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InumNOJR'Ol tl A STUDY OF THE VOCATIONAL INTERESTS OF BOYS AND GIRLS IN SIX TCWI‘ISHIPS OF DIGHAM COUNTY, MICHIGAN A THESIS PREPARED BY CLYDE I'I’ALTER GXERHOLT As A PARTIAL REQIIIREEIENP FOR THE DEGREE 0F MASTER OF I ART LE , DEPARTII‘EIIYI‘ OF EDUCATION. MICHIGAN STATE COLLEGE OF AGRICULTURE AND APPLIED SCIENCE 1932 THESIS Am B. Co D. E. F. TABLE OF COUTEKTS Introduction ......................................... I The Problem..................................... II Communities Covered in the Survey .............. III Source of the Katerial ......................... IV method Used to Gather the Data ................. Analysis of the Findings ............................. I Vocational Achievements of Boys and-Girls in Agriculture .............................A... II Educational Activities of Boys and Girls ....... III Farm.and Heme Status of the Boys and Girls ..... IV Pupils Quitting School ......................... 7' Vocational Interests of‘Rural Young People ..... VI Some Suggestions Growing Out of the Study ...... Summary of Questionnaire Data ........................ General Summary and Conclusions ...................... BibliOgraphy ......................................... Appendix ............................................. l. Summarization of a Vocational Study of Gaines Township, Kant County, Michigan ............... 29 Kiscellaneous Ilaterial oooooooooo00.000.000.000... 95447 35 38 55 56 CO 71 73 73 Table I II III IV V VI VII VIII IX X XI XII XIII XIV XV XVI XVII XVIII XIX XX XXI XXII XXIII XXIV XXV XXVI XXVII XXVIII LIST OF TABLES Page Distribution of Boys and Girls Studied ................... 7 Number of Boys Pursuing Agriculture in High School ....... 9 Number of Boys Pursuing Shop Work in High School ......... 12 NUmber of Girls Pursuing Home Economics in High School ... 13 Hmeership in 4-H ClUbS o.o0000.0000000000000.000000000000 14 4-H Projects Completed ................................... 15 Smith-Hughes PTOJBCtS COmPleted cooooooooocooooooooooooooo 18 Exhibition Of PrOJeCtB 00000000000000000.0000.00000000000. 20 Home Economics Projects Completed ........................ 21 NUmber oi'High School Graduates in the StUdy ............. 23 High School Students Planning to Graduate ................ 25 Activity of Students in High School Athletics ............ 27 Participation in Debating, Orchestra, Band and Dramatics 00.000.00.00ooon.00000000000.000000000000000. 29 Boy Scout and Girl Scout Membership and Tenure ........... 31 mambership in Religious Organizations .................... 32 OwnerShlp 0f LiveStOCk and POUltry OOOOOOOOOOOOOOOOOOOOOOO 34 Farm Ownership 00000000000000.00000000COOOOOOOOOOOOOOOOOOO 35 Pure-bred LiVBStOCk and Poultry Kept coo-000.000.000.00... 36 certified seeds Used ......OOOOOOOOOOOO0.00000000000000000 37 Age OfZPupilS When Quitting SChOOl coco-00.000000000000000 59 Reasons Why Farm Boys and Girls Quit School .............. 41 Report on Special Vocational Interests ................... 44 Farming as a ChOice Of Vocations coo-0000000000000oooooooo 46 Volunteered Vocational Interests ......................... 47 ChOice Of Occupations for LivelihOOd oooooooocoooooooooooo 49 Jobs Held with Pay Since Leaving School .................. 52 JObS Of Those Out Of SChOOl oooooooooooo0.0000000000000000 53 Activities Showing a Special Interest in Farming ......... 54 LIST OF GRAPES Page. 8 Age-distribution of Pupils Who Quit School ................38 Grade-distribution of Pupils Who Quit School ............. 4O AC EXOTILEDGELEI.’ TS This thesis was prepared under the direction of the following committee: Dr. E. Lo AUStin Dr. E. A. Bessey Dr. Eben L’Iumford The author of this thesis wishes to acknowledge his appreciation to Allen M. Freeland, COILmiiSSIUIICI' of Schools of Kent County and to Fred E. Searl, Commissioner of Schools of Ingham County, for assistance which each kindly gave him in securing the list Of names from the child-account- ing files. An expression of appreciation is also due to the following colleagues for assistance in securing data: James Cotter, Superintendent of Schools, Williamston, Michigan. Darwin Clay, Superintendent of Schools, Leslie, Liichigan. Clyde Allen, Superintendent of Ingham Township Agricultural School, Dansville, Michigan. Hugh Hartley, Teacher of Agriculture, Mason, Michigan. Thanks is also due to the rural boys and girls, and to their parents, for so kindly responding to the request for vocational information. -1-- A STUDY OF TIE VOCATIONAL INTERESTS OF BOYS AM) GIRLS IN SIX TOWNSEIPS OF II‘EGEAI‘J COUNTY, MICHIGAN A. IfiTRODUCTION I I. The Problem. The primary purpose of this study has been to determine the vocational interests of certain boys and girls fourteen to twenty years of age inclusive with special reference to vocational agriculture; to the end that better educational opportunities may be provided. ‘3 A.secondary purpose has been to determine what per cent of these rural boys and girls may have dropped out before graduating from high school and the reasons for their having done so. And it was a further purpose to gain other educational information that might aid in getting a proper understanding of the status of these rural young_people, since to gain Such information is one of the first steps in providing better educational facilities for them. The origin of this problem.grew out of the author's graduate work in education at the Michigan State College. In the study of the agri- cultural phase of vocational education many questions were raised re- specting the status of educational attainments and interests of the rural young people. The questions raised were such as the following: (a) How many boys and girls in our rural communities are really inter- ested in farming as a vocation? (b) What achievements of these young people, if any, furnish evidence of a genuine interest in farm.life? (c) Are the courses in agriculture as given in the high schools proper- ly preparing the rural youth.fbr life on the farm? (d) In what vocations other than farming are boys and girls of the rural sections interested? -2- (e) How many of the rural boys and girls have dropped out of school before graduating from high school and what were the reasons for their doing so? (f) How numerous are the boys and girls in the country who might well profit by further courses in agriculture not now available in the local schools? (g) Is college extension work of any kind needed? (h) Is there any way in which the agricultural college can be of special help to the boys and girls under twenty years of age? The lack of information to give a satisfactory answer to such questions led to an attempt to make a study of local conditions in order to secure some definite facts bearing on the situation. [Turthermore, city boys and girls have the Opportunity of attending night schools to pursue studies that will aid them.in gaining a livelihood and that will better prepare them for the responsibilities of life. The question naturally arises whether the rural youth might be simi- larly aided if suitable educational activities were available for them. 93- II. Communities Covered.iguthg.3urvey. Reference to the map of Ingham County, Michigan, page 82 shows the townships that are included in this educational survey. Six town- ships, namely -- Leslie, Wheatfield, Williamston, Leroy, vevay and Ingham, constitute the area covered. It was found that the boys and girls of Leslie attended the Leslie High School. Those of Wheatfield, Williamston and Leroy, to a great extent, attended the Williamston High School. Those residing in Vevay township attended at mason, while those in Ingham.township attended the Ingham Township Agricultural School, located at Dansville. The Ingham Township Agricultural School is a consolidated district which includes nearly all of Ingham.township and in addition some terri- tory in two adjacent townships. Transportation is provided by the dis- trict. The general school costs are spread over the entire district. On the other hand, the school districts at Leslie, Williamston and Meson include practically no territory outside the village or city corporation limits, and hence tuition and transportation costs are borne by the out- lying school districts directly. In scme cases the parents have to pay a portion of the tuition if the amount is greater than sixty dollars per annum. All the above mentioned high schools receive Federal aid under the provisions of the Smith-Hughes law. Accordingly, these high school main- tain prescribed courses in agriculture, manual arts and home economics. Instruction in the above subjects must be given by college graduates, who are teachers with approved qualifications. The character of the vocational work done by these schools is highly commendable. The various supervised vocational projects carried out by the students as a specific requirement of the Smith-Hughes law provide training of great practical effect. The progressive attitude of the citizens in the communities with respect to education is evidenced by the fact that each community has erected a modern high school plant within recent years. The boys and girls in this study have had the benefit of a favorable school environ- ment. The severaI townships included in this survey are located in a pros- perous general farming region. The common farm crops raised are wheat, oats, barley, corn, beans, sugar-beets and hay. The common livestock kept are dairy cattle, beef cattle, horses, sheep and swine. There is some specialization in gardening, dairying, fruit-raising and poultry. Many of the farmers of the area are members of a cow-testing association. There are several active Granges in the communities studied. As may be seen by referring to table number XVII, more than half of the farmers included in this study own the farms they operate. If farm owner- ship tends to promote better agricultural practices as well as to develop better rural institutions, many of the youth of this region have that advantage. Ingham County also has had the advantage of a County Agricul- tural Agent since 1927. Nationality often determines the characteristics of a community. In this group nearly all are native-born. They are English speaking. -5- 111. Source BEER? Listerial A total list of the farm.boys and girls between the ages of fourteen and twenty inclusive was secured from the census lists at the County School Commissioner's office for the following townships: Leslie, Wheatfield, Williamston, Leroy, Vevay and Ingham. Due to fractional school districts a few names of boys and girls residing in some adjacent township were se- cured while a few residents of a township may have been omitted due to the fact that the children were included in a township outside the area covered. It was merely a matter of convenience that the township was taken as the unit for study. The lists of boys and girls were copied from the child-accounting records at the School Commissioner's office at Mason in August, 1931. The boys and girls gave the information requested during the following October, Nevember and December. A few responses were received in January and Febru- ary, 1932. The names of the boys and girls residing in the villages were not included in the list as it was the purpose to study the farm boys and girls only. The school census lists of the six townships showed a total of 658 farm.boys and girls fourteen to twenty years of age inclusive. A question- naire, a copy of which may be found in the appendix page 8‘ , was prepared in order to secure certain vocational information. The author personally delivered the questionnaires to a large number of those listed in the Williamston area. In other centers the superintendent of schools or the teacher of agriculture placed the questionnaires in the hands of those on the lists. In a few cases where contact could not be made personally the questionnaires were mailed to the boys and girls. -6- Table number I, on the fellowing page, shows the distribution of these young folks by townships. The table further shows the per cent of replies secured in each township as well as the total number of responses to the questionnaires. -7~ IV. Method Used tg_Gather the Data TABLE I. DISTRIBUTION OF THE BOYS ALD GIRLS FOURTEEN TO TWENTY INCLUSIVE No. girls No. boys Total No. Total No. on Per cent Township answer ing answering answering census 113 t answers Leslie 20 14 34 86 39.5 Wheatfield 16 21 37 52 71.1 Eggliamston 20 39 59 88 67.0 Leroy 39 27 66 _142 46.4 Vevay 42 47 89 135 65.9 Ingham. 69 68 137 155 88.3 Totals 206 216 422 658 From.the above table it may be noted that the several townships are listed in order of the number g£_responses received and this same order is carried out in all further tabulations by townships. It is interesting to note that the number of girls and the number of boys responding to the questionnaire is very nearly the same, there being 206 girls and 216 boys. The per cent of'responses varies from 39.5 for Leslie to 88.3 for Ingham. The response from the total number of farm boys and girls on the census list was 64.1 per cent. the 658 farm.boys and girls were distributed over an area of approximately 200 square miles. In this connection attention is called to the fact that any plan for group in- struction of any considerable numbers in this area must take transpor- tation into account. -8- B. ANALYSIS OF THE FINDINGS I Thus far an endeavor has been made to make clear the setting, the why, when, where, what and how, for this educational survey. In the presentation of the findings the information given in the questionnaires will be presented quite largely by means of a series of tables. The headings of these tables, followed by the questions, which are numbered the same as in the questionnaire, are self-explana- tory. Brief comments and discussions are added largely to save time for the reader, or for the purpose of interpreting the data more clear- ly. In most instances, conclusions are given directly following the table. ...9- I. Vocational Achievements 9: Boys and Girls ig_Anriculture TABLE II. . \/ "NUMBER or BOYS PURSUIIIG AGRICULTURE IN HIGH SCHOOL Question-I-9: Did you study agriculture in your high school? Total No. Per cent of Township Yes No «questioned total No. boys Leslie 7 7 14 50.0 LWheatfield s 13 21 38.0 Williamston 25 14 39 64.1 eroy l3 14 27 48.1 Vevgy 33 14 47 70.2 Eggham. 41 27 68 60.2 Totals 127 89 216 A total of 216 boys from fourteen to twenty years of age inclusive, were questioned. One hundred twenty-seven of the number reported "Yes". 0f the boys answering, 58.7 per cent pursued the agricultural course in high school. Since agriculture is an elective in the schools studied, it seems to indicate that these farm boys had a greater interest in vocation- al agriculture than in some other course they might have elected. The use of modern farm machinery has greatly increased the amount of production per farmer. The proportion of our total population required on farms has been growing less and less. The 127 boys represent the 304 farms reported in this study. This gives a proportion of one boy to approximately 2.3 farms for the seven year period included by the age group, fourteen to twenty. -lO-. In the issue of'August 6, 1932, the United States Daily carries the following quotations: "From.60 to 75 per cent of the students of vocational agriculture take up agricultural work either as farmers or as employees of allied occupations, Dr. C. H. Lane, chief of the division of the agricultural service of the Federal Board for Vocational Education stated orally, August 5. After completing their studies, it has been found from.a five year inquiry that 42 per cent of the graduates have become partners in the home form, he pointed out. It has been found also that those out of school five years tend to become owners, rather than workers or renters of farms in increasing numbers”. (1) Dr. C. H. Lane further states, "The part which vocational agricul- tural schools in the United States is playing in keeping country boys of a high type of ability and intelligence on the farm is illustrated by a recent survey of a.number of schools in Montana. This survey is one of a series national in scope made by the Federal Board. This sur- vey in Mbntana shows that 1,011 boys have completed courses in vocational agriculture during the past ten years. A total of 68 per cent entered the business of farming either individually or in partnership with their fathers. Two per cent entered occupations allied with agriculture." (2) It may further be noted, in considering the fitness of our rural boys and girls for the business of farming, that the school law of Michigan provides that agriculture shall be taught in the eighth grade of the rural district schools. The farm.boys and girls enter high school having had a year's work in agriculture. They also have the advantage of being born and brought up on a farm. In many instances their home training (1) Lane, C. H. United States Daily, August 6, 1932. (2) Ibid has been well directed and they already have a great number of valuable experiences as a foundation for further training in scien- tific agriculture. ~12- TABLE III. V"V” NUMBER or BOYS PURSUIEG SHOP WORK IN HIGH SCHOOL Question-I-ll: Did you study shop work in your high school? Total No. Per cent studying Township Yes No Questioned shop work Leslie . 8 6 14 57.1 Wheatfield 12 9 21 57.1 Williamston ‘ so 9 59 76.9 Leroy 20 7 27 74.0 Vevay 27 20 47 57.4 lnghmm 54 14 68 79.4 Totals 151 65 216 The fact that 69.9 per cent of these boys took shOp work in high school signifies a general interest in manual arts. The work is elective. It also shows that a considerable number of the farm.boys are getting some fundamental instruction in the care and use of’tools. The shop work in the high schools studied is of a very practical character and often deals direct- ly with farmplife situations. Such training is valuable, moreover, for many vocations. It may be noted also that while 58.7 per cent of the boys pursued the ’agricultural course in high school, approximately 70 per cent of than took the work offered in.manual arts. manual training appeals to a large number of boys. The great satisfaction afforded by this opportunity to work with the hands, - to create something, is made evident to any one who will ob- serve these vocational groups busy at their shop work. -13- TABLE IVMV” mam OF GIRLS masons norm ECONCL'IICS IN HIGH SCHOOL Question-I-lo: Did you study home economics in high school? Total No. Per cent study Questioned home economics 20 70 O 16 75 20 Totals From.the above it appears that 75.7 per cent of the girls studied ‘home economics in high school. This is a considerably higher per cent than of boys who took agriculture in high school. However, the whole number of girls may be potential home makers and at any rate the excellent home economics courses offered in these schools having a specially trained instructor in the subject will do much to promote health and happiness among the farmer folk. Looking back a few decades what progess has been made in this respect: The home economics courses in all of the high schools were introduced since the passing of the Smith-Hughes law in 1917. Previous to the establishment of home economics courses in the rural secondary schools, the farm girls had to depend more upon the home, and upon extension work of the college fer help. In too many cases the home could not furnish suitable instruction and extension work was not always available. ‘314- TABLE V. MEMBERSHIP IN 4-H.CLUBS Question-IV—ll: Have you ever belonged to a 4-H Club? 12. If so, for how many years? r=——_——Tr——W~Total years No. gm Township, belonging, membership belonging, membership Leslie 6 8 12 23 Wheatfield 7 14 7 8 flilliamston 18 38 7 11 Leroy 10 16 13 26 Vevay» 10 41 ll 12 Ingham 18 34 13 21 Totals 69 151 63 101 The average years of membership for boys is 2.2 years and for the girls it is 1.6 years. Of the total number reporting, 31.9 per cent of the boys, and 30.5 per cent of the girls stated that they had been members of a 4-H club. Since the club work is not compulsory, the per cent of participation shows a lively interest in the vocational projects offered. The boys evidently had engaged in projects that carried over to a greater extent than the projects engaged in by the girls, raking the average membership more than one-half year longer in case of the boys. Further evidence of the pOpularity of the 4-H club work mnong boys and girls may be seen in Table number VI. ‘ ;15— ThBLE VI. 4-H PROJECTS COMPLETED QuestioanV-13: What 4éH projects have you ever completed? 14. What prizes have you ever won for exhibiting 4-H project work? rI--IIIIIIIIIIII"""""""""""""""'""""""""'--'-T Project LeslieAWheat'ldAWFmston-Leroy4Vevay-Inghmm Totals Beans 00000000000000000.000000000000005000.0010.00000000000000.0000 Calf ..........C......1...............3....0.1.0.00300000050000000. Canning o.00.0000000004000000040o00.0.5.00.0030000030000006.eooeoeo ClOthing 0.00.00.00.001000000010000.0.0.0.........OOOOOOOOOOOOOCCCO NH COOking coo0000000000000...co.0000000000.00000000001000000000000000 corn .0OOOOOOOOOOOOOOOOOOOCOOOO00.00.000.0000100000OOOOOOOIOOOOOOOO Crops coco00000000000000.0000.0.0000000000000000000100000000000000. ...: HfiNPGQOCfiONPHONI-‘(DHNHNU‘U‘ Dairy 000000000000000.000.000.80ocoo00300000000000040000003000.0000 Dairy Man'nt co.ooooooooooooooooeoooooooeoooooooooooeoooooleooooooo F006. nocoo0.000000000000000...00000000000000.00000000000002.0000... Gardening 00000000000.000.000.400.00003000000200.0000...coo-0000000 Heifer O00000000000000.coo...ooooooooooeocooooo00001000000000000000 Homemaking 0.000000000000000-00.000000000000010...0.000000000000000 Lamb onoo0.000000000000000oeeeooeoeoeooeooeoeoeoococoa-0002000-coco P188 0000.00000000000o.ocooo000000000030000003000002000000100000000 Popcorn 00000000000000000000001.00000010000003000000000000000000000 POtatoes ee0000.00.00.50ocoo00000000001000.0010...-0000000100000... POUltry 0.00000000000010000000100000002.000001000002000000100000000 Rabbits ooooooeooooeeoleoo..oooooooooooooeooooeooooloooooeleoone... Room .0000000.00000000100000000000000.000000000000000000.000.0000.. Sewing 00000000000000.600000000000000010.00010000005000.0000.-00000 l-‘N Sheep 00000000000000.0000...0010000000100o0003000004000000500000000 workbenCh 0000000000000...coooo00.000000000001000.c.000000000000000 Totals 18 20 26 31 27 29 Ml A record of 151 completed projects, with 147 prizes for exhibiting Pl 01 p the work,shows a high degree of recognition for the 4-H club work. Canning, sewing, dairy, sheep, and calf propcts rank the highest in number of projects in the order in which they were named. ~16- The 4-H Club work, as usually carried out; has outstanding educa- tional values. Er. 0. C. Croy, Assistant Club Leader of Ohio, has written a thesis (1) in which the results of his study, "An Evaluation of 4-H Club Activities in Terms of Educational Objectives", is reported. Er. Croy submitted a list of twenty-two types of 4-H Club projects to 274 rural educators of Ohio. These educators were requested to rate the project work with respect to eight proposed educational objectives. The following ranking was given by 152 of the educators who replied: First ...................Sociability objective............2,562 points. Second ..................Economic objective...............2,42O points. Third ...................Civic objective .................2,285 points. Fourth ..................Exploratory .....................2,225 points. Fifth ...................Recreationa1 ....................2,065 points. Sixth ...................Ethical .........................l,991 points. Seventh .................Esthetic ........................1,761 points. Eighth OOOOOOOOOOOOOOOOOOHealth 00000000000000.0000000000013618 pOintSo The above is the evaluation of 4-H Club projects in the Opinion of superintendents of schools, teachers and agricultural leaders, whose experiences in educational work placed them.in a position to render a competent judgment. As Mr. Croy points out, the 4-H Club work in Ohio 1) Croy, 0. C. Abstract of Thesis. An Evaluation of 4-H Club Activities in Terms of Educational Objectives. Cornell University, 1928. 16 p. _ ~17- ‘is more than economic, since the several other objectives in the study are ranked approximately as high. ‘While the original conception of club work may have been to use boys and girls primarily as a means of demonstrating better farm.and home practices, that objective has now faded into the incidental. Mr. Gray further points out in this theses (1) that there was no great difference in opinion between the extension educators and the school educators, indicating a common understanding of the educational value of 4-H Club Work. The present Chief of the National Extension Program, Dr. C. B. Smith, made the following statement regarding the purposes of junior club work. (2) ”4-H club boys and girls are doers. They are taught high ideals and standards. They meet together, work tOgether, cooperate, achieve. They play the game fairly. They demonstrate, earn money, acquire property. They learn and teach the better way on the farm, in the home, and in the community. They build up their bodies and their health through right living. They train their hands to be useful, their minds to think clearly, and their hearts to be kind.” (1) Ibid (2) Smith, C. B. Boys' and Girls' 4-H Club Work. iMiscellaneous Circular No. 77, U. S. Department othgriculture, October, 1926, p. 11. -18- TABLE‘VII. SMITHPHUGHES PROJECTS COMPLETED Question-IV-l6: What Smith-Hughes projects have you ccmpleted? ={_ #‘4===:V Project LeslieAWheat'1daW'mston-LeroyBVevay-Ingham. Totals Alfalfa 00000000000000000000000.0000000000010000.0000000000000000 Barley 00000000000000.0000...00.000000000000000002000oooocoooocoo Beans oeeo00000000002000.0060.co00.070000001000005...00040ooeeoeo z Beets 000000000oeoooeooooooooooeooeeeeo00000000001000000000000... Cabbage .........................................2..............o Canning o.0.000000000000000ooooooooooooooooloooooo09000120000000. 1 COOkin-g eooeooeeeoo00000000000000...no...0.0000000000000200000000 Corn 000000000000coco.00.00200000000200000010000.2000000800000000 1 Crops cocoeooeoeooeoeeoeooeooeooeoeoooooeeocoooeeoooeoooloeoeeooo Cucumbers 00000000000000.0000.oeeooooooe‘eooeooeeozooo000200000000 Dairy ooone...eooeoooqoeoo01.o.9000010...0.0000001000000500..oooe Gardening co0.000000000000010000.90020000000000010000000100000000 1 Jelly 00000000000000.00.000000000000100cococooooeooeooooooooooooo Man. Tr.............l......................l.....7............... Meal Plan. on00000000000000000000000.000000000000.000000200000000 Oats ooeoeoooo.coo.oeo0.000000000000100000000000020000.0000..-so. Onions so.ooooooeeoeeeeo0.000000000010000ooeoeeoeooeoooeeooeoeooe Orchard cocoa.ooeooooeooeoeoooeooeoococooeeooeecoco.-000100000000 Popcorn cooo0000000000000...000000000000000.000000000000500000000 POtBtOBB 00.00000000300000030000000090000000000005000001700000000 3 Poultry ecooooooooooooooeoooooooeooeeeoeeooloooao.00.00.20.000... RedeCOrating oo00000000.000000000000000...0.000000000000100000000 86'1ng 00ococo...00co00.00000000000010000001000000000.00500000000 Sheep 00.000030000000000.ooooooooo0020000001000002000.0010.coco-o S'ine 0000000000000000.0.00000000000100000040000.0000000200000000 Tomatoes o..oooooooooooooococo00090000000000.0000...0000100000000 NPQQQHGQO‘HHO‘JNOHPmtfii-‘CJNGNI-‘UINH Wheat ...0.0.0.000.........000......0.00.00.00.001000000100...... Totals 6 13 28 12 42 73 174 Herein appears the reflection of the general farming interests of the boys and girls of the section studied. The "cash crOps", potatoes and beans, are the projects reported the greater number of times. -19- The amount of net income from.Smith-Hughes projects completed in the several schools studied for the years 1927 to 1931 is significant. 1331' PROJECT INCOIm OVER A FIVE-YEAR PERIOD (1) Year ending June 30. Dansville 4&1149.15 $2006.70 $3031.39 _g§2729.15 $1857.49 If Leslie Not on the reimbursement list 468.00 664.65 flbson 2883.59 3020079 2629001 3192.31 1353036fi illiamston 2589.20 2559059 1054027 1231.40 1447.28 The above statement gives an insight into the financial gains that accrue from the vocational efforts of the Smith-Hughes students with their project work. Mr. E. E. Gallup, State Supervisor of Agricultural Education, made the following appraisal of the Smitthughes vocational program. (1) "I believe that vocational agricultural education, under the provisions of the Smith-Hughes Law, is the most important movement in American agriculture since the establishment of the agricultural colleges under the provisions of the Morrill Act in 1862. The farm.boy receives his scientific training in the class-room. He puts this into practice in his supervised home project. He develops leadership, organ- ization, and cooperation in his Future Farmers of America chapter. These farm boys are so trained and developed that they are established in business when they graduate from high school." (I) Gallup, E. E. Private Correspondence. See Appendix. -20- TABLE VIII. EXHIBITION OF PROJECTS Question-IV-l7: What Smith-Hughes projects have you exhibited at the fair? 19. What prizes have you won on your project exhibits? Barley coco...coococoo-coo-00.000.000.00...00000100000100.0000... Beans coco-00.000004...so.0200.0.00.4.0...0.000020000040000000000 Cabbage coco.one00000000000000000000000000000600100000000.0000... Calf 0.000000000000100000000000000000000000.000000000010000000000 Canning cooooooooco0000.00.10.0.00.00.00.01.so.oeoeeoogoooeeeoooe 010thing ooooeoooeooooooeooeoooeeeoooooooeooeeooooooo02.000.00.00 COOKing .00000000001000000...00000000000000.0000.00000100000000co Corn .0000.0000000000000000100000000200000000.0010.00050000000000 cucumbers cocoa-00000000000000.0000000000000000010000000000000000 Dairy coo00000000000000.000000000000000000.0000020000010000000000 Garden .............................3.....1.....4................ Jelly ....oooso...oooooeooooooeeoeeeloo.....oooo.oooooooooooooooe Onions .oooooosoocoo-coo...on...easel-cocoooeooooooooooooooeooooo Popcorn 00000000000000.000000000000000000...00.000000070000000... POtatoeS coco.o0.0.30.cocoacoococo0000000010.0.0700000900000000co POUltry ,0.coo...000000oooooooooooooooooooloooo00.000310000000000 SGWing 0000000.000010000000000000000100000100.00000000200000.0000 Sheep 000.00000.00.0000000010000000020.0000.0000.0000020000000000 ,Shop Work cocooooooooo.ooooooooeooooooeoeoloo0.06..o.......ooeooo SUgar Beets 0.000000000000000000000000Iso0.0000010000000000000000 SWine 0.000000000000000...00000000001000.01000000000000000000000. Wheat 00000000000000.0000000000000000.0000000000100000000.0000... Totals 10 5 l5 ,7 27 45 lO 2 16 l 2 l ...J N «DFJDDFJ~JCDCHDDC3~JF‘F‘GJUIF’¢>DDDD 44=£ ch—Z—l The reports showed that a total of 148 prizes had been won on the above exhibits. Account should be taken of the fact that many of these projects were exhibited both at the County Fair and at the Community Fair. It also is true that rather numerous prizes have been awar dad in order to encourage the young folks in their vocational projeCt activities. -21- TABLE IX. HOLZE ECONOMICS PROJECTS COLZPIE’I'ED Question-IV-15: What home economics projects have you completed? W Project LeslieéWheat'1d-W'mston-Leroy-Vevay-Ingham. Totals M cafeteria oooooo00000000000000000000010000000000.0000000000000000 1 Candy oooeooooooeeoeooooeeoooesee-000000000100ooeooooooooeooeoooe 1 Canning ooooe00.000030000000200.0000010000020000.1000001700000000 26 Child Care 00000ecoco.00.000000000000200000100000000000010...one. 4 0101':th 00000000000200.0000)...ecoco.so...00000000000000900000000 12 COOking so000000000060...00010000000030.0001...0.390000060000000. 20 Decorating oeooooooooeooeoeooooooooooooooooooooo00000000200eeecoo Dress 0.000.000000000000000000000cocoosococoa00000000000100.0000. Flowers cooooeooeoococo-eoeeoeoeeoeeeeoeeo000.000.000.001.-oooooo FOOdB Doceoooooooooooooooooooe00.000030000000000...00000100000000 Home 00900000000000.0000...00.000000010000000coo-0000000200oooeoo Home ECOoooooooooocco0000000000000...00000010000.0000000000000000 1101119 I.’Ig't...............................................l........ New Dish coeeoeoooo0000000001.-000000.000000000000000cocoa.ooeoeo Room O.................C.............1.....1.....0......1........ (SeWing 000.000.000.950.oooooooe00000070000060000080900.1500ooeooe ismr Coco00000000000000so...oooocoeeeoooosooooooooooc.0009...g. NGtCfiHl—‘HGPPHM ideals so....oooooe00.000000000000000...o.0030.00000000002000.0000 Totals 16 5 19 16 12 59 p N \1 Those projects involving the fundamental necessities, food and clothing, are by far the most numerous in the above table. The rural girls are stressing those skills which necessity so often demands. .22- In attempting to evaluate the worth of the home economics courses, offered in the several schools of this study, the author asked one of the home economics teachers, Miss I. C. Lundin of Williamston, for a statement of the purpose of the home economics courses as taught in the ".Jilliamston High School. 11135 Lundin's reply was as follows: (1). (1) To develop sound health habits. (2) To awaken an interest in the problems of food and clothing. (3) To train the student in certain household operations for making the home healthful and attractive. (4) To understand individual and home needs as related to food values and to quality and appearance of materials. (5) To provide practice in making individual and domestic budgets. (6) To teach appreciation of aesthetic qualities as related to: a. dress b. furnishing of the home in general 00 d. furnishing the girl's own room the elementary principles of landscaping the home grounds. The fact that many of these home economics girls make their own garments, do much of the home canning, and in many ways make themselves useful in practical ways at home, speaks well for the character of their school training in home economics. (1) Lundin, I. C. Personal Correspondence. See Appendix. ,II. Educational Activities 32 Boys and Girls TABLE X. NUhBER OF HIGH SCHOOL GRADUATES IN THE STUDY Question-I-14: Are you a graduate of a four year high school? m ‘1—'—__———_= Township No Yes Total No. Per cent of total No. Questioned. gues. who age gradsEJ Leslie 30 4 34 11.7 'Wheatfield 33 4 37 10.8 Williamston 48 11 59 18.6 Leroy 50 16 66 24.2 Vevay 73 16 89 17.9 Ingham 114 23 137 16 . 7 Totals:::= 348 74 422 fi__‘ The 74 graduates are 17.5 per cent of the 422 individuals studied. How many high school graduates, on the basis of the above per cent, would be found in the six above townships containing 658 boys and girls? The answer is approximately 115. (17.5 per cent of 658). Some of the aoove graduates, while maintaining a residence on the farm, are employed elsewhere or are in college. With the remaining individuals distributed over an area of approximately 200 square miles it can be seen that the problem of their further education, near home, often presents some difficulties. Only a very few of them, who would have an interest in some common subject, could be assembled for regular instruction in any community. Education for these individuals is none -24‘- the less important. Two alternatives are suggested: First, that the individual, as in the past, seek some school that offers the desired vocational courses. This often takes the individual a long ways from Emma and incurs considerable expense. Second, that local classes be formed, consisting of interested individuals, irrespective of their age and experience, and thus the vocational training could be given within easy driving distance of home. -25... TABLE XI. v” v HIGH SCHOOL sruomus PLANNING TO GRADUATE Question-I-l6: If you are in high school do you plan to graduate? M Total numberinm Township Yes high school Leslie 20 26 Wheatfield 18 26 Williamst on 28 :5? _WJ Leroy, 40 45 Eevay 50 54 Ingham. 85 92 Totals 241 280 There were 280 boys and girls that reported being enrolled in high school. or this number, 241, or 86.05 per cent, expressed their intention of graduating. The 39 who said they did not plan to graduate present a real challenge to the community. We naturally wonder why, in these days, they are not planning to graduate? Is it the fault of the school? Or is it the indifference of the individual? Is the home at fault? William G. Carr, of the Research Division of the National Education Association, says (1) "Although over one half of the nation's elementary school children are in rural schools, less than one fourth of our secon- dary enrolment is rural. High-school training is everywhere reCOgnized as highly desirable for effective citizenship and successful living and (1) Carr, William.G. Some Crucial Problems in Rural Education. Journal of the National Education Association. December, 1930. p. 283. "-26- yet thousands of rural children have inadequate secondary schools or none at all. In city schools one school child in five is en- roled in high school; in rural schools less than one in tan is en- roled in high school". Under the discussion of, "Grade-distribution of Pupils Who Quit School", it was found that 13.5 per cent had quit. This group included the ages fourteen to twenty inclusive and does not take into account the younger members who may quit before graduating. But, making all due allowances, our rural secondary high schools are making an excellent showing when compared to the nation's average. The Ingham Group is favorably situated and for that reason a very high average of attendance is expected. -27.. TABLE XII. ”1 ACTIVITY OF STUDHHTS IN HIGH SCHOOL ATHLETICS Question-I-l7: What part have you taken in athletics while in school? Total Io :Activit'__ Leslie4Wheat'ldAW'mstoanerO'JVeva -Inaham tivities Baseball ’00oon00000.20...000400000001100000100000.1300..25... 65 Football 0000000000.050000000600000001000o00030000008000.2600. 58 Basketball 000.000.005.00000060000.001300.0025.00.022000068000 139 Tree}: oooeeoo9.0000002000900010...000050.0000300000000000.8000 19 Tennis oeooooeooc.0001......socoo-000000000...0000000000016... 17 81711111111118 coco.0.00.0019cooooooeeoeooeooooeoooloooooeeoooooooeo 2 30000]? 00000000000000...00000100000000.00000000000000000000000 1 Gym 00000000090000.0009.0000.20.00.0000.oooeoooeooooeeoooeooeo 2 Volley Ball coo...someooeomoeeooomoooomoooefiooe&eo 1 Totals 16 20 39 42 44 143 304 The number of high school pupils in the ninth to twelfth grade in- clusive reporting that they participated in any form.of athletics totaled 132, while 92 reported that they did not participate in high school ath- letics. In other words, approximately 58.9 per cent did participate as compared to 41.1 per cent who did not. Of the 74 high school graduates 46 reported having participated in high school athletics while 28 reported that they were non-participants. In terms of per cent, approximately 62 per cent participated and 38 per cent did not. Owing to the fact that farm boys and girls usually have many chores ' at home and that they drive to school, they are often discouraged by the parents from.taking an active part in athletics. This is true of foot- ball, basketball and baseball which requires much time after school for practice. -28... From.an educational standpoint there is much of value to be gained by the rural youth from.participation in a well-directed program.of high school athletics. In the give and take of athletic contests boys and girls learn lessons in promptness, in obedience, in self4denia1, in cooperation, and as a matter of fact, in all the benefits of good sports- manship. Some parents object to football. If football is too strenuous and dangerous, some unobjectionable activity should be substituted for it. There is a wide limit to the new games and contests that may be created. Hora use could be made of those sports that have a carry-over nature such as tennis, handball, volleyball and even hikes and golf. The physical education pregram.in the public schools should be for the benefit of all. There has been a tendency in rund high school athletics to excuse and ignore many of the youth who are most in need of the benefits of the pregram. One problem of these rural high schools is to so adjust the athletics program.that the welfare of every boy and girl will be pro- mOtede -29.. TABLE XIII. v V" PARTICIPATION IN DEBATING, ORCHESTRA, BAND AND DRAMATICS Question-I-IB: Have you ever taken part in debating? 19. Did you ever play in the orchestra? In the band? 20. Have you ever taken part in dramatic work? Leslie none 4 2 23 29 Wheatfield 4 none none 12 16 illiamston 2 3 1 25 31 Leroy l4 9 5 30 ‘ 58 ‘Veva 6 6 8 32 52 Ingham. 18 13 2 76 109 Totals 44 35 18 198 295 The total number of pupils in this study in the tenth, eleventh and twelfth grades is 164. The number of high school graduates in the study is 74, making a total of 238 that are beyond the ninth grade. Of this number only 44, or 18.4 per cent of those above the ninth grade, had thus far availed themselves of the opportunity of debating. The advantages of debating are many. Through well-directed debating, the student acquires a better understanding of the fundamental principles relating to sociology, economics and government. He learns to rely upon evidence rather than prejudice, tradition and intuition in reaching con- clusions. He learns how to use the libraries and where to find other in- formational material. He gains valuable practice in the art of public speaking. He learns to state facts and ideas accurately. Through -30.. debating he develops an appreciation of the vieWpoint of others and becomes less likely to express himself dogmatically. Because debating develops many useful skills and gives the rural student an insight into human nature, the subject should receive much more stress in the rural secondary schools. Only 8.29 per cent of all of the boys and girls of this study had ever played in an orchestra and only approximately 4 per cent had ever played in a band. Here, too, there should be a much larger number of students participating. Besides the esthetic value of‘music, group playing may have civic, social and recreational merits. The benefits carry over into adult life. Playing in an orchestra or band furnishes an exceptionally desirable means for spending leisure time. The data shows that 46.9 per cent of the boys and girls had taken part in dramatics. Participation in dramatics, debating, declamation and oratory affords an excellent opportunity for self-expression. It is the sort of thing so many of the rural youth need. These extra- curricular activities are especially commendable inasmuch as they help to develop rural leadership. -31- TABLE x1v. /\/ BOY SCOUT Am GIRL SCOUT IEBIHSBIP Aim TENURE Question-IV-6: Have you been a Boy Scout? 7. How many years? 8. Have you been a Girl Scout? 9. How many years? F======;: membership N0. of mambership No. of Township 'boys::fi years. ,girls pyears. Leslie 5 14 1 none Wheatfield l l ”Williamston 7 17 3 Leroy 2 2 3 4 Vevqy 7 12 5 8 Ingham 4 10 17 33 _ Totals 26 56 29 45 ___ The Scouting program,with all of its benefits, has barely been intro- duced in the rural sections studied. A great field for leadership awaits those who are interested in promoting the social and moral values of the Scout program. Due to the fact that the rural boys and girls live so closely in touch with nature, the Scout program may not appeal to them from the recreational point of view quite so strongly as it does to the town boys and girls. On the other hand, there are phases of the Scout work, fer instance certain social and moral values, that the young folks in the rural sections need. The Scout program.is one of learning by doing. The Scout Oath and the Scout Laws appeal to the very highest spiritual and moral attributes of the adolescent. TABLE xv. mmEBSHIP IN BELIC 1008 011ch IZATI CNS v" L Question-IV-IO: Place a cross after the following church organiza- tions in which you have had membership. f————"—'————_"=‘ Township Membership membership Society questioned eslie 13 17 5 422 theat field 10 13 7 422 IWilliamston 31 38 10 422 Lerqy_g 33 41 16 422 r1933; 4:; 63 26 422 lgghgp . 46 80 33 422 Totals 177 252 97 From the above date it was found that 41.9 per cent of the 422 re- ported church.membership, 59.7 per cent of them reported Sunday School membership and 20.6 per cent of them reported membership in a YOung Peoples Society. The above membership in church organizations indicates that the rural young people participate to a considerable extent in the religious life of their communities. It is well known that in many communities the rural church is in a state of decline. A small rural church, with feW'members and few supporters, is not likely to carry on.a very effective program in the community. iMorse and des Brunner, in their study of churches in 179 rural counties, set 1000 (1) people per church as the norm. (1) Mbrse, H. N. and des Brunner, E. S. The Town and County Church in the United States. ‘ ..3 3- In common with the inefficient one-room district school, effective consolidation seems to be the logical solution of the small isolated country-church situation. From an educational viewpoint an ideal situation is one in which church and school cooperate in carrying out a character-building pro- gram.for the boys and girls of the community. -54- TABLE XVI. (I'INERSHIP 0F LIVESTOCK AND POULTRY QuestioanV-ZO: Do you own farm stock or poultry which has come to you as a result of 4-H Club work or of Smith-Hughes work? Leslie 2 Wheatfield 6 Williamston l5 Leroy» 7 Vevay 8 Ingham 18 Total 56 Of the total number of boys and girls questioned, 13.2 per cent reported ownership of some kind of livestock or poultry as a reSult of project work. While this is not a high per cent of ownership it does Show that many parents recognize the psychology of ownership as an incentive for interesting the boys and girls in farm life. In this respect it seems reasonable that many more parents in a very natural way might use this means to help solve the trying problems of the adolescent. 0n the other hand, as has so often been pointed out, a sure way to discourage many boys and girls is to deny them a share in the things they have worked very faithfully to produce. The above question restricts ownership to that gained by certain project work. It is probable that some boys and girls own farm.stock or poultry acquired by other means. :35- III. Farm and Home Status _o_f_ Boys and Girls TABLE XVII. FARM OER-IERSHIP Question-IV-24: Do your parents own or rent the fann? Operated Operated by No. farms No. not Total No. Township, by owner renter reported reportingp farms. #gslie l6 8 24 8 32 Wheatfield 20 7 27 2 29 Williamston 29 4 33 2 35 Leroy 38 5 43 5 48 thvay 41 16 57 6 63 Ingham. 58 16 74 23 97 =F_Totals 202 56 258 46 304 Respecting the report on farm.ownership 78.2 per cent of the farms, where the status of farm.ownership was given, are owned by the parents and 21.8 per cent were renters. Even if we assume that the 46 not replying are renters, there would still be approximately 50 per cent of'ownership. However, it is not improbable that a considerable number not replying to the question do own the farms they are operating. A high per cent of ownership of farms by the people who operate them is highly desirable. The degree of ownership here shows a certain perman- ency and stability of’the farm business in the area studied and this is reflected in the social, educational, and religions activities of the young people. TABLE XVIII. PURE-BREED LIVESTOCK AID POULTRY KEPT Question-I'V-19: What kinds of pure-bred stock or poultry are kept on your farm? F Group Per cent Kind ELeslie-Wheat'ld-W'mswn-Leroy-Vevay-Ing. Totals of farms f POUltI‘y 000000000090.o90050000000150000001500.0210.0300000095000 3102 Dairy Cattle oo00110000010000000.140.000.080.0.3000027000010000. 3205 SWine ............2......6................'7....ll... 9000003500. 1105 Sheep 00000000000000.00003000000.050.000.010...05000110000525... 8.2 Beef Cattle.......l.........................................l... .5 Horses 000000000000.0000000000000030...o00000000000001.000004000 103 Rabbits .000.00.002.00....0......0....00.000000010000100...O4... 1.3 Totals 25 24 3'7 31 68 '79 264 Three hundred and four farms were included in the above study. Dairy cattle and poultry rank highest with respect to pure-bred breeds. Few farms kept any kind of pure-bred swine, beef cattle, or horses. Notwithstanding the fact that the agricultural colleges have frequently demonstrated the advantages of pure-bred stock, a large per cent of the farmers are still without the better stock. Perhaps the farmer is not ccmpletely ccnvinced that pure-bred stock is more profitable. The in- ertia of tradition may have prevented any change so far. The agencies of education along the line of placing better livestock on the farms have yet much to accomplish according to the above table. This objective may well continue to receive enphasis in extension work and in the animal husbandry courses of the rural high school. TBBLE XIX CERTIFIED SEEDS USED Question-IV-Bl: What certified seed do you use on your farm? Do you make a business of raising certified eeed for sale? M Li:— “4:: =:__ Kind of Seed Number of Farms using Certified Seed Alfalfa 18 Barley 29 Beans l6 Corn (field) 26 Corn jpopl, 1 Cabbage 1 Clover (June) 2 Cloverijweet) 3 Oats 24 Potatoes 48 _. Wheat 18 Ninety-seven farms out of 304 farms used one or more kinds of certified seed as listed above. Only 5 farms out of a total number of 304 made a business of producing any kind of certified seed for sale. For many years the agricultural program.has stressed the use of better seeds. Just as in the case of pure-bred livestock, the idealis far from reached. The questions naturally arise - Why are not better stock and better seeds used by the farmers? Is it not profitable? Is it a matter of finance? The conclusion naturally follows that more attention should be given to this important problem. IV. Pupils Qpitting School GRAPH I. AGE-DISTRIBUTION OF PUPILS UHO QUIT SCHOOL Question-I-IZ: If you have left school, at what age did you leave? Ages Number of pupils quitting 13 --- XXXXfij2_persons) 14 --- XXXXXXXXXX(5 persons) 15 --- C’SZTDCT‘I'IXXinsm (9 persons) 16 -- xix-.3- sumac-Scene; “alsjclnazmnzcoz-x m:<:~:-3:~:.mxxx (26) 1'7 -- majczr‘zijxxxum (12 persons) 18 --- ICC-C- “Ch CSDCCZZ‘CXW persons) 19 --- lone .340 --- None The above strikingly indicates the greater number who dropped out at the compulsory age of sixteen. The following table gives further data on the subject. ’39- TABLE XX. PER CEKT OF PUPILS QUITTIIG SCHOOL BY TOWEBEIPS I Ares Per cent Township 13--l4--15--16--17--18--19—-20 Total that quit LGSlie cocoooeeeeeoooooooeooooeleeooeeeecoo-00000000034900... 300 il-irheatfield eeeeoeeeeeo9000030003...oeeeeeeeooee0.000.370.0000 15.4 WilliamStOn 000000.00001000200030004.0.1000.0.000000059000000 18.6 Leroy 0.0000000000010000000000010001000300000.000000066000000 960 Vevay soooeoeoeoe0.000020003000900020000co00000000000890.0000 1709 Ingham.............l...2...1...9...5................137...... 13.1 Totals 2 4 9 26 12 4 422 A total of 58, or 13.7 per cent, reported that they had quit school. This number checks closely with the number reporting by grades, as appears in Graph II, page 40. GRAPH II. GRADE—DISTRIBUTION OF PUPILS EEO QUIT SCHOOL Question-I-13: If you have left school, in what grade were you when you left? PIA Per cent Grades number of pupils quitting» based on 422 Sixth -- XXXX (2gpersonslp 0.47 Seventh -- XXXXXXXX (4) 0.94 Eighth -- Woman 4.00 Ninth - EDDDQDCCCCCCCCCCK 08) 1.89 Tenth -- XXXXKXXKXXXIXXXXXXXXXXXXXXXXXXXXXXXX (18) 4.26 Eleventh - XXXXXXXXXXXX (6) 1.42 __e1fth ..- xxxx 2 0.47 _ In the above the total number reporting that they had quit was 57, or 13.5 per cent of the total number studied. It also appears from the above that 4 per cent dropped out in the eighth grade. Approximately the same number dropped out in the tenth grade. Twenty-six pupils, or 6.1 per cent, replied that they left at the age of 16. The fact that 16 is the compulsory school-age limit probably accounts, in a large part, for the relatively large drop in school attendance in the tenth grade. The situation presents a challenge to all who are vitally interested in prcmoting rural education. Certain questions arise: Why did they drop out? Was it the fault of the parents, the teachers, the curriculum? To what extent may finances have been a determining factor? ~41- TABLE XXI. REASONS WHY FBRM.BOYS AND GIRLS QUIT SCHOOL Direction II: If you have quit school place a cross after the reason or reasons in the following that best explains why you quit. I—JW Factors Les- Wheat- Le- Wms- Ve- Ing- Total involved Reasons lie field roy ton vay ham times Discouraged with StUdieS one.000000000o00000000000003.0002000040001000 10 School group StUdieS nOt suitable o000000010000oleeeolooeoeoooleee 4 Non-interest in studies 000000000000000000000000100001000.20006000 lo Illness 00oeeooeoeoeeecooeecoo...00300002000050.0400. 14 Needed at home Oeeeeeeecooe0050000010000300005000300. 17 Lack of home encouragement eoeoeooeeoeeeeeoeoooeo0.000000000009000 Home Wanted to group earn money 00000000000eecoO.0200000300902000060005000 18 Lack of trans- portation ....0000000....0.000000000000000000IOOOOOOO 1 Other reasons see-00000000000100...00.000000000001000 2 Totals None 9 12 11 23 21 76 WW . The validity of‘the pupils' Opinion.may be questioned in the above answers. However, the reports showed that 58 out of a total of 422 boys and girls, fourteen to twenty inclusive, had quit school. An attempt was made to classify the reasons for quitting school into two groups. The first group was designated "school group" because the first three reasons pertained more particularly to the school program. I I v " O I I! U I . . O V C o . .-.-42.. The other reasons were those in which home conditions were in- volved and those were designated "home group”. ‘ These 58 cases of dropping out of school cited a total of 76 reasons for so doing. 0f the eight reasons, suggested in the above table, only the first three might be charged as a possible fault of the school directly. Assuming this, then there were only twenty-four reasons cited in which the school might be the main cause. However, a reference to the questionnaires shows that the twenty-four reasons were given by only 19 different individuals. That is, 4.5 per cent of the 422 gave reasons for quitting in which the school might be the main cause. It was found that 14 quit on account of illness, while 17 dropped out because they were needed at home. In all, 13.7 per cent had dropoed out of school before completing the twelfth grade. A reference to page77 of the appendix SimwS,in a similar study made in Gaines Township in 1927, that 51 per cent of the boys and girls dropped out of school before completing the twelfth grade. Gaines Township had no high school. Forty per cent of the pupils were located seven miles or farther away from any high school. None of the high schools attended by the Gaines boys offered courses in vocational agriculture. Other con- ditions being fairly comparable in the two areas, the proximity of the high schools and the character of the curriculums, seem in a large measure, to account for the much lesser per cent that quit in the Ingham County group. Every boy or girl dropping out of school offers a serious challenge to society. Responsibility rests on the pupil, on the parent, on the school, and on society in general. Democracy demands that, so far as possible, every individual should be educated. -43- In considering the data of the above table, account Should be taken of the fact that boys and girls fourteen to twenty are in the group. A certain per cent of the younger ones probably will drop out before completing high school. .A study of an older group would determine the status more definitely. But the fact is, the number would tend to be greater than the 13.7 per cent above mentioned. ’44- V. Vocational Interests g£_Rural YOung People TABLE XXII. REPORT ON SPECIAI.VOCATIONAL INTERESTS Directions III: Place a cross after any of the following in which you are especially interested. Les- Wheat- u - Le- 76- Ing- Group Group Interest lie field ton r0; vaz ham Totals Totals , Agri- Beef Cattle 2 4 2 1 5 4_ 18 cul- Dairying 7 10 16 9 21 19 82 tural Farm Crops 4 11 17 5 21 19 77 Gardening 1 6 9 5 5 11 37 Honey 1 2 6 l 2 12 Poultry 2 11 14 7 10 10 54 Sheep 1 5 9 6 10 9 40 Swine 5 3 6 7 9 ll 41 361 Domes- Cooking 10 3 10 14 18 11 66 tic Housekeeping 6 5 13 17 14 21 76 Sewigg: 3 5 12 15 17 9 61 203 Aviation 3 6 9 8 13 16 55 gMech- Carpenter 1 1 1 3 13 10 29 an- Factory' 1 2 1 3 3 10 ical Garage 2 6 1 4 7 20 Road Work 3 2 6 8 19 Trucking, 3 6 8 4 13 10 44 177 Com- Clerking 5 5 8 9 16 11 54 mer- Office Work 10 5 9 13 20 16 73 cial Salesman 1 2 6 9 136 Pro- Mhsician 7 1 7 7 l9 9 50 2688- Nursing 10 14 ll 8 12 19 74 ional Teaching, 4 11 10 19 23 34 101 225 TOTAL 1102 The above table shows the distribution of vocational interests. The "agricultural” group was checked a greater number of times than any other group of interests. -45- The following is a numerical arrangement of the ranking of the foregoing special vocational interests: 101--teaching 82--dairying 77--farm crops 76-housekeeping 74-nursing 73-office work 66--cooking 61-sewing 55-aviation 54--pou1try 54--clerking 50-musician 44-trucking 41-—swine 40-sheep 37--gardening 29--carpenter 20-garage 19-road construction 18-beef cattle 12-honey 10--factory 9-sa1esman The figures represent the number of times each especial interest was checked. The total number of the checks is 1102. Here is an illus- tration of many instances in which vocational guidance might possibly render a valuable service in helping rural boys and girls to choose an occupation wisely. For instance, it is quite evident that too many are planning on teaching. -46- TABLE XXIII FALLING AS A CHOICE OF VOCATIOIB Question-IV-4: Do you plan to make farming the means of making your living? Boys Boys Boys not Girls Girls Girls not Total Township "yes" "no" answering "yes" "no" answering questioned Leslie 4 5 5 2 4 14 34 Wheatfield 8 6 v7 0 8 8 37 Williamston 18 8 13 3 6 ll 59 Leroy 10 7 10 4 15 20 66 Vevgy 16 14 17 2 20 20 89 Ingham. 23 25 20 2 26 41 137 Totals 79 65 72 13 79 114 422 Approximately 36 per cent of the total number of boys questioned said they planned to make farming the means of making their living. Thirteen out of 206, or approximately 6.5 per cent of the girls, said that they planned to make farming the means of making their living. Due to the nature of the question and due to the fact that so many did not reply to the question, it is merely quoted as stowing a tendency. nany of the boys and girls had not reached an age when they had considered the proposition very much. ~47- TABLE XXIV. VOLUNTEERED VOCAIIOKAL IUTERLSTS Direction-III-25: Name any other types of work in which you are interested. A____‘ Occupation LeslieAWheat'IdaW'mston-Icroy—Vevay-Ingham Totals Army oneooe000000000000cocoee000000000000000000000001.0000000000e. ArtlSt eoeeooeeeeeeeeoloeoeeoe00000000000000000000001.000000000000 AStronomy ooooooosoooeoeooeoeoeooeeeeeeleooeoooeeoeooeoeeooeeeeeeo Beauty Operator 0000000000eee00100000000000.0010...010000002000000 BUSIXGSS Hanager .000000000000000eeoe00.0000000000001000000100000e Child Care so.oo-coo-coco...eeeeeeeooeeeoeeeeeoeooeoloeooococoa-o. CiViCS oeooooeeooeeooooeoooooooooooeeeeleeoooeeeeooeo.ooeeooooooee 010th Buyer eoooooooeeooeeeeoooooo.oooooooooooeooeooleooooeeeooeee commerCial ecoeooooeooeeoeeoeoeeeeeoeeeo0000000000001...eoeeeeoeee COWbOY 000000.000000000000000001000000000000000000.0000...00000000 Dietician ooooooooooeeeoooeoooo.oo.eeeeeeeeeo00.000000000001000... Draft Horses oee0000000000000...00000000000000100000.000.001.00000 EleCtriCian oooeeooecoocooeeeeeeeeeoeeeleoeeeeeeeeeooooeeeeloeoeee Engineering O0000000oeloeoeeeoeoooooeoeloe00.000000020000005000000 Florist 0000000000000000000000000...00010000000000.0100.0000000000 FOIBStry eooeeeeeoeeeeoeeoo9.0000000000100000...00.010000002000000 FTUIt oooeeoeeeoeeeeooooeeeoeeeoooooeeeleeeeooeoooooeeeooooeooooee GOSpel Work 000000.00000000000000000000.0000.000000010000000000000 Inst'l. Manag't............................................l...... Interior Dec'r.............................................2...... Journalism.................................................1.....o Librarian ooooeeeeoeooloeeoeeobeeeeeeeee00000020000000.00001000000 Liechanic 0.0000000000000000...O00000000100000.1000...000000200.000 :Ministry 0000000000000...0000000cc00000000000010.00010000000000000 MISSIOnary oeeeeoeoeeeoeeeeooeeeoeeeeeoeooecocooooooeeooeooloeeoeo LIOdel 000000000000000000000000000.0000.co0000000000010000000000000 Mbrtician 0000000000000000000000coco00000000001000.0000...00000000 Navy ooooooooeeooeooooooo-oocoo...o.ooooeoooeeeeeeeoleeeeeeeeeeeeo Physician eooooeoocoooeoooeeeeeeo.ooooeeeooeooleoeeoeoeeoeeoeoeeee POlice e.ooooeoeeeeeeeeeoooooeoloeeeeeoeoeoeeeoo0.0010000000000000 Public Speaking................l.................................. Radio eeeeoooeeeeeoeoeeeeeeeeeeoeooeeoeoeeeeoeeoe0.010000000000000 SOCial Seerce oo-oneeeccoeeeeeoeeeeecooo0.000300cacao-00000000000 Special Agreeseeeeeoeceeooeo00000000000100.oeoeoeoooeecoco-00.0000 Telephone Operator 0000000000000000...00000000.00000100000000.0000 Trapping 00.000000000000000...00000000010000.0000...00000000000000 VBterinary oeeeoeeeoeeeeeeoocooeeeeeoeeeeeoeeoeoeeeoeeeeeeel‘eeeoo Totals 3 4 10 ll 18 22 kahihlh*e:hdkanarahlrakaraaowswsraaarahahawsa:¢>naoa+4kaJthar4oacntdtcta l 03 o) ~48- In the foregoing table thirty-seven different occupations were volunteered a total of sixty-eight times. Engineering was checked nine times, which Was the highest, followed by "beauty-operator" I which was checked five times. Twenty-three different occupations were each only volunteered by one individual. There were only sixty- eight of the entire group who answered this question. Nevertheless the table is illuminating. When one reflects that many of these boys and girls seriously have in.mind some of the various activities men- tioned, we see here a certain problem of rural education. It is a problem.of vocational guidance. It is a problem that may involve much for success and happiness in human life. A brief discussion of vocational guidance will be found on page 50 of this thesis. -49- TABIE m. CHOICE OF OCCUPATIOICS FOR LIVELIHOOD Question-IV—S: If not farming, what occupation do you prefer as a means of making your living? Occupat ion Le 51 ie-Whe at ' ld-JN 'ms ton-Leroy-‘Vevay—Ingham Totals Army ooooooooooooooooooooooooooococoa-coco...cocoolooooooooooaoo Aviation ooooooo00.010000000100000.o020000002000.020000030000000 Beauty Parlor 0000000000000000.000.0000.0000100000100000100000O. Barber ooooooooooooooooooooooooooooooooooooooooooooooooolooooooo Carpenter 00.0ooooocoo0000000000000...0000001000.0000..-0.000000 Clerking 00000000000000.0000o.0.00000000000000000000000.10000000 000k 0.00.0}--OOOOOOOOOOOOOOOOOQOOOOOO000000.0000.01.00.00.000000 Dairy Extension 0000000000000o.00000000000000000001000.000000000 Dramatics 0.00000000000000000000000000000000200000.0000.00000000 Electrician ecoooooooooooooooooooooooooooooooooooooooQQOZ¢oooooo Engineering oooooooo;ooooooooooooco00000000020000020000050000000 FECtory 0000000000000...oooooooooooso00.000000000010000010000000 F’ HH ommwwwv—Iwu Fl ForeStry oooooooooooooooooooooooooooooooooonlooooooooooooooooooo Garage cocooooooooooooooooooloo00000000000000.cocooooooozooooooo Homemaking 0000000soco00.000000000000000.0000.00.000000020000000 Housework coooooooooooococococoon0.001000000000000100000coo-coo. Librarian oooooocooooooooooooooooooooooooooooooooooooooolooooooo Marriage 00000000000000.coooooooocooon0000oooooooOCOOOOOSsOOOOOO ;M8Ch8nic oooooooooooooooooooooooooooococooooooooooooooooZOoooooo Zinistry 0000000000....oooooooooooooooooooooloooooo-cocoa-coo... Hortician 00.oooooocoocoooooooooooocoo...coolooooooooooooooooooo finsician 00000000000100.0000...cocoone...00010000010000.10000000 Navy 00.0.0000...000090.009...coococo.coo0.000000010000000000000 Eursing ............3.......2...o....3......2.....2.....5....... Office Work 000000002.0.000030000000030-00.060000070000060000000 Phy310ian 000000000000000ooooooooooooooooooolooo00.000.00.000... Piano-tuner coo-0.000.000.0000.-ocoo.coo00.000000000000010000000 Plumber 00.000000000000000...000.000.o00000.00000010000000000000 Policeman ...o.000900.0000001000000000...00.00000000000000000000 sewj-ng ......OOCOOOOOOOO0.........0.00.00.001.........OOOIOOOOOO DJFJ 'Q-QIHIFIHFHIDCRFJIUIEIFDJIO U HHDPI—‘I-‘Hl-‘H TBBChiDg o.0000000002000000050..o0000600000080.0.110000220000000 TOOlémaking 0000000000000000100000.0000...0000000000000000000000 Wrestling 00.00.0000.oooooooooooooooooooooooooooooooooflfikooooooo 2: Totals 10 14115 30 33 61 p: 03 (fl -50.. In the foregoing table 163 of the boys and girls of this study have expressed a preference for some occupation other than farming. Whether their expression of a choice be a mere youthful fancy or Whether it be the result of a more mature consideration, significance lies in the fact that so large a proporticn of the rural youth have a very wide range of occupational ambitions outside the realm of farming. And what can be done to help this group? If the high schools that serve the needs of the rural communities carry on their usual academic program and also maintain efficient courses in agriculture, manual arts, and home economics, that seems to be about their present limit in the field of vocational training. One thing they can do, how- ever, is to provide an acequate program of voc tional guidance. David Cohen has said, (1) "The task of conserving human effort is performed largely as four ends are accoaplished: (1) Fitness or native ability for different vocations is discovered fbr every person. (2) Every person is placed in an employment in which his ability can be used to the best ad- vantage. (3) The ability of every person is trained for the line of work for which he is best adapted. (4) Every employment is so organized and conducted as to use the trained ability of every person in the way that will secure maximum results with the least expenditure of time, material, and effort." The same author further states, (2) ”Investigations generally disclose that the pupil's stock of vocational ideas is very meager and that it is the business of the school to supply the needed information concerning occupations and occupational conditions". (1) Cohen, David. Principles and Practices of Vocational Guidance. New York. The Century Company, 1929, 471 p. (2) Ibid. -51- As already has been stated, to give very much actual vocational training to the group outside of the homemaking and agricultural in- terests is quite beyond the present ability of the rural high school. To develop a prOgram of vocational guidance is not beyond a practical possibility. Some sources of help would be in the curriculum itself, in the ability of certain members of the high school faculty, in the experiences of certain citizens of the community, in the faculties of higher institutions of learning. The radio, the library, and the ex- tension service are other means of assistance. Certain tests for vocational aptitudes, for example, such as the Seashore Test for the measure of'musical talent, are available. To carry out the best vocational guidance prOgram possible is the very least the high school should aim to do for those who are not "rural-minded". TABLE XXVI. JOBS HELD WITH PAY'SIECE LEAVING SCHOOL Question-IV-lz: If you have left school, what jobs have you had for more than a week with pay? Job Leslie-Wheat'ldAW'mston-LeroyJVevay-Ingham. Totals Clerking 000000000000000000000000000.0-0.0200000200000010... Drop Forge 0.0000000000000000.00000000000000000.100.000.000. FEranork .................5.......5......2....10......5.... Housework socococoocoo0000.1000000030000002.000020000oocoooo Laundry ......OOOOOOOC..OOOOOOOOOOOOOOO.....OOOOOOOOOOOlOOOO no racntocnrAtdtdIaudcn~arec» NUrse 0000000000000000000000000.0000000000100000000000000000 Office cocoa-00000000000000.00-o.ooooooooo0.0000000000010000 Patrolling 00000.000.000000000000001000000000000000000.0000. Pattern work coco-000000000000000001000000.0.000000000000000 Road-Const.........................2......l............2.... Teaching 000000000000coo00000000o0000000000.0000200000000000 TrUCking oooooooooooooocoo0.0000000100000010...-00.000.30.00 Waitress coo-0000.00.00.00...00.00.00.000...0000100000000... . Totals None 6 13 9 18 13 5 IO The prices paid for the above labor varied from a dollar a day for farm work to $6.57 fer teaching. The average pay of the 59 who reported is approximately $2.25 per day. The amount of the pay perhaps has no particular significance. The above question verges on the per- sonal too much to warrant very complete responses. It may be noted that farm work was mentioned twenty-seven times and housework eight times in this list of thirteen different jobs held with pay since the boy or girl had left school. The farm and farm home furnished 59.9 per cent of the jobs. TABLE XXVII. JOBS OF THOSE OUT OF SCHOOL Question-IV-S: If out of school, what is your present jdb? it I m * ~_— Job LeslieAWheat'ldJW'mston- Leroy-Vevay-Ingham Totals ===:— Bookkeeping coco.........oocoo-0.00....coco-cocoooooooloooooooo Clerking oooooocooooooooocooooocoooooo.ooooo00.000.00.100000000 COCK 0000000c.0000.000000000000.0000000000000..001.00.000.00... DriViflg TTUCk 0000coo0.00000000.001000000010000000.000.000.000. Farming oooooooo0.40.00.06.00000006000000.1...0011.00.60.000000 gNHHl-I Garage coo.ocoooooooooooooooooooooooooooooooooooo00000100000000 Housework on.oooooooooooolooo000003000.0007000.0040000100000000 Hilk TeSter o00000000000000.00.0000.00000000000001.000000000000 Fa F‘OJF‘F‘F‘F‘ObF‘ Kursing 900o000000000000000000000010...oooooooooooooooooooooooo Oil Statifln 0000000000000000000000000000.0000.00000000100000... Stenographer oo.oooooooo...oooooooooocoooooooocoolooooooooooooo TBBChing cocooooooooooooooooooooooo.....ooooooooczoooo6oooooooo Trapping 0.0.0000.0.000000000000001000000000000.000000.00.00.00 Ci (0 Totals 4 7 12 9 20 17 “2'“‘* “Z There were 50 who reported farming and housework as the present occupation. That proportion is 72.4 per cent of tne present jobs. Approximately 50 per cent of the total number out of school were an- gaged in farm work. Hany of these young people are still at home and doing the only work they are accustomed to do. -54... TABLE XXVIII. ACTIVITIES SHOJILG SPECIAL I TERZST IN'FLREING Direction-IV-SO-bfiz Place a cross after each of the things in the following list you have done to fit yourself to do a better job of farming. Les- Wheat- t'ns- Le- Ve- Ing- —__Total No. Activity lie QM roy vey ham Totalsjuestioneq‘ Read special bulletins 7 13 24 ll 27 25 107 422 Attended exten- sion classes 3 3 7 6 5 6 30 , 422 Took "Short Course" 1 l l 3 6 422 Reading papers and magazines 9 21 30 22 32 36 150 422 Farm.programs over radio 4 7 18 19 20 18 86 ‘ 422 "Farmers Tour" 4 3 18 2 14 15 56 A 422 Totals 27 48 98 61 98 103 435 Taking into consideration that many of this group of fourteen to twenty years of age inclusive have not yet reached an age to be much interested in arms of the special activities listed, it seems fair to conclude that there is a progressive attitude on the part of the rural young folks. It appears that 30 have attended extension Classes, and that 6 have taken a short college course to fit them better for the business of farming. There were 107 who stated that they read special bulletins and 150 said that they read farm papers and magazines regularly. The educational possibilities of the above activities are as yet only partially utilized in disseminating vocationaltgricultural information. VI. Some Su gestions Growing Out of This Study ‘I‘ Q In this thesis no attempt has been made to study the curriculum of the rural secondary schools. Neither has any inquiry been made respecting the methods used in teaching. It is generally believed that the school program is already heavily loaded. A question arises as to what may be most worthwhile educationally for the youth. Any additional responsibilities placed on the rural schools, such for in- stance as vocational guidance, would involve an adjustment in the subject matter covered by the course of study and perhaps in methods as well. A study of the vocational interests of a somewhat older rural group, say from eighteen to twenty-four years of age, would give valuable information to those who are striving to improve rural education. -55- C. SUIvIJARY OF 'J};UESTIONIIAIRE DATA Some of the outstanding facts, as revealed by returns to the questionnaire, may be summarized as follows: (1) 658 farm boys and girls, fourteen to twenty years of age inclusive, were listed in the child-accounting records of the six townships studied. (2) The farm.area studied covered approximately 200 square miles with a density of 3.29 per square mile for the age-group, four- teen to twenty inclusive. (3) 422 of these boys and girls responded to the questionnaire, 206 being girls and 216 being boys. (4) The response from the total number of farm boys and girls, fourteen to twenty years of age, in the area studied Was 64.1 per cent. (5) 58.7 per cent of the boys who answered had studied agriculture in the high school. i I (6) 6919 per cent of the 216 boys studied shog work in the high school. (7) 75.7 per cent of the 206 girls studied home economics in the high school. (8) Somewhat over 30 per cent of the 422 boys and girls had been enrolled in 4-H Club work. i \ (9) 151 projects were reported as completed in the 4-H Club work of these students. (10) Canning, sewing, dairy, sheep, and calf projects ranked the highest in number in the order named. -5 7.. (11) The boys reported 174 Smith-Eughes projects completed. (12) The "cash crOps" projects, potatoes and beans, ranked the highes in number. (13) 148 prizes were won by 109 Smith-Hughes projects exhibited at county and community fairs. (14) There were 127 home economics projects reported completed. (15) 74 of the group of 422 studied, were high school graduates. (16) 241 of the 280 enrolled in high school declared their in- tention to graduate. (17) With.respect to high school athletics, 132 pupils reported that they participated therein, and 92 reported non-participation. Z'Approximately 58.9 per cent of the total participated. (18)V'18.4 per cent of those above the ninth grade had availed themselves of practice in fermal debating. (19) 0f the whole group studied,18.29 per cent had played in an orchestra and 4 per cent had played in a band. (20) Approximately 47 per cent of the 422 had taken part in dramatics. (21) 26 boys out of the 216 boys had held Boy Scout memberShip. (22) 0f the 422 studied, approximately 42 per cent claimed church membership, 59.7 per cent claimed sunday school membership, and 20.6 per cent claimed membership in some Young Peoples Society under religious organization. (23) 56 boys and girls out of 422 reported ownership of acme kind of livestock or poultry, w ich is 13.2 per cent of the total. (24) 78.2 per cent of the farms, in case the status of farm ownership was given, were owned by the parents while 21.8 per cent were renters. -58- (25) On the 304 farms of the study, a total of 264 groups (one or more individuals) of pure-bred livestock or poultry was kept. (26) A total of 13.7 per cent of the age group, fourteen to twenty inclusive, had quit school before completing the twelfth grade, 4 per cent quitting in the eighth grade, and 4.2 per cent quitting in the tenth grade. (27) According to the replies given in the questionnaires, 9 had left school at the age of 15, 26 had left school at the age of 16, and 12 had left school at the age of 17. (28) 58 individuals of the group, fourteen to twenty inclusive, had dropped out of school. (29) 19 out of the 422 individuals gave reasons for quitting school that might reflect a possible failure on the part of the school, and 14 reported that they quit school on account of illness. (30) In the report on special vocational interests:- (The agricul- tural group of interests was checked 361 times. The domestic group of interests was checked 203 times. The mechanical group of interests was checked 177 times. The commercial group of interests was checked 136 times. The professional group of interests was checked 25 tires. (31) 163 volunteered their choice for some occupation other than farming as a means of gaining a livelihood. 33 different lines of work were suggested. In this group, teaching was given first choice being named by 54 individuals nearly all girls. Office work ranked next with 27 expressing it as a choice. This was followed by nursing which was cited by 17. Aviation was the choice of 11 individuals, and engineering was the choice expressed by 10 individuals. (32) 13 different kinds of work done with pay since the boy or girl left school, were mentioned 59 times. Farming was mentioned 27 times and housework 8 times. It appears that the farm and farm home furnished them approximately 60 per cent of the Jobs. (33) Again in answer to the question - "What is your present job?" - 13 different jobs were mentioned by 69 people. Farming was mentioned by 34 individuals, and housework by 16, which tOgether is approximately 72 per cent of the jobs mentioned. (34) 50 stated that they had read certain papers and magazines regularly to better fit themselves for the business of farming. Like- wise 107 read special bulletins to aid them. 86 reported that they listened to farm programs over the radio. 30 had attended extension classes. 56 had gone on a "Farmers Tour" to observe better practices and 6 of the boys had taken a "Short Course" at an agricultural college. (35) In reply to the question - "Do you plan to make farming the means of making your living?" - approximately 36 per cent of the total number of boys questioned answered in the affirmative. -60- Do GELRAL SLEELARY AIE’D COI‘TCLUSIOI‘TS A primary purpose of this thesis was to determine the vocational interests of certain boys and girls in a limited rural area. Attention will now be given to a brief consideration of the findings. 1. That a large proportion of the rural boys and girls are interested in farm life as a vocation is evidenced by: (a) (b) (e) (d) (e) (f) (a) Their achievements in 4-H Club work. _ Their large enrollment in high school vocational agriculture and in home economics. Their achievements in Smith-Hughes vocational project work. Their active membership in the ruture Farmers of America, which is an auxiliary of the Smith-Hughes program. The fact that older boys are supplementing their high school courses in agriculture by a short course at an agricultural college. The fact thut many of these boys have already taken the exten- sion work offered to adults in the community. The fact that these boys go on "Farmers Tours", listen to famn programs over the radio, and that they read special farm bulletins, farm papers and msg.zines to learn of better agricultural prac- tices. The fact that they have acq ired ownership of property such as poultry, livestock and farm crOps as a result of project work. That in their voluntary expressiin of vocational interests, agricultural enterprises were checked more often than any other group of interests. -61.. (j) The fact that 36 per cent of them stated that they plan to make farming the means of gaining a livelihood. , 2. The results of the study also show that there is a large group who are not rural-minded. That they have widely varying interests outside the field of agriculture is evidenced by: L//(a) 'he fact that approximately'40 per cent of them expressed a preference for acne occupation other than farming. (_ (b) That in their check on special vocational interests, the mechan- ’ ical, the commercial, and the professional groups of interests were checked a greater total number of times than were agricul- tural and domestic interests. A secondary purcose of the thesis has been to determine the extent and also the causes of pupils dropping out before graduating from high school. The findings indicate that 13.7 per cent of the total number responding to the questionnaire quit before completing high school. This per cent would become somewhat higher, as previously pointed out, by some additional drop-outs as the younger pupils passed along. A more exact status could be determined by questioning a group beyond the usual high school age. However, 86 per cent of those enrolled in high school ex- pressed their intention of graduating. L, It was further found that about one-third of the 58 who drOpped out, gave as reasons certain conditions for which the school might be held re- aponsible and that about two-thirds of them.gave various other reescns for dropping out. As has already been stated, this is a problem which not only vitally concerns the pupil and his parents, but society as well. Foregoing facts in the thesis indicate that the so-called Smith- Hughes schools,wnich were studied, are functioning with a fair degree of efficiency so far as keeping boys and girls in school is concerned. It is quite impossible in the rural high school to provide special work to cover the wide range of causes for dropping out. The larger city school systems have an advantage in that particular. Some considerations and recommendations growing out of this study are listed as follows: 1. Vocational Guidance. 5,- That an urgent need for vocational guidance exists in the rural schools is proven by certain facts in the thesis. For instance, many boys and girls have definitely decided to remain on the farm. But possibly the nearness of things agricultural has biased them. Perhaps no other occupations, for which they might be better fitted, have been presented to them for serious consideration. 5 The fact that 13.5 per cent of the Ingham County group studied, quit school and that more of the group will drop out, offers a challenge to vocational guidance. Does the school not offer something that would help these quitters? Further need for vocational guidance is seen in the following: (a) The report on special vocational interests, in which 1102 especial interests were checked by 422 boys and girls. (b) In answer to the request to name other types of work in which they were interested, 37 different occupations were volunteered a total of 68 times. -63- (c) In another answer, regarding preference of occupation, 53 occupations were mentioned 165 times. (d) The rural girls cited only a very limited number of vocations when hundreds of occupations, of which they probably had no knowledge, might be equally desirable. Some sources of vocational guidance helps within the practical possibilities of the rural communities are: L (a) Possibilities of certain courses that may be included in the regular curriculum. (b) Assistance given by faculty advisers in vocational affairs. (0) Interviews with certain successful people in the community. (d) Aid given by certain faculty members in higher institutions of learning. (9) Radio talks. (f) Courses in reading. (g) Travel and visitations. (h) Assistance available by service clubs. (1) Plans for self analysis. (j) Certain technical tests, e.g., the Seashore tests for musical ability. « Inasmuch as so little is being done to adjust rural boys and girls vocationally, the school should assume its full share in the educational responsibility of providing, so far as possible, an adequate vocational guidance program. -64;- 2, Adult Education. Adult education for vocational training is very common. A recent statement of the chief of the service division of the United States Office of Education is as follows: "States and cities show a gratify- ing response to the appeal of the Federal Government to extend training to large numbers of adults and especially the unemployed, L. R. Alderman, chief of the service division of the United States Office of Education, stated orally August 12. Reports which continue to c me to the office show increases in enrollments in night schools and special classes, he said. Kassachusetts and Rhode Island, from which latest reports have come, report encouraging enrollments. In hassachusetts, more than 82,700 per- sons attended evening schools, while more than 15,300 registered in Rhode Island." (1) The educational program above mentioned affects more particularly people who reside in the cities. Can the rural people afford to neglect practical means for adult education? The younger group out of high school, together with those who may have quit school, as they experience conditions today, often feel a need for further instruction. In every community there are older persons who desire to pursue certain courses for self-improvement, if such could be done without personal embarrassment. The possibilities of using the local school building and its equipment for instruction in adult education is practical. Such courses would be limited to a brief period in the winter when farmer folk could spare time in the evening. The extra cost to the school district for heating and (1) Aldermen, L. R. Adult Attendance at Night Schools, Established by States Increasing. United States Daily, August 13, 1932. lighting the building at night would be slight. If provisions could be made fer ascertaining the desires of the ccmmunity for courses; and for instruction, everyone in the community who desired could go to school. As soon as there is sufficient demand on the part of the local citizens for such courses, ways and means for providing them will be devised. Such a plan for adult education was carried out during the winter of 1931-32 in the Lincoln Consolidated School near Ypsilanti, Michigan. This school serves 63 square miles of territory. Two hundred twenty- five rural people were enrolled, ranging in age from 16 to 71 years, with an educational background from early elementary grade school to Bachelor of Arts degree. It is interesting to note that the people of the community not only elected agricultural and home economics courses, but enrolled in astronomy, child psychology, public speaking, elementary electricity, Old Testament Literature, community chorus and art in the home. The initiative fbr sponsoring a community night school should be taken preferably by local persons especially interested in adult education. In the above instance, following a discussion by the school faculty, to- gether with members of the community council, a campaign of personal solicitation among the farmers of the district was undertaken with success. The question of cost in providing a community night school is a vital one. In the exgeriment carried on in the Lincoln Consolidated Rural School, no charge was made for any of the classes. he services of the regular c.66- faculty of the school, with the assistance of same outside speakers, were donated. It is true that this community is favorably situated. Instructors could not always be expected to render their services gratis. It is suggested that vocational instruction in agriculture and home econ- omics might be paid for by Federal and State appropriations. The extra expense for the use of the school building and its equipment might be borne by the local school district. Certain nominal costs for instruc- tion in other courses might be borne by the individuals taking the courses. 3. Athletics. The replies to the questionnaire showed that many rural students do not participate in high school athletics. Oftentimes the individuals who really need the experience in athletics most are left out entirely. A plan for athletic activities is needed that will promote good sportsman- ship for all through active rather than passive participation. From the standpoint of recreation and sociability, the future farmer needs to know now to play as well as how to work. Cooperation in sports in youth makes COOperation in business more easy and natural fer the adult farmer. Therefore, the athletic program should be extended to include every rural youth. It is suggested also that more stress be placed on those games and sports that will carry over into adult life, such as tennis, volley ball and basketball. 4. Ownership. Th replies to the questionnaire showed that 13.2 per cent of the boys and girls were owners of poultry or livestock. Boys and girls usually have a great interest in the farm commodities that they own. This is especially true if they have really earned the right of ownership. ..67- Such ownership stimulates their interest in farming. It develOps in them.a feeling of responsibility. Whenever practical, it would seem that many more parents could use this means to advantage. The project method of teaching furnishes an excellent opportunity for parents and their children to c00perate in this respect. 5. Better Seeds and Better Livestock The replies showed a need for further stress on better seeds and StOCko Better agriculture demands the use of better seeds and better breeding stock than apparently is used on many of the farms at present. The progressive farmer takes pride in the excellence of quality in the products of his farm. Boys taking vocational agriculture in high school are helping to raise the standard by using certified seed and pure-bred animals in their projects. The public exhibition of the best they have raised has been a means of impressing the fact that it is economy to use the best. 6. Debating. A generation ago debating was commonly carried on in the rural communities in Kichigan. many man today, occupying important positions of leadership, are grateful for the debating practice_of the Lyceum when they were young. Debating not only gives practice in public speak- ing, but it offers an excellent discipline in careful thinking. Our rural boys and girls nay well participate in high school debating as a preparation for leadership. ”he reports showed that very few were taking advantage of debating. -68- 7. Music. Hot very many of the rural youth reporting had played in an orchestra or a band. Iusic furnishes an excellent means for im- proving leisure time. A good rural chorus, or hand, or orchestra, can render a very pleasing and helpful service in almost all community programs. But the musicians need to get started young. “nerefore, every possible encouragement should be given to both vocal and instru- mental music in the public schools. 8. Dr matics. A considerable participation in high school draratics was reported. Dramatics not only furnishes an excellent Opportunity for interpreting life to the rural community but it has recreational values as well. Drmiatics furnish a means of self-o::ression to the rural youth that they often need. The practice of dramatics in the rural chools is highly commendable from an educational standpoint. 9. Scouting. The reports showed that the rural communities have not yet taken up Scouting very generally. Scouting has become a unique movement in modern education. The Boy Scout leans by doing. In his scout activities he lea us much about hiking, camping, fire-building, cooking, signalling, knot-tying, and nature study. He learns "First Aid" that he may save life and help injured persons. A scout does a "Good Turn" daily. Eis uotto is "Be Prepared". As he prOgresses in rank he learns more of his duty to God, to his country, and to himself. -6 9... Like the Red Cross, Scouting is chartered directly by Congress, and the President of the United States is its "Honorary President". Scouting has been tried out thoroughly in America and it is success- ful. Its program is an excellent one for character education. It helps to direct youth through the trying adolescent period. Rural leadership is needed to bring Scouting to the boys and girls on the farms 10. The Rural Church. In the area studied, the boys and girls reported approximately 42 per cent of church.membership and approximately 60 per cent of sunday school membership. The highest interests of rural welfare require the develoPment of the religious nature. On every hand there is a request for character education for the young folks today. An efficient church that serves a rural community should be able to contribute much in the solution of moral problems confronting the boys and girls. As has been pointed out, to maintain an efficient rural church is one of the present needs for rural betterment. [4"The following is the concluding paragraph of Macy Campbell's book, "Rural Life at the Crossroads". "Rural life today is at the crossroads. It has reached a critical period.' Either the farm.group must 1 arn to c00perate successfully or they must go down into economic servitude. The hope of rural America lies in the education of its youth. Better education and better organ- ization are the only hope of saving American life from peasantry, which -70- ,many students of history declare to be the inevitable and of every agricultural people. If the American farm people are permitted to descend into peasantry they will eventually pull down the nation after them. This, too, is the warning of history. The hour is struck: Which way rural life!" (1) Due to the excellent opportunities offered to the boys and girls in this area, there is a decided tendency for more of them to remain on the farms. So far as they are concerned, if rural life is at the cross-roads, decision has been made to follow the road that leads in the direction of an intelligent, prosperous, cooperative rural life. But to start on a course, even in the right direction, does not always insure arrival. Ho one's education is ever complete. The educational program of the rural community must provide fer constant opportunity to keep pace with the march of events. (15 Campbell, Kacy. Rural Life at the Crossroads. Chicago. Gina and Company, 1927. -21... E. BIBLIOGRAPHY Alderman, L. R. and Lombard, Ellen C. Adult Education. Biennial Survey of Education in the United States. Washington, D. C. United States Department of the Interior. Bulletin No. 20, 1931, 38 p. Campbell, Iacy. Rural Life at the Crossroads. C icago, Ill. Ginn and Company, 1927, 482 p. Carr, William G. Some Crucial Problems in Rural Education. The Journal of the National Education Association. 19:283, December 1930. Cartwright, horse A. Unemployment and Adwlt Education — A Symposium. New York, 60 East Forty-second Street, American Association for Adult Education, 63 p. Cohen, I. David. Principles and Practice of Vocational Guidance. New York. The Century Company, 1929, 471 p. Cromie, William J. Group Contests for the Playground and School. NeW'York. The fiacmillan Company, 1924, 96 p. Grey, 0. C. An Evaluation of 4~H Club Activities in Terms of‘Educational Objectives. Cornell University, Ithaca, N. Y. 1929, 16 p. David, Archibald T. Husic Education in America. New York. H'“pers and Brothers, 1926. 208 p. Dewey, Evelyn. New Schools for Old. New‘York. E. P. Dutton and.Conpany, Duncan, Hargaret L; Play Days for Girls and Women, New'York. A. S. Barnes and Company, 1929, 87 p. Galpin, Charles Josiah. Rural Social Problems. Haw York. The Century Company, 1924, 286 p. Hanlin, I. n. Agricultural Education. Biennial Survey of Education in The United States. Washington, D. 6. United States Department of the Interior, Bulletin No. 20, 1931, 26 p. Hoffer, Charles Russell. Introduction to Rural Sociology. New York. Richard R. Smith, Publishers, 1931, 419 p. Holmes, Roy Rinman. Rural SociolOgy. New Yerk. KCGraw Hill Book CGZLpaIly, 1919, 557 P0 Kitson, harry Dexter. I Find my Vocation. New York. KcGraw Hill Book Company, 1931, 216 p. Lundberg, George A. Social Research. few Yerk. Longmans, Green and Company, 1929, 380 p. McConathy, Osbourne. music Education. Biennial Survey of Education in the United States. Washington, D. C. United States Department of the Interior, Bulletin No. 20, 1931, 30 p. McKeever, W. A. Training the Boy. New York. The Macmillan Company, 1913, 368 p. . horse, H. N. and Brunner, Edward de S. The Town and Country Church in the United States. New York. George H. Doran.and Company, 1925, 179 p. National Society for the Study of Education. Thirtieth Yearbook, Part I. The Status of Rural Education. Bloomington, Ill. Public School Publishing Company, 1931, 272 p. Payne, Arthur F. Organization of Vbcational Guidance. New Yerk. MCGraw Hill Book Company, 1925, 438 p. Trow, William.C1ark. Educational PsycholOgy. Chicago. Houghton Liifflin Company, 1931, 504 p. Taylor, Carl C. and Frans, Nat T. (Editors) Urban-Rural Relations. Chicago. Kiwanis International, 1928, 246 p. VOgt, Paul L. Introduction to Rural Sociology. New York. D. Appleton and Company, 1919, 443 p. 'Vought, Sabra W. and LathrOp, Edith A. Library Service. Biennial Survey of Education in the United States. Washington, D. C. United States Department of the Interior, Bulletin No.20, 52 p. Williams, Jesse Fairing and Hughes, Williamhlscmard. Athletics in Education. Philadelphia. W. B. Saunders Company, 1930, 414 p. A BRIEF SUHKARY OF A VOCATIONAL SURVEY’EADE OF GAIEES TOWNSHIP, KENT COUNTY, RICLIGAN. During the summer of 1927 the author made an educational study of the township above mentioned. A brief summary of the findings are in- cluded in this thesis in order to make some comparisons and also that the conditions as revealed might be available to anyone interested. Gaines Township is located in the southern tier of townships in Kent County as may be seen by reference to map No. II on page 83 of the appendix. Grand Rapids, the chief trading center of this farm area, lies twelve miles north of the township. With few exceptions the farms are fertile and the farmers are fairly prosperous. Due to the nearness to Grand Rapids there is some specialization in fruit-raising, gardening and dairying. General farming is the common practice. A pioneer of the township stated that fifty years ago there were only a very few Helland families in the bwnship. Since that time there has been a gradual replacement of the English-speaking peoples who came to Richigan from Canada and from NeW'York, Ohio, Pennsylvania and other eastern states, until today over half of the farms are owned and Operated by Holland families. The customs of these people, as well as their social background, is somewhat different than those of the earlier settlers in Gaines township. These Rolland people are very thrifty and the survey showed a very high per cent of farm ownership. 0f the forty-three farms included in the study, only three were owned by others than the operators. 474. A list of the boys and girls of Gaines township, between the ages of fourteen and twenty inclusive, was compiled from the school census records as listed in the County School Commissioner's office at Grand Rapids, hichigan. A vocational questionnaire, a copy of which may be found on pag985 of the appendix, was formulated as a means of gaining information regarding their vocational interests. * Three weeks was spent interviewing families whose children were on this list, asking them to fill out the questionnaire. In this way contact was made with boys and girls as well as with the parents.1 Out of a total of 159 nahes of boys and girls between fourteen and twenty inclusive, as listed in the school census, ninety-four responded. That gave approxinately 59 per cent as the sanple. Of the 94 who responded to the questionnaire only 44 had ever been enrolled in high school. Since there are no high schools located within Gaines township, the boys and girls had to go elsewhere for their high school work. It was found that 25 attended high school at Caledonia, a little village in an adjoining township, that 13 attended Grand Rapids high schools, and that 7 attended at various other high schools. In a list to check to determine what their special vocational in- terests might be, the following resu ts appeared: Agricultural interests were checked 75 times - domestic interests were checked 56 times, commer- cial interests 22 times, and professional or semi-professional 18 times. The results seemed to show a decided trend to farming as a means of gaining a livelihood. In interviewing the parents there seemed to be decided sentiment among the Holland parents that the girls should be good housekeepers first of all. he girls themselves were not quite so keenly interested as only 25 per cent of them checked housekeeping as being of special interest. In answer to the question, "What jobs have you held since leaving school?", it was found that 81 per cent of the jobs held by the boys was farm work and that 85 per cent of the jobs held by the girls was housework, and this was Ln l927 during a period of general prosperity. The above facts seem to indicate that both by inclination and by home training these young peeple were destined to remain on the farm. In reply to the question, "What is your present job?", it was found that 83 per cent of the boys were doing farm work and that 90 per cent of the girls were engaged in housework. These reports check quite closely with their replies respecting jobs held since leaving school. In answer to the question, ”What occupation do you prefer for gaining a livelihood?", 8 of the 94 gave no reply, 9 were undecided and of the remainder, 44 per cent checked farming and 25 per cent of the girls checked housework. In the study it was found that 43 per cent of the pupils were located seven miles or farther from a high school. This fact alone would tend to retard high school attendance. tone of the high schools attended offered courses in agriculture. However, the Gr 1d Rapids high schools offered excellent courses in.manual arts and in home economics. But in order to secure such advantages the pupil would have to pay a high rate of tuition and also would have the disadvantage of being ten miles or more from home. ‘-76- Under the above circumstances it is not surprising to find that 54 per cent left school before entering the ninth grade, nearly all dropping out upon completing the eighth grade. The returns showed that 51 per cent of the boys and girls dropped out before entering the twelfth grade. In contrast, it was found that in the Ingham County group of 422 boys and girls that less than 14 per cent had drOpped out of school before completing the twelfth grade. The Ingham.group had the advantage of good high schools within easy driving distance. The high schools offered an attractive course to them. These schools all carried on a good athletic program. Extra curricular activities were stressed. Courses in agriculture, Emma economics, shop work were offered. The supervised vocational project was a means of forming a close contact between the farm home and the school. Community fairs, school plays, glee clubs and orchestra, debating, Future Farmers of America prOgrams - all these things were an incentive for the rural students to go to high school and to graduate. Half i'li Jury-It'll! \ I I‘ll -77.. TABLE A. REAS KS GIVEN BY GAIHES TGJNSHIP BOYS AND GIRLS FOR QCITTIEG SCHOOL W KUmber giving Group_i Reasons Given reason Discouraged with studies 2 School Non-interest in studies 17 Studies not suited to needs 6 Illness 3 Needed at home 11 Lack of encouragement at home 1 Bone Needed to earn money 3 No way to get to school 2 Too far to school 1 Total 46 Out of a total of 46 reasons for quitting school 25 of the reasons were those for which the school Egg@£_be to blame. Good live high schools offering vocational courses to the rural students would have been the means of attracting nearly all of these boys and girls. The solution of the problem quite evidently lies first in consolidation. -78- TABLE B. ,t' 7‘ ‘1 -’ i T'E LIST OF PAPEJS LLD LAGAA 1-145 TAJCSLI BY Tit; iAE'iLl-TI‘ G AID 'IRIS IN THE GAIEES TOTI'I'JSIZIP SURVEY S O F THE BOYS Literature Number of Subscribers mericml Boy oooooooooooooooooooooooooooooooooooooo 314181310311 Farming Oooooooooooooooooooooooo0000000000 AIHGI'iCEIl 1385821119 000000000000000000000000000.0000. American Timesherman 0000000000000...oooooooooooooo Atlantic Monthly coco-000.000.000.000...00.00.0000. Blade and Ledger ooooo0.0.00...0.000000900000000... Boys World 0000000..000000000000000.000000000000000 Byron Center Progress (local) ..................... Caledonia-News (local) ............................ Canner 000000000000000000000000000.0000.00000000000 Cappers Farmer .................................... Country Gentleman 0000000000000coo-0000000000000... ChriStian Herald 0.0000000000000000...-coco-0000000 Comfort 00000000000000.0000...-00000000000000.0900. COHHOpOlitan 00000000000000000000000000..-000000000 Dairy Earlier 00.000000000000000000000.000.000.0000. Dearborn Independent .............................. Farm and FiI‘BSidG 00000000000000.000000000000000... F8111 Journal ooooooooooooooooooooococo...ooocoooooo Rm Life ......OOCOOOO.......OOCCOO.....OQCCOOC... Farm Z.Lechanics coo0.0000000000000000.0000.000000000 Farmers Wife ...................................... Furrow ooooooooooooooooooooooo0.0000000000000000... Gentlewoman ....................................... GOOd Stories 00000000000000...00.000000000000000... Grand Rapids Herald (daily) ....................... Grand Press (daily) 00.00.000.000.00000000000000... Hoards Dairynan ................................... Holstein-Fresian .................................. House Wife ........................................ Household Kagazine ................................ Illustrated Companion ............................. Ladies Hone Journal ............................... HcCalls ........................................... Iiddleville Sun (local) ........................... Hichigan Business farmer .......................... Michigan Farmer ................................... National Geogrephic 00000000000000.0000.00000000000 National Sportsman coco.concoc-coco-00090000000000. Feedlecraft ....................................... 013311 R035. .ooooooooooooooooo“00.000000000000009... N H DataFJFJCRPJGDF4~3F4Cflrdfdrd~aF4PJCRDOFJF‘P‘F‘UIF’UI :S Z‘D F’UTF‘FJ~3$>FJO)U1DDDDF‘F’OI -79- TABLE . (continued) literature Fdnher o Subscrioe 3 *fi inder OQQOOOOOOOOOOOOOOOOOOO000.00.00.00... ’fi at}: Peoples Here Journal ........................... Peoples Popular Eonthly ........................ Pictorial RSVIGW o.noQOOOOOOOOOOOOOOOOOOOOOO0000 Popular Science ................................ Poultry ten: ................................... Saturday Evening Post .......................... Sportsmans DiCBSt Coo.cocoon.-cocooooooooooooooo StOCkMBn .0000.oooooooooooooooooooOOO00000000000 Successful Farming ............................. Sunday SChOOl Paper cocooooooooooooooooooooooooo The Banner 00000000000000...0000.000000-000.000. Womans Home Companion .......................... Womans World OOOOOOOOOOOOOOC0.000000000000000... 1.{OUthS COILLJSIZIOII oooooooooooooooooooooooooooooo. éeeland Record ooooooooococooooooooooooooooooooo Fl IdlarAIaraiAtardtecn P'F‘FJCflCfiIJ Totals 57 publications 231 The above list, in a measure, reflects the wide range of interests of the Gaines Township farmer folk. Papers and magazines have some in; fernce in shaping the ideas of the people who peruse their pages. A total of 57 varieties of papers and magazines were reported carrying a total of 231 subscribers which is an average of approximately four per family. Either the Grand Rapids Press or the Grand Rapids Herald was taken by 52 of the families reporting. he Farm Journal and the Michigan Farmer were the outstanding agricultural papers taken. The Michigan Farmer was taken in nearly half of the homes. -80- TABLE C. CONVENIEnCES REPORTED IX TEE GAIHES TOWNSHIP SERVEY Farm and Home Convenience No Yes Total Auto-truck 42 15 I 57 Automobile 5 55 56 Electric lights 45 14 ‘ 57 Furnace 25 52 57 Gas lights 43 16 58 lgdoor toilet 51 6 57 Kerosene lights 18 59 57 ‘Musical instruments: Organ 56 52 58 Other instruments 56 52 58 Piano 29 28 57 Radio 4_55 22 57 Victrola 59 18 57 Power washing:machine 45 14 57 Running water in house 48 9 57 Telephone 10 47 57 Tractor 44 15 57 Work-shop 42 16 58 It should be kept in mind that this survey was made in the summer of 1927. The rapid developments of modern science have made acme notable changes in the past five years. The above table indicates to a certain extent the standard of living in the Gaines community. -81- Gaines Township has an area of 56 square miles. In this area the 159 boys and girls between the ages of fourteen and twenty years of age resided. The average density of the group was 4.4 per square mile. In reply to the question, "Would you be interested in continuing education if something suitable for your needs were offered?", 55 replied "yes" and 9 replied "no" and 50 did not answer. That is, 58 per cent declared an interest in further schooling. The answer to such a question nay mean very little. However, from the standpoint of education, looking at the situation from an impartial point of view, consolidation of the one-roomed schools seems to be the solution of the problem. With only approximately half of the boys and girls graduating from high school, with the other half having long distances to go to high school, it would seem.desirable to take the above course. That it would raise the taxes somewhat, under the present tax system, is true. But on the other hand, an education, such as is now available in our better rural high schools, is one of the best "legacies" the parents could leave to their children. The time will cane when many of the boys and girls who drOpqed out in the eighth grade are going to feel their handicap very keenly. -82- §omorvmm ONO/VDAGA 51 /[ 80/!!ng mu \\\\ E L/ BUN/(ff? H/Ll. WE BELL Mir lllf \\ —---—--- —-------1 yeah/21065 //V6///I M (Jay/WY ARM 50/? may //v //V6’/%9 M 601/ny 0/1 K 54 ' LANSING \ HASLETT , a L/AMSTOM Lac . m - \ : OKE 06" \ \\ A S/A/G I MER/BMN _ \ "‘ “ ““““'"'T““““‘““‘“"‘ —W/£U — 7 g .. as 1.7 .' ; ALA/[DON WHmm a, i \ LE R0 DELHI ; \\\\\ .................. 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