A CASE STUDY OF THE
DEVELOPMENT AND EVALUATION
OF A PROGRAM OF
AGRICULTURAL {MPROVEMENT wm—x
ADULTS IN THE ouver,
Mia-«MGM, COMMUNITY

Thesis for the Degree of M. A.
MICHIGAN STATE COLLEGE

W alter Pbeips Schroeder
1947

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thesis entitled

A Case Study of the Development and Evaluation
of a Program of Agricultural Improvement
with Adults in the Olivet,
lichigen, Community.

presented by

“81“!" P1161902 Schroeder

has been accepted towards fulfillment
of the requirements for

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A CASE STUDY OF THE DEVELOPMENT AND EVALUATION
OF A PROGRAM OF AGRICULTURAL IMPROVEMENT
WITH ADULTS IN ;
THE OLIVET, MICHIGAN, COMMUNITY

U BY
WALTER PHELPS SCHROEDER

A THESIS
Submitted to the School of Graduate Studies of Michigan
State College of Agriculture and Applied Science
in partial fulfillment of the requirements
for the degree of
MASTER OF ARTS
Division of Education

‘1947

“(HES‘ES

The author wishes to acknowledge the
valuable assistance and suggestions of
Dr. G. P. Deyoe, Dr. H. M. Byram and Dr.
Troy L. Stearns in the preparation of this

study.

TABLE OF CONTENTS

CHAPTER
I. THE PROBLEM AND DEFINITION OF TERMS USED
The Problem . . . . . . . . . . . . .
‘Definition of terms used . . . . . . .
Setting for the study . . . . . . . . .
II. REVIEW OF LITERATURE . . . . . . . . . .
Studies reviewed . . . . . . . . . . .
Summary of studies reviewed and the
relationship to the Olivet study . .
III. DETERMINING PRESENT STATUS AND RESOURCES
OF THE COMMUNITY . .'. . . . . . . . .
History of Olivet and the community . .
History of public education in the
Olivet Community . . . . . . . . . .
Extension service program for adults in
the Olivet Community . . . . . .'. .
Analysis and interpretation of l9h0
agricultural census data . . . . . .
Analysis of local agricultural data . .
Using the advisory council to help
analyze present status and resources
Using observations and interviews . . .

Summary of needs and resources . . . .

PAGE

\n tat gr to IA

12

16
16

18

25
37

to
so
59

iv

CHAPTER PAGE
IV. PROCEDURES USED IN DEVELOPING THE
PROGRAM . . . . . . . . . . . . . . . . . 61
Getting acquainted with the people and
the community leaders . . . . . . . . . 61
Getting acquainted with agricultural
organizations in the area . . . . . . . 65
Using the advisory council . . . . . . . 63
Using personal calls . . . . . . . . . . 67
Using telephone calls . . . . . . . . . . 67
Using letters and post cards . . . . . . 68
Using the office . . . . . . . . . . . . 68
Using group meetings . . . . . . . . . . 69
Using local organizations . . . . . . . . 69
Using government agricultural agencies . 70
Developing the publicity program . . . . 70
V. OBJECTIVES FOR THE PROGRAM . . . . . . . . 72
VI. GETTING THE PROGRAM INTO ACTION . . . . . . 75
‘Dairy improvement . . . . . . . . . . . . 76
Farm mechanics program . . . . . . . . . 77
Soils‘improvement program . . . . . . . . 81
Selection and training of special
teachers . . . . . . . . . . . . . . . 83
VII. EVALUATION OF THE PROGRAM . . . . . . . . 87
Evaluating the dairy improvement

program 0 O O O O O O O O O O O O O O O 88

CHAPTER
Evaluating the farm mechanics program
Evaluating the soils improvement
program . . . . . . . . . . . . . .
Over—all evaluation of the program .
VIII. SUMMARY AND CONCLUSIONS . . . . . . . .
Conclusions . . . . . . . . . . . . .
Implications for a continued program
BIBLIOGRAPHY . . . . . . . . . . . . . . . . .
Books . . . . . . . . . . . . . . . .
Periodicals . . . . . . . . . .l. . .
Monographs . . . . . . . . . . . . .
Bulletins . . . . . . . . . . . . . .
Abstracts . . . . . . . . . . . . . .
Unpublished material . . . . . . . .
APPENDIX . . . . . . . . . . . . . . . . . . .
Services offered at Olivet . . . . .
Olivet business and professional
enterprises . . . . . . . . . . . .
Faculty and subjects taught at Walton
Township School . . . . . . . . . .
Subject offerings by years . . . . .
19h0 Agricultural census data . . . .
Survey of home farms . . . . . . . .

Advisory council members . . . . . .

PAGE
92

129

150
131
152
1&2
152

Minutes of September advisory
council meeting . . . . . . . . .
Minutes of October advisory
council meeting . . . . . . . . .
Minutes of December advisory
council meeting . . . . . . . . .
Minutes of February advisory
council meeting . . . . . . . . .
Mileage and expense account . . . .
Daily statistical report . . . . .
News release . . . . . . . . . . .
Outline for second soils discussion
meeting . . . . . . . . . . . . .
Soil improvement practices . . . .
Adult education monthly report . .
Semi-annual report to advisory

council . . . . . . . . . . . . .

vi

PAGE

156

16-1
165
169
170

172
171+

177

181

TABLE
I.

II.

III.

IV.
V.

VI.

VII.

VIII.

LIST OF TABLES

Summary of Adult and Part Time

Classes Conducted at Olivet. . . .

Agricultural Census Data for Walton

and Brookfield Township . . .
Enterprises, What Farmers Expect
From.the Enterprises and Needs
as Discussed in the First Ad-
visory Council . . . . . . . .
Results of Dairy Improvement . .
Summary of FarmfiKachinery Repair
Class Held at McManus Shop . .

Summary of Farm.Machinery Repair

Class Held at Olivet Bus Garage

Summary of Soil Improvement Prac-

ticeS............
Summary of Visits and Miles

Driven . . . . . . . . . . . .

Summary of First and Second Class

Mail Sent and First Class Mail

Received . . . . . . . . . . .

PAGE

25

47

48
93

98

99

102

108

110

LIST OF FIGURES
FIGURE PAGE
1. Map of the Olivet Area . . . . . . . . . 28
2. Location of Advisory Council
Members . . . . . . . . . . . . . . . 45
5. An Example of Topography in the
Olivet Area . . . . . . . . . . . . . 52
4. An Example of Gully Erosion in
the Olivet Area . . . . . . . . . . . 52
5. An Example of Sheet Erosion in
the Olivet Area . . . . . . . . . . . 55
6. A Profitable Farm in the Olivet
Area . . . . . . . . . . . . . . . . . 55
7. Farm Buildings in the Olivet
Area that Need Paint and Repair . . . 54

8. Example of Unattractive Farm

Home . . . . . . . . . . . . . . . . . 54
9. Olivet Business District . . . . . . . . 55
10. Mobile Shop Unit on Way to Olivet . . . 80
11. Remodeled Mobile Shop Unit . . . . . . . so

12. Location of Dairy Improvement

Members . . . 3 . . . . . . . . . . . 89
15. The Director Demonstrating How

to Take Mastitis Samples . . . . . . . 91

LIST OF FIGURES (continued)
FIGURE
14. Farm.Machinery Class in Operation
at the'Hdlanus Shop . . . . . . .
15. Farm.Machinery Class in Operation
at the Olivet Bus Garage . . . .
16. Location of Farm Machinery Class
Members ............
17. Special Teacher Instructional
Meeting at Olivet School Agri-
culture Room . . . . . . . . . .
18. North Walton Soils Discussion
Group, Taught by Byron.Waddell .
19. Location of Soils Class Members . .
20. Part of the 102 People Attending
the Adult School Banquet . . . .
21. W. W. Scott Presenting Class
Members Certificates to the

Special Teachers . . . . . . . .

ix

PAGE

95

95

96

100

100
105

113

113

CHAPTER I
THE PROBLEM AND DEFINITION OF TERMS USED

Adult education is not new in this country. The
New England town meeting, the first 1yceum in Massachusetts
in 1826, the Chautauqua Institution, the University Ex-
tension llovement which started during the last quarter of
the last century, the impetus given to popular education
by the Carnegie Libraries together with the voluntary
vocational and non-vocational enterprises sponsored by
the tax-supported school systems were all forms of adult
education covering the span of this nation's history.1-
. , The Smith Lever act, (Extension Service) of 19114
and the Smith-Hughes act (Vocational Education) of 1918
included sections that provided for work with adults.

In June of 19214 the term "adult education” became
established in the United States when the Carnegie Corpora-
tion of-lew York summoned its first conference for the

education of adults . 2

The Problem

Statement 93. the problem. The problem is to describe
the develoment of a program of agricultural improvement

 

1 Ibrse Adams Cartwright, Ten'Iears 2;.Adult Educa-
tion. ' New York: The lacIillan Company, I935. p. IO.

2 Ibid., p.5..

through adult education in the Olivet community and to
evaluate the results. This program is a part of the Olivet
public school educational activities.

The program in the Olivet community has four phases:
(1) To determine the important agricultural problems that
need attention, _(2) to develop a plan that will improve
these problem areas, (3) to carry out the plans and (h) to
evaluate the results.

m g; 323 1511.915 The purpose of this study is
to describe methods and techniques used in developing the
adult education program in agriculture at Olivet. The pro-
gram is being developed largely with the aid of local people
and existing agricultural programs and agencies which may
be local, state, or federal. Another important purpose is
to show how the public school can be more functional in
improving agriculture and building comunity solidarity.

m g; the £131. The program, started in the
Olivet comnity, is planned for at least three years. How-
ever, the present study covers a period of ten months begin-
ning July 1, 1914.6 and ending lay 1, 19h7. The study deals
with the most important problem areas in agriculture as
decided by procedures described in Chapter IV.

Definition of Terms Used

grieultural grovement. In this study, agricultural
improvement is considered to be any change for the better in

3
farming methods, farm production, farm and home equipment,

rural living conditions, and attitudes of rural people.

Olivet community 93 Olivet 3123. This study is
confined to the rural area around Olivet from which either
or both grade and high school pupils come to attend the
lalton Township Unit School, which is the public school in
Olivet. This school is a Township Unit and Rural Agri-
cultural School for the township of Ialton in the south-
western part of Baton county. However, students attend
this school from parts of six adjoining townships. This
is discussed in more detail in Chapter III.

£9.19. education. Bryson3 terms adult education as

 

including all the activities with an educational purpose

that are carried on by people in the ordinary business of
life. He says that age alone will not suffice to mrk the
limits of its clientele. in adult in education is one who
has other business in the world but uses part of his time

and energy to acquire more intellectual equipment. According
to Bryson, adult education is voluntary, self-directed, and
based on felt needs in a vocation or in living. For Olivet
the program is based to a large extent on the vocational
aspects of agriculture, but does not exclude the social

phases. The program is for both men and women out of school.

 

3 Lyman Bryson, Adult Education. Chicago: American
Book Company, 1956. p. 37—.

Setting for the Study

To the casual observer, the farmers in the Olivet
area show varying degrees of prosperity. The whole area
might be classed as about average. Some visible indica-
tion of soil problems are readily noted although the
seriousness of these problems may be obscure. The farm
buildings in general are in need of paint and repair, as
is readily noted in driving around in the community.

The public school in Olivet is a modern, well-
built structure. The ability of the school program to be
functional in the rural sections would not be known to a
person driving through town.

Olivet public school has the conventional school
program from the kindergarten through the twelfth.grade.
adult education was started in 1939 and was greatly ex-
panded during World war II. No complete appraisal was
made of the results of this work. More details on the
Olivet community are given in Chapter III under Historical
Data.

This study is the first one to be conducted in the
Olivet community. In other communities, similar in size to
Olivet, studies have been conducted to determine needs for
a program of adult education in agriculture. Information of'
value in establishing the adult education program at Olivet
has been secured from reports of these studies. Some of

these studies are described in Chapter II.

CHAPTER II
REVIEW OF LITERATURE

Before setting up the program for the Olivet area,
considerable information was gathered from studies on adult
education in agriculture conducted by other people in
various communities throughout the United States. These
studies revealed many ideas for planning, carrying out, and
evaluating a program for adult education in agriculture in
the Olivet area.

Studies Reviewed

A five-year study of program planning and evaluation
closely resembling the Olivet study was conducted by H. I.
Hamlin, professor of education, University of Illinois,
Urbana, Illinois. Ir. Hamlin worked with six cooperating
schools in Illinois, whereas the Olivet study deals with
one comunity. The original purposes of the Hamlin study
are as follows:

1. To use a general advisory group for policy making.

2. To study the needs of each community for education

in agriculture.

5. To plan a tailor-made program with specific

objectives for each community.

h. To evaluate outcomes in terms of the chosen

objectives.

5. To work out carefully the relationship of the
department of agriculture with the comunity
school.l
Four sources of community data were used to discover
needs: (1) estimtes of the comun‘ity situation by council
members, (2) cominity surveys, (3) farm records and
(h) census. reports.
Listed below are the outcomes of the first year of
the five-year experiment in Illineis.2
1. A general advisory council had been set up,
usually of nine persons, and was functioning
rather effectively.
2. ‘Comunity boundaries had been determined.
3. Services rendered by the agricultural depart-
ment had been examined and extended.
h. comm» had studied and determined their
special needs.
5. Objectives of the community program of agri-
cultural education had been set up.
6. A start had been made toward the close of the

year in planning for evaluation of outcomes.

 

1 E. II. Hamlin, "Three Years of Program Planning
and Evaluation," Agicultural Education negating, 18:3 ,

Sept» 19%.

2 E. I. Hamlin, |'One Year of Program Planning and
fi"%“"1‘$fi§" Agicultural Education lagazine, 16:5h,
.P 09 .

Hamlin3 states that in general the plan of the
study was found to be sound. Difficulties were encountered
only in departures from the plan. He states also that an
ideal arrangement for program planning and evaluation will
not be accomplished at the end of the five-year period but
that at the end of the first year the communities had
something better than anyone else has proposed.

Ihen summing up at the end of the third year of
the five-year experiment, one of the cooperating school
principals had this to say about the program.h

"It is obvious to me that the advisory
council is an excellent public relations

device. The participation of farm leaders on

this council develops a great deal of interest

in.and loyalty to the school. I can see very

clearly that, over a period of years, farm
families will be ledfito a much higher standard

of living through the use of more intelligent

practices in agriculture.‘I

Hamlin5 states that on the whole people were very
well satisfied with the results which had been secured.

I. J. Scott, teacher of vocational agriculture at
Fisher, Illinois, is the teacher in one of the cooperating

schools in Hamlin's study. Mr. Scott6 says that community

 

3 Ibid., p. 55.

, h H. l. Harlin, ”Three Years of Program Plannin
and Evaluation,‘ Agricultural Education Magazine, 18:} ,

sopt.,19h5.
5 Ibid., p. 68.

6 I. J. Scott, ”Community Study Serves as a Basis
for an Improved Program,” Agricultural Education Hagasine,
19 311559 FObe 19,47-

8
study gives direction and impetus to worthwhile educational
activities. He further states that such a study aids the
teacher in ridding himself from the shackles of many un-
important details which take so much of his time. Further-
more, by using local people he is aided in finding "blind
spots" in the agricultural program and establishing a
functional program with specific objectives.

Hamlin's studies in community planning and evalua-
tion are the most recent available as the five-year experi-
ment was started in l9h1.

Another five-year study and program‘was conducted at
Greenville, South Carolina, under the supervision of Edmund
de 8. Erunner, with C. B. Loomis as the county director.7
This was a county-wide project including both the rural and
urban people. The project was a large undertaking with.an
$80,000 grant in 1936 from the Rockefeller Foundation to
the Greenville, South Carolina, County Council for Community
Development. The‘whole program was discontinued at the end
of the five-year period when the Foundation did not renew the
grant and local pe0p1e refused to finance the project. Many
significant outcomes were realized. Some local projects
that required little finance continued where local unpaid

leadership was used. Brunner8 reported that community

 

7 Edmund de 8. Brunner, Communit Or anization and
Adult Education a.Five Year ExperIment: EhapeI HIII:

UnIversIEy of NoFtE CaroIIna rose, 2. 110 pp.
8 Ibid., p. 68.

development was greatest in one area where the commity
council was used to the greatest extent.

Harold L. lloakes9 completed a study in 1911.0 to
determine interests and needs of adult farmers and the
findings were put into use. The purpose of the study was
to determine the type of adult education program best suited
to the needs of the people. Courses were then arranged to
meet the needs of the people each year as shown by an
analysis of the information collected.

James E. loodhullm completed some work in 19140 that
included an analysis of the needs and interests of adult
farmers in a continuity. The educational program was then
prepared to meet those needs. This study provided a basis
for a program but there is no statement as to whether the
information gathered was put into use.

Peter E. Paston conducted a study in low York State
to determine the interests and needs of adults in a rural
comunity but no action was taken in building a program

based on interests and needs of the peOple.

 

9 Harold Leslie leakes,-!A.Study of Adult Education
in Southern Cayuga County as Organised at Horavia High School,"
Special Study, M.S. in Education, 191w, Cornell University,
Rural Education, Cornell University, Ithaca, New York, 86 pp.

10 James Edward loodhull, 'An Analysis of Education
leeds in a Vermont Cons-unity,” Thesis, M.S., 19140, Cornell
University, Library, Cornell University, Ithaca, lldw York,

52 pp.

11 Peter Edward Pasto, ”fleeting Comunity Needs Through
the Central Rural School,” Special Study, 11.8. in Education,
19140, Cornell University, Rural Education, Cornell University,
Ithaca, New York, 80 pp.

10.

In Iowa, Iillerla

conducted a study to discover how
the different agricultural agencies of the community were
succeeding in.reaching adults and to discover the response
of these adults to the efforts of the agencies.

It was found that'vory little organized.adult educa-
tion was conducted by the schools. The extension service
was conducting group meetings and some of the farm organiza-
tions were carrying on some activities that filled social
needs.

A.study conducted in North Carolina was similar to
Hamlin's experiment.13 In 1939, Callihan completed work
on the problem of determining the educational needs for
rural adult education. This included principles which.guide
the development of an adult program in agriculture, the
major problems realized in conducting a program, and the
procedures employed in organizing and conducting the adult
education progrmm. The chief objective was to raise the

living level of the whole community.

 

12’ Arthur Simon Miller, I'Adult Education Activities
in Dallas County'Iowa,” Thesia,l.S., 1937, Iowa State
College, Library, Iowa State College, Ames, Iowa, 11h pp.

13 willicn Baufort Callihan, 'A Study of Adult
Education in Agriculture," Thesis, 11.8., 1959, North
Carolina State College of Agriculture and Engineering,
Library, Nbrth Carolina State College, Raleigh, north
Carolina, 125 pp.

11

In a functioning program of a non-vocational nature
for rural people, Lyle1h found that programs were more suc-
cessful where people discovered their needs and planned
their own activities through a community council.

In Nova Scotia, Voght15 found the same thing as
Hamlin, Brunner, and others in that adult education is a
movement of the people. According to Voght the program was
most successful where people in local communities decided
their own needs and.built their own program.

Loomis and Grisham,16

in a New Mexico experiment
found that all aspects of the deve10pment program.must be
related to felt needs. This again shows that a purely
statistical analysis of a community by an outsider may not
be successfully used in community development. It is with
the help of the statistical analysis that local people can
decide what to do. That local people of all classes and
_groups must assist in the securing and analysis of data is

emphasized also by Ogden and Ogden.17

 

1h lary Stewart Lyle, 'A.Program of Adult Education
to Promote Democracy in Home and Family Life of an Iowa
Community,” Abstracts of Doctoral Dissertations, number ho,
Columbus, Ohio: “Graduat? ScfiooI, Department offiEducation,
Ohio State University, 1939, 122 pp.

15 Paul L. Voght, I'Adult Education in Eastern Nova
Scotia,” Rural America, 17:6, Dec. 1939.

16 Charles B. Loomis and Glen Grisham‘ ”The new
Iexican Experiment in Villa e Rehabilitation, Applied
Anthropolggz,‘2:l3, June,l9 3.

17 Jean and Jess Ogden, ”Present Trends in Community
Organization," Adult Education Journal, h:2, Jan.,l9hh.

1.2
Group action is called for in locating and solving
cumunity problems, according to Lindstrom.18

Sumary of Studies Reviewed. and

Relationship to the Olivet Study

1. For the following reasons the Olivet study closely
resembles the recent studies by Hamlin in Illinois:
a. Local people assisted in planning the program.
b. .‘Local people. contributed from their experience
and observation in adding to the basic data.
c. Local people studied the basic data and formu-
lated the objectives for the program.
d. Objectives were kept few in number and were
simply stated.
e. The objectives were stated so that evaluation
could be made in terms of the objectives.
f. Local people aided in deciding ”where we are
now“ so that progress could be measured.
3. A program was planned and executed.
h. Local leadership was used to carry out certain
phases of the program.
1. Evaluation was made in terms of the objectives
established at the'beginning of the project.

 

18 D. E. Lindstrom, Enowin Your Comunit .
Department of Agriculture Econoiics, CoIlege of Igriculture,
University of Illinois, Urbana. lonograph R.S.E. 83, p. l.

13

j. Local people were largely responsible for
making the evaluation.

k. Each year's program was in part planned
following the evaluation of the preceding
year's program.

The difference between the Hamlin studies
and the Olivet study exists,in the sc0pe of the
program. Hamlin's work was with the total program
of vocational agriculture which included the all-
day, part-time, and adult classes. The Olivet
study deals with the adult aspects of rural edu-
cation'whioh includes those persons out of school.

The programiof the Greenville County Council for Com-
munity Development, as directed by C. B. Loomis, had
certain phases that were similar to the Olivet program.
These are:

a. .An advisory council was used in local rural
communities to aid in planning and directing
the adult education program.

b. The program*was carried out with the aid of
the plan.

The outstanding differences between the two
programs are that, in the Greenville project, no
systematic evaluation was carried out, and non-
vocational subjects were preferred more than voca-

tional subjects.

It}

3. Ioakes, in Iew York State, reported on a program that
is closely related to the Hamlin and Olivet programs.
His report on the Horavia High Schools shows the fol-
lowing phases of comunity development that are similar
to the Olivet program:

a. fluids of the people were determined.

b. A program was planned, based on needs.

c. The program was put into effect.

d. A questionnaire was used to evaluate the program.

a. Plans for the following year were based on the
previous year ' s experience .

The differences between the two programs are
listed below. The following points apply to the
Hoakes study:

a. The program was not centered in the school.

b. lo advisory group was used.

c. Existing programs of agricultural agencies or
groups made up the total program.

d. Eon-vocational subjects were studied more than
vocational agricultural subjects.

1;. The Ioodhull, Paste, and Killer studies are alike in
the following respects:

a. The educational needs of the rural people were
determined.
b. Evaluation was used to discover how the needs were

being met.

1.5
5. A Horth Carolina study, by Callihan, consisted of
determining the needs of the rural people and arriving
at principles which should aid in planning a program
of action.
The differences between studies listed under items
1; and 5 above and the Olivet study are:

a. lone of the methods of determining needs used
in the above studies was followed entirely in
the Olivet study.

b. Local people were not used to any great ex-
tent in the above studies.

o. lo programs were evaluated in the above studies.

6. Reports by Lyle from. Iowa, Voght from Nova Scotia,
Loomis and Grisham from Ilew Mexico, Ogden and Ogden,
and Lindstrom from Illinois listed the following as
being essential in a program of comunity development:

a. Use local people to determine the needs of
the people in the comnity.

b. Use local people to plan the total program.

Although no one study of those reviewed is exactly

parallel to the Olivet study, several are closely related.

By employing some of the methods of analysis used by others

and some additional techniques as shown in Chapter III, the

present status and resources of the Olivet area were determined.

CHAPTER III

DETERMIIIHG PRESENT STATUS AND
REOURCES OF THE OLIVET COMMUNITY

Before the Adult Education Program became a reality,
it was necessary to make a thorough study of agricultural
conditions in the Olivet area. This was necessary for two
reasons. First, such.a survey should lead to a decision
on the important problems in agriculture in the area, and,
secondly, the survey'ahould provide a basis for deciding
the status at the beginning so that achievement could be
measured.

To determdne the status and resources, three tech,
niques were used. These were:

1. Study recorded information such as the history

of the community, agricultural census data, and
a survey of local farms conducted by the depart-
ment of vocational agriculture.

2. Use an advisory council.

3. Personally observe conditions in the community

and interview people for opinions on problems.
History of Olivet and the Community

The village of Olivet is 112 years old as the first
settlers came in 1835 to take up land.

17

In 181;]; a large group from Oberlin, Ohio, under
the leadership of J. J. Shipherd came to establish Olivet
College.1

Except for the college which is still located in
Olivet, the town was rural, and typical of many in Mich-
igan. Indian Creek, which runs through the village, was
dammed to provide power to run a large grist mill and
smaller saw mill. Both these enterprises have vanished.

Other goods and services were a blacksmith shop,
dry goods store, and a general store which handled the
general merchandise needed by the farmers and villagers.

The blacksmith shop, in addition to shoeing oxen
and horses and fitting wagon tires, made nails and hardware
for local use.

The first mail came to the village by way of a
planked, toll-gate road from Harshall. In 1901 rural mail
delivery was established. Olivet now has two rural mail
routes. A star route from Charlotte delivers and picks up
the Olivet mail. The service is fast and efficient.

Travel in and out of the community was always a
problem until 1916 and 1917 when the Iichigan Highway
through Olivet was graded and graveled. This is now U.S. 27,

which was paved in 1926. Adequate buses are now available.

 

1 Olivet - One Hundred Years - lflhh to l9hh. Printed
by Lawson Brothers, Battle Creek Michigan. Published by
interested citizens of Olivet, l M». p. 63.

18

The original railroad began to operate in 1869,
two and one-half miles north of Olivet at Ainger. It
was first the Peninsular Road and is now the two-track
Crank Trunk Road. The only trains that stop are local
freights.

Today 50 local business enterprises serve the
Olivet area. Three of these, the Farmers Grain and Fuel
Company, Fleming Oil Company, and the Norton's Stock Yards
are located at Ainger. These three enterprises serve the
farmers of the Olivet area and in some cases farmers out
of the area. A list of the services offered appears in
Appendix A. Olivet's business and professional enterprises
are listed in Appendix B.

History of Public Education in the Olivet
Community

After three buildings were constructed and used,
starting in 1839 the present school site was purchased and
a four-room, two-story school building was erected.2 The
first one-room building had 1h students. In 1885 the
Olivet system became a graded district} Six years later
the ninth grade was added to the school and in 1892 the tenth
grade. The class graduated in 1893 had only one member,
a boy. In 1899, the kindergarten was added. Two

 

2 Ibid., p. 9.
3 Ibid., p. 10.

19
and three years later, the eleventh and twelfth grades
‘were added to complete the school program.

In 1900, arrangements were made with the Olivet
College wherbby preparatory students from the college were
taught for ten cents an hour. High school students were
taught science at the college for 20 cents an hour.

In April of 1919 the sixproom, brick school building
burned to the ground.

In.April of the following year a township election
was held to vote on forming a Township Unit School. lith
327 ballots cast, 220 were in favor of the plan and 107
were against itfi

A.five-man board was elected in July of 1920 to
complete the consolidation.

0n larch.22, 1921, an election was held.at which.time
the school electors voted on bonding the district for $50,000
to rect a new school building. Of 5143 votes cast, 273 were
for and 270 were against the proposal. Bonds for $50,000
were issued at six percent interest payable over a 15-year
period. The new building was completed and dedicated
during the Christmas holidays of 1921 and 1922 and was
occupied in January, 1922.

‘Due to such a close division of opinion of the tax-

payers on the bonding issue, a cleavage deve10ped in the

 

’4 Ibid., p. 9.

20
community which.has slowly diminished. lany of the older
people still are not very friendly toward the Olivet school
system.

In 1925 the school bought the first school bus to
transport pupils. It was not until 1929 that the last
rural school closed and all pupils were transported.

It is stated in the history of Olivet5 that the
eight rural school buildings were centers of activity in
the various communities. In them, socials, spelling bees,
singing school, and even religious services were held.
lany of the schools were used for church services. The
history'shows that at one time there were six active
churches in the township. now two churches are active in
the township, with one Just outside. ‘

not long after 1929 many students outside the unit
desired to attend Walton Township unit School, the now-school
at Olivet. These students were transported to Olivet as
non-resident students.

During the 19h6-l9h7 school year, 225 high school
and 257 grade school pupils are being transported by 11
buses from‘Ihlton township and 20 rural districts located
in five townships adjacent to Hilton township. There are
155 high school and 125 grade school pupils who reside in
Ialton township. A total of 58h students attend the Ialton

 

5 Ibid., p. 9.

21
School. It is rather significant that 82.1 percent of
the students are from rural homes .

To accomodate this increase from 280 students in
1922 to 581'. in 1911.7, some additions were necessary to the
school. During 1956 the south wing and the gymnasium were
added to the central structure at a cost of $112,000.6
The P.'.A. gave 145 percent of the total cost and the
I. K. Kellogg Foundation gave the remaining 55 percent less
$56,000 which the district raised by bonds to be paid over
a period of thirty years.

In 1958 the bus garage with a modern repair shop,
the school shop, and the cafeteria under the south wing were
added to the school plant. The district bore none of this
cost of $65,000. The P.I.A. supplied ’45 percent and the
I. K. Kellogg Foundation 55 percent of the funds.

The whole plant is modern and well equipped. The
present insured valuation of the buildings and equipment
is $1100 ,000.

A complete list of faculty and of subjects taught
for 19146 and 19147 is located in Appendix C. Appendix D
contains subject offerings at Walton Township Unit School.

Olivet had one of the earliest departments of voca-
tional agriculture in lichigan. In 1928 under the guidance
of Donald E. Shepherd, a local man who started to teach in

 

5 Ibid., p. 12.

22
Olivet in 1928, the Future Farmers of America was organ-
ised.7

Following Ir. Shepherd was Keith King, who taught
from 1959 to 19141. In l9hl Thomas Kerrey was employed to
teach and to do teacher training work in cooperation with
lichigan State College and the State Board of Control for
Vocational Education.

During and following Mr. Shepherd's teaching, the
Olivet department of agriculture has been a leader in activ-
ities in vocational agriculture. Combined young-farmer and
adult-farmer classes were started in 1959. This was the
beginning of adult education in Olivet. , Kiss Dorothy
Rudenberg started homemaking classes for adults in 19141.8

Interest in adult education rose rapidly during the
war. Ir. Kerrey promoted and supervised adult classes in
many phases of agriculture. A sumary of the regular adult
classes is shown in Table I. Ir. Kerrey states that this
program was one of the largest of its kind in the state.
Under Mr. Kerrey's direction, four special teachers, who were
farmers, conducted neighborhood classes in dairy, pork, and
poultry production during the winters of l9h2 and 1914.5.
lany farmers and their wives participated in this program.

 

7 Ibid., p. 16.
8 Ibid., p. 19.

25

oapqnflgs pom soapoaaouaHss
commode peaks.“ mono»...

 

Llr’
1

 

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-Atehssz echo ‘

 

 

EH90 ad QHBODPZOU gage AEHHDonmd 9A5 find an. Ham mo gin—m
H Handy.

Good farmers were used as the special teachers. These
farmers came to the agricultural room of the school one
evening each week to discuss lessons prepared by Mr. Kerrey.
The special teachers used duplicate copies of the lessons
in the neighborhood discussion groups. This program was
conducted to raise production on farms. The war needs

largely regulated the subjects taught.

Extension Service Program for Adults in the
Olivet Community

Extension Service started in Baton county in 1917,
with an active Grange worker living near Charlotte acting
as the temporary agent. Succeeding agents were T. II. Far-
rand, Ray 3. Decker (now head of the Farm Crops Department
at lichigan State College), Ralph Tenny (now director of
Short Courses at lichigan State College), Clair Taylor, and
Hans Kardel (the present county agent who started in 1929).

lalton township has the oldest extension class for
women in the county. This is centered at Elma Grange.
Another group with many years of operation is the Walton
Center Extension Class for lomen.

A soils discussion group was conducted in a neighbor-
hood near Olivet for five continuous winters starting in
1927. This group was led by an extension specialist in
soils from lichigan State College.

25

The local leader plan in extension work for
women was started in 1925.

The extension service in the county has been
active in promoting demonstrations on farms in the
county. The first brome grass grown by a farmer in
Michigan was produced by the only certified seed grower
in Walton township.

A strong h-H Club program exists in the county
under the direction of Hans Kardel.

Mrs. Dorothy Brannstrom is the present home
demonstration agent and was the former Dorothy Rudenberg
omentioned previously.

Before putting the present adult education
program into effect at Olivet, a study was made of
the agricultural needs of the area. The first and
most important source in this case was the agricultural

census data.

Analysis and Interpretation of l9h0 Agricultural

Census Data

Some of the significant findings from an analysis

and interpretation of the agricultural census data for

26
walton, Brookfield, and Lee townships are given in the
following paragraphs. A copy of data from the l9h0
agricultural census is shown in Appendix E.

walton and most of Brookfield townships in Eaton
county and about two-thirds of Lee township in Calhoun
county are included in the walton Township School
area. Parts of Bellevue, Kalamo, and Carmel townships
in Eaton county and parts of Convis and Clarence town-
ships of Calhoun are also included.

All of the data from Lee township are included
in the analysis even though only two-thirds of the town-
ship is in the school patronage area. As Clarence
and Convis townships are similar to Lee, it was con-
sidered feasible to use all of the Lee township data
and none of the other two because the agricultural census
data are not recorded in units smaller than townships.
Likewise, all of the Brookfield township data was
used and none of the data from Bellevue, Kalamo,

Carmel, and Eaton townships. The total geographical
size of walton, Brookfield and Lee townships corresponds
almost exactly with.the geographical size of the school

patronage area.

27

Figure I shows the location of these townships.
lalton township is outlined by heavy dashes. The school
patronage area is roughly denoted by the circular dashed
line.

Ialton and Brookfield townships each contains 56
sections one mile square. Eaton county contains 16 town-
ships. Lee township contains 56 sections each one mile
square while Calhoun county contains 20 townships. The
Olivet school area contains approximately 108 square miles.
Olivet is located in the west-central part of the area.
Total acres in lhlton are 21,527; Brookfield, 22,2h9; and
Lee,21,557; or an over-all total of 65,155 acres.

The number of farms in the area is as follows:
Ialton, 207; Brookfield, 180; and Lee 180; or a total of
567. lhlton ranks eighth and Lee seventh.while Brookfield
ranks fourteenth in number of farms as compared to the
other townships in the county. This indicates that Walton
and Lee have average-sized farms for the respective
counties and Brookfield has larger than average farms.

The average acres in walton township farms are 10h, in
Lee 119, and in Brookfield 12h. ‘

Land used for crops in lalton is 10,5hh acres.
Added to this are 6,150 acres for plowable pasture and
1,122 acres of idle land, making a total of 17,596 tillable
acres in'lalton of which 81.7 percent is tillable.

 

 

 

 

 

 

 

 

 

 

 

    

 

 

 

 

 

 

 

 

  

 

 

 

 

 

 

 

 

 

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Figure 1. Map of the Olivet Area.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

*—

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Figuro 1. lap of the Olivet Area.

28

29
or the remainder, 9.2 percent is in woodland and 9.1
percent in all zmher land.

In Brookfield township, 11,2hh acres exist for
crops. In 19h0 there were th acres idle and 3,587 acres
in plowable pasture. This makes a total of 15,079 till-
able acres. or the total, 67.8 percent or the land is
tillable. Of the remainder, 8.2 percent is in woodland
and 2h.0 percent is in all other land.

In Lee township 8,898 acres are used for crops with
1,h18 idle acres and.h,859 acres in plowable pasture or
a total of 15,175 tillable acres. The percent tillable
is 71 with.8.h percent in woodland and 20.6 percent in.all
other land. .A.tota1 of h7,850 acres of tillable land
exists in three townships.

The above analysis indicates the following:

1. Ialton township has the highest percentage of

tillable land as compared to Brookfield and Lee.

2. Brookfield has the lowest percentage of tillable

land and is comparable to Lee, both of which
have approximately 10 percent less than Walton.

3. Each township has approximately one-twelfth of

the total area in woodland.

h. The difference comes in "all other land" which

is waste land, permanent pasture, swamps, roads,

and farmsteads. Lee and Brookfield have about

3O
one-fifth of the total land area in this class-
ificagion, whereas walton has less than one-tenth.

5. With from.seven-tenths to eight-tenths of the

land tillable it becomes very important to use
that land to the best possible advantage both
in the short and long time program.

6. Iith.about one-tenth of the land in woods this

may become a very important source of revenue.
Study and care should be given to the farm wood-
lot.

7. lith.frcm one-tenth to one-fifth.of the land

not used for crops, serious consideration should
be given to developing this land for the best
possible use.

Valuation of land and buildings of the three town-
ships varies considerably. Whlton township ranks fourteenth
and Brookfield ranks seventh as compared to sixteen Eaton
county townmhips. A.rank of one means the highest in all
cases. Lee township ranks eighth.ameng 20 Calhoun county
townships.

The rank for the value of the average farn in each
township for the townships named above is fifteenth, third,
and thirteenth. The rank in average value per acre is
fifteen and one-half, seventh, and fourteenth. The rank in
building valuation for the three townships in the above
order is fifteenth, ninth, and ninth.

31

The implement valuation for the townships in the

same order is fifteenth, eleventh, and ninth.

The above information could be interpreted to

mean as follows:

1.

5.

The soil and buildings in Walton township as

a whole are about the least valuable of any
township in the county.

Ialton township buildings and implements carry
about the lowest valuation of all townships in
the county. This may be closely related to the
poorer soils that exist in Walton township.
Brookfield's land and buildings rank about in
the middle. The average value per farm is near
the top. This is due to the fact that there are
larger, and therefore fewer farms in Brookfield
which brings up the valuation per farm.

The value of implements in Brookfield is slightly
below the median rank. This is also due to
larger farms which makes fewer farms with approx-
imately the same amount of machinery required to
operate 121'. acres in Brookfield as is required
to operate 10h in Halton.

Value of land and buildings in Lee lies slightly '
above the median rank while the value of the
average farm and average acre is decidedly below

the median. This indicates that there are more

32
and therefore smaller farms in Lee as come
pared to the other 19 townships. The low
rank of the average acre indicates poerer soil.
6. The value of implements in Lee is near the
median and compares with the land and building

valuation.

The implications for an agricultural improvement
program are 3 ‘
l. The above conclusions would indicate soil con-
servation and improvement are necessary.
2. Buildings and machinery need care, repair and

improvement.

Cattle and 333.; numbers rank high in Ialton indica-
ting this is an important enterprise. Brookfield and Lee
both.rank exactly at the median.

Production per cow in walton is below the average of
the county'as shown by'a rank of fourth in numbers of cows
and heifers milked and sixth in gallons of milk produced.

The reverse is true both in Brookfield and Lee.
Brookfield ranks fifth in cows and heifers milked and fourth
in production, indicating above average production in the
respective townships. Lee ranks eleventh in number of cows
and heifers milked and seventhin production. This is very
favorable in regard to production. However, in terms of

pounds of milk produced per cow, the average per cow in Lee

9‘"! “M

Q
4

33
was 14,120 pounds; lalton, 14,7814 pounds; and Brookfield,

14,928 pounds. This is a fairly wide range with Lee con-
siderably lower than the other two townships.

Although no accurate information is available on
number of various breeds of cows in the three townships,
it is known that there are several large Jersey herds in
Lee township and many large Holstein herds in lalton and
Brookfield. This may, in part, account for the lower aver-
age production of $11k in Lee township.

All of the above figures are considerably below the

1915 production on the average farm-accounting far-1 for

this area.’

The average pounds of milk for Jersey and
Guernseys is 6,137. The average for the Holsteins is 8,928
pounds. The state average for Holsteins is 7,000 pounds
and for Guernseys and Jerseys is 14,000 pounds per year.2
§3_i_n_g numbers rank high in Brookfield indicating a

strong swine producing township. Both Walton and Lee rank

 

" flea 5 is composed of Ionia, Clinton, Shiawassee,
Genesee Baton, Ingham, Livingston, Jackson and Iashtenaw
and parts of Calhoun, Barry and Kent counties. For purposes
of the Farm llanagement Department at lichigan State College
these counties are grouped because of similarity of farm-
ing that exists throughout. Area 5 is called the Dairy and
General Farming area.

1 ”Farm Business Report,” Area 5 Dairy and General
Farming, 19145, Farm Management Department, Extension Service,
lichigan State College, East Lansing, Michigan, p. 11.

' 2 Clyde lay, ”Analysing and Planning the Farm Busi-
ness, Farm lanagement Department, Extension Service, Michigan
State College, East Lansing, lichigan, p. 25.

51;

slightly below the median, indicating that hogs are less
important in those two townships than in others in the
county.

S_h_e_gp and $3.931 production is most important in Lee
township, which ranks third in the county. Walton ranks
seventh and Brookfield fifth. In all these townships sheep
and lamb production is fairly important.

The M enterprise is most important in Walton
township, which ranks fifth in the county. Brookfield ranks
eleventh and Lee twelfth.

The above information on livestock could be inter-
preted to mean as follows:

1. Dairy is the most important livestock enterprise

in the area.

2. Swine ranks second in importance.

3. Poultry and sheep are of about equal importance

and rank below swine in terms of income produced.

14. Iany cows probably are producing at a loss.

5. Low building valuation may mean inadequate

housing for livestock and people.

6. Poorly housed livestock may be a threat to

health of livestock and people.

The implications for an agricultural improvement

program are:

l. in adequate butter-fat testing program should be

35
instituted to give a basis for culling low-

producing cows.

2. Good housing for dairy cows would improve
production. A

5. Preper housing would improve dairy sanitation.

h. in improved breeding program would raise dairy
production.

5. The swine enterprise should receive attention.

6. Sheep could be raised to greater advantage on
certain farms in the area.

7. The poultry enterprise is often neglected on
many farms but could provide a considerable
share of the farm income if properly handled.
This enterprise should be developed further on

many of the smaller farms.

{2235,1s the leading grain crop in all three townships.
The yields for 1959 were as follows: lalton 59.6, Brook-
field 59.8, and.Lee 57.6. The five-year average for area 5,
1955-59, was 52 bushels per acre.3 A.recommended standard
for profitable production for area 5 is he bushels per acre.’4

_l_h_e_a_§ yields were lowest in Lee township in 1959, with
19.6 bushels per acre. ‘lnlton produced 25.6 and Brookfield

25 bushels on an average per acre. The 1955-59 average

 

3 Ibid., p. 23.
h Ibid., p. 25.

56

for area 5 was 214.5 A good standard is 50 bushels per

6

£0130 .

Alfalfa acreage is low as compared to other hay and

pasture acreage in each township. Lee township ranks nine-

teenth in alfalfa acreage and first in clover and timothy.

The

to mean as

1.

2.

The

above information on chp8 could be interpreted
follows: 7

The crop yields are approximately the same as
the average of area 5.

The hay and pasture acreage is low in legumes.

implications for an agricultural improvement

program are:

1.

Due to the hilly topography in some sections
the row-crop acreage should be reduced and the

hay am pasture acreage increased.

‘ Raise improved hay and pasture crops.

a. Raise more alfalfa-brome grass.

b. Raise more Reed-Canary grass on low areas.
Use more lime.

Use more comercial fertiliser.

Plow under more green crops.

Revise the farm program so as to grow cultivated

 

5 Ibid., p. 23.

6

Ibid., p. 25.

37

crops on the more nearly level land and the
hay and pasture on the hilly land.

7. Raise crop yields. 8

8. Plant forest trees on land unsuited for other

‘18.. e

The information provided by the agricultural census
should be reasonably accurate as every one of the 567 farms
in the three townships was surveyed to get the information.
However, no information is given on farming practices. A
limited survey was conducted by T. H. Kerrey in 191:,1 on
this phase of agriculture. This is discussed in the next

section.
Analysis of Local Agricultural Data

In many communities surveys are made and not used,
while in others needed surveys are not made. In the Olivet
Adult Education Program nearly all information on the area
was secured ”without great emense in time and effort. Only
needed information was secured and all informtion that was
secured was used. Whenever possible available data were
studied and used to determine needs.

When Ir. Kerrey came to Olivet in l9hl he made,
during the first school year, a survey of the home farms
of. the 'students enrolled in vocational agriculture. This

detailed survey contained an inventory of crops, livestock,

58
and machinery and a listing of practices used on these
farms. A complete survey was taken on 2h farms of sopho-
more, Junior, and senior students in vocational agriculture.
The results of the survey are shown in Appendix F.

As 2k is not a very large sample from the 567 farms
in the area, the results of these data should not neces-
sarily‘be considered as giving as complete a picture of
agriculture in the area as does the agricultural census
data‘which.was analysed and interpreted in the previous
section.

The importance of the information colLected from the
21.; student farms lies in:

l. ‘Dsta of practices used on home farms.

2. Condition of home farm shops.

Based on the survey the following soil improvement

recommendations could be made:

1. As 79 percent of the farms need drainage, assist-
ance should be given farmers in.getting land
drained.

2. Over one-half of the farms reported that some
fall plowing was done. This should be minimised
due to the topography of the area.

5. As h1.5 percent of the farms purchase feed a
revised farm plan may enable farms to produce

more feed.

39
Here superphosphate should be used in the
soil to balance manure.
Soil and plant tissue should be tested for
lime, nitrogen, potassium, and potash defi-
ciencies.
lore erosion control crops should be planted.
Only two farms out of the 2h were using rye or
somm other cover crop in cultivated fields in

the fall to prevent erosion.

Based on the survey the following dairy'improvement

recommendations seem appropriate:

1.

2.
5.

9e

Promote the keeping of annual production records
for individual cows.

Use records as a basis for feeding and culling.
Encourage the use of simplified rations, using
good quality roughage, corn, and purchased
supplement if necessary.

‘Discourage the use of stock tonics.

Encourage the use of simple mineral mixtures.
Encourage regular testing for Bangs disease and
in.aome cases establish a vaccination program.
Encourage regular testing for mastitis.
Encourage clipping of cows'flanks and udders
for sanitary milk production. (Only two of the
2h farms were following this practice.)
Encourage sanitary milking practices.

to
10. Iith an average of 10.1 cows per herd,
profits could be increased by using arti-
ficial insemination instead of bulls.

Based on the survey the following recommendations
which involve farm mechanics could be made:

1. Develop home farm shops. ‘

2. Teach farmers skills in farm mechanics.

5. Provide facilities for farmers to repair

mchinery and construct labor-saving devices.

Although the student survey sample was small, the
data in this survey agree closely with the data in the 19140
agriculture census.

In studying local needs, it becomes noticeable that
three important problem areas recur. These areas are soils,
dairy, and farm mechanics. Before any action was taken by
the director in building the program for adult education,

local people were consulted to get their ideas and opinions.

Using the Advisory Council
to Help Analyse Present Status and Resources

In a few schools in lichigan and other states, agri-
cultural advisory councils have been developed to assist in
making the agricultural department more useful in the com-
munity. '

 

1“ .iIII‘IlfIAI

hl

A leader in the development of the advisory council
for use in‘agricultural education has been H. l. Hamlin,
professor of education, University of Illinois. Because
of his experience, Hamlin is qualified to make some state-
ments on the formtion and functions of an advisory council.

Here is a list of reasons why an advisory council
should be used, as recommended by Hamlin:7

l. The advisory council is one way of saying to
the community,

"This is your school and your
agricultural department. We
want you to use it for the
attainment of values which you
think are important."

2.. The members of the council can reach out into
the community and learn the real opinions and
reactions of the people regarding the school
program.

5. The council is also an excellent public re-
lations device for the agricultural department.

14. The council aids in deciding what should be
included in local programs.

5. The council aids in evaluating local programs.

3 H. I. Hamlin, A Community Progam for Agiculturg
Education. Illini Union Bookstore, Champaign, Illinois,

19h}, Po 70

he

0. C. Aderhold‘8 and H. F. Engelkingy9 voice opinions
based on their experiences that are similar to Hamlin's.

The department of agriculture can use a council more
effectively because of the vital relationship of the work
of the department to community welfare. The department of
agriculture usually has contact with more adults than other
departments in the school.

A community council, which is somewhat parallel to
the advisory council, is used in many comunities in Richi-
gan and other states. Such councils work closely with the
schools in most cases. Often the council is started by the
school. In any event, such councils are for the purpose of
improving the community through the expressed will of the
people.

It was with this general background that the Adult
Education Advisory Countil was put into operation at Olivet.

Hot all of Hamlin's suggestions were followed in
establishing the council at Olivet. The general philosophy
for using a council was very acceptable to the school super-

intendent at Olivet but the board of education required

'8 o. c. Aderhold Iider Use of Communit in Buildi
Pro use in Education, Address, firfian Vocation“ IEsocIa-
tion, BEfTi'lo, Few York, February 7, l9h6, 15 pp.

‘9 H. F. Engelking, ”Hy Experiences with a General
Agricultural Advisory Council," Agriculturgl Education Hag-
asine, 192192, April 19147.

113
considerable information before giving permission to form.
the council. The board has since had only favorable comment
on the council's activities.

After the board of education and the superintendent
gave permission for the council to be formed, it was de-
cided that each farm organisation in the area by invited to
appoint a representative to the council. In addition, the
personnel includes the county agricultural agent, the home
demonstration agent and the 14-H club agent from Eaton and
Calhoun counties, representatives from the County Health
Department and from the Olivet Chamber of Comoros, super-
visors from Ialton, Brookfield, and Lee townships, C. B.
Loomis from Olivet College, and the teachers of shop and of
agriculture at Olivet.

It should be mentioned that the board of education
also acted as an advisory group. On June 8, 19146, the
director met with the school board to obtain their thinking
on agricultural needs of the comnity. Hr. Kerrey, teacher
of agriculture, and Mr. Scott, superintendent, attended this
meeting. Four specific needs were agreed upon as being
important. These were: (1) soil conservation, (2) dairy
improvement, (5) farm nmchinery and equipment repair and
(14) recreation for youth and adults.

The formtion of the advisory council differed in
two ways from Hamlin's recommendations. First, approximately

twice as nny people are on the Olivet council as Hamlin

uh

advises, and secondly, nearly all of the people on the
council were choices of organizations rather than choices
of the school administration. A list of advisory council
members and the organizations represented appears in Ap-
pendix G. Location of advisory council members is shown
in Figure 2.

The process of deciding what were the important
problems of agriculture in the area and how these problems
should be met is revealed in the following review of the
advisory council meetings. In general, factual data brought
problems into focus. Through discussions agreement was
reached on action to be taken.

At the first meeting of the council on September 2h,
l9h6, census data were presented on land and building
valuation in the two townships of Walton and Brookfield.
These data are shown in Table II.

Little discussion followed the presentation of these
figures. It was not until the second meeting, when additional
data were presented and some interpretations made by the
director, that several decisions were made by the group.

At the first meeting the important agricultural
enterprises, as decided by the members, were listed on the
blackboard. Following these enterprises, a list was made of
the things farmers and farm families expect to receive from
these enterprises. This information is tabulated in chart
form in Table III.

  

 

 

 

 

 

 

Figure 2.

 

  
   

 

 

 

! Eamwt

L.

Location of Advisory Council Members.

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I I'll! illl'l

146

It was emphasized that the purpose of the adult
education program'was to meet the needs of the peeple as
decided by all available evidence. Although the program
was to be centered in the Olivet School, existing organi-
zations and agricultural agencies were to be used in
developing the program.

Several times during this first meeting, council
members mentioned the need for meeting neighbors and other
people in the community in a more adequate social program.
One member emphasized the need for building attractive
programs for youth in the community.

Subjects brought up that were postponed to the next
meeting were: (1) the situation of part-time farmers and
(2) school district reorganization. Minutes of all advisory
council meetings may be found in Appendix H, I, J and K.

At the second council meeting on October 50, more
census data were presented by the director with some inter-
pretation. Considerable discussion followed and some
specific ways and means were suggested for arriving at
solutions to problems.

Two other important farm needs were discussed. These
were improvement of soil and dairy improvement.

Council members stated that farmers respond more
favorably when met individually or in small groups.

The council elected L. E. Johnson, Sr., as chairman

and T. H. Kerrey, local teacher of vocational agriculture,

\ll. : i ‘ I 'II' I
(I 'I ll' . I

TABLE II

AGRICULTURAL CENSUS mu" sacs WALTON

AND BROOKFIELD TOWNSHIPS

47

 

 

 

Walton Rank** Brookfield Rsnk**

Land.snd Buildings

ampunt $946,590 14, $1,232,420 7

average per farm. 4,575 15 6,847 5

average per acre 44 15 1/2 55 7
Buildings

farms reporting - 202 9 ~ -178 15

amount $459,320 15 3 596,555 9
Implements

farms reporting '171 11 '140 16

amount $106,817 15 $ 159,325 11

 

 

Lill data taken frcm the 1940 Agriculture Census.
1"""Ranking in relationship to 16 Eaton County townships.

I ls‘ [I'lll ( I It'll '1 III‘II'II I!

Al I ll! ll| ll“ III-l I'll lllllillll‘q ll I'll. ‘1'.'||

48

TABLE III
ENTERPRISES, WHAT FARMERS EXPECT

FROM THE ENTERPRISES, AND NEEDS AS DISCUSSED IN

THE FIRST ADVISORY COUNCIL MEETING

 

 

 

 

Enterprises Should Produce
Dairy cattle (/Ifiome conveniences
Hogs Beans Social development
Poultry Muck crops Program planning
Corn Home furnishing
Pasture Education for children

_ and adults-

Oats . Goods and services
Barley j Labor saving machinery

 

What We Can Do to Get the Things We Need:

Repair farm machinery '
Learn farm mechanics skills

Develop 4-H leaders

Use Olivet College and students
Improve dairying

Test soil

Study genetics and improve breeding

Control insects, pests and diseases

 

 

II I II! I II" III III! Ills-"ll
I. l

48

TABLE III
ENTERPRISES, WHAT FARMERS EXPECT
FROM THE ENTERPRISES, AND NEEDS AS DISCUSSED IN
' THE FIRST ADVISORY COUNCIL MEETING

 

 

 

 

 

Enterprises Should Produce
Dairy cattle {/Ifiome conveniences
Hogs Beans Social development
Poultry Huck crops Program planning
Corn Home furnishing
Pasture Education for children

. and adults.

Oats Goods and services
Barley n// \\_Inbor saving machinery

 

What We Can.Do to Get the Things We Need:
Repair farm machinery
Learn fanm2mechanics skills
Develop 4-H leaders
Use Olivet College and students
Improve dairying
Test soil
Study genetics and improve breeding

Control insects, pests and diseases

 

 

19

was chosen secretary. Sixteen council members attended
this meeting. Three Michigan State College students study-
ing community work at Iarshall attended with the Calhoun
County Agriculturd Agent.

The third meeting was scheduled for December 11 at
8:00 p.m. This meeting included a progress report from the
director. Host of the meeting was devoted to arriving at
specific needs for the soils program, which was suggested
at the last meeting of the council and by the board of
education. The five needs were:

1. Complete conservation plans in operation.
. Establish more soil improvement practices.

Test soil for nutrient deficiency.

2
3
’4. Conduct demonstrations in test strips, fer-

tiliser plots, and run-off plots.
'5. Improve health through improved soil fertility.

At the fourth meeting of the council held on Feb-
ruary 15, the problem of reforestation was discussed. Hans
Kardel, County Agricultural Agent in Baton county, felt that
little reforestation was needed in Baton county because such
a high percent of the land was tillable. He stated that
windbreaks could be used on more farms. As for Walton town-
ship, he thought there was more possibility for reforesta-
tion in this township than in some of the others where land
was more nearly level. He told of one farm in Wal ton town-

ship that could be entirely reforested. Several men have

| | Al Ill 11 .Ill

50
owned the farm recently and have met with misfortune try-
ing to till the soil on this farm. For some reason a bank
in Lansing now owns the farm and asked for Mr. Kardel's
advice in operating the farm. Ir. Kardel's facetious reply
was that he was pleased that some bank owned this preperty

.rather than a farmer and suggested that the land be turned
back to the Indians. There are parts of many other farms
in the area that could be classed as was this farm.

There was a need indicated for providing trees for
rural schools, civic organizations, farmers, and others who
could use such trees for forest plantings or windbreaks.

The health representative mentioned the need for
maintaining soil fertility to provide nutritious food to
make healthy people. Ir. Kardel also mentioned the experience
of selective service in finding more unqualified men in the
rural areas than in urban areas. This problem should receive
more attention. .

Locating and training leaders for h-H clubs was again
discussed.

Considerable specific planning was done in all these
meetings. These plans are listed in Chapter IV and V.

Using Observations and Interviews

In addition to the. procedures discussed which aided
in determining the present needs and resources of the com-

munity, valmble information was secured by observation

ani interview.

51

Comparing the Olivet area with others, several

factors are noted to the observer.

1.

The topography of the land is very rolling and
even hilly in most sections. Figure 5 is an
example of the topography of the area.

There is considerable visible erosion. Figure h
shows gullying, whereas Figure 5 shows the re-
sult of sheet erosion.

Some farms appear to be making profits. Such

a farm is shown in Figure 6.

A.majority of the farm buildings need paint and
repair. A.typical example is shown in Figure 7.
There appear to be many unattractive rural homes.
Figure 8 is an example of one such home.

Olivet, a village of 600 people, is located only
four miles from Bellevue, a town of 1500 people.
Charlotte, a town of 6000 is eight miles from
Olivet, and Marshall, a town of 7000 lies eleven
miles south of Olivet. Olivet is in the unusual
situation of having a mmch.larger school area
than trading area. This is due to Olivet's early
consolidation and to the fact that the Olivet
school provides a stronger educational program
for rural students than the other three towns.
Early use of buses to transport pupils is an

important factor for the large school area.

52

 

Figure 3. An Example of Topography in the Olivet Area.

A

 

¥.,«hmm~m/fl~\'ru\\.\x -fi“b\‘\‘_\¥ "\ \~1‘ M\~\_-~—\‘~ \\\

Figure n. An Example of Gully Erosionin the Olivet Area.

53

V“. ‘v -

 

N/HHN'W\JW~‘____"V-_—ewvw

v \‘x.

74"
I

A—_ _—\.__ v\——\~\\_,»—‘_,.\“-\ —\- *,».‘~-. \~a\_,\_ -‘\\.-‘\’\—/"‘\
\_, — - a V-

 

Figure 5. An Example of Sheet Erosion in the Olivet Area.

9. .'

.1 ‘4. '

    

_l I v
_ ‘ “a ‘ I ‘
(‘0 “ “y-?§:JI ' (I -
‘(t- \\ ,‘-' '1'." e.. -

  

IN a g; . ' - 121”“, e
I“ I

\

ll.

1".

" -4 ’- .‘x—J\J-'-w

A -\ v\__ c-‘-"\ -_w“\-- \
A—MWS‘VA‘V’k _‘\ “ \-,\§ \ —“\,AM\-'\—'~\ \ -'\\-. ‘

 

IL~

Figure 6. A.Profitab1e Farm in the Olivet Area.

II I. llll |l| Il|1l|||| l l|l|| 11111 .

5h

 

1-11,!) .1IIJ-.III.'|I J )Iol-IA a, .J.III'II.I ’41.).1) \I

I

fi~.\_\ a\ v- \~~‘—‘\4‘¥\~»~7 ~\\_\Av~\mv‘ ’\w

.Il.

Farm Buildings in the Olivet Area that Need

Paint and Repair.

Figure 7e

 

_‘\ \’~VV\-’\‘- \

/~

~-—\/\.—/
7w _\/_\W\'_\>..\'_ x~M¥ ~-vv~ \v

 

~

~

V
n
\—

Example of an Unattractive Farm Home.

Figure 8.

7.

5%
Charlotte used the first school bus in l9hl
and now has two. larshall has only a few buses
and these are owned and operated by a private
concern. Bellevue hat a bus system about half\
the size of Olivet's. Yet with nearly all the
high.school pupils and many grade-school pupils
coming to Olivet from a wide area, only a small
percentage of the farmers trade in Olivet either
in part or wholly. This is partly due to the
much.1arger towns nearby that provide much.more
adequate goods and services. Figure 9 shows
Olivet's business district.
‘During the past year several important changes
in Olivet have brought more farmers to trade in
Olivet. These changes include: (a) construction
of a combined self-serve grocery and locker plant,
(b) addition of the second hardware store and a
lumber yard, (c) construction of a $h0,000 theatre
and (d) opening of a modern ”snack-bar.“ (A.com-
plete list of the Olivet business enterprises is
listed in Appendix B).
The telephone service is in the process of
changing fromlfarm lines to Bell. The Bell
service extends from one to four miles from
Olivet. Two sections are without any phone
service. This is partly due to discontinuing

 

:vvefl

3

p n COO"

u 5‘ ._
:.. ~Wif’fi‘gap

‘-

Shame“. '

 

 

Figure 9.

Olivet Business District.

55

9.

10.

ll.

12.

15.

15.

16.

596
of former lines as is the case in southern
Brookfield township. Northern Lee township has
no phone service. Farmers in both sections are
eager to have phone service as soon as lines_.
are constructed.

Fire protection is provided by Olivet to all

of Whiton, Lee, and Brookfield townships.

m lethodist Clmrches located at Brookfield and
Lee Center are poorly attended and are in need

of mmoh.repair.

The non-denominational Church at Five-Corners is
in fair repair and is well attended. This church
serves as a strong community center.
A.fundamentalist Church.st Ainger is the best
attended church in the area.

The Olivet Church is Congregational and is in
good financial condition. Attendance at services
is not large. Farmers and youth are noticeably
lacking.

Emma Grange in eastern Walton township is one of
the oldest Granges in Michigan. This Grange is
very active, caters to young people, and provides
many'community'activities.

The Grange at Olivet is composed largely of retired
farmers and is.not too active‘in rural affairs.

Partello Grange seems to have lost the purpose of

O

17.

18.

19.

20.

57
a Grange during the last few years. The older

generation seem to fill their social needs through

‘the Grange and young people are not included. .A

primary objective appears to be money raising
through dances held at the hall. A.balance of
over 500 dollars is in the treasury at present.
The Farm Bureau is strong in both Eaton and
Calhoun counties. Active discussion groups exist
at Five-Corners, the section east of Olivet.

The most prosperous section of the area is the
eastern part of‘Ihlton and most of Brookfield
townships. Emma Grange and the Five-Corners
Church.provide strong community ties in this
section. These peeple are good supporters of

the school.

Very poor soil exists in Convis township. The
soil, except for the hack, in this area is class
2, 3, and h. All of the area has electrification
except parts of this township.

The only tavern in the area exists at Garfield
Lake. Liquor is also sold from a rural store
located on U.S. 27, two miles south of Garfield
Lake, and at the Partello store.

The only serious deliquency in the area persists
at Partello where a store, school, Grange Hall,

and several houses are located.

58

21. A well-knit community exists at Lee Center
but is formed around the school rather than
the church.

22. A considerable number of farms are occupied by
part-time farmers. These men work in Charlotte,
Iarshall, Lansing, and Battle Creek.

23. The U.S. highway through the area is good. The
state and county roads are only fair. Some of
the township roads are impassible at times in the
spring. Varying amounts of school time are lost

each yoar due to snow conditions.

One outstanding interview regarding the Olivet com-
munity was held with Mr. Henry Curtis, a man now about 70
years old. He grew up in the area, attended Yale University
and Johns Hepkins, and later became a consultant on play-
ground construction.

Re was very emphatic about the tuhbled-down appearance
of farm buildings and farmsteads in the area. He noted that
the farm machinery was outdoors and in poor repair in many
“cases. His contention was that 50 years ago the farms looked
better than today.

It would be reasonable to assume that considerable
top soil has been lost during the past fifty years. However,

improved practices may have kept farms at about the same
productive capacity.

59
However, it is noticeable that buildings are in

much.better repair on the heavy, nearly level land in
Brookfield township. I

Native people in general say that farmers are ex-
periencing about the same degree of prosperity as has

existed during the past 50 years.
Summary of Needs and Resources

From the foregoing analysis a fairly complete
picture can be gained of the economic resources and needs
of the Olivet area.

For resources the Olivet area has the following:

1. About 108 square miles of agricultural territory

~in which lie 65,125 acres of land; h6,830 acres
is tillable.

2. 567 farms that are moderately productive and

moderately'equipped.

3. Experienced farmers and families tilling most

of the soil.

h. A.good public school system.

5. A village which provides minimum farm needs.

The important agricultural needs of the area are:
1. Soil improvement is needed because a wide
variety of soil problems exist. The most im-

portant problem is water erosion. Improved

60
soil will directly or indirectly solve many
other farm problems of the area.

2. Although dairy is the most important enterprise
in the area, improvement in efficiency is needed.

3. Poultry efficiency is low and should be raised.

h. On some farms livestock efficiency would be
raised through improved soil management.

5. Buildings need paint and repair.

6. Farm implements and equipment need repair and
maintenance.

7. Farmers need education in the skills of farm

mechanics.

To put the program into effect many approaches and
procedures were used. Some of these were more successful
than others. No possible technique was overlooked in
developing the program.

CHAPTER IV
PROCEDURES USED IN DEVEIDPIIG, THE PROGRAM

To organize an effective action program it is neces-
sary to become acquainted with leaders of the people in the
area, and all organizations in which they participate.

Iorganl with his broad experience in conunity
organization asserts that the leadership has to have lively
imagination, am a cultural inheritance that includes more
understanding of men, more respect and good will for them,
and more friendly interests and neighborliness which will
make for greater participation on the part of the community

members in directing their own lives in that community.
Getting Acquainted with the People and Community Leaders

To become acquainted with the people, it is necessary
to be with them in their work, recreation, and other activi-
ties. lith this in mind the director of the adult program at
Olivet attended all school functions both pupil and adult,
and by invitation Joined the Olivet Lions Club, the Olivet
Chamber of Commerce, the Olivet Grange, the Calhoun County
Farm Bureau, and the Olivet Congregational Church. With the
exception of the Grange and the Farm Bureau, an active part

 

1
Arthur E. nor an The Small Comunity llew York:
Harper and Brothers, 19 2,'p"'1'. 02"". ’

62
was taken in.all organizations. He invitations to meetings
‘were refused.

One of the first activities which enabled the director
to meet many people was the visiting of 25 community leaders
for the purpose of inviting them to attend a 'Goodwill
Conference” near Battle Creek. This work was done during
the second week after arrival for work.

Some time'was then spent interviewing people in the
director's neighborhood regarding the possibility of securing
phone subscribers as no telephone line existed in that area.

Persons working locally in state and federal agri-
cultural programm were then visited.

.In all visits the director had a question to be
answered or a request for service or materials. During the
call the people usually asked questions about the adult pro-
gram and satisfactory explanations could be made.

Contact with.ten newspapers was made to provide
publicity. This is described in more detail in.a later
section.

During the second month many farm calls were made in
establishing the dairy'improvement program and asking people
to become advisory council members. '

By this time enough organised activities were under
way that contacts were being made to work out some problem
regarding one of the programs. In all cases some specific
thing was sought for in personal contacts. This saved thus

for all concerned and obtained results.

63
lany appearances were made at farm organization

meetings either to give a talk or to visit the group.

Getting Acquainted with Agricultural Organizations
lorking the Araa

Part of the process of getting acquainted with the
agricultural organisations is discussed in the previous
section. to effort was made to ”muscle in” on any organi-
sation. In every organisation Joined, invitation to Join
was extended to the director and in some cases to his family.
In all the organizations Joined, and some not Joined, at
least one meeting was devoted to a discussion of the adult
education program. lone of these was at the director's

suggestion or request.
Using the Advisory Council

luminous reasons for establishing an advisory council
are discussed in Chapter III. In establishing and using the
advisory council, as in every other phase of the program
where people are involved, the process is as important as
the outcome.

After the school administration agreed on who should
be on the council, the director called on all of these peeple
before the secretary of the board sent the invitations for
membership. This did four things: (1) the director became

acquainted with each leader, (2) each local leader became

6h
acquainted with the director, (3) the purpose of the

adult program was explained to each leader, and (h) the
local leader was in a better position to explain to neigh-
bors and others the nature of the program.

This last point has been a major objective for forming
the council. [embers attending meetings were always aware
of program developments because they helped decide what was
tow-be done. lembers were urged to discuss, with groups
represented and with neighbors, developments in the program.
Council members were urged to bring in and discuss ideas
from neighbors and groups represented. Following the first
meeting a special folder was mailed to each member with a
copy of the minutes for that meeting. Subsequently, after
every meeting a copy of the minutes was mailed to every
council member, for insertion in the folder. Copies of the
minutes for all of the council meetings are included in
Appendix H, I, J', and K.

A copy of all council minutes was sent to each local
newspaper.

The methods used in the council to determine comunity
needs are described in Chapter III. The council was very
valuable in determining how these needs could be met. Speci-
fic suggestions mde at the first meeting were: (1) organize 1
farm machinery repair classes, (2) organize h-H clubs,

(3) improve dairying and (I4) assist organizations in program
planning. No action was taken at this meeting in putting

65
these recomendations into effect.

At the second council meeting a large part of the
time was given to solving the farm machinery problem. Ac-
cording to data presented and observations of council
members, the farm machinery, equipment, and buildings needed ,_
immediate attention. As materials and parts were scarce,
farmers needed help in making use of what was available. To
do this Job the council was in favor of a mobile shop being
constructed by the school. This shOp would be equipped with
mechanics' tools, carpenters' tools, forge, welder, and other
available equipment. The shop would operate one or two days
a week in various neighborhoods. A competent instructor was
to accompany the shop at all times. The purpose of such a
program would be to instruct farmers how to care for, main-
tain, and repair farm machinery, install plumbing, wire for
electricity, remodel farm buildings and homes, install
home conveniences, and do any other jobs related to the farm.
The council agreed that the two-fold purpose of the program
would be to teach farmers how to do the jobs and for them
to actually do the jobs on their own equipment.

' At the third meeting on December 11, specific goals
were established for the soil conservation program. The
evening was used in arriving at the following goals for
soil improvement:

1. Complete conservation plans in operation on

20 farms.

66
2. Ten or mare improved practices in effect on
80 farms.
3. Test soil for nutrient deficiencies for all
farmers requesting the service.
h. Conduct demonstrations in test strips, fertil-
iser plots, and run-off plots.
5. Improve health through improved fertility of
the soil on 50 farms.

0n investigation of cost of constructing a mobile
repair shop, the school found the cost to be out of line
with available finances. Through.the War Surplus Property
Service a four-wheel, mobile, navy repair unit was secured
and was at the school for inspection on December 11.

Visitors at the December meeting were: Ralph Wen-
rich, Assistant Superintendent for Vecational Education in
Michigan, Harry Nesman, Chief, Agricultural Education Div-
isicn, State Board of Control for vocational Education and
Dr. Harold Byram, Professor of Agricultural Education, lich-
igan State College. These men were very helpful in stimula-
ting the thinking of council members. These men also made
some suggestions that would aid in achieving the goals.

The fourth meeting on.February 13 was devoted to
discussion of h-H Club organization, reforestation, and
rural health.problems.

The three primary objectives for the adult program

as decided by the council were:

67
1. Soil improvement.
2. Dairy improvement.

3. Farm machinery repair.

These objectives are discussed in more detail in

Chapter V.

Using Personal Calls

As mentioned previously, the personal calls were
largely the basis for building the program. no opportunity
was overlooked to gain information from individuals. lany
times this was done during the process of assisting the
person or asking the person to assist with some phase of the
program.

A daily record of all personal calls was kept to-
gether with other data which was submitted to the board of
education each mnth. The daily record form is in Appendix
I. A mileage report is submitted to the school board each
month. This report lists in detail calls made. A copy of
the January mileage report is in Appendix 12..

Using Telephone Calls

An extension telephone from the school office was
installed in the director's office at the school in August.
lhenever possible, telephone calls were made to save time
and driving expense. The Marshall, Bellevue, and Charlotte

exchanges serve parts of the Olivet area: consequently many

. 68
long distance calls had to be made. Many long distance
calls were made to Lansing and East Lansing.

The policy followed was to get- the information or
get the Job done at the opportune time rather than to wait

for a more convenient time which might save a few cents.
Using Letters and Post Cards

A full-time secretary was employed and kept busy
most of the time. A policy followed was to keep people
well informed. This, of course, meant a considerable
amount of mailing of information to tell about a meeting and
smiling of results of the meeting in some cases.

lith over 200 people in the three phases of the

pregram, considerable mail was sent.
Using the Office

A small office was provided for the director in
the school. There was room for a desk, file, library.
table, and three chairs. At one end of the room a bul-
letin rack was made on which from six to ten copies of
56 different bulletins were hung. The library table was
used for a display of books and literature that were of
interest to adults. The three chairs in addition to the
desk chair were enough for most office callers. By January
first, the room proved to be none too large for materials

and equipment that needed to be stored there.

69
Using Group He stings

As previously mentioned the council recommended the
use of small group meetings. These meetings were generally
arranged to be held in neighborhoods where the activity was
to take place. Only in a few cases was a general announce-
ment made for large meetings at the school. [any meetings
were held in the school for such groups as dairy improvement
members who were located over a wide area. Soil meetings
were held at the school for the purpose of instructing

special teachers. Some local farmers attended these meetings.
Using Local Organizations

Local organisations, both agricultural and non-agri-
cultural, were of great assistance in developing the program.
An older man who was a member of the Olivet Grange felt
there was great need for what he called ”pasture renovation.”
He ”sold” the Olivet Orange and the Kama Grange on doing
something about this problem when he learned that the adult
program was to be based on what people considered to be im-
portant. This was emphasis from another source on the soils
problems. These two groups without stimulation from the
director took the action described above. As previously
mentioned no opportunity was missed to discuss agricultural

or community problems with any groups.

70
Using Government Agricultural Agencies

Prior to making any planned activities, contact was
made with the Extension and Soil Conservation Offices in
Eaton and Calhoun counties. General agricultural problems
of the Olivet area were discussed. In most cases the local
representatives for these agencies had been in the counties
for a number of years and hence were able to give valuable
information. It was stressed that the adult program was to
dovetail with existing programs and not to compete with them.
All representatives were very favorable and offered assist-

ance where necessary.
Developing A Publicity Program

The Olivet Optic, the local weekly newspaper, is
very friendly toward the school and has a wide circulation.
Twelve hundred copies are published weekly and most Of these
‘go 30 residents of the area.

Complete publicity was given in that paper on the
decision of the school to accept the funds from the W. K.
Kellogg Foundation to implement the program. Later a story
was published on the hiring of a director. A complete story
of events prior to .July 1, l9h6, was published, together
with a picture of the director, the last week in June, 191:6.
He further publicity was given until the middle of August
when the director arrived in the community to live after

completion of summer school.

71

Personal contact was then made by the director
with the weekly papers, including the Bellevue Gazette,
the Charlotte Republican-Tribune, and the Eaton Rapids
Journal and with daily papers that covered the area, in-
cluding the Marshall Chronicle, the Battle Creek Enquirer
News, and the Lansing State Journal. Only the Eaton Rapids
Journal was uninterested in news stories from Olivet.

About January first the Springport Signal, also a weekly,
started to accept publicity of the program.

Weekly news stories were sent to all of the papers
starting September first. All the papers seemed to be
interested in the news and practically all of the stories
were printed. An example of this publicity is found in
Appendix E.

It took about six weeks for the director to become
oriented and acquainted with the community. It was not
until the latter part of September that objectives were
definitely formulated for the program.

CHAPTER V
OBJECTIVES FOR THE PROGRAM

After considerable study of the data and available
information gathered from local people as previously de-
scribed, the objectives for the program were decided upon.
First consideration on specific objectives was given by
the board of education on June 8, 19146.. Work and study on
the part of the director were continued during sumer school.
Considerable data and information were compiled after ar-
rival on the job in August. After putting all the evidence
together, three prominent needs came to the surface and
were crystallised at the second advisory council meeting on
October 51. lany other needs were, and still continue to
be, in evidence. It was desired that the objectives be
simply stated, few in number, and stated in such a way that
goals could be established and evaluation made with reason-
able accuracy.

The three primary objectives for the Adult Education
Program with secondary objectives are listed below:

1. Raising the farm living level through an im-

proved dairy production program. The goal was
to include 150 farms in the following phases:

73

Number of
Goals-- farms
a. Breeding
(1) Establishing an artificial
breeders' association 30
(2) Improving herd sires 10
b. Improving feeding 100
c. Improving housing
(1) Remodel barns 30
(2) low construction . 5
d. Improving pasture 100
e. Raising calves and young stock 50
f. Improving sanitation and disease
control 75
3. Increasing production of milk 100

h. Providing milk-testing service for

local farmers by Olivet department

of agriculture 20
1. Improving health of people through

proper use of c1ean.mdlk from
healthy cows 100

2. Raising the level of farm living through farm
mechanics by use of the school shop and mobile shop in the

following phases:

Number Number of
of farms Mach. or
other

a. Learning to operate,
care for, repair, and
adjust farm machinery
and equipment 50 100

b. Repairing trucks and
tractors 2O 25

G.

d.
0.

f.

71+

Number Number of
of farms mach. or
other
Installing home con— _
veniences 10 10
Remodeling farm buildings 20 25
Remodeling farm homes 5 5
Constructing labor-saving
devices 50 75
Constructing farm equip-
ment 20 25
Installing electric wiring 2O 2;
Improving health of people

through preper sanitation
and improved efficiency 100

3. Raising the farm living level through an improved

soil conservation program:

b.

O.

d.

Number
of farms
Conserving soil through complete
conservation plans 20
Putting into effect 10 or more
improved practices 80
Testing soil for nutrient defic-
iencies for all farmers requesting
such service . 100
Conducting demonstrations in test
strips, fertilizer plots, and
run-off plots 50
Improving health through improved
fertility of the soil 50

These objectives were set up to be accomplished over

a three-year period starting July 1, l9h6.

‘7ha
It may be that some secondary objectives will
be added to one or more of the three primary objectives.

CHAPTER VI
GETTING THE PROGRAM INTO ACTION

Chapter IV on procedure covers many of the points of
getting the program into action. much of the work discussed
in Chapter IV was necessary before the objectives were
established. Some of the work such as forming the advisory
council is a job that is done only once. Continual follow-
up is necessary, however, in that activity as in others if
the activity is to continue.

The following activities as discussed in Chapter IV
were continuous throughout the program. In some of these,
a higher degree of effectiveness was achieved than in others.

1. Getting acquainted with the people and the

community leaders.

2. Getting acquainted with agricultural organi-

zations in the area.

5. Using the advisory council.

)4. Using personal calls.

5. Using telephone calls.

_6. Using letters and post cards.

7. Using the office for receiving callers.

8. Using local organizations.

9. Using governmental agricultural agencies.

10. Developing the publicity program.

76
Dairy Improvement

The dairy program was developed first with only
one phase, the milk testing and the related problems,
receiving emphasis the first year.

As the local Dairy Herd Improvement Association
had been without a tester for nearly a year, many
farmers were asking for a solution to this problem.

As many high school departments of agriculture in
the state had been carrying on herd improvement programs,
the possibility was strong that Olivet could carry such
a program. T. H. Kerrey, the local agricultural instructor,
was approached on the proposition and was favorable.

A list of the members of the former D.H.I.A. was
secured and personal visits made to each farm. Ex-
planation was made to each farmer that the Olivet depart-
ment of vocational agriculture would.start an owner-
sample dairy improvement program, if enough farmers desired
the service. A.small monthly charge would be made for
the service. Students would test the milk brought in
by the farmer on a set day. Students would do all the
calculations and keep a simple record for each herd owner.
Farmers would.have to purchase sample bottles, dairy scales,
milk sample dipper, and a box in which to carry the
bottles.

77
Twenty-two farmers liked the idea and wanted to

start immdiately. The testing started October 114.

. The farm-shop class constructed the boxes for 50
cents each. Thus, even though the program was for adults,
two school departments were affected by the program.

Mr. Kerrey ordered all the necessary equipment. The
director then delivered the equipment to the farm the first
time and collected for the material purchased. The date for
the first test, and instructions on taking the milk samples
were left with each farmer. As each farmer brought in his
samples, be was given empty temple bottles, a milk weight
sheet, and the next testing date.

Ir. Kerrey supervised all the testing and calculation
while the director assisted the farmers with their problems.
An evaluation of this program is presented in

Chapter VII.

Farm lechanics Program

The farm mechanics pregram was strongly advised by
the advisory council at the second meeting. It was ‘thought
at that time that a trailer could be constructed to carry
tools and a workbench that would enable farmers to do most
of the farm repair and construction jobs that should be done
on the farm. This idea did not develop because it was found
that over $200.00 would be required to build such a unit.
Knowing that Mr. Nesman, Chief of the Agricultural Division

78
of the State Board of Control for Vocational Education, 1
was very interested in developing the mobile-unit idea,
a call was made to his office. The director learned that
the War Surplus Property Service had a navy mobile unit in
the state. It developed that this unit was allocated to
the public schools at Barine City, a small town north of
Detroit. lost of the tools in the unit were taken by the
Iarine City school but no use was made of the four-wheel,
six-ton trailer. This trailer was secured by Walton Town-
ship Unit School. Figure 10 shows the unit on the road to
Olivet.

The following equipment came with the unit: a
lyllis powered lHLO-volt generator and air compressor which
was attached on the front of the unit, an air hammer, a
Barrett brake drum lathe, a riveter with all the attachments,
a portable hydraulic press with attachments, a gear and
wheel puller set, a cylinder hone, a valve refacer and a
valve seat grinder with all the attachments. This equip-
ment excluding the generator was valued at $1500. All the
equipment was new.

The unit was slightly remodeled inside to carry two
four-by-four foot wall boxes for hand tools. Enough hand
tools from war emergency classes were located at the school
to fill one box. Equipment from the unit filled the other
box. The unit was painted red with the school's name in

79
white on each side. A picture of the remodeled unit is

shown in Figure 11.

During this time the director was trying to locate
a suitable building outside Olivet where classes could be
held. Four possible buildings were located in the terri-
tory by asking farmers if they knew of possible buildings.

Ten farm calls were made in the Narrow Lake neighbor-
hood in an effort to arouse interest in a farm machinery
repair class. A meeting was called on January 7 at the
Hunt School. Only three farmers attended. It was decided
that a class should not be started in that neighborhood at
that time but it was suggested that the farmers from the
Harrow Lake neighborhood visit a class that was operating
to show them what could be done.

Imediately the director called on Robert McManus,
a farmer living ten miles northeast of Olivet. From him
were secured names of 20 farmers whom he thought would be
interested in farm machinery repair. January 11; was also
set as a date for the organization meeting in his shop.
Six of the farmers were called on, the program explained,
and these farmrs were asked to tell their neighbors about
the meeting. On that evening 18 farmers were in attendance
to have questions answered regarding the farm machinery
repair class. Ten of these farmers stated that they would
attend if the class was formed.

On January 20 at nine o'clock in the morning the

 

.\ ‘I -‘~_

Figure 10. lobile Shop Unit on way to Olivet

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\ :
\ a
t a
S s
‘ :
i A
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x’_\ ,\ ~\ y»
NAM
‘\ \ ~\-——"A’\—~~ \ _ V‘—
M W-\‘ \/\—_,
\/\’\’— x~m~ "\ v

Figure 11. Remodeled mobile Shop Unit. I. P. Sohrodder,
Director of Adult Education, on the left and Sterling

Treadwell, Special Instructor in Farm Mechanics, on
the right.

80

81

class started. Nine men were enrolled and continued
through one thirty-hour course. A summary of the work
completed is in Chapter VII.

Prior to starting a second farm machinery repair
class in the Olivet bus garage, cards were sent to 150
farmers in the Olivet area who at one time or another had
shown interest in farm machinery repair work.

The card stated that a meeting would be held in
the school shop on February 5. The weather was bad on that
night and only two farmers attended. At all times the
program was given wide newspaper publicity.

The class was started on February 10 with six farmers.
The class operated from 9:00 to 12:00 o'clock in the morning
and from 1:00 to MOO o'clock in the afternoon, Honday
through Friday. An average enrollment of 12 men continued
through five continuous weeks. No farm calls were made to
promote this class. lany farmers asked about the class when
talking to the director on the streets of Olivet or elsewhere.

lilo other farm machinery repair classes were held.
Soil Improvement Program

The soils improvement program was developed concur-
rently with the farm mechanics program.

In looking forward to the development of a soil
improvement program, the opportunity arose to use one farm

near Olivet as a demonstration farm. This farm, owned and

82
farmed by Bryon.Iaddell in.partnership with his father,
was used as a laboratory for a soils workshop held Octo-
ber 15 and 16, l9h6, for teachers of vocational agriculture.
This was sponsored by the State Board of Control for Voca-
tional Education and the Division of Education, Michigan
State College, with the cooperation of the Soil Conserva-
tion Service and Extension Service. Complete working plans
for a soil-improvement program were developed for this
farm. These plans were used in the adult-farmer classes
which were held later. One prospective special teacher
attenddd the two-day'work-shep session. It later developed
that Byron Weddell, who is an American Farmer in the Future
Farmers of America, was one of the leaders of a soils dis-
cussion group.

The following procedure was followed in organizing
eight neighborhood discussion groups for organised instruc-
tion in soils:

1. Locate a capable leader by going directly to a

man or asking neighbors for the names of men.

2. Secure the leader's consent to lead a group.

3. Ask the leaders and others for names of neighbors
who might be interested in a soils discussion
group.

A. Call on several of the people listed and explain
the nature of the soils program. An invitation

was extended to these people and they were asked

83
to invite neighbors to the first meeting which
was usually held in the discussion leader's home.

5. Send post-card notices of the meeting to arrive
one day prior to, or on the day of the meeting.
The smiling list was under constant revision

and addition.
Selection and Training of Special Teachers

The selection and training of the special teachers was
one of the important jobs that added to the success of the
soils discussion groups. Very few of the prospective teachers
accepted without considerable persuAsion. lost of the re-
luctance to accept was founded on a sincere opinion that they
were not qualified to do the work. >

The eight regular teachers and one substitute teacher
did not seriously object after the work of the special teach-
era was thoroughly explained. The payment of $0.00 to each
teacher for teaching ten lessons may have been a factor that
influenced men to accept the job.

Six of the teachers had some previous experience in
leading discussion groups. In all cases the teachers were
good farmers and recognised leaders. Three of the men were
under 25 years of age. The reminder were less than 50 years
old.

Some time was spent in teaching the men techniques of
leading a discussion. One-half of the first meeting was

81;

devoted to a demonstration on how to lead a discussion.

This was done by the director who drew from the group the
main points of good discussion technique. The teachers were
able to participate and also see the demonstration conducted.
Extension folder F-59 entitled ”Making Group Discussion
leetings Click,” published by Michigan State College, was
then handed to each member. Further discussion followed on
other points that were listed in the folder. The discussion
procedure was used in all future meetings.

Occasionally points of proper discussion procedure
were reviewed at later times in class sessions for these
teachers. The reminder of the first meeting was devoted to
deciding the important soil problems of the area and these
were organized into ten lessons.

The director conducted the second meeting and parts
of remaining meetings. The eight remaining meetings were
conducted largely by Mr. Kerrey and four student teachers
from Hichigan State College.

The special teachers gained information on soils
subject matter in all meetings but the first.

limeographed copies of each lesson were prepared
previous to each meeting for special teachers by the
director, Mr. Kerrey and student teachers.

These lessons in three cases were in outline form.

As the discussion progressed in the teachers' meeting, the

men made suitable hotes in space provided. A copy of lesson

85
two is in Appendix 0. Enough copies were mimeographed
to provide lesson sheets for each neighborhood class
member. Each.special teacher took copies from each teach-
ers' meeting for his local group. The special teachers
conducted local group discussions in a manner similar to
the special teachers' meeting.

The director visited each group at least twice during
the ten weeks. No group was visited on the first meeting
night, as it was thought advisable for the special teacher
to meet his group the first time without ”interference"
from the director.

Visits to local groups by the director were to conduct
soil and plant tissue test demonstrations, or to show pictures.

Each.of the special teachers was met individually one
or more times to work out problems in conducting the discus-
sion for his group. The director was also busy before and
after each teachers' meeting in checking details with special
teachers. In some groups attendance was irregular and work
with the teacher at the group sessions and on his farm was
necessary. Many personal contacts were necessary to keep
some of the classes in operation. One community group which
‘would have been number nine, did not materialize even after
considerable effort was made to organize it.

not all techniques of promotion, discussed in this
chapter, proved to be successful in all cases. The personal

contacts produced the best results. The effectiveness of

86
any particular method of promotion is difficult to
measure. Such.measures are not the primary purpose of
this study. The real measures of the success for the
program are in the improvement of those phases of agri-

culture listed in the objectives.

CHAPTER VII
EVALUATING THE PROGRAM

One of the important phases of the whole program is
the phase of evaluation. Evaluation is important to:
(1) Determine progress towards goals or objectives.
(2) Aid in determining the effectiveness of those
directing the program.
(3) Provide information of value in appraising the

whole program.

The project was started on July 1, 1914.6, and the
actual program was in ope rat ion about seven months when
this report was written. Hence, it was possible to measure
only part of the outcomes.

Several methods were used for evaluating the program
thusfar. These were:

1. Noting of changes which had taken place in agri-
culture, such as numbers and kinds of machinery
repaired and cows culled, which were accomplish-
ments in terms of stated objectives. This type
of measure has been presented in record form as
is to be noted later.

2. Picture records of activities.

5. Picture records of results.

h. Individual's opinions of results.

88
5. Stated intentions of participants in the

program of changes to be made on local farms.

Further and more complete evaluation can be made

in the future.
Evaluating the Dairy Improvement Program

The dairy improvement program was the first to get
underway. Figure 12 shows the location of the farms cooper-
ating in this phase of the program. Only two of the original
farmers dropped from the program. Although the dairy pro-
gram will receive emphasis in neighborhood discussion groups
next winter, some achievements have been noted this winter.

Ir. Kerrey states that 31 cows have been culled from
20 herds since October 114, l9h6. They were culled because
of low production which was discovered by testing each cow's
milk for butterfat and computing her production.

A beginning was made on improved health of people
through the preper use of clean milk from healthy cows. The
director supervised one field trip with the studdnts of vo-
cational agriculture at Olivet where a demonstration was
given on cleanliness in milking and proper procedure in
securing samples of milk for mstitis testing. All producing
cows in the herd visited were sampled for mastitis. These
samples were then taken to the Olivet College bacteriology
department where students viewed the samples through a

microscope .

 

39

 

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Figure 12. Location of Dairy Improvement Members.

 

 

 

90

The director is now in the process of assisting all
farmers, especially those in the dairy herd improvement
program, in getting all cows of producing age tested for
:mestitis, and in establishing a continuous testing program.

‘Figure 13 shows a demonstration for students in
agriculture at Olivet High School on taking:mestitis samples
from one of the herds of one of the adult farmers.

To determine the opinions of the herd owners in the
dairy improvemeit program, a questionnaire was given to each
of 20 farmers in this program. Eleven of these were returned.
The questionnaire, together with the results, is shown in
Table IV.

The data indicate:

1. Herd owners are reasonably well satisfied. Hone

checked unsatisfactory on any question.

2. It is interesting to note that most farmers re-
quested more ”on farm” service, but prefer to
have herd books mailed or to attend a meeting to
get the books. .Attendance was very poor at the
‘meetings of’herd owners during December and Jan-
uary, and as a result these were discontinued.
According to the survey, farmers liked the monthly
meetings. is a result of this, the monthly-

meetings will be resumed.

This information was discussed with T. H. Kerrey, the
instructor in agriculture, and with the students doing the
testing.

91

 

Figure 13. The Director Demonstrating How to Take lastitis
Samples.

92
Listed below are comments from some of the herd
.owners:

”I enjoy the discussion at the monthly
meetings and would like to attend reg-
ularly. I would like to use one of the
herd books (the simplified book) the
others are using rather than starta
new year in the D.H. I.A. book.

'I think it is a very worthwhile project
and should be continued.”

"The program is OK. I would like to see
more done on feeding.”

I'I am not gaining very much benefit from
the actual testing and usually find it
impossible to attend the meetings. The
tests vary'quite a bit on individual
cows, so much in fact that it is diffi-
cult to reach.conc1usive decisions on
value of this animal.”

'1 think they are doing good.“

"I think it is a good program and I
think the 'on farm' service would also
help. They might also figure the werage
herd test.

"I would like on-the-farm testing. I
would like to have herd-test figures.”

”I think the monthly meetings were worth-
while if the weatherman cooperates.”
The milk testing is only an emergency service for
farmers until a regular D.H.I.A. tester can be secured.
However, the overall improvement work will be continued and

will receive greater emphasis this coming year.
Evaluating the Farm lechanics Program

The farm mechanics program is more readily evaluated

TABEE IV
RESULTS OF DAIRY IMPROVEMENT

93

 

 

Question

Response

 

1.

2.

5.

4.

Are you satisfied with the
present program?

Very satisfactory

Satisfactory

Unsatisfactory
How well do you think agricultural
students are doing the testing and
calculation?

Very well

Satisfactory

Occasionally done poorly

Unsatisfactory

Do you like the monthly meetings
at which herd books are returned?

Yes

No
Would.you like to have the books
delivered to your farm each.momth
by either Hr. Schroeder or Mr. Kerrey,
mailed or attend.a.meeting?

Delivered

Hailed

Attend a meeting

Ol-‘O’h

 

TABLE IV (continued)

 

Quest ion

Response

9h

 

5.

Would you like to have more
"on-the--fe.rm'l service in your
dairy program? If yes, check
service desired.

Yes

No

Feeding

Breeding

Sanitation

Use of records

Pasture improvement

“HOE-’Oilofl

 

 

95
than the soils or dairy program. Pictures of men at

work on farm implements are shown in Figures 1h and 15.

"' I - ' "

 

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Figu e 1h. Farm Machinery Class in Operation at Mcuanus Shop.

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Figure 15. Farm Machinery Class in Operation at Olivet
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Figure 16. Location of Farm Machinery

 

Class Members .

 

 

97

Sterling Treadwell, the instructor, was very com-
petent and exacting in his instruction. All the farmers
received more than a repair job. They all in some degree
gained the I'know how” for repairing the implement brought
to the shop.

One weakness or the instruction might be the fact
that little related instruction in farm mechanics was given.
Only the Job at hand was done and extras such as saw-
sharpening and drill-grinding were‘not taught. This is a
point among others that should receive emphasis next year.

Tables V and VI show a summary of the work done by

each class member in each shop.
Evaluating the Soils Improvement Program

Ihe soils improvement program was well established
during the winter months. In all, 107 persons were enrolled
.in adult classes. Number or persons participating in a
program does not alwayslindicate a successful program.
However, in large and small groups attendance was fairly
regular and interest seemed to'be high. In group meetings,
soil problems were always quickly recognised and those
attending the groups seemed anxious to do something about
their problems. Discussion was always lively in the
teachers' meetings. Several times, problems were discussed
for which no imediate answer could be round. The subjects for
discussion were outlined at the first meeting by the special

teachers.

98

 

 

 

 

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Figure 17 shows one or the meetings or the
teachers. One or the groups where both men and women
attended is- shown in Figure 18. This group was led by
Byron Iaddell. Although the group was not large, the
interest was high, and the attendance was regular, and the
sociability was high. These people were in Byron's neigh-
borhood and in all cases older than Byron. It may be
because of Byron's demonstration farm that three of the
farmers in the group have requested service from the Soil
Conservation Service.

Table VII lists the response of class members to
practices decided by the teachers as being important. This
list was given in duplicate to some class members at the
last meeting or the class. Where the list was not received,
duplicates were mailed to the member. Each class member
kept one for himself and the other was filed in the office.
A copy of the questionnaire is in Appendix P. These lists
are used in follow-up work, as every farm will be visited at
least once during the spring or stunner. The number of visits
will be governed by each farmer's needs.

01’ the people enrolled in eight soils classes, 21
were farmers' wives and four were farmers' sons. This re-
duces to 82 the number of farms represented. Of this number.
59 persons received diplomas at the night school banquet.
For these 59 farms 25 forms for intentions or soil improve-
ment practices were filled out on or before April 18.

.. —' ' " ’ ‘ 100

 

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Figure 17. Special Teacher Instructional fleeting at Olivet .
. School Agricultural Room.

 

 

Figure. 18. North lalton Soils Discussion Group, Taught by
Byron Iaddell.

101
The summary of these intentions is shown in Table VII.
Although less than half of the reports are in,
certain tendencies can be noted. (The remaining reports
will be secured by personal visits to the farms.)

The data in Table VII indicate that:

l. A reasonable understanding was gained through
class discussions as shown by an average of 8.?
practices which each farmer plans to do as com-
pared to 6.15 now being done.

2. Further indication of understanding of subject
nutter is indicated by an average of 3.2 prac-
tices per farm on which farmers are requesting
more information;

3. It is reasonable to assume that more practices
per farm would be listed under. 'Doing New” and
"Plan to Do" because farmers aided in deciding
what practices should be approved at the last

meeting of the special teachers.

In the soils program, as in the farm machinery program,
one class did not materialize. Considerable effort was put
forth in the Duck Lake area to get a class started. Twa
possible reasons for failure could be that, (l) the Duck
Lake territory is only partly in the Olivet School area and
(2) the leader, a young firmer, was making plans to get
married at the time the class was being formed.

TABLE VII

102

SUMMARY OF SOIL IMPROVEMENT PRACTICES

 

 

Question

Plan Need More
to Do Information

 

l.

2.

6.

9.

10.

11.

Test permanent pasture
soil and fertilizer or
lime as needed

Establish one acre of
alfalfa-brome pasture
for each milking cow

Test soil for lime and
fertilizer as needed

Use sudan grass for emer-
gency hay and pasture

Use soy beans for emer-
gency hay

Sow 100# of 0-20-20 or
equivalent per acre at
seeding time in heavy
80118 for each year
seeding is used

Sow 500# of 3-9-18 or
3-9-27 or 0-9-27 on
light soil at seeding thme

Top dress seeding on light
soil after first cutting
with 200-300# of 0-9-27 or
0-12-12 per acre of every
other year

Clip alfalfa-brome or sweet

clover if crop approaches
seeding stage

Plant cover crops in culti-

vated crops, especially
corn

Plant rye-grass and sweet
clover in last cultiva-
tion of corn

15 3
10 1
15 5
3 3
2 1
8 3
5 3
6 5
6 5
18 3
18 2

TABLE VII (continued)

103

 

 

Doing

 

 

 

Plan Need More
Question Now to Do Information

12. Seed a legume in

every grain crop l2 4 1
13. Use high percent legumes

as a cover crop ll 7 3
l4. Plow under green crop

before seed stage 6 7 l
15. Always keep a crop on

the soil ll 7 2
16. Apply 6-8 tons barnyard

manure per acre before corn 15 6 .0
17. Top dress wheat with barn-

yard manure lO 5 2
18. Apply 0-20-0 in soil on which

manure has been applied 2 5 2
19. Watch for hunger signs in

crops and fertilize when

needed 2 12 ll
20. Test soil and plant tissue

for N, P and K and fertilize

as needed 0 10 10
21. Strive to sow an average of

100# of fertilizer per tilla-

ble acre per year 13 8 l
22. Develop and use a good

cropping program. 12 ll 0
25. Develop a cropping progrmn

to fit the soil and produce

needed crops 9 10 4
24. Provide adequate drainage ,5 ll 6
25. Cooperate with neighbors

on drainage problems 9 10 3

Total 160 217 81
Average per farm. 6.4 8.7 5.2

 

Farms reporting - 25

 

 

101;

One of the outstanding outcomes of the soils
program was the cooperative development of the Weddell
farm as a demonstration farm. Byron and his father are
working on changes in the farm program which will be
visible this summer. It was partly because Byron partic-
ipated in this demonstration that he was chosen to be a
special teacher even though he was only 22 years old. In
Byron's group, three farmers signed with the Thornapple-
GrandSoil Conservation District. A total of four other
farmers from other discussion groups have Joined the dis-
trict. This farm will be used as a demonstration.farm for
soil conservation practices that may be slightly different
from practices on other farms in the Thornapple-Grand
District.

One thousand red pine seedlings were also planted
in the area.for reforestation and windbreaks.

The location of class members is shown in Figure 19.

The over-all evaluation is summed up in the next

section.
The Over-all Evaluation of the Program

In evaluating the over-all program, moderate success
was experienced to date in carrying out the three primary
parts of the project. These were the dairy improvement
program, the soils improvement pregram and the farm machin-

ery repair program. The success may have been due in part

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Figure 19. Location of Soils Class Members.

 

 

 

106
to the procedm'es used to get favorable responses from
people in the comunity.

The school administration has stated several times
that mre good will toward the school has been created in
the area than has existed for many years. This could be
due largely to meeting peOple where they are, rather than
asking them to come to the school and meet school officials
or teachers. In many cases people did not have to dress up
'when going to neighborhood meetings. A certain stiffness
always seems to persist in meetings held at the school.
Only a small percentage of people in the area attend school
functions.

In the director's opinion, some of the reasons for
wide response to the program are listed below:

1. A strong effort was nude to get acquainted with

the people and the leaders of the comnunity.
\ Being friendly and interested in their problems
was always paramount.

2. Leaders and some members of all the agricul-

tural organisations in the area were visited.
Interest in their program was shown on the part
of the director. This led many times to the
coment,"Let us know if we can help in any wq.”
3. The advisory council was an important factor in
building public relations for the program and the
school. First, the advisory council provided an

107
Opportunity for democratic planning at the
I'grass roots" level. A second equally im-
portant outcome of the advisory council was
that first-hand information of program plans
and activities was carried to local communities
by people who helped make the plans. The ad-
visory council members were constant evaluators
of the program.
Through personal calls peeple became familiar
with the director. Although direct mailing and
publicity have a place, nothing can substitute
for face-to-face conversation either in promoting
or keeping a program alive. Kany farmers ex-
pressed unfavorable opinions about agricultural
leaders who spent too much time in the office
and not enough time out on farms. Farmers, in
general, like to have agricultural leaders come
to the farm dressed in suitable clothes for the
occasion.

Calls at the times requested by the farmer
or when the job should be done were always much
more valuable than delayed calls. A compilation
of visits of the director is listed in Table VIII.
The non-farm calls in most cases were calls on
the county agricultural agent or persons connected

with similar types of agencies.

TABLE VIII

SUMMARY OF VISITS AND MILES DRIVEN

BY THE DIRECTOR OF ADUIT EDUCATION

108

 

 

 

 

 

Non Farm Calls Out
Farm Calls in the of the Miles
Calls Community Community Driven
July 1 l 14 814
Angus t 24 27 e 527
September 24 7 15 587
October 56 7 27 794
November 5O 15 26 857
December 54 l 16 679
January 64 7 26 964
February 14 12 52 851
March 27 9 16 414
Totals 254 84 178 6,287
Average
per month 28.2 9.5 19.8 698.5

 

 

5.

7.

109
Telephone calls saved many miles of driving
and considerable time. Sueh.calls were used to
confirm some point or in some cases make im-
portant decisions both locally'and out of the
community. Telephone calls were a good sub-
stitute for personal calls.
Letters and post-cards ranked third in effect-
iveness of getting people to do things. This
mthod is the least expensive and the quickest
way to contact many people. A.summnry’of first
and second class mail sent and first class mail
received is listed in Table IX.
Articles in newspapers rank fourth in effect-
iveness of getting people to do things. Hew-
ever, publicity in newspapers serves more to
inform people about the program. For this
purpose the newspapers are excellent. News of
the program was supplied to and printed by all
the newspapers covering the area. The news-
papers cooperated very well and were anxious to
get the news.
It is important to have an office in which records
and materials can be kept. It is equally impor-
tant to devote considerable time to working out
details and keeping records of activities. The
director does not believe that every hour of the

110

TABLE 13:
FIRST AND SECOND CLASS HAIL SENT AND FIRST CLASS
MAIL RECEIVED BY THE ADULT EDUCATION OFFICE
FROM JULY 1, 1946 T0 APRIL 1, 1947

 

 

 

 

Letters Post Cards Letters Post Cards

Sent Sent Received Received
July 0 0 2 0
August 5 0 l 0
September 70 0 9 1
October 85 0 7 5
November 48 0 12 1
December 7 0 5 2
January so 595 3' 2
February 42 45 6 0
March. 147 57 7 0
'Totals 482 477 50 ll

 

Average
per month 54.6 55 p . 5.5 1.2

 

 

 

 

 

 

 

 

 

 

9.

10.

111
day should be spent out in the community. It
is possible to visit some peOple too often. In
general, the forenoon was spent in the office
and the afternoon in the community.
It was found that people like to meet with their
neighbors in small groups. This activity had
largely ceased, due to consolidation and closing
of rural schools. No adequate substitute had
been.made for the social activities held in the
rural school, although the Farm Bureau discussion
groups are making the substitution in two comp
munities. However, these groups came from a much
wider territory than one school district.

About 20 farmers was the largest group to
attend any of the adult classes at Olivet. In
the same territory, with the eight discussion
groups, 107 people including many women attended
the meetings. Much more sociability was in
evidence at the neighborhood meetings. The group
discussion technique is apparently very necessary
if the community is to be strong, virile, and
creative in comunity improvement.

Local organisations other than agricultural
offered some assistance in developing the pro-
gram but not as much as agricultural groups.

The non-agricultural groups were of help largely

13.

112
in promoting good will.
The government agricultural agencies were always
very helpful. This could be due to the fact
that the director made a special effort to co-
Operate with them. Things were done that helped
in the promotion of some of their programs.
Care was taken to keep the school faculty in-
formed on the program of activities with adults.
The faculty was very interested in the program.
Every person exhibited the greatest degree of
Cooperation in working for the program. The de-
partments of vocational agriculture, farm shop,
and typing were especially'helpful.
An achievement banquet was held at the end of the
winter program. People participating in the soils,
dairy, and farm mechanics program attended. Cer-
tificates from the State Department of Public
Instruction were presented to participants in the
soils discussion groups and in farm machinery
repair classes. An interesting program on soil
conservation followed the presentation.

This banquet was attended by 102 peOple even
though it was a new venture for the Olivet com-
munity. Figures 20 and 21 show part of the
people attending and the presentation of the

certificates.

11}

 

Figure 20. Part of the 102 People Attending the Adult
School Banquet.

.' \

\

  

      
   
 

‘ -

K

  

_’

Figure 21. Supt.‘w. W. Scott Presenting Class Members
. Certificates to the Special Teachers.

1114

In general, the process of doing a job or develop-

ing the whole program was as important as the outcome in

terms of Changes in people.

Some weak points of the program to date are:

1.

2.

The Advisory Council served in somewhat of a
dual capacity with the board of education.

The Advisory Council may be too large. All

the members have never attended any one meet-
ing. The only person never to attend a meeting
was a township supervisor. He has made several
promises that he*will attend.

The program is somewhat experimental and fi-
nanced from sources outside the school. How-
ever, a good feature is that the finances are
channeled through the school administration.
People in some cases wonder if the program will
be continued: after the three-year period. In
the director's Opinion, the school district at
present would not finance the program, because
all available funds are being used. An increase
in local taxes would be necessary to raise the
$5,000 budget required for the adult program.

If more state aid is available, the school admin-

istration and the local people will be favorable

115
to financing the program. This indicates
that the local people do not value the
program sufficiently to pay for it. This
is one person's opinion and the point could

not be proved until a test is made.

1" II III] I i I I'll;

 

Iii
I] II In: I '1‘ '

CHAPTER VIII
SUMMARY AND CONCLUSIONS

The problem in this study was to describe the
development of a program of agricultural improvement
through.adult education in the Olivet, Michigan, com-
munity and to evaluate the results. This program was a
part of Olivet public school educational activities.

The program in the Olivet community had four phases:
(1) to determine the important agricultural problems that
needed attention, (2) to develop a plan of action that would
improve these problem areas, (3) to carry out the plans, and
(h) to evaluate the results.

The purpose of the study was to describe the methods
and techniques used in developing the adult education pro-
gram in agriculture at Olivet. The program was developed
largely with the aid of local people and existing agri-
cultural programs and agencies which‘were local, state and
federal. Another important purpose was to show how the
public school can be more functional in improving agriculture
and building community solidarity.

V Literature reviewed by Hamlin, Aderhold, Mbrgan, and
others revealed that many studies have been conducted to
determine the need for adult education in a rural community,
but few have built a program based on needs and still fewer
have evaluated results. It is on the last two points that

117
the Olivet study was similar to work done by Hamlin but
different from other studies reviewed.

The Olivet community is considered to be that area
which.provides pupils for the consolidated school at Olivet.
This area contains 567 farms, is about 108 square miles in
size, and covers parts of nine townships. The school is a
{Ownship Unit also and receives pupils from 21 sending
districts in eight other townships.

The topography of the land is hilly in most of the
area. The soil is eroded in many sections. Special treat-
ment for soil is needed in three-fourths of the area. Poor
soil has created.problems in crops and livistock production.
This has led to problems in building, implement and home
maintenance.

' The action to be taken in solving the agricultural
problems of the area was decided by an advisory council
of representatives from agricultural organizations in the
community. Data from the 19h0 agricultural census and the
local school department of agriculture, together with
people's opinions were used to arrive at three primary
objectives for the three year improvement program. These
objectives were (1) improving soil, (2) improving the dairy
enterprise, and (3) improving farm equipment and‘bhildings.

A.program'was then put in operation based on the

established objectives.

In the soil improvement program eight special teachers,

118
who were farmers in the area, were trained in weekly
instructional meetings on ten soil problems that they
considered important. These special teachers then conducted
ten discussion group meetings in their local neighborhoods.
One hundred and seven persons were enrolled in the eight
groups. Emphasis was placed on over-all soil conservation
programs for each farm and use of improved soil management
practices. Farmers planned changes in soil practices and
then put these changes into effect with the aid of the
director of the project, the teacher of vocational agricul-
ture, the Soil Conservation Service, and the Extension
Service.
- A demonstration farm was established in c00peration
with other agencies.

One thousand red pine seedlings were planted in the
area.

The dairy program will receive greater emphasis in the
second year. However, during the first year, 20 herd owners
brought milk samples to the Walton school each month to have
local students in agriculture, under the supervision of
Mr. Kerrey, the teacher of Vocational Agriculture, test the
samples and keep the records. A start was made in improving
dairy sanitation and disease control through the taking of
milk samples to be checked for mastitis.

The farm mechanics program was conducted by a special

instructor'who had charge of a war surplus, seven—ton mobile

119
shOp unit which was secured and equipped by the school.
This unit was used in a farmer's shop building and the
Olivet bus garage Where a total of 2h farmers repaired or
reconditioned 51 farm implements with a finished value of
$18,530.00.

Conclusions

There was a reasonably good response to the program.
This may have been due to adult classes held in previous
years by the local department of agriculture and home
economics and to the use of an advisory council. Meetings
were conducted by the local department of agriculture
during World war II, but on a reduced scale because no
full-time director was available.

For the first time in the community an owner sampling,
milk testing project was conducted. This service is limited
largely by the capacity of the local department of agri-
culture to handle such work. An interest in dairy improve-
ment work has been created through this program.

The farm mechanics program provided visible results
quickly. The mobile shop idea was successful and will be
enlarged next year.

Using the advisory council to aid in determining
needs and setting up objectives was very worth while, as the
local people from ail sections of the area had a voice in

planning the program.

120

Special teachers enabledthe program to be spread

to more people. The use of special teachers and the ad-

visory council developed local leadership and initiative

which is important if people are to recognise and solve

their own problems .

There was important social change brought about in

various neighborhoods through the use of the neighborhood

discussion technique .

1.

Implications for a Continued Program

If the methods used in the program developed
during the first year are continued, the
program should enlarge during succeeding years.
About 100 farms were reached in all phases of
the program. There are over 500 farms in the
area. This fact, plus unrealized objectives,
gives a focus to work that should be done in
the future.

Since much of the soil around Olivet has
steadily declined in fertility during the
last 100 years that it has been tilled, there
is a real challenge to change the trend.
Declining soil fertility has an effect on
farmers' income, health and welfare. Hard
work is necessary if the Olivet area is to be

made a prospering rural community.

121
The productiveness of the soil in the Olivet
community will determine whether or not it is to be a
prosperous, progressive, desirable community or an area

that has undesirable economic and social conditions.

BIBLIOGRAPHY

|||lllJ¢|ll.lllllll|l|‘|ll.| 111111:
f

BIBLIOGRAPHY
A. BOOKS

Brunner, Edmund de 8., Com-unit Organization and Adult
Education 5 Five IYear E efiment. Cha W
University of Normaroiina Fess, 19 2, 110 pp.

Bryson, Lyman, Adult Educatiop. Chicago: American Book
Company, 1936, 120 pp.

Cartwright, Morse Adams, Ten Years 3; Adult Education.
New York: The Maclfl'l'l'an Company, I935, 250 pp.

Hamlin, H. L, A Communit Pro am of Agricultural
Education. Iiiini Hnion BooEi'tore, ‘Champ’ifgn,
Iiiinois, 19h}: 137 PP.

lorgan arthur E. The Small Comunit . New York: Harper
'and Brothers',"II.'9lI3_,"3TI.Z"'—p'fi'.”—'z

 

Olivet - One Hundred Years - lath-19M. Published by
Interested Citizens of Olivet. Printed by Lawson
Brothers, Battle Creek, Michigan, 19%. 123 pp.

B . PERIODICALS

Engelking, H. F., ”My Experiences with a General Agri-
cultural Advisory Council," Agricultural Education

lagazine, 19 :192, April, 1947.

Fife, Ray, "Evaluat ing Agriculture in Education-ma Reply "
micultural Education Hagasine, 11436-7, July, 19 .

Hamlin, n. 11., "A Rebuttal,” icultural Education
Iagasinp, 1h:27, August 1951.

Hamlin, H. In ”One Year of Program Planning and Evalua-
tion,” Aggicultural Education lagazine, 16:5h-55,
September, .

Hamlin, n. in, 'Planning and Evaluating in Agricultural

Education,” $icultura1 Education Magazine,
15320h‘205s ’9 e

 

 

 

Hamlin, H. M., 'Three'Years of Program Planning and
Evaiuation,“ icultural Educatiqp_Magazine,
18:36, Septemfier, I9H5,

Loomis, Charles 3., and Glen Grisham, ”The New Mexican
Experiment in Village Rehabilitation," Applied
Anthropology, 2:13, June, 19h3.

 

Ogden, Jean and Jess, ”Present Trends in Community Organ-
_isation,' Adult Education Journal, h:2, January, 19hh.

Scott, M. J., ”Community Study Serves as a Basis for an
Improved Program,“ Agricultural Education Magazine,

19:1h5, February, 19E7.

Voght, Paul L., ”Adult Education in Eastern Nova Scotia,”
Rural America, 17:6, December, 1939.

C . MONOGRAPHS

Aderhold, O. C., Iider Use 2£.Communit ‘ig Buildin ProgEams
of Education, Iddress g ven a rican oca ona
I's'sociation, Buffalo, New York, February 7, 19146,

15 pp.

Lindstrom D. E. Knowi Your Communit Department of
Agriculture Economics, Coiiege oi,Agriculture
ggiv;;sity of Illinois, Urbana. Monograph R.§.E.

a PP-

D . BULLETI NS

BFarm Business Report, Area 5-ADairy and General Farming,"
19h5, Farm Management Department Extension Service,
Michigan State College, East Lansing, Michigan, 16 pp.

May, Clyde, 'Analysing and Planning the Farm Business,”
Farm Management Department, Extension Service,
Michigan State College, East Lansing, Michigan, 31 pp.

125
s. ABSTRACTS

Lyle, Mary Stewart, !A Program of Adult Education to
Promote Democracy in Home and Family Life of an
Iowa Community ' Abstracts of Doctoral Disserta-
tions, Number 0, 1939, Columbus, Ohio: Graduate
School, Department of Education, Ohio State
University, 122 pp.

1*". UNPUBLISHED MATERIAL

Callihan, williem Baufort, 'A.Study of Adult Education
in Agriculture," Thesis M.S., 1939, North Carolina
State College of Agriculture and Engineering,
Raleigh, North Carolina, 125 pp.

Miller, Arthur Simon, IAdult Education Activities in
Dallas County Iowa," Thesis M.S., 1937, Iowa
State College, Library, Iowa State College, Ames,
Iowa, 11h pp.

Neakes, Harold Leslie, I'A.Study of Adult Education in
Southern Cayuga County as Organised at Moravia
Hi School," Special Study, M.S. in Education,
19 0, Cornell University, Ithaca, New York, 86 pp.

Paste, Peter Edward ”Meeting Community Needs Through the
Central Rural School, Special Study, M.S. in
Education, 19h0, Cornell University, Rural Educa-
tion, Cornell University, Ithaca, New'York, 80 pp.

loodhull, James Edward, ”An Analysis of Education Needs
in a Vermont Community,“ Thesis N.S., l9h0,
Cornell University, Library, Cornell University,
Ithaca, New York, 52 pp.

APPENDIX

.I .III I Ill-10 I

9.
10.
11.

13e
1h.
15.
16.

17.
18.
19.
20.

APPENDIXML

SERVICES OFFERED AT OLIVET

Modern food stores
New locker plant with
butchering and curing
facilities

Dry cleaning service
Modern theatre

Banking facilities
(locally'owned)

Hardware stores
Lumber yard

Eleavator and feed store
(elevator at Ainger)

Funeral home
Home appliance

Automobile sales and
service

Furniture store

Car repair service
Gas stations

Farm machinery sales

Farm.machinery repair
service

Clothing shop
Shoe repair
Beauty parlor

Restaurants

21.
22.
23.
2h.
25.
26.
27.
28.
29.
30.

31-
age

33.
3h.
35-
36.
37.
38.
39.
1.0.
1.1.

Drug store

Snack bar

Meat market
Variety store
Electric shop
Floral shops
Jewelry~shop
Insurance service
Barber shop

Construction
contractor

Plumbing

Stock yards
(finger)

Machine shop
Fuel and oil delivery

Livestock dealers

‘Dental service

Medical service
Electrical contractor
Painting contractor
Blacksmith

Six buses stop at
Olivet each day

h2.

ha.
14-h.
us.

APPENDIX.A

Second class post
office
College
Church

Real estate agency

128

(continued)

L6. Newspaper
h7. Job printing

h8. Trucking and exca-
vating services

APPENDIX B
OLIVET BUSINESS.AND PROFESSIONAL ENTERPRISES

Roger Baker's Garage

Bartlett's Grocery

Weldon Bartlett (electrician)

Bib 'n Tucker Snack Bar

Bo-Pa Jewelry

Bishop Brothers Hardware and Lumber Yard
Burkhead's Funeral Home .
Burkhead's Furniture Store (appliances and flowers)
Campbell's Food and Locker Plant
Herbert's College Inn

Herrick's Community Shoppe

E. 0. Corey, Real Estate Agent and Insurance
Dr. P. H. Engle (I.D.)

DeBaun Dairy

Farmers' Grain and Fuel Company

Frank Fleming (611 dealer)

Orville Goodwin (livestock)

Elmer Bern's Gas Station

Jewell's Garage

Janousek's Meat Market

Charles Kendall (shoe repair)

King's Grocery (and service station)
Morgan's Variety Store (and flowers)
Nyers' Barber Shop

Main Insurance Agency

MoAllen‘s Grocery (and service station)
Rev. Thomas W. Nadal.

Norton Stock Yards

Olivet Cafe ,

Olivet Machine Tool Engineering Company
Olivet Optic

Olivet State Bank

Pratt's Plumbing

L. L. Parks and Company

Pine Lake Resort

Noble Ryor (contractor and builder)
Progress Electric Shop

Sours' Drug Store

Smith’s Cleaners (and Flowers)

Starks' Beauty Salon

Starks and Goodrich.(auto and implements)
State Theatre

Ralph Vshs' Service Station

Taylor's Hardware

C. VanNortrick (blacksmith)

Dr. Raymond Nilks (D.D.S.)

linegar's Dairy

lalcott's Olivet Insurance Agency

APPENDIX C

FACULTY AND SUBJECTS TAUGHT AT WALTON TOWNSHIP

UNIT SCHOOL, OLIVET, MICHIGAN, 19146-147

‘lalter M. Scott
Lillian Welcott
Thomas Kerrey
Mary Ellen Wood
Gordon McAllen
Lyle Beardsley
'Donna Binkhorst
linifred Linsday
Martha Trainer

Harold Johnson
Lenice Kipp
Olive London
Samuel Robinson
Alice Fletcher
Martha Turpen
Ruth Bugbee
Bernice Montague
Agnes Halsey
Moreen Zeluff
Florence Ledyard
Mary Grimm

Hazel Heisler
Malter P. Schroeder

Superintendent
Principal (acting)
Agriculture

Home Economics
Science, Coach
Commercial
Librarian

English

History, Latin,
Home Economics

Manual Arts, Farm Shop
Junior High

Girls' Physical Education
Band

Vocal Music

Grade
Grade
Grade

Grade

N: on J? \n‘ ox

Grade
Grade 1
Kindergarten
Grades 5 and 6
Adult Education

APPENDIX D

SUBJECT OFFERINGS BY YEARS IN HIGH SCHOOL
WALTON TOWNSHIP UNIT SCHOOL

19h6-h7

Ninth.Grade

Agriculture I
Algebra I
Biology
English

Latin I
Homemaking I
Manual Arts
Band

Tenth Grade

Agriculture II
lorld or European History

Homemaking II
Farm Shop

 

English. Business Training
Latin II Geometry
Band

Eleventh Grade
Chemistry Trigonometry
Physics Business Training
United States History Shorthand I
Economics Typing I
Ame rican Government Latin I

Modern Social Problems
(American Literature
Advanced Algebra

Band

Homemaking III
Agriculture III
Advanced Shop

Twelfth.Grade

Chemistry

Physics

American Government
Economics

Modern Social Problems
English.Literature
Band

Advanced.A1gebra
Trigonometry
Shorthand II
Typing II

Latin II
Agriculture

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men.» HH mmm « mum.H n HnN.H sagas:

was a HvH mH 3H a «S mfipsomos as
hobo no mnpnoa
m unouaon one once

Hapoa seam ooH Haas uHoHoxoogm scam nopHaa

 

 

Adena.“ unoov M ”0.29.34

136

 

 

meH.nn mH Hen.m HH mam.HH m mnm.nH gonads

was a meH mH moH 0H msH manscass manna
onpdoa o
Hobo vndn_no muoano

was HH mmH HH meH n mmH qupnons

nanny .uomHma

was a oeH nH mmH m HmH qupsoqon mason
mama so hapanom had

bso.He n mso.HH o omw.nH s mmn.nH H.mnHv anon» Hoos

mme.m n Hmm.H m mom.H 0H emm.H anon» Bonus:

noH o Hm m\H OH on Am\H OH on wchuodos manna
manna unswa one goonm

emH.¢ m esn.H e mem.H o mom.H possum

beH NH co m mm NH as quuaomop magma
nose bonpo

mnH.H N mom m one n mow pagans

eeH m H« m on m\H a no qupnomon mans“
uobo mauflnoow

mmo.m p mbm.H e mam.m b .wbo.H sagas:

aoH a me a mo HH on qupsoaos assay
mobm

Hupoa scam ooH scum eHoHuaoosm Hqum nopHug

 

 

Avofiadpcoov M Nanmmm<

157

 

 

mom.» nH 0mm.H e om>.m m ooo.m mono“
are m omH omH «pH wchsommn magma
monomndm HHw
pom qupmobHofl naoo
Hm» H owe m ooH m HnH possum
em n mH m 0 HH a qupnoqos mass“
comHmm
noH OH be n ma HH mm segues
mm m mH s 0H 0H s qupsomon menwu
uqon.no mnpnoa
o Hobo oxenn
m>N.H m boo NH om m mow Hogans
NH OH m m m 0H m wchnoQon mafia“
comem
m¢H n mm m on 0H mm bonadq
mH HH 0 o s 0H m qupsomos mans“
cams no mnpnos
w Hobo whoxnsa
om>.>m HH mnm.o oH >m>.m m Hmm.HH papaya
«Hm N\H NH as a HHH m mmH mchsumon magma
eHom
www.mn m mHn.mH m m>¢.om n oom.mm banana
mmw HH HmH HH eeH n bmH wchnomms mass“
comHam
Hapoa anm 00H Haum UHoHuHoogm xqam noaHaa

 

 

Avodnfiocbov m Nanmmm4

158

 

 

nom.¢ nmm.e mHmnmup

me fimH .moboo

«H w m NH mchnomon mabom
noon; wnHamw

HNH.NN NH no>.NH o Non.Nn NH on¢.NN mHonmsn

eNN.n NH Hoo.H m NNN.H 0H Nm¢.H uoaoa

ONN HH NN HOH bNH Nchnoaos magma
usage nonnHa

nan HH NN NHH NHH Nanpogos magma
commons» pawn;

H b m m m mg n no mo .H 293%
connobnu NcHdnw_coKH2

ON» a No «NH NN memos

m¢ 0 HH mH 0H wannogob mama“
noocom boa use
Ho vouwbw Ho “Ho powwow

NH NNH.H NNN.N >H¢.n use»

sow NH NHH own How mouse

NHH NH NH He mm Nchnammn massu
oonHm you use

NHN.HNN o amp.oo NNN.NN oHo.NN mHmnmsp

NNN.m NH Hmo.H N0N.N omo.N noses

sow N\H N NHH HNH NNH NcHuhuqohnnasz
nHmbw
bow manmobnds aboo

Hmpoe Hawm ooH Hamm cHoHNHoosm qum sepHsa

 

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159

 

 

mom ban mo Nqop

mbm mom or Nomad

an H» m qupnomop Nanak
hon HobOHo boobm

NNN.N NH NHN.H NH «HN.H N Nn«.H use»

HN«.N NH NNN oH NNN «NN mouse

HNN NH NN Nb N NN NquuoNos msNNu
Nan sNHNNHN

mm¢ HH mm mHm mmH anon

NNN N «N o«H «NH memos

or N NH NN NN NNHNNONNN Nessa
has you
NobNN Nosfion Hoscad

or N no 0H NoHoN

HH H r « waHpbomon Nana“
UNSNonnpas.ooh pad 950

NNN.HNH NH NNN.NN N NNN.«N NH n«H.oN mHonNsn

NN«.« «H NNo.H N NNN.H N NNN.H NoNoN

NNN HH NN NNH NNH NngNoNon «sumo
.nHobw bow Nonmobne

NNN HH NNH NNH NNH NNHNNONNH Nahum
. I sumo

Hapoa Hnsm can mean NHNHNHooNN Haum soNHsb

 

 

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Avofifldnnoov fl HHQZMMMd

140

 

 

H. m m mg a Bno .H Nana.“
commons» usoaaxosm

«NN.« NH «NN.H >HN.H NNN.H NHonNsn

NNN N NNH NNH Nb Noses

NN N\H N NN «H «H NchnoNon assay
connonnp ohm

NNN.NH H HNo.N NNN.« NNo.N aHonusn

0mm H nnH HHm «om Nobod

N H HN on NN N5 98% .H ”5......
commons» NNHNNN

w b m m m Nahum
has NHH;

NOH b mm o« anon,

HOH 0 H0 om nohoo

om. b N N m 9: upon o .H mad.“
as: New» scape HHN

NN NN NH «no»

mm Ha Hm Nomad

0H HH m m n qupnom a Nanak
hon nHan HHNam

N«N.« HH NNN.H NH NNN.H HNN.H snob

NNN.« H NNN.H «H «NN.H «NN.H nouns

NNN H NHH NN NNH NE a 3N: Nata
uoNHa Ho on0Ho
hon bnpoeHu and nobOHo

Hauoa Hasm ooH xqam «HoHuHoon anam quHag

 

 

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P.| I ll" IIIII

 

141

 

 

 

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N\H «NH H N\H H« NN NN moped
NH H « N N NNHNNNNNN Neusu ..
4 andN you
«poop adwzm

NHN.N« H Noo.«N «NN.N «HN.N «Hogans

N\H No« N NNN N\H NN N\H «N menus

H«« NH NNH N«H NNH NaHNnoNNN Nahum
Noonwpom HNHNH

Hupoe Haam ooH Haam NHNHonoNN aqua ,NONHNN

 

 

1|} 111114!

AcosqunooV m_anzmmm4

APPENDIX F
SURVEY OF HOME FARMS OF VOCATIONAL
AGRICULTURAL STUDENTS AT WALTON TOWNSHIP
UNIT SCHOOL, 19h1-h2
* OLIVET, MIGHIGAN

 

 

 

TABLE I
1==========E:— Number ANBT;:;f7:::f===:::::::f===
. Total Farms Per Farm of Farms
Crop Acres Reporting Reporting Reporting
Alfalfa 25k 19 13.u 79.0
Red clover 53 16 20 66.7
Mammoth clover 181 7 25 29.0
Sweet clover 0 O 0 0
Soybeans hay 20.5 2 110.2 8.5
Mixed 18 2 9 8.5
Other 5 1 5 h.1
Red clover 93 6 15.5 25.0
Mammoth clover 75 h 18.7 16.6
Corn grain 500 23 21.7 95.8
Corn silage 111 9 12.3 57.5
Oats h20 23 18.5_ 95.8
wheat 537 22 15.6 91.6
Barley 67 7 9.6 28.0

 

APPENDIX F (continued)

TABLE I (continued)

145

 

 

 

 

Number Average Acre Percent

Total Farms Per Farm of Farms

Crop Acres Reporting Reporting Reporting
Soybeans grain 5 1 5.0 4.1
Beans 544 16 21.5 67.0
Sugar beets 7 l 7.0 4.1
Potatoes 0.5 16 .6 67.0
Sudan grass 2 l 2.0 4.1
Legumes 803 25 59.1 95.8

 

 

 

Afi

144

APPENDIX F (continued)

 

 

 

TABLE II
:: Average
Number Number Percent
Kind of Total of Farms Per Farm of Farms
Breeding Stock Acres Reporting Reporting Reporting

Dairy cows 212 10.1 21 87.5
Beef cows 56 9.5 7 25.0
Mature bulls 16 1.0 15 62.5
Heifers 52 5.2 21 87.5
Calves 84 4.7 18 75.0
Steers 22 5.1 7 29.0
Colts 20 2.2 9 57.5
Stallion
Breeding ewes 610 61.0 10 41.6
Feeder lambs
Brood sows 65 5.5 19 79.0
Bears 6 months 5 1.0 5 12.5
Pigs raised to
200 lbs. 551 29.5 12 50.0
Hens 1,424 74.9 19 79.0
Pullets 1,225 102.0 12 50.0
Broilers 780 195.0 4 16.7
Turkeys 170 85.0 2 8.5
Geese 5 2.5 2 8.5
Ducks 6 6.0 1 4.2

 

 

IIIIIII

sssssss

IIIIIIIII

.........

145

APPENDIX F (continued)

TABLE III

 

 

Number Percent
Reporting Reporting

 

l.

5.

4.

5.
6.

8.

9.
10.
11.
12.
l5.
14.
15.

Do you have fields that are
in need of drainage

How many acres have you lined
in the last five years

How many acres of legumes
have you plowed under in the
last five years

How many acres of fall plow-
ing do you average
Do you purchase feed

Keeping individual production
records of dairy cows

Feeding cows in proportion
to individual production

Feeding commercial mixtures
for grain

Selling cream

Selling whole milk

Using complex mineral

Using special tonic feeds
Furnishing minerals to calves
Raising own heifers

Testing regularly for
Bangs disease

19

465 A.
18 farms

1,495 A.
19 farms

210 A.
15 farms

10

19

15

79.0

75.0

79.0

54.0
41.6

25.0
57.5

25.00
25.0
70.8
20.5
25.0
55.2
79.0

54.0

 

APPENDIX F (continued)

TABLE III (continued)

146

 

 

 

Number Percent
Reporting Reporting

16. Feeding dry grain mixtures

to calves 20 85.2
17. Disinfecting navel of new

born calf with iodine 5 20.8
18. Feeding hay and grain to

calves fed skim.milk 18 75.0
19. Clipping tail, flanks,

udder and underline of cow 2 8.5
20. Testing regularly for

tuberculosis 14 58 .0
21. Culling the poultry flock

regularly throughout the year 8 55.2
22. Culling the poultry flock

once a year 12 50.0
25. Purchasing vigorous chicks

from a certified hatchery from

stock that has a definite

record of production 15 62.5
24. Cleaning and disinfecting the

brooder house before placing

chicks in it 20 85.2
25. Raising chicks on ground not

used by poultry the previous

year 8 55.2
26. Keeping chicks and older hens

separated 18 75.0
27. Removing and killing all sick

chicks 19 79 .0

APPENDIX F (continued)

TABLE III (continued)

147

 

 

 

Number Percent
Reporting Reporting

28. Cleaning and scrubbing the

laying house with hot water

and lye twice a year 5 16.6
29. Seeding the range for

chickens to alfalfa 5 12.5
50. Placing netting under the

roosts to prevent hens from

walking in the droppings 6 25.0
51. Spraying the laying house

with a disinfectant after

cleaning 11 45.8
52. Feeding a ration of home-

grown grain 17 70.8
55. Furnishing some sort of

green feed for the flock during

the winter, preferably alfalfa

or alfalfa chaff 17 67.0
54. Treating the flock for worms

if affected 9 57.5
55. Treating the flock for lice

and mites 15 45.0
56. ilaintaining a system of

lighting for the laying house 4 16.6
57. Replacing old hens with pullets

each.year 17 70.8
58. Providing grit for the laying

flock 16 67.0
59. Breeding and raising all hogs

fattened for market 16 67.0

 

APPENDIX F (continued)

TABLE III (continued)

148

 

 

Number
Reporting

Percent
Reporting

 

40.

41.

42.

45.

44.

45.

46.

47.

48.

49.

50.

Buying pigs to be fattened
for market

Keeping a good.mineral
mixture before hogs at all
thnes

Keeping or selecting pigs for
breeding purposes from large,
healthy litters

Scrubbing pen and sow with
warm water before farrowing

Disinfecting farrowing pen
after farrowing

Placing pigs on pasture not
used by swine the previous year

Feeding tankage or milk regu-
larly to brood sows and.market
hogs

Feeding legume hay to sows
during the winter

Placing the sow and suckling
pigs on pasture as soon as
weather permitfl (within 7-10
days if possible)

Painting the sow's udder to
prevent anemia unless on
pasture

Eliminating external parasites
with applications of used
automobile oil

18

14

15

15

10

20.8

20.8

75.0

12.5

55.2

58.0

54e0‘

62.5

8.5

41.6

 

APPENDIX F (continued)

TABLE III (continued)

149

 

 

 

Number Percent
Reporting Reporting

51. Providing a guard.rail inside

farrowing pen 4 16.6
52. Treating sheep to prevent

worms 7 29.0
55. Feeding ewes grain for about

a month previous to lambing

season 10 41.6
54. Providing plenty of pasture

four weeks previous to start

of breeding season 6 25.0
55. Docking lambs at 10-14 days

of age 8 55.2
56. Castrating lambs at 10-14

days of age 8 55.2
57. Feeding lambs cruShed oats

and corn in a creep to which

the ewes do not have access,

at three weeks of age 5 12.5
58. Trimming all ewes carefully

about the rear parts and eyes

previous to lambing 8 55.2
59. Dipping for ticks and lice

not less than one month

after shearing 4 16.6
60. Hauling out manure daily 6 25.0
61. Reinforcing manure with

superphosphate 5 12.5
62. Testing soil on your farm for

nitrogen, phosphorous and

potassium. 5 20.8

 

APPENDIX F (continued)
TABLE III (continued)

150

 

 

 

Number Percent
Reporting Reporting
65. Testing soil for lime 12 50.0
64. Planting rye or some other
cover crop in cultivated
fields in the fall to prevent
erosion during the winter 2 8.5
65. Having available a shop building
in which to repair farm machinery 15 54.0
66. Varying the amount of feed fed
to horses in accordance with
amount of work they do 16 67.0
67. Keeping a definite system of
farm accounts 15 54.0
68. Carrying sufficient insurance
to protect farm business: 5 12.5
Life 10 41.6
Fire 20 85.2
Tornado 20 85.2
Animal 11 45.8
Crop 11 45.8

 

 

\ ‘ Ill" 1 'll

llllll

APPENDIX F (continued)
TABLE IV
HOME FARM SHOP INVENTORY

 

 

 

Number Percent

Reporting Reporting
Anvil 10 41.6
Post-drill 5 20.8
Emery Wheel 10 41.6
Forge 5 20.8
Level 18 75.0
Planes 16 67.0
Saws 22 91.6
Chisel 21 87.5
Grindstone 16 67.0
Soldering outfit 14 58.0
Screw plate 4 16.6

Electricity in shop 8 55.2

 

 

l E 1 i ’ 4‘. I. 'II A

 

l‘.|. [Illll . ll
Ill-I‘ll]! Ill. ll 5! 'IIII'I

.......

It."

APPENDIX G

ADVISORY COUNCIL MEMBERS FOR THE ADULT EDUCATION

PROGRAM AT OLIVET, MICHIGAN

Name

 

Ray Baker

Art Bishop

Mrs. Dorothy Branstrom
Clyde Butterfield
Ray‘DeBaun

Lyman Chamberlain
Darius Goodrich
Ivan Goodrich
Albert Hansen

R. L. Helm

Burl Henry

Wayne Hookway

Miss Elizabeth Hunt
Leonard Johnson, Sr.
Hans Kardel

Tom Kerrey

Keith King
Clair Lake

C. B. Loomis

Organization Represented

 

Supervisor, Walton Township
Olivet Chamber of Commerce
Eaton County Extension Service
Partello Grange

School Board

Eaton County Health Department
Olivet Grange ‘
Supervisor, Brookfield Township
Olivet Grange

Calhoun County Extension Service
Calhoun County Extension Service
Dark Corners Community

Eaton County Health Department
Five Corners Farm Bureau

Eaton County Extension Service

Department of Vocational
Agriculture, High School

Emma Grange
Special Teachers (training)
Olivet College

155

APPENDIX 0 (continued)

EEEE.

Earl Hidlan

Dr. G. C. Stucky
Halter I; Scott
Hrs. Therese Tordt
Halter Schroeder
Orville Eishen
Harold Johnson

0rganization.Represented
Supervisor, Lee Township

Eaton County Health Department
Superintendent of Schools
Calhoun County Extension Service
Adult Education Program

Olivet Farm Bureau

Shop Instructor

APPENDIX H
MINUTES OF SEPTEMBER, 19h6, ADVISORY COUNCIL MEETING

An advisory council of community leaders has been
formed to assist with planning and evaluating the Adult
Education Program for the Olivet area. The council held
the first meeting Tuesday, September 2h, at the high school.
Representatives from various community organizations attended
this meeting at the invitation of the board of education of
the Walton Township Unit School. However, any interested
persons are welcome to attend all meetings of the council.

Purposes and the origin of the Adult Education
Program were discussed by Superintendent W. W. Scott and
Director Walter Schroeder. Although the program is to be
comuhity-wide, the discussion for the first meeting was
centered largely on agriculture. Mr. Schroeder presented
figures on land and building valuation of two townships in
the area. Special reference was made to the ranking of
these townships to other townships in Eaton county.

The important agriculture enterprises of the Olivet
area and the things that farmers expect to receive from the
income of those enterprises were listed by the group. Such
things as home conveniences, labor-saving machinery and
education were mentioned. Some time was given to deciding
how these needs could be achieved. Such methods as organ-

izing farm machinery repair classes, h-H clubs, and home

155

APPENDIX.H (continued)

demonstration clubs, studying dairying and helping organ-
isations in program planning were listed. It is to be
the purpose of the Adult Education Program to carry out

a satisfactory program that will meet the needs of the
peeple in the community as decided by the council. A1-
though.the program is centered in the Olivet school,
existing agencies and programs will be used in developing
the work. Emphasis was placed on assistance and informa-
tion available at the Adult Education Office for organ;
isations and individuals.

Several times members of the council mentioned the
need for the meeting of neighbors and other people in the
community in a more adequate social program. Special
reference was made by one member to the need of organ—
isations for help in building attractive programm for
youth. Subjects brought up to be discussed at the next
mneting were the situation of part-time farmers and school
reorganisation. «Also officers for the council will be
chosen at the next meeting to be held Wednesday, October 50,
at 8:00 p.m. in the agricultural room of the high school.

. 1 A] |II.I.I. A «fit.
1 III-l

APPENDIX I
MINUTES FOR THE OCTOBER, 19%, ADVISORY COUNCIL MEETING

The Olivet Adult Education Advisory Council, at
the October meeting,discussed farm shOp work and suggested
that a mobile or I'traveling shep" be built and used in the
Olivet area. Such.a mobile shop will be equipped with a
forge, acetylene welder, and carpenters' and mechanics'
tools used on farmn. The purpose of such.a shop is to
instruct farmers how to install plumbing, build.small
farm equipment, wire for electricity, care for, repair,
maintain, and operate farm machinery, remodel farm build-
ings and home, install home conveniences and do any other
mechanical Jobs related to the farm.

Such.a shop will be brought into neighborhoods
one or two day: a week where there are enough farmers
interested in shop work and where a suitable building can
be used as a work area. A.trained person will be with
the shop at all times to provide instruction in all
phases of farm mechanics work. The work will be brought
in or constructed wherever the tools are located.

Council members stated that there is a great need
for such.repair work in the area and much work is being

held up because of a lack of material. Dealers, however,

)1. I! llllfllll ll , I ,lile in

 

 

157

.1

APPENDIX I (continued)

are able to supply increasing amounts of farm supplies
and parts that will be needed in such a program.

Inprovement of soils through a soil conservation
program and improvement of dairy herds were two other
large farm problems that require attention. Council mem-
bers stated that work with individual farmers and small
groups should be increased.

The council elected L. E. Johnson, Sr., for chair-
man and Tom Kerrey for secretary. Members attending the
meeting were Wayne Hookway, K. W. King, Ivan Goodrich,

I. C. Butterfield, Orville Eishen, John Hilde, Albert
Hansen, C. B. Loomis, W. W. Scott, Ralph Helm, T. H. Kerrey,
L. E. Johnson, Sr. , Art Bishop, G. A. Wegner, Marjorie
Grove, Lucille Bunn and Anita Miller.

The next Advisory Council meeting is scheduled
for Wednesday, December 11, at 8:00 p.m. in the agri-
cultural room of the high school.

APPENDIX J
MINUTES FOR THE DECEMBER, 19h6, ADVISORY COUNCIL MEETING

The December meeting of the Olivet Adult Education
Advisory Council'was held in the high school agricultural
room with L. E. Johnson, Sr. presiding. Mr. Johnson was
elected chairman of the group at the last meeting. Sec-
retary Tom Kerrey read the minutes of the previous meeting.

Chairman Johnson called on Walter Schroeder, the
director of the program, to give a progress report. Mr.
Schroeder stated that the D.H.I.A. program was well under
way with twentyafive herds being tested by agriculture
students under Tom Kerrey's supervision. Most of these
herds were in Eaton No. 3 D.H.I.A. who were not being tested
because no man was available to do the work. December is
the third month of the testing program.

Mr. Schroeder reported that two suitable shops have
been located in the rural area where farm mechanics classes
will be held. Organization of these classes is under way.
Such a class also will be held at walton Township Unit
School in Olivet. '

\ Considerable discussion followed on the soils phase

of the adult education program.

159

APPENDIX J (continued)

Five general areas of soil improvement were
suggested as follows:
1. Complete soil conservation plans in operation
on 20 farms.
2. Ten or more improved practices in effect on
80 farms.
5. Test soil for nutrient deficiencies for all
farmers requesting such services.
A. Conduct demonstrations in test strips, fer-
tilizer plots and run-off plots.
5. Improve health through improved fertility of
the soil on 50 farms.
0n the last item the group suggested that Mr. Jensen
of Michigan State College could give some help. Considerable
discussion was held on the relationship of animal and human
health as it is related to soil fertility. More work should
be done locally on this problem. If farm produce cannbe
improved nutritionally then follow-up should be done in
advertising and marketing of the produce.
Emphasis was placed on small group meetings and work
with individual farmers as methods of solving soil and other

problems.

160

APPENDIX J (continued)

Members present were Mrs. Branstrom, A. Hansen,
D. Goodrich, R. DeBaun, C. Inks, L. E. Johnson, Sr., H.
Johnson, W. W. Scott, T. H. Kerrey, and Walter Schroeder.

Visitors were Arnold Branstrom, Ralph Wenrich,
Director of Vocational Education for Michigan, Harry
Nesman, Chief, Agriculture Education, State Ebard.of
Control for Vocational Education and Dr. Harold Byram,
Professor of Agriculture Education, Michigan State
College.

The next meeting of the Council is to be held
Thursday, February 6, at 8:00 p.m. in the agricultural
room of the high school.

APPENDIX K
MINUTES FOR THE FEBRUARY, 19h7, ADVISORY COUNCIL MEETING

The Adult Education Advisory Council met Thursday,
February 15, at the walton Township School. Chairman
L. E. Johnson, Sr., called on W. P. Schroeder for a report
of activities up to the present time. Mr. Schroeder
stated that there are three programs in operation as follows:
(1) milk testing for twenty farmers, (2) farm machinery
repair now operating at the Olivet School and (5) eight
soils discussion groups with 108 persons enrolled. Pre-
ceding the report some colored slides were shown of acti-
vities in the program.

Fbllowing the report there was some discussion on
reforestation in the area where land was suited to such use.
It was decided to make an effort to provide trees for rural
schools, civic organizations, farmers, and others who could
use such trees for forest plantings or windbreaks.

Some discussion followed on the problem of rural
health and the importance of maintaining soil fertility to
provide nutritious products to make healthy people.

After discussing h-H work in the community, the
council felt that locating the training leaders was the
first problem.

162

APPENDIX K (continued)

Cookies and cake were served in the cafeteria
following the meeting.

The following people were present: Ray Baker,
Art Bishop, Ray DeBaun, Lyman Chamberlain, Darius Goodrich,
Albert Hanse, Burl Henry, wayne Hookway, Miss Elizabeth
Hunt, Leonard Johnson, Sr., Hans Kardel, Tom Kerrey and

Walter Schroeder.

 

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APPENDIX M

DAILY STATISTICAL AND ACTIVITY REPORT
ADULT EDUCATION PROGRAM
WALTON TOWNSHIP UNIT SCHOOL
OLIVET, MICHIGAN

DATE

 

 

 

Local phone calls (inl
Local phone calls (out)
Long distance calls (in)
Long distance calls (out)
Letters received

Letters sent

Bulletins given

 

Office callers . Purpose Assistance given

 

 

 

 

 

Calls in community Purpose Assistance given

 

 

 

 

liles driven

 

meetings attended Place Purpose Assistance

 

 

Conferences attended out of community

 

APPENDIX N

NEWS RELEASE, FEBRUARY 28, 191.7
WALTON TOWNSHIP UNIT SCHOOL

Carl Perry of the Eaton County Drain Commissioner:
office; Raymond Brigts, Calhoun County Drain Commissioner;
George Salsbury, Eaton County Soil Conservationist and
A. T. Lawrence, Calhoun County Soil Conservationist
attended the soils discussion leaders meeting this week
to ddscuss local soil drainage problems. The legal
aspects of constructing and maintaining drains, the needs
for and locations of drains were discussed. These topics
will be discussed in local groups next week.

Don LeCureux, student teacher at Olivet, had charge
of the meeting. Mr. LeCureux also presented a demonstration
on soils and plant tissue testing. He outlined the need
for testing for lime, nitrogen, phosphate and potash. He
also told farmers how they could make some of these tests.
Considerable interest in plant tissue testing was Shown as
this is a new method of determining soil nutrient needs.

W. P. Schroeder will demonstrate soil and plant
tissue testing for local groups. Both kinds of testing will
be done for the farmers by Mr. Schroeder at the school.

171

APPENDIX N (continued)

The subject for next week will be ”Plans for
Action." This will involve the summing up of all the
previous topics and deciding what should be done to save
and improve the soils of the area.

The farm machinery repair ch as has been extended
one week and.will operate at the Olivet garage through
Friday, March 7.

1.

3.

4.

5.

APPENDIX 0
OUTLINE FOR SECOND SOILS DISCUSSION MEETING
The Total Farm Plan for Soil Conservation

What is the condition of the soil in our area?

a. What is the meaning of soil class I, II, III,
IV, V, VI,-VII, VIII?

b. What is the meaning of land use capability?
c. What are the soil hazards in this neighborhood?

d. What and how many of acres of each soil class
exist on my farm?

What soil problems can be solved on each farm with-
out affecting neighboring farms?

What soils problems affect two or more farms in a
neighborhood?

What are the general soil problems of the area?

How can some of the problems be corrected? (General
changes) .

175
APPENDIX 0 (continued)

6. What is the value of a total farm plan that
considers soil, livestock, labor, buildings,
etc.?

7. What is the purpose of Soil Conservation Service?

8. How can the S. C. S. assist in solving local
soil problems?

9. Conclusions to be reached:
a. Plan proper use of the soils.
b. A long time plan should be considered.

c. All the problems cannot be solved'by the
farmer for an individual farm.

d. The Soil Conservation Service will give
detailed assistance to farmers requesting
the service.

10. Bring an outline map of your farm to the next meeting
showing where the different soil classes lie and
some of the problems on the farm.

APPENDIX P
SOIL IMPROVEMENT PRACTICES
(This is a copy of the check list developed and

used by special instructors in neighborhood
classes for local farmers.)

 

 

Place an X in the appropriate Need'

column at the right after each Doing Plan More

practice. Now to Do Informa-
tion

 

l.

5.

6.

. after first cutting with 200-500#

Test permanent pasture soil
and fertilize or lime as needed

Establish one acre of alfalfa-
brome pasture for each milking
cow

Test soil for lime and fertilize
as needed

Use sudan grass for emergency
hay and pasture

Use soy beans for emergency hay

Sow 100# of 0-20-20 or equivalent
per acre at seeding time in
heavy soils for each year seeding
is used

Sow 300# of 3-9-18 or O-9~27 on
light soil at seeding time

Top dress seeding on light soil

of 0-9-27 or 9-12-12 per acre
every other year

When pasturing alfalfa-brome or
sWeet clover, clip if crop ap-
proaches seeding stage

 

 

 

 

APPENDIX P (continued)

175

 

 

:94:
Need
More

Doing Plan Informa-
Now to Do tion

 

10.

11.

12.

13.

14.

15.
16.

17.

18.

19.

20.

21.

Plant rye-grass and sweet
clover in last cultivation
of corn

Plant cover crops in culti-
vated crops, especially corn

Seed a legume in every
grain crop

Use high percent of legumes
as a cover crop

Plow under green crop before
seed stage

Always keep a crop on the soil

Apply 6-8 tons barnyard manure
per acre before corn

Apply 0-20-0 in soil on whidh
manure has been applied

Top dress wheat with barnyard
manure

Watch for hunger signs in crops
and fertilize when needed

Test soil and plant tissue for
N, 3 and K and fertilize as
needed

Strive to sow an average of
100# of fertilizer per tillable
acre per year

 

 

 

 

APPENDIX P (continued)

176

 

 

Doing
New

Plan
to Do

Need
More

Informa-
tion

 

22.

25.

24.
25.

Develop and use a good
cropping program

Develop a cropping program
to fit the soil and produce
needed crops

Provide adequate drainage

Cooperate with neighbors
on drainage problems

 

 

 

 

 

APPENDIX.Q

(This isza sample of monthly reports submitted to the
Board of Education of the Welton Township Unit School.)
ADULT EDUCATION PROGRAM
MONTHLY REPORT
NOVEMBER 1, 19146 - DECEMBER 1, 19h6

Three important parts of the agricultural improve-
ment program were developed in November. One part was in
planning and the other two were in action.

In two interviews with men in the sociology and
anthropology department of Michigan.State College we decided
to make several Surveys in this area to determine:

1. What all people in the different areas and

neighborhoods are thinking about as it applies
to this program.

2. What people think should be done to improve the
present situation and how the changes should take
place.

3. What cleavages exist in the area by using a
questionnaire with high school students.

Dr. C. P; Loomis, Dr. Schuler and Dr. Thaden will

direct this work. The results will be of importance in

giving direction not only to the Adult Program but the

178

APPENDIX Q (continued)

whole school program from the kindergarten through the
twelfth grades. .

The milk testing program became a reality when herds
of 25 farmers were tested for butterfat by students from the
department of vocational agriculture under Ur. Kerrey's
supervision. The first meeting was held November 19th
with.F. F. A. boys and herd owners present to discuss
common problemS. Monthly meetings will be held in the
future to discuss dairy farm problems. . g

The third activity that is developing is the use of
a mobile shop unit in the rural area. A six-ton, surplus
(new), four—wheeled, navy mobile shop has been secured by
the school for transportation charges. most of the tools
were removed by another school. However, a Barrett brake
drum lathe and lining riveter with all the attachments, an
air hammer and a portable hydraulic press with attachments
are with the unit. A Wyllis motor powered 110 volt generator
and air compressor are in a separate unit on the front of
the unit. All the equipment works perfectly. A valve
refacer is yet to be secured. All tools, not including the

motor, generator and air compressor, carry a value of about

$1,000.

179

APPENDIX.Q (continued)

Three sheps have been located in which to use this
unit. One is on the farm of Vern Dowding near Narrow
Lake. The second one is on the farm of Robert Mclanus
near the Boody School and the third one is on the farm of
L. E. Johnson. Vern Dowding has consented to teach classes
in farm shop work in these places using this mobile equip-
ment. Instruction will be given in the areas listed in the
general outline of the program. ‘Work will begin about
January let.

This activity should do these things:

1. Teach farmers how to do the mechanical jobs that
they should know how to do. I

2. Provide better farm equipment to do a more
effiCient job of farming.

3. Provide cash, in money saved, to buy much needed
home conveniences, more machinery, food, clothing,
education and other things to make farm life
better.

A. Provide labor-saving devices to make farming
easier.

Classes in farm machinery repair will be offered at

the lalton Township Unit School about Janumsy 6. Soils

180

APPENDIX Q (continued)

classes are being organized by Mr. Kerrey. "Other soils

classes to be taught by special teachers will be started

about January 6 in outlying areas.

For consideration of the Board of Education:

1.

2.

A.limited amount of equipment is available at
the school to put on the mobile unit. There
is a great deficiency of power tools. we are
working to get some of these. There is also
a shortage of hand carpentry tools and some
mechanics tools. Fifty dollars would be a
start in securing some of the items. A local
hardware store will give the school excellent

prices.

Some cost will be attached to making the surveys

mentioned above.

Should the cost be chargedéto the funds of this

program?

Respectfully submitted,

walter P. Schroeder

APPENDIX R

(This is the first semi-annual report presented
to the Advisory Council)
ADULT EDUCATION PROGRAM
SEMI—ANNUAL REPORT
AUGUST 1, 19k6 - FEBRUARY 1, 19h?

With the passing of six months several phases of
the Adult Education Program have been developed. With
the aid of the Olivet Board of Education and the Adult
EduCation Advisory Council three projects in community
betterment have been inaugurated. These are:

(l). The Dairy Herd Improvement Program.

(2). The Soils Improvement Program.

(3). The Farm Machinery Repair Program.

The first project to be started was the Dairy Herd
Improvement Program. This program is a special service to
the farmers of the area who want herds tested at this ttme
when regular D.H.I.A. testers are not available. This is
an owner-sampling type of testing with the testing and
computing done in the school by the agricultural students
under the supervision of Hr. Kerrey. Twenty farmers are

receiving this service which was started in October.

182
APPENDIX R (continued)

The council considered that the soil conditions of
the area needed attention. An intensive conservation
program was suggested. Through the coOperation of the
Extension Service and the Soil Conservation Service in
Eaton and Calhoun Counties, the program was started in
January. The method of solving local problems through
neighborhood discussion groups was put in action.

Eight neighborhood groups with local leaders were
started in various parts of the Olivet community area.

The goals for the soils program*which.were suggested
at the last Advisory Council meeting are as follows:

A 1. Complete soil conservation plans in operation
on 20 farms.

2. Ten or more improved practices in effect on

80 farms.

3. Test soil for nutrient deficiencies for all

farmers requesting such services.

b. Conduct demonstrations in test strips, ferti-

lizer plots and run-off plots.

5. Improve health through improved fertility of

the soil on 50 farms.

183

APPENDIX B (continued)

Although it is too early to determine the degree
of achievement of the goals, there are at present 107
people enrolled in the eight discussion groups.’ It is
considered that farmers in each group will develop plans
for action in each locality.

An unlisted goal is also being reached in the
neighborhoods of the soils discussion meetings. That is,
neighbors are meeting together in homes and incidentally
considering other local problems in an informal way. The
most successful group has over 20 in attendance at every
meeting. Husbands and wives both attend in this group.
Definite social benefits are being realized in this group.

A sense of community responsibility and solidarity is
being achieved in all the groups but more so in this group,
which meets in southwest Walton and is lead by George Bugbee.

The third project to be developed was the farm
machinery repair classes. Through the use of a mobile shop
unit, secured from the war surplus, outlying centers can be
serviced by this progrant The council felt that this
prograniwas definitely needed and would bring very practical

results.

184

APPENDIX R (continued)

The unit, under the supervision of Sterling
Treadwell, was operated first at the shop of Robert
McManus with moderate success. The summary below shows
the results.

At present a farm machinery class is being operated
at the Olivet bus garage.

A third center of operation is being planned at the
shop of Vern Dowding near Narrow Lake. Relatively few
farmers seem to be interested in this program even though
expert teaching and good equipment is available for their
use.

Below is a brief statistical summary of the Adult
Program:

Farmers carrying on dairy herd

improvement work . . . . . . . . . . . . . 20

Persons enrolled in soils classes. . . . . 10?

Soil discussion centers . . . . . . . . . 8

Machinery repair centers . . . . . . . . . 2

Men enrolled in machinery repair
classes . . . . . . . . . . . . . . . . . 20

Finish value of machinery repaired in
the McManus shop . flififlo

185

APPENDIX B (continued)

Increase in value as a result
of the repair work . . . . . . . . . . $1,020

Farm calls . . . . . . . . . . . . . . 111
Non-farm calls . . . . . . . . . . . . 67
Conferences attended . . . . . . . °.° 5
Meetings conducted . . . . . . . . . . 15
Letters received . . . . . . . . . . . hB
Letters sent . . . . . . . . . . . . . 282
Post cards sent . . . . . . . . . . . 25h

Although the above report does not necessarily
show changes in farming or community life, it does show a
possible beginning of change. In the next six months with
personal assistance on farm problems some visible changes

should be accomplished.

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