noticed that they
reveal that many followbup studies have been made of former students
of vocational agriculture. Many of the studies that have been made
deal mainly with white pupils of vocational agriculture. In searching
the files, the writer has found three recent studies made by Byrd,
Hudson, and Palmer dealing with the followaup of former Negro students
in agriculture. These studies were made on occupational distribution,
establishment in farming, and determining the opportunities for farming
for former pupils of vocational agriculture.

Walters11

believes that prOper planning of supervised farming
programs may lead toward establishment in farming. In his article he
gives an example of a future farmer, Herman White, who started.out with
a good supervised farming program in the eighth grade, and is now pro-
gressively established on a five-hundred acre farm of which 185 acres are

in cultivation. This young man is from Moultrie, Georgia.

Byram and Nelson12 state that followaup studies of former students

11 T. G. Walters, "A.Farming Program Which Led to Establishment,"
ggcpltura; Education Egazine, 1333137, No.7, January, 1947.

12 Harold M. Byram and Kenneth G. Nelson, "Guidance and Placement

in Agricultural Education," Agricultural Education Magazine, 24:33, August,
1951.

18
furnish a wealth of valuable data in making selections of students for
classes in vocational agriculture.

Palmer,13 in his study of one-hundred boys, lists the following
factors that influenced the boys to become established:

1. Teacher of vocational agriculture.

2. Successful farmers and parents.

Difficulties in becoming established were due to:

1. Unable to secure land.

2. Workstock and machinery.

3. Loan.

4. Feed and seed.

Tolbertlu found in his study that Georgia farmers who had appar-
ently completed their farming careers had farmed for an average of thirty
years, a much longer period than had been formerly assumed. It is well
known, however, that careers in farming have lengthened. This is one of
the factors which.have reduced the opportunities of young men trained in

farming to become established in that occupation.

 

13 Sidney E. Palmer, I'How Have Negro Boys With Vocational Agricul-
ture Training Met Difficulties in Becoming Established in Farming,"
Special Master's Report. Library, Colorado State College, For Collins,

Colorado, 1947, 90 pp. Summaries of Studies in Agricultural Extension,
Supplement NO. 3, Bulletin 242, Office of Education, Washington, D. C.

14 R’ H. Tolbert, EA Study of the Rate of Replacements of Farmers
in Georgia," Unpublished Master's Thesis, The University of Georgia,
Athens, 1944.

- 19

Scott15 made a study of the farm status of negro boys graduating
from.high—school with or without training in vocational agriculture in
Oklahoma. He made a survey of 250 graduates of sixteen states. It
revealed that vocational agriculture graduates were further advanced in
farm tenure status than the graduate without training in agriculture.
Farm status in this study included the following items:

1. Number established in farming.

2. Acres of land owned and value.

3. Kind of farm equipment and value.

4. Number and kind of livestock and value.

5. Number and kind of building owned and value.

6. The amount Of cash saved.

7. Present financial inventory and net worth.
It was also found that there was a greater number Of agriculture graduates
established in farming than graduates without training in agriculture, and
that the vocational agriculture graduates owned more land of greater value
than was reported by the other graduates.

Hudson16 made a study of some 500 negro students of vocational

agriculture in.Alabama, from 11 departments in.Alabama. His study

 

15Albert L. Scott, "Farming Status of Negro Boys Graduating from
HighpSchool With or Without Training in Vocational Agriculture," Master's
Report, M. Ed., Library, ColoradO.Agricultural and Mechanical College,
Fort Collins, Colorado, 1949, 59 pp. Summaries of Studies in.Aggicu1tural
Education, Supplement No. 4, Bulletin 246, ,. 38, Office of Education,
Washington, D. C.

16 Joseph T. Hudson, "Occupational Distribution." Agricultural
Education Magazine. 22: 236, April, 1950.

20
revealed that only 25.9 percent of the former students were reported as
being in farming. He also found that 49.7 percent of the students were
reported in occupations unrelated to farming, while only 40.3 percent
were reported in occupations related to farming.

Thomas17 in a study listed 14 points for becoming established in
farming:
~1. Supervised farming program.
2. Mechanical phase of farming.
. Farm financing.

. Farm'business agreement.

3
ll
5. Other farm business.
6. Advancement of farming status.
7. Participation in home and farm responsibilities.
8. Promoting better farm.relationship.

9. Social activities.

10. Recreational activities.
11. Citizenship activities.

12. Educational activities.

13. Religious activities.

14. Home establishment.

Byrd18 in his study of 30 departments of vocational agriculture in

 

17 J. R. Thomas, "Getting Young Men Established in Farming."
Agricultural Education Magazine, 231: 238, June, 1947.

18 William H. Byrd, "Occupations of Negro Former Pupils in Vocation -
a1 Agriculture in Mississippi," master's Thesis, Library, Iowa State College,

Ames, Iowa, 1947, 53 pp. Summaries of Studies in Agricultural Education,
Supplement No. 2, Bulletin 242, Office of Education, Washington, D. C.

21
Mississippi and 831 former negro pupils of vocational agriculture, reveal-
ed that students from.new departments of vocational agriculture entered
into farming in larger prOportions than did the students of older depart-
ments. Students from larger departments were more established than those
from small departments.

{Akin,19 in his study revealed that out of twenty young men studied,
ninteen of them had been in military service. Excepting military services,
more men (7) had farmed than had followed any other occupation. Thirty
percent of the men had attended school beyond highpschool level. Of the
four men found farming at the time of the study, two were owners, and two
were on the farm with their fathers without farming agreements.

O'Kelly,20 in his study to determine the present occupations of
all boys having two units in agriculture and who had graduated or dis-
continued their schooling, found that of the 37 boys in the study, lO,or
27 percent had left the state; 20,or 54 percent had left Nadison County
but remained in the state; 7,or 19 percent were living in the county in

1948. Mere boys followed occupations unrelated to farming than any other.

 

19 Leffler Akin, "An Occupational Follow Up Study of Former Students
of Vocational.Agriculture in Portal High School,” Thesis, M; Ed., Library,
University of Georgia, Athens, Georgia, 1949, 51 pp. Summaries of

Studies in Agricultural Education, Supplement No. 2, Bulletin 242, p. 5,
Office of Education, Washington, D. C.

20 Huell B. O'Kelly, "An Occupational Study of Former Vocational
Agriculture Pupils.Attending the Madison County High School, Danielsville,
Georgia,” Thesis, M. Ed., Library, University of Georgia, Athens, Georgia,

1949, 44 pp. §gmma§ig§_of Studies in Agricultgzal Education, Washington,
D. C.

 

22
The second highest number of boys were engaged in occupations related

to agriculture and the lowest number in farming.

A. Concluding Statement Relative to the Literature Reviewed

Many followaup studies have been made, but they deal mainly with
the white students of vocational agriculture of the combined group. These
studies reviewed were made on occupational status of former graduates,
establishment in farming and determining the occupational Opportunities
for farming and related work for former vocational students.

These studies contain some valuable information for counseling.
because a knowledge of the factors associated.with establishment in farming
is of value in helping to predict the likelihood of a given.boy'becoming
established in farming. The studies have shown not only the extremely
small proportion of town boys who become established, but also the increas-
ing or cumulative likelihood of farming boys who are from good farms, from
medium to large farms, who take more years of vocational agriculture and
who do not have many brothers.

In some of the studies the writers point out that establishment of
young men in farming is dependent upon guidance and requires counseling of
a.high order. There were established in farming a greater number of
students who had taken vocational agriculture than students who had not
taken vocational agriculture. 2

In some of the studies the writers revealed some of the problems

encountered by young farmers in becoming established in farming.

23
B. Limitations of the Study

The findings of this study may not be representative of normal
trends. Some of the students graduating from the highpschools in the area
where the study has been.carried out have been inducted into the armed
forces. Many of them have not returned home.

The fact that the students have to face probable military service
is unquestionably a factor in the choice of an occupational decision.
Because of this limiting factor, those students who were drafted into the
armed forces had no choice in making decisions as to occupations.

The writer wishes to point out that this study deals only with
graduates from the 12 schools. In considering the data, the writer would
like to point out also that many drOp-outs occurred during the four year
period 1948-52. They are not included in this study, as the writer is
only dealing with those boys who have graduated during the four year

period.

CHAPTER III
PRESENTATION OF DATA

This is a study of former'negro pupils in Georgia who graduated
from 1948-52 from.one of the 12 schools included in this study.

‘~.A letter was mailed to the 12 vocational teachers and principals
asking if they were willing to c00perate with the writer in this study.
A postal card was received from.12 of the 12 negro departments of
agriculture in Georgia stating their willingness to cOOperate with the
study. .A questionnaire was mailed to the 12 teachers wo had promised
their cooperation in the study. Twelve returned the questionnaire after
completing it, giving a return of 100 percent of those who had promised ‘

their cooperation.

Data‘gn the lg Departments 2: Vocational agriculture in Georgia

 

 

Table II shows the same data of the 12 departments included in
the study. There is a wide range of difference in the schools as to the
year in which the department was established, as to the year the present
teacher started working in the department, and as to the occupational
distribution of former pupils. One school reported none as farming, and
three of the schools reported as few as three former pupils farming,
while some of the schools reported as many as 11 former pupils farming.
Table II also shows that between the years 1948-52 inclusive there was
a total of 162 pupils graduating from the 12 schools. One feasible

reason for the low number of 162 is that in 1950 the highpschools in

25

TABLE II

DATA ON THE 12 DEPARTMENTS OF VOCATIONAL AGRICULTURE IN GEORGIA

 

Hence
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new aqueous
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deadwood ambush
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msoflpcmmooo
wannabe ca homasz

mafiasmm
when Manama

mmmauwsma
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Ideam maop nonadz

aamapacaod a“
mmfimnoa couaspm no
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deamflapmpuo an:
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Schools

 

1938
1938

1937

1937

12

2

20

20

1949
1939

1930
1937

1929

3

20

20

a
5
6

6
28

1937
1929

28

1939

10

1942 10

1929
1929
1929
1925
1925
1937

7
8

19u6
1947

1950

12

12

9
10

12
13
12

12

4

13
12

1948
1937

11

11

12

1 5 54 5 23 162

25

“5

Totals

 

2.6
Georgia were going into a transitional period. Inasmuch as the twelfth
grade, a development of this transitional period, was added in 1950,
there were no graduates for that year.
It is also revealed in Table I that several departments were

organized in 1925 and 1929. Some as late as 1937-38.

Geographical Location‘gf Former Graduate§_§§tablighed ip Farming

The questionnaires from the 12 schools were sorted and tabulated
as to the geographical location of the 45 former pupils established in
farming. Figure 1 shows a map of the State of Georgia. In this map
the red dots denote the counties that are included in the study. It is
interesting to note that of the 12 schools studied 9 counties are repre-
sented in the study. The blue dots will show the number of former
students established in farming and their geographical location. The
counties included in the study are: Burke, Bulloch, Candler, Effingham,
Emanuel, Jefferson, Jenkins, Screven and Toombs; Table III.

It is of significance to note that of the 45 young men established
in farming, Jenkins County has 17, Burke had 2, Bulloch had 11, Candler
has 4, Effingham had 1, Screven had 5 and Toombs had 1. It is further
significant to note that Jenkins County is one of the smallest counties
in the state of Georgia: however, it is also included in the study. Yet
there are a larger number of former students from.Jenkins County estab-
lished in farming than in larger counties. Burke County is the largest
county in the state of Georgia yet there were only 2 former students

established in farming between.the period 1948-52 inclusive.

 

 

Ill IJIJ-\ ,. a

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STATE
HIGHWAY DEPARTM E 1"

Of
GEOI‘ ' Ill '5? /;:’:v;'
‘ i‘ . '0 .' if .1: 3
E {U s3" 3

OUTLINE MAP
SHowwG '
COUNTIES

 

 

 

 

 

 

 

    
   

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IMII

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e Counties included in study.
eFormer students established as farmers.

F L O R I

““"‘“" FIGURE 1
ammmvnmn. mmmmn mr mmm cmnmmm nmm 101.5249

 

 

 

 

TABLE III

ESTABLISHMENT OF FORIIER STUDENTS BY COUNTIES 19148-52, GEORGIA

 

 

U

g. | $313 I

0rd :1 0 «4b. new:

.03 Hi: rd 03 093

a g a c h'd ax: 9'6

0 a): 08 o .2:

EE EH Es fifi as
County 2 no 32:3 :2. o tar-a 2+: Total
Burke _ 13 5 0 6 2 l3
Bulloch 2h 8 O 5 11 2h
Candler 20 8 0 8 4 20
Effingham 6 1 O b 1 6
Emanuel 9 h 0 h l 9
Jefferson 10 h 0 3 3 10
Jenkins #8 11 h 16 17 48
Screven 12 5 O 2 5 12
Toombs 20 8 I 10 1 20

Totals 5“ 5 58 #5 162

 

29
éLBrief Summary and Pictures 2; Boys Egtablighment in Farming

F:-

 

These pictures presented in this study represent the average
found in these communities, giving an idea of the establishment of some
of the individuals included within this study.

Figure 2 shows Harry Williams and his family as well as part of
his farm home. Williams was graduated from the Jenkins County Training
School in l9h8. Figure 3 shows Williams looking over his 40 acres of
cotton. He plans making a bale of cotton per acre. .At the present time
he rents 100 acres of land on which he does general farming. Williams
is a member of the church, a member of the Perkins Adult Class, the
school P.T.A. and the Farm.Bureau. He is always willing to aid in rural
community development.

Figures 4 and 5 show Richard Jackson, a graduate of the Jenkins
County Training School in 1949. He operates a 185 acre farm. He has a
tractor and is planning to get a combine this fall. He is active in
community affairs and is secretary of the Farm Bureau.

Figure 6 shows Charlie Clark, a graduate of the Aaron High School
in 1949. .At the present time he operates the 150 acre farm.which he inp
herited from his father. On his farm he grows corn, cotton, peanuts,
sweet potatoes and raises livestock and poultry. He has a tractor, a
peanut picker, combine and corn puller. In 1950 he received the Superior
Farmer Degree, awarded by the National New Farmers of American from the
F.F.A. Foundation at the N.F.A. convention which was held.in.Atlanta,
Georgia, October, 1950. In 1950 he exhibited the Grand Champion Steer for

the State of Georgia, which sold for $1,200.00. He was also awarded a

 

 

 

 

30

 

HARRY WILLIAMS AND FAMILY

 

N'M'WW‘V‘ Q » \

FIGURE 3

 

~— k a\\ \( “(x

HARRY WILLIAMS LOOKING OVER COTTON

 

 

31

 

-x \ v»\~—\\\\ ~Nfiwtw~¥s¥‘\\\x'\‘u

FIGURE 1+

RICHARD JACKSON ON THE FRONT PORCH OF HIS HOME

15' .4 .

.. ~. It

 

\vvvmw

 

 

“WK“ ”x. "\ __-‘

FIGURE 5

RICHARD JACKSON ON TRACTOR

32

 

 

 

FIGURE 6

CHARL
IE CLARK

33

trip to Chicago to the Rational Livestock Show.

Figure 7 shows Charlie Jones, a graduate of the Aaron High-

School, 1951. He owns and operates a 192 acre farm. He specializes in
livestock and grain. He is married and has a wife and two children. He
is a member and vice-president of the Farm Bureau, a member of the
Advisory Council of the Aaron School. Figure 7 shows Jones along with
his vocational teacher and the principal of the school who are giving
assistance to him in demolishing his old home and making plans for the
construction of a new one. Figure 8 shows a picture of Jones' new home
after it has been constructed.

Figure 9 shows Unice Lassiter, a graduate of the Cousins Community
School, 1949. He is now renting a 60 acre farm from his father on which
he plants cotton, corn, and peanuts. He has served as vice-president of
the National New Farmers of.America organization. He is a member of the
Farm Bureau and of the adult class of the Cousins School. He is very
active in civic affairs of the community in which he lives.

Figure 10 shows John Hall, a graduate of the Willow.Hill High
School, Bulloch County, 1948. He owns and Operates a 95 acre farm. He
devotes his time to grain and livestock. The picture shows Hall culti-
vating his 12 acres of cotton. He is a member of the Willow Hill Advisory
Council.

Figure 11 shows Nesbitt Mdbley, a graduate of the Screven County
Training School, Sylvania, Georgia, 1951. From his well planned supervised
farming pragram he has been able to net enough cash to make a down payment

on a 50 acre farm and tractor. He plans empanding his farming program.

31+

 

 

 

FIGURE 7

CHARLIE JONES WITH PRINCIPAL OF SCHOOL AND VOCATIONAL TEACHER

 

CHARLIE JONES' NEW FARM HOME

«v.2 v‘/~J

35

 

 

\—’ ‘\\‘ ‘\~’\.-’_\_¢~‘\—-\

 

.\ mw-v-‘\ \.

FIGURE 9

men Lassnm STANDING BY HIS may PURCHASED TRUCK WHICH WILL BE USED
TO HELP IN HIS FARMING PROGRAM. m m BACKGROUND
Is HIS 15 was common FIELD

 

 

FIGURE 10

JOHN HALL CULTIVATING HIS 12 ACRES OF COTTON

 

 

FIGURE 11

NESBITT MORLEY OF SCREVEN COUNTY

36

37

Status in Farming 9f Forge; 22211.8. ,1}; Vocational Agriculture
i_1_1_ District LL Georgia

The status in farming of the former pupils of vocational agricul-
ture is shown in Table IV. Of the #5 former pupils who were farming,
30, or 66.6 percent were farming as owner—Operators. Of the 45 former
pupils farming 10, or 22.2 percent were farming as renters. Farming as
share-crappers were 5, or 11.1 percent. The difference in the proportion
of former pupils farming as owneréoperators and renters is very signifi-
cant. There were no former students reported as farm.hands or partners.
It is quite important to observe that of the 45 former students farming
or established as farmers, 30, or 66.6 percent are farming as owner-

operators.

Occupational_§tatug 9; Former Graduates.1g‘Vocatiqg l Agricglture
i3 District 1;, Georgia

The questionnaires from the 12 departments of vocational agricul-
ture were arranged and the occupational status of the former graduates
was tabulated. From the year 19b8-52 there was a total of 162 pupils
graduated from the 12 schools. Of the 162 former pupils the study
reveals that “5, or #3.? percent of the former graduates were farming
(Table V).

In related ocCUpations there were h, or 3.9 percent; in unrelated
occupations, 25, or 2#.3 percent. This study revealed that only 1, or
1 percent of the total number was unemployed between the years 19M8-52
inclusive; 5, or 3.1 percent were reported as having whereabouts unknown.

There were 23, or 22.3 percent in college (Table V).

TABLE IV

STATUS IN FARNHNG OF FORMER NEGRO PUPILS OF VOCATIONAL AGRICULTURE
FROM 12 DEPARTMENTS OF VOCATIONAL.AGRICULTURE IN GEORGIA

 

 

Number
boys Share-

School 3 farming Owners Rent ers crappers Total 3
A 6 5 1 O 6
B 6 2 2 2 6
C 1+ 3 1 O 1+
D l 1 O 0 1
E l O 1 O 1
F 5 4 1 O 5
G 3 2 l 0 3
H l l 0 O 1
I 5 3 1 l 5
J O O O 0 0
K 2 1 1 O 2
L 11 8 1 2 11

Totals 30 10 5 1+5

 

TABLE V

OCCUPATIONS OF FORMER GRADUATES OF VOCATIONAL
AGRICULTURE IN 12 SCHOOLS - GEORGIA

 

 

Number

Occupation pupilg Percent
Farming #5 1+3 .7
Related occupations G 3.9
Unrelated occupations 25 24.3
Unemployed 1 1

Whereabouts unknown 5 3.1
In college 23 22.3

 

39

Record g; Marital §1g§g§

Of the 162 former graduates from the 12 schools from.19b8-52
inclusive the record shows that of the b5 former graduates now estab-
lished as farming, 18, or 40 percent, are married. 0f the 18 reported
as being married, 13 reported having children. In 1948 six were reported
as married; in 1949, eight; in 1950 there was no record of marriage.

The report reveals that of the 13 children born, seven were boys
and six were girls.

Of the 117 that were in occupations other than farming, 52 are
married, as revealed in Table VI. Of the 52 nonpfarmers, 38 were reported
as having children. The record shows that of the 38 born, 18 are boys
and 20 are girls.

It is of significance to observe that of the 18 farm boys
married, 13 have children. of the 162 boys studied, 70, or 43.2 percent,

are married.

Tpacher Tenure Egg IL§_Re1ationship £g|0ccup§319nal

Distributiog of Students 2f_Vocational.Agpiculture
The IBM cards of the 12 departments of vocational agriculture were

 

sorted with respect to the length of time the teacher had worked in the
department. All departments having a teacher that had been in the depart-
ment for five or more years are designated as departments with teachers

of long tenure. .All departments where the teacher had.been in the de-
partment less than five years are designated as departments with teachers

of short tenure.

TABLE VI

RECORD OF MARITAL STATUS OF THE NON—FARI-JERS

 

 

Year Number No. No.
mrried married 1 yr. 2 yrs. 3 yrs. 1+ yrs. boys girls
19148 5 1 3 1 2 3
1919 9 2 4 3 5 3
1950 16 6 1+ I 6
1951 12 8 3 5 5
1952 10 a 1 3

 

42

The nine long-tenure, teacher departments had teacher tenure
ranges from 7-15 years, with 11 as a median (Table VII). Another char-
acteristic of the long tenure teacher departments is as follows:

The number of years the department had existed ranged

from 16-28 years, with 22 as the average length of time

existence.

Of the 11? former graduates from departments with teachers of
long tenure, the study reveals that 34 of this number were in the mili-
tary service and 5 deceased. The number in the military service and
deceased will be omitted. Of the 78 former graduates from departments
with teachers of long tenure, 39, or 50 percent, were found to be in
farming. Of the 45 former graduates from.departments with teachers of
short tenure, 6, or 24 percent were found to be in farming. The differ-
ences in percentage found as regards farming, among the departments with
teachers of long and short tenure were significant.

From departments of vocational agriculture with teachers of long
tenure, 2, or 2.5 percent, were found to be in occupations related to
farming. From departments of short tenure, the report shows 2, or 8
percent. The differences here were also significant.

In occupations unrelated to farming were 24, or 30.7 percent, of
the former pupils from the departments with teachers of long tenure;
and 1, or 4 percent, of the former pupils from departments with teachers
of short tenure. The difference found here was significant.

The status in farming of former negro pupils from departments of
vocational agriculture who were found in farming are shown. Of the former

graduates from departments with teachers of long tenure, 26, or 33.3

43
TABLE v11

SOME CHARACTERISTICS OF DEPARTMENTS OF VOCATIONAL AGRICULTURE
WITH TEACHERS OF LONG AND SHORT TENURE

 

Departments with long Departments with

 

 

tenure teacherg, short tenure
Characteristics Range Median Range median_
No. years teachers
have been working in
department 7-15 11 3-5 4
No. years departments
were in existence 16—28 22 15 15

 

 

 

 

 

percent, were owner-Operators.

From departments of vocational agriculture with teachers of long
tenure, 8, or 12.5 of the former graduates were farming as renters,
whereas only 2, or 8 percent of the former students from departments with
teachers of short tenure were farming as renters. The difference was
minimum.

Farming as share-crapper were 5, or 6.4 percent of the former
pupils from departments with long tenure; and non reported from depart-
ments with teachers of short tenure.

There were no former graduates reported farming as farm hands or

partners in either long tenure or short tenure departments.

CHAPTER IV

SUM-{ARI AND CONCLUSIONS

This is a study of former negro pupils from 12 departments of
vocational agriculture in South East Georgia between 1948 and 1952.

The boys who graduated from the 12 schools included in the study
entered many different occupations. At the time of this Baldy 43.7
percent of those living and not in military service were farming; 3.9
percent were in related occupations; 24.3 percent were in unrelated
occUpations; 1 percent were unemployed; 3.1 percent whereabouts were un_
known; and 22.3 percent were in college.

0f the 45 former pupils farming, 30 were owner-Operators, 10
farming as renters, 5 as sharecroppers. It was found to be a significant
tendency to find no former graduates farming as farm hands or partners.

The difference between the former pupils farming who came from
departments with teachers of long tenure and the former pUpils farming
who came from departments with teachers of short tenure was significant.
There was a greater number farming from departments with teachers of long
tenure as compared with departments with teachers of short tenure.

The philosOphy of agricultural education, as previously stated in
this study, says that the purpose of agricultural education is to deal with
the problems with.which the pupil is faced at the time that he is in high-
school, or at any time that agricultural education is responsible for
the growth and development of him.as an individual.

The Smithpflughes Act states that only those boys who have entered

46
upon the work of the farm or are entering upon the work of the farm home,
shall take vocational agriculture. All of these boys had projects of
some type, with respect to some kind of agricultural production; there-
fore, they had already entered upon the work of the farm. Vocational
agriculture in Georgia is under public supervision and control; it is
limited to persons fourteen years of age and is of less than college
grade. According to the law as set up in the Smith-Hughes Act, these
boys could take agriculture in the high-schools in southeast Georgia.

According to the occupational survey, only 45 of these boys now
pursue farming as their vocation. Can the 12 schools Justify teaching
vocational agriculture to 162 boys when only 45 actually enter the
vocation of farming?

Theodore H. Eaton says:

'Socially regarding as man's vocation is that

specialized activity, or group of activities, whereby in

commodity or service he produces a surplus of utilities

beyond his needs in that particular field of wants, and

through that surplus by exchange, formal or informal,

commands the surplus of utilities produced by others

necessary to the satisfaction of other wants of his own,

is not completely, yet in part."22

By this definition a vocation is any activity where a person pro-

duces more of a commodity than he needs and sells it or exchanges it for

some other commodity that he needs. All of these boys had farm projects

 

22 Theodore H. Eaton, Vocat ona Educa ar Occu a one.
Philadelphia: J. P. Lippincott Company, 1935, p. 22.

a?
and produced farm goods for sale; therefore, all these boys were actually
engaged in the vocation of farming when they were taking vocational
agriculture in one of the 12 schools included in the study.

.According to the stated philos0phy of education and agricultural
education and in particular, and according to the law as set forth in
the Smith-Hughes Act; and according to the definition of a vocation, each
of these young men, by taking vocational agriculture in one of the 12
schools included in the study, was in conformity with the philosophy and
the law in taking the course. Based upon these three criteria, the
program of the school was Justified in teaching vocational agriculture to

these boys.

Recommendatigpg

The recommendations of the writer include the following:

1. That a study of similar nature be made of the students who
had dropped out between the grades 8, 9, 10, 11 and 12, in the same
schools, to determdne the number of'boys established in farming as com-
pared with those who graduated and are established.

2. That another followaup study be repeated in the same 12
schools in 1957 in order to reveal the number of former graduates estab-
lished in farming between 1952-1957.

3. That similar studies be made in all schools teaching voca-
tional agriculture in Georgia.

4. That other vocational sUbjects be added to the curriculum.so
those boys who are enrolled in agriculture and who do not want it will

have a choice of'other courses.

5. That a guidance program be inaugurated at all of the 12

schools studied so that students will directed into the proper fields.

BIBLIOGRAPHY

50
A. BOOKS

Brown, Walter S., Ggorgia Agricultural Statigtics. Athens, 1950.
347 pp-

Eaton, Theodore H., Vogational Educatiog ig Farming Occupation.
Philadelphia: J. P. Lippincott Company, 1935. 22 pp.

Educational Panel, Georgia State Department of Education, Sghgol
Leaders' Manual, March, 1914?.

Phipps, Lloyd J., Previous Editions by the late Cook, Glen Charles.
Handbook on Teaching_Vocational Agriculture, Sixth Edition,
Interstate Printing Company, Danville, Illinois, 1952. 1023 pp.

Tolbert, R. H., .A Study of the Rate of Replacement of Farmers in Georgia,
Unpublished Master's Thesis, University of Georgia, Athens, 1944a

71 pp.

U. S. Department of Commerce. ansus Publications on Popglation for
Geoggia. Washington: U. S. Government Printing Office, 19h0.

Wheeler, John T., methods of Fagg Tpaigigg. Atlanta: Turner E. Smith,
1926. 345 pp.

B. BULLETINS

Aderhold, O. C. "A PhilosOphy of Vocational Education in Agriculture."
Bulletin of the University of Georgia, College of Education,
Series #0: 1, April, 19#O.

C. PERIODICALS

Akin, Leffler, "An Occupational Follow-up Study of Former Students of
Vocational Agriculture in Portal High School," Thesis, M. Ed.,
Library, University of Georgia, Athens, Georgia, l9fl9. 51 pp.
Summaries of Studies in Agricultural Education, Supplement No. 4,
p. 33. Washington: Office of Education.

Byram, Harold M., and Nelson, Kenneth G., “Guidance and Placement-in
Agricultural Education.“ The ric al Edu on Me as ne,
2“: 33. August. 1951-

51

Byrd, William H., "Occupations of Negro Former Pupils of Vocational
Agriculture in Mississippi," Master's Thesis, Library, Iowa State
College, Ames, Iowa, 1947. 53 pp. Summaries of Studies in
Agricultural Education, Supplement No. 3, p. 5. Washington:
Office of Education.

Hudson, Joseph T., ”Occupational Distribution,I The Agricultural
Education Eggazine, 22: 236, April, 1950.

O'Kelly, Huell B., "An Occupational Study of Former Students of Voca—
tional Agricultural Pupils Attending the Madison County High
School, Danielsville, Georgia," Thesis, M. Ed., Library, University
of Georgia, Athens, Georgia, 1949, 44 pp. §Emmaries of Studies ig

Agricultural Education, Supplement E0. 4, p. 33. washington: Office
of Education.

Palmer, Sidney E., "How Have Negro Boys with Vocational Agriculture
Training Met Difficulties in.Becoming Established in Farming,"
Special Master's Report, Library, Colorado State College, Fort
Collins. Colorado, 1947. 90 pp. Supparie§_of Studies in

Agricultural Education, Supplement No. 3, p. 35. Washington:
Office of Education.

Scott, Albert L., "Farming Status of Negro Boys Graduating from High
School with or without Training in Vocational Agriculture,” Master's
Report, M. Ed., Library, Colorado Agricultural and Mechanical
College, Fort Collins, Colorado, 1949. 50 pp. Summarigg of Studieg

in.Agricultura1 Education, Supplement No. 4, p. 38. Washington:
Office of Education.

Halters, T. G., “A Farming Program‘Which Leads to Establishment." The
Agricultural Education magazine, 133: 137. January, 1947.

Thomas, J. R., "Getting Young men Established in Farming,I Ihg
Aggicultural Education Magazine, 231: 238. June, 194?.
D. PUBLICATIOES

Annual Report of Georgia State Department of Vocational Education.
‘Atlanta: Georgia. State Department of Education, 1951. p. 8.

Fowler, Earl D. and Snyder, J. M., Soil Survey of Jenkins Countx, Gggrgia.
Washington: United Government Printing Office, 1926. 122 pp.

APPEND IX

P. O. Box 646
Millen, Georgia
Sept. 15. 1952

Mr. T. C. Walters

State Supervisor of Agricultural Education
227 State Office Building

Atlanta, Georgia

Dear Mr. Walters:

I talked with you about conducting a study on the ”Occupational Place-
ment of Former Negro Vocational Agricultural Students in District II,
Georgia from 1948-1952“. You suggested that I write you giving you
the names of the schools and the teachers I would like to work with.
thy I state that this study is in connection with my Master's problem
I am working on at Michigan State College in order to complete my work
next summer.

I would appreciate your endorsement of this study and your written
approval for me to conduct the study as I must have it to attach with

W Study.

There are the schools I would like for you to write for me asking them
to cooperate with me in his matter please.

Teacher School Place
Prof. H. W, Williams Cousins Community School Millen, Georgia
Prof. T. S. Boles, Jr. Aaron Ind. School Millen, Georgia
Prof. Joseph Glagg Screven Co. Trg. Sylvania, Georgia
Prof. James Smart Swainsboro H. & I. Swainsboro, Georgia
Prof. John W. Lawton Willow Hill School Statesboro, Georgia
Prof. Josiah Phelps Waynesboro High School Waynesboro,. Georgia
Prof. E. J. Farley Effingham Co. Training Guyton, Georgia
Prof. B. W. Shinhoster Jefferson Co. Trg. Louisville, Georgia
Prof. H. R. Butler Statesboro H. and I. Statesboro, Georgia
Prof. T. R. Maxwell Dickerson Co. Trg. Vidalia, Georgia

Prof. Roy Rumph Candler Co. Trg. Matter, Georgia

-2-
I shall appreciate very much endorsing the study as I must have it
attached with my problem when it is completed and also a c0py of the form
letter you are mailing to the teachers.
I shall be very grateful to you in permitting me to conduct this study
as I would like to start collecting data as soon as it is cleared through
your office.

Thanking you for your assistance given me in his undertaking.

Respectfully,

John E. Briggs, Jr.

STATE DEPARTMENT OF EDUCATION

Swainsboro, Georgia

September 19, 1952

(This letter was sent to the following teachers:

Prof. T. S. Boles, Millen Prof. E. J. Farley, Guyton

Prof. H. W. Williams, Millen Prof. B. W. Shinhoster, Louisville
Prof. Joseph Flagg, Sylvania Prof. R. R. Bumler, Statesboro
Prof. James Smart, Swainsboro Prof. T. R. Maxwell, Vidalia

Prof. John W. Lawton, Statesboro Prof. Roy Rumph, Matter

Prof. Josiah Phelps, Waynesboro

It is my understanding that Prof. J. E. Briggs, teacher of
vocational agriculture at Jenkins County Training School. Millen, Georgia,
is conducting a study on the "Occupational Placement of Former Negro
Vocational Agricultural Students in our District". He is using the
period of 1948-52. He has selected your department to use in making this
survey and study. I am sure you know Prof. Briggs personally and will be
glad to cooperate with.him in making this worthwhile study.

Let me assure you that I shall appreciate your full COOperation in
helping Prof. Briggs.

Very truly yours,

J. H. Baker, Assistant
Supervisor.Agr'1 Education

JHB:mbs.
Cc: Prof. J. E. Briggs
Prof. S. P. Fugate

A letter was sent to each principal of the 12 high—schools for negroes
where the study was conducted.

Jenkins County Training School
Millen, Georgia
September 20, 1952

Dear Mr.

 

I am attempting to conduct a study on the “Occupational Placement of
Former Negro Students of Vocational Agriculture in District II, Georgia
From 1948-52.” I am soliciting the use of your school records for making
the study. The teacher of vocational agriculture in your school has
been asked t>cooperate with me in conducting the study in getting certain
information needed for the study.

I would like to visit your school and the agricultural department in
the near future for the purpose of orientating you with the study.

Thanking you for your c00peration in this matter.
Sincerely,

John E. Briggs, Jr.
Teacher of Agriculture

P. O. Box 646
Nfillen, Georgia
October 17, 1952

Dear Co-worker:

As a requirement of advance study for the master's degree, information

is needed from 12 selected schools of Georgia and your school has been
chosen as one of the 12. It is therefore requested that you cooperate

in giving the necessary correct answers needed in completing the enclosed
forms for collecting information. This information requested in the
study has been approved by our state officials of Vocational Education.

The nature of the study is FAn Occupational Placement of Former Negro
Vocational Agriculture Students in District II, Georgia from 1948-52."

From your school records please find out the number of students who have
graduated from your school from 1948-52 inclusive. I am enclosing a
sample form of the questionnaire which I would like for you to use a set
for each student who graduated from 1948-52. Check and let me know the
additional number you will need to complete the study for your school.
We are only concerned with the graduates from 1948-52.

Please select one young man who has become established during the period
1948—52 and get a picture of him.along with a write-up of him as I

would like to get any worthwhile snapshots of the boys in action with
projects of productive or improvement in nature.

Your cOOperation will certainly be appreciated in helping me to complete
this study as this will be a definite contribution since no other such
study for negroes has been made in Georgia.

I will like to have you fill the enclosed postal card for the number of
forms you will need.

Enclosed see form which needs no explanation. Your promptness in answers
ing will be greatly appreciated.

Very truly yours,

 

J. E. Briggs, Jr.

QUESTIONNAIRE OF FORMER STUDEETS OF.AGRICULTURE

OF THE

SCHOOL TO DETERMINE THE OCCUPATIONAL STATUS SINCE
GRADUATION

 

A. TO BE TAKEN FROM SCHOOL RECORDS

Name of student

 

Place of birth

 

Year graduated Town State

 

Name of home community

 

Number of years high-school vocational agriculture

 

Present whereabouts are unknown

 

Deceased

 

QUESTIOIEEAIRE OF FORMER STUDEITT OF AGRICULTURE

 

 

OF THE
SCHOOL TO DETERMINE THE OCCUPATIONAL STATUS SITICE
GRADUATION
PART B.
Name of student ___
Married: Yes No

 

 

How many miles from school is your present home?

 

Were you living on a farm when you studied vocational

agriculture? Yes No

 

PART C.
1. What is your present occupational status?

(If you are farming check the blank which applies.)

 

 

 

 

 

 

 

FARMING:
l . Own and Operate farm.
2, Manage a farm of another party.
3. Father-Son partnership in a farm business.
4. Rent a farm.
5. __ Share-crapper I
6, Farm laborer.
7, At home with definite or indefinite allowance.
8, At home with one or more enterprise.

 

9. Farming away from home.

(If not farming check the one that applies.)

 

 

 

 

 

Employed for wages.
In agricultural college.
In other college.

In other business: What kind?

 

Unemployed.

Whether you are farming or not are you satisfied with your

occupation? Yes

No

 

 

If you are not farming check one of the reasons listed below:

1.

2.

 

 

 

 

Lack of finance.
Unable to secure land.
Do not like farming.

Others: List below

 

 

 

 

Wife is not interested in farming.

   

 

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