‘3'“ 3‘3 033 333.. F A"= £33033 34.. .ITli3.T:U33 333‘ 33} F..FE3v3

31.233333333337133"! 33333333333 33‘31'3”33T"'F333

Bv

"‘33 31833133:

 

 

3 I
’ I.

”(3:
3"”;
”-0
“can“
""3
if}?
F13.
2's"?
SE3;
:6
C)
"‘23
(33
"£21
(I?
:1.

a

i :wg'an Sta 6 Umv 3313'
3 Agmutzcral Effigineering Dapartment

3.987

 

 

”ah-.319”... . _. .l‘

   

LIBRARY “
Michigan " gate
University

33, .339"; Q

 
     

.9433

’3 .~~».~’-r~~"- ~“ .
. ~ - ' g,

13 m‘wW“?

 

 

 

 

 

“x3 AGRICULPURAL SITUATION

\CEIHERY T ACIIkG If VTNCZUELA

v

SC.)

0)
3

Jesus A.

A3 811, Technical Problem, Rc.ort

.‘

Iichigcn State University
Agricultural Engineering Department

WINTER 1967

Clarence M. Hansen

Major Professor _
Agricultural Engineering Department
Michigan State University

East Lansin 5, Mi chi gan

Dear Professor Hansen:

In compliance with the requirements of Technical Problems
A.E. 811, I am submitting this ”Report on the Agricultural
Situation and Farm Machinery Teaching in Venezuela".

The objective is restricted to presenting a brief analysis
of the agricultural situation in Venezuela along with some aspects
of agricultural education, emphasizing the teaching of farm
machinery as a university course.

Certain recommendations, such as prOposed course work,
teaching materials needed, buildings and applied research, are
given at the end of this report. These prOposals may be consid-
ered as a basis for future decisions in the reorganization of
farm machinery courses at the faculty of Agronomy at the Central
University of Venezuela.

I gratefully acknowledge all your valuable suggestions and
help for the elaboration of this report.

Very truly yours,

Jesus A. Sisco
Graduate Agricultural
{echanization Student

Approved—flIIIZ/ igzxzéfl

Major Professor

 

 

 

ACKI IOWL Ti DGSI-IENTS

The author is indebted to many individuals for their sugr
gestions and c00peration during the elaboration of this report.
Particularly, he desires to acknowledge the valuable help re-
ceived from Prof. H. F. Kc Colly, whose advise made the preceeding
report a reality. Also, he acknowledges the effort made by
Professor Clarence M. Hansen, his major adviser, in the revision
of the report; the colabor tion of Mr. Hugo Arellano, in the
drawings of the building project, and finally, the moral sup-

port received from his Wife, Maria Flor, to whom this report

is dedicated.

TLZLJ OF CCXCSNPS

IEITEYODLJC'BIOIIOO0000000000000-000000000000000000... '1
Geographical Conditions of Venezuela......... 1

ESitULtiOIl 0nd Top'ogr‘GIDEI‘ .00000000000000000 1

h)

Climrtic Conditions. Tomperaturo.........

n H...
I“ —{)'1"
Dv‘.‘-'J1.0000000000000000.000000000000000v0900

\N

\N

People..t.................................
Types of Terrain.........-................
Main Creps................................
Agricultural Situation in Venezuela..........

Land Tenure...............................

\O\O\3\fi

Rural People and the Agricultural Problem. 12

u,

Agricultural Policy of the Government..... 13
Systems of Farmins and Used Equipment..... 14
Agricultura Education....................... 18
Rural Primary Schools..................... 18
Agricultural Technical Schools............ 19
Higher Agricultural Education............. 19
Agricultural hachinery Teaching Situation.... 20
Present Situation......................... 20
Student Enrollment and N mber of Instructor 21
Available Buildings and Equipments......... 21
Courses Scheduling......................... 23

Courses Outlines........................... 23

Pa"e
Textb001r58000b—OO-O-OOOOOIOOOOOOO 0.... .000 00.0.0000. 21+
[PeITC11i118 Ali-(13.. O O O O O O 0 O O O 0 O O O 0 O O O O O O O O O O O O 0 O 0 O O O 21.}

Field Trips..................................... 25
Tools for Meintenance WorkshOp and Laboratory... 25
Conclusions and Recommendations.................... 25
Conclusions on Agricultural Situation........... 25
Recommendations on Agricultural Situation....... 26
Conclusions on Agricultural Machinery Deaching.. 27
Recommendations on Agriculturcl Machinery Teaching 27
Preposed Courses Outlines.................... 29
Teaching Aids................................ 39
Equipment and Tools.......................... 43
Buildings and other Facilities............... 45
Research and Extension fiork........................ 50
Research........................................ 50

E){tenSiorl ‘vorkOOOOOOOOOOOOOOOOOOOOOOOOOO00.0.0... 51

Bibliographical References......................... 47

NO. TABLES

\fl

1. Active Pepulstion................................
2. Distribution of Farm Sizes....................... 11
J. Land USC...................................
4. Operation and Used Kachinery................1.... It

5. Estimated Humber of Farm Machines................ 18

AP ENDICES

1. Units conversion table

2. Rainfall and Topography

3. Types of terrain

4. Forests

5. ‘Irrigstion Systems

6. Labor tory Building Front

7. Laboratory nuilding First floor plan

8. Laboratory Building Second floor plan

9. Workbench "nd crbinet wall detail
10. Engines Laboratory. Equipment distribution

11. Implements Lrborntory. Equipment distribution

INTRODUCTION

As in most of the Latin American countries, Venezuela
is facing the herd task of getting out of its condition as a
develOping country.

The complexity involved in reaching this goal is mcnifest
by its multiple social, economical and political aSpects. The
country, government and population, has to fight a difficult

ettle in order to get the complete national economic libcrftion
which has not been accomplished yet.

Included in this report is a brief annelysis of only one
aSpect of the Venezuelan situation, namely agriculture. The
second part of this report deals with agricultural machinery

or

teaching at the maculty of Agronomy of the Central University
of Venezuela.
Some recommendations are given WJiCh hey be considered
as a basis for future decissions in the reorganization of farm
machinery courses in the mentioned faculty.
A. GEOGRAPHICAL CONDITIONS OF 33393 SLA.
1. Situation and Tepography. Venezuela is located in the
. O O
northern pert of South America between 59 45' and 73
or u . 0 . o
22' West longitude, and between 00 45' end 12 12'
North latitude. Consequently, all the country is

located in the Torrid Zone,

2

between the Equator an the Tropic of Cancer. It has a population
of about 8,5 million inhabitants and has :n area of 352,051 sq.
mi.

In the time past, certain unfortunate political circumstances
led to the seperation of Venezuela and Colombia thus forcing a
natural, geographical and economical conformation. The lack of
seaports on the Pacific coast leaves Venezuela out of the more
important commercial traffic it could have had. So, the country
does not have a strong cargo fleet and for this reason its

.0

commercial traffic is in the hrnds Ol Americ n Lines, true
freight trusts, which dominate the Caribbean Sea.

The country has four main tOpographical regions: the
Andes Highlands and adjacent coastal areas, stretching from
San Cristobal in the southwest on a long are to the Pcria
peninsula in the northeast; the Maracaibo basin, composed of
hot, humid lowlands bordering Lake Maracaibo; the Llanos, or
trepical grasslands, gently sloping plains, fletlands and
valleys, sometimes parched and sometimes flooded, extending
from the Andes to the Orinoco River in the south and east; and
the Guiana Highlands south and east of the Orinoco, a vast area

of high plateaus and rolling planes.

2. Climatic Conditions. Temperature. In general, Venezuela
as a warm climate. The Llanos has rn average tempera
o o ‘ . o ,. o
ture of 26 C, (78.8 F), and maXimum of 41 C (105.8 F);

O O
in the coastal region the average is 26.9 C (80.4 F),

3

O 0
and the maximum is 37 C (98.6 F); in the Maracaibo basin,
0 O ‘ v . O O 0

average 28.3 C (82.9 F), and tne maximum 3o.9 C (102 F);
in the Andes Highlands the temperature is mild and sometimes

0 Vi‘o ‘ A o c
dr0ps below 0 C ()2 F), but because of the luck 01 minds in
this zone, the immediate areas are not affected, on the

contrary, the temperature is comparatively high.

Seasons: Venezuela, as a tropical country, does not have the

the four characteristic

C’)

eesons of the temperate countries. The
changes in temperature are due to such factors as the rainfall,
the winds, and the elevation above sea level.

There are two so called "seasons": a rainy season from

W

middle April to middle November and dry season during the other
months.

In order to demonstrate the rainfall pattern, the following
information is given: in Cerora, State of Lara, (arid lends)
the average rainfall is 632 mm (252.4 in.) and it rains during

49 days a year. On the other hand, in El G ape, State of Miranda,

(pluvial woodlands) the average rainfall is 2727 mm (1090 in.)

Q

o o a , o ‘70
and it rains during 187 ays a year. (See appendix u— 2).

3. People. Venezuela is one of the least densely pepulated
countries of the hemiSphere. There ere vb ut 17 persons per
square mile. Four fifths of the population is concentrated

in the northwest quarter of the country: generally Speaking,

in the Andes, the coastal remion :nd the Maracaibo basin.

C)

4

The racial composition of the population is about 65%
mestizo, 20% white, 83 Negro, and 7% Indian. Fortunatelly,
Venezuela is a society with no great friction among racial
groups, but foreign interests (read countries) lead Venezuelan
people intp e fraticidal political struggle. With this state
of affairs they ern continue the exploitation of the national
richness for their exclusive benefit, without greater opposition
from a divided people and a weakened government.

The rate of population growth exceeds %; the death rate
had fallen to 10 per 1,000 by 1956. The birth rate has remainded
high, 47 per 1,000 in 1956.

The urban population of Venezuela has been growing at even
more rapid rate then the population as a whole. People living

in localities with 2,500 inhabitants or more represented about

61% of the total population in 1959, compared with about 50%
in 1950. Consequently, some 39% of the population is living

in farms or in small rural settlements. (See Table N21).

0
TABLE N-1

ACTIVE POPULAPION (1)

 

 

 

ACTIVIPY'(2) n negn PLRCJLT
TOTAL ACTIVE POPUthION... 2,507,390 100.00
Agriculture & Fishing..... 885,471 55.50
Mining.................... 8,764 0.40
Petroleum................. 53.283 1.30
Manufacturing Industry.... 51h,565 12.50
Electricity Gas & Water... 14,851 0.60
Construction.............. 170,305 6.80
Transportation & Comm..... 97.337 3.90
Commerce.................. 297,584 11.90
Services.................. 685,255 27.30
(15‘ Source: "Informe Economico, Ano 1963".
(2) Banco Central de Vene uela, Caracas, 1964.

Unoccupied people are not included. (Estimation; 10% of
1ve population).

4. Types of Terrain. The type of soils are still being

 

studied. For this reason it is believed preferable to give

a general description of the types of terrain instead of the

types of soils. (See appendix N13).

a. Higthountainous Regions. Humid during 10 months

per year; elevations from 1,700 to 4,000 meters;
slepes up to 80%; temperatures from below 0°C(52°F)
to 17°C(65°F), Valleys and terraces used in pastures,
potatoes, Wheat, and green beans. Very little p0p_

ulation.

b.

C.

e.

f.

g.

Mountains and SlopinggHills. Humid during 7 months

a year; elevations from 500 to 1,700 meters; slepes

up to 60%; temperatures from 17°C (65° F) to 22°C
(71.6OF). They are used in annual crops. Very little
pepulation.

Iills and Terraces. Elevations from 100 to 600 meters;

 

O
slepes from 5% to 50%; warm temperature, from 25 C
O
(73.4 F). Most of the land without being used ex-
cepting small zones used in pastures.

Llanos (Plains)4yith natural drainage. Elevations

 

O
lesser than 200 meters; warm temperature, from 25 C
O
to 28 C. They are dry lands with very little use in
agriculture.

Llanos (Plains) with forests. Humid during 8 months

 

a year; elevations lesser than 200 meters, poor drainage,
alluvial soils. They are used in crops such as sugar
cane, bananas, corn, rice, etc. Most of them used
in natural pastures.
Llanos (Plains) poorly drained savvnne. Elevations
lesser than 100 meters; warmer temperature, up to

0 O
41 C (105.8 F). Alluvial soils with poor drainage,
consequently, they are periodicrlly flooded. They
are only used in natural pastures.
Llanos (Plains) swamps and marshes. Elevation

lesser than 50 meters; warmer temperature, up

7

O
to 41 C; soils with salinity problems. They
are used in wood production and in annual crops

888011..

(.0

during the dry

5. Main Crops. About 5% of the total land area of Vene_

 

zuela is now under crops, about 3% under artificial pasture
and about 17% is under generally unimproved pasture.
CrOpping has been limited largely to the Andes, the

central region of'the country, the coastal mountcins and

the Naracaibo basin. The Llanos (plains) have been used

for Open range production of cattle, even though ultimately,
the high plains are used in agricultural production. So,
the high plains of the States of Barinas, Cojedes,portur

nose, and Guarico have about 14.7% of the country crop

Cr!

lands under adriculturrl production by 1950.

kl

5.3221- This amp constitutes the dietary base of the
Venezuelan peeple. Its cultivation is extended all over
the country but the main productors are the States of Port_
uguesa, Yaracuy, Lara, Aragua, Carabobo, Trujillo, Falcon,
Anzoategui and Sucre. The area and national production
was estimated in 366,761 hectares and 475,000 tons reSpet_

ively, by 1964.

Rice. Rice production increased rapidly since 1950

 

reaching a peak in 1954, (102,3h5 tons), but had declined
due to variety reasons and to the appearance of a virus

disease known as White Leaf (unidentified virus) until

8

1963, when it began to increase again. The main productors
are the States of Guarico, Portuguesa, Barinas, Cojedes,
Yaracuy, Sucre, and Bolivar, and the Territory of Delta
knacuro. The area under crop and the national production

were 90,721 hectares and 165,753 tons reapectively, in 1964.

Sugar Cane. Although conditions are very favorable
for growing sugar cane and this is one of the most mechanized
crops, yields are rather low, 43 to 60 tons per hectare.

The principal productors are the tates o" Aragua, Carabobo,
Yaracuy, Lara, Sucre, Trujillo and Tachira. In 196a, there

were 47,000 hectares under production and the total yield

was 3,240,904 tons.

Cotton. Cotton is ecologically suitable, as a crop
ripening in the dry season. Its production is located in
the States of Aragua, Carabobo, Yarecuy, Guarico, Anzoategui,
and Monagas. In 196A, Sowed area: 36,015 hectares; national

production: 35,053 tons.

Coffee and Cacao. The production of coffee and

 

cacao has been declining due to neglect or failure to replace
deteriorating plants with new higher yielding varieties.
Coffee production is limited to high lands such as the Andes
and some mountains of the coastal system. Cacao production
's located in the States of Sucre, Miranda and Aragua. The
production was: coffee, 53,772 tons in 317,667 hectares;

cacao, 14,513 tons in 87,616 hectares.

Sesame. Production of sesame has tripled in the

1 st years in order to supply oil seeds for the domestic

9)

edible oil industry. The States of Portuguesa and Falcon
are the principal productors, 68,357 hectares were sowed

in 1964 with a total yield of 46,859 tons.

Potatoes. Potatoes are ecologically suitable for
regions above 400 meters, but 63pecially for greater altitudes.
So, this ErOp is cultivated in the Andes and some central
States as Aragua and Carabobo. In 1964, 121,000 tons were

produced in a surface of 15,111 hectares.

Tobacco. Finally, the production of tobacco has
been more or less stable since 1950. Main productors are
the States of Portug esa, Arr; a, Guarico and Earinas. In

6,096 hectares were produced 8,529 tons by 196%.

AGRICULTURAL SITUATION IN VENEZUELA.

1. éand Tenure. .As in many Latin American countries, the
land ownership pattern in Venezuela is characterized by a
number of large, extensively Operated estates and a large
number of small farmers complementing their precarious means
of living on small plots. At the same time, however, there
are vast areas of municipal and state—owned land which are
underdevelOped and still in virgin forests. The inadequacy
of land records makes it difficult to determine the extent

and location of these lands, but the government estinates

10

that there are more than one million hectares of publicly
on ad land suitable for agriculture available for distri"
bution to cultivators.

In the older develOped areas, population pressures
have resulted in fragmrntation of holdings to such an e tent
thrt farmers must rely on share cropping arrcngenent with

larger estates in order to acquire additional workcole land.

1

It is in thii areas of pOpulation pressures where the govern-

\-

ment has been purchasing land for distribution. 0n the other
hand, in the relatively underdevelOped areas plenty of land,
publicly owned, is available for colonization.

The traditional family-sized farm is small and yields
are low. This is caused partly by the tropical environment
(rapid weed growth, leached poor soils, short days, etc),
partly by the traditional fern systems, mostly dependent on
human labor. The consequence of these two factors is general
backwardness in agricultural develOpment, productivity and
income. In order to point out the distortion in the land
tenure, in Table N92 is given the distribution of farm sizes.
It is observed that about 2/3 of the farm frmilies Operate

lens than 5 hectares, and that only 445 families own 42. fl

of the land under agricultural and livestock prod ction.

11

TABLE N92

DISTRIBUPION OF FARM SIZES (1)

 

 

 

£3223 Surface
Size in has. Number Percent Hectares Percent
0.1-4.9 125.990 53.? 267.250 1.3
5.00—19.9 69,565 29.6 658,962 2.9
20.0—49.9 18,900 8.0 548.495 2.5
50.0~99.9 7.123 3.0 463,678 2.1
100-499.9 7.886 3.4 1,584,182 7.1
500-999.9 1,864 0.8 1,220,952 5.5
1,000—2.499.9 13669 0.7 2,467,551 11.1
2.500r9,999.9 1.308 0.6 5,512,582 24.9
10,000 or more 445 0.2 9,423,008 42.6
TOTALS 254,730 100.0 22,126,640 100.0

 

(1) Source: National Census of 1950. Part I Ministry of
Development. Caracas, Cenezuela.

In Table N23 is given the land use according to the number
of hectares under agricultural production (22,076,635 has.),
which represent about 24.3% of the total country surface. It
is Opportune to point out that there are 33,645 hectares under

irrigation in Spite of the fact that the total capacity of the

6 functioning irrigation systems is 231,040 hectares.

12

TABLE N95

LAND USE (1)

 

 

Hectares Percent
In permanent use............... 1,252,113 ‘5.9
of which perennial creps.... 542,919
of which annual crops....... 709,196
Recent shifting cultivation.... 1,334,334 6.0
Artificial pastures............ 1,639,424 7.40
Natural pastures............... 11,861,537 53.6
Exploited forests.............. 771,152 3.5
Non-exploited forests.......... 3,663,828 16.6
Deforested..................... 259,584 1.1
Not in use for agriculture..... 1,314,662 5.9
TOTALS 22,076,635 100.0

 

(1) Source: Bgtiinal Sensas of s959éne§85ia . Ministry of

opme araca

2. Rural Peeple and the Agricultural Problem. In Vene—

there are two different sectors engaged in the agricultural
production, that is, there is a commercialized sector consti-
tuted by medium and big farmers. This sector has quite enough
resources and means of production, furthermore, it has shown
itself to be relatively responsive to market incentives and
government programs. It has also 3 ined considerable eXperience
in mechanized Operation and some contact with use of fertilizers,
improved seeds, pesticides, and other forms of-technica

improvement.

In contrast, there is a subsistence sector integrated by

13

the bulk of low-income cultivators which Operate farms less
than 5 hectares and have received very little benefit from
recent economic development. Most of them cultivate less

than 2 hectares and produce very little surplus for the market.
Their problem is basically one of lack of know~how. Shortages
of land is not generally an immediate limiting factor since
they are already cultivating as much land as they can manage
under systems of shifting or primitive permanent cultivation
and with non-land resources they have in hand.

The agricultural problem thus has two quite separate as:
pects: the problem of increasing the production and efficien-
cy of the commercialized sector and the problem of raising
the income and living standard of the subsistence farmer.

The latter is much more complex and the solution are relatively

longsrange.

3. Agricultural Policy of the Government. The government
has been involved in the agricultural production through

economical measures which can be briefly emposed: direct
investments, credits to the farmers, price support policy,

subsidies to certain products, and technica adv1

D

e.

In 1960, the Agrarian Reform Law was promulgated. This
Law provides the framework for a comprehensive program to
dea with both low~income and commercial farmers. The Law
calls for the establishment of adequate research and extension
services, provision of farm credit, improvement of marketing

facilities, and also sets forth new regulations controlling

11+

land tenure. The total cost of one program designed to ful-
fill the objectives of the Law was estimated at B8 23 billion
(approximately $5.1 billion at the current change) by the
"Subcomision Economica" of the "Comision de la Reforms Agrvria"
of which about oneshalf would be for preparatory costs such
as adquisition of lani, ittigation, drainage, electrification
and tractor pools and.one—half for the resettlement of about
350,003 farm families. Since the Government does not have the
resources and the good intention to carry out a prosram of
this magnitude in a relatively snort period of time, it has
not adopted this program. It has instead established an interim
program aimed to the resettlement of small farmers in lands
acquired in higher prices than they are re lly worth; the
division and distribution of land from este es in crowded
areas, as a measure to pallirte the discontent of subsistence
farmers and, in doing so, to avoid uprisings, and finally the
expansion of loan operations.

The Government has not taken concrete mersures to e pend
basic research, educational :nd extension services needed to
support this program without the strong base given by the

research and the ecucational and extension services.

A

4. Systems 01 Farming and Used Jguiement. There are tWO

 

principal systems of farming which characterize each agricul-
tural sector.
k

The subsistence farmer has the h ndicap of low productiv-

ity, due to a combination of adverse tropical conditions,

15

poverty and lack of knowledge, and mainly to the use of
primitive farming systems. with the primitive technique
known to him he can manage one or two hectares. Few of them
use animal power, a pair of oxen pulling a wooden plow, but
most of them Open up and work the soil with machete, hoe and

digging stick. They sax by hand drOpping the seeds in the

Opened holes. Many move their field from place to place

5.4

each year or two, since production fa ls off rapidly after
the first year under the primitive system. This situation
has been cause of the acute problem of erosion and iorests
destruction, and their consequences of shortage of water
and droughts.

The commercialized farmers know about mddern techniques
of production and modern farm machinery, even though they
have been unable fully to emploit such a resources. For
instance, the COS'S of mechanized Operations hrve been high
due to inexperience, lack of repair rnd maintenance facilities,

t

purchcse of excessive amount of mfchinery, the failure to
develOpe a system for fuller utilization of machinery, and
lags in other technical developments which normally should
accompany mechanization. It is evident the lack of knowledge
about the rel tionship between farm size and requited number
of machineries.

Following, it is given in Fable 39 the common mechanized

Operations and the equipment employed.

, a O
TABLA N-h

OPSRAPION

16

MACHINSS

REM.RKS

 

Clearing forests......

Leveling land for
irrigation............

Tillage...............

PlantiHSOOOOOOOOOOOOOO

Control of weeds,
pests and diseases....

FertiliZing...........

Hay Harvesting.......o

Grain Harvesting......

Track-type tractors,
Angle-dozers, Ranks
Chains, Cleraing
Blades, Cutter and
Stumpers

Rippers, Subsoilers,
Land-planes,Graders.
Sc00ps and Scrapers.

Wheels tractors, Disk,
molboard and rotary
plows; Disk, Spike—
tooth, and Spring-
tooth harrows; Land
rollers and pulveriz-
ers.

Rew—crOp planters,
Broadcast-crop
planters and Grain
drills.

Cultivators, Rotary
hoes, Hydraulic spray-
ers, Blower Sprayers,
dusters.

Manure Spreaders and
Granular fertilizer
distributors.

Mowers, Hay condition—
QT. Hay balers, Hay
rakes and silos.

Self-propelled com~

bines and Corn pickers.

This operation
is done by the
farmer or priv-
ate companies.

This Operation
is done by priv-
ate'companies

for the commercial-
izad sectors.

These operations
are done by com?
mercialized far—
mers. Subsistence
farmers' land is
tilled by Govern-
ment's agencies.

The use of chem-
icals is of recent
introduction.

These machines
have a reduced
use.

Self-propelled
combines are of
sacktype and
Occasionally
used in harves-
ting sesame and
corn.

TABLE N94(cont.)

OPERATION

1?

MACHINES

REMARKS

 

Cotton Harvesting......

Potato Harvesting.....

Forage Harvesting.....

Sugar cane Crepping...

CrOp Processing........

Two-row self pro-
pelled, and one or
tWOrrow tractor
mounted cotton pic-
kers.

One-row power take
Off Potato digger
and self-prepelled
POtato harvester.

Field chOpper har-
vesters, self un-
loading wagons and
Stationary chOppers.

Wheel and track
tractors, Pailer
loaders, wagons,
tractor mounted
field fertilizer
applicators, Dig*
gers and Big—Roman.

Plants for rice
benefit and cotton
Sin.

Tractor-mounted
type is the most
common.

Potato digger is
used as peanut
harvester. Self-
propelled type
is seldom used.

It is one of the
best mechanized
crops.

 

In 1956, a national agricultural survey was sone to evaluate

the situation of the nztionel agriculture as a

survey the data given in Table N95 was taken.

TABLE N95

ESTIMATED N H ER OF FARM MACHINES (1)

TYPE

Tractors...............

PlOWS (2)00000000000000

NUMBER
10, 171

6.726

whole.

From this

18

TABLE N05 (cont.)_

ESTIMATED NUMBER OF FARM MACHINES (1)
TYPE NUMBER

HarrOWS................ 2,906

PlanterSQOQQooooooooooo 1.894

OtherSOOOOOOOOOOOOOO... 3,720

 

(I) Source: National Survey, 1956
(2) Mainly Disks Plows

C.

AGRICULTURAL EDUCATION.

While in other countries education is desired for its own
Bake, in Venezuela it is also a precondition for its economic
development. A branch of the education, the agricultural
education, deserves an Special consideration for two main
reasons: First of all about 39% of the total pepulation are
living in rural areas, and secondly the lack of education has
been, and it still is an obstacle to the agricultural develops
ment.

The Ministry of Education currently has broad reSponsibility
for the agricultural education at both its lowest and highest
levels, while the Ministry of Agriculture deals with agricul-
tural education at the intermediate level.

1. Rural Primary Schools. Agricultural courses are provided
in the upper grades of these special primary schools. Nations
wide enrollment in this type of school was only about 1,#OO
in 1959r60 and consequently has so fsr had limited impact.
Agricultural education in such a level should not be limited

to this type of school, on the contrary, it should be given

19 o

in all primary schools as a vocational course.

2. Agricultural Technical Schools. At this level, agriculr
tural education is almost entirely the responsibility of the
Ministry of Agriculture and it is not necessarily directed
only at school age children. There are four of these schools
training, during a period of three years, agricultural tech—
nical assistant. (peritos).

The Ministry of Agriculture also Operates Special schools
for practical assistants (praéticos). These provide short
courses of practical demonstration in specialized skills, such
as coffeesgrowing, cacao—growing, and tractor operation.

3. Higher Agricultural Education. There are seven universit—
ies in Venezuela of which only three have agronomic studies.
The curriculum is designed to be covered in a period of 5
years.

The need for agronomists in Venezuela is estimated at
1,000. If it is considered that there are about 400 trained
agronomists, of whom 100 are foreign, and that only about
30 are produced annually, it will take a long time to cover
this need, unless measures, such as Opening of new schools
or increasing the number of student entering university
courses, were taken immediately.

Besides, the country faces the problems originated by
the establishment of ittigation systems, rural electrification,
construction of rural roads, crOp processing, etc., which can—

not be exclusively solved by agronomists. Some people trained

20

in agricultural engineering are required to solve these prob—
lens but the country does not have proper agricultural engine—
ering schools to train them. There are agricultural engineering
departments as a dependencies of agronomy schools, where some
basic and major courses are given to students of sgronomy
seeking a major in agricultural engineering.

Undoubtedly, this ambiguous situation calls for the estabr
lishment of agricultural engineering schools as a full university

casreer.
AGRICULTURAL MACH ESPY PiiCIIHG SITUATION

This second part deals with agricultural machinery teaching
at the Faculty of Agronomy of the Central University of Venezuela,
our nearest known experience. r"his reality, however, is not very
far from those in other universities.

h. Present Situation. The first organized school of egronony

LA

was founded in 1937. At the beginning the school wrs a depenr
dency of the Ninistry of Agriculture, and later became the
Faculty of Agronomy within the Central University of Vene-
zuela. (19n2)

About 1950, the Faculty of Agronomy was transferred from
Caracas to Maracay, the latter capital city of the State of
Aragua one of the most outstanding agricultural productor,
Since then, it continues functioning there.

A course in agricultural machinery was created since the

beginning. It lasted one year and was divided in two parts,

B.

C.

the first part devoted to topics about engines and tractors,
and the second one devoted to study implements and their ap-
plications.

In 1958, along with the establishment of semester and
credit systems, the course was divided in two independent
courses: Farm machinery I and Farm Machinery II each one
covering the content of the former first and second parts
reSpectively. Each one has two hours of lecture and three
hours of laboratory weekly, and 3 credit value.

Student Enrollment and Number of Instructors. At the present
time, the average enrollment is ISO students. In order to
assist them, there are 4 instructors and 1 teaching assistant.

A comprompise solution to the problem of large enroll-
ment has been to gathering the students in one lecture group,
and then split them in 6 laboratory groups which in time are
subrdivided in 3 smaller groups. Each one of the laboratory
groups is assisted by one instructor and one teaching assistant.
Laboratory sessions are held from Monday to Saturday, and a
report on the work done must be 3 bmitted weekly by the study
ents.

Available Buildings and Eguipments. Among other facilities,
there is an engine and systems laboratory with 10 different
types of engines. Some of them are not suitable to be directly
used by the.students due to their complexity.

The laboratory building is not appropiated to the kind

of work to be done in it and to the number of students. So,

22

a new laboratory building should be built considering import-
ant factors, such as the number of students and instructors,
the increasing enrollment, the existence of two quite different
courses, engines and implements, and the need of a maintenance
workshop.
Following, a brief inventory is given with the equipment

the Faculty owns to be used in agricultural machinery courses.=

2 wheel‘type tractors

1 trackrtype tractor

2 disks plows

2 disks harrows

1 cornrcotton planter

1 grain drill

2 cultivators

1 rotary tiller

1 rotary-hoe

1 tractoremounted Sprayer

1 moldboard plow

2 sets of Open end wrenches

1 set of instruments for engine testing and tunerup

1 set assorted sizes screw drivers '

and some other technical aids such as charts, pro-

jectors, engine system displays etc.

It is rapidly seen that this equipment can not meet the

teaching needs for 180 students. For this reason, it has

D.

been necessary to borrow some equipment from other institu-
tions adjacent to the Faculty and from farm machinery dealers.

Courses Time Scheduling. The present location of both courses

 

in the scholar year has created a troublesome situation. The
course Farm Machinery I almost does not need of field practices
and it is given during the dry season under covered place.
Conversely, the course Farm Machinery II does need of field
practices and it is given outdoors during the rainy season.
Consequently, there are losses of time and classes. Several
times, the switching has been preposed, but equal number
rejected by the Faculty's Authorities, allegedly, because of
curriculum organization reasons.

Perhaps of more serious consequences is the locrtion of
the courses in the curriculum of agronony. They are placed
in third and fourth semesters and have as prerequisite a
course on General Physics. This course is given in the first
semester, so that, any student, after passing it c:n take
the agricultural machinery courses without having the necessary
background on agricultural practices, and without having a
concious evaluation of the importance of mechanization as a
base of agricultural production. Moreover, when the student‘
gets through his studies four years later, he will hcve in
mind very few ideas, if any, on the basic principles of mechaniz-
ation.
Courses Outlines. Former outlines of these courses were

simple enumeration of the main tepics, without specifying

511

24

the courses objectives, teaching materials to be used, text?
book and other courseework references, etc. Considering the
situation, the instructors in charge of the courses agreed
in doing some changes in the courses outlines. Those and
new additions will be formlly expounded in the part corresP
pending to conclusions and recommendations.

Textbooks. There is not a complete textbook written in Spanr

 

ish. For the time being, it has been used a translation inr
to Spanish from the English of the book "Farm Machinery" by

i. A. Stone and H. E. Gulvin. This translation has many mis-

¢
.4.

(1"

takes, and i is too expensive.

In 1963, the University of La Molina Lima, Peru, edited
a series of small bouks covering the following tOpics: Volume
I, Elements and Mechanisms of Agricultural Machines; Voulme
II, Tractors; Volume III, Machinery for Soil Preparation;
Volume IV, Planting and Cultivating Nachines; Volume V,
Harvesting hachines; Volume VI, Machinery for Clearing Forests
and Soil Movement; and Volume VII, Organization of Mechanizr
ation Projects.

This series seems to be a gond one but it is not completly

published yet.

Teaching Aids. T ese excellent teaching tools have been used

 

in limited works. An effort should be done to supply the courses

"3

with the necessary material by means of pu chase or prepar-
ation in the workshop. If during the correSponding lecture

or laboratory charts, projection of motion pictures and slides,

25
and system displays are showed to the students, they will
better understand what is explained to them.

H. Field Trips. Some agronomy schools take their students on

 

field trips to the surrounding farms. But this is done in
a very irregular way because of obstacles as the large enrol?
lment, and the lack of Opportune transportation. Some dccission
has to be made to overcome this situation as soon as possible
in order to conduct effective field trips.

I. Tools for Maintenance Workshop and:;aboratory. Acq isition
of tools for maintenance workshOp and Laboratory has not
been a greater problem. But the way they are stored and the
used procedure to furnish them to the students have certain
inconveniences. That is, the tools are stored in shelves with
several drawers and, of course, they are mixed up. The pro~
cedure followed to supply the tools consists in filling out
a mimeographed blank sheet with number and type of tools
furnished. With this procedure, losses of tools and cor-

fussions‘occur very often.
CONCLUSIONS AND RSCQMKSHDAPIONS

With respect to the agricultural situation in Venezuela, it
is very difficult to arrive to precise conclusions and recommends?
tions, due to the comp exity of the problem. Some general conclu-
Sions, however, will be given along with recommendations whose
application might prove in an increase of crOp production.
A. Conclusions on the agricultural situation.

1. There is a lack of realistic agricultural planning,

3.

A.
5.
6.

26

in terms of selection of area, size of farm, cropping
pattern, soil and climatic conditions, capacity of the
farmer, reliable statistics, etc.

Low educational and technical skills levels of the
farmers.

Unfavorable agricultural policies of the National
Government.

Lack of a meaningful mechanization.

Lack of sufficient productivity to pay for machinery.
There are not the number and satisfactory e tension service
agencies required by the size of rural population.
Technical research has been very limited. Durinj the
past ten years, the Venezuelan Government has devoted
VDTY little attention to agricultural research.

The country has unfavorable trepica- conditions such as
short days, high temperatures, poor lateritic soils,
rapid weed growth, and provclence of posts all diseases.

Hilly lands, small arms and difficult rural roads for

crOp production trenSportstion.

B. Recomhendations on agricultural situation.

1.

To increase the productivity by:
a. Usins a proper aechcnization.

Q

tilizttion and gene soil management proced-

D
0
C1
U)
H.
C l
H)
O
"5

c. Using proper weed control.

Adopting soil and water conservation rrrctices'

C).
O

C.

D.

\N

27

irrigation, drainage, and erosion control.

3 losses by insects, diseases, rodents, and

1. Using correct rlant pepulation of improved or
adrptel crop varieties.

The above exposed calls for:

5. Establishing of a competent and comprehensive
research plan.

b. Adapting machines made in other countries to the
conditions of Venezuela.

c. Amplification and improvements of extension services.

d. Establishing of vocational agricultural education
programs in primary and secondary schools.

The National Government should improve its agricultural

policy in order to achieve in the shortest time the

productivity levels of agricultural production required

for the economical progress of the country.

Conclusions on Agricultural Machinery Teaching.

1.

2.

There are few agronomy schools in the country.
Consequently, the rate Oi production of agronoaist
trained in agricultural mechanization is very low.

The present agronomy schools are facing serious problems

buildings and equipments, etc.

Recommendations on Agricultural Machinery Teaching.

1.

It is recommended to improve and increase the capacity

\

V

'28

of existent sgronomy schools. Also, due to the need of

people trained in this field, it is recommended to study

the possibility of establishing agricultural engineering
schools in the country.

Agronomy schools should improve a d give special attention

to their agricultural machinery courses. It is recommended

to take measures such as:

a. Capecitation of instructors by sending them abrosd
to take graduate courses in farm mechanization.

b. Preper location of farm machinery courses considering
the season of the year and the level within the cur?
riculum in agriculture. In particular, the Faculty
of Aeronomy at the Contrel University of Venezuela
should place these courses at 5th and 6th semesters
reSpectively.

Courses should be up to date and certain flexibility

meinteined so that changes can be ncde according to new

deveIOpments. Following, a project of course content

is proposed which may be considered as a hose for future

decissions.

TITLE: “fiJdIIiACHIHJRY I
2 hours for lecture and 3 hours

for laboratory weekly during one
semester.

PREREQUISITE:

One course in Generel Physics and
one course in Soils.

29

COURS" OBJECTIVES

1. To acquaint the student with the fundamental operation
principles end menogement of egriculturul engines and
tractors.

2. To instruct the student in the proper maintenance and
safe driving of tractors.

3. To give the student some economic and selection prinr
ciples involved in the management of power units.

4. To dCVOlOp.SpOCial interest on the subject matter of this
course among those students seeking to nsjor in agricul-
tural engineering.

5. To develOp student understandings and attitudes, so
that he will be able to do a better performance after

completion of his studies.

b

TEXTBOOK: "Tractores y Maquinaria Agricola”. Volumenes I
y II Berlin, Johan D., y Ledgard, Reginrld.
Editorial de la Universidnd Agraria 1a Molina,
Lima, 1963.

 

SUPP SKENTARY xSFERENCES:

Jones, Fred R. Farm Gas Engines and Erectors.
New York, London, McGraw-Hill Book Co.,
4th edo. 1963.

Stone, Archie & Gulvin, Harold. Hequinaria Agri-
cola. Mexico, Editorial Continental S.A., 1961.

Red Tractor Book. Kansas City, MO., TeChnical
Publications Inc., Annual Bulletin.

LECTURE TOPIC OUTLINE

1. Introduction to course.

4.

30
History of develOpment and introduction of farm
machinery in the World and Venezuela.

Importance of farm mechanization on : ricultural

production and its influence on the national economy.
Makes and types of farm machines commonly used in

Venezuela.

Materials of Construction.

51.

b.

Materials used in constructing farm machines.

Classification of these materials.

Elements and Neclanisms of Machines.

Lever
Belts and Pulleys
Inclined plane

Screw and Edge.

Power and Energ

a.
b.

C.

Sources of power

Power measurement

The internal combustion engine

Systems of internal combustion engines

a.

b.

C.

8.

Valve system

Combustion system and fuels: Spark engines, diesel
engines; hydro-carbon fuels, octane and cetene numbers.
Electric system

Cooling system

Lubrication system. S.A.3. and A.P.I. classifications

for oils and greases. Selection and storage 3

*Q)

oils

31

OS

. Oil filters.

(D

and grea

6. Power Transmission

Clutches

Gear transnirsion

U‘

Fluid power transmission

7. Power Applications

'—

do
b.
Co

g

0..

Draw—bars
Hydraulic systems and hitches
Power take off

Pulleys

8. Nebraska Tractor Tests

b.

C.

Purpose, value to public
Discussion of tests

Analysis of one or more specific test reports

9. Maintenance of Agricultura Erectors

b.
c.

10.

a.

General maintenance principles
Adquisition of parts

Report of failures

Tractor Economics

Factors affecting cost of operating f:rm tractors
Cost analysis

Comparison of gasoline vs diesel

LABORATORY OUTLINE

Engines and Materials of Construction

Study of engine parts

4.

5.

9.

32

b. Identification of material samples
Combustion System
a. Study of spark engine combustion system
b. Study of diesel engine combustion system
Ignition Timing
a. Remove Spark plugs and distributor from engine
b. Time ignition and start
c. Use of timing lamps and other equipments
Cooling System
a. Study of different types of cooling systems
b. Maintenance. Cleanrup. Washing solution preparation
Lubrication System
a. Selection of lubricants
b. Perform lubrication plan
Dynamometer tests
a. Measurement of h.p., fuel consumption, etc
b. Preparation of formal reports
Power transmission
a. Study of clutches and gear transmissions
.
b. Final drives. Brakes
Diesel Engines
a. Observe and start several typed of diesel engines
b. Study and use of injection nozzle tester
Analysis of Nebraska Tractor Test Reports
a. Choose several similar tractor models for comparison

b. Study and use of injection nozz e tester

10.

l.

2.

4.

5.

33

c. Hake calculations based on test results

Tractor Economics

a. Calculate cost of operating farm tractors

b. Compare cots for owning and Operating several tractor
models.

c. Compare owning cost vs custom work cost

NOTE: During each laboratory session, by rotating students,
they may receive tractor driving practices and
instruction on safety rules.

TITLE: FARM MACHINERY II

2 hours for lecture and 3 hourS'for
laboratory weekly during one semester

PREREQUISITE:
Farm Machinery I

COURSE OBJECTIVES

To acquaint the student with the fundamental operation
principles for production, weed and insect control,
harvesting and processing of farm creps.

To instruct the student in the prOper maintenance and

safe Operation practices with farm machinery.

To give the student knowledge of the most common used
machines in Venezuela.

To make the student aware of selection principles, costs,
expected life and other economic factors affecting farm
machinery application.

To develop student understandings, and attitudes, so

that he will be able to do a better performance

34

after completion of his studies.

-3\TBOOK: "Tractores y Maquinerin Agricola". Volumenes III,

IV, V, VI 3 d VII. Berlin, Johan D., y Ledgard,
Reginald. Editorial de la Universidad Araria la
Molina, Lima, 1963.

SUPPLEMENTARY Rsralencns:

3.

Bainer, Roy; Kepner, R.A., Berger, 3.L. Principles
of Farm Machinery. New York, London, John Wiley
& Sons, Inc., lst ed., 1955.

Hunt, Donnell. Fern Power and fiachinery Management.
Ames, Iowa, Iowa State University Press, 4th ed.,

1964.

Red Tractor Book., Kansas City, Mo., Technical
Publications Inc., Annual Bulletin.

Smith, Harris P., Farm Machinery and Equipment.

New York, London, McGraw-Hill Book Co., 5th ed.,
f.—

1903.

LECTURE TOPIC OUTLINE '

.—

Introduction to course.

a. Introduction to agricultural mechanization

b. Objectives of agricultural mechanization
Measurements of Farm Machinery Capacity

3. Field efficiency, concepts

b. Calculation of theoretical ani acturl field capacity
Land Clearing

a. Machines used for establishment and development of

new farms.
b. Land clearing operation and principles

Tillage Operation

t
o
rw
H4

a . Classificrtion, parts, and operchion of disk a

molboard plows.

7.

9.

35

b. Rotary tillers and chisel plows

c. Classification, parts, the operrtion of disk, springr
tooth :nd spike-tooth Iarrows.

d. Adjustment, graduations and maintenance of tillage
machines.

Soil Surface Conditioning for Irrigation

a. Study of ripps~s and sues ilers

b. Study of landplenes, graders, scrapers and scoops.

Seed Planting Machines

s. Row-crOp planters: cornrcotton, potatoes, etc

b. Small-grain planters: grain drill, planet jr., etc

c. Adjustment, maintenance and calibration. Typical
problems.

Weed and Insect Control Machines

a. Cultivators

b. Sprayers

c; Dusters .

d. Adjustment, maintenance, and calibration. Typical
problems

Fertilizer Distributors

a.. Dry and liquid distributors

b. Miscellaneous

c. Maintenance and calibretion

Harvesting Machines

a. Combines

b. Corn harvesters

10.

11.

12.

13.

1h.

36

c. Cotton pickers

d. Potato harvesters

e. Peanut and sesame hrrvesters

f. Adjustment, maintenance and graduations

Hay and Forage Harvesting Machines

a. Mowers, conditioners and rakes

b. Operation with chOppers and balers

c. rarvesting systems

Sugar Cane Equipment

a. Track and wheel tractors

b. Subsoiling, bedding and barring off equipments
c. Harvesters, piler-loaders and wagons.

d. Herbicide and fertilizer applicators

Labor Saving Machines

a. Loaders

b. Elevators

c. Conveyor unloaders

Crop Processing Eq ipment

a. CrOp-residue diSposal equipment
b. Corn shellers

c. Feed grinders and mills

1 fa .n.
Cu. ‘ Oeu. ....“.A-I‘u

l}

D

e. CrOp dryers
Farm Kachinery Economics
. Bases and methods for calculating Operation costs

b. Lease and hire

_a
\ n
.

4..

37

Machinery Selection and Planning
2. Factors influencing farm machinery selection

‘

o. Jachinery management and use planning.
LABORA30RY OUTLINE

Machinery Performance Measurements

a. Determine field efficiency

b. Determine theoretical and actual field capacity
Primary Tillage

a. Study of plows .

b. Operate tractor with plow

Ca
C.
"J
(n
*4
O
:5
U)

c. Perform adjustments, msfntenance and 3r:*
Secondary Tillage

Study of narrows

f)

L.

b. Operrte trnctor with harrow

c. Perform m intenance and graduations

Soil Surface Conditioning for Irrigation

a.- Study of subsoilers, scrapers and lfindplcnes
b. Field trip

Seed Planting Machines

a. Corn-cotton planter

b. Grain drill

c. Potato planter

d. Perform calibration on different planters

Insect Control

k,
0
(D
Q.
"J
:5
D;

a. Cultivators, Sprayers an; dustors

10.

11.

38

c. Perform ejjustmznts and czlibrebions
Tertilizer Distributors

a. Study of fertilizer distributors

b. Perform edjustments and calibrations
Machines

Hervestin

T.)

. Study of combines

b. Study of corn hcrvesters

c. Perform adjustments and maintenance
d. Field trip

* Machines

C“

Hay and Forage Hervestin

s. Mower adjustments and MEintenence

0. Rage construction and selection

c. Study of balers

d. Field trip .

Sugar Cane jquipment

a. Field trip to e suger crne plvntetion

Labor Saving end CrOp Processing Equipments

3. Application of leaders, elevators and conveyor
unloaders.

b. Application of grinders, mixers and dryers

Cost Analysis

a. Perform owning cost crlculetien

b. Compare owning cost vs custom work cost

Farm Machinery Selection

3. Study of machinery selection

b. rypicel problems.

B.

39

Teaching Aids. Intellegent use of audio'visual aids will

 

save instructor time and stimulate student interest
Audio—visual aids increase the retention of hnowledee and
stimulate the development of understandings and attitudes.
Most students remember what they see, hear, and read longer
then what they only read. Aids which help students visualize
abstract concept and processes are cepecially valuable. Visual
aids are also valuable in teaching manipulative skills.
Charts. These aids are very helpful in demonstrations and
they can advantageously substitute the drawings on the chalk:
board. They are also valuable in recording results obtained
in previous jobs, or in recording local agricultural data.

In selecting a chart, we have to consider very important
factors: the information provided must be reliable, and the
chart should be easily interpreted.

When the chart is to be prepared in the shep, various
kinds of materials may be used in making it. Among them:
sign cloth, unbleached muslin, vellum cloth, wrapping paper,
stiff cardboard, and window shades. All of the preceding
kinds of materials have their merits and can be used for
certain types of charts.

Several manufacturers prepare charts which can be ob:
tained from them upon re3uisition. The following are desirable:

crossrsectional engines

engine parts

electric and ignition svstens

C.

D.

[+0 .

fuel 53 wste1s and carburetors
lubrication systems

cooling systems

valve systems

types of tractors

plows and narrows

combines

other harvesters

planters, etc

Motion Picturest Filmstrips, and Slides. These materials

 

can be secured from machinery manufacturers. They are very
helpful for showing some equipments which are not on hand.
Color slides could be taken eSpccialiy for teaching purpose
during the performance of laboratory se.sions or field trips.
They afford a teacher an Opportunity to project a pic'u ure for
an appropri te period of time and to discuss it in detail.

reps ation of 2"v2" slides is very

(D

Preparing Slides. Th
easy and requires little skill. The first essential is a
good, clear negati_ve. Following, a few suggestions reggrding
the preparation of slides:
1.1{ave a processing company prepare a positive film fr
the processor ne gative film. This job may be done by a

local camera Shep at a cost of a few cents a frrme.
2. Secure the necessary sliie binds 8. Slide binding kits

provi e binders, glasses for the front and back of C?Ch

.

slide, end conplete directions for binding.

E.

'*13

G.

41

3. Cut the positive frame to be mounted from the filn cnd

.J

plice it in e binder with tie emulsion side up for bltci

and white film Cnd the shiny side up for colored film.
be careful not to scret cll or otherwise no the positive.

4. Label slide for future use.

‘2)

Motion pictures. Motion pictures are e spc cit 11y velue blo in

 

developing intereS', in chCn mgin attitudes, in pointing up

problezns, Cue in develooing gonexc lizations. However, they
are often not the best type of audio-visual aid for developi13
skills. Motion pictures are usuell ; best :ch ptoli for uze in

introducing or summarizing diSCUSSiOnS.

Overhead Projector. An overhez;r projector p odu ces images

 

from trCnspCrcnt plastic, Ccetzte sheets, or celOphcne rolls.
The overllezd projector nCy be uses in a lighted roon. NCteri—
313 hey be pr epCre d in Cd once for use, or the over21eCd pro-
jector mCy be used inst-Cd of ch: lkbOCrc. The instructor

mCy write on the cellOphCne roll as he instructs the students.

(1)

What he puts on the roll will be projce Hcte; on the scre n
in back of him.

The overhead projector is preferred as visual C.id by
many instructors because meteriCls for projection mCy be
prepared quickly, easily, and cheaply. The overhead pro—
jector allows the instructor to face the class or audience
while u? win ;it.

Opaque Projector. An opaque projector will project the

 

42

image of opaque objects and pictures. It may be used to
project typewritten data, photographs, or a picture in a
book, bulletin, or magazine.

The divedvantage of this type of projector is that a
room must be used effectively. Its initial and maintenance
costs are relatively low, and the life of the projector is
long.

Field Trips. Agricultural machinery teaching needs of field

 

trips to places where the machines Cre being used. The pur-
poses of field trip can be enumerated as the following: It
provides Opportunities for gaining new experiences and in-
formation, it provides opportunities for learning by doing-
teCching on the job, it relieves the nonotony of chssroom
instruction, it helps to deveIOp understandings, and it deveIOps
student interest.

Planningpa trip. A field trip needs to be carefully planned
and suitable arrCngements must be made in advance. The in-
structor should cntect the farm, organization, or concern
where the trip will be taken and sake the necessary arrange-
ments. This may mean personal trip by the instructor in
advance to the date of the field trip, or it may be possible
to make the arrangements by phone or letter.

Preparing the student. Before leaving on a trip, a discussion
should be held with the students to consider the purposes of
the trip and what will be expected of them: what they will

see, what to do, what GXperiences they should gain, and what

K.

#3

should be the final outcome. This helps to create interest
and understanding which should result in desirable outcomes.

Transportation. School buses should be available for field

 

trips, they usually provides the most desirable type of tranSr
portation. In this way the students are kept together. This
saves time and lessons the chance of discipline problems.

Evaluating a field trip. The students who participate in a

 

field trip should discuss the trip as soon as possible after
the trip should be summarized and apprOpriate conclusions
developed. The students should also participate in evaluCting
the trip regarding its contribution to their purposes.

5. Equipment and Tools. Most of the schools do not have

 

enough equipment as to meet their teaching needs. Some
of the needed equipment and tools are listed below.
2 tractors for driving practices
2 PIOWS (disk and moldboard plows)
2 harrows
1 corn picker
I combine
1 cotton picker,
1 prony brake
1 draw-bar dynamometer
1 set of engine parts mounted on a wood frame
different types of used injection diesel pumps,
nozzles and combustion chambers

2 cross sectioned batteries

1 diSplay of different types of gears

d

s- 4r :- \n

—b

fld

an

cross sectioned transmission system

are welder

OXYacetilene welder

heavy duty %" portable electric drill with stand
Vises

tire gauges

spark plug gauges

break point gauges

battery lifter, strap type

guard and sickle anvil

wire wheel brush

extractor set

electric bench grinder wheel size 6" to 8"

rpm speed indicators

safety hoist, chain differential cap. % to 1 ton

I.

hydraulic jack, automatic type cap. 2 to 3 tons
trouble lamp

pans for parts

tank, parts Washing 25 gal.

heavy duty gear puller

adjustable open end wrenches 8" and 12"

box type wrench set 5/16" to 1" by 16ths

box type comb. box and Open wrench sets 1/4" to
to 3/4 by 16ths

e.a. screw drivers 4”, 6", 8", and 10"

socket wrench set, %" square drive 3/8" to 1 1/8u
by Bands

pliers, long nose 6"

6.

45

1 compression testing gauge
1 vacuum and fuel pump pressure gauge
NOTES: (1) Due to harvesting equipment is very expensive,
arrangements should be done to obtain it as
donation or loan from factories or other
inStitutions.

(2) Tools for maintenance workshOp and laboratory
should be stored conveniently.

guildings and other Facilities. It should be built as
soon as possible a laboratory building with the following
facilities:

1 engine and system laboratory

1 implement laboratory

areas for future eXpansion

areas for individual research projects

1 maintenance workshop

1 storage yard

1 auditorium with capacity for 30 students

2 storage depots

2 rest rooms

offices for instructors and majoring students

1 conference room and library
flgrkbencheS. All workbenches which are placed along .he
wall should be approximately 24" wide and 32" high. It
is desirable to use a 2" plank top. Benches should be
well braced, sturdily constructed, and 6 to 8' ft. long.

If the benches are supported against a wall, the

housekeeping under the benches is facilitated. A roll-

D.

46

away rack that fits the angle under the bench may be
used with a bench of this type. This rack may be used,

for storing iron, steel beams, and certain tools.

Tool Storage. Cabinets which contcin specific tools for

 

3 given kind of job and which rre located in the work
area in a shOp are considered to be one of the best places

to store tools. A tool room will not be needed when
cabinets are used. Only those tools which are used

ocassionrlly 5nd other teaching aids csn be kept in

storage room.

 

Tool Cabinets. The size of cabinets will lennnd upon
the tools he be stored in them and the space aveileble

on the wells of a shop for hanging them. Shallow cabi-
nets using 1" X 6" pieces for the top, bottom, and sides

re sctisfectory for storing most of the tools in a shop.

They are :ttrcctive, require a nininun sf space, and the

0:

doors do not sag easily. =eversl cxbinets of medium depth
and size are more desireble the“ a few large cabinets.
Portable cabinets are becoming popular. They may be
rolled to the areas of the shOp where the tools in the
cabinets are needed, and they any be pieced in a store e
room when the tools in the c binets ere not in use. In
appendix No 9, e workbench and cabinet well detnil is

given.

I I
O
D;
p.
:5
C)

First Aid Cabinet. A first aid cabinet is use

 

W

F.

47

shop. Certain amount of first aid supplies should be
kept in reserve in order to insure thst they will be
available for an emergency when an item in the cabinet
may be exhausted.

Exhaust Fans. Exhaust fans or other means are needed

 

to eliminate smoke and fumes from the engine laboretory.

Often the fans are installed at the time the laboratory

is built, but if this is not done, to place them after
is an easy job.

Electrical Facilities. Both 120 and ZQO voltage should
be available for lighting and power. This would include
bOth single and three phase wiring. Two or more single
phase receptacles should be installed in the welding
area. Another receptacle should be near the large ser-
vice door for welding in the outside work area. Convenience
outlines should be installed along or just above the bench
teps at 10 or 15'.intervals around the shop. Retrectable
convenience outlets installed in the ceiling ere economical
and facilitates changes in machinery locations.
Lishtin". Some recommendations about lighting are the
following: ‘

a. Sufficient light for each type of job 3n which

students may be working either day or night.
b. Absence of direct or reflected glare.
c. Absence of shadows during the day or night.

d. Pleasing appearance and ease of maintenance.

1+8

e. Artificial or natural lighting designed and
Controlled so that it does not dictate or limit
the work activities at any time.

H. Acoustics. It is necessary to minimize disturbance in

 

the lecture room caused by running engines or machines
in the labO1atory rooms. So, it is recommended:
a. Walls between Shop and classroom fairly sound—
proof.
b. Locate storage, conference, or other small room
between Shep and classroom whenever possible.
c. Sound absorbent materials for walls are advisable.
I. Safety. One of the most important considerations in
eStabliShing a WOFkohOp is safety. Some recommendations
are the folloWing:
a. Arrange tools and work to give minimum obstruction.

b. Gasoline and other fuels should be stored outside
the Shep and kept in safety containers.

c. Safety areas should be indicated by painted lines.

d. Carbon dioxide fire extinguishers should be avail-
able in danger areas.

e. Provide safe storage for all inflammable material.
f. Store rags in metal containers with tight covers.
3. Ground all electrical outlets.
J. Arrangement of Tools and Eguipments. Agricultural machinery
instruction cannot be conducted successfully without
enough equipment. Consequently, large amount of equip?

ments are needed, and they should be preperly arranged.

#9

Pr0per arrangement produces
stimulates student interest

ment of desirable

abilities.

an attractive shoP which

and facilitates the develop-

Proper arrangement is also

essential so that all Space may be utilized.

Following, a number of basic criteria for the-arranger

ment of equipment in a shOp

a. The overall plan of

the uses to be made

farm mcchinery maintenance

laboratory rooms, a

spectively),

b. Consider safety factors in the

equipment.

are given:

arrangement should conform

" 9‘)

o the shop. (In our case,
and repair in the

d maintenance workshOp re-

arrangement of the

Provide for "dirty" work to be done in an area

a large doorway.

amount of Space for the repair

and maintenance of large machines.

for a given job located near

vorh is to be done. This also

means the prOper location of tool cabinets.

0.
of the 530p near to
d. Provide the maxim m
0. Pave suitable tools
the place where the
f.

available.
So HOVG the areas for

fication adjoinins

sheet metal

Locate the equipment where adequate light is

and electri-

. l-
”01".“.

since there will be jobs in

electrificating which will involve soldering.

APDCndiCes No. 10 and 1]

V' ‘0‘ ,
811011' tan.)

distribution of some

SO

equipment in the laboratory rooms.
In Appendics No. 6, 7, and 8 there are shown some drawings

from the front, first floor and second floor respectively.

fife“ v? ~v 71~9.n-\- 'f! -\\r 'qfirjy;
pb~)DI.RCil AD 34.“. Iran-011,46 AIL/J'JX

Due to the great importance of agricultural research and

extension work, it is believed convenient to try them apart from

the foregOing recommendations.

A.

Research. This fundamental activity has been carried out

in a very limited area, such as surveys to determine Operation
costs, essays about management and field rechinery capacity,

and study of mechanization on a specific crep. So, there

are basic aSpccts in 0 machine research which have

(—r
33‘
*1
(<

remained untouchable. The results obtained from a good

research plan could be of great benefit not only for the

surrounding ereas but for the entire country.

1. Selectionj testing, and adaptation of farm machinery
to the Venezuelan conditions.

Importance: dost of the mochines ere imported from

 

foreign countries with soils, climatic conditions and
CTOPS very different to those of Venezuela. So, re-
search Should be done in order to choose the proper

machinery for the country.

In

. Effect of use of different kinds of xarm machines on

crop yields.

Importance: Results from this investigation could

 

51

help the extensionist's work. t preportions him
with first hand information so that he can convince
rural peOple of the increasing productivity and,
consequently, more benefits they can get by using
agricultural machines.

3. Effect of different types of tilla.

(u
H

e and other implement

applications on soils.

 

lgportance: From the stand-pOint of soil conservation,

 

the result pf this work could lead to establish the
proper method of tillage and other implement applies
ation on each type of soil. In doing so, soil fertile
ity and productivity will be ke,t in good stand.

4. Engine testing. Use of dynamoneters.

Importance: This kind of research has great import—

 

ance in engine selection according to the work to be
developed, and in determining the h.p. requirements

of each mechanized operrtion in accordance with physical
characteristics of Venezuelan soils.

Undoubtedly, there are other investigations of
relative importance, but the ones alrecdy mentioned
are just enough to begin with. It is recommended to
continue with the surveys ant essays on costs and use
of machines.

B. ‘xtension Work.
1. Demonstration of farm machinery use. There is, prrc-

tically, anything done on this aspect of the extension

II! I! I! I II I:
Illl- I
l I III!

services.

Farm machinery dealers are performing demonstration
of farm machinery with commercial purposes. 80, a
reduced group of farmers receive the benefits of this
policy.

It is proposed the establishment of a demostration
service in agricultural machinery which can reach to
both the commercialized and subsistence sectors.

2. Conferences for farmers. Agronomy schools have been

 

isolated from the rural sector. A good plan of con-
ferences on farm machinery management and maintenance
could be the begining of a broader relationship between
the school and the farmers.

3. Publication with information on farm machinery. As
a part of the extension service, a publication departv
ment should be created in order to reach people living
in farther areas. Pamphlets or bulletins should be

edited regularly and in a very simale language.

Finall‘, it is Oportune to repeat that the goal of this

report is to give brief information about what is happening in

1

Venezuela in the agricultural field, and thzt the recommendations

given in it do not pretend to be unique or exclusive ones, just

to be considered as a basis of discussion for future decissions.

1.

1+.

5.

10.

11.

12.

13.

1h.

16.

BIBLIOGRAPHICAL RBFJRENCB

Banco Agricola y Pecuario. El Sector Agricola y Pecuario
en 196k, Caracas, 1964.

Banco Central de Venezuela. Informe Beofiomico CorreSpon-
diente a1 afio 1963, Caracas,AIt95r3fi§ _C.A., 196k.

Bainer, Roy; R.A. Kepner; & E.L. Barger. Principles of
Farm Machinery, New York, London, John Wiley & Sons Inc.,

1955.

Berlijn, Johan; y R. Ledgerd. Tractores y Maquinaria.Agri$
cola, Lima, Editorial de la Universidad Agraria la Molina,

1.963.

Chaves, Luis.F3,.Geografig Agraria de Venezuela, Caracas,
Universidad Central de Venezuela, Ediciones de la Biblioteca,

1965.

*rm Mechanics

Cook, Glen C.; L.L. Scranton; & H.F. Mccolly. Fa
te Printers

Text and Handbook, Danville, 111., The intersta
and Publishers, Rev. ed., 1951.

Direcciofi ck; Planificaciofi AQTOpecuaria. Atlas Agricola
de Venezuela, Caracas, 1960.

Direcciofi General de Estadisticas y Censos Nacionales.
Tercer Censo Agrapecuario, 1961, Caracas, 1962.

Hunt, Donnell. Farm Power and Machinery Management, Ames,
Iowa, Iowa State University Press, hth ed., 196%.

International Bank of Reconstruction and DevelOpmcnt. The
Economic DevelOpment of Venezuela, The John Hopkins Press,
Baltimore, 1961.

Israel, Saul. Introduction to Geography, New York, Halt,
Rinehart & Winston, 1961.

Jenkins, Alfred. Venezuela, Land of Opportunity, New York,
Pergeant Press, 1956.

Johnson & Lamp. Corn Harvesting, Wooster, Ohio, Agriculture
and Consulting Associates Inc., 1966.

Jones, Fred. Farm Gas jngines and Tractors, New York,
London, McGrawrhill Co., 4th ed., 1963.

Liddle, Ralph. The Geology of Venezuela and Trinidad,
Ithaca, New York, 1946.

Lieuwen, Edwin. Venezuela, London, New york, Oxford Univer-
Sity Press, 1961.

17.

19.

20.

21,.

C
1'.

Michigan State University, Agricultural Engineering Deport—
ment. A Compilation of Information Relating to the Cur-
riculum and Instructing Staff in Agricultural Hechcnics,
(mimeographed), East Lansing, 1961.

Ministerio de Agricultura y Cria, Republics do Venezuela.
Atlas Forestal do Venezuela, Caracas, 1961.

Oficina Central de Coordinacion y Planificsciofi, Republics
de Venezuela. Plan de ls Naciofi 1963-1966, Caracas, 1955,

Oficina Central del Conso Neeioncl. Reoublica do Venezuela.
Noveno Cens General dc Poblacion, Caracas, 1961.

PeraleS, Pablo. Manual de GOOgrafia Economica de Venezuela,
Caracas, Edieiones Edime, 5rd ed., 1962.

Phipps, Lloyd. Handbook on Agricultural Education in Public
Schools, Danville, 111., The Interstate Printers & Publishers,

1965.

Phipps, Lloyd.& Glen C. Cook. Handbook on Poaching Vocetional
Agriculture, Danvil o, 111., The Inters ate Printers &
Publishers, 6th ed., 1956.

Smith, Harry. Form Machinery and Fquipment, New York,
London, McGraWFHill Book Co., 5th ed., 1965.

Stone, Archie & Harold Gulvin. quuinaria Agricola, Mexico,
Editorial Continental S.A., 1961.

Technical Publications Inc., Red Proctor Book, Tenses City,
Mo., Annual Bulletin.

Webster's New World Dictionary of the American Language,
The World Publishing Co., Cleveland & New York, 1964.

Linear
1 meter:
1 inch:
1 meter:

1 fOOt:

1 kilomemeter=

1 mile:

Square

1 square meter:

1 square

foot:

1 hectare:

1 acre:

Weight

1 kilOC-TI‘CJF: 2

1 pound:

., .1. 0
1 metric

Capacity

1 liter:

1 liter:

1 gallon:

0

ton:

1.0

O.

\l')

")
OCC-

3.7

APPEUDIX N . 1

UNITS CoHVJRSon era’s

AA2-LJLJ

39.37 inches
0.025 meters
3.280.feet
0.304 meters
0.621

miles

1.609 kilometers

10.763 square feet

0.092 seuare meters
2.471 acres
0.40L hectares

.204 pounds
.453 kilograms

1,000 kilograms

S6 quarts
46 liters
6% gallons
('3 o .

e5 liters

Temperature for‘conversion from °c to°F end

the following formulas:

o
E:

O
C 9/5 Plus 32

viceversa, use

° o
C: ( 7‘33)- 5/9

RAINFALL ll mum

APPEI‘IDI X NO 2 .

 

 

SEA

CAR/0'51”

     

 

 

 

 

 

o 90 no I” too-
E5

 

 

No 3 .

APPET-IDIX

 

 

 

804
8
O

a 4
Ix8~ 8

 

.05: 2: v:-

EEo.‘ 2.533.933 m

05.3... 259% .. . . t ;
3.30m 22:013-231—

...ouD. 5; A2: 1.38:1..—

0.2.30
7.. 3!.— 5!: Anna-370:0.4

 

NJ. I’m-11.1.3.1...
.. 3.... 1.... a

P. H.111.» ht Lr..r. n.

coo-:31... 2::

2:; 9.30—- vc- 2:35.55

 

2.6;... .85 3:50:— :3:

  

 

1'11

"65'". "v
’ “£5 ‘8'"

1|
1|

9.1,..- .l l‘

       

. 11'
111'

1
g!

l
‘ ' \
‘| \-

a;

   

‘1'.

Q";-

.".
4‘

'\

 

2.53% S at:

 

 

NDIX N0 1+.

*1
21

APP

FORESTS

 

-‘Ilo‘...0{‘v .- ~ 5‘. ,‘I.I; '3‘ u-‘ ,I | C .
I I. I. z I. on.

(924.0 «.49:

            

1l-l'l

'l‘ i}...
‘1-‘l‘i.l

I]--- 1"
l {'il

.3333.» .
N— .0. =0. e ._ . . a... .

 

 

 

 

I --
‘1'.:‘ I. I'll i’l“'E

' “l 0‘

’1'!‘ {‘1 I“ ’l.t‘. 1.1}

lj.'l l“|jl."

’ g uii‘lil
0]."-.I . I

a 1......“ l.‘
'1

‘n II'lICIl C] E III"

‘ i J
1'.

I! III: a I I! I. l.

l-‘.lll.lll'¢ H Ju!tl.nllllvll

1' t i!

 

32:3

3...

 

 

 

 

, ~.~n-£.> :—
J
n a

U
. 0.»... .
. .. a 3.11
C D~r

 

 

 

 

 

ITO

7w
P
4.1

APP

 

 

1w

31

‘NW §VNQ§kaU

 

 

.31.:- 0.2.36 -

:63. cot-2...:

cot-nose 5 '58.: 6020......—

 

 

 

 

 

‘qhxuNhfiN;

k0

K #39
\.

 

22:23..

 

 

 
   

APPENDIX No 6.

‘1'”.239

—~

 

 

 

 

.4 W1.

 

 

 

 

‘

KEPTQT'W" '1" ""5" “ .... 'M’ " ' '

'51" .-.‘

,.

. 2.2,, .l M=W~ylwgvjfl

 

 

  

, n.-
W~_m._—.~.__.m..v.

M..-“ ._. ..

w

.lJJSJJm‘.
V. . . -_ .__.......-_-.._ --._-.

mm

. 151R.’

 

 

 

 

i.
z.—
,.
.
.
..
_
v _
w .
w
\.
....
a;
x

. .‘YI. -
-.,
- ..._.._—.—a.o..._—--.-.-. ...

i
u
i.
_
.
J
..
up
.
l
..
.1
...
H_
_..
~
.
_
.

..-- -_ _ .-

1‘.

 

 

 

 

 

.
.1 .

 

 

"""t .

Mao

 

 

‘ .
- .ui

 

"7W

. .t w---.-- .—~.

 

 

 

W

FRONT VI

 

 

 

 

 

 

  

APPENDIX N0 7.

 
  
 
 

 

 

 

 

Expfigeion Area
aintenanee \
Workshop \

       

._---.——_—.‘

S1
'f..T"‘~,- .3 .Z’ZL. ..'." I”;

         
 
  

    

INDIVIDUAL PROJLCTS Storage 1% AVIDUAL rfiOJdCTS

   
  

Yard

  
 

 

/

    

ENGINsS LABORATORY 1

 
 

iniidi‘éei'ium:

“pa—m ~ — ~ ..

 

 

 

 

 

 

 

 

i7IRST FLOOR PLAN

  

 

 

 

 

 

APPENDIX N0 8.

 

 

 

 

  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MAINFAQADE 1
I“. i. 4-. *Ain“
.' L'LLLJJ. f 1 1.1.1.1.“: “j «1‘7'3‘
, t.- .,,, W1 - .. .H. Mi--- .._.__'.......__ ...__.. -.... .. J44“ 4 AK 4 kl 1‘1"”; 1
HL " itcrilltnlfgfiy 1 1 1 u 4 H 4‘ * * “1‘11“"
9 . ' 3-- ,6 PM”,
‘ i L_ .fl A if: %, 1
l MJJMLWJNM ‘1 ** [\1 N 21-
'
\ \
1‘ 1' -; I _:'
_1 Conference' r
, Room and ‘
Library
W
K] I / ==‘\J I .
:\\u“ pl
‘.~ “- " \|
'.‘\ § - Iii"; _ _,~

 

 

 

.OND FLOOR PLAN

APPENDIX No.9.
WORKBENCH AND CABINET WALL DETAIL

 

 

48"

 

 

 

 

 

 

 

 

 

tat/i

 

 

 

 

 

APPENDIX No. 10

ENGINES LABORATORY. EQUIPMENT DISTRIBUTION.

 

””7"”; "___J'I I ' [__‘TZLZT-"m':

'IB 1 CHALKB'EA'RD" T. B. K

 

 

I

 

DESK

 

 

 

 

 

J
El E1 STORAGE

 

 

 

 

 

 

 

 

 

 

 

T'C'a E ROOM
IV [a B V1
WE 1W
T.-C. a T.C.
B [a] L"
____________ _ ___ T.C.=TO0L CABINET
V.= VISE
E= ENGINE
SCALE: Icm.= Im. W.B.= WORKBENCH

IB= TACK BOARD

APPENDIX No. II

IMPLEMENTS LABORATORY. EQUIPMENT DISTRIBUTION.

T. a. l CHALKBOARD HT. 3W

DESK

 

 

 

 

 

 

 

 

TB? Rte Etc

 

 

 

 

tea Etc

 

 

 

 

 

 

 

 

I 11
T. C.= TOOL CABINET
L____.______-___..____-__- v =vse
WB = WORKBENCH
I I T.B.= TACK BOARD
SCALE: 1cm. = Im. P. T.C. : PORTABLE

TOOL CABINET

"I

t.» ~l -
5“ ‘J- ‘
c:-

L“!

, .

l

I! , are! .
I ..

.1
I." cf" '

HIGAN STATE UNIVERSITY LIBRAR

III II II III IIIII