22. rfmww‘un SURVEY x. mmg'm-Es AND NQN-GRADUATES FROM THE SARANA", .rzucugcsm HlGH SCH-00L DMNG THE PERIOD 1935 #91949 ‘i‘h'esi': for The Dome: of M. A. WCHIGAN STATE. COLLEGE Gee-r99 Make! EQSZ u T. -" _ we“ '1: c .. '4- Q 1%? "7 .rfl'.“".;‘fl: ‘ Aqq ~}"r'. J .. a??? , on. ‘ -. .154"; .;"§913",:I)’ u\ ?}‘(‘-’ *Agll"- fié‘i' & n' (-3" \l 2““ ’ 0‘;. $31 - 'ld» r This is to certify that the thesis entitled "A Followbup Survey of Graduates and Non-Graduates from the Saranac, Michigan High School During the Period 1935 to 19A9. presented bl] George Mekel has been accepted towards fulfillment of the requirements for M. Education degree in WWw Major professor Date 3'6'52 0-169 3 J»: k “r. ,' sf’t‘f‘.‘ ‘5' ' vae‘: " ,3. fMy “5*:th $4.5,- 1 o a v ,4 s . a ' f n .r ‘ s. ‘1 ,I’ , . | . o. . , a o .. ,.', s ’\ ’ I ' e . Jw . . . a . . _ ‘ ‘ 4 t x . . if . ' ‘ . “r..- ,- ‘ ’ H-“W—«w ‘ V . I ‘ .. . ~ \ 1 ' f OVERDUE FINES: 25¢ per day per item RETURNING LIBRARY MATERIALS: ' Place in book return to remove . charge from circulation records .‘31. ' A renown}? mm or GRADUATES AND non—emmms man on me. MICHIGAN HIGH scaoox.’ DUIING THE PERIOD 1935 to 19149 By George Makel A TESIS 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 MASEER OF ARTS Divi si on of Educat ion 1952 TH {11 ‘1 4 '5 /’ .41) 11 ACKNOWLEDGLMW S This study was conducted under the direction of the following committee: E. M. Byram, Chairmen H. P. Sweaw H. W. Stmdwall The author wishes to express his appreciation and in- debtedness to the members of the committee for their useful suggestions and constructive criticisms in completing this study: to Doctor H. M. Byran for his kindly counseling: to the graduates and non-graduates of the Sarenac High School who provided the data used in this study: and to his wife Marion for her encouragement and untiring assistance while preparing this manuscript. TABLE OF CONTENTS CHAPTER PAGE I. I‘N'rmnucrtox...”................ Theproblem.................... Settingoftheproblem........... .. Statement of the purposes of the study . . . . . Irsportanceofthestudy ............ Definitions of the terms used. . . . . . . . . . . Graduates of Saranac High School . . . . . . . . Non-gradllates.eeeeoeeOeeeeeeso \O \0 ca 0! ~J if R) I” *4 Methodsofprocedure ............... H C) Limitation-B Of tha Etna-y e e e e e e e e e e e e e II. REVIEWOFTHELITEBATURE........,,,,,,, p H Follow-up studies involving students of more thanoneschoolperstudy........... 12 Follow-up studies involving students of only oneschoolperstudy.............. 1'! Studies concerning out-of-school young men on farms and former students of Vocational Agriculture.................. 20 Studies pertaining to the guidance practices found in the schools of Michigan . . . . . . . . 26 ‘ CHAPTER II. III. IV. REVIEW OF THE LITERATURE (Continued) Relationship of the studies reviewed to this thesis . . . . . . . . . . . . . . . . . . PRESEMMIONOFDATA.............. General information . . . . . . . . . . . . . Vocational status . . . . . . . . . . . . . . Further education . . . . . . . . . . . . . . Evaluation of schooling of former students . The Department of Vocational Agriculture . . Comments expressed by the graduates and non- graduates . . . . . g . . . . . . . . . . SUMMARY, CONCLUSIONS AND SUGGESTIONS roam General information . . . . . . . . . . . Vocational status . . . . . . . . . . .I. Further education . . . . . . . . . . . . Evaluation of schooling of former students Department of Vocational Agriculture . . . Comments expressed by the graduates and non- mmteiOOOOOOOOOOOOOO. Conclusions and recommendations . . . . . . . Suggestions for further study . . . . . . . . 0 iv PAGE 1% 29 33 56 69 77 102 102 102 10h 107 109 110 113 11k 120 CHAPTER BELIOGwm . O O O O O O O O O O O I O O O ..... APPENDIX................... A. Courses of study offered by the Saranac ofEducation ............ 13. Personal data blanks . . . . . . . . . C. Letter sent with personal data blank . ,0 P08: “rd. fOllOV-up used. 0 e e e e e 0 Board PAGE 122 126 127 129 13h 135 TABLE II. III. IV. VI I. VIII. LIST OF TABLES Distribution of Graduates Receiving and Returning Personal Data Blanks According to the Year in Vhich They Graduated . . . . Distribution of Hon-Graduates Receiving and Returning Personal Data Blanks According to the Year in Which Thaw Left School . . . . A Comparison of Distances From Saranac Where the Two Hundred Ten Graduates Reported That TheyWereLiving ............. A Comparison of Distances From Saranac Where the Party-Seven Hon-Graduates Reported That TheyWereLiving ............. Relationship of Marriage of the Graduates to the Pro-var, War. and Post-var Periods . . Relationship of Marriage of the Non-Graduates to the Pro-var. War. and Post-war Periods . Prevalence of Planning Done in High School Rega'ding Life Work as Reported by 210 Graduates . . . . . . . . . . . . . . . . . How Well the High School Plans Regarding Life Work Were Fulfilled as Reported be lit Grad-Mt as O O O O O O O O O O O O O O O O 0 PAGE 32 33 3h 39 XI. XII. XIII. XIV. XVI. XVII. Prevalence of Flaming Done in High School Regarding Life Work as Reported by Forty- SevenNon-Greduetes.............. Satisfaction With Present Occupation as Reported by 189 Graduates During the Pro-Var. War, and Post-WarPeriod......-... .. . Satisfaction With Present Occupation as Reported by Party Non-Graduates During the Pro-War. War. and Post-War Period . . . . . . . Occupations Followed as Reported by 210 Graduates . . . . . . . . . . . . . . . . . . . Occupations Followed as Rqoorted by Forty-Seven Non-Graduates................. Occupations of 210 Graduates and Arranged in Descending Order of Frequency . . . . . . . .. . Occupations of Forty-Seven Non-Graduat es and Arranged in Descending Order of Frequency . . . Number of Graduates Reported in Bach Occupa- tion and at Specified Distances From Saranac . Number of Hon-Graduates Reported in Each Occupation and at Specified Distances Prom sara'nacOOOOO-OOOOOOeeeeeeeee 1'11 PAGE 39 M3 1+7 “9 50 XVIII. XIX. XXI. XXII. XXIII. HIV. XXVI. Factors Which Were Reported as Influencing 210 Graduates in the Selection of Their Work . Factors Which Were Reported by Forty-Seven Non-Graduates as Influencing Them in the Selection of Their Work: . . . . . . . . . . Reasons for Leaving School as Reported by Forty-Save: Non-Graduates . . . . . . . . . Total Non—Graduates and the Grades They Were Attending When Leaving School . . . . . . . Participation in Education Beyond High School as qurted by 210 Graduates . . . . . . . Participation in Education Beyond High School Among Three Five-Year Groups . . . . . . . Kind of Education Received Beyond High School as Reported by Forty-Five Man and Fifw—One women Graduates . . . . . . . . . . . . . . Adult Classes Which Were Reported as Desired by 90 Men and 103 Women Graduates . . . . . Adult Classes which Were Reported as Desired by Twenty-two Men and Twenty-one Women Non-Graduates............... vi 1 1 PAGE 52 53 55 59 61 TABLE XXVII. XXVIII. XXIX. XXXI. XXXII. XXXIII. XXXIV. Number of Magazines and Newspapers Which Were Reported to be in the Homes of the Graduates number of Magazines and Newspapers Which Were Reported to be in the Homes of the Non- Graduatee . . . . . . . . . . . . . . . . . Enjoyment Derived From Reading Books in the Home as Reported by 97 Men and 113 Women Graduates . . . . . . . . . . . . . . . . . Enjoyment Derived From Reading Books in the Home as Reported by Twenty-Five Men and Twlnty-Two Women Hon-Graduates . . . . . . Participation in Community Organizations as Reported by Sixty-Six Men and Seventy Women Graduates . . . . . . . . . . . . . . Number of Offices Held in Community Organiza- tions as Reported by Twenty Men and Forty Women Graduates . . . . . . . . . . . . . . Teacher Counseling Which Was Reported as Having Been Received by 203 Graduates . . . Teacher Counseling Which Was Reported as Having Been Received by Forty-One Non- Graduates . . . . . . . . . . . . . . . . . PAGE 63 6h 55 65 67 70 71 XXXVI. XXXVII. XXXVIII. XXXIX. XLI. XLII. High~School Activities Which Were Reported by 113 Graduates as Being of Value to Them Since Graduation . . . . . . . . . . . . . . High-School Subjects Which Were Reported by 133 Graduates as Being of Least Value to Their Present Occupation . . . . . . . . . . . . . High—School Subjects Which Were Reported by Sixteen.Non-Graduates as Being of Least Value to Their Present Occupation . . . . . . High—School Subjects Which Were Reported by 193 Graduates as Being of Most Value to Their Present Occupation . . . . . . . . . . High-School Subjects Which Were Reported by Thirty-Pour‘Non-Graduates as Being of Most Value to Their'Present Occupation . . . . . . Distribution of Graduates Who Studied Agriculture . . . . . . . . . . . . . . . . Distribution of Non-Graduates Who Studied Agriculture................. The Present Occupations Of Thirty—Eight Men Who Had Farm Backgrounds. and Studied One or More Years of Vocational Agriculture . . . PAGE 72 71+ 75 76 77 78 80 TABLE PAGE XLIII. The Present Occupations of Twenty-One Men Who Here Not Farm-Reared. But. Who Studied One or More Years of Vocational Agriculture . . 83 XLIV. Farming Status of Twenty Graduates Who Studied High-school Agriculture and Who WereFarming................. 81+ XLV. Relationship of High—School Agriculture to Thirty-Rina Graduates Who Are Non-Farmers . . . 87 XLVI. The Strengths and Weaknesses of the Program of Vocational Agriculture as Reported by Fifty- Five Graduates Who Studied High-School Agriculture.................. 88 XIIVII. The Strengths and Weaknesses of the Program of Vocational Agriculture as Reported by Fourteen Ron—Graduates Who Studied High- SchoolAgriculture.............. 89 EVIII. Courses in Agriculture Which Were Reported as Desired by Thirty-Three Graduates Who Had Studied High-School Agriculture . . . . . . . . 9o XLIX. Courses in Agriculture which Were Reported as Desired by Twelve Non-Graduates Who Had Studied High—School Agriculture . . . . . . . . 91 xii TABLE PAGE L. Agricultural Activities Which Were Reported as Desired by Twenty—Four Graduates Who Studied High-School Agriculture . . . . . . . . 92 LI. Agricultural Activities Which Were Reported as Desired by Seven Non-Graduates Who Studied High-School Agriculture . . . . . . . . 93 xiii LIST OF FIGURES FIGURE PAGE 1. Saranac and Parts of the Townships Which Are in the School Service Area . . . . . . . . . . . . . 3 CHAPTER I INTRODUCTION Educators are becoming more concerned with what happens to graduates and non-graduates after they leave high school. either by graduating from the twelfth grade or by choosing to leave school prior to graduation. Workers in the field of education are comdng more and more to the point of view that the school's responsibility to youth does not end when the formal academic relationship is terminated. and that there is need for discovering the post-school occupational training needs of those youth. It is imperative that .the youth cf the nation be provided with every facility which will further their progress towards an adequate occupational goal. There is a great need for determining the reasons why students often fail to continue in their particular highpschool major field of study after graduation from the twelfth grade. Of equal concern are the causes for the non-graduates who never finish school. no previous survey has ever been made concerning the graduates and non-graduates from the Saranac. Michigan High School. The author has selected the period of years from 1935 to l9h9. These years have been grouped into three five-year periods. and they have been designated as pro-war. war. and postawar years. f :" ' _ I e 72- l’ ‘ . C . l V Q 7" .r‘ u . . v I‘ . I I ' v , - '. L , - . .«4 ’ Q- .. _¢ .. . lo .. 4, V U _ ‘ . , ‘. . .‘ ~,_ (‘0' ‘ , .. . . , . I 7 a. p 1 v . VI . l - ., ..| , ._‘.‘ u 1 ‘1‘ . I . ' ‘ " ‘ .. a . _ _ - v ‘ I 'i * ' ‘ ' ' l . . A H L ~. ‘4 . \ i '. ‘ . 'i ' . I . ' b , ,- _. r ' ‘ O . A ' ‘ e _ , . . ‘ . . s . — I . ' . ‘ H r" ": i v _ . _ ' . V. . l . ls ‘ ‘ - ‘ ‘I.. \ ‘l w ‘ . : ‘ ‘ . A . . s ' . I . ‘ I) ' ° ('- O ' O ‘ ~ \. . ' ’ .-- ' .. I .. I e . 1 . . ‘ _ ' .. . 'l ‘ - ' ' ' I ' ‘ . . ' v ' .- 0 ° A . f. . . . ‘ . .. -f .7 3 O. , -. t ‘ ‘ - e- . . I" . . . . . I v ' ‘ . u- 1 J ' ’ . - h .. ‘ . '. . I I. . I ,7 .. -, , ' . __‘ " . O I J _ " _{ ‘- . 1 . ‘ -:| I . ' ‘ K - . - 1 k 0 ' ‘ l . , a "J. . ' ‘.f.- _ ‘ _ e ' , l 0 s O 1 o , I .- . A O‘- b ‘ ' 1 ‘ . "f‘ ' ' ‘ . .. . . .. O Q . .‘ '. . ' I I . _ . . - ' n ‘ e ' F I ' r . > ‘ ' o ‘ )1 . . I ‘ . i u . . v -_ . .I _ '\ " ~ , ~' _ . . . ‘ —v ‘ l . ' ‘ .I . ' .. I.) "' I '.l _ ‘ '.~ _ g ’ .. I. o , ’ .. ' . ' . .| , . .. . i. . \ ._. . ‘ . k . . ‘ ' e v ..>F.' ‘.\ ' l . ~ ‘. . ., I u 2* ' e e . . . ' . 's N . .- 0 .. .\ ,u‘ .‘ A , . I .7, . ‘ 0 . u u-_ ’ v. . . . i '7) N , '. l v .. _ Q ' 1 . ‘ THE PROBLEM Setting 35 1113 problem. The little village of Saranac is located in the west central part of Ionia County along the banks of the Grand River. According to the 1950 Census. the pepulation was 918. and the nationality of the peeple in this vicinity can best be described as being of American stock. For transportation facilities. the Grand Trunk Railroad serves Saranac and the surrounding area. while highways M 21 and jU. S. 16. which border this village. help the farmers to transport their produce to distant as well as nearby markets. As far as industries are concerned. the Saranac Creamery is the leading one. Others are the grain elevator. the egg station. universal Sprayer Factory. Wood.Products Company. and the Metal Finishers Company. Hearby towns where farmers and townspeoPle have markets and employment are: Lowell—~7 miles west of Saranac. Grand Rapids-25 miles west. Belding-12 miles north. Ionia-8 miles east. and Lake Odessa-15 miles south. The school is a graded district including portions of Berlin and Boston townships. High-school students who pay tuition from the outlying districts such as Keene. Easton. and Campbell townships. are transported by four busses. See Figure I for the Saranac School Service Area. .ta.‘ KEENE '0N SARANAC BOSTON b------- -------- ‘ CAMPBELL --1- ---~-'- --‘.--- BE’|IH FIGURE 1. Saranac and Parts of the Townships Which are in the School Service Area. psoA r,» In 1930 the main school building was constructed. A grade building and farm-shOp building were completed in 1950 and 1951 respectively. Statement 93 _t_h_e purposes 35 the stflz. The purposes of this study have been divided into two categories. namely general and specific. The general purposes are: 1. .3- H e To determine the occupational status of the graduates and non-graduates of the Sarenac High School during the period of years from 1935 to 19119. to compare the occupational status of these former students in the three economic periods-«pm. wlr. and post-war. To discover the effectiveness of vocational guidance in curriculum choices while the student is in high school. To provide suggestions for aiding future stulents in their curriculum choices. specific purposes are: 530 show the distribution of the graduates and non- graduates who received and returned the personal data blanks. 'l'o determine the relationship of marriage to the pre- war. war. and post-war periods. ff; . u ) ? -. , \ .' -"; I O . ‘ . ' L .... ‘7! h"- I .. .‘,. O O . . ,. . . w s' O ‘0 O O - .I’. O-. Q -“ O C I ‘ g - ‘ s s - . I. f‘l‘e . .‘ ‘ . . D. . u ‘ . s . - ~ s s -s ' l ‘ ‘ . . s . P . ‘ . ' ‘ V ' ‘ . ‘1 ' g s ). A .. _ .‘f v I,- s A. . . "" u . ' C , .‘ . . i . . ' u . a . '-‘ p I . . (a 1 r ; . s As . . I v s . I - ' . O n I § ' ‘ h .1 l\‘ - I ‘ c - _ t -. i O ‘ ' I ‘ . " . 1‘ ‘v‘- d , . - .:. . u . . ' s s s . t. . . o . \ ‘ , - .- I , I , p 0' ‘ . . o .. . ‘ , _. ‘ ' s ' . y. - ' - 4" ~ '- . \n- 1' r . t‘ Os 9 ' ‘- ,'s ' ‘ \ I D D ' n s . . . C , I .5 Q r _ ‘ u... s‘ . .r i)- I . . 4 I ' r'e‘ . es 4 - , 3 . , . 3. 5. 7. 9. 10. ll. 12. To find what per cent of the former students who are now engaged in farming and non-farming vocations live and work within the vicinity of Saranac. To determine what per cent of the students made plans for their future work while in high school. and then carried out their plans. To learn whether the students are satisfied with their present work. To learn what vocations are being pursued by the former students. ' To ascertain some of the leading factors which former students felt helped or influenced them in the selec- tion of their work. To discover which grade in high school has the greatest number of drop-outs. To learn the leading causes for the students to drop out of school. To determine which fivefiyear period (pro-war. war. and post-war) contained the most drOp-outs. To find what per cent of the veterans of world War II took advantage of the G. I. Bill of Rights to further their education. To ascertain what per cent of the graduates went on for higher education. and how far the higher education was pursued. s -‘ . I‘ , . s . . 4 ‘ " ‘-v . - a . o O . I "'1‘ ' .. 4\‘- tV . \ ‘ s I . ' . s z. u ' > . Y D .". O 1 4 s I. 4". ‘ y s r . - ". s p in r" ' .“ b 5 ~. I -' . . s ‘ s e \ I.s . - n o ' . .- .' . . s u ‘ ‘ ,. . _. A ' . .. -."i ' I 'C C . s s . . e \- ' n a D . s O . .L . ‘ e. . .- .. ' s . . "s . ' I‘\ I s .. us *‘ J .. . 'II’ . C i . p . .. . . ,. 'o a 0‘ .' t ”1‘" ‘ , .91 ._.'. . . . l 'I - I . ‘ D '. . . . l l . . . I . V s. “[13. 1h. 15. 16. 17. 18. 19. 20. To find what types of institutions of learning were attended by the former students when they were endeavoring to further their education after being out of high school. To determine what classes former students felt could be taught to adults which would best meet the needs of the former students. To compare the interests in reading materials betwoen the graduates and non-graduates. Io learn if the students who took an active part in extrancurricular activities in high school are the ones who Join and take an active part in community organi- zations. To determine the amount of help which the students believe they received from their teachers in helping to solve their educational. personal. and lifeawork problems. To learn if the in-school. extra-curricular activities have given to the students any valuable experiences which will prove of value when they are out of school. To discover the subjects which the students consider to be the most helpful or the least helpful to them. To receive suggestions and opinions from the former students concerning improvements for the Saranac High School in regard to subjects. classes. instruction. buildings and other matters. u-e ‘ I s I. I I O 1 s t, s f. .t f v n . . o .. n s s O 1H on. . e. A e , , w . u I s. o n . _ s . . s . . v . . . l. _ I: l . s u s... s -. Q , . . I. . w . o . i a i e s . e . a . . c . ’ 22. 23. 21%. 25. 26. Io compare the occupations of the former students with the occupations of their fathers. To ascertain the present occupational status of former students enrolled in agriculture. . To show the relation of the high-school training in vocational agriculture to the present work of all former students of agriculture. To determine the present farming status of the former students of agriculture who are farming. To compare the strengths and weaknesses of the program of the department of vocational agriculture in the Opinion of former students. To find suggestions on what courses and activities should be offered by the department of vocational agriculture to those who are engaged in farming and related agricul- ture. Imogtanpp _o_f_ the stingy. 'the importance of this study to the community is made evident by the interest shown locally. The Sarsnac Board of Education has requested a capy of the survey for the school. the editor of the town newspaper has requested permis- sion to publish the survey. and the individuals are anxiously awaiting the results. 1“ o . s . s ”— e o . e . I n . . . . . m . s. n. u a o. v t . n we at: _ . if . t I . s a e a . . u . i u . .. e. e . a g . y . . u a Q. l p . C p u l . . , I I . u . D: i a e ‘ . )1 a .s . . . L. C I A ‘ s l _ I I. . a . . e . I . . o _ s s , . s O . - . e 4 I . r .o . . . o I . r . . T . . . v a _ , .. . . s ..| . I 0. a: u 7. . e . .4 x .o f s r . . I s . e . D l . . . e p s . u. . s a . . .. I he \ 3 . _ w - | n I ‘ w ‘ > u 9 1 s l I I , I. u . r . n . a . . u . . .s . e um i . s s . ,Q ‘- e. ‘ 4 . r .. .. . . .. .. . a . e. . e ‘2 i I ' . r , V . . . v . s . . _ I . o .. s s u o . . b I . r u . w . I. O . .. _ . . .. .w . . c . . . u A. I n V .\ a s l x s. . 1.. I l s . . l , s a I. d as ' e . w . . ., i . r. . .. .. O .- u .i A . l .v‘ a | u . e . . . .- . n. s . J u . . ‘ , i o n u l a . w s .. a u . e i A ' I 4. e n J x . - .... I, a s n. s . r W . e A J10 In. neF.i.lIfs1tl‘l: ' . . e . ~_, - 1‘ a. I? . n .c x, .3 . . . .‘ . a: . n l . t; . Q s \ C . o. o o I I s t s.. Besides the social significance of the problem in promoting public relations. other values are these: 1. 3. '4.’ 5. It will perhaps serve as a guide to students in making more careful course selections in their curriculum to be followed while the students are in high school. The superintendent and faculty will be aided in setting up a course of study which will be more suited to the needs of the students and the community. If corrections are needed in the present curriculum. the need will be more obvious and the correcting will be facilitated. Aid will be given to the board of education and faculty for organizing and conducting young-farmer classes and adult classes. The survey should aid in evaluating the results of the present teaching methods. Information will be brought up-to-date for the school files concerning the graduates and non-graduates. EMINITIONS OF TEE-IS USE Graduates 33 Saranac High School. The graduates of Sarenac High School incline the students living in Berlin. Boston. Campbell. Heston. and Keene Townships in Ionic County. who have completed __'_n14LA m‘uj 1.!— _. ¢_ +4“- .A__ A; _- _‘-.. . . . y . y u s Q. . . . . s . ... .. . o s . x l O I . . . . . s. s x p . . ‘ r‘ r . s. .. m . V . \ . o o. no . . v . v. C u . p . e . .s . C . . . . b. 0.- 9 the courses of study required by the Saranac Board of Education1 and have been awarded the diploma of graduation from the twelfth grade of high school. Hon-Graduates. Non-graduates are the students who have dis- continued school for various reasons and. during any grade from the eighth to the twelfth. 0 MHODS OF PROOEUBI A list of 298 geduates and 155 non-graduates was obtained from the files of the Sarsnao High School. All of the graduates and non-graduates during this fifteen-year period of 1935-1919. whose addresses were obtainable. were included in this survey. No sampling technique was used to reduce the size of the group. Hembers of the community supplied the addresses of those who were in the survey. but who had moved away. To each of these young men and young women. a personal data blank2 and form letter3 along with a stamped. self-addressed envelop/ were sent. A postal card"I was sent three weeks later to those who had failed to answer 18cc Appmdix A for the courses of study offered by the Saranac Board of Education. 25.. Appendix s for capy of the personal data blank which was sent to the former students. 3See Appendix C for cepy of first letter. “See Appendix B for capy of the postal card, sis—i . _ ‘5'] no i .4 .1_21 -_ii . . a ’ D I30 vu. l 9 I e F ‘ w . ', 4 . ,' 1 , - . . '-‘ v s I l . . I ' ‘ ' I D , . " . '. '>.. .. . . . o _ I“ ' . u 4 .. t t, ' l r . . ""1: . . . O - , ,‘ A ,‘ l 10 the previous letter. Those graduates and non-graduates living in the community were contacted personally by the author. either through home visits or while they were attending social functions where the author had access. Telephone calls were also made. In this way. returns were received from 210. or 7h.2 per cent of the graduates contacted. and returns were received from forty-seven of the non-graduates. or 35.0 per cent. A compilation and interpretation of the data collected was then made and the findings of related studies were compared with the findings of this survey. LIHITAEIONS OF THE SURVI! Limitations of this followaup survey of the graduates and non-graduates of the Saranac High School are as follows: 1. who personal data blanks used by the students depend for their value and results upon the individual's care and accuracy in answering the questions of the personal data blanks. 2. The results of this survey are applicable to and limited only to the Saranac School service area. 3. The findings of this survey are based upon the actual per cent of personal data.hlanke returned, as well as the exact percentage responding to each question. n s . 1. s - ~ . O . . . v n .1. I I sh A . (I. s. v a, . ,a A. c p . . s. I v C i . . . . . - Q... ‘ I v I . . i . s . . .. I i ’I . . . . t . t I . . D y u . .~ . s. . c . . 0 . .. a . I IV, 4 . y. p. A. u. . . _ I a I I y . O s A o . . '1 \ u o I. O I on .. a .. . . u r I u t o I- t . . a . V 0mm II REVIEW OF THE LITERATURE Since this is a study which pertains to the function of the curriculum in general. a review of a number of related studies has been lads along this particular phase of education. However. ., because the author is also interested in students of vocational agriculture. it is only natural that much of the information and research will be related to studies that have been mde regarding this line of interest. The literature which was reviewed for this study. has been divided into four classifications. namely: 1. Follow-up studies involving students of more than one school per study. 2. Follow-up studies involving students of only one school ,1 i 4‘s- 4A___ per study. 3. Studies concerning out-of-school young men on farms and former students of Vocational Agriculture. 14. Studies pertaining to the guidance practices found in the schools of Michigan. It did not seen feasible to review all of the studies which .-.n-,~I- ,- _ have been made pertaining to these classifications. Instead, as a means of reducing the scape of the review. the author attempted to select representative studies for each of these classifications. 1 12 This is not to imply that my other sigiificant studies have not been made. rollowfl studies involving students p_f_ more than one school 39; 23211.5!- One of the more outstanding studies is the survey which 5 was made by A. II. Mueller. This is a study of the occupational careers of 1799 graduates and non-graduates of twenty—six repre- sentative. small high schools of the New England States. Some of the findings disclosed in this survey are: l. Excepting home-making. the professions lead the list of occupations for graduates by attracting 2h.7 per cent of them. 2. The “white collar” occupations attract 52.2 per cent of high-school graduates. Fourteen ami six-tenths per cent of them enter the trades and industries. agriculture. and common labor. 3. Thirty-six and seven-tenths per cent of non-graduates enter “white collar“ occupations. chiefly professional. com- mercial. and clerical pursuits. ’4. The professions attract but 9 per cent of non- gaduates as apposed to 21%.? per cent of graduates. 5. Commercial pursuits attract nearly twice as many non- graduates as of graduates. 6. A181‘1culture and comon labor become. respectively. the occupations of one and one-half. and four times the number of non-graduates as of graduates. 5A. 3. Mueller. “A Vocational and Soon-Educational Survey of Graduates and Non-Graduates of Small High Schools of New hgland.‘ Genetic Psychology Mogggraphs. Gain-3‘18. July- December. 1929. Iv A 3 o . . t t. O U 0 . u . ' r o a . u .7 I I o . . u r . I as . f . ,s I A ' . . . e. 1 C I .. Ilulxyz 'A no...» P. r . I r . V .r I D ,L! .15. all. Hlblps; ‘ 1‘ '.. . 0.. A C . v . . q .. . . ‘ . , . t r . . l . .. .. s C . 1 he - I c .. .l . . . C 13 7. Of the highpschool graduates whose fathers are farmers. 53 per cent are in "white collar“ occupations. 8. Of the graduates. h3.2 per cent are now living in the community and 56.8 per cent are not. 0 Of the non-graduates. 38 per cent are now living in J. the community and 62 per cent are not. 10. Agriculture receives h.2 per cent of those attending higher institutions of learning. It contributes 35 per cent of them. represents 37.9 per cent of all the occupations represented in the high school population. In.Kansas M7 high schools were reviewed by I. B. Aldrich.6 Of the 735 graduates. 212 or 29 per cent entered the teaching pro- fession. .Colleges had 19 per cent. home 11 per cent. and clerical 8 per cent of the graduates. The balance of the 735 were divided into ‘percentages entering engineering. farming. business. and others. Aldrich found there were four principal aims of the high schools in.Iansas. They were: 1. To fit the student for teaching. 2. To prepare him for college. 3. To prepare him for home life. h. To fit him.for clerical life. 6!. B. Aldrich. "The Distribution of High School Graduates in.!ansas.' School Review. 2&3366-373- May. 19h0. I "w _"_ A __A‘_ ._-l’_____l_ h. V a ’14 mm L"|l _'.-_x '21 Les-mind“ an! -I a I he 0 e ' .C . e . (4 . . . e d s . t A o C O . . . . s. O . I \ t . o t . o. . . . I -.-~o-o~o-o--o-'O' so. 11+ Hindernnn7 made a follow-1n) study of the children of the Denver Schools. He came to these conclusions: There seemed to be little correlation between their pro- gross in school and their occupational success in later life. Eighth-grade graduates were as likely to succeed as high-school graduates. In the Denver schools about half of the youths completed high school. Two-thirds of the young people felt that they should be able to obtain Jobs if the Jobs were available for than. Hinderman was of the Opinion that schools should include occupational guidance and training in semi-skilled occupations. This training should include preparations for clerical. production. distribution. and domestic pursuits. A study was made of the graduates and non—graduates of three parish schools by l’iylss.g He found that a strong relationship existed between persistence in school and home ownership. type of home. education of the parents. occupational status of parents. income. distance from school. marks. age, and the amount of reading matter in the home. Lyles concluded that graduates engage in higher types of occupations and marry later than non-graduates do. and the main reasons for leaving school were found to be work. mrriage. and illness. 7!. A. Hinder-man. "Follow-up.“ A. V. A. Journal. 15:111-113. May. 19%. 8Felix Elwyn Lyles. 'DroP-outs and Graduates of Three Franklin Parish High Schools.“ Unpublished Masters Thesis. Louisiana State Teachers College. Louisiana. 1938. l t ,. I ~ . e ‘o . s _ '- n . a O . o .c c L 0 ¢ --,. . . s e 5’ . .- -s O ‘ - ‘ o- D i I e . . .. . 0 ’ Iv“ s . . ‘ - ‘ s. . . . . _. I O . v V ’ . ' n v _ ' ‘ ‘ r t . I - . ' s . . . K ‘ _ ‘ . ‘ ‘. ‘ fl -. h I . . . . . I ’ I I, . , 0 ‘ , .-.. I o ‘ Q .‘ ' i . q . ‘ _' ' ' l u I . ~ . . I ‘ 's~ . ’ . ' . I... ’ ' a ‘ i v u I. '. ' ' . u ' ‘ " - . - _' l . | . .:' n . ~ 1 ‘ . " O . . . r ' . ‘ ‘ '1 ' " ' .‘. I « es . 4' n . . u . . e s . _ ’ ' . v V , 4‘ .. O , ' . . ' ‘ 1‘ _ . ‘ . s - ' . . ‘ r . ' a . ‘.sr" '- . ' . . I . e , ’ ' I . ' I ‘,'. .7 . . _ . , \ | . . . . , ’I ‘ . ‘ .. - s, . , e . . . . . O ‘J . _ ' . ‘ . ’ - ."' . . - .. . 5 n. ’ p ' . I . . e . - | ._-. - . r ‘ ~ _‘ . v - ‘ I § ' . ‘ s , . ‘ . . . « s a ‘. l s‘ . _‘_ ‘ ._ ‘ . } .3. x A .. ... , A .. ’ . h I . L _ _ . , _ _ . . v ' Q ' . ' ‘7 . ‘ , . e r. «H. ‘. e .a . .Q, ‘ "'\‘ ' c - . ,. , . ‘ ' O . . I“ s ,_ . ' 7 . ~ I n 'l . . - . I v ‘. _ I ‘ I‘ _ ,, ‘ . I! s ~~_ ‘ . I " ‘ A } ‘ ‘ h s» r . _ .A | .., ‘ A. . - I . n "' -" ’ ' ‘ O-oooau... . s- u ’ ‘ < u .. '. . (J 11 . e , .. ~— _ ' . .. ‘ ' 1 Ovou-n ‘ . O . . . - . U . I a. .‘ . ~- 1 ‘ ‘ I ' I’ - 1 ' . I .. : ‘ , - o r'. ‘ '. \ I]. i'. o . . ' . O . . . . n . .' '4‘ . I . . . ‘ .. . ‘ ’- ‘ 15 Another study was made by Harold J. n11on9 for the National Child Labor Committee. and concerned the reasons for early school leavers. This survey of students consisted of 1.360 individuals who resided in the following commmities: small towns in Jackson county. Michigan; Lansing. Michigan: Cleveland and Cincinnati. Ohio: and Indianapolis. Indiana. Some of the composite findings and recommendations for early school leavers in these communities were as follows: 1. From the informtion on family background in this survey it was apparent that the average school leaver did not come from a broken home. A majority of the school leavers. approximately 70 per cent. came from homes where they lived with both parents. 2. There was no evidence of any relationship between size of family and percentage of school-leavers. However. families with children under 16 accounted for a majority (61+ per cent) of the leavers. which may indicate that younger children in the family to support is an economic factor in school leaving. 3. Parents of the school leavers seemed to be typical of the average wage earners. Factory work. clerking. selling. and restaurant work were the most frequent occupations of the parents. ’4. Over four-fifths of the school leavers whose place of birth appeared on the school records. were native to the state in which they obtained their schooling. Ninety- one per cent attended the elementary school in the system 9Harold J. Dillon. Early School Leavers. _ (National Child Labor Oomittee. Publication lo. F51. New York. New York. New York Lithographing Corporation. l9h9). p. 19-78. 0Q .- 1 ' .- J I O ' e ‘4 ' . . C t I . . . .‘ . a . . . .. . O l e | . . s \ ,. - . O .- .' . . ' . \ . s‘ '3: l.- ,, ‘2 . ." ‘. t e I ‘v - s . L . . . ' s r e ‘ ' --. - C . 'l l- |" . U . 0 t . ' . ' . ' I ~ . o ' . . s . l . . _ ' . . .. . I». .,. , ‘ . ‘ s s I e ' ~- .. s: s‘ ’ I i l ..4 ‘ I . ~ 0 . . e . a 'J. . q ‘ \ \ . .v I e . s 4 vl 7.. f . . .,. .. l . -' ' ‘. u 4 .. . n: s s . . ‘D v. - n ' . .. u -. ... 4 . 16 from which they later withdrew and 79 per cent entered the school system in the first grade. This shows that teachers had the Opportunity to know these youth early in their school life and to become accpiainted with their needs and interests. 5. The effect of the school attendance laws is reflected in the fact that most of these young people remained in school until they were 16 years of age. It was found that 51% per cent of the school leavers terminated their educa- tion at this age and an additional 26 per cent at 17 years. The great majority terminated their schooling prior to completing the 10th grade. Boys constituted 51+ per cent and girls ‘46 per cent of the early school leavers. Girls tend to complete more grades than boys. 5. The early school leaver was found to be one who mariaced failure of sub: acts and repetition of grades in a maJority of cases. Basic causes of failure need to be explored and adequate records on students are a “must“ if teachers are to know and understand what is happening to the students in their classes. 7. IPhe courses taken by the school leavers were repre- sentative of those taken by the average school student. General and Shop courses were first and second in import- ence and business education third. 8. Occuring most frequently as a reason for leaving school was preference for work to school. This was given by 36 per cent of the youth as the primary reason for leaving. The second most frequent reason given by 15 per cent was need of money to buy clothes and help at home. The third most frequent reason given by 11 per cent was lack of interest in school work. 9. There is ample evidence for the need of counseling " on the elementary level and for continuing this service to students through out the years they are in school. 10. It is apparent that the school leavers do not use the resources within the school to assist them in their problems. If teachers and counselors are to be of assistance to potential school leavers. it is clear that they must sake active efforts to know their students better. 17 11. Approximately 80 per cent stated that the school did not prepare them for their Jobs. This. no doubt. is related to the fact that nearly all the school leavers found their own Jobs. Nearly ho per cent indicated that none of the subjects taken in school were helpful to them in their Jobs. Those who did find subjects helpful mentioned in decreasing order. Mathematics. English. Business Education. 8110p Courses. Home Economics. Science. Social Studies. and Physical Education. 12. Only about 20 per cent of the youth who left school prior to graduat ion had taken additional training since leaving school. such as short-term courses or on-the-Job training afforded by employers. Follow- studies involvin students of only gne _s_chool ._....___.EP. ......._._.. _____._§ ._..__.__._. ._ 22 stay. 0. B. Brillhgrtlo made a local study of the graduates of the Napoleon. Ohio High School for the years 1922-1930. Napoleon is a town of about 15500 peeple, and most of them are of Scotch. Irish. or German descent. About half of the graduates were boys. Brillhart listed the groups according to their occupational pursuits: l. Eighteen per cent of the males and 3 per cent of the females were engaged in commercial work. Six per cent of the boys and 0.14 per cent of the girls were in clerical uployment. In general it was found that the professions led the list of occupations except homemaking. in which 149 per cent of the females engaged. 10 O. B. Brillhart. “A Survey of the Graduates of a Village School (Napoleon High School) Covering a Period of Ten Years 1921-1930. Unpublished Masters Thesis. University of Michigan. 1932- ' 'e e , A I. P . s ' ~‘-C I . e I e ‘ ‘ . . . Q ,' I s _, . , l S . ,. .‘ ‘ s e e . D e - o q . s C 9.4 , ‘ '. s O I .I‘,- O . v . C ,L ' v I - V. e "‘ h I-‘ s . I ".I 0‘ I} , l , I .. -. t;_ . ‘.. ’ I .- ., .‘ - e 1 .’ I. r o e I I ' s w e v s ' ' .. 3-. , . s Q . v . . I . I s O I . 4 V Is. ‘e . \ . e e | I . r\ ,1 ‘ . . e '00.-- . I . . \y L . '1 . O .. -. , I . 0 .p.\ .r‘. 0 .'v- .» . ‘5 -. ‘ CI.‘ a..- Q 18 A follow-up study of the graduates of Baxter. Michigan was made by Van Alcen.11 He discovered that the largest number of graduates entered three fields of endeavor: manufacturing. mechanical. and trades. While searching for a suitable job or occupation. the graduates would shift from one line of work to another. In Glen Wertenberger's12 study of the graduates of the Bangor. )(ichigan High School. he discovered that 19 per cent of the graduates felt that the subjects were too difficult. He made the recommendation that the revision of the curriculum should be a growing and changing one. Olmstead13 mde a. vocational survey of the graduates of Ann Arbor. Michigan. She found that 18 per cent of the youth were un- employed. and one-fourth of these came from broken homes. Miss Olmstead's recommendations are: l. High-school courses should include various crafts and skilled trades. *— _... 11A. D. Van Arm. '1 Follow-up Study of High-School Graduates of Dexter. Michigan for the Ten-Year Period 1930-1939 Inclusive.’ Unpublished Masters Thesis. university of Michigan. 19140. 12Glen Wertenberger. "A l'ollowu-up Survey of the Graduates and hep-outs of Bangor High School. Bangor. Michigan. for the Ten Years of 1929-1939 Inclus ivo.‘ Unpublished Masters Thesis. University of Michigan. 19340. 13Sara L. Olmstead. “Vocational Survey of Youth Betwem the Ages of 16 and 25 in Ann Arbor. Michigan.“ thpublished Masters Thesis. University of Michigan. 19140. .‘I" l s s. . .. ., I . . .1" s . O. C .1" , 0 v .'.‘ . u s e r I ’ . . s u e I . ¢ ,. 0‘. 00’ ow. 19 2. An attempt should be made to ascertain the likes and dislflces of high-school students. 3. Testing should be done and guidance attempted. 1i. A staff of vocational guidance experts would be an economical and useful part of the school. At Harbor Beach High School a survey was made by George Millenn‘ This study involved 287 graduates and extended over a ten year period. Some of his findings and recommendations are: 1. Forty-one per cent of the graduates remained in Harbor Beach. 2. Twenty-eight per cent continued their academic work after graduation. 3. Only 6 per cent became farmers. while 19 per cent of the graduates had fathers who were farmers. ’4. Probably the outstanding need in Harbor Beach is the introduction of Agriculture into the curriculum. Anna G. Kane15 nude a study of the 1938 graduating class a few months after they had completed the twelfth grade. Her findings are: l. Thirteen and four tenths per cent of the graduates entered institutions of higher learning. M A.— 11‘George Miller. “A Follow-up Study of the Graduates of Harbor Beach. Michigan High School from 1927-1936.“ Unpublished Report. Michigan State College. 19%. 15m 6. Kane. “Follow-up Study of the January. 1918 Graduating Class of the Wilmington High School. Vilmington. Belamre.’ Unpublished Masters Thesis. Temple University. 1938. u ‘ - 4 s \ o s ‘7 U 0i u . s ,. ‘ ' o e. , '3' i‘ ' . e e ..' ' i '. e ' O- 20 2. Sixty-nine and six tenths per cent were gainfully employed. 3. Three and three tenths per cent were married. ’4. malty-three per cent made satisfactory adjustments and secured enploymmt utilizing their training. The Hamburg High School graduates were studied by Victor H. 16 Transuo. He chose the graduates of the years 1926-1928. and after studying their out-of-school records. made the decision that agri- culture. guidance. trade courses. art. and music are the most needed courses in school at the present time. Studies concerning gut-of-gchool £93135 men .93 farms and former stuients 2.3. locational Agriculture. In a study which was made by H. M. Byram.17 data were obtained pertaining to 1:90 young men between the ages of 16 and 26. inclusive. Surveys were taken by teachers in 11 commities by personal interviews. Some of the findings from this survey are: 1. Reasons for terminating schooling were: Economic reasons-48.9 per cult. lack of interest in school—2%.? per cent. graduation from high school-—SO.5 per cent. __ _‘ 16Victor H. Iransue. '5 Study of Post-School Activities of Selected Members of the Hamburg High School.“ Unpublished Masters Thesis. Pennsylvania State College. 1938. 17H. M. Byram. Out-of-School Young Me: on Farms. Bulletin No. 271i. Lansing. Michigan. State Board ofiofirol for Voca- tional Education. 19111. P. 8-35. I ’ s D u v . . s g . s . s l | I e - . I . . . ~-. 0'. .~ s s . ..o ,. o, ‘ u poor health-23 per cent. other reasons--3.7 per cent. 2. Progress toward establishment in farming had been made by only 113.3 per cent of the young men stuiied. Of this group only 8.1! were Operators in their own right and only 114.2 were in partnership. 3. Less than one per cent of the young men studied owned land in their own right. and only 10.8 per cent owned land in partnership. ’4. Approximately 2 out of 3 (67 per cent) of the young men espressod themselves as interested in Joining a young- farmer class to study farming problems. 5. The school leavers are as interested in part-time classes as the high-school graduates (out of school). Another study. made by H. J. Bartley.18 concerned a follow- up study of the pupils who had been enrolled in the vocational agricultural department of the high school at Mason. Michigan. There were 208 students in this study who had enrolled for one or more years on vocational agriculture over a twenty-year period- 1920,» 19140. A few of the facts which were revealed by this study are: 1. These 208 boys enrolled as follows: (a) 83 be- tween 1920 and 1929. (b) 125 between 1930 and 1939. 2. The percentage of the vocationally trained farm boys who became established in farming was x41.3: for the non- farm group 5.5 per cent. 1 8Hugh J. Btartley. “A Follow-up Study of Pupils Enrolled in Vocational Agriculture in the High School at Mason. Michigan.‘ Unpublished Masters Thesis. Michigan State College. 1912. ' O l ' ‘ ' M . I - ,, . — .. . O u o , . K e .‘ — ’ s i \I i n I . e . - ' s . . .-.e , . . ‘ . s' ' s. ‘ . . e _ ' . I . " - v I . '— . l ' - ‘ e ,. i . e ' * A . .. . ‘ I. . . . o I . . , ‘ r - w . - '. ‘ ‘ ' r .- - _ . . ‘ I . es s ' I _ . . . o . gs . . . L' .. ‘ e. . ‘ ' ‘ , f e . . 'in . . , ’ . k ‘ ' . . . . . ‘4 , . I J . I ' l.‘ ‘ . . v e e "' .- ll ‘ Y ., . . m— ‘— . Q. s ' e s o e ’. A ' >.. a 7 _~ v . . t‘ . v , . . “A I O i . ' e .. ' ’ l .- . o - . . . ..." | a ' ‘ s . '— - . . v . . _ . r . . . ‘ . .— O - J ‘ . t I I O ‘u v ‘ ‘ e I ' . ' . t . - h I n C I '.~.s‘ - I > ' - . , a Q .. . ‘ V > v s . I . I . I ' _ .- ' 1 ' e . O s . ._ I .I . 'U . .. . . O I' ' ‘. e v N . . a- --.‘Q .-.-..-.4 r UL' .- . e r '.l , ‘ ' 0.. ,. ~. " - ., ' . . . .| J 1‘: . . '. . - n e .VW t. _ 22 3. Of the farm group 53.34 per cent went into farming. or related work. and an additional 1’4.5 per cent indicated that they intended to do so when financially able. M. The young men who take up farming have tended to stay in their own home community: only 5.6 per cent moved more . than 25 miles. Those going into other occupations went farther afield; 21:.8 per cent migrated more than 25 miles. 5. It was found that young men from classes in vocational agriculture become established in farming in a variety of ways. The mode seemed to be as follows. To start with. a large percentage lived at home. receiving an allowance. wages. or income from one or more enterprises. About one third of them have augumented their cash incomes by working away from home on neighboring farms. or when old enough. in industry. As time went on. those remaining at home had been taken into partnership. and finally became owners and Operators of the home farm. or nearby farm which had been rented or purchased with assistance from home. 6. On the whole. the owner-Operator status has seemed a little slow in coming. with the group oovsred by this survq. G. P. Iieyoe19 conducted a study Of farm-reared young men who had attended high schools which maintained vocational agri- cultural departments. He found: 1. Sixty and five tenths per cent of farm reared young men who took one year or more of vocational agricultural courses were in farming. six and six tenths per cent in occupations related to farming. and thirty-two and nine talths were in non-agricultural occupations. 2. 0f the group of farm reared young men with one year or more of vocational agriculture who were farming at the 1 90. P. Beyoo. Young £1.92 From Michigg Farms. Bulletin NO. 256. Lansing. Michigan. State Board of Control for Voca- tional Education. 1939. p. 9—13. 0 o‘- 23 time the data was collected. the percentages engaged as laborers. Ezrtners.J Operators. rentors. managers. and owners are 28.0. 6 7.6 3.7. h. 7. and 10. M. respectively. 3. Of those graduated from high school and now farming. about one out of six attended college for at least a short time. For those not farming. nearly one out of two attended some college. Francis Godboldzo made a followbup study of the former students of agriculture at Reed City High School in Michigan. and his survey revealed this information: 1. Of the 122 boys living on farms when taking vocan tional agriculture between l929—l9h9. 76. or 61.5 per cent are now established in farming. 2. fifteen of the boys are in the allied occupations where there are possibilities of using their agricultural training. They represent 12.3 per cent. 3. There are 32 in non—related occupations. This is 26.2 per cent of the farm boys. An analysis of 106 separate investigations of former students of vocational agriculture was made by C. E. Wright. The purpose of this analysis was to compare and evaluate these 2°Francis Godbold. dd Followhup Study of the Former Agri- cultural Students of the Reed City High School.“ An Effort To oThingE” Better. Bulletin 2129M. (Lansing. Michigan: Office '3? ocational Education. Department of Public Instruction. 1950). P. 5e 210. B. wright. “Occupational Bistribution. Entrance Into ?arming. and Opportunities for Farming of Former Students of Vocational‘Agriculture.' The Agricultural Education Magazine. . 16:1h.Ju1y. 19h}. , . s . _ . . . p ' u 0 C e e' - t e _ . . I . s l v e I - . ' . , ~ . t '— -, e - .- o’ . . v ‘ 4 O O , I a sa‘ .° :’ | e ' ' "‘i . . . I .3 O ’ I e I I . I I U . u-f’ _ . . ‘_ .. - . s e I . . . ~- I ' . C e .. 'I , ‘ v .7 . v . . _ . . ., e . ' . v v ‘ l I O . ’ . “ . I , 7 A ‘ r . t O I ‘- ' 0 o O '. Q a . ‘ ‘ I I O t ' ' V 7 . - ‘ s | v 0' l . . . O s . . , - ' ‘ I . . . , . ’ ‘ ’ ‘ -- e . -... ._ u- . o c -- 7» a r . u .' r' 2h investigations to discover the factors affecting subsequent occupa- tional activities and employment. wright discovered that the largest proportion of former students entering farming and.a11 other phases of agriculture are found in the agricultural states of the Central West. This confirms Mueller's22 findings that many of the graduates in the New England States do not enter farming even though they are from an agricultural background. ‘Iore findings of wright are: 1. Data indicate that in times of depression. when the price level is low or falling. the preportion of former students found in farming is larger. the preportion enter- ing related occupations is smaller and the preportien at- tending college is smaller. The reverse is true when the price level is high or rising. Thus the time of making a study affects the results expressed as percentages in dealing with the occupational distribution of former students. Studies made during;the depression show larger preportions in farming than those made at other times. 2. Larger preportions of former students entering farming are those who leave school before graduation. who study vocational agriculture. who receive lower grades. and who attend fewer years of high school. 3. Former students who attend smaller schools in rural areas. who drOp and before finishing high school and who receive lower grades. regardless of the course taken in high school. enter farming in greater preportions than those not meeting these conditions. h. The greater the number of years of school attended the smaller is the percentage of former students entering farming. and the greater the percentage entering related occupations. but the percentage entering all agricultural occupations combined is smaller. 22 ”11911013. 2. 23-33-09 Po 3:480 q . a . a . t - 7 s R7 c 7 7. I O ' I o . s l s O l. e . n! O I ‘l e I . u . . a . .7 s- s s Q Q ' f . .. I s o . y . . \ q . . -1 . s ' . o . I \ g I . e r u . s 7 . v I I 7 Is I I e ' e e . . . .. . I s . . u I w . s . n . s . . t n v . u » . s . r a s7 . s . . I . . . . . . e s D . .7 . I n . . . u u . . t I . . . V . I \ I . . . i . 7 e . \ v r . e . c 7 I. . . 7 n u . II 4 ’x A n I o .. x . . . ' s n . . !J O 25 In a survey by E. 3. Knight.23 there was found to be no definite relationship between the occupations chosen by the youth as a group and those followed’by their fathers. These conclusions were formed after Mr. Knight contacted 811 out-of-school youth and 839 in-sdhool youth. More conclusions were that conceivably few youth are aware of the expanding possibilities in the commercial areas. and there is a definite need for both.vocational guidance and occupational training in the rural secondary schools. C. S. Andersonzn'analyzed the records of the in-school and out-of-school students from one school and became convinced that one third of those who drapped out of school became farmers. which was a larger number than those going into any other kind of occupa— tion. The interests of 683 boys were checked twice yearly over a four year period by C. L. Young25 to determine their vocational 23 E. 3. Knight. “Rural Youths' Occupational Choices Versus the Census." new MW 15:5”. September. 19142. 2h C. S. Anderson. “Out-of-School Rural Youth Enter Farming.‘ Agricultural Educatgag Magazine. 13:16. July. 19140. O 5C. L. Young. “Young Men lo‘fears After Leaving.Rural High Schools in.Pennsy1vania.' Agricultural Education Magazigg. 19:116. February. 19%. . A. I .- . I . o O . . ._.. . O I h - I u .— c hp. 0 s s I 0 e c O O - e 9 -~ 0 O 26 interests. He claimed that the professions attracted very few. and that the number engaged in trade and business is more than twice the number that ever expressed interest in commercial subjects when members of this group were smiors in high school. The results of an investigation which was carried on by the Iowa State College at Arlee. Iowa. were reported by J. A. Starrelc.26 These results disclosed that the ages at time of quitting school averaged 16.09 years for the farm youth and 17.35 years for the town youth. Thirty-eight per cent of the farm youth and 8.14 per cent of the town youth quit school at 15 or younger. The average grade of formal schooling attained by the youth was 10.51} grades. Studies pertaining to the ggidance practices found in the Schools .93. Michifl . Most of the literature which has just been reviewed stressed the great need for improved guidance practices in our schools. Arno Henry Luker27 made a survey of approximately one-fourth of the schools in Michigan to determine the extent of guidance practices employed by these schools. His general con- clusions and summaries are: 26.1. A. Starrak. ”A Survey of Out-of-School Youth". Aggi- cultural Education Magazine. 7:170. May. 1935. 2.{Jh-no Henry Luker. "A Survey of the Guidance Practices of the High Schools of Michigan.“ Unpublished Masters Thesis. Michigan State College. 1912. p. 68-69. l. A1most all of the schools made some provision for guidance in at least one or more pupil activities. while the median number of activities used was 9.6. 2. Although the study and selection of an occupational interest was checked by a larger number of schools than any other pupil activity. and although it was apparently used by seventy-eight per cent of the schools. other por- tions of the questionnaire consistently showed that most of the fundamental. specific items necessary to good vocational guidance and to wise selection of a vocation were not present in at least 50.0 per cent of the schools. 3. A fairly large proportion of the schools were raking little or no provision of try-outs and exploratory activi- ties or follow-up studies. while sixty-two of the 167 schools made no provision for selective courses for all four high-school grades. 14. some 12.1!L per cent of the high schools made no provision for the orientation of the pupils entering high school for the first time. 5. Of the tests administered for guidance. the most extensively used was the intelligence test. NATIONSHIP OF THE STUDIES REVIEWED TO THIS THESIS These studies which have been briefly reviewed do not represent all of the studies that might be classified under the headings which the writer has used. However. a limited time and space do not allow a review of all studies that have been made pertaining to follow-up studies or guidance practices. Considerable time was spent in searching the files of periodic literature such as the Agricultural Education {Leanna and the American Vocationgl Journal. Summaries g_f_ Studies _i_n_ 28 égrigtural Education proved to be a great help. also. Abstracts 33w. bulletins. and unpublished materials. Those studies which have been reviewed were selected because they showed the results of studies made in various parts of the United States. results of studies involving more than one school per study. studies limited to one school per study. and the results of studies limited to the department of vocational agriculture. Each of these studies will provide the reader with an overview of the research and point up applications in a particular phase. It was the writer's desire to compare and interpret the results of the studies reviewed with the results of the study which the writer has made. Since the desire for guidance has been expressed so fre- quently in various research literature. some data from an author who made a study of guidance practices have been included in this chapter. The work was selected because it appeared to have treated the problem of guidance very comprehensively. CHAPTER III PEESEETATION OF DATA This is a follow-up study of 298 graduates and 155 non- gradmates of the Saranac High School during the fifteen year period of 1935 to 19u9. All of the data have been divided into five classifica- tions in order to facilitate the presentation of the findings. The classifications are: 1. General Information. 2. Vocational Status. 3. Further Education. h. Evdxuation of Schooling of‘ Former Students. and 5. The Department of Vocational Agriculture. In.presenting some of the data in each section. the tables have been divided into three 5-year periods for the purposes of comparison. These three periods are: pro-war during 1935-1939. war during l9h0-19hh. and post-war during 19h5-19h9. An attempt has been made to see whether the waraperiod had any influence upon the activities of the students' life in and out of school. I. GENERAL INFORMMTION Addresses were obtained for 283 of the graduates. and personal data blanks were mailed to them. There were 210 who returned the personal data blanks. or seventy-four and two tenths per cent. Table I shows the results of the returns from the graduates divided into the three Sayear periods. 30 TABLE I DISTRIBUTION OF GRADUATES RECEIVING AND” METERING PERSONAL DATA.BLANKS.ACCORDING TO THE YEAR IN WHICH THE! GRADUATES W Year of Number"I Personal data blanks f graduation graduating Number‘ Number Per cent receiving returning returning Freewar pprigd . 1935 ..... 19 19 10 52.0 1936 ..... 21 1s 10 55.5 1937 ..... 1h 1h 11 78.5 1938 ..... 31 28 23 82.0 1939 ..... 17 16 1“ 87.5 s33 totals 102 ‘g5¢#‘ 68 71:5 _A_ War eriod I955 ..... 18 17 12 70.6 19h1 ..... 17 15 11 73.0 19h2 ..... 15 13 s 61.5 19h} ..... 16 15 10 66.6 19% 0 e e e o 9 8 7 A 87.5 pr totals 75 6s~ he _' 70.6 Postdwar ‘—_ period ' . 1 Q s e e e 16 15 13 86.6 1996 ..... 21 21 17 81.0 19,47 geese 30 3O 21 7000 19kg ..... 27 27 22 81.0 19119 .. . .. 27 27 21 78.0 Sub totals 121 120 9h 78.3 “_ Totals 298 283 210 7h.2 *The difference between these two numbers is because it was not always possible to obtain the addresses of all former students. . - r o - e O f O o . . . c . . o. s - - . . . -... f!:.‘.7. "‘ ..\,_ .n- a n s'~o ‘ne.-g.n.r. . -- -u-e.-l- .eaa-e. . . , . ' u I. . ,-.... ,- . uoc-—. ru-n-ov-. . . -o-~o O u C - '\. . -... DO‘OCLI u-e..-¢~.a.--_.-..... uog>r .- O g.. s.--. C r— «0.--.-.» -g- .w- .4. . . r U . r v p . e _ - a Q ...~...Is e c U u - -.. C -- o .- “OD-O e a o e . n - n r . . e u .. .- .e a. - --.. .a... -. . .g. " . s . . . O ' . . n e . o . - n . a » o - 0-. cu. -- "j . a... are . I . .- 4-. - -o--—.Qve4.-...—o.u- o _ . - § . - . p .Q s .-. I - - ' a e O~al--‘a.-v~.«_\o s. n o, I . .- . '. ' . . . . . . . . . I - . \ . . a 1 o. >l- r 7.....- , .0 co-..s - . n O-‘ \ 0 O u..- s . .. 0-.--0-fi-O- -0- I V»\ e I - I.. vl..--n o'c‘o-‘c‘v- 0- .o r---*.. o--.--o- a.. us..- not I . a i . . s n- Inn.- -v‘ n... ~- 0 o. a. -1-de Cual~ ’. d 0'. -1.-nw~-e‘-oo-o a. « . . . 1‘ -o. .- e v p- -" . .. Ow l"- . . I O , . v 3 . . 3.- i . l w . . v A .. ' . -u o. .. .0...oo—o . . .. . -o-o¢.-.o.- . go... . so... 00... . '0... . .. o-Q--9J-o-c-oo a u. .. O -? *"--oru-'. . 0-0.. s . .000. .0000 l 0'... '0... (On-I-u-o...so I . a a .«u. .90.‘ s r . DJC'O‘OO oe-e 31 It is interesting to note that the pro-war period contains one year with one of the highest percentages of returns and two years with the lowest percentages of returns in the fifteen-year period.’ There were 13” non-graduates whose addresses were obtained and personal data blanks mailed to them. Farty-seven returns were received from them. or 35.0 per cent. Table II shows the distribution of non-graduates who re- ceived and returned the personal data blanks according to the year when they left school. It appears that the post-war period had a greater preportion of non-graduates than either of the other two periods. However. during the post-war period the Saranac High School. increased the enrollment by extending the school service area. Therefore. it cannot be stated that the postdwar period had a greater proportion of non-graduates in comparison to the number of students enrolled in high school. This table also indicates that the smallest number of non-graduates was during the waraperiod. A comparison is made in Table III of the distances from Sarenac where the 210 graduates reported that they were living. Nineteen. or 1916 per cent of the men ventured seventy-five miles or more away to make a living. while only 11.5 per cent of the women established themselves at a comparable distance. It is also evident that more than one-half. or 53.6 per cent of the men live TABLE II DISTRIBUTION OF NON—GRADUATES RECEIVING AND RETURNING PERSONAL DATA BLANKS ACCORDING TO THE YEAR IN WHICH THE! LEFT SCHOOL Year Number“' Personal data bdankgl leaving leaving Number“I Number Per cent school school receiving returning returning Predwar pgriod 1935 ..... 9 5 1936 ..... 16 15 3 20. 1937 ..... 10 7 2 28.5 1938 7 1+ 2 50.0 1939 sees. 6 3 4— Sub totals #8 7*- }h 7 20.6 Var eriod I956 ..... 6 5 2 140.0 19111 9 8 n 50.0 1 Dose. 7 6 1 16.6 19”} ..... 7 7 3 “2.8 1 ..... 8 “_8 . 5 62.5 Sub totals 37 3h 15 fl 741.2 Post-war ‘—* eriod . €953 ..... 13 10 5 50.0 19% geese 13 l3 1 707 191W 21 20 . 8 140.0 191l-8 ..... 17 17 7 111.2 19h9 ..... 6 6 h 66.6 Sufi) some“ 70 ‘7 6F 25 38.0 Totals 155 1314* 117* 35.0 “Figure forty-seven represents actual drOp-outs. but the figure one hundred thirty-four might contain some transfer students to other schools. but no records have ever been made of this fact in the office. hence they are called non-graduates. *‘ The difference between these two numbers is because it was not possible to obtain the addresses of all former students. . w . o ‘ o . . a o... O .. v. I e. V . e . e .4.— v e e v a . s . l-o -C o - - 1 . s - ,2 ‘ . . , .- ‘ Q a - .... n o ,1“ 1 . s- . A a . o .- h"' -s ... 9" . . ~— '9 e- . s o a . \§ \ 0‘ I u . . -- u . \ o o . C I ‘\\ .o’. o-. - . . s O I. c on C . " i as... . c o I . w - a- ~eo—p a... 1. p l .. .o-o. . 00-04 . , . .« ,.-. . e ' O Q ~‘O - u n we. I , .. VO—I- cs0. lo.‘ '00-.' . _ I l “D-C‘D-OJI' ' .00.. ‘ '\ 0'... 0.... ' .0... 000'. .pO..-- 0 O. O x '1 s .1. ' e ' i -’ .0..I.—~ 7! .00.. 0.... o . vase. ‘. ' .v-v. a . e as... _ . C 4 so... -....._, O.-- I .... . O .- 0 . a o- 33 and work five miles or less from Saranac. compared to 37.2 per cent for the women. TABLE III A COMPARISON OF DISTANCES FROM SABANAO WHERE THE TWO HUNDRED \ rm GRADUATES momma mm mm mm 1.1mm Distances from. r to art Sarenac Hen women Wt m- 75 mdles or more 19 15.6 13 11.5 51 to 75 m1» 2 2.1 3 2.6 . 31 to 50 miles 1 11.1 1h 12.1: 16 to 30 miles 6 6.1 15 13.3 6 to 15 miles 1h 111.5 26 23.0 5 miles or less 52 53.6 N2 37.2 Totals A 97 100.0 113 100.0 The distance from Saranac where the non-graduates reported that they were living is shown in Table IV. It is interesting to note that 20.0 per cent of the men non-graduates are located seventy-five miles or more away. and this is practically the same per cent which was found for the graduates. However. 36.h-per cent of the women non-graduates moved seventy-five miles or more distant as compared to 11.5 per cent of the women graduates. There does not seem to be a great difference between the per cent of men and n I ‘ I . O O ..1 . . . , . -. 1 . . . . . .. a - . e . . . . , . . 1 a . .D.. . . - o - n a v o 0 . . . .- — - - “q ~ I e o .- u r . . ~ . - e o - ‘ ' ‘ . p .f ‘ 7 . L ' - . . n a - . . v . e o . . . . , . ‘. 9. . u . . . . e C u e 0—. 4 . e b .0 1 .- e | - 4 e ’ ' . . e .. - . e ‘ g-n _ - e .0 . .p e-. c e o .. ..- s Q It . -... p-g-r. . e . ‘e c - - . e - e ‘ .' a " r a} I - O ' « u fe e ‘- e , e . ' ' e ‘ s ‘ l . O U . . x g _ 0 e ’ I ‘ ‘ v ‘ '. . '. . . - . O s ' - I l ' . . O ' O , . _ - . - 4 .e-. -‘- b a . < I ~ .~ 0“ q a c O I I g o o s "O‘. .-.-O c u -e u l a. no. . . Q . 1 v ' .' u e I . .. - e-.- -v-oe -.1-e.. . . ... .u..-.... .. 1,0... ‘ } . . - e 'I a ' a _ O I . . ' u u . e . I I ‘ . . F | . . . ._ .. . . O O ' u . . g , - -< . r v e - so u . . e ‘ TABLEIY A COMPARISON 01’ DISTANCES FROM SARANAC WHERE TEE FORTH-SEVEN NON-GRADUATES REPORTED THAT THEY VIBE LIVING Distances from A Non-graduat 95 reporting Saranac Men Women 314 No. Fer out No. Per cent 76 miles or more 5 20.0 3 36.”: 51 to 75 miles 1 14.0 0 0.0 31 to 50 miles 1 11.0 o 0.0 16 to 30 miles 8 16.0 2 9.1 6 to 15 miles 0 0.0 3 13.6 5 miles or less 134 56.0 9 140.9 Totals 25 100.0 22 100.0 women non-graduates who stayed five miles or less from this area. Muellerz8 found in his study ~ that 113.2 per cent of the graduates were living within the commity. and 38.0 per cent of the non-graduates were living within the community. By averaging the per cent of men and women for Saranac. we find that 15.14 per cent of the graduates live within five miles or less from this area. and that 148.1; per cent of the non-graduates live within the 28Mueller. g. 313.. pp. 3’47-3118. \ IN. . 70" - 5 ... . - .‘ro- ' . cl. A . -. a o. ‘C.-~ D .0 e. .. g... . cans—go... --. . n . . g . O - a- o a no... .- o .100 u C. 0 F o ,. “u . \ .‘a— .U- n y-.. on; n 1 - r .. . a o o--~.5 Ore 35 same area. 01‘ course. these figures cannot accurately be compared with Mueller's29 findings because he did not state how many miles were covered by the term 'community'. In a study by George Mina-.30 it was revealed that 111.0 per cent of the graduates remained in Harbor Beech. Qhe findings by these other men are very similar to the findings for the survey of Saranac. although, Saranac has a slight lead in percentage. Table V indicates that among the graduates. the women mrry sooner than the men. However. this fact is more marked among the non-graduates. Only one. or 14.5 per cent of the twenty-two women who were non-graduates, was not married at the time of the survey. Table VI shows the relationship of marriage of the non- graduates to the pre-war, war. and post-var periods. also. 2 9Mueller. 3.3g. cit. 30Mill er. a. git. .) e 4 t .4. . Q . -...o O 36 mABLE v RELATIONSHIP OF MARRIAGE OF THE GRADUATES TO THE FIRE-WAR. WAR. AND POST-WAR PERIODS . number Matrimonial status ‘Iears students - Married Not married reporting fit: Per cent No. Per cent 1235-1352 Pre-uar eriod Ken 31 29 93.5 2 6.5 Women 37 3h 91.9 3 8.1 lSAOelayh war.period Men "' 23 17 73.9 6 26.1 ‘Vomen - 25 20 80.0 5 20.0 1355-12h2 est-war Beriod Men M} 22 51.0 21 h9.0 women 51 38 7h.5 13 25.5 Iotals 210 160 -- 5O -- o u -- n - . . .-.. e e - o o o ”-9 u. e o . .e o - o -0 e . u . .c.. s -.-O . ._. . o .. - .--- 4.. ‘ ear-.. O u . \. a o----... .o-.-- -q u a- - 4 e ... ... o . . p v*.-.l . ... . . . --.~ ' . o . e .. ._ O I..‘.--. n I . UV- 0-0-0-‘ .‘. .- - a- oo-.--O~‘nvv f _ -F..'-- ... . o- ...o.--. .. ..—— ..—--- TABLE VI RELATIONSHIP OF MARRIAGE OF THE NON-GRADUATES TO THE PRE-WAR. WAR. AND POST-MAR PERIODS ' Number Matrimonial status Years students . Married g; Not married reporting No. Per cent No. ‘Per cent gen-2232 redvar Eeriod Men 'bmen KAT: KN: 100.0 0 0.0 100.0 0 O 0 1359:;2uh arjperit: Men 7 5 71.1; 2 28.6 Women 8 8 100 O lghfi-lghg Post-war period Hen 1h 3 21 Women ll 10 _30. Totals h? 33 -- 1h .... . . o -- u 0.-.... a- 0.. ...._.-. o- o . - o \ . .... . . . .... 0...- . -e.« ‘cau . . ,-. a e ~O'5I- ‘ o .,,__.._...._..-...- >.-...o a.-. o..- - o u 0..- e ---. ' - .- - s . ‘ .- o 0‘--- I .-o ' 38 II. VOCATIONAL STATUS It may be seen in Table VII that 62.8 per cent of the women made plans in high school relative to their life work ahead. Only Mk3 per cent of the men made plans for their life work while in high school. TABLE VII PREVALmCE OF PLANNING DONE IN HIGH SCHOOL REGARDING LIFE WORK AS REPORTED ET 210 GRADUATES w :m Number Planned life work students in high school reporting Yes A - No No. Per cent 3?. Per cent Men 97 M3 l“4-3 51* 55-7 Women 113 71 62.8 1s 37.2 —_¢~.— Table VIII shows that of these women who made life plans. 73.2 per cent fulfilled their ambitions in planning. while only 60.5 per cent of the men saw their ambitions fulfilled. Il'here was a difference found between the graduates and non- graduates regarding the planning of life work. Thirty-six and four tenths per cent of the women made plans for their life's work while in high school and 100 per cent of then realized their ’- n., ‘- -a c.‘ o! e . Q 0 I ., " i 04. n. as s. l e.- e ,. 0 O a»... , O “ ow o --.-o C a ‘v . e.- In . I o a n ‘ D -. . o ‘0 _ . \ y o " DD... ., _ . . ' '9.- . .. . -u— ..,..-.v - .. u-O'-¢-a ‘v' 'DO-ge- . -.. TABLE VIII sow m1. m HIGH—SCHOOL PLANS shaman LIFE won: um mums AS momma at 111+ GRADUATES Number Followed plans students 1 Yes 1 No reporting . ~ No. Per cent No. Per cent Men T 26 60.5 17 39.5 Women 71 52 73.2 19 26.3 planning. Only 2150 per cent of the men made any plans in high school. However. 83.3 per cent of those who did make plans. followed them. Table II pertains to this topic. TABLEIX PREVALMCE OF PLANNING DONE IN HIGH SCHOOL REGARDING LITE mm as REPORTED BY FOMJ-SEVEN NON-GRADUATES Number Planned life work in high school students Yes t No __ reporting 53?. Per cent No. Per cent lien 55 "" 6 2h.o 19 76.0 Women 22 8 36A; 1h 63.6 _- .-4 ..-Q s o w- -- .— ~“' '0‘. o- n.- . . . a U r e TABLE! SATISFACTION WITH PRESENT OCCUPATION AS REPORTED 31' 139 GRADUATES DURING Tar. maven, us. we POST-JAR PERIOD W Period Graduates rgporting of L Yes _ w No years No. Per cent No. Per cent 1935-1929 re-war period Men 26 29.2 2 2.3 '03)“. 30 3000 1 100 19:40—19:14 ar period Ken 18 20.2 3 3.14 Women 22 22.0 0 0.0 191549143 fist-war p_e_riod Ten 26 29.2 11+ 15.7 Women 1"” Moo 3 3.0 lotals H31 70 78.6 19 21th Women 96 96.0 h 14.0 ‘- m—o- Arr-e M‘. - . -—4 ~u , . . - 0 ‘a u , e Q—c o.— u _. a. _ . - . g — o . . . - - ~ - .— n - a. Q.- - - O - —~ . . u n u - -.. 0.0.. Q . I".' e s a 0 an’ e-. e I c n o..- I s "o e 'a q j e . I h C I I. -.-.1‘Q . TABLE II SATISFACTION WITH PRESENT OCCUPATION AS RIPOEEED BY FORT! NON-GRADUATES DURING THE FEE-NAB. WAR. AND POST-WAR PERIOD .‘A __A Period _ Non3graduates reporting of __ Yes No years No. Per cent No. Per cent 1935-1919 Pro—war p eriod Men Women ul-F' H q O b4 0 00 s 19110-1 91412.2 Ear years Men 5 21 .7 1 1M4 Women 7 1&1 .2 0 0 0 1235-1 91:9 Post-war period Men 12 32.2 1 14.34 Womm 7 ltotals 1 Women 17 100.0 0 0 0 .' .c... —g H'.‘ pov ' sl- 0. Or. 0 .- ... . . - . . ~. 0 -c . - . l. ..s e nun-or .1'-"' \ a.-. s . a I '1 a O b - O ‘- g.‘ ~04. ‘ Apparently most of the graduates and non-graduates were satisfied with their present ocmations. as Table I and Table II seem to indicate. Hinety-six per cent of the women graduates and 100 per cent of the women non-graduates indicated satisfaction with their present occupation. Only 78.6 per cent of the men graduates were satisfied in comparison to the 91.2 per cent of the men non-graduates. The greater percentage who were dissatis- fied were the younger group within the post-war period. It appears that satisfaction with occupations is more apt to be found among the older age groups. Table XII lists the occupations of the graduates. The professions. which includes chemists. doctors. nurses. teachers. and Journalists. account for twenty-one of the graduates. or 10.0 per cent. over a fifteen-year period. By adding the eleven graduates who were attmding college to the professional list. it raises the per cent to 15.2. This is far below the findings of Mueller.31 who stated that 21;.7 per cent entered the professions. Another 3%} per cent of the graduates are accounted for among clerking. factory. farming. comon laborer. merchants. and milk distributors. ' 31Mueller. 133. cit. W5 TABLE III OCCUPATION S FOLLOWED A3 REPORTED BI 210 GRADUATES fi 1215-1333 lane-191m 1395-1213 War Pro-war Post-war Occxpations years Jeers _ years Totals No. No. No. No. Per cent Armed forces 1 1 9 11 5.2 Attending College 1 10 11 5.2 Chemist l 1 . Clerk 2 l 3 l . Doctor of 105.1(2an 2 2 1 .0 Factory worker 5 7 15 27 12. 9 Farmer 8 7 5 20 9. 5 Housewife 25 17 22 6h 30.5 Journalist 1 1 2 l .0 Laborer 6 3 6 15 7.1 Merchant 1 2 3 1.1L Mill: distributor 2 2 b. 1. 9 Nurse 3 1t 7 a. 3 Office worker 7 5 19 31 1 .8 Teacher 5 1 3 9 ‘4. 3 i r B O 5 1 Totals 68 148 911» * LA 0 l L l §—. ——00 -. e 9‘.‘ o '- In- .' Ir. H .e -9 a- . . ...5- »e ..— -l-.‘oo O “O-‘ s'-.‘ . I o ‘ I o e u ‘ ' u s O -. . . .—. -- . Mueller32 found only lh.6 per cent entering similar occupations. Perhaps these great differences in percentage between these two studies can be accounted for. because Saranac is located in a fertile farming area. and it is surrOunded by towns and cities where many factories are located. The per cent engaged in farming in this area is very near to the findings of the author mentioned above. However. the findings of Miller” indicated that only 6.0 per cent of the graduates became farmers in comparison to the 9.5 per cent who became farmers from this area. The occupation of home-making leads the list, by accounting for 30.5 per cent of the total graduates. Actually’ 56.6 per cent of the 113 women who reported are engaged as homemakers. This exceeds Brillharts3h findings because he states that 1+9.0 per cent of the women were engaged in homemaking. Office work involved 114.8 per cent of the graduates. This is less than Brillharts35 findings. because he found a total of 21.0 per cent pursuing like occupations. 32 Mueller. 10c. 23;. 3B’iviiller. loc. .c_i_t_. 3"‘3rillhart. Q. Elite 351b1d. A general sumary of the occupations of the graduates is that 31.M-per cent entered “white collar“ occupations. This again is far below Muellen536 findings which were 52.2 per cent who entered 'white collar“ occupations. The occupations of the non-graduates are listed in Table XIII. Again homemaking leads the occupations with 36.2 per . cent of the totals. Actually. 77.2 per cent of the twenty-two women who reported are homemakers. By using the term professional occupations to include the same types of work as has been previously listed among the graduates. we find only one non-graduate. or 2.1 per cent. qualifying for this classification. Forty-eight and nine tenths per cent of the non-graduates were ocCupied as laborers. farmers. factory workers. civil service. and related agriculture. Twelve and eight tenths per cent of the non-graduates have entered ”white collar“ occupations as compared to Mueller's37 findings which were 36.7 per cent. As far as farming is concerned. 15.0 per cent of the non-graduates are employed in 3%!1181101‘. 22. 21-!- e 37 1d. TABLE XIII OCCUPATIONS FOLLOWED AS RIPOH'EB BY FORTE-5m NON-GRADUATES W 12.32.2210 12 "F2114 1215:1212 Occupations Preawar Post-war years years years Totals No. No. No. 0. Per cent Agricultural inspector l 3 1 2.1 Armed forces 3 3 6.1:. Cheesemaker 1 l 2.1 Civil Service 1 l 2.1 Factory worker 3 3 6,h Farmer 2 5 7 15,0 Housewife 2 5 10 17 36.2 Laborer h l 5 10 21.2 Office worker 1 l l 3 6.h Practical nurse 1 l 2.1 Totals 7 15 25 1+7 100.0 this type of work in comparison to 9.5 per cent of the graduates. This is one and one-half times as many non—graduates as graduates. 8 Mueller3 found the same number of non-graduates entering farming. Wright39 also stated that more non-graduates enter farming than 38 Mueller, loc. 93.11. 39Wright. pp. 311. 'r g — w - A. - . .1 a- . . ”1.1-. .--..o--..--.n- e-Q _--‘.o~. 0‘ - .Q . e. ‘0 no... ......" ..-.i... ..- . . . .... ... . ..-.--. . .1 .. -...-.._. s i . . . .. r . - . — - 1 ”‘5‘. -..-.. -oa .-~ *‘n-n-" . , .‘ ~ 0 . n ..-' . __ i \ _ . - . » . t o -.-...o-.-— inn... e - gab—— ...-.- -. q...- «.a‘_ . .4... ' . ' .0. ' ‘ . " . C‘ . . . v - .. I i e . ....os-..--s4e ¢--..-n‘-.~o-i s ‘A-o ‘.e-.--..--.—.-.oore.ov . e oeevvasone-v - W i ’ ' 7 .. _. . V. ’ . 3'] ' r ‘ ' . 1; I ' . ' " e s s . C sfi-O' «Ooc-e'O-oele CQCOO‘O.1‘."lu.--.-'.'-l--“ 27 graduates. but did not state the number. Anderson“0 stated that one-third of those who dropped out of school became farmers, which is about twice as many as were shown in the data for this area. Tables XIV and XV list the occupations of graduates and non-graduates in descending order according to the number and per cent of individuals reported in each line of work. TABLEXIV OOCUPAT IONS or 210 GRADUATES AND ARRANGED IN DESCENDINC 01mm or FREQUENCY Occupations M Graduates reporting No. . Per cent Housewife 61+ 30.5 Office worker 31 1’4. Factory worker 27 12.9 farmer 20 9.5 Laborer 15 7.1 Armed forces 11 5.2 Attending college 11 5.2 Teacher 9 .3 Nurse 7 3.3 Milk distributor 1: 1.9 Merchant 3 1.1! Clerk 3 1J4 Journalist 2 1.0 Doctor of medicine 2 1.0 Chemist 1 0.5 rate-1! 210 10°e0 minderson. 93. £11. — e a .. e .. . v o 7 N e I s t ' I s . . - . - ...V e .- ss—..e- .. e- A(--.- . .... ...--«e-o~-ru 0.... (“vs . on s .,. - - .a- .., .... .1 . A I ~— A I A ' I n - <—--cv--¢ 'e’.“ e -g.--‘_ )- ..-.., t' . , . . .-..... A o -. ov-v es -s O C O I O. 5‘ TABIJXV OCCUPATIONS OF FORTY-SEVEN NON-GRANATES AND ARRANGED IN DESCENDING ORDER OF FREQUENCY Occupations Non-graduates rgport in 0. Per cent Housewife 17 36.2 Laborer 10 21.2 Farmer 7 15.0 Armed forces 3 6.1% rectory worker 3 6.1! Office worker 3 6.1!- A-gricultural inspector 1 2.1 Cheese maker 1 2.1 Civil service 1 2.1 Practical nurse 1 2.1 Totals 117 100.0 It was found that the types of vocations which the graduates follow is not associated with the distance from Saranac where they reside. This is shown in Table 171. Of the 210 graduates who reported on this question. forty-four per cent lived within five miles or less of Saranac. One reason why so many of the graduates are able to live within five miles or less of Saranac and yet follow a variety of occupations may be due to the nearness of surrounding manufacturing towns and cities. of the graduates who were engaged in farming. 80 per cent lived within five miles or less of Saranac. and the remaining 20 . ,. .Y ‘ - - _ ».—D —— . ..,' - .. . . .a .p..--u.~.-. , -~a—.--“.-.‘_‘,.-.-‘ -_ ..“ ”-1. A e e'. . I ~ - Q .- ~e‘ .- - u o. I‘- 1 " O. D ' . 5‘ . o'. - u .-.... . . - . . ...- 0.. - . . - . - a - cu.- - , o... A; ‘ : l -. ~ I . ‘ h ‘ e---.o....' . , .." > ‘1 I A. ‘ ‘ n . ._. ‘ . '0‘. ‘ '. - . - ‘ ' ' W“- W ' ~ ' e - .i . -- .. a o .. a o . . .. ‘ ¢ : -7. " o .e . ’ « l . . 9 . . . . . . I . . ' . . . \ " ‘ "‘ . u x . ‘ ‘ > .. I . v . _ e '_ I ~ ‘- ~ . _~ _ : ‘ ' . . A . . D - o e 0 t l ‘ ‘ . I > . . — 5.. A. . . .. . , .~ - .-— . . ' A .~ ,0 . .. v . - ._ V . I . . . . . , F . { 'i . . ‘. - v ’ ‘ ' ' - . . " ‘ ' ' 0 - . . r - . . - _ -. i ‘ o ' ’ e , + r N . u . r ‘ I . ' ' ‘ ' ‘ ‘ I . . ‘ l . D . . v . . I i V . r ' , _ ' . ~ . C O V . ‘ ‘ ‘ . f . , H ' ' I ' 0 e n V . ‘ II #9 TABLE m NUMBER OF GRADUATES REPORTED IN EACH OCCUPATION AND A! SPECIFIED DISTANCES FROM SAEANAG W Graduates Occupations Total Miles from Saranac reporting 5 6 16 31 51 76 or to to to to or less 15 30 50 75 more Housewife 61+ 25 15 6 6 2 10 Office worker 31 13 6 2 h 2 h Factory worker 27 17 6 3 1 Farmer 20 16 h Laborer 15 10 2 l 1 1 Armed forces 11 ll Attending college 11 h 6 1 Teacher 9 h h 0 1 Nurse 7 1 3 1 2 Milk distributor M h Merchant 3 3 Clerk 3 l l l Journalist 2 1 1 Doctor of medicine 2 1 l Chemist 1 1 Totals 210 9: 140 21 1s 5 32 1&1 per cent lived no more than fifteen miles distant. Bartley found that young men who were farming stayed nearer home than those who chose other occupations for a living. He found that 81.7 per cent remained within the Mason postal area. In the study by Godbold,u2 uliBartley. 9.2- 931 . Godbold, 0n. Cit. fin...— “--‘ - .- . _ .slo’.‘ Iva -7--. 50 the data showed that 60.0 per cent of the boys established in farming were within ten miles of Reed City, Michigan. and 29.3 per cent were between ten and twenty miles distant. Each of these studies seem to indicate that those who engage in farming have tended to stay in their home community. The non-graduates were found to be following a variety of occupations and still living within five miles or less of Saranac. as indicated by Table XVII. i‘he housewives have a greater tmdency to locate away from this area than any other group, among the non- grsduat es . mm: NUMBER OF NON-GRADUATES RIPOIEED IN EACH OCCUPATION AID AT SPIDII‘IED DISTANCES FIDM SABANAC Non-gaduat es Occupations Iotal A . Miles from Saranac reporting 5 6 16 31 51 76 or to to to to or less 15 30 50 75 more Housewife 17 9 2 l 5 Laborer 10 l 1 2 Farmer 7 6 1 Armed forces 3 3 Factory worker 3 l l 1 Office worker 3 1 1 1 Agricultural inspector l 1 Cheese maker ".1 1 Civil service 1 1 Practical nurse 1 1 Fetus 1&7 23 3 6 1 1 l3 o . er-o- . e c g . . 1 e . e .- . e - e o a . . u '90-... -‘ - O . .5 c - .s . l 5 . -‘. C .- K- - C 0‘--. O O O a e C . no.4 . .- 0 O .. ,, _. . -.. .. e.~- .I-O 0" O .. .nn 0 . . 0-0-a--. e . . -o»o cg- . ,.._ d v ".-..O A leading factor which the graduates reported influenced them in the selection of their work was interest, with 58.5 per cent agreeing with this fact. Ability ranked second as a factor with 28.5 per cent. However. the need of money nearly eqmls ability by accounting for 27.6 per cent. This informtion is found in Table “III. W XVIII FACTORS WHICH m1: REPORI'ED AS INFLUENCING 210 BMUAIES IN THE SWION 01' THEIR WEI Influencing Graduates report ing"I factors Ho. Per cent Int eres t 123 58 . 5 Ability 60 28.5 Need of money 58 27.6 Parents 38 18.0 Friend's influence 25 11.9 leached-s 18 8.5 Community 17 8.0 Hobbies or school activities 12 5.7 A!” 5 203 hrploymemt 2 ..9 Disability 1 .1: I'Some students indicated more than one factor. therefore, the total number is more than 210. and the total per cent is more than 100. A I n,- .. . a ‘-— e a. U "I , ‘. . C~~ ..a _.--e O '1 . O- ... a.‘ .I t . 0 e O o a 1‘. '0'- 0'- m.‘- 0 J rm O 0-9 ma 52 The non-graduates show that interest is the leading factor in the selection of their work. which is indicated by 142.5 Per cent. This agrees with the leading factor stated by the graduates. The similarity between the graduates and non-graduates ceases after agreeing upon the first influencing factor. Need of money and parents are indicated as second and third factors respectively by the non-graduates. Table III supports the above data. TABLEXIX FACTORS WHICH ms REPORTED BY WRIT-SEVEN NON-GRADUATES AS INFLUENCING THEM IN THE SELECTION OF THEIR WORK W Influencing ‘ Hon-graduates reporting" factors Ho. Per cent Interest 20 112.5 Reed of money 15 31.9 Parents 8 17.0 Ability 7 114.9 Friend's influence 5 10.6 Community 3 6e); Employment 2 14.2 Teachers 1 2.1 *Sone of the non-graduates indicated more than one fac- tor. therefore, the total number is more than 1$7. and the total per cent is more than 100.0. The reason for leaving school should be of primary interest to all educators. Table EC discloses that the main reason for leaving school in Saranac was “preferred work to school“. This O —o ‘W— G - . .~—. . u e O .- s -.. Pa I C - C e ‘0‘.. reason was given by m4.6 per cent of the non-graduates, and it is a higher percentage than Dillon"l3 found. He stated that 36.0 per cent left school for similar reasons. Second in importance for leaving school was “to be married“. which was 25.5 per cent. “To work at home' and "lack of interest in course” tied for third place with 12.7 per cent each. 'No money' was fourth with 10.6 per cent. Other reasons occurred less frequently, but they are important because they show the influences which are at work upon peOple. TABLIE REASONS FOR LEAVING 803001. AS REORTED BI WHEY-SEVEN NON-GRADUATES 53 Reasons for leaving Hon-graduates rworting" “311001 No. l’er cent Preferred work to school 21 134.6 To be married 12 25.5 To work at home 6 12.7 Lack of interest in course 6 12.7 No money 5 10.6 Sickness 3 6.14 Couldn't agree with teacher 2 14.2 Armed forces" 2 Il.2 School work too hard 1 2.1 l'riends left school 1 2.1 No transportation 1 2.1 Couldn't play sports 1 2.1 "The total is more than forw-sevm. and the per cent is more than 100. because some of the non-graduates gave more than one reason. "39mm. 92. gig. .) i I . O s s , .o -. . v 7.. .1 -. a -.-.-Q- 4 ‘1 ll 51} Lylesm found in his studies that the main reasons for leaving school were work. marriage. and illness in the order listed. His findings verify the first two reasons given in this study. Table XXI reveals the total non-graduates. and the grades they were attending when they left school. The war period contained the least amount of non-graduates. and the post-war period contained the most non-graduates. Since the enrollment was larger during the latter period. it is difficult to state whether the proportion of non-graduates is greater than the other two periods or not. The ninth grade showed the largest number of students leaving school, which was fifty-six, or 36.1 per cent. The tenth grade showed thirty-eight individuals drapping out of school. or 2h.5 per cent. with the eleventh grade losing thirty-two students. or 20.6 per cent. The post-war period shows more students continuing in school until the tenth and eleventh grades before drapping out, and this is probably due to the compulsory school law. Billonm3 found that the great maJority terminated their schooling before completing the tenth grade. and this bears out 1th mes. 92. an. Dillon. 93. 9.1!- l e M-‘ r..—.- t TABLE XXI 55 TOTAL HON-GRADUATES AND THE GRADES THEY WEBB ATTENDING WHEN LEAVING SCHOOL A Year‘s Grades attending when leaving school Totals 8th 9th 10th 11th 12th 1235-1233 Ire-war years . Item 3 8 1+ 2 l 18 tease u 13 6 6 l 30 Sub totals 7 21 10 s 2 he lain-12$ War years ' Men ’4 6 a 5 1 19 Women 2 6 3 3 18 . Sub totals 6 12 7 s 11 37 1125:1219. est-war years lien 6 1h 12 7 l 110 Women 9 9 9 3 30 Sub totals 6 23 21 16 It 10 Totals 19 56 38 32 10 155 “— “4 .‘r- p.-- .e .- It“. . .o a O a 0.. .. e.. e. i. O..- - .- ..o~>. e..- or. . ..-. . s _. . .. - e .. l 1 - n . - 0 e a. . w. . s...v . 4 'p.‘.' O I 1.0-. ‘.‘ . --ce-.e. t e . n v. --- l .95... -vc H . -d--l pvos s c.— , . s ,. --~‘~« - t —- s- . - _. . . ..- .. . .-~Ic- 5 . . -.-.-e e - o - l s.» 'r . O'< s ' ' \ x ‘ . s . cue. o . e. .- .. s— . . ,K. -.I -0 00-06-- C o—OQ—w . I - - d _ I I e . c - , 4 n c s can... a no - 9 0‘... I I I l - e o -v '0 c’. l o c . o. , v e e n e . e- « -¢-.oo- a—4. - - .e ._.- .e onfioje . . ... u .—.- . ...e.. O . ' . r ‘ ‘ "’.’..H .n- -'. DI. 0' . - o —- I O O u'--90-~-~.—'~--0'—4-.-.oo.- n . nun-n. .«o 'I. ..I' &.- -0.- -‘I-Ifls ' s u.- a -- - ..._. -e - , . Cu. “or- . I» _ n I s .1.-- e | § ‘-.I ' f c. -.-.> no. .. D.. enou '1 o....... o- — s o. -- - v n .7...‘ s ..-... I'll..."- 56 the foregoing data. Starrakh6 points out in his study that the average grade of formal schooling obtained by the youth was 10.2’4 grades. or. that most of the youth left during the eleventh grade. This indicates that the youth involved in his study stayed in school a longer period of time than the youths in the Saranac area. Of the total 155 non-graduates from this school area. seventy- seven. or 119.7 per cent were men and seventy-sigh . or 50.3 per cent were women. In Dillon's!” findings. boys constituted 514.0 per cent and girls were 1+6.0 per cent. III. FURTEER EDUCATION The veterans of World War II were given an Opportunity to further their education by an act of congress)"8 which has papularly been referred to as the G. I. Bill of Rights. Of all of the graduates from the Saranac. Michigan High School which are in this study. including both the men and women. sixty-three were eligible to take advantage of this opportunity. Of these sixty- three. only thirty. or 117.6 per cent furthered their education. It is also interesting to note that the thirty who chose to further their education were men. __.‘ ”63‘:ng 22s me ”Dillon. 92. 9.1.10 “Public Law 3146. ." c . _. 57 Of the forty-seven non-graduates who are in this study. and this includes both men and women. twelve or 25.5 per cent were eligible to receive educational benefits. Of this twelve. five or h1.6 per cent took advantage of further schooling. The per cent of non-graduates who furthered their education is very close to the per cent of graduates who furthered their education by the same means. Table XXII shows the further education received by the graduates. Fifty-four and three tenths per cent received no further education beyond high school. Farty-five and seven tenths per cent furthered their education in varying degrees from.one year or less. to four or more. IABLE XXII PABEICIPATION IN EDUCATION BEIOND HIGH SCHOOL AS REPORTED ET 210 GRADUATES W Years of further Graduates reporting education So. Per cent Hone 11h 5h.3 One or less 35 16.7 Two 25 11.9 Three 18 8.6 Four 15 7.1 Here than four 3 1.h totals 210 100.0 . u s v u - u I o . a — r. _ I 1.. . e . c u V v. ., - < o o . . a I \ . 0* . g. b ..d \.. , . n I . canon! “-u .-- 1 0.“. e e O.- on- 58 In Table XXIII the number of graduates who received their education according to the pre-war. war. and post-war years is shown. Of the students who graduated and reported. a larger per— centage of the former students from the predwar and war years have furthered their education in comparison to those from the post-war :years. However. if the graduates from the post-war years would have been eligible to receive the educational benefits of the G. I. Bill of Rights. it is questionable whether there would have been a marked difference in percentage. Apparently the G. I. Bill of Rights has been a helping factor for influencing further education. Of the forty—seven non-graduates. forty-one, or 87.2 per cent received no further education. Four. or 8.5 per cent received one year or less. while two. or h.3 per cent furthered their education by two years. It was also found that of the non-graduates who reported. 28.5 per cent who left in the pro-war years furthered their education. 20.0 per cent of those leaving during~the war years furthered their education. while only h.0 per cent of those who left during the post war years have furthered their education. This also seems to indicate that the educational benefits of the G. I. Bill of Rights has likely been of value to these non- graduates. It is again questionable whether there would have been a low percentage for the non-graduates of the post-war years 59 TABLE XXIII PARTICIPATION IN EDUCATION BEYOND HIGH SCHOOL AMONG THREE FIVE—YEAR GROUPS Year Number of Years of father education Per cent graduated graduates None One two three four more furtheng reporting or than education less four Pro-war 081'! - 1935 10 It It 1 1 1936 10 5 2 1 2 1937 11 6 2 3 193g 23 10 6 1 2 2 2 1939 1h 6 2 1 I; 1 Sub totals 68 31 16 7 s I; 2 5h.h Var ears fl 1953 12 7 2 1 2 19141 11 3 2 3 3 19112 8 3 3 2 19:3 10 7 2 1 19 7 3 2 1 1 Sub totals he 23 7 s 3 6 1 52.0 Post-war ears 1955 13 5 2 3 1 2 1916 17 13 2 1 1 19h7 21 17 1 1 2 19118 22 13 3 2 l4 19kg 21 12 5 h E§1 totals 9h 60 12 10 7 5 36.1 Totals 210 11,4 35 25 18 15 3 Average 1#5.? - e s o .4 - O ‘HO. 4.. o. 1 s ‘v -. ~- l» .1 .‘ ‘- - '.-.-. - - s—... . . .1..- L I . . .' .'. . .., .. "r‘ ‘ . . fl. - o“ se,'.-.- .- l ‘O I . .--.--'.. s . . o..‘ ' a “n e 4 "e— a-., .- . 'p. "u, . “"“u. . n - '-. I u l '- ‘-,- v '- '.- —— e .. ..._. . n 0 . ~ 'Ir’ ""—. s 60 if they had been eligible for the educational benefits of the G. I. Bill of Rights. The kind of education received beyond high school. as re- ported by forty-five men and fifty-one women graduates is found in Table XXIV. College leads. with 53.3 per cent of the men and 51.0 per cent of the women.attending. Veterans' school is second. claiming 26.6 per cent of the men. with trade school ranking third in importance with the men by accounting for 17.7 per cent. Busi- ness school ranks second in importance with the women.with 37.2 per cent. and trade school is third. by claiming 18.8 per cent. TABLE XXIV KIND OF EDUCATION RECEIVED BEYOND HIGH SCHOOL AS REPORTED BI FOHTI-FIVE MEN AND FIFTY-ONE WOMEN'GHADUATES _.--.. _._--._....—...—_'—. ..—...~-._.. A ’. ~M-- Division Graduates reporting of Men Women education He. Per cent No. Per cent Trade BChOOl 8 17.7 6 11.8 Veterans' school of agriculture 12 26.6 College 2h 53.} 26 51.0 Business school h 8 8 19 37.2 Military service school 3 6.6 Totals 51 113.0 ‘ 51 100.0 - o O 01-.~Ill.- w..- 61 Among the non-graduates reporting. none of the women furthered their education. Of the six men. three. or 50.0 per cent went to Veterans' school. and one each went to trade school. extension course. and military service school. Adult classes are another means of furthering education for any individual. Among the graduates in Table XXV. farm shOp and agriculture head the list of adult classes which were reported as desired in this area by the men. since these subjects were re— quested by l$7.7 and 1$5.5 per cent. respectively. The men listed mathematics and commercial subJ acts in third and fourth place with 37.7 and 35.5 per cent. respectively. Among the women who expressed a desire for adult classes. home economics was requested by 72.8 TABLE XXV ADULT cmssrs mca WERE 3120mm AS DESIRED Br 90 MEN AND 103 mm swarm Classes desired Graduates reporting_____ Mm ___ Women No. Per cent No. Per cent Agriculture 111 1"5.5 2 1.9 M 7 7.7 27 26.2 commercial subjects 32 35.5 35 33.9 Iconomics 2 2.2 Farm Shop 1&3 117.7 1 0.9 Foreign Language 2 2.2 2 1.9 Home Economics 75 72.8 Mathemtics 3h 37.7 17 16.5 Public Speaking 2 2.2 Social Sciences 17 18.8 27 26.2 3:: l c L .1 .' .1 13 «re-s : .9" 1 _""C C C ' scan.- per cent of them. with music ranking as second choice with 39.8 per cent. and commercial subjects receiving third with 33.9 per cent. In the case of the non-graduates in Table XXVI. agriculture ranks first with 59.0 per cent of the men reportedly desiring this type of adult class. Farm shOp is second and mathematics third with 50.0 and no.9 per cent. respectively. Home economics is reported to be the first choice of the women with 71.“ per cent of them. social science was second with 33.3 per cent. and music was J third with 28.5 per cent. TABLE.XXVI ADULT CLASSES WHICH WERE REPORTED AS DESIRED BI TWENTY-3WD MEN AND TWENTY-ONE WOMEN HOE-GRADUATES Classes desired Nonggraduates reporting Men women no. Per cent 30. Per cent Agriculture 13 59.0 1 ”.7 A" 1 14.5 1 14.7 Commercial subjects 1 h.5 h 19.0 Farm Shop 11 50.0 Home Economics 13 71.1% Mathematics 9 h0.9 19.0 "“816 1 Ins 6 28.5 Social Sciences 1 h,5 7 33.3 63 "hm it comes to reading materials for the graduates. the men and women are nearly equal in the number of magazines and newspapers which are found in the home. As far as magazines are concerned. the men averaged 3.9 magazines and the women averaged in}. With newspapers. the men and women each equaled 1.7 newspapers apiece. This is shown in Table mu. TABLE EVII HUNTER 0F MAGAZINES AND NEWSPAPERS WHICH WERE REPORTED TO BE IN THE HOMES OF THE GRADUATES f — Reading Number Number of magazines and material graduates newspgers reported reporting Total? Average Per person _.__‘ A H Hagasi nee Hon 9’4 5:573 in Vomn 112 2 .3 Newspap ers lien 95 168 1. 7 Vomen 110 191 1.7 The non-graduates in Table XXVIII seem to show a slight difference in the number of magazines read between the men and women. The men averaged 2.6 mgazines each. while the women averaged 3.5 magazines each. As far as newspapers are concerned. the men averaged 1.3 and the women 1.5 newspapers each. These data seem to indicate that the women do more reading than the men among the non-graduates. o o I ‘- e e w.‘ ,- \ O . e. . -. -.-- 0...“ ‘.---.~ I 1 r ‘v 9 . . . e eat-t- . .. . 'e' o O t o--. 7e .. . ..-. .‘Q'.-' r. o C .fie’ .. -_ ’...-‘- «"5. 6% TABLE mu: NUMBER OF MAGAZINES AND NEWSPAPERS WHICH WERE HE’ORTED TO BE IN THE HOLES OF NOE-GRADUATES Heading Number Number of magazines and material non—graduates __ newspapers reported report ing Total Average __1 per person Eagasines )lsn 2h 6!: 2.6 Vomai 19 67 3.5 Newspapers Men 23 32 1.3 Women 21 33 1.5 It was found among the graduates that there was not much difference between men and women as far as the number of magazines and newspapers were concerned. However. Table XXII shows that morepwomen graduates enjoy reading books than the men. although. the difference in per cent is not likely to be great enough to have any significance. Table m shows a much greater difference between non- _ graduate men and women reading books. Eighty-two per cent of the women and sixty-eight per cent of the men enjoyed this type of reading material. n.‘ s e I .4 an. -. ---“ ""‘- O .. —... ’-o . . . 0.4-..-v —-._ ’ 9‘. ". 0" O . ‘-..‘ e ._. . , I '- 'O‘. O...- 55 TABLE XXIX ENJOYMENT DERIVED FROM READING Boers IN THE HOME AS REPORTED BY 97 MEN AND 113 WOMEN GRADUATES W Graduates reporting whether Total Sec: the: enjoy_ed readigg books per cent Yes No Ho. Per cent Do. Per cent Ken 80 82.5 17 17.5 , 100.0 Women 100 83.5 13 11e5 100.0 TABLE m WOMTT DERIVED FROM READING BOOKS IN THE HOME AS REPORTED BY TWENTY-1173 MEN AND I'm-Tm HUI-{EN NON—GRADUATES Sex Hon-graduates reporting whether Total ‘ they enjoyed reading books per cent No. Per cent No. Per cent . sun 17 68.0 8 32.0 ’ 100.0 Women 18 82.0 h 18.0 100.0 I...‘.v.\_-w‘ W . - . I ' .. ' .' ' ’ v o ' - - 0".-. O .. ‘ ." . . ".--. . . C.- C ..'._...u .- ..-.. ." VI ‘ ‘ u . ..---.-—-u . ~.-"-.“. 4 ' I" ‘ B k...‘...-o—--. . . ‘-.‘.- . C 4’ 'v I . .. -. '-‘ --. a a F..."..-' C ‘.',.e -o "" _ .. ..o . . D ~ . .. -. ' o - ‘ . ‘.V l . .10 ’.-. - .1 o o I o. I . .ufi- . .. -1. D.- ,—. . v. o - . . .. 66 How the graduates participate in community organizations is shown in Table XXXI. Men and women from the pro-war and war periods were inclined to join more organizations than those of the postdwar period. This would seem to indicate that peeple in this area Join more organizations as they themselves become more mature. Because the graduates of the post-war period reported a smaller number of memberships in organizations. it would be questionable whether this is due to a lack of available opportunities for becoming affiliated with more organizations if they chose to take advantage of these opportunities. The average number of organi- zations to which the men and women belong is 1.9 for each sex. This is rather significant because Saranac is a community which abounds with clubs and organizations of many'kinds. Older men and women are the ones who Join organizations among the non-graduates. also. It would seem significant that the non-graduates belong to nearly as many organizations as the graduates. with an average of 1.3 memberships per person for both the men and women. The men of the predwar years held the most offices. with an average of 3.1 offices. Men in the war-years held the least number of offices. with.en average of 2.” each. The postuwar years showed an average of 2.7. 67 TABLE m1 PAMICIPMION IN COMMJNITY ORGANIZATIONS AS REPORTED BY SIXTY-SIX MEN AIID SEVEN'I‘Y WOMEN GRADUATES Years NW1)” reporting Total organizations Av e membership to Vhlch they belong mag 12 :5—12 22 re-war _years Men 26 53 2. women 26 58 2 f0() laud-131m War years Men 17 142 Women 16 36 EU!“ 0 e [04? 135-1 0:112 Post-war zears 4 Men 23 33 1 h VOMGn 28 39 1eh Total s Average Ken 66 128 1e9 Women '{0 133 1. 9 The women of the pro-war years also hold the most offices. with an average of 2.3. Women of the war and post-war years averaged 1.6 and 1.5 offices each. respectively. Averages for the fifteen-year period reveal that the men held 2.3, offices in contrast to 1.9 offices for the women. These averages are found in Table mu. .s~ -< u .— .-‘ .. ‘ .nl—--o--s - .. g .e . u e ~ 0 n. O a .’ ... .. . ..- - i...-. . o . .- e .I‘ .- -. . - a . c- .-.. .-.. ..v - -. - s - c.. . ....... -. o‘- . . .6 .. O O O . n A‘“ 68 TABLE mu NUMBER OE OFFICES HELD IN Cow-11mm! ORGANIZATIOES AS REPORTED BY swam ME AND EOer WOMEN GRADUATES Years Numb er rqa or ting Total off ices Average holdin g off ic es held 1211:1212 Pro-war years Men 9 28 3.1 Women 17 ‘40 2. 3 lane-131m ar years Men 7 17 an Women 9 15 10 6 w Post-war years Men M 11 2. 7 Women 11" 21 1 e5 23.19.11 Men 20 56 2.8 Iona: 180 75 1-9 Another interesting fact is that only twenty men reported holding offices in comparison to forty women among the graduates. As far as the now-graduates are concerned. only two men and five women reported holding offices. Both men held an average of two Offices each. and both men were from the pro-war non- a... D-.. .,L I ._. O . I —. . n . .. . a 1 s - O .- .. ' o O - __ ‘ . . ‘ it . - . . _.- 'Is. ... . Q ‘ ‘ u ‘- ~ I ev. . -- ..._ . . . . ‘ o- a“ 69 graduates. The women in the pro-war and war years averaged one office each. while the post-war women averaged 1.5. The totals for the fifteendyear period showed the men averaging 2.0 offices. while the women averaged 1.2. IV. EVALUATION OF SCHOOLING OF FORMER STUDEETS To determine whether any pregress or change for the better is taking place in an individual's life. it would seem necessary to emp1ny various methods of evaluation. The purpose of this sec- tion is to make an attempt toward the evaluation of the highpschool curriculum and activities. More educators are becoming aware of the need for counseling and guidance Of young peOple. Table XXXIII shows the amount of teacher counseling which was reported as having been received by 203 graduates. Fifty-two or 25.6 per cent reported that they received no counseling._ This is one-fourth of the graduates. Fourteen and three tenths per cent indicated that they had re- ceived very little. and h2.9jper cent reported that they had re- ceived some counseling. It was found in a study by'Lu‘kerR9 that: Although the study and selection of an occupational interest was checked by a larger number of schools than any other activity . . . other portions of the question- ham”. 92. 9.2.2. I. 70 TABLE XXXIII TEACHER cormsmms wRIOR was REPORTED AS mm; Rm RECEIVED BY 203 GRADUATES .2: 4‘- Ad ;_‘ t‘“ Amount of counseling Graduates rgportingg. received no. Per cent None 52 23.6 Very little 29 1 .3 Some 87 7 h2.9 Much 21 10.3 Very much 114 6.9 Totals 203 100.0 naire showed that most of the fundamental specific items necessary to good vocational guidance and to wise selec- tion of a vocation were not present in at least 50.0 per cent of the schools. Of the forty-one non-graduates who reported on the ques- tion of teacher counseling in Table XXXIV. 26.8 per cent stated that they received no counseling. 22.0 per cent received very little. and 36.6 per cent received some. These data seem to indicate that the non-graduates received less counseling than did the graduates. Dillon50 found facts which made it apparent that the school leavers have not used the resources within the school to assist them in their problems. 50Dillon. pp. 011;. 71 TABLE mm TEACHER COUNSELDIG WHICH WAS REOMED AS HAVING BEEN RECEIVED BY FOR'I'Y—OD'E Hal-GRADUATES W 1 z :1?— F; .Amount Of counseling Nonggraduates reporting received 0. Per cent None 11 26.8 Very little 9 22.0 Some 15 36.6 Rush 0 0 Very much 6 11L.6 Totals 1&1 100.0 If teachers and counselors are to be of assistance to potential school leavers. it is clear that they must make active efforts to know their students better. .Tables mv. m1. mu. XXJLVIII. and mm deal with evaluation of school activities and subjects. The percentages which are listed in each table were obtained by dividing the number of students who reported participating in an activity or subject by the total graduates or non—graduates who answered this question. Therefore, the percentages hold true only for the amount of participation, and not the value or ranking Of the items listed. High percentages my mean high participation in an activity or subject. and/or a ma: value or ranking. Low percentages might mean a-.. ‘0‘ 72 low participation in that activity or subj act. but it does not necessarily mean low value. Some activities and subjects allow for greater number of students to participate, therefore, the percentage would apt to be higher. Only 113 of the 210 graduates reporting considered high- school activities had been of value to them since graduation. This is shown in Table my. Fifty-seven graduates reported that the experience gained from participation in class plays in high school were of value to them after graduation. Fifty-six graduates re- ported that the experience gained from high-school athletics had been of value-to them after graduation. It is of interest to note TABLE 1m HIGH-SCHOOL ACTIVITIES WHICH WERE RIPORI‘ED BY 11} GRADUATES AS BEING 0F VALUE TO TEEN SINCE GRAWAI ION Activities .‘__ Graduates reporting" of value No. Per cent Glass plays 57 0.1} Athletics 55 9.5 Class offices 31+ 30-0 r. r. A. 30 26.5 School paper 29 25.6 Student council 1’4 12.3 Music 7 6.1 Cheer leaders 1 .8 *Most of the graduates reported that more than one activity was of value. therefore, the number of activities totals more than 113. and the per cents total over 100.0. .-.... s C C o c - v O o 73 that both of these activities would seem to allow for a greater number of the students to participate in them. than do the remaining activities which are listed in Table XXXV. Class offices. F. F. A. and school paper were selected by 314. 30. and 29 graduates. respectively. who seemed to feel that they had received valuable experiences from these activities. Among the non-graduates fifteen out of forty-seven answered this question. Ten indicated that the F. F. A. had been of value as an activity. with athletics being selected by eight non-graduates. In Table mm the higm—school subjects are listed which the graduates reported as being of least value to their present occupation. Forty-six of the graduates reporting considered his- tory of least value. Algebra was listed by nineteen students. and chemistry was listed by eighteen students. Other subjects are listed in descending order. History was reported by seven non-graduates as being the subject of least value to them. BiolOgy and algebra were listed by three and two non-graduates. respectively. These numbers are found in Table MN. The subjects which were reported to be of least value by both the graduates and non-graduates were very similar.' Table XXXYIII shows the subjects which were, reported as being of most value to the graduates in their present occupation. TABLE XXXVI HIGH-SCHOOL SUBJECTS WHICH WERE REPOIH‘ED BY 133 GRADUATES AS BEING OF LEAST VALUE TO THEIR PRESM OCCUPATION Subjects Graduates rep ortingg No. Per cent His tory . h6 31w)- Algebra 19 114. 2 Chemis try 18 13. 5 Lat in 17 12, 7 Geometry 15 11 .2 Biolog 15 11.2 Typing 11+ 10.5 Booldceep ing 11 8.2 Phys ics 10 7.5 Lit erature 10 7.5 Mathemtics 9 6.7 Engl ish s 6.0 Shorthand 7' , 2 Agriculture 6 3.5 Geographw 5 3.7 Government 5 3. 7 Home Economics 3 2. 2 Bus iness Train ing 3 2.2 English was selected by ninety-eight of the graduates. while eighty-eight selected mathematics. sixty-one selected typing. forty-five selected home economics. and thirty-six selected agriculture. Bookkeeping was selected by thirty-four graduates. The subjects reported of most value for the non-graduates are listed in Table mm. The subjects which were most fre- quently mentioned. and the number of non-graduates who listed them .--. l -.- I i p \ a .. H 0 e . 'o .. a. . . _ . . . h. . o— - 0 r ~C - e - . . _ a . . o . . . I ~- I . e a e , . , s O a O k I . 'I . - _ .' . t l . , , . . V O I C . o - - e s ‘Q .<.--. . - .-~-‘ 9 - s s o . I s . , l .t . . 1< " . f . a) v ' n I _" . n . . . . ' . a, - s H o I 75 mm: xxxvn HIGH-SCHOOL SUBJECTS WHICH WERE REPORTED BY SETEEN NON- GRADUATES AS BEING OI" LEAST VALUE TO THEIR PRESENT OCCUPATION Subjects Non-graduat es rQort 195...... No. Per cent History 7 h3.7 Bioloer 3 18.7 Algebra 2 12.5 Typing 1 6.2 Shorthand l 6.2 Mathematics 1 6.2 English 1 6.2 Chemistry 1 6.2 Physics 1 6.2 Geography 1 6.2 __-_‘ are as follows: mathemtics--fourteen. home economicsuthirteen. agriculture-«eleven. and English-eight. Dillon51 found that the subjects of most help were in the following descening order: mathematics. English, business education, shop courses. home economics, science, social studies, and physical education. 519111 on. 92. as nan-en o < - — -.q s v v - -. a t . .- I a n v O o - :0-0 . a no c . o O O .C‘ HIGH—SCHOOL SUBJECTS WHICH WERE REPORTED 28'! 193 GRADUATES TABLE XXXVIII AS BEING OF MOST VALUE TO THEIR PBESM OCCUPATION 76 Subj ects Graduates rmrting Ho. Per cent nngl ish 9s .7 Kathematics 88 3&6 Typing 61 31.6 Home Economics 145 23., Agriculture 36 18.6 Bookkeeping 31+ 17.5 Chemistry 25 12. 9 Biolog 22 11.1; Phys 105 17 8.8 History 16 802 Business Training 16 8.2 Government 13 6. 7 Algebra 9 h. 6 Literature 8 )4.1 Geometry 7 3. 6 Latin 6 3.1 Sociology 3 1.5 ,. .._... -- . . .. . - . . a. -' Is- -l-o . c.-- . o. - ..... . ...-,.-- .— vfi.‘ . . . _. no 0“ 77' TABLE xxxrx HIGH—SCHOOL SUBJECTS WHICH WERE REPORTED BY THIRTY-TOUR NON- GRADUATES AS BEING OF MOST VALUE TO THEIR PRESENT OCCUPATION Subjects Non-graduat es reporting No. Per cent Mathematics ' 1h, 11.1 .l Home Economics 13 38 .2 Agriculture 11 32. 3 Engl ish 8 23. 5 Bielog 1+ 11.7 mine 2 5.8 Bookkeep ing 1 20 9 Algebra 1 2. 9 Business Train ing 1 2. 9 Chemistry 1 2. 9 Phys 1C 8 1 20 9 V. THE DE’ARTMEIIT OF VOCATIONAL AGRICULTURE During the fifteen-year period which this study covers. vocational agriculture had been offered for thirteen years. ac- cording to available information. Table II. shows a distribution of the graduates who studied agriculture during the pres-war. war. and post-war periods. with an increasing number of students studying this subject. 0f the pre- war period, fifteen out of eighteen who received personal data blanks answered them. or 83.0 per cent. 01' the war period. seventeen out of twenty-five who received personal data blanks < - < o n * rs. . . . e ' 78 TABLE 11 DISTRIBUTION or GRADUATES WHO HAD STUDIED AGRICULTURE M Number Unknown studying Lersonal Data Blanks Failed or in Years .351- Tumber Number to Dead institu- culture. receiving returning answer tions Pro-war period 18%? “ 1937 6 6 5 1 1938 10 8 7 l 2 1939 h h 3 1 Sub '— totals 20 18 15 3 2 War eriod €139 " 7 6 5 1 1 19111 7 1 6 l 19mg 8 7 3 h 1 19h} 3 2 l 1 1 191m 3 3 2 1 Sub totals 28 25 17 8 1 2 A Post-altar eriod {Te— 2 2 2 1516 5 5 5 19h7 11 11 6 5 19kg 7 7 6 1 19149 9 9 8 1 Sub Totals 311 3’4 27 7 __ Totals 32 77 59 18' 3 2 ~. ,‘ s ., .. e4“ ‘0 V‘- o -“l‘ ..-... o 79 answered them, or 68.0 per cent, and of the post-war period. twenty- seven out of thirty-four who received the blanks answered them, or 79.0 per cent. Of the entire group of graduates who had studied agriculture. three are dead, and two are either unknown or in institutions. The non-graduates who studied agriculture are shown in Table BI. Of the pre-war period, two students received the per- sonal data blanks and two returned them, or 100 per cent. Of the war period. eleven students received the blanks and seven returned them. or 63.0 per cent, and. of the post-war period. eleven students out of twenty-one returned their blanks. or 52.0 per cent. Of the entire group of non-graduates who studied agricul- ture. two are dead and four are either unknown or in institutions. The types of work which farm-reared graduates entered are shown in Table n11. Fifty per cent entered farming. 8.0 per cent entered milk distribution. the factory accounted for 8.0 per cent. with the office work attracting 5.3 per cent. The remaining occupations are evenly divided with one person following each type of work listed. There is a total of fifteen different 00% pations represented among the thirty-eight farm reared youth. In a. study nude by Knight.52 there was found to be no definite rela- Shmgn, 93. 933;. . I . . . " o-o. (nu 80 TABLEJXLI DISTRIBUTION OF NON-GRADUATES WHO HAD STUDIED AGRICULTURE Years ”Number thknown studying lgersonal Data.Blankg_ Failed or in agri- Number Number to .Dead institu- culture receiving returning answer tions Predwar ears _ 1935 - 1936 - 1937 l l 1 1938 l 1 1 1939 - 331? totals 2 2 2 war ears 2 2 2 19M1 2 l l l 19h2 1 1 1 19h3 2 2 2 l9hh 5 5 h 1 int totals 12 ll 7 h l Postawar ears hrs—- 6 5 3 2 1 l9h6 3 2 1 l 1 19W? 6 5 2 3 1 1918 9 7 3 h 2 19h9 2 2 2 Sub totals 26 ‘ 21 11 10 1 1% Totals he 31; 20 m. 2 u . .- . - ,7 .- . ..-. ye e-en- ' -. .v-..o--.e eu- ee- ......-.e.-o- , .-..-,. .-.r- a .-. -- -‘ .-.... -~-e no. 4'. ._. 9's . _.,a .s -. 's u e ‘ L , '. . . ... - c.- . . . - v ' ‘_. e - u . O ‘ v ‘ -_ ..,._ ,. . A- .. ..... -. . a.-. —> e . .s. —~_ CI.- . ,_ ,. 7 s . . _.—o , 0:- > —_.-- u -..<- . ~. . UDOUII 1" - 1e. . e‘ '01-». 0.... .. . ..... eequ-04.~-.A. .~..~..-.o. e . .1. . .,........¢.,., .... A, . a-.- . ' , v I . t . n-.n.. . . >¢o. 1.; - - ..~. ...... . nae- .... - -‘g- . . . . ._._ " I . ... . . -1..--o( -— .....--... .-.1-..-7'-----Ires-e ..---o-- s.e-s¢.-- . .. ‘— s- ...- e- ‘ v' . . . . . e ‘ o . ' ,l . . .- 9! Up. A I ‘ .--s‘ . e . e e e t e .1-.-.. A .- r-ocrgc. -.‘,,'_, r 7 . ..-,._'.. ,.,-.,..,..., ,. c.-. . ..e 0....»u .o-..‘a he». s .o-....-. -. .— . ' e w s ., a. ...v... .....4-o. .e 1- ..9..- g._ -.q--e. - .e. - Oe- TABLE EII THE PRESENT OCCUPATIONS OF TRIM-EIGHT m WHO HAD FARM BACKGROUNDS. AND STUDIED ONE OR MORE YEARS OF VOCATIONAL AGRICULTURE Lr _-‘ ____:- Li 1* h Occupations Graduates repgrtigg No . Per cent H HHHHHHHHHHHMumm O mmmmmmmmmm—qu O O O Farming Milk distribution Factory Office Vendor Cloaking Banking Teaching veterans Trucker Salesman Ge010gist Chemist Accountant Laborer Army NNNNNKJ‘IOQN e eeee NNNPNN 100.0 1: Totals lationship between the occupations chosen by the youth as a group and those by their fathers. This appears to be true for this area, also. Deyoe53 found similar per cents in his study of farm-reared youths. He states that 60.5 per cent were in farming. 6.6 per —-—— _.__ 53Deyoe. 93. gig. a-. —..w- .-.ul~~-.'~--‘d-~.v-‘ II-‘-.v.-.--'-'- -‘ --~o-oo. ..-a‘.-..oon no 82 cent were in occupations related to farming. and 32.9 per cent in non-agricultural occupations. Table XLIII shows what types of work have been selected by the graduates who were not farmpreared. yet they studied one or more years of vocational agriculture. Factory work has ac- counted for M7.N-per cent. or nearly one-half, while the armed forces have taken 19.0 per cent. Only one person was found in each of the other occupations listed. However. it should be noted that out of the group which had no farming for a background. one had gone into farming. and owned his farm. and one was in related farming. 0f the forty-seven non—graduates who answered, twenty- five were men and only eight of these men were farm-reared youth. Four of these non-graduates were farming. which is 50.0 per cent. and this is the same percentage which was found to be farming among the graduates. Only one individual is found in each of the following occupations: cheese—maker. Janitor. laborer. and office worker. and this is 12.5 per cent for each occupation. Twelve of the non-graduate mm who answered the personal data blanks were without benefit of a farm-reared background. yet they studied vocational agriculture to some extent. Three of this group are now farming. or 25.0 per cent; three are in the armed forces. which accounts for another 25.0 per cent; two. or 16.6 per 83 mm: mu: THE PRESENT OCCUPATIONS or wanna-Is m wan m3 NOT Fm, BUT. mo HAD STUDIEID cam on moan YEARS or vocmxozw. Aomcmm H w * OccuIa t ions Graduat es 13p ortixg No. Per cent Factory 10 1L7 . ’4 Army )4 19.0 College 1 158 Salesman 1 it. 8 Carpenter 1 1L. 8 Postal employee 1 3+. 8 Doctor 1 ’4. 3 Milk distribut ion 1 h. s l ' h.8 Farming cent. are in the factory. while one person. or 8.2 per cent. is found in each of the following occupations -- agricultural inspec- tor. carpenter. woodworker. and laborer. In Table ILIV my be found the farming status of the twenty young men graduates who were engaged in farming when the survey was made. It should be noted that some individuals came under more than one classification. hence the totals are more than twenty. Fifty-five per cent are owners and Operators of their farms. with 145.0 per cent having home partnerships. Ten per cent are managing a farm of another party. while the same percmtage are either a rentor and operator. or are found at home with income from One or more enterprises. Another 5.0 per cent is in partnership 0 e . a ' C .. -5 . . ... . .u... a. - o.-.u.-. . ... .—~p-e I. es ov . a ec...a.e ~.--~o . .951. o. .‘0 . - e . o . e , .0 I v -.-u.-- - -----e ‘0».a ' l .- . _ e e o I. ‘ O — - o e «o-<.~- a. '4 o .0- .- . 0 up ovub~o~e .e-co. eO-cnoo-O . . 8h TABLE XLIV FARMING STATUS OF swam GRADUATES WHO HAD STUDIED HIGH-SCHOOL. AGRICULTURE AND WHO mu: FARMING W Farming status Studgnts" each status NO. Per cent Owner and Operator 11 5.0 In home partnership 9 ti15.0 Manager of farm of another party 2 10.0 Rentor and Operator 2 10.0 At home with income from one or more enterprises 2 10.0 In partnership away from home 1 5.0 *Some graduates reported under more than one farming status. therefore. the totals are more than Wenty. and the per cents total over 100.0. away from home. Byram5h found only 8.1+ per cent either as rentor or owner in comparison to the 65.0 per cmt who are either rentor or owner in this area. Of course. the study made by Byram included the averages from eleven areas in Michigan. Deyoess found in his study .Offarm-reared young men with one or more years of agriculture. that 28.0 per cent were laborers. hike per cent partners. 7.6 per cent Operators. 1h? \ Shh” he EEO 55Deyoe. 22' Oi . ‘_ -.- .C ' 1 . vhV‘o. . U n .-‘~ . I I Q < M 85 per cent renters. 11.7 per cent managers. and 10.’+ per cent were owners. These findings Of Deyoe appear very similar to those of Byron56 regarding the per cent of ownership. The per cent of young men in the Saranac study who either own or rent their farms is much higher than the percentage found by Byrsn57 and Deyoe.58 Perhaps one reason for this difference is because the studies made by these two authors involved my more individuals per study. Another reason may be due to the fact that Saranac is located in a very fertile farming area. and surrounded by industrial towns. Many farmers find it very con- venient to work part-time in these nearby factories. especially in the winter time when the farm work is at a minimum. By this method many young men are helping themselves to become established in farming. Godbold's59 findings at Reed City. Michigan. nearly parallel the findings for Saranac. because he states that 61.5 per cent Of the former students of vocational agriculture are now established in farming. 56hram. 229-. Cite 5711316.. Sanoe. Loc. 0 t. 59Oodbold. 93. Egg. 86 There is a total of seven non-graduates who are engaged in farming in this area. They have studied some highsschool agri- culture. but have not all been farm-reared. According to the previous findings on page eighty-two. there were only four farm. reared youth.who chose farming as an occupation. therefore. three Of the seven mentioned above do not have farm backgrounds. The farming status of these seven non-graduates are: three home partnerships. or 142.8 per cent. one Owner and Operator. one renter and Operator. one laborer away from home. and one at home with definite or indefinite allowance. Each of the last four classifi- cations account for lh.3 per cent respectively. Thirty-nine graduates who studied high-school vocational agriculture are not engaged in farming. and the relationship of their training in highpschool agriculture to their present work is shown in Table XLV. Fifty-nine per cent state that their high school agriculture has no relation to their present work. 30.8 per cent say that it gave them a general background. while 10.2 per cent claim that it gave them specific preparation. Twelve non-graduates studied high-school agriculture. but are not farming. Seven. or 58.3 per cent. state that there is no relationship between their high-school agriculture training and their present work. It should be noted that two of these seven are in the armed forces. Four. or 33.3 per cent. found it useful as a general badkground. and one. or 8.h per cent. Q. TABLE XLV RELATIONSHIP OF HIGH—SCHOOL AGRICULTURE TO TRIM-ENE GRADUATES WHO ARE NON-J'ARMERS Relationship Students to in each present work pg relationship No. Per out No relation“ 23 59,0 General background 12 30.8 Specific preparation ’4 10.2 Totals 39 100.0 *‘l'our of these students are in the armed forces. found the agricultural training to be a specific preparation. There is not much difference between these "percentages and those shown for the graduates in Table I“. The strengths and weaknesses of the prOgram of vocational agriculture as reported by fifty-five graduates who studied high-school agriculture. are shown in Table 1117!. Over three- fourths or 78.1 per cent indicated that the F. I. A. program was strong. with classroom instruction and field trips taking second and third place. with 65.1: and 52.7 per cent respectively. It is of interest to note and it is significant that the supervised farming and contests and teams which received the lowest ranking ‘- 88 TABLE XLVI TEE STRENGTHS AND WEAKNESSES OF THE PROGRAM OF VOCATIONAL IGRICULTURE AS REPORTED BY FIFTY-FIVE GRADUATES WHO HAD STUDIED HIGH-SCHOOL AGRICULTURE M —-——‘—-—._ _‘- Strengths Vocational Weaknesses Traduates rgporting Agricultural Graduates rgorting 0. er cent ' Program , Ho. Per cent 36 65.3 Classroom instruction 6 10.9 29 ' 52.7 field trips 12 21.8 18 32.7 Supervised farming 114 25.14 h} 78.1 1'. r. A. program 0 0 15 27.2 Contests and teams 16 29.0 27 149.0 Fair exhibits h 7.2 along strengths. took the lead among the list of weaknesses. However. by adding the per cents for strengths and weaknesses for supervised farming. we Obtain a total of 58.1 per cent. This means that 141.9 per cent of the students who rqaorted on this table did not check whether supervised farming was a strength or weakness. Therefore, it is difficult to say that supervised farming is as strong or weak as the table might indicate. The same is true for each of the other items in this table. In Table EVII there were fourteen non-graduates who reported on the strengths and weaknesses of the prOgram of high- school agriculture. Of the items listed in the table. classroom instruction and supervised farming tied for first place among the strengths. with 50.0 per cmt each. Field trips and 3‘. F. A. also 89 TABLE ILVII THE STRENGTHS AND WESSES OF THE PROGRAM OF VOCATIONAL AGRICULTURE AS REPORTED BY FOURTEEN NON—GRADUATES WHO RAID STUDIED HIGH-SCHOOL AGRICULTURE M T Strengths # Vocational Weaknesses Eon-graduates repor- Agricultural man-graduates reporting ting Pragram I__ 0. Per cent No. Per cent 7 50.0 Classroom instruc- tion 2 lll».2 6 12.8 Field trips 6 has 7 323.0 Supervised farming 2 114,2 6 .‘o’ F. F. A. program 3 21.1; 2 114.2 Contests and teams 5 35.7 h 28.5 Fair exhibits o o tied for second place with 12.3 per cent each. The two leading weaknesses were field trips and contests and teams with ’42.?) per cent and 35.7 per cent respectively. The agricultural courses which were reported as desired by thirty-three graduates who studied high-school agriculture are shown in Table XLVIII. Twenty-two. or 66.6 per cent. indicated that farm 3110p was first choice. This can be partly explained by the fact that farm shOp has never been taught in this school. At the time when the personal data blanks were sent out. a new sh0p building was under construction on the school grounds. Dairying was second choice. with 63.6 per cent. The other desired u. a o —. a 1 . a - . C ‘ I - O C TABLE XLVI II COURSES IN AGRICULTURE WHICH WERE REPORTED AS DESIRED BY THIRTY—m GRADUATES WHO HAD STUDIED HIGH-SCHOOL ~ AGRICULTURE Desired courses Graduates reporting No. Per cent l'arm sh0p 22 66.6 Dairying 21 63.6 Beef 19 57.5 flags 18 5,405 Sheep l8 5h.5 Poultry 18 5h. Crops 16 ”8.3 Soils 16 ”8.34 Farm Management 11: 12.1; Food processing 1 3.0 courses were in the order of mention: beef. hogs. sheep. poultry. crops. soils. and farm management. Byramso found in his study that 67.0 per cent of the young men eXpress'ed interest in Joining a young-farmer class to study farming problems. and this percentage is very similar to the findings for this area. He also states that the school-leavers are as interested in part-time classes as the high-school graduates who are out of school. These findings coincide with the reports from the non—graduates in this area pertaining to part—time *— 6OBy'raJn._O_p_. C It s 91 classes in agriculture. which is shown in Table nix. Seventy- five per cent indicated that they would desire a craps course, and the other courses are shown in lesser percmtages. but of sufficient amount to indicate that these former students were interested in many types of adult classes. TABLE XLIX COURSES IN AGRICULTURE WHICH WERE RRORTED AS DESIRED BY TWELVE NON-GRADUATES WHO HAD STUDIED HIGH-SCHOOL AGRICULTURE Desired courses Egg-graduat es rgi ortigg No. Per cmt Crops 9 75.0 Daitrins 7 3:.3 Beef 5 .6 Poultry 5 In .6 Farm Shep a ’41 .6 Bogs 33-3 sheep 1* 3303 $0113 )4 3303 Farm Management h 33.3 It is worth noting that the facilities of the agriculture department are desired for use by the public. and this is shown in Table L. Twenty-four graduates indicated that they would enjoy using these facilities. Twenty. or 83.3 per cent. would like to do soils testing. and 13. or 5151 per cent. would appre- ciate milk testing. Other activities were also listed. TABLEL AGRICULTURAL ACTIVITIES WHICH WERE REPORTED AS DESIRED BY TWEE‘TTYJOUR GRADUATES WHO HAD STUDIED HIGH-SCHOOL AGRICULTURE Mk .1 :~ # Activities desired Graduates {sporting No. Per cent Soils testing 20 83.} Milk testing 13 51m. Seed treating 6 25.0 Seed germination 6 25.0 Seed cleaning 5 20.8 Weed identification 5 20.8 Seed identification 1+ 16.6 Pruning 3 12.5 Castrating 3 12.5 Shearing and clipping 1 ”.1 In Table LI. the non-graduates are also interested in these activities. 0f the seven reporting on this question. five. or 71.1% per cent showed a preference for soils testing. with milk testing given by 57.3 per cent. Other activities were also indicated with lesser percentages. 71. COMMENTS lL'EQ’RESSEI) BY THE GRADUATES AND NON-GRADUATES The comments have been divided into three classifications- pro-war. war. and post-war. No attanpt has been made to separate the commute of the graduates from those which came from the non- 93 TABLE LI AGRICULTURAL ACTIVITIES WHICH WERE REPOIEED AS DESIRED BY SEVEN NON—GRADUATES WHO HAD STUDIED HIGH-SCHOOL AGRICULTURE W Activities desired Non-graduates rworting No. Per cent Soils testing 3 71.14 Milk testing 3%.} Seed treating 3 .8 Seed cleaning 2 28.5 Weed identification 2 $.5 Seed identification 1 line Seed germination l 1&2 Pruning 1 1h.2 Castrating 1 114.2 gadmtes. although. it should be noted that most of the cements which were received came from the graduates. An attempt has been made to give in inpartial selection of views. Most of the remarks were well written and showed that an honest effort had been made toward evelmting the school program. The item which seemed to be of saJor concern dealt with a change of courses. Discipline ranked second. with counseling taking third place. Other problems appeared to be over-sized classes. inefficient teachers. need of more social functions, with the school facilities ranking as of least concern with the excep- tion of a new shop building. 0.5 9h Comments taken from the personal data blanks which were 53-- turned from the former students who attended schgol during the pry-war period 9.6 years. “There is almost a complete disregard for the cultural part of education. Too much stress is placed upon sports. If as much money and effort were placed upon the finer things of life as there is spent upon sports. the community and the individuals would be much better off. Sports have their place. but not to the extent given in the school today. Only a few actually have real benefit from them.“ 'Place education first and sports second. Encourage music. glee clubs. and dramatics with the same enthusiasm as given to the promotion of sports . . .' 'I feel that the most important need in the school to- day is discipline and respect for other peOple and their prOperty. and to teach the student self-reSpect . . . a trade school is iiuportant for boys . . . a class for both boys and girls to teach them materials and their values. such as types of cloth. chrome plate versus stainless steel . . .' 'There scans to be a big percentage of poor readers in mg: school. which is a hindrance in every walk of life. . . . I realise the lack is really in the grade schools but it seems such a shame to graduate than into the world with such a handicap and lack of Imowledge of the first principle of education.“ ”It is my feeling that more emphasis could be placed on note taking. theme and term paper writing. especially for those students who are planning to attend college." ”My greatest handicap has beat my spelling . . . When I went to school all the lessons on spelling were to memorize each day's words. There was never any mention of vowels . . .' 95 ”I believe that the schools have progressed much since I graduated. but there is still much to do. While casting no reflections on the present school staff. we still have need for more young and competent men and women in the teaching profession . . .' ”Should have adult education classes. Facilities of the agriculture room are not properly arranged. nor adequate for the number of students.“ "Private talks with pupils to help or guide them in their choice or selection of what they want to do when finishing high school.‘ ' '. . . I have noticed that many of the children walk in the road to and from school. This seems a little dangerous when the streets are slippery. and ice-covered especially. as the children will only move a short step to one side for traffic-m-some quite small children. too.“ '1 third: that there should be more music taught in our schoolsu-mrching bands at the games are so effective. Also. there should be compulsary gym classes for all students. both boys and girls. who are physically able. I found in w big: school days that the ones who partook in sports and school activities. in general. are far better citizens. They were lots better sports in school. too." 'I think they might offer some effective living courses and sex education courses also . . . Keep classes down. to a minimum of students. and keep them as informal as possible. allowing each student more individual attmtion.I “Farm chap is what the school should have had years 38° e e e. '. . . students should be allowed to bring home their books whm their parents request them. Also. I wish that the students were assigned seats on the school bus and made to stay in them. There is entirely too much fooling around. rougmess. and teasing on the busses.’ '. . . I went to Saranac Public School for thirteen years-n-from kindergarten to the twelfth grade. In all that time I have no mmory of ever being asked to do a favor for the teacher. or chosen to do a certain little Job which to a child means to much. However. I will say 96 that the teaching itself was excellent . . . This may seem petty. but it has remained with me all of my life . . ." '. . . one of the main things lacking in many schools to- day is a good course in public speaking . . . it is impor- tant to meet the public . . . conduct debates . . . become interested in world affairs . e . and what about more foreign languages . . ." "In my Opinion the most important thing lacking in high school is the failure to teach manners and respect for public and private property. The lack of respect for other peeple and their property is disgusting. Just as important is the lack of the reading or teachings of the Bible.” "If at the beginning of our freshman year. courses had been discussed with the students. and I had known of the courses offered. I would have chosen a specific course in which after graduation I might have continued as? education As it was I was almost through school before I was really serious about nsr plans for the future. and realized that I wasn't getting any special training from mt studies . . ." "I feel that at the time whm I gradmted. very little anphasis was given by the school for preparing students for post-graduation planning . . . many wonderful Oppor- tunities for young men and women to further their educations . . . many scholarships available . . .' “I think greater importance should be placed on the ability of the teachers that are employed. . . I rensmber that when I attended. we had teachers who were not quali- fied to teach in high school . . . teachers should favor the poorer students. give them extra time and special attention. private talks of encouragement . . ." figment: taken_ from the p_ersonal gate blanks which were 1:3:- turned from the former; students who attended sghgoLduring the VIE; we: 23.9.12. “There are indeed too many situations. both in and out of school. where due reapect for others. as well as for themselves. obviously does not prevail in the manner of 97 the present—day teen-agers. generally speaking of course. Maybe a little more of the old-fashioned air of discipline in the classroom might prove to be of strengthening value to our school system.” “Standards should be raised in general so that a high school education will mean something. Students should participate more in class work . . .' ”I think the teachers should talk to each student and plan their whole four years of high school at the beginning of the ninth grade.” "Be more particular about your beginning teachers in the grades. The right teachers the first five or six years means a lot in later school life. There are very few teachers who don't favor the brightest pupils instead of trying to find out what makes the bad ones backward.“ I"i'he pupil's dress reflect on the school. such as wearing slacks and over-alls. It makes the school appear sloppy when they emerge dressed like that." ”Saranac used to have open school one night a.year for the parents. didn't they? Why not now?I '. . . the trouble lay in weak teachers with.arbitrary programs suited to pupils whims. rather than training which would prove valuable later on . . . the library was woefully inadequate. literary background was nearly nil-~- pupils led the school. rather than the teachers leading the pupils. " “There are few comments I can make. Doubtless many improvements have been made in recent years. However I would like to bring to your attention an article in the February Readers' Digest titled."Denver Schools Connect Learning With.Life'. Such a system as described.would be an ideal way to help the students realize their am- bitions.’ '. . . need more social clubs. and have a bigger selec- tion of subjects. although they probably have more than when I attend school.“ 98 ”The school should put more emphasis on the science subjects. such as mathematics. and physics and chemistry. . . . greater contact should be established between the student and teacher so they may be counciled on what is expected of him if he is to continue his training in college . . . the non-college student should be given more facilities such as shOp and work laboratories. . ." “My regret is that I did not have a complete course in literature. I believe it should be a compulsory four year course. Also. all courses should be stiffer than they were when I attended.“ " . . . if someone could talk to the high school girls that is connected with the school of nursing. and they could be taken on tours of a hospital it might encourage more girls to enter the profession . . .' '. . . it lacked the equipment to enroll everyone in the commercial courses because of lad: of space and lack of typing machines . . . lacked a serious minded studmt council . . .' “More physical education for all ages and for both boys and girls. More facilities for laboratory work in chemistry and physics. also. a modernized shOp is needed." 'It would bebeneficial to give aptitude tests during the freshman year. Class enrollments in high school es- pecially. should be kept to a maximum of twenty students per class which reouire individual instruction." "Some of the faculty seems to be very la: in their ability to crack the whip. Stud ents appear at present to have entirely too much spare time and very little respect for others.I “The P. T. A. has been a great improvement . . ." ”A good drawing course that may be applied in general to the fields of architectural and mechanical drawing.“ “I have had to use as assistants in ny work. students who have graduated from high schools in large cities. I find that the average studmts from Saranac or most small community schools have a greater understanding of Job re- sponsibility. and are able to make more practical decisions. 99 and assume duties more readily than the large school graduates.“ "I have gone to one other school since I left Saranac. It made me appreciate the time that I was fortunate enough to spend in the Saranac school.“ '. . . my main objection was to the groups of kids who would not associate with others . . . I think the main reason for leaving school was because I was lonesome.” n. g g a new Shop building 0 e 0' ‘ "I believe that students should be graded on their ability and not on their class average.” Cements taken from the pgrsonal data_blanks which were 33-- turned from the formg students gho attended school dpuripg the post-war period 33 years. 'Saranac should offer a foreign language.“ '. . .‘more commercial classes. Make a person realize in the ninth or tenth grade that a set course should be followed. not Just the.easiest subjects.“ ”A better sports pregram for the 5th. 6th. 7th and 8th graders.‘I . "I hepe that it is possible for a girl to have at least two years of shorthand . . . If the new building for farm strap is Just going to be for farm boys. I don't like the idea. It is all right for the shop to be used half of the time for building farm equipment. but I would want my boy to learn how to run machines. how to use tools. and to acquire knowledge which he may use if he didn't want to be a farmer.“ “I didn't think that you had a large enough library. It seemed that there were not many good fictions and nearly everytine you went for a book. some student had it out . . ." ”The high school pupils need more clubs to- Join. They need further education in public speaking. Boys need shOp lessons. A course in art is needed. Younger parents should be 100 on the School Board.to bring younger and more up-to-date ideas on developments in education for the school chibdren. There should be more chances for recreation such as dancing. girls gym. class parties. etc. They need a course on health. The parents should help sponsor'parties. and.super- vise the dances. Excuses should be checked more closely. else. Thank you.for giving me the chance to express my Opinions." ”College preparatory courses should be emphasized more for pro-college students. and more vocational instruction for those who intend to end their education in high school.“ “Remembering all the teachers that have rapidly come and soon gone again at Saranac. I venture to say that the teachers are taken without much care to their abilities. and characters. It's good one happens along it seems to be Just an accident. Perhaps in a small town. those who will take the least salary must be chosen. but the taxpayers would really complain if they knew how little the students get from.that type of teacher's instructions. ”I wonder if an interest in raising the standards of the school could be established? Those students who are interested on getting'nnre education after leaving high school should be informed of what to expect. subjects could be suggested to them. and a little encouragement passed out.” “If by new advanced bodkkeeping and shorthand aren't offered. I think they should be . . . otherwise. I think the school is doing a good Job . . .' '. . . there should be more assemblys in which the students take part. more music classes given such as glee clubs. etc.“ ”Sports are being over emphasized. They should be in- cluded. but only after the study periods. or when school is over for the day. This present way will lead to a lower class generation in our time. I believe a schedule could be worked out without ill effect to either one." “For heaven's sake. throw the work books away! No one ever learns from them. They only go through their books hunting for groups of words that fit the questions. Better 101 have one or two questions thq can't answer from the text book's phrases-«make them think out an answer for themselves . . . required reading of intelligent books. . .' I'loys and girls glee clubs. More language and speech classes.I '. . . they should have two years of Latin. . . also. everyone should have at least one hour of gym a week. and don't Just pick out a chosen few who might make good future basket ball players and then let the rest sit on the side lines . . ." flYou might by some chance hire some teachers who are interested in school and not their families and their pay checks only. The school should offer a foreign language. Also. it should have clubs for the students interested in some profession. such as teachers. business. etc.“ “From 11V own Opinion there should be better relationship between the students and teachers . . .' 'I think the home economics room would be a lot nicer if it were larger or the cooking part divided from the sewing room.I ' o . . It would be painful in many instances. but I hOpe the day will come soon when a pupil who fails to measure up will "flunk out" instead of passing." “Q . . one year of shorthand only gives you time to learn the fundamentals. not to gain speed . . .' "I think a lot more could be accomplished by those taking a comercial course by experimenting with different kinds of machines such as dictaphones and others." CHAPTER IV SUMMARY . COZIC LUSIONS AN D SUGGESTIONS FOR FURTHER STUDY SUMMAR! There was a total of 21.0 graduates and 1&7 non-graduates who were included in this follow-mp survey of the Saranac. Michigan High lchool during the fifteen-year period of 1935 to 1919. The 210 graduates who returned the personal data blanks which were sent to them represent seventy-four and two tenths per cent returns. while the forty-seven non-graduates who returned their personal data blanks represent 35.0 per cent returns. More important findings which have resulted from this survey are listed below. and they have been divided into the six divisions to coincide with the same divisions which are found in the previous chapter per- taining to the data. General infomet ion: 1. There was no mrked differences shown in the per cent of graduates who returned their personal data blanks during the pro—war. war. and post-war periods. 2. The pro-war period of non-graduates returned approxi- mately half as many personal data blanks as the non- graduates from the war and post-war periods. 3. 7. 8. 103 A.total of seventy students dr0pped out of school during the post-war period. or an average of fourteen students per year. The average number of students drOpping out of school during the war period was seven and four tenths. and the average before the war period was nine and six tenths students per year. Approximately one-half of the men and over one-third of the women graduates were found to be living within five miles or less of Saranac. About one-fifth of the men and one-tenth of the women graduates were found to be living seventy-five miles or more from Saranac. A.little more than oneahalf of the men and four -tenths of the women non-graduates were found to be living five ‘ miles or less from Saranac. One-fifth of the men and one third of the women non- graduates were found to be living seventy-five miles or more from Saranac. Women married sooner than men graduates during the war period. and even still greater increases of marriage among the woman in comparison to the men occurred during the post-war period. 9. 1014 A much larger percentage of women non-graduates married sooner than the men. and especially during the post-war period. locational status z 1. 3. 5. Sixty-two and eight-tenths per cent of the women graduates reported that they made plans in high. school for their ' life work compared to only forty-four and three tenths per cent for the men. Nearly three-fourths of the women graduates reported that they followed their plans. and not quite two- thirds of the men followed their plans. A little more than one-third of the non-graduate women. and about one-fourth of the men reported that they mde‘ plans for their life work. Of the women non-graduat es. 100 per cent reported that they completed their plans as compared to 83.3 per cent of the-men. There was very little difference in per cent between the women graduates and non-graduates as far as being satisfied with their present occtpations. since the per cents were 96.0 and 100 respectively. Only 78.6 per cent of the men graduates were satis- fied in comparison to the 91.2 per cent non-graduates 7. 9. 10. 11. 12. 13. 11+. 105 who expressed satisfaction with their work. Thirty-four and three-tenths per cent of the graduates chose the non-professions which included clerking. factory wofic. farming. common labor. merchants and milk distributors. Thirty-five and five-tenths per cent selected home- mining. Fifteen and two—tenths per cent entered the professions. which were chemist. doctors, nurses, teachers. Journal- ists. and those attending college at the time of the survey. Fourteen and eight-tenths per cent pursued office work as an occupation. Five and two tenths per cent joined the armed forces. Among the non-graduates 1+8.9 per cent were classed as non-professionals. Home-making accounted for 36.2 per cent. ("White collar" occupations represented. 12.8 per cent and the professions only represented 2.1 per cent. II‘he percentage of non-graduat as who entered farming is one and one-half times as many as that of the graduates. More than one-half of the graduates placed. the factor 15. 16. 17. 18. 106 of "interest” in first place as influencing them in the selection of their work. ”Ability" ranked second with more than one-fourth of the graduates. "need of money" was expressed in third place, with “parents” ranking as a fourth factor. Interest. need of money. parents, and ability were the factors in order of importance which influenced the non-graduates in the selection of their work. The post-war period had the largest nunber of drap- outs. with an average of 1h students droyping out per year over the five-year period. The ninth grade showed the largest per cent of students dropping out of school. with thirty-six and one-tenth.per cent leaving at this level. Twenty- four and five tenths per cent left school in the tenth grade. twenty and six-tenths terminated their schooling in the eleventh grade. six and five-tenths per cent in the twelfth, and three tenths per cent in the eighth grade. The most common reason given for non-graduates leaving school are: preferred work to school-hh.6 per cent. to be married-~25.5 per cent. to work at home and lack of interest in course-~each 12.7 per cent, no money—- 10.6 per cent. 107 ‘Eprther education: 1. 3. 5. Of the sixty-three graduates who were eligible to take advantage of the G. I. Bill of Rights, only thirty, or h7.6 per cent furthered their education. The per cent of non-graduates furthering their educa- tion through the G. I. Bill of Rights was very similar to that of the graduates. Of the twelve who were eligible for schooling. five. or h1.6 per cent par— ticipated. Fifty-four and three-tenths per cent of the graduates did not further their education beyond high school. Forty-five and seven tenths per cent furthered their education in varying amounts from one year or less to four or more years. Of the forty-seven non~graduates, forty-one. or 87.2 per cent received no further education after drOpping out of school. Four students, or 8.5 per cent received one year or less of further education. and two individuals. or h.3 per cent battered themselves with two years more of education. The largest number of graduates and non-graduates who furthered their education were from the pro-war and war ‘ periods. O. 7. 9. 10. 108 The types of institutions which were most widely at- tended by the graduates and in the order of their popularity are: College. veterans' school. and trade school for the men. and college, business school. and trade school for the women. .Among the non-graduates none of the women attended institutions of further education. however. those six men non-graduates who tried to gain more knowledge divided their further education between veterans' school. extension course. and military service schooling. The types of adult classes which were reported as de- sired by the graduates and in the order of their pref- erence are: farm shop. agriculture. mathematics and commercial subjects for the men. and home economics. music. and commercial subjects for the women. The types of adult classes which were reported as desired by the non-graduates and in the order of their preference are: agriculture. farm snap and mathematics for the men. and home economics. social science. and music for the women. The graduates averaged slightly more reading materials such as magazines. newspapers. and books in comparison to the non-graduates. 11. 12. 13. it. 109 The average number of organizations to which the men and women belonged was 1.9. The graduates of the pre- war and war period Joined more organizations than those of the post-war period. Over the fifteeneyearjperiod the men held more offices than the women. The non-graduates belonged to nearly as many'orgenisa- tions as did the graduates. The small number of non—graduates reporting as having held offices makes this item insignificant. gypluatiop pf schooling 2£_former students: 1. 30 About one-fourth of the graduates indicated that they received no counseling in high school. ‘A little over half received very little or some counseling. The data reveal that a smaller percentage of the non- gradustes received counseling than did the graduates. Class plays. athletics. class offices. and F. F. A. were the leading extra-curricular activities which a larger number of the graduates felt had been of value to them since leaving school. Among the non-graduates. F. F. A. and athletics were the only extra-curricular activities which were reported to be of most value to them. 5. 7. 110 Over one—third of the graduates who reported indicated that history was a subject of least value to them in their present work. Algebra and chemistry were the second and third subjects most frequently mentioned. The non-graduates also listed history as a subject of least value to them. with biology and algebra being listed second and third. respectively. by those who answered the evaluation question. English. mathematics. typing. home economics. and agri- culture are the subjects which were frequently reported to be of most value to the graduates. Subjects which were most frequently reported as being of value to the non—graduates were mathematics. home economics. agriculture. and English. Department 2; Vocational ggriculture: Fifty'per cent of the graduates with farm backgrounds followed the occupations of their fathers. by taking farming as an occupation. and ten and six tenths per cent todk milk distribution and veteran teaching as allied to farming. The remaining 39.h~per cent entered non-farming occupations. The non-graduates with farm backgrounds also had 50.0 per cent entering farming as an occupation. The re— 3. 5. 111 maining non-graduates went into related farming. and non-farming occupations. Three non-graduates with no farm backgrounds entered farming. The farming status of the graduates who selected farming as an occupation was: 55.0 per cent owners and Operators of their farms. 145.0 per cent home partnerships. 10.0 per cent managing a farm of another party. 10.0 per cent renter and Operator. 10.0 per cent at home with income from one or more entezprises. and 5.0 per cent in partnership away from home. The farming status Of the non-graduates who are farming was: 112.8 per cent in home partnerships. The remaining statuses are owner and Operator. rent er and Operator. laborer away from home. and at home with definite or indefinite allowance. Each Of the last statuses which were listed represents 1%} per cent. 0f the thirty-nine graduates who studied high school vocational agriculture. but who were not engaged in farming. 59.0 per cent indicated that their courses in vncational agriculture had no relation to their present work. 30.8 per cent reported that the courses gave them a general background. while 10.2 per cent revealed that the training gave them specific preparation. 7. 10. ll. 12. 112 For those not engaged in farming. very little difference was found to exist between the percmtages given by the non-graduates and graduates regarding the relationship of their high school courses in vocational agriculture and their present work. Over three-fourths. or 78.1 per cent Of the graduates indicated that the F. I. A. was the strongest feature Of the prOgram of vocational agriculture. Classroom instruction'and field trips rank second and third in strength with 65.1! and 52.7 per cent respectively. Weaknesses of the program of vocational agriculture according to the graduates were: contests and teams-«29.0 per cent. supervised farming-45.1.t per cent. and field trips—21.8 per cent. Classroom instruction and supervised farming tied for first place among the strmgths Of the prOgram of vocational agriculture which were listed by the non- graduates. Field trips and F. 3‘. A. also tied for second place. The weaknesses listed by the non-graduates were field trips and contests and teams. Courses desired by the agricultural graduates. and in the order Of their choices were: farm shOp, dairying. 13. 1h. 15. 113 beef. hOgs. sheep. poultry. craps. soils and farm management. Courses desired by the non-graduates. and in the order of their choices were: craps. dairying. beef. poultry. farm shOp. hOgs. sheep. soils and farm management. A definite desire was shown by the graduates for using the facilities of the agriculture room. The activities which seemed to be Of major interest were soil testing. milk testing. seed treating. seed germination. seed cleaning. weed identification. seed identification. pruning. castrating. docking. shearing and clipping. The non-graduat es showed a similar interest in all of the activities and facilities which are listed above. Comments egressed lay the graduates and non-graduates: 1. A change of courses seemed to be of major concern. More commercial subjects and more years of them. trade school courses. shop work. public speaking courses. music and art were Often mentioned. also. physical education classes for both the boys and girls. Many emressed a desire for much greater amount Of discipline to be exercised in the school system. and a promotion Of more respect for public pmperw. 111+ 3. Many comments came which stated a need for more counseling from the teachers regarding the subjects for the students to take. occupational choices. and extra help for the backward student. ’4. Many comments seemed to favor a reduction of the number of students per class. More Opinions by the former students seemed to indicate that teachers who were experienced should be kept. instead of changing teachers so Often. 6. More social clubs. glee clubs. dramtics. dancing. and athletics were mentioned. also assemblies. 7. A. new shOp building seemed to be the greatest felt need expressed regarding school facilities. CONCLUSIONS AND Rmommwr IONS As stated in chapter one this research was undertaken with the view of obtaining information by means of a follow-up survey Of the former graduates and non-graduates of the Saranac. Michigan school. which might be helpful in answering the general purposes which are listed on page four. It should be kept in mind that the data which have bem col- lected and compiled in this survey and the conclusions based on them. apply to the Saranac community. They my or may not apply to 115 other communities. depending upon the conditions and the extent to which the situations are similar. 1. There appears to be an assured or probable fact that jobs are available in this community. or surrounding areas because over 50.0 per cent of the men continue to live within five miles or less of Saranac. and 37-0 per cent of the women stay within the same distance. The only occupation which attracts many women away from this community is the occupation of homemaker. These facts seem to indicate that a placement service for students would be a desirable part of the guidance prOgram of the school. 2. With such a favorable percentage of the students owning and operating their farms. it would.seem that farming is an attrao-, tive occupation in this area. Perhaps a contributing cause for such a high percentage of the young man who own their farm or are in home partnerships is because many of them.were former members of the armed forces. who took advantage of the G. I. 3111 of Rights to further their education and to improve their financial status. These young men should be a challenge to the instructor of vocational agriculture to keep them interested and enrolled in a continuous program of vocational agriculture by means of Adult and Young Farmer Classes. 3. A.definite decrease is found in the post-war years in the percentage of young peeple who have attempted to further 116 their education. with 5h.h. 52.0. and 36.1 per cent representing those who furthered their education in the pro—war. war. and post- war periods. respectively. This would seem to indicate that the G. I. Bill of Rights had been a potent factor in furthering the education of those in the pro-war and war periods. An even greater drop in the percentage of those who furthered their education among the non-graduates is shown by the per cents for the pre- war. war. and postdwar periods which are 28.5. 20.0. and n.0, respectively. h. The teaching profession appeared to have gained most of their recruits from the pre—war period. as did the occupation of homemaker. The number taking farming as an occupation is rather consistent throughout the three periods. although. the largest number who are found in this line of work comes from the pre-wer period. The war period shows a lessening number of individuals in nearly every line of work. However. the post-war period shows some definite changes. A number of youth have been attracted to the armed forces. with.the colleges accounting for about the same number. Major increases in employment are found among the factory workers. and the office workers. 5. Hon-graduates have a slightly different picture in employment which is caused by the economic periods under discussion. Pre-war period showed a majority were in the classification of 117 laborers. the war period indicated a trend toward factory employ- ment. and the post-war period shows that the armed forces. home- making. farming. and laborers are the most prominently rqmesented fields of occupation. 6. A consistent increase has been shown in the number of students who have studied vocational agriculture in the high school. with the post-war period showing the highest number enrolled. This is true for both the graduates and non-graduates. Perhaps this is an aid in accounting for the farming occupation being rather consistent in the number of graduates who are attracted to this occupation. and the increase in the number of non-graduates who have entered this work. 7. There appears to be a greater need for vocational guidance in curriculum choices. because both graduates and non- graduates listed history as being of least value to them. with algebra. chemistry. and biolOgy following. Many of the students go through high school without any plans for the future. and only a small per cent enter the professions. Perhaps if the students had more knowledge regarding the requirements of various occupa- tions. they would be able to select their school subjects more wisely. and be better prepared when leaving school. 8. The majority of the graduates stated that they had received very little or no counseling. Non-graduates appeared to have received less counseling than the graduates. and this may 118 have been a factor in causing them to terminate their schooling before graduation. 9. The transition from the eighth to the ninth grade appears to be a critical change. because the ninth grade showed the greatest ' number of students leaving school. Because the reasons given showed that they preferred work to school might seem to indicate that the ninth grade subjects do not meet the felt needs of the individual students. also. the lack of more effective counseling by the teachers. It means that steps should be taken to provide greater variety and flexibility in the school educational programs. and to redirect the courses given and the method of instruction used. so as to allow the students to emperience achievement. 10. Since most dissatisfaction with occupations came from the younger group found within the post-war period. it would sug- gest that the first few years immediately following the termina- tion of formal schooling is a critical period. during which time the continued interest. guidance and counsel of the school can be very helpful in guiding the students in job selection. 11. One might conclude from the higher percentage of women reportedly planning their life work and then successfully following their plans. that originally their plans had been centered on matrimony and homemaking. Therefore. it seems advisable that the high school curriculum should include subj ects which will help to meet the future needs of these girls. such as clothing construc- 119 tion. tailoring. nutrition. home management. home decorating. and child care. These subjects could also be offered by means of adult classes. 12. More improved guidance should be placed upon the students choosing agriculture courses bu high school. as evidenced by the number of students who stated that the high school training had no relationship to their present work. 13. There is an expressed desire for a systematic instruc- tion by means of adult classes in a variety of subjects. Those subjects which pertain to the department of vocational agriculture are: farm shap. dairying. beef. hOgs. sheep. poultry. craps. soils. and farm management. These same courses are desired by the non- graduates and graduates. alike. 1N. It would seem desirable to allow those peOple who are engaged in farming to use the facilities of the department of vocational agriculture. such as milk testing. soils testing‘. and seed identification. 15. Every effort should be made to prepare those young men in farming and related farming. who did not have the benefit of a farm background. by means of systematic instruction in agriculture. 120 SUGGESTIONS FOR FURTHER STUDY 1. Make a followbup study of the graduates and non-gradup ates of the Saranac. Michigan High School from 1950 to 1951!». to aid in the incorporation of an effective organized vocational guidance ' program in the school. 2. Make a followaup study of the present occupational status of the former students of vocational agriculture from 1950 to 195M. to help analyze the guidance responsibilities of the teacher of vocational agriculture from the point of view of students and parents. 3. Make a study to identify effective techniques of counsel~ ing individual students of vocational agriculture. making successful on-farm visits and conducting group guidance. h. Find and organize information regarding the occupational Opportunities in the Saranac area. It is advisable for the school to know how many Opportunities are available each year in the community. and whether the high school training is inadequate for the jobs available. 5. Find and organize information regarding occupational opportunities for related agriculture and the placement problems which are pertinent to these Opportunities. 6. Determine and analyze the factors involved in job satisfaction or dissatisfaction. 121 7. Determine and analyze the number Of jobs held over a five year period after the termination of schooling. and the length of time each Job was held. 8. Conduct a survey of the community for the purpose of determining the possibilities for placement in farming of the young farmers. 9. Ascertain the reasons why the professions as an occupa- tion. have not been selected by a greater number of students from this comnnmi ty. BIBLIOGRAPHY BIBLIOGRAPHY A. BOOKS -, Bixler. Harold Hench. "Checklists for Educational Research." New York City. Bureau Of Publications. Teachers College. Columbia University. 1928. 118 pp. White. Wendell. ngs cholog of Dealing With PeOple. New York. The Macmillan Company. 19367-256 pp. 3. PERIODICAL LITERATURE Aldrich. 1.1%.. I‘l‘he Distribution of High School Graduates in Kansas.“ School Review. 21” 366-375. May. 193-IO. Anderson. C. 5.. “Out-of-School Rural Youth Enter Farming.‘ Th__e_ Agricultural Education Magame. 13:16. July. 19140. .. Hinderman. n. A.. Iro11ow.up'.A v. A. Journal. Washington. D. 6.. American Vocational ssoc iation Incorporated. XV: 111-113 (May. 19110). ' Kane. Anna 6.. “Follow-up Study of the January 1938 Graduating Class of the Wilmington High School. Wilmington. Delaware.‘ Abstracts of Theses. United States Office of Education. Washington. D. C.. {Bk-25:208. 1938. 1’43 pp. Knight. E. D.. IRural Youths' Occupational Choices Versus the Census.I The Agricultural Education Higgins. 15: 51$. September. #19142. Lyles. Felix Elwyn. “DrOp-oute and Graduates of Three Franklin Parish High Schools'. Abstracts p_f_'_ Theses United States Office of Education. Washington. D. 0.. 2 25:208. 1938. 59 PP. Mueller. A. D.. “A Vocational and SociooEducational Survey of Graduates and Hon-Graduates of Small High Schools of New Mgland'. Genetic Psycholog Monographs. Worcester. Massa- CHUSEI‘TS. Clark University Press. 63313-395. July- December. 1929. 535 pp. .O 121+ Sterrak. J. A.. "A Survey of Out-of—School Youth“. The Agricultural Education Magazine. 7:170. May. 1935. Transue. Victor H.. 'A Study of Post-School Activities of Selected Members of the Hamburg H. 5.. "Abstracts 2.! Theses. United States Office of Education. Washington. D. 0.. 25-25: 21h. 1938. 33 pp. Wright. C. 3.. 'Ocmational Distribution. Entrance Into Farming and Opportunities for Farming of Former Students of Vocational Agriculture". The Agicultural Education Magazine. 16:11}. July. 1911.3. Young. 0. L.. ”Young Men 10 Years After Leaving Rural High Schools In Pennsylvania“. The Agricultural Education Mafizine. 19:116. rebmary, 19116. C. BILLIEINS Byram. H. M... Sur___v__ey 2.1. Out-of-School Young Men o_p_ Farms in Certain Michigan Communities. Bulletin No. §7E. Lansing: Michigan State Board of Control for Vocational Education. 191:1. ’47 pp. Deyoe. George P.. Young____ Men F__r_p__m Michigan Farms. Bulletin NO. 256. Lansing: Michigan State Board of Control for Vocational Education. 1939. 56 pp. Dillon. Harold J.. Early: School Leavers. National Child Labor Committee. Publication No. 1£021.. New York. New York. Dew York Lithographing Corporation. 19119. 9” pp. Godbold. Francis. “A Follow-up Study of the Former Agricultural Students of the Reed City High School". An Effort T_p_ _D___O Things Better. Bulletin No. 2129M. Lansing. Michigan: Office of Vocational Education Departmmt of Public Instruction. 1950‘ 3’4 pp. D. UNPUBLISHED MATERIALS Bartley. Hugh Jerome. 'A Follow-up Study of Pupils Enrolled in Vocational Agriculture in the High School at Mason. Michigan". Unpublished Masters Thesis. Michigan State College. 1912. 65 pp. ’0 125 Brillhart. C. B.. "A Survey of the Graduates of a Village School (Napoleon High School) Covering a Period of Ten Years 1921-1930". Unpublished Masters Thesis. University of Michigan. 1932. ,-»«Luker. Arno Henry. “A Survey of the Guidance Practices of the High Schools of Michigan.“ Unpublished Masters Thesis. Michigan State College. 19142. 105 pp. Miller. George D.. 'A Follow-up Study of the Graduates of Harbor Beach. Michigan High School from 1927-1936". Education Problem. Michigan State College. July. 1931. 99 pp. Miller. Texton Robert. 'A Follow—up Study of the Young Mai in Michigan Who Received the State Farmer Degree During the Period 19140 to 19147.“ Unpublished Masters Thesis. Michigan State College. 191%. 55 PP- Olmstead. Sara J’.. “Vocational Survey of Youth Between the Ages of 16 and 25 in Ann Arbor. Michigan.” Unpublished Masters Thesis. University of Michigan. 19%. 16% pp. Van Aken. A. D.. “A Follow-up Survey of High-School Graduates of Dexter. Michigan for the Ten Year Period 1930-1939. Inclusive.” Unpublished Masters Thesis. University of Michigan. 19%. 77 pp. ' Wertenberger. Glen. “A Follow-up Study of Graduates and Drap-Outs of Bangor High School. Bangor. Michigan for the Ten Years of 1929-1939. Inclusive”. Unpublished Masters Thesis. University of Michigan. 19130. 117 pp. APPENDIX APPENDIX A COURSES OF STUDY OFFERED BY TEE SABANAG BOARD OF EDUCATION Ninth Grade ENGLISH I GENERAL MATHEMATICS Biology Geography Latin I Agriculture I Home Economics I Shop Athletics Eleventh Grade ENGLISH III UNITED STATES HISTORY *Geometny MAlgebra II MPhysics *Chemistry I"Shorthand I"Boo'kliteeping- Typing I Agriculture III Home Economics III Shep Athletics Grades 9-12 I'Courses given on alternate years. Tenth Grade ENGLISH II WORLD HISTORY Algebra I Geography Biology Business Trending Latin II Agriculture II Home Economics II Shop Athletics Twelfth Grade GOVERNMENT AND SOCIOLOGY English IV and Speech *Geometry I"Algebra II MPhysics *Chemis try *Shorthand *Bookkeeping Typing II - Agriculture IV Home Ibonomics III Shep Athletics REQUIREMENTS FOR GRADUATION 1. All subjects in capitals are requested; three years of English and one of Government is essential. 128 2. Sixteen credits are required; a credit is given for the successful completion of one subject for one year. Not more than one credit in Music. or one in Athletics will be allowed towards graduation. that is. no more will be counted as part of the 16 credits. 1 J. No credit for academic courses is given unless unit courses are completed.in a satisfactory manner. Any one year subject is a unit course. Two years of a foreign language is a unit course. Students who expect credit in shorthand must also secure credit in typewriting. 5. 6. APPMDIX 3 PERSONAL DATA BLANK Name Address Married? Yes No Date of Birth Keith Day T's—er. How many miles do you now live from Saranac? (Check the milage which best describes your distance from Saranac). 5 miles or less 16 to 30 miles 51 to 75 miles : 6 to 15 miles : 31 to 50 miles : 75 miles or more Did you graduate from Saranac High School? Yes __ No Year If not a graduate a. What year did you leave high school? b. What grade were you in when you left sEoolf c. What was the reason for leaving school? (Check—any that spiffy) Lack of money Needed at home for farm work To take a Job Preferred work to school Found school work too difficult Lack of interest in the courses Couldn't get along with the teachers Wanted to get married Friends had left school Parents wanted me to leave school Sickness Have you received any education since high school! If so. ched: the kind of school and draw a circle around the number of years you attended. School Years Attendig a. Trade school 1___2__3 h More____ b. Veterans' school 1__2___3_h_-More c. Beauty school l___2___3-'14_Mor e____ (1. Business school l___2__3 h:More____ s. College 1 2_3-’4 More Major Degree— r. University A 1"“2 3"?”More—Waa or Degree___ *—*-* “ ~ g. Others (what 17 l__2__3___h__More___MaJ or Degree— I. 130 7. Did you serve in the military forces? Did you take advantage of the G. I. Bill of Rights to further your education? Yes___N 0* 8. What is your present work? Father's work 9. Is your present work suited to your abilities and interest? 10. Did you plan your life work while in mg: school? Yes No If so. has it been followed? Yes No 11. Name the subjects studied in high school which have been of most help. and the subjects which have not been of much help to you. 9.. Subjects of most help b. Subjects of not much help 12. If adult classes were offered at school. check the ones you would be most interested in attending. ____Agri culture ___Commerci al _____Home Economic s ”Art ____Farm Shep ____Mus is ____Social Sciences ____Others (what) 13. Check any of the following itans that influenced you in the selection of your work! Interest Ability __ eed of money :Friend's influence Hobbies or school activities _____Commnity ____Parents ____Others (what) ”Seashore 11+. Which school activities have been of value to you since being out of school? (Check only those in which you took part) ____]'.F.A. helped because ‘__ ____Sports helped because ___School paper helped because _ A “Student council helped because .- “Class offices helped because fl M Plays helped because :Music (band) helped because _ __ “Others (what) helped because 15. Name the magazines you read or are in your home _A . ..- .-- . O s v ‘ ,7 a“ u n . - _‘ s. I ~‘ . .. s .. .... .... ..- . _ ..- " ‘ I O -- - -4. e s —.s'- . , -.- .0. ’ s O C . s | 1 0 . . <- s .. u - .oax. a--- ‘ . r s - . . - ,, v‘ _. . . vs ‘ . . ,7 Ito... ,. . C. ... _' can. Ah- , . . 4 .4 ....a . s - ‘ i. a «.4 - . ... ; ._ .. .--4 ' . .. . v.- - . _. -s n. s 16. 17. is. 19. 20. Name the newspapers in your home Do you enjoy reading books? Yes No Name the organizations. clubs. or lodges to which you belong. and any offices which you may have held. Organizations Offices held To what extent did you receive help from your teachers through private talks concerning your educational problems. problems connected with choosing your life work. and your personal problems? None Some Very much Very little Much ‘ What inprovements do you think could be made in the Saranac School. so that it might be of greater benefit to the students? Perhaps you wish to comment about the courses offered. some- thing about the number of students in the classes. the organization of the classes. home rooms. school buildings. or any other item which you care to comment about will be appre- ciated. Please write on the other side of this paper. 132 SURVEY OF FORMER STUDENTS OF AGRICULTURE If farming. what is your present occupational status? (Check blank which applies) Own and Operate a farm Manage a farm for someone else Operate as tenant farmer Partnership at home Partnership away from home At home with income from one or more enterprises Farm laborer at home with specific wages Farm laborer away from home At home with or without allowance H a I you are not engaged in farming. what is the relation of your igh school Vocational Agriculture training to your present Job? [3‘ No relation at all Gave me a general background ____Specific preparation :Other (what) H‘ ' What were the outstanding strengths and weaknesses of the program of Vocational Agriculture as you remember it? (Check any that apply) Strengthsgg Weaknesses Classroom instruction Field trips Sunsrvised farming F.F.A.J:rogram Contests and teams Fair exhibits Others What) In what ways can the Department of Vocational Agriculture continue to be of service in furthering your education? (Check those courses and activities in which you would be interested). Courses Activities Dairying (Would like to learn more Livestock about and use the school (beef. h0g3. sheep. poultry) facilities for the following) ___Cr0ps :Soils Milk testing Farm Management Farm Shep Others (what) 133 Soils testing Weed identification Seed identification Seed cleaning . Seed treating Seed germination testing Pruning Docking lambs Castrating pigs Shearing and clipping Others (what) 131+ APPENDIX 0 LETTER SEMI WITH PERSONAL DATA BLANK Saranac. Michigan January 20. 1951 Dear Former Student: Since the time you left Saranac High School you have had certain valuable experiences. After we are out of school there is always the important problem of making a living. and the courses which you studied in high school should have partially prepared you for this task. We are making a survey of the former students for the period of years 1935 to 1919. and we are interested in knowing how you became established in your present work. The information which you give to us will help to partially show the strengths and weaknesses of the Saranac School curriculum. Information concerning your particular situation will be treated confi- dentially. so your replies can be frank. Will you please fill out the enclosed personal data blanks and promptly return to us in the enclosed self-addressed stamped envelOpe by February 3. 1951. or sooner if possible. Won't you help your class to have a 100% return of these blanks. and help us to improve the educational facilities of the Saranac High School? Thank you for your cOOperation. Sincerely. foorgefikel Vocational Agr. Instructor Roland Grein Supt. of Saranac Public Schools 135 APPENDIX D POST CARD FOLLOW.UP USED Saranac. Michigan February 114. 1951 Dear Former Student, It still is not too late to fill out and return your personal data blanks which we sent to you recently. Will you please do this? In order to make this school survey effective and meaningful. we must have as near ts 100% of these returns as possible. If you have mislaid your personal data blanks. please let us know and we will gladly send you another set of them. Sine erely. (Signed) Geo rge Makel . 2;: '. , _ . _ w _. _ m I b w , : N0 5 '52 ,- '.v . Umgfif" 5 8 g ' a 4 us» ' . a. " 4‘ 0m,“ 95 '. ‘ ,4 Nov 26 ’56 ' .1 4»: '- May31'57 ”1'0 93%“ 11.2.4. 53; “(fl-«11w, .,_. 4’. ‘ \).‘i:~ ICHIGQN STRTE UNIV. LIBRRRIES 31293102426800