A STUQY Q“? VE?E§A§€$‘ SPENEONS (3F {NS'flTU‘EEQi-‘éfii. @Féagfiiifi TRAEEENG WITH EMQQCATEJ‘E: FOR AWL? E‘ZJUCAfiON {56' AGEiECUQ’URE Thesis far {he Degree of M. A. ' £CH§GAN STAT§ COLLEGi Russaé Ma: Need Lwawdmn W54 . ' . I Ir _ _n - . Av ‘ * I ‘ ‘ . ‘ ‘ - “ ‘ . ‘ . ' ‘A ’ . ‘ I- . . - ‘ . , "~ . .4 ‘ -‘ v v -i ' ' a ' r ' V . .- .- ’ A- a. - ' ‘l | ‘, . ' I . _, \ - ‘9; ‘ ' “en/‘5 5 v.'\" .n Ts 9 ‘7 '4» WW fl vim _‘ ‘ :- . ‘ I 1.! , - . u f v ‘.. _ I ' v V . . .. _ s I" i. ‘ " "0. e A _- _ " \ . n : es 4‘ ~ v . J 1315. III ‘ k " ‘ 32% ea” 1“. ‘. 0' .1 t. . .. . - (‘5‘, I 5%?- ~’ I t 4%. ,4 g.“- , f, . g I“, 1 VI ,1. This is to certify that the thesis entitled A STUDY OF VETERANS‘ OPINIONS OF INSTITUTIONAL ON-FARM TRAINING WITH IMPLICATIONS FOR ADULT EDUCATION IN AGRICULTURE presented by ‘ Russel Meal Leonardson has been accepted towards fulfillment of the requirements for FLA Date l'ebruary 23o 195“ ____°_ degree in Educat ion Major p f ’ , ‘.I' ,4? 3 I. 1‘ j . I . 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A STUDY OF VETERANS' OPINIONS OF INSTITUTIONAL ON-FARM TRAINING WITH IMPLICATIONS FOR ADULT EDUCATION IN AGRICULTURE Thesis for the Degree of M. A. MICHIGAN STATE COLLEGE Russel McNeal Leonardson lgsh ACKNOWLEDGMENT ‘ . The writer wishes to express his appreciation to Dr. H. M. Byram, his advisor; to Dr. H. P. Sweany, under whose supervision this study was made; and to other members of the examination committee for their helpful suggestions and criticisms. Credit is also due the teachers of veterans, who conducted the survey on Schedule A in their training classes. R. M. L. (‘6‘ a P‘ w4~fi3§30 TABLE OF CONTENTS CHAPTIJH PAGE I. THE PiiUBLuM AND DEFINITION OF TEIMS USIL’D . . o THEPRUBLCM...............o DEFINITION OJTI‘1 TQRI‘AS USED 0 o o o o o o o o o \Ome II. REVIEW OF LITCRATURE . . . . . . . . . . . . . ADMINISTRATION AND GLASS ORGANIZATION . . . 1h PLANNING COURSE CONTENT . . . . . . . . . . 16 METHODS OF INSTRUCTION . . . . . . . . . . 18 III. METHOD OF INVESTIGATION . . . . . . . . . . . . 20 IV. OPINIONS OF VRTRRANS REGARDING FUTURE ADULT EDUCATION IN AGRICULTURE . . . . . . . . 23 ADMINISTRATION AND CLASS ORGANIZATION . . . 23 PLANNING COURSE CONTRNT . . . . . . . . . . 39 MRTRODS OF INSTRUCTION . . . . . . . . . . NI v. SONNARY AND CONCLUSIONS . . . . . . . . . . . 50 CITED LITRRATURR . . . . .. . . . . . . . . . . . I. 59 APPENDIX 0 O O 0 O O O O O O O O O O O O O O O O O O 61 LIST OF TABLBS AND FIGURES TABLE PAGE I. Who Should Give the Instruction? . . . . . . 2h II. How Often Should Classroom Instruction Be Given? . . . . . . . . . . . . . . . . 26 III. What Amount of On-Farm Instruction Should Be Offered Per Year? . . . . . . . . . . . 27 IV. How Often Should On-Farm Instruction Be Given? . . . . . . . . . . . . . . . . . 29 V. How Farmers Should Be Grouped into Classes in School Having More Than One Class . . . 30 VI. How Long Should the Farm Mechanics Shop Classes Be? . . . . . . . . . . . . . . . 31 VII. How Long Should a Classroom Session Be? . . 32 VIII. Will Veterans Continue in a Farm Training Program Without Subsistence Pay . . . . . 3h IX. What Associations and Organizations Would Be Most Helpful to Adult Classes? . . . . 35 X. What Related Agricultural Agencies Did Veterans Indicate Had Assisted Them in Their Training Program? . . . . . . . . . 38 XI. What Units Should Be Stressed in the Course of Study? . . . . . . . . . . . . 39 XII. What Type of Instruction Has Been Most Valuable ? e e o o o e e o e o o o o o o 0 LL]. TABLE XIII. XIV. XV. XVI. XVII. XVIII. XIX. How Veterans hate Methods of Classroom Teaching . . . . . . . . . . . . . . . . . What is the Importance of Certain Items in Improving Classroom Instruction? . . . . To What Extent Should Certain Factors Be Considered in Choosing Farm Problems and Farm Jobs to Be Taught? . . . . . . . . . . What Emphasis Should Be Given Certain Items in On-Farm Instruction? . . . . . . . . . . Should the Trainees Know in Advance if the Instructor is Coming to the Trainee's Farm for On-Farm Instruction? . . . . . . . . . What Is the Value of Certain Reference Materials for Adult Classes? . . . . . . . What Type of Audio-Visual Aids Are Most Effective in Instruction? . . . . . . .....‘ PAGE #2 LLB M6 #7 NB 1&9 CHAPTER I THE PROBLEM AND DEFINITION OF TERMS USED Background of Problem The plan of institutional on-farm training was initiated in Michigan in 19h7. The 78th Congress had originally‘passed Public Law 346, the Servicemen's Readjustment Act of l9hh. Later the 80th Congress on August 6, l9h7 provided for the application of the original act by Public Law 377. These laws were passed for the specific purpose of providing rehabilitation and education for returning veterans. Since 19h? considerable experience has been gained in the opera- tion of veteran training programs in some 250 centers in Michigan. Furthermore, the institutional on-farm training program, which trained 6,772 veterans in l9h9-1950,1 with classes conducted by over 300 teachers, is the most comprehensive plan of adult education in agriculture ever offered in Michigan. A survey of the opinions of this group of farmers might offer many suggestions for the enlarging and improvement of future adult education programs in agriculture. Figures from releases of Michigan State Depart— ment of Public Instruction. 2 In 19h9 the research committee of the agricultural education section of the American Vocational Association appointed a national committee to deveIOp research in the institutionahmrfarm training program on a regional basis. Studies for research in this program were discussed at a conference of the North Central Region held in 19h9 and in 1950. At the 1950 research conference, which was held at Purdue University in August of 1950, the plans for a regional study of the veteran training program were developed. Procedures in regard to sampling and statis- tical procedures were initiated and the original outline of the schedules to be used was prepared by Mr. Robert L. Hayward, chairman of the committee. Detailed plans for the study on a regional basis were completed at a meeting at Ames, Iowa, in October of 1950. Following this meeting the schedules were completed and early in 1951 were given to a selected group of fifty classes with full-time instructors in Michigan. At the same time the instructors of these fifty classes were asked for their opinions and these have been analyzed 2 in a study by Lawrence C. Pancost, a Michigan teacher of vocational agriculture. 2Lawrence C. Pancost, "Techniques and Procedures in Institutional On-Farm Training Programs in Michigan With Implications for Adult Education," Thesis M. A., Michigan State College, East Lansing, Michigan, 1952. The Problem Statement 2: the problem. It was the plan of this study to secure information which would be a guide in con- ducting adult education programs for all farmers, including veterans who have completed their institutional on-fanm course. This information should be helpful in setting up, administering and in teaching future adult classes in agriculture. To simplify matters the problem is divided into four phases: (1) What do veterans recommend in administering an adult education program? (2) What course content do veterans advise for future classes for them» selves and for other farmers? (3) What methods of in- struction do Veterans recommend? and (A) What are the expressed needs of veterans interested in additional training in agriculture? Purpose g§_the study.» The purpose of this study is to find out from.the veterans what training experiences were most valuable in getting established in farming and also what recommendations they would make for other training programs in adult classes in agriculture. The institutional on-farm training program of veterans had initiated various new ideas and procedures of its own. Having the full time of the instructor devoted to teaching veterans was practically an untried idea in many areas. The program set up for the veteran requiring two hundred classroom.hours yearly, plus one A hundred hours on his own farm, were much higher than any standard applying to adult educational programs for farmers. This experience of a concentrated program on a large scale surely gives considerable evidence astothe amount of hours desirable for adult agricultural education programs. Limiting the size of the training groups was another idea not fully accepted until the advent of the institutional on-farm training program. It is desirable that these practices, in the opinion of the trainees themselves, be evaluated and the most effective of these be considered for use in other instruction offered to farmers. Hamlin3 feels that we shall never have a better chance to start work on evaluation than we have now. We need to evaluate the present veterans' program in order to determine how much of it we wish to retain as a permanent program for adult farmers, particularly for Young Farmer classes. Considering the amount of money spent, the facilities used, and the mmount of time spent in administration and instruction in the veterans' training program, it is very desirable that we evaluate the Institutional On-Farm Training Program, not only to see what has been done, but, of greater importance, what practices will be of most value in future programs of adult agricultural education. 3H. M. Hamlin, "What Next in Evaluation?", Agr - cultural Education Magazine. 20:235, June, l9u8. Institutional on-farm training has introduced an effective and comprehensive program of adult education in agriculture. It is an essential purpose of this study to bring out for consideration the recommendations of the farmers who participated in the on-farm training in order to build a more complete and effective adult agricultural education program. Definition of Terms Used Institutional On-Farm.Training., Organized instruc- tion in agriculture was authorized by Congress“ in the Servicemen's Readjustment Act, Public Law 3H6, and amended in Public Law 3A7 on August 6, l9u7. The Act provides an opportunity for veterans of World War II to receive train- ing in the occupational field of their choice. The aim of the farm training program was to provide full-time training that will better enable veterans to make a good living through farming by approved and efficient methods. Veterans are classified as either self-employed or as employed trainees. The requirements for self-employed veterans on the farm training program were 200 hours per year of classroom instruction and 100 hours per year on1flm~farm. Employee trainees were reqiired to have fifty hours of on-farm instruction both by the veteran trainer and by the farmer. Each veteran received free instruction and a “Bulletin No. 1017 - Instructions Pertaining to Negotiations of Contracts for Institutional On-Farm Training, State Department of Public Instruction, 19H7. 6 subsistence wage paid by the government through the veterans administration. In this study, Institutional 0n-Farm.Train- ing may be referred to as "veterans' training," "on-farm training," or "on-farm training program," all of which are to be regarded as synonymous. Veteran. As used in this study refers to a person who has served in the armed forces of the United States and is now engaged in farming. Entitlement. Amount of training time the veteran is eligible to receive. Subsistence. Pay received by qualified veterans meeting standards set up in Institutional On-Farm Training Program. "GI BILL;" The bill passed by Congress setting up institutional on-farm training and subsistence payments. Adult education in agriculture.5 As stated in Section 10 of the original Smith-Hughes Act, "Such educa- tion shall be of less than college grade and be designed to meet the needs of persons over fourteen years of age who have entered upon or are preparing to enter upon the work of the farm or the farm home." 5Glen 0. Cook, A Handbook on Teaching Vocational Agriculture. Danville, Illinois,—Interstate Printing Cempany, 1936. P. 335. 7 Young farmers.6 Out-of-school young men mostly of the age from sixteen to twenty-five years, who may or may not be married, many of whom are on farms and are reasonably certain they want to farm. Adult farmers. Men of any age actively engaged in farming. May include men of young farmer age if they are not otherwise designated or provided for. Part-time farmers. Persons engaged in farming in addition to some other field of employment. Assumptions Following are five assumptions on which this study is based: 1. That an educational program should be based on a study of the particular needs of persons enrolled. 2. That adults are capable of assisting in planning the content and operation of educational courses in which they participate and which are designed to help them. 3. That Institutional On-Farm Training has opened the way for subsequent adult education courses in agri- culture in the many schools in Michigan where agriculture 13 taught. 6H. M. B ram, Out-of-school Young Men 23 Farms. Bulletin No. 27 . Lansing, Michigan. State Board of Control for Vocational Education, 19hl. ' 8 A. That a study of the Institutional On-Farm Train- ing Program might shed some light on many of the problems encountered in administering and conducting present and future adult agricultural education programs. 5. That what has been found desirable in the Institutional On-Farm Training Program is applicable to other adult education classes in agriculture. CHAPTER II REVIEW OF LITERATURE Seven studies were completed at Iowa State College concerning the veterans' on-farm training program. These studies were concerned with administration, course content, needs, and audio-visual materials and methods, while two others dealt with methods of instruction. From.a survey of the responses of instructors of veterans' classes two other studies were reported, one as a summary of procedures and one of implications for adult education in agriculture. Several states have made various evaluations of the veterans' training program in agriculture. Kaufmann7 evaluated the veterans' program.in Windsor, Illinois, to determine how well the objectives were being met. Kaufmann concluded that the veterans' training and subsistence allowance have been large factors in getting these men established in farming. 8 Naugher made a study of the veterans' training program with 5,363 veterans from 25 states taking part in 7Bernard J. Kaufmann, "An Evaluation of Farm Veterans' Training." Agricultural Education Magazine, 21:226, April, l9u9. 8R._E. Naugher, "Summary of Veterans' Farm Training Study." Agricultural Education Magazine; 21:56, September, 19MB. 10 the survey. It was found that approximately one-third of the veterans had received previous training in vocational agriculture in day-school classes. The average age of the veterans was 28.3 years. Seventy-three per cent were married. Sixty-six per cent were either owners, renters, partners, or managers of farms and 17 per cent were listed as wage hands or share croppers. Forty-three per cent had completed the eighth grade or less in school, and only four per cent completed more than 12 grades in school. Around h,911, or approximately 92 per cent of the veterans stated they wanted further training in agriculture after their entitlement had ended. The veterans, according to Naugher's survey, indi- cated that they wished to receive training in livestock, crops, farm mechanics and soils. Seventy-four per cent wanted further training in farm family living, 53 per cent wanted further training in civic orrural leadership, 56 per cent in group recreation, and 21 per cent in social activities. Forty—three per cent wanted classes to meet each two weeks or oftener throughout the year. Eighty-five per cent thought they should meet both on the farm and in the classroom. ll Wiegers9 made a study of outcomes of Institutional On-Farm training, with the major purpose of bringing to- gether some important facts and opinions relative to veteran training in Missouri. Data were secured through information blanks from 19Mh trainees or approximately 1h per cent of the total number enrolled in Missouri. Wiegers' study showed that over 90 per cent of all the trainees, who had performed the activities, indicated that their training had a part in the performance of those activities. Ninety-five per cent had learned how and where to find information to solve home farm problems. In general, the higher the grade group from the lowest up through non- high school graduate group, the greater the percentage of performance of each activity. Ninety-six per cent of the trainees indicated they had learned the reasons for and time for doing approved practices and had developed a desire to improve their farm practices orwways of farming. Learning from others was indicated by 97 per cent, while 89 per cent had had the experience of helping work out solutions for problems of common interest with other members of the class. Between 96 and 99 per cent indicated they had realized more fully the need for a sound workable 9George W. Wiegers, Some Outcomes of Participation of Veterans in Institutional On-Farm Training in Missouri. Unpublished Doctoral Thesis. University of Missouri, Columbia, Missouri, 19h9. 12 farm.plan. Approxbmately 75 per cent of the trainees exPressed a willingness to pay taxes to provide further training. Reports of Non-research Materials Deyoa}o in stating the needs and objectives for adult farmers, points out that most adult farmers are established in farming and have managerial as well as operational respon- sibilities. The needs of adult farmers usually fall within one or more of the following categories: Information on new farm practices resulting from experimental procedures at colleges of agriculture and from experiences of farmers; Information on current and future conditions which affect agriculture and farming practices, such as market demands, national and world affairs; Instruction in performing managerial jobs and operative skills needed for improved proficiency in farming and improved farm living. Deyoe adds that objectives of classes for adult farmers should be based primarily on such needs as have been indicated. 11 There are no limits on adult education in agriculture. The pressure of our times is sharpening the focus on the need 10George P. Deyoe, Supervised Farming in Vocational Agriculture. Danville, Illinois, Interstate Printers and Publishers, 19u1. pp. h39-hu0. ll , Editorial. Agricultural Educa- tion Magazine, 21:h7, January, 1951. 13 which exists for adult education in agriculture. Two factors have influenced our present high regard for education of adults in agriculture as well as adult education in general.. These factors are the increased emphasis on individual de- velopment and the proof of the ability to learn throughout life. We now recognize that the capacity of individuals to grow, develop or learn is almost if not actually unlimited. When one compares the incentives, the learning opportunities and other factors of a broad teaching situation, he is forced to conclude that education of adults for proficiency in agri- culture may be as socially defensible and efficient as that of training youth for farming. Further evidence of the important position of adult education is expressed in statements of an article12 which gives by regions the current thinking along this line. All education cannot be crowded into the first few years of a child's life; it must be continued through life. Changing conditions require continued study. Adults should study the economic life of the community to discover how better economic values may be realized. The public schools should provide a program of adult education adapted to the community needs, where such needs are not met by other agencies. Without 12 , "What Do Farm Leaders Think About Adult Education." Agriculture Education Magazine, 21:1h8, January, 1951. In such adult education, the schools themselves cannot be properly supported. Educational leaders are needed who can see things to be done and can find ways to do them. There is need for more adult education. Administration and Class Organization Rhodesl3 studied the need for further training in farming by veterans in the North Central Region study. He found that all age groups, including young farmers, 35 Years or under, farmers over 36, farm women and part-time farmers would benefit from further instruction in farming. Rhodes found that the longer the veteran had been in training the more he felt that all age groups had need for further in- struction. Andersonll‘L in his study of the administration of on- farm programs found more than 50 per cent of the veterans in six states recommended more than 50, but fewer than 100 hours. He found further that fewer than 50 per cent of the l . - 3Clarence L. Rhodes, Implications for Adult Educa- tion in Agriculture from the Responses of Participants in the Veteran Farm Training Program in the Central Region: IV Needs. Unpublished M. S. Thesis Iowa State College, Ames, Iowa. 1952. ‘ 1"“Willard R. Anderson, Implications for Adult Educa- tion in Agriculture from the Responses of Participants in the Veterans' Training Program of the Central Region: I ‘ Administration. Unpublished M. S. Thesis, Iowa State College, Ames, Iowa. 1952. -o l J \ b i O ‘ . u ‘L _r 5“ | , b o '1 s ‘ I ILL such adult education, the schools themselves cannot be properly supported. Educational leaders are needed who can see things to be done and can find ways to do them. There is need for more adult education. Administration and Class Organization Rhodes13 studied the need for further training in farming by veterans in the North Central Region study. He found that all age groups, including young farmers, 35 years or under, farmers over 36, farm women and part-time farmers would benefit from further instruction in farming. Rhodes found that the longer the veteran had been in training the more he felt that all age groups had need for further in- struction. Anderson”L in his study of the administration of on- farm programs found more than 50 per cent of the veterans in six states recommended more than 50, but fewer than 100 hours. He found further that fewer than 50 per cent of the 13Clarence L. Rhodes, Implications for Adult Educa- tion in Agriculture from the Responses of Participants in the Veteran Farm.Training Program in the Central Region: IV Needs. Unpublished M. S. Thesis Iowa State College, Ames, Iowa. 1952. ' 1[A'Willard R. Anderson, Implications_for Adult Educa- tion in Agriculture from the Responses of Participants in the Veterans' Training Program of the Central Hegion: I ' Administration. Unpublished M. S. Thesis, Iowa State College, Ames, Iowa. 1952. 15 veterans in each state indicated a preference for on-farm instruction at one-week or two-week intervals and thus assumed that the veterans administration requirement of on-farm visits every two weeks was excessive. A majority of the veterans recommended that the vocational agriculture instructors should give the instruction, although special instructors were preferred by a large number of veterans. The recommendations made by the veterans regarding the best methods of financing future programs of adult farmer education showed that federal funds would be the best Single source of financial aid. More than 50 per cent of the veterans in each of the states preferred a com- bination of federal with other funds, either state, local or tuition as the best methods of financing adult farmer programs. It was also indicated in this study that 50 per cent of the veterans in each state would continue to take part in an educational program without subsistence pay. Lintner15 reported from his survey in Ohio that the Agricultural Extension Service and the Soil Conservation Service, ranked highest in the veterans' opinions in their ability to provide educational opportunities to farmers. Teachers of vocational agriculture ranked intermediate in 15Julius H. Lintner, A Study of the Effectiveness of the Institutional On-Farm Training Program in Ohio with Im- plications for Future Programs in Adult Education. Thesis, Ph. D., Ohio State University, Columbus, Ohio, 1952. ,\ - u ‘ . n . l . V. . , . . . ' b V _ . ' s o 1 A s , . . . a - .- ‘ I _~ 0 . *9- n. .J I e 16 this respect. Veterans in Ohio recommended improving in- struction by providing more service for farmers, greater co-ordination of agencies, moreeducational trips and spending more time considering individual rather than group problems. Planning Course Content Elliott16 found significant differences in the responses of veterans among states of the Central Region regarding the emphasis that should be placed on each of 17 units of study. Ranking the units on the basis of mean scores, Elliott found that soil conservation and livestock production units ranked highest, followed by crop production practices, farm planning and management, farm mechanics, farm skills, marketing farm products and farm.and home accounts. Identical mean scores were given farm and home improvement and farm health and farm and home accounts. Following these were farming programs, food preservation and storage, community and cooperative activities, leadership, fruit and vegetable production practices, and family relationship. Recreational activities were ranked by veterans as needing the least emphasis of all the 17 units in the course of study. 16D. A. Elliott, Implications for Adult Education in Agriculture from Responses of Participants in the Veterans' Farm Training Program in the Central Region: II Course Content. Unpublished M. S. Thesis. Iowa State College, Ames, Iowa, 1951. L‘ . V c). 1? Perdue17 in a study of course content, similar to Elliott's,18 ranked the units of study in the order of mean scores in the typical States: 10. ll. 12. 13. lLJ-O 15. 16. Livestock production practices Farm and home accounts Crop production practices Farm planning and management Soil conservation Marketing farm products Farm skills Farming programs Farm health and safety Farm mechanics Community and cooperative activities Food preservation and storage Leadership Fruit and vegetable production practices l"amily relationships Recreational activities In a comparison Of the mean scores for the present program, with the mean scores for the future programs as also found by Elliott, it was found that all units should receive more emphasis. 17Charles E. Perdue, Implications for Adult Education in Agriculture from Responses of Participants in the Veterans' Farm Training Program in the Central Region: VI Course Content of the Present Program. Unpublished M. S. Thesis, Iowa State College, Ames, Iowa, 1952. 18Elliott, Ibid. 18 Methods of Instruction Hamilton19 reported on the methods of instruction used in the on-farm training program. He found that class- room instruction was preferred over individual on—farm or small group on-farm instruction. Veterans who had instruc- tors who rated high tended to rate classroom instruction high. Bulletins and circulars from the home-state college and from the United States Department of Agriculture were the preferred sources of reference materials.. He concluded that more emphasis might be given to the effective use of individual and small group instruction as well as demonstration and dis- cussion methods. Warren20 made a study to determine the value of audio- visual materials and methods in an instructional program for adult agricultural education. It was found that the material that ranked the highest in value by the veterans surveyed were farm and home records, textbooks, reference books, bulletins and notebooks. Teaching methods which.were rated fine highest were demonstrations, field trips and motion pictures. 19J. D. Hamilton, Implications for Adult Education in Agriculture from Responses of Participants in the Veterans On- Farm Training Program in the Central Region: III Methods of Instruction. Unpublished M. S. Thesis, Iowa State College, Ames, Iowa, 1951. 20Marshall A. Warren, Implications for Adult Education in Agriculture from Responses of Participants in the Veterans Farm Training Program in the Central Region: VII Audio-Visual Methods and Materials. Unpublished M. S. Thesis, Iowa State College, Ames, Iowa, 1952. 19 Summary The literature reviewed has indicated the general effectiveness of the plan of veterans' on-farm training. This idea is supported by the fact that 92 per cent of a total of 5,363 veterans indicated their desire for training after their entitlement had expired. Other evidence is the number of veterans who have made improvements as a result of the training program. All of this points to an increase in the adult-farmer program as a result of the on-farm training for veterans. A great deal of literature is available on adult education in agriculture. The trend in education seems to be definitely toward greater emphasis on adult programs. Enough experience is available that adult programs need not be considered experimental, but rather when based on the needs of the community, offer great possibilities in the improvement of the status and satisfaction of farm people. Again, the veterans' program has given to the adult educa- tion program not only its greatest stimulus but a wealth of information and facilities which otherwise might not have been made available. CHAPTER III METHOD OF INVRSTIGATION Eleven states in the North Central Region were in- cluded in a study of the institutional on—farm training program. These states included Michigan, along with Iowa, Indiana, Kentucky, Kansas, Ohio, Minnesota, Missouri, Nebraska, North Dakota, and Wisconsin. One of the first activities of the regional committee was the development of a questionnaire. Sufficient materials were incorporated into the questionnaire to make several studies possible. This came about from.the many ideas con- tributed and also that it was deemed advisable to get all the information at one time to save expense, time and effort. Data were collected by a questionnaire, which was entitled ”Veterans' Schedule A," which was presented to the veteran trainees.Cmrmrrently with the survey of trainees, the teachers of these classes also filled out a similar form, known as Schedule B, of which seventy-three were returned and have been summarized by Pancost21 in his study of techniques and procedures as indicated by the veteran teachers. These schedules were developed by the supervisors and teacher trainers of the cooperating states of the central region. Schedule A consisted of three parts: Part I contained 21Pancost, Op. Cit. 21 personal information items; Part II dealt with the institu- tional on-farm training program as is now provided by Public Law 377; Part III had to do with the participant's recommen- dations regarding future adult education programs. This thesis is a report of the responses on Schedule A of the random sample of veteran trainees in the institutional on-farm training program with emphasis on their responses in regard to future adult-farmer classes. A study was also nuide from.the same Schedule A by Forrest Strand22 of Michigan and deals with the veteranevaluation of the current training .program. Not all of the questions in Schedule A were used in this study. Only those with implication for future adult classes were developed. The system of sampling used was that of dividing the state into four sections in order to make sure that all sections would be represented in the final report. From a list of around 330 teachers of veterans in Michigan, only those with a full-time veteran load were included from which a random sample was made. At a conference in February, 1951, held at Michigan State College for teachers of veterans, instructions were 22Forrest 0. Strand, An Evaluation of the Institutional On-Farm Training Program. Unpublished M. A. Thesis, Michigan State College, East Lansing, Michigan, 1953. 22 given for securing data on Schedule A from their trainees in class sessions during the week following the conference. From the fifty classes over 900 questionnaires were collected, making approximately 1k per cent_of the total of 6,2h6 veterans in training at that time in Michigan. A sample of completed schedules were used for the final tabulation. These were recorded on International Business Machine Cards. This work was done at the Iowa State College Statistical Laboratory as part of the regional study. CHAPTER IV OPINIONS OF VETERANS REGARDING FUTURE ADULT EDUCATION IN AGRICULTURE These data were from a survey of the opinions of 300 veterans. The recommendations which they made concerning the on-farm training program is considered applicable to future adult classes in agriculture. I. ADMINISTRATION AND CLASS ORGANIZATION Instructors,_ Veteran trainees expressed a preference for either special instructors or for an additional voca- tional agricultural instructor, giving full time to adult work, over the teacher sharing day-school duties as shown in Table I. This might point out a difference of opinion of the present procedure commonly followed over Michigan where the work of two-man departments is divided vertically rather than horizontally. 2h TABLE I WHO SHOULD GIVE THE INSTRUCTION? h Number Kind of Instructor of Per Veterans Cent Special instructors 121 no.3 (mechanics, etc.) An additional Vocational Agri- 113 37.6 culture instructor for full time adult work Regular Vocational Agriculture 33 11.0 instructor who teaches day school part-time 'An additional Vocational Agri- 29 10.1 culture instructor No answer A 1.0 Total 300 100.0 Very few of the veterans indicated the advisability of the regular teacher of Vocational Agriculture, who devoted part of his time to all-day high school instruction, also teaching veteran classes. It is significant that the veterans want an instructor devoting full time to their instructional activities rather than one that must conduct it as one part of an extra-curricular program. Farmers' responsibilityin_planning_and conducting classes. In their responses, 77 per cent of the veterans felt that the farmers in any adult class should have a definite part in both the planning and conducting of their 25 educational program. The fact that 18 per cent were un- certain of what responsibility farmers should have in this regard might indicate the need that some farmers feel for the active leadership and guidance of the agricultural instructor. Place tg_offer instruction. It was the opinion of 88 per cent of the veterans reporting that instruction should be given in both the classroom.and on the farm. From the very small number favoring only on-farm or only classroom instruction, it could well be concluded that any successful program of adult education should be so set up as to include both types of instruction. Frequency_g£ classroom instruction. It was the opinion of over 50 per cent of the veterans, as shown in Table II, that classroom instruction should be given weekly, at least during the slack season of the year. Another 28 per cent preferred meeting every two weeks, or monthly. These data showed a tendency to favor reduction in the number of classes during the busy season. 26 TABLE II HOW OFTEN SHOULD CLASSROOM INSTRUCTION BE GIVEN? Number Frequency of Instruction of Per Veterans Cent -Weekly ' 105 35.0 Every week (in slack season) and monthly in other seasons u8 16.0 Every 2 weeks (in slack season) and monthly in other seasons R3 lu.3 Monthly A3 11+.3 Every 2 weeks 30 10.0 No response 31 10.h Total 300 100.0 To answer the question of how many classes should there be per year, one could interpret the above table as follows: 35 per cent of the veterans preferred weekly meetings, or a total of 52 meetings per year. Another 16 per cent expressed themselves in favor of the equivalent of 32 meetings yearly, by meetingevery week during the slack season and monthly in the other six months. Fourteen per cent favored 19 meetings yearly, while another lb per cent chose to meet only 12 times a year. Only 10 per cent felt that 26 meetings annually or meeting every two weeks the year around was most desirable. 27 Amount of On-Farm Instruction. The data in Table III show that the most favored amount of instruction was35 to 50 hours. However, the totals showed R3 per cent preferred less than 75 hours, while 39 per cent would like more than this amount. It can be noted that the amount of on-farm instruc- tion desired stresses the importance of on-farm instruction by the veterans themselves. TABLE III WHAT AMOUNT OF ON-FARM INSTRUCTION SHOULD BE OFFERED PER YEAR? Number Hours of Instruction of Per Veterans Cent 35 to 50 hours 73 2h.3 50 to 75 hours 56 18.6 75 to 100 hours 65 21.6 More than 100 hours 52 17.3 No response 5H 18.2 Total 300 100.0 It should be noted in these data that 17 per cent of the veterans felt that even more than the present standard of 100 hours per year of on-farm instruction was desirable. It can be noted that the above data show a considerable variance of Opinion as regards how many hours of on-farm _V .28 instruction should be offered yearly. Another way of interpreting the data would be that 63 on-farm.hours annually, or over 5 hours per month, would be the average as expressed by these respondents. One may conclude that frequent on-farm.instruction is essential if future young farmer or adult programs are to meet needs of farmers. Frequency 2: on-farm instruction. A preference for once a month for on-farm instruction is shown in Table IV by MB per cent of the veterans surveyed, over more orless frequent supervision. The fact that 28 per cent of the veterans recommended having the instructor's help on the farm for once every two weeks would appear from.these data to be a better average. This would call for 23 on-farm visits per year. It is also of interest to note that 18 per cent preferred weekly supervision, or 52 visits per year. Analyzing these data, one might conclude that fre- quent farm visits are desirable. 29 TABLE IV HOW OFTEN SHOULD ON-FARM INSTRUCTION BE GIVEN? Number Frequency of On-Farm Instruction of Per Veterans Cent Monthly 13o 1+3 .3 Once every 2 weeks 8H 28.0 weekly 5h 18.0 Once every other month lu h.6 Once every three months 12 h.0 None at all . . h 1.h No response 2 .7 Total 300 100.0 Grouping farmers in_the class. A combination of factors was favored by A3 per cent of the veterans, as being the best way to group farmers into classes in schools having more than one class. 0f the factors listed, only two--namely, farming interests and location of the farm.seem to be considered significant by the veterans as means of grouping into separate classes. Farming status and previous training might have a little significance. Age of the farmer was not considered a significant means of separating the classes. It would be impossible to know what combination of factors was considered most desirable. However, dividing classes on the basis of farming interests alone is rated 30 high enough to be considered important. TABLE V HOW FARMERS SHOULD BE GROUPED INTO CLASSES IN SCHOOLS HAVING MORE THAN ONE CLASS I Number Factors for Grouping of Per Veterans Cent Combination of factors 129 h3.0 Farming interests 97 32.3 Location of farm 32 10.6 Farming status 17 5.6 Previous training 16 5.3 Age ' 3 1.0 No response 6 2.2 Total 300 100.0 M Length £2H.EEE2M2£ farm.mechanics classes. Over 70 per cent of the veterans indicated that shop classes should be held in the evening. Twenty-seven per cent eXpressed them- selves as in favor of daytime shop classes. Nearly 52 per cent of the veterans favored a threeohour or longer shop session. 31 TABLE VI HOW LONG SHOULD THE FARM MECHANICS SHOP CLASSES BE? Number Length of Farm Mechanics Classes of Per Veterans Cent Two hours at night 116 38.6 Three hours at night 97 32.3 Three hours during day 30 10.0 A full day 29 9.6 Two hours during day 23 7.6 No response 5 1.9 Total 300 100.0 It might be concluded that the length of time should be adjusted to the work at hand. Length 2: classroom sessions. The length of the classroom period should be two hours, according to A8 per cent of the veterans in this study. A significant number, 27 per cent, favored the three-hour class. There is no evidence that many veterans had ever experienced the four- hour class. 32 TABLE VII HOW LONG SHOULD A CLASSROOM SESSION BE? Number Hours of Classroom Instruction of Per Veterans Cent Two hours 1H5 H8.3 Three hours 81 27.0 Four hours 38 12.6 One and one—half hours 19 6.3 One hour 16 5.3 No response 1 .5 Total 300 100.0 I_I‘—_——: ! — m _: _— I __ The findings indicated a marked preference for the two-hour classroom session over either longer or shorter periods. It should be noted that the tendency was to favor shorter classes than were commonly experienced. This would suggest that the length of future adult and young-farmer classes should receive careful consideration and that thought should be given to the most effective period of attention in such.classes. Financing. Future adult programs should be financed by federal funds as a single method of financing in the opinion of 27 per cent of the veterans survemmL No other method or combinations of financing through federal, state and local funds was considered more favorable by the veterans. 33 This conclusion might be considered natural in this case, because the veterans had experienced instruction under a federally financed program. 3353; The veterans in this survey were divided as to what fee they would be willing to pay for on-farm instruc- tion after the course they were in was completed. While 16 per cent indicated that they would not be willing to pay a fee, another A8 per cent expressed willingness to pay either $25, $10, or $5 course fee. Another 18 per cent would have been willing to pay $50 or more. Continuation 2f training without pay. The fact is significant that 61 per cent of the veterans (see Table VIII) in Michigan indicated that they would continue in a fann training course without subsistence. These data might indi- cate that six out of ten veterans, completing the institu- tional on-farm training program, would willingly attend adult classes if they were made available. Enlarging on Anderson's23 data previously mentioned, showing that 50 per cent of the veterans indicated that they would continue to take part in an educational program similar to the present one without subsistence pay, it might be concluded that 150,000 of the 300,000 veterans, who have been enrolled in the institutional on-farm training program, would be willing 23Anderson, Op; Cit, 31+ to attend further adult classes in agriculture. This number of veterans, added to the potential number of farmers eligible or needing training over the United States, shows some of the possibilities that adult education in agriculture has over the country as a whole. TABLE VIII WILL VETERANS CONTINUE IN A FARM-TRAINING PROGRAM WITHOUT SUBSISTENCE PEI? Veterans' Responses Number of Per Veterans Cent Yes 18u 61.3 No 2b, 8.0 Uncertain 89 29.7 No response 3 1.0 Total 300 100.0 Social Activities in the veterans' program. Social activities, as games, dancing, softball, fishing, family outings, or refreshments, were not considered important by the veterans in this survey as being a part of the yearly veterans' programs.. None of these activities was considered of much importance by as many as 23 per cent with the ex- ception of trips or tours, which were favored by 41 per cent of the group. 35 Farm service associations and organizations which would bg_helpful. Dairy Herd Improvement Associations were rated as having the possibility of being the most helpful service organization in this study as shown in Table IX. This could well show the practicability of emphasizing work of this nature in future adult classes and of pro- viding the opportunity for farmers to get similar benefits through the owner-sampler system of milk testing or some similar use of the facilities available in practically every high school offering vocational agriculture. TABLE IX WHAT ASSOCIATIONS AND ORGANIZATIONS WOULD BE MOST HELPFUL TO ADULT CLASSES? W Kinds of Associations Responses of Veterans Un- No Much Some None Certain Answer D. H. I. A.'e 2u2 A9 1 h h Crop Improvement Associations 196 93 2 2 7 Other Livestock Improve- ment Associations 180 103 3 7 7 A. B. A.'s 17k 110 5 u 7 Farm Management 127 1&5 5 1h 9 Local and Community Cooperatives 10h 172 6 8 ‘ 10 State Farm Cooperative 87 179 13 1h 7 36 The veterans indicated that both crop and livestock improvement associations, as well as artificial breeding associations, would be helpful to adult classes. To a lesser degree, the veterans indicated that farm management associations, and local, community and state cooperatives might serve a useful purpose in providing help for future adult classes. The rating here might have been due to the fact that few veterans had experience in such organizations. In these data it can be seen that young men see the possibili- ties of such organizations even though these organizations are not functioning in every training center. These data further suggest' a great opportunity for real service by the deveIOpment of such organizations on a local level as a natural outgrowth of adult classes in agriculture. Assistance provided by agricultural and educational agencies. It is important that instructors of adult classes be fully aware of the help available in the various related agencies. Apparently, considerable use has been made by veteran classes of the Soil Conservation Service and help through their district organizations, inasmuch as 43 per cent of the veterans (See Table IX) indicated they had received much benefit from the service. The State College of Agriculture and the Extension Service were thought to be of considerable assistance as indi- cated by the veterans in this survey. 37 Other agencies, which contributed to the assistance of the on-farm training program to a lesser degree, according to the veterans, were: The Production and Marketing Admini- stration, The State Board for Vocational Education, The Forestry Service, The Farmers Home Administration, The fiural Electrification Administration, and The Farm Credit Administration. It is significant that from 39 to 52 per cent of the veterans considered that each of these agencies were of some assistance to them in their establishment in farming. The above rating would indicate that teachers of adult classes should be acquainted with the programs of related agencies, and utilize them, either in group or individual instruction, to best meet the needs of the trainee. 38 TABLE x WHAT RELATED AGRICULTURAL AGENCIES DID VETERANS INDICATE HAD ASSISTED THEM IN THEIR TRAINING PROGRAM? Related Agricultural Agencies Responses of Veterans No Much Some None Answer Soil Conservation Service 128 136 27 9 State College of Agriculture 11A 129 37 20 Extension Service 92 130 67 11 Production and Marketing Administration 51 156 77 16 State Board for Vocational Education 51 138 86 25 Forestry Service 49 1AA 90 17 Farmers Home Administration 28 1L1? 86 19 Rural Electrification Administration 28 117 137 17 Farm.Credit Administration (Pro- duction Credit Administration and Federal Loan Bank) 23 123 140 In 39 PLANNING COURSE CONTENT Course gf study. The data presented in Table XI suggest that the course of study be organized into units of instruction. Ten units have been indicated by the veterans surveyed as being of much importance. TABLE XI WHAT UNITS SHOULD BE STRESSED IN THE COURSE OF STUDY? Units of Study Responses of Veterans Un- No Much Some None Certain Answer Soil Conservation 250 AS 0 2 3 Livestock production practices 2A1 51 O O 8 Crop production practices 229 5A 0 0 17 Farm planning and management 227 65 0 2 6 Farm mechanics 21A 79 1 O 6 Farm health and safety 185 102 2 1 10 Marketing farm products 178 110 0 l 11 Farm and home accounts 172 115 1 u 8 Farm and home improvement 170 121 0 2 7 Farm skills (dehorning, etc.) 168 123 l 2 6 Farming programs 139 1H1 3 O 17 Food preservation 102 176 u 7 11 Fruit and vegetable production practices 69 198 8 1h 11 Family relationships 66 17h 20 2h 16 Leadership 61 196 10 17 16 Community and cooperative activities 55 199 8 2O 17 Recreational activities 27 206 2A 28 15 110 The ten units in order, which need the most emphasis (according to the veterans), are soil conservation; live- stock and crop production; farm planning; farm.mechanics; farm health and safety; marketing farm products; farm accounts; farm and home improvement; and farm skills. Other subjects dealing with food preservation, fruit and vegetable production, family relationships, and community and recreational activities were considered of iless imp portance, but were indicated by the majority as of some importance in a course of study. The listing of subjects in this table could well point out the possibilities in. arranging a long—time sequence of subjects for adult or young farmer classes. A1 METHODS OF INSTRUCTION Type pf instruction. Data in Table XII show that 77 per cent of the veterans favored classroom instruction as having been most valuable to them. Seventy per cent also rated individual on-farm instruction as of much value. These figures further emphasize data discussed earlier in this study that classroom and on-farm instruction need to be given in proportionate amounts. TABLE XII WHAT TYPE OF INSTRUCTION HAS BEEN MOST VALUABLE? Type of Instruction Responses of Veterans No Much Some None Answer Classroom. 231 A9 2 l8 ' Individual on-farm 209 76 h 11 Small groups 112 1H6 11 31 The lower rating for small-group instruction by 37 per cent of the veterans might suggest that little use had been made of such groups or that considerable improvement could be made in such instruction. A2 Methods gf classroom teaching,, The findings in Table XIII verify the high regard that educators have held for the demonstrational procedure in effective teaching. Seventy per cent of the men in this study favor discussion by class members, showing the value they put on the exchange of ideas in farming. The question and answer method, labora- tory work by the veteran and the lecture method also were rated good by over 50 per cent of the group surveyed. The low rating for debates and for group or individual reports may show their lack of use generally in the classes surveyed, or it may suggest that such reports need to be worked into the teaching plan more effectively. TABLE XIII HOW VETERANS RATE METHODS OF CLASSROOM TEACHING Method of Teaching Responses of Veterans Un- Good Fair Poor Certain Answer Demonstration 226 58 O h 12 Discussion by class members 210 7A 5 0 11 Question and answer 163 109 16 2 10 Laboratory (actual perfor- mance by veteran) 158 103 15 12 12 Lecture 146 122 21 2 9 Debates 117 118 38 1h 13 Group or individual reports 90 159 2A 13 1h A2 Teaching practices used in classroom instruction. Data in Table XIV show how important it is to have qualified instructors. Especially is this so when compared to13he instructors' rating for themselves,24 in which qualified instructors were also rated high. A high regard is also expressed for recent farming literature in all forms. The use of visual aids and the utilization of specialists with the group on occasions are given emphasis by their rank here. The first eight items are all shown to be of con- siderable importance, in that over 52 per cent of all the veterans scored these highest. Those items, such as using local information, and setting up goals, which were ranked lower on the list, could still be considered of value when used effectively by a good instructor. 0n the other hand, it might suggest that no teacher should neglect any of the items regarded as of much importance in his use of teaching procedures. 2”Pancost, Op; Eli; LLB TABLE XIV WHAT IS THE IMPORTANCE OF ERTAIN TENS IN IMPROVING CLASSROOM INSTRUCTION? Items of Instruction Responses of Veterans Un- No Much Some None Certain Answer ‘— Secure qualified instructors 228 55 2 5 10 Secure recent books, bul- 1etins, farm.magazines 210 81 O O 9 Use movies, slides, other visual aids 203 88 l 2 6 Bring in specialists 199 84 1 2 1h Connect problems to student farming situation 185 96 2 7 10 Farm visits by the instructor 175 112 h 2 7 Give time to individual farm problems of veteran 172 119 0 2 7 Have active participation of all students 161 109 7 15 8 Use local information 139 1u5 l 2 13 Supervised study in the classroom 108 159 22 10 11 Setting up goals for each practice 76 166 26 21 11 Changing teaching method 74 1%8 33 3O . 15 Use notebooks 72 1 7 18 12 11 Home study no 206 35 7 12 Choosing farm problems £p_pg taught. Meeting the interests of members of the group, as shown in Table XV, and yet staying within the range of the instructor's ability, has a significance in the careful planning of future adult classes. Fifty per cent of those in this survey indicate the need of uh choosing problems taken from the leading enterprises of the community. "Information obtained from local surveys" was considered of much value by some 36 per cent. Changes in farming and advisory committee suggestions were not con- sidered as too important by the veterans in this study. TABLE XV TO WHAT EXTENT SHOULD CERTAIN FACTORS BE CONSIDERED IN CHOOSING-FARM PROBLEMS AND FARM JOBS TO BE TAUGHT? Factors for Responses of Veterans Choice of Problems Un- No Much Some None Certain Answer Experiences, interests and opinions of the majority of farmers in class 181 100 l 6 12 Ability of the instructor 176 93 8 6 17 Leading farm enterprises of the community 151 117 A 11 17 Information obtained from local surveys 110 159 h 11 16 Subject matter information available 109 152 10 13 16 Anticipated changes in farming 89 166 5 28 12 Suggestions of advisory committee 50 188 20 25 17 Improving on-farm instruction. The primary purpose of on-farm visits, as indicated by the veterans and shown in Table XVI is one of demonstrating practices. AS This might well indicate the needikn’planning farm super- vision and taking care to arrange them with the veteran in order that there be adequate time and materials on hand to achieve the purpose of the demonstration. The veterans surveyed indicated that they wish to have supervision in not only keeping farm records, but in analyzing their farm business on the basis of these records. This iS‘a commendable situation and should help instructors to realize the need of using records as a guide to systematic improvement of the veterans' farming business. It is also significant that the veteran probably felt his problems could be better under- stood when the instructor is familiar with the veteran's home farm. The fact that the follow-up of class instruction was not ranked of greater importance might well show the need that instructors of veterans have in relating the on-farm - instruction to the classroom or visa versa. Although social visits and supervising home study were shown as having some value by many, it is significant that a number of veterans considered them as of no value or were uncertain of any value they might have. A6 TABLE XVI WHAT EMPHASIS SHOULD BE GIVEN CERTAIN ITEMS IN ON-FARM INSTRUCTION? Items in On-Farm Instruction Responses of Veterans Un- No Much Some None Certain Answer Demonstrating practices 175 110 2 6 7 Supervising record keeping and analysis 163 122 5 2 8 Getting acquainted with the farm situation 153 132 1 5 9 Follow-up of class instruction 119 16h 3 h 10 Social visit AS 19H 2h 25 12 Supervising home study no 191 35 23 11 Notice 92 on-farm visits. Data in Table XVII indicates that an advance notice of an on-farm visit should be given by the instructor. 0f importance is the fact that notice of visits was considered mandatory by 28 per cent of the veterans. This shows the need of careful planning and scheduling of on-farm instruction by the teacher. A7 TABLE XVII SHOULD THE TRAINEES KNOW IN ADVANCE IF THE INSTRUCTOR IS COMING TO THE TRAINEE'S FARM FOR ON-FARM INSTRUCTION? _ :— fl‘ ‘— e_-.* 4—_ —_~ _ ' Number of Per Notice of Supervision Veterans Cent Usually 103 33 Always 81 28 Occasionally 57 18 Never 28 9 Reference materials for adult classes. The findings in Table XVIII show a high regard for bulletins and circulars from.Michigan State College. These materials deal with situations in Michigan and give the kind of information most likely to be adapted to a farmer's needs. Bulletins and circulars from the United States Department of Agri— culture, along with farm magazines and papers, were rated of considerable value by the veterans. These publications deal with a variety of subjects, and are much more general in nature. Textbooks were considered of much value by A8 per cent of the veterans. This might indicate the need fin'a study of the effective use of textbooks for use in adult classes. Bulletins and circulars from other state colleges were con- sidered of least importance by the veterans. There is nothing to show how many of the classes surveyed had access to such material. u8 TABLE XVIII WHAT IS THE VALUE OF CERTAIN REFERENCE MATERIALS FOR ADULT CLASSHS? Type of Reference Material Responses of Veterans Un- No Much Some None Certain Answer Bulletins and circulars from ‘ Michigan State College 221 67 l 7 u Bulletins and circulars from U. S. Dept. of Agri. 166 123 1 h 6 Farm.magazines and papers 162 126 l 2 9 Farm texts or reference books 143 1M3 1 u 9 Bulletins and circulars from ‘other state colleges 87 161 12 13 7 USing_audio-visua1 aids in classroom instruction. According to the opinions of the veterans, the most effective audio-visual aids were demonstrations, motion pictures, field trips, specimens and models, and film strips and slides. These data would indicate that student interest is higher where action, or the opportunity to see things done, is provided in the instruction. This type of material may help to clarify the lesson and shows by actual use how the idea or material may be used in situations similar to those on the home farms. #9 TABLE xix WHAT Tips OF AUDIO-VISUAL AIts ARE MOST EFFECTIVE IN INSTRUCTION? Type of Audio-Visual Aid Responses of Veterans Un- No Much Some None Certain Answer Demonstrations 192 95 3 2 8 Motion pictures 180 112 l 2 5 Field trips 180 111 1 3 5 Specimens and models 1&5 132 3 7 13 Film strips and slides lul 1H6 2 3 8 Photographs, pictures, etc. 108 169 u A 15 Blackboard 102 177 h S 12 Bulletin board 75 188 9 16 12 Maps 64 199 11 12 1h Wire or tape recordings AS 161 32 A7 15 Photographs, pictures, blackboard, bulletin board, maps and recordings were considered by the veterans of some value in effective instruction. CHAPTER V SUMMARY AND CONCLUSIONS Summary This study is one of a series of three investigations by graduate students in Michigan made in connection with the cooperative study of institutional on-farm training in the Central Region. Two schedules were prepared: Schedule A, for use in interviewing veterans, and Schedule B, for use in interviewing instructors. Data from Schedule A were summarized in this study. A list of full-time instructors of veterans' classes, which had been in operation for at least six months, was secured from the State Supervisor of Agricultural Education. From thrslist SO veterans' training classes were selected as the sample from the state. The schedules were completed at the time of a regular class meeting and mailed directly to Iowa State College, where 300 of the Michigan schedules were randomly selected, coded, and tabulated on I. B. M. cards. The purpose of this study was to determine the Opinions of veterans of the institutional on-farm training program in order to determine what procedures and techniques might be applied to future programs of adult education in agriculture. 51 It was felt that in addition to the data from the regional study that it was desirable to summarize the study here in Michigan to see what pertinent data may have been brought to light by the survey. It was further felt that an analysis of the available data might answer a variety of questions, both in regard to future classes for veterans, but more important to assist the planning and operation of both.young farmer and adult farmer classes. Questions which needed to be answered were: Who should teach adult classes? How should such classes be financed? Should social activities be a definite part of these classes? How could the existing farm service and related farm organizations be useful in teaching? Of primary importance was: What should be in- cluded in the course of study for young and adult farmers and what methods of teaching, in the opinion of the trainee, would be most effective? Instruction. Since 77 per cent of the veterans ind- cated the choice of either full-time instructors or for special instructors, in preference to the regular instructor of voca- tional agriculture who teaches day school part-time, it can be concluded that veterans want an instructor devoting full- time to their instructional activities. It is significant that 77 Per cent of the veterans surveyed felt that the farmers in any adult class should have much to do in both the planning and conducting of their educa- tional program. There was an indication shown in the data of 52 the need for the active leadership and guidance of the agri- cultural instructor, who can organize classes in such a way as to bring out the active participation of the members. Instruction for adult-farmer classes should be given in both the class room and on the farm in the opinion of 88 per cent of the veterans. The opinion was very divided in regard to how many classes there should be per year. Over one-third of the veterans eXpressed a preference for weekly meetings or 52 meetings per year. It may be concluded that an adult program should carry on throughout the year with some variation in meetings to suit the various conditions which must be met locally. The respondents in this survey were also not unanimous in regard to setting how many hours of on-farm instruction should prevail. Twenty-three on-farm visits yearly, with a total of around 63 hours, seemed to be the average of the choices made by the veterans. The importance of frequent on-farm instruction is brought out. Nearly 50 per cent of the respondents in this survey favored two hours as the optimum length of classroom periods. It was the opinion that farm mechanics shop classes be held at night and be between two to three hours in length. Financing. The veterans generally favored federal financing of adult programs. This might be explained be- cause of the nature of their own federally financed plan. However, other methods of financing were recommended in the fact that N8 per cent indicated their willingness to pay a 53 course fee ranging from 5 to 25 dollars. These findings are significant in View of the fact that many adult classes are now being conducted with either very small fees or none at all. These data further suggest the possibility that the school might well consider class fees or tuition as a means of financing an expanding adult education program. Sixty-one per cent of the veterans in Nichigan indi- cated that they would continue in a farm training course without subsistence. This would indicate that six out of ten veterans completing their training would willingly attend adult education classes. Applying this to the Michigan veterans, who have been enrolled in the veterans' training program under Public Law 3A6, would suggest that over 60 per cent of these would be possible members of continuing adult programs. Social Activities. These activities as a part of the veterans' program were not considered important by the respon- dents of this survey. Educational tours, which hardly classify as social events, were however favored by ul per cent of the men. Farm Service Organizations. Dairy Herd Improvement Associations were found to be the most helpful to veterans. The data suggest that this and other service type organiza- tions for farmers may well be made a part of, or a natural outgrowth of organized adult classes in agriculture. Classes organized with such a purpose in mind could be made to help 51L meet the needs of the members. The outgrowth of such organi- zations suggestsreal purpose to the instruction. It would show that the group was able to recognize its problems and would undoubtedly be continuing evidence of the value of the instruction. Related Agricultural Agencies. The Soil Conservation and the extension Service were rated by the trainees as having been the most helpful to them. It is important that members of adult classes be made fully aware of the services available through all the related agricultural agencies. Data indicated that some veterans were unaware of the help possible through some sources. Course of Study. Ten units were indicated by the respondents as being of major importance as follows: Soil conservation, livestock production, crop production, farm planning, farm mechanics, farm health and safety, marketing farm products, farm and home accounts, farm and home improve- ment and farm skills. Seven other units were rated by the veterans as of some value. Methods gf Teaching,» Demonstration and class dis- cussion were rated as being the most desirable instructional procedures in the experience of the veterans. All other methods were rated as being either good or fair methods of classroom teaching. Other methods included question and answer, laboratory work, lecture, debates and individual reports. These data would suggest that effective teaching 55 will include varied procedures, with the emphasis on demon- stration and class participation. Qualified teachers were considered essential by the trainees. Respondents also rated the use of recent farm literature and the use of visual aids as being of much importance in classroom instruction. Using specialists, connecting classroom problems to the farm- ing situation, and using data from farm visits were rated as of much importance in good c1assroom.procedure. The rating of the various teaching techniques suggests that effective use of many devices could.well be made a part of much of the teaching of future adult classes. On-farm instruction has a primary purpose as is shown in this survey, that of demonstrating farming practices. The veterans surveyed indicated that they wished to have help in not only keeping farm records, but in analyzing them as well. This could be a guide to instructors of future classes to use farm records as a guide to systematic improvement of trainees' farming business. Participation of class members should be recognized as essential. It could be concluded from.thedata shown in this study that the successful adult agricultural classes of the future must rely on the active participation of the members of the group it is to serve. 56 Conclusions The present study was limited to the Opinions of veterans who were receiving instruction on a federally financed program. If applications of findings are made to apply to other situations involving class attendance on a voluntary or unpaid basis, these limitations should be con- sidered. In spite of about three years of experience on the veterans' training program at the time this survey was made, data would indicate there was still much to be desired in the way of most effective training procedures. These conclusions, which apply to general rather than specific procedures are based on the findings of this study. 1. Farmers prefer full time or special instructors, who have sufficient time andwln conduct the adult program as a primary interest, in preference to the regular instructor of vocational agriculture, who might do it in addition to a full-time day school load. 2. Not all veterans are sold on the idea of attending classes without pay. However, the fact that nearly 50 per cent indicated they would pay a course fee shows the possi- bility of at least partial financing of adult programs by use of such a plan. It may be further concluded from this that the training equivalent to that which the veterans re- ceived definitely has a dollar and cents value. 57 3. Social activities have a small place in adult education in agriculture. Educational tours, which can have a very definite training value could well be included as such an activity. A. The veterans' reaction to the course of study is important. They established ten major and seven minor units of study for adult classes in agriculture. The list of units when considered from a local viewpoint, might suggest some long time planning to arrange a suitable sequence of subjects for future adult classes. 5. An accurate evaluation of the most effective methods of teaching would have been limited to the experience of a particular veteran. However, teachers might well re- member the high regard veterans had for demonstration and well organized class discussion. From the data it may be concluded that successful teaching of adult classes in agri— culture lies in the effective use of a variety of teaching procedures. These procedures should be such that will maintain interest, be geared to the educational level of the group being taught and give an opportunity for active participation of members of the group. 6. The most adequate use of farm service and related farm organizations is not apparent in the veterans' training program. This was perhaps due to a reluctance on the part of 58 the veteran to want close comparison with established farmers. From the desires for help indicated by the veterans a need is expressed by the veteran for effective use of the help of farm organizations in furthering their progress and estab- lishment in farming. CITED LITERATURE Anderson, Willard Raymond, "Implications for Adult Education in Agriculture from Responses of Participants in the Veterans' Farm Training Program in the Central Region, I Administration," Thesis, M. S., 1952, Iowa State College, Ames, pp. 93. Byram, "Out- of- School Young Men on Farms" Bulletin No. 27A, Lansing, Michigan, 19u1, pp. “#7. Cook, Glen C., "A Handbook on Teaching Vocational Agriculture," The Interstate Printers and Publishers, Danville, Illinois, pp. #52. Deyoe, George P., "Supervised Farming in Vocational Agriculture," The Interstate Printers and Publishers, Danville, Illinois, pp. 502. Elliott, Dean Alexander, "Implications for Adult Education in Agriculture from Responses of Participants in the Veterans' Farm Training Program in the Central Region, II Course Content, " (Original not seen) Thesis, M. S., 1951, Iowa State College, Ames, Iowa, pp. 16h. Hamilton, James E., ”Implications for Adult Education from Responses of Participants in the Veterans' Farm Training Program.in the Central Region, III Methods of Instructicn," Thesis, M. S., 1951, Iowa State College, Ames, pp. 12h. Hamlin, H. M., "What Next in Evaluation?" Agricultural Educa- cation Magazine,_20: 235. June, 19k8. Kaufmann, Bernard J., "An Evaluation of Farm Veterans' Train- ing," Agricultural Education Magazine, 21: 226, April, 19A9. Lintner, Julius H., "A Study of the Effectiveness of the Insti- tutional On-Farm Training Program in Ohio with Implica- tions for Future Programs in Adult Education," (Original not seen) Thesis, Ph. D., 1952, Ohio State University, Columbus, Ohio, pp. 39h. Naugher, R. E., "Summary of Veterans' Farm Training Study," Agricultural Education Magazine, 21:56, September, 19k8. Pancost, Lawrence C., "Techniques and Procedures in Institu- tional On-Farm Training Programs in Michigan with Im- plications for Adult Education," Thesis, M. A., 1952 Michigan State College, East Lansing, Michigan, pp. 65. F... - J— 3.- I 1 60 Perdue, Charles, "Implications for Adult Education in Agri- culture from Responses of Participants in the Veterans' Farm Training Program in the Central Region, VI Course Content of Present Program," Thesis, M. S., 1952, Iowa State College, Ames, Iowa, pp. 112. Rhodes, Clarence L., "Implications for Adult Education in Agriculture from the Responses of the Participants in the Veterans' Farm Training Program in the Central Region, IV Needs," Thesis, M. S., 1952, Iowa State College, Ames, Iowa, pp. 117. Strand, Forrest 0., "An Evaluation of the Institutional On- Farm Training Program." Unpublished M. A. Thesis, Michigan State College, East Lansing, Michigan, 1953. Warren, Marshall A., "Implications for Adult Education in Agriculture from Responses of Participants in the Veterans' Farm Training Program in the Central Region: VII Audio- Visual Methods and Materials,” Thesis, M. S., 1952, Iowa State College, Ames, Iowa, pp. 192. Wiegers, George W., "Some Outcomes of Participation of Veterans in Institutional On-Farm Training in Missouri," (Original not seen) Thesis, Ed. D., University of Missouri, Columbia, Missouri, 19h9. 61" {ETERANS Schedule A 747 INSTITUTIONAL-ON-FARM TRAINING IN THE CENTRAL REGION Completed forms to be sealed in p resence of class and mailed first class or expressed prepaid to: ' Department of Vocational Education Iowa State College, Ames, Iowa Part I DIRECTIONS: Please read each question carefully. Pick out the correct answer, or answers, and place 9. an X in the answer space following it. Do not skip any questions. What is your present marital status? Single ( )3 Married, no children ( )3 Married, with children ( )3 Divorced or Separated ( ). What is your present age 7 25 years or under ( )3 26 to 30 years ( )3 31 to 35 years ()3 36 years or older ( ). How many months of eligibility and entitlement for training or education did you have when you enrolled in Institutional On-Farm Training? 15 months or less ( )3 16 to 24 months ( )3 25 to 36 months ()3 More than 36 months ( ). . How long have you been attending classes in Institutional On-Farm Training? 6 months or less ( ), 7 to 12 months ,( )313 to 24 months( )3 25 to 36 months ( )3 More than 36 months ( ). . How many years did you spend on a farm after the age of 10, while in or out of school, and prior to the time you enrolled in Institutional On-Fsrm Training 7 None ( )3 1 to 3 years ()3 4 to 6 years ()3 7 to 9 years ()3 10 or more years ( ). How many years did you spend as a full-time partner, sharecropper, renter, owner-operator, or manager, prior to the time you enrolled in Institutional On-Farm Training? None ()3 l to 3 years ( )3 4 to 6 years ( )3 7 to 9 years ()3 10 years or more ( ). What is your present farming status ? (Check One) (a) Hired hand ( ) (c) Renter ( ) (e) Owner-Operator ( ) (b) Partner or sharecropper ( ) (d) Owner and Renter ( ) (1') Manager ( ) What was your farming status at time of enrollment in Institutional On-Farm Training? (9) Hired hand ( l (C) Renter ( ) (e) Owner-Operator ( ) (b) Partner or sharecrOpper ( ) (d) Owner and Renter ( ) (1') Manager ( ). What is the highest school grade you have completed? (Circle one) Elementary High School Colle e 12323678 9101112 1234 - z - 10. How many years of Vocational Agriculture did you have in high school? (a) None ( )3 (b) 1 year ()3 (c) 2 years ()3 (d) 3 years ()3 (e) 4 years ( ). 11. Prior to enrolling in Institutional On—Farm Training how many years of Young Farmer and/or Adult Farmer training did you have ? (At least 10'meetings per year) None ()3 1 to 3 years ( )3 4 to 6 years ( )3 7 to 9 years ()3 10 or more years ( ). Part II This part of the information blank deals with the Institutional On-Farm Training pragram for farm veterans of World War II as provided by Public Law 377. 12. Of what value has the following type of instruction been to you? Much Some None (a) Individual on farm ........... . . . . . . . . ..... . . () () W (b) Smallgroupsonfarm ......... () () () (c) C1assroom(offfarm).. ..... . () () () 13. Have you used new farm practices as a result of your training? Much ( ) Some ( ) None ( ) 14. Have the following been of value in your Institutional On-Farm Training? Much Some None (a)Farmandhomerecords....................... () () (7 (b)Notebooks............................. () () () (c) Annualfarmandhomeplan.................... . () () () (d) Textbooks, referencebooks,and bulletins. . . . . . . . . . . . . . () () () (e) Field trips to experiment station and state colleges of agricultureandtocountyfielddays................ . () () () (f) Field trips to fairs, shows, and sales. . . . . . . . . . . . . . . . () () () (g) Field trips to farms inthe community. . . . . . . . . . . . . . . . () () () (h) Field trips to commercial firms such as stockyards, fertilizer plants, demonstration farms, machinery companies. . . . . . . . () () () 15. Have you received training in the following? Much Some None (a) Farm mechanics ..... . . ..... . . . . . . . . . . . . . . . (3 () 7T (b) Farm skills, such as castration, dehorning, laying out terraces . ( ) ( ) ( ) (c) Soilconservation.... ....... () () () (d)Farmandhomeaccounts....................... () () () (e) Farm planning and management ...... . . . . . . . . . . . . () () () (f) Livestock production practices. . . . . ...... . . . . . . . () () () (g) Crop production practices ...... . . . . ..... . . . . . . () () () (h) Fruit and vegetable production practices. . . . . . . . . . . . . () () () (i) Family relationships. . . . ..... . ....... . ....... ( ) ( ) ( ) (j) Marketing farm products ........ . . . . . ......... . ( ) ( ) ( ) (k) Farming programs. . . ................. . . . . . . () () () (1) Leadership. .......... ...... () () () (m) Recreational activities ...... . ........... . ..... ( ) ( ) ( ) (11) Community and cooperative activities. . . . . . . . ....... . () () () (0) Farm health and safety .......... . ......... . . . . . ( ) ( ) ( ) (p) Farm preservation and storage ...... . ........ . . . ( ) ( ) ( ) (q) Food preservation and storage ........... . . . . . . . . . () () () l6. 17. :18. ’\ 1.3! 19. 20. 21. 22. ‘ 23. ' 24. w. 25. 26. -3- Have persons from the following agencies assisted in your training program? (a) Rural Electrification Administration ............... (b) Farm Credit Administration (Production Credit Association and Federal Land Bank) ........................ (c) Extension Service ......................... ((1) Farm and Home Administration .................. (e) Soil Conservation Service ..................... . (f) Forestry Service ........................... (g) Production and Marketing Administration .............. (h) State College of Agriculture .................... (i) State Board for Vocational Education, Vocational Agriculture Section ............................... Muc h Ty— AAAAAAA () AAAAAAA () Should the prOgress of the student be measured by the number of new and improved farm practices carried out on the farm? Yes ( ) No ( ) Uncertain ( ) Should Institutional On-Farm Training be limited to: (Check one) (a) Those who live on the farm and are emp10yed full time on the farm (b) Those who live on the farm and are employed part time on the farm (c) Those who live in town and are employed full time on the farm ((1) Those who live in town and are employed part time on the farm (e) Those who live in town or country and spend no time on the farm () (l () () () Are you better established in farming as a result of the Institutional On-Farm Training Program? Yes () No () Uncertain () Does the Institutional On-Farm Training prOgram help the people in your community who are not enrolled in the program? (a) Improved farming practices ..................... (b) Better rural leadership ...................... (c) Improved social and cooperative activities ............ (d) Better rural recreation ...................... (e) Increased use of all educational agencies ......... (f) Soil conservation ........................... Muc h AAA/KAN" VVVVVV Some ( ( ( ( ( ( VVVVV~A None Tl () () () () () Could you have made just as much progress in getting started in farming if you had received your subsistence allowance without Institutional On-Farm Training? Yes ( ) N°() Uncertain ( ) To what extent would you like to continue to use the advice and counsel of your Institutional On-Farm None ( ) Training instructor after completion of training? Much ( ) ‘ Some ( ) Would you continue to take part in an educational farm program similar to the present one without subsistence pay? Yes ( ) No ( ) Uncertain ( ) Should there be another Institutional On-Farm Training pregram for those in the armed forces at present? Yes ( ) No ( ) Uncertain ( ) What should be the maximum length of a future prOgram for veterans ? 1 year ()3 2 years ()3 3 years ()3 4 years ()3 More than 4 years () Should qualified trainees in a future prOgram receive subsistence pay as in the present plan? Yes () No () Uncertain () I .J “Rd... 611 '4‘ 27. In case of another Institutional On-Farm Training program, who should be responsible for giving the instruction? (Check one) (f) The Soil Conservation Service. . . . ............... (g) Other agencies, public or private ........... (a) State college of agriculture .............. . . ...... ( ) (b) The Veterans Administration. ............. . . ( ) (c) Public schools with or without vocational agriculture. ...... . ( ) (d) The public schools through the Vocational Agriculture Department. ( ) (e) The Extension Service ....................... ( ) ( ) ( ) 1 Part 111 This part of the information blank is to get your Opinion as to the nature of a future educational program for farmers after the Institutional On—Farm Training program ends. This future program would be planned for all farmers with fewer requirements and no subsistence pa'y. YOur experience in Institution; On-Farm Training will be of value in planning a more permanent program. 28. Where should instruction be given? (Check one) On the farm ( )3 In the classroom ( )3 Both ( ) _. 29. How much instruction should be offered per year on the farm? (Check one) (a) None ( ) (d) 10 to 20 hours ( ) (g) 50 to 75 hours ( ) (b) Less than 5 hours ( ) (e) 20 to 35 hours ( ) (h) 75 to 100 hours ( ) (c) 5 to 10 hours ( ) (f) 35 to 50 hours ( ) (i) More than 100 hours () 30. How often would farmers want on-farm instruction? (A farm visit by the instructor.) (Check one) (a) Weekly ( ) (c) Monthly ( ) (e) Once every 3 months ( ) (b) Once every two weeks ( ) (d) Once every other month ( ) (f) None at all ( ) 31. How often should instruction be given at the school or central meeting place ? (Check one) (a) Weekly ( ) (d) Every two weeks in slack season of farm work and monthly in other (b) Every two weeks ( ) months ..... . .................. . . . . ( ) (c) Monthly ( ) (e) Every week in slack season of farm work and monthly in other months ......................... . . . ( ) (f) None at all ( ) 32. What length should nonshop class sessions be ? (Check one) (a) One hour ( ) (c) Two hours ( ) ( ) (e) Four hours ( ) (b) One and one-half hours (d) Three hours ( ) 33. For what length of time and when should farm mechanic classes be held? (Check one) (a) Two hours during the day ( ) (d) Three hours at night (b) Two hours at night ( ) (e) Three hours during the day plus three hours at night (c) Three hours during the day ( ) (f) A full day AAA 34. Who shOuld give the instruction? (Check one) | (a) The regular vocational agriculture instructor who devotes part of his time to high school teaching. ........................................ . ( ) (b) An additional vocational agriculture instructor who would give full time to adult farm education. . ....................................... ( ) (c) An additional vocational agriculture instructor so that more time is available for adult work by both instructors. . . . ............................ . ( ) (d) Special instructors - local farmers, machinery dealers, mechanics, etc ...... ( l .5, 65 Should farmers in the class form their own organization to assume some responsibility in planning and conducting their educational program? Yes ( ) No ( ) Uncertain ( ) How should farmers be grouped into classes in schools having more than one class ? (Check one) Grouped according to: (a) age ( ) (b) farming status ( ) (c) farming interests ( ) ((1) previous training ( ) (e) location of farm ( ) (f) a combination of the above factors ( ) To what extent would the following groups profit from instruction in farming ? Much Some Uncertain (a) Young farmers (ages 16-25) ....... . . . . . . . . . ( ) () () (b) Adult farmers (ages 26-35) .............. . ( ) ( ) ( ) (c) Adult farmers (ages 36 or older) .......... . . ( ) ( ) ( ) ((1) Rural non-farmers. . . . ........... . . . . . () () () (e) Farm women ..................... ( ) ( ) ( ) (f) Part-time farmers ......... . . . . . . . . . () () ( ) To what extent should the following persons or groups take part in planning the farm problems to be studied? Much Some (a) Instructors of the class .......... . . . . . . . () (b) Students of the class. . . ............. . . . () ( ) (c) Local advisory committee ..... . . . . . . . . . . () () (d) School superintendent. . . . . . . . . . . . . . . . . . () () Uncertain To what extent should the following factors be considered in choosing farm problems and farm jobs to be taught? Much Some Uncertain (a) Leading farm enterprises of the community. . . . . . ( ) T) () (b) Experiences, interests, and opinions of the majority ofthefarmersintheclass ..... () () () () (c) Ability of the instructor. . . . . . . . . . . . ..... () ( ) () () (d) Subject matter information available. . . . . . . . . () () () () (e) Information obtained from local surveys. . . . . . . ( ) ( ) ( ) ( ) (f) Suggestions of advisory committees. . . . . . . . . .. () () () () (g) Anticipated changes in farming. . . . . . . . . . . . . ( ) () ( ) ( ) How much should the following units be stressed in the course of study? Much Some Uncertain (a) Farmmechanics ....... () () () (b) Farm skills, such as castration, dehorning, laying out terraces,etc.... ...... () () () () (c) Soil conservation ............. . . . . . . ( ) () () ( ) (d) Farm and home accounts. . . ........ . . . . ( ) ( ) ( ) ( ) (e) Farm planning and management ........ . . . . . ( ) ( ) ( ) ( ) (f) Livestock production practices. . . . . ...... . ( ) ( ) () ( ) (g) Crop production practices. . . . . . . . . . . . . . . . () () () () (h) Fruit and vegetable production practices. . . . . . . . ( ) ( ) ‘ ( ) ( ) (i) Family relationships ................. ( ) ( ) ( ) ( ) (j) Marketing farm products ............ . . . ( ) ( ) ( ) ( ) (k) Farming programs ............. . . . . . . () () () ( ) (1) Leadership .......... () () () () (m) Recreational activities .............. . . ( ) ( ) ( ) ( ) (n) Community and cooperative activities ........ . ( ) ( ) ( ) ( ) (o) Farmhealthandsafety ..... . () () () () (p) Farm and home improvement. ........ . ..... ( ) ( ) ( ) ( ) (q) Food preservation and storage ............ ( ) ( ) ( ) ( ) 41. 42. 43. 44. 45. 46. 47. 66 -6- How would you rate the following methods of classroom teaching? Good Fair Poor Uncertain (a) Lecture .......................... ( i ( ) () () (b) Question and answer ................. . ( ) ( ) ( ) ( ) (c) Discussion by class members ............ () () () ( ) (d) Demonstration ...................... ( ) ( ) ( ) ( ) (e) Laboratory - actual performance by students. . . . ( ) ( ) ( ) ( ) (f) Group or individual reports ............... ( ) ( ) ( ) ( ) (g) Debates ........................ ( ) ( ) ( ) ( ) How much of the instructors' time should be devoted to individual, including small group, on-farrr. instruction? (Check one) (a) None () (C) 25% (l (e) 75% () (b) 10% () (d) 50% () (f) 100%() How much time should be set aside in each class session for discussion of emergency farm problems as they arise ? (Check one) (a) None ( ) (c) Not more than 20 minutes ( ) (e) No time limit ( ) (b) Not more than 10 minutes ( ) (d) Not more than 30 minutes ( ) From your experiences with the Institutional On-Farm Training program, of what importance are these items in improving classroom instruction? Much Some None Uncertain (a) Supervised study in the classroom .......... . ( ) ( ) ( ) ( ) (b) Home study ........................ ( ) ( ) ( ) ( ) (c) Secure qualified instructors ............. ( ) ( ) ( ) ( ) (d) Secure recent books, bulletins and farm magazines. ( ) ( ) ( ) ( ) (e) Give time to individual farm problems of students. . . ( ) ( ) ( ) ( ) (f) Use movies, slides and other visual aids. . . . . . . . () () () ( ) (g) Bringinspecialists. () () () () (h) Connect problems to actual farming situations of students ........ () () () () (i) Use local information ........... . . . . . . ( ) ( ) ( ) ( ) (j) Farm visits by the instructor ............ . . ( ) ( ) ( ) ( ) (k) Use notebooks. . ...... . ...... . ..... ( ) ( ) ( ) ( ) (1) Set up goals for each practice ...... . ....... ( ) ( ) ( ) ( ) (m) Change teaching methods from time to time ..... ( ) ( ) ( ) ( ) (n) Have active participation by ilLstudents. . . . . . . ( ) ( ) ( ) ( ) Should the trainees know in advance if the instructor is coming to the trainees' farm fOr on-farm instruction? (Check one) Always ( ) Usually ( ) Occasionally ( ) Never ( ) Uncertain ( ) What emphasis should be given the following in on—farm instruction? Much Some None Uncertain (a) Supervising record keeping and analysis ....... . ( ) ( ) ( ) (7 (b) Follow-up of class instruction ............ ( ) ( ) ( ) ( ) (c) Social visit ........................ ( ) ( ) ( ) ( ) (d) Getting acquainted with farm situation ........ ( ) ( ) ( ) ( ) (e) Demonstrating practices ............... ( ) ( ) ( ) ( ) (f) Supervising home study ................ ( ) ( ) ( ) ( ) Of what value is the following reference material for adult classes? Much Some None Uncertain (a) Bulletins and circulars from your home state colleges ( ) () ( i ( i (b) Bulletins and circulars from other state colleges. . . ( ) ( ) ( ) ( ) (c) Bulletins and circulars from the U.S. Department of Agriculture ...................... ( ) ( ) ( ) ( ) ((1) Farm magazines and papers ............. ( ) ( ) ( ) ( ) (8) Farm texts or reference books ............ ( ) () ( ) ( ) -7- I 67' To what extent should the following be used in an effective instructional prOgram? Much Some None Uncertain (a) Motion pictures ............. . ....... ( ) ( ) () () (b) Filmstrips and slides ................. . ( ) ( ) ( ) ( ) (c) Photographs, pictures, charts, tables, and graphs. . ( ) ( ) ( ) ( ) ((1) Specimens (grains, insects) and models (livestock, buildings) .............. . ..... . . . . ( ) ( ) ( ) ( ) (e) Maps ........................... ( ) ( ) ( ) ( ) (f) Blackboard ...................... ( ) ( ) ( ) ( ) (g) Bulletin board. . . . . ............... . ( ) ( ) ( ) ( ) (h) Field trips ........................ ( ) ( ) ( ) ( ) (i) Wire or tape recordings ................. ( ) ( ) ( ) ( ) (j) Demonstrations .................... ( ) ( ) ( ) ( ) Of what value are the following recreational activities in a complete yearly program? Much Some None Uncertain (a) Variety of games ................... . ( ) ( ) () ( ) (b)Dances ............ () () () () (c) Refreshments ..... . . . . . . . ....... () ( ) () () (d) Occasional prOgrams for families. . . . ..... . . ( ) ( ) ( ) ( ) (e) Basketball, baseball, and softball teams ........ ( ) ( ) ( ) ( ) (f) Trips and tours ..... . .............. . () ( ) () () (g) Fishing and camping trips. . ..... . . . . . . . . . () () () ( ) (h) Annualbanquet ........ () () () () To what extent could the following agricultural agencies be of assistance to the educational prOgram? Much Some None Uncertain (a) Rural Electrification Administration . . . . . . . . . . T) () ( j ( j (b) Farm Credit Administration (Production Credit Association and Federal Land Bank). . . . . . . . ( ) () ( ) () (c) Extension Service ....... . ............ ( ) ( ) ( ) ( ) (d) Farm and Home Administration ............. ( ) ( ) ( ) ( ) (e) Soil Conservation Service ...... . ......... ( ) ( ) ( ) ( ) (f) Forestry Service ................... ( ) ( ) ( ) ( ) (g) Production and Marketing Administration. . . . . . ( ) ( ) ( ) ( ) (h) State College of Agriculture. . . . . . . . . . . () () () () (1) State Board for Vocational Education, Vocational Agriculture Section ......... . ..... . . . . ( ) ( ) ( ) ( ) To what extent would the following associations and organizations be helpful to the educational prOgram ? Much Some None Uncertain (a) Dairy herd improvement associations. . . . . . . . . ( ) (7 T ) () (b) Other livestock and poultry improvement associations. ( ) ( ) ( ) ( ) (c) Artificial insemination associations ........... ( ) ( ) ( ) ( ) (d) Crop improvement associations. . ......... ( ) ( ) ( ) ( ) (e) Local and community cooperatives .......... ( ) ( ) ( ) ( ) (1’) State farm cooperatives ............... ( ) ( ) ( ) ( ) (g) Farm management associations ........... ( ) ( ) ( ) ( ) Would farmers who have completed Institutional On-Farm Training need further farm training? Yes () No () Uncertain ( ) Would farmers who have completed Vocational Agriculture in high school need further farm training? Yes () No ( ) Uncertain () Would farmers who have attended a college of agriculture need further farm training ? Yes () No () Uncertain () 55. 56. 57. 58. 59. ea -.8_ Which of the following methods do you consider the best for financing adult farmer programs? (Check one) (a) Federal funds. . . .................. - ( ) (b) State funds ........................ ( ) (c) Federal and state funds ................ . ( ) (d) Local school funds .................... ( ) (e) Federal and local funds ................ . ( ) (f) State and local funds ................... ( ) (g) Federal, state, and local funds. . . . . ........ ( ) (h) Tuition charge for students taking the training ..... ( ) (i) Tuition plus financial aid from federal, state, and localfunds ......... ....... () Would you be willing to pay taxes for an adult education prOgram in local schools? Yes () No () (Uncertain ( )_ What annual fee would you be willing to pay for a course including on-farm instruction after the preset: course is completed? , (a) None () (cl) $10.00 () (g) $35.00 () (b) $1.00 () (e) $15.00 () (h) $50.00 () (c) $5.00 () (f) $25.00 () (i) More than $50.00 () Should government officials be urged to provide tax money for adult education programs in the public schools ? Yes ( ) No ( ) Uncertain ( ) Should all farmers have an apportunity to enroll in courses in farming offered by the public schools? 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