A PROPOSED GRADUATE TRAINING PROGRAM FOR EXTENSION WORKERS IN ALABAMA Thai: for the Dean. of M. S. MICHIGAN STATE UNIVERSITY Ralph R. Jones 1957 ‘\\ {fillets LIBRARY Michigan State University A Proposed Graduate Program For Extension Workers In Alabama by Ralph R. Jones AN ABSTRACT Submitted to the College of Agriculture Michigan State University of Agriculture and Applied science in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE DEPARTMENT OF AGRICULTURAL EXTENSION 1957 APPROVED ——--45£”ééz__7l . .43 N. .'v- .an. ‘§‘,.. . II- a“ u.‘ o“ 1" ~93" !" ‘59: k.‘ ‘ ’7 LA. THESIS ABS RACT This study is concerned primarily with the collection and examination of material in the contex of its usefulness as a guide in developing a graduate training program for agricultural extension workers in Alabama. First, an examination is made of the duties of exten- sion workers, their increased resvonsibilities, and the growing need for additional training to meet these respon- sibilities. This additional training, it is noted, may be acquired through pre-service education, induction training, in-service education, and graduate study. A review of grad- uate proyrams in extension education is made of the eleven states which now have such programs and grovisions of their operation are analyzed. A comparison of the graduate status of the extension personnel in each of the eleven states is also made as one means of measuring the effectiveness of the programs. bomewhat in summary of the study of graduates programs for the various states, an examination is made of criteria for graduate programs-~criteria set up by several different committees of the Land-Grant College Association and those of the National Association of County Agricultural Agents. Finally, a look is taken at the kind of program Alabama agricultural extension agents want, as expressed through a .“‘J IBM.” ‘0. no I, there is ing pm: ~ (5) questionnaire survey made by the author in 1957. In addi- tion to other points, the survey indicates that 94 percent of all the county workers would like to do graduate work and more than 90 percent would like to start course work immedi— ately. From the study, the author reaches a conclusion that there is both a need and justification for a graduate train— ing program in extension education for extension workers in Alabama. program, 1. Following the conclusion, he develops a recommended framed within the following twelve points: The training required by extension workers is dis- tinctly different from that of other teachers, mak- ing extension education a distinct entity within the broad field of education. It should, therefore, be treated as such in a graduate program. A graduate program should be looked upon only as part of a total program. The ultimate goal should be a professional improvement program which includes pre-service education, induction training, and in- service education as well as graduate study. The program should not be degree centered but dedi- cated primarily to the purpose of training more competent and proficient extension workers. Agents recognize, however, that the age of scholarship is upon them and that the attainment of degrees are desirable. 'Za-FAA i . fl $34“ ’2" E . “.3 n. 10. It should be designed to meet the graduate study needs of all extension workers within the state, both men and women. The program should be set up and operated in such way to provide county workers the privilege of tak- ing up to five credits of graduate work per quarter while still on the job, which is now permitted the . "id—‘13 resident teaching staff. All course offerings should be of graduate rank and the duality of work should be of graduate calibre. The course selection should be broad and flexible, é permitting a wide choice of combinations so that in- dividual student needs may be satisfied. The value of requiring a thesis for extension workers is de- batable and should be left optional. The graduate program for any one student should be purposeful and integrated with a carefully thought out over-all professional improvement plan. Like all other graduate programs of the Alabama Polytechnic Institute, it should be operated under supervision of the Dean of the Graduate School, with course instruction coming from the regular teaching departments. Guidance of the program should be through a training officer jointly responsible to theiExtension Service and to the School of Agriculture. The training 11. 12. officer should be assisted by an advising committee appointed jointly by the Extension fiervice and bchool of Agriculture. The program should provide incentives for study. Liberal study leave privileges with part or full pay, plus proper consideration of graduate study status when making promotions and salary adjust— ments, are important auxiliary provisions which need positive emphasis by extension administrators. To be fully effective, the program must have active cooperation of the extension supervisory staff and the undivided support of the administration, both immediate and top-level. A PROPOSED GRADUATE TRAINING-PROGRAM FOR EXTENSION WORKERS IN ALABAMA by Ralph R. Jones A THESIS Submitted to the College of Agriculture Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Department of Agricultural Extension 1957 armada-mm- “ I, cm; x h? 4L1." . “Wu - __fl /-, 7— ‘5‘?" “NHL-I n hm . ('9 m1. : 0‘9 . n - k’hg O :x a-«~‘-v-—N-r‘.'='. .w. - -1-..» .L .., -...'. v: . -J~ 13111:” I 1 ’1 h 1 2 ‘1. K" I: v v #21 ll . .L.'A.¢, t)..- o "0". a: .24.‘ ‘fJ Ur. 1 4- .) yr. A “(c $.499‘ »- VCAM I .‘ .vr“ «as -Avv O C OUTS '3 N . n5 ‘3 .hx'h ‘C? “llmsat \- ._. >- W. h. Q I. h 1‘ k ‘5’. —. .. o k"‘ In“ I «acted. .00 IL“ i‘bfi" 5.“)(r‘ O O» .‘ .4 my 9.:- m 5‘ V ‘. *al ‘ . ', Q“ \ ‘ .- I r;g-i, J. . 31“ 1—3..- cur, ch ,n .2 ° -‘o—~ l‘ V 9")“, L -~ - A. ,. uv‘ ‘ o I 1 . . VL.‘ 'u. 9.. i C) .' .3 1“ 'I .1 g, 3.: 3..— .naé'ugx. ”“0 t r‘-“- l1 - lb ‘- 1:“ DA 'lnr. J-uJ\-' Cl‘ «was..- . nvLL L -l.’3 m1 1-.“ ._'.A_. 'I V a: I1z‘fi “ ’ not—an. J a L .7.- b*\—; vauL‘J‘ » . Lfi -11‘ ‘~ ’ .«~-'\o¢~. U . d ;-C d to t“ .. g, ' [.‘aau "t 1 as V v a1;o e . .9; _,1 , .. Tao..z.‘.‘.u.!; 91': I' Q 1 _o " "- 1‘5 I» .. _..¢.‘. 11 .. xix? !‘ o... o .1, funds which made graduate study possible. Finally, the author wishes to express sincere thanks to all of the county agricultural and home demonstration agents in Alabama who so splendidly cooperated in a questionnaire survey on which part of this study is based. iii mp H.771 AF! flf‘"'T"""""‘ A... J.‘ ‘v. JvaI-~-.-A~ n"; H ‘- o. par-"wan“ 3 g luau..-“ o o o o o o o o o o o e o o o o o e o o o o e o e o e o o J»... LTv-u'n CI‘I ml“? "1" 1:, -.,.. --‘-~L—'—n)o o o o o o o o e o o o o o o o o e o o o o o o e e .. fine 1 . JaeLAJ‘J v...‘ 1- vmnnv-snnmrrwr 1 .Lo .L..--.~......, --.'...-.o o o o e e e o e o e e s o e e o o o o o o o -1- Hal.-. ...-.- T4 ‘I’..1. TL (11.: ”It .1 ._ A IICi-Z. a ~‘(o’V‘—:1$§4.LJI1 '- .LvS UL’J, J. I-S '.—J—.L3a. 4'.- JUL, Sl’ldT .LUS PCP; Ol..‘.'..1 o o o o o o e o o o o o o o o o o o o l 1"!- T N -\ ‘f a. J a, m . ' -- -..\ T3." ." A . --- [- Tnlv -‘D .Jm &S:-AO .- “3U. ‘01. ArC‘A_A.L:.:C'D LA .—¢LV~ A:.LUA-x . . . . O ) m .. n m .2 .x .. . 4 . w -L v.4. _i_- .. .:_ v,_. ,2... 11 lypos Cl .2‘3;I..‘.‘..6 u‘.) no . is she". avidll ..'- Cat. 0 e o o o o o 4...". — 3 fl) . at n Prv'vn.‘ l“'.rC-'3 .i.. Pm~¢d¢b o o o e o o o o o o e o o o o o 1(— T - J a - .. m 0 , 1 o alluVCOZUJ ll‘C‘...“.L.-Oe o o e o o o o e o o o o o o o s o i... T emu. :1. A... a-J'HJ .' V'l ‘3 ' «L—«Lvlulu 0 so. 0 o e o o o o o o o o e o r.» A... ‘ ‘0‘ \ (‘1. ‘ hr) Jsauuu- x-v u~ rt‘JJ e o o o o e o o o o o o o o o o o o o o a... nu 11 m9. - n; v. n? A”? 4'0333 0* Jul-13 saw—£4“! o o o o o o e o o o o o o e o L/ TT H‘fif‘fl'IYATA'VI' nanny gran mna w-xvq-‘vn hfififlhg‘vn hr- ‘é. A—n-A...a—A‘U.‘v&.s \JA ”'2‘! ‘4‘...“ ‘s-ub.b-IJ.-Iu A .’v H. -l-..~. . . . . . . . . . . h/ L. n- . ' n h .. v .- 3-.. A“... 2., at- -#AA 5 . l‘I'lrl'v 1‘ CA I rCOl \Aw A\Qi‘ ‘A..L \ '-— Tlat'J-Ooa. . . O . . . . é/I fl: -..'..___ -n 1... "mi“, («1 2a - v .\.. nag; n “K M-Luvvv \aJ. -Volv.‘u y‘asv U' Iq»£ALv Q Q Q Q Q Q Q Q Q Q Q ‘_.,I ”#1 = n 1 A.” wwm+~olhaao o e o o o o o o e o o e e o o o o e o o e L. Cos. until). 0 e o e e o o o e o o o o o o o o o o e o e a, T’f‘N‘f-Pl 71 no“... So 0 o o o o o o o o o o s o e o s e o e o o e o ,-. 7"". * “"1V’ 77 “41v; hug o o o e o o o s o e o o o o o o e o o o o o ,/ ‘r A. 1. .. - 7/ hbMuuwaua o o o o o o o e e e e e e o o o o o e e o e ,v 1': 1.: my, 7'? .‘.-CA1;.oJ-A e o o o o o o o o o o o o o o o o o o o o o o ,I )l. ' H. fifi‘v V ': "‘h A'mow-Ls'aua-gf’a. e o o o e o o o o o o o o o o o o o o e o 1.; ‘f. a-ur‘u \4-2 l!“ .r...;‘g~...xa. .L e o o o o o o o o s e o o o o o o o e o o o 1T-.. vA 1- _I-? v'vv- «urn. o o o o o o o o e o e e o o o e e o o o o o ./ mus—M .... Jr" J‘s-unv-L-uvw o o o e o o o e o o o o o o e o o o o o o e -/ m; -h ,.: [.m- u * cousin 0 o o e o e o o o o o o o o o o o o o o e o ‘. I -r-L‘ aq‘v ‘0 (‘1 q J- 'r‘ P 1“ fen-f A.-.- N I10 ~JJ-~ - wvewr & ”b“ we») 0 o o o o o o o e o o o o o o H. 7"" “Tm-«hw- 17m?) (‘T‘I'fi‘rtlm‘f‘ nhnfifinm r1 “‘. ¢\.L&n—‘- .Ld A V.\ VAIQWV 8“.“ i L‘VUA ‘1‘~. . . . . . . . . . . . . . / T '.. r1 ...'4.3- ._..,, .- -. a: - :- munt seditious? ..- mallards c- :.s . . . . . . . . . . . . /1 6 .° .1 n . 4 m -2 ..: . n . 4&1 n -a - :7 was , -\ . . - . . ~ -. Pl L‘MJCTV ‘ ~- 3 Gina J1.:1U‘A&Ue - ru 4.1.3710 '- 02.431... oL.C-- yr... val-‘31. O // ‘TTI‘: v 1 R w “3'1“" ~- n- l .— ' .,.-1 - . 1 I 7.-.-1- r}. be. v..O..C.4. 4.303 v...‘.;~‘ulU.1 Lari. vJ' .-.°I‘:.L.».,-itL_l 7..., “0.....CS . . . . ’3‘. _—“-_ m“ not? "me'Vffl ' u‘. I? Chapter TIT 6"A‘T‘T‘Yh 3 ,thnl‘r rah“ I? hfll‘ll L Q 5,.“h ...--. -4 4L -\V .4. u... A 4.. ew.-.,.-..;8 A It... A ' a 1 1. , - . ll 3.1V.Aalre co Aincama n11- ""CE’ZdP . “a -or aCtllQ . ioc's: a c L1 fl.°1.,-~1 "~l out??? V....lu.L.-~.‘Js.v c"....o o o 0 Yr hhram IT ‘r‘l‘fl TTI‘NTI"7THT'('\‘Y Ififiermn !. “A-o.- -‘o-A -An—«uue'. 'r m,..,.. ..a..,. a is i “m In.:.os. In Iflt" Qt“ -“‘d J‘- PM A1 -.A H'onul UAAIr ‘ V- 3, v _ J b "has {ini of a -r 'Pn-r," 1'3; --;w’-~.Q—.n-_A,-s* II llaéuk .-- ‘n‘N‘l‘v‘ltJ T)‘ A \‘(m .\- .. ~~9 A rsJO- L3.“ » “0.. via... 11- .u‘-‘ ~nc~ ‘--‘ ‘nw‘d—I- ‘Ir‘. T A I'LL?- 4.: '1' .it V95 ‘SeaOA‘ '11 (film, d,. «4 ' ~- U..- 3.5.UO.....5.'.»'.AS 'éu. ---'& \U’Wo fi‘vmr‘“*(‘Tf\‘7 .-.‘h— "-3lv— La'-l “1" ARTVIM‘H IL.— '-v&¢A “- H‘Perl ‘c a 3‘ fig U.~..‘45¢~- a.) -.~r ‘ V m“.‘\ fiver :nnl ‘3'» f‘ took- QT""'AT"‘7' U..u.-.--.L O O O O O O Rhffi‘marv “1 -~-.L-'-o o o o e e e o o o "T“LTAM‘Ip"v Hub.) lu -m.....o o 0 O 0 O O 0 urnhrrmnn T‘v ‘- “~‘. ‘-I mfin w- Y‘Pnn hfinnfi {‘0 ‘- v A |I., a -& P‘n‘ou .A.-.\-.I'J fl 1" I". 'e---. “a. ,‘FV‘. Juana A 9. - 2.1.1:: Q 0 O O O O O O O O 1.1 O‘-:A.J Q a. 1.?! 17m "AILal-h . T? a” - J. o O O O o o o O O O o I o r It'd- l O O O O O O O O O O O O O O O O D O O O O 1.r,._ .- i o IIIAQA~ o O O O O O O O O O FAT“. . A. i a.. - v. _I_ flfi‘PflY'T mvm Ur .1 “H ".1 ‘ s ‘- (0(1) L’\- ‘0 rd {in 1 1—1, '3 ‘ Imm’ was“: I"! ‘ I i s v'rnm f‘T" mun‘rnn -—J ~-~1. ‘5 ...-._-_. mam-:7?“ A A--- n _ - a -L.. n nL-n .1 fl-..J—,.""..L.‘ ,-- ., h--~ 1 1. hcol"l.4 '~ t'; leB K g L. b-' ~Vs‘ CE.‘ V L —.—l‘wd" _. n‘. -' 'flgl‘:.f I (’1‘L'Olln‘ok J , .0101 n;.4-‘-._ lnrf n/ --n.~-v ~4aw~~~, .,'/v' o o o o o o o o o o o o o o o o o o o ....l n . n¢,.z ..,n (”,1 - . n-..-L.- fi~-¢_.-. ' a 114....--” 1 g... Ul'bc L9 :v‘svv‘b w- w \ J ' J's—ta... . ‘ ‘-.-o d saolt:~‘:~.5§:—r \I.,‘A ' ~l ‘ cl‘Ce , ‘| 10 n A 2 r lAP/ N) 'L—- U-LA.--‘-, ,,v. o o o o o o o o 0 o o o o o o o o o o o a, 7 -... "Lat . HL 4... ,9. n . .4... 1-3.4..." :, 1-3“. A..- I. -‘ O'Qc..} 1-"th {L18 ‘3 b 9': 5; 51...}. .rC1_“'l'_J ..-.' :.'S.:..'.. 1 ‘ I; a: j!.;.(‘ 1, «1 ~. «r. ‘ r‘r‘f 71 k ....u.:) " -0 o o o o o o o o o o o o o o o o o o o o o .L , I / z I. ‘ -- f‘J-~L.. n In 4.. . n ...L - 1-9.4- . :, 1')- .. 1 ‘1. 01“ .~ '- 'J..;‘.,_S '3- ‘ “Cl—U; End ‘«'D'v{?r‘b; I—d‘lh --‘\r:¢:n.lv)A A r;' -. :1..? 1-, V . 1", 1f\f"/ 77 x...~-..a, *g',-o o o o o o o o o o o o o o o o o o o o o o o ,, r" _- (H. 1... n1. L . n -4: 1'5 .1.-. . . . _., .,- ., ,. Ur-‘ M.a.ns s; ~.T.e nnl voun,v “hchszoa P 152-4c1, U'-l.1],.1,_., 1n(,-/ 7': v...“ 3 4-, ,- o o o o o o o o o o o o o o o o o o o o o o ,, K - 4. :- 0; 3. ., .1 n ._-,.J-. ha. -.- .- a V. n 0‘. h \u’ u": J 18 O- i. 'I-‘S~'.JI? 911% '— LHL'bd' “:1 \‘C‘l-u-v'.A PLrS‘wiu. .. 1., ,:..:,.,_ 1nr/ 79 .24.‘ Jana—q div/J o o o o o o o o o o o o o o o o o o o o o ,. h 1x u l '7 .. 04. n ru 1. .‘ .1 n . L . v.4. - . v... 4. Urc -ufitus 2. .uave an. [cgn.; “A shalom Personnel, 1!: “1":X 1nr'. ~-.¢ JA~+o~-Al, +, l“. O O O O O O O O O O O O O O O O O O O O 1"“..— 64- 4 5 a ru # «.1 fl . +. H 4-- ....: . J». “£40302 hw"~.‘.«.s 1.; was-'4‘: Ell/cu. uflul'luf -...3.vul’.-.;.-.Ol'1 POI-CCL..F1, H:,.,:m..°.....: lnc/ &'-.¢.0u‘.—)J.~I‘ a, M/I‘J O O O O O O O O O O O O O O O O O O 4 ,. (‘J- L--. D o‘- ‘- - , n +~ “I '1' . I \ A a 1 I 9. Degree uba.“s c- u.a.c an; mounvj “$.9nslon P.rsc:n>1, ":5” ‘r; lord “*uuud *, ;/.o o o o o o o o o o o o o o o o o o o 0 1" n ”L L o (VLF . .1 n ”.1... 1'3 ,4. . - -. n , F..- . a n ~ A” r ". .5 ‘n'v fin .7-qrxv-wes 4“. .— vurfia ‘-u\f|}‘\lu3 045. U \u" "-on‘* - ‘—Lo~l v'J L—‘L 5-...A'L24_\4L.' L CQMHL‘L.—r1, “a... vow- lcrr/ u~fl ....--, ,,~'vo o o o o o o o o o o o o o o o o o o o 11 n a; 4 n J n L r1 L ° 1 - -‘- , . -_ n' Aw-- 1r " ‘:~ ~ P“. ' . ax. ;;Qrc~ .1. s of hgave .ni ,.“L.J “AQCMU-vJ P-.sanfi:-, 'T‘,~.m~«¢~~aa 1°C/ 4 u...-~u.-, +,/~. o o o o o o o o o o o o o o o o o 00. 1'3 n (u. 1 n a; L n J. n L - . -~ - -. -.‘. _ {'— ~- - 1' ;.‘A_"1 ‘ -¢_. “U12“ “wins 0.. .Him‘ 9:: -..-:.3.1..,' ._..-.-..:-o.1 Pcr°c:tr-.t‘l, w u 1 r'f run 3“. '15 ”-11, ‘9,J o o o o o o o o o o o o o o o o o o o 7 1" cu ; p T" l - 1w 0 1.1 v o , _. . -. v- A 3- n. «g , -, a Q. .v.~ > 3 * "‘ r‘ T \ ‘ ‘ A /. aboa‘q“ “uayus O; -.}.v\.-..;4':'1 A «asuh-XLI _..1 .1 -3 xi“; “.7“ n+5+ \_, n.,, n L“... {tnvg‘fl M fi‘,fi,1.,,.l n fix...J-,. Dv"~‘“n-“t~ :1... No v". U(v-J 4-&~.4. t ‘w '1‘ U2. ~‘ n' ’2‘ « ‘ <4J ‘- \u.-~- d 4.. v-‘~sd J: A '- ~"A-A-‘ *5} fl~fiLr AA: ‘- fi-“fl 4‘: a. Ina .. \Q .flx-Lfi -"\ ...-\ "L ~1~ An‘ 3‘, n—qnv"\o-J—~CLL _.|1.. V9§v*31AO ‘5: ~ ' P“ C'.~..£ - (5'.- CL‘ L) ‘ Tv,’éd" 1.4 .‘.|'.4, .r_ . 1 i- ‘ - T“, .0 I'M. - L: 0---“... "6-1 .3 L A L, 0“,: fi._.. .2 -L ‘. . ‘.«:.;~Cr C'». yvl—su4c ‘ ' L4 A.~ .1»; 'VO 1- 31159 but.‘ - _ -1...—3 ‘fiT’T‘ lo-&a~4 1r- / 1.. 1'7 ”‘0 l' C An L.-. nr' hi. n( c;— O n" “.1. n0 ._... Aw. Tv- ,3 at ‘3 ““1 “a t'nql". I -: ~L-n "'n‘“ ‘ fl "in“! ‘A. .L.._~.~- U.‘ .— K... ' b— a "U-l'lvd ‘ -- t .- — ~ n‘o‘ nstf‘ ‘ fi" ~ "'- ,.‘- C 'r.‘ n1.. .,. V. A. n,, 2 1 up... m- --._ "fir... n,.,. mm: ‘ ~Al¢a .- \-‘.r "A L ~4.... ..v -- . l.“.. 4" v..".v. A ..,-.-+!,. 151,.-.0 ‘. ‘ .n 41.9- fi. .: 1-.. .. h,,,...~...-.... (.J..-< u A -‘.-'.L-A. u ~v. . .~_“.~.-~c - A-...._.J. ....‘ .lh-._1'..oL.',.- ' 1'1-.. ,1 fi-....:‘.......-L., 0... -‘1'0- ......L.. r. .- . : ‘...--..-.-..- ....' m7“ _‘\'\\" 1"” (‘NVv'ynr- A" — --.n _ ‘*v—' §s.~_v§J . . . . . . . . . . . . I .-.,.L3,. n” “La...” 4,. '11--..,-..—'.-..-..‘.. n,.,.. ..- ..,L ~U~ ..- _- . w. ‘-"“.Afi Vs. -.‘ ... .-'- ‘.x..a --¢‘- .L.‘ n‘. \pr‘” -°~ .31“ fi.—\\Q “yur ‘ r L -\ n‘-~| ‘.— 4. - - x ‘...a L.-A.— . -V- v—- ._ - \r wu' ht wand . . . . . . "". ‘.-.-~‘\'.'n H~,‘- a“: ax‘nf) A ---'-‘L4-u ‘.rflv"1 '1 ““‘\‘.:“ "A "F . .n-....-.....-\¢.L - .." .. ,U . . u - no ,~4 by ~ ‘V_ a» - -. ~. ‘wt.-- _, '. ~ n-.--..-,,..'..:4.. 4L... raw: ”.1..- (u...‘.- .-J~.3-l...-..- ya- . -. .4 Lou 1..“ . o o 0 Q . 7.---..tz..-,. 1m 1: a- r"- , 1 a ‘74, 13-.-"; 1 V1 4,. Fal- -.. v-~ ‘ Iao V7. 0...- a1. .3 vv .3 g. v...“ *c. u U 4... "1.3... fl-..,.1....,1 .‘ 1..,...‘. v» -.- -- . o o o o o o o o o o A -«‘\\“.3 Dxfip":h~fi JD”. “Pan.--.:vv-.~ u-.. T'Yq~..‘fl-“‘,,.J- » U ~~ . .. s .A ~‘ v - v- : -~'.--....- .~ .. _-, T-. .,L.'.l..-1..'. M-.. ,‘...‘ 1."-:,..‘- I‘lnrn...‘ A.-«s-L- oos~ -.. -'- .‘.. '.'~ ~ - & vm '90- ---A ~r~ :.’ ..~ .- 5-“ AL*F:-~,A YY-—;1an.—~‘firzv~n+r‘ “Huvfi‘fl _. , ...-..... ... - (3-... o o o o o o YY..- 1"‘O“"‘~"J""J‘fi \r" ‘.~'Hr~ an ’1'1LCV‘F a “P"J‘a - . -' .' ‘- ~ 3.. . -... s . .. '. . _\ ......... .. U- L U .1 v U . . ‘r.~‘n“~ ,5“ afifi‘v: he an“ a1 FLfi‘m‘n A rai‘ffl‘fl 4.». ‘- ~.' V. .. .0 ~_,_\..' v _ 'v‘ a..L-_ L.'.~.,-. . ._ _~__ . . . . U 0 O fiv-t ‘ D... M... {/ my ‘1’: -vr' ./ fin ‘l (.1 “min. t "fly-4... J“? v rr. .., Iv’ CHAPTER I INTRODUCTION A Look at Extension - - Its job, Its clientele and Its personnel The Smdth-Lever Act of 1914, which authorized establishment of the extension service, states that the purpose is: ...to aid in diffusing among the people of the United States useful and practical information on subjects relating to agriculture and home economics, and to encourage the appli- cation of the same.... Thus, the job of the Cooperative Extension Service in Agriculture and Home Economics, is defined and designated by law as that of teaching.1 But teaching is too narrow a term to use in adequately describing the jobs of the extension service. Extension teaching goes much further than just giving scientific information. It gives understanding to the facts, a know-how as to their application, and then motivates people to put practices into use for increased income or for better living. On the surface, extension may appear to be concerned largely with projects and programs that have to do with better and more efficient farming or homemaking, but these are only the means to the end of solvh ing the many problems that directly affect the happiness and welfare of farm families. The Joint Committee Report on Extension Programs, Policies, and Goals, for example, points out the following areas 1Amended Smith-Lever Act--Pub1ic Eg!‘§2 - 85rd Congress, Chapter 157-431; Session. 371—579 outside of economic efficiency in which extension has made major con- tributions, most of which are not subject to quantative measure: 1. Solving problems through group action. 2. Understanding economic and social factors. 5. Improving family diets. 4. Improving other functions of homemaking. 5. Work with rural youth. 6. Counseling on farm.problems. 7. Mobilizing rural peeple to meet emergencies. 8. Contributing to the science of government and education. 9. Aiding esthetic and cultural growth of farm.people. 10. Contributing to urban life. 11. Developing rural leadership. Summarizing the many contributions in these areas, the Committee says: In short, whereas extension has done much for people, it is what extension has helped peogle do for themselves that achieves the greatest results. Brunner and Yang portray the clientele of the extension service as a classroom group, using the following unique style: The campus of this educational enterprise is better than a billion acres in the 5% million farms of the United States, together with thousands of rural villages. The students, actual and potential, are the 27% million people on these farms and the even larger rural non-farm.p0pulation, 15 million families in all. Of these, abo t three-fifths are influenced by extension in any given year. Regardless of the specific number of families or individuals in- volved, the clientele of the extension service is made up of people from nearly every walk of life and of all ages, interests, levels of living —_ 2Joint Committee Report_ on Extension Proggams, Policies and Goals, Washington, 13.0., U. 3. Government Printing Office, 19113, pp. 57-11?”— 3Edmund deS Brunner and E. Hsin Pao Yang, Rural Amggigg_ and The Extension Service, New York: Teachers College, Columbia University* Bureau of Publications, 1949, p. l. and educational status. And as pointed out by Davis, Director of the Alabama Extension Service, teaching of the multitudes served by extension may take place In homes, barns, fields, forests, orchards, gardens, school houses, churches, courthouses, and wherever else tgey are able to contact people individually and by groups. The reference to groups calls to our attention that the clientele served by extension also includes groups as well as individuals. Cer- tainly a picture of the people served by county agricultural agents and by county home demonstration agents would be very incomplete without pointing out the many groups such as farm organizations, breed associa- tions, marketing associations, cooperatives, crop improvement groups, home demonstration clubs, and fi-H clubs, all of whom look to the exten- sion agents for their primary guidance. Few probably realize the size of some of these groups. For example, late reports of the extension service show that there are now 66,459 home demonstration clubs in the United States with a membership of nearly one and one-half million women and that membership in the 4-H clubs any current year exceeds two million.5 In its early days, extension was confined almost entirely to work with people on the farm, but the area and groups served have grown year by year to include non-farm rural residents and urban residents as AP. 0. Davis, ”Extension Work-~Past, Present, F‘uture,‘I The Spirit and Philosop_y_ of Extension Work, R. K. Bliss, et al, eds., Washington: Graduate School, U. S. Department of Agriculture and the Epsilon Sigma Phi, National Honorary Extension Fraternity, 1952, p. 270. 5Extension Activities and Accomplishments, 1225, Extension Service Circular No. 509, May 1956, Federal Extension Service, Washington, D.C. 5 well. The fact that extension has a responsibility to non-farm.people is strongly emphasized by the Joint Committee Report on Extension Pro- grams, Policies and Goals. Extension's responsibilities are not limited to farm people-- or even to rural residents. Its obligations, as stated in the Smith-Lever Act, is to the people of the United States...not attending or resident in said colleges. This obligation of dis- seminating the agricultural and home economics teachings of the colleges and the United States Department of Agriculture extends to all interested people in this country irrespective of their place of residence, their ages, their group affiliations, race, creed, economic or social status, or other characteristics that might be used to draw lines of distinction. Outstanding among the groups to which more thorough and well-planned extension assistance should rightfully be directed are (1) part-time farmers and non-commercial farmers, (2) urban workers maintaining homes in rural areas, (5) industrial groups, such as miners, living and working rural communities, and (4) the residents of small towns and villages. The importance of rendering service to these latter groups is emphasized by the fact that in 1940 there were 24 out of the #8 states in which the rural non-farm population exceeded tge farm.population, as in 19h? it did in the nation as a whole. Whether we measure in terms of individuals or groups, we note that the extension service has a responsibility to millions of Americans and that the number has a high potential for rapid increase within the years ahead. The professional staff of the extension service is made up of about 15,100 workers, approximately 100 of vhom.are located in the Federal Extension Service, 3,000 at state headquarters and 10,000 in county offices.7 6Joint Committee Report, 32. 323., p. 8. 7Legans, J. Paul, Agricultural Education, a statement prepared for the 1957 edition of the Enclycopedia Americana, p. 7. ‘\ 'Ii A‘ ,llk‘ fl... IMO." LI. 9 4.. Employees of the Federal office serve largely as liason agents between the United States Department of Agriculture, its various agencies, and the state extension services. Employees of the state headquarters are administrators, supervisors, and specialists whose job it is to serve the needs of county workers. The entire framework of the service is built around the county extension staff, usually consisting of a county agent, a home agent, and one or more 4-H agents. In addition, many county offices have assistant agents or special agents assigned to various specialty jobs, commodity enterprises, or technical undertakings. The grass-root programs of the extension service are organized by and con- ducted through this corps of county workers. In addition to the professional staff, probably equally as important in the extension organization is the non-professional staff known as local leaders. The number of these in 1947 slightly exceeded one million.8 Work as well as results of the county agents and home agents would be seriously handicapped without the assistance of these leaders who cooper- ate in many different activities. They include men, women and youth, representing individuals of both organized and unorganized groups. The IncreasingLNeed for Traininggin Extension » Jobs of early extension workers were comparatively few and rela- tively simple, requiring little or no technical training. In the main, their tasks were those such as conducting a practical demonstration in crop production, advising about insect control, demonstrating canning methods, or supervising a h-H corn or calf project. Evidence that high 8Brunner and Yang, op. 313., p. 153. 5 technical training was not considered essential to carrying out these tasks is shown by the fact that many of the first county agricultural and home demonstration agents were not college graduates. As pointed out by Brunner and Yang, most of them were employed on the basis of successful farm.experience or on their record as a practical housewife.9 Actually it was not until about 1930 that technical training in agri- culture or home economics equivalent to a four-year course in a state agricultural college became generally accepted as the minimum require- ment for a position in extension.10 As the educational value of extension work became more widely known, demands on the county agent and home agent have become greater. More people are requesting their help in an ever-increasing breadth of subject matter. Extension workers, for example, are required to devote more and more time to such areas as group planning, organization, public policy, marketing, urban planning, health, nutrition, human relations, economics, farm.and home development, and political science. Stepped-up research in the field of agriculture and related V sciences has brought about added educational responsibilities unknown to the early extension worker. He is the custodian of a vast store- house of new research information which his clientele is constantly seeking. For example, in the course of one day's work, a county agent may be called on for information about the latest hydrocarbons for 91bid, p. 155. 10Mary L. Collings, Signposts in Agricultural Extension Education, a paper given State Home Demonstration Leaders Workshop, Stillwater, Oklahoma, Jan. 28, 1952, Ext. Service, USDA, Washington, D.C. 6 controlling houseflies, for specific facts about antibiotics used in poultry feed, for technical data on irrigating alfalfa, for advice about male sterility in hybrid corn production, to assist in organizing an artificial breeding association, to discuss rural zoning with county officials, to discuss the pros and cons of the Soil Bank program with a civic club, and to discuss agricultural tariffs with officials of county farm organizations. We find the home agents equally involved in a comp plex network of new research information and program development. The very nature of extension, as we find it today, makes it one K) of the more difficult teaching jobs, requiring high skills and pro- ficiencies on the part of the agents who carry it out. In the first place, it is a volunteer educational organization with no captive audiences as found in the formal class room. It is important, therefore, that the teaching be dynamic and that the teachers be ever alert to supplying the interests and needs recognized by the peOple themselves. In the second place, the major part of the extension class room is made up of adults who have fixed ideas and often they must go through an un- learning process before they will accept new ideas. This requires unusual teaching skills. Third, the extension students compose a large and hetero- geneous class-an average of about 20,000 farm people per county in Alabama. Obviously, only teachers with superior training could be expected to effectively teach such a mixed group. Fourth, extension education is for immediate use. What was factual knowledge last year may be erroneous and out of date for use today. The extension teacher cannot, therefore, rely on class notes taken in a college class 20 years ago. The above observations, and others which could be made, all point to the need for a high level of professional educational competency in extension; a level which has grown since the early days of extension and one which continues to grow along with the development of a more efficient agriculture. One way of attaining this needed competency, and obviously the only practical approach, is through additional train- ing of extension workers. In our society, we look to leaders of top rank for guidance in V/ much of our evaluation and decision making. What do the top leaders in education and extension think of this matter of giving extension workers additional training? Suppose we examine the statements of some of them. Taking an over-all look at the changing demands for education, we first examine the words of Bryson: A society like our own is undergoing a rapid change in industrial and social processes with a constant acceleration and complication...the very simple notion of getting an edu- cation and then going out into the world to use it no longer suffices. Learning becomes a necessary element ip the life process, continuing as long as life continues.... 1 The Joint Committee appraises the need for adequate training in the following terms: If extension workers are to be expected to meet today's challenges, they must be well Educated for their jobs in the fullest sense of the word. 2 Another committee of the Land-Grant College Association expresses the need with these words: 11Bryson, Lyman. Adult Education, Chicago: American Book Company, 1956: P0 5'60 12'Joint Committee --gp..gifi., p. 42. 8 \\_ I... There seems to be a growing realization that the cooperap tive extension system as a whole does not have a personnel training policy and pregram of sufficient magnitude and scope to service the needs of a 110 million dollar enterprise em- ploying lh,000 professional workers to say nothing of antici- pating the growth and development in the years just ahead.15 The director of extension training at Michigan State University evaluates the need for graduate training in its relation to professional improvement: Today professional improvement is foremost in the minds of 9/ many extension workers and the administration because we are in a truly competitive situation. If extension doesn't do the job there are others ready and willing to step in and do the job. We have to be able to produce, to do a better job, to keep pace with the rapidly cganging times, and make use of the most modern teaching methods.1 In summarizing work of the 1955 annual conference of the Senate Committee on Pro-service and Graduate Training, Dean V. E. Kelvin, chairman, had this to say: Since extension functions in and is a part of our Land- Grant College system, its people must be just as highly trained as are other members of the system. This may be years ahead, but we must now get the vehicle upon the road and pointed in the direction which will accomplish the end.15 The former Director of the California Extension Service pleads the needs for bringing the training of extension workers up to date with the following statement. The new generation of farmers is very much better educated than the generation with which extension began. Although only a small percentage of the farm.people have attended an agri- cultural college, most of them now have a high school education and many have had the further great advantage of working as 4-H club members or in Smith-Hughes classes. In addition to these, 15A Report of the Committee on In-Service Training“ for Extension Workers, Federal Extension Service, U.S. D.A., November 1955, p. 2. 1I'AStone, John T., Staff Training Officer, Extension Service, Michigan State University, East Lansing. From a talk given at the annual meeting, National Association of County Agents, Philadelphia, 1952. 15Goals and Achievements in Pro-Service‘gnd Graduate Training :25 9 the radio and the farm press have put general information at the disposal of all farm people everywhere. Indeed, so rapidly has the scientific viewpoint progressed that it has outstripped the ability of extension services to supply the answers. To be effective, a modern extension service must employ on the county level men and women whose scientific background and knowledge are far beyond that which was deemed adequate a third of a century ago. {any state extension services have not yet discovered this fact, or if they have discovered it, they have been unable to ngust to the needs of the new generation that is before them. Then we have this viewpoint on the importance of training coming from the Division of Field Studies and Training of the Federal Extension Service: We all have to agree that the kind, quality, and amount of service which the Extension Service can render depends upon the quality of the personnel. As the level of ability of the staff goes up, so will the value of the service go up.1 Legans, Professor of Extension Education at Cornell, is quite specific in his conclusions relative to the need of extension workers for training beyond a four-year college course. His conclusions are used to more or less summarize other statements given herein relative to the increasing need for training in extension. 1. No longer is four years of undergraduate training in any field enough for extension workers. There is too much to be known; there is too much we must know to permit an end of for- malized study after four years of undergraduate work. Extension Workers, a report of the Fifth Annual Conference of Senate Committee on Pro-service and Graduate Training for Extension Workers, Chicago, April 20-22, 1955, Extension Service, U.S.D.A., Washington, p.12. 1écochran, B. H.. ”An Effective State Extension Service,‘I The Spirit and Philosophy_ of Extension Work, R. K. Bliss, et. 81., eds., Washirgton: Graduate School, U. S. Department of Agriculture and the Epsilon Sigma Phi, National Honorary Extension Fraternity, 1952, p. 516. 17Hearne, Cannon 0., Training Extension Personnel, a paper pre- sented at Land-Grant College Association Conference, November 10, l9h8, U.S.D.A. Extension Service, Washington, p. 1. 1O 2. In-service training jobs, at their best, are not ade- quate for the job. 5. Something I'new" is now created in our graduate schools designed to meet the special professional needs of extension workers. 4. Adequate training for extension work requires increas- ing attention to graduate study.18 This examination of the facts relating to the job and responsi- bilities of extension workers, plus a review of the opinions of authori- ties within the field of extension education, justifies a logical conclusion that there is an increasing need for training in extension beyond that attained through a four-year formal college course in agri- culture or home economics. The next question we want to examine is how, when, and where the extension worker is to attain this additional train- ing and what avenues of training he will use in doing 80. Types of Trainingto Meet Extension Needs There are numerous ways by which extension workers may acquire the proficiency and skills needed to do a more efficient and effective job, but most authorities recognize that extension education falls into four areas, namely (1) pre-service education, (2) induction-training, (5) in-service education, and (4) graduate study. Each of these areas are examined below with the objective of establishing a clear definition of the terms, of taking a brief look at the kind of training acquired in each, and finally to see how they inter-relate into an over-all pro- fessional improvement program. 18Legans, J. Paul, Advanced Training i3 Extension Education, Summary of an address before the staff of the Federal Extension Service, U. S. Department of Agriculture, Washington, December 6, 1956. Federal Extension Service, Washington. 11 Pre-Service Education Pre-service education is defined as that for undergraduates who may be interested in extension as a profession. Technical training in agriculture or home economics as acquired in a four-year course at a Land-Grant college leading to a Bachelor of Science degree is generally accepted today as the minimum preparation for those deserving to enter extension work. These courses, however, differ widely among the Land- Grant institutions, with variations being noted in (l) the number of credits required for a Bachelor's degree, (2) the courses required and credits given for each, and (5) the departmental organization in which the courses are given.19 As would be indicated by these variations, there are widespread differences of opinion as to the most desirable course content for pro- spective extension workers. Nevertheless, considerable study has been made in this area and there are now certain principles which have been generally accepted as sound guides for pre-service training. Some of these are examined below. In 1948, after years of study, a joint committee, representing both the U.S.D.A. and the Association of Land-Grant Colleges, made these recommendations: Formal education for extension workers should be such as to develop rigorous critical thinking and balance of action. Broad programs of study without undue specialization are best adapted to attaining these ends.20 19The Subcommittee on Pro-Service Training of the Land-Grant Col- lege Committee on Pro-service and Graduate Training for Extension Workers, :52 Underggaduate Education Proggam for Extension Work, A Planning Guide, Extension Service, U.S.D.A. Washington, 1955, p. 2. 20Joint Committee, 32. 23., p. 14-2. 12 Going deeper into the course content of pre-service education, the joint committee suggested (1) that first emphasis be placed on technical courses in agriculture and home economics; (2) that courses in chemistry, biology, physics, economics, sociology, education, psy- chology and the humanities be included; (5) that the curriculum contain courses in communication; (4) that the social sciences should also be included; (5) that it would be well to provide courses in extension education; and (6) that laboratory experience in the field, under the direction of both resident teacher and extension has possibilities of becoming an important educational procedure.21 The Senate Committee on Pre-service and Graduate Training for Extension Workers holds fast to the idea that the undergraduate training should be broad and flexible but gives the following core of courses, showing the approximate percentage of the curriculum.which they should occupy, as a general guide for curriculum development or for counseling with students interested in studying for extension work: 1. Basic work in the major fields of subject matter in agriculture EDd home economics. 0 o e o o o o o o o o 7:% 2. Basic work in the natural sciences - biological and physical - such as chemistry, botany, bacteriology, physics and mathematics. 0 o o o o o o o o o o o o o e o o 20% 5. Basic work in the humanities such as English, literature, history, philosophy, art, music and communication. 0 e o o o e o e e e e e o o o o o o o e e e 15% 4. Basic work in social sciences such as economics, psychology, sociology, political science, education, and anthropology o o o o o o o o o e e o o o o o o o o o o 10% 211mm, p. Ids-1:5. 15 5. Basic work for professional preparation such as education, extension education, extension methods, and laboratory courses in county agent work, sociology and communication 0 o e o o o o o o o o e o o o o o o o o e o o 10% 6. E19Ctlve o o o o e o o o o e o o o o o o o o o o o o 10%22 The Extension Organization and Policy Committee's Sub-committee on the Training of Extension Personnel has also suggested an undergraduate course program. It closely parallels recommendations made by the Joint Committee and the Senate Committee. The undergraduate course program should include: 1. Basic work in major fields of subject matter in agriculture or home economics. 2. Basic work in the natural sciences such as chemistry, botany, biology, bacteriology, and physics. 5. Basic work in social sciences such as history, economics, sociology, etc. 4. Tool subjects such as public speaking, use of radio, discussion and conference methods, parliamentary procedure, English composition, etc. 5. Training in rural education or forces affecting rural 1ife.23 In a recently prepared IPlanning Guide,” the Land-Grant Sub- Committee on Pro-service and Graduate Training for Extension Workers nmkes specific recommendations for undergraduate training in three sub- ject matter areas. 22The Senate Committee on Pro-service and Graduate Training for Extension Workers, diergraduate Training :25 Prospective Extension Workers, Extension Service, U.S.D.A., Washington, 1951, p. 1. 25Sub-Committee on the Training of Extension Personnel of the Extension Organization and Policy Committee, 1248 Re ort, Extension Service, U.S.D.A., Washington, D.C., p. l. 14 (1) The natural sciences and technical subject matter-- The Sub-committee recommends that the colleges provide for prospective extension workers: 1. A core of courses which introduces the student to the basic natural sciences and to the major phases of agriculture or home economics. 2. Additional work beyond the core in one or two areas of subject matter, with considerable proficiency in one area. 5. Some work in agricultural policy, in farm management, in agricultural economics or marketing could well be included in the preparation for home economics agents to contribute to their perspective of the total problem of rural families. L kewise, some work in home economics such as family life, nutrition, or home management could well be included in the preparation of agricultural agents so that they would develop a greater under- standing and appreciation of the problems involved in satisfying home and family living. 4. Joint classes for prospective home economics and agri- cultural agents wherever possible, since they are asked to work together in the county. In such cases, content of courses, illustrations, reference materials and other learning materials and experiences should draw equally on both agriculture and home economics. (2) Social sciences-- The Sub-committee has developed a brief list of desirable outcomes to be gained through social science study. They con- clude that for talanccd study within the social sciences, the prospective extension worker should gain: 1. An understanding of the basic beliefs in the American way of life, the philosophy of our form of government, and of education. 2. An understanding of world history, interdependence of the different peoples of the world, and the individual's re- sponsibility for fostering international understanding and peace. 5. An understanding of American community life, cultural mores, developmental processes in stimulating leadership. 4. An understanding of the educational processes - how people learn. 5. An understanding of the psychological and social bases of human relations - how individuals and groups behave and why they behave as they do; the developmental tasks of youth, the skills needed in working with people. 6. A knowledge of and skill with human relationships, and a belief in the educational process. 7. An understanding of the economic forces as they affect a public policy. 8. An ability to understand and analyze the essentials of an economic or social problem and to appreciate its implica- tion in relation to the life and work of a technologist. 9. An interest and active participation in community activities as an informed and responsible citizen helping to solve the social, economic, and political problems of cne's community, state, and nation. 10. An understanding of the farm and home as an operating unit; the part that the home plays in consumption economics; the place of economics in home and family life. 11. Skills in the use of advisory and interviewing techniques. 12. A knowledge of community services in health, welfare, and education and how to use them. 15. A familiarity with reliable sources of important in- formation about rural people, economic conditions, and major forces affecting rural life and of the independence of rural and urban people. (5) The humanities-- Many classes are made for the values to be gained through the study of the humanities. The guidebook committee believes that study in this area should help to deveIOp: 1. An appreciation of cultural interests lying outside the fields of science and technology, such as those concerned with literature, art, music, etc. 2. Ability to participate to some extent in some form of creative activity. 3. Acquaintance with the enduring ideas which are the bases of our ethical and moral values. 16 4. Some knowledge of languages, history, and the cultures of other nations. Steps in the specific areas of communications should help to develop: 1. An understanding of the philosophy of communication. 2. Skills in the means of communication, including listen- ing, reading, writing, speaking, and demonstrating. 3. Ability in analytical thinking, interpreting informa- tion, and in solving problems. 4. Appreciation of the responsibility for accuracy in com- munications; judgment in selecting sources of information. 5. Recognition of communication resources within a community, the possibilities of each, and knowledge of how to use each. 6. Ability to process information and get it ready for communication.2 General courses in agriculture and home economics leading to a Bachelor of Science degree are available at all of the Land-Grant insti- tutions. In addition, a number offer Specific courses in extension edu- cation. In 1956, thirty-eight Land-Grant institutions offered courses in extension education - three in extension home economics, three in agricultural extension, and thirty-two in both agriculture and home economics extension. Twenty-two of these provide courses in field train, ing and twenty-four arrange for the undergraduate to get field training under experienced agents.25 Resource material from which this information was taken also shows that in the institutions where undergraduate courses 2141m Undergraduate Education Proggam for Extension Work, 22. cit., PP. 2’10. stxtension Training Branch, Division of Extension Research and Training, Report 22 Pro ams'ig Extension Education 22: Professional Extension Workers, 12:3, ERT-59 (2-57), Federal Extension Service, Washington, D.C., PP. 1‘40 17 in extension education are provided, the extension staff usually serve as advisers in setting up courses and selecting content material. This was true at twenty-one institutions where agricultural extension educa- tion courses were provided and at twenty where home economics extension was taught. Induction Training Induction training is that which is given extension personnel who have been recently employed and need orientation to their job. Its purpose, as pointed out by Duncan, is |'to provide opportunity for new workers to acquire some of the knowledge, skills, and attitudes needed to obtain the standards of job performance demanded by the extension program that the worker is responsible for."26 The Joint Committee stresses the importance of induction training by recommending its universal adoption. Induction training can and must fill gaps in the academic preparation of students who are learning to be extension teachers. Therefore, a planning induction program should be universal. The fact that this training is for the immediate job ahead and is done on the job where principles and appli- cation are closely associated adds greatly to its effectiveness.27 In most states, induction training covers a period of thirty to ninety days and consists of three parts: (1) One week at the state office, (2) A month in the trainer county, and (5) About two months as assistant agent in the trainer's own county.28 26Duncan, James A., Training Cooperative Extension Workers, Th3 Cooperative A roach, Extension Service, University of Wisconsin, Madison, 19579 P0 0 2 7Joint Committee, 22.'£;E., p. 45. Collings, Mary L., Siggposts is Agricultural Extension, 22..21§., Po 2. 18 Legans lists six different methods being used by state extension organizations in providing induction training: 1. Training period in state office before reporting to county. 2. Special visits from supervisors and subject-matter specialists. 5. Overlapping periods of employment. 4. Apprenticeship with or help from.experienced agents in trainer counties. 5. School or conferences for new agents. 6. Reading assignments and reference material for use on the jObo 29 A survey made by the Federal Extension Office in 1956 showed that twenty-three states were using a county trainer plan for induction train- ing. Eighteen states report that induction training is done through individual conferences only; thirty-two states have a conference for new workers, twenty-three of which are held annually}0 Regardless of the specific plan of induction training used, it probably should be flexible enough to fit the needs of each trainee. This may vary considerably depending upon the kind of pre-service train- ing received. For example, where lengthy field training is given as an undergraduate course, a much shorter field training period may be found satisfactory. 29Legans, J. Paul, Suggestions for Induction Training 2: County Extension Workers, Extension Service Circular No. 417, U.S.D.A., Washington, p. 4. 50Extension Training Branch, Division of Extension Research and Training, 925 Personnel Requirements and Inservice Training Pro rams, ER&T-515 (ll-56S Federal Extension Service, Washington, D.C. 19 In-Service Education In-service education is training for experienced personnel who need orientation to new policies, methods, subject matter, research findings, or programs. It is usually limited to organized on-the-job or short-leave activities including such training as: l. One-week summer school. 2. Three-week regional summer school. 5. Six-week regular summer school. 4. District conferences. 5. Annual conferences 6. Special workshops. 7. Individual and group training by specialists. 8. Experiment station field days. 9. Tours and travel. 10. Pregram evaluation and analysis of job. 11. Observing other county programs and exchanging ideas with other agents. 12. Reading. The Joint Committee recognizes the importance of in-service train- ing with the following comments. In—service training, of course, should not end with induction education. It should be a continuous process. It should be planned to meet the needs of individuals and special groups, it should give opportunities for study under supervision, and it should be intensive. It is important that extension workers have Opportunities for frequent short periods of in—service training to bridge gaps in academic preparation, to serve as refresher training, and to meet changing problems and situa- tions as they affect the job to be done. Opportunities for such in-service training should be made available to extension personnel on official time and, if feasible, on full pay. Agents, specialists, and others should be encouraged to take advantage of them. The whole philosophy 20 of this plan is to have the extension teacher as well trained as possible in fundamentals during his undergraduate work, and to develop him into a well-qualified technical person by inn service training after he is employed. This may be expensive under some conditions, but it is believed to give better train- ing than any other method.51 The Extension Organization and Policy Committee's Sub-committee on Training recommends that in-service education be handled in the fol- lowing manner: 1. Each state should appoint a studies and training com- mittee composed of state and county personnel. The purpose of this committee is to: a. Encourage workers to take advantage of educational Opportunities, and b. Plan training experience. 2. Each extension region should pool plans and resources for a regional three-week summer session. a. Course work should relate largely to extension philosophy, programs, organization, and methods. b. One special course such as supervision, methods of teaching home economics subject matter, con- sumer education, or extension publications should be arranged at each school in rotation. 5. Each state develop a longrtime plan to encourage attendance of twenty percent of total staff at regional school each year. 4. A long-time program for workshops, clinics, seminars, and similar methods should be worked out by directors in each region. A report on in-service training programs for all of the states in 1956 shows widespread activity and interest as noted by the following figures:55 51Joint Committee, gp.‘git., p. 45. fizCollings, Siggposts'ig Agricultural Extension, 22'.2$E°! p. 5. 53Reportlgg Pro ems-£2 Extension Education 225 Professional Extension Workers, 1256,‘gp. cit., pp. 9-12. 21 1. Number states conducting short-term (less than three week) on-campus subject matter schools. . . . . . . . . . 51 2. Number of states conducting special three-week on—campus subject matter schools. . . . . . . . . . . . 12 Total attendance, 1 & 2 . . . . . . . . . . . 426 5. Number of states holding state extension Bummfir BChOOIBO o o o o o o o o o o o o o o o o o o o o o 10 Total attendance. 0 o o o o o o o o o o o o o 925 4. Number of states having employees attend regional Bummer 80h00130 o o o o o o o o o o o o o o o o o o o o 44 Total attendance. 0 o o o o o o o o o o o o o 65‘ 5. Number of states allowing official time for short- time study leave (5-4 week sessions or less) a. Full-time 0 o o o o o o o o o o o o o e o o o o o o o 55 be Part-time 0 o o o o o o o e o o o o o o o 0 Co None. 0 o o o o o o o o o o o o o o o o o o o o o o o 6 O o O O o H N 6. Number of states providing financial assistance for short-time study a. If no scholarship is available. . . . . . . . . . . . 24 b. State assistance plus scholarship . . . . . O O O O O N 00 None. 0 o o o o o o o o o o o o o o o o o o o o o o o 17 Graduate Study Graduate s.udy is formal training beyond the undergraduate level which is usually done in residence on the university campus for full semesters, quarters, or term sessions. As pointed out by Wilson, its purpose is to make up for the limitations of preparatory training and to keep one up-to—date professionally.3h The need for graduate study in agricultural extension is reCOg- nized by the Joint Committee with the following words which are only a part of the total statement on graduate study made by the committee. EhWilson, M. 0., Training Extension Workers for the Job, U.S.D.A. Extension Circular 515, Extension Service, Washington, D.C., 1959. Naturally any extension worker who is eager and ambitious to do his best in his job looks for means of improving himself. One of these means is through graduate study. Opportunities for such study shguld be shared in like measure by all exten- sion workers....2/ As will be noted, graduate stud" for extension workers is examined and discussed at length in material to follow. For this reason, it will not be discussed in detail at this point. As the writer brings to conclusion the discussion of the four types of training to meet extension needs, he feels that an eXplanation probably should be made as to why pre-service education, induction train- ing, and insservice education have been giVen such full treatment in a paper dealing with graduate study. This has been done because the writer belieVes that there is no one best way of providing adequate training for extension workers and that the four areas - pro-service education, induction training, in-service education, and graduate study - should all be included in and made a part of any professional improve— ment program, whether it be that of a state program or for an individual employee. The Purpose of This Study This study has been made in part for the purpose of fulfilling course requirements for a Master of Science degree. The fact that a thesis is not required, however, to obtain a Master of Science degree in Agricultural Extension at Michigan State University suggests it has another purpose. This purpose, which is primary, is to collect and interpret material that may be useful as a guide in developing a graduate training program for extension workers in Alabama. The 35Joint Committee, pp. cit., pp. 45-46. 23 procedure to be followed will be to (1) look at graduate extension pro- grams of the various states; (2) to study criteria for graduate programs set up by various authoritative groups; (3) to examine the reaction of Alabama county agricultural and home demonstration agents to certain points relating to a graduate program as obtained through a questionnaire sur- vey; and (4) to prepare a suggested graduate program based upon the indicated needs and desires of Alabama agents, incorporating what are believed to be the better features of different state programs or sug~ gestions of authoritative groups. 24 CHAPTER II EXTENSION GRADUATE TRAINING PROGRAMS An Overview of Pregrams Now in Operation Recent years have witnessed a great increase of interest in graduate programs for extension workers - an increase both on the part of the workers and the administration. This increased interest has probably come about because of the recognition of the need to keep up- to-date with scientific and technological advancements in agriculture and home economics; to gain new techniques in communication; to acquire and understand new concepts in social, political, and administrative fields; and to keep ahead of the advancement in the educational level of rural people. Presently there are eleven Land-Grant institutions offering advance study leading to a Master's degree in extension education - California, Colorado, Kansas, Kentucky, Louisiana, Michigan, Mississippi, Missouri, New York, Tennessee, and Wisconsin.1 In addition, there are eight others which offer graduate extension courses.2 During the school year 1954-55, there were 541 men and 225 women enrolled in graduate study in extension education at these institutions.5 1Extension Training Branch, Division of Extension Research and Training, Graduate Fragrams‘gg Extension Education, 125z, ERdT-SB (5-57), Federal Extension Service, Washington, D.C., p. 1. 2Some Current Developments i3 Professional Trainin , 1955 Report, Committee on Professional Training, National Association of County Agri- cultural Agents. 5Extension Training Branch, Division of Extension Research and Training, Preggams‘ig Extension Education 225 Professional Extension 25 ‘\. In addition to the stepped-up interest which extension workers have shown in graduate study leading to a Master's degree, a new in- terest is also apparent in study leading to the Doctor's degree in Cooperative Extension. At the present time Cornell, Harvard, The Uni- versity of Chicago, Wisconsin, and Columbia provide this graduate work opportunity.4 Table 1 gives a quick view of the job which the graduate schools have done to date with extension education in the United States and a picture of the big task which yet remains to be accomplished. TABLE 1 DEGREE STATUS or ST ATE Ara COUNTY EXTENSION PERSOKNEL mIITED ST AT 335 1956 Type of Personnel PercentageHaving Academic Degree None Bachelor Master Doctor County Agricultural Staff 2 89 9 * County Home Economics Staff 2 91 6 * State Agricultural Staff 1 45 58 16 State Home Economics Staff 2 42 55 l *Less than 1% Digest of Pregrams State by_State A brief review of the graduate programs in extension education now offered by Land-Grant institutions is made with the objective of Workers, College Courses in Extension Education, 1955, ERdT-85 (5—55), Federal Extension Service, Washington, D. C., p. l. bDuncan, James A., Training Cooperative Extension Workers, The Coordinated Approach, Cooperative Extension Service, University of Wis- consin, Madison, April 1957, p. 41. 5Our Personnel Requirements and Inservice Training Progaams, 22, Cit. 26 highlighting basic provisions for comparative study and evaluation. In- formation shown is a composite taken from several different surveys, reports, and bulletins.6 California A degree of Master of Education in Agricultural Extension, designed for agricultural agents, is offered at the University of California, Davis. No advance degree in extension education is provided for home demonstration agents. Although the degree is granted in education, the program of studies is divided between education and technical agricul- ture, thus combining professional and technical training. General course requirements are: l. Qualify for admission to the graduate division. 2. Complete two semesters in graduate residence, one semester of which must be taken after advancement to candidacy (two six- week summer sessions are considered the equivalent of one semester residence). 5. Maintain a scholarship average of B in all work undertaken in graduate standing. 4. Pass an oral comprehensive examination in education and in at least one field of specialization in agriculture. 6Major sources include (1) Proggam in Extension Education for Professional Extension Workers, College Courses in Extension Education, 1955, ER&T-85 {5-56) Federal Extension Service, Washington, D. C.; (2) Wilson, Loyd R., Summary_ of Information Related to Undergiaduate, Pro- fessional Improvement and— Graduate Training Offered for Extension Per- sonnel at the Land-Grant Institutions, Federal Extension,‘ flashington, 1955; (5) Report of Proera ems in Extension Education Egg Professional Extension Workers, _195Z, ER&T-59 (2—577—Federal Extension, Washington; {ES Graduate Proggams_ in Extension Education, ERiT -88 (5-57), Federal Extension Service, Washington;fi(57 Graduate bulletins from various in- stitutions; and (6) Helping People £2.§212 Themselves, 1956 Report of Cooperative Extension Work in Agriculture and Home Economics, Federal Extension Service, Washington, D.C., January 1957. 27 Specific requirements include: 1. Normal undergraduate preparation in agriculture from an in- 2. 5. stitution of acceptable standing. In addition, candidates must complete 9 units of preparatory course work as follows: Educational Psychology - 5 units; Extension Education in Agriculture and Home Economics - 2 units; Directed Group Study in Agricultural Education - 2 units; and Audio-Visual Education - 2 units. An additional 24 units of graduate, upper-division, and pro- fessional course work are required for the degree. These 2h units must include 9 units of education selected from courses in educational psychOIOgy, adult education, tests and measure- ments, philosophy of education, and counseling and guidance. The 9 units in education must include at least 2 units of graduate seminar in education. The 1h units of agricultural courses may be selected from not more than two fields to suit the individual needs of the candidate. Candidates must present evidence of at least one year of , successful professional experience in the field of agricul- tural education or agricultural extension before the degree may be granted. The program is coordinated through a coordinator and a training committee made up of three members including the coordinator. Long-time study leave provisions in California include: 1. 2. 3. 4. Eligibility contingent upon a minimum of six years of tenure. Leave privilege extended to both state and county personnel. Leave allowed up to one year. Full pay allowed for study up to six months; 2/5 pay for full year. 8 2 Other incentives provided by the administration to get the personnel to do graduate work include leave of absence with pay to attend summer sessions up to a six-weeks period. What is the effectiveness of the California program measured in terms of the present degree status of the staff and of the personnel on leave for graduate study: This is shown in Table 2. TAB E 2 DEGFEE STATUS or STATE AND comm EXTENSION PEPSONIE CALIFORNIA, 1956 L Type of Number Havinngdvanced Degree lumber on Personnel M.S. Doctor Study Leave County Agricultural Staff 51 O 4 County Home Demonstration Staff 24 O 2 State Agricultural Staff 22 16 . 1 State Home Demonstration Staff 10 l l Responding to the question, IGranted that change is always neces- sary to meet new situations, what are the ways that you would suggest to improve the graduate programs in extension education at your college or university?" asked by the Federal Extension Office, the following reply was given: "This is a newly established program and we do not have much of a basis as yet for evaluation."7 Colorado A Master’s degree in extension education is offered at the Colorado State University, Fort Collins. The graduate program was established to provide an opportunity to extension workers for professional improvement 7Graduate Programs $2 Extension Education, 1957, ERiT-BS (5-57) Extension Training Branch, Division of Extension Research and Training, Federal Extension Service, Washington, D.C., p. 9. c9 at the graduate level and came about largely as a result of requests from agents who had attended the Western Regional Summer School. The degree is in Education with a major in Extension Education and is de- signed for both men and women extension personnel. Forty-five quarter credits are required for a degree. The program is set up as an independent department within the framework of the cosperative extension service which is responsible for working out the curriculum, counseling with students, and supervising the program as a whole. General requirements for admission are: 1. Meet requirements of the graduate school. 2. Have an undergraduate senior average of B (5.0) or better; 2.5 average-provisional. 5. Hold a Bachelor degree in Agriculture or Home Economics. 4. Three years successful eXperience in extension work. Specific requirements include: 1. Each student's program of study must include a total of 9 quarter credits made up of 2 credits in Ex 170, Principles and Techniques in Extension Education; 2 credits in Ex 29h, Psychology for Extension Workers; 2 credits in Ex 295, Rural Sociology, and 5 credits in Ex 225, Methods of Research in 2. Beyond the core of required courses, the students are per- mitted to pick the remaining 56 credits from the fields of economics, sociOIOgy, psychology, education, vocational education, English and from all departments of the schools of agriculture and home economics to suit their own particu- lar needs of specialization. 7" IV The Colorado c00perative extension service has longrtime study provisions as follows‘ 1. Requires a minimum tenure of six years for Sabbatical leave. 2. Extends leave to both the state and county staff. 3. Limits save to one year. b. Allows one-half salary during leave period. If other tangible incentives are provided Ly the extension ser- vice to encourage graduate study, they were not acknowledged in response to a recent survey on this point conducted by the Federal Extension Service. The current degree status of the staff and the number on leave for graduate study during 1956 is shown in Table 5. TABLE 5 ' U r Lj [‘3 CO TATUS OE STATE fi.ND CCLJTY EXTEVSION PERSOFNEL COLORADO, 956 Type of Personnel No. Having Advanced Degree No. on Study fiio. woofer Leave County Agricul ural Staff County home Dem. Staff State Agricultural Staff 1 State Home Dem. Staff __,_ OF’OO .¥:-\NO\O OOHO Administrators have suggested that the Colorado program might be Q "a improved by "increased offs m1 gs during the acadcnic year. Kansas The Kansas State College, Hanlattan, Kane aas, offers a IWa oer of Science in Extension Education. The degree is desigled for both men and 8 C 9 Graduate Programs 32 xtenSion Education, _2. cit., p. 9. 51 women extension personnel. The pregram was set up because of the con- viction that a significant number of extension workers had a primary need for additional training, not in the field of their undergraduate subject matter, but rather in fields more directly related to the know- ledge E d skills involved in working witn people. It is administered by the Department of Education. Responsibility for its operation is vested in a committee made up of staff members of the Extension Division. General requirements for admission include complying ith all graduate school regulations relating to credit, extension credit, major and minor requirements, grades, thesis, and reports. A limited number of hours, as permitted by normal graduate school regulations, may be composed of extension credit obtained through off-campus graduate study centers. It is desirable for the student to have had two years of ex- perience in extension work but this is not mandatory. Eo minimum core of courses has been specified. Generally speak- ing, student course programs are drawn from the following fields: Edu- cation, speech (e.g. group process, discussion leadership); psychology (e.g. theory of learning, social psychology); communication (e.g. radio and television); agricultural econondcs, and sociology (e.g. family life, community organization). A minimum of thirty-two semester credit hours are required; thirty under thesis plan. Longrtime study provisions in Kansas provide: 1. Seven years of tenure for eligibility for Sabbatical leave. 2. Leave limited to state staff only. 5. Leave allowed up to one year. 4. Fifty percent pay during leave. 52 The number on leave for graduate study during 1956 and the cur- rent degree status of the staff is shown in Table #. TABLE 4 DEG BE STATUS OF STATE AND COUNTY EXTENSION PERSONNEL, KANSAS, 1956 1“ t Type of Personnel No. Having Advanced Degree No. on Study M.S. Doctor Leave Co. Agricultural Staff 5 O 0 Co. Home Dem. Staff 2 O 0 State Agricultural Staff 26 1 2 State Home Dem. Staff 16 0 l Administrators of the Kansas Extension Graduate Program have sugr gested that the following changes would strengthen their program. Place responsibility for development and promotion in the Department of Education, Extension Division acting in consulta- tive capacity, strengthening the subject matter base for the pregram, providing tangible incentives for all extension workers to take graduate work. Kentucky Kentucky offers a Master's degree both in agriculture and home economies, with a major in extension within the school of agriculture at the University of Kentucky, Lexington. The program was set up to make it possible for Kentucky extension workers to get a basic foundation in communications that they might do a more proficient job in extension teaching. While the degree is set up within the school of agriculture, or- ganizational structure for the pregram is contained in the cooperative 9Graduate Programs 12 Extension Education, 22. cit., p. 9. 33 extension service. No training committee is provided. Coordination is accomplished through a training officer. Rules governing graduate programs in extension are in accord with those of the univers ty, but specifically the following regulations apply: 1. 2. 5. 7. 8. Prerequisite for graduate study in Agriculture and Home Economics Extension includes a Bachelor's Degree in Agri- culture, Home Economics or equivalent. The courses selected add up to a purposeful plan of graduate caliber. The student should be qualified by training or experience to enter the more advanced courses. Each student program of study must be approved by the Director of Graduate Study and the Dean of the Graduate School. Twenty-four semester hours, including at least nine hours in the "200" series and an average of B, thirty-six weeks of residence and a thesis. Under special conditions, permission may be given students to substitute twelve semester hours of graduate study instead of a thesis. A maximum of six transfer credits may be accepted. A maximum of six credits and nine weeks of residence may be satisfied with approved off-campus courses. No minor is required, even though the student will be urged to qualify for at least one minor in some phase of Agriculture or Home Economics. The Kentucky Extension Service has the following regulations rela- tive to graduate study leave: 1. Leave is provided for both state and county workers. 2. Four to Six years of tenure is required. 3. The length of leave period is limited to one semester. 4. Fifty percent pay is allowed during leave. In addition, three fellowships are provided to agents for study at the University of Kentucky. Other tangible incentives used by Kentucky to induce employees to take graduate work are five $1,000 fellowships for the school year and three $200 fellowships for summer school. The number on leave for graduate study during 1956 and the current degree status of the employees is shown in Table 5. TABLE 5 DEGREE STATUS OF so TE AND COUNTY EXTENSION PERSONNEL, KENTUCKY, 1956 M Type of Personnel ' No. Having Advanced Degree No. on Study M.S. Doctor Leave Co. Agricultural Staff 12 O 1 Co. Home Dem. taff 4 O 0 State Agricultural Staff 18 5 3 State Home Dem. Staff 2 O 1 *3 The following comments are made by administrators of the Kentucky pregram as to how it might be improved or strengthened. Our graduate program in extension is new. The one major change I would suggest at the moment for improvement is to employ an individual to supplement the present Personnel and Training Officer in order that more time may be devoted to the recruiting and selection of new employees and at the same time more time to be devoted to graduate students and their endeavors at writing theses and a public relations program 55 being promoted with people who are doing instructing in the graduate courses. ' Louisiana Louisiana provides a Master's degree in Agricultural Extension Education at Louisiana State University, Baton Rouge. The degree is offered through the school of vocational agriculture in collaboration with the extension service. It is designed for both agricultural and home demonstration workers. Coordination of the program is conducted through an extension coordinating officer and a five-man training committee. Graduate ex- tension education Operates as a part of the graduate school and meets all requirements set up by it. The minimum requirement in courses does not require a concen- tration within a single major department. These courses can be dis- tributed within a field such as general agricu ture. Thirty-six hours of graduate work without thesis, or twenty-four hours plus a thesis is required for a degree. Extension courses offered are: The Agricultural Extension Service - three hours; 4-H and Older Youth Programs - two hours; The Extension Specialist - three hours; and Program Development in Cooperative Extension Work - three hours. During 1957, four extension courses in extension education for graduate and resident credit were taught at outlying experiment stations. PrO'isions relating to long-time study leave are noted as follows: 1. A minimum of four years tenure is required. 2. Leave is provided for both state and county personnel. Graduate Programs 22 Extension Education, 2p. cit., p. 9. 56 5. Leave is permitted up to one year. A. One-fourth salary is allowed for leave up to four years tenure; one-half up to six years. If other tangible incentives are provided Louisiana extension workers to encourage them to do graduate work, mention of such incentives are nci acknowledged by administrators of the graduate program. Here is a look at the degree status of the Louisiana Extension taff in 1956; also a picture of personnel on leave for graduate study. TABLE DEGREE STATUS OF STATE AND COUNT E EIISION PENSOIDIDL, LOUISIANA, 1956 _‘ r- __ Type of Personnel No. Having Advanced Degree No. on Study M.S. Doctor Leave Co. Agricultural Staff 52 O 1 Co. Home Dem. Staff 7 O 4 State Agricultural Staff 55 2 0 State Home Dem. Staff 15 O l The Graduate Dean has suggested that the Louisiana advanced degree program might best be improved by guarding against graduate students taking general agriculture at the Bachelor of Science level. The Train- . ing Officer has suggested that the program might be improved by offering short courses for graduate credit. Michigan The Michigan program provides a Master of Science in Agricultural Extension at Michigan State University, East Lansing. The degree is de- signed for both men and women workers. The program was initiated in 1952 following requests from county agricultural agents and was set up to provide a degree in Agricultural 57 Extension because leaders believed that the training required for exten- sion workers is different from that provided in any other curricula at {ichigan State University. It is unique in that it makes provisions whereby agents may obtain up to two-thirds of their required course work at off-campus centers at different points throughout the state. The organizational structure is located within the school of agriculture and functions through an office or division jointly respons- ible to the dean of agriculture and to the director of extension. Ex- cept for core courses, instruction is interdepartmental. The training officer is coordinator of the prOgram. A five-man training committee serves in an advisory capacity. The program is not administered through or as a part of the graduate school but in close cooperation with it. Each program of study is deveIOped individually by the student and his major professor. The student does not select a major and a minor field of study, but he is expected to select courses in three broad areas of knowledge: 1. Technical subject matter in agriculture and/or home economics including supporting work in the physical and biological sciences. 2. Social sciences, including course work in such fields as agricultural economics, land use, sociology, psychology, and political science. 5. Extension teaching methods including courses in agricultural extension work, education, journalism, speech, and audio- visual aids. Other requirements cover the following points: \JJ C0 1. That the student be qualified by training or experience to enter advanced courses 2. That each student's pregram of study shall be approved by a. the student's faculty adviser. /. That the courses selected add up to a purposeful plan of graduate study. A. That a minimum of sixteen credits be earned in graduate courses of the "500" series 5. Satisfactory completion of a minimum of forty-five quarter- hour credits with a minimum 8 average. iigan Co0perative Extension Service provides long-time study leave for both state and county personnel. Six years tenure is required for the Sabbatio leave rivilege. Full pay is provided for leave up to six months; one-half salary for a full-year leave. Other incentives provided include three-week leave with full pay for regional summer schools or the regular six-week summer school. Probably most effective of all incentives is the program feature wnich provides courses at seven locations througaout the state where agents can earn up to two- hlirds of the degree requi_remenm while still on the job. No dollar incentives are off2red alter graduation except as the training mayr mlatet to an increase in quality of work performed. The current degree st a us of the staff and the number on leave for graduate study during 1956 is shown in Table 7. ASr:Cd recently by tie Federal Extension Service to su~ changes which they felt would strengthen their current pregrem, adminis- trators replied with the following comments: mfif‘TY.‘ 7 'A .‘ d.» ”J f‘u—‘n “1“ RM'MV'H M'MT“ pqu “7.5%,... L.— JF-A-fl “A“-VD OF s- 01...! “V” UVL‘iL 2331:3102: PERSOIKTE , 10.1“», 1956 T e of Personnel No. Ravine Advanced Derree No. on Study yp u b J K.S. Doctor Leave Co. Agr Mi altural Staff 24 C 3 Co. {me eDem. Staff 7 C 1 State agricultural Staff 33 EC 3 State Home Dem. Staff 18 O 2 Suggest one full-time coordinator and major profess several part—ti e staff members in core areas associat a center for graduate study in extension education. A center, or institute, for extension 3 udy and rose :ch is conte uplate d which would more closely integrate th- course offerings for extension acikers in various key departments of the institution. It would also pzcmcte and facilitate the development of more inter-disciplinary seminars contributing to specific training needs f extension workers. Such an institute, if properly financed, would also be able to more effectively integrate student training with on-going extension research. Mississippi A Xaster of So ence degree in A g~ricultural Extension is offered at Mississippi S ate College, State College. It was established to pro- vide professional improvement to Miss is sippi agents and is designed for both men and women. The prOgram is set up as a department in the school of agricul- ture and is staffed with a training and studies officer who is classed as an extension employee. The degree is administered through the grad- uate school which handles all graduate studies. 11Graduate Programs in Extension s ducation, pp. cit., p. O. I he There is no core of courses required.' The pattern suggested is (1) one-third of courses in agricultural extension, (2) one-third in social sciences, and (3) one-third in technical agriculture or home economics sciences. A student's graduate program is developed by a counseling committee, of which the training officer is chairman, and is based on the student's previous training and current work. Admission to the program is not conditioned on past academic or scholastic standards. A one-year record of successful experience in extension, however, is required. Leave is granted up to six weeks for graduate study to both the state and county staff. One year of tenure is basic to eligibility. Fifty percent salary is paid during leave time granted. There is no assurance of salary increase or other rewards for graduate work. The current degree status of the staff is shown in Table 8. TABLE 8 DEGREE STATUS OF STATE AND COUNTY EXTENSION PERSONNEL, MISSISSIPPI, 1956 Type of’Personnel No. Having Advanced Degzee No. on Study M.S. Doctor Leave Co. Agricultural Staff 25 O 0 Co. Home Dem. Staff 6 O 0 State Agricultural Staff 24 1 1 State Home Dem. Staff 7 O 1 The training officer has suggested that the Mississippi graduate program might be improved with provisions for an automatic salary in- crease on completion of graduate work along with greater emphasis by administrators and supervisors on professional improvement. 41 Missouri Missouri offers a N ster of Science degree in Agricultural Exten- sion at the University of Missouri, Columbia. The courses leading to the degree are designed for both agricultural and home demonstration workers. The program was established with the following objectives in mind: (1) To give better training for extension personnel and to give added prestige to the profession with the objective of attracting higher calibre workers; and (2) To design a curriculum based on the needs of the extension workers so as to encourage more professional workers. The program is centered within the structure of the extension service. One member of the state extension staff serves as adviser to the graduate students and is chairman of a five-man committee that ap- proves each graduate program. A coordinating committee composed of the dean of the graduate faculty, dean of the school of education, dean of the college of agriculture, chairman of the rural sociology department and three members of the extension staff deveIOped the original outline of courses and revise it as necessary. A total of thirty-two hours must be completed for the degree. Not less than sixteen hours must be in courses numbered 400 or above. No specific core of courses are required but it is suggested that six hours be taken in extension education, six in economics, six in soci010gy, and three hours in speech or journalism. The remaining credits are selected from technical courses in agriculture or home economics. A maximum of eight hours may be earned off the campus. The courses for a degree must be completed within a period of eight years. The Missouri Extension Service provides longrtime study leave Opportunities to both state and county staff members. Leave up to one 42 ~41... q s . I o year is granted after six years tenure. Fifty percent salary is pro- vided during study leave up to one year. Other incentives offered to encourage graduate study include forty scholarships of fifty dollars each for summer school attendance. The degree status of staff in 1956 is shown in Table 9. TABLE 9 DEGREE STATUS OF STATE AND CCUHTY EXTENSION PessorsmL, MISSOURI, 1956 Type of Personnel No. HavinggAdvanced Degree No. on Study M.S. Doctor Leave Co. Agricultural Staff 41 l - Co. Home Dem. Staff 7 O - State Agricultural Staff - - - State Home Dem. Staff - - - Administrators of the graduate program have suggested that it might be improved by (1) developing a closer working relationship with resident teaching faculty both in agriculture and in other divisions, (2) making faculty members better aware of professional improvement needs of extension agents and in some cases adjust to meet these needs, and (5) by offering special courses for extension agents away from the college campus at regular intervals. (In a personal letter received May 8, 1957 from State Extension Agent, Schell H. Bodenhamer, the author was advised that plans had been completed whereby agents could arrange for courses to be taken at off-campus points. Such arrangements require twenty or more agents for course enrollment.) New York Cornell University, Ithaca, provides a pregram of study leading to both the Master and Doctoral degree in Extension Education. It was Is set up in l9h8 in recognition of the fact that extension education had grown ripe for advanced study and that professional extension workers could profit from advance study in their field ike other professional groups. The program is organized within the School of Education as a division of the Department of Rural Education, paralleling other divi- sions such as secondary education, agricultural education and home economics education. It is part of the Graduate School and comes under such regulations as are established by the graduate faculty. There is no interdepartmental coordinating committee. General requirements for acceptance in the program are: 1. Actual experience in extension or related work. 2. Leadership ability as evidenced by position held, promotions, and recommendations of state leaders, directors or others. ‘ O 5. Academic acility as evidenced by undergraduate degree with B average or better. A. Sound personal reasons for undertaking graduate study in extension education. Wide flexibility is used in formulation of study prOgrams. A minimum core of courses, however, are required of each student as fol- lows: Seminar in extension education, program building in extension education, teaching in extension education, comparative extension educa- tion, advanced seminar in extension education, principles and philosophy of adult education, informal study in education, and special study. All students majoring in extension education must carry at least one minor in another field that is closely related to their interests and special needs. This may be in the field of technical agriculture or 1414 home economics or in some related field such as rural sociology, agri- cultural economics, educational psychology, or public administration. Long-time study regulations are extended to both the state and county personnel. Up to one year's leave is granted after a six year tenure period. Full salary is paid up to six months; one-half pay for a full year. Except for fellowships and scholarships, there are no additional substantial incentives for those who cannot take advantage of their Sabbatic leave Opportunity. Up to the present time, more than ninety percent of the students who have attended have been awarded fi- nancial assistance that has averaged close to $5,000 per person. Table 10 shows the degree status of the state and county staffs. TABLE 10 DEGREE STLTUS OF STATE AND COUNTY EXTENSION PERSONNEL, NEW roar, 1956 Type of Personnel No. Having Advanced Deggee No. on Study M.S. Doctor Leave Co. Agricultural Staff 12 1 3 Co. Home Dem. Staff 14 l 0 State Agricultural Staff 25 108 0 State Home Dem. Staff 18 l 1 Providing greater incentives to professional improvement has been suggested by administrators as a means of improving the New York program. Tennessee Tennessee's prOgram provides a graduate degree in home economics extension only. A degree in agricultural extension education is not available, however, graduate students may get a minor in agricultural extension. The agricultural home economics extension graduate program is set up within the school of Home Economics at the University of Tennessee, Knoxville. Forty-five quarter credits are required for the degree. In addition to the thesis, which carries nine credits, nine quarter credits are required in extension courses of the "500" series. Nine credits in "500" courses are also required for each minor field selected. Exten- sion courses offered are: Master's thesis in extension; special problems; history,objectives, and phi1030phy of cooperative extension; development of programs in extension; and evaluation in programs in cooperative extension. Agricultural agents obtaining a minor in agricultural extension also avail themselves of the above graduate courses in extension. An extension methods specialist has been assigned the supervisory and promotional responsibilities for the program. He is also a member of the faculty of resident instruction as professor of agricultural ex- tension methods. The extension courses are non-departmental and the professor of agricultural extension methods serves as co-adviser with the head of the department in which the student is majoring. He works with the graduate committee, the curriculum committee, the Vice-Dean of Resident Instruction, and the Dean of the Graduate School in developing the courses and prOgram. Tennessee's Sabbatic policy grants leave for study up to one year after seven years of tenure. Study leave is extended to both the state and county personnel. Salary covers one-half state and federal pay dur- ing leave. Advance degrees held by the staff in 1956 are shown in Table 11. 46 §\_ TABLE 11 DEGREE STATUS OF STATE AYD O-UYT EXTENSION PERSONNEL, TE iIXESSEE, 1956 Type of Personnel No. Having Advanced Degree No. on Study M.S. Doctor Leave Co. Agricultural Staff 12 O 4 Co. Home Dem. Staff 4 O A State Agricultural Staff 21 8 l tate Home Dem. Staff 6 O O Officials in charge of the Tennessee graduate program have sugr gestd that it might be improved or strengthened by: (1) More research to provide guidance in training program; (2) Graduate centers at which agents may take some of their graduate work while still on the job; and (3) By increasing the numter of conzrses ffered. Wisconsin Programs leading to; ”faster of Science an octor degrees in agri- cultural ar nd home economics extension and in extension administration are provided at the University of Wisconsin, Madison. The Department of Agricultural and Extension Education and the National Agricultural Extension Center for Advanced° o tudy of the College of Agriculture are tile opera ing agencies. The pregrsm is organized within the framework of the graduate school. Requirement for admission include a Bachelor of Science degree in agriculture equivalent to the University of h'isconsin degree. ‘4. The Master of So once degree courses in both a gricwu lture ard honm economics extension do not require a core of courses but it is suggested that nine to twelve credits be taken from extension education. The pro- gram for each student is worked out by a faculty committee app cinted by the dean of the graduate school. *7 A total of thnty-four Semester hours are re quii ed for the Lester ‘1 gram with eighteen credits plus nesis or on research paper. A two semester residence is also required. It is pos- sitle, fewcver, uzder certain conditions with depart~-1e1l app;~-va1, to earn no semester cf residence through summer schools and e.tension division Courses. Three regional s I'er schools of three weeks each or an ei al.t-\.;Ck stunner school my equal one- «he 1f sen c‘scer of stud3. 1ne Wis c'consin Extensi ion Service does not proxido -uL‘ati leave for graduat e work. Tatle 12 shows the degree status of the sta1f in 1""/ I /V. “Havana am p mvv vn Ah ("1- 'fi AAT"'TF HHu11HH ”*AXL Uh, \r: “L‘LTE ‘uld UkU-\.Y EXTEIIS 0}? PER... (‘01:)”: 11L, WISCONSI‘, 1956 Type of Personnel No. HavinggAdvanccd Eggyee No. on Study M.S. Doctor Leave Co. Ag.Wieu1.ural Staff 11 O 5 Co. Home Dem. Staff 4 C 1 State Agricultural Staff 56 10 2 State Home Dem. Staff 17 O O Wisconsin officials feel that their program is too young for them to have a sound bas1s for suggesting changes in it at the present time. Summary f Ste. e Programs Dean Harold Howe, Dean of the Graduate School, Kansas State Col- lege and a member of the Land-Grant College Committee on Pre—service and Graduate Training, has done a good job in summarizing major features of the graduate pregrams of the eleven Land-Grant institutions offering degrees in extension education. The summary is based upon a survey Which he made in 1955. It is as follows: 48 l. The institutions offering such pregrams conceiVe of extension education as an entity but part of the larger field of adult education; its distinguishing characteristics are determined by its clientele and its methois. 2. The purpose of setting up such programs is to correct extreme specialization and emphasis on technical fields. 5. The majority of the institutions offering special pro- grams ha".e no extension education department. 4. They generally use a coordinating committee to serve in an advisory and promotional capacity for the graduate program in extension education. 5. There is no uniformity in the core of courses. 6. The fields from which the courses are generally drawn are communications, sociology, psychology axd economics. 7. Requirements for admission to the program on a ”B" or an entrance on probation. 8. Leave privileges, attitudes of supervisors a.nld scholarships are used as incentives to draw extension per- sonnel into gr:1duate study.12 Table 1} summarizes the programs of the various states in terms of the effect which they have had upon the degree status of staff per- sonnel. t also shows the percent workers on study leave during 1956. In studying the table, it should be kept in mind that the pro- grams for some states are much newer than for others and have not had time to show exPected results; that some of the programs operate on a much larger magnitude than others; and that such factors as incentives, and emphasis outside the graduate program itself can have much to do with results. The fisures are interesting nevertheless and may cause the reader to want to go back and take a second look at dcscri ptive fea- tures of certain of the state programs. 12% Report_ of The Senate Committee on Preservice and Graduate Training_ for Extension Workers, %T- 23 22-56erdera1 Extension Service, Washington, D. 0., pp. 2-5. 119 TABLE 15 “7:.“ r“? org-\Amvrn . Yfl‘fifimvn'r ‘T “1713'? 111m ‘1' mvm nr mw hm mwr‘w‘ LQJPLL. L.-2L1Uh‘. CF B.»....-.DJ.O.1 f~.zuo1i1';gL In 11.34 1‘: q 7 1.1L CL: 1...) A33 322223 HAVING GRADUATE STUDY PR SPARS 7" vvm““"* " .LJ.‘ J..ILJ...‘.'.L|\U.L '1“ EDUCATION: ALSO PERCENTAGE ON STUDY LEAVE 1956 County ' County State State Agricultural Home Dem. Agricultural Home Dem. State Staf Staff taff Staff 8. PhD Study M.S. PhD Study M.S. PhD Study M.S. PhD Study Leave Leave Leave Leave % % % % % % % % % % % % U.S. 9.0 * -- 6.0 * -- 38.0 16.0 -- 555.0 1.0 -- 0.112. 18.0 0 1.4 27.9 0 2.3 28.2 20.5 1.3 12.5 1.2 1.2 Col. 0.0 0 0 16.2 0 2.7 46.h 43.0 0 80.0 0 0 Kan. 2.9 0 0 1.8 0 0 3 .3 1.5 43.0 60.0 0 3.7 Ken. .5.6 o * __§.5 o 0 2A.: 4.0 4.0 11.8 0 6.0 La. 18.2 0 * 5.1 0 2g? 62.2 3.7 0 68.h 0 5.2 Mich. 18.3 0 6.2 11.0 0 1.5 439.7, 33.3 3.9 90.0 0 10.0 Miss. 8.6 0 0 73.. 0 0 39.3 1.6 1.6 731.8 0 4.5 Mo. 11.9 -- 6.0 0 -- -- -- -- -- -- -- N.Y. 7.7, 1.9 13.8 * 0 16.5 71.5 0 38.3 2.1 2.1 Tenn. 5.7 0 1.9 2.8 0 2.8 34.3 12.7 1.5 90.0 0 0 W13. 8.6 0 2.4 5.0 0 1.2 53.0 14.6 2.9 94.# 0 0 *Less than 1% CHAPTER III CRITERIA FOR GRADUATE racemes In developing a graduate program for extension workers, the ideal procedure to follow might be simply that of picking out the best program in operation and than 00py its provisions. An examination of the prOgrams reveal, however, that there is no best one. Some have certain features which are best, best at least under prevailing conditions or for the indi- viduals and groups which they serve, but it is highly unlikely that any institution has been fortunate enough to build a program excelling in all areas. 0n the other hand, it is recognized that various groups and leaders have devoted much time over a period of several years to studying and planning graduate programs for extension workers. During this time and study they have develoPed experience and proficiencies which have enabled them to point out definite features which are desirable. These are com- monly referred to as criteria. In the following paragraphs, some of these criteria will be examined. Joint Committee Recommendations In its l9fi8 report, the Joint Committee made the following recom- mendations which contain Specific criteria for developing a graduate ex- tension program: Naturally any extension worker who is eager and ambitious to do his best in his job looks for means of improving himself. One of these means is through graduate study Opportunities for such study should be shared in like measure by all extension 51 workers. Likewise, leave for graduate study should be available to extension workers on a basis equivalent to that allowed the college university teaching staf in the respective states. In recent years, many graduate schools have attempted to arrange programs adapted to the needs of extension workers. Short-term courses of three to eight weeks have been provided. However, evidence points to the conclusion that graduate work for relatively short periods is not proportionally as benefi- cial as the more extended periods of study. Efforts should be made to provide leave to extension workers for graduate study on a quarter basis. There is a growing tendency for graduate schools to put a definite time limitation on work for advance degrees. This could be detrimental to the best interests of extension workers. There should be at least one Land-Grant college in each region with graduate regulations flexible enough to enable extension workers to get advanced degrees through useful study programs regardless of the length of time required. T is Opportunity would lend more encouragement to them to pursue advanced study. As with undergraduat students, it is even more necessary and desirable to have at least one staff member who is competent to advise extension workers as to their graduate study prog‘ams. It is important that the college administration and the general public recognize that extension workers are members of the Land-Grant college they represent. This is particularly important in relation to county extension workers who are lo- cated away from the college and are able to participate in campus activities at infrequent intervals. As members of the college staff, extension workers should have the same rights and privileges as persons of comparable education and experience on the resident teaching staff. Giving specific evidence of college status does much to improve the morale of extension workers and to encourage them to strive for higher professional status. * e e * a * * * t * 0f much greater importance than rank is a regular system of promotion which sets up standards for evaluating the ac- complishments of a worker with promotion in line with achieve- ment. Such a system furnishes a definite incentive to the worker. An equitable system of promotions, furthermore, will attract new pe0ple to the extension service. Several states have developed such rating devices with associated salary pro- motions that are accomplishing the desired results. Promotion from county to state staff is another means of providing incentive and improving morale. Such a policy, ceipled with a plan for advanced study, encourages age ants to take advanced training to prepare themselves for more effective service.1 Preservic e and Cr siuate Treini ng Committee Criteria In its l0“? re ort the Senate Committee on Preservice and Graduate // p 3 Training for Extension Workers sets forth the following standards for judging programs in extension education leading to a Master's degree: 1. Extension education is a distinct entity within the broad field of education. 2. To attain the essential elements of graduate study there must be intensive concentration over a period of time long enough to make a permanent change in the habits of thought and action of the student. The course is only a part of gradlate work. In fact, a course standing alone does not possess the characteristics of graduate work. The same may be said for several unrelated courses. Research, seminars, and private reading should complement course work. Nor is this all, for a preperly integrated graduate pregram means association with effective teachers and with an institutional set-up of libraries and laboratories, as well as many other less tangible but imp portant attributes. 5. The offerings must be courses of graduate rank. 4. The offerings from which a student may choose should be sufficiently broad so that individual needs may be satisfied. Individuality rather than uniformity should characterize the programs. This statement is not intended to preclude the in- clusion in every program of a small group of essential courses with comprehensive characteristics. 5. The program (blueprint of work to be done) for any one student should be one of planned and integrated study. To attain the objectives enumerated above, it is proposed that a student's pregram in extension leading to a Master's degree consist of an area of concentration (approximately two- thirds of program) in a combination of agricultural or home economics extension study. Communications and social science and approximately one-third of the prog 7am in technical sub' JGCt matter. The thesis or less formal report (if original research 1Joint Committee Report on Extension Programs, Policies and Cos Washington, D.C., U.S. Government Printirg Office, 933, pp. 45-‘5. 55 1'. 1, IF.- Ih lib“. :m’ Bi 15"."- A . Jo- - r i) would be in the area of conccnt .“tion and F or Home econoa cs “1 ension stud . onomics ext nsion stuly" include :1pb110.oth, ion. "Communi- en wor‘, and the S133nsted the ciplea of adult nA”I‘iCL;1bb.l‘al and 110m 3 course work in adult eiuc 3t principles, methods, organi cation" incl dcs study of t media of press, radio and to 13 vi 1 3ro p of cours es mi31t include a c -ducation and a co npreher sive cc r 13113 of co.munications. The cours d1: #133" is recommehd3d in cri r c f 0H)“: chnical subject metter" inclwifos CJursos in any one of the d3partmcn s n c31133c and schools of arriculture and home cs, 12d to meet the na3ds in indv ual cases, in other ‘ t f on of the inclusion e f1; ct that every YV hD is filial. I18 lli' ,1 O (9' [-3 *1. '4. K‘ it _ I.“ C 0 C0 5 <1 ( .10 p .1 L 04 o ~.~:.US Cf tJ-Je .LIAS wit-V L1- C 'r ’1. J r 1 ' n" t L \" : r~ 1‘!“ L1111Ctstr‘Uij but CI 1.0 v». haikur ha some special t a the privilc3c c: rccciv lty while wcrkin3 tcua:i ; ursis in the sp~. ci3lty a d V A « -\--" T-‘I‘ 'Il', , . -, “ F!- 3 3. 1:! 1 ‘ ;;~ 0 —. 1* ‘- _ s 33-13. 2313151:01c, 1 31133 3331iauce 01 a Ls.vcz "UO =53:- (4"1 0&0 b 5 1.1 (F'flparim ‘I c: {3‘ 1‘)”: H.300 (f- a. y- F O if? H) 53 ’3" r?" (a [VJ » .. P. a: rt 0 H‘ t P4 ’1; C, $5 {3 H- , (‘3 c" fl" H‘ 51‘ i“ Q’f’U (‘J 0 H (a D i t C .(_- n"! j-TUO -'-An‘ ..- .‘.-‘,—‘- .c (‘1 C14 (‘3 - ‘ 5.- .. -° ”4.. ‘ 3 ”m..."- 1U)! r.b.s '...Cu...~..f&1‘. 335:;11Us $3 4- I...“ U H p. i H A. r ('1 {a (1 C l x) (4' w- (' D‘ | U (3 9 f or '7‘" hr: 1"»- p , .— nl‘yr . 4“; Q - “4-. "~r *v3 .1- ~ ‘- O .33 l;,/ gcpo1u c1 tn: pgzm1t H. e on P10 he “1cL31 1LyIqumuhv o1 ‘. 5‘ ; ‘ “ -.- a": A-- ‘- v .v- I .. \J‘ ' 1pm, CDth3 5 *1331.311l “33433, cori;ains a mums (- ';,- u.‘ \‘ 1 yu-lx“ T) -“ ‘1 --= if. ’- .. .3 -‘ - .a “ I‘ 1 gram wu1LU ccunty 33- 3uts 63“.. 1.1t1xxcnt pa ts of thC ICQOIt 3:3 q3pted J 0131 1L1r3vtmcu» of count; 3: 3Inas throu3hcut t es is becoming acre important each year. The state county agents assoc ciationc, the 11nd-3ra zit 00113333, farm or— 3an1uuvionc, and private bdsinCSS us realize the value of; 3k; .2 .h d 1: 2Graduate Fm 03r"“s in Extension Eiuc3tion, 193 ET&T SC 3-3?) Federal Extension Service, 'u'ashiu3 t n, D.C., p. 31. ‘.’ ~.-~(‘. 1 frvl‘.:, r- g." ‘51”. Cf: aczt u PLL .301 "vi ~‘Asb J... Lilov Us}: .53: c o worker, 811d are each cooperating to incr r i of the county c‘densioz‘;wor1;cro . o . _ ‘ v.‘ 1 91" ,3, a, f siona1 improvemert 13 a slow p10c:ss, out line uGLuC- 1 1., 1,._ .3 , it should Lave t.e th1 e racy uning and working of all concern-u, from the one county agent out on the p sins, or down in the hill , or the metropolitan agcznt, along with administrators s and land-giant co1le'cs, etc. In most states where tine county agent is a mentor of the faculty ard has the same privileges of a faculty mentor, the status of the professiona a1 improveme-nt program for the county agents is moving along go d. In states where the county agent has not been recognized on the same status as a faculty member 1 and the local state a’“inistration does not reco rise the in— ‘ portance of professional improvement for the county agent, the status of professional improvement in that state isn” c as good. ( The rational Commit‘ec feels the time laas come for the r“ county agent to be given full reco Wti .by his own adminis- 1 1 tration and la: d-grant college. He is rcc:gL iz.- ~19 A. , - ‘ Jr... ‘1. , \ ,.1 -.‘I' va~ ..A 0‘ ‘IH.‘Q .- .‘4xux.’ Q‘- “VD-.-. bug...‘ ‘4‘ ‘— h— *ukv.J. C All .1 -..~ 1“” ..V P, ”I. .- f'r‘" ‘VK‘A" t.“ so V 'i’ ...a' ‘. . 4. J 'v‘ ‘r, .‘ g.“ >._ ., . .2 .‘.l ,11- .11._..!“ $31.12.... ,5 . UV-r'h‘nr-H’ danrl‘.v~ Vpn-Q "low-‘o A x-ph- .... 1'- ... 0.1.. f r ‘ f» ~_ 5‘: I I.- ..v- -: 1'. “3.. -. - '- ‘ .\‘ 1 ' ‘s '. 5-..‘ ’~'d.e‘ll-A—L-—--U- ska-A i uLAVJA-‘c—-U \v‘ x \. saw... ‘0' mfi!‘ 1,“ 1Q omvgv lbw. mlv‘TH 10 -Ab-‘.4-- J-u. . I yr ,3 ,n n,“ - ._ ,, ‘.a.4-\.L .‘ d'c \\- y-vu .. 1“ A «L! “{'-|" ‘ _ $.‘k .g-¢'1\ILA n ‘-’ “1‘ TT\ ‘ 1 ’ ‘o I _ '0 ‘ J ‘H w 1 .v.o. u . ... '— .- 4 H -- < ,, ., ._ _~ .,:..-...,,,11‘ ..A ~.- ‘-¢~ v' . y. x A...“ 0 . , 1 1 in ,J ,. ,- -4 a f .ul‘ll' .. nu. .a‘L r '3 0‘ . -U at .. *I L , J i - 1! .. ., n And U" .. - .....~ «I u. .5 K- ‘ . ‘ "r. c -\ ~»-’ - 4’ .\ VP 1‘ a. ‘.'0< ...-‘0 -~ «h' v5.1 .‘ . ~A'.x ‘. I‘- . f,¢ ‘ l ‘ ..., ‘V . , 5.» ..~ n‘ .‘K. I.& ...».-U U r 1. III-H __ 2‘. R" 3.”, ‘.-‘_~ V». a.--“ u.‘au~ ' “a - ..,. I _‘ Y“. 1’ .! U-oo"... “7—.-u J I n n , 1. l.” A. ...a. !.a. x. - \. .- I 1 i 1 . a or): ... -~ . t ‘1 F ‘— 0" v! ivy-f O ‘ V": 1 \.-~. ... v » n—‘oA I I II ‘- lc. ‘ - ‘ v v. v «Inna-gt.- fire—x (a _3-. ‘ . .3 a - wv; “x"... W van-y nv'm—«n n l I . - -J...Ab-—..‘ J .-.. ..- 4-...- ! ‘flrT‘Tr‘ I ..L A.» 1.7-1:: :1 L "n. ILSH‘" U. *aL'. 'A—..‘u'." "-::‘v'.;-A~4‘iu; f‘- -J.... I .-.PL,‘ “p lief.-l7... I11 --tL: -J *‘n**“" ...... . I. -...LJ.-‘ leo- 7r: .-1 (n n,, ...,I n . ..1L‘. n7 ,. I"? Dr?“ 5,511.1... h,‘ 7 ran“ I "HI n 1,, . ',. "- _ . ‘:, Ll, .. . “u. ‘..- . -... '1‘.) ..., - “c3. . -... ”‘4' l .: mn-A‘ao-fnr‘ fi-‘--~. .-_. -‘ .1 l~lov- ‘~'-‘-1 L4- '5.- :1’ :M S' m, r 21,-; mp1, 4 we .a-— I! -L' ...-(J- ....» L»- \- a. - .—-.. I .... v- ,. my..." “a! j- n A L- r j. K I. If- i -—.— ._ \ u- ‘- —._, b .... L I . v' T . .- .‘z . v*_-. CL.TLJ~J..L.'-U-1, -. .- 1.... "'3‘: ‘ . .. -~- h-.1- 1 .3 . l" .‘ Hung-o, A W‘~-‘;“ fi.«a—‘ -..‘p.‘ ','.1 n~ .1. H It’d“ ..A-b Lin." UL‘fi.. .‘ A ' O l T‘: ,. ... n : \-‘ ... ‘b‘J‘I-‘U-I-I—V.‘ m 1..» a 21... . 7 7 r.- 7 rs n n n * "2;; z‘ z z x k -—- - *— “P V: 1 I) l 2.24.4.0, TI BID W. 1.] n1. ,1" 1.. t f f .- I: r " ,- "--—-.-~-- ..b A... .. - - .4 , / n, A: 1 '4‘” 1“:1 ceclo 1 ,, Pnl cs- C1,, ', fi‘\-1 hrW‘rf-Lmj fin-‘j‘ -' 7 ..., -’ f -7 r: I. _A_‘ u ‘ " ‘ L); I l I 0 L L A " '3 v.3 1' J L ° - r.. was.» s‘ \f .+ ‘71"!1', - ‘A.‘ .‘U‘. LJAu 15.4129 15, :v, r r- 7 n '7 f 7 7 L LL‘.-’h‘.4 .- .» 41 l I I b- . a' I j I. Tn: \ NI Rx: “.m‘ r‘" 3 \"\( n- A '. J...— I... '..s (1...- ale..',.---L,.,Js,.“ n a a~..... . ' u ‘v'- . - Ah ... h 3 Q n“ f_. ' ‘A --\.I ‘ "- UL 5):: -L I] . C"»$*- ...-l ].J LA [’3 my“ O V“ 0 [.1‘1’ .. 3. I“... ...-l. .“ ... m ‘1- 1n r~ '.ss‘ ‘9 1. l"' ‘ .. . . ' ‘5 . \- .q ..9 . . 5 . y _ _ _ ‘ f .L w‘.v L «mugJ ...-D .LgbA L‘m-Efid‘voc 1.3 .-m~'.~\. Lu, a ”51‘ at (A... List Am.gU-u.gv.. = , as .~ .‘ 3 - -‘ ‘ a_ D! . I '. ,.-4\ ,‘ n -‘ ‘ J’ 3" "f "-' . .l‘ ‘ ~ -‘ to. -. r‘ 1 :I ‘ fit.) 14v;HJH at) UC tlav LV‘..51.'I-V.~UL- 3" V hive-{IA 0‘v*b‘-uv¢ 4. v5.1; *AIQ CLLLKA AAU‘il “.‘L Th ""fi‘ r” ‘ ”51,5175" i‘ r‘ 3-.'r' 7 ~ r2 ~.:-., r "- 9n": ""- J"'C, -‘.?;\.'\J"°.nr» ...‘v VIC.“ MIL/val lrl ~ue—Vua-A U‘Loo VA-v: ‘uwdi‘. .35.. qule-¢‘Aso EMSvUUAVbo UH ’ nvvv.‘VeA ‘ . . .r. J“. P. -.-.~+ fr a r“ ‘ r." - " ~ n 1"“ . not 1 xxx-"‘- (1". \r r0 ’1“? «Mrs-Ca IUHU, LHC.L “0;.‘1; “6...;- v.ul-»\4 v9 b-9v .....a k‘v‘uvllufi v bung-.mv..\. .1 us. vs... N's-o“ u 9 1;, - 1.1.9.. . :1 :.. 1.,. w ‘35., .. __n . a. ”1- "1 .... VJ l‘aidafiizb 34.1.de ..Ll uwa'ar¢u+...b 13.1540 C... b..C, 3, ..s1 vb 01 bur. -Ltvrv ‘ --. ‘—‘ ‘3 t c J- o ‘r 3 - gx. wn y. u .u ‘4"L1 “1 r. c 1 ‘ISS LMCA* ufi‘JJ:-‘ h)..- ”VJ ill “ho IU-LfilwuLblbg 511151) UJ vwr luv 3 a' 3“ 6:. ”L 5 lCLASo-J ’ therefore, it has necessary to induce the individual caslueticn- to a ccnnou denciinator Lefore they could be suasarized. This was done ty first totaling and than nei5htin5 the indiiiiaal rahhin5s. Funk one wes givt n a wci5ht cfs Von, rank the a Weight of si", rank three a height 0. five end continuin5 on up to rank seven which wes 5iven a wci5nt of only one. halt-pidin5 he nuiter of place'511ts made in each rang ty tne assi5ned wei5hts, a wei5hted total We 8 calculated The 5reup of courses reesir;;15 the Li-he st wei5hteo tctel was 517s: a rank of ore; the 5roup receivin5 the econd hi5hest we i5htc-- totel rank two; continuinr the same procedure, all aismers we e s 'arich into the rahkih5s as noted in the table. All 5roups Were unanimous in placinv the core of courses cc ali n5 t {21.0 $3 ho with extension educa‘ first. (- his prot ably ihdi ates t- a5e. its feel a deficiency of tran 'lihg in this area of extension work. It also ird Eh cates that any pro5ram planned for Alabama a5 nts should provide courses in extension history, plzilosOphy, methOds, pro5ram plannin5, exalt1ation, reportin5 and siailar sucjects. A5ein, the autror wou lid note that authcrative crite“ia for a :radue e rro5ram in extens’on educati ion place heavy emphs sis upon cou‘ses falling in this area. Jourr alism, news writin5, "ublic speaki.5 and 5roup discussion tee 1niques were rarccd second. Economics, marketin5, farm ma1e5emcr+ 59 .1 A! 7"..0'! ,1 V ” I O C Q o ‘ ‘ fl"‘ ‘ 9 1r. 3 .J ‘3 pu“lc p11 cg t1ed t;tn affine mrrd5euent, puolic relutlons and ' ‘ -... - -' o --- .r n u 3-. ads inist sticn for pos ition three. ither sthects a1e ranked as noted "1“ ‘ o 1 - :_ o s 5 "9, 5 1 o o . o .n: low rotin5 of tnese snouects is somchnec discurcin5 inzzem'cn as (I "1 (I) ".4 La: ‘ F L (0 r? f' (A 6 m ( 4' C H U) C the" are given nucn cmphss ”i for extension work“ A careful erasinstion of the question indicates a possibility that s were "scld" to the s5ents by mes: s of clearer descriptive terminolo'V. VIf tifi 3 did occur, it was purely ac- cii; rtal. In preparing the uevtions, the su l-or tried to avoid all leadin5 terminology and question slantin5 which mi5ht influence an answer. The fact that county workers are eadquertered away from the ‘1 l D E college campus places them at a big dim bxanta5e in obtaining graduate workc mpared with memeers of the campus faculty who have the privile5e f taking a maximum of three to six hours of graduate work per quarter. This disPerity of opportunity is probably one of the bi55cst reasons why county s5ricultural agents have failed to keep pe.ce with the resi- dent staff in grad Mu ate study and degree status. Questior three, sec- tion two, seeks to obtain an expres scion of ti lstama e5ents on these poilts. Specifically, the question was: "Would you like the privilege of takin5 up to five creeWi s of graduate work per quarter, new permitted the resident staff, if pr visions could be mode for you to take 5rsd- uste courses off the campus at convenient, nearby centers within the state while still on the job?" Replies are tabulated in Table 19. A s tudJ of data in Table 19 shows that over 99 percent of the agents would like to have the privilege of taking up to fiv3 credits of graduate work per quarter, new permitted the resident staff, if 70 mrrrlr‘1. 7 ‘3': AIL—1.5- Aa— Agent's EXpressien For Equal Grar‘uate Opportunity (Question 5, II) Want Asst. Co. Asst. HOme Equal County Agents Home Agents Total Privilege Agents Reg. 4H FHD Agents Reg. PHD No. ‘ fir Yes 59 32 66 30 65 38 12 302 99.3- No 2 O C O O 2 0.7 provisions could be made for them to take the work at nearby centers while still on the job. Question ha in part two asked the a~ents if a char% sin regula- tions, requiring less residence time for acquiring a Master's degree, would materia Ml' influence their dec ision to take ‘ra iuote work. The answer was alm‘st un w: imously "yes," as is indicated in Table 20. m I T" H “A 33.1... '..J (..J Influence of .esidence Time Upon Graduate Study (Question 4a, II) Asst. Co. Asst. Home ”ouldi {ave County rAgents Home Agents Total ifluence Agents Reg. 41H FED Agents Reg. FHD No. fir Yes 60 32 65 29 6h 37 12 299 98.3 No a 2 O l 1 O 1 O 5 1.7 Qu 'es ion Lb, part two, asked the agents to check one of several sugbeste d changes on res idence requirements which would bes fit t‘ .cir situation. Replies are tabulated in Table 21. Referring o Talle 21, attention is ca led to the fact that over 93 percent of the county exterr sion workers would prefer one full quarter (twelve week 3) at Auburn (Ala‘oama Polytecnnic Institute) plus tie t alance *2. of cred ts at off-caapus centers if present requirements for a 2'95 ter's 71 "“*-l‘" F J . ... ‘ 2 l-"f W'il- A 3 Agent's Preference for Residence Requirements Question hb, II) Asst. Co. Asst.Home Residence Co. Agents Home Arents Total Fequirerert gts. Peg. AH PH. Agts. Reg. FED No. flrfi (l) 12 weeks Auburn, Balance off-cagpus EC El 65 2? fl _:7 ll 22: 99.3 (2) Quarter plus-5 £5 weebs Auburn, Balance g 1] eff-caspus l C O O C C C 1 -- ‘ —(§) 23 weeks Auburn, Balance cffucazfus O l O O l l O 3 -- (h) 25 weeks Auburn, Balance Gunner Short—caress 1 o o o o o o 1 -- E i"! e # degree could be changed. At this pairt the reader is reminded the in ‘c'- '1 .. - ' I ‘\ 1‘ . ' l“ w A ’ ~’ ‘ ‘-V O “ , "..x “u“ "2 j ’l 1"!" I). L“. (W " anewezing question ha, over )3 peieent or one abet»: -ae-cauci enat gUCfl a change as this would materially influence their decision to do grad~ £1 £0 (+ (D E C) '1 h I 1 0 Question 4b, part two, also provided the agents an opportunity to mane other suggestions" relating to residence requirements. Only a small number of agents offered suggestions but the ones given are re- corded below: 1. "Be permitted to take selected courses off the campus that are not now being offered. These courses could be taken for or without credit." 2. "It wil edit a“ situation best to 5e» as man] credits as possible at off-camius centers while still on the job." '.v‘ 1’! ‘r .1 Q 1 “‘ ..., " . , A 1. « “~- ' . '2 '3 -» Q'fit' "H scene tnac out sue—e acicns could we conslaclcd on n A. "Provide one fournhour class period weekly, preferably on Friday p.m." ” 5. Establish maximum number of study centers so that travel will be reduced for all agents." - (2 f "m '\ " ‘9" ~“ 5 \e ‘ ‘x-." '. - ,, (2. l {10 U1 cure: wee 11. u .811 11311101‘ 8' C; ... Ckfiul 35‘. .‘ll'lgl til? raiulallluitl‘ on- .-. I! of credits at cll- canpus centers. '7 n -, A‘! (\a‘ “‘3 “" " " u ['0 038 f0 Hr-Ilu‘ir 19.2.“? on oIA-LLMLJ 1.1.1.1. 0 less amount of time regiired at auburn. I rev wo*k at Auburn but it would be difficult, I ‘ L ..... , , -., 111.4,, ‘---~.--. horLer to satisfactorily woih cuis c590 of eiu < n I ~ Y '1“ ‘fi' fivr~. . A: *1 -~ 8. Bug-cated ch'nge Lo. 1 was onechi in that it offered tne .e o C [tional proaram. 9. "Two six-week terns at Auburn for two years and balance at off-campusc centers II 18. "Give crec it for 5ra uate work already coaple ted. 11. "A system whereb oy more work could be done off the cm opus. h"- J. T“ .. .9 . J. 7‘ ”lac -cuuircmencs and nestrictioa13 Should rt. Dynaw w nfis+n:so As‘ calv'i.a.v.u \J\-AU¢-..LLAA Part tfiree of the ques tionnairc contained three questions relat- ing to program requirements and restrictions. Question one asked, "Should off-campus courses as restr ric ted to those taking them for grad- uate credit?" * Asst. Co. Asst. Home Pestrict County Agents Home Agents Total Courses? Agents Reg. AH FHD Agents Reg. FED No. p Yes 35 16 39 13 A; :9 8 183 59.4 No 53 16 26 17 20 9 4 125 bo.6 data contained in this table, it is noted that there is a wide division of Opinion as to whether the o f-campus courses should be restricted to those taking them for graduate credit. Incidentally, this is the first question in t1.e questionnaire on which ag ents eXprc ssed a wide division of opinion. In rovie win1g the indivi ual r plies, the author observed p zhmmL1me'.. ‘._ u ‘- 5 .1 1 |__ ‘ ~-- .--. -- " -. ‘MI‘Q 3‘ ‘ ‘ . L: ' ’ a ) tnet the younger abezts tended to answer tne question yes, tn— older 0 agents no. This undoubtedly accounts for a large part of the differ- ence in op'nion on this question. Question two of part three was closely related to question one, it asked: "If the answer to 'one' above is no, should tee student (a) be required to register for the courses formally and be subject to closer attendance, regulations, etc., or (b) should he be permitted to audit the course without the application of usual classroom regulation39" As indicaced in Table 23, 87 percent of the aé:nts who thought the off- campus graduate courses should not be restricted to those taking them for graduate credit reuld require registration and ether formal coursn compliance. It ' a k.) *U H t )0 cation of Formal Requirements For Non-Credit Courses (Question 2, III) M Impose For- Asst. Co. Asst. Home mal Require- Co. Agents Home events Total ments Agents Reg. 4H FHD Agents Reg. FHD No. a Yes 2' 12 24 1 No I; 125 87 o 16 15 J:- C) .1? N \N \Tl H CO Question is, part three asked if exPerience requirements should be set up as a prerequisite for admission to a graduate pregram for ex- tension workers. The agents gave an 83 percent "yes" answer to it as is indicated in Table 2%. What should be the minimum experience requirement as a prerequi- site to graduate study if one is to be imposed? This question was framed 74 hf .fi ‘. 111A” v.m.\a.:\.' 4‘1 . l ""7 1.“: _ : 11"! hr H n}. $1-...LJ... L.- D :‘ ". I . T." 'v'. a» J‘ LéLL. .n to 3..“41lcncc LCQLLrCL-nU ' . 2 'fi. (5..., . z. r“ -~' As Prsrequislte Fe: uiuduats Luulj In. +3 7 TTT \yL-CSVLCYI ’13., ...LJ. Asst. Co. Asst. Home Require County Agents Home Agnnte Total r IE FED Agcnts Reg. FEB 50. % tr) (3 ° I .-..,.J. lencc £102.1le Yes 53 29 5% 23 Cl 34 1 . , 4. , - 71,- 1. 1,- m .. . 4. .. L ' c: '7. as quesvlon ,u, part three. Lhe nrnnars 813 .ahuluped 11 Table 2, and g i :1 . -1 O .J- .. - ,.- °.,H'.,. ' . 4.‘ -.. 3.1,, J- 'F“ as noteu, .2 pfirccn. gf th-c favorino a mlLlLLm requlrcmcct LIL} VLa- g _ 1 i 1L7' ": ...-:g , p P. -: . —¢ _~a-“~ ‘r \‘ 1 " V . L-Ll:Lm Sigurlcnce AO;L»L foulu L;qfilre A ,.- .24» J. rv n. + fiL_ .3- Ls Prcrcq1; :-~e go Jraluage Lug“; ((5.1 «'3': 1' 21". TTT\ '\ ”vict— AO.‘ (NJ, LfiaL/ . Co. Asst. Home ~ 4 "““4'3 Homo Agifi‘lie Tof :11 _ v v 1 fl— ”C“t “fifnis 9“ Ad '3 Agents Reg. PHD N . 4 $4.‘ ILe Ycar 2 7 3 4 7 7 O 39 11- Two Ye8 s 57 19 50 17 L7 25 11 p16 8:. 1,“ o 0 VA 5 ,.' 1" TVfléfi. 1 1: c- "‘w‘. " 1 “F" Prov" :r-n'.’ . ~ s-‘ .A ~‘ .5. O v- u.) y w run-- 4. h - ‘ a - u .L y. -. ‘ 0 “h. 4— -° ....-L. —4. 3b . — ‘ - 1 3 L‘ J- ’. 3 4. L9 L. .- _' 5.- L rs - a. V, H . V , ~_ .--, r 1“ . r s“..1: A. 'IA‘&~U uL ALLA- V1 dv~, ..-- algj , Sél‘vmmu UA‘V ckusu..-AA*~ »r£i-.LU-l 12.1. .~*.1- VU éTt Lora L;Llcrs f the staff, p1rti“ulurly th: 3c;n¢:r m;L1;r;, to taLc advanced grauuatc agrk? This :13 qucstlcn cue, gart fuul, an; is considcrcd Ly the autho to be one cf the Lcy qucztians in a graiuafic rrcbrgw for extension worLura. Ii oLtJ—eioLt png.Rt cf th 16_xts a c 1 Q fl 0 _. v A'»\ H .7}. ’- . 1 ‘I.‘.. . - v- . - . ,ll‘ ~ .’ b 1.1r -‘ _'v.\—- '-.-:"{‘ ,v. a“ ‘ . " ' ‘ u :- -4.o‘;v , ‘ ...-.....d.rwu u‘.v ‘14....“ V‘V‘... a» canal...) v; 4 scrub-Lu,“ i‘quuJ-vu ~-mw~w ..u "as... ”-l-II-I‘I-b‘n: 4 8 1 ‘4 11 ..n 4‘, ..,. .— ~_. . ...... -n 1 ... . ..4~ -..-1 r...‘ nannv ‘ -. ~° N ..--4 8 UV aLd-udv “$J. 9.5 vAL‘~...u H..‘.§A‘~ \i.a‘v v.5 l........, i»... O ..'_,»-t.“ .._..u.| 3‘ ;.~Q’H“*uw -lv-‘:. ” m‘-l" 1 ' ‘ ’ g 0: {-v "‘ I‘F‘W1 3' .‘4 " €' “ 1 1. ': "3 .I-I’ : ‘. m‘r‘. ‘ 1 .' n/ '1 21?, '3' '- '_".‘ “ f“ " h n -..v boa—49..-...vsl ‘vi..h.'.wu uAu' .L...)v~... .L.1 -‘tVsA-v 5.1 4...... .... ......ln... s... .b»Ha.Uu—A l; (Ir-“IVLx-S .-~‘ —",~ "v --"~ .‘w- ~.-.-'. w. :1 ~ . r .~\. . .Lf -‘r~5«‘ ran ‘1 \~V'\P". P‘s r4 '.l arounsv... H‘OOV.) v.1...o bu-.. J..l\.t...v... .9. .L..uuuu. 5....“ ....av -4314... lat-u» «.1. v... LL .Liu». .»J .I‘ L ' La- ficfi-a—vb-b.‘ ._\.J Tow . -_ .J' : ov- o- " -: a,” 1 J ‘3‘." "- i .LL.{-L:Av.d.‘€Ub Il¢..gbli UllQ-LJ.“ LC 4. $UV u.- m} n.‘ ‘ I L‘mr‘, fi—fip? pl 4'. 45‘) V99 “bluv‘u' VU ‘w-— u; Ch..1A~—~VU HOI‘IL In“ ...; 1 'Pwr\ \wuvvvd-ddd a, a. I] I! Incentch Frequency Punk rw. '8 .4:1 4 .-n,- : 1 -4 41"“. pl Opel. CC’.A§l¢.~almv—.V.l NO '1Ufi'uuzr.‘ 01351 luépl‘UV'lei‘11JU .4 4- ...- . . ..—1. . M4 ..‘4- ~-.1 ,4. 4. Foo. fataC-vus "lath. “3:431:16 b.~.L‘J.l Jr Ludo...) uL.C..L4: 81.... Pl 'LOkl'v‘llL. 0 (...‘vs. ..-:L on -, ..1 -... , 4 '..., .44.".-.1.‘ ., Po1;;. c-;-oo gus olaoo,s .o oo «..oLloi ca nn: 2 4.9”, 1R7 CLLL ...Ll mull»? o o o o o o o o o o o o o o o o o o o o o -.., - \ ~ 3 2‘ . . ' -‘ .. O7 :zoxlle llvoza- -.41J-l ave prlvlloooo. . . . . . . . . o, 7 “(Vt-:1 w r"- , (’D‘fiv‘tfl ” r? ryrr- ? PLHU-a-Ul' 5'" a -—rLl Q 90 “o b- J-NA L7...- . 3 L. C c 4. “v . . ,- .. .n at. 'JU by P1C'Ji'u...llo U12." P" p '1 ..- ....z - -- 4.1,)- A, -_ r: ' part or all salaly dullué Sbugy lbaVL. . . . . . . 12 ~- "- an. -~. -4- ' L..- J - n 5.. 17 . r‘ " LutLoz eo-l;ciul a.el to a.vonu Of-“bahy s claosos. 1w , - ,._ , ...o ....1” J. “:1. --.:1 :4 ..-.-L.. f: FI‘OVLdL C4113.‘.L4.L.—.‘31 ..O fJ... 11698.5 0.1. {lethvb o o o o o o o / - L. J- L r~ 4 ~ . ,. : n no ‘ , ,, .-. .. 3 Lo no. nave ~8.ur3€j olu so 5 l- olL-LuLpuo L4u18LS 1 .« | P't ‘ 1 ' CIC rovLafh. o o o o o o o o o o o o o o o o o o o o o 4 Y'. .‘ ~ “8 " ‘ \ nolL Ouo xutlu sustcL whicL oold Q..vo P1c~ r "’.: s". 5"“ ‘n ' 4- “-9 , -. 1 '3 “r ‘a *'_. “-" 2 VI 'Lbdft t0 1J1 OJ. Lb 401.114. ‘WLOKC‘EDL.U. . o o o o o o o o o /‘ ’ 0‘" A-A-y J- : ' J' . . 9 fl ‘ Afi‘ fl: '— .1381... o 80;..le .1”: CL‘ wallilnb c. C1301..- L1... ‘8 o o o o o o o o 2 O Extend present time limitation for completing degree. . 1 ‘ 0003- A 0.0:— 7. 00., fi- _, 0.00] n on. .' \O W: The urcnts ovorwhclmin~lr raulx d ronotions and salarv o o P J as file number one incorti"o‘ for getting e"t013ion workers 4 . 1. r N 1.. 4 4 , -4—2. . -. 4 - -. uaoe worL. In 61VLnb tuom flrs. 11;“-26, mos. cf the a-ont" 111(11‘051388 0th.:c (‘2 “CA" 1 . , _ noncucz, ‘z' sv“- y. indicated that eelary iflCrt;3:S and preLe._.n s u no. che L: . Kin v . L. .....‘j, ‘ . . ., . ... anteed renrezle , rLtLer tLEt 5ieeoeee stud“ 3.. .‘ "H" 4‘ - 1 ('1‘: + .- 0 ‘ ’ 0'2] "" : 3‘f‘0-n 111 aicllluLfl. PI“- ....U- .511.) 9.11.1 go. .84.; .LL.C- J... to. . n . , ., - _ , , {LL ,_ _ o. .. ..-_ 0 ‘. lezni‘ etin5 of--eempue CeLrses to Le auLLLde on o.mieiel time wgc. '9 fund (..7. urn: 3" 1v” l-‘cv‘ \ be a \ {vlcelvl "a v"... TIN 1'- c- '-1;.:~r-"~.)=":.~ 4-113. ... VI.) 1 ADJ-” UVCCJ.¢.\.L All .Lb—.po h‘m‘.be LJ I; ...-L -L‘ 5 v. .5 a “dd‘ov'.gv.~.l Doo.h.) o .L' o 3 ‘ a; inceneive, it will he -e al :J (3.“ (‘9' a1 (1' C "1 O 'i ‘ 3 *3 “a work at nearly, 3 ~cempus centers. An off-campus study pro5rem :5 therefore, an implied incentive which is closely rated to that of official time to attend the cent crs. Libexul, lon5-time leaim for study has Iazzked third in importance. “is incentive is close:ly related to that termed official time for 1 study. In recording tne date, there were sevtrel cesee H:1:re it i“s diffioelt to determine whether the a5ent was referring to "leave" or simply for official time to attend classes. In cases of doutt, such as wi L a co Lent ”pro ovide official iLe, the sun in the cat e5ory of time to attend off-cemeu classes. Errencous place- mexzc of t1-e few doubtful cases, howoxer, COle not have chan5ed the Ianking of incentives place one and two. t Qdes ion tho, pert four asL:ed, "Should the 5reduete training ("J program provide 'Certi icate of Ac ed: mi Aehievcme ;+ t' (or a s: Alar ‘device) for the older a5:nts and others who mey not be in crested in graduate training for credit, but who are definitely interested in pro~ feesionel ixprov“"nt nd who would like to have their increased effi- ciency re005ni zed thrc ugh possitle promotionsa and se alery e«jue tments?" , (7 “Fr?”- '35.}. ‘ mung-3mm”? «A -r--;-. . '. V v] n11 ins answers totaled to e 73 percent in favor; 22 percent against, as noted in Tatle 27. County agents were more .ighly in favor of the pro- .‘ 1 u“... 1 , pUsa-L v-Lnlll I‘C’LMC a‘C tilt-ac. M! “T h h ‘a'L._ add L. fésnt's React ion to Decoo ising Hen-Credit C-surso L'ork (Question 2, IV) W Recognize Asst. Co. Asst. Home Lon-credit Co. Agents Home Agents Total We“k igcnts Reg. V13 ~HD Agents Reg. FED No. % Yes 5 29 53 27 5 23 o 256 73 No 7 4 10 3 25 15 4 68 22 8 From what institution dii you graiuate?" This was a short in— quiry list ed in the qu+m tionnsire as ufistion three, part four and was intended to secure data which mi-ht be basic to understanding other in- fornstion. nswers are recorded in Table 23. An examination of the m-wrfi no .5.o~u.l_a Q»- Institutions From Which Alabama Agents Obtained Jndertrsdsate Degree 2,110.) vlon /, IV) No. Graduate es Institution Men Women Alab ans Polytechxlic Institute 139 53 1.31». " ' ”ELLE? CQllegC C‘ 25 University of bAlsbsms 1 17 .r,‘ . M A 7. Huntingdon o 3 Ati.c is O 2 Howard 0 2 Judson C 2 Colorai o 8* te College 1 0 University of Georgia 1 C Berna C 1 Florence State College 0 l Rississippi Southern 0 1 Mississippi State College for Hones O 1 Ja“*sonvillc Stats Colle~o c 1 Converse College 0 1 Psrrx College 0 1 l *4 a v graduated frov 1 ..M.‘ ‘ 84L]. act-.. b3 - -..J- I‘ I.C';L'.u 0;. .‘l P “C l/ h both men and (v- 4. BL; ma“ 'f‘ N) 1.05.41.“ ('5’ J-« L-g refs. . glatama A- F A D l DJ“ Pank 0. v 0. Area of Study .1 A5: 0. altar Aérlc rt ‘ .1 Luff, ”I ‘4'; ‘. nus u 71 l . .2 animal A ‘1‘“: "I ‘ l -~..V‘1 ¢.'O. .5. ‘4 VAL- V“; (1* “LLCS l a] ,,. : . q. ‘v‘ ral :C' 4-,- VKA .9 ..1 lit)“; ““i“ul 1 2 7/1.“- .../(J 700 Q/ C/ O/ 7/0 c/ 7) 2 1 .1 l tratica -'l _. LA§|J “rel l L U 1 2 72...; L. L“. Q. 0-. O fl \/ .U 1 .1 a t a; no ..u C ) C. C H O 1.; u C C ..- d as E .L fig ( "A C C 3 S m m I C C O 31* o...“ H.” 1% y.» u (\ .r.“ 3 C a ..u .u o D O y ..o C P. ....v C .2. n“ n. :m 3 am c/ c/(J 7 7 n/r/nal 1 1 2 A— a .3 .2 n C 3 n; m Ju .U; n“ .3 ,1 ... C u .m 0.. * q .5 M V“ ...o O a n d vu a l a C C O uh cfi;.n 3 ..i“ 3 Eu C 3 3 an O 1 :fi Mb u C 0 C O O H: U“ 60 U“ H zltural g \ ndereraduate degree in agric ity obtained their u a major women, nod de 1. ... J- 1' tabs obeal u perce 53 1 O W J. ut a h a v ‘ s educat '3 001101113. C none ltaral or gear-"3 an ca..vu 1011. V 8 C 7n J ,4. Llc in T d 3 Lb t are tabula rs to i .nswe I. l J)" in. l b 1 wor? O €113.10 vn Ext 0 ‘fi — 01' Ovcr -\ A ""UI L‘; to to , 0 TO‘ .0. ‘1.»- fl mfifivv 7 f ‘3H1l A l “1»..5. 1'. Years ’I... 7) z/ E ./ Ab in Firth“!!! (’J 7 ,./ 7/ A1. 7. / Gd 7‘ .-‘.¢.) 14‘s ( 51"“ \ .Lo‘v. on , A \ l L 3’. r‘ v u ou 7/ n1 c_.L 0|“ pv-r 55-4 5’. t—Cb 07 t/ ‘ P r13 [1 m L91 4.09:1; by my OJ kw 47 got even 9 long Its an A 1" J L. .Lkie 2“ m $.50“, ~e abo: 914. O '\ q 1 l vemcnt. 1:60 To «l‘~. impro not as o 7" have br r .I. k’u ‘ -n yoars or 10 six; vofosslonal I10 mu; 4- ~_ / 4.3 , U ”brve” UV u o lave C. ~ 1 omc 1t 1!; Y are For 1 -one p or. o "11 the county agents in Alab lfty A study of the f The last que r3 or lORg 3 C 'A Opportuni.y to make suggestions or expr' ctal All so ovsr f n" ' m & workers. In framing the questiox nnaire, it was not anticipated that all agents would offer comments but a goes response was made by both men and women workers. In ad it1 n to the goo-d response, many ex- U! ’ )0 :t su~~¢~tions Were mace. Several of too a ents rave identical or r suggestions. All such answers were combined into one eXpression when recording them. This was done to save space and awe: d repet “1 ion. The following list is therd are a sM‘msr of suggestions made by all of 3. LL agr:..s rat 5 1r than a 105 of individual quotations. sections by county agents: .. J. . .. .L: 9~ 1. ° . ._ ., , 1,, l. ng-ncs sLOuli pazclcipace in plauhin cou-se of study. A .. --: w. .. --.‘--.-_. -, 2. . 13- J- n . _. Pcriit Jcais of c.t:.1enc in ext ncion co coint towald i--,.‘ ' a . Q ‘I M v czecics needed £01 lastei's degree. 1 iv ven tom 5rd a xperience in ext ension wort. #. Be sure that all of the agents taLe co irscs for credit. I: TY - .. .a .- - 4. .0 ,. “ave cou's-3s on excenslon metnods til hu by exocrienc~3d 1 extension worxers 6. It is important that we have a spe training who will make contacts "it of study based on desires of agents an the t mining program. 7. Overall requirements of the u e course should be flexible enough to meet cu special ~ds in the field of agri- culture. We do not need majors and minors, but a generalized course of study wit. graduate credit. 8. Professors who are to teach should have a practical application of our problems as extension agents. 9. In so far as possible, cent:rs s-:le cte d for classes should be located Within a radius of fi-ty to seventy-five mile rcm each county seat. to T c.1113 e be "iven to those needed 6 g o c y ex she‘on agent in all cases .hen ag:nts m3L3 up a majozity of th3 class. Tao first trial classes should be one undre d percent extension agents. .__.J‘ Jfl g.’ A ... 'mn‘ {1"ul'2‘. 1.“: . 1 ‘OL:.; (13.. J- «C'- C cf 1‘ ; 4‘ 'Ju' —’ ... to earn ,_‘1‘ "Q ‘ J ,3.) 3 on ‘ob 5" A. U . p o D ‘1 .' ‘J curses to be to t1 1 3 1n .1 rur 9.}. 5: tion a: 4- .. .\ > o 'v 1 be all «AL \IA;:: -4. nUv nd uli n04 .. LuiVL an; URL). d3mc1 C‘."73l'. O 4 4 m 1.. 4 "J v- F r: 9“ ’I‘Q -..,4. w .o H CI") 1" U"-.. :s 1 - J-J section. 9.1 “‘K 1O V 1gb" f‘n“ \-'MA rovement. 1.1% +‘A - 0“ c. .L ,3 HO O l '2 :v 3n ‘mxa L u.‘. 311 d c” nv ,3! L‘.‘ “ fi 13.. J. a“ "1!. V JCI, U‘afifiv . fl ‘— l"! -.‘ .- ‘. . ‘ OH 0' 1 w .5151:- O T I _ L abouc how or: re 1' 3d .’q n § V. Pl“:"‘.1‘1 A La n 3 we £A C ..L . F‘V‘"*Cf:‘ -.. E ~- ‘ ) F .1 at. 9'3 4. "v'A’ aNAy‘ U V?“ 7‘ V '.o:.‘ h C t o- ‘ . P'rnitted to 13Ls co“rs”s tozerd rzkin; tnems3lzcs more g-re icicrt . --z - . r - L 1.» 4» . 3 .. in tL.-r werL ”13A t‘c:“gh they do new crease 0 continue lens .. ha .‘--.- ~. 3 . - shot": to earn t . a-.i;:3i Legrcs. :- 13 ...-.v . . ,,.L' 1 .-11 \~“ ‘5 -.,-t-‘44. 4" .. I . A “a. l’-"'3 (- w"L‘.$ Se LIQU " "a.b L.” L 1 '1 a 1 ~‘r '- ‘l b¢£lli I- .1. ¥ ‘ ‘9 3‘ " , I. s ‘ SOLQUBIV‘Jai y‘a‘Lrw-ukd -L’vv‘ bf ‘51.. m 1, . _, ., .. 1 .r- -1 .1 - J u . 7 ~ «Ln, 1 .1 'v - .. C. ”C.rlyr/é’*b "Lull\$ ‘L‘-.L L..L,C'.T U0 U..v .../.p ‘..ua‘. ..v ‘s \_J'.O, DJ 1 '. - L. J -‘-‘ 1 y- .’ r V s - . GD... Ecr -3I’Jl-c a-Aw V‘¢.‘3 l'vlofl. q (1‘. T.~ .1 -‘--. c- 11 . .~ '. ".' “‘(‘ tr "\ _‘v-.-.* 4“: \ r ‘. \nh/ ...L afibt'u‘s/ L's w..--1H\1.¢.s.lv- Livortw, .__/ musk”: v U--\.~ r 3.. --.4.,._.., L-_ 14.4,. 4 4_ r1 ,_ _. 1 -4 ....“ 7,...'3_n_..‘. J. ..‘,,11 ,1. I. 1.3... ‘LLAH. UV a." $.50 Us) ~¢\-|Jv$ L’i— “gr—AL ~‘ A.‘ ‘4‘ -LV L-L-auu ‘-. ow ...-1 - vsKr‘M‘oa’ (7‘ f-‘--‘ ‘ r..'li_ Q. 5“ V‘Q.‘ (Hz-4Q-1‘. 3“ c'a41" ..I‘; "‘1 1‘1!“ V‘ ,\. -- C—u“ ‘ i'f; P:‘ ‘ " \II -¢.~U--~~-vb‘ "v.4.vou -UV..uv u‘un-aLx—IO: .... --«-. .‘a.c’ v». ...»- —_..--.~ I"; .1-1‘ .-~n. , ‘0 ”" n-'.‘-‘fi1 3: 1 .lt";'- 94.7- 3H“. 9:1" 1‘ a ' ~- 3' \-¢'v.--~H*UQL An» - ..~’ \ / ~“5wv-V‘V du‘ U-I— ‘V. L b Ur”! U5 U\I LA .m- . 'L‘ “J.- 1..,‘...2$.,. Ln ,.,- (.--... .1 1 r.-- ".41 /r"\. 00' _:. ..u» is. H‘.VoJ-vsau .out‘u...1- t... 5.va «.41....»«94. J.‘-v~s.., u-..‘ ‘\ . l...\.....«. 0 ll 1 9., — 1‘4.“ -,. . 4| J» .. 32. . 1-‘.,-,‘.—1-v 1 U-u-L/ - VA uuvvnoufi$oo Viv-.‘...4.J C VCUvu. l \ Ann: 1 L: ._ n.“ ..-.. 1..”L4, -13 3-. /A\ ,1- ”p-21 ... '“ 5..-...LC; (.LJ. ...L.u. 4.9.1. Damvfiwh-v uswaJ, ‘5’ £J--—...v A¥n~u J 4,..;. .15,“ ‘L II... ...1; ..41-.‘_ fun 3.,4, 311;: I}. "'18 1;..-° ° 4 . - - . ., ‘ .vv 1,. .5 . .. . o u.a Awu.-¢ .. 5. ti V‘L‘J uhUA 0 Va. v 'v‘ \A A 0 am:- o I!- o I ' \v; ‘ l -. .- -.' < . h T r ‘ m“ -- I '1‘ ‘f- ‘0‘—\If‘" ~ . \ , /\~ H-u ‘n ‘ l " ‘ I m.bv*~-o L.‘ A-QA. .*. ‘vv».oLJu-.~, \Il vh‘ .LM‘- “5% v'v...|.lv ..g fivvnwd’ ' ll-\ CH.-. , ....‘I.__.J._43 LO 1“,“,‘1 l"”'""‘ *‘w—4 ,4._._.1: as” 4.,‘4hwn win- J." '\ ‘I kn¢~v~a - “hr-I'll»; I. vs...- a 1c...) s..-c~v huh/...... L ~ r-vr..-w Luv... .4 ..-" b1 1‘3 11' 1 . “ Y I“ 1 "u‘r --"' r-..- 1 1 - .-- r} f P‘ L. \ J . 1 ‘.2 he” 1 or-L‘.u—‘.J' a... VA; ~--u.-"-_A¢.uaiv L‘V"vov’ \v'AAM ll) no~l.n.- M ~“*A‘o ‘Uofivou r ., a "..1 4 . ,.: -.., ('1 C ,1 .. -t‘, .... ass-.4 b4.‘u\..¢aw‘..v.A “A 2»; sis—ox, rat»... r‘ "r' 1'03'. "L "—11 “\v \3 - 1 \ x - w. v a 1‘ I‘D“: -*.-:a ‘ . 4n I I". H- ~(o.-.'u fl 'u’v*m‘-;u.«\.ud t'LUb-s-..u’ Leah's; C- J-.LA.L..~AJ. VJLQ’ I: 1‘ i P. '3 “ I" ‘ 2“ L, 3. law [\1 ..r-‘wu J -\ ‘1 - “ ‘-n\\f_‘.'4‘ {\H‘w. “ ‘pu. fink» Omn‘~~Ao b;;.~-‘ ..La— “.51.; a.) vavu‘ A LU V-Lv A—v A...“ UAb‘Lg'v ML-.»VO«~’ - . . 1 1. 3 -L . . ~ -' p - . 1 ° _ .. J A u .~. . 4... ,_ .. -. 4,5,. .1 1"- . xi. 4'. $314le3 LutOrIvJCL LU 1“?“v CU. bk»:'.~v ...sv vass.vd. A P5. ‘ ‘ -\‘ s «‘7 .lx't \‘L x- - o: ‘ r ‘- ~ — -. 3 ' - -,.‘- u q -._ - ' a. _ ‘- I luv. L -oL“LILL£ L‘~LbV1ALVVlL LL Lb ;dskr;aA§J.-U.l V a'. -bl‘l -A: GLMA;~1J ' V 1L J n. 911 i 1 J. ., 1 1 3;. 11 V \- n :-" . 1% ' \ _ r - I s- ' ( ,, s _‘ , \n w. ‘P- and HI. huldv‘baiv LIL} ylvaybwis x'J-J-J. lava-v tit-iv...“ FLV‘A vavd CC‘IJ‘Vow J‘: c‘ W. ' ll. Fcrnit attendance of classes on official tine. Provide a SO;1;3 Cf r63nronce uttcrial. This actorial chuld Le 133g; ohclgh outtl; that it ‘3; be used at Lone. Allow . wide rrLgo of to} so on nLiUL to writ- a thesis. Include la‘cst rc323r3L i:.f‘orz;;atic;;. C. TLe ag3nts would have 3L opportunity to dis-uss pro- Llens witl Professcrs and therety recci‘: pr3fessicnal Lol“ on prutlcns or pregrems in which the” need hclp or advice. 13. Sutje t Lat‘er .n farm and L313 spiroach. farm and Loae subject Lttter: (l‘ 2 odouics, (2) Fusil“ lifs, 3) Ac- '- - “.1 .. -.-.- ‘v , 15. 61v; a hall-1 O!L-Cd cadres filth s is teanicai Cu”‘ _ : .L -0. .. Special ihuur“gt groups. r Y'n v-r. '-\ 34 ‘ O"‘ u s ‘1 J‘ ‘ ,‘fi. 3-. .. J- u ‘ ,. Luis erS vs who are to we; ouc cLe Cu4453 of scucg ‘ ‘v..- ° u.“ .° son: time i: one 3.211. '4 5. C; 10 U) "4 0?: L. J A" I “Mr-11" Y'Y‘T' «"oanfiofi-‘Ab 3“ I rfir‘fir‘rfiv’fif‘ (an Inyvamvfi mfi I ‘P\VT‘v/-q T‘hf‘fi" I‘p I. t ...-v. Lbs-a“ «A smutbb...’ -atlha.‘\*a‘ -1. A .sbv- .9. hp?) 0 NHTrVV°T my!“ I T v”1‘rm'fi‘in*r\‘v V,'r\fivr'-HH 7'17 :7 I‘ v- |1 -o- ‘ VA; (A -.~Au‘v~i4.&-.lw n—‘ILAd‘lld*\-IL| "‘d-".‘a..~ ‘4” a“ ‘nu‘h‘d. T . 414- ‘ ‘\4.,1:... 1. 41. .-, .c‘ 2.,.41_-4.; 14.:, ‘4. -. .4.,1-4 . . .0 filo] \‘I.A“‘ k'I '5' fl";2 ...-3 .10 C;‘.r.r v\vI-S, 9‘AL :‘LLuALA‘L- “‘9‘ v“: 3:4 0 bfyil Ln~~C$'-r of {in}... 1.- :.4 3'. - ' .2 -4 .-. ,_ “4...? o . - .~ :1” 14-: 0-- ,_. s-.... 0-31::‘3 J :nLfiib L‘.bA ELL; ‘1.C1‘U&.£.L.L' li-ffiiv" 01L 1 3...;ll. Lbr Lil’s- cL‘SlUll .‘Orrb'wl a: U o O 1 ~ v- ~ A 1" 4* O ' “a '.‘.-1-- l ’- ~.. 3 -. ‘— . . g '- v.3 \ ‘) x -,_-4 - -, b -' -~.— .. .35., 3.1.3.; unnxu 0.; Ch QHL.AL .aJ. 3 BC OI L30. .1 I"; ‘fib'fl $-33 van moi} .5 ha“, 8 {in c- . w H.) _.‘ '4 ‘- ,‘,1:A.'.0 1 . . ,4. .\ ..3 .4 4.1 :_ moons carolb“ ”“13“ noi-. 05h traiuinb m: to ecgu-rci; cxccuolon , ... .: .z o H; c: .., . '1‘ L . . ~ .,4 ., a 1- A4 parcd; old czltclla lor bAvchL‘JU ézaoicoe 'l0\r143 LFVL been o.uolc&. T‘: A 1-' -\‘- " “ ~_. 1 *v-‘ ""‘ ‘ ‘ --4 ‘ (7" “." u-Li lJ, a loo“ has o;ca colon ot‘ ch~3 L;Ud of a 513iu&Wto proO 13 in COUIL ...]. t. v t... t, ° .— m»--. .. ll“. .. -4 . .. -‘ ,~ v, 21.,_ E'Iiqu u- ”l ExctnleL wblnbl3 u L c-1i1 waxy, as eggrcosc; .y c;: l 1. , ,3. -‘ n ”-...t- I.....: .1+.- ..- L‘ t. 2.. - ... 11 alooaia ASSCC-PU-JL or -olrcj noxiColculcl Aocrcs and as V0496' Ly a-i .~ ~., .....1 . [-1’ . .1. .H H L: .- ., .-,‘ ”-3, ' («r-“v of too COchj ucruulg caromgu a \L.cowlunnoi1 Shchj dole in ;,;. H ‘ . “Jr. L. 3-. ‘ u. . a.-- a .. .2 .- v.4 .4 : zon uu-a 33%JJ tLC aucccr root. as a co b1LS;Cu whav there is both a need and a justification? - or a braiuate tr aiw:;zo}robr1m in CO r‘ ‘, p ‘1 I'. ' " u “ ‘ . '2 ‘ ‘ '.'. a" .3 \‘\ 4-1 ,1 ‘ ‘. 1" g m . -rouchoru oi Curtain stauicros a“; meat tnc asic p10- GJ-nv-ar “.1r- 0" fly 51¢}1nn-q Dan.- .- w A..J_5\.l {... 4. v ... d;— (A- :AWV‘" ; A VD H O *3 he training required ty 9: :tension 'or‘ccrs is dist ixc 1y Ciffcrcnt “3 rom that of other tcochcrs, making extension education a distinct entity within the broad field of education. It should, thorcforc, be treated as such in a graduate program. a. A graduate program should to lookad upon only as part of a total pro c,rtlm. The ultimat goal should to a profess ionul improv: m.n* U 0]. w“: arthcr, he beliercs, that to be effective the proérum should s i 1“?“ 1- 7. C0 pro-o 'I“Ir. 11.3:lrlr" pz‘e-Sfi‘l‘vice education, irdxlction truunfig, and in—servicc cdu1etion so well so sreluete stuly. . - a ‘ 'u L . 3: ‘ ‘ on t 3 v! The grodree should not be ”= 1ec CuhtClLd Lev desicst»d pzim-.rllJ “"0 ‘ G a t .‘~ '0 ‘ ': A — ‘ o .- ~. '3‘ on: a. . to the pizfose c- trs luinb nor: compct ant and 'reiicieh worlc1s. agents rCCOéLifiC, boxerer, tht the ?56 of scholarship is upon them and that the sttciomeut of rri’uste 3:6rccs is de- Sil‘f} ‘51". 0 F.-, It stculd Le dQSié :1ei to n'eet the gridlnte study needs of all ex— 9 {- tems-oo Wor;nrs within the state, both men e.ni wants. 2 The provrr-Lnr should be set up enl Opereted in such :cy to provide ; fl . 1 county workers the privilege cf taking up to five credits of l-j graduate work per quarter, wLile still on the joe, wLich is row “eluste rank and he quality of wcrk should be of °r9.1ucte calibre. b The course selection should be broad and flexible, pc mittiug a {4' 1oice cf ccmbinations so the 5‘ ...u {"4 O O t-J illdiVidi?1 stud:nt needs may be sotiSTied. The value of requiring a thesis for (xtension workers is debatable a: SJOUld he left optional. The gred1e te presrem for ar.3 one student Should he purposeful and integrated with a carefully thought out, over-ell professioncl im— provement plan. LiL:e o 1 other graduate pro~r .ms of the Alaboms Pol; cchnic Insti- tute, it: wld beo Mp oted under supervision of the Dean of the Graduate School, with course instruction coming from the regulrr teaching departments. 85 10. fl "‘1 culture. .4 2 - ...- ..'- .3..° -. .. . A O “St . comm.ttee appolit~d Jointla by the Extension t 2rxice and Agriculture. The prob ram sh old provm . . .1. 1 t. 1am snooil Le tLlc 4 «1.4: no: -. 11,1.1 incentive ’u‘ ‘- 1 . V‘v"! -\ ' n ‘ t. I: :2 ‘ “ too a t;eiuihg clfiter Jcirc- the E"tonsion service and to t‘le School of Agri- isted by an adv sory s for stu i5. Liberal study leave privileges wi h part or full pay, plusI rop+2r core Ni :ratio on of grad- S" f3 ( (I) ('1 r.- L‘Z t 4 C. U) important so :iliory prcris ions ’- o ‘. V J. ., vbnSlO n od-in-scroto‘s. m .L o be effective, the procrao must 11s of the extension supervisor" .toi “f and the L . .J - , 1,° ..., .- .1 . .13... L 3., u cites when mining pioictlons and saler' sidisrmencs, so“ which no ed positive em OA- H. U} U" Q: (1) :V I vs the full, active cooperation undivided 5"pport of the administration, bocu iroedi te and top-level. A nfilfiyvnm'fl rWhI‘r‘Y-r-Hn Dhnfihqar Finn v ...; M... vii...“ L. .A-L-\.L.c\J ‘A- UJJ\ 5“ AGRICHLMUP 15451 fivmrhrrn'rnsr 117nfivfihs 1"“ AT 11"! H‘L‘L-L‘uJ-J“ UPPOSE The prim ory purpose of the program i A. To increase toe compo . "x I‘U‘L’L-‘lgl .LLI IU«-L1"M‘J s threefold: tcncy of a briculture lo ten ion workers ecific training needs of agri- cultural extension wou‘Lcrs throu oh a ree Mstic, practi cal, sz1d sound advanced deb T96 program. a. To make it peso sible for count} of the Alabama Polytechnic Instlt some t1 aiming o ppoztunities avails-le to rcsid mzt st 96 agricu dlturol extension workers cute to take advontoce of ttc i'F.r' J" T .0 17131111}? C. m A in nu: her and in comp exity. e5rieulturel leader ctieol er, Perponsitilitifis of e.et to new personnel for exempl.e, are require STCQS as group plex 1;-.-5, ing, urts'in plannin5, Lea nomics, farm and hose J... ‘ ‘. Se i—u researen has *0 i1” train n5 unknown to the Today's eater and in 'erpretels :_ ,1.. L 1.2" nation which his '1‘.‘\. .‘a- COL'AtI‘Ol *h‘b -.O‘ 3. q in 5.13 CLl-LUS, or5on1izin5 an artificial rural zenin Today's farmers are be“ those of "esterday. An than ext 3 must have oflditic and to LC'J areas of serViee. brou5ht about the need for of a vast store-houee of tetrera cnsion eri once. nsien '57:}:4'91 r' vw“‘ 1 to devote orgsnizetiefia PUblic PO licy, 1th, nutrit 3 .3- 1. . .. ,z ‘1 : u. won-.ers 81‘- replay! 41.01‘68811. extension workers of yesterday. 18W 1'38 . is constantl" seeking. 's operition, a COunuJ e 1e latest hJir fa ‘- U’ & 'II P. }-J .«'0 ( #- cg } o in hybr 1 corn, to as .3 ‘ ..- -°«’ 5 a tn county offic1als. ined and better inferno increasing «LS W110 361 V3 thClo W 0 1.1:; l q . '0. .A '.~ 3 '4'. '- ntiber ere b-e0oih5 1m prctleis of agriculture ard h.m-ii‘1r5 are growin5 toth To effectively deal with them, ion weikers, more and more time to such ion, human relations, eco— development, and political science. technical ision agricultural 153nt3 must be the dispensers eareh infor- For example, 5ent may be carbons for If} .i J 45.1») i ‘. t 1!, k.) u -.. H lead=rship. Faslcal v, €£L°LSiCh Yo-LL;s LLst edu‘atn ‘LLL 130;: tL-y are &;{£1 to 3*rvc. SlLCc the Coopcrativa ExtsLLLon SLrvice is a Hart f Grant College, its ye:LoLL31 ahoLLd o ert as Lichlv as a"e othcr LLLLS“S of he systh. Host extezlsizn we- LLLs 1 AlaLJLL 11v“ a ECLhClQT'S d ' ‘ ’°“ ‘ "’ ~"‘ '9 . ‘ ‘v"a ' "R ,\’ ‘ 1n c1LLer ug 1cLLtuxe or uoLc ecouoLL s, 1-”- .» . .nn:.:L..L Luce chzce is no loL5;r SLLLLLLLL.. TLe known and too chh an extex ns;on worLcr must V... 1- uuc a O 18 and of acaiomic traiLiné with four years under " V‘" “ ' ‘ p'.' ‘ -. . .-\‘.\“ IV '\ ‘~' ""‘ LcLJ Alabam& echL31on & -L.L, for 6&1 r- in; in such area LU (‘ tl‘a I" :3‘1 o\gf~$‘\\ a 1.; -OC..9‘. ub+v51tflus, U Q ‘ a ., . ‘ . - \-: -L-‘ ' - u - J-' -. .\\ and proglam plLuLLnb dLrinb .Le uuLch uL “cat need for it. The additional technical and eiucational extension workers cuzmot b: ale-quad Lerlg, m:- , the Alabama P015W :‘chnic Insti .:.4 ... ~ t : a .L -.. L-. L .L.. 'LLo a OlaLuCLC traLLino }.00 am dcsch-i Eocarso of t 11* location and the nature tw‘ C 1 county agricultural extension worLL.3 do able Oprortunity to take such graduate troi“ 19 AlabaL:a Polytechz:ic Inst Q. 'q 1 “-~-s-- ..9"--.‘ ,J n~-. ‘- 0") by, Uraiébila' '- . Pin Lr-;‘ too much to O 11G; ‘ “I": “U .5 t oxccpt through LC of ti not 31 ot .2 4.11»- 6 needs of extension a-ricultu ol workers. air work, ave {D as o a rcasoa- '21“ .5.) 1'1 0 W O A. -. N V “ ‘ Q VDILS.§CI] (JOILCLIS more 00..ch cont § El .... '9' - ervc "s b ‘\ ‘vl‘uc nun-31.9; :3 to Y O & .‘pS C CO aha-111-119.. P111. . .. .. . 09:7, n s 3» L. o of. A0.» 3 ~ . T o n 2 Lu. L o 9 a C P E .. L h 1% r L... L w .4 L. ..C #L C u v.“ n... S 1.1. .L C. m. L C 8 a.-. S 3 a; P. ...,— H.. 11» 1‘ “w LI)» 1...‘ a C Lu 1. .u S ...L a...“ r. r ...,v J; an... . o .a U. n T ....L 2 1. 1 v L v . v .U o« .¢ S .h 1 1L ._ L t ... C ..L ”a L . ¢ L a C 3 H 70 u n i 4* n.» O y.“ c .1 . O r s L Lu J. o. A "H .1. L . L b X L V J.L ..u C .1 a I... . .L .. a .. C r H ... v ....» "Id «1 1:» L... L n 3 : L 1.. 1.. mo 3 .1 C t C C 1 u o. ,_ «Q «J J U d .. L S G . L .1. L. L a 3L C C T L S l S Q 3 u r“ «r. .... on W C L Q C u v n r n 01 c o. L AU 0 A» an C n. L X C L 4» 3 L o S h P 3 .1 ..U o. 9 C n EL 3 an ..1 L In «I m S .1 ck. ”.1. "w x.“ ...L o 0 Lb # v 3.... 3 r 1 L .2 Lo n ..1 at G 1 O ...L r p L» 3 .t .a h L 1 p L y m r LL .L 1 m u r $v C .. L1 1 n s L. ,r "L 1c 3 n 2 s .U a 3 1.. 3. C r r V H on; O L ...u L L C ...A n 1 L O C a 3 C C ._ L E L w :1. 1,. ... » 1r” .1 :1. e ... I.“ v“ 0 n L O 5 JO .3. #u d a a ..1. an. O a L c A; a “no yaw“ u d r )9 ..M “..W . L n t V L u 0’ cl ... L .-1 n 13 .l 3 t u u ' Ia gnu ”J .6 a Cl 14 L.“ 2% a. d ID C 1‘“ .C 1. L 1L Lu ,L 1L x. r u A n Liv a ‘4‘ .6 U «.Q 0 C x L L: l w L » L n ..c n 1 1. .t D. 3 A . ..Tv . 4 a O 3 C {v 49 «L L a . L .1 a u a L C ..l flv L» 3 m L 3 l m L 10 ..T. D L C .L A-. w.“ . L O 0 T n L A... n. L “I. “.L C C m L n.“ 0 Y-.. T L 1“ .5 I v P a 1*Cfimpu3 A) tions on 1our ‘ I A u—tvb'V \‘Qleoll 1'.‘ 1‘p4< '0‘ Y- C 0 ur ‘. UL. h J. J. u “a s..- :‘t V fercd a ‘f 3 of ed to m :1 16 n f v 0 t and at various lcce t prac‘ ‘te for a p GUS u. ‘3 3) U L ‘I +. or (twol dc * O .- ‘Ls, L : I“ c-“ j. b cam; 1y con 1c Inst for cour i \ .1 ‘t a. I» 1. 11 1‘3 UL:- L U LL - 1 classes m-~ permitted t‘ 'V 'l A ytech; l O u ‘ J. ground, cxper c out 1 r 1.- P modified to f J from b 111 academic quer J. ‘h 0 {ALL LA 811m A D C 4. U .31 .\U vAA'J _‘ Q U 13 S of Lac 1 I“ crs would b for a needs 4. -I'I'LCI‘S all ‘. "‘ ?:3rl‘s 4. #1.. law ' nte ——J- Vb"- 1g 'lfln CIlC § or U1 1 m1 cc would 1 C. (.n _‘ 1, ,..'.J 3,“ ..-; .,.,‘L.. ‘1.,,.(.. -1.-. ¢ Ly- :...(.L.2;‘,;. .J .-~-_~n .« .J .- ... -. -. 4- ~. . -~Q '\'« —-' ..L.. - w 1 mkq‘ ‘1'“ 3'71. EfnfiLH ('A1.r‘r"f-J FJ-I u ‘3. f1 y-x‘ru» ,‘F ~fi.,1 . . .~-.A ... .. .-. . ... u v‘ - vuA _. A -1« v — ‘ r \. U L A A. .m- ”01: 1. “Winn-n 1.”. 1 I Ar \ . .. -~ - .-. \— g _ -... K.) A m1FPJ ‘5"1/‘313 ”zy- “*v-y-q (‘4‘, LL.-, f“"“fl.’7fi ijflfl‘-‘1J ... ;..~‘ ~.. AA...V. g... ....-. w ~4 L.;- ..‘.'.- u. . .. . .. ._ .-‘O .— L ‘.. .1 .. 5.. \) ._, A \. ‘.‘1 ~ :_,1:‘..0 3‘.“ ,;..:_I,”,J. {IsuLu 0;“, Avg, :4 kmwa ‘IL A _ II A .- .‘.“ Q . -134 I l» , t 'v'. v‘ .A L . A.\- .\ n) . ...-2L1.- n A} fi.._.:lc.. 93‘.4.._’,‘- ‘1 4 1,." v- -..:t‘ ‘l‘ ‘-A. a; (A). \-.v.o .U - ¢_)..‘... ..- . I F... -;.‘ v~ . 17 m1,.14 4.1.2,. “-.---.p... ...“; n11 4-1...-“ ,._... :.“,...,.n.,-A.,... (“,1 . O -.. ' .-...I ‘1 MC) '.- TV A A U - 1 — 1» .5 . A ~\4 ‘--».‘-- Tr pnnnfiqit f‘fifif‘,‘m7n\7 ;-\,.'_.-"" L... '. .. \--:- a---. *3 93—. Q ‘3 1» J 3 j {‘5 L) J I *- 3 > 3" *1. ’2 M f ) + ’J- y. '0- ) r4 C I. J ...-J F.‘ 9 y. #- l 5v ,- ‘0 .-u-n-—r.. ‘ '5 ..T. PP ! 1“- - l-.£-i.'m_. ' L AA""~W‘ n .‘ ._..,.q A - n..r'..\. . ~\. I," h‘ . a}? o A "1.! ml ,J- {a "rt-(‘4' r‘Ah‘ f5“ ——nw'~‘nfi1 YP~..— “w‘fi‘V‘fi §A. .g‘- _ --., ....»Q |.\ -‘_ V . 1.5 .1. ..4J . -1- 4.. ..Ln‘ .- o ‘FL’S ...J,.J,' fin @p‘r~‘1~.p:‘-,-‘ ‘_ “,-., 1h‘w “'5‘“ -0 “—‘A 1. H'UJ‘ ..v K 't‘.4 Ju-pk‘rb-J\ L: A ~(_-’. K"‘I“—r X); .‘n J L1 1-.- 1 5.! ‘.< .‘u‘.- .2- 0 o I o t" T.,. ,_:1.~,-.;.'A.‘,~ ;‘ ---vfi..,_.1 ,_. w...,.,~3,_ Va...v..‘..‘.,,..,_1 .. ... .L.; :.... M4... -gg.; -v . -..- - ”..-... - L‘ .4 .31“ .; -...‘..A-.." I I T. ,‘+ ‘ “V,“ n FIFA‘A",,-r':‘ 0Jf~ 'V‘fifl 1‘... r4 ...y‘ ““1‘\‘Vfi ’A‘. £«k‘L .-l ' ~ .1 .Lu n.) ~~ ~ .A 4‘ & ~\L~. ‘.,- k.) x.) O I n‘AK‘ $v,"“ ‘1‘ -. “A11—u":"~ fiv'fiflhn‘vtn 7~‘~‘1-~-Mrr-fi .‘o \‘Ax'. .. -.a \A-_ ‘wAA‘v'+.A£,' did-t... _.— x‘V .....-- . . 0‘ )‘ ... _. o 0 ~ I . fl VvéAH ....Cll ...Cr‘r t“ "0'1 ~05 . “J- "." Till“ A D T . Q‘.) .J—. .A. A '10 O - r~ ‘ J x ' 5.1.1. 0. 1...; %V u!\J-.- . u . . ..l— v 1 ‘ u . n M“ MW n1 R ..c O 2 S c C. O . o r ... m l T T .1 a... F ~ _ wa u u. 3 3 .3 r s n , 0 v. 0 m r .1 c C . k .1 O ..r“ 3 N“ v. v. L H. O o ‘ r r C D a G. E T.. E u n ....“ r ....“ o C v... ... 1 D. C . . .1 h. o... C 1 Va A .1 fl... 0 m J .V .. .1 1... n 9 u. .n. ...... S N . V!- r ..m 70 a 0 fi . _ .1 n 1.1 C C .. v 1. o; 3 ....“ C p... C O h w a P .4.» u . 1.... L .a 8 a.-. n; a; no t T n ‘ O. C O 0.. C T R . 11. S n . O l C Q My ... .. .. C n n. .1 J g L w . .1 .. . .1 O .. o 1 C ..h C. v n... v. ... * a... C. T mu. :1 o -. L... .1 ...u .1. C S 3 n.-. .3 p. O C 1 .4 u u C a . n; 1.. V. t l L x ..w. .1 O P a + J 2 z . 8 .4 w.” ... . a .A ... L t u ...; S C O n a,” n. a g S C I ... 4 a a v . A g V 8 S a 3 0 ”a C VJ . a n n4 +. a. v” a v a 3 o .. .V 9 C n ..L n. T 4 . a. . ...; a... a “1. AV 0 .A C W 4 C Jo O ; \. .‘fi flu m I* u LU ‘« . fit}. (AM 01* fivv C. L u uh. n... 4 u m... 2 ... u n L o 3 . “1 4b «1. a; n. . T . C ... n . o ...-“ C .3 5 .1 o w. w .1 S G .1. 0 h A A... “J u 0 ”I” T .. v o F... G r r L g 1.1., .... P a... n., ....x ...v .u 3 a nu ....u u 3 n” "..o 3 n 1,... t .. .. 8 0 3 fi u C _. o S S n _ 1n“ .1 ..u .l .1 o ..u S n C 1; 1T. n fl. L . L.“ h 1; v... .... C h ... ..I 3 U“ 1 C C . S n» in A... . O M. u r L w u-..“ 1.1m ‘nva ‘M “L 1 a u. C O 3 3 ...“ C ....“ a? .... AL A. ; .1 LL .1 ... ... A: .1 C n -. ..r. v u ... U. 3 S S a g C ~ 0 "J .1 .. . o C a T h. o ‘ . .p .L ‘91-. n 34‘ w: -_‘ A; - u.- “A 5" J- 1- ..-" 1 *otb .‘\ \l 1 4'11““.‘1 ’7 ‘- “.5- . fi~f1 1-. f..- \«LL 3'] fin 1“; 3 i a. \- 1‘ J i J ‘- 3 ts, h shove. 1" "1- ‘A r" ' az-n/x‘a .v L“ ‘1' 0 ¢ (..w H ' 'H uL “I... i I .- . .51 b"; V ‘4. N". f” ‘3 ‘1 + "non-L. . .‘v 9 1‘6 1:; a 4.311 “‘ 14‘ A" k ‘v; V k ‘0. H‘ J,‘ .0 . . a . .. .3». v2. 123 (yum 5“. u.) ( IQ .... ’N')‘ 0'": 0.5-— C ..1 63.".3 '7‘.“ #4 1..- 9‘, 1‘3 A (u ‘ , n- .2 1‘ {LC-’3 ‘J.~r CI; “-21 «Li 1 h‘ 3 5 a. 0.. .‘L ..“1'1: .._-. " “A, ...! A ,‘ 'W L1,'_ (...!I P. a. cal-AVA a. *‘—A -d ~..l‘v ...-‘ng u '-.~v-. J- V '4~‘».~.‘. A T‘.‘ f“. D n- \‘tw. . 2 -.‘. ‘- y‘.o ‘9" 0V.1~‘ H L n J‘ «u‘: n ._. o J- —1 . - .A 5" -J~ .a U-- ‘ .4\-.- A; r'.~ -- . . -’ ...- u—l. 7 1n. b"‘ 1‘ ‘1..." V._,_, 4.1. _ ,1..VJ-,.,A. ..a ,L L.,.—_‘, ..r 07......11 ¢..,...n~-. /. ‘0. "‘1 -00- . -‘l U- s.- , \J- _- I. v'. -‘ A. J (AA—v\.-: V .vv. i r (‘~‘l ! » I. ‘.- ..‘pg'. " V ..L U. "n T) o-‘\q ‘.9‘ 'J‘ A‘Q [IV-.3. *" I“. (.... 1"". a‘ "A‘A" (f 1. ' :J ‘- .... '1 0““ ""-‘ 0.. u \.A ‘-.o.. - .L w. VAL-’ ~> 3'... u a . .. naugwaa.» JK' A .. A ‘v § \‘Aa-- 1 .JV-P ,v‘: ,q.m- n ‘fi-.,-vJu V...:. 1 Pug} nnfiuq,fln;:,v‘ n; \A v A .-‘-’ .. l ‘ a... 'V V‘... .‘A ......-~ .— Q \4 - o . 22 -.u u . . x ._ ,.& 7 ‘- L) ¢ 4" ‘, ’\\ 1 In 1": n An c~ana DOA‘A‘ . .v «An-a - .‘.‘U \- n s. 1 .... .. AL "4.. -1 .-L ,..° 1 1- 7," ,‘ .tLJ- .-..1 J 1...“. ..1. --.; .n“ -.—. -p 1,: a ”a 3,.“ v A a ‘ «u. ~ 0 .4 It .L-‘ . .- ._ x -. ., ...- . - , ...». k \.U . “v.4. ». ~. . .-. g, L..'-u ., . -.‘.-n,,.,.,..'..\. *3 9,7.1firL ,.,.,__~,..,\Lfi (..,,....‘._€. 0...... “a“:mq‘ "n1”-n1, ‘v- vu'u' . . , J ‘ - -~ 4 9. w~alw ‘ ~ .5.. -‘ - -. . a y... . - .. -.- ..n s! _. -§/-...~J '2 ’3 ‘ ”‘4‘”“vfi‘f‘ ‘A 3‘." 1": n 'U ‘.‘-J-: V'3 ,1‘H1 !-‘-\_‘\r}n fifif‘fi‘r: JR ‘0 ..L .4 L - 1 - mu: . v- , «u A .. .-....u .. .n A... L-“.. . ... - .._ s: . o -... .... 1 "1“!“ ‘1‘55 “H" '3' AL-fi —‘~1.\—\“ “‘4. f- " ~°w 4". w11%7\’\f"fin"1 n.-~s~s-.~;—~. J-O - - . A n.«-.‘.- U - - -U .. - .‘ A \- A .. wax ‘» ' J z ... L -,.. '~- 3‘... -. 5 fl fifin ) . ". a“; r r? Chfwhq‘” A? r““tiré4 0v~€5* . -L .- .‘ ’ _. L” L‘.‘ (1‘. -‘ ......J ‘ -«F .. ‘ L. 1‘ L. :5 (11.1.1 U) 8.17-1.31, )- , ‘ MAJ?- ’v}. :1; tL'u. v ILL -355, L ...A . gull: “ - h J n w 1. fl ~ A 1 ’A' $ CK _ -A‘ ' I 0‘ {‘1 \ A. " "‘ H'a‘fig V- Unl'd \J .k‘l". A..- '. Vfindkv;. ..,‘ fl.-. 2 .. .,. n: 1 2 ..n , a. -..-11 y. ‘L 1.., .,.,...-:-. , ,3 an u-r d “A‘~‘ 1...»..435 ...v‘“ v- y .L‘ *J’ htfiJ. ..k. V u» ‘ 1. .. _ 5,, V t 'L ' _ L V J ., I - -.." ‘ ‘_ 1 ‘. I'l ‘ 1 r‘ A1 . ..r‘ - ’ -‘ ufi A V ' ‘4‘ (T' _fi -- '\ ‘5 ‘ .0 LR 'V ls; .in.'»\yv v--v.v vL-r.1 vVu ‘O‘J-fi L-v UK \a‘lle 4.-JI: Va.» l‘ ss— ; lrcfij {‘3 1 3 -. ~11. u... b a v.“ .. C a-av v.- 0 q ”.1_ [‘7 - .1“. ox -'.0- ,«- 1... -..‘-; r‘ \- ,7 _’r—.—- t~ “"fi - ufi‘xl- P ,‘r ". ..'v ‘v.A_LerVL-~-L ..“O‘ ‘Vn 5.“. w L A-u’ wad Al'~»~~s VVNb-vwr 5’00. r n": 1 hr“ ."~ ‘9 '1 “3:1 .. 3"‘9‘1’ O°-13;.. " 'fi 4".“‘1L1‘nz1 . a... .¢_t»~o. .. .".\.“Ku‘- .....v.-b‘—t.J-A U u. yLu—o ...un hp “.3 . °~..\—"A¢~ U'.A\- J» ' nflr' ‘- . ." ‘."\. “ ‘ ' vn-V'f-1 ‘ln--:v J ‘- 7.1'.L.) "b- L»~...-L¢......Lu, ~\—L.sv-.\:" I.” |¢ov vol, “0“ r4J--».‘Lw-L o (“f-W '~ r. Eva-ng-lv. C m "f‘ P"‘% -\ .-.. .x“ *1» a. F" v. v, --1 1 43-. \1 -. *‘* - .nwy-‘v - '2 A’L . fi‘p 0' 1‘1‘ {-1 O ‘ v» ......“0 max 'u;aV\AnJ *¢n\a«b;‘-AAo Mala '.'u.“.u.o+v~~v~~.- Sr... v5.4. m‘ x ‘r‘,' 1 ‘ "": " ‘ \’ . “l‘. 4“V I", )RA‘I "p flr\\“\n; ... ‘.. (.-- -Qv-l-,Q v7: 1 1 ‘2- ’— AAA\ 4. v.‘.—&\J"——.AO u...;.*.-....... k.“ ‘ ‘. by’“. 9v...’ L.VU- . .1. , --,L,¢.J. ..., Y‘ ' ‘ ..." ,‘1 ’. 3 . ALhivkph‘ulfifi VA «*d- b\-'v‘u»‘..\-~-. v-e' as. ,. l \‘A‘Q—l \ V , a “,3 ‘91: 9.“ 1 ":1- - o_ ... ‘91 a... ‘.:_A...»\-~..~-m-~.4. ~¢D‘Jv-.av--JAL ..wv.‘ b~o‘—_...vu. c o \ 1 A . -~" 95a,‘¢ ‘ 13"‘1 .1"1 V" 2 )' “‘1 ‘ ‘ '-‘ " ’H t . > "'5' M "v ‘\ ~. ‘5 -94. bvs‘v U91 «4- u..uv-~-..~s -. n. .--p..g_--.. «U \~UA4-v-n-‘v’d. n.-. (.3 I ; , 11 ,. .. “..., ‘gt- b v-4; Va \rn', m us- as). «9. «h _ ~.-~,~.1. )1, I .g _ 1 1‘ ...1 .‘ _ " ..._ «f A. ‘. ' ...“- HR.) 31,.- \». _ «v-5k- y-‘ --J ..o.._~...a J“fi-~~~‘ 9;. ..-—«4 _-’-’\-&n\'-‘--O \‘u ~‘5v... n: «9 _ " J _.~ ‘ ',7,"‘ 'VI‘ ‘~'.‘e,!'. ’ . b...v-- yo... v.9 Vol--‘ - LA. A.»du-. 9 9. ,9 ....°_L",,‘ ,‘_.-.9.'1,, ..-1. 9 iv“ ,1 :-_ ”29 ... fig? no... -wy‘cu u- ~.s.‘5\\o -.. .' u-‘A... ~H ...—mg. ‘1‘ Liv \.\.~L .3 - g. ...,s‘ ‘ ~ v...ya.v...s—L k, v A 1 r‘ ‘ a "‘ V‘. 1 '1 .’\ ’9‘ 1' ‘. '- T' ("‘1 3 L‘ " .” ‘ "" " " 0'. r‘ ‘1" 1 9 ‘~ "' ' t '. ‘V . '\ ‘ .-a.~.-u;~... . V'Ld v . vAi-..~b ...As. «.5 u-mv. \Avxo J.Ato d. kc. \I‘A~u-~-L.w II -... ...», ~— ‘.I 1p.,~ 49.9.. J.—.-‘I.-. .— .., 9- g.-. ”tan 4-9 '— 1‘.« -...Jv,.....9.~r . , . ‘ ’. . ‘1‘ ‘ .. . _- . > . ‘ r ' (I. . . 1 {’1 ‘1 ‘A‘. U ‘uwk hr-‘ .;‘ U'IN J- Iv I'V.'A~.H \g“ *‘vo l....\.. - ..ALA-o v.5“ chuvsgb“.vbl ‘ -\¢ '3 Au ".‘,1 'r. .-va a.“ '59.. abvu~av. my.“ {1-9, _. T‘“1'*C"“”"’ -r.,,_1.-.1.9. L“ .,:11 .1..._.v.:_].‘ #9,.....] .1.“ ‘ -.~V Ah.“ .‘ um i \JJ-J U ”.....L k! ‘609 Ho. Uv‘Lt—‘5 lwfi-uL-L }- 5v 'u'b'rl‘w , U.AA Lil.- OL$ ‘ ‘ Q ‘ O Q l . _:' fl\-'“; ‘ - +'-J fl ~§ v C -1 g” '1; L - 'I-fi“ 1 ‘1" q‘. y fifir‘ « F" \'\ ‘- -... \‘1 ‘I. ‘7' (7"‘-("“,- UAJv x... «xvuvzhh-IV figs-.... LI 9 M5.“ ~~o¢ 39kg». wk ‘1‘. b‘bhw dU*.AU.~J ”I’VL‘ - -‘ o 0 ...-MM? 9. 11.“ ”lac .I’_'..-_L ..-," 1 ,9,_ ...“ H,“‘. (..., -»-.4 11-) “M. «.3 “vb v“ k4 v..‘. V‘- rv.-b‘. i‘v dlfiwv$£~*h.4 b'ud u'-—v as.,.\.s L-‘Av I—v-JL"\.'.L «~. .,..- 1 ‘21“; ......” 9... P z ,3 .- .. .. n3 ,.. 2L. 9 1,3 .00 (w , .. ..Oa...vgs.~ kinky, Ca‘ ~AuLA-Axb CVMLHVJ v.9 Us...VL¢L..Lv C4..."uu .rld.ua 1 Arab. 1’ 3 (‘9 .fi 3! 3‘ {1% ”a 5. (fir. —. .. "." r- P:“"'(‘_‘ 9‘ 1 '3-4- I.) - r.(‘,1 V‘“\-. ’:I ‘1 \130 .vav-Vfiv.4u, a-AJ MU ‘54.; how any $vubu-..ag‘d_J k)-ss\av..\.~.‘+, r4.\pw\v..\._bu.- I - .n 159 n1. . - s 9 ; I I). ~- i \‘~>\ *9 A. . fi .- " ‘.’.\ 9"" I fiy‘ r' qr)» ~ f‘V‘; * ‘ h. i: ’0‘ (war 0. us- a» w. Q1 air-'1}; 'vcsv .¢.A;.v-usl Us _ v£¢vv mst/ 01 Q L‘ *9 no 3 9.9 J. 1 - _ 1 a. w 9.; . L . - .p w, .-x~ -. ,. x -1 _ 9 ‘_ -. r! ‘.~*'19 n OvL«‘vr 9“»-.a-.~-¢.LIJ. b- 9.‘MF:VJ d—u ier- S Vmb~V;AVU 1 'v'sivs'wsw U. U C r, . - - n r7 7- 1“ 1‘: 4-1 . ‘ 'L‘I‘ “ UBUL‘9f.~‘v Mrréo k.‘ (a ‘» ~ a». _ H._;fl 1, 7 _ n J. 1.30 1‘ J n_ nn T '. . O. 9" .. § '1:‘-} \ .‘-‘ ._-v‘ P." ,.. - h‘ - AI . -\ b. L r""&“ bola-J l vca.‘~‘-l I‘vev‘la“ ‘V 9"» LHUH-~—-UO* u o 5‘- [hr-su‘ I‘".‘,‘fi~!‘r~ “-‘1'2‘rrn “I‘."-r| Q k'53s‘b- hawk}. ' - 4 -.'“1 V- .- YLL-" 1. fl . - ' '1. ,. .\ C: V, ‘ I (‘1. 1- .. _, - + P - ‘. - '4 ~ :9 .-.— - v19.) .-.o-..vu -'..~..-.1~ v.1 FL “..LUVLL 0.0 y."l'.b 1.1:) VU 15.. J: C.“ .,..\,-3 Pp; ‘ . 1. L1- , ‘1 ”1:1 1-31 .9.. :1 ..w .-. r .‘ . C -‘p.n '.-. '1 L: . .' . ' -. ,. . ‘9 . ‘ \iLLmA 9L1. e-U UL-V22v b38¢Vvl‘s “OAubJ-C S \n‘u'uuhl 0:1 V.-.v “L k, SIAM (11‘1“;1 J. A . 1 ‘ .9 .. 9 n 4 3. _ 1: 3. .0 a n Y. T.I\ . 1 I. vs I“ .1,~ ‘_ 9 ¢ ‘ L: 50 buy“ 5“an “S U... vbu‘a.‘ Cl Gnu 1K.“ 1..) .- -. ~154cL-q‘351 .50." IA 0 ‘ ' "’1'.‘2‘.' 1 -“ ‘ .- ‘ ~9‘n ‘4- x IN 3-1:": 5.1 .1. l._—.. [ n hm. sI.| E3»; .31 I‘u.~'-A 0 I *1. o . Q “ J 1‘ '..J Lu; J”); u. 1.... ..K‘ H. s .Q 7 ‘ -|f‘_. 0*" v.34. L. 1 ‘0“‘J-c 0! -J V. . ‘ (13¢, lfiau-o Uvno‘vl cpcra Ln 161 o .3 A...‘ u r-J, r-r\v--nvrw7- I mTl‘x‘T r7“ -- L.~-I*~*— Al. 0 T" . I — A}; .. ...-..L.. . I. .....3. ....L ......L..2v1...!l1unmi.l.b— 1 It 1* 1;. n . r.“ n a .‘J o 7.0 5K 0...... . o .1 a e .1 . n h S a _ b d S x!“ u ‘3‘ L‘I“ fink a...“ w» .1." 1M 0. * ..Iu C C .. , L L J. 3“ C : fl h 1 O h r 1.. M .Q 1 C .. . .... ...» S o J a. L .. L 70 ...U C .1 ...“ 3 ¢ 0 . 8 .... ...... L; c.» A.“ ..u .1 LL. U. I... ... c .. . O C r L r ....h C. 3 1... h .1 VJ .9 C .1 .I t a .. . C u .t .1 b e .... a . T ..1 ... .L S ...u a. .. . S 1 a ..l T,“ h P H O :1 a... C C : .- .14 n1. 1.— ...v L» «I ... . d .. u P." O .... .1“ V... L . I. d A e. S u S C . ; f 3 n... .r ... . 3 G n... .... e C o .L L 4 w... C n J .+ . a... Mm 1 IL. .A . r. ..u .1 r ...; D 1“ ‘1 Q 3 S C T n . . n .. -. C C C o C O In C v. 8 .1 Pa 0 .1 .1 c O S S .u . u S . ..1 C .1 C .1 n h .... r 2.. ._ A C v.“ .... .. v ...L C c n. . vu .... C r .+ .. S .... ...... ... .3... E C . “ L .. ..-. .1 C .. . d .1 O C .... 8 u .1 .1 W a. n C C a * .b n .1... G ”o fl u S a “A . 0 O .1.— mu. .71“ a :1. L. .. 1.... O .h r a. P O .. . e . u a p .I, b a u C an H 0 .. + .. w .1 . 1 C; 1 ...... 1n“ Q . .. .L ..s S .. . n .. 1 l P. .l n h .... c .. . L 2 u I h E J O U ....a a r. C 8 ..v C p C ..- C .. . x. .t .. . Q. n C l .l S r 4.“ ..w _.... C 4... .... L v e (... m h C O . u h C C a... .v .. . r .0 ..-“ .... .1 n; .. .. “J t v T“ nr. S n .... n n... v. ; n H . I o . .. ... a C u C r .1 ...u H... S I n ; .. . .. v 0 E F .... n t “u .... m H “ TV. A.» 1 u . Aw «IV 1.. u 1* n. v u n 01,. O C .. 3 J g . o .... e .O a n u P C C V. 1 S ...m l r a J L V 6 9 C O . 1.. 1.. F ....“ ”U. .1. I. . _ C .l w n O S n ..l C r O .... LL n .... 11 n; .1 3 ..l e C O u U u .. ... . o .1 u 1 3 .C 1-. O ... S b h. v . h h... .L O S a u u u .... u r C a C. g .C 1.. c r L n u .. $ .6. J v o S. 3 5 o. S a .... g V P L . 1 r .1 . ” .... h r C T. m C o C 1 3 .1 .L n L ...r r. C .... S ...: C .l r n a . .0 . . n1 5 X n ... no 4. a yr“ a...“ n 1. C 3. 1n A.-. m. r ....“ n d C d .... x 9 C C P k nI . . a «I n .. o n. . t a.-. .... C an. ..L a .l L r C ...v .1 C .l A.“ C e F ... n“ n“ .... 6 ... C G r n... T n I. L .1 r a v t a W C C P e .1 c g .1 .. u h-.. P C ..c ... u L i O L... l ... .. m 4* C 3 at. 3 W 9 r C C ..T n.-. .9. .... .,. ¢ 2 . .. .. .. u .1 . . r C .. . c .... C .1 4L .1 p w L9 A u u .... m .. L; «L. n .u LL ..1 5 LL. n... ’ .... .L «I ... . 4 c a C so a _ . .... ".-.. a L 1.. a n. C S ..1 . . r 3 C .... . o .. .. v 0 .. . d .l u m .... ‘ C ...... n u .3 7.. ...... 9 a a ..-.” n . a» Wu .1 .1. e n mu . 3 .4b ..I m . r. ..L .5 ¢ w" 1.... C x... m... C l. .... 7 . m 9 C .... r C 1 .T. g r t i re L .. ¢ .. .. o w n a. C LL r. d .. .. .u _ h S Q t O P. _. 0 T u... m... X r nl v. C n. .f E P hi. a T .1. f u C n; . o ... n _ 1 n . S 3 m C S C .T. T P .... o. A O U. L w T .. . v :1. L a A» at :l f «I “i 3 — .. Q ....n .L . . C H .n 2 C S l 2 .... u D. V. ...: 3 .. . .1 3 r . a a. P n b C u n. 1 ...u e d 0 . t e .4 .. .o r v. a C .5 g +. m: c C .9 “o n T .u . . C . u .. . n v S 0. ~ .1 u l a C n I _ o L 4. T a u T .. .. . C O .. . 0 O f w _ L S ..v .1 C ... G n . m . a-“ K . o ..T. .l C u E ..l ,4 .0 Ab C ..b n u m A r 0 3 4V 3 9 Yr. 1.. o 3 S H v u ... C S a S S V K n O ..u G r u l i m _ t n . "... .... C .... r a a S r e C -. o O .... a . S .... 3 C 1 C h C C r. d n L w 91¢ C o. + rm J ..u v. v... c. m up.“ - e r a 1.. r a.” a W.“ 1 H» I 3 T VJ n; 0 L... V 2m r“ C r o C C ... 0.. 3 * 0 & n2 3.“ VJ .7..." ......“ C V n U .2 v- 9. n-“ C C C n w L C W ..D a a n 5.45 V H \(‘_ 5‘_ h’.’ ULxL' .1 [L‘ 1.0 the J I Am T IN" . DI A onw.-\»-\ T! 4751' ”I n-‘mvm ‘0 -‘ Lug-A 5“. 'VW’ O ‘0 1 . 4.9. O 7 11r*fi 3’? b ’I l ’- o I - . m}. -~b :; r”. ... o 15-“ 0‘.‘ .‘. ‘ --~ ("3. “A 1.. ‘gu-L .v,_j . 'u-r‘ In 01 ,v :I ‘ a .J-J. » 5"-- to ac- . ‘ ‘-',‘ \v*-\a -.U .50, members st3“f ;nllVldd$_ 0 fl‘. f. L. 0-4.” 0‘. wilt-pu- - ,0 - . I. P 1 '13.; b..{ .~" 'H' I ”It \ p ..j ICC t i" .1 rr. ’M , O 0 r t b fl. 0 0.. * ..Iv w n?» n H“ : .. 3.. .J r.» V V ... r r wu 4v e C C 1. S D. V k“ a C 5. at on ...; L4“ F. J“ ;v 5 43.. .u . * 3. . n... n ‘n .1 1 .. 3 1n 3 C 3 I.» Y.“ a. A 1 . .1 u. o. ‘ “.1.” ".ll 0.. . - fl * a h n. _ (U n c. «In O C n4 09 o. .* n A H“ ' ;p C v” ¢. 3 r C L ..L. b; S ... 1* r .9 n1. n1 C nu 5 O my N“ ... .. O h 3 ‘3 C u :i L v 1. }h n my n. .1 n C n .1 , ...; ATV +V :v 1* I n ..v C .3 ..I 0.3‘ J u 0 c mm ..D r ..1 ..L. ... . a. 1r ..l 1 ‘ L x. O u S 1.1“ a p 14. 1T.» C v A. C 00 Pa... “J15 boy ”....“ ... ,. C A1,. 0‘.» “M0 1.. v.“ 1 b h . 0.1+ u . n V Q 3 1n“ n. C 1 ¢ m. Ru ¥g “H o 1 A. . 1 r L ' . I. i~~v§a .v1 .1 COL 1‘ ,_ .1 1.»; ,n v o 1wsrov J» Lo 58 ‘4. V‘-Il' ".0 3 d. A calendar 5 nvclvsfi. O "I ‘ will be Mn 1.. org, 4» ac 0‘ :nt or (37111‘ ~—M u. A stat C‘. ., .c to be (I ~ ccur ‘1 Q 0 V d cu‘ f ‘91r_'. -.- U 9" ‘ u C: L 1V6 . ion sin 4- v . F vet-U .. J . v - H r :A» U.“ K”: 7'1 I" J.,, ‘ A svaay 0. K/ O, 3 Ly "fi ‘. «3., (v :.A \L f: \l M “§ ...-L4 C3 " » :‘vn .. J- ...». W3 1‘ .l] l I f‘ Aid“ to extcr ’ 0...; 31‘3 db 11's ...; ‘9 "J. u.‘ a mn¢ aLProvci .m 4 ‘ U lsti.; n r ‘n .r u \ ' A \I _‘° bola. 3') a h th 0 v 4 ’I'Ilv .y. ' -....3 I b’a’16’fi’v’u 5.; -.5 r; I . v V. .P VJ C a a 1‘. O p C x n m C 1 "J 13 ...a 3 ..u S O C 3 +» r .x . g ....r.. h P .. + ...v +V .u no 1 n C O r : — S t n nu C A $ v ..U "A C C L v ... 1 O L a 1L 5 S .L a.“ O r ‘1 ._ . c. C 4 . C ....“ .0 1.1. S “A C o. 5 ..La M u r a PM E; LL A. d a .1. an“ 3 a m . Ru "J O 3 7 r h; 0 HV 0 I w. 4.‘ .L .- . 4. ... V“"' 2 (‘1‘Y‘f‘fa‘ x. le-fi‘)+lu.‘-a. .3 ..v 0 ll“ 3 '\ ...I 3 pr 0 u | ‘- ‘V “‘1. crs .f“‘1" ‘ L4. =cn E . V‘f“ A;~- . Lfi VJ "L 1" ‘hfl‘v'lc‘ro 1,. b\ so to a g ‘3 A L 882:0 Cd or 0min p1“ J are ultimatcl ,‘h V J f.‘_..f\ ,c‘ up; bk Muuk CC'S ‘ A'r .5“: LUJ‘ O to an 0*” .. fl - *vll 1'8 u .1- 0"? Out-UL» Jstments. O _“ r? ’3 “NJ 1‘31] '1.» .u-L rim- 9 A . . .. Halt? , r l .. .A .. 12.9.33}. srr‘lbfltxln 1' ‘ ‘ .V. A 3 .... ._. L 1 ’-“..‘~c~ '-vJ.u n 'r" ..41 C.’ V.’ .1 IA V g, . . 03...: O "'1 y. [x v 5.1.15).- - \-l . ...I J. ‘7, «av :_Q ._5 .-.__ qr; .. .‘ . K. ' nvnnufiv QVIJ‘ 1 4L AIY a H-rv-‘n 1r? -V .-‘vo-fih‘ .L—..‘. »‘ 4 ..3n'. rs-1 L. ‘-" 9.01 .5 HP. .5 vdl‘s‘. .1 a, at 0 “may, J.‘ is V503 A 1' ~ ...4. n a. a & — 1L. . 3 S . n L m T. i .... . n c a n V e C H 1. .C T .1 C 1 o .... .1 C ...... .. v .. n O L .. ...; C u C C d C a C v r so a 1 1 C .... e A. r .1 ...... r... n1 .1 ... 1 ".J 1. .3 H t 3 PM. 1 u A .. h. n 1 1 v... 1. C D. .1 K .b n S T. 2. o .... C C O A... u ...“ ... P... .5 w“ a P... C C . _ L v +U . s f ..-. i C m r c .1. : .... T 1 . l o .1 n r a n. . 1 .4 u n 1 S .. . 1..“ S .. u C C .... AM 11 C V O .... L C C n. .u 1 n1 v4 V. v... n. 1 1 o .. h a“ .1 .. 1 C S . 1.. a m. T S . a C n . Lu u . u n t r ..-. . . o .... 1 . u .. ..a W C ...... a... r. A u 3 T a 3 o r a 1 0 e .t w n C r .w a.-. w a 1 f 11. K ... ... .. n C T. .1 S T Q L g n. C .J K ...I LL .+ u u 8 I u .... n a 5 1r... 0 1. ... n v.2. r 1.“ K G ... v o. , o .d 6 .. 1 E. C ...... I.“ a ... . 3 3 d .. 4 r w u d d .1 1 . w an t w .3 b n d c . . 0 .1. m 7. 4.. C T C C n; d T a m e .... T., C 0 g n . ... 3 a. 1 .. _ n LL. .+ v n n 1 .74. n n C 1...; C . . l a C . . o 3 Q .... n . m... .. 1 S h o S o r C .....u .1 .0 v“ n 1 .1 1 . 3 C .t a. n 3 1 . .... C u... 1;. .1 3 a u ... 1....“ ...m ..u r .L Q V .l u a .1 3 .... u K r O C r. C Y .L .1 1 ... 1 .. p S T W .1. c r «NIH “a Arr C T .1 “UL «V 0 nu (4 v a ... 1 . O 1 A e U .. C E. e .1 C v 3 n O n . n. a : 1 r m ...v L y C 3 L... n r... 3 C C O a .1 n ..1 .1 ..L .. m o ....“ S t u . u 3i .1— 3. Cu A“ ah. Ru 0 .fl» 3..“ U z A C V 1:... .1... ....u 8 b C Vv a r .3 ...,u T C S x. .. u r C 6 C n. T .r ..l K L v C T .1 r .1 .11. T 1M -‘o C a 3 C. 9. O h a. 3 O r d r t u . h s .I .-.. r m h .1 .1 .. a. . 1 3 r.” O . . C C .1 O t d a u T . o .t _ . .. . S D. r, C h "a n u. ,o S a r p, c u h t o u .-o C ...u C u ..n V .... .. . r u m n a m C O ...... 1 S S C n. g 1.. n 1 .1 ..H TVA ...v F. b 3n .‘M «I. O ...!u \v n c u n c a o l K a n. t i .L V .1 a u E n. . r .o S 8 a. , o a l o . a .... n Y ...H L n r r ...J 3 ...L C C r h .... . S a... .. v 1 .. ...u R .. . ...» .1 4.1 1 "u LL. no 2 .— 11» n 11m .1; .U .1.“ flu ...v 1‘ nu J u .a a 1. . Av 5.. U ..1. Y. “J d a 1 . ... 3 » Au. r .L 1 g .1 C .1. L G S C E... C u h t C .1 : ...” F .u .... u . ...,v Q .. 1 .rd n 1 3 .1 r ..l r H » 3..“ a. C e no .... n f l O r ... . r u .. . O ... ...... a ... H n p. h .1 .4» 6 n1 H W n 4 .1 .1 i c .... n l L." 1 .... e C e L r 1 C S 1 . r S n n n r h w 1... u... .C C a an” 1 v .0.“ C .1 6 0 . . m-. r“ C L u C ...-v a. W A... ._ .— .1 t v ..U G I S S : 1 n n .. C 9 S n. .. O n+ v . v v“ ’ O 1 . r A. on. A w A. h w. ...; S 3 V .. .. 1r... 3 C a... ...; r n . S . S -u r .1 — Cu C “A 3. . .3“ 0;. v . O Y“ Q C ... ... .... .1 S t .1 C. d .A R 9 C Ly S .1. A.» t .. 1 me. E C u C .1 1 v 01‘ \ ,~ . x 1.“ O‘ Rog.) ..n 1.! ., . u; b.1933 pro .- l o ‘4 _V 1....uto 3‘1“ n I. 0.; VA van. .r‘ O “ " J) $ ~r"A El :‘1 nus -' -‘w" ‘ L 3 " "-“ ' ~-‘.‘n"’-n:--§ ~w~1 v1“ ”NP-r- H-* ‘r‘c-h L film-Ah ul- If I‘d-CV V % OJ HJ“-1\L U- v.0- IHU’.‘4'&\‘-'.L 3- A. \u' a ‘2“. J. b A C) fl “ L ‘ ‘ 1‘ ‘I o F. ' X f! h .-‘ ("“1‘t-‘ ‘- ‘: L G 1 ..l) w: “\ n‘fi -.. - L '7‘ l.- . w 2.! out” u ...‘A 5 .- l|.. v..L\- ..‘u- y. |A ' 4. \i V *..v. a \a Li. .5¢- ~49. o A'fi ‘ '5 pJ' "‘ r -\ l .-“I\ ‘ '- ‘ '3 ,~ “I. “\‘f. 'A' 7‘ 0"1- ... “’1‘. {'1‘ , '1 (3%} VJ; IY" 0‘“ Q 3 ~ PI :fl V's-Ab U Vut‘AJ ~VQA o- v~uan~vV Po woo. s on»! .. ‘1‘ b. nvvagow' ‘. a..- I h) a"... - ¢. .. . u *1. .-..t o....~-- - v t - ' ° L .1.- -.. - . - . ,. ,- Ioh‘ 'V.‘ , -. ‘f "‘ "‘V_ .A.‘).U'~J 1-3.; a ~JO vi]. on Rage ‘4‘ KI V; (IV. A... .L -~ A ‘J-.v v...a‘_..:l.bu V1 53. J*¥4‘... ° 1» " " 1 1 . ‘fl . I. -. - n L"- - -,-. ..,_ .. .-, J ... - u a .- ‘. w 9 _-. . - r ‘ * Mn 1 ~ ' .w an 's P'- _ -1 O ’ . C; Id 3“ ‘1" .A. V '. up ¥ I! t 14%..) pl 9 w m «Jul-J bi-v’anu'o— "\ U2“ ‘1 U U 'JVLh-‘lq ‘51.; VAOV r"! V D J 1 -‘.\ "‘ 31 Uni-x! 134:! Q, . ~ - ‘_ o _ I w.,. ~. .« " '1; ~ ‘w (v Adv-J ash. ~‘b- .- «vs.- 1!. T V . 7 i.- QS'VAAfi, :Cd -0 1 TJ “~4- &. ..-HJ C, (‘1 .'\ lei—o JV 3* . 1 ‘L, “filh '1 L:n! .MJ L..1 -1-.:-- 1m 1 r . rs\-q_ ._ ‘f‘ .._. . ., . \O. ,. ...... v.1)” 90'. 'v. 4., "$91.1. Q»¢»¢.r*.s—v m $.L v{.‘v.L-l'~ 'do‘nL'--1 had. IHAA.\I«- u.“ “"1 1 a '5 (\fupyu r ef‘t"‘ Jr‘ “a: ‘1 ‘.‘-1v 4...‘ ...-3 r .9... ‘3‘, ‘At v 'o~ 'c Alb-oA-v a v~ .13.“... VQ’ HID 'c)~--L¢ Adv U bv Jan-..ps'hiLAt-IN -..-1 COL“- - -° ° .1 1 o; . V"~‘ ‘--\ , ‘5‘- - 5"‘2 flaw fl‘fi-I" w a - as m 7~7~ -' - n1 a.1 h.ldbl Q v&.1(g~ Lt. I] (\i'u-I‘lv 2' by *A‘ U’D.\nc~\-‘JI’ ‘— v'Jx.—'J*CL-. , I f‘ - ‘t. .‘ 71..) 9.]. 4L ’ .. 1'00- ....° ,_ V ’ '7'6 “”8 Cl'fiVSn L lid-“1‘11“. .14..) v1~dv10143 C;-i-; 121$ E41" -. ‘. ‘fr - . J-\ . -A : . ...L —, ", .3” n1 ' . c L0 3 “LSLQr S JLOTCL *3 -AvkuulJJ z4ucuv13u - ...-3..- T . ' . v: ‘ °. v: _'..-: .4 o ..‘v', I..fi1tu’iu, .---l and. U ’ «J U-..~Ia¢.‘£~.;1’ .‘-J.CA;..OCL.¢!, .‘..LSL1;IJ~LJR.L, ‘- m — — ..J . .., -J “'3. .... .... n 9 - I ._, ‘--£ ..~. .0 4 V ...2 .. T.,, .- 31311.: .35‘..L;, 9.11;; a... ‘ Cv.x:..-ho A v 34.1. h 0;. 95....1‘ I‘CO.'R...S a 4" n 9 ~.‘ ‘1 ~ ‘1 1 .2 an 1.:1. A. 54.15111 C‘CAL'JB .L "9‘ Ca. 6:3,» :oASiO .1 C.“ CQUAULI as an 91-10;.vy +11..." Udbvd Ci * from all 0 ° V 1 1 1 C .0 '5 V O 'c- ' r '- ."- '-' ', . ‘1 r- "I n ‘ go a‘w ..1L1.‘119.1.o "r, 1- -. ...uLB.».L.~J.4 u...|.g 0.“.1111‘ us: a CO): .115. l . u'u...uOJ-Jr 51‘1“ Pl Omb’u...\...ta1 C": “1 )“..D “T'lin"‘.“m'z+1 :Vl L:‘,,\ 50"‘3 ’5'. 'b‘fi.‘.1‘f"."'.,‘ w ‘1» “A .LUJ- *VJ Lo L’QAV L4 .‘4 Lug.- \y“b\}vu. ; r‘.-, Votw < r ..—L-.r‘ :« so.-ing up LLqu--Uq CduCavlJfl 1o -' 34- P L’. ' . L ’l—. t. On- - ‘ 4. ‘3. w . ‘.- .* . ~ - .. ' Mudu.1.j o- .13 1L3.1 a lChS c.-.r;no bra1uzve N. It'fi-‘V l‘l‘4 . 1‘" ‘ f ”1- — r educa— tv" n'va- AA;‘-Lv .I-fi LVn: .-.2“ _ U1.v~.bAA.~oAb ET ‘r—mlmruw- A-‘..u'4‘1. - S v , . .‘c-r—. , .-. - “331i. 3 91‘ :- “r1". r- b511-4 t.-.L..J «.4 ..SC‘ 3 '~ 11 . ‘. bio'v ‘v 3‘... C "’ IIAAulsc" flu A“ on' ‘ a J V -..? f V .: “.4 3 .. .LV'JIULJ.$ ' .411 G Ll (3) C .‘ 1' .J :1 ..\~ 5“ VLAVuo u— s. 99.5 -. nr‘ .3 v; V 1.; ‘L; .. avu..vh41.' . "flu," 10.1.), ' u'.‘ V‘J- \\n\ P‘... 3 v w r I. .. Lea O x]: n; 3,. 5 . an be “ “V “a v3 on T . :1. $03.33: I‘Dfi‘. v rant H -u xi AV‘ 1‘. I 1. Jul .5 COL; \ 1:. r‘. - a VQNA *9510 ~V. Y L. 1. :1 . n 1. 2,3 CSvaU1;u.¢L Q ‘~\ L ithin the d. J— 't-r ule 11510 A. 4'. vb ..L \ 1, c I \ O .135 -e trai; I A‘ L‘.‘ "Jd‘ \C-l ' 1 w- .4 {‘1 \fl."“\. ‘\ vuabu L14») 1 - Y g -;‘< —‘ LA»; 3 h."‘"‘rul‘fx~ 1" a PV‘“.-fi-“"“U v f 0 ma; .L V we of 1 7\ 41.1.4. /I «L“ . a.udcnt, ( .U-p V-AU of or any one ‘5‘ v" -2 4|» ,- J i -n.cornv planned an ;d r§€tv;. ... u 3 . v I‘C W [L S H is) ‘46TCP1 .H {:11 bk" n —. 118. L —. V...\J 0371235. Twp Alb-L '1115 [1 or develo; n A '11 s C -. -p ...- .1. ‘ oz \uL‘y-s o '1 . ...A... and basic a: Al‘ ~3ck5rou y w ; ~ vC'l conduc 1! sur 1 I} throu; n -' 4- a. .1 ~‘A¢.£L .4 obt (‘ wvfi “(Au gram 1- ‘ ‘ uCI‘lQK/‘Q Pr " v recor‘ ‘8" d‘-IJ 1‘:ch Alabama (3 total 0 All 07 ,-.°.-: ,n" ""‘“"‘t n .05: ,.. Irv“ 0.1 Q'JOZ PJALR. LA 0. w ‘ ’ D- I '. .. J‘- . .. . " . Q ", ~..-VV'.' ‘ . ‘3 4.491 1.5‘ \‘Au.u‘su.~¥".l, ulo-J ”a :5 ...- 0,. kg 9 r. :v ".r -.L l‘._.‘.--. yv:‘1- o “.‘D‘L.P‘§“',F_.u‘."ri ‘r-fi 1 ‘, . a. L~-~'. isn'A-"A¢O IV‘M..¢ 4 --> n, ”:4--- .,4.,.L,.1-J.' ..,l. :....L,.. -. \ ‘ ‘ 1 : ~ “ ‘7 ‘ a t..\gn :1 .W“ q "- ‘Qr‘ '3 4 - ¢ :0 *~L'U,~ l.- 3 k v 4 ’1. UQoJ5‘Ilo L) : JVKVKVJ vi “-1... ‘0 _ .. 1.0 ._ , .-- /7\ m1 ._‘.3. - .. -.-;4 - 2..1. ..-nfl-” . .n.. - gcnura4izgd CuJPLgL; \/) -ue flonhps CLJTIL-94 ¢‘:3v PaL~v3 me? 4U? CuuTS 4, . ,, ‘,1: 4. 1 .4 },-,,._.' .. .,_ 3 . -"1 _\,_,.--l. :..,.\1 ,1“... ..A...«,. .1,,. - . .o-.§ {101...VVLALLAA J. ‘Jr Ac'u'u.~; 2' 21.51.»... tbs ufibVVOAU-Jfib, +Lbb*“4;-Ib PI “U1 U—ll pd-Cksollln‘c), 6x15551011 m1‘had3, n31 r part3 . "r. 1‘” " 9:1” v. - x-n A" “.4..— 7-‘a‘b c "3‘ ~ 0% H «av-"1‘ ‘1'”...8 c' -.&4--- k4.) ..O ‘Ai'x. -AC'.1$.J VJ. O.“ maAv.v.- uouJ RV duo-.4v-a f-..LJ. ..a l‘ .-‘. ...- o uava Q o‘r‘: 3 (h; 9? pU'tht xantcd an OPUUILA. ‘y to jet; ‘5 f3 ysrccat wanted Wf--c‘*,gs tra'nizé c~n. r" }rovilpd t4“0u;h thch they cruld acquire up to two-thirds of 1014 13d cr:i-.: for a Q;- grzc; and (L) salary incr:;3 S 7h: Lrvmciifia Wcr; czuil“rcl thc mfist i-f:rt1nu iACuntivcs for *lvanca studJ. ‘ ran this study, incl-413.5 Leah 1~e“€rr;;.c:- mate 'it‘l 1;.1 ti: 3'“?- Vey, the PavL.r canrlu' s that tiara is both a nefld end the j;s+ifice- .v-fi ‘.--. ‘1:- - .‘U‘ fl...t..4.ll LAG ““1 ‘3'” 4.11:- Of ’10 ... . .l 4.-.. r fi';;C“o—b l‘fiAl 6::LULoS (H. ...1 .1 - 4 £10.... -.. ~.:L-ar,2 ;ur an “4“. Ha Pro “"u 1 ‘I :“‘S ' ‘ "1 ‘ r 1' r“ .3. "‘ 1' --‘ a '. J: ‘7‘.“ L1 ! -. T c t1‘8._.1.-.£.-Q rerun)- u €2..€1;L-3.1 -.'.c;.-- *3 2.3 “cum--..; .gpn ,,. . 0 4w.,; d--;cr at Arom wha. “1‘21 7 “a up P1 C‘ (3'1 5.2.. ~n-Q ~ 1~ Q --'4\ ‘_. A (,1 “xw‘ave p10 '1“; 4 4 ‘ -.- mu 8 youal prpéram. “L p.30 MAC romm: Lt 13ch "1‘81; be 1001: d mien only as “art of V:\~n,-) -, l. \51 ‘) o ‘ 1 1 o - 4, u , .. .1 . .. ,. - 5.3,. a, I. 3 A4 ,4 .3 1 ,. ‘5 .U.-C\a..-n b1.: LI.-L-O (A.l J 1.8 F\.'~\r‘ K' sM'I'M ‘... -’.1 (us “-4 J. r» .ra‘,‘ '7‘- a fi“: ‘4'- O “J ‘.s —'.'-—4 d v H V r. «0' O m" '5 - 9—3 -‘§t“, ‘7‘ r!" ,- .1 1 34"." ‘1 1'. f1". ‘ \. ‘.C\ (5.“\."“ ,‘ W! ", ’ ‘1‘L .‘ ‘\ ,': fi” L ,5 '1 N": .- -.}; 11‘0, ...-3 u,.-_.,L.Lq ."'U L..- .Ls—o- -u ay;.~~.--.\. agAU ...»u..w.nn-.. P~,.‘ .' - 4- .LV .. D L 3.9.“... -.. r. .- -1.,-L 4": Wyn ‘.v v. . n. v. ‘Q q 5 A 31“ . . P. , ‘ - .V‘,. , L\ V A}. --.1.‘ .- J Ho U‘LL’ kl A- £‘)o-J d \y .‘ U. 1‘ A—LAQ :9er Iv a...“ v v - 1‘ ‘v' p o. l?r ~‘o- *‘ C: 51~+ b."-’31-'~ 3 A‘r‘. "'A \a‘r“: “3- ! “V“ x“ s 1.(‘CI"‘ ‘y\"‘ H‘:. 1-u'a‘gv'” ['11. sq L'-f—l+ 1-1 L) $t~¢£~4 dth’— 4.24.“... l“u-.-‘---~.. .50 -Au -' vQ.A....’-u’ A-.. ".4 .4-’ ‘u-.m ~-' 5‘ng ,. n .‘ . . 1 ° .0 .- L‘l. .. ....1 4‘”; 4.1. 5 LJ- ° ,. v.3. :- CU". - S‘u‘JJ ‘4‘. J 0.. ‘ . 'x ‘r‘ ’- 01 ‘ ~-~ . in ‘ I. .3 u ’Or-l—D .Ls) M§Qfil J J‘L. A ~v‘ - - a .. ,-.~ v ' Q, ". '54 fl ‘ ' " J - 1 - + ‘ 1 fl 1 .-. L .9 L1" rn l‘, ‘ 4 '.' ‘v' ‘N ‘N P-..v"\ :a‘.‘.~«-1 OI :2 ..'§ L Q I" V.’*‘ '...'v .1 ~ . v ’ yo uLA L... Y1 94¢. ‘ C, ‘— no. rm . ,- 1- 1 . 4 .. l - 1. 1 . 4. xx ‘ - ",4 .*-' . x ‘ .-I 2“!“ . 'V ‘ 03‘ b '1‘! x -..4 11.3 V- 5..-..d he 5.. gm 3 or “H-” ..- mun x» .J ”0 Pro- ‘ u 1' A -.. . . . .‘ J—‘ -‘-»'1 .. -. .15 J- 1 .9 .... J. 1": ...1'1. ' - 1 \ ,' ', ~ “A 1 5 s -" -«-¢ 5 ~ r ‘ v! ’,\ v‘ “ H 3.3.x}... CO~.su-« u '-..\..'. ' v..~.« LI‘; .4.".'- ‘v 0... Uk?~-‘u..—kl ' HT) BO Afi-bv C w«,....u.3 d A C) O I [-50 ..‘Q ‘ 4-“. '-. ?.‘l-‘."' Pam-5‘ _-...H Y. - ‘- -. 7.9‘,\-. 1 15 P‘" *2 1 1 0“ L1- : -‘-. .I-; “1.5 cg" M1. (J‘y'vnnufi'uv “v.4... »~.a.¢. sigt. _ «a- H.5¢.J~v UUJ...‘ .5 ~.;. ..J.., . .....bL; ...) .5 -- . . - 1.7 - ' 1 J- 8— 1 ,. J. .1515 . I ,' Q1 , P ’1 m j« ‘_ fi\-\ «c- a ‘a \q . '- 1 A.\.-! Pal“... cbul v‘.{z A‘: .Ld.-¢.b 4y. u«..L.JQ u‘~‘1~‘¢. v11 ‘ w... an - ~ w .1 1. .0 I l. ‘ . '- 4" - v - f‘ -\‘-'\-1 Q-\ -~ ru- Ir‘ 1 G A «\Qf‘ « fl _‘ fiQrfi - — .V a \ i-Ihfi L:‘-*A U 4 CL- -'4L é-A‘bs U“\d¢kvb“ ‘1"1 \p’J. 03 “' Jill‘-*V—' A ‘—~-J.L'h all‘ ”‘1‘- _ 1 3 1. .. 1 1 ‘1 3 n n L 1 ' . - 1’ h '9 A . .H‘. . u — q A .‘ . . ~1r1 _\ «a ..- k‘ -. A L... U V... 'U M g .3. n; L-quh 'J. L: v; 1 E. ..g.~.- k {I .4 uc-L ‘. L .' V . A d U m" '\ h “d!“ - Q a “1 I‘ \L “O C ‘ (I. ‘j A; 1 1 } ,3 y“ .t“ 3 n\-.? D1 “': "1 “ *‘PY'V‘: 4' ; . '\ a -- -‘l—' v.'~ .o h- - U -A -' wok '-J. Usi'v~L3-u‘ -- U3 C‘l'.‘ ‘~‘oA~A. ‘LJ-t—obd-~ AV, r Va- L--v\vlL‘b 3 ‘ ‘ ' - D J ‘ 1 ' . J»‘ ... 9 ‘ 3. J 1 J. 3 f~ V" «I n -vl.-‘ A 9“ ~‘ <15 -0 «(1 f. ’9-.- fl ‘., v~.- ‘A‘rfl as "‘d.\~-¢ \...J.. J V... V~o—-‘—~-a v C AU ~ 3 fill-S’s“ 4.5.14... .L‘Akrg»! air.“ «5‘». .K. v.4.) .- - ‘. AL ' 0.? -..] MV_ 1. D ..- ° ° V 4-1.. 3. ..L . 1 1 n-. * ~ . A ‘rfi N _\ ~~ 1‘ A - P.4-1 ru «‘4- _‘ ‘ ‘A uni—ad U'w HL~ s".i-.~-.-—-r&. ~9*’ ~‘.!-§l'_r O- r\— ‘.&.A s lllu a Via-\H-LQ me Cd‘s-nut - - ‘ - 1 - ° 4-1.; L1- v1 t ”11 1- 1 :u. 1.: 1 H x..-\ ‘|Q v- . Cf. - (- ‘ s. f , . h ‘5 -fl '\ 3- ‘Vfi 5.;«ULA “ :‘ l.-l 0...‘ cm.) I‘- ~s. «:1». v v: ‘ u.~(d .A‘ LL '1- ' or 5". .1 J- . Tin ...‘.,:1..,.{L fl --'-‘~.-*w*r.-v‘. b-“ ny-w c-.— as ¢L~-,J..~,J- (Junk-A1 ‘ Ha n‘ “r\r‘."‘r\n 1 ..‘4xv U¢-~.a.-'.. Vw L‘VO ...“ .‘U. “W“U .. . U“M.~~l.~' “.....X \.L\. Ln r314 t‘.;- ..uJ. ...-l :. L5--.,.-L_- 3 .‘JJI- .1 """"n’11" t3 “‘1 .L -C .. ,.--‘._n11 “asthma-... ..- ¢_ - I \A ...- _-- v - '- .. \ . .‘a.. Q a» .L ..VoA v VLA- U. 5 (J v M , I J- 1 A :4 (N: -j-FV‘ H"'~\‘~v\--¢-s‘«r-A‘ M1 n‘4 U’Nrabh .- -~.—.. A a . __," n'h' ' a o 'o. ¢ L T —- ‘v‘ p1 1 qL‘f A‘ a -.<-'Qr~ ’- '5‘- {fi ,‘140 -‘\:‘v H o-p L‘ l" _. 1 —tq.‘.vn “‘1 .,1. fl “14".: .. ......g a...- v‘ .... L)- w ..\... a 1.1. '0. \s.nh~) . vitv 4...... I. ‘u 4. -_ “v , ,g,“__.~._, T 2:1..‘La :L .-.-..11 Ln -v-.,...+..4 .VJ,“ .. -..“. ...-rm nn u.“ ...L‘VV‘A.UMV«’ .LV ”.0 w.— ‘ 8.. -.- . .nAJ...‘ L4 sh; Q.A£.\- -5. V. 54-. finf‘1/1 AP +‘.‘ N ”1..“ ‘v~n+ a nfs‘- -"fi1 x': 1'“ fiI-fi‘1‘n [A : ‘ ‘QVICJ‘ «. .-|~« nqu---2 -,.- __ .. ‘v. V; V‘-.‘ yaA\a&.L~.—.\A.\’\l ~\-a~\/ cu, .- $0 V’Jbfia sJ x.» *‘h-) 5‘ &._\o-§ \- ‘- d .‘.| U na‘q'v‘. 4‘ "\ “A -\1 r“. '1‘ -rN ““ '. x i“ -"“.J‘\“\\‘LI. . ‘ 51w \JAAJ & do~plvsA V v“ Ugfi‘.oo _£_. 5 ".4. . ~L - sa‘. ...; 0 [NJ ‘5.’ . ~ . V U C 1 A n -. 1r: H An L‘ a v- ‘11‘ -.-Q_"l",-l 4““‘T‘ 1 3 ‘- ‘ *’ ‘4.- ~—" fi 4-3.]! ‘ ~fi-i 4. C013 ‘A \O "v. wn‘ -A¢.- - - . —--« |-~-. Uu— \-~--- U“JH- Au ‘ . ~¢~b J.\U . - J - - Q » 4- .4 a 3,2- L1- ,.,.,.fi,...--.-1.1_.. 4 .‘ Ltfi 7*..1-..\,.,.:..,-, r,,..,:.\q ..\.,.3 4“ JJ - “5*‘-‘—*J .5- :- -... .a- ... »4 ~‘ v ...4. ..Ia....o‘sa L-J‘ I..\~ w.-.“ L". 'oa‘ . fl W‘ ‘. “1 "~ A R ”I: N 1 l ' Q1” "‘1‘ .- 1 ‘If‘. ' ‘~ . GR - {A fin: A.“ ‘Q mfl‘ Pu“ , ‘ f5 w ---\v‘\od . U. ,.,~ v~4 — . . ‘ v U- a ‘*“D .- Q-.V «s - ~-. ~. .‘ N l ‘ C C r .9 L .1 1... f . n :unflr. . 5-.-“-..211 . _ n r A “Lad n_~.-4.1.. 1.-- 4-3-“ L ...v‘ .... ....) . - -... y. ...-‘10 ~..- -" Ad . ‘A- -' v _;‘n. J U - ‘ fiur‘ . - -: » -- fl "‘NQ V . '1‘an n-"‘.\.A¢‘. ND 5 "‘Q". ‘-‘ L“N"‘ .. v . ‘ ..- -. v .. ... -... u a” \g ..0 . .A. _. no - V ‘. - . U .. av..- «pk; . . 11 m‘fl'fi W‘Q’. r—yufifi—~ ’-,A—-~1 1 “'WH5': 1‘ ':-' "fi‘fi‘l‘fi 1"... Or.“ ~L*‘ ‘vv T :‘Nfluc1 ‘*. ‘4. $ - \.U L“ U ‘M of. .... '4 g l‘.“-4 *v - --» " 0 D. .. “.5 ' '5.- . 'I' ”L. 3‘. 1 ‘flfi‘"\ fi\\~: l7": 1 .- ..,ny‘ Qv-n ‘- .\ rfi‘!‘ r“ A 11‘ “(3" “1“!“ ‘I- ~CA'A.‘\‘Q b .i‘ -U - v ‘4 i A ..- n _ * U ., ‘ x ' ‘ ‘ a}... v-rv 0 g M‘.‘ ’ ‘ v‘- “\In x ‘ ‘ 'w... Chafing ’1“IIPL‘. \« An -.“"\.1. rt‘fi fl‘t 1" ~+ {-4}: f. “'1'- -~-4 Wfi1r': ts WI “‘1A‘VF“ "- v .lbuu'.- _. UL .~ O'\~\.' Hth'wwp‘o l‘~~--J -~ 4~U 1A: ‘v-s-.~~“' C . . J- 4 A \n n”,- ' (- 1 “”1, n ’,:..'"LW"IY14_ F arm‘ "1““ hs“ n$-.J- flux” 1 -— n o‘x~.-.» 5. " ‘IO. \ \ a. .’.du . - A .4 -—n‘ ._ .- 25¢ -.~) V I‘vl VI), ¢ .4...l'._ ‘u'; u‘»« ~. V ' nd- .9 .-. d r 4. MI - V U .3 "3 -'.‘ 3 ”U " J " H‘ “, ~ " J: ' “3:1" 3 "W1 7"? ‘ I—C- C: n 1:"! F'- ‘- r'" .F',‘ Fr. :7 "“1432! I" I-hh‘o-V'...l 1|-7-b- .4 .bl '. uh :- \J‘vch‘Jo-VV “ Marin—LL75... ., In.“ ~4‘ fi'ur.oh-~t l '-'-s-lo.-L+AA.L~J - g t '7 v.‘ 3' \vnffJ “‘n‘ ~ '1 u- ~~ VVQCA. .1 N 4" ni- r " " '7‘ 1- . .n 1 " w -- ran... {-3 '3 ~v.: 1“— fi 1- “ --. “hm-”v I". “‘4‘ ‘rur: v‘ '1 '1?" .‘-“\ ~~.'-‘-. ' '1"... Ab. a 3 uv ...'-.fi.‘-d --"VL’-.I—v, ~s~~J r$\v0.'.nn Alb-,0.) v‘ ..w~u bA-vdafi'w kaerA . 4‘ -n 4.1 . '._.,. rm ...} ,‘..7,‘,...,..‘..°..,~-.,_ 1,1,..nn a} ,3 1‘ -‘ ,...,39_4.- v_-_~_ V‘Voo Va Esau ~4§w\-clU-o~‘b-oa t-c-‘ux- V‘s-5"" Nun‘s; 5*QAK. Vin-'- vbn'v‘ ‘ub-‘s'H F..-,,.-,.L “In L’;. n)! :m: .L-...~4-'.‘. K‘stl :.._ 3.3.1., .._._ z ‘ 1_. 1 L. .i I.-J. u .5 v..‘.-. ' .*“‘*A|sg..) p~9.--.., hp“. “H“LdJ-ta‘av —~‘.\J Vyr .... h»..J.. 7- -‘.""-L 1 . n..11‘.._‘ ¢' --- ‘ ° :W ..‘ 3.1.3,“. _ *ha 1‘, um, ,-_ ----hm -..‘h-.‘.~Au-—J‘ -Vafiy'v*¢‘o \..-u. saw‘...v~" Law 4...‘...,.... A‘mb‘ I-7Qa ~m Ib-M C)" .J AP? ’7' a 1T L. 1.._.' ._, » '5" I 368 Oakhill Avenue East Lansing, Michigan ~ May 6, 1957 Dear Co-Worker: In response to your interest and requests, our administrators are now formulating plans for a program which will provide graduate training for county extension workers and other off-campus professional agricultural workers who may be interested. I believe you want a graduate program which is designed to fit your specific professional improvement needs, yet at the same time one which will be on a high academic level. I'm sure our adminis— trators want to provide such a program. The purpose of this questionnaire is to draw out your suggestions so they may be used as guides in developing a graduate training program. Will. you please fill each question and return the completed form in the enclosed self-addressed envelope. Thank you. Sincerely yours, Ralph R. Jones 1. Are you interested in personal professional improvement through graduate study? 5 Yes 5 No D Undecided 2. If interested when would you like to start training L Part II. 1. What kind of a graduate program do you believe best fits your needs? 5 a. A generalized course which would permit a wider selection of courses from the various departments and lead to a Master's degree in agriculture or home economics extension. :7 b. Specialized graduate training requiring a major in some Specific subject matter field such as agronomy, dairy husbandry, food and nutrition, home management, etc. 1 A}, x, l 2. A. 48395 Please rank in l, 2, 3, etc. order the following courses that would best supplement your training and eXperience and enable you to do a better extension job. 5 a. Technical courses in agriculture and/or home economics. :7 b. Journalism, news writing, public speaking, and group discussion techniques. :7 c. Radio, T. V., and visual aids. [:7 d. Sociology, philosophy, and psychology. 5 e. Economics, marketing, farm management, and public policy. :7 f. Office management, public relations, and administration. E g. Courses in agricultural or home economics extension, in- cluding program planning, extension methods, reports, etc. Would you like to have the privilege of taking up to five credits of graduate work per quarter, now permitted the resident staff, if provisions could be made for you to take graduate courses off the campus at convenient, near-by centers within the state while still on the job? 5 Yes D No a. Requirements for a Master's degree in various areas of the Schools of Agriculture or Home Economics now call for a mini- mum of 36 weeks (3 full quarters)residence work. Would it materially influence your decision to take graduate study if this requirement could be changed, permitting more of the study to be done off the campus? Yes :7 No b. Check one of the following suggested changes which would best fit your situation: D (1) One full quarter (12 weeks) at Auburn and the balance of credits at off-campus centers, under direction of appropriate faculty members while still on the job. (2) One full quarter plus a six weeks summer short course at Auburn and the remainder of credits at off-campus centers under the direction of appropriate faculty members while still on the job. (3) TWO full quarters(2£. weeks) at Auburn and the balance of credits at off-campus centers, under direction of appropriate faculty mmbers while still on the job. DD DE! (A) Two full quarters(2h weeks) at Auburn plus the balance from summer short courses on the campus at Auburn or from other institutions. 1C5 Part III. 1. 2. 3. Part IV. 1. 2. ' ESE ‘Z:::7 (5) Other suggestions: Should off-campus courses be restricted to those taking them for graduate credit? 5 Yes 5 No If answer to "one" above is no, should the student: ‘Z:::7 a. be required to register for the courses formally and be subject to class attendance regulations, etc. 1::Z7'b. or should he be permitted to audit the courses without the application of usual class room.regu1ations. a. Should there be an experience requirement for extension agents as a pre-requisite to admission to the program? For example, should an applicant show'a.minimwm number of years of successful experience before becoming eligible for admission? 5 Yes :7 No b. If your answer is yes, what should be the minimum.experience re— quiremsnt? Elm"- Ezmo [.27 yrS. What incentatives, if any; should the administration provide to get more members of the staff, particularly the younger members, to take advanced graduate work? Should the graduate training program provide "Certificates of Academic Achievement" (or a similar device) for the older agents and others who may not be interested in graduate training for credit, but who are definitely interested in professional.improvement and who would like to have their increased efficiency recognized through possible promotions and salary adjustments? Z:::7’ Yes [:::7' No 3. h. 5. COUNTY: DATE: me From what institution did you graduate? What was your undergraduate major? Hew'many years have you been in extension work? In addition to the points covered herein, you probably have other ideas which should be included in a graduate program. If so, won't you please list them.below. (Use a separate sheet of paper if needed). TITLE: 107 ”w”! ‘l‘i. .' -. “1'"? Tl‘fih ‘fi'WY ~_._.-,_ ~ —.- .... ‘0‘ 1F‘r‘r."“~ _ r .. .. V V" 3. . a .3 .3 a ....,1 V... H "-g 1". ,. 'H ...r'I I . ..2 .. 1 m2 - a": -.. “AH-no. -. , .- .L-masa-‘ u .n- —'.. .4. - - --D, .... - ...--.A . ~- ~ , . .- - . . -- . . \o ‘ "1‘... ._ sv __ 1 —\'-‘ . m‘r.-s‘ r‘ f‘"‘! _ r1_" :1... vv.‘o u o.___ 5...: .. u‘ g i- ’ -...l‘ ..Ll.... .; \L‘ 5-“-5.‘ saw—nub-‘o ’ -. .1 .~‘.o.-o-....—. , .4--- I AI... "J o . ,. no 1.1:...::,...., 'vh’w ~.'«- v4. ~24. A v-A---¥'- \.o~‘«c-p., A, 4/. an“ r. ,, I1.1a 1": 5,:: H (“4... ..-. a . -3“... had. n'.‘,. ‘n'r/ ......flio’ ~J--v .' - ... Jo J .- ..~ '3... , -.a.‘.\.'..u.. —-AA.-. o." .0 _'-\J. uV-4.L.--.-" a—l/‘J. n,.|..1..._,,.__ n H "A _ ranh.,:.°. -‘ n15}. rapid ,-.2... n-.,..-.~.,..- I! m1.-- 0. °-.:1. ..-: _ .‘ ...; ..-5., .. -.., 0...; .....- - \- u.“ V a I. U'.- v'v _.“§"-\:-‘~“»L- U-‘A .‘V-’ -..—- "J ..4 u U ‘5‘... v o H . . 7‘ o s . h, .1 {. , ’.- C“ v‘- -.. .... x'r‘...,,~. fl vr '! - _-., -.L ..1 .- . . . . - -L'. a l .. ...... .- a. I -.-, --. 1-. k-‘-Ubl’ ‘1“. an, ~v-J.’ A — T.’ 1 o .-’ . P1 .—. \ J n 1 1 L7 f‘ 1‘ ~-..~\-.o‘ M. -. L n I ”‘3 |"' 11" -~--. I‘u-o..La.L..abt.b-.. ._.¢ “.‘ .. “0...; hkn.‘vL--’ . u. a. I-‘;'.A4. 5...:- .-U LI'J. ..C)‘ ‘- .455:- un: t' - ‘1 1‘ " fir _ .0 '1' “1" (‘9 1' fl fi1_g 1.7,. L... ‘.' . vv,._. ,. “a 5.-.. f‘ -1 f'” .- J. ,..._ 17L“, L - 1.... .2 1 VL-~-, VA-v --r~*'-~oj n--:f~.u. a c....’ ‘I'.-U-.\uma'-- ‘A'AOIV“BAU -‘u"'—r-.~—~.o o A ..-".A‘u~-J, .‘ 1Arh h 4 fi..:.. 1': A "re"; ”.....0,‘ . burn. anl h-.,,-.-'-: v.4. -.., fl mt, re .2- :4 ..- .1 v ....~-|....., 4. Lo, -.‘.--...'a.'v‘u' “L'LJL "' A-‘D-‘V, as... k.‘», .-kk'mo —- ”l“- - n. -— ..s j- a T“ ' . .. i .- ,. n 1"“: .-~.\~.—--' r“.- ".5- ...J n y n1 ; (”.1 _1. 3’1 . v .s—i", .. .. .. __ ., .. -_ .- .. '. ...4- ... :- . -., .. ... ' I . s ' A .. , .0 Q au—uu, \x. *0, ~uv.’ — '-' ‘ '.. I .- ; “a... . . . " 131' yv n “f... '3." . _.T,.L r45 .“. 7.3, m 1 :, ...- I -_ - ..- u.- - -... ..U- a. - .. ._ .»~ . - u -- - ' . .L O a .— vt w xi." . O * A » Vfi ‘a-O ¢ -r wins it " ‘ , 1‘. ' fiVC" 1 "I: '3‘: V- n 7“": ‘761- -° final :5?“ (“r ‘fr-r h1-r.L."A?V- 3 "1. 10,—? V5.4. Van-L Hi ~+QU .- ~u- - W‘ 3 ~l-, "" ”-5“L‘ “‘°"‘ “".J ' ‘h.~.v.- ‘A-UJ , / /‘—'. n 11".. -, n...‘,.\-1.,. ...... P”"‘"“" u - v. w, . ‘L - L. . . A —‘ ~ I . l _. 3. J ' .- . f‘ . .- .. _ ’ .- .. ...... '5' 7‘- ~ - ,1P11Frt. r-... p , “1,11 (f \JO‘MIJ-‘K‘ "Jq.qn;.1. 13f “2.;+._1f'\ { ..nhvl’ (.11 f‘n‘ ‘ ‘0‘V.K — on... v- hum-s.» n . wgu ‘I’odfi *V.(.A “ .- A 0 pay“, .a -- .. ., s ... . _ . .~ ‘1# A — —— .-.”: ._. -..- “.-..n .,-:.-.--1 m...” z...-. . 0‘ o u . .1 ‘-.A _| n . ~~gl ~A~ -- - a A-.-fi.« . . —— —— ——H 1,... u _,1 n. ojuu-Tfl..-~. “.3"; .- T|‘9..L1_gn T,,,_. 7 0.7.”... (‘75.; 5......" "j, Ya-.. 1f? .- u- ‘- .. ,— no. - O...»<-..-l .. - , \IA“ -.~40~- b, -L‘ i‘ ‘ " —— 4 1 a v" .~-_ -. -..- 2‘1 'f’fir‘ ..- .- ~‘~U~.~V’-t. ~.-.__ ‘I . fl “‘9‘ fl " -’\n J 1““ ".5- '-\~. J‘L A A-~ T‘- f" av": I: A m‘.’ H. \-:~-. a; 0A.. ”-04 .-- 0': ,A‘A "'A\~‘o‘- x—nr. \ . nrw' \. ..L. .. a. —‘ w ‘--.- .... 5.4... r—'-— .-.- -~.—-.D .-» ._ -‘ .->---A' '-.'. -:\s., 4— — —— _ m- ‘sllarfi H"; ...: . I" n- ...}: H r1 fi 5 133,01 .:. .1. _. 1. T‘ A 1orr' . -'v~\'-‘A" H.~>-I¢AIJ..V ‘ H .- '*\I~’ V.~.-.l., v-u...&.-tovv~l’ d.v., w’//. : .. U .- 7 n: -. -. J. :. I ...—2 ....1 4—- ....- 1 H”:- ...: .....- manna: 1: ...—.- I (301131165, "31"], Lo, 5 .4' 1.1!:Sws in J... .L l.'~...4. '..-L.41. _ -- _....u. ....-..».....L .. ..s. .-.. ~11, (1 - 1 , “Ln-l . 7V-. - TN. . l. L‘ - L..- 1.--. "- ‘ L.“ (‘1... 'l \n _ ‘I 1' '_\ . . -\ , o . . ... tn , . E" “..- 0'— ~11 bur 33 Lev-'4 bfafi-CL1:U*C U-CIJ ¥-~A\L\'A J IIvl.-.-x Na} , h. v4 .L" L _ pa 1 W. l . T an Van H"; . _ - . H - ..2 , T' n h I '3: . r f' v- r\ n _\ \ :\ s-v ‘3‘, _ Y. ~ J.r, ‘ L ~A'.. g-.., J-’~ /.__, “in. -4 ;_On a. I -...- v3, -....O- .‘L. , T... M .2 f! _ ‘ ' - T" -1 ' VJ 1 - an. I“ I y l . “h“! \a - In.“ A n -‘ ~-:_ ~ «n.» .-‘ A r. - ‘-_ ‘ “A“. O\?~f aw fis-C’sll, L '-hl-— S 0". , L - ‘ *AL4oul 'w .4" i 2"— 'vc— - .. .5 ~ A-~ - ‘11 "\r— A-‘- A u, - --'- -- V" A ~ -- '9- 4- 3 Tr" .‘T‘j‘ V‘Hh ‘n. fl-_,1_ :3 - . ., fire-ya-u n 7'. . ~ \‘pr 3 ‘- r n 7": 1:; A, -.~ , L-.. .'.t. “- ." ~-., _4»vw.-~...~~- ~‘9A v V», vs...- -A~.LVJ a; "—Jsh'¢'V—'$-J.6.Lt, Ill 1: --.. 'u" ... ‘A‘1,-:1- 1 ("“7 .-I‘l " ‘. - .3 L J... ‘\.l, 'LHVV 45).. a, ’ /‘. “at any M, g n .2 L-L .3 ...-a p, ...-C...,.-....1-:.. ‘-.. ...--4 1 or!" r~.-4- -....a: — h: r V: ..,. -..k . ..--.- . u ‘v- -.. .1 s...“ .n as. a-.A_' .‘a-s .... -‘uv, no’ ,, A—JOIYIV‘thVA‘ L‘s-r4. .-.... n: w... ... *7 ran 1. . 1 7-. .L . ' n .2 M 1-: .4 . n . '- ‘H n . -' ~- nnn x- '..‘-hr. r‘. ...: .1 \n 66 -. *r r“ ~ v J~ v. 1" ’ A VuL A. -JXM'LI‘QJQJ’) aJH-l J...(»v, 0| .qQ-AwI.G\-Jll’ bOCQ, O l/v. fi..L.. . 9 m .2.._- D .-1. 13° .2 ° :- n L . -.2 1, 1 __._ p w. 0:! . - ‘FF 1* . ‘17 -1 ‘ r r. . ~. .r n ',' - . “aebcr‘QJ.C'.1 . U-.léllro A4.-.:A."Vla’ $4.4. 5&Sficr C$ ..a'ngvn-lwc'}: .-LSCL.r'u1| all I‘L1‘.4d.i‘u, h1r.“--1—O‘--r- 'i "r 77"“ raw-r“: ' V} 7“" -hr‘- 3-. r.-.- fin“ “I” 9 ~ n w" Av” 1 "V" r : r-‘u .- ~m "'o~\~".-.x-r~. ‘ A“ - "LI .311 . ab L... ‘ v~\-‘\n-r~-'...s£.' ....‘_.‘s L 9 . .~~ ’ <. # ..4 5 ...-y 'x-. l'. . .. .. * . r1“; .‘ I 2,.“ m‘, 2 _ 1‘1”.-. 3 h: -.' .9 -O “.-JI.I. ,.-‘.. T‘_...-.g-_1.'.‘.I .I. ,1 m.-o-- i-,-._ - chi v. apha.‘ - -Kl ‘--AJ-A‘c_’ L. ‘- -L’Va.’ L a. II AUAv-L '~ -. ad‘s u..w¢.\ a. s Vbhkv. ‘1‘. k-.. 4. 5 . ...-cl AI‘O, h.'\' I- ..g‘ [F a “\IIF‘I Vfi' P7 v: ‘- fl"‘ ”I y! '9 DI‘IAI 7‘ '- - .- F L ‘2 Id‘“. f-'-:"n “.11" n" .q-TI ”,1- A ”‘I"" :' ~- ‘ . ‘ ‘_ ‘ 3, fi‘ ‘ . u, I. ' .. ... _--. - v- ‘ LA '2‘. ' - ...» -‘ I. A 4 ”a- ‘ L “-J ‘—-~ a—JIV * — — ,2. m. w ,_.__ ‘1n"? r“emu 7n Fm r-v\ 7* :1 fine. ._ .9 .. “I...” .: ...- .. - LA I‘v... '.'. ._ , -1 / -’ “I ”.../r; \.,_“/. I, . 'v ,_ .‘--..b. Hi\'-'w_.u..‘ «L. g‘u-a'. u t.¥- , T..' ‘ .2 4 A l T“ f‘ 'I' .- a —A \- A .5 o \- ’ J- . . '“_,J :21”.- .. m-..“ .T V T _ T“.-. I {“l 1": '1'! “.2 r -. Pb 1"“.1 i-‘l .-'. , I? T15- .-" 3‘1““ ”1.. JI.I.. I "1..ch 1... I. , . .: ..o.~~.~L1» .& ..-.J‘Aio --.“.-v. , .... Dau.—*.-n k... -ta‘uv-.:w. ‘qlio ' au-u. ve- ~'~J La - --.L~ .510, IN... “_-.. ."‘ --.1 T“- --..-'—._- .. 3—,, r . T - "-..-.3 . - m‘....3...'...,. T5,(.‘ ....n :- ‘~ .- o A ‘, - - u. A-.- 4 e - . . - a 5.‘ - ‘ A. . ...-o .. u - . -- \. ‘l L . A ‘- . - E J I. a ‘4 De. , *‘nnm- 71" {11.0/\ tar).-..I, n. 4 .1-.. n ....o . '..r.._‘..v 4__. n n - . we'- -’-A'/ \ ....- /\—l, L .4..-‘ A A—nsdaklg' .1 «on. U . J. VJ.V'- , I Hz.-.‘l-°-\loa, |~'.‘—'. fi.‘ ‘ _ ." m“. ':o . “‘Q( ‘q “3"!—-. y- ap n I‘- _..\~,\ ‘q flpqoflnnc‘fi Iv ‘ m“f‘1’.--:ll elonu'. £a~-~’ao - - 5\*aa.bllu --3 ‘ ‘1‘ 3, b‘. lent)“ A lV-‘u Ha‘ad «...—«ll -~'~ u \l at «Al.— J J‘A-s-‘I .0, n.., 3 ,4.” n...“ .I.,, -. . -’.-. “-4 ,.,_.:,...I 273.. .. 4: , 1nr~v whnm_oo III-row . . . . . , . , 4 _. . J J5; .. . -~ .~ .. .— ‘v'- 25-- - ... "~ » In, : :., ...‘n s- \I 1", 4' r .J r 1 .- “-- ‘L . , . .- r 2 a 2. ‘4. ‘ 1 "f a! . ‘. L . .'.', n n Ftt'._r. I -l'l “(longALJ-QJ.1 ...—3:1- 'iv\ ’ II: bL-‘leo'. “...-u), ~I.‘-'. h‘PI1 r: H\‘1 ' AL: I..1'Av‘.""‘ ‘ r- V. -.~ hvaur‘r sat-1;: A‘ p.-- ‘ nut“; 1-1" .~_ moor“ '9 yr: x- ,- n'.“ "‘-'4 .'\ - v\ v ' -.~ 1 --.— 5 my ... ‘ i A '. a I-.- ' -“ .r- v\- n- “-‘Anv‘. i hat -‘-aa — —‘_> —_ ' '-' ‘ . 4. .n 4 Fl .01 A . 1 n n r1 4. ." I “VI ‘.‘ j _. ~ _ " q - . '- 1." n\ ‘A'\\n r) . -f‘ 0'5 sins at.”21;, a rcpcr. o- the L-.h Ari--. eon- -ano of ash..- n __SJL. _ .. _ .2 g 1 ... .. ..L _ m ...2 ..2 -.. ... v.4-.. 3,. "O'Caulu-VQC‘ CH pl'c-PLIVlCi. EI.'\.‘.’:~1.«-‘ul we 4ra12;.-l.5 f '4 ..4'.-.:.S.'.o-l 1-... .. - ! (“Fr- T'.‘ J. . T H T T f‘ T“ -_ I. 7 ~1- n. . . v- 1 1 fir \' 2-1 . n *0 ~\ I" x‘IOIA‘iJ‘ 3-3), 0.44 .(Abo, ..fiLDLéJu A, //’ ...Jz-'.--.Ju .Lor: uVerC’v, II. 4.... ...Cr airy- .-..4. f ...-.9 . .1 4... ., 1II~.r.... .2 . n n It-oAJ Cd 4’ o‘n—Lflhfivmly, -9.¢.'~54 ou-‘Oll’ b.‘-l. ‘1‘ .V' n‘V‘r‘. ‘1 C th‘n '27‘2" .. r:- f-q"" 9.3-0". Avl “1".C"‘ VH1. 7““..3. *2“. (‘1'5‘ r C!“ ..-...x 1 n, ~c -_.._.- Q, I... . ”IL- ...‘e ..z::.."-'. L ..y.......s., I' H“; 1;; -.. ... 593.! ”I V .,-_2_:.-.- ...n 7 .« claslen Coniulench,. listen tr 1 3 f‘ 4- , 1 . A. .- . Illeu-az‘fil‘l. n'. 19 ' fits-JR- , , t“. t .. .z , I“ H o “-.., .1. .L -0 I. L. .- '0' 1.: a, a 1 ....':- C.AS.LU- ...CI‘Vi CO, L. I... “Lia-7. n1 "u. aIlka U. (LOC'.~.1\JZ\.’ II:S.A'J.I.buU.l, .7“. “4' .fl“, 3‘ “ -‘ -"- “Fr " It '3'") fi‘ftr ““i ”"3 1‘3”“ or" . Ds‘ ' r-r' “'3: v“ 3 "("1 " . - u—r-5 v -— s- . w. u'v --r A. ‘-~ ‘ ...-4! ‘- .~-. . ‘ ‘ 'a a. .‘al| ‘ a ‘.-4-.-\ , tr... I u: A — V D—‘ . ’ h , m. .2...4._.. n h T? n n-.-,_.I.. .J. 7-..2,-J.2. nr-ne. 1.\¥.n ”xv-tbod-l-Ot-Uca’ 5.1.4., V. gig \-.“.‘JL..‘H.....~4 A J.-AJ~I-.;Q MM, 0"“... 'r h .1 L..- m ° .2. .2 1" 4 2 rm: 4.2. .. _ o 1" Fur . ‘ a | ._ _. ‘9‘. _ x s.- 1 a. . .4 ~ 2 , 9| n .— L-_.n3, t. rail: AMV‘MCPJ .-rlr u: -n 14.9nszon -.ucc lei annual; c. U .— . _ 3.1-. , Y. 1'1 . L‘ - .£..DI\ '1 4‘ T“- ‘ T "‘..l 9,. . H.. .’ - C9 4 “ ‘F ‘.“ - . . . .1." .. .~ ‘. " A. ‘l'l‘ '15.\“ -SI; LIV ~ QJ‘ V L's-u! thfil C‘ L'.AC A VJ; ; . —.‘\‘L‘;H$U:‘ “Ix-... --V-, H n “.. w-*-.—)‘- n I ..-..- - 1a.-..“ m. ..1 2,. .4.-. h..- ... ... ( 1nr/ a. U. ~--.r£.. '17“. ..AU 0; Ono¢-Lv\a \bta kI, |lb~L-A no'nl."_’:4'\v'- 1, ~~k~ LL l ‘u, —//—, m - J A ‘ ‘Qv‘ ‘ :\ qua .y -: r. n‘ ‘l'h . 1: ‘2 - c . “L ‘ h n L ~A:1a.}- LRWJJ.‘ :1 J4. ‘v. ’ 1' AQALJ IabV\-'ll, L-‘Ov. fl-: -,--r‘s+— —. \a-r‘ figs‘. T-ol‘.‘" .fi‘ . A} mrr- :‘.... . —. fin npl1-quL-vy Hnr+ -'. f“: \‘r'. , L »=-' J-K- 4.3 L “c .'. -...=.t'.'—‘~ ' inn; J. . .'..- ...5.‘ '. .. '~ .1. . =’ ... .‘ . '.'. '.2.. .*.-‘.J QLA 1:) cl TI-T ..IZJ. ...... ”Lil .. . .: .... fl ..-! ... n: . . 1.. . ‘T- "1-7 '7 7‘ 7“. r..l -. L " 4x -- no, ..Ja's'-'—11t)..VLL bvi I’J.'v'v' v I 'LL‘H‘I it'd. “1“, U. 5.. -.y-IJLAL 91.4.1.1.2: fl .9- \— * O k .. "' ‘ “Y." -. we: 1‘.‘ .54- “ fl c1. J‘L' 0:1.) cult-IMA.~ , Ila-v3.4..-ov'3'a.’ ...“. Au“: ...—1t“ '1 “3......4—3- ..4 4-,... ..L . . . .- O- .1... “Int-'7 ’ 14“" "‘r"' 2' --'v\- -‘—-va-, a. bugs/such»: PIAEPI L61 4' I‘ tfiaa»: .L;/,' ..31 4. ' .. a 4,1, rt- .. 3.- ..«.,.~ .'. -. -, c--c1on c. c - ac,clepcu-a Amer- awn. v +3.-..lr1 A.....-..:..4. .. p n-... a A ......2 .-‘IL. ....1 a .-L- “Int-:7 “-.....hi ...n u.-- IaN'A. xA-..~ AbuuLJV‘QU AA .- vuvgx.v t'L 1 IL .LauD A .|~ -vL U L; 9-..} “A? .L..-_.. A. ....2-L.2-, ..nr". A_...2,.. 1. .. 1 L H ,. (1......- TN ...}.-. ~::..~ollv.l 11:921.! Valve—u...le 0L uObUA-a-y (01 lLUI vlv.‘ Ll. :‘LbJ-L.v3’ “an” '. '\. ..12 3;.11 ._'-".i _ ‘3." _ * # .... .4. 2 n-.-..-.', ....1 m . .- .° .. '1an ... .«L -. ...24 1 -.. T‘-.- YT. ‘... .3 3‘3 PTT‘. :.__. ’T‘T. .. -3"...f.-“‘f’_I, l, 2/ -’ ‘01 v, 'v'U...£b...’vLCL' v.1 1. la— ,anw. "(‘1 m‘.\n:~.-.. - . Jklou.OILL-L a-‘.~.a.l.LI.D. 1- n L n .....-¢.4- - r 2 .-2 n i .4 m M‘ 1.1 "A 4 3 -‘ .'“‘“" A " . S ‘Q- IF, .I. .q I . s a ~ ~ . finFI—s A- ~ a- w- A . .- .-. Lib quokAb‘H ..-ihl-UuVL 011. J. a -’S-I" 1C"- 8.... u:;‘.-'..LA.‘\LC 4.12.. ALLllb -OI' -1..".u.- 194‘!) ‘9’ ‘Om A ‘ ‘ ‘-"¢\ '3 . L;- Ar ~.J' - - . -- -4-o - “ornero, A 9 rest of t-- a_or»u Charities on Pr ~rorxiwe and - * — — ...... 1.... L... "up“:u: 0.... “-.4 .. .- -.-I :.:,.-..1-.. .... flour; »_7 A_ .I \ 7.1.: ..I.,.1 -1- a. - JV -.- .4. .o': - . .s . . .. ...- -A. " - .— - .., . _-a ‘_— ‘— l-r’ . - H '- . .— 1‘1 0 .1~4‘ -, r. '. O. -, - Y5, ‘ " ya "4* -- IA T‘. (1 o—-‘|~ U811.) -Cll L l:- - Jicc , "is; h-O-uook" _ ‘5’ d— . -w'-. m‘ . 0‘ n .‘ y n ‘ o n fi": :L l 4' _-. p h a.‘ n 1" ¥ vI---: Ir-u- h _ V . J ”1.0- "‘. In; A .m""“. '9 QI- -: (I! '9 P' ‘Q ‘ A!" rm}- (~-., .-.y~ ..-". ~ .1. u’. x.-"llfib.- v. 2- ‘I.. . A' "u- . 1 4..- x. . '24. a . ..1 . ..--. ‘ U ..‘uJ. ...4.bv-.. 52.»-..- YC' ...1 .- a I“ _q T ,.I.-- J ,- I- ---|‘> -1 .fi ‘2 r‘ m inn . - —: A. n — ‘q Via .- 1‘? --I --.‘- . "'.‘ fl. ~FJ- .. ‘a T ‘1: ...1 ‘Ir - .“I.- F‘ ‘.. 'I.‘ 2' a» . - . H, U ' 1'- ' 2 _. .A . An. A 2‘ 2. ..IA - ‘— .5 I ~- - - ' a: . ' J . 3.. 4 -. , Tr--+ .3»-.. O-v r‘ | . 2 '7 r‘ fi ' - IQ‘Q' '- 2'; ’ n A 05-: n 1 ‘2 “-3 1Irfi fl? 2: ~,— --‘ ”1'. .nh'»; .. L-At 1, .; ..-'--., 1-. 4.. - s1JQ2-J 1.44-...1 2..... 1 o..-‘.t-I.-.... ~-u..L b, 11..4744._4HU;.'..-.L., r14. . - . '1“ ft. L 4:... a... .. J, 11, _.2 r - ,4. t1-) ......1 W, 24.3%,- I.- '.',:| . ’ L :‘L-:‘. 4. O , ‘~.'.‘- , .l v.L'~..‘.'.L .g I 24.1 3. ’45-.L:- ‘0... ' .51.]. «1 .2 41¢.- ukillALA'fh 31-: -- v.3. '~ LU, v.4: I-.1 ’-.-:- .2?! 2-. .40 fi .. 4.- A .5.-J~... D1..1'I,..3..1..L.2,. 16122-224 . .I%V‘K.‘k|‘ .‘ Q.QJ~V*~-ui~'5l I- “J“.L‘ VJ JXOH nuUIJ, A AA-v—‘1¢I-v- 1.-.-._\ ’ p//—. .1. .JB" 171.- n 2. ,I -244 .,, - 1 - m\.._.2 -2 -. -. fl.-. --.2..- 15...... .. .1 :1 t1. tau... ..lokr hmu-.\v:wnb4.¢uy- .- ..1 ‘ainq - fi'L-‘ALLAtb 1.... .2.bb2 gnu HAL A u- .kJ-‘O‘iv C; All} ....J‘utlv. )1- "‘° 31‘. “In—~12} -r." 3 3-,. 21...? T72- " -' r , ~3 4 L ,- - 1 ’5 I10 h-‘-V‘\;‘3‘.‘L fl"1'.“.".’1', . “*‘-\A E’ of“ .‘.J‘.U~-v¢h 4.. - .. A. ‘ VA—J-VJ 9‘2- -IA 4; L 9’ .9, a I .A- - ‘- , .-IA‘J c.¢4p.~h¢. f"_— v 4 . TY fl T‘u’.,“-.Jw-. .J I-b A M'1C11‘u“c “‘11:? ‘I' II _-.I.I T“ f1 u ‘u u.- -. a -4 ..O Q ‘ ' - . a. ' -— .5 "- -.. \ .J . dab—v.2, . Lu. ‘1. 4.. wa ‘J .0 4-A-v A , I u .0. Us A, Q Q m. .. 2" -L —.-.2. '31 . .- 1.“-.- ~12 ..., - m“. ~°- . «3" $1“ T ‘. A .-»--’- f‘r.‘ .... N.» “.u‘ ~M~- 'u—A—b-2fi a‘d‘v- Via; A Q -. ‘, A A; .. .v‘ . 1 2"::‘-L;‘o '5" “H“,- W‘LL“I.~‘ -1 ‘ -‘D’ y“-‘ - 0‘: -L' ..24.4. .- 15.- 2.. 1 n -11-. 1 m .2. 2.-. n 1'1 .1. _.2- 2.1 1 _ - ~ ~I.. . (II-\‘g "'II 3. 1" — -- 1 -f‘_ .‘5 ‘1'“ ..- I, r 3““ [-12- «‘22 .2 _ \ I - gIn-a. .q I ALA; '24 v2. J L51 4 1 ~ -.kal \ ...»L: l’..-.1L.& «l J-JAh-ua‘- . Av.*...~noo ‘ '4. ....- .- -.Aueu-«lt ' J1 hut-1“), .‘ (‘12, (7 "r1“ "2." ‘ f" L 1 “-1.- ‘2"‘. '-.2.-'2 1" r" '1 ‘2“ r: n.“ ‘.- fl .‘1 ."-'~1'.11 "I'r2'2-'- ’- 1‘1 Own-3 12 - 5 - IA --.. - n 1* ...»s. ..- .. ..-. --'-.. AA 4\ .- -. - '— J- -- a2. _- 4 ...-‘A ' v - .-. A ' 2 2 ..-..I...-. ‘ L4 C .4... u ’ A p r1.._2 2 "‘..l . I,.2 ., (1.... .-’ 11 22 '2. 41-.. IL ,0 - ....2 ." 1 -... ... \ ~—', - drubtaLntJ—klgl Uu‘l li‘MJ, v . Q. J— "Fr. .a... V~AvLA~J L h 4.0. -U-A—lo VUSA. L, —_ why .2 .. 4 -~.1- 1" n 1(3221. :|vé_do.'.*..ovv.-, J.\., ..._/' I, ‘. '-':I"! ,2.-. T -_-.-J T) h. “”2112" .22 n T.-n_I.,..I-.4 2 .‘I. nIJI ...L. - g «L n. 1 _ ‘ ,_,_ 1,.-4. h..-.n__ ..--QVU‘A, L.1.J A . . , -_ “I‘m-"Av.- 2‘. .L”... v‘.-3A'.—2 U¢¥ ] . Vufi.‘ v 4‘ L‘Q -. -- .. ‘- ‘11-‘22}. .1. ‘JV A a. .— w 2" —- I. a: (- V-fi‘! quI-~ 1.. “1:; ("‘l‘ $3.. 1 n2.r ‘ "'-L '. MIAH 2:..I 2. 3 2-1 -n 'finI 1‘I‘2 3 Una .I‘ n‘?‘ -1? -- ' I- I-\ u’... . an p..l._~‘A2-.-I .-4-.Lr.‘v UA-n.‘ .-. -..s~.- .v .... *4...-.D 2 ..-._. -_ .4. .L-ua. 4 -. l .... uh. 132...... ,_.-.‘1 ..4. 11._ r . 2 r1..- .1 7 4:4 42.-.... 1.2.1.. -1 ".-4..-.--.:,.- n, a. -- i. ;,.'.-l ..J .. u- 'v - - r-r..»\'- . 1...V ....L... -...v..~...fi”—4-.~, .";1...'~;rL'—— --4'.kac-.‘.1-J.\Ji.l hbr- m ...- ..n 1-'. ..' 2.., ..LA, 1:1 r1 1"”? ‘aL‘dv, ‘-.9-AA..lAu-".Il», ..‘40, ‘l//. ”21 ,. - H n m..-:.I 2..-.. hut.-. ..-:I.-- 1.7-.-2--._..(. 11...... 4.1-.. 7-2..- 11 r2 h. A 2'2")--.” ”an-J JJLA, A}. ‘-—'. - A. .L L-o.-.u -..sw .- ..LI»«‘-vl.‘ "k. ..--'4. A A) _ 'w'o'n '---A - ' '-. - , kr. ‘J.~.AHA. ..a-luV'-'..I.- ”.2 _‘ .. n2 ‘." 1.1,,” 7'1 F. =‘1-,LI ~.- ., f I“... r‘_ ...“..-3 C’f‘ 1:7” "1H2". tau T‘. C 1670 Bab-l V‘cbflfi-K‘ ’-/, o—ova-JU-ak-vu‘ ”5‘ '4. 'v’ '-‘Ul---L-lo'b’., a. ., ///. («v-f. 1'2. ...4 n n -.. - ,4)... r: - ... . .2 -. 1.7-..2, : a .. 2 ... 1A.. a .- "..- 1';~’/'v mug/3., 1. C... 1,-3.5L4Z-44. v6 ....w..u.3...ud "U442. .Ll] “0:11.11- 1.1.41"; -..-J. “van? 1:2 *1_,'1 .- 1:1 .. 1 - 12-. mt. .- ,..1 ...... F ....1 h": ,. .. .2 ...CCL.=.«A;-.CS’ ‘4‘"“131 J. Th- :3 to «C10 - ..jaji:~ +— ‘I - C, talk/'1“ ....24'..L...»in‘.‘.L‘ Ll OfiV-1~ -. ‘I‘r_-2Ia-,‘.-. ..-‘.. h A 1hr" ...'..L .lC-.., Ill—L:Ja5¢—4.OVV..’ ....‘u.’ ‘l/‘. FEW USE 'ii‘éLY Date Due MICHIGAIN STATE UNIVERSITY LIBRA I III III IIIIIIIII IIII’I‘I