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thesis entitled

"Changes in Attitudes, Opinions, Information

and English Language Ability of Latin American

Students Resulting in a‘Year's Training in the
United States" .

presented by
Phyllis Jean Brothers

has been accepted towards fulfillment
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CHANGES IN MT ITUDE , OPINIONS, II'TFORLXTIOIT
AND ENGLISH IANGUAGB ABILITY OF LATDI ‘
AMERICAN STUDEFTS RESULTII‘IG IN
A ITAR'S TRAINING IN THE
UNITED STATES

By
Phyllis Jean Brothers

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

MASTER OF ARTS

Department of Soci ology

1946

ACICTOKIEDGEh-E TTS

All the credit for the material used in this study, the
formulation of the schedules and the administration of the tests
goes to Dr. Charles P. Ioomis, Head of the Department of Sociology
and AnthrOpology at Hichigan State College. He was assisted by
Dr. Edgar.A. Schuler from the Bureau of Agricultural Economics
in the United States Department of Agriculture. Yumerous other

individuals and agencies contributed.

CONTEXT

CHAPTER I

Background, Nature and Purpose of the Study...................l

$3.”;ng I I

Chief Sources of the Agricultural Trainees' Information
About tile {Tnit'ed StateSOOOOOOOOOOOOOOOOOOOOOOOOOCOOIS

CHAPTER III
Changes in English language Ability of Latin American

Agricultural Trainees resulting in a‘Year's
Training in the United States......................27

CHAPTER IV

An Analysis of the Results of the Cultural Information
Test Taken by the Latin.American.Agricultural

TraineeSoocoo-coococoa-000.000.000.000...00000000057

 

CHAPTER V
Changes in Attitudes and Opinions of the latin Ameri-
can Agriculturtl Trainees Resulting in a
Year's Training in the United States..............68

CHAPTER VI

General Conclusions of the Testing Program Given to the
Latin American Agricultural Trainees..............90

I.

II.

III.

IV.

V' .

VI.

VII .

TABLES

Suppleientary Information Reported by the Agricultural

Trainees...‘OOOOOOOOOOOOOOOOO0.00.00.00.00020

Scores Received by the Agricultural Trainees on the
COlmnbia ,V'OCflb'LllaI'l: TQSISo o o o o o o o o o o .0 o oo 0037

Raw Scores and Per Cents of Improvement Received by
the Agricultural Trainees Taking the‘Examr
ination‘in’Grammar.........................4l

Raw Scores and Per Cents of Improvement Received by
the Agricultural Trainees Taking the Tests
in Popular language Comprehension..........45

 

Scores and Per Cents of Improvement Received by the
Agricultural Trainees in Comprehension of
Record Playing: "Winning the War".........49

 

 

Scores and Per Cents of Improvement Received by the
Agricultural Trainees in Comprehension E:
Record Playing; "Historical Outline of the
United Statesflooooo00000000000000.0000...0053

 

Scores and Per Cents of Improvement Received by the
Agricultural Trainees on the Cultural
Information TGStBooeoooooeoeoooooocoeoooooeaé

tlll‘lp‘l :I v ‘||II\ I‘lfll‘ .Illl' lll|l .Ill-I‘I If t

I.

II.

III.

V.

VI.

VII.

VIII.

TESTS

Chief Sources gngour Information About the United States

 

Columbia Vocabularszest

Examination in Grammar

 

Popular Language Comprehension

"Historical Outline of the United Stetes"--A Recording

"Winning the Rbr"-ޤ Recording

Cultural Information

Expressions g; Qpinions and Attitudes

 

CHAPTER I

BACKGROUND, NATURE AND PURPOSE OF THE STUDY

The Government of the United States is spending large sums of
money in a trainee program for Latin Americans. This expenditure
may be justified in terms of improved relations brought about by
a heightened respect for the people, culture and institutions of
the United States as well as the training of professionals who assist
in programs in which the United States Government is co-operating.
The vigorous deve10pment of cultural relations between the people
of the United States and the people of the other American Republics
is urged for the purpose of fostering helpful international relations
on a basis of mutual understanding and appreciation. The exchange
of students in the western Hemisphere is a positive approach to
inter-American solidarity.

The terms of an inter-American agreement signed at a meeting
of foreign ministers of the twenty-one republics at Buenos Aires in
1936 made the first Government assistance available to foreign
students. This agreement is called "The Convention for the Promotion
of Inter-American Cultura1.Relations”l and it provides for the
exchange by each signatory government of two graduate students
annually and one or more professors every two years with each of the
other signatory governments. The convention requires that the
government nominating a student shall be responsible for travel
IHanson, Haldore, The Cultural-Cooperation Program 1938-1943,

Department of State Publication 2137, United States Government
Printing Office, Wash., 1944, page 10.

-2-

expenses, and the government receiving the student shall pay his
tuition, board, and room. For the exchange of professors the
government nominating the candidate must pay all the expenses.
Increasing this exchange of students under the convention,
the Department of State arranged in the academic year 1940-41 for
self-supporting students on route to the United States to receive
a reduction in transportation fares by general agreement among
steamship lines. In the same year Congress also approved a modest
fund for travel grants to outstanding students who could not other-
wise come to the United States. For 1942-43, Congress authorized
a number of maintenance grants for students from the other American
republics studying in the United States. Students aided by these
travel or maintenance grants have increased in number from.year to
year and they come from.every one of the other American republics.
Mbst of them.are graduate students and they study in over one
hundred different colleges and universities in the United States.
The selection of candidates is assisted by The Institute of
International Education. They have reported a steady improvement
in students as the method of selection has been made more strict
and the teaching of English in the other American republics has
progressed. At the close of 1943 a survey of students receiving
Department of State grants indicated the largest number were studying
medical or dental sciences. Other subjects which attracted con-
siderable numbers were agricultural sciences, the natural sciences,

and engineering.

-3-

At the Second Inter-American Conference on Agriculture, one of
the resolutions passed recommended an increase in the exchange of
agricultural students in the American republics. It was estimated
that in 1943 there were well over three thousand students from the
different Latin American republics in the United States. However,
only 519 or about 17 per cent were in agriculture and in the natural
and social sciences which are directly related to the improvement
of agriculture. This percentage seemed quite small when the fact
was considered that most of the people of the other American republics
derive their support directly or indirectly from farming and
related activities. It was also realized that only a little more
than half of these 519 students were actually studying agriculture.
The others were occupying themselves with the study of such sciences
as chemistry, botany, zoology and similar fields and, after finish-
ing their studies, may or'may not have entered the field of agri-
culture.

The most direct attempt of the United States to assist in the
improvement of the agriculture of the other American.republics is
made through the training program in the United States Department
of Agriculture. In 1942 the Department of Agriculture set up an
inter-American training program which was financed by the Office of
the Coordinator of Inter-American Affairs and later by the Depart-
zLoomis, Charles P. and Green, Philip Leonard, ”Latin Americans

Studying the Agricultural Sciences in the United States",
page 10

-4-

ment of State. Twenty-four fellows in the Soil Conservation
Service were assigned during 1943 to field parties working on
soil-engineering problems. The Bureau of Agricultural Economics
gave training to 24 Hemisphere students and The Rural Electrifi-
cation Administration provided field experience for 18 others.

At the close of 1943 a class of 35 agricultural technicians
had been selected by the Department of Agriculture which included
11 to study agricultural extension work in State and county offices.

The largest single training project was that for aviation
technicians from.the other American republics, established by the
Civil Aeronautics Administration in co-operation with other Govern-
ment agencies. These pilots and technicians are expected to be an
important factor in the standardization of air-safety regulations
throughout the Hemisphere. The United States weather Bureau has
organised a six months' training course for meteorologists and
climatologists from all the other American republics. These men also
contribute to the safety of American aircraft which rely on local
weather reports in the other American republics.

The Institute of Inter-American Affairs in Washington, D. 0.,
set up by the Coordinator, offers training to technicians connected
with cOOperative inter-American programs of health, sanitation, and
food supply in the other Americas. The majority of these technicians
are in various aspects of public health, including nursing, medicine,
sanitary engineering, health education, and in the field of agri-

culture. Other training fellows also receive practical experience in

lilll‘ullllllllll'll'lll I

-5-

such Government agencies as the Census Bureau, the Coast and
Geodetic Survey, the Office of Education, the Children's Bureau,
and the Tariff Commission.3

In carrying out the Agricultural Trainee Program.for
foreign students interested in learning the recent advances in
the application of agricultural techniques and practices in the
United States a.minimum.of attention has been given to formalized
or classroom.aspects of training. Instead emphasis has been placed
upon benefits that may be derived from.actual performance of
operations. Students who have come to take this training have been
assigned as staff members and Operate as such in the agency or
bureau to which they are assigned.

The training is of two general types: there is the intern
training which.requires that the trainee work directly with and
under the direction of the technicians in the bureau to which he is
assigned with only a short if any assignment to farm families; the
other is the practical extension or farm.apprentice program.which
requires that the trainee be assigned to and remain under the
direction of a farm.family or a series of farm families during most
of his stay in the United States. This latter program.was financed
by the Office of the Coordinator of Inter-American.Affairs and was
designed by that agency to assist in furnishing trained personnel
to carry on the work it has started in the various Latin.American

countries. The type of training thus varies greatly ranging from.a

3Hanson,H.,gp. Cit., pages 14 and 15.

-5-

such Government agencies as the Census Bureau, the Coast and
Geodetic Survey, the Office of Education, the Children's Bureau,
and the Tariff Commission.3

In carrying out the Agricultural Trainee Program for
foreign students interested in learning the recent advances in
the application of agricultural techniques and practices in the
United States a.minimum of attention has been given to formalized
or classroom aspects of training. Instead emphasis has been placed
upon benefits that may be derived from.actual performance of
operations. Students who have come to take this training have been
assigned as staff members and Operate as such in the agency or
bureau to which they are assigned.

The training is of two general types: there is the intern
training which.requires that the trainee work directly with and
under the direction of the technicians in the bureau to which he is
assigned with only a short if any assignment to farm families; the
other is the practical extension or fainlapprentice program which
requires that the trainee be assigned to and remain under the
direction of a farm.family or a series of farm families during most
of his stay in the United States. This latter program was financed
by the Office of the Coordinator of Inter-American.Affairs and was
designed by that agency to assist in furnishing trained personnel
to carry on the work it has started in the various Latin American

countries. The type of training thus varies greatly ranging from.a

3Hanson, H., m. Cit., pages 14 and 15.

.6-

program which keeps trainees on farms for most of the year to a pro-
gram which keeps trainees in Washington or in other large adminis-
trative centers most of the time. The United States Government
expends from.$2500 to $3000 for the transportation and expenses of
each intern trainee.

The intern trainees are supposed to have finished four years
of college or two years of college plus at least four years of
experience in the type of work for which training is applied for and
be able to speak, read, and understand the English language. The
apprentice trainees, those who receive practical training on farms
during most of their stay do not necessarily fulfill these require-
ments, although many are very well educated. Actually, however, the
tests have indicated that many of both the internees and apprentices
cannot use the English language effectively when they arrive, and
there is great variety of competence in the fields in which training
is to be given.

Certain basic assumptions have been emphasized in the Operation
of the Agricultural Trainee Program. In the first place, each
trainee, during his twelve months in the United States, should
receive a well rounded knowledge of agricultural techniques pertain-
ing to his particular field Of interest. Secondly, his training,
study and contact with American rural life should make a real con-
tribution to the general improvement of relations between the

American Republics. Thirdly, those students should be selected for

4L00mns, 0., and Green, P., 92' Cit., page 2.

-7-

the training who can benefit themselves, their own country and the
United States most from the result of the training.

The results of this type Of program.cannot be measured in
terms of figures as yet, for the effect is cumulative over the years.
It should be evidenced in the wider recognition of American scien-
tific achievements, in the better understanding of life in the
United States, in the greater interest taken by the United States
citizens in the peOples of the Hemisphere, and in.the wider knowledge
of agricultural science on which complementary trade must be founded.

Having presented a brief summary of the Government's Trainee
Program.for Latin American Students, set-up through the:medium.of
the Interdepartmental Committee on Cultural and Scientific Cooper-
ation, it is now appropriate that the nature and purpose of the
present study be given. In order to learn something of the general
orientation that the trainees have upon arrival in the United States,
and in order partially to gauge the results of their experiences
during the twelve months they are undergoing training in the United
States, certain experimental tests have been devised and administered
to a group of agricultural trainees from.the other American Republics.5

These tests have not attempted to measure native ability or tech-
nical and professional knowledge but are aimed rather at these
persons' attitudes toward and general knowledge about the United

States. The tests were administered upon arrival of the fellow in

5
Ieonard, Olen, Schuler, Edgar A., Loomis, Charles P., "Testing
Agricultural Trainees From the Other American Republics", page 1.

-3-

the United States by individuals familiar with the trainees'
language and culture in order to minimize Opportunity for misunder-
standing the content of the questions. The same tests were
repeated after twelve months, just before the trainee departed for
his home country. This re-testing was undertaken in order to deter-
mine any changes in the trainee's answers after he had spent a year
in this country.

One Of the first types of data to be discussed will be the
results of the Cultural Information test. This test was given in
the trainees' language so that an inadequate knowledge of the
English language would not be a handicap to the trainees' knowledge
of institutions and most phases of life in the United States. The
test consists of a total of 98 items which vary widely in difficulty.
To the type of question contained in this test there are correct and
objectively definable answers of the multiple-choice variety.

Another type of information secured from the agricultural
trainees consists of responses to tests of English language mastery.
The first of these was the Columbia Vocabulary Test, compiled by
Irene Gansl and Henry E. Garrett, which provides a measure of
English vocabulary for elementary and secondary school pupils. The
form.of the test used contains one hundred test words selected from
a complete list of words found in twenty-two contenporary measures
of vocabulary. The items range in difficulty from.such words as
"build”, "steamer", and "lift", to terms like ”Opulence", "recip-

rocal", and "compute". The multiple-choice type of item.is used with

I‘lllI‘Ill'I-l’il I III

each test word in context. The synonym.for each test word is chosen
from.among five response words. Response words fit smoothly into
the test phrase or sentence and have the same vocabulary frequency
rating as the test word. Only one response word is a synonym for
the critical word. No time limit is set for the test. This test
has been standardized for United States school children, so it was
possible to determine the trainee's level of vocabulary in terms of
school grades with fair accuracy and objectivity.

Since command of reading vocabulary is not the same as command
of the spoken vernacular, another test, termed Popular Language
Comprehension, was developed. This test consists of 51 items in-
volving matching of synonyms from.among four choices to such popular
North American expressions as ”to pull his punches", ”sour grapes",
"to jump the gun", ”to pinch-hit", ”to put on the dog", and "to
stick his neck out".

Another instrument for gauging the trainees' facility in the use
of the English language was the Examination lg Grammar. This test
consists of 214 possible correct answers and includes such factors
as indicating the number of syllables in the plural and preterit
forms of words, choices of correct words, verb forms, sentence
constructions, questions, negative statements, and imperative forms.

Still another dimension of language comprehension was tested by

playing phonograph recordings under standardized conditions. One

record consisted of the historical background of the the Department

of Agriculture, another recording was on the general subject of the

-10-

help of growing victory gardens in winning the war, and the third
recording was WOodrow Wilson's address to Americans of foreign birth.
The trainees listened to the recordings and were then asked to
answer a series of objective questions based on the content of the
records. Mbst of the records were played two times to make sure that
the listener would have a fair chance to pick up what he might have
missed the first time.

Another type of data to be analyzed and discussed in this study
of Latin.American trainees is based on expressions of Opinion. This
is the type of item for which either there is no demonstrably correct
answer, or there is no objective way of determining a valid answer.
This does not mean, however, that there may not be very substantial
agreement among informed observers as to the situation in general,
or as to what would constitute an informed or an erroneous opinion.
Altogether, ninety-six such "opinion'i items were presented to the
trainees. Regarding each item the student was asked to check one
of three columns to show whether, in his Opinion, the item was more
typical of his own country, more typical of the United States, or
there was no difference between his own country and the U.S.A. re-
garding the item in question. If he checked either "U.S.A." or his
"own country" he was asked further to check whether the itenlwas
slightly more typical, moderately more typical, or much more typical

of the country checked. The trainees were saked to indicate the

degree of difference they thought existed between.the two countries

even in the cases where they did not feel very fully informed.

-11-

A second opinion form, including ten statements, called for
the respondent to record his agreement or disagreement with the
statements made. For example, "North American motion pictures
convey a distorted picture of life in the United States". The
trainee's degree of agreement or disagreement was recorded in three
stages, that is, "little", "somewhat", or "much".

The third type of such responses consisted of the trainees'
expressions of attitude or preference. As in the case of the first
list of opinion items, the trainees were asked to discriminate
between the situation in their own country and in the U.S.A. In
this instance, however, the problem.was first to determine whether
they preferred the situation in their own country or in the United
States, second, if they preferred the situation in one country or
the other, whether their preferences were "slight", ”moderate",
or "much”. An example of the items making up this group is "ease
of obtaining divorces". Thirty statements calling for preferences
or attitudes were included in this form.

Another set of data gathered on the trainees was that regard-
ing the chief sources of such information as the students had
secured about the United States of America prior to the beginning of
their one-year study period in this country. The trainees were
supplied wdth a form.listing a total of about fifty specific types

of influences. These influences fall into three categories:
(1) Influences originating in Latin America, (2) Influences origi-

nating in the U.S.A., (3) Influences originating in Europe and

elsewhere. After each item.they were asked to check the degree to

-13-

which, in their Opinion, the specified influence was important as
a source of learning about the United States. The categories were:
"very much", "much", "some", "very little", and "none".6

Certain supplementary information was also gathered on the
agricultural trainees taking part in this testing program. Some of
the data, having particular bearing on the present study, includes
information concerning the total number of years of education in
school the trainees had completed, years of professional experience
within their particular field outside of school, type and amount
of training in the English language, and the annunt of travelling
done before the individual accepted the fellowship to study in the
United States.

Over one hundred students from the other American Republics
participated in the initial Agricultural Trainee Testing Program
upon their arrival in washingtone However, not all of the trainees
have taken the series of re-tests after their twelve months of study-
ing in the United States. For this reason, the present study is
conducted on the basis of sixty-three cases. Eleven Of the Latin
American countries are represented in this sampling of trainees.
Twenty-three of the fellows are from Brazil, thirteen from Venezuela,
Three from.Peru, one frontthe Dominican Republic, one from El Salvador,
four from Chile, four from.Ecuador, three from.COsta Rica, three from

'Mexico, five from.COlOmbia, and three from Haiti. Thirty-four Of

these trainees were assigned to the Office Of the Coordinator of

6Leonard, 0., Schuler, E. A., Loomis, C. P., Ibid, pages 3, 4, 5, 6.

Inter-American Affairs, ten to the Soil Conservation Service, nine
to the Bureau of Agricultural Economics, nine to the Extension
Service, and one to the Agricultural Research Administration.

The ages Of the different trainees upon their arrival in this
country range from twenty to forty-nine years. There is also a great
variance reported in the total number of years of education in
school that the trainees had completed before coming to the United
States. Although all the students have had some training in the
English language before receiving the fellowships, there are also
wide differences as to the type and amount of this training. This
situation is again found in the sources of contact which the
'trainees had with the United States before coming here to study for
the year. Some reported having both friends and relatives in the
United States as well as having travelled in both English-speaking
and non-English speaking countries outside Latin America. Others
had neither friends nor relatives in the United States and had not
travelled outside their Own country.

Although an analysis of the different types of questions in
terms of correct answers, wrong answers or no answers at all will
be made for the individual trainees, the differences may be largely
accounted for by the wide range in the backgrounds and experiences
Of these students.

The significant part of the study is to be Offered in the

analysis of the changes found in the attitudes, opinions, information,

and mastery Of the English language of these Latin Americans after

-14-

they have been exposed to a year's training in the United States.
Such knowledge, as, for exanple, the trainees' facility in English
and knowledge of the United States as related to their favorable or
unfavorable attitudes towards the United States has a direct bearing
on inter-American co-operation and solidarity.

The study may also afford certain infOrmation by which some of
the very important non-technical results of the Governnent's training
program for foreign students may be measured. This might aid foreign
and domestic commdttees in the selection of candidates who will
benefit the most from.such training as well as help in formulating
policies regarding the type Of training which fellows should be
given. Such information should be a guidance to students themselves
who plan to study in the United States. However, the most important
contribution Of such a study is understanding the modifications in
attitudes, interests, Opinions, and patterns of hostility and resent-
ment on the part of the Latin Arerican students. This should help
the people of the United States to learn how to become better neigh-

bors with the people of the other American Republics.

-15-

CHAPTER II
CHIEF SOURCES OF THE AGRICULTURAL TFAINEES ' II-EFOHTATION
ABOUT THE UNITED STATES

As a part of the first group of tests given to the Agricultural
Trainees from.Latin America upon their arrival in Washington, a form
was supplied which listed about 50 specific influences which may
have aided these trainees in securing information about the United
States prior to the beginning of their one-year study period in this
country. The trainees were asked to check the degree to which, in
their Opinion, the specified influence was important as a source of
learning about the United States. The categories were: "very much",
”much", ”some", "very little", and "none". The form was presented
in the trainees' language so that an inadequate knowledge of the
English language would not be a handicap in their accuracy in supply-
ing the desired information. The results are analyzed on a percentage
basis as not all of the trainees eXpressed Opinions on every subject.

Under the heading of individual influences originating in
Latin America, 75 per cent Of the trainees answering the question
were influenced "very much”, "much", or "some" by teachers, 70 per
cent by doctors, engineers, and other professionals, 66 per cent by
personal friends, and 62 per cent by Government Officials. 71 per
cent Of the trainees who reported said that they had gained "very

little" or "no" information about the United States from.business-

men in Latin America and 81 per cent expressed the same opinions

-l6-

concerning Latin American missionaries.

Several cultural influences originating in Latin America were
considered by the trainees as important sources of their information
about the United States. Under the categories Of "very much”,
"much" or "some" influence, 83 per cent of the trainees listed
technical and professional magazines, 83 per cent motion pictures,
75 per cent non-fiction books, 63 per cent popular magazines, 56 per
cent radio programs and 54 per cent gave importance to newspapers.
According to William.Schurtz in his book, £2333 America, "In probably
no respect is Latin.American culture so well equipped as in the
matter Of newspapers”.7 A larger percentage Of the trainees could
have been expected to list this source as an important means of
gaining information about the United States. Cultural influences
originating in Latin America which the agricultural trainees did
not consider significant include NOrth American schools which 75
per cent of the trainees reSponding placed in the "very little” or
”no" influence categories and fiction and poetry books which 69
per cent of those answering the question listed as an unimportant
source of information.

The next sources of information listed concerned individual
influences originating in the United States. 65 per cent of the
trainees who responded placed teachers, doctors, engineers and other
professionals under the "very much", "muchf or "some” headings while
59 per cent indicated that personal friends fell in the same cats-

7
Schurz, William.nytle, Latin America, E. P. Dutton and CO., New
York, 1942, page 364.

gories. 55 per cent of the trainees had learned "very little” or
”nothing" about this country from.United States business men,

58 per cent indicated the same situation concerning government
Officials and 72 per cent felt that United States missionaries had
not been hnportant sources Of information.

The agricultural trainees expressed opinions that they had
gained considerable information from.oultural influences originating
in the United States. Mbtion pictures from.this country were listed
as the most important as 90 per cent of the trainees who responded
stated that they had learned "very much”, "much" or "some" from this
source. Machinery, tools, etc. rated a close second as they were
considered as influential sources of information by 86 per cent of
the trainees answering the item. While not mentioned in the question,
the descriptive sales literature circulated by United States manu-
facturers was no doubt present in the thinking of the trainees who
checked this response. Under the "very much", "much" or "some"
categories, 85 per cent Of the trainees responding learned about
the United States from.our technical and professional magazines,

66 per cent from popular magazines, 67 per cent from.nonrfiction
books and 57 per cent from.our radio programs. The following

cultural influences originating in the United States were not con-
sidered as important and fell into the "very little" or ”no" influence

classifications: fiction and poetry books--72 per cent, NOrth Ameri-

can Universities--65 per cent, Pan American societies--64 per cent,

United States newspapers--58 per cent.

-13-

By the trainees' responses to this form, it was found that
EurOpean influences were not felt to be important sources Of informa-
tion about the United States. However, 66 per cent Of the trainees
responding indicated that they had gained knowledge about the United
States from.EurOpean missionaries and 56 per cent expressed the same
Opinions concerning European teachers. Other individuals from.
Europe influenced the following percentages Of trainees: doctors,
engineers, other professionals--4S per cent, personal friends-~59
per cent, business men--Sl per cent and government officials--13 per
cent.

As in the case of individual Europeans, cultural influences
originating in Europe and elsewhere were not considered by the
majority Of Latin American trainees as important means of gaining
knowledge concerning the United States. European cultural influences
were considered as sources Of information about the United States
by the following percentages of trainees answering the items:
technical and professional magazines-~61 per cent, non-fiction books--
61 per cent, machinery, tools, etc.--48 per cent, fiction and poetry
books--46 per cent, pOpular magazines-~37 per cent, radio programs--
37 per cent, motion pictures--27 per cent, North.Mmerican universities--
24 per cent, newspapers-~17 per cent and Pan American societies--15
per cent.

In summary, on the basis of the trainees' responses the follow-
ing channels Of information and types of influence seemed to be

especially significant as sources of information about the United

States: (1) motion pictures produced in the United States, (2)
machinery, tools, etc. manufactured in the United States, (3) tech-
nical and professional nagazines published in the United States,
(4) motion pictures produced in Latin American countries, (5) Latin
American technical and professional magazines, (6) Latin American
teachers, and (7) non-fiction books published in Latin America.

Of all the possible sources of information about the United
States listed on the form, the fallowing were considered the least
important by the trainees: (l) missionaries from.both Latin America
and the United States, (2) North American schools and universities,
(5) Latin.American businessmen, (4) PanrAmerican.societies, (5)
businessmen from the United States, and (6) fiction and poetry books
published in Latin America.

In analyzing the chief sources of information of the Latin
American trainees concerning the United States prior to the beginning
of their one-year study period here, a basis for some of their Opinions
and attitudes about this country is found. Also, in develOping a
mere extensive inter-American cultural-co-Operation program.certain
fields of influence may be determined.

The following form.gives the per cents of trainees based on
those answering,who have gained infOrmation about the United States
from.sach of the listed sources. The degree to which the specified

influences were felt to be important to the trainees is also presented.

Test L English Translation

‘ '1 ' ‘ "h " " A 7". \ "'5 " 3" "' ' '1 ‘ "' " V '. - ' '- ’ P 5’.” .fi . ' .7- .'-' " .'~ . " " ‘.'." ‘ ‘ ~ ' u'“ r'
I ’7‘) 'F PXEL" f T‘) {NY ‘ , -.T‘ .‘, . n1 \ 3 v I, "\..I ‘ A i n‘ 1 .1. ‘v'. _ .7 ‘ ‘f ’1 . ,u , f“ v A” t' , ‘0 ~..“
0 ‘A- ._ . ..I~.¢..l-. vss ~ . ~ -. , .. .3.. .. .1 E". J-. .. \ .- - ... . .. n., 1.9 ,. ”oar. ... ..

A. In yourgopinion, how men in: a": you Ems Lrvxcj; $3.41, {he
13.5.13, tkmugh each of the foils" in: inf-14“"...s? :E'er" fiery

NE:

- it)“ £62:to?.1.ittlo
lu Influences originating in Latin America:
3.. Individuals:
1. Businessman...............................;
2. Doctors, engineers, 0+ {19* pxwi‘swrmnalfl 3 :23
3. Government offi cisle.,,,..,,,,,,,,,,,.,,,,:"10s 16: 36
1., Teachem..................................2 1 : 23:2Vfi
5
6
7

9‘ O.

 

   
    

. fliosionaries..............................:
- Personal friends other than above.........x~g : : g
, Other persons (specify)
b. Cultural influences:
1. Books: fictionandpae‘t*:r................:-;: A :22
2. Booksx non-fiction.......................1.2£L3.
3. “gain“: Hopulc‘reeeeeeoeeeooeooeoooooo-{MAS-Lu:
A. flagasinesx technical and pmfessiomul.,..:MWfi_
g. Newspapers................................x.8...19..21....2A_...22_..
'7
8

6. 09 )5 99 n‘.

 

EN
N

O. ‘5

00
u

c Rad-1° pmgramsaooeoooooooeooooosovoecoco-03,1.
o muon Pic-mmGOCOOOIOOOOOOOOOOIOQOODOOCOIz
0 north am‘erj’cm “17100180000000ooeooooooeooo:

0, 0.

EE

.-

.0“

E
E

'01-

. x 3 x
2, Influences originating in the U , S, A, 2 a z z
a Individuals: 2 3 x
o mamossmntlcoOOOOOQOoOnOOOIOOOvoDO0010003.,m.§.mm_lm_11 ll 3%

Doctors, enoineers other pmfessionale,,,x 3.
Government officials"....................:

nun-ounce»

«unuseuunuu
t.
O

. 2 °
TeacheraCOOCOOOCOOIO.DOOOOOOOOOOOOIOOOOOOP: .: . ..

.. magiomeaOOOOOOOOOODODOOOOOOOOOOOOOOOOO:-_ . a : ; D.

. Personal friends other than above.........3 1,- : . z A-

cosmonauts

'Other paeono (specify) ..
‘0, Cultural influences: ' a z z 2 x

1, Books: fictionsndpoetry,...,...........a_2_1__1_3__1%__9__11_1)§__
BOOKS: mn-fictifln..........o.u.........3 .- .. £ 1 6
Magazines: popular.......................= m 8 ' '
Maniacs: technical and professional....8
“mammraoooococoeeeoooeeoeooooeooeeooooea

3
8
MO pmgrm’oooeoooeeeeeeooooooococo-coo: :
Motion pictumn.......‘........‘............z '3 :

hehinery, tools, etc,,...................a W“...
' 1.

North American universities...,,,,,,,,,,,,: - z
. Pan American societies”..................: ‘ z
8 3
3
8

 

. .‘Fy.n

3.:
oypa mm

3. Influence: originating in Europe and elsewhere: 3

a, Individuale a

. Emineamn...............................8._.§_:_n.._.u.__u___.55__
. -Doctora, engineers other professionals,..: .11.! 22 119 : 23 335

Governmmt offi cidsxw

:feacherfl...”..........o..................3W...”

maaionmeleOOOOOOOOO0.0000COOOOOOOOIOOvz

4W
Personal friends other than above. ........:_W
Other persona (specify)

“”0...”
60“““

QO‘mewt-J

 

[‘7

(d
.9
q

3 Influences 01 1512“». . in human and <37“ -
O L
(continued) ‘ Lifitle None
b, Cultural influences:

:
W

O. O. o. 00
‘03,,
5)
o
21'
00 O. to 0.
(<0
I ‘J
O
O. O. .0 no .0

 

 

 

 

1, Books: fiction and poetmnunnuunu

2. Books: non-£4110 Lon:.l§__._19___2§_..21._..1.&..
3, Magazines: popular,,,,,,,,,...,,.,,,,,.,,: 7:10:2Q_g__25___18_.
4, Magazines: technical and professional,...: : 2 21: 1Q : 29
5. NewspaperS................................: 3: 2: 12: 28 2 55
6. Radio programS............................: ;: 7: 2'1: 2.7 :43fi_
'7. Motion pictureS...........................: 3: 11: 25: 31 :26
8. Machinery, +0018, etc 2'2: 21:2.&.:..2§..:_2&_
9, North American universities,,,,,,..,,.....:__8: 8: Q: 2% : 5!;
10, Pan American societies...,,,,,,,,,,,,,,.,,: K: 2: : :é?

 

Regardless of the language involved list the books or authors from wh1 ch you

have learned most about the U S A

3

1.

 

2

 

3.

 

Regardless of the language involved, list the magazines, newspapers or other
periodicals from which you have learned most about the U,S,A, :

l

 

2

 

3.

In which states of the U,S,A, have you visited prior to this trip?

 

Further remarks (use additional paper if you wish) concerning how you have
learned about the 0,5, A, .

II, gmressions of Preferences and Dislikes

The three characteristics I like best in the typical North Americans are:

 

 

 

____.—-* - ;; _._* ____._._ —..__‘» ———.—__.—-

IJ“~

, -— 0 v - . I - I V “ ‘v v ' ‘I
("2‘ . -~ .r 1 “a Y. - " -. " r. I ."‘“‘ " ~r 1 “- 3 w ' - -. ' .--.-. '.- ' 1' .’.~ 3 -, r 1’: " '.: )1 n
.148 Diff-r3 C Ad... 1.}- 13 b ;.C s: .5. Jam ’2‘ .3- - '- AMI _.; \-‘-- a -'.- ‘ -e a; : «$1221 .‘.. up...“ :2.“ B a

C

Liv favorite North American radio pmgrams are:

 

 

 

8'- v w -—— _.__

'0- ..

c - -
LE3? fave rit North A.a°1"2C" 1 motion pic hires are:

a‘ w

 

 

C
P]... as as list the three boo :Lj 1."le luneracan subsors uhich according to your
judgment would best in to: ctt the psychology of 1...: tin .".§11'31‘ic:3.n8 for North

I‘i 0:118

Please list the three books by North American authors 'which according to your
judgment would give the best interpretation of the psychology of Latin America
for [Earth Americans:

(3

 

Inter-American Affairs Group:

./ 1.
/2.
/ 3.
V— 4.
«5.

’6.

V8.
{'9.
VIEB
/ 11.
V’12.

13.

14..

TABLE I...SUPPI.EI.E~ITARY DIFOBMXTION 12er TED BY THE
AGRICULTURAL TBA nILLS

Name

Almeida, Alberto

Alves, Francisco T.
Araque, Felix E.
Bastos Oliveira, J.
Capobianco, Angel
Carvajal, Ana

Carvalho, Jefferson

Castillo, Pedro M.
Dantas, Belisario
Domingues, Octavio
Fernandes, Damostenes
Comes, Gilda
Marquina, Elda
martinez, Antonio

1 5. - Matos, Osias

16./ de Melo, Joao M.O.

~1?.’ de MOraee, Gilton P.

18.,rNascimento, Julio

190 ’Padilla, Co

20.-rPerez, maria Jose

21.-’Pinto, Eudes S.L.

E. a Ramirez, Ramon

23.“Riker, Jose J.

**Not Reported

Countrz

Brazil
Brazil

Venezuela
Brazil
Venezuela

Venezuela

Brazil

Venezuela
Brazil
Brazil
Brazil
Brazil
Venezuela
Venezuela
Brazil
Brazil
Brazil
Brazil
venezuela
Venezuela
Brazil
Costa Rica

Brazil

Lee.

26

29
22

32

**

'26
32
25
28
48
33
31

**

26
29
28
30
49
28
24
25
36

24

Years 22.
Inucation
in. School

10
13

6

14

**

14

15
15

**
16

18
14

**

16
12
14
16
13
15

9
14
17

TABLE I.

Name

 

-31-

Inter-American.Affairs Group:(Cont.)

V, 24.
. 25.
z'26.
’ 27.
’ 28.
/29.
450.
, 31.
y 32.
/ 33.

Soil

V 10.

Rodriguee,.Ade1a
Sanchez, Luis R.

dos Santos, Carlos
Silveira, Raimnndo
Smith,.Amelio
Teixeira, Mario Dias
Teixeira, Mario V.
Uzcategui, Luz
Vitarelli, Alylio

Vivas, Miguel.A.

Conservation Service Groug:

de Armero, Luis O.

Cestero, Miguel A.

Chavez, Kennel Jose
Diaz, Carlos

Herrera, Cesar H.

Ieon, Jorge

Llerena L., David
Navarro 3., Jose
Ramirez, Guillermo

Vega J... Vietor I‘ll.

**Not Reported

Countrz ‘égg
Venezuela 28
Venezuela 20
Brazil 29
Brazil 33
Brazil 25
Brazil 26
Brazil 30
Venezuela **
Brazil 26
Venezuela 25
Peru 39
Dominican 38
Republic

El Salvador 35
Chile 30
Ecuador 31
Costa Rica 29
moxico 29
Mexico 24
Colombia 29
Colombia 28

SU'PPIE.E~ITARY DIFORJMI ON REPORTED BY THE
AGRICULTURE TRA IETEES (Cont . )

1.2.22.2
EELSchool
6 2/3
6
13
13
12
16
21
**

14

10

2O

16

' 12
10
18
13
1'7
15
1'7

17

TABLE I. SUPPLEIEETTARY nm‘omawICN REPORTED BY THE
AGRICULTURAL Tam-ILLS (Cont.)

Name

Countrx

Bureau 3; Agricultural Economics Crone:

V 1. Avendano Portuis, Jorge
2. Baca Aguinaga, Victor F.
/ 3. Boucard, Adrien Louis

/4. Calzada B., Jose

./ 5. Carvajal M5, Vicente E. .

6. Chaverri Rodrigues, Jose
7. Lozano, Porfirio
y 8. de Miranda, Roberto M.
/"9. Polo Celis, Jorge Victor
Extension Service £12112:
1. Chaparro G., Alvaro
2. Conte, Rodini Michelange
3. Diaz, Guillermo Rolando
4. Fries, Hernan
5. Nicolas, Gabriel
6. Penate, Antonio
7. Ruiz, Cristobal

8. Seville, Juan
9. Zuloaga, Jorge

Chile
Peru.
Haiti

Peru
Venezuela
Costa Rica
Ecuador
Brazil

Mexico

Colombia
Haiti
Chile
Chile
Haiti
Colombia
Ecuador

Ecuador

Colombia

_§gricultural Research Adnunistration:

l. Siqueira, Francisco P.

Brazil

Age

32
35
24
33
29
24
39
25

32

28
33
26
35

32
35

Mai
Education
ln_School

15

15

16

17

12

17

16

15

14
20

18
- 17

ll

-23-

 

 

 

 

TABLE I. ~SUI’PIm.-E-7T1LTY INFOFIL‘XTION REPORTED BY TBIE
AGRICUL'JRLI.TRAIIEES
easel 92:12.1; 233L122 .12 .......Friends.
22212135 English Emggjsh-speak- Relatives

23331 .;n_EngliSh Training, ing Countries* in U.S.
Inter—American Affairs Group:
1. Almeida 2 yrs. -- no no
2. Alves 1 yrs. -- no friends
3. Araque 5 mo. 1 yr. no friends
4. Bastos 3 yrs. -- no friends
5. Capobianco ** ** ** **
6. Carvajal 5 mo. -- no friends
7. Carvalho 3 yrs. 1 yr. no friends
a. Castillo ** -- no no
9. Dantas 1 yr. -- no friends
10. Domingues 2 yrs. 8 mo. no friends
11. Fernandes 6 mo. 3 mo. no friends
12. Comes 2 yrs. -- no no
13. marquina ** ** ** **
14.. Martinez ** -- no both
l5._hhtos 2 yrs. -- no friends
16. de Halo 2 yrs. 2 mo. no friends
17. de Horses 2 yrs. - no friends
18. Nascimento 7 yrs. -- no friends
19. Padilla ** -- no both
20. Pellegrino ** ** ** **

*Before accepting the fellowship.

**Not reported.

 

-24-

 

TABLE I. SUPPIEIENTARY REDEMPTION REPORTED BY THE
AGRIGJLTURAL TRADIEES (Cont.)
School Other Travelled in Friends,
Training English English speak- Relatives
335923 in Eglish Trainig 33.3. Countrie s* in. §_.___S_.
Enter-American Affairs gmflCont.)
21. Perez 5 mo. 10 mo. no friends
22. Pinto 2 yrs. -- no friends
23. Ramirez 4 yrs. -- yes friends
24. Biker -- 8 mo. no both
25. Rodriguez 5 mo. -- no friends
26. Sanchez ** 3 mo. no friends
27. dos Santos 3 mo. 2 mo. no friends
28. Silveira -- 3 1110. no friends
29. Smith 2 yrs. -- no both
30. Teixeira,M.D. 1 yr. 3 mo. no friends
31. Teixeira,M.V. 3 yrs. 2 mo. no frierds
32. Uzcategui ** ** ** **
33. Vitarelli -- 3 mo. no friends
34. Vivas 5 mo. 1 yr. no friends
Soil; Conservation Service _(_}_r_o_u_p
1. de Marc 8 yrs. -- no friends
2. Cestero 2 yrs. -- no both
3. Chavez 2 yrs. 10 mo. yes friends
4. Diaz 6 yrs. 3 yrs. no both
5. Herrera 6 yrs. 8 mo. no friends
6 . Leon ** -- no friends

 

*Before accepting the fellowship
“Not reported

-25-
TABLE I. SUPPLELEITAH INFOPJLATION BERG? TED BY THE
AGRICULTURAL TRAITEFB (Cont .)

 

School Other Travelled in Friends,
Training English English speak- Relatives
Name In English Training ing Countries .lEfU' S.

 

 

Soil Conservation Service Group:(Cont.)

7. llerena 2 yrs. -- no friends
8. Navarro 3 yrs. -- no friends
9. Ramirez 2 yrs. -- no friends

10. Vega 3 yrs. 5 mo. no friends

Bureau.g£.Agricultural Economics:

1. Avendano 5 yrs. 3 mo. no friends
2. Been Aguinaga 3fi-mo. -- no friends.
3. Boucard 4 yrs. 3 yrs. no 7 both

4. Calzada 2 yrs. 2 yrs. no friends
5. Carvajal 5 yrs. -- yes friends
6. Chaverri 6 yrs. -- no both

7. Lozano 2 yrs. 4 mo. no friends
8. de Miranda 4-yrs. 5 mo. no friends
9. P010 Celix 3 yrs. -- yes friends

Extension Service Group:

1. Chaparro 2 yrs. 1 mo no friends
2. Conte 2 yrs. - no no

3. Diaz 3 yrs. -- yes both

4. Fries 5 yrs. -- no friends
5. Nicolas 4 yrs. -- no friends
6. Penate 2 yrs. -- no no

7. Ruiz- -- 3 mo. no friends

-25-

TABLE I. SUPPLEMITARY Ilrrcmm 101-: RLRdl TED BY THE
AGRICULTURAL T AINBIS (Cont .)

School Other

Training Englidh

Travelled in Friends,
English spesk- Relatives

Name In EngliSh Training i§§_Countries ‘13 U. S.

 

Extension Service.§£ggp;(Cont.)

8. Seville 6 yrs. --
9. Zuloaga 1 yr. --
Agricultural Research Administration

1. Siqueira 3 yrs.‘ 2 mo.

yes friends
yes friends
no both

CHAPTER III
CHANGES IN ENGLISH LANGUAGE ABILITY OF IATIN AMERICAN
AGRICULTURAL TRAINEE RESULTIIKIG IN A YEAR'S
TRAINING IN THE UNITED STATES
In order to get an adequate measure of the Latin American
Agricultural Trainees' mstery of the English language, several
instruments were used to test their ability when they arrived in this

country and after their year's training in the United States. The

language tests given to the students include the Columbia Vocabulary

 

2.9.23.9 the Michigan Examination _i_._n_ Gramnar, a test on Pepular Lagggge
Comprehension and an auditory test on Comprehension 21; Record Plgyig.
The first test results to be analyzed will be those received by
the trainees on the Columbia Vocabulary left. This test was compiled
by Irene Gansl and Henry E. Garrett and provides a measure of English
vocabulary for elementary and secondary school pupils in the United
States. Age and Grade Norms for Grammar School students were based
on 3306 children of the New York City Public Schools tested at the
beginning of the term. The High School Grade Norms were based on
5101 pupils of a New York City High School also tested at the beginning
of the the term. The form of the test used contains one hundred
words selected from a canplete list of words found in twenty-two
contemporary measures of vocabulary. The items range in difficulty
from the easier words for English-speaking students found at the
beginning of the test such as "fast", "glad", and ”quiet" to terms
such as ”compute", ”genus", and "pinnace" found at the end of the
test. The multiple-choice type of item is used with each word in

context. The synonym for each test word is chosen from annng five

-28-

response words. Response wwrds fit annothly into the test phrase

or sentence and have the same'vocabulary frequency rating as the
test word. Only one reaponse word is a synonym.flor the critical
word. The Latin American trainees were not handicapped by the time
element as there is no limit set for this test. The test is scored
by subtracting one-fourth of the number answered incorrectly from
the number of correct answers. This technique minimizes the chances
of inaccurate results due to guessing.

Each trainees' level of vocabulary in terms of United States
school grades was found for both the initial test and the re-test
taken after they were in this country for a year. The school grades
corresponding to the scores received on the first tests ranged fron1
below grade 3 (norms for scores were not reported for below that

level) to above grade 123. On the basis of the Columbia Vocabulagl

 

3.93.1.1 scores received by the trainees on their arrival in this
country, the numbers falling into each of the United States school
grades are as follows: below grade 3--two trainees, grade 3--four
trainees, grade 4--three trainees, grade 5--ten trainees, grade
6~-twelve trainees, grade 7--thirteen trainees, grade 8--nine train-
ees, grade lO--three trainees, grade ll--three trainees and grade
lz--two trainees. The average grade level corresponding to these
test results for the Latin American students upon their arrival in
this country was found to be 7A.

The school grade norms corresponding to the vocabulary test

results received by the trainees after they had been in this country

~29-

for a year ranged from.4B to above 123. The number of trainees
classified in each grade level is as follows: grade 4--two trainees,
grade 5--three trainees, grade 6--five trainees, grade 7--eight train-
ees, grade 8-thirteen trainees, grade 9--eleven trainees, grade
lO-seven trainees, grade ll--three trainees, and grade 12--four
trainees. Using vocabulary as a basis, the average United States
School grade for the trainees after they had been here for a year

was BB. An added corollary might be that the average Latin.American
trainee increased his English.vocabulary as much in one year as the
average United States school child does in a year and a half.

The average per cent of improvement found for all the Agri-
cultural Trainees taking both the initial and fellow-up Columbia
vecabulaglegggg is 46 per cent. However, there was a very wide
range in the individual scores and per cents of improvement. Three
students actually received slightly lower scores on the second
test than they did on the first. The improvement ranged from.2
per cent to 419 per cent. Seven trainees received over 100 per
cent improvenenm. In most cases those that received the lowest scores
on Test I made the most improvement. '

Using the Rank Difference method, a coefficient of correlation
of +.36 was found between the English language training reported by
the trainees and the scores received on the Columbia Vocabulary Test
upon their arrival in this country. The P.E. of the coefficient of
correlation is .0793 which means that the relationship may be con-
sidered statistically reliable. However, a higher degree of corres-

pondence should be expected from.two such seemingly related variables.

-30-

The relative low correlation is probably due to the great differences
in the type, frequency and intensity of English language training
of the trainees over the periods of time reported.

On Table II will be found the scores for the initial and

followhup Columbia vocabulary Tests and the corresponding grade

 

norms and per cents of improvement for each of the Iatin American
students in the different Department of Agriculture Training groups.
The next instrument used to measure the trainees' mastery of

the English language was the Michigan Examination in Grammar. The

 

test consists of 214 possible correct answers and is scored by merely
adding the number of correctly answered questions. This language
test includes such factors as indicating the number of syllables in
the plural and preterit forms of words, choices of correct words,
verb forms, sentence constructions, use of pronouns, fornation of
questions, negative statements and imperative forms. The accompany-
ing Examination £3 Grammar form.will indicate the scope and diffi-
culty of the questions asked.

In analyzing the scores received by the Agricultural Trainees
on the grammar test, it was found that three of the group answered
less than.half of the questions correctly when they took the test
upon their arrival in this country. All the trainees who took both
the initial and re-tests answered more than half of the questions
correctly after they had been in this country a year. However, four
trainees received slightly lower scores on the Examination $3 Grammar .

after their year of studying in the United States than they did when

they arrived in this country.

The average improvement found for the trainees taking both
Examinations lg Grammar was 19.4 per cent. The per cents of
improvement ranged from O to 209 but the scatter was not nearly

as large as found in the Columbia Vbcabulagy Test results. Only

 

one trainee received over 100 per cent improvement. As in the
case of the vocabulary tests, the largest per cents of improvement
were received by the trainees making the lowest scores on the first
taking of the grammar test.

'Using the Rank Difference method, a coefficient of correlation
of +.64 was found between the per cents of improvement received by
the individual trainees on the Examination £2_Grammar and those
received on the Columbia Vocabulapy T351. The correlation of 1-.o4
is more than four times its probable error of .06033 so that the
relationship found may be considered reliable.

Another test given to the trainees to gauge their facility
in the use of the English language was termed Pepular Laggggge
Comprehension. This test was devised in order to judge the trainees'
command of the spoken vernacular. Such a measure was felt to be
very important because of its direct relation to the trainees'
ability to understand the expressions used by the people in our
country with whom.they had constant contact in the training program.

This test consisted of such popular North American expressions
as "he didn't get to first base", ”too quick on the trigger", "to

pull his punches”, ”sour grapes", "to Jump the gun”, and "to put on

-52-

the dog”. The test on Popular language Comprehension included 51
such items and involved the matching of synonyms from.among four
choices. A complete list of the terms used will be found on the
accompanying test.

The Agricultural Trainees from the let in American countries
were much.more confused on the popular Language tests than on any
other measures of the English language that were used. Nany of the
trainees attempted to answer most of the questions but literal
translations of the terms were fbund. For example, "sour grapes"
was associate with a "bad farmer" and "he used plenty of elbow
grease? meant "lubricated the differential" to many of the trainees.

The scores for the trainees taking the Pepular Iangggge
Comprehension test on their arrival in this country ranged from
0 to 85 correct out of the 51 terms. Five of the trainees were
unable to answer any of the questions correctly and twenty-one
could define only 5 or less of the terms correctly. The average
number of expressions defined correctly by the trainees taking the
initial test was 10.7 out of 51.

Only two trainees were unable to answer any of the Pogular
Iangugge Comprehension questions correctly after their year's train?
ing in the United States. The scores ranged from.0 to 42 on the
follow-up test with nine trainees answering 5 or less of the questions
correctly. The average number of terms defined correctly on the
second testing was 18.8 out of the 51 possible.

The average improvement found for all the Agricultural Trainees

-33-

taking both tests in Pepular language Comprehension was 146 per
cent. However, there was a tremendous range of O to 2400 in the
individual per cents of inprovement. Nine trainees received
slightly lower scores after their'Year's training in the United
States. This finding may be the result of wrong definitions offer-
ed to the trainees in a joking manner by individuals in the

United States during the trainees stay in this country.

As could be expected, the Agricultural Trainees who had
traveled in English speaking countries before accepting the fellow-
ships to the United States received the highest scores on the
Popular Languagg_00mppeshension test. Calculated by the Rank
Difference method, a correlation of .29 was found between the
per cents of improvement received by the trainees on the Columbia
Vocabulary Test and the per cents of improvement received on the
Ponular Language Corprehension test. The probable error of .0936
found for this correlation does not prove that the relationship
is statistically reliable. However, it does follow that the command
of a reading vocabulary does not mean the same as a command of the
spoken vernacular. Both of these phases of English language knowl-
edge are important for foreign students who wish to benefit the
most from training in the United States.

Another dimension of the trainees' language comprehension
was tested by playing phonograph recordings under standardized
conditions. This test measured the trainees' ability to under-
stand the content of the material presented by auditory means.

The trainees listened to the recordings and were then asked to

answer a series of objective questions of the multiple choice

-34-

variety based on the meaning of the records. host of the records

were played two ti mes to make sure that the listener would have

a fair chance to pick up what he might have missed the first time.
One of the records played for the trainees was titled Histori-

cal Outline 2; the United States but the subject matter pertained

 

to the history of the Department of Agriculture. Twelve questions
were asked based on the content of the record. The number of
questions the trainees were able to answer correctly when taking
the test upon their arrival in the United States ranged from.0
to 10. Two of the trainees were unable to answer any of the ques-
tions correctly. The average number of questions answered correctly
by all the trainees was 5.8 out of the 12. On re-taking this audi-
tory test a year later, the trainees' scores ranged from 2 to 12.
The average number of questions answered correctly by the trainees
the second time was 8.2. The average 1 provement received by the
Agricultural Trainees taking both of the comprehension of record
playing tests on the Historical Outline 2; the United States was
89 per cent.

The second test used to gauge the trainees' comprehension
of record playing was on the general subject of "winning the war"
through victory gardens. It dealt with such points as food rationing,
using fertilizer and argued in favor of planting victory gardens.
Thirteen questions were asked based on the content of this record.
The scores ranged from.0 to 9 for the trainees taking the test
the first time. Three trainees were unable to answer any of the

questions correctly. 4.5 was the average number of questions

-35-

answered correctly by the trainees upon hearing the recording
during the initial period of testing. On re—taking the test a
year later the trainees' scores ranged from 3 to 12 and the average
number of questions answered correctly was 6.5. 91 per cent was
the average improvement found in the comprehension of this record
by the trainees after their year in the United States.

Using the Rank Difference method, a coefficient of correlation
of .25 was found between the per cents of improvement received
by the trainees on the Columbia Vocabulary Tests and those received
on the record corprehension on the subject of "winning the war".
The P.E. for this correlation is .09728. A correlation of .35

was found between the per cents of improvement received by the

trainees on the Michigan Examination in_Grammar and the per cents

 

of improvement for the comprehension of record playing. .99116
was the probable error found for this correlation. Due to the
low correlations found and the correSponding high probable errors,
these relationships may not be considered statistic lly reliable.
However, they do indicate that gaining meaningful eXperience from
auditory information involves more than a knowledge of English
grarnar and vocabulary.

The scores and per cents of improveuent for each of the Latin
American Agricultural Trainees taking the tests to measure English
language ability are recorded in Tables II, III, IV, V, and VI.
The results of these tests as well as the corresponding per cents
of improvement earned by the trainees after a year's study in the
United States demonstrate the need for a more thorough English train-

ing for foreign students accepting fellowships to study in the

~16-

United States. Whether this training should take place in the stu-
dents' country or be given at the time of his arrival in the United
States is a debatable point. The training could be made much

more standardized if given in this country but the length of time
involved should be a consideration. The fact retains that a foreign
student studying in the United States could benefit more from his
training and understand our peOple and culture better with a more

adequate knowledge of the English language.

-37-

TABLE II...SCOPES RECEIVED BY THE AGRICULTURAL TRAIYEES ON THE

Inter-American Affairs Group:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

11.

13.
14.
15.
16.
17.
18.

19.

Name

Almeida, Alberto
Alves, Francisco
Araque, Felix
Bastos, Oliveira
Capobianco, A.
Carvajal, Ana
Carvalho, J.
Castillo, Pedro
Dantas, B. M.
Domingues, O.
Fernandes, D. S.
Gomes, Gilda

Marquina, Elda

Martinez, Antonio

Matos, Osias
de Melo, Jose M.

de Morass, G. P.

Nascimento, Julio

Padilla, c.

 

17.00

36.75

35.75

38.50

28.50

31.50

38.75

34.50

32.75

53.25

6.25

52.50

35.25

45.00

37.00

44.25

38.25

29.25

50.25

Grade

Test I Normi

38

6A

6A

6A

5A

53

6A

5B

83

COLUEBIA VOCABULAFY TESTS

35.00

40.50

51.00

50.75

27.25

(inc.)

64.50

44.00

44.75

54.50

(below 3)25.5O

83

6A

7B

6A

7B

63

5A

8A

70.50

(inc.)

56.00
57.25
52.25
46.25
38.75

62.50

Grade

Test I; Norm;

6A

63

8A

8A

5A

10A

73

7B

83

48

11A

10A

provement

105
10
42

32

66
27

36

308

34

24
54
18
21
32

24

*Grade Norms 3A through 8B are based on 5506 children of the New
York City Public Schools tested at the beginning of the term.
Grade Norms 9A through 123 are based on 5101 pupils of New'York
City High School tested at the beginning of the term.

-38-

TABLE II...SCORES RECEIVED WY THE AGDICULTURLL TFAINBES ON THE
COTUYBIA VOCABULABY TESTS (Continued)

News

Test _I_

Grade

Norm

Inter-American Affairs Group (Cont.):

20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

31.

33.

34.

Pellegrino, D. S.
Perez, Mario J.
Pinto, Eudes S. L.
Ramirez, Ramon
Biker, Jose J.
Rodriguez, Adela
Sanchez, Luis E.
dos Santos, C. P.
Silveira, R.
Smith, Amelie
Teixeira, M. D.
Teixeira, M. V.
Uzcategui, Luz
Vitarelli, Alylio

Vivas, Miguel A.

.75.25

29.75

50.00

64.00

54.25

38.75
47.25

11.00

38.25

Soil.Conservation Service Group:

1.

f)
H.

3.

4.

5.

6.

de Armero, Luis
Cestero, Meguel
Chavez, Manuel J.
Diaz, Carlos
Herrera, Cesar H.

Leon, Jorge

36.25
72.25
45.50

24.75

Q
3.0
o

N
01

12A

7A

6B

7B

3A

7A

5A

BB

6A

11B

VB

4B

113

Test LI.

(inc.)

(inc.)

62.00

71.50

60.75

51.75

77.50

Grade

Norm

10A

11A

103

73

6A

8A

4B

73

5A

93

Per Cent
9.1-“; .13;-

provement

24
11

26

79

57

15

42

19

101

-39-

TABLE II...SCORES RECEIVED BY THE.AGBICULTURAL TRAINEES ON THE
COLUKBIAIVOCABULARY TESTS (Continued)

Name

 

 

Grade
Test _I Norm

Soil Conservation Service Group (Cont.):

7.

8.

9.

10.

Llerena, L. David
Navarro, 3., Jose
Ramirez, Guillermo

Vega, J., Victor

34.00

34.75

55.50

36.25

5B

53

9A

6A

Bureau.g§_Agricultural Economics Group:

1.
2.
. 3.
4.
5.
6.
7.
8.

9.

Avendano, Portius
Baca Aguinaga, V.
Boucard, Adrien L.
Calzada, B. Jose
Carvajal 14., V. E.
Chaverri, Rodriguez
Lozano, Porfirio

de Miranda, Roberto

Polo Celis, Jorge

Extension Service Group:

1.
2.
3.
4.
5.
6.
7.

8.

Chaparro G., Alvaro
Conte, Rodini M.
Diaz. Guillermo R.
Frias, Hernan
Nicolas, Gabriel
Renate, Antonio

Ruiz, Cristobal

Seville, Juan

43.00
14.75
62.75
41.50
80.50
64.75

7.75
70.75

49.50

45.75
44.75

31.25

49.25
35.25

27.75

7A

33

10A

7A

12B-t

10A

56.00

51.00

70.50

46.50

60.75
32.50
61.50
48.50
84.00

67.50

(below 5)40.25

11A

8A

7B

78

SB

7B

8A

6A

5A

7A

74.00

61.25

58.50

(Inc.)

63.75

57.00

54.75

48.50

53.75

45.00

 

Test _I_; Norm

Grade Per Cent
2.1.: .m-
provement

9A 64
8A 46
11A 27
VB 28
9B 41
5B 120
9B -2
8A 16
1231+ 4
10B 4
GB 419
12A 4
9B 23
9B 27
10A 104
9A 28
BB 11
8A 37
BB 93
7B 4

-40..

TABLE II...SCORES EECEIVED BY THE AGRICULTUFS TRAINEBS 03 THE
COLUMBIA'VOCABVIAFY TESTS (Continued)

 

 

Grade Grade Per Cent
Name Test _I_ Norm Test _I_I Norm 2;: _Im-
provement
Extension Service Group: (cont)
9. Zuloaga, Jorge 46.75 73 59.5 98 27

Agricultural Research Administration:

1. Siqueira, Sr. F. P. 49.75 8A 67.00 10B 34

The average per cent of improvement by all the Agricultural Trainees
taking both the initial and follow-up Columbia Vocabulary Tests
is 46 per cent.

-41-

TABLE III...RAW SCORES ATD PER CENTS OF‘IIPROVENENT RECEIVED BY
THE AGRICULTURAL TRAIN-ICES TAKING THE E314? '"INATION _I_lfl

Name

 

InterbAmsrican Affairs Group:

 

l.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

**Not

Almeida, Alberto
Alves, Francisco T.
Araque, Felix E.
Bastos, Oliveira
Capobianco, Angel
Carvajal, Ana
Carvalho, Jefferson
Castillo, Pedro M.
Dantas, Belisario Eh
Dordngues, Oct vio
Fernandes, Demostenes
Gomes, Gilda
Marquina, Elda
martinez, Antonio
Lhtos, Osias

de Mello, Joaquim M.
de Mbraes, Gilton P.
Nascimento, Julio
Padilla, C.
Pellegrino, Domingo 8.

Taken.

A3316
TL Gaul”:

Test 1

**

**

178
163
121
151
*#

139
**

184
**

189
143
164
**

130
156
14*

173

203

Test_II

 

151

142

200

190

173

4*

184

178

118

170

90

201

*1!

191

175

172

143

184

**

Per Cent _c_>_f_

Improvement

 

12

16

-42-

TABLE III...RAV.’ SCORES MID PER GETTS 0F III-‘ROVEEIT RECEIVED BY
THE AGRICULTURAL TRAINEES TAKING THE EKAEIVATION.£§
GRAEKAR (Continued)

. Per Cent 9:
Name Test I Test I Inprovement

 

Inter-American Affairs Group (Cont.):

21. Perez, Mario Jose 138 198 43
22. Pinto, Eudes S. L. 175 187 7
23. Ramirez, Ramon 186 199 7
24. Riker, Jose J. ** zoo ~-
25. Rodriguez, Adela 117 ** --
26. Sanchez, Luis R. 177 188 6
27. dos Santos, Carlos 170 184 8
28. Silveira, Raimundo ** 181 --
29. Smith, Amelie ** 126 --
30. Teixeira, Mario D. ** 182 --
31. Teixeira, Mario V. 144 149 3
32. UZCategui, Luz 89 ** --
33. Vitarelli, Alylio ** 188 --
34. Vivas, Miguel A. 158 188 19

Soil Conservation Service Group:

1. de Armero, Luis O. 167 184 10
2. Cestero, Miguel A. 139 153 10
3. Chavez, manual Jose 204 203 -.5
4. Diaz, Carlos 145 137 -5
5. Herrera, Cesar H. 112 160 43
6. Leon, Jorge 184 184 0

**Not Taken

-43-

TABLE III...RAT.’.’ sconrs AND ran cm-Irs or ITPROVEENT RECEIVED BY
THE AGRICULIUFAL Tenn-Inns r - we ran EQLTDIAT ION _I_:i
GRAIIAR (Continued) “—

 

_I_:er Cent 2};
Name Test 1 Test I; Improvement

 

 

Soil Conservation Service Group (Cont.):

7. Llerena, L., David 116 171 47
8. Navarro 3., Jose 152 187 23
9. Ramirez, Guillermo 188 2-1 7
10. Vega J., Victor M. 139 158 14

Bureau g£.Agricultura1 Economics Group:

1. Avendano, Portius J. 193 206 6
2. Baca Aguinaga, V. F. 106 146 37
3. Boucard, Adrien Louis 190 198 4
4. Calzada B., Jose 169 176 4
5. Carvajal M., Vicente 194 185 -4
6. everri Rodriguez, J. 200 200 O
7. Iozano, Forfirio 44 136 209
8. de Miranda, Roberto 196 199 1
9. Polo Celis, Jorge 155 173 11

Extension Service Group:

1. Chaparro G., Alvaro 171 188 9
2. Conte, Rodini Ah 163 191 17
3. Diaz, Guillermo R. 161 187 16
4. Fries, Hernan 173 186 7
5. Nicolas, Gabriel 162 185 14
6. Penate, Antonio 102 171 67

7. Ruiz, Cristobal 111 177 59

-44-

TABLE III...RAW SCORES AND PER CENTS 0E ITPRCVEKENT RECEIVED BY
THE AGRICULTURAL TRAINEES TAKING THE EILUTIITATION E
GRABlTAR (Continued)

 

Per Cent 23:
Name Test I Test II Improvement

 

 

 

Extension Service Group (Cont);
8. Seville, Juan 113 136 20
9. Zuloaga, Jorge 156 172 10
Agricultural Research Administration:

1. Siqueira, Francisco 175 186 6

19.4 is the average per cent of improvement for the Agricultural
Trainees taking both the initial and follow-up Ekaminations.ip
Grammar.

 

-45-

TABLE IV...RAW SCORES AND PER CEITS OF IYPROTELEWT RECEIVED BY
TEE AGRICULTURAL TPJXI TIES TAX 11G THE TESTS IN POPULAR
LANCUA GE C 07 PR; 771 To ION

 

Per Cent 9:
Name Test I Test 1; Improvement

 

 

 

Inter-American Affairs Group:

1. Almeida, Alberto 1 7 600
2. Alves, Francisco T. 1 O -lOO
3. Araque, Felix E. 13 2O 53
4. Bastos, Oliveira 4 2 -100
5. Capobianco, Angel 7 11 57
6. Carvajal, Ana 2 ** ~-
7. Carvalho, Jefferson 7 13 85
8. Castillo, Pedro M. 5 3 -4O
9. Dantas, Belisario M. 6 6 O
10. Domingues, Octavio 22 19 -13
11. Fernandes, Demostenes 0 0 O
12. Comes, Gilda 3O 37 23
13. Marquina, Elda 5 ** --
14. martinez, Antonio 21 32 52
15. Matos, Osias 12 , 22 83
16. de Mello, Joao Nendez 18 29 61
17. de Koraes, Gilton Pinto 13 20 53
18. Nascimento, Julio 17 21 23
19. Padilla, C. 20 28 40
20. Pellegrino, Domingo 8. 25 ** --

**Not Taken

TABLE IV...PAW SCORES AID PER CECTTS OF I'PROVET'
TEE AGRICULTURAL TRAIIREES TAKIETG THE

-46-

EXT PECEIVED BY
TESTS IN POPULAR

LDJGU’GE COT.PRL'.—TI£T'SION (Continued)

 

Name

Test

 

Inter-American Affairs Group_(Cont):

21.

22.

23.

28.

29.

30.

31.

32.

33.

34.

Perez, Mario Jose
Pinto, Eudes S. L.
Ramirez, Ramon
Riker, Jose J.
Rodriguez, Adela
Sanchez, Luis R.
dos Santos, Carlos
Silveira, Raimundo
Smith, Amelie
Teixeira, Xario D.
Teixeira, Rario V.
Uzcategui, Luz
Vitarelli, Alylio

Vivas, Miguel A.

16

8

23

14

2

12

18

18

SoiI.Conservation Service Group:

1.

2.

3.

4.

5.

6.

de Armero, Luis O.

Cestero, Kiguel A.

Chavez, Nanuel Jose

Diaz, Carlos
Herrera, Cesar H.

Leon, Jorge

”Not Taken

21

35

I Test

*2?

21

20

31

10

16

16

31*

19

21

12

41

13

32

 

Per Cent 2;
II Improvement

 

22

600

500

~20

111

320

19

71

-47-

TABLE IV...P.:I'=I: SCORES A.“ D III-1}“ 03773 or I: rIifIIII-t. :III I—“IICIIII-Im Igy
Ii'G I’In'" ”III-3 It: I cramp

T”? XGEICLLTCPEL TP'FI

$1.11..

r-a. Tr

'w 414‘.

1.- _H 14.5);

GI“ co: I“I""II "II" IOII (Continued)

 

Name

 

Test _I_

 

Soil Conservation Service Group (Cont.):

7.
8.
9.

10.

Bureau

1.
2.
3.
4.
5.
6.
7.
8.

9.

Llerena L., David
Navarro 8., Jose
Ramirez, Guillermo

Vega J., Victor M.

9

3

l7

ofILgricultural cone: ics:

 

Avendano Portius, J.
Baca Aguinaga, Victor
Boucard, Adrien Iouis
Cal ada 3., Jose
Carvajal M.,'Vicenie
Chaverri Rodriguez, J.
Iozano, Porfirio

de llranda, Robero LL

Polo Celis, Jorge V.

Extension Service Group:

1.
2.
3.
4.
5.
6.

7.

Chaparro G., Alvaro
Conte, Rodini hh
Diaz, Guillermo R.
Frias, Hernan
fiicolas, Gabriel
Renate, Antonio

Ruiz, Cristobal

11

15

Test _I_;

Per Cent 9:
Irprovement

 

 

211

400

64

400

-80

23

280

10

36

67

500

-48-

TABLE IV...RAW SCOAES AID PER CEJTS OF I TI.VEEIKT RECEIVED BY

TIE G-RICUL'IU‘FAI. TRAILZL' S TAKING T733 TESTS If? “01775141
LANGUAGE COVPFTEETSION (Continued)

Per Cent of

 

 

 

 

 

 

£319. Test A Test L Ego-roveIwh-t—
Extension Service Gregg: (Cont)
8. Seville, Juan 16 30 87
9. Zuloega, Jorge 24 16 -33
Agricultural Research Administration:
1. Siqueira, Francisco 11 25 127

The average per cent of improvenmnt found for all the Agricultural
Trainees taking both tests in PoPular language Comprehension is
146 per cent.

-49-

TABLE V...SCOEES A7D PER CETTS OF IKPFOVFIEHT RECEIVED BY TTE

 

 

 

 

 

AGEICULTUFfiL TEAIEEES IN COfiPPZEZNBTQEMQE PECOKD PILYING:
"“JJINTTII‘IG THE LAB"
Baa Bali 2:.
Name Test 1 Test 21 Improvement
Inter-American Affairs Groug;
1. Alneida, Alberto '1 4 300
2. elves, Francisco T. 6 10 100
3. Araque, Felix E. 6 6 O
4. Bastos Oliveira, Jose 3 5 67
5. Capobiance, Angel 2 7 250
6. Carvajal, Ana 4 5 25
7. Carvalho, Jefferson 5 4 -20
8. Castillo, Pedro M. 4 4 O
9. Dantas, Belisario M. 6 9 50
10. Domingues, Octavio 7 6 ~14
ll. Fernandes, Demostenes ** 6 --
12. Gomes, Gilda 5 9 80
13. Marquina, Elda 5 5 O
14. Martinez, Antonio 6 7 17
15. lhtos, Osias 5 5 O
16. de Kelo, Joao Mendez O. 6 6 0
17. de Morass, Gilton P. 6 6 O
18. Nascimento, Julio 5 5 O
19. Padilla, C. 9 6 -33
20. Pellegrino, Domingo 5.. 9 ** --

**Not Taken

 

 

-50-

TABLE V...SCOFES ATD PER GETTS OF ITPROVEHENT RECEIVLD BY THE
AGEICULTURP TRAINEES I? COVPFT7TYSION OF FHCOPD PIAYING:
"MEETING THE YEAR"

 

Per Cent 2:
Name Test_l Test_;£ Inprovement

 

 

 

 

Inter-Arerican Affairs Group (Cont.):

21. Perez, maria J. 5 5 O
22. Pinto, Eudes S. L. 5 8 6O
23. Ramirez, Ramon 4 6 50
24. Biker, Jose J. 4' 12 200
25. Rodriguez, Adela O 4 400
26. Sanchez, Luis R. 4 7 75
27. dos Santos, Carlos P. 5 6 20

28. Silveira, Raimundo 6 ll 83
29. Smith, Amelie l 6 500
30. Teixeira, Eario D. 5 6 20
31. Teixeira, Mario V. 6 6 O
52. Uzcategui, qu O 5 300
33. Vitarelli, Alilio 5 7 153
54. Vivas, Miguel A. 4 8 100

Soil Conscrvation_Service Groug:

1. de Armero, Luis C. 8 6 -25
2. Cestero, Miguel Jose 3 5 67
5. Chavez, Manuel Jose 4 11 175
4. Diaz, Carlos 7 5 -29
5. Herrera, Cesar Humberto ** 7 ~-
6. Leon, Jorge 4 7 --

I”Not Taken

-51-

TABLE V...SCOI?}B AND PER CELTTS OF ILPE‘O’FJHFT BBCEI‘IT‘D BY THE
AGRICULTURAL TRAINEES IX CCXFIYKKHSICX OF RZCCTD FIéYifiG:

"WIEYING TEE 14R" (Continue )

 

 

 

Per cent of

Name Test I Test I Ingrovement

 

 

Soil Conservation Service Group (Cont):

 

7. Llerena, L. David 5 5 O
8. Navarro 3., Jose 6 7 17
9. Ramirez, Guillermo 3 6 100
10. Vega J., Victor 1% 1 7 600
'Bureauiggrégricultural Economics:
1. Avendano, Portius Jorge 6 5 -l7
2. Beca Aguinaga, Victor F. 5 7 4O
\3. Boucard, Adrien Louis 9 ** --
4. Calzada, B. Jose 5 5 O
5. Carvajal, M. Vicente E. 9 9 O
6. Chaverri, Rodrigues J. 7 . 7 O
7. Lezano, Porfirio O 5 500
8. de tiranda, Robero M. 9 8 '1 -ll
9. P010 Celis, Jorge V. 8 6 -25
Extension Service £3332: \
l. Chaparro, G. Alvaro 4 6 50
2. Conte, Rodini Michelange 6 6 O
3. Diaz, Guillermo Rolando 4 8 100
4. Frias, Hernan 7 9 29
5. Eicolas, Gabriel 5 7 4O
6. Palate, Antonio 4 5 25

7. Ruiz, Cristobal l 8 700

TABLE v...scopss AND PER onus or nmovnmu RECEIVED BY
THE AGRICULTURAL mamas IN oomnumnsxor: 9;:
RECORD PLAYING: "WINNING THE MAR" (Cont.)

 

 

 

 

Name Test 1 Test _I_; Z: _o_'1_’_
Igrove-
Extension Service Grou2:(Cont.) ment
8. Seville, Juan 4 8 100
9. Zuloaga, Jorge 4 5’ 25
Agricultural Research Administration:
1. Siqueira, Francisco P. 4 , 6 50

“Not Taken
The Agricultural Trainees made an average of _9; per cent improve-

ment in the comprehension of the record on the subject of ”winning

thfi War" 0

TABLE VI...SCORES ATTD PER CENTS OF II-mom.m RECEIVED BY

TIE AGRICULTURAL TRAINEES IN CCEZPREH ECITSI ON

93 RECORD PLAYING: ”HISTORICAL OUTLINE

 

 

OF THE UNITED STATES”

Name

 

Inter-American Affairs Group:

1.
2.
3.
4.
5.
6.
7.
8.

9.

16.
1'7.
18.

19.

Almeida, Alberto
Alves, Francisco
Araque, Felix E.
Bastos Oliveira, Jose
Capobianco, Angel
Carvajal, Ana
Carvalho, Jefferson
Castillo, Pedro M.
Dantas, Belisario M.
Domingues, Octavio
Fernandes, Demostenes
Gomes, Gilda
Marquina, Elda
Martinez, Antonio
mates, Osias

de M910, Joao mendez 0.
de Morass, Gilton P.
Nascimento, Julio

Padilla, 0.

**Not Taken

Test I

**

$1.!

**

as

**

10

**

Test I;

10

10

10

10

ii 9.1:.
EEIOVG-

ment

 

55

100

20

17

25

25

80

22

-54—

TABLE VI...SCOFJBS AND PER CENTS OF ILPROVEIIEETT RECEIVED BY
THE ACHTICULTURAL TRAINEE‘S IN COMPPETETSION

pg RECORD PLAYING:

 

OF THE UNITED STAT

Name

 

Test 1

Inter-American Affairs Group: (cont.)

20.
21.
22.
25.
24.
25.
26.
27.
28.
29.
50.
51.
52.
55.

54.

Pellegrino , Domingo S.

Perez, Mario J.
Pinto, Eudes S. L.
Ramirez, Ramon
Biker, Jose J.
Rodriguez, Adela
Sanchez, Luis R.
dos Santos, Carlos
Silveira, Raimundo
Smith, Amelie
Teixeira, Mario D.
Teixeira, Kario V.
Uzcategui, Luz
Vitarelli, Alylio

Vivas , Miguel A.

P.

Soil Conservation Service Group:

1.
2.

5.

de Amero, Luis C.

Cestero, Kiguel A.

Chavez , Manuel Jo so

1“"‘Not Taken .

10

8

an:

**

**
**

#10:

**

 

"HIST ORICAL OUTLETE

ES" (Cont.)

Test 32;

*Ill

11

fiof

Improv e-

ment

100

14

67
55

5O

22
55

12

-55-

TABLE v1...sconss AI‘TD PER cams or ItzpnovmmIT RECEIVED BY
THE AGRICULTURAL TRADERS IN comma-m ON
9;; RECORD PIAYIITG: "HISTORICAL OUTLINE
or THE UNITED STATES (Cont.)

 

 

 

 

 

as:
, Improve-

33332 33212.}. Test L ment
S231 Conservation Service Group: (cont.)

4. Diaz, Carlos 6 10 67

5. Herrera, Cesar Humberto 8 8 0

6. Leon, Jorge 7 11 57

7. Llerena S., David 7 8 14

8. Nevarro 3., Jose 7 9 28

9. Ramirez, Guillermo 0 10 1,000

10. Vega J., Victor M. 2 8 300
Bureau 93 Agricultural Economics 9393p:

1. Avendano, Portius J. 7 10 43

2. Baca Aguinaga, Victor 1 2 100

5. Boucard, Adrien Iouis 10 ** ~-

4. Calzada B., Jose 5 10 100

5. Carvajal M5, Vicente 9 11 22

6. Chaverri Rodriguez, J. 6 8 33

7. Lozano, Porfirio 0 7 700

8. de Miranda, Roberto M. 5 8 60

9. P010 Celis, Jorge V. 6 10 67

Extension Service 9323p
1. Chaparro, G. Alvaro 9 10 . 11
2. Conte, Rodini M. ‘3 12 300

**Not Taken

-55-

TABLE VI...SCOP.ES AND PER CEIITS OF 11.-{PRO
THE AGRICULTURAL TREJI‘TEES IN COIPPBHJISIOI'I
OF RECORD PLAYING: "HISTORICAL OUTLIN“

VELTTTT RECEIVED BY

 

or THE UNITED STATES" (Cont.)

Name Test

 

Extension Service Grouo: (Cont.)

3. Diaz, Guillermo R. 4
4. Fries, Hernan 5
5. Nicolas, Babriel 5
6. Penate, Antonio 6
7. Ruiz, Cristobal 4
8. Seville, Juan 6
9. Zuloaga, Jorge 4

Agricultural Research Administration:

1. Siqueira, Francisco P. 4

 

Test _I_;

 

11

11

I29.
0

Improve-

ment

125
120

40
100
55

75

100

89 per cent is the average of improvement received by the Agricultural

Trainees taking both tests in Comprehension 3; Record Playing on the

 

"Historical Outline of the United States.”

 

 

 

Test II. Given in English

 

L J COLUMBIA VOCABULARY TEST
1 """""" “-— by lrene (3211151 and H. E. Garrett
l— """"" "I—J' THE PSYCHOLUISIIEKI. thRPORATlON
3 . 522 new Aw... new YUKK, N. r.
Boy or Girl ............... Date of Birth-----------.-_-
How old are you now}..... .......... School.-..--.. ........................ ,
C1ty ..---.----....-.State ..................................
6. Do not despise him. hind obey - oppoue scare ham
7. guglthe railing. Zzieour :{mr 11an null Solis!)
B. He saw the pnrson. 1):1son thtll'f rohm dungeon hilhmtu
9' Food is plentiful. l€é£r€3hin8 {tree-naive necessary ghuxndum sch-rte
0. Do not lgiter here. lulter conspire gape linger 5;...“
1. In a dingy place. vast cloistcrod dirty torrid damp
2. The point is _l_)l_un_t_.‘ ugl} tine irregular dull vi1de
3. Frightful animals. Iezrrifying :szcztzlred grounded Sculls" friendly
:14. To collect glntu. htforirllltion ae::ssories :ljeaves Aline 31:11-11“
5. GEES}? the runaway horse. ride azid ohta'in stop purchau
6. Deadly 52131591 injury club expedition Lght comb
7. Eternally yours. :lreudy :lslrays slit-lurch iln-dly fall-fun,
8. llehpld the winner. Sheer": praise obev {dimre mil-a.
L9. 99153919. the must. use 3';an repress flaunt iznitnte
l0. Some obstinate people. rneck intelligent stubborn literary 1':le
l1. A safe 1321““; occupation deposit route shelter mount
12. pygumflgig men. :zjzzrant wilful disc-rem apprehensive gifhonm
l3. It in unkind to 299% item silliatch exult tie-test :1}:
M. I 9993113331 his action. heed rah-sin ;;m0V° gland (liming
il5. I r_e__.tra_cntfi_the statement. gent affirm vvithdnw notation ErEpooe
I6. I can not console her. convince comfort appease locate rig-ml
17. In a great frenzy. 5;... i311- horror tn:dneu Jééakm
l8. With @111}: looks. sly kmdly 'Ombfl' doleful bold
l9. $333”. the cord. 3: twat scorch renlace out
50. No vestige remained. :Znhipper soul vehicle ice Show
on THESEER SlDE or THESSHEET 3" a 117;" m- I-T-wdo-m
._ _ l...__—.——

 

utodumd

DOWN

noon
1:22:

“‘0'?

.1...
..——.

mm

”0‘
”a

2'12!

FPIOP

M

1311 inglhé‘ul

m u I32:
poq mmpuu [some

22:: ' 2:: 52:3
murmur] nloqoa Juan;
2:: :33 :3:
3331113133 pipmuoa ouscuoo
:3: =3 22::
["5‘133" WWW! ongugmqm
:2 2:: :21-
"1:310qu Munoz): ugnooxa
2.1:: :13 21:2:
pansy paufltwu ponxadtm
12".: :3 2:...
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2127.: :22: ['22:

Icon monoxq Buyppnd

:3: 1:2: ""-
ommom puma: amnesia:
In) Aszm mum

:33 2.2.: '13::
animus ongooop otunooua
2:22: :23 222::

mdo om coop

:2: :3 222::

‘3'! “in? ‘13"?!
”(pp momma: aural)
2:22”: :22! 2:3:
Joann ({qu preoq
4:.an yea-1m boom
22:: 3:3 :2:
camp! ”one mnpe
9:2: 2:3: 22:}:
WA cam; oomgfi

m: :2: 2:3:
8mm” P‘J‘FP"! mum
Mas nonoq comm;
.3 :33: 2:: '

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233:: 2:3: 332:2
”flow npuqu page
22:: 2:: 2:22
W nuguoo woman
82:: =3 :2:

mo: ”wed m—xxon

3:: 8:3 :2:
trump (manna: ammo.

I

uonuIndod

cgsaqzodfiq

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won! opium!

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coup
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p910Aop

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3533117131 eq) uf ”0'1 'l

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aop'SfiSBfi u mq 6“ 'Z

anmJOJtuooun 11091.0(! WOQu—Ih-‘i’l V '9

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fifiS 1313.” V "I:
m;09ml v ‘9!
n‘nuflOD W37}? '31

'qpnap go can; u] '16

mq afin’aa‘é um- I ‘01,
130(an 0m 7133—578— '69
mpoopod ;o 3116; mm, ‘99
W IO 549 V '58

g‘qipn'i‘ um ouo; eqL '99

76617533373 amt? v '93
mod «133335535? we
“531—183 mm v 133
'oldoadWéE’f '28

11091!!!an Epuaohfiixj'u '19

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mm u'iruuu :00 on '61
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15.1..me 1mm DOA 'LL

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i/

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11 W m 9H ‘86
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W m m '96
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1mm: 553313331— 26

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m 30 A»: v 28

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am not! 00L 71-

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19:11!
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u 0.

potential: popunonne pounu

£13 '3:

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9:2: 22:!
pmlmu eon-sq:
3:2: 8::
apuungd nguunom
Mm uomoqax
”$1!an5 will.
IWPMZP“! “a”
2:3: =1:
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213:: 8323
wow"!!! mane!
(2:2: :23

than p109!

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Kflupuymoo Annex}

z:‘ 8::
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222:: I:
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‘32:: 23
mppne punoot
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qano;

coo-
o...-

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apmuod
8::

1001

D..-
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common

'0.-
0..-

Test

 

II.

n ._.._.._...
XII-own" 'Amvdv lime 30v
PIPUJII); mm m 0: 000:4

leaf; Talia—173 eq; .1er
newt-{ligand Wu; 3am v

”1.9101“??? “PM

If”; Alicia‘s-E;
nomauop “11.411131:
popuawd [union
2:22 13:23

me} one:

7:: :2
£1301. Amounts

=2 22::

onq utquo

=3 2::

Ptdmt morn-up!!!

3:23! :22.
monaqoq "open:
’3 :2:

.10th amps

:2: i=2:

pononuooun papuoiud puutm
2:2: m2: 2::

“3qu any"?!
32:! :32...“
33030.1(! [canon
32:: 33:3
M8 auqep
22:: It:
omen; map
(139;: Aug;
we; nldmuo;
2:: 2:
must; _ none.

8::

0....

arm

22::

mean“

:2:

[todd-

.....

pxeq “neoplasm onpanxiwug lugnoxfluo

 

pun: Mpuumptmsgm woppou

.....
.....

qxop magodmoo V

quouodao M13101 v °

noun“ lento v

“I, 91‘13'033'0 ‘DEM

1cm ”no “1110 son °

'lewun nod! 9H

W 11 n 0H
wept!» m V
190sz mum
WW5 I

W min! v

‘91, porppqun ‘DIM

«Danae: ongmxddo uv

mmo ”mop new autos '

1111;; rpm mono: 1

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W no; 01
mun-m v
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1!» WW

 

Given in English

'9‘
'9L
TL
‘21.
'IL

éié

'29
'19

'09
'69

If

'99

'CS
TE
'19

DIRECTIONS: ln each sentence. one word has a line drawn under it. i
the other word in the line that means the same or must nearly the 3811
this word and then make a heavy black marl. between the dotted lines 111
it. Use the special penciL Here is a sample:

The boy will g2 sing hide leave

speak
'. —

love

1. He runs last; well quickly far hmnc fur“ 1r
1. .11.. 11.1 1. 11.11 12;. :12... 1:2; 1:51
.3. The room is gn_ie_t; mine new Itiil iiiii‘row '1'1'1'1'1
4. Take a large apple. 'greon r'o't'md big haid 1:11:11
5. W'e saw the 299:1}; fire land eta h'etiven Gillie)-
6. \Vith great—happiness: fear feasting joy danger sorrn
7. ”1112119 1. 111.111.. b'ii'y .112 12:11 111121. 111;
8. _I_.ift the hooks. e'njoy wj'a'tch I'liiit raise cii't'xm
9. Stand £1953 to him. il'r't'Jund b'e'hind tinder n'ezir l'ie'l'orc
10. Travel by 1:93.232 diiiich c'azr li'o'i'se cliiiriot :jhip
11. So they were wed. buried taught moved crowned marrit'
'1 . It is a great n_a_t_io___n._ €3.11"... :fi'ef :gimal co'imtry #1121111
13. A _lgggl field. green flat total) wet hire
14. A heavy £8134: load Iiii'all-boat Ixc'oume ahoxel ciiiinc
l5. He is a good student: ria'iicnt citizen t::cher p11?” 1;:stcr
——"— an, :3: 3.1-,
16. That is an m arrow blade string quarrel mistake
17. man. well. 3:11.111 $31011; :e':ist cl'e'ave sci;
18. A new (511533; bed 3:11.111 oi'fer lt'e'ttle trumpf
19. A ME thing. '1;de niiiIical useful torn iiiii'riblc
20. His M hand. iii'J'ured Iti'ong enipty bare :Ol'lgh
21. This street is gigs; new long light broad old
22. Pronounce the words. copy 'sa'y spell 'v'v'i’itc fiii'd
23. A new regulation. me 1:; r'ul'e delight Ii:ve
24. The people are similar. :l'ilte etident iiz'iiorant careless (:iier
25. A Leg blade. :te'el sharp ifrrowcd dull 3.;di
1.: 3... TURN i171: PAGE 53710 00 iii}: IT!

We must find the word that means the same 11.~ ‘gl 1' bettutlbt‘ this hm. 11
To 'leave' means the same as to 'go' so we blackc’

drawn under it.

dotted space under ”leave."

That is to be the way each is to be done.
need to hurry because you may use all the time you want.

DO as many as 51.1Ll can.
lit‘glll now.

You (ll.

 

 

 

 

has a line drawn under it
1111(- or most nearly the 31)
'1 between the dotted Lines

: speak love

leave
-

e do “1411' because this has
1.: 11:1 to go’ so we blackt-

.: 1111111}? as you can. You
111‘ you want. Begin now.

in 1' borne
.1111 112111»
1'1’ii1 11.111111.
g 31:21
.51? 1251.11
joy danger
111111 113:1.-
.1111 siiise
io'iise c'li'siriot
loved crowned
n'i'mll gointry
T111111 .2112:

(:1: r16 3h" "31
:cher Pu?“
'inl qunrrel
fist Ci; ve
'cr )r'e'ttle
5“, "11.111.
1111 95*

It bro‘d

[1 32'“

1:11.11:
want “:‘elw
owed {in
rAGE 2&0 DO

.....

....

Test

I.

Given in English

//

\‘l
\\

 

 

_ -- w- 1": - rt-.. “a...
333‘ T1. J;V€H 1n Ln lion

('1' ‘1 ‘ 'e ‘9 . -': ‘, v I -‘\ ‘ ' 1 1' ~ “ ' "1 ’ i ’ " 5"" . ’ J ; " " '1 " "' " -' .. ' i ': i " ll ‘
.'.l;c;I f: 1,1, 1: 1; y . . 1‘1 [.1 . .1'3 11‘. 1,-1 r? 7.x. _. tr. v . .‘..1 ‘ = X at: 41-11.311-53
, - “.1 ~.' * . ‘- " I“ ~' ' "I V a". .— .1" " 1"~~ ‘ ‘4. " - " ' " " ‘ {I ' '* ‘s ' " " ‘ J _
(1':- 31’s»). C'U'EZ 131.14"; w .cf )3 1.1”: ‘~- . 1’12‘ 1 .‘1... :4 bu :1 ‘~ _1‘1LI '. 3' E1 1:111: 5.171. 19?}, (.11)
‘ , _.~. 4" - 1. -. _- .' . .'. .., _‘ * 1 . 41 .- ... . .1 . - .
I!\)t‘ bilbp ()Y‘ a “uni—J; tax.“ is? \_-r-I\1‘."JJ.I'.'~’{4 if?» fill-1 Li.'~', Gui-31'? '_1:'.-I-'-DL L033 1 [36:35.“

' _. 1‘ '1 .. J- , 7.. .. ’- . . - ' . ' . 1.13 ' ,1. .1 l 4} ....
1n1p3 1ou i'-&11 i”‘ a» _1 av szvfiarfi 14‘ «18 (Tiacnczou an.-e. 5 Eu inave

shed the Others.

‘ ear of 5y lahlus in rte uiu1rl jorm oi each of

“W—

 

 

a
rgeen as: horse he“ =3

.ma'p ‘3 “mm“...
tax Lease

.._.."»_~.
s'ze sj LS ,

w~*_-_._.
vote vet».

.__.u._.._
C urzh Ci““L35

.‘_..~_w*-
pie: ‘él :JTLL'M 1.1-3

w- “flu-m

Y
'1 “Ma“.

r.—
’.—..
'1. s‘
\—/

Indicate Lhe Hunter 0; eyilyhles in LLB Preterit fo.m of each

Oi the Icilowing words:
P fi‘ ‘ . "1 ' I4 ’\ x k — 34". " '1‘ ’1~. . . P ‘_‘, .‘ '
L-’ '.-s§i")l 53 PL”? .~._- ‘l .flfi‘s "'J- _-. J. L1 i011”. filbil‘lfltjer O J 3:;r-l.lr_i. L) les 1“

preterit form
whit; 1~aiix3d 2
1.1.1:;13191133; Look . 100 K’BC'. l

mt mi atterded 3

 

 

wail' waljeed
want wanted
ask asked
to voted
rain raizij
t‘ete tasted

“Av—NM a“.

Cl'loose the correct word in ; .aru‘sis and 1188 it in the
tence. If no word is correct, write a d9sh (a).

1- C'U‘I‘ / ' - 3 ...-.1 ’ .-
‘JlfBS: \on, at_ 1n1n) re 13 Padlnfi ;i an ant emotile.

“cm

(in. on) There is a Chair he hall.
(in, on) 'lher— are books the table.
(in, on) The letter is the drawer.

(on,ét,in,--) I am going to see him tomorrow.

{on93o,;n3mvi
(ongetgiflg—e}
(on,atgins-)
(onaatginD~-)
(from, of )
(from; of )
(from, of )
(for,since9by)
(for,since9by)
(forgoincesby)
(somegany)
(some,any)
(somegany)

(that9those)
(this,these)

(red39red)

(the,his,her,its)l5ro Jones names
(theghi39her9their)Mary closes

(theghismerstheirfihe has lost

(-~sa,angone)

Ce-gagongone)

(--.a,an,one)
(--9the)
(~-othe)
(--,the)
(--,the)

(t° eat. eating).
(to ape

(
(

aPiaspeaking)
to

take 9 taking)
dogdid

(dopdid

.He has not been here

9 done ,make made) I

8 donemakegmade) The painter has

:3ee Saturdayo

gnu-”w

ten o'clock.

b 1". fh“, O I:
no cal-l(efl

 

We seldom eat ice cream the morningo

They came here Aprilo

The door the house is greena

A Qirl

U W

Chicago ie on the traino
He has a letter home.

The students stayed ’two monthso
Monday.
They will finish six o'clocko
I have _ very interesting new bookso
I don't know _o_"*_ better place to eat than the Leaguec

people do not like the movieso

Do children like their names?
people are professorso

The books are .

 

daughter Jeanneo

 

eyeso

 

glasseso

He has ‘ Spanish accent.

His accent is not English accent°

Professor Scott is teachero

on."

Do you know __ Doctor Jones?

He lives in South Americao

He speaks Spanish.

The children ought to drink milk°
After ‘fidinner, they went to the movieso
She obeyed without a

 

He saved time by an airplaneo
all my lessons this morningo

a beautiful pictures

 

(Gang could} 4 n

inn he go tomorrowo

(can, could) I hope he go tomorrowo

(whengwhere)

is the newspaper?

 

(whenswhere) I am going to put the key you Can
find 't.

(tOld,said,talkedgspoke)
(tOldgsaidgtalked,Spoke)
(toldssaidgtalked,spoke)
(tOIdssaidgtalkedsspoke)
(teldgsaidgtalkedpspoke)
(when,where)
(can,know )
(cangknows)
(can,know )

(like, want)

(like9 want)

(like, want)
(unlesss if)

(much, many )

(much, many )

(much, very )
(what, when )

(that, whom )

(which,wh8re)
(which, in which)

(in, which )

fie . me that he would come°

Re to me that he would comeo

He that he would comeo

 

 

The guests all___~.stories after dinnero
Mary and I for two hourso

LOOK the door _._you goo

I sneak Englieho

John dance very well°

I ‘_m_ go after I finish my lesson°

m

I the movies, but I don't
to go tonight, thank youo

I to go to Chicago next weeko

I another piece of pie because
I it very mucho

‘*___mm“;_he shows the men what to do next,
they won't finish the job until tomorrowo

John eats too ice cream.

{ow oranges are left in the
basket?

I am sorry to be lateo
The day we arrived was cloudy.

The airplane “you saw was a
pursuit planeo

The place I eat is on State Streeto‘

The house I live is on Tappan Street.

The house I live is very Oldo

W

 

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(Since; until ) Te will be amie to seudv it is time for
L5 to go to the t e

I'~-.-“ ‘ w. , 32. ..- 2.- -,. s".-,
\ "5313.4;th why ) fie must not ‘ash Lht: spec-mm lo taixlug...
(sinceg often ) the rain had stoppedfl we went for a walk“
(untilfl before)

(Sincea after ) I have not been able to study I lost
my glasseso

. '_ ' 9 ' ' ' W! . v a. R- $ - " -' = l: - ' " ' J ' ‘ V“ V
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A

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tie: txwain:

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(so) such) John “was Lirxl that he mm, to bed
Y?

iSOF snioh) Tne p‘ofe‘sor gave a good lecture that
+.

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A. .. ‘9 .t ;.
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., .

\. v v -.v\-_ u» .. '_ w-

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§

3 Ixisert the correct form of the verb which is in parenthesis
0n the .line

‘I'KI: r‘~-- ' ‘
L‘“ .‘r' 'A ‘ i re ' \. . -~. v‘ ' ‘
eétagtEP: she ”an; a beautiful song last nLth

I to go walking «hen I was a boy, .
(ll

he )

If he had to tell me, I would haVe "
(remember) (come)

to the party.

 

Yesterday John __ on the suit that he .I

\put) buy)
lflSt’ ThUI‘Sd;:V

 

\‘n

She would have m_ to accompany us.

1"... “‘w
v \

 

 

(line)
I to the theatre last night, because I had not
(go
: the preceding night.
go
The boys have ice cream for the picnic.
buy)
I what I said when I said it, but I don't
(mean; mean
it now.
' When they to the United States this past June, they
(come
that they had ... their paSSports in the
(remember) (put)
banks

The president had to veto the bill in l9h2.
(mean)

 

Insert the correct form of the word in parenthesis.

4‘ Example; My brother is oldsrmthan my sister.
_(old)

 

 

 

‘ hdnlliam is than John.
; (tall)
Lleat, was than clothing last year.
(eXpensive)
i They all arrived late, but Liary‘was the .
! (late)
F BOYS are athletes than girls. '
(good)
Ye do our work well, but they do theirs o
(well)
DP. ”Peters is than Dr. Jones.

(old)

fioosevelt is the president we have ever had.
(busy)
‘1;L_<Df the members of the chorus sing well, but yon sing the

Iér.

,. x (Va-311x

New York is the city in the United States.

cum-nth” “warm my“

I- 1.. -'.
tinteresting)

Of all the bad boys in the world James is the .
(bad)

 

Insert the correct form of the noun.

.Examole: All the members were at the meeting.

,

memb e?)

usually like ice cream.

 

“_(child)

The do not often attend class now.
(woman)
Who are the in the class?
man
a horse has four “ __ .
{foot}

How many do you have in your mouth?

tooth)

h. .Arrange in correct order the wordsa phrases, and clauses in the
following lists .

Ease-222931
my
coat I legt my coat on the boat.
on the boat -
left

 

Speak ,
Spanish or Portuguese
the students ,,)

John '
wrote

this morning
the exercise

The students
speak ,
every day LE7
English

every afternoon

we
here 3

study J

 

 

 

 

 

‘p’

..
-‘..

 

n.

9..

 

 

_ _M— .._._._. . __

we
write
always

in the morning _ ,, u _

our exercises)
at school

Mary

 

child
pretty

 

They have
very

 

young They have

two
children

Iate
small
I ate _T
very
breakfast

 

He is

student

the He is W
new \3

from Brazil ‘

 

This is .
examination ‘KThis is
the

which the

Students wrote

 

I genre
her

I Wrote
a latter I wrote _1
my father

I gave _.-

to me He read __
the telegrsm
He bOLIght

it He bought ___

for his wife
I tlike

 

 

 

She

is s t eat-me r
hare

some t firms :9
earns

H3

{LY
«J
I

5'I“.u‘vl~‘r_:fl-m‘ 'l‘é’h’fi"

V " "a—o’ ‘1 \—’

You
I term; a
can

36702

buy
at the postoffice

John

in the dormitory
1:

a waiter

this tumor

anvvv
{.4
8r
:3

I has rd
meet
use
that
noise

I heard

I knew )

what ) '

has ) I Know
)
)

They told us )
when house ) ‘i’bey told usw
was )
it )

We asked the cool:
how much auger
the ‘

used

is asked the cook;

VVVV

3
)
)
on Sunday 3 370“. AA
)
)

 

IIL'._'_J

 

 

50 Place the correct ward at the baginniug of the following sentenceao
If neither word is corrfict. inaart a dash (u)o
Egggglg: (It° There. «3‘ Egggg is sugar in the coffee.
(1%. There. ~) 19 @ateo
" is a new lesson every dayo
" ___ are ten picturel on the wall.

 

" was a long Journey, wasn't 1t?

" is necessary to study a great
d8 31 a

' is not very warm todayo

(it. there,-)IS ten o°clock yet?

 

6. Write the correct form of the verb in parenthesis on the lineo
lggggég: His wife figg her lawyer last week.
(see)

Mary is flhirty years old. but éhe_waz still at school.

(be)

‘You a Chilean. because you live in Guile.

 

 

 

 

(be)
‘flb umderatand Spanishc bufi the Russian language difficult.
’ (be)
EIe_n_n very hard when he wants to.
(work)
fEhéy always .m¢__ their hatS. because they have poor memories.
(forget)
£70hn still swim as well as he used to.
(can)
3‘8 ___ the present verb phrase with "ing" next week.
(study)
Ir ' ‘
*9 ‘ , an Eng]. 19h examination now. isn't he?
(take) ‘
He __ _ __ the rules yesterday.
(learn)

 

fie the lesson Iaat yearo

5*“

 

 

 

 

 

 

(read)
I “_ aha exercise the day before yestaraayo
(write) '
Ha __ happy gears agoo
(be) .
After they had worked all day. She men __L tiredo
(be)
She food hot last night at dinner?
(be)
They to ayell next year.
(learn) ‘
I_ _ for a good restaurant tomorrowo
(look)

If he waiza mudh longer. be "u_ . late.

‘-

 

 

 

 

 

(be)
I "_ him on the telephone for two weeks. but he
(call)r still doeant answer.
.thn :=2: a guest ever since last April.
‘39 have stood here for fifteen minutes. but. he use
(not introduce)
1 _ you usually _ _ a sandwich during the
(Do) (oat)

morning. or 19n°t that your cuszam?

l
”its f52m correct form of tha watch in panache“: 0'1 the 11M"

E:
‘mple: 1 like @031” A billiards.
(play. to play)

Do you __ _ evary day?
(write; to write)

He tried AA °
(laudy. to study)

You mutt ‘ ___ on timoo
(arrive. to arrive)

To might lateo

....,- (be, to bis)
\

I {insider} what

Om“: .

I aaked him

‘. .A_“

the p I“: o

 

(see; to age)

23;;- +4
T "J"

5‘4

a good u smut-ant.

 

. ”4&5
“:6", 3%
.5 _-..§jy’w‘7’ig’ You were able
9 [--

I

I cannot

:11...» (find. to {13:1} M

you.

 

(hear. to hear)

Change the {clinging English Maze-manta to question: in English.

 

garage in Spanish: Ell: 9:31:53.
Igéfll; 23;:i.h_43

Kr. Amador Spams Spams...

1315710

2 4° "2
Vim?!

 

 

 

 

 

 

 

 

?
Spsfiiah pronunciation is differant from English.
?
‘ Mr. and fire. Broqn live in Ann Arbor. \
- _. 1
She used a fork.
7
He has to study tonight.
7
The students are going to pay attention.
1’
The studenia can write well.
_fl __ 7
He in at sdhooi.
T

 

rm.

 

Mr. Scott and Er. Hill are on the beat.

Change the following affirmative English statements to negative
statements in English

Exaggleu}n_§ponish: Ella canto bien.

"‘ “dag.“

 

The verb comes first in English.

We speak German in this class.

She is from Ecuador.

 

Similar sounds are difficult to learn.

 

I can read the book.

 

foe story interested me.

 

We came late.

 

He was cold.

He has a cold.

 

Chen.« ;e the following English statements to request (”Optative" or
"imperative") sentem: es in B.,;lieh.

Egyflfliiji-ihéf :2' Usfiede esi Mt 1a a la clese.
iiifl.,tm,jw1fia01 318‘,‘ E): o

sisties a la clese.
Ci tee a la cl.a93.

Exegple 1n Enoligh: You Opened the door.
.Qpen the d00£1

 

You learned that less 3.

 

You brought me the book.

 

You did not lose the money.

 

You were careful.

You were here at ten o°clock.

I

You enjoyed the movie.

 

F‘ill the blanks in the following statements.

22:111Lg_1g §9e_n eh: (Un b den arguitecto construyo el edificio.

l.__. (

(El edificio :Ee construldo par un buen arquitecto.

 

The waiter brings the coflfee. -
fibe coffee the waiter.

The pitcher caught the ball.
The bell the pitcher.

John is writing the letter.
Eye letter thn.

 

8. Complete the followinn sentences with one of the listed‘

words or word groups? _Qfifl. cougdg wish. gent, gfizo mighta
would Alfie. gnght £3, ghould, have to: must. Use the word or

word group which will orpress the idea indicated in the margin.

 

 

 

 

 

1313...: 3
PERMISSION You_ may 1_ go now.

DUTY I go to the library tonight.
POSSIBILITY They _ go to the movies tomorrow.
ABILITY John swim very well.

DESIRE I to see the play.

 

9. Substitute the Appropriate form of.gg or one for the word
in parenthesis.

 

 

 

 

mete:
I understand as nail as you (understand) do .
We snake as loudly as they (spoke) . A“
She sings es sweetly as her motheri(sings) ‘ .
He has new books and old(books) _ .
I understand this word but not that (wordl .
He comes more often than I (come) i .

 

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»cff half cocked

Premature 2. fifitd 3.

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t9

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llnrelieble 2. ”?"'t‘“t‘d

slink he: so trng..2.?.

lln80phisticetofl 2.

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a hit“ Straight from the "‘“ovleer'

1° 2.

IDelligerent neiee 3.

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It:

Premature 2.~ 1.5.2:!

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N. amiable

forthright

11..

reliable

 

 

 

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3.2.?" '3

prof: m‘nla 4., uninteresting

a racklcag

:ztlifiaur 4, In a predtztrznt

1" ”1:71 20 {was .1 1mm: Irv“ $1227.13 30 3?$‘s”it':l‘.efil“r.E-.?‘.i‘7a 4.. armada:
3,5 1‘
1’ @ICf“9b30 2° mfwis 9-175 3’9 322.32%}. 4. la’maeieus
5’ 5° a claimant: -
l, . . . , .

a"th'i’fftiic 2., meats-r 3, c7 1 4,, amiamus
.720 ~

“6d plenty of elbow 5; flew-3:.
1 1
c u ‘ r ‘ .

bricated we differential 2‘, mime. 331 3, lazy 4:, goat! bawball
pitcher

’ “39111 the works;

1.” thor a ‘
o “h going “$5333“? 73:- 33513 "39031131335" 3339-1“; 39 888912131341 nacnias'ry

‘" ..A .- ,-_ .‘. k.
4“ auuazu_zxneruazhy

 

9’“,

p:

 

1.’ 5 . ._.-‘ 3,. - r». . —.,. ,
'5 ’I »'.2‘- .‘ équ‘: ’ "'33?“an C QJ-a‘w‘SJ’E

'37.»: record stain-73 . .. A.
In Began in he 9% $.55»; VFW; in the 173-333's?

3.3 13 a yawn (3.5?€1€:;7£"5n{53

37. Raw always bat-52:. “1.56:1: in the l'jfiitfifi Siamese

4 18 just beginning»

It ya. not until 1839 $hst:

1° Experiment. work on hybrifi 72.32“!) was begun:

2.. De pa. rt m at of Ag? 1:: 7.73. tum-7.7.3 s awp'rggca : a mun‘w re 51 0‘37 :7: r 523'}-

3». The Department of £‘~.g:'i:x.:«ltme achiawfi cabinet. remiss

4, Soil Conscmasiorx practices were officially a.'iw.roz:zaicmia

record claims mm: gram}? and devalopmnt cf the: Dapartment of Agriculture:

1: Has been 310! but. irregular
*rovth of Land: Gum: Colleges:

8”

2: Has been closely pgzg‘nllelefl by the
3;. Has gone along with Myugion of farm organigmmcnp

4« Has been slow bu; 9*“73

The record states that an Act of {30715272935

17 Endnmd states 31%,}: 1100;750:000 an?“ of pub}. is land to be used to endow

n the it colleges,
t” «5318305 slgricul mm ms‘saaz‘ch until 1962

3" Brought all Agricu} tut-e1}. re search. under Federal comm-1.,

4“ Prohibited use 021" Federal. fxmc‘ia for other than specified agricultural rounrcho

In 188'? Congrcas cumbl mus-:1 the: first. Mitianml 93,5ng of;
1° Parebrad livestock regisix'a’ciom
2" ‘Gricul tuml carpet-1mm Matty—:3:

3“ Clnuliticationu of soil types:

4° Standardized weather reporting:

It 1' .taud thut the extension work of the Department no begun
‘° Bring to um" and their wins the ruulto of research:

to:

Organize all {amen
Suparvua local reflux-ch

T -
0 Promote bottor tam housing-J

 

‘
" Th. County was 23

T16 record H.333; “Fm-«.4
1» my merged with tho Exiromimu Sonics in 1‘5

3 .13 the can-tram}. magnum; anti. {economic agape}; of the Inc-a rum-mt)

3.. In the moat. recs-Rwy oatahlia’tmi agency of the rfiparvi'munt;

4- Was abolished in 1938:
Escorriing to the rooorfi.O studies of rural pOpula'tion problems are conducted by:

3»- Fublic finalth Semico.
3.- Bureou of agricultural Ecommica,
3 Rural Electrification AdeL-‘iatriation

4c Commodity Credit Corporation-

Among the war projects of the Dara rzmnt of tax-imitate its the exparimental
“It in Central and South America to:

1:. Establish COUXPSI‘CibLl rubber promotion in the: Western Eemiaphorm

2° Dunlap cotton with longer fiber.

37 Grow bananas which will gland shipmnt beaten

4: Increase production of emfeen

According to the record“ all require-manta for military and civilian food are
The Army Chief of Staff.

2' Tim President of the United States:

3 A specially appointed Fooi Raquimmzflo Committee:

4' The War Food. Administrator.-

USDE. fiat Boards Are {7.311433330111115 in 9.37.311 Statm. and in

1' EVGI'y agricultural community of 2,1500 pogulgtion‘,

27 Each and every county in this countrf

3" All the larger counties of tho United Sextet.

4’ E‘Ch of the agricultural counties in the United Staten.

gait-.3011! Intel that. Quintana! in the rationing of farm machinery is being
-1: ouch county by;

County hr Board

‘
L913m, Comiuioner 4,; Local farmer.“ organiutiom

 

 

 

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F,

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14:8 Emu-3,1 cobject of this :‘e: 23:11" " first 3319:;5’6‘1 is:

winning the '53.? 23c, Cinema-re: a; farming;
Emily gardens 34., Eta 1331;315:129” of Agriculture

\N H
u

”-33 of the adv-ant gee of the prograa 3117909195. 13.:
‘1 Kora vioaazins in the diet .2 27.63299 salaries in the diet
)4, ’30 nave fooi ration poiato 34,] 5‘30 33% 5101157
File p':ggram under dj.souest‘e.cn is for: ,
Fm families (111;? 2;. County agents

1,
3. Urban families only hr. rem farm and none-fem families

h»

99.036.11.15 to the record the to will certeinly bag

'l

;o A short-ego of fertilizer

;2 Enough fertilizer if it is no”; tram-ed ’

[4" A shortage of fer-t1 112a? :Lf giro-e22. plants are not plowed under

~ A shortage of fertilizer 1:? ashes from burned wood 13 not plowed under

’6
H We urged that careful attention be given $0.:

Garden location 2,‘ Cereful preparation of the e011
5036. and fertilizer he Early plant-ing .

1
4.,
'Z

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L1? 2'
stems-r3 are warned to;

3’3 prepared with spramrs and. pioney of incecticida
BURY traps for Japanese bee‘alea

4’33 to dig or plow too deeply

Facts no garden epaco

4:" KM m p...
L‘ l‘. '1. 4

.5030 ' '| ‘
“(h-’73 to the record the bug-38 would 3‘95

’ Sprayadmonthly
35378;: “the marks” once or tattoo ovary week:
‘1
2 “(ed off of pleats 0.42.523 every two weeks or so
“at to the Unitm‘i States Department of Agyicu‘lture for identification

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r‘ _,

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fine
rt 1 .
nf0 rmacion on bugs and (3:1. some can be had by:

1‘
12:13“ a": ”1313 the local school teacher

gassing the United seams Ewart-neat of Agriculture to eat). Famer“c
i ulletin 1371

" H3
_, wiiinfl' the comps-my *Jaioh sold the seeds for leaflet 269
ing the information bxmaen of 83:0 good daily newsparor

 

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-57-
CHAPTER IV
AN ANALYS IS OF THE? RESULTS OF TEE GUI. *TRLL DIFOE Mi TI OH

TEST TAKEN BY THE LAT “I AI'LEI-II CAI:
AGRICULTURAI.TRAINEES

 

The Cultural Information test given to the latin.Amsrican
students upon their arrival in the United States and after their
year's training in this country is a general test to determine the
trainees' knowledge of the United States. It was given in the
trainees' language so that an inadequate knowledge of English would
not effect their ability to answer the questions. There are correct
and objectively definable answers of the the multiple-choice variety
to the questions contained on this test.

The test consists of a total of 98 items which vary widely in
difficulty. A list of the following questions which were answered
correctly by over two-thirds of the trainees taking the test will
indicate the type of information about which the students know the
most. The questions will be listed in the order of the per cents of
trainees answering them.correct1y. For example, the first question
mentioned in this group was answered correctly by 88 per cent of the
trainees taking the test while the Last question included was answered
correctly by 68per cent of the trainees.

Types of information concerning the United States about which
the trainees registered the most knowledge include the following:
(1) ”The famous American aviator who first crossed the Atlantic
ocean alone", (2) "location of the Statue of Liberty", (3) "The
person who best symbolizes inventive genius to the American; (4)

"The present heavy-weight champion boxer of the‘U.S.A.”, (5) When

-58...

"Independence Day is celebrated in the U.S.", (6) "The number of
stars in the United States flag", (7) "A symbol of philanthroPy
today, but earlier identified with economic domination through free
enterprise", (8) ”The largest State in the U.S.A.", (9) Customs
"in the U.S.A. at Christmas time”, (10) The idea associated with
"the name of Henry Ford", (11) What "the emancipation of the Negro
slaves was one result of", (12) How often "a presidential election
is held in the United States", (13) "The chief executive of each
state", (14) "The Commander and Chief of the Army and Navy", (15)
”The most important commodity group among U.S.A. exports to Latin
American countries in 1938", (16) "The two leading political parties
in the United States", (17) "In U.S.A. matches are made by:"--re-
ferring to marriages, and (18) Before the war where "the greater
portion of the Chinese and Japanese in the U.S. lived”.

A considerable number of questions proved to be so difficult
that less than one-third of the trainees were able to answer them
correctly. This information will be listed in the same manner as that
about which the trainees knew the most. The first question included
in this group was answered correctly by only 4 per cent of the train-
ees while the last question mentioned was answered correctly by 32
per cent of the trainees taking the Cultural Information test.

Types of information concerning the United States about which
the trainees knew the least include the following: (1) What "the
Reader's Guide is", (2) The pOpulation of incorporated communities

that "the United States census classified asflbities' ", (3) "Which

..59-

part of the U.S. has the most tenant farmers or share-crOppers",

(4) "What percentage of the total value of wool exported from.all
Latin American countries in 1938 was exported by Argentina", (5)
”What percentage of the total value of copper exported from all
Latin American countries in 1938 was exported by Chile”, (6) "What
percentage of the total value of sugar eXported from.all Latin Ameri-
can countries in 1938 was exported by Cuba", (7) What group "the
unorganized workers in the U.S. consist largely of", (8) The center
”of the tire industry in the U.S.", (9) The field in which "Samuel
Gompers was most famous", (10) "At the present time there are more
American Indians in the United States than” at what time, (11) "What
percentage of the total value of petroleum exported from all Latin
American countries in 1938 was exported by Venezuela”, (12) ”What
percentage of the total value of meats exported from all Latin
American countries in 1938 was exported by Argentina”, (13) The name
of ”the printed cepy of the proceedings of each day in each house of
congress", (14) ”The two leading Labor Organizations of the U.S.A”,
(15) What it is called "when a player carries the ball across the
goal line", (16) "What percentage of the total value of coffee ex-
ported from.all Latin American countries in 1938 was exported by
Brazil", (17) "The center of the greatest clothing industry in the
U.S.", (18) Where "most of the County Agricultural Agents who are
serving the North American farmer were" reared, (19) ”An outstanding
educational leader of the Negro race", (20) "The religious denomination

which has the most members in the U.S.A.", (21) "The term.of office

-69-

of a United States Senator", (22) A state (chosen from four south-
western states) "which does not border Mexico", (23) How often "the
U.S. Census is taken", (24) ”mardi Gras is a major celebration"

of what state, (25) "An outstanding American violinist", (26) ”One
of the states in the'U.S.A. which, prior to its annexation, was an
independent power", (27) What "The Boston Tea Party was", (28)

What "an adult North American son in leaving home on a dangerous
mission or to be absent a long time" would do in departing from his
father, (29) Who directed "The American Youth Symphony which toured
Iatin.America", (30) How "much of the Western half of the territory
now covered by the U.S.A. was gained", (31) "The man who decides
whether a ball is fair or not".

‘ Questions 93 through 98 on the Cultural Information test deal
with Latin American exports rather than with knowledge concerning
the United States. However, the relation of the trainees' familiar-
ity with the volume and types of exports of Latin America to infor-
mation gained in the Agricultural Training Program is important in
their understanding of our economic structure. host of the commodities
mentioned in the questions are imported by the United States.

Presenting the questions on the Cultural Information test in
the order of the per cents of trainees answering them correctly When
they first took the test and also presenting the information about
which they knew the least in the same manner was felt justified for
several reasons. Since the same types of questions were missed by

the trainees taking the re-test, it is easy to determine the trainees'

-51-

familiarity with certain phases of the United States in relation to
those aspects about which they knew little or nothing.

If a training program were set up in the United States to
familiarize foreign students with our culture, areas which were not
emphasized in the trainees' country might be stressed in the infor-
mation given here. For example, the trainees demonstrated that they
knew little about the economic relationships between Iatin America
and the United States whereas they knew more about the historical
background of the United States. Both factors are important in their
understanding of our culture but the Agricultural Training Program.would
be more meaningful to the trainees if they had a better background
for its economic relationship to their own country.

The fact that the trainees knew more about our history, location
of important landmarks and names of'prominent individuals than they
did about the "Reader's Guide", size of cities and types and amounts
of Latin Anerican exports to the'United States logically follows
their listing of motion pictures as one of their most important sources
of information about the United States. fiction pictures and news-
reels from this country would much more likely give some mention to
”Lindberg", "Thomas Edison" or "Joe Louis” than to "an index of
American and Canadian periodicals" or to the "percent of wool exported
from.Argentina".

Using the Rank Difference method, a correlation of +.77 was

found between the results of the Cultural Information test taken by

 

the trainees on their arrival in the United States and the number of

years of education in school reported by the trainees. The probable

..6 2-

error for this correlation is .038137 which indicates that the
correspondence found may be considered reliable. The high degree of

relationship found between the Cultural Information test scores

 

and the education of the trainees could be expected as they listed
"teachers" as their most important individual source of information
about the United States originating in Latin America.

A correlation of .59 was found between the initial scores

received by the trainees on the Columbia Vocabulary Test and the

 

first scores received on the Cultural Information test. The probable

 

error for this correlation is .061083. This relationship might be
interpreted in two ways. The first assumption could be that the train-
ees, in learning the English language, gained a certain amount of
knowledge concerning the United States. The obverse of this could
be that in gaining information about the United States the trainees
irproved their vocabulary. $0 doubt each factor influenced the other.
The Agricultural Trainees taking the Cultural Inforration test
upon their arrival in the United States made an average score of
45.1 out of a possible 98 correct answers. Their scores ranged from
13 to 75. On taking the test a second time the average number right
was 56.9 with scores ranging from.21 to 80. Only one trainee wade
a slightly lower score on the re-test. This sane trainee also received
a lower score the second time he took the Columbia vecabulagy Test.
The per cents of improvement received by the trainees ranged
from 0 to 107. Only one trainee received over 100 per cent improve-

ment and it was the same student who made the most improvement on

-53-

the Columbia Vocabulagy Test. The average per cent of improvement

 

received by the Agricultural Trainees taking both the initial and

re-tests on Cultural Information was 32 per cent. The trainees

 

improved more on this test after a year of study in the United

States than they did on the Kichigan Examination in Grammar. How-

 

ever, they increased their English vocabulary more than the improve-
ment made in knowledge of the United States.

Table VII gives the individual scores and per cents of improve-
ment received by the Agricultural Trainees on the Cultural Information
tests. The accompanying test indicates the scope and difficulty of
the questions asked. The questions included in the test and not
mentioned in the preceding analysis are ones which more than one-

third but less than two-thirds of the trainees answered correctly.

TABIE'VII.

IntervAmerican.Affairs Group:

1.
2.
3.
4.
5.
6.
7.
a.
9.
10.
11.

12.

14.
15.
16.
17.
18.

19.

THE AGRICULTURAL TRAINEES ON THE

CUITURAL INFOEEATION

 

t—d

fame

 

Almeida, Alberto
Alves, Francisco T.
Araque, Felix E.
Bastos, Hebert N.
Capobianco, Angel
Carvajal, Ana
Carvalho, Jefferson
Castillo, Pedro M.
Dantas, Belisario M.
Domingues, Octavio
Fernandes, Demostenes
Comes, Gilda
Lhrquina, Elda
Martinez, Antonio
hates, Osias

de melo, Joao Hendez
de Morass, Gilton P.
Nascimento, Julio

Padilla, C.

**Not Taken

rams
“—-

Test

 

33

37

35

3O

35

29

35

45

13

54

21

63

36

57

38

**

69

 

Test II

42

37

52

59

48

42

55

64

21

68

28

73

49

68

55

66

57

62

76

SCORES AITD PER CENTS OF ILPRO‘HU’EIT PECEIVED BY

 

48

96

31

44

57

61

25

33

15

36

19

53

10

TABIE VII...SCORES AI'D PER cams CF arrow-3.1m RECEIVED BY THE
AGRICUITURAL TRAIHEES on THE
CULrUi-‘AL aroma-n10}: TESTS (Cont.)

 

 

 

fiLgf
2332‘ rove-
Inter-American Affairs 23222: (Cont.)
20. Pellegrino, Domingo 49 ** --
21. Perez, Kario Jose 43 54 25
22. Pinto, Eudes S. L. 34 65 91
23. Ramirez, Ramon 58 64 10
24. Riker, Jose J. 31 38 22
25. Rodriguez, Adela 19 23 21
26. Sanchez, Iuis R. 27 44 62
27. dos Santos, Carlos P. 51 49 -4
28. Silveira, Raimundo ** 45 ~-
29. Smith, Amelio 25 37 48
30. Teixeira, Mario D. ** 46 --
31. Teixeira, Lhrio V. 40 60 5O
32. Uzcategui, Luz 15 23 53
33. Vitarelli, Alylio 21 38 80
34. Vivas, higuel A. 40 44 10
Soil Conservation Service Croup:

1., de Armero, Luis O. 66 76 15
2. Cestero, Miguel A. 51 64 25
3. Chavez, Manuel Jose 55 75 36

“Not Taken

-55-

TABLE VII...SCORIB AI‘TD PER GETS OF IIJPBOVZILETT RECEIVE
BY TIIE AGRICULTURAL TRAIIEES ON THE
CULTURAL ITFORMATION TESTS (Cont.)

 

 

 

 

 

3.1: _f.
Improve-
IIame 233st I 2.2.2.2. I; ment
Soil Conservation Service Group:(Cont.)
4. Diaz, Carlos 63 61 15
5. Herrera, Cesar H. 40 54 35
6. Leon, Jorge 71 73 2
7. Llerena L., David 59 69 17
8. havarro 8., Jose 55 63 14
9. Ramirez, Guillermo 50 65 30
10. Vega, J. Victor M. 41 52 26
Bureau 3;.Agricultural Economics:
1. Avendano Portius, Jorge 67 76 13
2. Baca Aguinaga, Victor F. 41 48 17
3. Boucard, Adrien Louis 56 61 8
4. Calzada B., Jose 30 47 58
5. Carvajal n., Vicente 75 80 I 6
6. Chaverri Rodriguez, Jose 53 65 22
7. Lozano, Porfirio 28 58 107
8. de Miranda, Roberto M. 59 76 28
9. P010 Celis, Jorge V. 65 68 4
Extension Service £3222:
1. Chaparro G., Alvaro 47 62 31
2. Conte, Rodini M. 54 61 12

3. Diaz, Guillermo R. 66 79 19

TABLE VII...SCOPIS Am) PER Inn‘s or Irraovmntr RECEIVED
BY THE AGRICULTURAL innrjs on THE
CLlTi-“PAL Immersion TESTS (Cont.)

 

 

 

a 2.:
Improve-
has 223.: _I_ sea _I; ment
Extension Service Group: (Cont.)
4. Fries, Hernan 57 73 28
5. Nicolas, Gabriel 49 6O 22
6. Penate, Antonio 52 65 25
7. Ruiz, Cristobal 49 56 14
8. Sevilla, Juan 51 65 29
9. Zuloaga, Jorge 45 63 42
Agriculturgl Research W:
1. Siqueira, Francisco P. 44 66 50

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-68-
CHAPTER V
CHKTGES IN ATTITUDES AND OPINIONS OF THE LATIN AKSPICAN
AGRICULTURAL TRADTEEB FESULTI'TG IN A YEAR'S
TRAIEIfiG IN THE UNITED STATES

The first type of data to be analyzed in this discussion of the
trainees' attitudes and Opinions at the time of their arrival and
after being in this country for a year is based on their expressions
concerning similarities and differences which they felt existed between
their own country and the United States. There is no demonstrably
correct answer or an objective way of determining a valid answer for
these items but in most cases there is substantial agreement among
informed observers as to what constitutes an informed or erroneous
opinion.

The literature on Latin America by North Americans and on North
America by Latin Americans was searched for expressions of difference
in culture which might be used as items in the instruments designed
to permit expression of Opinions and attitudes. Also the verbal
expressions of persons who, because of travel and experience, were
in a position to know the difference in the cultures as well as the
stereotypes of one group concerning the other were used in develOping
the instruments. The items were classified as pertaining to the
marital, familial, economic, educational, recreational, religious,
scientific and governmental institutions as discussed by Panunzio.

These "attitude" and "opinion” forms were presented to the train-
ees in their own language so that any handicap in this field would

gPanunzio, C., rajor Social Institutions, Naomillan CO., New York,
1939.

 

-69-

not effect their ability to accurately eXpress their true feelings.
Altogether, 96 items were included on the similarity and difference
form. Regarding each item.the trainee checked one of three columns
to show whether, in his Opinion, the item in question was more typical
of his own country, more typical of the United States, or there was
no difference between his own country and the U.S.A. If he checked
either "U.S.A" or his "own country" he was asked further to check
whether the item.was slightly, moderately, or much more character-
istic of the country checked. The trainees were asked to indicate
the degree of difference they thought existed between the two coun-
tries even in the cases where they did not feel very fully informed.
The following analysis of items demonstrates the trainees' ideas
concerning similarities and differences existing between their own
country and the United States when they first arrived in this coun-
try. These expressions will also be compared with the changes in the
trainees' Opinions after their years training in the United States.
The first types of responses to be discussed are those regard-
ing which substantial majorities of the trainees indicated that, in
their Opinion, the item was more characteristic of their own country
than of the United States. On first taking the test at the time of
their arrival, 26 of the 59 trainees answering the question felt
that "respect of children for their parents" was more characteristic
of their own country, 5 thought that it was slightly more typical
of the U.S.A. and 30 registered no difference. A year later 36
of the 62 trainees checking the item thought the situation was mere

typical of their own country, 23 thought there was no difference,

-70-

and 3 still thought it was more typical of the U.S.A. Concerning
the ”tendency to emphasize the importance of the family as a sacial
unit", 32 of the trainees answering the item.the first time felt

it was more typical of their country, 9 considered it more typical
of our country, and 19 registered no difference. A year later 35
of the 61 trainees responding to the item felt it more typical of
their country, 5 listed the U.S.A., and 21 reported no difference.
From.these items it is seen that the trainees, in visiting in the
United States and living with farm families, were not favorably
impressed with the fanfily relationships found in their cOntacts in
the United States. In this connection, 24 Of the trainees taking
the first teSt thought the ”inability to prepare appetizing meals”
more characteristic of their own country, 10 said that it was more
typical of our country, and 29 felt that there was no difference.
After they had eaten here for a year, 16 said that the fault was
more typical of their own country, 18 now claimed it for the U. S. A.,
and 28_registered no difference.

Concerning what the Iatin Americans thought about United States
women, when they first arrived 55 thought the "chaperonage of young
women" more typical of their country, 2 said that it was more typical
of the United States, and 4 registered no difference. A year later
62 trainees claimed the practice for their own country while only 1
said that it was more predominant in the United States. At first,

35 of the trainees thought the "tendency of young men to talk about
women" was more frequent in their country, 19 gave the practice to
the two countries. Later, 24 claimed the habit for their country, 22

felt it more typical of our country, and 17 could see no difference.

-71-

On the item.of "morality of women", at first, 26 trainees gave credit
to Latin American women, 27 said that there was no difference, and 3
claimed the situation for United States women. A year later 58 train-
ees thought that the ”morality of women" was more typical of their own
country, 2 checked the United States, and 17 still registered no dif-
ference. The "respect for sanctity of marriage" was claimed by 85
trainees for their own country on their arrival and by 45 trainees
after they had been here for a year. 8 checked the United States at
first and only 4 gave credit to this country on the second test.
"Personal giving to unfortunates" was said to be more typical of
Latin.America by 44 trainees on their arrival and by 40 trainees a
year later. 1 trainee claimed the item for the United States at
first and 7 gave credit to this country a year later. On the "ten-
dency to deal with problems philosophically", 28 listed their own
country at first and 35 thought it more characteristic a year later.
15 trainees, at first, gave credit to the United States while only
9 placed our country in this category a year later. The rest of the
63 trainees, in both cases, felt that there was no difference. The
"tendency to be typically lacking in good taste" was attributed to
Latin America by 20 students at first and by 13 a year later. 8
trainees claimed the fault for the United States on their arrival
while 19 thought it more typical after they had been here a year.
The rest could see no difference between the two countries. At first,
43 trainees thought that Latin America had a "higher valuation of hos- .
pitality than business” and 8 thought that the United States did.

Later, 5 trainees checked the United States while 48 felt the practice

more typical of their own country. The rest of the 63 trainees could
see no difference. The "tendency to acquire social position through
inheritance” was thought to be more typical of Latin America by 45

of the trainees at first and by only 54 a year later. ”Equality of
treatment between negroes and whites" was a situation considered

more typical of Latin America by 50 of the trainees on their arrival
and by 57 a year later. However, the ”tendency to emphasize class
distinctions" was felt by 28 trainees, on their arrival here, to be
stressed more in their own country. A year later 36 trainees expressed
this same opinion. 19 students, at first, considered it a situation
more typical of the United States while only 9 had this feeling
after they had lived here a year. The "tendency to be revoltingly
informal" was checked by 52 trainees for their own country upon
their arrival while 20 placed their country in this in this category
a year later. Only 2 trainees considered our country in this light
when they arrived while 8 checked the United States after they had
been exposed to our customs. The rest of the trainees could see no
difference between the two countries. The ”tendency to consume ale
coholic drinks” was considered predominant in Latin America by 28
trainees on their arrival here but by only 15 a year later. The
majority of the trainees felt that there was no difference. 19
trainees thought that their country had a greater "tendency of govern-
ment to be plutocratic" when they came to Washington and 28 expressed
this opinion a year later. 24 latin Americans thought that their

country demonstrated a greater "appreciation of EurOpean contributions

-73-

to civilization" when they arrived while 54 attributed this item to
their country a year later. Upon their arrival, 29 trainees con-
sidered the "tendency to venerate things spiritual" as more
characteristic of Latin Americans. A year later, 41 trainees thought
that this was more characteristic of the peOple of their own country.

In this study of the similarities and differences that the
latin American Agricultural Trainees felt existed between their
country and the United States, several more items were considered much
more typical of Latin America. However, on these points the trainees
registered little or no change of opinions from the time when they
first arrived in the United States and after they had completed
their year of study here. These statements felt to be much more
typical of Latin America include: "indulgence in the sport of cock-
fighting", "taking chances in the lottery", "the observance of
religious holidays", "lack of etiquette", "tendency to value punctu-
ality too little", "tendency to be lacking in ambition", "tendency of
the poorest families to possess no education", "tendency of the
lower class to be characterized by miserable conditions", "tendency
for politics to be corrupt", and "tendency for the country and city
people to be very different".

The following items were considered somewhat more character-
istic of Latin America and there were little or no changes in Opinions
concerning them.after the year's training: "tendency of government
officials to accept bribes", "exphasis of uncritical memorizing in

popular education", "tendency of the illegitinacy rate to be high",

..74-

"hampering of the develOpment of pOpular education by church in-
fluences", "tendency to be very idealistic", and "production of
literary genius".

The next group of responses to be discussed in this analysis
of the trainees' opinions concerning similarities and differences
ex sting between their country and ours will be those items thought
to be more typical of the United States and about which the students
registered certain c? nges of opinion after their year in this country.

53 of the trainees considered the "ability to relax" more
typical of th United States when they first came here while 26
registered this trait for our country a year later. 16 claimed it
to be a characteristic of their country at first while 25 checked
their own country a year later. The rest of the trainees felt that
there was no difference between the two countries. 41 of the train-
ees felt that "emphasis on fair play and sportsmanship" more a trait
of our country upon their arrival while 46 gave us credit for it a
a year later. 4 trainees checked their country on this point at
first and 2 still had this feeling a year later. 32 said that the
"tendency to place a high value on honesty" was more a part of our
culture when they came with 5 claiming the trait for their own
country. Later 58 placed the United States in this category with the
same number still checking their own countries. The rest of the
trainees could see no difference. The "tendency to be cleanly"
was first checked for our country by 53 trainees with ohly 5
attributing it to Latin America. Later only 19 thought the trait

more typical of this country and 14 claimed it for their own country.

-75-

The rest of the trainees thought that our countries rated the same.

"Glorification of the cult of science among all classes" was
considered more characteristic of the United States by 45 trainees at
first and by 59 a year later. "The tendency of science to deal with
practical problems" was attributed to our country by 49 trainees on
the initial test and by 56 after they had lived here a year. The
rest of the 65 included in this study claimed that there was no
difference. 50 trainees felt that the United States had more of a
"tendency to be very materialistic" when they arrived while 44 of
the group felt the same way a year later. 57 attributed "proficiency
at handling machinery" to the U.S.A. at first with 55 checking thhs
column after their agricultural training here. The "tendency to be
imperialistic" was thought to be more typical of the U.S.A. by 26
trainees when they came and by 55 trainees after their stay here.

7 trainees thought the practice more typical of their country at
first with 5 still feeling this way later. The rest could see no
difference between the United States and Latin America. The "ten-
dency of education to emphasize what is essential to making a liv-
ing" was considered more typical of the United States by 55 trainees
when they arrived and by 51 trainees after they had actual exper-
ience in the situation.

The ”skillfulness of dentists" was thought to be more char-
acteristic in the U.S.A. when the trainees first came by 55 while
only 1 trainee stood by his own dentist. Later a few had changed
their Opinions as only 28 claimed our dentists to be better. The

l trainee still 1 ked his own and the rest "felt" no difference.

In contrast to the ”respect of children for their parents" thought

to be more typical in Latin America, 50 trainees, at first, claimed
that the "tendency of children to be well behaved" was more typical
of our country with only 5 checking their country. Later, 24
trainees still complimented United States children while 10 decided
that the situation was more typical in Latin America. The rest could
not see any difference between the situation in the two countries.
The "tendency to be law-abiding" was thought to be more character-
istic of the United States by 50 trainees at first and by 56 a year
later. 5 thought this point to be more typical of their own citizens
at first and 4 still felt this way a year later. The rest claimed
that they had not noticed any difference.

"Preciseness in expression" was another factor attributed to the
United States by 47 trainees at first and later by 58. The "import-
ance of energy and ability in achieving high social position" was
claimed for the United States by 59 trainees on their arrival and
later 55. 51 trainees regarded the "punctiliousness in observance
of amenities" more typical of the U.S.A. when they arrived here as
compared to the 11 who thought it more typical of Latin Americans.
Later 25 still checked our country and 18 had decided the practice.
was more in evidence in their country.

The "tendency for religious organizations to foster development
of democratic political institutions" was first felt to be more the
situation in the United States by 55 trainees. Later 46 were of this
Opinion. When first coming to the United States, 17 trainees thought
that the "tendency of dominant religions to encourage critical think-

ing among the common people" was more typical of Latin.America and the

same number registered the feeling concerning our country. A

year later 58 trainees thought the tendency more a part of our
religion while 14 still felt it more typical of their dominant
religion. 20 trainees claimed the nited States' people had more of
a "tendency to be lacking in spirituality" when first taking the

test compared with the 10 who claimed it for their own people. Later,
5O placed us in this category compared with the 6 who still thought

it more characteristic of Latin Americans. "Lack of appreciation

for poetry” was also claimed for us by 50 trainees at first and

later by 54.

Upon their arrival, 55 trainees thought the "degree of sexual
freedom of women before marriage" to be more typical of the U.S.A.
as compared to the 4 who thought it more characteristic of their
culture. After they had lived here a year, 62 of the 65 trainees
included in this study claimed the situation to be more a part of
our countri. The remaining trainee claimed there was no difference.
At first, 55 traineed linked the United States with "ease of ob-
taining divorces" while 61 placed our country in this category a
year later. The "tendency of women to snow masculine traits" was
felt to be more typical of the United States' women by 49 trainees on
their arrival and ny 57 after they had been here a year. Regardless
of these points, "greater happiness on the part of women" was con-
sidered more typical in the United States by 22 trainees when they
first came here and by 25 trainees after they had lived here a year.
This is compared to the 15 trainees who considered Latin American

women happier when they took the initial test and the 15 who later

-73-

held this Opinion. The rest of the trainees could not discriminate
between the situations in the two countries.

The following items include those which the trainees considered
much more typical of the United States and about which there were
little or no changes in Opinion after the year's training in this
country: "tendency to place high valuation on efficiency", "the
practice of chewing gum", "tendency to educate boys and girls in the
same classrooms", "devotion to the gene of baseball", "emphasis of
original thinking in pOpular education", ”tendency to regard practical
utility as highest criterion Of value", "tendency to be sharply aware
of time", "worship of speed", "tendency to recognize the dignity of
labor", "freedom.of women", ”tendency to deal with problems scien-
tifically", "tendency to consume soft drinks", and ”tendency to
contribute materially to the body of science".

The points which were considered somewhat more typical of the
United States by the Latin Americans and concerning which little or
no changes were registered include the follovdng: "great importance
Of the middle class", "tendency of newspapers to publicize exceptional
events", "tendency to be intellectually realistic", "typical Optimistic
expectation of self-improvement", "tendency Of political reality to
conform to constitutional prescription", "tendency of dominant re-
ligion to be concerned with solution Of serious social problems”,
"tendency to be typically amiable", and "high valuation Of pre-
marital continence for men".

Several of the items included in the form.seeking similarities

and differences felt by the trainees Showed no clear-cut majorities

-79-

of Opinion. Empressions of this type include the following:
"love of the beautiful", "tendency of brutality to characterize
sports", "tendency to display insatiable curiosity", "tendency to
smug self-satisfaction with own cultures", "tendency Of pOpular music
to be disgusting", "tendency to treat foreigners rudely", "tendency
to be typically lacking in politeness", "tendency of businessmen to be
kicking in cultural refinement", and "lack of courtesy by men t0!&rd
women".

In listing the similarities and differences which the Latin
American students felt existed between their countries and the
United States, it was interesting to note that most of the Opinions
expressed by the trainees conformed to some extent, at least, with
what informed Observers have written regarding comparisons of Latin
American and United States cultures. The divergent answers found on
some Of the items could be eXpected as eleven different latin
American countries were represented in the study and many of the
customs of these countries differ widely. ‘However, a few items
including "greater happiness on the part of women" and "punctiliousness
in Observance of amenities" claimed to be more typical of the United
States and "tendency to be revoltingly informal" attributed to latin
America do not correspond to what many individuals have written
concerning the situation in these respective countries.

A second Opinion form, given to the agricultural trainees,
included eleven statements based on the Opinions and attitudes that

the students had already expressed regarding certain differences

~80-

and similarities between their country and the United States. This
type Of form called for the respondent to record his degree of agree-
ment or disagreement in three stages with the statement made, that
is, "little", "somewhat", or "much".

Concerning the statement that "Korth Americans who visit us
without knowing our language cannot understand our culture", 52
trainees agreed, ll disagreed, and 10 did not have any Opinion or
did not respond when taking the initial group of tests upon their
arrival in this country. A year later, 48 trainees agreed with the
statement, 11 still disagreed, and 5 had no Opinion or did not respond.

When first taking the test, 22 trainees agreed that "In general,
Latin Americans look upon North Americans with suspicion", 5O dis-
agreed, and 11 had no Opinion or did not reSpond. Later, 28 agreed
with this point, the 50 still disagreed, 4 had no opinion, and 1 did
not respond.

That "The American cultures Of Iberian and Anglo-Saxon origin
are basically different" was accepted by 55 trainees when they arrived
and by 44 trainees after they had lived here a year. 8 disagreed
with the statement at first while only 5 indicated this feeling later.
The rest of the 65 trainees had no Opinion or did not respond.

"North American motion pictures convey a distorted picture Of
life in the United States" according to 52 trainees when they arrived
in our country. 17 disagreed with this statement and the rest did
not respond or did not know. After the students had lived in our
country for a year, 54 agreed with the statement while only 9 dis-

agreed. The expressions of Opinions on this subject are particularly

-81-

interesting since, despite the distortion trainees gave motion pictures,
they were considered the most significant Of their sources of in-
formation about the United States.

"Today the center Of civilization is in the United States" was
accepted by 48 trainees when they arrived and by 55 a year Mater.
4 disagreed with the statement at first and 5 still felt this way a
year later. The rest did not express an Opinion or did not reapond.

27 trainees agreed with "I dislike the gumrchewing habit"
when they came as compared with the 24 who agreed with the statement
a year later. 19 disagreed with the statement at first and 21 dis-
agreed a year later. A great number did not have any opinion on the
habit.

"The present treatment which Anglo-Americans Of the Southwest
in the United States give to Spanish-Americans there operates against
the 'GOOd Neighbor' policy". This statement was considered true
by 12 trainees when they first came to the United States and later by
25 trainees. 10 trainees disagreed with the statement both times.
The rest did not respond or did not have an opinion.

47 trainees agreed that "United States agricultural machdnery
is the best in the world" when they first came here and 49 expressed
this Opinion after they had been a part of the agricultural training
program here. Five disagreed with the statement both times. The
rest of the 65 did not commit themselves.

"Protestant propaganda from the United States is a menace to the
usual faith Of Latin America". This was considered true by 14

trainees at first and by 19 later. 52 disagreed with the statement

when they arrived and 55 decided it was not the case a year later.
The rest of the 65 did not express themselves on the matter.

That "The general acceptance of Protestant Christianity
would be a great misfortune for the Latin American countries" was
agreed by 10 trainees at first and by 18 later. 26 disagreed with
this statement at first as did 25 later. 7 did not respond on the
first form and 20 had no opinion on the subject both times.

According to 55 trainees upon their arrival in this country,
"Ev'government, regardless cf financial cost, should develop on the
part of my country, the must complete possible economic self-
sufficiency". 59 trainees agreed with this statement after their
year's training here. 16 disagreed with the statement when the arrived
as did 1? later. The rest of the 65 trainees did not respond or did
not have an opinion on the subject.

The third type of responses included in this group consists
of the trainees' expressions of attitude or preference. As in the
case of the first list of opinion items, the trainees mere asked
to discriminate between the situation in their own country and in the
U.S.A. In this instance, however, the problem.was first to determine
whether they preferred the situation in their own country or in the
U.S.A. and, second, if they preferred the situation in one country
or the other, whether their preferences were "slight", "moderate",
or "much".

The first items to be listed are those concerning which a large

majority of the trainees indicated a preference for the situation

in the United States and about which there was no significant change
in their attitudes after they had lived in this country for a year.
The item."tendency to value punctuality too little", was considered
much more typical of Iatin Anerica but the trainees much preferred

the situation in the United States. The following items were consider-
ed more typical of the United States and the situations in this
country were much more preferred by the trainees: "great inportance

of the middle class", "importance of energy and ability in achieving
high social position", "tendency to regard practical utility as
highest criterion of value", "tendency to be sharply aware of time",
"worship of speed", "tendency of education to emphasize what is essen-
tial to making a living", "tendency to reCOgnize the dignity of
labor", and "tendency to deal with problems scientifically".

The following items include those concerning which the trainees
sorewhat more preferred the situation in the United States but a few
less trainees in each case preferred the situation our country after
they had live here a year. These items concerning which the situation
was slightly more preferred in the United States include: "personal
giving to unfortunates", "tendency to deal with problems philoSOphical-
ly", "tendency of young men to talk about young women", "high
valuation of pre-marital continence for Ken", "tendency to display
insatiable curiosity", "tendency to acquire social position through
inheritance", and "typical Optimistic expectation of self-improvement".

Additional items concerning situations which were slightly more
preferred in the United States by the trainees and which a few addition-

al trainees preferred, in each case, after they had been here a year

-84-

include the folloving: "tendency to consume soft drinks", "tendency
to emphasize class distinction", "tendency of dominant religion to
encourage critical thinking among the common people", and "tendency
of dominant religion to be concerned with solution of serious social
problems".

Upon their arrival, 54 of the trainees preferred the sit*ation
in their own country concerning the "degree of sexual freedom of
women before marriage" as compared to 14 who preferred the situation
in the Un ted States and 15 who stated no difference. After they had
lived here a year, 41 trainees preferred the situation in their own
country, 11 preferred it in ours aid 10 checked no difference.

Concern'ng the "equality of treatment between negroes and
whites" 57 trainees preferred the situation in latin America when
they arrived in the United States and after being here a year 56
preferred the situation in their own country. 9 preferred the
situation in the United States upon their arrival while only 1 checked
our country a year later.

Regarding "appreciation of European contributions to civilization",
14 trainees preferred the situation in their country and the ears
number preferred the situation in their country and the same number
preferred the situation in our country when they took the initial
group of tests. However, a year later, 27 preferred the situation in
their country while only 10 preferred it in the United States. The
rest of the trainees did not have any preference.

19 trainees, at first, and 24, later, preferred the situation

in their country concerning the item of "lack of appreciation for

—85-

poetry". 10 preferred it in our country at first while 8 still
expressed this attitude a year later. The rest of the 63 did not
register any preferences.

Concerning the "higher valuation of hospitality than busi-
ness", 28 trainees expressed an attitude of preference for the
situation in the United States while 19 gave preference to the
situation in their country when first filling out the form.
Later, 17 preferred the condition here while 26 expressed a
preference for their own country.

The situation involving the "tendency to be materialistic"
at first was preferred in the United States by 14 trainees and
in Latin America by 16 trainees. Later, 23 trainees preferred
the situation in their own country niile ll favored our country.
A great number did not have any preference oneway or the other.

Regarding the items of "tendency to consume alcoholic drinks"
and "tendency to be very idealistic", the situations in the United
States were slightly preferred by the trainees when they first
arrived here. However, a year later, no clear-cut indications of
preference could be determined for the situations in either Latin
America or the United States.

The included samples of the attitude and Opinion forms used
in this study indicates how this group of 63 agricultural train-
ees from.Latin America checked each item. The degree to which
the expressed Opinions were felt in each case is also tabulated.

As the Latin Americans' English language ability, knowledge

and experience in the United States increased due to their year's

-86-

training here, certain of their opinions and attitudes towards
the United States became more favorable while others were found
to be less favorable. After they had lived in the midst of our
culture for a year, the trainees demonstrated that they had less
respect than when they arrived for some of the following aSpects
of our way of life. They were not favorable impressed by the
lack of emphasis placed on the family as a social unit nor by
the respect that United States' children show for their parents.
Since family bonds have been considered closer, generally speaking,
in our farm families than in our city families, it logically fol-
lows that the trainees' attitudes concerning this situation would
have become even less favorable had they lived in cities during
their entire stay in this country rather than with farm families.

The trainees also became less impressed by the freedom.of
United States women. The "morality of women" was considered
much more typical of their own country after the trainees had
been here a year and the situation regarding the "degree of sex-
ual freedom of women before marriage" became even.more preferable
in Latin.America. The trainees were not favorably impressed by
the lack of "chaperonage of young women" seen in this country and
their attitudes concerning our "respect for sanctity of marriage"
and "ease of obtaining divorces" also became less favorable to-
wards the United States after they had lived here a year.

The higher valuation that the people of the United States
give to business over hOSpitality brought more unfavorable attitudes
from the Latin Americans after they had been eXposed to the

situation. In this connection, they also became less impressed with

our "ability to relax”.

After the trainees increased their English language ability
and knowledge about the United States, they became less impressed
by our "appreciation of European contributions to civilization" and
our tendenCy not "to venerats things spiritual". They also expressed
this same unfavorable attitude towards our "lack of appreciation
for poetry". After seeing the situation here, the inequality
"of treatment between negroes and whites" was considered even less
desirable by the trainees.

Other attitudes towards the United States which the trainees
demonstrated to be less favorable after their years training here
include our "tendency to be materialistic" as well as our "tendency
to be imperialistic".

As the Latinos' knowledge and experience in the United States
increased, certain of their attitudes and opinions towards this
country became more favorable. The trainees became more impressed
by our "emphasis on fair play and sportsmanship" and by our "tendency
to place a high value on honesty". The same feelings were expressed
concerning the "tendency to be law-abiding" found in our country.

Other factors Which were preferred in the United States when
the trainees arrived here and concerning which they had even more
favorable attitudes after they had lived here and learned more about
our country, include the following: "great importance of the middle
class", "tendency of education to emphasize what is essential to
making a living", "tendency to recognize the dignity of labor", and

"tendency to deal with problems scientifically".

~88-

Other attitudes that improved with the students' stay in this
country concerned the value we place on punctuality, less emphasis
on class distinction than found in Latin America, the "tendenCy of
dominant religion to encourage critical thinking among the common
people", and the "tendency of dominant religion to be concerned
with solution of serious social problems".

It was interesting to find that, after they had lived here a
year, more trainees agreed with the statenent that "North Americans
who visit us without knowing our language cannot understand our
culture". The trainees, no doubt, expressed this Opinion because
they felt that they understood the culture in the United States
better after they had improved their English language ability.

Other interesting compliments given to the United States by
the trainees after they had lived in this country were that more
thought that "today the center of civilization is in the United
States" and that "United States agricultural nachinery is the best
in the world".

However, after they had learned more about the situation,
nearly twice as mahy trainees as at first expressed the feeling
claimed that the treatment of the Spanish Americans in the South-
west of the United States by the Anglo-Americans operated against
the "Good Neighbor" policy. This unfavorable opinion resulting
from the trainees' experiences here could not be considered a
positive aid in develOping inter-American understanding and co-
Operation.

Also, more trainees later felt that "Ky government, regard-

less of financial cost, should develop on the part of my country,

the most complete possible economic self-sufficiency". This Opinion
could be considered an unfavorable result of their training here
for most economists believe that greater economic interdependence

between the United States and latin America would be mutually ad-

vantageous.

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GE'EILJ, CO"CLUSIO 3 0 mm T'33T137Gm OGLALE G TITS TO THE
5.211? 3.2311613»! AG? LICULTJTJLL TILIITEE3

This study of the changes found in the latin American Students'
English language ability, information, attitudes and Opinions after
their year's training in the United States does not attempt to relate
their improvement with the technical facility which they developed
during their training in this country. However, such a study was
felt justified because of the many non-technical results found and
the implica+ ions that follow concerning the contribution of this type
of training program to the general improvement of relations between
the American Republics.

In analyzing the chief sources of information of the latin
American trainees concerning the United States prior to the beginning
of their one-year study period here, certain important fields of
influence were found. Also, a basis for sons of the trainees'
knowledge, attitudes and Opinions was determined. A knowledge of
these more susceptible sources of information could be valuable in
promoting better inter-American understanding.

The results of the English language ability tests, taken by the
trainees upon their arrival in this country and also after they had
lived here a year, demonstrate the need for a more thorough English
training for foreign students accepting fellowships to study in the
United States. The fellows would benefit more from their periods of

study in the United States and would be able to achieve a better

-91-

understanding of our people and culture with a more adequate knowledge
of the English language. In this connection, a hOpeful outlook for
the future is seen in the report of the Institute of International
Education concerning the steady improvement in foreign students as the
methods of selection are becoming more strict and the teaching of Eng-
lish in the other American republics is progressing.

The results of the Cultural Information tests given to the train-

 

ees have demonstrated, in a general way, certain aspects of the United
States concerning which the students were most familiar in relation to
the phases about which they knew little or nothing. The Correspon-
dence found among this information, their sources of information and
their previous education is significant. Also, if a training program
were set up in the United States to familiarize foreign students with
our culture, areas which were found not to have been emphasized in
the students' country could be stressed in the information given here.
The most significant part of this study is the understanding of
the changes found in the attitudes and Opinions of the Latin American
students after their year's training in the United States. Some of the
attitudes and opinions became more favorable while others were found
to be less favorable towards the United States. The reasons for these
changes are important in our attempt to establiSh a wider recognition
of American achievements and a better understanding of out life on
the part of the Latin American students. Also, such information
gives us a clue as to the kinds of impressions that the trainees took
back to the peOple of their own countries.

The fact that the majority Of the trainees went back from this

-93-

country wanting to develop complete economic independence on the part
of their own countries is a negative result of the Agricultural Train-
ing Program. Our country sees the need for Pan.American co-Operation
in trade rehitions and the need for the enlargement and encouragement
Of the area of mutual action compatible with the larger world economic
order. As many of the trainees will be leaders in the fields Of ag-
riculture and economics in their own countries, it is disappointing
that they did not see the need for developing inter-American trade
relations after their year of study in the United States. The train-
ees' indicated desire for self-sufficiency and their lack of know—
ledge about Latin American trade relations demostrates the need in
this type of training program.for more thorough and meaningful in-
structions in both the fields Of Economics and Sociology.

The information gathered in this study on only 63 agricultural
trainees from eleven Latin American countries shows the great need
and Opportunity for future research in this field. A larger sample
Of foreign students should be used in such a study so that geograph-
ical, economic, racial and cultural groupings could be made. A more
extensive and detailed classification of the students‘ backgrounds
and educational preparations should be made. An analysis should be
made of individual students relating their knowledge of our country
upon arrival and improvements made vhile here with their changes in
Opinions and attitudes. The exchange Of students is a good way to
promote better Pan American understanding and any measures of aich

programs should be of value.

BIBLIOGRAPHY

Hanson, Haldore, The Cultural-Cooperation.Program 1938-1943,
Department of State Publication 2137, United States
Government Printing Office, washington D. G., 1944.

Leonard, Olen, Schuler, Edgar A., Loomis, Charles P.,
”Testing Agricultural Trainees From the Other American
Republics".

Loomis, Charles P. and Green, Philip Leonard, "Latin Americans
Studying the Agricultural Sciences in the United States".

Panunzio, Constantine M., major Social Institutions, Kacmillan
CO., Jew York, 1939.

Schurz, William Lytle, Latin America, B. P. Dutton and CO.,
NeW'York, 1942.

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